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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Numbers
|
Whole numbers: place value
|
By the end of the
lesson, the learner
should be able to:
Use place value of digits up to hundreds of thousands in real life |
In pairs, groups or as individuals identify place value of digits up to hundreds of thousands using place value apparatus
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.1-3
|
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 2 |
Numbers
|
Whole numbers: Total value
|
By the end of the
lesson, the learner
should be able to:
Use total value of digits up to hundreds of thousands in real life |
learner is guided individually or in groups to:
In pairs, groups or as individuals identify total value of digits up to hundreds of thousands using place value apparatus. |
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.4
|
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 3 |
Numbers
|
Whole numbers: Total value
|
By the end of the
lesson, the learner
should be able to:
Use total value of digits up to hundreds of thousands in real life |
learner is guided individually or in groups to:
In pairs, groups or as individuals identify total value of digits up to hundreds of thousands using place value apparatus. |
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.4
|
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Use numbers up to hundreds of thousands in symbols in real life |
In pairs, groups or as individuals read numbers up to hundreds of thousands in symbols from number charts or cards.
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.5-7
|
Written exercises
Oral questions Observation Group discussion
|
|
| 1 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Read, write and relate numbers up to tens of thousands in words in real life |
In pairs, groups or as individuals read and write numbers up to tens of thousands in words from number charts or cards.
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.8-10
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Order numbers up to tens of thousands in real life |
In pairs, groups or as individuals read numbers up to hundreds of thousands in symbols from number charts or cards
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.10-12
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Order numbers up to tens of thousands in real life |
In pairs, groups or as individuals read numbers up to hundreds of thousands in symbols from number charts or cards
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.10-12
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Round off numbers up to tens of thousands to the nearest hundred and thousand in different situations |
In pairs, groups or as individuals round off numbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other groups
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.13-16
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
apply divisibility tests of 2, 5 and 10 in real life |
In pairs, groups or as individuals divide different numbers by 2, 5 and 10 and come up with divisibility rules
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.17-20
|
Written exercises
Oral questions Observation Group discussion
|
|
| 2 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
apply divisibility tests of 2, 5 and 10 in real life |
In pairs, groups or as individuals divide different numbers by 2, 5 and 10 and come up with divisibility rules
|
Where is ordering of numbers used in real life?
|
KLB Visionary Mathematics Grade 5 pg.17-20
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify Common Factor (HCF) and Greatest Common Divisor (GCD) in different situations |
In pairs, groups or as individuals identify factors and divisors of given numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.21-23
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify Common Factor (HCF) and Greatest Common Divisor (GCD) in different situations |
In pairs, groups or as individuals identify factors and divisors of given numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.21-23
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
apply highest Common Factor (HCF) and Greatest Common Divisor (GCD) in different |
In pairs, groups or as individuals identify the common factors and divisors.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.21-23
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify Multiples of numbers |
In pairs, groups or as individuals identify multiples of given numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.24
|
Written exercises
Oral questions Observation Group discussion
|
|
| 3 | 5 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify Multiples of numbers |
In pairs, groups or as individuals identify multiples of given numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.24
|
Written exercises
Oral questions Observation Group discussion
|
|
| 4 | 1 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Identify common multiples of numbers |
In pairs, groups or as individuals identify the common multiples.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.25
|
Written exercises
Oral questions Observation Group discussion
|
|
| 4 | 2 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Use Least Common Multiple (LCM) in real life situations |
In pairs, groups or as individuals determine the least common multiple.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.26-27
|
Written exercises
Oral questions Observation Group discussion
|
|
| 4 | 3 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on whole numbers and leisure Appreciate use of whole numbers in real life situations |
In pairs or as individuals play digital games on involving numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.27
|
Written exercises
Oral questions Observation Group discussion
|
|
| 4 | 4 |
Numbers
|
Whole numbers
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on whole numbers and leisure Appreciate use of whole numbers in real life situations |
In pairs or as individuals play digital games on involving numbers.
|
How do you find out whether a number can be divided by another?
