GRADE 6 RATIONALIZED MATHEMATICS SCHEMES OF WORK TERM 1.
| Wk | Lsn | Strand | Sub-strand | Lesson Learning Outcome | Learning Experiences | Key Inquiry Question | Learning Resources | Assessment | Reflection |
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1 |
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Numbers. | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Identify place value of digits up to millions using place value apparatus. b) Use place value of digits up to millions in real life. Advertisements
c) Appreciate the importance of understanding large numbers in daily life. Advertisements
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In groups or pairs, learners are guided to:
explain what is place value of numbers. collaborate in identifying place value of digits up to millions using place value apparatus. use a place value chart to analyze large numbers. discuss numbers in local contexts. |
How do you identify the place value of numbers? | Place value charts.
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Mathematics Learner’s Textbook. Large number flashcards. Lesson notes. Teacher’s Guide. |
Observation.
Oral questions. Checklists. Written tests. Assessment rubrics. Self and Peer Assessment. |
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| 2 | Numbers. | Whole Numbers. | By the end of the lesson,the learner should be able to:
a) Explain the total value of digits in numbers up to millions. b) Calculate the total values of digits in given numbers. c) Enjoy analyzing and breaking down large numbers. |
In groups or pairs,learners are guided to:
explain what is total value illustrate how to find total value of numbers. collaborate in calculating the total values of digits in given numbers. share their answers with peers for assessment and feedback. |
How do we find total value of numbers? | Mathematics Learner’s Textbook.
Teacher’s Guide. Lesson notes. Charts showing total value of numbers. |
Assessment rubrics.
Checklists. Written assessment. Self and peer assessment. |
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| 3 | Numbers. | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Recognize numbers up to millions in symbols. b) Match spoken numbers with symbols in various context. c) Show confidence when reading large numbers. . |
In groups,pairs,or individually,learners are guided to;
observe teacher as he/she illustrates how to read numbers up to millions in symbols. read numbers up to millions in symbols from number charts or cards. play number matching games.
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What should you consider when reading numbers up to millons in symbols? | Number charts and cards.
Mathematics Learner’s Textbook. Teacher’s Guide. |
Observation.
Oral questions. Self and Peer Assessment. Assessment rubrics. Checklists. |
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| 4 | Numbers. | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Write numbers up to millions in symbols . b) Convert written forms of numbers into symbols. c) Enjoy writing numbers up to millions in symbols. |
In groups,pairs or individually,learners are guided to:
observe teacher as he/she illustrates how to write numbers up to millions in symbols. practice converting numbers from words to symbols. work out problems involving writing numbers up to millions in symbols. |
How do we write numbers up to millions in symbols? | Mathematics Learner’s Textbook.
Teacher’s Guide. Lesson notes. Number charts. |
Observation.
Oral questions. Assessment rubrics. Checklists. Written Tests. Self and peer assessment. |
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| 5 | Numbers | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Recognize numbers in words up to 100,000. b) Translate symbols into written words. c) Appreciate clarity in written communication. |
In groups,pairs or individually,learners are guided to;
read and write numbers up to hundred thousand in words from number charts or cards. read numbers up to hundred thousand in words and then write them in symbols. |
How do we read and write numbers in symbols and in words? | Number charts and cards.
Mathematics learner’s textbook. Teacher’s Guide. Lesson notes. |
Observation.
Oral questions. Checklists. Assessment rubrics. Written tests.
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2 |
1 | Numbers. | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Explain the concept of ascending and descending order in numbers. b) Orde numbers up to 100,000 in. real life situations. c) Enjoy sequencing numbers. |
In groups,pairs or individually,learners are guided to:
explain the concept of ascending and descending order in numbers. discuss and form different numbers by rearranging digits of a number up to 100,000. |
What is the difference between ascending and descending order in numbers? | Mathematics Learner’s Textbook.
Teacher’s Guide. Number charts. |
observations.
Questions and answers. Checklists. Assessment rubrics. Self and peer assessment. |
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| 2 | Numbers. | Whole Numbers. | By the end of the lesson,the learner should be able to:
a) State the rules for rounding off numbers up to 100,000 to the nearest thousand. b) Round off numbers up to 100,000 to the nearest thousand in different situation. c) Develop accuracy in rounding off numbers. |
In groups,pairs,learners are guided to;
discuss the rules for rounding off numbers up to 100,000 to the nearest thousand through illustrations. individually or in pairs, learners to collaborate in rounding off numbers up to hundred thousand to the nearest 1000 from number cards and share with other peers. |
How do we round off numbers up to 100,000 to the nearest thousand? | Number cards.
