RATIONALIZED KLB TUSOME MATHEMATICS GRADE 1 SCHEMES OF WORK – TERM 2
| SCHOOL | GRADE | LEARNING AREA | TERM | YEAR |
| 1 | MATHEMATICS | 2 | 2024 |
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Learning Experiences | Key Inquiry Questions | Learning methods | Assessment
Methods |
Remar |
| 1 | 1 | NUMBERS | Number concepts. Advertisements
Sorting and grouping. |
By the end of the lesson the learner should be able to: Advertisements
a) Name five different colours. Advertisements
b) Sort and group different objects according to colour in the classroom. c) Appreciate the use of sorting and grouping items according to colour in their daily lives. |
Learners to observe the pictures then identify which have a similar colour in the class room. Learners to name five different colours they know. Learners in groups to sort objects with same colours and group them together. Learners in their groups to display to the class what they have sorted and grouped. |
How can we group items having different colours? | Counters
Pictures of different colours Advertisements
Objects with different colours KLB Tusome Mathematics Activities Pupils Book 1 Pg. 65
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Number Concepts.
Pairing and matching. |
By the end of the lesson the learner should be able to:
a) Name five different shapes. b) Pair and match items according to size and shape in the classroom. c) Appreciate the use of pairing and matching items according to size and shape in their daily lives. |
Learners to name five different shapes.
Learners in groups to pair and match objects according to shape. Learners to sort objects, pair and match them according to size and shape. Learners in pairs/groups to make paper cut – outs of different shapes and colours then present them to the class. Learners in pairs to pair and match paper cut-outs similar in shape and colour. |
How can we group items having different shapes? | Counters
Pictures of different shapes. Objects of different shape and sizes KLB Tusome Mathematics Activities Pupils Book 1 Pg. 66
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Number concept | By the end of the lesson the learner should be able to:
a) Name three ways we can pair and match objects. b) Pair and match objects in the classroom. c) Appreciate the use of pairing and matching items in day-to-day activities. |
Learners to name three ways we can pair and match objects.
Learners in groups to demonstrate how to pair and match objects to establish equal number of objects (same as). Learners in groups to pair and match equal number of objects. |
-How do you identify same as? | Counters
Books Pencils Rulers Bottle caps KLB Tusome Mathematics Activities Pupils Book 1 Pg. 67 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Number concept.
Ordering |
By the end of the lesson the learner should be able to:
a) Name two ways you can arrange objects. b) Order and sequence objects from smallest to biggest (ascending order) in the classroom. c) Appreciate arranging objects from the smallest to the biggest. |
Learners are guided to understand the term ascending.
Learners to name two ways they can arrange objects. Learners in groups of five to order themselves from the smallest to the biggest (age, size). Learners to order objects in the classroom and bags from the smallest to the biggest. Learners in groups to arrange objects from the smallest to the biggest. |
How can we order objects from the smallest to the biggest? | Counters.
Objects of different sizes Picture Digital devices KLB Tusome Mathematics Activities Pupils Book 1 Pg. 68
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Number concept.
Making Patterns. |
By the end of the lesson the learner should be able to:
a) Define the term patterns. b) Identify patterns in the classroom. c) Appreciate making patterns using real objects in the classroom. |
Learners to define the term patterns.
Learners in pairs to identify different patterns in the classroom. Learners in pairs to make patterns using real objects. Learners in groups to make paper cut-outs of different shapes, sizes and colours then make patterns using them. |
How do you make patterns?
How do you identify patterns? |
Counters
Pencils Rubbers Bottles Books Rulers KLB Tusome Mathematics Activities Pupils Book 1 Pg. 69 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | 1 | NUMBERS | Number concept.
Number names. |
By the end of the lesson the leaner should be able to:
a) Recite number names in order 1 up to 40 in the classroom. b) Recite number names in order 40 to 1 correctly. c) Have fun reciting number names from 1-40 while skipping. |
Learner to recite number names 1-20 as they clap their hands.
Learners in groups to recite number names 20-40 as they stamp their feet, clap their hands and jump. Learners to recite number 1-40 while thumb clicking. Learners to recite numbers 40 – 1 while skipping or dancing.
