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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
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the position of the pupils in the picture Count aloud from number one to ten Have fun running in the field in a line |
Learners in groups /pairs to:
Run in the field in a line |
What is your number in the race?
|
Counters
Charts Let |
|
|
| 2 | 2 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the number of different animals in the picture Interpret numbers on the number cards Enjoy writing the position of numbers on the number card and match correct numbers respectively |
Learners in groups /pairs to:
Interpret numbers on the number cards |
What is the number of the giraffe in the picture?
|
School field
Let |
|
|
| 2 | 3 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify numbers 1-10 on the train Arrange ten books in a systematic order Have fun placing numbers in respective order on them |
Learners in groups /pairs to:
Place numbers in respective order on the ten books |
Where on the train is the number 6?
|
Charts
Calendar Let |
|
|
| 2 | 4 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the number of ants in the picture Recognize numbers according to the colors attached to them Enjoy arranging books and placing numbers in respective order on them |
Learners in groups /pairs to:
Arrange books and place numbers in respective order |
A pink leaf is represented by which number?
|
Charts
Cards Let |
|
|
| 2 | 5 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify different businesses are on what floors in the building Match number cards or position number card Appreciate team work by working in pairs to match number cards |
Learners in groups /pairs to:
Work in groups to match number cards |
The bank is on what floor?
|
Charts
Number Cards Let |
|
|
| 3 | 1 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify different businesses are on what floors in the building Match the months of the year with their respective positions Enjoy working in pairs to match the months to their respective numbers |
Learners in groups /pairs to:
Match the months of the year with their respective positions |
What is the position of June on the calendar?
|
Number cards
Let |
|
|
| 3 | 2 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Identify different businesses are on what floors in the building Match the months of the year with their respective positions Enjoy working in pairs to match the months to their respective numbers |
Learners in groups /pairs to:
Match the months of the year with their respective positions |
What is the position of June on the calendar?
|
Number cards
Let |
|
|
| 3 | 3 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Name birds according to their positions on the electric lines Count number 1 |
Learners in groups /pairs to:
Name birds according to their positions on the electric lines |
What is the name of the bird on the 20th position?
|
Number cards
Let |
|
|
| 3 | 4 |
NUMBERS
|
Position numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Name the birds on the picture according to their umber position Count number 16-20 in a systematic order Enjoy taking part in filling I the correct numbers in the blank |
Learners in groups /pairs to:
Count number 16-20 in a systematic order |
What position is the crane in the picture?
|
Number cards
Let |
|
|
| 3 | 5 |
WHOLE NUMBERS
|
Counting in ones
|
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward ones Arrange the number cards to count in forward and backward ones Appreciate number forward and backward ones |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward ones |
What is the next number after 100?
|
Number cards
Let |
|
|
| 4 | 1 |
WHOLE NUMBERS
|
Counting in twos
|
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward twos Arrange the number cards to count in forward and backward twos Appreciate number forward and backward twos |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos |
What is the next number after 702 having added 2?
|
Number cards
Let |
|
|
| 4 | 2 |
WHOLE NUMBERS
|
Counting in fives
|
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward fives Arrange the number cards to count in forward and backward fives Appreciate number forward and backward fives |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward fives |
What is the next number after 105 having added a 5?
|
Number cards
Let |
|
|
| 4 | 3 |
WHOLE NUMBERS
|
Counting in tens
|
By the end of the
lesson, the learner
should be able to:
able to: Count numbers from 100 in forward and backward tens Arrange the number cards to count in forward and backward tens Appreciate number forward and backward tens |
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward tens |
What is the next number after 90 having added a 10?
|
Charts
Chalkboard Number cards Let |
|
|
| 4 | 4 |
WHOLE NUMBERS
|
Place value
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the number of sticks in a bundle by counting Use an abacus to show various numbers Have fun counting numbers in a bundle of sticks |
Learners in groups /pairs to:
Use an abacus to show various numbers |
How many bundles of stick are in the picture?
|
Charts
Chalkboard Number cards Let |
|
|
| 4 | 5 |
WHOLE NUMBERS
|
Place Value
|
By the end of the
lesson, the learner
should be able to:
able to: Identify ones, tens and hundreds from an abacus containing 126 Place tins according to place value Enjoy placing tins according to their respective place value |
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126 |
How many ones are in the blue tin?
