MEASUREMENT

Capacity - Identifying the millilitre as a unit of measuring capacity
Capacity - Measuring capacity in millilitres (1)

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

By the end of the lesson, the learner should be able to:
- Identify the millilitre as a unit of measuring capacity in real life
- Appreciate use of millilitres in real life

In groups and individually, learners are guided to: - Fill a teaspoon or cylindrical container graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres - Divide the water in the spoon or cylinder into 5 equal parts and identify each part as 1 millilitre - Discuss where millilitres are used to measure capacity

- Mentor Mathematics learners book grade 5 page 139-140
- Teaspoons
- Graduated cylinders
- Water
- Various containers
- Mentor Mathematics learners book grade 5 page 141
- Measuring spoons

- Oral questions - Written exercises - Observation

MEASUREMENT

Capacity - Measuring capacity in millilitres (2)

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

By the end of the lesson, the learner should be able to:
- Measure capacity in millilitres in different situations
- Record measurements accurately
- Appreciate use of millilitres in real life

In groups and individually, learners are guided to: - Watch a video on measuring capacity in millilitres - Measure and record the capacity of various containers in millilitres - Discuss the importance of accurate measurement

- Mentor Mathematics learners book grade 5 page 142
- Graduated cylinders
- Various containers
- Water
- Digital devices
- Videos

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres (1)

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

By the end of the lesson, the learner should be able to:
- Estimate capacity in multiples of 5 millilitres in different situations
- Appreciate estimating capacity in real life

In groups and individually, learners are guided to: - Estimate the capacity of different containers in multiples of 5 millilitres - Discuss strategies for estimating capacity - Compare their estimates with each other

- Mentor Mathematics learners book grade 5 page 143
- Graduated cylinders
- Various containers
- Water
- Measuring spoons

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres (2)
Capacity - Relationship between litres and millilitres

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

By the end of the lesson, the learner should be able to:
- Measure capacity in multiples of 5 millilitres in different situations
- Compare estimated and actual measurements
- Appreciate the importance of accurate measurement

In groups and individually, learners are guided to: - Measure the actual capacity of containers they estimated - Compare their estimates with actual measurements - Discuss the accuracy of their estimates and how to improve

- Mentor Mathematics learners book grade 5 page 143
- Graduated cylinders
- Various containers
- Water
- Measuring spoons
- Mentor Mathematics learners book grade 5 page 144
- 1-litre containers
- 100 mL containers
- Digital devices

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Capacity - Converting litres to millilitres and vice versa (1)

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

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

In groups and individually, learners are guided to: - Convert litres to millilitres using the relationship 1 L = 1,000 mL - Solve problems involving conversion of litres to millilitres - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 145
- Conversion charts
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Capacity - Converting litres to millilitres and vice versa (2)

By the end of the lesson, the learner should be able to:
Where are litres and millilitres used in day-to-day life?

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

In groups and individually, learners are guided to: - Convert millilitres to litres using the relationship 1 L = 1,000 mL - Solve problems involving conversion of millilitres to litres - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 146-147
- Conversion charts
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

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:
How do we apply addition of capacity in real life?

By the end of the lesson, the learner should be able to:
- Add litres and millilitres in real life situations
- Solve problems involving addition of litres and millilitres

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

- Mentor Mathematics learners book grade 5 page 148-149
- Graduated containers
- Digital devices
- Mentor Mathematics learners book grade 5 page 150-151

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Capacity - Multiplication of litres and millilitres by whole numbers

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

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

In groups and individually, learners are guided to: - Multiply litres and millilitres by whole numbers - Solve real-life problems involving multiplication of litres and millilitres - Calculate total capacity of multiple containers

- Mentor Mathematics learners book grade 5 page 151-152
- Multiplication tables
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Capacity - Division of litres and millilitres by whole numbers

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

By the end of the lesson, the learner should be able to:
- Divide litres and millilitres by whole numbers in different situations
- Solve problems involving division of litres and millilitres

In groups and individually, learners are guided to: - Divide litres and millilitres by whole numbers - Solve real-life problems involving division of litres and millilitres - Calculate capacity shared equally among containers

- Mentor Mathematics learners book grade 5 page 152-153
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Mass - Identifying the gram as a unit of measuring mass
Mass - Measuring mass in grams (1)

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

By the end of the lesson, the learner should be able to:
- Identify the gram as a unit of measuring mass in real life
- Appreciate the use of grams in measuring mass in real life

In groups and individually, learners are guided to: - Discuss in groups, scoop sand or soil using a teaspoon and explain that the amount scooped is about 5 grams - Divide the amount scooped into 5 equal groups, each being about one gram - Identify where grams are used to measure mass in real life

- Mentor Mathematics learners book grade 5 page 153-154
- Teaspoons
- Sand or soil
- Electronic/manual weighing machine
- Mentor Mathematics learners book grade 5 page 155
- Various small objects

- Oral questions - Written exercises - Observation

MEASUREMENT

Mass - Measuring mass in grams (2)

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

By the end of the lesson, the learner should be able to:
- Measure mass in grams accurately
- Record and compare measurements
- Appreciate measuring mass in grams in real life

In groups and individually, learners are guided to: - Watch a video on measuring mass in grams - Measure the mass of various classroom objects in grams - Record and compare their measurements - Discuss the importance of accurate measurement

- Mentor Mathematics learners book grade 5 page 156
- Electronic/manual weighing machine
- Various small objects
- Digital devices
- Videos

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Mass - Estimating and measuring mass in grams (1)

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

By the end of the lesson, the learner should be able to:
- Estimate mass in grams in different situations
- Appreciate estimating mass in real life

In groups and individually, learners are guided to: - Estimate the mass of different items in grams - Discuss strategies for estimating mass - Compare their estimates with each other

