MEASUREMENT

Time - Identifying the second as a unit of measuring time

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Identify the second as a unit of measuring time through second hand
- Appreciate use of seconds as units of measuring time in real life

In groups and individually, learners are guided to: - Discuss and identify second hand from a clock - Carry out activities taking 10 seconds; let learners relate the activities to what can be done in one-tenth of the time taken to do the activity; the time taken is 1 second - Measure time taken to do various activities in seconds

- Mentor Mathematics learners book grade 5 page 171
- Analogue clocks
- Digital clocks
- Stopwatches
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Time - Relationship between minute and second

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Identify the relationship between the minute and the second in real life situations
- Appreciate the relationship between minutes and seconds

In groups and individually, learners are guided to: - Establish the relationship between seconds and minute using a clock or stopwatch (1 minute = 60 seconds) - Measure time taken to do various activities in seconds and minutes - Discuss the relationship and its application in real life

- Mentor Mathematics learners book grade 5 page 172
- Analogue clocks
- Digital clocks
- Stopwatches
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Time - Relationship between minute and second

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Identify the relationship between the minute and the second in real life situations
- Appreciate the relationship between minutes and seconds

In groups and individually, learners are guided to: - Establish the relationship between seconds and minute using a clock or stopwatch (1 minute = 60 seconds) - Measure time taken to do various activities in seconds and minutes - Discuss the relationship and its application in real life

- Mentor Mathematics learners book grade 5 page 172
- Analogue clocks
- Digital clocks
- Stopwatches
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Time - Relationship between minute and second

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Identify the relationship between the minute and the second in real life situations
- Appreciate the relationship between minutes and seconds

In groups and individually, learners are guided to: - Establish the relationship between seconds and minute using a clock or stopwatch (1 minute = 60 seconds) - Measure time taken to do various activities in seconds and minutes - Discuss the relationship and its application in real life

- Mentor Mathematics learners book grade 5 page 172
- Analogue clocks
- Digital clocks
- Stopwatches
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Time - Converting minutes to seconds and vice versa (1)

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Convert minutes to seconds in real life
- Apply conversion in solving problems

In groups and individually, learners are guided to: - Convert minutes to seconds using the relationship 1 minute = 60 seconds - Solve problems involving conversion of minutes to seconds - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 173
- Conversion charts
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Converting minutes to seconds and vice versa (2)

By the end of the lesson, the learner should be able to:
How can we read and tell time?

By the end of the lesson, the learner should be able to:
- Convert seconds to minutes in real life
- Apply conversion in solving problems

In groups and individually, learners are guided to: - Convert seconds to minutes using the relationship 1 minute = 60 seconds - Solve problems involving conversion of seconds to minutes - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 174
- Conversion charts
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Addition of minutes and seconds with conversion

By the end of the lesson, the learner should be able to:
How can we apply addition of time in real life?

By the end of the lesson, the learner should be able to:
- Add minutes and seconds with conversion in real life situations
- Solve problems involving addition of minutes and seconds

In groups and individually, learners are guided to: - Add minutes and seconds with regrouping - Solve real-life problems involving addition of minutes and seconds - Calculate total time in practical situations

- Mentor Mathematics learners book grade 5 page 175-176
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Addition of minutes and seconds with conversion

By the end of the lesson, the learner should be able to:
How can we apply addition of time in real life?

By the end of the lesson, the learner should be able to:
- Add minutes and seconds with conversion in real life situations
- Solve problems involving addition of minutes and seconds

In groups and individually, learners are guided to: - Add minutes and seconds with regrouping - Solve real-life problems involving addition of minutes and seconds - Calculate total time in practical situations

- Mentor Mathematics learners book grade 5 page 175-176
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Subtraction of minutes and seconds with conversion

By the end of the lesson, the learner should be able to:
How can we apply subtraction of time in real life?

