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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Numbers
|
Whole Numbers - Place value of digits
Whole Numbers - Total value of digits |
By the end of the
lesson, the learner
should be able to:
- Use place value of digits up to hundreds of thousands in real life - Demonstrate skills in identifying place value in different numbers - Show interest in identifying place values in different numbers |
In groups, learners are guided to:
- Use place value apparatus to identify place value of digits up to hundreds of thousands - Make place value pockets and place number cards in them - Identify place value of different digits in given numbers - Work in groups to share findings on place value of digits |
What is the place value of a specific digit in a number?
|
Oxford Let's Do Mathematics, pg. 1
Number cards Place value charts Place value pockets Oxford Let's Do Mathematics, pg. 3 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 2 |
Numbers
|
Whole Numbers - Numbers in symbols
Whole Numbers - Reading and writing numbers in words Whole Numbers - Writing numbers in increasing order Whole Numbers - Writing numbers in decreasing order Whole Numbers - Rounding off numbers to the nearest hundred |
By the end of the
lesson, the learner
should be able to:
- Read numbers up to hundreds of thousands in symbols - Demonstrate skills in reading numbers in symbols - Appreciate the use of numbers in symbols in real life |
In groups, learners are guided to:
- Read numbers up to hundreds of thousands in symbols from number charts or cards - Use number cards to read numbers - In pairs, work with charts to identify numbers in symbols |
Where do we use numbers in daily life?
|
Oxford Let's Do Mathematics, pg. 4
Number cards Number charts Oxford Let's Do Mathematics, pg. 5 Oxford Let's Do Mathematics, pg. 6 Oxford Let's Do Mathematics, pg. 7 Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 3 |
Numbers
|
Whole Numbers - Rounding off numbers to the nearest thousand
Whole Numbers - Divisibility test of 2 Whole Numbers - Divisibility test of 5 |
By the end of the
lesson, the learner
should be able to:
- Round off numbers to the nearest thousand - Demonstrate skills in rounding off numbers - Show interest in rounding off numbers in real life |
In groups, learners are guided to:
- Round off numbers to the nearest thousand using number line - Make number cards and group numbers based on rounding off to nearest thousand - Work in groups to round off various numbers |
How do we use rounding off in daily life?
|
Oxford Let's Do Mathematics, pg. 8
Number line Number cards Oxford Let's Do Mathematics, pg. 9 Number cards Number charts Oxford Let's Do Mathematics, pg. 10 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 4 |
Numbers
|
Whole Numbers - Divisibility test of 10
Whole Numbers - Highest Common Factor (HCF) Whole Numbers - Greatest Common Divisor (GCD) |
By the end of the
lesson, the learner
should be able to:
- Apply divisibility test of 10 in real life - Demonstrate skills in using divisibility test of 10 - Show interest in identifying numbers divisible by 10 |
In groups, learners are guided to:
- Use number cards to divide different numbers by 10 - Identify patterns for numbers divisible by 10 - Compare divisibility test of 10 with tests of 2 and 5 |
What characteristics do numbers divisible by 10 have?
|
Oxford Let's Do Mathematics, pg. 11
Number cards Number charts Oxford Let's Do Mathematics, pg. 12 |
- Observation
- Oral questions
- Written exercises
|
|
| 2 | 5 |
Numbers
|
Whole Numbers - Least Common Multiple (LCM) part 1
Whole Numbers - Least Common Multiple (LCM) part 2 |
By the end of the
lesson, the learner
should be able to:
- Apply Least Common Multiple in real life situations - Demonstrate skills in finding multiples of numbers - Show interest in finding multiples in real life |
In groups, learners are guided to:
- Identify multiples of given numbers - List multiples of different numbers - Work in groups to find multiples of various numbers |
What are multiples of a number?
|
Oxford Let's Do Mathematics, pg. 13
Number cards Number charts |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 1 |
Numbers
|
Whole Numbers - Applications of HCF and LCM
Whole Numbers - Number sequences Whole Numbers - Comparing place values |
By the end of the
lesson, the learner
should be able to:
- Apply HCF and LCM in solving real life problems - Demonstrate skills in solving problems using HCF and LCM - Show interest in applying HCF and LCM in real life |
In groups, learners are guided to:
- Solve word problems using HCF and LCM - Apply HCF and LCM in real-life contexts - Work in groups to solve various problems |
How do we use HCF and LCM to solve problems?
|
Oxford Let's Do Mathematics, pg. 14
Number cards Number charts Oxford Let's Do Mathematics, pg. 15 Oxford Let's Do Mathematics, pg. 16 Place value charts Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 2 |
Numbers
|
Whole Numbers - Number patterns
Whole Numbers - Problem solving Addition - Addition of numbers without regrouping |
By the end of the
lesson, the learner
should be able to:
- Create number patterns using given rules - Demonstrate skills in creating number patterns - Appreciate number patterns in real life |
In groups, learners are guided to:
- Create number patterns using given rules - Identify rules used in given number patterns - Work in groups to create and extend number patterns |
Where do we find number patterns in real life?
