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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
|
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 2 | 2 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 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
|
|
| 3 | 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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 3 | 2 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 3 | 3 |
NUMBERS
|
Countin g concrete objects
|
By the end of the
lesson, the learner
should be able to:
appreciate the use of one to one correspondence in real life situations |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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 | 1 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 4 | 2 |
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
|
ChartsKLB skill grow realia
|
Observatio oral questions
|
|
| 4 | 3 |
NUMBERS
|
Number sequenci ng
|
By the end of the
lesson, the learner
should be able to:
arrange number cards in sequence 1- 4 |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate arranging numbers in sequence 1-4
|
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:
arrange number cards in sequence 1- 4 |
Critical thinking and problem solving
|
Honesty unity
|
Learners demonstrate arranging numbers in sequence 1-4
|
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 realiaKLB skill grow
|
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 KLB skill grow
|
Observatio oral questions
|
|
| 5 | 3 |
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 KLB skill grow
|
Observatio oral questions
|
|
| 5 | 4 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 5 | 5 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 6 | 1 |
NUMBERS
|
number writing
|
By the end of the
lesson, the learner
should be able to:
join dots to form number symbols 1-9 on a surface |
Critical thinking and problem solving
|
Honesty unity
|
Learners Join dots to form number symbols up to 9
|
How do we write this number symbol (1,
2, 3, 4, 5,
6, 7, 8, 9)
|
Charts realiaKLB skill grow
|
Observatio oral questions
|
|
| 6 | 2 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 6 | 3 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 6 | 4 |
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 | 5 |
NUMBERS
|
number writing
|
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
|
|
| 7 | 1 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 1- 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
|
|
| 7 | 2 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
identify different parts of numerals 1- 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
|
|
| 7 | 3 |
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
|
ChartsKLB skill grow realia
|
Observatio oral questions
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 8 |
Exams |
||||||||||
| 9 |
Midterm break |
||||||||||
| 10 | 1 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 10 | 2 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 10 | 3 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 10 | 4 |
NUMBERS
|
Number puzzle
|
By the end of the
lesson, the learner
should be able to:
sub- use ICT to complete number puzzles 1-9 |
Critical thinking and problem solving
|
Honesty unity
|
Learners
complete number puzzles using ICT |
Which number can be formed using these pieces
|
Charts realia
|
Observatio oral questions
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 11 | 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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 11 | 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
|
|
| 11 | 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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 11 | 5 |
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 realiaKLB skill grow
|
Observatio oral questions
|
|
| 12 | 1 |
MEASUREMENT
|
Sides of objects
|
By the end of the
lesson, the learner
should be able to:
strand, the learner demonstrate comparison of 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
|
|
| 12 | 2 |
MEASUREMENT
|
Sides of objects
|
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
|
KLB skill grow realia
|
Observatio oral questions
|
|
| 12 | 3 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
lift different objects in their 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
|
ChartsKLB skill grow realia
|
Observatio oral questions
|
|
| 12 | 4 |
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
|
|
| 12 | 5 |
MEASUREMENT
|
Mass
|
By the end of the
lesson, the learner
should be able to:
demonstrate lifting objects of different mass |
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
|
|
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