- Mentor Mathematics learners book grade 5 page 157
- Electronic/manual weighing machine
- Various small objects

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Mass - Estimating and measuring mass in grams (2)
Mass - Relationship between kilogram and gram

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

By the end of the lesson, the learner should be able to:
- Measure estimated mass and compare with actual measurements
- Appreciate the importance of accurate measurement

In groups and individually, learners are guided to: - Measure the actual mass of items they estimated - Compare their estimates with actual measurements - Discuss the accuracy of their estimates and how to improve

- Mentor Mathematics learners book grade 5 page 158
- Electronic/manual weighing machine
- Beam balance
- Various small objects
- Mentor Mathematics learners book grade 5 page 159
- 1 kg mass
- 100 g containers
- Electronic weighing machine

- Oral questions - Written exercises - Observation - Practical assessment

MEASUREMENT

Mass - Converting kilograms to grams and vice versa (1)

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

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

In groups and individually, learners are guided to: - Convert kilograms to grams using the relationship 1 kg = 1,000 g - Solve problems involving conversion of kilograms to grams - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 160-161
- Conversion charts
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Mass - Converting kilograms to grams and vice versa (2)

By the end of the lesson, the learner should be able to:
What is the importance of measuring mass?

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

In groups and individually, learners are guided to: - Convert grams to kilograms using the relationship 1 kg = 1,000 g - Solve problems involving conversion of grams to kilograms - Apply conversion in real-life problems

- Mentor Mathematics learners book grade 5 page 162
- Conversion charts
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Mass - Addition of grams and kilograms
Mass - Subtraction of grams and kilograms

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

By the end of the lesson, the learner should be able to:
- Add grams and kilograms in real life situations
- Solve problems involving addition of grams and kilograms

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

- Mentor Mathematics learners book grade 5 page 163-164
- Digital devices
- Mentor Mathematics learners book grade 5 page 165-166

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Mass - Multiplication of grams and kilograms by whole numbers

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

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

In groups and individually, learners are guided to: - Multiply grams and kilograms by whole numbers - Solve real-life problems involving multiplication of grams and kilograms - Calculate total mass of multiple items

- Mentor Mathematics learners book grade 5 page 167-168
- Multiplication tables
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Mass - Division of grams and kilograms by whole numbers

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

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

In groups and individually, learners are guided to: - Divide grams and kilograms by whole numbers - Solve real-life problems involving division of grams and kilograms - Calculate mass shared equally among containers or groups

- Mentor Mathematics learners book grade 5 page 169-170
- Digital devices

- Oral questions - Written exercises - Assessment rubrics

MEASUREMENT

Time - Identifying the second as a unit of measuring time
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 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
- Mentor Mathematics learners book grade 5 page 172

- 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
Time - Subtraction 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
- Mentor Mathematics learners book grade 5 page 177-178

- 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
GEOMETRY

Time - Division of minutes and seconds by whole numbers
Lines - Identifying and drawing horizontal and vertical lines

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

- Oral questions - Written exercises - Assessment rubrics

GEOMETRY

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:
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
- Mentor Mathematics learners book grade 5 page 192-193
- 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
Angles - Reading a protractor
Angles - Using a protractor to measure 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
- Mentor Mathematics learners book grade 5 page 196
- Protractors
- Charts showing parts of a protractor
- Diagrams with angles
- Mentor Mathematics learners book grade 5 page 197-198
- Rulers

- Oral questions - Written exercises - Observation - Demonstration

GEOMETRY

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

By the end of the lesson, the learner should be able to:
What is the unit for measuring angles?

By the end of the lesson, the learner should be able to:
- Identify the degree as a unit of measuring angle
- Appreciate the use of degrees as units for measuring angles

In groups and individually, learners are guided to: - Make a unit angle and use it to measure angles in the environment - Divide a 10° angle into 10 equal parts and identify each part as equal to 1 degree - Learn that a full turn is 360 degrees - Identify common angles (90°, 180°, 270°, 360°)

- Mentor Mathematics learners book grade 5 page 199
- Protractors
- Paper cut-outs of angles
- Digital devices
- Charts showing different angles
- Mentor Mathematics learners book grade 5 page 200-201
- Diagrams with angles
- Objects with angles

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

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
- Mentor Mathematics learners book grade 5 page 205
- 3-D objects (cylinders, spheres)

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

- Oral questions - Written exercises - Observation - Project

DATA HANDLING

Data collection
Drawing tables to record data

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
- Mentor Mathematics Learner's Book Grade 5 page 212
- Manila papers/charts

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Drawing tally marks of collected data
Preparing frequency tables
Interpreting data from frequency tables

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

- Draw tally marks to represent collected data
- Interpret information represented using tally marks
- Appreciate the use of tally marks in representing data

The learner is guided to:
- Use sticks to represent tally marks for collected data
- Draw tally marks for different data sets
- Count the number of sticks representing each item
- Interpret information represented by tally marks
- Use digital devices and other resources to learn more about tally marks

How do we use tally marks to represent data?

- Mentor Mathematics Learner's Book Grade 5 page 213
- Small sticks
- Data sheets
- Digital devices
- Mentor Mathematics Learner's Book Grade 5 page 214
- Mentor Mathematics Learner's Book Grade 5 page 216
- Frequency tables
- Charts with frequency tables

- 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:

- Solve problems using data presented in frequency tables
- Make decisions based on information from frequency tables
- Appreciate the use of frequency tables in real-life situations

The learner is guided to:
- Discuss comparing data from frequency tables
- Solve problems using information from frequency tables
- Present findings from frequency tables to the class
- Use digital devices to represent and interpret frequency tables
- Play games involving data interpretation from frequency tables

How can we use information from frequency tables to solve problems?

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

- Observation - Oral questions - Written exercise - Assessment rubrics