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Which number is this 33? | Counters
Skipping ropes Learner participation KLB Tusome Mathematics Activities Pupils Book 1 Pg. 70
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Number concept.
Numbers using objects. |
By the end of the lesson the learner should be able to:
a) Name number 1 to 30. b) Identify number 11 -20 in the classroom. c) Appreciate representing numbers 11 -20 using concrete objects in the classroom. |
Learners to name number 1-30.
Learners to identify number 1-30 from flash cards Learners to use different concrete classroom objects to represent number 11-20 as well as their body parts |
How many items are in a dozen? | Counters
Straws Pencils Stones Flash cards of number 1-30 KLB Tusome Mathematics Activities Pupils Book 1 Pg. 71 – 72 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Number concept.
Counting |
By the end of the lesson the learner should be able to
a) List three objects we can use to count. b) Demonstrate through counting that a group in all situations has only one count. c) Appreciate realizing a group of objects in all situations has only one count. |
Learners to list three objects we can use to count.
Learners to demonstrate through counting that any given group of objects has only one count. Learners in pairs to count a given group of objects and present the number. Learners to complete the exercise on page 73. |
Which group has more? | Counters
Beans Stones Rubbers KLB Tusome Mathematics Activities Pupils Book 1 Pg. 73 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Whole Numbers.
Counting |
By the end of the lesson the learner should be able to:
a) Count numbers in 5’s backwards from 25 to 5. b) Count numbers in 5’s up to 25 in the classroom. c) Appreciate counting by 5’s up to 25. |
Learners are guided on the meaning of counting forward and counting backwards.
Learners in groups to identify things in the environment that exist in 5’s. Learners in pairs/groups to count real items in 5’s forward starting from 5 up to 25. Learners practice counting forward and backwards from and up to 25, individually. |
How can we count in 5’s? | Counters
Sticks Straws Pencils Number cards 1-25 KLB Tusome Mathematics Activities Pupils Book 1 Pg. 74 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Whole Numbers.
Counting |
By the end of the lesson the learner should be able to:
a) Rote count number 1 to 50. b) Count backwards and forward in 5’s from and to 50 in the classroom. c) Appreciate counting numbers in 5s in the classroom. |
Learners to rote count numbers 1 to 50.
Learners in pairs to count forward by 5’s up to 50 starting from any point using a number line. Learners to count numbers in 5’s backwards from any given point using a number line. Learners in pairs/groups to count real items in 5’s forward starting from 5 up to 50. |
How can we count in 5’s? | Counters
Sticks Straws Pencils Number cards 1-50 KLB Tusome Mathematics Activities Pupils Book 1 Pg. 75 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | 1 | NUMBERS | Whole Numbers
Numbers using objects. |
By the end of the lesson the learner should be able to:
a) Read number 1-50 b) Represent numbers 1-40 using concrete objects. c) Appreciate representing numbers 1 to 40 using objects. |
Learners to read numbers 1 to 40.
Learners to collect different safe objects in the classroom and represent numbers using the objects. Learners in groups to represent numbers using objects. Learners to count the objects in the pictures and fill in the number value. |
How many do you see? | Counters
Books Bottle Bottle caps Beans KLB Tusome Mathematics Activities Pupils Book 1 Pg. 76 – 77 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Whole Numbers
Tens and Ones. |
By the end of the lesson the learner should be able to:
a) Define the term value. b) Identify place value of ones and tens. c) Appreciate recognizing place value of tens and ones in numbers. |
Learners to define the term value.
Learners to assemble sticks, straws, strings and tins. Learners to make bundles of tens, and label tins into one and tens. Learners to identify place value of ones and tens in given numbers. Learners in pairs to recognize and write the tens and ones of given numbers. |
How many tens and ones are in the number 27? | Counters
Bundles of sticks/straws Sticks Tins marked ones and tens KLB Tusome Mathematics Activities Pupils Book 1 Pg. 78
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Whole Numbers
Reading and writing numbers. |
By the end of the lesson the learner should be able to:
a) Read numbers 1-40 in symbols in the class room. b) Arrange in order numbers 6 – 40 in the classroom. c) Write numbers 6 – 40 in symbols in the classroom. |
Learners to count numbers 1-40 as they clap and jump in the class room.
