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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
- Identify the metre as the standard unit of measuring length - Use a metre stick to measure various lengths - Show interest in measuring length in metres |
- In pairs/groups, use metre sticks to measure various distances and record their results
- Discuss the concept of a metre as a standard unit of measure - Identify objects in the classroom that are about one metre in length - Record measurements of objects in the classroom |
How can the length of a chalkboard be measured using a metre stick?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks - Charts showing standard measurements - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 2 |
Measurement
|
Length - Measuring length in metres
|
By the end of the
lesson, the learner
should be able to:
- Identify the metre as the standard unit of measuring length - Use a metre stick to measure various lengths - Show interest in measuring length in metres |
- In pairs/groups, use metre sticks to measure various distances and record their results
- Discuss the concept of a metre as a standard unit of measure - Identify objects in the classroom that are about one metre in length - Record measurements of objects in the classroom |
How can the length of a chalkboard be measured using a metre stick?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 99
- Metre sticks - Charts showing standard measurements - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 1 | 3 |
Measurement
|
Length - Adding length in metres
|
By the end of the
lesson, the learner
should be able to:
- Add length in metres - Solve problems involving addition of length in metres - Appreciate the importance of adding length in real life situations |
- In groups, prepare 5 metres long strings with knots at intervals of one metre to measure long distances
- Measure the lengths of different objects and add the measurements - Work out addition of length in real-life situations - Use digital tools to practice addition of length |
How do we add length measurements when we need to find total length?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- Metre sticks - String or rope - Place value chart - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 1 | 4 |
Measurement
|
Length - Adding length in metres
|
By the end of the
lesson, the learner
should be able to:
- Add length in metres - Solve problems involving addition of length in metres - Appreciate the importance of adding length in real life situations |
- In groups, prepare 5 metres long strings with knots at intervals of one metre to measure long distances
- Measure the lengths of different objects and add the measurements - Work out addition of length in real-life situations - Use digital tools to practice addition of length |
How do we add length measurements when we need to find total length?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 101
- Metre sticks - String or rope - Place value chart - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 1 | 5 |
Measurement
|
Length - Subtracting length in metres
|
By the end of the
lesson, the learner
should be able to:
- Subtract length in metres - Solve problems involving subtraction of length in metres - Apply subtraction of length in real life situations |
- Measure the length of the chalkboard and the teacher's table in metres and work out the difference in length
- Work out subtraction of length in metres based on real-life situations - Practice subtraction involving length measurements using place value charts - Solve word problems involving subtraction of length |
How can we find the difference between two lengths?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 102
- Metre sticks - String or rope - Place value chart - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 1 |
Measurement
|
Length - Estimating length up to 10 metres
|
By the end of the
lesson, the learner
should be able to:
- Estimate length up to 10 metres - Compare estimated and actual measurements - Show interest in estimating length in real-life situations |
- In pairs/groups, estimate distances around the school compound up to 10 metres
- Measure the actual distances to compare with estimates - Discuss the importance of estimating length in daily life - Identify objects that are about 5 metres and 10 metres apart |
What things in our school are about 5 metres apart?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- Metre sticks - String or rope with knots at 1-metre intervals - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 2 |
Measurement
|
Length - Estimating length up to 10 metres
|
By the end of the
lesson, the learner
should be able to:
- Estimate length up to 10 metres - Compare estimated and actual measurements - Show interest in estimating length in real-life situations |
- In pairs/groups, estimate distances around the school compound up to 10 metres
- Measure the actual distances to compare with estimates - Discuss the importance of estimating length in daily life - Identify objects that are about 5 metres and 10 metres apart |
What things in our school are about 5 metres apart?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- Metre sticks - String or rope with knots at 1-metre intervals - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 3 |
Measurement
|
Length - Estimating length up to 10 metres
|
By the end of the
lesson, the learner
should be able to:
- Estimate length up to 10 metres - Compare estimated and actual measurements - Show interest in estimating length in real-life situations |
- In pairs/groups, estimate distances around the school compound up to 10 metres
- Measure the actual distances to compare with estimates - Discuss the importance of estimating length in daily life - Identify objects that are about 5 metres and 10 metres apart |
What things in our school are about 5 metres apart?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- Metre sticks - String or rope with knots at 1-metre intervals - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 2 | 4 |
Measurement
|
Length - Estimating length up to 10 metres
|
By the end of the
lesson, the learner
should be able to:
