STRAND/THEME/TOPIC: NUMBERS
SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (sorting and grouping)
By the end of the lesson, the learner should be to sort and group objects according to size.
How do you sort and group objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Balls. Books.
Pencils of all different sizes.
Mathematics pupil’s book 1 pg.2. Mathematics teachers guide grade 1 pg. 3. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to sing a song on sorting and grouping.
Step 1: Using pencils of two different sizes show the learners how to sort and group objects according to size.
Step 2: Guide Learner in pairs or groups to sort and group objects according to size. Learners to share their findings with other groups.
Step 3: Learners to do activities in pupil’s book page 2.
Review the lesson
Learners to sort and group objects according to size.
Learners to sort and group objects according to size in school and at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
By the end of the lesson, the learner should be to sort and group objects according to shape.
How do you sort and group objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Paper cut-outs of rectangles, triangles, circles. Mathematics pupil’s book 1 pg.3 Mathematics teachers guide grade 1 pg. 4 ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to sort and group objects according to size.
Step 1: Using different cut-outs, show learners how to sort and group objects according to shape.
Step 2: Guide Learner in pairs or groups to sort and group objects according to shape. Learners to share their findings with other groups.
Step 3: Learners to do activities in pupil’s book page 3.
Review the lesson and make summary.
Learners to sort and group objects according to shape.
Learners to sort and group objects according to shape in school and at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (pairing and matching)
By the end of the lesson, the learner should be to pair and match objects according to size.
How do you pair and match objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Bottles.
Blocks of wood.
Mathematics pupil’s book 1 pg.4. Mathematics teachers guide grade 1 pg. 5. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their daily experiences on pairing and matching.
Step 1: Using two groups of objects, show learners how to pair and match according to size of group.
Step 2: Guide Learner in pairs or groups to pair and match objects. Learners to share their findings with other groups.
Step 3: Learners to do activities in pupil’s book page 4.
Review the lesson.
Learners to pair and match objects.
Learners to practice pairing and matching of objects in school and home environment.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (Making patterns)
By the end of the lesson, the learner should be to make patterns using objects of different sizes.
How do you make patterns using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Bottles. Marbles.
Balls all of different sizes.
Mathematics pupil’s book 1 pg.5. Mathematics teachers guide grade 1 pg. 6. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to pair and match objects.
Step 1: Using two groups of balls show learners how to make patterns according to size.
Step 2: Guide Learner in pairs or groups to make patterns using objects according to size. Learners to share their findings with the other groups.
Step 3: Learners to do activities in pupil’s book page 5.
Review the lesson and make summary.
LESSON PLAN MATHEMATICS ACTIVITIES
Learners to display and discuss their patterns
EXTENSION OF ACTIVITIES
Learners to make patterns using objects according to size in school and at home, for example during play activities.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (Number names)
By the end of the lesson, the learner should be to recite number names in order up to 20
How do you recite number names in order?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Videos. Audios.
Mathematics pupil’s book 1 pg.6. Mathematics teachers guide grade 1 pg. 7. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners sing a song on number names.
Step 1: Show learners how to recite number names 1 up to 20.
Step 2: Guide Learner in pairs or groups to recite number names in order, 1 up to 20.
Step 3: Learners to do activities in pupil’s book page 6.
Review the lesson and make summary notes. CONCLUSION (Assessment of Learning) Learners to sing a song on number names.
LESSON PLAN MATHEMATICS ACTIVITIES
Learners to sing songs involving number names in order, in school and at home, for example during
play activities
REFLECTION ON THE LESSON/SELF-REMARKS
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (Numbers using objects)
By the end of the lesson, the learner should be to represent numbers up to 10 using objects
How do you represent numbers using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Books. Pencils. Balls, bottles.
Number cards, beads, buttons. Mathematics pupil’s book 1 pg.7-8. Mathematics teachers guide grade 1 pg. 8. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners sing a song on number names.
Step 1: Show learners how to represent numbers up to 10 using objects. Draw a two column table to represent the number and corresponding objects.
Step 2: Guide Learner in pairs or groups to represent numbers up to 10 using objects. Guide learners to fill in the table.
Step 3: Learners to do activities in pupil’s book page 7.
Review the lesson.
CONCLUSION (Assessment of Learning) Learners to represent numbers up to 10 using objects. EXTENSION OF ACTIVITIES
Learners to practice representing numbers up to 10 using objects in school and at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to count in 1’s up to 20 forward and backward.
How do you count numbers forward and backward?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Straws. Bottle tops.
Stones, beads, buttons, sticks.
Mathematics pupil’s book 1 pg.9. Mathematics teachers guide grade 1 pg. 10. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners sing a song on number names.
Step 1: Show learners how to count in 1’s up to 20 forward and backward.
Step 2: Guide Learner in pairs or groups to count in 1’s up to 20 forward and backward starting from any point.
Step 3: Learners to do activities in pupil’s book page 9.
Review the lesson.
Learners to sing a song related toLcEoSuSntOinNg iPnL1A’sNupMtoA2T0H. EMATICS ACTIVITIES EXTENSION OF ACTIVITWIEeeSk: Lesson:
Learners to practice counting in1’s up to 20 in school and at home with family.
By the end of the lesson, the learner should be to count in 2’s up to 20 forward and backward.
How do you count numbers forward and backward?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.10. Mathematics teachers guide grade 1 pg. 11. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count in 1’s up to 20 forward and backward.
