MEASUREMENT

Length - Multiplication of metres and kilometres by whole numbers
Length - Division of metres and kilometres by whole numbers

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

- Multiply metres and kilometres by whole numbers.
- Solve word problems involving multiplication.
- Develop skills in multiplication of compound measures.
- Show interest in multiplication of units of length.

The learner is guided to:
- Multiply metres and kilometres by whole numbers.
- Regroup product of metres where necessary.
- Solve word problems involving multiplication of distances.
- Share their work with peers.

How do we multiply metres and kilometres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 113.
- Multiplication charts.
- Number cards.
- KLB Mathematics Learner's Book Grade 5 page 114.
- Division charts.

- Written exercise. - Oral questions. - Observation.

MEASUREMENT

Length - Division of metres and kilometres by whole numbers
Area - The square centimetre (cm²) as a unit of measuring area

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

- Divide combined measurements of metres and kilometres.
- Solve complex word problems involving division.
- Apply division skills to real-life situations.
- Show interest in division of units of length.

The learner is guided to:
- Solve more complex division problems involving combined measurements.
- Apply division skills to practical scenarios like dividing distances into equal parts.
- Create and solve their own word problems.
- Share solutions and strategies with peers.

Where do we apply division of length measures in real life?

- KLB Mathematics Learner's Book Grade 5 page 115.
- Calculators.
- Word problem cards.
- KLB Mathematics Learner's Book Grade 5 page 120.
- One centimetre square cut-outs.
- Various 2D shapes.
- Scissors.
- Glue.

- Written exercise. - Oral questions. - Peer assessment. - Project work.

MEASUREMENT

Area - Working out area of rectangles in square centimetres

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

- Find area of rectangles by counting squares.
- Relate number of square centimetres to area.
- Make patterns using one centimetre squares.
- Appreciate the concept of area.

The learner is guided to:
- Cover rectangles with one centimetre squares.
- Count squares to determine area.
- Discuss the relationship between number of squares and area.
- Make patterns using one centimetre squares.

How do you find the area of a rectangle?

- KLB Mathematics Learner's Book Grade 5 page 121.
- Squared paper.
- Rectangles of different sizes.
- One centimetre square cut-outs.
- KLB Mathematics Learner's Book Grade 5 page 122.
- Rectangular shapes.
- Rulers.
- Calculator.

- Observation. - Written exercise. - Practical activities.

MEASUREMENT

Area - Working out area of squares in square centimetres

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

- Find area of squares by counting squares.
- Relate number of square centimetres to area.
- Make patterns using squares.
- Show interest in calculating areas.

The learner is guided to:
- Cover squares with one centimetre squares.
- Count squares to determine area.
- Discuss the relationship between number of squares and area.
- Make patterns using square shapes.

How do you find the area of a square?

- KLB Mathematics Learner's Book Grade 5 page 124.
- Squared paper.
- Squares of different sizes.
- One centimetre square cut-outs.
- KLB Mathematics Learner's Book Grade 5 page 125.
- Square shapes.
- Rulers.
- Calculator.

- Observation. - Written exercise. - Practical activities.

MEASUREMENT

Volume - The cubic centimetre (cm³) as a unit of measuring volume

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

- Identify the cubic centimetre as a unit of measuring volume.
- Make one centimetre cubes.
- Measure sides of cubic centimetre.
- Appreciate cubic centimetre as a unit of volume.

The learner is guided to:
- Make cubes with sides 1 cm using clay or plasticine.
- Measure the sides to confirm they are 1 cm each.
- Discuss that volume of this cube is one cubic centimetre.
- Make more 1 cm cubes for use in subsequent lessons.

What is a cubic centimetre?

- KLB Mathematics Learner's Book Grade 5 page 132.
- Clay or plasticine.
- Rulers.
- 1 cm cube models.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Deriving the formula for volume of cuboid

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

- Arrange cubic centimetres to form cuboids.
- Count the number of cubes in a cuboid.
- Relate the number of cubes to volume.
- Show interest in building models.

The learner is guided to:
- Arrange 1 cm cubes to form cuboids.
- Count the number of 1 cm cubes used.
- Arrange cubes in layers and count them.
- Discuss relationship between number of cubes and volume.

How do we determine the volume of cuboids?