Mathematics Learner’s Textbook. Teacher’s Guide. Lesson notes. Charts. |
Assessment rubrics.
Checklists. Written tests. Oral questions. Self and Peer Assessment. |
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| 3 | Numbers | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Explain the concept of square of numbers. b) Apply squares of whole numbers up to 100 in different situations. c) Enjoy finding squares of whole numbers up to 100 in different situations. |
In groups, pairs,learners are guided to;
define squares of numbers. discuss how we find square of whole numbers up to 100 with illustrations. collaborate in multiplying a given numbers by themselves self and identifying the answers as the square of the numbers. calculate the area of square plots. |
How do we find squares of numbers? | Mathematics Learner’s Textbook.
Teacher’s Guide. Charts showing square of numbers. Lesson notes. |
Observation.
Question and answer. Checklists. Assessment rubrics. Illustrations. |
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| 4 | Numbers. | Whole Numbers. | By the end of the lesson, the learner should be able to:
a) Explain the concept of square roots of numbers. b) Apply square roots of perfect squares up to 10,000 in different situations. c) Enjoy finding the square roots of numbers in different situations.
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In groups or pairs,learners are guided to;
explain the concept of square roots of numbers. discuss how to find the square root of perfect squares up to 10,000. work out the square root of given numbers and recognize the value which when multiplied by itself results in the given number. |
How do we find square root of numbers? | Mathematics Learner’s Textbook.
Teacher’s Guide. Lesson notes. Charts. |
Written exercise.
Question and answer. Checklists. Assessment rubrics. Illustrations. |
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| 5 | Numbers. | Multiplication. | By the end of the lesson, the learner should be able to:
a) Identify tools such as fact families,skip counting, multiplication chart and digital devices used for multiplication. b) Use a multiplication chart to solve simple multiplication problems. c) Appreciate the usefulness of tools in solving mathematical problems. |
In groups,pairs or individuals,learners are guided to;
discuss how to multiply up to a 4 digit number by a 2 digit number using fact families,skip counting and multiplication chart. work out problems involving multiplication of 4 digit numbers by a 2 digit number using multiplication charts. |
How do we multiply numbers using the multiplication chart? | Multiplication charts.
Mathematics Learner’s Textbook. Teacher’s Guide . |
Assessment rubrics.
Checklists. Written tests. Self and Peer Assessment. |
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3
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1 | Numbers. | Multiplication. | By the end of the lesson, the learner should be able to:
a) State the steps in multiplying a 4-digit number by a 2 digit number using the expanded form. b) Multiply up to a 4 -digit number by a 2-digit number using the expanded form. c) Develop confidence in performing large numbers multiplication. |
In groups or pairs,learners are guided to;
explain and model the expanded form technique for large numbers. observe teacher as he/she illustrates step by step how to multiply 4 digit numbers by 2 dugit numbers using the expanded form. collaborate to work out problems involving multiplication of 4-digit numbers by 2-digit numbers using the expanded form. |
How do we multiply numbers using the expanded form? | Mathematics Learner’s Textbook.
Teacher’s Guide .
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Assessment rubrics.
Checklists. Written tests. Self and Peer Assessment. Oral questions and discussion. |
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| 2 | Numbers. | Multiplication. | By the end of the lesson,the learner should be able to:
a) Identify real life scenarios where multiplication is used. b) Solve real life multiplication problems involving up to 4 digit and 2-digits using digital devices. c) Value the practical applications of multiplication in everyday life. |
In groups,pairs or individually,learners are guided to:
brainstorm real life scenarios where multiplication is applicable. work out real life multiplication problems involving 4 digit numbers by 2 digit number using digital devices and expanded form. share their findings in class. |
What are the practical applications of multiplication in real life? | Mathematics Learner’s Textbook.
Teacher’s Guide. Digital devices. |
Assessment rubrics.
Written tests. Checklists. Self and Peer Assessment. |
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| 3 | Numbers. | Multiplication. | By the end of the lesson,the learner should be able to:
a) Explain the concept of rounding off numbers to the nearest ten. b) Estimate products by rounding off numbers being multiplied to the nearest ten in real life situations. c) Appreciate estimation as a useful skill for quick problem-solving. |
In groups or pairs,learners are guided to:
discuss the concept of rounding off numbers to nearest ten. multiply up to 4-digit number by 2-digit number using the rounding off factors. work out multiplication problems by rounding off numbers being multiplied to the nearest ten in real life situations. |
How do we multiply numbers? | Teacher’s Guide.