Step 1: Show learners how to count in 2’s up to 20 forward and backward.
Step 2: Guide Learner in pairs or groups to count in 2’s up to 20 forward and backward starting from any point.
Step 3: Learners to do activities in pupil’s book page 10.
Review the lesson and make summary CONCLUSION (Assessment of Learning) Learners to sing a song related to counting in 2’s
Learners to practice counting inL2E’sSuSpOtNo 2P0LiAn NschMooAlTaHndEaMt AhoTmIeCwSitAh CfaTmIiVlyI.TIES
Lesson:
By the end of the lesson, the learner should be to represent numbers up to 20 using objects.
How do you represent numbers using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.11 Mathematics teachers guide grade 1 pg. 12. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to represent numbers up to 10 using objects.
Step 1: Show learners how to represent numbers up to 20 using objects. Draw a two column table to represent the number and corresponding objects.
Step 2: Guide Learner in pairs or groups to represent numbers up to 20 using objects. Guide learners to fill the table.
Step 3: Learners to do activities in pupil’s book page 11.
Review the lesson.
Learners to represent numbers up to 20 using objects.
Learners to practice represenWtinegekn:umbers up to 20 using objects, Linesscohno:ol and with family members.
SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole Numbers (Tens and ones) Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify place value of digits in numbers up to tens.
How do you identify the place value of a digit in a number?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Sticks. Straws.
Place value tins, place value trays, abacus, bottle tops.
Mathematics pupil’s book 1 pg.12. Mathematics teachers guide grade 1 pg. 13. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to discuss items found in bundles. For example, s bunch of bananas, a bundle of kales, and a bundle of firewood.
Step 1: Show learners how to represent 12 using bundles of sticks. Count 12 sticks. Tie 10 sticks to make a bundle of ten and 2 loose sticks. 12 is 1 ten 2 ones.
Step 2: Guide Learner in pairs or groups to represent place value of digits in numbers using bundles of sticks.
Step 3: Learners to do activities in pupil’s book page 12.
Review the lesson
Learners to identify place valWueeoefkd: igits in numbers.
Lesson:
Learners to practice representing place value of digits in numbers using bundles of sticks.
SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole Numbers (Reading numbers) Specific lesson learning outcome.
By the end of the lesson, the learner should be to read number symbols up to 20.
How do you read number symbols?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Number chart. Number cards. Video clips.
Mathematics pupil’s book 1 pg.13. Mathematics teachers guide grade 1 pg. 14. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Sing a song on reading numbers
Step 1: Show learners how to read number symbols 1 up to 20 using number charts, video or number cards.
Step 2: Guide Learner in pairs or groups to read number symbols 1 to 20.
Step 3: Learners to do activities in pupil’s book page 13.
Review the lesson.
Learners to arrange in order and LreEadSSjuOmNblPedLnAuNmMbeAr cTaHrdEs.MATICS ACTIVITIES EXTENSION OF ACTIVITWIEeeSk: Lesson:
Learners to read number symbols on calendars, wall clocks, classroom doors and mobile phones among others in school and at home.
SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole Numbers (Writing numbers) Specific lesson learning outcome.
By the end of the lesson, the learner should be to write number symbols up to 20.
How do you write number symbols?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Number chart. Number cards. Video clips.
Mathematics pupil’s book 1 pg.14. Mathematics teachers guide grade 1 pg. 15. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Sing a song on reading numbers.
Step 1: Show learners how to read number and write number symbols 1 up to 20 using number charts and number cards.
Step 2: Guide Learner in pairs or groups to read and write number symbols 1 up to 20 using number cards, such as jumbled numbers in a box, learners play a fishing game of reading and writing.
Step 3: Learners to do activities in pupil’s book page 14.
Review the lesson and make summary.
Learners to pick numbers froWm eaebko:x, read and write them.
Lesson:
Learners to read and write number symbols 1 up to 20 in school and at home.
By the end of the lesson, the learner should be to work out missing numbers in patterns up to 5 in 1’s
How do you work out missing numbers in a pattern?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Number cards with numerals. Video clips.
Mathematics pupil’s book 1 pg.15. Mathematics teachers guide grade 1 pg. 16. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count in 1’s up to 5 forward and backward.
Step 1: Write 1, 2, 3, , 5 and 2, 3, 4, . Show learners how to identify the rule of the patterns and work out the missing number in the patterns.
Step 2: Guide Learner in pairs or groups to work out missing numbers in patterns.
Step 3: Learners to do activities in pupil’s book page 15.
Review the lesson and make summary
Arrange 5 learners in front of theLcElaSsSs.OENacPhLleAaNrneMr tAoThHolEd Ma nAuTmIbCeSr 1A,C2,T3I,V4I,T5I.EASs the rest display their numbers, the one holding number 3 hides. The rest of the class to identify the rule of the pattern and say
the missing number.
EXTENSION OF ACTIVITIES
Learners to play games involving number patterns both in school and at home.
By the end of the lesson, the learner should be to create number patterns up to 10.
How do you create number patterns?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Number cards with numerals. Video clips.
Mathematics pupil’s book 1 pg.16. Mathematics teachers guide grade 1 pg. 17. ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to work out missing numbers in patterns up to 5.
Step 1: Show learners how to create number patterns up to 10 by identifying a rule for the pattern and choosing a starting point.
Step 2: Guide Learner in pairs or groups to create number patterns up to 10.
