CLASSIFICATION

Sorting & grouping

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

identify similarities and differences between objects for distinguishing one object from the other
sort and group objects in their environment
group objects in the environment according to more than one attribute

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Responsibility

"Learners look at and talk about objects with different colour, size, shape and texture.

Two learners demonstrate sorting and grouping objects by more than one attribute (colour, size, shape, texture, use and type).

Learners demonstrate sorting, grouping and comparing objects by more than one attribute (colour, size, shape, texture, use and type) up to four groups.""
Learners in groups or pairs, individually, sort and group objects according to more than one attribute up to four groups.
Learners relate to specific attributes to other objects in the environment
Leaners Sing songs related to sorting and grouping
objects.

Collect and store materials in their respective corners.

Learners to sort and group objects according to more than one attribute using ICT devices"

Which objects are similar or look alike? What objects have same colour, size, shape, and texture? Which objects look alike? Which objects are different? Why have you grouped these objects together? Why should we store materials after use

Realia Counters charts

1.Observ ation 2.Oral question s

CLASSIFICATION

Sorting & grouping

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

identify similarities and differences between objects for distinguishing one object from the other
sort and group objects in their environment
group objects in the environment according to more than one attribute

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Responsibility

"Learners look at and talk about objects with different colour, size, shape and texture.

Two learners demonstrate sorting and grouping objects by more than one attribute (colour, size, shape, texture, use and type).

Learners demonstrate sorting, grouping and comparing objects by more than one attribute (colour, size, shape, texture, use and type) up to four groups.""
Learners in groups or pairs, individually, sort and group objects according to more than one attribute up to four groups.
Learners relate to specific attributes to other objects in the environment
Leaners Sing songs related to sorting and grouping
objects.

Collect and store materials in their respective corners.

Learners to sort and group objects according to more than one attribute using ICT devices"

Which objects are similar or look alike? What objects have same colour, size, shape, and texture? Which objects look alike? Which objects are different? Why have you grouped these objects together? Why should we store materials after use

Realia Counters charts

1.Observ ation 2.Oral question s

CLASSIFICATION

Sorting & grouping Matching and pairing

By the end of the lesson, the learner should be able to:
"group objects in the environment according to more than one attribute
appreciate the materials in the environment for their uniqueness and diversity"
"identify similarities among objects in the environment
identify differences among objects in the environment"

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Responsibility

Learners collect a variety of objects from the environment

Demonstrate how to match and pair objects according to likeness/sameness/u se

Few learners demonstrate matching and pairing according

Which objects look alike? What makes them look alike? What is the use of these items? How can we care for

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

Sorting & grouping Matching and pairing

By the end of the lesson, the learner should be able to:
"group objects in the environment according to more than one attribute
appreciate the materials in the environment for their uniqueness and diversity"
"identify similarities among objects in the environment
identify differences among objects in the environment"

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Responsibility

Learners collect a variety of objects from the environment

Demonstrate how to match and pair objects according to likeness/sameness/u se

Few learners demonstrate matching and pairing according

Which objects look alike? What makes them look alike? What is the use of these items? How can we care for

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

Matching and pairing

By the end of the lesson, the learner should be able to:
"
identify similarities among objects in the environment
identify differences among objects in the"
"c)    comparison.
arrange objects in the immediate environment according to size in descending order.
arrange objects in the environment according to more than one attribute
differentiate objects of different sizes in the environment
use different objects in the environment in their daily activities
use appropriate vocabulary related to ordering in their daily life experiences for effective communication"

Communication and collaboration Critical thinking and problem solving Imaginative and creative

Responsibility

Learners collect a variety of objects from the environment

Demonstrate how to match and pair objects according to likeness/sameness/use

In groups, pairs or individually order objects according to size up to five objects.

In groups learners compare objects of different sizes up to five Learners to draw big and small objects using ICT devices.

Learners to arrange objects in ascending and descending order using ICT devices"

Which objects look alike? What makes them look alike? What is the use of these items? How can we care for

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

PATTERN S

By the end of the lesson, the learner should be able to:
a)  
observe objects in the environment for the purpose of identifying patterns.
identify similarities and differences among objects
arrange similar objects to make a pattern
use different objects to make patterns
identify patterns in different objects within the environment (clothes, animals, seeds, leaves)

Communication and collaboration Critical thinking and problem solving Self efficacy

Responsibility

Learners observe and talk about different objects in the environment.

Learners demonstrate arranging objects to make a pattern.