Chalkboard, Chalks. Mathematics Learner’s Textbook. |
Assessment rubrics.
Checklists. Written tests. Peer Assessment. Oral discussion and questions. |
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| 4 | Numbers. | Multiplication. | By the end of the lesson, the learner should be able to:
a) Recognize patterns in multiplication. b) Make patterns involving multiplication of numbers not exceeding 1,000 in different situations. c) Enjoy discovering and creating mathematical patterns. |
In groups or pairs,learners are guided to;
explore patterns using a multiplication chart. collaborate in making patterns involving multiplication with products not exceeding 1,000 using number cards. share their patterns with other groups for assessment. |
How do we recognize and make patterns in multiplication? | Number cards.
Multiplication charts. Mathematics Learner’s Textbook. Teacher’s Guide. Graph papers. |
Assessment rubrics.
Checklists. Oral discussion and questions. Written tests. Peer Assessment. |
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| 5 | Numbers. | Division. | By the end of the lesson,the learner should be able to:
a) Define terms dividend, divisor , quotient and remainder in division. b) Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real situations. c) Enjoy solving division problems. |
In groups or pairs, learners are guided to:
explain the terms : dividend, divisor, quotient and remainder in division. divide up to a 4-digit number by up to a 3-digit number and share the answers where the dividend is greater than the divisor using relationship between multiplication and division. |
How do we divide numbers using the relationship between multiplication and division? | Mathematics Learner’s Textbook.
Lesson notes. Teacher’s Guide. |
Assessment rubrics.
Checklists. Oral discussion and questions. Peer Assessment. |
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4 |
1 | Numbers. | Division | By the end of the lesson, the learner should be able to:
a) Explain how to divide a 4-digit number by up to a 3-digit number using long division method. b) Divide up to a 4-digit number by up to a 3-digit number where the dividend is greater than the divisor in real situation. c) Enjoy working out division problems using the long method. |
In groups or pairs,learners are guided to:
discuss the steps for dividing 4-digit numbers by up to a 3-digit number using the long method. work out problems on dividing up to a 4-digit number by up to 3-digit number and share the answers where the dividend is greater than the divisor using long method. |
How do we work out division using the long method? | Mathematics Learner’s Textbook.
Chalkboard and Chalks. Teacher’s Guide. |
Assessment rubrics.
Checklists. Illustration. Oral questions and discussion. Written tests. |
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| 2 | Numbers. | Division | By the end of the lesson,the learner should be able to:
a) Explain how to round off numbers to the nearest ten. b) Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations. c) Appreciate the usefulness of estimation in real -life situations. |
In groups,pairs or individually,learners are guided to:
explain the rounding rules and give examples. work out quotients by rounding off the dividend and divisor to the nearest ten . discuss real life scenarios where estimations is useful. |
How do you round off numbers to the nearest ten? | Mathematics Learner’s Textbook.
Teacher’s Guide. Lesson notes. |
Assessment rubrics.
Checklists. Oral discussion. Written questions. Illustrations. |
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| 3 | Numbers. | Division | By the end of the lesson,the learner should be able to:
a) Identify the correct order of operations (BODMAS) b) Perform combined operations involving addition, subtraction, multiplication and division up to 3-digit number. c) Develop a positive attitude towards multi-step problem solving. |
In groups, pairs or individually,learners are guided to:
review the BODMAS rules with examples. work out questions involving two,three or four operations up to 3-digit numbers. share their answers with peers for assessment. |
How do you work out questions involving combined operations? | Mathematics Learner’s Textbook.
Teacher’s Guide. Order of operations chart. |
Assessment rubrics.
Checklists. Written tests. Peer Assessment. Oral questions and discussion. |
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| 4 | Numbers | Division | By the end of the lesson, the learner should be able to:
a) List examples of how division is used in daily life. b) Solve real life problems involving division. c) Appreciate use of division of whole numbers in real life. |
In groups,pairs or individually,learners are guided to:
brainstorm and discuss real life uses of division e.g sharing, budgeting. work out real life problems involving division and share their findings. divide whole numbers using digital devices. simulate scenarios like dividing books among learners. |
Where is division used in real life? | Role play materials.
