MEASUREMENT

Capacity - Identifying the millilitre as a unit of measuring capacity

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

- Identify the millilitre as a unit of measuring capacity.
- Measure 1 millilitre using appropriate apparatus.
- Name items sold in millilitres.
- Appreciate millilitre as a unit of capacity.

The learner is guided to:
- Use a transparent straw with one end closed.
- Fill a 5 ml teaspoon with water and put into straw.
- Divide the height of water into five equal parts.
- Identify that each part represents 1 millilitre.

What is a millilitre?

- KLB Mathematics Learner's Book Grade 5 page 143.
- Transparent straws.
- 5 ml teaspoons.
- Small bottles.
- Water.

- Observation. - Oral questions. - Practical activities.

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.

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Capacity - Estimating and measuring capacity in multiples of 5 millilitres

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

- Improve accuracy in estimation.
- Measure capacity of larger containers.
- Record measurements systematically.
- Appreciate importance of estimation.

The learner is guided to:
- Estimate capacity of larger containers.
- Measure actual capacity using 5 ml spoon or larger measures.
- Record and compare results.
- Discuss ways to improve estimation.

How can we improve our estimation skills?

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

- Observation. - Practical activities. - Peer assessment.

MEASUREMENT

Capacity - Relationship between litres and millilitres
Capacity - Converting litres to 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.
- KLB Mathematics Learner's Book Grade 5 page 146.
- Conversion charts.
- Word problem cards.
- Calculators.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Capacity - Converting millilitres to litres

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

- Convert millilitres to litres.
- Convert millilitres to litres and millilitres.
- Solve word problems involving conversion.
- Show interest in conversion of units.

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

How do we convert millilitres to litres?

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

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

MEASUREMENT

Capacity - Addition 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.

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

MEASUREMENT

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

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

- Subtract litres and millilitres without conversion.
- Subtract litres and millilitres with conversion.
- Solve word problems involving subtraction.
- Appreciate subtraction of units of capacity.

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

How do we subtract litres and millilitres?

- KLB Mathematics Learner's Book Grade 5 page 152.
- Conversion charts.
- Word problem cards.
- Place value charts.
- KLB Mathematics Learner's Book Grade 5 page 154.
- Multiplication charts.
- Calculators.

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

MEASUREMENT

Capacity - Division of litres and millilitres by whole numbers

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

- Divide litres and millilitres by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of capacity.

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

How do we divide litres and millilitres by whole numbers?

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

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

MEASUREMENT

Mass - Identifying the gram as a unit of measuring mass

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.

- 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 in grams.
- Use a weighing machine or beam balance.
- Record mass measurements accurately.
- Show interest in measuring mass.

The learner is guided to:
- Use a teaspoon to prepare different masses (10g, 20g, 50g, 100g).
- Use a weighing machine or beam balance to measure mass.
- Record measurements in a table.
- Measure mass of various items in grams.

How do we measure mass in grams?

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

- Observation. - Practical activities. - Written exercise.

MEASUREMENT

Mass - Measuring mass in grams
Mass - Estimating and 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.
- Various items.

- 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:

- Improve accuracy in estimation.
- Measure mass of variety of objects.
- Record measurements systematically.
- Appreciate importance of estimation.

The learner is guided to:
- Estimate mass of more objects.
- Measure actual mass using weighing machine.
- Record and compare results.
- Discuss ways to improve estimation.

How can we improve our estimation skills?

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

- Observation. - Practical activities. - Peer assessment.

MEASUREMENT

Mass - Relationship between kilogram and gram

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.

- Oral questions. - Written exercise. - Observation.

MEASUREMENT

Mass - Converting kilograms to grams
Mass - Converting grams to kilograms

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

- Convert kilograms to grams.
- Convert combined measures of kilograms and grams to grams.
- Solve word problems involving conversion.
- Appreciate conversion of units.

The learner is guided to:
- Convert simple measurements in kilograms to grams.
- Convert combined measurements (e.g., 5 kg 175 g) to grams.
- Solve word problems involving conversion.
- Complete conversion tables.

Why do we convert between kilograms and grams?

- KLB Mathematics Learner's Book Grade 5 page 163.
- Conversion charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 164.

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

MEASUREMENT

Mass - Addition of grams and kilograms

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

- Add grams and kilograms without conversion.
- Add grams and kilograms with conversion.
- Solve word problems involving addition.
- Show interest in addition of units of mass.

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

How do we add grams and kilograms?

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

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

MEASUREMENT

Mass - Subtraction of grams and kilograms

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.

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

MEASUREMENT

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

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

- Multiply grams and kilograms by whole numbers.
- Solve word problems involving multiplication.
- Apply multiplication skills to real-life situations.
- Show interest in multiplication of units of mass.

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

How do we multiply grams and kilograms by whole numbers?

- KLB Mathematics Learner's Book Grade 5 page 173.
- Multiplication charts.
- Word problem cards.
- Calculators.
- KLB Mathematics Learner's Book Grade 5 page 175.
- Division charts.

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

MEASUREMENT

Time - Identifying the second as a unit of measuring time

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

- Identify the second as a unit of measuring time.
- Observe the second hand on a clock.
- Perform activities that take 1 second and 10 seconds.
- Appreciate second as a unit of time.

The learner is guided to:
- Observe a wall clock and identify the hands.
- Compare movement of the hands and identify the second hand.
- Clap hands to match with the movement of the second hand.
- Carry out activities for specific number of seconds.

What is a second?

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

- Observation. - Oral questions. - Practical activities.

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

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.

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

MEASUREMENT

Time - Subtraction of minutes and seconds with conversion

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

- Subtract minutes and seconds with regrouping.
- Apply knowledge of conversion in subtraction.
- Solve word problems involving subtraction.
- Appreciate subtraction of units of time.