Step 3: Learners to do activities in pupil’s book page 16.
Review the lesson.
Put 10 numbers in a basket on theLEteSacShOeNr’sPtLabAleN. HMaAviTngHaErMulAe TofICinScrAeaCsiTnIgVbIyT2IEstSarting at 3, create a
number pattern. Stick number 3 on the wall. Learners to identify the next number pick the number and
stick it next to number 3. The process continues in turns until the pattern is created.
Learners to play games involving number patterns both in school and at home.
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
LEARNING RESOURCES
Counters.
Mathematics pupil’s book 1 pg.17. Mathematics teachers guide grade 1 pg. 19. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to recite numbers up to 5.
|
|
Show learners how to get the total number of balls by putting the two groups together and counting the number of balls in the new group.
Step 2: Guide Learner in pairs or groups to get the total number of counters in two groups up to a total of 5. Let the learner practice using different number of counters in the two groups.
Step 3: Learners to do activities in pupil’s book page 17.
Review the lesson.
Learners to model addition as puLttiEnSgSoObjNecPtsLtAogNetMherAuTpHtoEMa sAumTIoCfS5 ACTIVITIES EXTENSION OF ACTIVITWIEeeSk: Lesson:
Learners to discuss with family members how to put groups of objects together to get the total.
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
LEARNING RESOURCES
Counters.
Mathematics pupil’s book 1 pg.18. Mathematics teachers guide grade 1 pg. 20. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to recite numbers up to 10.
|
|
Show learners how to get the total number of balls by putting the two groups together and counting the number of balls in the new group.
|
|
|
Step 2: Guide Learner in pairs or groups to get the total number of counters in the two groups up to a sum of 10. ferent number of co as shown
Step 3: Learners to do activities in pupil’s book page 18.
Review the lesson on readingWnuemekb:ers
Lesson:
Learners to model addition as putting objects together up to a sum of 10
Learners to discuss with family members how to put groups of objects together to get the total.
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
LEARNING RESOURCES
Counters.
Mathematics pupil’s book 1 pg.19. Mathematics teachers guide grade 1 pg. 21. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to recite numbers up to 15.
Step 1: Draw 4 triangles and 9 triangles.
Show learners how to get the total number triangles by putting together the two groups and counting the number of triangles in the new group.
Step 2: Guide Learner in pairs or groups to get the total number of counters in two groups up to a total of 15. Let the learner practice using different number of counters in the two groups as shown
| 8 | AND | 5 |
| 11 | AND | 4 |
Review the lesson on reading numLbEeSrSs.ON PLAN MATHEMATICS ACTIVITIES
Lesson:
Learners to model addition as putting objects together up to a sum of 15
Learners to discuss with family members how to put groups of objects together to get the total.
SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition (putting together) Specific lesson learning outcome.
By the end of the lesson, the learner should be to model addition as putting objects together up to a sum of 20.
How do you get the total number of objects from two groups?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.20. Mathematics teachers guide grade 1 pg. 22. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to recite numbers up to 20.
Step 1: Draw 5 and 6 objects .
Show learners how to get the total number triangles by putting together the two groups and counting the number of triangles in the new group.
Step 2: Guide Learner in pairs or groups to get the total number of counters in two groups up to a total of 20. Let the learner practice using different number of counters in the two groups as shown
| 6 | AND | 3 |
| 9 | AND | 9 |
Step 3: Learners to do activities in pupil’s book page 20.
Review the lesson on reading numLbEeSrsSON PLAN MATHEMATICS ACTIVITIES
Lesson:
Learners to model addition as putting objects together up to a sum of 20
Learners to discuss with family members how to put groups of objects together to get the total.
SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition (addition “+” sign)
Specific lesson learning outcome.
By the end of the lesson, the learner should be to represent addition as putting objects together by using “+”.
How do you get the total number of objects from two groups?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.21. Mathematics teachers guide grade 1 pg. 23. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to recite numbers up to 20.
|
|
|
Explain to the learners that putting together is adding. Show learners how to put objects together to get the total.
Explain to the learners that “and” means “plus” and we use the sign (+). Use example of two objects and none
|
|
ob her as tw
ne writt
|
And is
2 + 1 is 3
Step 2: Guide Learner in pairs or groups to use addition sign to represent putting objects together with sum up to 20.
Step 3: Learners to do activities in pupil’s book page 21.
Review the lesson and make Wsumeemk:ary
Lesson:
Learners to write and use the addition sign in putting objects together.
Learners to discuss with their family members where the concept of addition.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to write and use the equal (=) sign in addition sentences.
How do you represent the equal sign in addition sentences?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.22. Mathematics teachers guide grade 1 pg. 24. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to represent “putting together” using the addition sign with sum up to 20.
Step 1: Draw
Show learners that 5 objects added to 6 objects is 11
Explain to the learner that “is” it means the same as equal sign, written using the sign “=”
Write the addition sentence using the equals sign. 5+6 = 11
Step 2: Guide Learner in pairs or groups to use the sign “=” in putting groups of objects together.
Step 3: Learners to do activities in pupil’s book page 22.
Review the lesson.
Learners to put together objecWtseaenkd: write the corresponding additioLnessseonnte: nce using “=” sign.
Learners to discuss with their family members where the concept of addition is used at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to write addition sentences.
How do you write addition sentences?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.23. Mathematics teachers guide grade 1 pg. 25. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to represent “putting together” using the equal sign (=) with sum up to 20.