By the end of the lesson, the learner should be able to:
- Subtract minutes and seconds with conversion in real life situations
- Solve problems involving subtraction of minutes and seconds

In groups and individually, learners are guided to: - Subtract minutes and seconds with regrouping - Solve real-life problems involving subtraction of minutes and seconds - Calculate time differences in practical situations

- Mentor Mathematics learners book grade 5 page 177-178
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Multiplication of minutes and seconds by whole numbers

By the end of the lesson, the learner should be able to:
How can we apply multiplication of time in real life?

By the end of the lesson, the learner should be able to:
- Multiply minutes and seconds by whole numbers in real life situations
- Solve problems involving multiplication of minutes and seconds

In groups and individually, learners are guided to: - Multiply minutes and seconds by whole numbers - Solve real-life problems involving multiplication of minutes and seconds - Calculate total time for repeated activities

- Mentor Mathematics learners book grade 5 page 178
- Multiplication tables
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Division of minutes and seconds by whole numbers

By the end of the lesson, the learner should be able to:
How can we apply division of time in real life?

By the end of the lesson, the learner should be able to:
- Divide minutes and seconds by whole numbers in real life situations
- Solve problems involving division of minutes and seconds

In groups and individually, learners are guided to: - Divide minutes and seconds by whole numbers - Solve real-life problems involving division of minutes and seconds - Calculate time taken for sharing activities equally

- Mentor Mathematics learners book grade 5 page 179
- Digital devices
- Clocks
- Stopwatches

- Oral questions - Written exercises - Assessment rubrics

GEOMETRY

Lines - Identifying and drawing horizontal and vertical lines

By the end of the lesson, the learner should be able to:
Where are horizontal and vertical lines used?

By the end of the lesson, the learner should be able to:
- Identify horizontal and vertical lines in different situations
- Draw horizontal and vertical lines in different situations
- Appreciate the use of horizontal and vertical lines in real life

In groups and individually, learners are guided to: - Identify lines in the classroom and within the environment - Describe lines in the environment and identify them as horizontal and vertical lines - Draw horizontal and vertical lines using rulers and other straight edges - Discuss real-life examples of horizontal and vertical lines

- Mentor Mathematics learners book grade 5 page 188-189
- Rulers
- Straight edges
- Chalk board ruler
- Digital devices
- Charts with examples of lines

- Oral questions - Written exercises - Observation - Project

GEOMETRY

Lines - Identifying and drawing perpendicular lines

By the end of the lesson, the learner should be able to:
Where are perpendicular lines used?

By the end of the lesson, the learner should be able to:
- Identify perpendicular lines in different situations
- Draw perpendicular lines in different situations
- Appreciate the use of perpendicular lines in real life

In groups and individually, learners are guided to: - Identify perpendicular lines in the classroom and within the environment - Describe perpendicular lines as lines that meet at right angles (90°) - Draw perpendicular lines using set squares, rulers and other straight edges - Discuss real-life examples of perpendicular lines

- Mentor Mathematics learners book grade 5 page 190-191
- Rulers
- Set squares
- Straight edges
- Chalk board ruler
- Digital devices
- Charts with examples of perpendicular lines

- Oral questions - Written exercises - Observation - Project

GEOMETRY

Lines - Identifying and drawing parallel lines
Lines - Uses of various types of lines in real life

By the end of the lesson, the learner should be able to:
Where are parallel lines used?

By the end of the lesson, the learner should be able to:
- Identify parallel lines in different situations
- Draw parallel lines in different situations
- Appreciate the use of parallel lines in real life

In groups and individually, learners are guided to: - Identify parallel lines in the classroom and within the environment - Describe parallel lines as lines that are always the same distance apart and never meet - Draw parallel lines using set squares, rulers and other straight edges - Discuss real-life examples of parallel lines

- Mentor Mathematics learners book grade 5 page 192-193
- Rulers
- Set squares
- Straight edges
- Chalk board ruler
- Digital devices
- Charts with examples of parallel lines
- Mentor Mathematics learners book grade 5 page 194
- Objects with different types of lines
- Pictures showing different types of lines
- Drawing tools

- Oral questions - Written exercises - Observation - Project

GEOMETRY

Angles - Relating a turn to angles

By the end of the lesson, the learner should be able to:
What is the relationship between turns and angles?