|
Chalkboard
Charts Number cards Let |
|
|
| 5 | 1 |
WHOLE NUMBERS
|
Place Value
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the different place values for the number 999 in the abacus Use an abacus to show the place value of different numbers Enjoy filling the table with the respective place values for the numbers |
Learners in groups /pairs to:
Use an abacus to show the place value of the number 999 |
What is the place value of 1 in the number 1000?
|
Chalkboard
Charts Number cards Let |
|
|
| 5 | 2 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 1-100 Pick number cards at random and read the numbers on them between 1-100 Have fun reading numbers on the number chart between 1-100 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 1-100 |
What numbers come before and after number 30?
|
Sticks and abacus
Let |
|
|
| 5 | 3 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 101-300 Pick number cards at random and read the numbers on them between 101-300 Have fun reading numbers on the number chart between 101-300 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 101-300 |
What number comes between 204 and 206?
|
Sticks and abacus
Let |
|
|
| 5 | 4 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 301-500 Pick number cards at random and read the numbers on them between 301-500 Have fun reading numbers on the number chart between 301 -500 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 301-500 |
What is the number before 410?
|
Sticks and abacus
Let |
|
|
| 5 | 5 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 301-500 Pick number cards at random and read the numbers on them between 301-500 Have fun reading numbers on the number chart between 301 -500 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 301-500 |
What is the number before 410?
|
Sticks and abacus
Let |
|
|
| 6 | 1 |
WHOLE NUMBERS
|
Reading numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read aloud numbers from number 501-1000 Pick number cards at random and read the numbers on them between 501-1000 Have fun reading numbers on the number chart between 501-1000 |
Learners in groups /pairs to:
Pick number cards at random and read the numbers on them between 501-1000 |
What is the number after 688?
|
Number cards
Charts Let |
|
|
| 6 | 2 |
WHOLE NUMBERS
|
Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 1-20 on the table in words Pick the number words or the number on the cards between 1-20 Appreciate team work by filling in the gaps with numbers in words between 1-20 |
Learners in groups /pairs to:
Read out the numbers between 1-20 on the table in words |
How do we write this number 18 in words?
|
Number cards
Charts Let |
|
|
| 6 | 3 |
WHOLE NUMBERS
|
Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 21-40 on the table in words Pick the number words or the number on the cards between 21-40 Appreciate team work by filling in the gaps with numbers in words between 21-40 |
Learners in groups /pairs to:
Read out the numbers between 21-40 on the table in words |
How do we write this number 34 in words?
|
Number cards
Charts Let |
|
|
| 6 | 4 |
WHOLE NUMBERS
|
Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 41-60 on the table in words Pick the number words or the number on the cards between 41-60 Appreciate team work by filling in the gaps with numbers in words between 41-60 |
Learners in groups /pairs to:
Read out the numbers between 41-60 on the table in words |
How do we write this number 48 in words?
|
Charts
Chalkboard Let |
|
|
| 6 | 5 |
WHOLE NUMBERS
|
Reading and writing in words
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 61-80 on the table in words Pick the number words or the number on the cards between 61-80 Appreciate team work by filling in the gaps with numbers in words between 61-80 |
Learners in groups /pairs to:
Read out thee numbers between 61-80 on the table in words |
How do we write this number 77 in words?
|
Charts
Chalkboard Let |
|
|
| 7 | 1 |
WHOLE NUMBERS
|
Reading and writing numbers
|
By the end of the
lesson, the learner
should be able to:
able to: Read out the numbers between 81-100 on the table in words Pick the number words or the number on the cards between 81-100 Appreciate team work by filling in the gaps with numbers in words between 81-100 |
Learners in groups /pairs to:
Read out the numbers between 81-100 on the table in words |
How do we write this number 82 in words?
|
Work books
Let |
|
|
| 7 | 2 |
WHOLE NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
able to: Count forwards numbers in hundreds to form a pattern between 100 -1000 Pick and play with cards to form various patterns forwards between 100-1000 Appreciate forming patterns forwards using number cards between 100-1000 |
Learners in groups /pairs to:
Pick and play with cards to form various patterns forwards between 100-1000 |
What is a pattern of numbers?
|
Charts
Chalkboard Let |
|
|
| 7 | 3 |
WHOLE NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
able to: Count backwards numbers in fives to form a pattern between 100 -1000 Pick and play with cards to form various patterns backwards between 100-1000 Appreciate forming patterns backwards using number cards between 100-1000 |
Learners in groups /pairs to:
Pick and play with cards to form various patterns backwards between 100-1000 |
What is the backward number of 100 in fives?