|
Oxford Let's Do Mathematics, pg. 17
Number cards Number charts Oxford Let's Do Mathematics, pg. 18 Word problem cards Number cards Oxford Let's Do Mathematics, pg. 24 Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 3 |
Numbers
|
Addition - Addition of numbers with single regrouping
Addition - Addition of numbers with double regrouping |
By the end of the
lesson, the learner
should be able to:
- Add up to three 6-digit numbers with single regrouping - Demonstrate skills in adding numbers with regrouping - Appreciate addition of numbers in real life |
In groups, learners are guided to:
- Use place value apparatus to add up to three 6-digit numbers with single regrouping - Add up to a sum of 1,000,000 - Work in groups to solve addition problems with regrouping |
How do you regroup when adding numbers?
|
Oxford Let's Do Mathematics, pg. 25
Place value apparatus Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 4 |
Numbers
|
Addition - Estimating sum by rounding off to the nearest hundred
Addition - Estimating sum by rounding off to the nearest thousand Addition - Addition patterns |
By the end of the
lesson, the learner
should be able to:
- Estimate sum by rounding off addends to the nearest hundred - Demonstrate skills in estimation of sums - Show interest in estimating sums in real life |
In groups, learners are guided to:
- Estimate sums by rounding off addends to the nearest hundred - Use number line to round off numbers then add - Work in groups to estimate sums of various numbers |
How do you estimate the sum of given numbers?
|
Oxford Let's Do Mathematics, pg. 26
Number line Number cards Oxford Let's Do Mathematics, pg. 27 Oxford Let's Do Mathematics, pg. 28 |
- Observation
- Oral questions
- Written exercises
|
|
| 3 | 5 |
Numbers
|
Subtraction - Subtraction of numbers without regrouping
Subtraction - Subtraction of numbers with regrouping |
By the end of the
lesson, the learner
should be able to:
- Subtract up to 6-digit numbers without regrouping - Demonstrate skills in subtracting numbers without regrouping - Appreciate subtraction in real life |
In groups, learners are guided to:
- Use place value apparatus to subtract up to 6-digit numbers without regrouping - Work in groups to solve subtraction problems - Apply subtraction in real-life contexts |
When do we use subtraction in real life?
|
Oxford Let's Do Mathematics, pg. 32
Place value apparatus Number cards Oxford Let's Do Mathematics, pg. 33 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 1 |
Numbers
|
Subtraction - Estimating difference by rounding off to the nearest hundred
Subtraction - Estimating difference by rounding off to the nearest thousand Subtraction - Combined operations |
By the end of the
lesson, the learner
should be able to:
- Estimate difference by rounding off numbers to the nearest hundred - Demonstrate skills in estimation of differences - Appreciate estimation in real life |
In groups, learners are guided to:
- Estimate differences by rounding off numbers to the nearest hundred - Use number line to round off numbers then subtract - Work in groups to estimate differences of various numbers |
How do you estimate difference to the nearest hundred?
|
Oxford Let's Do Mathematics, pg. 34
Number line Number cards Oxford Let's Do Mathematics, pg. 35 Oxford Let's Do Mathematics, pg. 36 |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 2 |
Numbers
|
Subtraction - Subtraction patterns
Multiplication - Multiplication of 2-digit by 1-digit numbers |
By the end of the
lesson, the learner
should be able to:
- Create patterns involving subtraction from up to 1,000,000 - Demonstrate skills in creating subtraction patterns - Show interest in identifying subtraction patterns |
In groups, learners are guided to:
- Create patterns involving subtraction of numbers - Identify rules used in forming subtraction patterns - Work in groups to create and extend subtraction patterns |
How can you create number patterns involving subtraction?
|
Oxford Let's Do Mathematics, pg. 37
Number cards Oxford Let's Do Mathematics, pg. 42 Number cards Multiplication tables |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 3 |
Numbers
|
Multiplication - Multiplication of 3-digit by 1-digit numbers
Multiplication - Multiplication of 3-digit by 2-digit numbers Multiplication - Estimating product by rounding off numbers |
By the end of the
lesson, the learner
should be able to:
- Multiply 3-digit numbers by 1-digit numbers - Demonstrate skills in multiplication - Show interest in multiplying numbers in real life |
In groups, learners are guided to:
- Work out multiplication of 3-digit numbers by 1-digit numbers - Use different methods of multiplication - Work in groups to solve multiplication problems |
How can we apply multiplication in real life?
|
Oxford Let's Do Mathematics, pg. 42
Number cards Multiplication tables Oxford Let's Do Mathematics, pg. 43 Oxford Let's Do Mathematics, pg. 44 Number line Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 4 |
Numbers
|
Multiplication - Making patterns
Multiplication - Problem solving |
By the end of the
lesson, the learner
should be able to:
- Make patterns involving multiplication of numbers with product not exceeding 100 - Demonstrate skills in creating multiplication patterns - Appreciate multiplication patterns in real life |
In groups, learners are guided to:
- Create patterns involving multiplication of numbers - Identify rules used in forming multiplication patterns - Work in groups to create and extend multiplication patterns |
How can you form patterns involving multiplication?