Mathematics Learner’s Textbook. Teacher’s Guide.
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Assessment rubrics.
Checklists. Oral discussion. Written questions.
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| 5 | Numbers. | Fractions. | By the end of the lesson,the learner should be able to:
a) Outline the steps for adding fractions using LCM by listing multiples. b) Add fractions using LCM in different situations by listing multiples. c) Enjoy adding fractions using LCM in different fractions. |
In groups or pairs,learners are guided and led through the steps for adding fractions using LCM by listing multiples.
in pairs or groups,learners to work out questions on adding fractions using LCM by listing multiples. share their findings in class for assessment. |
How do we add fractions using LCM by listing multiples? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chalkboard and chalks. Charts. Digital resources. |
Assessment rubrics.
Checklists. Oral questions. Illustration. Written tests |
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5 |
1 | Numbers | Fractions. | By the end of the lesson, the learner should be able to:
a) Outline the steps for subtracting fractions using LCM by listing multiples. b) Subtract fractions using LCM in different situations by listing multiples. c) Enjoy subtracting fractions using LCM. |
In groups,learners are guided and led through the steps for subtracting fractions using LCM by listing multiples.
individually,or in pairs,learners to collaborate in working out questions on subtracting fractions using LCM by listing multiples. share their findings in class for assessment and feedback. |
How do we subtract fractions using LCM by listing multiples? | Mathematics Learner’s Textbook.
Teacher’s Guide. Digital devices. Charts. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Written questions. Illustrations. Oral questions and discussion. |
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| 2 | Numbers | Fractions. | By the end of the lesson,the learner should be able to:
a) Outline the steps for adding mixed numbers in different situations. b) Add mixed numbers in different situations. c) Enjoy working out problems on addition of mixed numbers. |
In groups,learners are guided and led through the steps for adding mixed fractions by converting the fractions to improper fractions.
in groups or pairs,learners to collaborate in adding mixed fractions by converting the fractions to improper fractions. share their findings in class. |
How do we add mixed fractions by converting the fractions to improper fractions? | Mathematics Learner’s Textbook.
Teacher’s Guide. Charts. Digital resources. |
Assessment rubrics.
Checklists. Oral discussion. Illustration. Written tests. |
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| 3 | Numbers | Fractions. | By the end of the lesson,the learner should be able to:
a) Outline the steps for subtracting mixed numbers in different situations. b) Subtract mixed numbers in different situations by converting the fractions to improper fractions. c) Enjoy subtracting mixed numbers in different situations. |
In groups,learners are guided and led through the steps for subtracting mixed fractions by converting the fractions to improper fractions.
in groups,pairs or individually,learners to collaborate in subtracting mixed fractions by converting the fractions to improper fractions. share their findings in class. |
How do you subtract mixed fractions by converting the fractions to improper fractions? | Mathematics Learner’s Textbook.
Teacher’s Guide. Digital resources. Charts. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Oral questions. Written tests. Illustrations. |
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| 4 | Numbers | Fractions. | By the end of the lesson, the learner should be able to:
a) Outline the steps for adding mixed fractions by adding whole numbers and fractions parts separately. b) Add mixed fractions by adding whole numbers and fractions parts separately. c) Enjoy adding mixed fractions by adding whole numbers and fraction parts separately. |
In groups,learners are led through the steps for adding mixed fractions by adding whole numbers and fraction parts separately using examples.
individually or pairs/groups,learners to collaborate in working out questions on adding mixed fractions by adding whole numbers and fractions parts separately. share their answers with peers for assessment and feedback. |
How do we add mixed fractions by adding whole numbers and fraction parts separately? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chalks and chalkboard. |
Assessment rubrics.
Checklists. Written tests. Illustrations. |
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| 5 | Numbers. | Fractions. | By the end of the lesson,the learner should be able to:
a) Outline the steps for subtracting mixed fractions by subtracting whole numbers and fraction parts separately. b) Subtract mixed fractions by subtracting whole numbers and fraction parts separately. c) Enjoy subtracting mixed numbers by subtracting whole number and fraction parts separately. |
In groups,learners are led through the steps for subtracting mixed fractions by subtracting whole numbers and fraction parts separately using examples.
