If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Numbers
|
Whole numbers; Place value of digits up to hundreds of millions
|
By the end of the lesson, the learner should be able to:
Identify place value of digits up to hundreds of millions. Use a place value chart to find the place value of each digit. Use digital devices for learning more on place values. Appreciate the use of place value in real life situations. |
Learners are guided to identify place value of digits up to hundreds of millions.
In groups, learners are guided to use a place value chart to find the place value of each digit. In groups, learners are guided to use digital devices for learning more on place values. |
What is place value?
How do you find place value of different digits?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Numbers
|
Total value of digits up to hundreds of millions
|
By the end of the lesson, the learner should be able to:
Identify total value of digits up to hundreds of thousands. Use a place value chart to find the total value of each digit Use digital devices for learning more on total value. Appreciate the use of total value in real life situations |
Learners are guided to identify total value of digits up to hundreds of thousands.
In pairs, learners to use a place value chart to find the total value of each digit. In groups, learners are guided to use digital devices for learning more on total value. |
What is total value?
How do you work out the total value of digits?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Numbers
|
Total value of digits up to hundreds of millions
|
By the end of the lesson, the learner should be able to:
Identify total value of digits up to hundreds of thousands. Use a place value chart to find the total value of each digit Use digital devices for learning more on total value. Appreciate the use of total value in real life situations |
Learners are guided to identify total value of digits up to hundreds of thousands.
In pairs, learners to use a place value chart to find the total value of each digit. In groups, learners are guided to use digital devices for learning more on total value. |
What is total value?
How do you work out the total value of digits?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Numbers
|
Reading and writing numbers in symbols up to hundreds of millions
|
By the end of the lesson, the learner should be able to:
Identify numbers in symbols. Make a number chart and read the numbers he/she has formed. Appreciate the use of numbers in symbols |
In groups, learners to make number cards with digits from 1 to 9.
Leaners to arrange the digits from smallest to largest and write down the number. Individually, learners to read out the numbers formed. |
When do we use number in symbols in real life?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Numbers
|
Reading and writing numbers in word up to millions
|
By the end of the lesson, the learner should be able to:
Read, write and relate numbers up to millions in words. Use numbers up to millions in real life. Appreciate the importance of writing numbers in words. |
Learners are guided to read numbers up to millions in symbols from charts or cards.
In groups, pairs or as individual |
Why is it important to read and write numbers in words?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Numbers
|
Rounding off numbers to the nearest hundreds of millions
|
By the end of the lesson, the learner should be able to:
Use a place value chart and round off numbers to the nearest hundreds of millions. State the importance of rounding off numbers. Appreciate the importance of rounding off numbers. |
In groups, learners are guided to use a place value chart and round off numbers to the nearest hundreds of millions.
In groups, learners are guided to state the importance of rounding off numbers |
How do you round off numbers?
What is the importance of rounding off numbers?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
Numbers
|
Classification of natural numbers; Odd numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of odd numbers. Identify odd numbers from one up to a million Play a game that involves odd numbers. Have fun and enjoy playing the games. |
Learners to explain the meaning of odd numbers.
In groups, learners are guided to identify odd numbers from one up to a million. In groups, learners are guided to play a game that involves odd numbers, E.g. Kahoot or Quizlet |
What is an odd numbers?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
Numbers
|
Classification of natural numbers; Odd numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of odd numbers. Identify odd numbers from one up to a million Play a game that involves odd numbers. Have fun and enjoy playing the games. |
Learners to explain the meaning of odd numbers.
In groups, learners are guided to identify odd numbers from one up to a million. In groups, learners are guided to play a game that involves odd numbers, E.g. Kahoot or Quizlet |
What is an odd numbers?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
Numbers
|
Even numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of even numbers. Identify even numbers from one up to a million Play a game that involves even numbers. Have fun and enjoy playing the games. |
Learners to explain the meaning of even numbers.
In groups, learners are guided to identify odd numbers from one up to a million. In groups, learners are guided to play a game that involves even numbers, E.g. Kahoot or Quizlet |
What is an even number?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
Numbers
|
Prime numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of prime numbers. Identify prime numbers between one up to 100 Determine the sum of all prime numbers between one to 100 Appreciate the importance of prime numbers. |
Learners are guided to explain the meaning of prime numbers.