Step 1: Draw and is
2 plus 3 is 5
2 + 3 = 5
Show learners how to represent putting together using the addition “+” and equals.”=” sign
Step 2: Guide Learner in pairs or groups to write addition sentences to represent putting together.
Step 3: Learners to do activities in pupil’s book page 21.
Review the lesson and make summary.
Learners to write addition senWteeneckes:.
Lesson:
Learners to find out when and where the word equals is used in school and at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 5 horizontally.
How do you add 2-single digit numbers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.24. Mathematics teachers guide grade 1 pg. 26. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count and write numbers from 1 to 10.
|
Step 1: Write 3
Show learners how to find the total using objects.
Step 2: Guide Learner in pairs or groups to work out 1 + 4 using objects.
Step 3: Learners to do activities in pupil’s book page 24.
Review the lesson.
Learners to add 2-single digit numbers up to a sum of 5.
Learners to practice adding 2W-seinekg:le digit numbers in real life situaLteiosnsosn. :
By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 5 vertically.
How do you add 2-single digit numbers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.25. Mathematics teachers guide grade 1 pg. 27. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count and write numbers from 1 to 10.
|
Step 1: Write 3
|
Show learners that 3
can be written as 3
+2
And explain how to find the total using objects
3
|
+2
Step 2: Guide Learner in pairs or groups to add 2-single digit numbers with sum up to 5 vertically.
Step 3: Learners to do activitLieEs SinSpOuNpiPl’Ls bAoNokMpaAgTeH25E.MATICS ACTIVITIES
Review the lesson.
CONCLUSION (Assessment of Learning)
Learners to add 2-single digit numbers up to a sum of 5 vertically.
Learners to practice adding 2-single digit numbers in real life situations.
By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 10 horizontally.
How do you add 2-single digit numbers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.26. Mathematics teachers guide grade 1 pg. 28. ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to count and write numbers from 1 to 10.
|
Step 1: Write 5
Show learners how to find the total using objects horizontally.
Step 2: Guide Learner in pairs or groups to work out 3 + 4 by using objects.
Step 3: Learners to do activities in pupil’s book page 26.
Review the lesson and make summary.
Learners to add 2-single digit numbers up to a sum of 10 horizontally.
Learners to practice adding 2W-seinekg:le digit numbers up to a sum of L10esisnonre:al life situations.
By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 10 vertically.
How do you add 2-single digit numbers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.27. Mathematics teachers guide grade 1 pg. 29. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count and write numbers from 1 to 10.
Step 1: Write 4
Show learners how to find the total using objects.
4
+3
Step 2: Guide Learner in pairs or groups to work out 7 using objects
Week: Lesson:
Step 3: Learners to do activities in pupil’s book page 27.
Review the lesson on reading numbers
Learners to add 2-single digit numbers up to a sum of 10 vertically.
Learners to practice adding 2-single digit numbers in real life situations.
By the end of the lesson, the learner should be to work out missing numbers in number patterns involving addition up to 10.
How do you work out missing numbers in patterns?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.28. Mathematics teachers guide grade 1 pg. 30. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count by 1 and 2 up to 10.
Step 1: Write the pattern 1, 2, 3, , ,
Show learners how to work out the missing numbers in the pattern through addition as 1 + 2 = 2
2 + 1 = 3
3 + 1 = 4
4 + 1 = 5
5 + 1 = 6
Missing numbers are 4, 5, 6 LESSON PLAN MATHEMATICS ACTIVITIES
The pattern is 1, 2, 3, 4, 5W,6 eek: Lesson:
Step 2: Guide Learner in pairs or groups to work out missing numbers in number patterns involving addition up to 10.
Step 3: Learners to do activities in pupil’s book page 28.
Review the lesson and make summary.
Learners to work out missing numbers in patterns involving addition up to 10
Learners to practice working out missing numbers in patterns involving addition up to 10 at home.
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
LEARNING RESOURCES
Counters.
Mathematics pupil’s book 1 pg.29. Mathematics teachers guide grade 1 pg. 33. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 5.
|
Step 1: Dra
4 take away 2 is 2 LESSON PLAN MATHEMATICS ACTIVITIES
Step 2: Guide Learner in Wpaeiresko:r groups to model subtraction uLpetsoso5na:s taking away using objects.
Step 3: Learners to do activities in pupil’s book page 29.
Review the lesson on subtraction.
Learners to model subtraction up to 5 as taking away using objects
Learners to practice modelling subtraction in real life situations.
| Core competencies | Values | PCIs |
| · | · Unity · Respect · Patriotism · responsibility |
LEARNING RESOURCES
Counters.
Mathematics pupil’s book 1 pg.30. Mathematics teachers guide grade 1 pg. 34-35. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 10.
|
Step 1: Dra
9 take away 3 is 6
Step 2: Guide Learner in pairs or groups to model subtraction up to 10 as taking away using objects.
Step 3: Learners to do activities in pupil’s book page 30.
Review the lesson.
Learners to model subtraction up to 10 as taking away using objects
Learners to practice modelling subtraction in real life situations.
By the end of the lesson, the learner should be to model subtraction up to 20 as taking away using objects.
How do you show taking away using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.31. Mathematics teachers guide grade 1 pg. 36-37. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 20.
|
Step 1: Dra
Show learners how to subtract by taking away object up to 10.