work out questions on subtracting mixed fractions by subtracting whole numbers and fraction parts separately. share their findings with peers for assessment and feedback. |
How do you subtract mixed fractions by subtracting whole numbers and fractions parts separately? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Written tests. Oral questions. Illustrations. |
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6 |
1 | Numbers. | Fractions | By the end of the lesson, the learner should be able to:
a) Identify reciprocal of proper fractions up to a 2-digit number in different situations. b) Calculate the reciprocal of a number by dividing one by the number. c) Enjoy working out reciprocal of proper fractions. |
In groups or pairs,learners are guided to;
explain the concept of reciprocal. identify reciprocal of proper fractions up to a 2-digit number. calculate the reciprocal of numbers by dividing one by the number. discuss the various reciprocals of proper fractions. |
How do we write/calculate reciprocals? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chalkboard and chalks. charts. |
Assessment rubrics.
Checklists. Written questions. Illustration. |
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| 2 | Numbers. | Fractions. | By the end of the lesson,the learner should be able to:
a) Outline the steps for working out squares of fractions with a numerator of one digit and denominator of a 2-digit number. b) Work out squares of fractions with a numerator of one digit and denominator of a 2-digit number in different situations. c) Enjoy working out squares of fractions in different situations. |
In groups,learners are led through the steps for working out squares of fractions with a numerator of one digit and denominator of a 2-digit number through examples.
in pairs, groups or individually,learners to calculate squares of fractions through multiplication or practically. share their findings in class for assessment and feedback. |
How do you work out the square of fractions? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chart. Chalkboard and chalks, Digital resources. |
Assessment rubrics.
Checklists. Written tests. Illustrations. |
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| 3 | Numbers. | Fractions. | By the end of the lesson,the learner should be able to:
a) outline the steps for expressing fractions as percentage in different situations. b) Work out questions on expressing fractions as percentages in different situations. c) Enjoy expressing fractions as percentages in different situations. |
In groups,learners are guided through the steps for expressing fractions as percentages using examples.
in groups or pairs, learners are guided to change fractions to equivalent fractions with denominator 100 through multiplication. identify a percentage as a fraction with denominator 100. work out questions on expressing fractions as percentages.
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How do we express fractions as percentages? | Mathematics Learner’s Textbook.
Teacher’s Guide. Chalkboard and chalks. Charts . |
Assessment rubrics.
Checklists. Written tests. Illustrations. Oral questions and discussion. |
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| 4 | Numbers. | Fractions. | By the end of the lesson, the learner should be able to:
a) Identify the steps for converting percentages to fractions. b) Convert percentages to fractions in different fractions. c) Enjoy converting percentages to fractions. |
In groups or pairs,learners are guided through the steps for converting percentages into fractions using examples.
work with peers on changing percentages to fractions. share their answers with peers for feedback. |
How do we convert percentages to fractions? | Mathematics Learner’s Textbook.
Teacher’s Guide. Lesson notes.
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Written tests.
Oral questions. Assessment rubrics. Checklists. |
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| 5 | Numbers. | Decimals | By the end of the lesson,the learner should be able to:
a) Identify decimals up to ten thousandths in different situations. b) Work out place value of decimals up to ten thousandths using place value apparatus. c) Enjoy working out place value of decimals up to ten thousandths. |
In groups or pairs,learners are guided to:
identify decimals up to ten thousandths. work out place value of decimals up to ten thousandths using place value apparatus. relate the place value of decimals up to ten thousandths to the number of decimal places. |
How do we find place value of decimals up to ten thousandths? | Mathematics Learner’s Textbook.
Place Value apparatus. Teacher’s Guide. Charts. |
Assessment rubrics.
Checklists. Written tests. Oral questions |
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7 |
1 | Numbers. | Decimals. | By the end of the lesson, the learner should be able to:
a) identify the steps for rounding off decimals up to 3 decimal places. b) Round off decimals up to 3 decimal places in different situations. c) Enjoy rounding off decimals. |
In groups or pairs,learners are guided to:
identify and discuss the steps for rounding off decimals up to 3 decimal places. work out questions involving rounding off decimals up to 3 decimal places. share their findings with peers for assessment and feedback. |
How do we round off decimals up to 3 decimal places? | Mathematics Learner’s Textbook.
Teacher’s Guide. Charts. Chalkboard and chalks.
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Assessment rubrics.