- Estimate length of various objects up to 10 metres - Measure length accurately using appropriate tools - Appreciate the importance of estimation in real-life |
- In pairs/groups, estimate height of different objects like trees, goal posts, and flagposts
- Measure to verify estimates - Fill in tables to compare estimated and actual measurements - Discuss situations where estimation of length is useful |
How can we estimate the height of tall objects?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 105
- Metre sticks - String or rope with knots at 1-metre intervals - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 5 |
Measurement
|
Length - Applying length measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply measurement of length in solving real-life problems - Calculate perimeters of simple shapes - Value the use of length measurements in daily activities |
- In groups, measure the perimeter of the classroom by adding all wall lengths
- Measure distances between various locations in the school and solve related problems - Role-play real-life situations involving length measurement - Use digital resources to solve length-related problems |
How is measuring length useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 106
- Metre sticks - String or rope - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 3 | 1 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Identify the kilogram as a unit of measuring mass - Measure mass of objects in kilograms - Show interest in measuring mass in kilograms |
- Collect safe materials to be used to measure mass in their immediate environment
- Make masses of 1kg using sand or soil by measuring against the kilogram standard unit - In groups, measure mass of different objects in kilograms using a beam balance - Record and compare masses of various objects |
How can you make a 1kg mass using a beam balance?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance - 1kg standard masses - Sand or soil - Paper packets - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 3 | 2 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Identify the kilogram as a unit of measuring mass - Measure mass of objects in kilograms - Show interest in measuring mass in kilograms |
- Collect safe materials to be used to measure mass in their immediate environment
- Make masses of 1kg using sand or soil by measuring against the kilogram standard unit - In groups, measure mass of different objects in kilograms using a beam balance - Record and compare masses of various objects |
How can you make a 1kg mass using a beam balance?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance - 1kg standard masses - Sand or soil - Paper packets - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 3 | 3 |
Measurement
|
Mass - Measuring mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Identify the kilogram as a unit of measuring mass - Measure mass of objects in kilograms - Show interest in measuring mass in kilograms |
- Collect safe materials to be used to measure mass in their immediate environment
- Make masses of 1kg using sand or soil by measuring against the kilogram standard unit - In groups, measure mass of different objects in kilograms using a beam balance - Record and compare masses of various objects |
How can you make a 1kg mass using a beam balance?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 108
- Beam balance - 1kg standard masses - Sand or soil - Paper packets - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 3 | 4 |
Measurement
|
Mass - Adding mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Add mass in kilograms - Solve problems involving addition of mass in kilograms - Appreciate addition of mass in daily activities |
- In pairs/groups, role play addition of mass in kilograms using items in the classroom model shop
- Work out addition problems involving mass using place value charts - Solve word problems involving addition of mass measurements - Use digital tools to practice addition of mass |
How do we add mass measurements?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 110
- Beam balance - 1kg standard masses - Place value chart - Classroom shop items - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 3 | 5 |
Measurement
|
Mass - Adding mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Add mass in kilograms - Solve problems involving addition of mass in kilograms - Appreciate addition of mass in daily activities |
- In pairs/groups, role play addition of mass in kilograms using items in the classroom model shop
- Work out addition problems involving mass using place value charts - Solve word problems involving addition of mass measurements - Use digital tools to practice addition of mass |
How do we add mass measurements?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 110
- Beam balance - 1kg standard masses - Place value chart - Classroom shop items - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 1 |
Measurement
|
Mass - Subtracting mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Subtract mass in kilograms - Solve problems involving subtraction of mass in kilograms - Apply subtraction of mass in real-life situations |
- Work out the differences between the masses of items in the classroom model shop
- Solve subtraction problems involving mass using place value charts - Work out word problems involving subtraction of mass - Present solutions to the class |
How can we find the difference between masses?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 112
- Beam balance - 1kg standard masses - Place value chart - Classroom shop items - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 4 | 2 |
Measurement
|
Mass - Subtracting mass in kilograms
|
By the end of the
lesson, the learner
should be able to:
- Subtract mass in kilograms - Solve problems involving subtraction of mass in kilograms - Apply subtraction of mass in real-life situations |
- Work out the differences between the masses of items in the classroom model shop
- Solve subtraction problems involving mass using place value charts - Work out word problems involving subtraction of mass - Present solutions to the class |
How can we find the difference between masses?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 112
- Beam balance - 1kg standard masses - Place value chart - Classroom shop items - Digital resources |