|
KLB Visionary Mathematics Grade 5 pg.27
|
Written exercises
Oral questions Observation Group discussion
|
|
| 4 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Add up to three 6 -digit numbers without regrouping up to a sum of 1,000,000 in different situations |
In pairs, groups or as individuals add up to three 6-digit numbers without regrouping up to 1,000,000 using place value apparatus
|
How do you estimate the sum of given numbers?
|
KLB Visionary Mathematics Grade 5 pg.28-29
|
Written exercises
Oral questions Observation Group discussion
|
|
| 5 | 1 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Add up to two 6 -digit numbers with double regrouping up to a sum of 1,000,000 in different situations |
In pairs, groups or as individuals add up to two 6-digit numbers with double regrouping up to 1,000,000 using place value apparatus
|
How do you estimate the sum of given numbers?
|
KLB Visionary Mathematics Grade 5 pg.29-31
|
Written exercises
Oral questions Observation Group discussion
|
|
| 5 | 2 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Estimate sum by rounding off the addends to the nearest hundred and thousand in different situations |
In pairs, groups or as individuals estimate sums by rounding off the addends to the nearest hundred and thousand using a number line.
|
Where do we use addition in real life?
|
KLB Visionary Mathematics Grade 5 pg.35-36
|
Written exercises
Oral questions Observation Group discussion
|
|
| 5 | 3 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Estimate sum by rounding off the addends to the nearest hundred and thousand in different situations |
In pairs, groups or as individuals estimate sums by rounding off the addends to the nearest hundred and thousand using a number line.
|
Where do we use addition in real life?
|
KLB Visionary Mathematics Grade 5 pg.35-36
|
Written exercises
Oral questions Observation Group discussion
|
|
| 5 | 4 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Create patterns involving addition of numbers up to a sum of 1,000,000 in real life situations |
In pairs, groups or as individuals create patterns involving addition of numbers up to a sum of 1,000,000 using number cards and other resources
|
How do you create patterns in addition?
|
KLB Visionary Mathematics Grade 5 pg.37-38
|
Written exercises
Oral questions Observation Group discussion
|
|
| 5 | 5 |
Numbers
|
Addition
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on addition of numbers and for enjoyment Appreciate use of addition of whole numbers in real life situations |
In pairs play digital games involving addition
|
How do you create patterns in addition?
|
KLB Visionary Mathematics Grade 5 pg.36
|
Written exercises
Oral questions Observation Group discussion
|
|
| 6 | 1 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 6-digit numbers without regrouping in real life situations |
earner is guided individually or in groups to:
In pairs, groups or as individuals subtract up to 6-digit numbers without regrouping using place value apparatus |
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.39-40
|
Written exercises
Oral questions Observation Group discussion
|
|
| 6 | 2 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Subtract up to 6-digit numbers without regrouping in real life situations |
earner is guided individually or in groups to:
In pairs, groups or as individuals subtract up to 6-digit numbers without regrouping using place value apparatus |
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.39-40
|
Written exercises
Oral questions Observation Group discussion
|
|
| 6 | 3 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
subtract of up to 6-digit numbers with regrouping in different situations |
In pairs, groups or as individuals subtract up to 6-digit numbers with regrouping using place value apparatus
|
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.40-42
|
Written exercises
Oral questions Observation Group discussion
|
|
| 6 | 4 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
estimate difference by rounding off the minuend to the nearest hundred and thousand in different situations |
In pairs, groups or as individuals estimate difference by rounding off the minuend to the nearest hundred and thousand using a number line
|
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.43-45
|
Written exercises
Oral questions Observation Group discussion
|
|
| 6 | 5 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
estimate difference by rounding off the subtrahend to the nearest hundred and thousand in different situations |
In pairs, groups or as individuals estimate difference by rounding off the subtrahend to the nearest hundred and thousand using a number line
|
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.43-45
|
Written exercises
Oral questions Observation Group discussion
|
|
| 7 |
HALF - TERM |
||||||||
| 8 | 1 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Perform combined operations involving addition and subtraction in different situations |
In pairs, groups or as individuals work out questions involving addition and subtraction
|
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.46
|
Written exercises
Oral questions Observation Group discussion
|
|
| 8 | 2 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Perform combined operations involving addition and subtraction in different situations |
In pairs, groups or as individuals work out questions involving addition and subtraction
|
How do you work out estimate difference to the nearest hundred?