A few learnersdemonstrate arranging objects to make patterns (shape, colour).

In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs).

Learners fill in the missing objects in a series to make a pattern.

Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens.

Learners to draw different shapes using ICT devices to make patterns.

Learners to make patterns using ICT devices

1.   Which objects look alike? Which objects comes next in the series? What object has been used to make a pattern? Which other pattern can you make? Which part of the pattern repeats itself

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

PATTERN S

By the end of the lesson, the learner should be able to:
a)  
observe objects in the environment for the purpose of identifying patterns.
identify similarities and differences among objects
arrange similar objects to make a pattern
use different objects to make patterns
identify patterns in different objects within the environment (clothes, animals, seeds, leaves)

Communication and collaboration Critical thinking and problem solving Self efficacy

Responsibility

Learners observe and talk about different objects in the environment.

Learners demonstrate arranging objects to make a pattern.

A few learnersdemonstrate arranging objects to make patterns (shape, colour).

In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs).

Learners fill in the missing objects in a series to make a pattern.

Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens.

Learners to draw different shapes using ICT devices to make patterns.

Learners to make patterns using ICT devices

1.   Which objects look alike? Which objects comes next in the series? What object has been used to make a pattern? Which other pattern can you make? Which part of the pattern repeats itself

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

PATTERN S

By the end of the lesson, the learner should be able to:
a)  
observe objects in the environment for the purpose of identifying patterns.
identify similarities and differences among objects
arrange similar objects to make a pattern
use different objects to make patterns
identify patterns in different objects within the environment (clothes, animals, seeds, leaves)

Communication and collaboration Critical thinking and problem solving Self efficacy

Responsibility

Learners observe and talk about different objects in the environment.

Learners demonstrate arranging objects to make a pattern.

A few learnersdemonstrate arranging objects to make patterns (shape, colour).

In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs).

Learners fill in the missing objects in a series to make a pattern.

Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens.

Learners to draw different shapes using ICT devices to make patterns.

Learners to make patterns using ICT devices

1.   Which objects look alike? Which objects comes next in the series? What object has been used to make a pattern? Which other pattern can you make? Which part of the pattern repeats itself

Realia Counters charts

.Observa tion 2.Oral question s

CLASSIFICATION

PATTERN S

By the end of the lesson, the learner should be able to:
a)  
observe objects in the environment for the purpose of identifying patterns.
identify similarities and differences among objects
arrange similar objects to make a pattern
use different objects to make patterns
identify patterns in different objects within the environment (clothes, animals, seeds, leaves)

Communication and collaboration Critical thinking and problem solving Self efficacy

Responsibility

Learners observe and talk about different objects in the environment.

Learners demonstrate arranging objects to make a pattern.

A few learnersdemonstrate arranging objects to make patterns (shape, colour).

In groups or pairs, individually, learners arrange objects to make pattern (shape, colour, number cut- outs).

Learners fill in the missing objects in a series to make a pattern.

Learners observe and talk about different patterns on their clothes, foot prints, buildings, flower gardens.

Learners to draw different shapes using ICT devices to make patterns.

Learners to make patterns using ICT devices

1.   Which objects look alike? Which objects comes next in the series? What object has been used to make a pattern? Which other pattern can you make? Which part of the pattern repeats itself

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

PATTERN S Rote counting

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

identify the"
"repeating part of the patterns.
appreciate pattern s in their environment
enjoy making different patterns with objects found in the environment
rote count numbers 1-50 for eeveloping numeracy skills
rote count using actions up to 50 for enhancing"

Communication and collaboration Critical thinking and problem solving

Responsibility

identify the repeating part of the patterns.
appreciate pattern s in their"
"environment
enjoy making different patterns with objects found in the environment

Demonstrate rote counting 1-50.
Learners to rote count 1-50 with actions (clapping, nodding ,jumping, skipping, hopping).


Learners perform singing games or rhymes related to rote counting"

Which other pattern can you make? Which part of the pattern repeats itself?

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

Rote counting

By the end of the lesson, the learner should be able to:
a)  
rote count numbers 1-50 for developing numeracy skills
rote count using actions up to 50 for enhancing acquisition of numeracy
enjoy rote counting up to 50 in their daily life.

Communication and collaboration Critical thinking and problem solving Self efficacy

Patience Responsibility

Demonstrate rote counting 1-50.
Learners to rote count 1-50 with actions (clapping, nodding ,jumping, skipping, hopping).


In groups or pairsLearners perform singing games or rhymes related to rote counting.