|
Oxford Let's Do Mathematics, pg. 45
Number cards Oxford Let's Do Mathematics, pg. 46 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 4 | 5 |
Numbers
|
Division - Division of 2-digit by 1-digit numbers
Division - Division of 3-digit by 1-digit numbers Division - Division of 3-digit by 2-digit numbers |
By the end of the
lesson, the learner
should be able to:
- Divide 2-digit numbers by 1-digit numbers - Demonstrate skills in division - Appreciate division in real life |
In groups, learners are guided to:
- Work out division of 2-digit numbers by 1-digit numbers - Use different methods of division - Work in groups to solve division problems |
Where is division used in real life?
|
Oxford Let's Do Mathematics, pg. 49
Number cards Oxford Let's Do Mathematics, pg. 50 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 1 |
Numbers
|
Division - Comparing division and multiplication
Division - Estimating quotient by rounding off numbers Division - Combined operations |
By the end of the
lesson, the learner
should be able to:
- Apply the relationship between multiplication and division - Demonstrate skills in relating division and multiplication - Show interest in relating operations |
In groups, learners are guided to:
- Discuss and demonstrate that multiplication is the opposite of division - Form division sentences from multiplication sentences - Work in groups to create related multiplication and division sentences |
How are multiplication and division related?
|
Oxford Let's Do Mathematics, pg. 51
Number cards Oxford Let's Do Mathematics, pg. 52 Number line Oxford Let's Do Mathematics, pg. 53 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 2 |
Numbers
|
Fractions - Simplifying fractions
Fractions - Comparing fractions |
By the end of the
lesson, the learner
should be able to:
- Simplify fractions in different situations - Demonstrate skills in simplifying fractions - Appreciate simplifying fractions in real life |
In groups, learners are guided to:
- Identify equivalent fractions using a fraction board or chart - Simplify given fractions using a fraction chart - Work in groups to simplify various fractions |
Why do we simplify fractions?
|
Oxford Let's Do Mathematics, pg. 56
Fraction board Fraction charts Paper cut-outs Oxford Let's Do Mathematics, pg. 58 Paper cut-outs Concrete objects |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 3 |
Numbers
|
Fractions - Ordering fractions
Fractions - Addition of fractions with same denominator Fractions - Subtraction of fractions with same denominator |
By the end of the
lesson, the learner
should be able to:
- Order fractions with denominators not exceeding 12 - Demonstrate skills in ordering fractions - Appreciate ordering fractions in real life |
In groups, learners are guided to:
- Order given fractions in increasing and decreasing order using a number line and paper cut-outs - Convert fractions to equivalent fractions with same denominator - Work in groups to order various fractions |
Why do we order fractions in real life?
|
Oxford Let's Do Mathematics, pg. 60
Number line Paper cut-outs Fraction charts Oxford Let's Do Mathematics, pg. 61 Real objects Oxford Let's Do Mathematics, pg. 62 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 4 |
Numbers
|
Fractions - Addition of fractions with one renaming
Fractions - Subtraction of fractions with one renaming |
By the end of the
lesson, the learner
should be able to:
- Add fractions with one renaming - Demonstrate skills in adding fractions with different denominators - Show interest in adding fractions in real life |
In groups, learners are guided to:
- Carry out addition of two fractions by renaming one fraction using equivalent fractions - Convert fractions to equivalent fractions with same denominator - Work in groups to add fractions with different denominators |
How do we add fractions with different denominators?
|
Oxford Let's Do Mathematics, pg. 63
Number line Paper cut-outs Real objects Oxford Let's Do Mathematics, pg. 64 |
- Observation
- Oral questions
- Written exercises
|
|
| 5 | 5 |
Numbers
|
Fractions - Problem solving
Decimals - Place value of decimals Decimals - Writing decimals from smallest to largest |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving fractions - Demonstrate skills in solving word problems with fractions - Show interest in applying fractions in real life |
In groups, learners are guided to:
- Solve word problems involving fractions - Apply fractions in real-life contexts - Work in groups to solve various problems |
Where are fractions used in real life?
|
Oxford Let's Do Mathematics, pg. 65
Word problem cards Fraction charts Oxford Let's Do Mathematics, pg. 68 Place value chart Place value pockets Number cards Oxford Let's Do Mathematics, pg. 69 Number line |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 1 |
Numbers
|
Decimals - Writing decimals from largest to smallest
Decimals - Addition of decimals |
By the end of the
lesson, the learner
should be able to:
- Order decimals up to thousandths from largest to smallest - Demonstrate skills in ordering decimals - Appreciate ordering decimals in real life |
In groups, learners are guided to:
- Order decimals up to thousandths from largest to smallest using number cards or number line - Compare decimal numbers - Work in groups to arrange decimals in decreasing order |
How do we compare and order decimals?