Learners to read numbers 1-40 in symbols in the class room. Learners to arrange number cards in order from 1 – 40 and 40 – 1. Learners to write numbers 6 – 40 in symbols in the classroom. |
How can we count 1-80 using claps or jumps? | Counters
Number cards Number chart
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 79
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Whole Numbers.
Numbers in words.
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By the end of the lesson the learner should be able to:
a) Read number names 1 -10. b) Identify and write numbers 1-10 in words. c) Appreciate identifying and writing numbers 1 to 10 in words. |
Learners to read numbers 1 to 10 in words.
Learners in pairs to identify and write number names of 1 to 10. Learners to practice counting and writing numbers 1-10 in symbols and words. Learners to play digital games involving identifying, naming and spelling whole numbers. Learners to play a number name identification game, using flashcards in the class room. |
How do we
write in words? |
Counters
Number cards in symbols and word 1 to 20
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 80
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Whole Numbers.
Number Patterns. |
By the end of the lesson the learner should be able to:
a) Define the term patterns. b) Identify missing numbers in number patterns up to 10. c) Appreciate creating number patterns with numbers up to 10. |
Learners to define the term patterns.
Learners in to identify missing numbers in number patterns up to 10. Learners in pairs to create number patterns with numbers up to 20 and share with other groups Learners to play a number pattern identification game, in the class room. |
What is the
next number in the pattern? |
Counters
Number chart 1 – 20 Number cards 1 – 20 KLB Tusome Mathematics Activities Pupils Book 1 Pg. 81 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | 1 | NUMBERS | Whole Numbers.
Number Patterns |
By the end of the lesson the learner should be able to:
a) Make patterns using numbers up to 20. b) Work out missing numbers in number patterns increasing in 2’s and 5’s in the class room. c) Appreciate number patterns |
Learners to count forward in 2’s, 3’s and 5’s up to 20 beginning from any number between 1 – 20.
Learners to identify the next number in given patterns on a number line. Learners in pairs to create patterns with numbers up to 20. Learners to play a number pattern identification game, in the class room. |
How can we identify missing numbers? | Counters
Number line Digital device whole number digital games KLB Tusome Mathematics Activities Pupils Book 1 Pg. 82 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to:
a) Define the term addition. b) Add 3-single digit numbers up to a sum of 10. c) Develop curiosity to add 3 single digit numbers using a number cards. |
Learners to define the term addition.
Learners in pairs to use’+’ and ‘=’ signs in adding different objects within the class. Learners to add 3- single digit-numbers by skipping on a number line. Learners to use a number line to add 3 single digit numbers. |
How can we use + and = sign? | Counters
Seeds Number cards 1 to 10 Number line cards KLB Tusome Mathematics Activities Pupils Book 1 Pg. 83 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Addition | By the end of the lesson the learner should be able to:
a) Arrange a sum of 3-single digit numbers horizontally and add correctly. b) Add 3 single digit numbers using the family of 10. c) Recognize the place value of 3-single digit number. |
Learners to observe the teacher demonstrate add 3-single digit horizontally.
Learners to give the steps to follow while adding 3 single digit numbers. Learner in pairs practice arranging and adding together sums 3-single digit horizontally till mastery. Learners to add 3-single digit together with sums not exceeding 10. |
How can we add 3 single digit numbers by counting on? | Counters
Bottle tops, marbles, stones, sticks, grains, Number line cards Number cards KLB Tusome Mathematics Activities Pupils Book 1 Pg. 84 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Addition | By the end of the lesson, the learner should be able to:
a) State the term place value. b) Add a 2-digit number to a 1-digit number without regrouping vertically. c) Appreciate adding a 2-digit number to a 1-digit number. |
Learners to state the term place value.
In groups learners to add a 2-digit number to a 1-digit number without regrouping vertically using a place value chart. Appreciate adding a 2-digit number to a 1-digit number using a place value chart. |
How can you add a 2-digit number to a 1-digit number? | Counters
Small stones Number cards Place value chart KLB Tusome Mathematics Activities Pupils Book 1 Pg. 85 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Addition | By the end of the lesson the learner should be able to:
a) Name three objects used in counting. b) Add a 2-digit number to a 1-digit number without regrouping horizontally. c) Develop curiosity of adding a 2-digit number to a 1-digit number without regrouping horizontally. |
Learners to name three objects used in counting.