Learners to listen to radio and television educational programmes on rote counting.

Learners to watch video clips on rote counting with actions

Are you able to count1-50 with action? 2. Can you count 1 - 50?

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

Rote counting

By the end of the lesson, the learner should be able to:
a)  
rote count numbers 1-50 for developing numeracy skills
rote count using actions up to 50 for enhancing acquisition of numeracy
enjoy rote counting up to 50 in their daily life.

Communication and collaboration Critical thinking and problem solving Self efficacy

Patience Responsibility

Demonstrate rote counting 1-50.
Learners to rote count 1-50 with actions (clapping, nodding ,jumping, skipping, hopping).


In groups or pairsLearners perform singing games or rhymes related to rote counting.

Learners to listen to radio and television educational programmes on rote counting.

Learners to watch video clips on rote counting with actions

Are you able to count1-50 with action? 2. Can you count 1 - 50?

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

Rote counting

By the end of the lesson, the learner should be able to:
a)  
rote count numbers 1-50 for developing numeracy skills
rote count using actions up to 50 for enhancing acquisition of numeracy
enjoy rote counting up to 50 in their daily life.

Communication and collaboration Critical thinking and problem solving Self efficacy

Patience Responsibility

Demonstrate rote counting 1-50.
Learners to rote count 1-50 with actions (clapping, nodding ,jumping, skipping, hopping).


In groups or pairsLearners perform singing games or rhymes related to rote counting.

Learners to listen to radio and television educational programmes on rote counting.

Learners to watch video clips on rote counting with actions

Are you able to count1-50 with action? 2. Can you count 1 - 50?

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

Number recognition

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

"able to:
identify numerals 1-20 for enhancement of acquisition of formation of number symbols
appreciate use of numbers and develop curiosity for numbers in daily life experiences"

Communication and collaboration " Critical thinking and problem solving Self efficacy Imaginative and creative"

Love Unity Patience Responsibility

"
Learners observe and read numerals"
"on number flash cards or number charts.

Learners to identifying numbers on flashcard or charts.

Indentify and talk about numbers found on objects in the environment.

Learners sing songs and model numbers 1-20.

Match numbers that look alike.

In pairs or groups, learners play number recognition games such as (fishing game, domino games, skittle game, snake and ladder games, treasure hand, post office game).

Learners to form numbers, type number symbols, identify number numerals using ICT devices"

Which number can you see on the chart/" "flashcard? How many letters does your name have? Which number have you modelled? Which two numbers look alike on the chart?"

Realia Counters
charts

".Observa tion 2.Oral " question s

NUMBERS

Number recognition

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

"able to:
identify numerals 1-20 for enhancement of acquisition of formation of number symbols
appreciate use of numbers and develop curiosity for numbers in daily life experiences"

Communication and collaboration " Critical thinking and problem solving Self efficacy Imaginative and creative"

Love Unity Patience Responsibility

"
Learners observe and read numerals"
"on number flash cards or number charts.

Learners to identifying numbers on flashcard or charts.

Indentify and talk about numbers found on objects in the environment.

Learners sing songs and model numbers 1-20.

Match numbers that look alike.

In pairs or groups, learners play number recognition games such as (fishing game, domino games, skittle game, snake and ladder games, treasure hand, post office game).

Learners to form numbers, type number symbols, identify number numerals using ICT devices"

Which number can you see on the chart/" "flashcard? How many letters does your name have? Which number have you modelled? Which two numbers look alike on the chart?"

Realia Counters
charts

".Observa tion 2.Oral " question s

NUMBERS

.4 Number sequencing

By the end of the lesson, the learner should be able to:
"
observe objects in different groups or sets for distinguishing different types of similar objects
count concrete objects 1-20 for"
"developing skills
demonstrate one to one correspondence while counting concrete objects
enjoy counting objects within their environment
appreciate the use of one

appreciation of increase in value
arrange number cards in sequence by completing missing numbers
enjoy arranging numbers in sequence in day to day experiences"

Communication and collaboration

Love Respect Unity Peace Patience Responsibility

"
Teacher demonstrates counting objects 1-
20

Few learners count objects for numbers 1-20 (body parts, colours of the national flag, different types of
food, objects in the"
"class)

In grous or pairs, individually, learners count people or objects in their class up to 20

Learners to play counting games involving counting objects 1-20

Learners match numerals with concrete objects for numbers 1-"

How many (books, pencils rubbers are on the table? How many learners are in your group? How many boys/girls are in your group