- KLB Mathematics Learner's Book Grade 5 page 133.
- 1 cm cube models.
- Cuboid models.
- Charts showing cuboids.
- KLB Mathematics Learner's Book Grade 5 page 134.
- Calculators.
- Charts showing formula derivation.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Volume - Working out volume of cuboids in cubic centimetres
Volume - Deriving the formula for volume of cube

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

- Apply the formula to calculate volume of cuboids.
- Solve word problems involving volume.
- Calculate volume of real objects.
- Show interest in calculating volume.

The learner is guided to:
- Measure dimensions of cuboids.
- Apply the formula V = l × w × h to calculate volume.
- Solve word problems involving volume of cuboids.
- Calculate volume of real objects in cubic centimetres.

Where do we apply volume calculations in real life?

- KLB Mathematics Learner's Book Grade 5 page 136.
- Cuboid models.
- Rulers.
- Calculators.
- Real objects in cuboid shape.
- KLB Mathematics Learner's Book Grade 5 page 137.
- 1 cm cube models.
- Cube models.
- Charts showing cubes.

- Written exercise. - Oral questions. - Project work.

MEASUREMENT

Volume - Working out volume of cubes in cubic centimetres
Capacity - Identifying the millilitre as a unit of measuring capacity

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

- Apply the formula to calculate volume of cubes.
- Solve word problems involving volume of cubes.
- Calculate volume of real objects in cube shape.
- Show interest in calculating volume.

The learner is guided to:
- Measure side length of cubes.
- Apply the formula V = s × s × s to calculate volume.
- Solve word problems involving volume of cubes.
- Calculate volume of real objects in cube shape.

Why is the formula for volume of a cube s³?

- KLB Mathematics Learner's Book Grade 5 page 138.
- Cube models.
- Rulers.
- Calculators.
- Real objects in cube shape.
- KLB Mathematics Learner's Book Grade 5 page 143.
- Transparent straws.
- 5 ml teaspoons.
- Small bottles.
- Water.

- Written exercise. - Oral questions. - Project work.

MEASUREMENT

Capacity - Measuring capacity in millilitres

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

- Measure capacity in millilitres.
- Use a measuring cylinder to measure capacity.
- Mark and label capacity levels.
- Show interest in measuring capacity.

The learner is guided to:
- Fill a 5 ml spoon with water.
- Pour water into a small transparent bottle.
- Mark the level and label as 5 ml.
- Continue pouring one spoonful at a time and marking levels.

How do we measure capacity in millilitres?

- KLB Mathematics Learner's Book Grade 5 page 143.
- 5 ml teaspoons.
- Small transparent bottles.
- Measuring cylinders.
- Water.
- KLB Mathematics Learner's Book Grade 5 page 144.
- Marked bottles.
- Various small containers.

- Observation. - Practical activities. - Oral questions.

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres

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

- Estimate capacity in multiples of 5 millilitres.
- Measure actual capacity using 5 ml spoon.
- Compare estimated and actual capacity.
- Develop estimation skills.

The learner is guided to:
- Estimate capacity of containers in multiples of 5 ml.
- Measure actual capacity using 5 ml spoon.
- Record estimated and actual capacity in a table.
- Compare and discuss results.

Why is estimation important in measuring capacity?

- KLB Mathematics Learner's Book Grade 5 page 144.
- 5 ml spoons.
- Various containers.
- Record sheets.
- Water.
- KLB Mathematics Learner's Book Grade 5 page 145.
- Larger containers.
- Measuring cylinders.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Capacity - Relationship between litres and millilitres

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

- Establish the relationship between litres and millilitres.
- State that 1 litre = 1000 millilitres.
- Complete tables showing equivalent measures.
- Show interest in units of capacity.

The learner is guided to:
- Fill a 1 litre bottle using different sized containers.
- Count how many of each container fills the 1 litre bottle.
- Complete tables relating litres to millilitres.
- Discuss that 1 litre = 1000 millilitres.

What is the relationship between litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 145.
- 1 litre bottles.
- Containers of various sizes (100ml, 200ml, 250ml, 500ml).
- Water.
- Charts showing relationship.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Capacity - Converting litres to millilitres
Capacity - Converting millilitres to litres

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

- Convert litres to millilitres.
- Convert combined measures of litres and millilitres to millilitres.
- Solve word problems involving conversion.
- Appreciate conversion of units.

The learner is guided to:
- Convert simple measurements in litres to millilitres.
- Convert combined measurements (e.g., 2 l 240 ml) to millilitres.
- Solve word problems involving conversion.
- Share solutions with peers.