Learners to demonstrate adding a 2-digit number to a 1-digit number. In pairs learners to solve problems involving a 2-digit number and a 1-digit number and present their findings. Learners to practice adding till mastery. |
How can you add a 2-digit number to a 1-digit number? | Counters
Small stones Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 86 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to:
a) Rote count numbers 1 to 50. b) Add a 2-digit number to a 1-digit number without regrouping vertically. c) Appreciate adding a 2- digit number to a 1-digit number without regrouping. |
Teacher demonstrates to the learners how to add a 2-digit number to a 1-digit number without regrouping using a number line.
In groups learners to find missing numbers in sums involving a 2-digit number to a 1-digit number using a number line then present their findings. -Appreciate adding a 2-digit number to a 1-digit number using a number line. |
How can you add a 2-digit number to a 1-digit number? | Counters
Number line Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 87
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to:
a) State the term place value. b) Add a 2-digit number to a 1-digit number without regrouping horizontally. c) Appreciate adding a 2-digit number to a 1-digit number. |
Learners to state the term place value.
Learners are guided on the place value arrangement of a 2 digit numbers on a place value chart horizontally. In groups learners to add a 2-digit number to a 1-digit number without regrouping horizontally using a number line. Appreciate adding a 2-digit number to a 1-digit number using a place value chart. |
How can you add a 2-digit number to a 1-digit number? | Counters
Small stones Number cards Place value chart
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 88
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to:
a) Explain steps followed when adding multiples of 10 vertically and horizontally. b) Add multiples of 10 up to 100 vertically and horizontally. c) Appreciate adding multiples of 10 up to 50 |
Learners to explain steps followed when adding multiples of 10 vertically and horizontally.
In groups, learners to demonstrate adding multiples of 10 up to 50 vertically and horizontally. In pairs, learners to solve problems involving adding multiples of 10 up to 50 vertically and horizontally.
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How can you add multiples of 10 up to 50 vertically and horizontally? | Counters
Sticks Straws Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 89
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Number Patterns. | By the end of the lesson the learner should be able to;
a) Count forward in 2s, 3s and 5s up to 50. b) Work out missing numbers involving addition of whole numbers up to 50. c) Enjoy filling in the missing number. |
Learners in pairs to count forward in 2s, 3s and 5s up to 50.
Learners observe as the teacher demonstrates how to get the next number in a number pattern by adding and counting forward. Learner to work out the missing number in patterns involving addition.
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How do we work out missing numbers in patters involving addition? | Counters
Sticks Straws Bottle caps Number cards KLB Tusome Mathematics Activities Pupils Book 1 Pg. 90 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Subtraction | By the end of the lesson the learner should be able to;
a) Define the term subtraction. b) Model subtraction as take-away. c) Appreciate modelling subtraction as taking away. |
Learners to define the term subtraction.
Learners observe as the teacher demonstrates subtraction as take away. In groups learners to model subtraction as take-away using concrete objects. Learners in pairs to solve problems and discuss on their solutions. Learners to practice subtracting single digits vertically till mastery. |
How can you model subtraction as taking away? | Counters
Sticks Straws Small stones Number cards KLB Tusome Mathematics Activities Pupils Book 1 Pg. 93 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 6 | 1 | NUMBERS | Subtraction | By the end of the lesson the learner should be able to;
a) Rote count backwards from 10 to 1. b) Subtract numbers 1 – 9 from 10 by taking away. c) Appreciate subtracting single digit number from 10 by counting backwards |
Learners to define the term subtraction.
Learners make tens using straws, pencils and sticks. Learners to observe as the teacher demonstrates using bundles of ten to work out subtraction of single digits from 10. In pairs learners to demonstrate subtraction of single digit numbers by counting backwards using concrete objects. |
How do you subtract single digit numbers? | Counters
Straws Sticks Basic addition facts table
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 92
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Subtraction | By the end of the lesson the learner should be able to;
a) Use ‘-‘signs in writing subtraction sentences. b) Subtract single digit number from a double-digit number by taking away. c) Appreciate using ‘-‘signs in writing subtraction sentences. |
In pairs learners to demonstrate use of ‘-‘ signs using concrete objects.