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

.4 Number sequencing

By the end of the lesson, the learner should be able to:
"
observe objects in different groups or sets for distinguishing different types of similar objects
count concrete objects 1-20 for"
"developing skills
demonstrate one to one correspondence while counting concrete objects
enjoy counting objects within their environment
appreciate the use of one

appreciation of increase in value
arrange number cards in sequence by completing missing numbers
enjoy arranging numbers in sequence in day to day experiences"

Communication and collaboration

Love Respect Unity Peace Patience Responsibility

"
Teacher demonstrates counting objects 1-
20

Few learners count objects for numbers 1-20 (body parts, colours of the national flag, different types of
food, objects in the"
"class)

In grous or pairs, individually, learners count people or objects in their class up to 20

Learners to play counting games involving counting objects 1-20

Learners match numerals with concrete objects for numbers 1-"

How many (books, pencils rubbers are on the table? How many learners are in your group? How many boys/girls are in your group

Realia Counters charts

.Observa tion 2.Oral question s

NUMBERS

Number Value

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

collect objects from the environment
count groups of objects in the environment and select the corresponding number symbol.
differentiate the number value of objects in the environment
appreciate the value of numbers in their daily life experiences
relate number value with objects in the environment

Critical thinking and problem solving Self efficacy

Responsibility

Learners demonstrate and relate the number symbol and their value.

A few learners demonstrate and relate the number symbol and their value.

In groups learners count concrete objects and relate them to the number symbol.

In groups, pairs and individually learners complete number value puzzles.

Learners to match and pair number symbols with corresponding quantity of objects using ICT devices

Which group has 3,4,5,...20 objects?

Realia Counters charts

.Observa tion 2.Oral question s 3.written question s

NUMBERS

Number Value

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

collect objects from the environment
count groups of objects in the environment and select the corresponding number symbol.
differentiate the number value of objects in the environment
appreciate the value of numbers in their daily life experiences
relate number value with objects in the environment

Critical thinking and problem solving Self efficacy

Responsibility

Learners demonstrate and relate the number symbol and their value.

A few learners demonstrate and relate the number symbol and their value.

In groups learners count concrete objects and relate them to the number symbol.

In groups, pairs and individually learners complete number value puzzles.

Learners to match and pair number symbols with corresponding quantity of objects using ICT devices

Which group has 3,4,5,...20 objects?

Realia Counters charts

.Observa tion 2.Oral question s 3.written question s

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
observe objects in different groups or sets for distinguishing different types of similar objects

Critical thinking and problem solving

Peace unity

Learners randomly pick number cut outs or number cards from a pile and identify the number 1-20.

Which number is written on the card/chart/board

Charts realia

Observatio oral questions

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
count concrete objects 1-10 for developing skills

Critical thinking and problem solving

Peace unity

Learners demonstrate arranging numbers in sequence 1-20.

Which number is written on the card/chart/board

Charts realia

Observatio oral questions

NUMBERS

Counting concrete objects

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


count concrete objects 10-20 for developing skills

Critical thinking and problem solving

Peace Unity

Learners demonstrate arranging numbers in sequence 1-20.

Which number is written on the card/cha rt/board

Charts realia

Observatio oral questions

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
demonstrate one to one correspondence
while counting concrete objects

Critical thinking and problem solving

Peace unity

In groups or pairs, individually, learners count people or objects
in their class up to 20

Which number is written on the card/chart/board

Charts Realia

Observatio oral questions

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
demonstrate one to one correspondence
while counting concrete objects

Critical thinking and problem solving

Peace unity

In groups or pairs, individually, learners count people or objects
in their class up to 20

Which number is written on the card/chart/board

Charts Realia

Observatio oral questions

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
enjoy counting objects within their environment

Critical thinking and problem solving

Peace Unity

Learners play counting games involving counting objects 1-20

Which number is written on the card/chart/board

Charts realia

Observatio oral questions

NUMBERS

Counting concrete objects

By the end of the lesson, the learner should be able to:
appreciate the use of one to one correspondence in real life situations

Critical thinking and problem solving

Peace Unity

Learners play counting games involving counting objects 1-20

Which number is written on the card/chart/board

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
identify number symbols 1-10 for acquisition of numeracy skills

Critical thinking and problem solving

Peace Unity

Learners randomly pick number cut outs or number cards from a pile and identify the number 1-10

How can these numbers be arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
" identify number
symbols 10-20 for"
acquisition of numeracy skills

