RATIONALIZED GRADE 5 RATIONALISED MENTOR MATHEMATICS SCHEMES OF WORK TERM 2
SCHOOL……………………………………….. TEACHERS NAME……………………………………….. TERM 2
| Week | Lesson | Strand | Sub strand | Specific learning outcomes | Learning experiences | Key inquiry questions | Learning resources | Assessment Methods | Reflection | |
| 1 | 1 | Numbers | Fractions | By the end of the lesson, the learner should be able to: · Discuss how to add two fractions with the same denominator using different methods. · Add fractions with same denominator in different situations. · Appreciate addition of fractions in different situations |
In pairs, groups or as individuals, Discuss how to add two fractions with the same denominator using different methods. Learner to add fractions with same denominator in different situations
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How do you add fractions with the same denominator?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 75-76 |
Written tests Oral questions Observation Assessment tests |
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| 2 | Numbers | Fractions | By the end of the lesson, the learners should be able to:
· Use paper cutout to explain how to subtract fractions with the same denominator · Subtract fractions with the same denominator in different situations · Take pleasure in subtracting fractions with the same denominator in real life |
In pairs, groups or as individuals, subtract fractions with the same denominator in different situations
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How do you subtract fractions with the same denominator?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 76-77 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Numbers | Fractions | By the end of the lesson, the learners should be able to:
· Explain how to add fractions with one renaming · Add fractions with one renaming in different situation · Take pleasure in adding fractions with one renaming in real life |
In pairs, groups or as individuals ,Explain how to add fractions with one renaming
Learner to add fractions with one renaming in different situation
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How do you add fractions with one renaming? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 78 -79 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Numbers | fractions | By the end of the lesson, the learner should be able to:
· Observe a demonstration by the teacher on how to subtract fractions with one renaming · Subtract fractions with one renaming in different situation · Take pleasure in subtracting fractions with one renaming in real life |
In pairs, groups or as individuals Subtract fractions with one renaming in different situation
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How do you add fractions with one renaming? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 80-81 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Numbers | Fractions | By the end of the lesson, the learners should be able to:
· Watch a video clip involving fractions using a digital device · Play digital games involving fractions for fun and enjoyment · Appreciate using digital devices to learn more on fractions. |
In pairs, groups or as individuals Watch a video clip involving fractions using a digital device
Learners to play digital games involving fractions for fun and enjoyment
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Which digital game involving fractions do you know? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 81 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | 1 | Numbers | Decimals | By the end of the lesson, the learner should be able to:
· Identify how to find the place value of decimals up to thousandths · Find out where decimals are used in real life · Appreciate the use of decimals in real life situations |
In pairs, groups or as individuals Identify how to find the place value of decimals up to thousandths
Find out where decimals are used in real life |
How do you find the place value of decimals up to thousandths? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 82 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Numbers | Decimals | By the end of the lesson, the learner should be able to:
· Use number cards to find the place value of decimals up to thousandths · Tell the place value of decimals up to thousandths in different situation · Apply the place value of decimals in real life situations |
In pairs, groups or as individuals Find the place value of decimals up to thousandths in different situation
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Where are decimals used in real life?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 82-83 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Numbers | Decimals | By the end of the lesson, the learners should be able to:
· Discuss how to order decimals in ascending order using number cards and number lines · Order decimals from the smallest to the largest using a number line. · Enjoy ordering decimals from the smallest to the largest in different situations. |
In pairs, groups or as individuals order decimals from the smallest to the largest using a number line. | What is to order decimals in ascending order?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 83-84 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Numbers | Decimals | By the end of the lesson, the learners should be able to:
· Discuss how to order decimals in descending order using number cards and number lines · Order decimals from the largest to the smallest using a number line. · Enjoy ordering decimals from the largest to the smallest in different situations. |
In pairs, groups or as individuals, Discuss how to order decimals in descending order using number cards and number lines.
Learner to order decimals from the largest to the smallest using a number line.
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What is to order decimals in descending order?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 84-85 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Numbers | Decimals | By the end of the lesson, the learners should be able to:
· Explain how to add decimals in a place value chart · Add decimals in different situations · Appreciate addition of decimals in real life situations |
In pairs, groups or as individuals add decimals in different situations | How do you add decimals?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 86-87 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | 1 | Numbers | Decimals | By the end of the lesson, the learner should be able to:
· Discuss how to subtract decimals in a place value chart · Subtract decimals in different situations · Appreciate subtraction of decimals in real life situations |
In pairs, groups or as individuals, Discuss how to subtract decimals in a place value chart.
Learner to subtract decimals in different situations
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How do you subtract decimals?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grade 5 page 87-89 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Numbers | Decimals | By the end of the lesson, the learners should be able to:
· Search for a game involving decimals using a digital device · Play a digital game involving decimals for fun and enjoyment · Appreciate use of decimals in real life situations |
In pairs or as individuals, Search for a game involving decimals using a digital device.