In pairs learners to demonstrate subtraction of single digit numbers by counting backwards using concrete objects. Learners in pairs to appreciate subtracting single digit numbers by solving problems and discussing the solution. Learners to work out missing numbers in subtraction of single digit number from a 2- digit numbers. |
How do you subtract single digit numbers from double digit numbers? | Counters
Sticks Straws Small stones Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 93
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | NUMBERS | Subtraction | By the end of the lesson the learner should be able to;
a) Mention two ways we can subtract. b) Subtract 1-digit number from a 2-digit number horizontally. c) Develop curiosity on subtracting 1-digit number from a 2-digit number horizontally. |
Learners to mention two ways we can subtract numbers.
Learners demonstrate subtraction of 1-digit number from a 2-digit number horizontally. In pairs learners to solve problems involving subtracting a 1-digit number from a 2-digit number horizontally and present their findings. |
How do you subtract a single digit number from a 2-digit number horizontally? | Counters
Number line cards Counters Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 94
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | NUMBERS | Subtraction
Subtract and add. |
By the end of the lesson the learner should be able to;
a) Define the term addition and subtraction. b) Use the relationship between addition and subtraction in working out problems involving basic addition facts. c) Appreciate subtracting a single digit from a 2-digit number based on basic addition facts. |
Learners to define the term addition and subtraction.
Learners to study the basic addition fact table. In pairs, learners to demonstrate writing two related subtraction facts. Learners to appreciate subtracting a single digit from a 2-digit number based on basic addition facts using number family till mastery.
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How do you subtract number-based addition facts?
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Counters
Picture of a basic addition facts table
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 95
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | NUMBERS | Subtraction | By the end of the lesson the learner should be able to;
a) Explain bundles of 10. b) Subtract multiples of 10 up to 90. c) Appreciate subtracting multiples of 10 up to 90. |
Learners to explain what bundles of 10 is.
Learners to read subtraction sentences involving multiples of 10. In pairs learners to discuss and subtract multiples of 10 up to 90 Appreciate subtracting multiples of 10 up to 90
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How do we subtract multiples of 10? | Counters
Sticks Straws Number cards KLB Tusome Mathematics Activities Pupils Book 1 Pg. 96
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 7 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to:
a) Rote count in tens from 10 to 100. b) Subtract two 2-digit numbers in tens horizontally using place value chart. c) Develop curiosity on subtracting numbers in tens, horizontally. |
Learners observe as the teacher demonstrates how to arrange on place value charts and subtract 2 tens horizontally not exceeding 90.
Learners to count in tens till 100. Learners demonstrate subtraction of 2 tens numbers horizontally. In pairs learners to solve problems involving subtracting of 2 tens horizontally and present their findings. |
How do we subtract multiples of 10 horizontally? | Counters
Place value charts Counters Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 97
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | NUMBERS | Subtraction
Number patterns |
By the end of the lesson the learner should be able to;
a) Count backwards in 2s, 3s and 5s starting from 50 b) Work out missing number patterns involving subtraction of whole numbers up to 50. c) Appreciate working out missing numbers involving subtraction. |
Learners to practice completing the pattern.
Learners in pairs to count backward in 2s, 3s and 5s from 50. Learners observe as the teacher demonstrates how to get the next number in a number pattern by subtracting and counting backwards. Learner to work out the missing number in patterns involving subtraction. Learners to work out the next number in patterns involving subtraction. |
How do you work out missing numbers in patterns involving subtraction? | Counters
Sticks Straws Bottle caps Number cards
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 98
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | MEASUREMENT | Length
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By the end of the lesson the learner should be able to;
a) Describe the meaning of the term ‘same as” b) Compare length of objects directly to identify those ‘same as’. c) Have fun comparing length of different objects. |
Learners to take turns to explain the term same as in comparison to length.
In groups, learners to identify objects that are the same length found in the classroom. In pairs, learners to compare the length of objects using ‘same as’ in the classroom. Learners to make paper strips to show same as. |
How do you compare the length of two objects? | Counters
Objects of different lengths: rulers, sticks, books, pencils, bottles. Paper Scissors KLB Tusome Mathematics Activities Pupils Book 1 Pg. 99 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | MEASUREMENT | Length
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By the end of the lesson, the learner should be able to;
a) Identify items that are same length. b) Measure lengths of similar items by comparing two objects. c) Desire to identify more items that are same as in length. |
Learners are guided on how to compare length of objects by observing.