DOWNLOADED FROM TEACHERSUPDATES.CO.KE
15 take away 5 is 10
Step 2: Write 18 take away 6. Guide Learner in pairs or groups to work out 18 take away 6 using objects.
Step 3: Learners to do activities in pupil’s book page 31.
Review the lesson.
Learners to model subtraction up to 200 as taking away using objects to the whole class.
Learners to practice modelling subtraction as taking away in real life situations.
|
By the end of the lesson, the learner should be to write and use subtraction sign (-) in representing subtraction.
How do you show taking away using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.32. Mathematics teachers guide grade 1 pg. 38. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 20.
Step 1: Draw Demonstrate
5 take away 2 is 3
5 – 2 is 3
Explain to the learners that “take away” is replaced with (-) and show how to write the sig.
Step 2: Guide Learner in pairs or groups to write and use (-) in representing subtraction.
Step 3: Learners to do activities in pupil’s book page 32.
Review the lesson. LESSON PLAN MATHEMATICS ACTIVITIES
Learners to use (-) in representing subtraction.
Lesson:
Learners to practice subtraction as taking away using objects in real life situations.
| Review the SleCssHoOn.OL | GRADE | DATE | TIME | ROLL |
| CONCLUSION (Assessment of | LOeNarEning) |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to write and use subtraction sign (=) in representing subtraction.
How do you show taking away using objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.33. Mathematics teachers guide grade 1 pg. 39. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 20.
Step 1: Draw
Demonstrate
4 take away 2 is 2
4 – 2 = 2
Explain to the learners that “is” is replaced with equal (=) sign.
Step 2: Guide Learner in pairs or groups to write and use (=) in representing subtraction.
Learners to write and use the equal (=) sign in representing subtraction.
Learners to practice writing and using the equal (=) sign in subtraction.
| Review the SleCssHoOn.OL | GRADE | DATE | TIME | ROLL |
| CONCLUSION (Assessment of | LOeNarEning) |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to write subtraction sentences using the subtraction sign (-) and equal (=) sign.
How do you write subtraction sentences?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.34. Mathematics teachers guide grade 1 pg. 40. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to model subtraction as taking away using objects.
Step 1: Draw
Demonstrate
3 take away 2 is 1
3 – 2 = 1
Explain to the learners that “take away” is replaced with (-) and “is” is replaced with equal (=) sign in writing
subtraction sentences.
Step 2: Guide Learner in pairs or groups to write subtraction sentences using (-) and (=)
Learners to write subtraction sentences using (-) and (=).
Learners to practice writing subtraction sentences in school and at home.
| Review the SleCssHoOn.OL | GRADE | DATE | TIME | ROLL |
| CONCLUSION (Assessment of | LOeNarEning) |
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to subtract 2-single digit numbers horizontally.
How do you subtract 2-single digit numbers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters.
Mathematics pupil’s book 1 pg.35. Mathematics teachers guide grade 1 pg. 41. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to count backwards from 10.
|
Step 1: Write 7
Show learners how to work out 7 – 5 using counters
|
Therefore 7 –
Step 2: Guide Learner in pairs or groups to work out subtraction of 2-single digit numbers horizontally.
Step 3: Learners to do activities in pupil’s book page 35.
Review the lesson and make summary.
Learners to subtract 2-single Wdigeietkn:umbers horizontally
Lesson:
Learners to practice subtraction of 2-single digit numbers in school and home.
STRAND/THEME/TOPIC: NUMBERS
Specific lesson learning outcome.
By the end of the lesson, the learner should be to work out missing numbers involving subtraction up to 10.
How do you work out missing numbers in patterns?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Counters. Number cards.
Mathematics pupil’s book 1 pg.36. Mathematics teachers guide grade 1 pg. 42. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to arrange number cards from 1 to 10 in order.
Step 1: Write 8, 6, 4,
Show learners how to subtract 2 from a number to get the next number as 8 – 2 = 6
6 – 2 = 4
4 – 2 = 2
The next number is 2. Therefore the pattern is 8, 6, 4, 2
Step 2: Write 7, 6, 5, . Guide Learner in pairs or groups to subtract 1 from a number to get the next number.
Step 3: Learners to do activitLieEs SinSpOuNpiPl’Ls bAoNokMpaAgTeH36E.MATICS ACTIVITIES
Week: Lesson:
Review the lesson and make summary.
Learners to work out missing numbers in patterns involving subtraction up to 10.
Learners to practice working out missing numbers in patterns involving subtraction up to 10 with family members.
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to compare length of objects directly.
How do you compare length of two objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Sticks.
Pencils, biro pens, Trees,
Textbooks.
Mathematics pupil’s book 1 pg.37. Mathematics teachers guide grade 1 pg. 44. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to mention items they have in class and their uses.
Step 1: Show learners how to compare two sticks of different length. Describe and write the results of the comparison using the words shorter than and longer than.
Step 2: Guide Learner in pairs or groups to compare length of exercise books, textbooks, pencils and rulers using the word longer than or shorter than. Learners to share the results with other groups.
Step 3: Learners to do activities in pupil’s book page 37.
Review the lesson and make sumLmEaSryS.ON PLAN MATHEMATICS ACTIVITIES
Lesson:
Learners to compare length using the words longer than and shorter than.
Learners to compare length using the words longer than and shorter than in school and home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT SUBSTRAND/SUB-THEME/SUB-TOPIC: LENGTH
Specific lesson learning outcome.