|
Oxford Let's Do Mathematics, pg. 70
Number line Number cards Oxford Let's Do Mathematics, pg. 71 Place value apparatus |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 2 |
Numbers
|
Decimals - Subtraction of decimals
Decimals - Problem solving Simple Equations - Forming equations (addition) |
By the end of the
lesson, the learner
should be able to:
- Subtract decimals up to thousandths - Demonstrate skills in subtracting decimals - Appreciate subtraction of decimals in real life |
In groups, learners are guided to:
- Work out subtraction of decimals up to thousandths using place value apparatus - Align decimal points when subtracting - Work in groups to solve subtraction of decimals problems |
How do we subtract decimal numbers?
|
Oxford Let's Do Mathematics, pg. 72
Place value apparatus Number cards Oxford Let's Do Mathematics, pg. 73 Word problem cards Oxford Let's Do Mathematics, pg. 76 Counting materials Cards with variables |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 3 |
Numbers
|
Simple Equations - Forming equations (subtraction)
Simple Equations - Forming equations (multiplication) |
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving subtraction - Demonstrate skills in forming equations - Show interest in forming equations in real life |
In groups, learners are guided to:
- Discuss and form equations with one unknown from daily experiences involving subtraction - Use variables to represent unknown values - Work in groups to form equations from given situations |
How do we use equations in our daily lives?
|
Oxford Let's Do Mathematics, pg. 77
Counting materials Cards with variables Oxford Let's Do Mathematics, pg. 78 |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 4 |
Numbers
Measurement |
Simple Equations - Forming equations (division)
Simple Equations - Solving equations (addition/subtraction) Simple Equations - Solving equations (multiplication/division) Length - Kilometre as a unit of measuring length |
By the end of the
lesson, the learner
should be able to:
- Form simple equations with one unknown involving division - Demonstrate skills in forming equations - Show interest in forming equations in real life |
In groups, learners are guided to:
- Discuss and form equations with one unknown from daily experiences involving division - Use variables to represent unknown values - Work in groups to form equations from given situations |
When do we use equations with division in real life?
|
Oxford Let's Do Mathematics, pg. 79
Counting materials Cards with variables Oxford Let's Do Mathematics, pg. 81 Beam balance Counters Oxford Let's Do Mathematics, pg. 83 Counters Oxford Let's Do Mathematics, pg. 86 Signboard charts Maps |
- Observation
- Oral questions
- Written exercises
|
|
| 6 | 5 |
Measurement
|
Length - Estimating distance in kilometres
Length - Relationship between kilometre and metre Length - Converting kilometres to metres Length - Converting metres to kilometres Length - Addition of metres and kilometres |
By the end of the
lesson, the learner
should be able to:
- Estimate distance in kilometres in real life situations - Demonstrate skills in estimating distance in kilometres - Show interest in estimating distance in kilometres |
In groups, learners are guided to:
- Discuss in groups and estimate distance in kilometres practically using materials such as ropes - Measure distance estimated and compare findings with others - Estimate distances between different locations on a map |
Why do you measure distance?
|
Oxford Let's Do Mathematics, pg. 87
100-metre strings Maps Oxford Let's Do Mathematics, pg. 88 Metre rule Oxford Let's Do Mathematics, pg. 89 Conversion charts Oxford Let's Do Mathematics, pg. 90 Oxford Let's Do Mathematics, pg. 91 Metre rule Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 1 |
Measurement
|
Length - Subtraction of metres and kilometres
Length - Multiplication of metres and kilometres Length - Division of metres and kilometres Length - Problem solving with length |
By the end of the
lesson, the learner
should be able to:
- Subtract metres and kilometres in real life situations - Demonstrate skills in subtracting measurements with different units - Appreciate subtraction of measurements |
In groups, learners are guided to:
- Convert units to the same unit before subtracting - Subtract metres and kilometres in real-life contexts - Work in groups to solve subtraction problems involving length |
How do we subtract measurements with different units?
|
Oxford Let's Do Mathematics, pg. 93
Metre rule Place value charts Oxford Let's Do Mathematics, pg. 94 Number cards Oxford Let's Do Mathematics, pg. 95 Oxford Let's Do Mathematics, pg. 96 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 2 |
Measurement
|
Length - Practical applications of length
Length - Length conversions |
By the end of the
lesson, the learner
should be able to:
- Apply length measurements in practical situations - Demonstrate skills in using length measurements - Appreciate practical applications of length |
In groups, learners are guided to:
- Measure distances in the school compound - Apply length measurements in real-life contexts - Work in groups to measure and record various distances |
Where do we use length measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 97
Measuring tapes Metre rules Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 3 |
Measurement
|
Area - Square centimetre as a unit of area
Area - Area of rectangles Area - Area of squares |
By the end of the
lesson, the learner
should be able to:
- Use the square centimetre (cm²) as a unit of measuring area - Demonstrate skills in measuring area in square centimetres - Appreciate using square centimetre in measuring area |
In groups, learners are guided to:
- Measure, trace and cut out 1 cm by 1 cm units - Refer to the area of each as one square centimetre (1 cm²) - Cover given surfaces using 1-centimetre square cut-outs and count to get the area |
How can you determine the area of different surfaces?
