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Week |
Lesson |
Strand |
Sub-strand |
Suggested outcomes |
Key inquiry question(s) |
Learning experiences |
Learning resources |
Assessment |
Reflection |
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1 |
1 |
Measurement |
Capacity (how much a container can hold) |
By the end of the sub-strand the learners should be able to: measure how many count the number of small containers to fill big containers |
How many of the small containers can fill the big container? |
Learners demonstrate and talk about filling containers |
Containers of different sizes Grade one book page 58 Number chart |
The teacher to check the work of the learners |
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2 |
Measurement |
Capacity(how much a container can hold) |
By the end of the sub-strand the learners should be able to: collect cans from the environment and measure their capacity |
Which cans hold more or less? |
Learners demonstrate filling and emptying small and large Containers using water, sand |
Grade one book page 58 Containers of different sizes |
The teacher to observe the containers |
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3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures |
What can you see in picture 1 and 2? |
Guide learners to observe and talk about the pictures |
Grade one book page 59 Clock face pictures |
The teacher to listen to the answers of the learners |
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4 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: tell time in according to the pictures |
What is the time in picture 1 and 2? |
Guide the learners to talk about time |
Grade one book page 59 Clock face |
The teacher to observe the work of learners |
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5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: identify at least 3 daily routine activities they do before going to school |
What do we do when we wake up in the morning before you come to school? |
A few learners identify and talk about morning routines activities in an appropriate manner |
Clock face Grade one book page 59 pictures |
The teacher to listen to learners |
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2 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: identify vocabulary related to time(today, yesterday, tomorrow) |
How the things you do are different from what your mother and father does in the morning? |
Guide learners to talk about activities related to time(today, tomorrow, yesterday) |
Grade one book page 59 Clock face Picture cut outs |
The teacher to observe the work of the learners |
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2 |
Measurement |
Time(daily routines) |
By the end of the sub- strand the learners should be able to: demonstrate ability to manage time well when doing activities |
What do you do when you arrive in school? |
Learners sing songs on daily routines |
Grade one book page 59 Clock face pictures |
The teacher to observe the learners activities |
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3 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: appreciate what everybody does on a daily activity |
What does your mother do when you wake up? |
In groups or pairs, learners arrange pictures with various daily routine activities in a logical order |
Grade one book page 59 Picture charts |
The teacher to observe the learners |
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4 |
Measurement |
Time(daily routines) |
By the end of the lesson the learners should be able to: arrange pictures with various daily routine activities |
What activities do you do when you wake up? |
Individually the learners to arrange pictures of daily routine logically |
Grade one book page 60 Picture cut out Clock face |
The teacher to observe the learners |
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5 |
Measurement |
Time(daily routines) |
By the end of the topic the learners should be able to: observe the pictures and color |
What do you do when you wake up in the morning? What do you see in the pictures |
Learners to sing songs about routines |
Grade one book page 60 Picture cut outs Picture chart |
The teacher to observe the work of the learners |
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3 |
1 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe the pictures and tell time |
What activity do you see in the pictures? |
Learners to identify and talk about the activities |
Grade one book page 60 Picture cut outs Clock face |
The teacher to observe the learners work |
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2 |
Measurement |
Time(daily routines) |
By the end of the sub-strand the learners should be able to: observe and tell when certain activities take place |
What do we do when we wake up? What activities do you do when you arrive in school? |
Learners to watch a video on activities of the daily routine |
Grade one book 60 Clock face Digital devices like DVDS Picture cut outs |
The teacher to observe the work of learners |
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3
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Measurement
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Money(Kenyan currency) Coins and notes |
By the end of the sub-topic the learners should be able to: observe and talk about the pictures |
What can you see from the pictures?
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Guide learners to look and talk about the activities in the pictures |
Grade one book page 61 Shop corner |
The teacher to observe the work of the learners |
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4 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: talk about different currencies that we use |
What do we use money for? |
Guide the learners to look and talk about different sample currencies |
Grade one book page 61 Coins and notes |
The teacher to observe the learners |
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5 |
Measurement |
Money (Kenyan currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify different sample coins |
What can you see on the coin? What do we use money for? |
Guide the learners to look and talk about different sample coins |
Grade one book page 62 Coins |
The teacher to observe the learners |
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4 |
1 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: identify Kenyan currency from samples given |
What can you see on the coins? What do we use money for? |
A few learners identify Kenyan coins and notes |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the coins |
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2 |
Measurement |
Money(Kenya Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: buy items using Kenyan coins |
What can you see on the coin? |
In groups, pairs ,learners role play buying and selling from a shop corner |
Grade one book page 62 Coins Shop Corner Tins |
The teacher to observe the learners activities |
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3 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: trace and shade the coins |
What can you see on the coin? What do we use money for? |
A few learners to identify the traced coins |
Grade one book page 63 Tins Coins |
The teacher to observe the coins |
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4 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub- strand the learners should be able to: match the coins that are the same |
Which coins can you see? Which coins look the same? |
Learners to match and pair Kenyan currency |
Grade one book page 62 Coins Shop corner Tins |
The teacher to observe the coins |
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5 |
Measurement |
Money(Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: make a simple budget basing on(coins and notes) |
Which coins can you see? What can you buy with the coin from the pictures? |
Learners to role play buying and selling from the shop corner |
Grade one book page 64 Coins Shop Corner Tins Boxes |
The teacher to observe the learners |
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5 |
1 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: appreciate the use of Kenyan currency(coins and notes) in their daily life |
What can you see on the note? |
Learners to watch a video on role playing buying and selling |
Grade one book page 65 Coins Shop corner Tins Boxes Digital devices |
Teacher to observe the learners |
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2 |
Measurement |
Money (Kenyan Currency) Coins and notes |
By the end of the sub-strand the learners should be able to: match notes that are the same |
What can we do with extra money(balance) |
Learners to match and pair Kenyan currency- coins and notes using ICT devices |
Grade one book page 65 Coins Shop corner Digital devices like computers |
Teacher to observe the learners |
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3 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: count and write the number of books that cover the surface |
How many items can cover this surface? |
learners in pairs count the items on the surface |
Tables Books Hands Grade one book page 66 |
Teacher to observe the learners |
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4 |
Measurement |
Area (surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of different objects in the environment |
How many items can cover this surface? |
learners are guided to observe and identify different surfaces of objects in the environment |
Tables Books Hands Grade one book page 66 |
The teacher to observe the learners |
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5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using smaller objects? |
What else can we use to cover these surfaces? How many small items can cover these surface? |
Demonstrate covering surfaces using small objects from the environment |
Tables Books Hands Grade one book page 67 Feet |
The teacher to observe the learners |
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6 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: appreciate different surfaces in the environment |
Which surface is smaller or bigger? What else can we use to cover these surfaces? |
In groups learners compare different surfaces in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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2 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: cover the area of different surfaces of objects using bigger objects |
What else can we use to cover these surfaces? |
demonstrate covering surfaces using big objects in the environment |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: identify surfaces of 3 objects in the environment |
How many objects can be used to cover the surface? Which surface is smaller or bigger? |
Learners cover surfaces of different sizes |
Tables Books Hands Grade one book page 66 and 67 Feet |
The teacher to observe the learners |
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4 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: differentiate Big and small surface by coloring |
Which is the small/big surface? |
Learners to shade or color surfaces of different objects |
Tables Books Hands Grade one book page 66 and 67 |
The teacher to observe the learners |
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5 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: learn different surfaces using ICT devices |
Which is the small/big surface? How many objects can be used to cover the surface? |
Guide learners on using the devices |
Tables Books Hands Grade one book page 66 and 67 Digital devices like DVDs |
The teacher to observe the learners |
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7 |
1 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: group 3 different surfaces according to size |
How many objects can be used to cover the surface? |
Learners demonstrate surfaces according to sizes(big ,small) |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
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2 |
Measurement |
Area(surface of objects) |
By the end of the sub- strand the learners should be able to: identify and shade big surfaces |
How many objects can be used to cover the surface? |
Learners to shade or color surface using the ICT devices |
Tables Books Hands Grade one book page 66 and 67 |
the teacher to observe the learners |
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3 |
Measurement |
Area(surface of objects) |
By the end of the sub-strand the learners should be able to: work out different questions on measurement
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Which objects are heavy or light?
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Learners discuss in groups compare different mass of objects |
Grade one book page 54 and 55 Pictures stones Sand water chairs
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The teacher to observe the learners
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4 |
Measurement |
Time(daily routine) |
By the end of the sub- strand the learners should be able to: answer different questions on time |
What do you do when you wake up before you come to school? |
Learners role play activities depending on time |
Grade one book page 59 and 60 Past papers |
The teacher to observe the learners |
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5. |
Numbers |
Sorting and grouping objects according to shape |
By the end of the sub- strand the learners should be able to: sort different objects by shape |
Which shapes can you see? How many shapes can you see? |
Learners to name the shapes in the pictures |
Grade one book page 7 |
The teacher to observe the learners |
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8 |
ASSESSMENT |
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