By the end of the lesson, the learner should be to conserve length through manipulation.
What happens to the length of an object when it is straight and when it is not straight?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Ropes. Strings.
Mathematics pupil’s book 1 pg.38. Mathematics teachers guide grade 1 pg. 45. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to compare length using “longer than” and “shorter than”
Step 1: Show learners how to compare the length of a rope when it is straight and when it is not. You could use a string to compare the length of the rope. Explain that the length of the rope remains the same whether on a straight line, circular or curved.
Step 2: Guide Learner in pairs or groups to compare the length of a rope when it is straight and when it is not.
Learners to use a string to measure the length of the rope when it is straight, circular or curved. Learners to share their results with other groups.
Step 3: Learners to do activities in pupil’s book page 38.
Review the lesson and make summary.
Learners to ask and answer qWueseteikon: s on conversation of length.
Learners to practice conservation of length with family members.
Lesson:
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to measure length using arbitrary units.
How can you find the length of the teacher’s table?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Desks. Tables.
Textbooks, a chart of a hands pan. Mathematics pupil’s book 1 pg.39. Mathematics teachers guide grade 1 pg. 46. ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to sing a song about the parts of the body.
Step 1: Show learners how to measure the length of the teacher’s table using handspans and pencils. Write the
number of handspans and pencils.
Step 2: Guide Learner in pairs or groups to measure the length of their desks using handspans and pencils.
Learners to share their results with other groups.
Step 3: Learners to do activities in pupil’s book page 39.
Review the lesson.
Learners to measure other lenWgtehesku:sing handspans.
Lesson:
Learners to practice measuring length using their handspans at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to measure length using arbitrary units.
How can you find the length of the classroom?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Classroom floor. Wall.
Mathematics pupil’s book 1 pg.40. Mathematics teachers guide grade 1 pg. 47. ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to use the handspan to measure length of objects in the classroom.
Step 1: Show learners how to measure the length of the classroom using footsteps. Write the number footsteps.
Step 2: Guide Learner in pairs or groups to measure the length of other sides of the classroom using footsteps.
Learners to share their findings.
Step 3: Learners to do activities in pupil’s book page 40.
Review the lesson and make summary points of the lesson.
Learners to measure different lenLgtEhSsSuOsinNgPfoLoAtsNtepMs.ATHEMATICS ACTIVITIES EXTENSION OF ACTIVITWIEeeSk: Lesson:
Learners to measure different lengths using footsteps at home.
By the end of the lesson, the learner should be to compare mass of objects directly.
How do you compare the mass of two objects?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Exercise books. Textbooks.
Pencils, dusters, school bags, shoes. Mathematics pupil’s book 1 pg.41. Mathematics teachers guide grade 1 pg. 49. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to mention objects in classroom.
Step 1: Show learners how to compare the mass of a textbook and a pencil by directly handling. Describe using
“heavier than” or “lighter than”.
Step 2: Guide Learner in pairs or groups to compare the mass of different objects in the classroom. Compare an exercise book and a textbook to find out which one is heavier or lighter than the other.
Step 3: Learners to do activities in pupil’s book page 41.
Review the lesson on mass.
Learners to compare mass usiWngeethke: words heavier than and lighterLtehsasno.n:
Learners to compare the mass of objects in the environment using the words heavier than and lighter than.
By the end of the lesson, the learner should be to conserve mass through manipulation.
What happens to the mass of an object when its shape changes?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Plascticine Clay.
Beam balance, rolling pin.
Mathematics pupil’s book 1 pg.42 Mathematics teachers guide grade 1 pg. 50 ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to name objects they can make using Plascticine or clay.
Step 1: Balance two Plascticine balls on a beam balance. Roll one of the balls into a flat shape and compare its mass with the other ball. Explain that the mass of the ball remains the same even after flattening.
Step 2: Guide Learner in pairs or groups to make other pairs of Plascticine balls that balance on a beam balance.
Learners to roll one ball into a flat shape and compare its mass with the other ball. Learners compare their results with other groups.
Step 3: Learners to do activities in pupil’s book page 42.
Review the lesson. LESSON PLAN MATHEMATICS ACTIVITIES
CONCLUSION (AssessmenWt oefekL:earning) Learners to ask and answer questions on conservation of mass. EXTENSION OF ACTIVITIES
Learners to compare mass of an object when in different shapes at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to measure mass using arbitrary units.
How can you find the mass of an object?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Beam balance. Bottle tops.
Exercise books, textbooks, marbles, and ruler. Mathematics pupil’s book 1 pg.43.
Mathematics teachers guide grade 1 pg. 51.
Learners to work in pairs or groups.
Learners to compare mass of objects directly.
Step 1: Show learners how to measure the mass of an exercise book using bottle tops. Write the number of bottle tops used to balance the ruler. Explain to the learners the mass of the ruler in terms of the bottle tops.
Step 2: Guide Learner in pairs or groups to measure the mass of an exercise book using marbles. Learners compare their results with other groups.
Learners to measure mass usiWngeaerkb:itrary units.
Lesson:
Learners to use arbitrary units to measure mass of objects in the environment.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT SUBSTRAND/SUB-THEME/SUB-TOPIC: CAPACITY
Specific lesson learning outcome.
By the end of the lesson, the learner should be to compare capacity of containers directly.
How do you compare capacity of two containers?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Water. Basin.
Bottles, jugs, sufuria, cup, tins. Mathematics pupil’s book 1 pg.44. Mathematics teachers guide grade 1 pg. 53. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to name different containers found at home.