|
Oxford Let's Do Mathematics, pg. 98
1 cm² cut-outs Ruler Oxford Let's Do Mathematics, pg. 99 Oxford Let's Do Mathematics, pg. 101 |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 4 |
Measurement
|
Area - Problem solving with area
Area - Areas of composite shapes |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving area - Demonstrate skills in applying area concepts - Show interest in solving problems involving area |
In groups, learners are guided to:
- Solve word problems involving area - Apply area concepts in real-life contexts - Work in groups to solve various problems |
How do we use area measurements in real life?
|
Oxford Let's Do Mathematics, pg. 102
Word problem cards Oxford Let's Do Mathematics, pg. 103 1 cm² cut-outs Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 7 | 5 |
Measurement
|
Area - Practical applications of area
Volume - Cubic centimetre as a unit of volume Volume - Volume using one-centimetre cubes |
By the end of the
lesson, the learner
should be able to:
- Apply area measurements in practical situations - Demonstrate skills in using area measurements - Show interest in practical applications of area |
In groups, learners are guided to:
- Measure and calculate the area of various surfaces in the classroom - Apply area measurements in real-life contexts - Work in groups to measure and record various areas |
Where do we use area measurements in daily life?
|
Oxford Let's Do Mathematics, pg. 103
1 cm² cut-outs Ruler Oxford Let's Do Mathematics, pg. 104 1 cm³ cubes Clay or plasticine Oxford Let's Do Mathematics, pg. 105 1 cm³ cubes |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 1 |
Measurement
|
Volume - Formula for volume of cuboid
Volume - Calculating volume of cuboids |
By the end of the
lesson, the learner
should be able to:
- Derive the formula for volume of cuboid as v = l × w × h practically - Demonstrate skills in deriving formula for volume - Appreciate relationship between dimensions and volume |
In groups, learners are guided to:
- Arrange cubes along length, width and vary the number of layers - Count the number of cubes used and record - Establish the formula for volume of cuboid as v = l × w × h - Work in groups to verify the formula |
How do we calculate the volume of a cuboid?
|
Oxford Let's Do Mathematics, pg. 106
1 cm³ cubes Oxford Let's Do Mathematics, pg. 107 Cuboids Ruler |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 2 |
Measurement
|
Volume - Formula for volume of cube
Volume - Calculating volume of cubes Volume - Problem solving with volume |
By the end of the
lesson, the learner
should be able to:
- Derive the formula for volume of cube as v = s × s × s practically - Demonstrate skills in deriving formula for volume - Appreciate the relationship between the side and volume |
In groups, learners are guided to:
- Arrange cubes to form larger cubes - Count the number of cubes used and record - Establish the formula for volume of cube as v = s × s × s - Work in groups to verify the formula |
How do we calculate the volume of a cube?
|
Oxford Let's Do Mathematics, pg. 108
1 cm³ cubes Oxford Let's Do Mathematics, pg. 109 Cubes Ruler Oxford Let's Do Mathematics, pg. 110 Word problem cards |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 3 |
Measurement
|
Volume - Working out volume of 3D objects
Capacity - Millilitre as a unit of capacity Capacity - Measuring capacity in millilitres |
By the end of the
lesson, the learner
should be able to:
- Calculate volumes of different 3D objects - Demonstrate skills in measuring and calculating volumes - Show interest in finding volumes of objects |
In groups, learners are guided to:
- Measure the dimensions of various 3D objects - Calculate the volumes using appropriate formulas - Work in groups to find volumes of different objects |
How do we find volumes of objects in our environment?
|
Oxford Let's Do Mathematics, pg. 111
Various 3D objects Ruler Oxford Let's Do Mathematics, pg. 113 Teaspoons Water Containers Oxford Let's Do Mathematics, pg. 114 Containers Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 4 |
Measurement
|
Capacity - Estimating capacity in millilitres
Capacity - Relationship between litres and millilitres |
By the end of the
lesson, the learner
should be able to:
- Estimate and measure capacity in multiples of 5 millilitres - Demonstrate skills in estimating capacity - Appreciate estimating capacity |
In groups, learners are guided to:
- Estimate the capacity of different containers in millilitres - Measure the capacity to verify estimates - Work in groups to estimate and measure capacity of various containers |
Why is it important to estimate capacity?