Written tests. Checklists. Oral questions and discussion. Self and Peer Assessment. |
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| 2 | Numbers | Decimals | By the end of the lesson,the learner should be able to;
a) Outline the steps for converting decimals to fractions in different situations. b) Convert decimals to fractions in different situations. c) Enjoy converting decimals to fractions in different situations. |
In groups or pairs,learners are guided through the steps for converting decimals to fractions using square/rectangular grid.
work out problems on. changing decimals to fractions using a square/rectangular grid. share their findings with peers. |
How do we convert decimals to fractions using square/rectangular grid? | Mathematics Learner’s Textbook.
Lesson notes. Charts. Teacher’s Guide. Square grids. Coloured pencils. |
Assessment rubrics.
Checklists. Written tests. Oral questions. Peer Assessment. Illustrations. |
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| 3 | Numbers. | Decimals | By the end of the lesson,the learner should be able to:
a) Outline steps for converting fractions to decimals in different situations. b) Convert fractions to decimals using square/rectangular grid. c) Enjoy converting fractions to decimals using square grid. |
In groups or pairs,learners are guided through the steps for converting fractions to decimals using square grid.
in pairs or individually,learners to work out questions on changing fractions to decimals using square/rectangular grid. share their answers with peers for assessment. |
How do we convert fractions to decimals using square grid? | Mathematics Learner’s Textbook.
Teacher’s Guide Lesson notes. Illustration charts. Coloured pencils. square grids. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Written tests. Illustrations. Peer Assessment. |
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| 4 | Numbers. | Decimals | By the end of the lesson, the learner should be able to:
a) Outline the steps for adding decimals up to 4-decimal places in different situations. b) Add decimals up to 4-decimal place using shared place value apparatus. c) Enjoy adding decimals up to 4-decimal place using shared place value apparatus. |
In groups or pairs,learners are guided through the steps for adding decimals up to 4-decimal places using place value charts.
collaborate with peers in working out problems on adding decimals up to 4-decimal places using shared place value apparatus. |
How do we add decimals up to 4-decimal places using place value apparatus? | Place Value apparatus.
Decimal place value chart. Mathematics Learners Textbook. Teacher’s Guide. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Oral questions and discussion. Written tests. Peer Assessment. |
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| 5 | Numbers. | Decimals | By the end of the lesson,the learner should be able to:
a) Outline the steps for subtracting decimals up to 4-decimal places in different situations. b) Subtract decimals up to 4-decimal places using place value apparatus. c) Enjoy subtracting decimals up to 4-decimal places using place value apparatus. |
In groups or pairs,learners are guided through the steps for subtracting decimals up to 4-decimal places using shared place value apparatus.
in groups,pairs or individually, learner to work out questions on subtracting decimals up to 4-decimal place using place value apparatus. |
How do we subtract decimals up to 4-decimal places using shared place value apparatus? | Place value apparatus.
Mathematics Learner’s Textbook. Teacher’s Guide. Digital resources. |
Assessment rubrics.
Checklists. Written tests. Oral questions. Illustrations.
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| 8 | MID-TERM BREAK | ||||||||
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9 |
1 | Numbers. | Inequalities. | By the end of the lesson, the learner should be able to:
a) Identify and define inequality symbols. b) Write inequalities using numbers and symbols. c) Show enthusiasm in expressing real life scenarios as inequalities. |
In groups or pairs,learners are guided to:
identify and discuss the meaning of inequality symbols > and <. match symbols to verbal expressions . practice writing mathematical expressions for given scenarios.
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What is the meaning of inequality symbols > and < ? | Mathematics Learner’s Textbook.
Teacher’s Guide. Flashcards with inequality symbols.
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Assessment rubrics.
Checklists. Oral questions and discussion. Written tests. |
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| 2 | Numbers. | Inequalities. | By the end of the lesson,the learner should be able to:
a) Identify variables in inequalities. b) Form simple inequalities in one unknown involving real life situations. c) Develop curiosity in exploring how variables represent unknowns in inequalities. |
In groups or pairs,learners are guided to;
analyze word problems and identify variables. collaborate in forming inequalities in one unknown using different operations. share their findings in class for assessment and feedback. |
How do we form inequalities in one unknown? | Mathematics Learner’s Textbook.
Teacher’s Guide. Digital resources. |
Assessment rubrics.
Checklists. Oral discussion and questions. Written tests. Peer Assessment. |
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| 3 | Numbers | Inequalities. | By the end of the lesson,the learner should be able to:
a) Outline the steps for simplifying inequalities in one unknown. b) Simplify inequalities in one unknown involving real life situations. c) Show confidence in simplifying inequalities. |
In groups or pairs,learners are guided through the steps for simplifying inequalities in one unknown using cards or charts.
in groups or pairs,learners are guided to simplify inequalities in one unknown using cards or charts. share their findings with peers. |
How do we simplify inequalities in one unknown? | Teacher’s Guide.