Step 1: Show learners how to compare the capacity of a jug and a cup by filling and emptying. Describe the capacity of the containers identifying which container holds more or holds less.
Step 2: Guide Learner in pairs or groups to fill and empty containers identifying which container holds more or holds less. Learners compare their results with other groups.
Step 3: Learners to do activities in pupil’s book page 44.
Review the lesson.
Learners to compare capacitieWs eoefkd:ifferent containers.
Lesson:
Learners to practice comparing capacity of containers in the environment.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to conserve capacity through manipulation.
What happens to the amount of water in a container when it is poured into a bigger container?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Water. Bottles. Jugs, tins.
Mathematics pupil’s book 1 pg.45. Mathematics teachers guide grade 1 pg. 54. ORGANIZATION OF LEARNING
Learners to work in pairs or groups
Learners to name containers that hold the same amount of water.
Step 1: Through filling and emptying activities, explain to the learners that the amount of water in a container remain the same even when it is transferred to another container.
Step 2: Guide Learner in pairs or groups to fill and empty different containers to establish that the amount of water in a container remain the same even when it is transferred to another container. Learners to share their findings with other groups.
Step 3: Learners to do activities in pupil’s book page 45.
Review the lesson. LESSON PLAN MATHEMATICS ACTIVITIES
CONCLUSION (AssessmenWt oefekL:earning) Learners to ask and answer questions on conservation of capacity. EXTENSION OF ACTIVITIES
Learners to discuss conservation of capacity with family members.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to find out which containers hold the same amount of water.
How can you establish that containers can hold the same amount of water?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Water.
Bottles, bucket. Jugs, tins.
Mathematics pupil’s book 1 pg.46. Mathematics teachers guide grade 1 pg. 55 ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to name containers used in daily life.
Step 1: Through filling and emptying activities, explain to the learners how to find out which containers hold the same amount of water.
Step 2: Guide Learner in pairs or groups to fill and empty different containers to find out which container holds the same amount of water.
Step 3: Learners to do activities in pupil’s book page 46.
Review the lesson and make summary points of the lesson.
Learners to ask and answer qWueseteikon: s on conservation of capacity. Lesson:
Learners to discuss conservation of capacity with family members.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to measure the capacity of a given container using smaller containers.
How can you measure how much a container can hold?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Water.
Bottles, bucket. Jugs, tins.
Mathematics pupil’s book 1 pg.47. Mathematics teachers guide grade 1 pg. 56. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share experiences on filling larger containers using smaller containers.
Step 1: Through filling and emptying activities, establish the number of times each containers can fill the bucket.
Step 2: Guide Learner in pairs or groups to fill a smaller container and empty into a large container. Repeat with other small containers. Count to find out the number of times it takes each of the smaller containers to fill the larger container. Learners to share their findings with other groups.
Step 3: Learners to do activities in pupil’s book page 47.
Review the lesson.
Learners to measure capacityWofeceokn: tainers using smaller containerLs.esson:
Learners to practice measuring capacity of containers in the environment.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to tell the daily activities at home.
What activities are carried out at home?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Picture of a homestead.
Mathematics pupil’s book 1 pg.48. Mathematics teachers guide grade 1 pg. 58. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share experiences on their daily activities at home.
Step 1: Explain to the learners the activities that take place at your home every day. Write the activities.
Step 2: Guide Learner in pairs or groups to discuss their daily activities at home. Learners to share on their daily activities at home with other groups.
Step 3: Learners to do activities in pupil’s book page 48.
Review the lesson.
Learners to name the daily activities at home.
Learners to undertake variouWs aecetkiv: ities at home and note the timeLtehsesyonta:ke place.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to tell the daily activities at school.
What activities are carried out at school?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Picture of a school environment. Mathematics pupil’s book 1 pg.49. Mathematics teachers guide grade 1 pg. 59. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share experiences on their daily activities at school.
Step 1: Explain to the learners the activities that take place at school every day. Write the activities.
Step 2: Guide Learner in pairs or groups to discuss their daily activities at school. Learners to share on their daily activities at school with other groups.
Step 3: Learners to do activities in pupil’s book page 49.
Review the lesson.
Learners to name the daily activities at school.
Learners to participate in theWaceteikv:ities in the school community.
Lesson:
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify the times of the day.
How do you tell the times of the day?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Picture of a school environment. Mathematics pupil’s book 1 pg.50. Mathematics teachers guide grade 1 pg. 60. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share on how they tell the times of the day.
Step 1: Tell learners the times of the day. Write morning, noon, afternoon and evening.
Step 2: Guide Learner in pairs or groups to discuss the times of the day. Learners to discuss on the times of the day with other groups.
Step 3: Learners to do activities in pupil’s book page 50.
Review the lesson.
Learners to name the times of the day.
Learners to observe and descWribeekt:he times of the day.
Lesson:
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify and sort Kenyan currency coins and notes up to sh. 100.
How do you identify Kenyan money?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Real money in notes and coins. Mathematics pupil’s book 1 pg.51. Mathematics teachers guide grade 1 pg. 62. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their experiences with money.
Step 1: Show learners Kenyan currency in coins and notes and discuss the features of the coins.
Step 2: Guide Learner in pairs or groups to sort and identify the coins by their features. Learners to share their observations with the other groups.
Step 3: Learners to do activities in pupil’s book page 51.