Learner to play digit games on involving numbers. |
Where are decimals used in real life? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 89 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Length | By the end of the lesson, the learner should be able to:
· Identify kilometer as a unit of measuring length. · Approximate distance in kilometres. · Appreciate kilometer as a unit for measuring distance. |
In pairs, groups or as individuals, Identify kilometer as a unit of measuring length
Learner to approximate distance in kilometres |
What is a kilometre? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 90 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Discuss how to measure length in kilometres. · Measure length in kilometres using a metre rule or string · Appreciate use of addition in real life |
In pairs, groups, Discuss how to measure length in kilometres
Learner to measure length in kilometres using a metre rule or string
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How do you measure length in kilometres? | KICD Mathematics Curriculum Design
Mathematics Grad 5 page 91-92 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Estimate distance in kilometres · Measure the actual distance and compare with the estimated distance · Enjoy measuring and estimating distance in kilometres |
In pairs, groups or as individuals measure the actual distance and compare with the estimated distance
|
How do you estimate distance? | KICD Mathematics Curriculum Design
Mathematics Grad 5 page 92 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | 1 | Measurement | Length | By the end of the lesson, the learner should be able to:
· Discuss the relationship between metres and kilometres · Show the relationship between metres and kilometres. · Appreciate the relationship between metres and kilometres |
In pairs, groups or as individuals watch a video clip on the relationship between metres and kilometres
Learner to show the relationship between metres and kilometres
|
What is the relationship between metres and kilometres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 93-94 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Identify how to convert kilometres into metres · Convert kilometres to metres in different situations · Appreciate converting kilometres to metres in real life situations |
In pairs, groups or as individuals Identify how to convert kilometres into metres.
Learner to convert kilometres to metres in different situations.
|
How do you convert kilometres to metres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 94 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Identify how to convert metres into kilometres · Convert metres into kilometres in different situations · Appreciate converting metres into kilometres in real life situations |
In pairs, groups or as individuals, Identify how to convert metres into kilometres.
Learner to convert metres into kilometres in different situations
|
How do you convert metres into kilometres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 95 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Length | By the end of the lesson the learner should be able to:
· Discuss how to add length in kilometres and metres · Add length in kilometres and metres in different situations · Enjoy adding length in kilometres and metres in real life situation |
Learner is guided in groups to discuss how to add length in kilometres and metres.
Learner to add length in kilometres and metres in different situations.
|
How do you add length in kilometres and metres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 96-98 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Discuss how to subtract length in kilometres and metres · Subtract length in kilometres and metres in different situations · Enjoy subtracting length in kilometres and metres in real life situation |
Learner is guided in groups to discuss how to subtract length in kilometres and metres
Learner to subtract length in kilometres and metres in different situations |
How do you subtract length in kilometres and metres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 98-99 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | 1 | Measurement | Length | By the end of the lesson, the learners should be able to:
· Explain how to multiply length in kilometres and metres · Multiply length in kilometres and metres in different situations · Enjoy multiplying length in kilometres and metres in real life situation |
Learner is guided individually or in groups to multiply length in kilometres and metres in different situations
|
How do you multiply length in kilometres and metres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 99-100 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Length | By the end of the lesson, the learners should be able to
· Explain how to divide length in kilometres and metres · Divide length in kilometres and metres in different situations · Enjoy dividing length in kilometres and metres in real life situation |
Learner is guided individually or in groups to divide length in kilometres and metres in different situations
|
How do you divide length in kilometres and metres? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 101 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Area | By the end of the lesson, the learners should be able to:
· Identify a square centimeter (cm3) as a unit of measuring area. · Use cutouts to measure area of different items · Appreciate the square centimeter as a unit of measuring area |
In pairs, groups or as individuals Identify a square centimeter (cm3) as a unit of measuring area.
Use cutouts to measure area of different items
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What is area?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 102-103 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Area-Area of a rectangle | By the end of the lesson, the learners should be able to:
· Discuss how to calculate the area of a rectangle. · Calculate the area of a rectangle in different situations · Enjoy calculating the area of a rectangle in real life situations |
In pairs, groups or as individuals discuss how to calculate the area of a rectangle.
Learner to calculate the area of a rectangle in different situations
|
How do you find the area of a rectangle?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 104-105 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Area-Area of a square | By the end of the lesson the learner should be able to:
· Discuss how to calculate the area of a rectangle. · Calculate the area of a square in different situations. · Enjoy calculating the area of a square in real life situations. |
In pairs, groups or as individuals discuss how to calculate the area of a square.
Learner to calculate the area of a square in different situations |
How do you find the area of a square?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 106-107 |
Written tests
Oral questions Observation Assessment tests |
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| 6 | 1 | Measurement | Area | By the end of the lesson the learner should be able to:
· Use IT devices for learning more on calculating area and for enjoyment. · Play digital games involving area in pairs. · Appreciate calculating area in real life situations. |
In pairs /in groups learners to use IT devices for learning more on calculating area and for enjoyment.
