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| WK | LSN | STRAND | S-STRAND | LESSON LEARNING OUTCOMES | CORE COMPETENCE | VALUES | L EXPERIENCES | KEY INQUIRY QUESTIONS | L RESOURCES | ASSESSMENT METHODS | REMARKS |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
NUMBERS
|
Rote counting
|
By the end of the
lesson, the learner
should be able to:
rote count numbers 1-10 for developing numeracy skills rote count numbers 1-10 using actions for development of numeracy skills c) enjoy rote counting in daily life |
Critical thinking and problem solving
Imaginative and creative
Communicat ion and collaboration
Self efficacy
|
Love Respect Patience
Responsibility
|
Guide learners to rote count numbers 1-10 recite different numbers songs as they rote count pairs Learners perform singing games or rhymes related to rote counting. to radio and television educational programmes on rote counting. watch video clips on rote counting with actions - walk, clap, nod, tap, hop or stamp. |
How can you count as you jump, walk, clap, nod, tap, hop or stamp
|
Realia
|
.Observati on
2.Oral questions
|
|
| 2 | 2 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect Responsibility
|
Learners to talk about numbers on number flash cards or number charts learners to identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia counters
|
.Observati on
2.Oral questions
|
|
| 2 | 3 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect Responsibility
|
Learners to talk about numbers on number flash cards or number charts learners to identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia counters
|
.Observati on
2.Oral questions
|
|
| 2 | 4 |
NUMBERS
|
Number recogniti on
|
By the end of the
lesson, the learner
should be able to:
identify numerals 1-9 for development of numeracy skills and symbolic representation of number appreciate use of numbers in day to day life experiences |
Communicat ion and collaboration
Imaginative and creative
Self efficacy
|
Respect
Responsibility
|
Learners to talk about numbers on number flash cards or number charts identify and talk about numbers found on objects in their environment identify numbers on flash cards or charts songs related to numbers 1- 9 numbers 1- 9 groups learners to play number recognition games (fishing game) numbers |
Which number is shown on the flashcard?
Which number have you modelled?
Who can show me two numbers on the number chart that look alike?
|
Realia
|
.Observati on
2.Oral questions
|
|
| 2 | 5 |
NUMBERS
|
Countin g concrete object
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol demonstrate one to one correspondence while counting concrete objects enjoy counting concrete objects within their environment appreciate the use of one to one correspondence in real life situations |
Communicat ion and collaboration
|
Love Respect Unity Peace Patience
|
Learners demonstrate counting objects 1-9 objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class) counting games involving counting objects 1-9 numerals with concrete objects for numbers 1-9 pairs, individually, learners count people or objects in their class up to 9. concrete objects from 1-20 using ICT devices. video games on counting. |
How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?
|
Realia
|
.Observati on
2.Oral questions
|
|
| 3 | 1 |
NUMBERS
|
Countin g concrete object
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-9 for development of numeracy skills and associating a group of objects with a number symbol demonstrate one to one correspondence while counting concrete objects enjoy counting concrete objects within their environment d) appreciate the use of one to one correspondence in real life situations |
Communicat ion and collaboration
|
Love Respect Unity Peace Patience
Responsibility
|
Learners demonstrate counting objects 1-9 objects for numbers 1-9 (body parts, colours of the national flag, different types of food, objects in the class) counting games involving counting objects 1-9 numerals with concrete objects for numbers 1-9 pairs, individually, learners count people or objects in their class up to 9. concrete objects from 1-20 using ICT devices. video games on counting. |
How many objects are these?
How many learners are in your group?
How many boys or girls are in your group?
|
Realia
|
.Observati on
2.Oral questions 3.written questions
|
|
| 3 | 2 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 1-3 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 1-3
|
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 3 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 3-6 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 3-6
|
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 4 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
count concrete objects 6-9 for development of numeracy skills and associating a group of objects with a number symbol |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate counting objects 6-9 |
How many objects are these?
|
Charts realia
|
Observatio oral questions
|
|
| 3 | 5 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
demonstrate one to one correspondence while counting concrete objects |
Critical thinking and problem solving
|
Honesty unity
|
Learners play counting games involving counting objects 1-9
Learners match numerals with concrete objects for numbers 1-9 |
How many learners are in your group
|
Charts Realia
|
Observatio oral questions
|
|
| 4 | 1 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
enjoy counting concrete objects within their environment |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners count people or objects in their class up to 9.