The learner is guided to:
- Set up subtraction of time in vertical form.
- Subtract seconds first, then subtract minutes.
- Regroup from minutes to seconds when necessary.
- Solve word problems involving subtraction of time.

How do we subtract minutes and seconds?

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

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

MEASUREMENT

Time - Multiplication 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.

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

MEASUREMENT
GEOMETRY
GEOMETRY

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

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

- Divide minutes and seconds by whole numbers.
- Apply regrouping where necessary.
- Solve word problems involving division.
- Appreciate division of units of time.

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

How do we divide minutes and seconds by whole numbers?

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

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

GEOMETRY

Lines - Identifying and drawing parallel lines
Lines - Uses of various types of lines in real life
Angles - Relating a turn to angles

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

- Identify parallel lines in the environment
- Draw parallel lines using different objects
- Appreciate use of parallel lines in real life

In groups or in pairs learners are guided to:
- Put a ruler on a piece of paper and draw two lines using opposite edges
- Observe and discuss that the two lines can never meet
- Identify parallel lines in classroom objects and environment
- Draw a horizontal line and mark a point on it
- Place a right corner at the point and mark another point above it
- Move the right corner to the second point and draw a line using the horizontal edge
- Draw other parallel lines using rulers, books and objects with right corners
- Identify parallel lines at home and in school

Where do we find parallel lines in real life?

- KLB Mathematics Learner's Book Grade 5 page 205
- Rulers
- Right angle corners
- Edges of books
- Charts with parallel lines
- Classroom objects
- KLB Mathematics Learner's Book Grade 5 page 207
- Charts with different types of lines
- Pictures of objects showing different types of lines
- KLB Mathematics Learner's Book Grade 5 page 208
- Clock face
- Pictures showing angles
- Scissors
- Books
- Doors and windows

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

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

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

- Identify a protractor as a tool for measuring angles
- Read scales on a protractor
- Appreciate use of protractor in measuring angles

In groups or in pairs learners are guided to:
- Examine a protractor and identify its parts
- Observe that a protractor is divided into 180 small units
- Identify that each unit is one degree (1°)
- Observe that a protractor has inner and outer scales
- Practice reading different points on the protractor
- Discuss how to position a protractor to measure angles
- Share findings with other groups

What is a protractor and how is it used?

- 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

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

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

Angles - Uses of angles in the environment

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

- Identify the use of angles in the environment
- Explain how angles are used in everyday life
- Appreciate the importance of angles in day-to-day activities

In groups or in pairs learners are guided to:
- Use a clock face to make different angles by turning the hands
- Observe how changes in angles between hands create different times
- Identify angles in furniture, buildings, bridges, and other structures
- Discuss how angles help in construction and design
- Identify angles in sports, art, and other areas
- Share findings with other groups

Where are angles used in our environment?

- 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 - Project work

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)

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

- Observation - Oral questions - Written exercise - Group discussion

GEOMETRY

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

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

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

In groups or in pairs learners are guided to:
- Obtain a packet of milk in pyramid shape
- Identify the shapes of faces in the pyramid
- Count the number of edges, faces, and corners
- Recognize different types of pyramids (triangular base, square base, rectangular base)
- Compare features of different pyramids
- Complete a table showing number of faces, corners, and edges for different pyramids
- Identify uses of pyramids
- Share findings with other groups

How many faces, edges, and corners do different pyramids have?

- KLB Mathematics Learner's Book Grade 5 page 223
- Pyramid models
- Milk packets in pyramid shape
- Charts showing different pyramids
- Paper for making pyramid models
- KLB Mathematics Learner's Book Grade 5 page 224
- Balls
- Oranges
- Marbles
- Charts showing spheres
- Objects in spherical shape

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Data Representation - Collecting data of about 30 items

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

- Identify tools used in data collection
- Collect data related to real-life experiences
- Appreciate importance of data collection in decision making

In groups or in pairs learners are guided to:
- Identify tools required for data collection (notebooks, writing materials, measuring instruments, recording charts)
- Prepare charts for recording information
- Collect data on different topics like favorite fruits, colors, games
- Write information on pieces of paper
- Group the papers according to responses
- Discuss the importance of proper data collection
- Share findings with other groups

Why is data collection important in our daily life?

- 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

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

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

Data Representation - Drawing tally marks of collected data
Data Representation - Preparing a frequency table

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

- Draw tally marks to represent data
- Group data according to categories
- Appreciate use of tally marks in data representation

In groups or in pairs learners are guided to:
- Write their favorite color on pieces of paper
- Collect and group the papers according to colors
- Count the number of papers for each color
- Use tally marks to represent the frequency of each color
- Complete tables using tally marks
- Discuss how tally marks help in counting and grouping data
- Share their work with other groups

Why do we use tally marks in data representation?

- KLB Mathematics Learner's Book Grade 5 page 227
- Chart papers
- Pencils/pens
- Pieces of paper
- Rulers
- Sample tally mark tables
- KLB Mathematics Learner's Book Grade 5 page 228
- Collected data
- Sample frequency tables

- Observation - Oral questions - Written exercise - Group discussion

DATA HANDLING

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

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

- Read information from frequency tables
- Answer questions based on frequency tables
- Appreciate use of frequency tables in interpreting data

In groups or in pairs learners are guided to:
- Complete a given frequency table by filling in missing information
- Read and understand the information presented in the table
- Answer questions based on the information in the table
- Determine highest and lowest frequencies
- Calculate totals from frequency tables
- Make comparisons between different categories
- Share their interpretations with other groups

What information can we get from a frequency table?

- KLB Mathematics Learner's Book Grade 5 page 229
- Chart papers with frequency tables
- Pencils/pens
- 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