|
Week |
Lesson |
Strand |
Lesson |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
|
1 |
1 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according same size |
How can we group objects of the same size |
Learners in pairs/groups to collect different types of objects. Learners in pairs/groups to sort objects with the same attributes and group them together. |
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Observe how learners collect, sort and group objects. |
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|
2 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to sort and group different objects according to color. |
How can we group items having different colors? |
Learners in pairs/groups to sort objects with same colors and group them together. Learners in groups /pairs collecting and presenting different objects of differentcolors |
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Observe how learners collect, sort and group objects of different colors Giving out in class exercise |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items according to shape |
How can we group items having different shapes? |
Learners in pairs/groups to collect different types of objects of different shapes. Learners in groups/pairs to sort objects with same shape |
|
Observe learners collecting and sorting different items
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|
|
4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to sort and group items of different sizes |
How can we sort and group items having different sizes? |
Learners in pairs/groups sorting and grouping items of same sizes and grouping them together |
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Observe learners collecting, sorting and grouping items according to their shapes |
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|
|
5 |
Numbers |
Number concept |
By the end of the lesson, the learner should be able to; sort and group different items according to their use |
How can we group items according to their use? |
Learners in pairs/groups to collect different types of safe objects Learners in pairs/groups sorting items of the same use and group them together |
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Observe learners collecting, sorting and grouping different objects |
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|
2 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to should be able to represent number up to 10 using objects
|
How do you represent numbers using objects |
Learners in groups/pairs to represent numbers up to 10 using objects. guide learners to fill inthe tables |
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Observing the learners sort different items according to shape, size and color. |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects in the environment |
How can we pair and match objects? |
Learners in pairs/groups to play digital games involving sorting and grouping objects according to different attributes |
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Giving matching exercise in class Observing learners play the matching games |
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4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish ‘equal to’ ‘more than’ and ‘less than’ and same as |
How do you identify less than? How do you identify ‘more than’? How do you identify ‘same’ |
Learners in groups/pairs to pair and match objects to establish less than and more than Learners in pairs/groups to pair and match objects to establish same as |
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In class exercise Observing learners counting objects |
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|
5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to pair and match objects to establish “one less than” |
How do you identify ‘one less than’? |
Learners in pairs/groups to pair and match objects to establish those ones that are ‘one less than’ |
|
In class exercise Observation |
|
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3 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to order and sequence objects in ascending order |
What is an ascending order? |
Learners in pairs/groups to order objects according to size from smallest to biggest |
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Observing learners ordering items from smallest to biggest |
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|
|
2 |
Number |
Number concept |
By the end of the lesson the learner should be able to: order and sequence objects from the biggest to the smallest (descending order) |
How ca we order objects from the biggest to the smallest |
Learners in pairs/groups to collect objects of different sizes Learners in pairs/groups to order objects according to size from the biggest to smallest |
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In class exercise Observing learners doing the ordering of objects from the biggest to the smallest |
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|
3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: make patterns using real objects |
How do you make patterns? How do you identify patterns? |
Learners in pairs/small groups to identify patterns from any given source Learners in pairs/groups to make patterns using real objects |
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Observing learners making patterns Exercise on patterns in groups |
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4 |
Numbers |
Number concept |
By the end of the lesson the leaner should be able to recite number names in order up to 50 |
How many? |
Learner to recite number names up to 50 Learners in small groups to bring sticks and stones from outside the class for counting |
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Counting along with learners Observing learners count objects Oral counting by learners |
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|
5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to represent numbers 1-30 using concrete objects |
How many? |
Learners to represent concreteobjects as well as their body parts |
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Observe learners count concrete objects |
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4 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to: demonstrate through counting that a group in all situations has only one count |
How do you count this? |
Learners to demonstrate that any given group has only one count |
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Observe learners count objects of different groups In class exercise
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|
2 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to appreciate the use of sorting and grouping items in day to day activities |
How do we sort objects in our environment? |
Learners in pairs/groups to collect and sort litter in the environment and put in various groups according to an attribute of their choice and give reasons for grouping |
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Observing learners collecting and sorting litter in the school compound |
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|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 1’s and 2’s. |
How can we count in 1’s and 2’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
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In class exercise Observing learners count objects in 1’s and 2’s |
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|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 3’s and 4’s. |
How can we count in 3’s and 4’s? |
Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects as well as body parts. |
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Observing learners counting objects |
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|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers 5’s and 6’s. |
Is it possible to count in 5’s and 6’s? |
Learners to take turns in counting by 5’s and 6’s? Learners in pairs/groups to count by 1’s and 2’s up to 10 starting from any point using concrete objects up to 50 |
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Observe learners counting body parts and other objects In class exercise |
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|
5 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 in 10’s, |
How many ways can we count backwards from 100? |
Learners to take turns in counting to 100 Learners to count backwards from 100 to 1
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Oral questions
|
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|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers and backward from 100 and forward to 100 |
Can we count from 100 to 1? |
Learners in pairs/groups to play games that involve counting up to 100 and back Learners to take turns in counting to 100 Learners to count backwards from 100 to 1 |
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Counting orally
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|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count any concrete object that ranges from 1 to 100 |
How many? |
Learners in pairs or small groups to count trees, classes and other concrete objects found outside the class room and inside the class |
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Observing learners moving around and counting concrete objects in their groups |
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|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to represent numbers 1-50 using concrete objects |
How many do you see? |
Learners to walk around and count any concrete object they can see within the school environment |
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Observe learners walking around and counting every concrete object they see |
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|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to: identify place value of ones and tens |
How do we identify place values? |
Learners to identify place value of ones and tens Learners in pairs /groups to identify place values of the given numbers by the teacher |
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6 |
1 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify place value of ones and tens |
How do you identify the place value of your age? |
Learners to give the place value of their ages and the ages of their friends |
|
Oral presentation of place value of ages Writing exercise in class |
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|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers 1-50 in symbols |
How do we write number 1-50? |
Learners to recite number 1-50 in symbols |
|
Oral recitation of numbers from 1-50 in symbols Writing exercise of numbers from 150 in class |
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|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
|
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Writing exercise in class Observe learners as they write numbers in words. |
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|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write in words? |
Learners to practice writing numbers 110 in words
|
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Writing exercise in class Observe learners as they write numbers in words. |
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|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to Write numbers 1-10 in words |
How do we write numbers in words? |
Learners in pairs to write down numbers in words in turns and read them out to class |
|
Writing exercise in class Oral presentation of numbers in words |
|
|
7 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do we find missing numbers? |
Learners to identify missing numbers in number patterns up to 20 |
|
Observing learners identifying missing numbers In class exercise |
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|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
What is the next number in the pattern? |
Learners in pairs /groups to identify the next numbers in the given patterns |
|
Writing class exercise
|
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|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 20 |
How do you find the missing number? |
Learners in groups to find the missing numbers orally by asking each other Learners to identify missing numbers in number pattern up to 20 |
|
In class representation of group work
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|
4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we create a pattern? |
Learners in pairs/groups to patterns with numbers up to 20 and share with other groups. Learners to play digital games involving whole numbers |
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Observe how learners create patterns and share with others and play digital games involving whole numbers |
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|
|
5 |
numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns by creating and extending patterns during play activities |
How can we get a missing number at a cashier place? |
Learners to role play a cashier in day today life activities such as a cashier counting 5shilling coins |
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Observing learners finding out the missing amounts at a cashier’s place |
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|
8 |
1 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How can you add objects? |
Learners in pairs groups to put two groups of objects and count to the total |
|
Oral questions Observing learners adding objects together |
|
|
|
2 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to model addition as putting objects together |
How many are they together? |
Learners to learners in groups /pairs to model addition using concrete objects |
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Oral questions Observing learners putting together different objects they have in class |
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|
|
3 |
Numbers |
Addition |
By the end of the lesson the leaner should be able to: model addition as putting objects together |
How can we put them together? |
Leaners to put together items on pictures and on charts Learners to identify different objects and them up |
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Observe learners add up objects from charts In class exercise |
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|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to model addition as putting objects together |
How many are they altogether? |
Learners to get out in groups /pairs to count the concrete objects outside the class and add them up Learners to play games that involves adding numbers of scores together |
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Observe learners moving and adding up objects Oral counting and adding of numbers |
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|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How can you use ‘+’ and ‘=’ signs in addition? |
Learners to practices writing the + and = in addition |
|
Writing exercise involving + and = signs |
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|
9 |
1 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use ‘+’ and = signs in writing addition sentences |
|
In class writing exercise |
|
|
|
2 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How many? |
Learners to use’+’ and ‘=’ signs in adding different objects within the class |
|
In class oral presentations Writing exercises |
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|
|
3 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
How do you add two singles numbers by skipping a number line? |
Learners to add two single digit numbers by skipping on a number line |
|
Writing exercises
|
|
|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: use ‘+’ and ‘=’ signs in writing addition sentences |
What should be added next? |
Learners to add two single digit numbers by skipping on a number line of numbers adding up to 10 |
|
Writing exercise |
|
|
|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add 2-single digit numbers up to a sum of 10 |
How do we add a 1- digit number to another 1- digit number? |
Learners to ad 2digit single numbers using the family of 10 |
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In-class exercises |
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|
10 |
1 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
In how many ways can we add single digits that add to 10? |
Learners in pairs/groups of not more than 10 to gather themselves and find their total number according to their gender etc. Learners to count and add objects within the class that are not more than ten. |
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Observe how learners gather themselves and find their total numbers Oral presentation of objects counted |
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|
2 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many do we get? |
Learners to add 2single digits by counting on |
|
Oral exercise [individual] |
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3 |
Numbers |
Addition |
By the end of the sub-strand, the learner should be able to add 2-single digit numbers up to a sum of 10 |
How many single digits can be added up to get10? |
Leaners in pairs /groups to come up with single digits that can be added up to get 10 only |
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4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which 3 digits do you think we can add to get 10or less than 10? |
Learners to add 3- single digit numbers by counting on |
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Writing exercises |
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|
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5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to: add 3-single digit numbers up to a sum of 10 in different contexts |
Which three digits can be added to sum up ten? |
Learners in pairs /groups to identify 3 digits in each group that can be added to get 10 or a number less than 10 |
|
Writing in class exercises |
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Mathematics Schemes - Grade 1 Schemes of Work Term 1 2023
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Grade 1 Schemes of Work Term 1 2023
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