By the end of the lesson, the learner should be able to:
- Relate a turn to angles in real life
- Appreciate the relationship between turns and angles

In groups and individually, learners are guided to: - Make clockwise, quarter and half turns, and relate them to angles in the environment - Relate the amount of turn to the size of an angle - Demonstrate different turns and identify the corresponding angle - Discuss examples of turns in real life and their angles

- Mentor Mathematics learners book grade 5 page 195
- Objects that rotate (e.g., door, bottle cap)
- Paper cut-outs for demonstrating turns
- Digital devices
- Pictures showing different turns

- Oral questions - Written exercises - Observation - Demonstration

GEOMETRY

Angles - Reading a protractor

By the end of the lesson, the learner should be able to:
How do we read a protractor?

By the end of the lesson, the learner should be able to:
- Read a protractor as a tool for measuring angles
- Appreciate the use of a protractor in measuring angles

In groups and individually, learners are guided to: - Identify the parts of a protractor (base line, center point, inner scale, outer scale) - Learn how to position a protractor correctly for measuring angles - Practice reading measurements from a protractor - Discuss the importance of a protractor in measuring angles

- Mentor Mathematics learners book grade 5 page 196
- Protractors
- Charts showing parts of a protractor
- Digital devices
- Diagrams with angles

- Oral questions - Written exercises - Observation - Practical assessment

GEOMETRY

Angles - Using a protractor to measure angles
Angles - Identifying the degree as a unit of measuring angle

By the end of the lesson, the learner should be able to:
How do we use a protractor to measure angles?

By the end of the lesson, the learner should be able to:
- Use protractor to measure angles in different situations
- Appreciate the use of a protractor in measuring angles

In groups and individually, learners are guided to: - Position a protractor correctly to measure given angles - Measure various angles using a protractor - Record measurements of angles - Compare their measurements with others

- Mentor Mathematics learners book grade 5 page 197-198
- Protractors
- Diagrams with angles
- Digital devices
- Rulers
- Mentor Mathematics learners book grade 5 page 199
- Paper cut-outs of angles
- Charts showing different angles

- Oral questions - Written exercises - Observation - Practical assessment

GEOMETRY

Angles - Measuring angles in degrees

By the end of the lesson, the learner should be able to:
How do we measure angles in degrees?

By the end of the lesson, the learner should be able to:
- Measure angles in degrees in different situations
- Appreciate measuring angles in real life

In groups and individually, learners are guided to: - Measure various angles in degrees using a protractor - Record the measurements in degrees - Compare their measurements with others - Discuss the accuracy of their measurements

- Mentor Mathematics learners book grade 5 page 200-201
- Protractors
- Diagrams with angles
- Objects with angles
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

GEOMETRY

Angles - Uses of angles in the environment

By the end of the lesson, the learner should be able to:
Where are angles used in the environment?

By the end of the lesson, the learner should be able to:
- Identify the use of angles in the environment
- Appreciate the use of angles in our day-to-day life

In groups and individually, learners are guided to: - Discuss the use of angles in the environment - Identify angles in various objects in the environment - Relate angles to real-life applications (construction, art, sports, etc.) - Use digital devices to learn more about angles

- Mentor Mathematics learners book grade 5 page 202-203
- Objects with angles
- Pictures showing angles in real life
- Digital devices
- Protractors

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (1)

By the end of the lesson, the learner should be able to:
Where are 3-D objects used in the environment?