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 2 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 1-3 as indicated on number cards or charts for development of numeracy skills and for ordering numbers |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 3 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 3-6 as indicated on number cards or charts for development of numeracy skills and for ordering numbers |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 4 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 6-9 as indicated on number cards or charts for development of numeracy skills and for ordering numbers : |
Critical thinking and problem solving
|
Honesty unity
|
Learners randomly pick number cut outs/number cards from a pile and identify the number
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 4 | 5 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence 5- 9 |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate arranging numbers in sequence 5-9
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 1 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence for completing sequence puzzles |
Critical thinking and problem solving
|
Honesty unity
|
A few learners demonstrate arranging numbers 1-9 in sequence
|
How many learners are in your group
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 2 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 1- 4 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 3 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
identify number symbols 5- 9 for development of numeracy skills |
Critical thinking and problem solving
|
Honesty unity
|
Teacher demonstrates number formation from number cut outs
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 4 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
trace number symbol cut-outs 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners trace number cut-outs up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 5 | 5 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
model number symbols 1-9 using materials in their environment |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners model number symbols to at least 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 1 |
NUMBERS
|
number writing
Number puzzle |
By the end of the
lesson, the learner
should be able to:
write number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners write number symbols 1-9 on a surface
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 5- 9 for development of number concept |
Critical thinking and problem solving
|
Honesty unity
|
Learners look at and talk about different parts of number symbols
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 3 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
join different parts of numbers to form complete number symbols 1-9 |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate how to join different parts of numerals to form a complete numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
relate number symbols 1-9 with the objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
In pairs or groups learners join different parts of number symbols to form a complete numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 6 | 5 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
enjoy completing number puzzles and relate number symbols with the objects in the environment for enjoyment |
Critical thinking and problem solving
|
Honesty unity
|
Learner listen to and sing songs on number symbols as they complete the number numeral
|
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 7 |
midterm |
||||||||||
| 8 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
identify different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 2 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
name different sides of objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to talk about different sides of objects in the environment
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 3 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
differentiate sides of objects |
Critical thinking and problem solving
|
Honesty unity
|
Guide learners to compare objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 4 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
play with objects with different sides |
Critical thinking and problem solving
|
Honesty unity
|
Few learners demonstrate comparison of objects with different sides
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 8 | 5 |
MEASUREMENT
|
Sides of objects
Mass |
By the end of the
lesson, the learner
should be able to:
enjoy measuring sides of objects using arbitrary units such as hand, feet etc. |
Critical thinking and problem solving
|
Honesty unity
|
In groups or pairs, individually, learners measure sides of objects using arbitrary units (hand, foot, sticks
|
Which of these sides is longer/ shorter
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 1 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking and problem solving
|
Honesty unity
|
Demonstrate lifting objects of different mass. Few learners demonstrate lifting objects of different mass
|
What can you say about this object
|
Charts realia
|
Observatio oral questions
|
|
| 9 | 2 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 3 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrate lifting objects of different mass
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 4 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 9 | 5 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
compare heavy and light objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, individually, learners compare mass of different objects in their environment
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 1 |
MEASUREMENT
|
Mass (heavy and light
|
By the end of the
lesson, the learner
should be able to:
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting
|
Which object is heavier or lighter
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 2 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 3 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
fill and empty different containers with water, seeds or 5sand |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners to demonstrate filling and emptying small and large containers using sand, water or seeds
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 4 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
compare sizes of containers using water, sand or seeds |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 10 | 5 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a
big one and vice versa |
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 1 |
MEASUREMENT
|
Capacity (how much a container can hold)
|
By the end of the
lesson, the learner
should be able to:
demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa
|
Which container holds more or less?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 2 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify at least 3 daily routine activities they do before going to school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to Identify and talk about morning routine activities in appropriate order
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 3 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify at least 3 daily routine activities they do before going to school |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to Identify and talk about morning routine activities in appropriate order
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 4 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
identify vocabulary related to time (today, yesterday, tomorrow |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Guide learners to talk about activities related to time (today, tomorrow, yesterday)
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 11 | 5 |
MEASUREMENT
|
Time (Daily routines
|
By the end of the
lesson, the learner
should be able to:
demonstrate ability to manage their time well when doing activities |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
In groups or pairs,learners arrange pictures with various daily routine activities in a logical order
|
What do you do when you wake up in the morning before you come to school?
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 1 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
observe different surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to observe and identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 2 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
observe different surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Learners are guided to observe and identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 3 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
identify surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 4 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
identify surfaces of different objects in the environment |
Critical thinking Communication and collaboration
|
Unity Peace humility
|
Few learners identify different surfaces of objects in the environment
|
How many small pieces can cover this surface
|
Realia charts
|
Observation Oral questions
|
|
| 12 | 5 |
MEASUREMENT
|
Area (surface of objects
|
By the end of the
lesson, the learner
should be able to:
lesson, the learner cover the area of different surfaces of objects using smaller objects |
Critical thinking
Communication and collaboration
|
Unity
Peace huminity
|
Demonstrate covering surfaces
using small objects from the environment. Learners cover surfaces using small objects in the environment |
How many small
pieces can cover this surface
|
Realia
charts Realia charts |
Observation
Oral questions
|
|
Your Name Comes Here