Learners to identify objects that have the same length in the classroom. In pairs, learners to compare the length of objects using same as while having fun. Learners to record, share and discuss the results. |
Which items have the same length? | Counters
Objects of different lengths: rulers, sticks, books, pencils KLB Tusome Mathematics Activities Pupils Book 1 Pg. 100
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | MEASUREMENT | Length
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By the end of the lesson, the learner should be able to:
a) Name three ways we can measure the length of objects. b) Measure the length of objects using arbitrary units. c) Appreciate measuring length using arbitrary units. |
Learners to name three ways we can measure the length of objects.
Learners to demonstrate how to identify and measure length of an object by arranging same sized sticks/ bottle tops along the object. In groups, learners to discuss and measure the length of objects using sticks and bottle tops. In groups, learners to measure the length of objects using sticks or bottle tops then present their findings. |
Which objects can be used to measure the length of the teacher’s table? | Counters
Sticks Objects Bottle tops
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 101
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 8 | MIDTERM BREAK | ||||||||
| 9 | 1 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to;
a) Define the term mass. b) Compare mass of objects directly. c) Develop interest in measuring mass of similar objects. |
Learners to name the instrument used to measure mass.
Learners in groups to measure mass of two objects using the words same as. Learners to observe pictures of objects on page 102 and compare them using same as. Learners to answer the questions that follow on page 102. |
What measurement unit do we use to measure mass? | Counters
Objects with different mass Items of same mass Beam balance KLB Tusome Mathematics Activities Pupils Book 1 Pg. 102 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to:
a) Name the instrument used to measure mass. b) Measure the mass of objects using arbitrary units. c) Develop interest measuring mass of objects. |
Learners to name the instrument used to measure mass.
Learners to balance identified objects with the same mass but different shape on a beam balance and compare whether the mass changes or remains the same. Learners in groups to measure mass of two objects, similar in mass but in different shapes using the words same as. |
Which instrument can you use to measure mass?
How can you show that an object is heavier than, lighter than or same as your mathematics textbook? |
Counters
Classroom objects Books Duster Ruler Rubbers Beam balance
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 103
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to:
a) Define the term beam balance. b) Measure the mass of objects using arbitrary units. c) Develop interest measuring mass of objects. |
Learners to define the term beam balance.
Learners to observe as the teacher demonstrates how to measure ‘same as’ mass by balancing different objects in a beam balance. Learners in groups to measure mass of two objects, ensuring they balance until it is ‘same as’. |
How many pieces of chalk are the same mass as a chalkboard duster? | Counters
Beam balance Blocks of different masses. Items to measure in the classroom. KLB Tusome Mathematics Activities Pupils Book 1 Pg. 104
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to;
a) Identify items that can be used as weight in the classroom environment. b) Measure the mass of objects using arbitrary units. c) Use the term “same as” in terms of mass appropriately. |
Learners identify and assemble materials in the classroom environment that can get measured in the beam balance.
Learners to measure mass of different things using a beam balance by placing items on the beam balance until it balances. Learners to practice using the term ‘same as’ in reference to all the measured items. |
How many erasers are the same mass as a wooden block? | Counters
Beam balance Blocks of different masses. Items to measure in the classroom. KLB Tusome Mathematics Activities Pupils Book 1 Pg. 105
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | MEASUREMENT
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Capacity
Measuring capacity. |
By the end of the lesson, the learner should be able to;
a) Define the term capacity. b) Compare capacity of containers directly. c) Appreciate measuring capacity of containers. |
Learners to define the term capacity.
Demonstrate to learners how to identify which container hold more, less and same as through emptying and filling. Learners in groups to empty and fill water in different containers and establish which holds more, less or same as. Learners to share their findings with other groups. |
How can we find out which container holds more, less or same as? | Counters
Containers of different sizes Water KLB Tusome Mathematics Activities Pupils Book 1 Pg. 106
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 10 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to;
a) Name three items used to compare capacity. b) Compare capacity of containers directly. c) Appreciate conserving capacity of containers through manipulation. |
Learners to name three items used to compare capacity.