|
Charts
Chalkboard Let |
|
|
| 7 | 4 |
WHOLE NUMBERS
|
Number patterns
|
By the end of the
lesson, the learner
should be able to:
able to: Count forward numbers in hundreds to form a pattern between 100-600 Pick and play with cards to form various patterns forwards between 100-600 Appreciate forming patterns forwards using number cards between 100-600 |
Learners in groups /pairs to:
Pick and play with cards to form various patterns forwards between 100-600 |
What is the forward number of 400 in hundreds?
|
Charts
Chalkboard Let |
|
|
| 7 | 5 |
FRACTIONS
|
A half of a whole
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a half of a whole Demonstrate what a half is given a whole Enjoy dividing a circle and other shapes into two equal halves |
Learners in groups /pairs to:
Divide a circle and other shapes into two halves |
What is a half?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
FRACTIONS
|
A quarter of a whole
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a quarter of a whole Demonstrate what a quarter is given a whole Enjoy dividing a circle and other shapes into four equal parts |
Learners in groups /pairs to:
Divide a circle and other shapes into four equal parts |
What is a quarter?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 9 | 2 |
FRACTIONS
|
A quarter of a whole
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a quarter of a whole Demonstrate what a quarter is given a whole Enjoy dividing a circle and other shapes into four equal parts |
Learners in groups /pairs to:
Divide a circle and other shapes into four equal parts |
What is a quarter?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 9 | 3 |
FRACTIONS
|
Which is bigger?
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the difference between a half and a quarter Compare a half from a quarter of a whole and determine which one is the bigger one Enjoy comparing halves and quarters cut out from different shapes |
Learners in groups /pairs to:
Compare a half from a quarter and determine which one is the bigger one |
Between a half and a quarter of a whole which one is bigger?
|
Chalkboard
Number cards Oranges Shapes Let |
|
|
| 9 | 4 |
FRACTIONS
|
An eighth of a whole
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is an eighth of a whole Demonstrate what an eighth is given a whole Enjoy dividing a circle and other shapes into eight equal parts |
Learners in groups /pairs to:
Divide a circle and other shapes into eight equal parts |
What is an eighth?
|
Chalkboard
Number cards Let |
|
|
| 9 | 5 |
FRACTIONS
|
A half of a group
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a half of a group Demonstrate what a half of the group is given a whole group Enjoy dividing boxes containing different group of things into two equal groups |
Learners in groups /pairs to:
Divide boxes containing different group of things into two equal groups |
What is a half of a group?
|
Charts
Chalkboard Let |
|
|
| 10 | 1 |
FRACTIONS
|
A quarter of a group
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is a quarter of a group Demonstrate what a quarter of the group is given a whole group Enjoy dividing boxes containing different group of things into four equal groups |
Learners in groups /pairs to:
Divide boxes containing different group of things into four equal groups |
What is a quarter of a group?
|
Playing cards
Let |
|
|
| 10 | 2 |
FRACTIONS
|
Which has more?
|
By the end of the
lesson, the learner
should be able to:
able to: Identify the difference between a half and a quarter Compare a half from a quarter of a group and determine which one has more Enjoy comparing halves and quarters cut out from different groups |
Learners in groups /pairs to:
Compare a half from a quarter of a group and determine which one has more |
Between a half and a quarter of a group which one has more?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 10 | 3 |
FRACTIONS
|
An eighth of a group
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what is an eight of a group Demonstrate what an eighth of the group is given a whole group Enjoy dividing boxes containing different group of things into eight equal groups |
Learners in groups /pairs to:
Divide boxes containing different group of things into eight equal groups |
What is an eight of a group?
|
Colours
Let |
|
|
| 10 | 4 |
FRACTIONS
|
Word questions
|
By the end of the
lesson, the learner
should be able to:
able to: Work out word questions involving halves, quarters and eighths. Use a computer to play games involving halves, quarters, and eighths. Enjoy playing various games on halves, quarters and eighths |
Learners in groups /pairs to:
Play computer games involving halves, quarters, and eighths |
What digital games do you know that involve halves, quarters, and eighths?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 10 | 5 |
ADDITION
|
Adding by counting on a number line
|
By the end of the
lesson, the learner
should be able to:
able to: Identify what a number line is Solve questions involving addition on a number line Appreciate the application of addition in real life Appreciate the use of number to simply addition of numbers |
Learners in groups /pairs to:
Solve questions involving addition on a number line |
How do you add two numbers where one is big and one is small using a number line?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 11 | 1 |
ADDITION
|
Adding by counting on
|
By the end of the
lesson, the learner
should be able to:
able to: Put the big number in the head and count on to add two numbers Practice by picking up cards and adding by counting on the numbers on the cards Enjoy adding by putting the big number in the head then counting on the smaller number |
Learners in groups /pairs to:
Put the big number in the head and count on to add two numbers |
How do you add two numbers where one is big and one is small by counting on?