Why do we convert between litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 146.
- Conversion charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 147.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Capacity - Addition of litres and millilitres
Capacity - Subtraction of litres and millilitres

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

- Add litres and millilitres without conversion.
- Add litres and millilitres with conversion.
- Solve word problems involving addition.
- Show interest in addition of units of capacity.

The learner is guided to:
- Set up addition of capacities in vertical form.
- Add millilitres first, then add litres.
- Regroup where necessary when adding millilitres.
- Solve word problems involving addition of capacities.

How do we add litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 149.
- Conversion charts.
- Word problem cards.
- Place value charts.
- KLB Mathematics Learner's Book Grade 5 page 152.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Capacity - Multiplication of litres and millilitres by whole numbers
Capacity - Division of litres and millilitres by whole numbers

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

- Multiply litres and millilitres by whole numbers.
- Solve word problems involving multiplication.
- Apply multiplication skills to real-life situations.
- Show interest in multiplication of units of capacity.

The learner is guided to:
- Multiply millilitres first, then multiply litres.
- Regroup product of millilitres where necessary.
- Solve word problems involving multiplication of capacities.
- Share solutions with peers.

How do we multiply litres and millilitres by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 154.
- Multiplication charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 155.
- Division charts.

- Written exercise. - Oral questions. - Peer assessment.

MEASUREMENT

Mass - Identifying the gram as a unit of measuring mass
Mass - Measuring mass in grams

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

- Identify the gram as a unit of measuring mass.
- Measure 1 gram using appropriate apparatus.
- Name items sold in grams.
- Appreciate gram as a unit of mass.

The learner is guided to:
- Use a teaspoon to scoop dry sand or soil.
- Measure the mass of one teaspoonful using a weighing balance.
- Divide the sand into five equal amounts to get 1 gram each.
- Discuss items sold in grams.

What is a gram?

- KLB Mathematics Learner's Book Grade 5 page 160.
- Teaspoons.
- Dry sand or soil.
- Weighing balance.
- Sand bags.
- KLB Mathematics Learner's Book Grade 5 page 161.
- Weighing machine.
- Beam balance.
- Various small items.

- Observation. - Oral questions. - Practical activities.

MEASUREMENT

Mass - Measuring mass in grams

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

- Measure mass of various objects in grams.
- Record measurements accurately.
- Compare masses of different objects.
- Develop skills in mass measurement.

The learner is guided to:
- Measure mass of various objects using weighing machine.
- Record measurements accurately.
- Compare masses of different objects.
- Discuss the concept of mass and its measurement.

Which objects have more mass?

- KLB Mathematics Learner's Book Grade 5 page 161.
- Weighing machine.
- Beam balance.
- Various objects.
- Record sheets.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Mass - Estimating and measuring mass in grams

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

- Estimate mass in grams.
- Measure actual mass using weighing machine.
- Compare estimated and actual mass.
- Develop estimation skills.

The learner is guided to:
- Estimate mass of various items in grams.
- Measure actual mass using weighing machine.
- Record estimated and actual mass in a table.
- Compare and discuss results.

Why is estimation of mass important?

- KLB Mathematics Learner's Book Grade 5 page 161.
- Weighing machine.
- Various items.
- Record sheets.
- KLB Mathematics Learner's Book Grade 5 page 162.
- Variety of objects.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Mass - Relationship between kilogram and gram
Mass - Converting kilograms to grams

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

- Establish the relationship between kilogram and gram.
- State that 1 kilogram = 1000 grams.
- Complete tables showing equivalent measures.
- Show interest in units of mass.

The learner is guided to:
- Measure 500g of sand and put in a packet.
- Make another 500g packet of sand.
- Balance the two packets with a 1kg stone.
- Complete tables relating kilograms to grams.

What is the relationship between kilogram and gram?

- KLB Mathematics Learner's Book Grade 5 page 162.
- Weighing machine.
- 1kg stone.
- Sand.
- Packets for sand.
- Beam balance.
- KLB Mathematics Learner's Book Grade 5 page 163.
- Conversion charts.
- Word problem cards.
- Calculators.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Mass - Converting grams to kilograms
Mass - Addition of grams and kilograms

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

- Convert grams to kilograms.
- Convert grams to kilograms and grams.
- Solve word problems involving conversion.
- Show interest in conversion of units.

The learner is guided to:
- Convert measurements in grams to kilograms.
- Convert grams to kilograms and grams for measurements not divisible by 1000.
- Solve word problems involving conversion.
- Complete conversion tables.