By the end of the lesson, the learner should be able to:
- Describe 3-D objects in the environment
- Identify various 3-D objects in real life
- Appreciate the use of 3-D objects in the environment

In groups and individually, learners are guided to: - Identify, collect objects and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment - Describe the properties of cubes and cuboids - Share findings with other groups - Watch a video on 3-D objects

- Mentor Mathematics learners book grade 5 page 204
- 3-D objects (cubes, cuboids)
- Digital devices
- Videos
- Charts with 3-D objects

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (1)

By the end of the lesson, the learner should be able to:
Where are 3-D objects used in the environment?

By the end of the lesson, the learner should be able to:
- Describe 3-D objects in the environment
- Identify various 3-D objects in real life
- Appreciate the use of 3-D objects in the environment

In groups and individually, learners are guided to: - Identify, collect objects and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment - Describe the properties of cubes and cuboids - Share findings with other groups - Watch a video on 3-D objects

- Mentor Mathematics learners book grade 5 page 204
- 3-D objects (cubes, cuboids)
- Digital devices
- Videos
- Charts with 3-D objects

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (2)

By the end of the lesson, the learner should be able to:
What are the properties of different 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe properties of different 3-D objects
- Differentiate between various 3-D objects
- Appreciate the use of 3-D objects in the environment

In groups and individually, learners are guided to: - Describe the properties of cylinders and spheres - Compare different 3-D objects based on their properties - Identify examples of cylinders and spheres in real life - Use digital devices to learn more about 3-D objects

- Mentor Mathematics learners book grade 5 page 205
- 3-D objects (cylinders, spheres)
- Digital devices
- Videos
- Charts with 3-D objects

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (3)

By the end of the lesson, the learner should be able to:
How do we classify 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe properties of pyramids and other 3-D objects
- Classify 3-D objects based on their properties
- Appreciate the use of 3-D objects in the environment

In groups and individually, learners are guided to: - Describe the properties of pyramids and other 3-D objects - Classify 3-D objects based on their properties (faces, edges, vertices) - Identify examples of pyramids in real life - Use digital devices to draw and learn more about 3-D objects

- Mentor Mathematics learners book grade 5 page 206
- 3-D objects (pyramids, other shapes)
- Digital devices
- Videos
- Charts with 3-D objects

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (1)

By the end of the lesson, the learner should be able to:
What 2-D shapes can we find in 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe 2-D shapes in 3-D objects in the environment
- Identify 2-D shapes in cubes and cuboids
- Appreciate the relationship between 2-D shapes and 3-D objects

In groups and individually, learners are guided to: - Describe 2-D shapes found in 3-D objects - Identify squares and rectangles in cubes and cuboids - Draw the 2-D shapes found in cubes and cuboids - Share their findings with other groups

- Mentor Mathematics learners book grade 5 page 207
- 3-D objects (cubes, cuboids)
- 2-D shape cut-outs
- Drawing materials
- Digital devices

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (1)

By the end of the lesson, the learner should be able to:
What 2-D shapes can we find in 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe 2-D shapes in 3-D objects in the environment
- Identify 2-D shapes in cubes and cuboids
- Appreciate the relationship between 2-D shapes and 3-D objects

In groups and individually, learners are guided to: - Describe 2-D shapes found in 3-D objects - Identify squares and rectangles in cubes and cuboids - Draw the 2-D shapes found in cubes and cuboids - Share their findings with other groups

- Mentor Mathematics learners book grade 5 page 207
- 3-D objects (cubes, cuboids)
- 2-D shape cut-outs
- Drawing materials
- Digital devices

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (2)

By the end of the lesson, the learner should be able to:
How do 2-D shapes form 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe 2-D shapes in cylinders and spheres
- Identify 2-D shapes in cylinders and spheres
- Appreciate the relationship between 2-D shapes and 3-D objects

In groups and individually, learners are guided to: - Describe 2-D shapes found in cylinders and spheres - Identify circles and rectangles in cylinders - Draw the 2-D shapes found in cylinders and spheres - Share their findings with other groups

- Mentor Mathematics learners book grade 5 page 208
- 3-D objects (cylinders, spheres)
- 2-D shape cut-outs
- Drawing materials
- Digital devices

- Oral questions - Written exercises - Observation - Project

GEOMETRY

3-D Objects - Describing 2-D shapes in 3-D objects (3)

By the end of the lesson, the learner should be able to:
How can we create nets of 3-D objects?