|
KLB Visionary Mathematics Grade 5 pg.46
|
Written exercises
Oral questions Observation Group discussion
|
|
| 8 | 3 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Create patterns involving subtraction from up to 1,000,000 in different situations |
In pairs, groups or as individuals create patterns involving subtraction of whole numbers from up to 1,000,000 using number charts
|
How can you create number patterns involving subtraction?
|
KLB Visionary Mathematics Grade 5 pg.47-48
|
Written exercises
Oral questions Observation Group discussion
|
|
| 8 | 4 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on subtraction of numbers and for enjoyment appreciate subtraction of numbers in real life situations |
In pairs or groups play digital games involving subtraction. play math puzzles
|
How can you create number patterns involving subtraction?
|
KLB Visionary Mathematics Grade 5 pg.47
|
Written exercises
Oral questions Observation Group discussion
|
|
| 8 | 5 |
Numbers
|
Subtraction
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on subtraction of numbers and for enjoyment appreciate subtraction of numbers in real life situations |
In pairs or groups play digital games involving subtraction. play math puzzles
|
How can you create number patterns involving subtraction?
|
KLB Visionary Mathematics Grade 5 pg.47
|
Written exercises
Oral questions Observation Group discussion
|
|
| 9 | 1 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
multiply up to a 3-digit number by up to a 2-digit number in real life situations |
In pairs, groups or as individuals multiply up to a 3-digit number by up to a 2-digit number using different methods
|
Where is multiplication used in real life?
|
KLB Visionary Mathematics Grade 5 pg.49-52
|
Written exercises
Oral questions Observation Group discussion
|
|
| 9 | 2 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Estimate product by rounding off factors to the nearest ten in different situations |
In pairs, groups or as individuals estimate product by rounding off factors
|
How can you estimate products of numbers?
|
KLB Visionary Mathematics Grade 5 pg.53
|
Written exercises
Oral questions Observation Group discussion
|
|
| 9 | 3 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Estimate product by using compatibility in different situations |
In pairs, groups or as individuals estimate product by using compatibility of numbers
|
How can you estimate products of numbers?
|
KLB Visionary Mathematics Grade 5 pg.54
|
Written exercises
Oral questions Observation Group discussion
|
|
| 9 | 4 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Estimate product by using compatibility in different situations |
In pairs, groups or as individuals estimate product by using compatibility of numbers
|
How can you estimate products of numbers?
|
KLB Visionary Mathematics Grade 5 pg.54
|
Written exercises
Oral questions Observation Group discussion
|
|
| 9 | 5 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Estimate product to the nearest ten in different situations |
In pairs, groups or as individuals estimate product by own strategies.
|
How can you estimate products of numbers?
|
KLB Visionary Mathematics Grade 5 pg.54
|
Written exercises
Oral questions Observation Group discussion
|
|
| 10 | 1 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
make patterns involving multiplication of numbers with product not exceeding 1000 in in different situations |
In pairs, groups or individuals make patterns involving multiplication with products not exceeding 1000 groups learners to:
|
How can you form patterns involving multiplication?
|
KLB Visionary Mathematics Grade 5 pg.55-56
|
Written exercises
Oral questions Observation Group discussion
|
|
| 10 | 2 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on multiplication and for enjoyment Appreciate use of multiplication in real life |
In pairs or groups play digital games involving multiplication of whole numbers
|
How can you form patterns involving multiplication?
|
KLB Visionary Mathematics Grade 5 pg.55
|
Written exercises
Oral questions Observation Group discussion
|
|
| 10 | 3 |
Numbers
|
Multiplication
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on multiplication and for enjoyment Appreciate use of multiplication in real life |
In pairs or groups play digital games involving multiplication of whole numbers
|
How can you form patterns involving multiplication?
|
KLB Visionary Mathematics Grade 5 pg.55
|
Written exercises
Oral questions Observation Group discussion
|
|
| 10 | 4 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor in real life |
In pairs, groups or as individuals divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor using long and short form
|
Where is division used in real life?