|
Oxford Let's Do Mathematics, pg. 115
Water Containers Measuring cylinder Oxford Let's Do Mathematics, pg. 116 1-litre bottle 100-ml bottle Water |
- Observation
- Oral questions
- Written exercises
|
|
| 8 | 5 |
Measurement
|
Capacity - Converting litres to millilitres
Capacity - Converting millilitres to litres Capacity - Addition of capacity |
By the end of the
lesson, the learner
should be able to:
- Convert litres to millilitres - Demonstrate skills in converting units of capacity - Appreciate converting units of capacity |
In groups, learners are guided to:
- Convert litres to millilitres using the relationship between the units - Solve problems involving conversion from litres to millilitres - Work in groups to convert various measurements |
How do we convert litres to millilitres?
|
Oxford Let's Do Mathematics, pg. 117
Conversion charts Oxford Let's Do Mathematics, pg. 118 Oxford Let's Do Mathematics, pg. 119 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 1 |
Measurement
|
Capacity - Subtraction of capacity
Capacity - Multiplication of capacity |
By the end of the
lesson, the learner
should be able to:
- Subtract litres and millilitres - Demonstrate skills in subtracting measurements of capacity - Show interest in subtraction of capacity measurements |
In groups, learners are guided to:
- Convert units to the same unit before subtracting - Subtract litres and millilitres in real-life contexts - Work in groups to solve subtraction problems involving capacity |
How do we subtract measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 120
Place value charts Oxford Let's Do Mathematics, pg. 121 Number cards |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 2 |
Measurement
|
Capacity - Division of capacity
Capacity - Problem solving with capacity Capacity - Practical applications of capacity |
By the end of the
lesson, the learner
should be able to:
- Divide litres and millilitres by whole numbers - Demonstrate skills in dividing capacity measurements - Show interest in division of capacity measurements |
In groups, learners are guided to:
- Divide litres and millilitres by whole numbers - Solve problems involving division of capacity measurements - Work in groups to solve division problems |
How do we divide measurements of capacity?
|
Oxford Let's Do Mathematics, pg. 122
Number cards Oxford Let's Do Mathematics, pg. 123 Word problem cards Oxford Let's Do Mathematics, pg. 124 Various containers Water Measuring cylinder |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 3 |
Measurement
|
Mass - Gram as a unit of mass
Mass - Measuring mass in grams |
By the end of the
lesson, the learner
should be able to:
- Identify the gram as a unit of measuring mass - Demonstrate skills in identifying gram - Appreciate gram as a unit of mass |
In groups, learners are guided to:
- Scoop a teaspoonful of soil or sand - Divide the amount into 5 equal groups to represent 1 gram each - Work in groups to identify 1 gram amounts |
What is the importance of measuring mass?
|
Oxford Let's Do Mathematics, pg. 125
Teaspoons Soil or sand Electronic weighing scale Oxford Let's Do Mathematics, pg. 126 Beam balance Electronic weighing machine Various objects |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 4 |
Measurement
|
Mass - Estimating mass in grams
Mass - Relationship between kilogram and gram Mass - Converting kilograms to grams |
By the end of the
lesson, the learner
should be able to:
- Estimate and measure mass in grams - Demonstrate skills in estimating mass - Appreciate estimating mass |
In groups, learners are guided to:
- Estimate the mass of different objects in grams - Measure the mass to verify estimates - Work in groups to estimate and measure mass of various objects |
Why is it important to estimate mass?
|
Oxford Let's Do Mathematics, pg. 127
Beam balance Electronic weighing machine Various objects Oxford Let's Do Mathematics, pg. 128 1-kg mass 100-g masses Oxford Let's Do Mathematics, pg. 129 Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 9 | 5 |
Measurement
|
Mass - Converting grams to kilograms
Mass - Addition of mass |
By the end of the
lesson, the learner
should be able to:
- Convert grams to kilograms - Demonstrate skills in converting units of mass - Show interest in converting units of mass |
In groups, learners are guided to:
- Convert grams to kilograms using the relationship between the units - Solve problems involving conversion from grams to kilograms - Work in groups to convert various measurements |
How do we convert grams to kilograms?
|
Oxford Let's Do Mathematics, pg. 130
Conversion charts Oxford Let's Do Mathematics, pg. 131 Place value charts |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 1 |
Measurement
|
Mass - Subtraction of mass
Mass - Multiplication of mass Mass - Division of mass |
By the end of the
lesson, the learner
should be able to:
- Subtract grams and kilograms - Demonstrate skills in subtracting measurements of mass - Show interest in subtraction of mass measurements |
In groups, learners are guided to:
- Convert units to the same unit before subtracting - Subtract grams and kilograms in real-life contexts - Work in groups to solve subtraction problems involving mass |
How do we subtract measurements of mass?
|
Oxford Let's Do Mathematics, pg. 132
Place value charts Oxford Let's Do Mathematics, pg. 133 Number cards Oxford Let's Do Mathematics, pg. 134 |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 2 |
Measurement
|
Mass - Problem solving with mass
Mass - Practical applications of mass Time - Second as a unit of time |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving mass - Demonstrate skills in applying mass concepts - Appreciate problem solving with mass |
In groups, learners are guided to:
- Solve word problems involving mass - Apply mass concepts in real-life contexts - Work in groups to solve various problems |
How do we use mass measurements in real life?