How do we convert grams to kilograms?

- KLB Mathematics Learner's Book Grade 5 page 164.
- Conversion charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 165.
- Place value charts.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Mass - Subtraction of grams and kilograms
Mass - Multiplication of grams and kilograms by whole numbers

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

- Subtract grams and kilograms without conversion.
- Subtract grams and kilograms with conversion.
- Solve word problems involving subtraction.
- Appreciate subtraction of units of mass.

The learner is guided to:
- Set up subtraction of masses in vertical form.
- Subtract grams first, then subtract kilograms.
- Regroup where necessary from kilograms to grams.
- Solve word problems involving subtraction of masses.

How do we subtract grams and kilograms?

- KLB Mathematics Learner's Book Grade 5 page 170.
- Conversion charts.
- Word problem cards.
- Place value charts.
- KLB Mathematics Learner's Book Grade 5 page 173.
- Multiplication charts.
- Calculators.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Mass - Division of grams and kilograms by whole numbers
Time - Identifying the second as a unit of measuring time

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

- Divide grams and kilograms by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of mass.

The learner is guided to:
- Divide kilograms by whole numbers.
- Convert remainder to grams where necessary.
- Add the converted grams to the existing grams.
- Divide the resultant grams by the divisor.

How do we divide grams and kilograms by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 175.
- Division charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 178.
- Wall clocks.
- Stopwatches.
- Digital clocks.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Time - Relationship between minute and second

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

- Establish the relationship between minute and second.
- State that 1 minute = 60 seconds.
- Complete tables showing equivalent measures.
- Show interest in units of time.

The learner is guided to:
- Use a watch to count how many seconds make one minute.
- Carry out activities for 60 seconds and count repetitions.
- Complete tables relating minutes to seconds.
- Discuss that 1 minute = 60 seconds.

What is the relationship between minute and second?

- KLB Mathematics Learner's Book Grade 5 page 178.
- Wall clocks.
- Stopwatches.
- Digital clocks.
- Conversion charts.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Time - Converting minutes to seconds
Time - Converting seconds to minutes

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

- Convert minutes to seconds.
- Convert combined measures of minutes and seconds to seconds.
- Solve word problems involving conversion.
- Appreciate conversion of units of time.

The learner is guided to:
- Convert simple measurements in minutes to seconds.
- Multiply by 60 to convert minutes to seconds.
- Convert combined measurements to seconds.
- Solve word problems involving conversion.

How do we convert minutes to seconds?

- KLB Mathematics Learner's Book Grade 5 page 179.
- Conversion charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 180.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Time - Addition of minutes and seconds with conversion
Time - Subtraction of minutes and seconds with conversion

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

- Add minutes and seconds with regrouping.
- Apply knowledge of conversion in addition.
- Solve word problems involving addition.
- Show interest in addition of units of time.

The learner is guided to:
- Set up addition of time in vertical form.
- Add seconds first, then add minutes.
- Regroup when sum of seconds is 60 or more.
- Solve word problems involving addition of time.

How do we add minutes and seconds?

- KLB Mathematics Learner's Book Grade 5 page 182.
- Conversion charts.
- Word problem cards.
- Place value charts.
- KLB Mathematics Learner's Book Grade 5 page 184.

- Written exercise. - Oral questions. - Group work.

MEASUREMENT

Time - Multiplication of minutes and seconds by whole numbers
Time - Division of minutes and seconds by whole numbers

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

- Multiply minutes and seconds by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving multiplication.
- Show interest in multiplication of units of time.

The learner is guided to:
- Multiply seconds first, then multiply minutes.
- Regroup product of seconds when 60 or more.
- Solve word problems involving multiplication of time.
- Share solutions with peers.

How do we multiply minutes and seconds by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 186.
- Multiplication charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 187.
- Division charts.

- Written exercise. - Oral questions. - Peer assessment.

GEOMETRY

Lines - Identifying and drawing horizontal and vertical lines
Lines - Identifying and drawing perpendicular lines
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:

- Identify horizontal lines in the environment
- Draw horizontal lines using different objects
- Identify vertical lines in the environment
- Draw vertical lines using different objects
- Appreciate use of horizontal and vertical lines in real life

In groups or in pairs learners are guided to:
- Run their hands along horizontal edges of classroom objects like tables, desks, chalkboards
- Discuss and share findings with other groups
- Place rulers on paper and draw horizontal lines from left to right
- Use other objects with straight edges to draw horizontal lines
- Run their hands along the legs of tables and corners of walls to identify vertical lines
- Draw vertical lines running from top to bottom using rulers and other objects
- Identify horizontal and vertical lines in their environment

Where do we find horizontal and vertical lines in real life?