Mathematics Learner’s Textbook. Cards and charts |
Assessment rubrics.
Checklists. Written tests. Oral discussion and questions. |
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| 4 | Numbers. | Inequalities. | By the end of the lesson, the learner should be able to:
a) Outline the rules for solving inequalities. b) Solve simple inequalities in one unknown involving real life situations. c) Enjoy solving inequalities accurately. |
In groups or pairs,learners are guided to:
observe teacher as he/she demonstrates how to solve inequalities in one unknown. collaborate in working out simple inequalities involving one unknown using addition and subtraction. |
How do we solve simple inequalities? | Mathematics Learner’s Textbook.
Teacher’s Guide |
Assessment rubrics.
Checklists. Written tests. Oral discussion. Peer Assessment. |
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| 5 | Numbers. | Inequalities. | By the end of the lesson,the learner should be able to:
a) Identify real life scenarios where inequalities apply. b) Form and solve inequalities from real life problems. c) Appreciate the practical use of inequalities in everyday life. |
In groups or pairs,learners are guided to:
identify and discuss scenarios where inequalities are used. practice forming and solving inequalities from real life problems. share their findings in class. |
Where do we use inequalities in real life situations? | Mathematics learner’s textbook.
Teacher’s Guide. |
Assessment rubrics.
Oral questions and discussion. Written tests.
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| 10 |
1 |
Measurements. | Length | By the end of the lesson, the learner should be able to:
a) Identify the millimeter as a unit of measuring length using rulers. b) Use millimeter as a unit of measuring length in different situations. c) Acknowledge millimeter as a unit of measuring length. |
In groups or pairs,learners are guided to:
discuss and identify the millimeter as a unit of measuring length using a ruler. identify materials that are measured in millimeter. measure length of objects in millimeters using a ruler. share their findings in class. |
What do we use to measure length in real life? | Mathematics Learner’s Books
Rulers with millimeters markings. objects of varying lengths e.g pencils , papers |
Assessment rubrics.
Class Activities. Oral questions. Checklists. |
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| 2 | Measurements. | Length | By the end of the lesson,the learner should be able to:
a) Identify the relationship between millimeter and centimeters in different situations. b) Establish the relationship between the millimeter and centimeter in different situations. c) Acknowledge the relationship between millimeter and centimeter in different situations. |
In groups or pairs,learners are guided to;
measure a given length in cm and in mm to establish the relationship between cm and mm. discuss the relationship between cm and mm . |
What is the relationship between cm and mm? | Mathematics Learner’s Textbook.
Rulers marked in both cm and mm. objects of varying length. |
Assessment rubrics.
Checklists. Oral questions and discussion. Written tests. |
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| 3 | Measurements. | Length | By the end of the lesson,the learner should be able to:
a) Explain how to convert centimeters to millimeters. b) Convert centimeters to millimeters in different situations. c) Enjoy converting centimeters to millimeters in different situations. |
In groups or pairs,learners are guided through the steps for converting centimeters to millimeters.
in groups, pairs or individually, learners to collaborate in working out problems involving converting cm to mm when measuring lengths of different objects and comparing results.
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How do we convert cm to mm in different situations? | Rulers marked in cm and mm.
Mathematics learner’s Textbook. Teacher’s Guide. objects of varying length. Conversion chart (1cm=10mm) |
Assessment rubrics.
Checklists. Written tests. Oral questions. Peer Assessment. |
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| 4 | Measurements. | Length. | By the end of the lesson, the learner should be able to:
a) Explain how to convert mm to cm in different situations. b) Convert mm to cm in different situations. c) Enjoy converting millimeters to centimeters in different situations. |
In groups or pairs,learners are guided to:
discuss how to convert mm to cm in different situations. collaborate in converting mm to cm when measuring lengths of different objects and comparing results.
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How do we convert mm to cm in different situations? | Mathematics learner’s Bk.
Conversion chart. Rulers. Objects of varying length. |
Assessment rubrics.