- Observation
- Oral questions
- Written tests
|
|
| 4 | 3 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of items up to 5kg - Compare estimated and actual mass - Show interest in estimating mass in daily life |
- Compare masses of items in the classroom model shop with a 5kg mass
- Estimate mass of various objects up to 5kg - Measure the actual masses to confirm estimates - Fill in tables comparing estimated and actual masses |
What objects have a mass of about 5 kilograms?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg and 5kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 4 | 4 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of items up to 5kg - Compare estimated and actual mass - Show interest in estimating mass in daily life |
- Compare masses of items in the classroom model shop with a 5kg mass
- Estimate mass of various objects up to 5kg - Measure the actual masses to confirm estimates - Fill in tables comparing estimated and actual masses |
What objects have a mass of about 5 kilograms?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg and 5kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 4 | 5 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of items up to 5kg - Compare estimated and actual mass - Show interest in estimating mass in daily life |
- Compare masses of items in the classroom model shop with a 5kg mass
- Estimate mass of various objects up to 5kg - Measure the actual masses to confirm estimates - Fill in tables comparing estimated and actual masses |
What objects have a mass of about 5 kilograms?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg and 5kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 5 | 1 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of different objects up to 5 kilograms - Measure mass accurately using appropriate tools - Apply estimation of mass in real-life situations |
- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass - Estimate and measure masses of objects around the school - Discuss situations where estimation of mass is useful |
How can we use reference objects to estimate mass?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 2 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of different objects up to 5 kilograms - Measure mass accurately using appropriate tools - Apply estimation of mass in real-life situations |
- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass - Estimate and measure masses of objects around the school - Discuss situations where estimation of mass is useful |
How can we use reference objects to estimate mass?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 3 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of different objects up to 5 kilograms - Measure mass accurately using appropriate tools - Apply estimation of mass in real-life situations |
- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass - Estimate and measure masses of objects around the school - Discuss situations where estimation of mass is useful |
How can we use reference objects to estimate mass?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
Measurement
|
Mass - Estimating mass up to 5 kilograms
|
By the end of the
lesson, the learner
should be able to:
- Estimate mass of different objects up to 5 kilograms - Measure mass accurately using appropriate tools - Apply estimation of mass in real-life situations |
- In pairs/groups, make several 1-kilogram, 4-kilogram and 5-kilogram packets of sand or soil
- Use these packets to find and identify things of similar mass - Estimate and measure masses of objects around the school - Discuss situations where estimation of mass is useful |
How can we use reference objects to estimate mass?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 114
- Beam balance - 1kg standard masses - Sand/soil in packets - Various objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 5 |
Measurement
|
Mass - Applying mass measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply measurement of mass in solving real-life problems - Interpret mass-related information - Appreciate the importance of mass measurement in daily life |
- Discuss real-life situations where mass measurement is important
- Role-play shopping scenarios involving weighing items - Solve word problems related to mass - Use digital resources to answer questions about mass |
How is measuring mass useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 115
- Beam balance - 1kg standard masses - Classroom shop items - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 6 | 1 |
Geometry
|
Position and Direction - Moving along a straight line from a point
|
By the end of the
lesson, the learner
should be able to:
- Move along a straight line from a point - Identify situations that involve moving in a straight line - Show interest in movement along straight lines |
- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field - Move from one tree to another - Move from the classroom to the flagpost - Discuss scenarios in daily life that involve moving in straight lines |
What are some examples of moving in a straight line in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound - Strings/ropes - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 6 | 2 |
Geometry
|
Position and Direction - Moving along a straight line from a point
|
By the end of the
lesson, the learner
should be able to:
- Move along a straight line from a point - Identify situations that involve moving in a straight line - Show interest in movement along straight lines |
- In pairs/groups, go outside the classroom and move along straight lines
- Move along the width of the school field - Move from one tree to another - Move from the classroom to the flagpost - Discuss scenarios in daily life that involve moving in straight lines |
What are some examples of moving in a straight line in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 151
- School compound - Strings/ropes - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 6 | 3 |
Geometry
|
Position and Direction - Identifying right and left side from a point
|
By the end of the
lesson, the learner
should be able to:
- Identify the right side from a point - Identify the left side from a point - Appreciate the importance of positional language |
- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points - Arrange various objects to the right and left of a central point - Describe the position of objects using right and left - Play positioning games in pairs and groups |
How do we describe the position of objects using right and left?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions - Classroom objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 4 |
Geometry
|
Position and Direction - Identifying right and left side from a point
|
By the end of the
lesson, the learner
should be able to:
- Identify the right side from a point - Identify the left side from a point - Appreciate the importance of positional language |
- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points - Arrange various objects to the right and left of a central point - Describe the position of objects using right and left - Play positioning games in pairs and groups |
How do we describe the position of objects using right and left?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions - Classroom objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 5 |
Geometry
|
Position and Direction - Identifying right and left side from a point
|
By the end of the
lesson, the learner
should be able to:
- Identify the right side from a point - Identify the left side from a point - Appreciate the importance of positional language |
- Examine pictures showing objects positioned to the right and left
- Identify objects positioned to the right and left of reference points - Arrange various objects to the right and left of a central point - Describe the position of objects using right and left - Play positioning games in pairs and groups |
How do we describe the position of objects using right and left?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 152
- Pictures showing positions - Classroom objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 7 | 1 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 7 | 2 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 7 | 3 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 7 | 4 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of directional language |
- Move in a straight line along one side of the classroom and then turn to the right
- Observe and describe what is seen after turning right - Identify contexts where turning right is necessary - Practice giving and following instructions involving turning right - Use diagrams to trace paths involving right turns |
What happens when we turn to the right from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 154
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 7 | 5 |
Geometry
|
Position and Direction - Turning to the left from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the left from a point - Follow instructions involving turning left - Show interest in directional movements |
- Move in a straight line along one side of the classroom and then turn to the left
- Observe and describe what is seen after turning left - Identify contexts where turning left is necessary - Practice giving and following instructions involving turning left - Use diagrams to trace paths involving left turns |
What happens when we turn to the left from a point?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 156
- School compound - Direction charts - Floor diagrams - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 1 |
Geometry
|
Position and Direction - Using directions in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply directional language in real-life situations - Follow multi-step directional instructions - Appreciate the importance of directions in daily life |
- Interpret diagrams showing different paths and directions
- Give and follow directions to move from one location to another within the school - Describe how to move from one place to another using directional language - Create and solve directional puzzles - Use digital resources for direction activities |
How are directions useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map - Direction charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 8 | 2 |
Geometry
|
Position and Direction - Using directions in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply directional language in real-life situations - Follow multi-step directional instructions - Appreciate the importance of directions in daily life |
- Interpret diagrams showing different paths and directions
- Give and follow directions to move from one location to another within the school - Describe how to move from one place to another using directional language - Create and solve directional puzzles - Use digital resources for direction activities |
How are directions useful in our daily lives?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 157
- School map - Direction charts - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written tests
|
|
| 8 | 3 |
Geometry
|
Shapes - Identifying shapes in a combined shape made of two different shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify basic geometric shapes - Recognize shapes within combined shapes - Show interest in exploring shapes in the environment |
- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes - Name the different shapes made from the paper cut-outs - Identify and name individual shapes in combined shapes - Examine objects in the environment to identify combined shapes |
What shapes can you identify in combined objects?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper - Scissors - Shape cut-outs - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 8 | 4 |
Geometry
|
Shapes - Identifying shapes in a combined shape made of two different shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify basic geometric shapes - Recognize shapes within combined shapes - Show interest in exploring shapes in the environment |
- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes - Name the different shapes made from the paper cut-outs - Identify and name individual shapes in combined shapes - Examine objects in the environment to identify combined shapes |
What shapes can you identify in combined objects?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper - Scissors - Shape cut-outs - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 8 | 5 |