In pairs, learners are guided to identify prime numbers between one up to 100 Individually, learners are guided to determine the sum of all prime numbers between one to 100 |
What are prime numbers?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Numbers
|
Combined operations on whole numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of BODMAS Work out combined operations of whole numbers using BODMAS Identify other applications of whole numbers in real life. Appreciate the use of BODMAS in combined operations. |
Learners to explain the meaning of BODMAS.
Individually, learners to work out combined operations of whole numbers using BODMAS In groups, learners are guided to identify other applications of whole numbers in real life |
What does BODMAS stand for?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Numbers
|
Number sequence
|
By the end of the lesson, the learner should be able to:
Identify the rule that relates one number to the next. Count forwards numbers in hundreds to form a pattern between 100 -1000 Pick and play with cards to form various number sequence between 100-1000 Appreciate forming number sequence using number cards between 100-1000 |
In pairs, learners are guided to identify the rule that relates one number to the next.
In pairs, learners are guided to count forwards numbers in hundreds to form a pattern between 100 -1000 In pairs, learners are guided to pick and play with cards to form various number sequence between 100-1000 |
What is number sequence?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Numbers
|
Number sequence
|
By the end of the lesson, the learner should be able to:
Identify the rule that relates one number to the next. Count forwards numbers in hundreds to form a pattern between 100 -1000 Pick and play with cards to form various number sequence between 100-1000 Appreciate forming number sequence using number cards between 100-1000 |
In pairs, learners are guided to identify the rule that relates one number to the next.
In pairs, learners are guided to count forwards numbers in hundreds to form a pattern between 100 -1000 In pairs, learners are guided to pick and play with cards to form various number sequence between 100-1000 |
What is number sequence?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Numbers
|
Factors: Divisibility test; Divisibility test of 2, 5 and 10
|
By the end of the lesson, the learner should be able to:
Identify the numbers that are divisible by 2, 5 and 10 Recognize numbers that are divisible by 2, 5 and 10 from different set of number. Appreciate numbers that are divisible by 2, 5 and 10 |
In groups, learners are guided to identify the numbers that are divisible by 2, 5 and 10
Individually, learners are guided to recognize numbers that are divisible by 2, 5 and 10 from different set of number |
Which numbers are divisible by 2, 5 and 10?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Numbers
|
Divisibility test of 3, 6 and 11
|
By the end of the lesson, the learner should be able to:
Draw a divisibility chart List the numbers that are divisible by 3, 6 and 11 Determine numbers that are divisible by 3, 6 and 11 from different set of number. Appreciate numbers that are divisible by 3, 6 and 11 |
In groups, learners to study a divisibility chart.
In groups, learners are guided to list the numbers that are divisible by 3, 6 and 11 In pairs, learners are guided to determine numbers that are divisible by 3, 6 and 11 from different set of number |
Which numbers are divisible by 3, 6 and 11?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Numbers
|
Divisibility test of 4, 8 and 9
|
By the end of the lesson, the learner should be able to:
Draw a divisibility chart List the numbers that are divisible by 4, 8 and 9 Use the divisibility chart, determine numbers that are divisible by 4, 8 and 9. Appreciate numbers that are divisible by 4, 8 and 9 |
In groups, learners are guided to draw a divisibility chart.
In pairs, learners are guided to list the numbers that are divisible by 4, 8 and 9 Individually, learners are guided to use the divisibility chart, determine numbers that are divisible by 4, 8 and 9 |
Which numbers are divisible by 4, 8 and 9?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Numbers
|
Divisibility test of 4, 8 and 9
|
By the end of the lesson, the learner should be able to:
Draw a divisibility chart List the numbers that are divisible by 4, 8 and 9 Use the divisibility chart, determine numbers that are divisible by 4, 8 and 9. Appreciate numbers that are divisible by 4, 8 and 9 |
In groups, learners are guided to draw a divisibility chart.