|
Oxford Let's Do Mathematics, pg. 135
Word problem cards Oxford Let's Do Mathematics, pg. 136 Beam balance Electronic weighing machine Various objects Oxford Let's Do Mathematics, pg. 138 Analog clocks Stop watches |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 3 |
Measurement
|
Time - Relationship between minute and second
Time - Converting minutes to seconds |
By the end of the
lesson, the learner
should be able to:
- Identify the relationship between minute and second - Demonstrate skills in establishing relationship between units - Show interest in the relationship between units |
In groups, learners are guided to:
- Establish the relationship between seconds and minute using a clock or stopwatch - Count the number of seconds in one minute - Work in groups to verify the relationship |
How many seconds make one minute?
|
Oxford Let's Do Mathematics, pg. 139
Analog clocks Stop watches Oxford Let's Do Mathematics, pg. 140 Conversion charts |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 4 |
Measurement
|
Time - Converting seconds to minutes
Time - Addition of time Time - Subtraction of time |
By the end of the
lesson, the learner
should be able to:
- Convert seconds to minutes - Demonstrate skills in converting units of time - Show interest in converting units of time |
In groups, learners are guided to:
- Convert seconds to minutes using the relationship between the units - Solve problems involving conversion from seconds to minutes - Work in groups to convert various time measurements |
How do we convert seconds to minutes?
|
Oxford Let's Do Mathematics, pg. 141
Conversion charts Oxford Let's Do Mathematics, pg. 142 Place value charts Oxford Let's Do Mathematics, pg. 143 |
- Observation
- Oral questions
- Written exercises
|
|
| 10 | 5 |
Measurement
|
Time - Multiplication of time
Time - Division of time |
By the end of the
lesson, the learner
should be able to:
- Multiply minutes and seconds by whole numbers - Demonstrate skills in multiplying time measurements - Appreciate multiplication of time measurements |
In groups, learners are guided to:
- Multiply minutes and seconds by whole numbers - Solve problems involving multiplication of time measurements - Work in groups to solve multiplication problems |
How do we multiply measurements of time?
|
Oxford Let's Do Mathematics, pg. 144
Number cards Oxford Let's Do Mathematics, pg. 145 |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Measurement
|
Time - Problem solving with time
Time - Reading digital time Money - Budget concept |
By the end of the
lesson, the learner
should be able to:
- Solve problems involving time - Demonstrate skills in applying time concepts - Appreciate problem solving with time |
In groups, learners are guided to:
- Solve word problems involving time - Apply time concepts in real-life contexts - Work in groups to solve various problems |
How do we use time measurements in real life?
|
Oxford Let's Do Mathematics, pg. 146
Word problem cards Oxford Let's Do Mathematics, pg. 147 Digital clocks Digital watches Oxford Let's Do Mathematics, pg. 149 Model shop items Price lists |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 2 |
Measurement
|
Money - Importance of budgeting
Money - Tax concept |
By the end of the
lesson, the learner
should be able to:
- Identify the importance of a budget - Demonstrate skills in understanding importance of budgeting - Show interest in budgeting |
In groups, learners are guided to:
- Discuss importance of a budget - Identify benefits of making budgets - Work in groups to discuss the importance of budgeting in different situations |
Why is budgeting important in managing money?
|
Oxford Let's Do Mathematics, pg. 150
Budget samples Oxford Let's Do Mathematics, pg. 151 Sales receipts |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 3 |
Measurement
|
Money - Importance of taxation
Money - Banking services Money - Electronic banking |
By the end of the
lesson, the learner
should be able to:
- Identify importance of tax to the governments - Demonstrate skills in understanding importance of taxation - Show interest in taxation |
In groups, learners are guided to:
- Discuss importance of taxes to the governments - Identify services provided using tax money - Work in groups to discuss the importance of taxation in society |
How do taxes benefit society?
|
Oxford Let's Do Mathematics, pg. 152
Charts showing government services Oxford Let's Do Mathematics, pg. 153 Charts showing banking services Oxford Let's Do Mathematics, pg. 154 Charts showing electronic banking |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Measurement
Geometry |
Money - Saving wisely
Money - Financial literacy Lines - Horizontal and vertical lines |
By the end of the
lesson, the learner
should be able to:
- Identify factors to consider in order to save wisely - Demonstrate skills in understanding saving concepts - Appreciate saving as a financial practice |
In groups, learners are guided to:
- Brainstorm on factors to consider when saving money and share with others - Discuss different methods of saving - Work in groups to explore different saving options |
Why is saving money important?