Geometry
|
Shapes - Identifying shapes in a combined shape made of two different shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify basic geometric shapes - Recognize shapes within combined shapes - Show interest in exploring shapes in the environment |
- Make paper cut-outs of various shapes
- Sort the paper cut-outs according to their shapes - Name the different shapes made from the paper cut-outs - Identify and name individual shapes in combined shapes - Examine objects in the environment to identify combined shapes |
What shapes can you identify in combined objects?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 160
- Manila paper - Scissors - Shape cut-outs - Digital resources |
- Observation
- Oral questions
- Practical activities
|
|
| 9 | 1 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic geometric shapes - Create drawings of combined shapes - Value creativity in combining shapes |
- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects - Draw combined shapes found in the environment - Create drawings combining two different shapes - Share and discuss drawings with peers |
How can we draw objects made of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials - Shape templates - Pictures of everyday objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 2 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic geometric shapes - Create drawings of combined shapes - Value creativity in combining shapes |
- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects - Draw combined shapes found in the environment - Create drawings combining two different shapes - Share and discuss drawings with peers |
How can we draw objects made of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials - Shape templates - Pictures of everyday objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 3 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic geometric shapes - Create drawings of combined shapes - Value creativity in combining shapes |
- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects - Draw combined shapes found in the environment - Create drawings combining two different shapes - Share and discuss drawings with peers |
How can we draw objects made of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials - Shape templates - Pictures of everyday objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 1-2 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic geometric shapes - Create drawings of combined shapes - Value creativity in combining shapes |
- Examine pictures of objects in the environment with common shapes
- Identify and discuss the shapes seen in various objects - Draw combined shapes found in the environment - Create drawings combining two different shapes - Share and discuss drawings with peers |
How can we draw objects made of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 162
- Drawing materials - Shape templates - Pictures of everyday objects - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 9 |
Mid term exam and break |
||||||||
| 10 | 1 |
Geometry
|
Shapes - Modeling a combined shape made of two shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify materials suitable for modeling shapes - Model combined shapes using locally available materials - Appreciate shapes in everyday objects |
- Look at pictures of objects in the environment made of two shapes
- Identify suitable materials for modeling shapes - Use locally available materials to model combined shapes - Present and explain models to the class - Identify the individual shapes in each model |
How can we create models of combined shapes?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 164
- Clay/plasticine - Card stock - Locally available materials - Digital resources |
- Observation
- Oral questions
- Project work
|
|
| 10 | 2 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Relate shapes to real-life objects - Value the presence of shapes in the environment |
- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes - Discuss the usefulness of different shapes in everyday objects - Create a display of combined shapes found in the environment - Use digital resources for shape activities |
Why are shapes important in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment - Drawing materials - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 10 | 3 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Relate shapes to real-life objects - Value the presence of shapes in the environment |
- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes - Discuss the usefulness of different shapes in everyday objects - Create a display of combined shapes found in the environment - Use digital resources for shape activities |
Why are shapes important in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment - Drawing materials - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 10 | 4 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Relate shapes to real-life objects - Value the presence of shapes in the environment |
- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes - Discuss the usefulness of different shapes in everyday objects - Create a display of combined shapes found in the environment - Use digital resources for shape activities |
Why are shapes important in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment - Drawing materials - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 10 | 5 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Relate shapes to real-life objects - Value the presence of shapes in the environment |
- Walk around the school environment to identify objects made of combined shapes
- Sketch objects in the environment showing their component shapes - Discuss the usefulness of different shapes in everyday objects - Create a display of combined shapes found in the environment - Use digital resources for shape activities |
Why are shapes important in our environment?
|
- Oxford Let's Do Mathematical Activities Learner's Book pg. 165
- School environment - Drawing materials - Digital resources - QR code activities |
- Observation
- Oral questions
- Project work
- Written assignments
|
|
| 14 |
End term exam and closing |
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