In pairs, learners are guided to list the numbers that are divisible by 4, 8 and 9 Individually, learners are guided to use the divisibility chart, determine numbers that are divisible by 4, 8 and 9 |
Which numbers are divisible by 4, 8 and 9?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Numbers
|
Divisibility test
|
By the end of the lesson, the learner should be able to:
Use a digital device to search and play a game on divisibility tests. Watch a video on a divisibility song using the link on learner |
Learners are guided to use a digital device to search and play a game on divisibility tests.
In groups, learners are guided to watch a video on a divisibility song using the link on learner |
What have you learnt about divisibility test?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Numbers
|
Composite numbers
|
By the end of the lesson, the learner should be able to:
Explain the meaning of composite numbers. Identify different methods of factorization. Use a factor tree to list the factors of different numbers. Appreciate the importance of factor tree. |
Learners to explain the meaning of composite numbers.
In groups, learners are guided to identify different methods of factorization. Individually, learners are guided to use a factor tree to list the factors of different numbers |
What are composite numbers?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Numbers
|
Greatest Common Divisor (GCD)
|
By the end of the lesson, the learner should be able to:
Explain the meaning of Greatest Common Divisor (GCD) Determine the factors that are common in various numbers Appreciate the use of GCD |
Learners are guided to explain the meaning of Greatest Common Divisor (GCD)
In pairs, learners to determine the factors that are common in various numbers |
What is GCD?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Numbers
|
Least Common Multiple (LCM)
|
By the end of the lesson, the learner should be able to:
Explain the meaning of Least Common Multiple (LCM) Calculate the LCM of different numbers. Appreciate the use of LCM |
Learners are guided to explain the meaning of Least Common Multiple (LCM)
Individually, learners are guided to work out the LCM of different numbers. |
What is LCM?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Numbers
|
Least Common Multiple (LCM)
|
By the end of the lesson, the learner should be able to:
Explain the meaning of Least Common Multiple (LCM) Calculate the LCM of different numbers. Appreciate the use of LCM |
Learners are guided to explain the meaning of Least Common Multiple (LCM)
Individually, learners are guided to work out the LCM of different numbers. |
What is LCM?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Numbers
|
Fractions; Comparing fractions
|
By the end of the lesson, the learner should be able to:
Identify numerator and denominator of fractions. Compare different fractions of numbers. Play a game of comparing fractions, such as quizzes Have fun and enjoy playing various games. |
Learners are guided to identify numerator and denominator of fractions.
In pairs, learners are guided to compare different fractions of numbers. In groups, learners to play a game of comparing fractions, such as quizzes |
What are numerators and denominators?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Numbers
|
Ordering fractions; Ordering fractions in an ascending and descending order
|
By the end of the lesson, the learner should be able to:
Define ascending order. Arrange fractions in an ascending order. Enjoy arranging fractions in an ascending order. |
Learners to define ascending order.
Individually, learners are guided to arrange fractions in an ascending order |
What does ascending order mean?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Numbers
|
Ordering fractions in an ascending and descending order
|
By the end of the lesson, the learner should be able to:
Define descending order. Arrange fractions in a descending order. Enjoy arranging fractions in a descending order. |
Learners to define descending order.
Individually, learners to arrange fractions in a descending order |
What does descending order mean?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Numbers
|
Operations involving fractions; Addition and Subtraction of fractions
|
By the end of the lesson, the learner should be able to:
Create a number line and use it to add fractions. Explain the formula of adding different fractions. Have fun and enjoy adding different fractions. |
In pairs, learners to create a number line and use it to add fractions.
In groups, learners to explain the formula of adding different fractions |
Which formula do you use to add fractions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Numbers
|
Operations involving fractions; Addition and Subtraction of fractions
|
By the end of the lesson, the learner should be able to:
Create a number line and use it to add fractions. Explain the formula of adding different fractions. Have fun and enjoy adding different fractions. |
In pairs, learners to create a number line and use it to add fractions.
In groups, learners to explain the formula of adding different fractions |
Which formula do you use to add fractions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Numbers
|
Addition and Subtraction of fractions
|
By the end of the lesson, the learner should be able to:
Create a number line and use it to subtract fractions. Explain the formula of subtracting fractions. Convert the mixed fractions into improper fractions. Have fun and enjoy subtracting different fractions. |
In pairs, learners are guided to create a number line and use it to subtract fractions.