Learners to identify and compare containers which holds more, less or same as. Learners to fill containers of different shapes and sizes with water then empty into others so as to establish that some containers can hold the same amount although their shapes are different. |
How can we find out which two containers hold same amount of water even though their shapes are different? | Counters
Containers of different sizes Water Sand
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 107
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to:
a) Name two items we can use to measure the capacity. b) Measure the capacity of containers using arbitrary units. c) Develop interest measuring capacity of containers. |
Learners to name three items used to compare capacity.
Learners to identify and compare containers which holds more, less or same as. Learners to fill containers of different shapes and sizes with water then empty into others so as to establish that some containers can hold the same amount although their shapes are different. |
How can we find out which container holds more, less or same as?
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Counters
Containers of different sizes Water Sand
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 108
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to:
a) Name two items we can use to measure the capacity. b) Measure the capacity of containers using arbitrary units. c) Develop interest measuring capacity of containers. |
Learners to name two items we can use to measure the capacity.
Demonstrate to the learners how given small containers can fill a large container. Learners in groups to use a small container to fill a large container as they count how many small containers are used. Learners to share their findings with other groups.
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-How many small containers can be used to fill large containers? | Counters
Containers of different sizes Water Sand
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 109
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to;
a) Name different times of the day according to the sun’s shadow. b) Relate daily activities to time. c) Appreciate identifying activities they do at home. |
Learners to observe the three positions of the sun using digital devices and name the different times in a day.
Learners to identify activities they do in the morning, afternoon and evening. Learners in groups discuss activities they do in the morning afternoon and evening.
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What time do you wake up? | Counters
Flash cards of times of the day Clock KLB Tusome Mathematics Activities Pupils Book 1 Pg. 110
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to;
a) Name the days assembly is held in school b) Relate days of the week with various activities. c) Appreciate the importance of time in real life situations |
Learners to name the days they attend parade in school.
Learners to identify activities that take place during the days of the week.
Learners in groups discuss activities they do at school on each day of the week. |
Which days of the week do you raise the school flag?
Which day of the week do we go for worship? |
Counters
Flash cards of days of the week and months of the year Clock KLB Tusome Mathematics Activities Pupils Book 1 Pg. 111
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 11 | 1 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to:
a) Recite the days of the week. b) Write the names of thedays of the week correctly and in order. c) Appreciate identifying activities they do at home. |
Learners to name the days of the week.
Learners to take turns to spell out the names of the days of the week. Learners in groups to arrange the flashcards with days of the week in order. Learners to fill in the missing days of the week. Learners in groups to discuss different activities they do on different days. |
Which is the 4th day of the week? | Counters
Calendar Flash cards Wall clock KLB Tusome Mathematics Activities Pupils Book 1 Pg. 112 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | MEASUREMENT | Money
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By the end of the lesson, the learner should be able to:
a) Define the term money. b) Identify Kenyan currency coins and notes up to sh. 100. c) Appreciate the importance of money in day-to-day life. |
Learners to define the term money.
Learners to observe and identify Kenyan currency coins and notes up to sh.100. Learners to note distinctive features to help identify the notes and coins on the front or the back. Learners in groups to sort and group Kenyan currency coins and notes |
How can you identify Kenyan currency coins and notes? | Counters
Kenyan currency coins and notes up to sh.100 KLB Tusome Mathematics Activities Pupils Book 1 Pg. 113 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | MEASUREMENT | Money
Buying and selling.
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By the end of the lesson, the learner should be able to:
a) Name five items you buy on the supermarket. b) Relate money to goods and services up to sh. 100 in shopping activities. c) Appreciate shopping in day to day live. |
Learners to name five items one can buy in the supermarket.
Learners in groups to buy items equivalent to the money they have up to maximum of sh. 100. Learners to discuss their experiences in relation to shopping activities. Learners to observe the price list on page 114 and answer the questions. |
What can you buy with Ksh. 100? | Counters
Money with different values Items labeled with price against them KLB Tusome Mathematics Activities Pupils Book 1 Pg. 114 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | MEASUREMENT | Money
Needs and Wants |
By the end of the lesson, the learner should be able to:
a) Define the term wants and needs. b) Identify items that are wants and needs. c) Appreciate differentiating between wants and needs. |
Learners to define the term wants and needs.