- KLB Mathematics Learner's Book Grade 5 page 198
- Rulers
- Straight edges
- Chalk board
- Charts with different lines
- Classroom objects
- KLB Mathematics Learner's Book Grade 5 page 202
- Right angle corners
- Edges of books
- Paper for folding
- Charts with perpendicular lines
- KLB Mathematics Learner's Book Grade 5 page 205
- Charts with parallel lines
- KLB Mathematics Learner's Book Grade 5 page 207
- Charts with different types of lines
- Pictures of objects showing different types of lines

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Relating a turn to angles
Angles - Reading a protractor
Angles - Using a protractor to measure angles

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

- Relate a turn to an angle
- Make different turns to form different angles
- Identify angles in different objects
- Appreciate use of angles in day-to-day life

In groups or in pairs learners are guided to:
- Make clockwise complete, half and quarter turns
- Discuss the relationship between turns and angles
- Identify that the amount of turn made is an angle
- Form angles by opening and closing doors, windows, scissors, and books
- Make angles by moving hands and legs
- Mark angles in different shapes and objects
- Identify angles in classroom and everyday objects

How is a turn related to an angle?

- KLB Mathematics Learner's Book Grade 5 page 208
- Clock face
- Pictures showing angles
- Scissors
- Books
- Doors and windows
- KLB Mathematics Learner's Book Grade 5 page 212
- Protractors
- Chart showing how to read a protractor
- Pictures with angles
- KLB Mathematics Learner's Book Grade 5 page 213
- Charts with different angles
- Papers with drawn angles
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Identifying the degree as a unit of measuring angle
Angles - Measuring angles in degrees
Angles - Uses of angles in the environment

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

- Identify the degree as a unit for measuring angles
- Make a unit angle to measure angles
- Appreciate the use of degree as standard unit for measuring angles

In groups or in pairs learners are guided to:
- Make a unit angle and use it to measure angles in environment
- Divide a 10° angle into 10 equal parts
- Identify each part as equal to 1 degree
- Use the unit angle to measure angles in different objects
- Compare measurements using unit angle to standard measurements
- Discuss the importance of having a standard unit (degree) for measuring angles

Why do we need a standard unit for measuring angles?

- KLB Mathematics Learner's Book Grade 5 page 210
- Unit angle cut-outs
- Protractors
- Half circular cut-outs
- Paper
- Scissors
- KLB Mathematics Learner's Book Grade 5 page 212
- Compasses
- Rulers
- Charts with different angles
- KLB Mathematics Learner's Book Grade 5 page 209
- Clock face
- Pictures of buildings, bridges, furniture
- Charts showing angles in real-life objects
- Video on angles in environment

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

3-D Objects - Describing 3-D objects in the environment (Part 1)
3-D Objects - Describing 3-D objects in the environment (Part 2)

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

- Identify different 3-D objects in the environment
- Describe the surfaces of different objects
- Appreciate the presence of 3-D objects in our environment

In groups or in pairs learners are guided to:
- Collect different objects such as milk packets, boxes, straws, small pipes, oranges, balls, cubes, marbles, tins
- Study the surface of each object
- Discuss the name used to describe the shape of each surface
- Trace and name the shapes drawn from different objects
- Identify surfaces as rectangular, square, circular or triangular
- Observe that surfaces are either straight or round
- Share findings with other groups

What 3-D objects do we see in our surroundings?

- KLB Mathematics Learner's Book Grade 5 page 218
- Various 3-D objects
- Charts with different 3-D objects
- Paper for tracing
- Pencils
- KLB Mathematics Learner's Book Grade 5 page 220
- Cuboid models
- Charts showing parts of a cuboid
- Objects in cuboid shape
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

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

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

- Identify cubes in the environment
- Describe the features of cubes
- Appreciate the use of cubes in everyday life

In groups or in pairs learners are guided to:
- Obtain a cube and examine it
- Count the number of edges, faces, and corners in a cube
- Measure the edges of a cube and observe they are equal
- Identify that all faces of a cube are equal
- Determine how many faces meet to form a corner
- Identify objects in the environment shaped like a cube
- Compare cubes with cuboids
- Share findings with other groups

What is special about a cube compared to other 3-D objects?