|
KLB Visionary Mathematics Grade 5 pg.57-59
|
Written exercises
Oral questions Observation Group discussion
|
|
| 10 | 5 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Apply the relationship between multiplication and division in different situations |
In pairs, groups or as individuals demonstrate that multiplication is the opposite of division
|
Where is division used in real life?
|
KLB Visionary Mathematics Grade 5 pg.61-62
|
Written exercises
Oral questions Observation Group discussion
|
|
| 11 | 1 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations |
In pairs, groups or as individuals estimate quotients by rounding off the dividend and divisor to the nearest ten
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.62-63
|
Written exercises
Oral questions Observation Group discussion
|
|
| 11 | 2 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations |
In pairs, groups or as individuals estimate quotients by rounding off the dividend and divisor to the nearest ten
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.62-63
|
Written exercises
Oral questions Observation Group discussion
|
|
| 11 | 3 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations |
In pairs, groups or as individuals work out questions involving addition, subtraction, multiplication and division
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.64-65
|
Written exercises
Oral questions Observation Group discussion
|
|
| 11 | 4 |
Numbers
|
Division
|
By the end of the
lesson, the learner
should be able to:
Use IT devices for learning more on division of whole numbers and for enjoyment Appreciate use of division of whole numbers in real life situations |
In pairs, groups or as individuals create number games and puzzles involving division
|
How can we estimate quotients?
|
KLB Visionary Mathematics Grade 5 pg.65-66
|
Written exercises
Oral questions Observation Group discussion
|
|
| 11 | 5 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Use equivalent fractions in real life |
In pairs, groups or as individuals identify equivalent fractions using a fraction board or chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.67-68
|
Written exercises
Oral questions Observation Group discussion
|
|
| 12 | 1 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
simplify fractions in different situations |
In pairs, groups or as individuals simplify given fractions using a fraction chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.69-70
|
Written exercises
Oral questions Observation Group discussion
|
|
| 12 | 2 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
simplify fractions in different situations |
In pairs, groups or as individuals simplify given fractions using a fraction chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.69-70
|
Written exercises
Oral questions Observation Group discussion
|
|
| 12 | 3 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
simplify fractions in different situations |
In pairs, groups or as individuals simplify given fractions using a fraction chart
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.69-70
|
Written exercises
Oral questions Observation Group discussion
|
|
| 12 | 4 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Compare fractions in order to make decisions in real life |
In pairs, groups or as individuals compare given fractions using paper cut outs and concrete objects
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.70-71
|
Written exercises
Oral questions Observation Group discussion
|
|
| 12 | 5 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Compare fractions in order to make decisions in real life |
In pairs, groups or as individuals compare given fractions using paper cut outs and concrete objects
|
Why do we order fractions in real life?
|
KLB Visionary Mathematics Grade 5 pg.70-71
|
Written exercises
Oral questions Observation Group discussion
|
|
| 13 | 1 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Order fractions with denominators not exceeding 12 in different situations |
In pairs, groups or as individuals order given fractions in increasing and decreasing order using a number line, paper cut outs, real object
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.71-73
|
Written exercises
Oral questions Observation Group discussion
|
|
| 13 | 2 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Add fractions with same denominator in different situations |
In pairs, groups or as individuals add two fractions with the same denominator using paper cut outs, number line, real objects
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.74-75
|
Written exercises
Oral questions Observation Group discussion
|
|
| 13 | 3 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Subtract fractions with same denominator in different situations |
In pairs, groups or as individuals subtract two fractions with the same denominator using paper cut outs, number line, real objects
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.76-77
|
Written exercises
Oral questions Observation Group discussion
|
|
| 13 | 4 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Subtract fractions with same denominator in different situations |
In pairs, groups or as individuals subtract two fractions with the same denominator using paper cut outs, number line, real objects
|
Where are fractions used in real life?
|
KLB Visionary Mathematics Grade 5 pg.76-77
|
Written exercises
Oral questions Observation Group discussion
|
|
| 13 | 5 |
Numbers
|
Fractions
|
By the end of the
lesson, the learner
should be able to:
Add fractions with one renaming in different situations |
In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions
|
Where are fractions used in real life?
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KLB Visionary Mathematics Grade 5 pg.77-79
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Written exercises
Oral questions Observation Group discussion
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