In pairs, learners to explain the formula of subtracting fractions. In pairs, learners are guided to convert the mixed fractions into improper fractions |
Which formula do you use to subtracting fractions?
How do you convert mixed fractions into improper fractions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Numbers
|
Multiplication
|
By the end of the lesson, the learner should be able to:
Copy and complete the table in learner |
In groups, learners are guided to copy and complete the table in learner
|
What is the simplified form of 4/10?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Numbers
|
Reciprocals of fractions
|
By the end of the lesson, the learner should be able to:
Explain the meaning of reciprocal of fractions. Work out the reciprocal of fractions. Have fun and enjoy working out reciprocal of fractions. |
Learners to explain the meaning of reciprocal of fractions.
In pairs, learners to work out the reciprocal of fractions. |
What is reciprocal?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 1 |
Numbers
|
Division involving fractions
|
By the end of the lesson, the learner should be able to:
Make fractions cards and divide each fraction Work out division involving fractions. Use an IT device, watch a video on operations involving fractions. Use the link in learner |
In groups, learners are guided to make fractions cards and divide each fraction.
In groups, learners are guided to use an IT device, watch a video on operations involving fractions. Use the link in learner |
Which formula do you use to work out division involving fractions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 2 |
Numbers
|
Division involving fractions
|
By the end of the lesson, the learner should be able to:
Make fractions cards and divide each fraction Work out division involving fractions. Use an IT device, watch a video on operations involving fractions. Use the link in learner |
In groups, learners are guided to make fractions cards and divide each fraction.
In groups, learners are guided to use an IT device, watch a video on operations involving fractions. Use the link in learner |
Which formula do you use to work out division involving fractions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 3 |
Numbers
|
Number sequence involving fractions
|
By the end of the lesson, the learner should be able to:
Identify the rule that relates one number to the next consecutive numbers. Determine the common difference to identify rule of a sequence. Use IT devices for learning more on fractions and for enjoyment. Appreciate the use of fractions in real-life situations. |
In groups, learners are guided to identify rule that relates one number to the next consecutive numbers.
In groups, learners are guided to determine the common difference to identify rule of a sequence. In groups, learners are guided to use IT devices for learning more on fractions and for enjoyment |
What are the next two numbers in the sequence below 4
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 4 |
Numbers
|
Decimals; Identifying place values of decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the table in learner |
In groups, learners are guided to copy and complete the table in learner
|
What is the place value of the digit in brackets 365.876 (7)?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 8 | 5 |
Numbers
|
Total value of decimals
|
By the end of the lesson, the learner should be able to:
Identify the total value of decimals. Determine the total value of different digits in different numbers. Appreciate the total value of decimals. |
In pairs, learners to identify the total value of decimals.
In groups, learners are guided to determine the total value of different digits in different numbers. |
What is the total value of each digit in the number 7.68231?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 1 |
Numbers
|
Multiplication involving decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the multiplication table in learner |
In groups, learners to copy and complete the multiplication table in learner
|
What is 0.3 x 0.6?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 2 |
Numbers
|
Multiplication involving decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the multiplication table in learner |
In groups, learners to copy and complete the multiplication table in learner
|
What is 0.3 x 0.6?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 3 |
Numbers
|
Division involving decimals
|
By the end of the lesson, the learner should be able to:
Make number cards and divide each number. Work out division involving decimals. Appreciate the use of decimals. |
In groups, learners to make number cards and divide each number.
Individually, learners to work out division involving decimals |
Which formula do you use to work out division involving decimals?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 4 |
Numbers
|
Squares and square roots; Squares of whole numbers
|
By the end of the lesson, the learner should be able to:
Identify squares of whole numbers. Work out squares of numbers using long multiplication. Use a calculator to work out squares of whole numbers. Enjoy working out squares of whole numbers. |
In pairs, learners are guided to work out squares of numbers using long multiplication.
In pairs, learners to use a calculator to work out squares of whole numbers |
What is the area of a square plot of land with length 130m?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 9 | 5 |
Numbers
|
Squares and square roots; Squares of whole numbers
|
By the end of the lesson, the learner should be able to:
Identify squares of whole numbers. Work out squares of numbers using long multiplication. Use a calculator to work out squares of whole numbers. Enjoy working out squares of whole numbers. |
In pairs, learners are guided to work out squares of numbers using long multiplication.