|
Pieces of papers
Pairs of scissors Let |
|
|
| 11 | 2 |
ADDITION
|
Adding using a place value chart
|
By the end of the
lesson, the learner
should be able to:
able to: Put the big number in its place value order followed by the smaller number below it, and then add. Practice by picking up cards with numbers on them and then adding by using place value Appreciate feedback from the teacher |
Learners in groups /pairs to:
Practice by picking up cards with numbers and then add by using place value |
How do you add two numbers where one is big and one is small using a place value chart?
|
Work books
Let |
|
|
| 11 | 3 |
ADDITION
|
Adding machine
|
By the end of the
lesson, the learner
should be able to:
able to: Use an adding machine to add two numbers where one is big and the other is small Use an addition wheel to add two numbers where one is big and the other is small Have fun adding using an addition wheel |
Learners in groups /pairs to:
Use an addition wheel to add two numbers where one is big and the other is small |
How do you add two numbers where one is big and one is small using an addition wheel?
|
Work books
Let |
|
|
| 11 | 4 |
ADDITION
|
Word questions
|
By the end of the
lesson, the learner
should be able to:
able to: Work out word questions involving addition of numbers using various methods Use a computer to play games involving addition of numbers Enjoy playing various games on addition |
Learners in groups /pairs to:
Use a computer to play games involving addition of numbers |
What digital games do you know that involves addition of numbers?
|
Chalkboard
Let |
|
|
| 11 | 5 |
ADDITION
|
Word questions
|
By the end of the
lesson, the learner
should be able to:
able to: Work out word questions involving addition of numbers using various methods Use a computer to play games involving addition of numbers Enjoy playing various games on addition |
Learners in groups /pairs to:
Use a computer to play games involving addition of numbers |
What digital games do you know that involves addition of numbers?
|
Chalkboard
Let |
|
|
| 12 | 1 |
ADDITION
|
Adding without regrouping
|
By the end of the
lesson, the learner
should be able to:
able to: Work out addition of two numbers without regrouping Practise by picking up cards and finding their sum on a place value chart Appreciate others feedback |
Learners in groups /pairs to:
Practise by picking up cards and finding their sum on a place value chart |
How do you find the sum of numbers without regrouping?
|
Chalkboard
Let |
|
|
| 12 | 2 |
ADDITION
|
Adding horizontally
|
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of numbers by adding ones, ten and hundreds of numbers respectively Practise by picking up cards and finding their sum of numbers by adding them horizontally Appreciate the teacher |
Learners in groups /pairs to:
Work out the sum of numbers by adding ones, ten and hundreds of numbers respectively |
How do you find the sum of numbers by adding horizontally?
|
Chalkboard
Let |
|
|
| 12 | 3 |
ADDITION
|
Adding by breaking apart
|
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of two numbers by breaking them into ones, tens, and hundreds respectively. Practise by picking up cards and finding their sum of numbers by breaking apart Appreciate the teacher |
Learners in groups /pairs to:
Work out the sum of two numbers by breaking them into ones, tens, and hundreds respectively. |
How do you find the sum of numbers by breaking apart?
|
Chalkboard
Let |
|
|
| 12 | 4 |
ADDITION
|
Adding using doubles
|
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of two numbers by adding ones, tens and hundreds of the numbers. Practise by picking up cards and finding their sum of numbers by using doubles Appreciate the teacher |
Learners in groups /pairs to:
Work out the sum of two numbers by adding ones, tens and hundreds of the numbers. |
How do you find the sum of numbers by using doubles?
|
Chalkboard
Let |
|
|
| 12 | 5 |
ADDITION
|
Adding using abacus
|
By the end of the
lesson, the learner
should be able to:
able to: Work out the sum of numbers by putting ones, tens and hundreds of respective numbers in the abacus Practise by picking up the abacus and using them to find the sum of the numbers Enjoy using the abacus to find the sum of different numbers |
Learners in groups /pairs to:
Work out the sum of numbers by putting ones, tens and hundreds of respective numbers in the abacus |
How do you find the sum of numbers by the abacus?
|
Chalkboard
Let |
|
|
Your Name Comes Here