By the end of the lesson, the learner should be able to:
- Describe 2-D shapes in pyramids and other 3-D objects
- Create nets of 3-D objects from 2-D shapes
- Appreciate the relationship between 2-D shapes and 3-D objects

In groups and individually, learners are guided to: - Describe 2-D shapes found in pyramids and other 3-D objects - Identify triangles and other shapes in pyramids - Create nets of 3-D objects using 2-D shapes - Fold nets to form 3-D objects

- Mentor Mathematics learners book grade 5 page 209-210
- 3-D objects (pyramids, other shapes)
- 2-D shape cut-outs
- Paper for making nets
- Scissors
- Glue
- Digital devices

- Oral questions - Written exercises - Observation - Project

DATA HANDLING

Data collection

By the end of the lesson, the learner should be able to:

- Collect data of about 30 items relating to real experiences
- Identify suitable techniques for collecting data from the environment
- Appreciate the importance of data collection in daily life

The learner is guided to:
- Discuss in groups the meaning of data collection
- Collect data involving day-to-day experiences such as marks, shoe sizes, and ages of learners in class
- Share their collected data with other learners
- Identify methods used to collect data
- Play digital games involving data collection

Why do we collect data?

- Mentor Mathematics Learner's Book Grade 5 page 211
- Data collection forms
- Digital devices
- Number cards

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Drawing tables to record data
Drawing tally marks of collected data

By the end of the lesson, the learner should be able to:

- Draw a table to record data
- Organize collected data in tabular form
- Appreciate the use of tables in organizing data

The learner is guided to:
- Prepare data collection and recording tools
- Record data on books or charts
- Organize data in a table from real-life situations
- Discuss information represented in tables
- Use digital devices and other resources to learn more about representing data in tables

Why is representing data in tables important?

- Mentor Mathematics Learner's Book Grade 5 page 212
- Manila papers/charts
- Data collection forms
- Digital devices
- Mentor Mathematics Learner's Book Grade 5 page 213
- Small sticks
- Data sheets

- Observation - Oral questions - Written exercise - Project

DATA HANDLING

Preparing frequency tables

By the end of the lesson, the learner should be able to:

- Prepare a frequency table to represent data
- Count frequencies of items in collected data
- Appreciate the use of frequency tables in data representation

The learner is guided to:
- Use small sticks to show frequency of items
- Count the number of tally marks for each item
- Record frequencies in a table
- Prepare frequency tables for different data sets
- Share their work with other groups
- Use digital devices to learn more about frequency tables

What is the importance of frequency tables?

- Mentor Mathematics Learner's Book Grade 5 page 214
- Small sticks
- Data sheets
- Digital devices

- Observation - Oral questions - Written exercise - Project

DATA HANDLING

Interpreting data from frequency tables

By the end of the lesson, the learner should be able to:

- Interpret data represented by frequency tables
- Draw conclusions from data in frequency tables
- Appreciate the use of frequency tables in analyzing data

The learner is guided to:
- Identify the highest and lowest frequencies in tables
- Determine differences between frequencies
- Calculate the total frequency from a frequency table
- Discuss the meaning of information presented in frequency tables
- Share their interpretations with other groups

How do we interpret information from frequency tables?

- Mentor Mathematics Learner's Book Grade 5 page 216
- Frequency tables
- Charts with frequency tables
- Digital devices
- Mentor Mathematics Learner's Book Grade 5 page 218

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Interpreting data from frequency tables

By the end of the lesson, the learner should be able to: