MATHEMATICS ACTIVITIES.
| Wk | Lsn | Strand/Theme | Sub strand | Specific learning outcomes | Key inquiry Questions | Learning experiences | Learning Resources | Assessment methods | Ref |
| 1 | 1 | NUMBERS | Fractions |
By the end of the sub strand, the learner should be able to;
|
Why do we order fractions in real life? Where are fractions used in real life? |
In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions |
Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters | Written exercise, oral questions, observation, group discussion | |
| 2 | Fractions |
By the end of the sub strand, the learner should be able to;
|
Why do we order fractions in real life? Where are fractions used in real life? |
In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions In pairs, groups or as individuals pay digital games involving fractions |
Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters | Written exercise, oral questions, observation, group discussion | |||
| 3 | Decimals: place value of decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | |||
| 4 | Decimals: place value of decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart. In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | |||
| 5 | Decimals: ordering decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | |||
| 2 | 1 | Decimals: ordering decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | ||
| 2 | Decimals: adding decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | |||
| 3 | Decimals: subtracting decimals |
By the end of the sub strand, the learner should be able to;
|
Where do you use decimals in real life? What is the importance of ordering decimals? |
In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest In pairs or groups play digital games involving decimals |
Place value charts, number cards | Written exercise, oral questions, observation, group discussion | |||
| 4 | MEASUREMENT | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | ||
| 5 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 3 | 1 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | ||
| 2 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 3 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 4 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 5 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 4 | 1 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | ||
| 2 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 3 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 4 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 5 | Length |
By the end of the sub strand, the learner should be able to;
|
How do you measure distance? Why do you measure distance? |
In pairs, groups or as individuals measure distance in kilometres practically In pairs, groups or as individuals estimate distance in kilometres and share their estimates |
Metre rule, 1 metre sticks, Tape measure | Written exercise, oral questions, observation, group discussion | |||
| 5 | 1 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | ||
| 2 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | |||
| 3 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | |||
| 4 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | |||
| 5 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | |||
| 6 | 1 | Area |
By the end of the sub strand, the learner should be able to;
|
How can you determine the area of different surfaces? | In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2) In pairs or as individuals play digital games involving area. |
Square cut outs, 1 cm squares, 1 m squares | Written exercise, oral questions, observation, group discussion | ||
| 2 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | |||
| 3 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume In pairs or as individuals use IT devices to play digital games involving volumes |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | |||
| 4 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | |||
| 5 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers In pairs, groups or as individuals count the number of cubes used in activity above and record |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | |||
| 7 | 1 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | ||
| 2 | Volume |
By the end of the sub strand, the learner should be able to;
|
Where is volume applicable in real life? | In pairs or as individuals use IT devices to play digital games involving volumes In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres |
Cubes, cuboids, videos | Written exercise, oral questions, observation, group discussion | |||
| 3 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 4 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 5 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 8 | 1 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | ||
| 2 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 3 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 4 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 5 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 9 | 1 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | ||
| 2 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 3 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 4 | Capacity |
By the end of the sub strand, the learner should be able to;
|
Where are litres and millilitres used in day-to-day life? | In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres. |
Teaspoons, videos, containers of different sizes, water, sand, soil | Written exercise, oral questions, observation, group discussion | |||
| 5 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion | |||
| 11 | 1 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion | ||
| 2 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion | |||
| 3 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion | |||
| 4 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion | |||
| 5 | Mass |
By the end of the sub strand, the learner should be able to;
|
What is the importance of measuring mass? | In pairs, groups or as individuals estimate and measure mass of items in grams using a beam balance or electronic weighing machine In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g) |
Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine | Written exercise, oral questions, observation, group discussion |