|
Oxford Let's Do Mathematics, pg. 155
Charts showing saving methods Oxford Let's Do Mathematics, pg. 156 Budget templates Financial literacy charts Oxford Let's Do Mathematics, pg. 157 Rulers Charts showing lines |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 5 |
Geometry
|
Lines - Drawing horizontal and vertical lines
Lines - Perpendicular lines Lines - Drawing perpendicular lines Lines - Parallel lines Lines - Drawing parallel lines |
By the end of the
lesson, the learner
should be able to:
- Draw horizontal and vertical lines - Demonstrate skills in drawing horizontal and vertical lines - Show interest in drawing horizontal and vertical lines |
In groups, learners are guided to:
- Draw horizontal and vertical lines of different lengths - Use vertical and horizontal lines to draw structures in the environment - Work in groups to draw and identify horizontal and vertical lines |
How do we draw horizontal and vertical lines accurately?
|
Oxford Let's Do Mathematics, pg. 158
Rulers Drawing materials Oxford Let's Do Mathematics, pg. 159 Set squares Charts showing lines Oxford Let's Do Mathematics, pg. 160 Oxford Let's Do Mathematics, pg. 161 |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 1 |
Geometry
|
Angles - Making turns to form angles
Angles - Uses of angles Angles - Measuring angles using a unit angle Angles - Degree as a unit of measuring angle |
By the end of the
lesson, the learner
should be able to:
- Relate a turn to angles in real life - Demonstrate skills in relating turns to angles - Appreciate the relationship between turns and angles |
In groups, learners are guided to:
- Walk along different paths within the school compound - Identify the turns made and the angles formed - Make a clock face and use it to show quarter and half turns - Work in groups to relate turns to angles |
How are turns related to angles?
|
Oxford Let's Do Mathematics, pg. 162
Clock faces Directional maps Oxford Let's Do Mathematics, pg. 163 Various objects with angles Pictures showing angles Oxford Let's Do Mathematics, pg. 164 Unit angle templates Paper Scissors Oxford Let's Do Mathematics, pg. 165 Protractors Unit angle templates |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 2 |
Geometry
|
Angles - Reading a protractor
Angles - Measuring angles in degrees 3-D Objects - 3-D objects in the environment |
By the end of the
lesson, the learner
should be able to:
- Read a protractor as a tool for measuring angles - Demonstrate skills in using a protractor - Appreciate protractor as a tool for measuring angles |
In groups, learners are guided to:
- Examine a protractor and identify its parts - Learn how to place a protractor on angles for measurement - Identify the inner and outer scales on the protractor - Work in groups to practice reading protractors |
How do we read a protractor correctly?
|
Oxford Let's Do Mathematics, pg. 166
Protractors Angle charts Oxford Let's Do Mathematics, pg. 167 Oxford Let's Do Mathematics, pg. 168 3-D objects (cubes, cuboids, cylinders, spheres, pyramids) |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 3 |
Geometry
|
3-D Objects - Cubes and cuboids
3-D Objects - Cylinders and spheres |
By the end of the
lesson, the learner
should be able to:
- Describe 2-D shapes in cubes and cuboids - Demonstrate skills in identifying 2-D shapes in 3-D objects - Show interest in identifying 2-D shapes in 3-D objects |
In groups, learners are guided to:
- Get objects that look like cubes and cuboids - Identify 2-D shapes on these objects - Work in groups to identify and count the number of each 2-D shape in cubes and cuboids |
What 2-D shapes can we see in cubes and cuboids?
|
Oxford Let's Do Mathematics, pg. 169
Cubes Cuboids Oxford Let's Do Mathematics, pg. 170 Cylinders Spheres |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 4 |
Geometry
Data Handling Data Handling |
3-D Objects - Pyramids
Data Representation - Collecting data Data Representation - Recording data in tables |
By the end of the
lesson, the learner
should be able to:
- Describe 2-D shapes in pyramids - Demonstrate skills in identifying 2-D shapes in 3-D objects - Show interest in identifying 2-D shapes in 3-D objects |
In groups, learners are guided to:
- Get objects that look like pyramids - Identify 2-D shapes on these objects - Work in groups to identify and count the number of each 2-D shape in pyramids |
What 2-D shapes can we see in pyramids?
|
Oxford Let's Do Mathematics, pg. 171
Pyramids Oxford Let's Do Mathematics, pg. 172 Data collection sheets Oxford Let's Do Mathematics, pg. 173 Data collection sheets Chart paper |
- Observation
- Oral questions
- Written exercises
|
|
| 12 | 5 |
Data Handling
|
Data Representation - Drawing tally marks
Data Representation - Frequency tables Data Representation - Interpreting data Data Representation - Application of data |
By the end of the
lesson, the learner
should be able to:
- Draw tally marks of the collected data - Demonstrate skills in using tally marks - Appreciate the use of tally marks in data representation |
In groups, learners are guided to:
- Discuss how to draw tally marks for data - Represent collected data using tally marks - Work in groups to record data using tally marks |
Why do we use tally marks to represent data?
|
Oxford Let's Do Mathematics, pg. 174
Data collection sheets Chart paper Oxford Let's Do Mathematics, pg. 175 Oxford Let's Do Mathematics, pg. 176 Data tables Oxford Let's Do Mathematics, pg. 177 |
- Observation
- Oral questions
- Written exercises
|
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