Learners in groups identify items that are needs. Learners in groups identify items that are wants. Learners draw and name items that are wants and needs. Learners observe the pictures on page 115, read the name and identify it as either a want or a need. |
What is a need?
What is a want? |
Counters
Picture of needs and wants
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 115
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Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | GEOMETRY | Lines
Straight lines.
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By the end of the lesson, the learner should be able to:
a) Define a line. b) Model a straight line using plasticine and clay. c) Enjoy modeling straight lines till mastery. |
Learners are guided to identify a line as a continuous dot.
Learners observe as the teacher demonstrate how to model a straight line using either plasticine or clay. Learners model straight lines in the classroom
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What is a line? | Counters
Pictures of items with straight lines Plasticine Clay KLB Tusome Mathematics Activities Pupils Book 1 Pg. 116 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 12 | 1 | GEOMETRY | Lines
Straight lines.
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By the end of the lesson, the learner should be able to;
a) Name two types of lines. b) Identify items that have straight lines. c) Enjoy drawing straight lines. |
Learners to name two types of straight lines.
Learners to stand behind one another facing the same side and identify what type have formed is a straight line. Learners in groups to mark two points on the ground to draw a straight line by joining the two points. |
What type of lines are they?
How can we draw a straight line |
Counters
Pictures of items with straight lines Rulers Sticks KLB Tusome Mathematics Activities Pupils Book 1 Pg. 117 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 2 | GEOMETRY | Lines
Curved lines. |
By the end of the lesson, the learner should be able to:
a) Identify curved lines in nature. b) Model a curved line using plasticine and clay. c) Enjoy modeling curved lines till mastery. |
Learners are guided to identify curved lines in the environment i.e. rainbow, hills, mountains
Learners observe as the teacher demonstrate how to model a curved line using either plasticine or clay. Learners model curved lines in the classroom
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What is a curved line? | Counters
Pictures of items with curved lines Plasticine Clay KLB Tusome Mathematics Activities Pupils Book 1 Pg. 118 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 3 | GEOMETRY | Lines
Curved lines. |
By the end of the lesson, the learner should be able to:
a) Name utensils that have curved lines. b) Brainstorm and list items that have curved lines. c) Appreciate drawing curved lines. |
Learners to name two types of straight lines.
Learners to form a semi-circle and identify the semi-circle as a curved line. Learners in groups to mark two points on the ground and draw curved lines. Learners draw curved lines on their exercise books. |
Which items at home have curved lines in their shape? | Counters
Pictures of items with curved lines Flexible rulers Strings Rope KLB Tusome Mathematics Activities Pupils Book 1 Pg. 119 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 4 | GEOMETRY | Shapes
Circle |
By the end of the lesson, the learner should be able to;
a) Draw and name a circle shape. b) Brainstorm and identify the circle shape on different items in the environment. c) Appreciate the circle shapes in the immediate environment. |
Learners name different shapes they know.
Learners identify the drawn shape as a circle shape. Learners draw a circle shape in their classroom environment. Learners to name items that have a circle shape in the environment. Learners to identify the shapes and objects with the circle shape from the pictures on page 126. |
What shape is your face?
What shape is a Ksh. 40 coin? |
Counters
A chart on different items with a circle shape Real items with a circle shape.
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 120 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 5 | GEOMETRY | Shapes
Making patterns |
By the end of the lesson, the learner should be able to;
a) Identify shapes used in the pattern. b) Draw and create patterns using different shapes. c) Appreciate making patterns involving rectangles, circles, triangles, ovals and squares. |
Learners to identify and name the different shapes found in their classroom.
Learners to make patterns of their choice using combination of two different shapes. Learners in groups to make patterns and share with other groups. Learners to make patterns using digital devices |
What shapes can you identify in your environment?
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Counters
A chart on different shapes. Sample patterns
KLB Tusome Mathematics Activities Pupils Book 1 Pg. 121 |
Observation
Written exercise Checklist Oral questions Discussions Question and answer |
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| 13-14 | END OF TERM TWO ASSESSMENT | ||||||||