Critical thinking and problem solving

Peace unity

"Learners randomly pick number cut outs or number cards
from a pile and"
identify the number 10-20

"How can these numbers be" arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
" identify number
symbols 10-20 for"
acquisition of numeracy skills

Critical thinking and problem solving

Peace unity

"Learners randomly pick number cut outs or number cards
from a pile and"
identify the number 10-20

"How can these numbers be" arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
arrange number cards in sequence 1-10 for appreciation of increase in value

Critical thinking and problem solving

Peace unity

Learners demonstrate arranging numbers in sequence 1-20

How can these numbers be arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
arrange number cards in sequence 10-20 for appreciation of increase in value

Critical thinking and problem solving

Peace unity

Learners demonstrate arranging numbers in sequence 1-20

How can these numbers be arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
arrange number cards in sequence by completing missing numbers

Critical thinking and problem solving

Peace unity

In pairs or groups, individually, learners complete missing numbers in sequence by placing the appropriate number cards or cut - outs

How can these numbers be arranged in sequence

Charts realia

Observatio oral questions

NUMBERS

Number sequencing

By the end of the lesson, the learner should be able to:
enjoy arranging numbers in sequence in day to day experiences

Critical thinking and problem solving

Peace unity

Learners sing songs on number sequence comprising numbers 1-20.

How can these numbers be arranged in sequence

Charts realia

Observatio oral questions

MEASUREMENT

Mass (heavy and light

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

collect different objects from the environment

Critical thinking Communication and collaboration

Unity Peace humility

Few learners demonstrate lifting objects of different mass

Who between you is heavier or lighter

Realia charts

Observation Oral questions

MEASUREMENT

Mass (heavy and light

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

collect different objects from the environment

Critical thinking Communication and collaboration

Unity Peace humility

Few learners demonstrate lifting objects of different mass

Who between you is heavier or lighter

Realia charts

Observation Oral questions

MEASUREMENT

Mass (heavy and light

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

lift different objects in the environment for comparing their heaviness

Critical thinking Communication and collaboration

Unity Peace humility

Learners demonstrate lifting objects of different mass

Who between you is heavier or lighter

Realia charts

Observation Oral questions

MEASUREMENT

Mass (heavy and light

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

compare heavy and light objects in the environment

Critical thinking Communication and collaboration

Unity Peace humility

In groups/pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting

Who between you is heavier or lighter

Realia charts

Observation Oral questions

MEASUREMENT

Mass (heavy and light

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

enjoy manipulating objects of different mass in daily life experiences

Critical thinking Communication and collaboration

Unity Peace humility

In groups/pairs, learners play games involving comparison of mass (play on a sea saw; back to back lifting

Who between you is heavier or lighter

Realia charts

Observation Oral questions

MEASUREMENT

Capacity (how much a container can hold

By the end of the lesson, the learner should be able to:
"
fill and empty different containers with different"
objects and substances

Critical thinking Communication and collaboration

Unity Peace humility

Guide learners in filling and emptying small and large containers using sand, water or seeds

How many of the small containers can fill the big container?

Realia charts

Observation Oral questions

MEASUREMENT

Capacity (how much a container can hold

By the end of the lesson, the learner should be able to:
"
fill and empty different containers with different"
objects and substances

Critical thinking Communication and collaboration

Unity Peace humility

Guide learners in filling and emptying small and large containers using sand, water or seeds

How many of the small containers can fill the big container?

Realia charts

Observation Oral questions

MEASUREMENT

Capacity (how much a container can hold

By the end of the lesson, the learner should be able to:
compare sizes of containers using through filling and emptying using different substances and objects

Critical thinking Communication and collaboration

Unity Peace humility

Few learners demonstrates comparing big and small containers by telling how many small ones can fill a big one and vice versa

How many of the small containers can fill the big container?

Realia charts

Observation Oral questions

MEASUREMENT

Capacity (how much a container can hold

By the end of the lesson, the learner should be able to:
enjoy filling and emptying containers in the environment

Critical thinking Communication and collaboration

Unity Peace humility

Learners to watch a video on filling and emptying containers.
Learners to watch a video on comparing containers of different sizes.

How many of the small containers can fill the big container?