In pairs, learners to use a calculator to work out squares of whole numbers |
What is the area of a square plot of land with length 130m?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 1 |
Numbers
|
Squares of fractions and decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the chart in learner |
In groups, learners are guided to copy and complete the chart in learner
|
What is the square of 2
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 2 |
Numbers
|
Squares of fractions and decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the chart in learner |
In groups, learners are guided to copy and complete the chart in learner
|
What is the square of 1.44?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 3 |
Numbers
|
Square root; Square roots of whole numbers
|
By the end of the lesson, the learner should be able to:
Identify square root of whole numbers. Work out square root of numbers using long multiplication. Use a calculator to work out square root of whole numbers. Enjoy working out square root of whole numbers. |
In pairs, learners are guided to work out square root of numbers using long multiplication.
In pairs, learners to use a calculator to work out square root of whole numbers. Individually, learners to identify square root of whole numbers |
What is the square root of 450, 241?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 4 |
Numbers
|
Square roots of fractions and decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the table in learner |
In groups, learners to copy and complete the table in learner
|
What is the square root of 4 57/196?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 10 | 5 |
Numbers
|
Square roots of fractions and decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the table in learner |
In groups, learners to copy and complete the table in learner
|
What is the square root of 4 57/196?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 1 |
Numbers
|
Square roots of fractions and decimals
|
By the end of the lesson, the learner should be able to:
Copy and complete the table in learner |
In groups, learners are guided to copy and complete the table in learner
|
What is the square root of 10.89?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 2 |
Algebra
|
Algebraic expressions; Forming algebraic expressions
|
By the end of the lesson, the learner should be able to:
Collect all the pens, pencils and rulers and classify the items according to their similarities and differences. Form algebraic expressions. Enjoy forming algebraic expressions. |
In groups, learners are guided to collect all the pens, pencils and rulers and classify the items according to their similarities and differences.
In pairs, learners are guided to form algebraic expressions. |
What are algebraic expressions?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 3 |
Algebra
|
Simplifying algebraic expressions
|
By the end of the lesson, the learner should be able to:
Simplify algebraic expressions using the BODMAS rule. Use digital device, search for a video clip on application of algebraic expressions. Use the link in learner |
Individually, learners are guided to simplify algebraic expressions using the BODMAS rule.
In groups, learners are guided to use digital device, search for a video clip on application of algebraic expressions. Use the link in learner |
How do you calculate the sum of three consecutive numbers if the smallest number is x?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 4 |
Algebra
|
Simplifying algebraic expressions
|
By the end of the lesson, the learner should be able to:
Simplify algebraic expressions using the BODMAS rule. Use digital device, search for a video clip on application of algebraic expressions. Use the link in learner |
Individually, learners are guided to simplify algebraic expressions using the BODMAS rule.
In groups, learners are guided to use digital device, search for a video clip on application of algebraic expressions. Use the link in learner |
How do you calculate the sum of three consecutive numbers if the smallest number is x?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 11 | 5 |
Algebra
|
Linear equations; Forming linear equations in one unknown
|
By the end of the lesson, the learner should be able to:
Work out Activity 1 in learner |
In groups, learners are guided to work Activity 1 in learner
|
Which formula do you use to form linear equations in one unknown?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 1 |
Algebra
|
Solving linear equations in one unknown
|
By the end of the lesson, the learner should be able to:
Use a digital device to watch a video on solving linear equations. Solve linear equations in one unknown. Enjoy solving linear equations in one unknown. |
In groups, learners to use a digital device to watch a video on solving linear equations.
Individually, learners are guided to solve linear equations in one unknown |
What is the unknown in 3x
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 2 |
Algebra
|
Application of linear equations
|
By the end of the lesson, the learner should be able to:
Discuss different situations in life where they can apply linear equations. List down the applications discussed. Do the exercise in learner |
In groups, learners are guided to discuss different situations in life where they can apply linear equations.