Class activities. Written tests. Oral questions and discussion. Checklists. |
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| 5 | Measurements. | Length. | By the end of the lesson,the learner should be able to:
a) Explain how to add centimeters and millimeters in different situations. b) Add millimeters and centimeters in different situations. c) Enjoy adding centimeters and millimeters in different situations. |
In groups or pairs,learners are guided through the steps for adding centimeters and millimeters in different situations..
collaborate in working out problems involving adding centimeters and millimeters. discuss their answers and share in class. |
How do we add centimeters and millimeters? | Mathematics Learner’s Bk.
Teacher’s Guide. Chart. Chalkboard and chalks. |
Assessment rubrics.
Checklists. Oral discussion. Oral questions. Written tests. |
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| 11 | 1 | Measurements. | Length | By the end of the lesson, the learner should be able to:
a) Explain how to subtract centimeters and millimeters in different situations. b) Subtract centimeters and millimeters in different situations. c) Enjoy subtracting centimeters and millimeters in different situations. |
In groups or pairs,learners are guided through the steps for subtracting centimeters and millimeters.
in groups,pairs or individually,learners to work out questions on subtracting centimeters and millimeters in different situations. share their findings in class for assessment. |
How do you subtract centimeters and millimeters in different situations? | Mathematics Learner’s Book.
Teacher’s Guide. Chalkboard and chalks. |
Assessment rubrics.
Written tests. Oral questions. Checklists. Peer Assessment. |
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| 2 | Measurements. | Length | By the end of the lesson,the learner should be able to:
a) Explain how to multiply centimeters and millimeters by whole numbers in real life situations. b) Multiply centimeters and millimeters by whole numbers in real life situations. c) Enjoy multiplying centimeters and millimeters by whole numbers. |
In groups or pairs,learners are guided to:
brainstorm how to multiply centimeters and millimeters by whole numbers. observe teacher as he/she illustrates how to multiply centimeters and millimeters by whole numbers. work out questions involving multiplying centimeters and millimeters by whole numbers. share their findings in class. |
How do we multiply centimeters and millimeters by whole numbers? | Mathematics Learner’s Book.
Teacher’s Guide. Digital resources. Charts. |
Illustration.
Assessment rubrics. Checklists. Peer Assessment. Written tests. |
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| 3 | Measurements. | Length | By the end of the lesson,the learner should be able to:
a) Explain how to divide centimeters and millimeters by whole numbers in real life situations. b) Divide centimeters and millimeters by whole numbers in real life situations. c) Enjoy dividing centimeters and millimeters by whole numbers in real life situations |
In groups or pairs,learners are guided to:
brainstorm how to divide centimeters and millimeters by whole numbers. observe teacher as he/she illustrates how to divide centimeters and millimeters by whole numbers. work out problems involving dividing centimeters and millimeters by whole numbers in real life situations. share their findings in class. |
How do we divide centimeters and millimeters by whole numbers? | Mathematics Learner’s Textbook.
Teacher’s Guide. Charts. Digital resources. |
Assessment rubrics.
Class activities. Illustration. Oral questions. Written tests. Checklists. |
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| 4 | Measurements. | Length | By the end of the lesson, the learner should be able to:
a) Define the term circumference in length. b) Determine the circumference of a circle practically. c) Enjoy finding circumference of circles practically. |
In groups or pairs,learners are guided to;
brainstorm and explain the term circumference. sketch the circumference, diameter and radius of a circle practically. use strings to measure the circumference of circular objects practically. share their findings in class. |
What is circumference?
How do we find circumference of circles practically? |
Mathematics Learner’s Textbook.
Circles. Circular objects. Strings. Rulers. |
Class Activities.
Checklists. Assessment rubrics. Peer Assessment. |
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| 5 | Measurements. | Length | By the end of the lesson,the learner should be able to:
a) Identify the relationship between circumference and diameter in different situations. b) Carry out practical activities to determine the relationship between circumference and diameter. c) Appreciate use of lengths in real life situations. |
In groups or pairs,learners are guided to:
use measuring ruler to measure the diameter of circular objects. measure the circumference of the circular objects using strings or measuring tapes. record their values and then calculate the ratio of the circumference to the diameter by dividing circumference by diameter to get π. share their findings in class. |
How do we determine the relationship between circumference and diameter of circular objects? | Strings.
Rulers. Circular objects. Mathematics Learner’s Textbook. |
Class Activities.
Checklists. Assessment rubrics. Oral questions and discussion. |
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| 12 | REVISION & END OF TERM ASSESSMENT.
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| 13 | END OF TERM 1 BREAK | ||||||||