MEASUREMENT

Time (Daily routines

By the end of the lesson, the learner should be able to:
compare sizes of shadows at different times of the day to determine their sizes

Critical thinking Communication and collaboration

Unity Peace humility

Learners to compare sizes of shadows at different time s of the day

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines)

By the end of the lesson, the learner should be able to:
lesson, the learner
: compare sizes of shadows at different times of the day to determine their sizes

"Critical thinking Communication " and collaboration

Unity Peace humility

Learners to compare sizes of
shadows at different time s of the day

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines)

By the end of the lesson, the learner should be able to:
lesson, the learner
: compare sizes of shadows at different times of the day to determine their sizes

"Critical thinking Communication " and collaboration

Unity Peace humility

Learners to compare sizes of
shadows at different time s of the day

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines

By the end of the lesson, the learner should be able to:
use vocabulary related to time for effective communication

Critical thinking Communication and collaboration

Unity Peace humility

Learners talk about vocabulary related to time morning
;afternoon; evening day and night

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines

By the end of the lesson, the learner should be able to:
\observe tools used for telling time

Critical thinking Communication and collaboration

Unity Peace humility

Learners to watch a video on activities of the daily routine

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines

By the end of the lesson, the learner should be able to:
name tools used for telling time (clock
;calendar; mobile phone; animals and birds

Critical thinking Communication and collaboration

Unity Peace humility

Learners to watch a video on activities of the daily routine

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Time (Daily routines

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

name the days of the week and the months of the year

Critical thinking Communication and collaboration

Unity Peace humility

Teacher guides learners to identify days of the week.
Teacher guides learners to talk about months of the year

Which shadow is longer or shorter

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
observe types of Kenyan currency for familiarity

Critical thinking Communication and collaboration

Unity Peace humility

Learners are guided to look at and talk about different sample currencies and identify Kenyan coins and notes

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
identify Kenyan currency coins and notes for distinguishing them from other currencies

Critical thinking Communication and collaboration

Unity Peace humility

A few learners identifies Kenyan coins and notes

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
identify Kenyan currency coins and notes for distinguishing them from other currencies

Critical thinking Communication and collaboration

Unity Peace humility

A few learners identifies Kenyan coins and notes

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
buy items using Kenyan coins and notes of different denominations

Critical thinking Communication and collaboration

Unity Peace humility

In groups or pairs, learners role play buying and selling from a shop corner.
\ Learners to match and pair Kenyan currency – coins and notes using ICT devices

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

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

save money for future use

Critical thinking Communication and collaboration

Unity Peace humility

In groups or pairs, learners role play buying and selling
"from a shop corner.
\ Learners to match and pair Kenyan currency – coins and notes using ICT devices"

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
make a simple budget basing on own needs

Critical thinking Communication and collaboration By the end of the lesson, the learner should be able to

Unity Peace humility

In groups or pairs, learners role play buying and selling from a shop corner.
\ Learners to match and pair Kenyan currency – coins and notes using ICT devices

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Money (Kenyan currency) coins and notes

By the end of the lesson, the learner should be able to:
appreciate the use of Kenyan currency in their daily life

Critical thinking Communication and collaboration

Unity Peace humility

In groups or pairs, learners role play buying and selling from a shop corner.
\ Learners to match and pair Kenyan currency – coins and notes using ICT devices

What can you see on the coin or note?

Realia charts

Observation Oral questions

MEASUREMENT

Area (surfaces of objects

By the end of the lesson, the learner should be able to:
observe objects with different surfaces in the environment for
determining their sizes

Critical thinking Communication and collaboration

Unity Peace humility

learners to observe different surfaces of objects

What else can we use to cover a given surface

Realia charts

Observation Oral questions

MEASUREMENT

Area (surfaces of objects

By the end of the lesson, the learner should be able to:
observe objects with different surfaces in the environment for
determining their sizes

Critical thinking Communication and collaboration

Unity Peace humility

learners to observe different surfaces of objects

What else can we use to cover a given surface

Realia charts

Observation Oral questions

MEASUREMENT

Area (surfaces of objects

By the end of the lesson, the learner should be able to:
identify surfaces of different objects in the environment

Critical thinking Communication and collaboration

Unity Peace humility

Learners identify surfaces of different objects in the environment. In small groups or pairs, learners measure and compare different surfaces of objects

What else can we use to cover a given surface

Realia charts

Observation Oral questions

MEASUREMENT

Area (surfaces of objects

By the end of the lesson, the learner should be able to:
cover surfaces of different objects by using not more than 20 smaller similar objects

Critical thinking Communication and collaboration

Unity Peace humility

Learners cover surfaces using small objects in the environment

What else can we use to cover a given surface

Realia charts

Observation Oral questions