In groups, learners to list down the applications discussed. Individually, learners to do the exercise in learner |
Where do we apply linear equations in real life?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 3 |
Algebra
|
Linear inequalities; Forming linear inequality in one unknown
|
By the end of the lesson, the learner should be able to:
Use inequality cards to complete simple inequality statements. Use inequality cards/objects to form simple linear inequalities with one unknown. Enjoy forming linear inequality in one unknown |
In groups, learners are guided to use inequality cards to complete simple inequality statements.
In groups, learners are guided to use inequality cards/objects to form simple linear inequalities with one unknown |
What is the value of x in the inequality below 3x -15 > 10?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 4 |
Algebra
|
Linear inequalities; Forming linear inequality in one unknown
|
By the end of the lesson, the learner should be able to:
Use inequality cards to complete simple inequality statements. Use inequality cards/objects to form simple linear inequalities with one unknown. Enjoy forming linear inequality in one unknown |
In groups, learners are guided to use inequality cards to complete simple inequality statements.
In groups, learners are guided to use inequality cards/objects to form simple linear inequalities with one unknown |
What is the value of x in the inequality below 3x -15 > 10?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 12 | 5 |
Algebra
|
Illustrations of simple inequalities on a number line
|
By the end of the lesson, the learner should be able to:
Draw and represent simple inequality statements on a number line. Use digital device, watch a video on representing inequalities on a number line. Use the link in learner |
In groups, learners are guided to draw and represent simple inequality statements on a number line.
In groups, learners are guided to use digital device, watch a video on representing inequalities on a number line. |
What is the value of p in the inequality below p + 8 < 10?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 1 |
Algebra
|
Compound inequality statements in one unknown
|
By the end of the lesson, the learner should be able to:
Explain the meaning of compound inequalities. Use inequality cards to complete compound inequality statements. Solve each question by forming and solving an appropriate inequality. |
In groups, learners are guided to explain the meaning of compound inequalities.
In groups, learners to use inequality cards to complete compound inequality statements. Individually, learners to solve each question by forming and solving an appropriate inequality. |
What is compound inequalities?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 2 |
Algebra
|
Illustration of compound inequalities on a number line
|
By the end of the lesson, the learner should be able to:
Draw and represent compound inequality statements on a number line. Use IT graphing tools to present solutions to inequalities. Appreciate compound inequalities on a number line. |
In groups, learners to draw and represent compound inequality statements on a number line.
In groups, learners to use IT graphing tools to present solutions to inequalities |
What is the value of n in the inequality below n + 6< 12?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 3 |
Measurements
|
Pythagorean relationship; Identifying Pythagorean relationship
|
By the end of the lesson, the learner should be able to:
Use a digital device, search for the names of the sides of a right-angled triangle. Identify Pythagorean relationship. Recognize the sides of a right-angled triangle in different situations Contemplate working easily using Pythagorean theory. |
In groups, learners to use digital device, search for the names of the sides of a right-angled triangle.
In groups, learners are guided to recognize the sides of a right-angled triangle in different situations. In groups, learners are guided to identify Pythagorean relationship. |
What is the hypotenuse in a right angle triangle whose height is 3 and base 4?
Calculate the hypotenuse of the triangle where height is x and base is y?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 4 |
Measurements
|
Pythagorean relationship; Identifying Pythagorean relationship
|
By the end of the lesson, the learner should be able to:
Use a digital device, search for the names of the sides of a right-angled triangle. Identify Pythagorean relationship. Recognize the sides of a right-angled triangle in different situations Contemplate working easily using Pythagorean theory. |
In groups, learners to use digital device, search for the names of the sides of a right-angled triangle.
In groups, learners are guided to recognize the sides of a right-angled triangle in different situations. In groups, learners are guided to identify Pythagorean relationship. |
What is the hypotenuse in a right angle triangle whose height is 3 and base 4?
Calculate the hypotenuse of the triangle where height is x and base is y?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 13 | 5 |
Measurements
|
Application of Pythagorean relationship in real life
|
By the end of the lesson, the learner should be able to:
Use a digital device, watch a video on the real-life application of the Pythagorean theorem. Use the link in learner |
In groups, learners to use a digital device, watch a video on the real-life application of the Pythagorean theorem. Use the link in learner
|
What are the areas in life where the Pythagorean theory can be applied?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
Your Name Comes Here