Review the lesson.
Learners to sort Kenyan currency coins and notes up to 100.
Learners to participate in buWyinegeka:nd selling activities at home andLeinsstohne:community.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify goods and services.
How do you spend money?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Picture of goods and services. Mathematics pupil’s book 1 pg.52. Mathematics teachers guide grade 1 pg. 63. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their experiences on spending money.
Step 1: Show and explain to the learners pictures on goods and services. Write examples of goods and services on the boar.
Step 2: Guide Learner in pairs or groups to sort and identify goods and services. Learners to share their list of goods and services with the other groups.
Step 3: Learners to do activities in pupil’s book page 52.
Review the lesson.
Learners to name goods and services.
Learners to participate in buWyinegeka:nd selling of goods and pay forLsersvsoicne:using coins and notes at home.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: MEASUREMENT
Specific lesson learning outcome.
By the end of the lesson, the learner should be to relate money to goods and services up to sh. 100 in shopping activities.
What can you buy with money?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Classroom shop.
Mathematics pupil’s book 1 pg.53. Mathematics teachers guide grade 1 pg. 64. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their experiences on buying and selling with regards to goods or services and the amount of money spent.
Step 1: Explain to the learners how goods and services are related to money. Write on the board goods and services a given amount of money can buy.
Step 2: Guide Learner in pairs or groups to discuss goods and services and how much they could pay for them.
Write goods and services and their costs on the chalkboard.
Step 3: Learners to do activities in pupil’s book page 53.
Review the lesson and make summary.
Learners to relate money to goodLs EanSdSsOeNrviPceLsA. N MATHEMATICS ACTIVITIES EXTENSION OF ACTIVITWIEeeSk: Lesson:
Learners to participate in buying and selling using coins and notes.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: GEOMETRY
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify straight lines.
How do you identify straight line?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Books.
Pieces of sticks. Crayons, chalk, charcoal.
Mathematics pupil’s book 1 pg.54 Mathematics teachers guide grade 1 pg. 66. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their experiences with lines. For example, lining up during assembly, in the hospital, religious activities, at the poshomill, at the water collection point.
Step 1: Show learners how to form a straight line using toy cars. Draw a line along the formation.
Step 2: Guide Learner in pairs or groups to identify straight lines.
Step 3: Learners to do activities in pupil’s book page 54.
Review the lesson on straight lines and make summary.
Learners to identify straight lWineesekw:ithin the classroom.
Lesson:
Learners to identify straight lines in school, at home and in the community.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: GEOMETRY SUBSTRAND/SUB-THEME/SUB-TOPIC: LINES
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify curved lines.
How do you identify curved line?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Books.
Pieces of sticks. Crayons, chalk, charcoal.
Mathematics pupil’s book 1 pg.55. Mathematics teachers guide grade 1 pg. 67. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to share their experiences with lines. For example, lining up during assembly, in the hospital, religious activities, at the poshomill, at the water collection point.
Step 1: Show learners how to form a curved line using objects. Draw a line along the formation.
Step 2: Guide Learner in pairs or groups to identify curved lines
Step 3: Learners to do activities in pupil’s book page 55.
Review the lesson.
Learners to sing a song standWingeeink:a semi-circular formation.
Lesson:
Learners to identify curved lines in school, at home and in the community.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: GEOMETRY SUBSTRAND/SUB-THEME/SUB-TOPIC: SHAPES
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify rectangles within the environment.
How do rectangles look like?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Objects with different shapes, Rectangular cut-outs.
Mathematics pupil’s book 1 pg.56. Mathematics teachers guide grade 1 pg. 69. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to name different items in the classroom.
|
Show learners items with rectangular shape within the classroom and the environment. Tell the learners that a shape that looks like the one drawn is called a rectangle.
Step 2: Guide Learner in pairs or groups to identify objects with rectangular shapes within the classroom and outside. Guide learners in drawing rectangles.
Step 3: Learners to do activities in pupil’s book page 56.
Review the lesson on shapes and drawing.
Learners to draw rectangles. Week: Lesson:
Learners to identify objects with rectangular shapes within their homes and share with others.
| SCHOOL | GRADE | DATE | TIME | ROLL |
| ONE |
STRAND/THEME/TOPIC: GEOMETRY SUBSTRAND/SUB-THEME/SUB-TOPIC: SHAPES
Specific lesson learning outcome.
By the end of the lesson, the learner should be to identify triangles within the environment.
How do triangles look like?
| Core competencies | Values | PCIs |
| · Learning to learn · Communication and collaboration · Imagination and | · Unity · Respect · Patriotism · responsibility | Self-awareness Self-esteem |
| creativity · Problem solving |
Objects with different shapes. Rectangular cut-outs.
Mathematics pupil’s book 1 pg.57. Mathematics teachers guide grade 1 pg. 70. ORGANIZATION OF LEARNING
Learners to work in pairs or groups.
Learners to name different items in the classroom.
Show learners items with triangular shape within the classroom and the environment. Tell the learners that a shape that looks like the one drawn is called a triangle.
Step 2: Guide Learner in pairs or groups to identify objects with triangular shapes within the classroom and outside. Guide learners in drawing triangles.
Step 3: Learners to do activities in pupil’s book page 57.
Review the lesson.
Learners to draw triangles.
Week: Lesson:
EXTENSION OF ACTIVITIES
Learners to identify objects with triangular shapes within their homes and share with others.
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