- KLB Mathematics Learner's Book Grade 5 page 222
- Cube models
- Charts showing parts of a cube
- Objects in cube shape
- Rulers

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

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

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

- Identify cylinders and their features
- Describe 2-D shapes found in cylinders
- Appreciate use of cylinders in everyday life

In groups or in pairs learners are guided to:
- Obtain a cylinder and examine it
- Identify the shape of top and bottom surfaces (circular)
- Identify the shape of the other surface (curved/round)
- Observe that a cylinder has two circular surfaces and one curved surface
- Note that the two circular surfaces are equal in size
- Identify objects in the environment shaped like cylinders
- Discuss uses of cylinders
- Share findings with other groups

What 2-D shapes make up a cylinder?

- KLB Mathematics Learner's Book Grade 5 page 223
- Cylinder models
- Tin cans
- Pipes
- Charts showing cylinders
- Objects in cylindrical shape
- Pyramid models
- Milk packets in pyramid shape
- Charts showing different pyramids
- Paper for making pyramid models

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY
DATA HANDLING

3-D Objects - Describing 2-D shapes in 3-D objects (Part 3)
Data Representation - Collecting data of about 30 items

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

- Identify spheres and their features
- Compare spheres with other 3-D objects
- Appreciate use of spheres in everyday life

In groups or in pairs learners are guided to:
- Obtain a ball in the shape of a sphere
- Discuss the shape of the ball
- Compare a sphere with pyramids, cylinders, cubes, and cuboids
- Observe that a sphere has an all-round surface
- Compare the shape of a ball with an orange
- Identify objects whose shape is a sphere
- Recognize that a sphere has no edges or corners
- Discuss uses of spheres
- Share findings with other groups

What is unique about a sphere compared to other 3-D objects?

- KLB Mathematics Learner's Book Grade 5 page 224
- Balls
- Oranges
- Marbles
- Charts showing spheres
- Objects in spherical shape
- KLB Mathematics Learner's Book Grade 5 page 225
- Notebooks
- Pencils/pens
- Recording charts
- Measuring instruments
- Pieces of paper

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Data Representation - Drawing a table to record data
Data Representation - Drawing tally marks of collected data

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

- Draw tables for recording data
- Organize data in a systematic way
- Appreciate the use of tables in data organization

In groups or in pairs learners are guided to:
- Prepare data collection and recording tools
- Draw tables with appropriate columns and rows
- Record collected data on books or charts
- Organize data systematically in the tables
- Discuss how tables help in organizing information
- Share their tables with other groups

How do tables help us organize data?

- KLB Mathematics Learner's Book Grade 5 page 227
- Chart papers
- Rulers
- Pencils/pens
- Collected data
- Sample tables
- Pieces of paper
- Sample tally mark tables

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Data Representation - Preparing a frequency table
Data Representation - Interpreting data represented by frequency tables (Part 1)

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

- Prepare frequency tables from collected data
- Convert tally marks to frequency counts
- Appreciate use of frequency tables in summarizing data

In groups or in pairs learners are guided to:
- Draw tables with columns for data categories, tally marks, and frequency
- Record tally marks for each category of data
- Count the tally marks and record the frequency
- Complete frequency tables for different sets of data
- Discuss how frequency tables summarize information
- Share their frequency tables with other groups

How do frequency tables help us understand data better?

- KLB Mathematics Learner's Book Grade 5 page 228
- Chart papers
- Rulers
- Pencils/pens
- Collected data
- Sample frequency tables
- KLB Mathematics Learner's Book Grade 5 page 229
- Chart papers with frequency tables
- Sample frequency tables with data

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Data Representation - Interpreting data represented by frequency tables (Part 2)

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

- Interpret data by piling objects
- Represent frequency by piling objects
- Appreciate different ways of representing data

In groups or in pairs learners are guided to:
- Write favorite fruits on pieces of paper
- Group papers according to favorite fruits
- Place matchboxes on papers to form piles representing frequencies
- Represent piles on manila paper
- Make a table from information represented by piles
- Represent data from frequency tables by piling objects
- Compare information in tables with information from piles
- Share their representations with other groups

How does representing data through piling help us visualize information?

- KLB Mathematics Learner's Book Grade 5 page 231
- Matchboxes or similar objects
- Pieces of paper
- Manila paper
- Pencils/pens
- Rulers
- Sample frequency tables

- Observation - Oral questions - Written exercise - Group discussion - Project work