Learner to play digital games involving length play math puzzles. |
Where area is applied in real life situations?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 108 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Volume | By the end of the lesson the learner should be able to:
· Identify cubic centimeter (cm3) as a unit of measuring volume. · Demonstrate how to find the volume of a cube. · Appreciate cubic centimeter (cm3) as a unit of measuring volume. |
In pairs, groups or as individuals, identify cubic centimeter (cm3) as a unit of measuring volume.
Learner to demonstrate how to find the volume of a cube.
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What is volume?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 109 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Volume | By the end of the lesson the learner should be able to:
· Watch a video clip on how to find volume. · Arrange cubes to find volume · Have fun finding volumes by arranging cubes |
In pairs, groups or as individuals, Observe a video clip on how to find volume.
In pairs, arrange cubes to find volume of larger cubes. |
How can you find volume?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 109-110 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Volume | By the end of the lesson the learner should be able to:
· Explain how to find the volume of a cuboid · Calculate the volume of cuboids in different situations · Enjoy calculating volume of cuboids in real life |
In pairs, groups or as individuals, Explain how to find the volume of a cuboid.
Learner to calculate the volume of cuboids in different situations. |
How do you find the volume of a cuboid?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 110-112 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Volume | By the end of the lesson the learner should be able to:
· Discuss how to find the volume of a cube. · Calculate the volume of cube in different situations. · Enjoy calculating volume of cube in real life. |
In pairs, groups, Discuss how to find the volume of a cube.
Learner to calculate the volume of cube in different situations. |
How do you find the volume of a cube?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 113-114 |
Written tests
Oral questions Observation Assessment tests |
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| 7 | 1 | Measurement | Volume | By the end of the lesson the learner should be able to:
· Use digital devices to find more information on volume. · Play digital games involving volume for fun and enjoyment. · Appreciate solving problems involving volume. |
In pairs, groups or individuals, Use digital devices to find more information on volume
Learner to play digital games involving volume for fun and enjoyment |
Where is volume applied in real life? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 114 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Capacity | By the end of the lesson the learner should be able to:
· Identify milliliter (ml) as a unit of measuring capacity. · Measure capacity in millilitres. · Appreciate millilitre as a unit of measuring capacity. |
In pairs, groups or individuals identify milliliter (ml) as a unit of measuring capacity
Learner to measure capacity in millilitres using a spoon or bottle tops.
|
Where do we use millilitres in real life?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 115-116 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Capacity | By the end of the lesson the learner should be able to:
· Watch a video clip on measuring capacity in millilitres using a digital device · Use small containers of different sizes to measure capacity in millilitres · Have fun measuring capacity in millilitres. |
In pairs, groups or individuals use small containers of different sizes to measure capacity in millilitres
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How do you measure capacity in millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 116 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Capacity | By the end of the lesson, the learner should be able to:
· Collet small containers and estimate the capacity of each container. · Measure actual capacity of the containers · Enjoy estimating and measuring capacity in millilitres |
In pairs, groups or as individuals Collet small containers and estimate the capacity of each container.
Learner to measure actual capacity of the containers
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How can we estimate capacity in litres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 117 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Capacity | By the end of the lesson, the learners should be able to:
· Identify the relationship between litres and millilitres · Demonstrate the relationship between litres and millilitres · Appreciate the relationship between litres and millilitres |
In pairs, groups or as individuals identify the relationship between litres and millilitres
Learner to demonstrate the relationship between litres and millilitres |
What is the relationship between litres and millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 117 |
Written tests
Oral questions Observation Assessment tests |
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| 8 | MID TERM BREAK | |||||||||
| 9 | 1 | Measurement | Capacity | By the end of the lesson, the learners should be able to:
· Explain how to convert litres into millilitres · Convert litres into millilitres in different situations · Have fun converting litres into millilitres in real life situations |
In pairs, groups or as individuals, Explain how to convert litres into millilitres.
Learners to convert litres into millilitres in different situations
|
How can we convert litres into millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 118-119 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Capacity | By the end of the lesson, the learners should be able to;
· Explain how to convert millilitres into litres · Convert millilitres into litres in different situations · Have fun converting millilitres into litres in real life situations |
In pairs, groups or as individuals, explain how to convert millilitres into litres.
Learner to convert millilitres into litres in different situations
|
How can we convert millilitres into litres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 119-120 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Capacity | By the end of the lesson, the learner should be able to:
· Discuss how to add capacity in litres and millilitres · Add capacity in litres and millilitres in different situations · Appreciate adding capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Discuss how to add capacity in litres and millilitres.
Learner to add capacity in litres and millilitres in different situations |
How can we add capacity in litres and millilitres?
|
KICD Mathematics
Curriculum Design Mentor Mathematics Grade 5 page 120-121 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Capacity | By the end of the lesson, the learners should be able to:
· Discuss how to subtract capacity in litres and millilitres · Subtract capacity in litres and millilitres in different situations · Appreciate subtracting capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Discuss how to subtract capacity in litres and millilitres
Learner to subtract capacity in litres and millilitres in different situations |
How can we subtract capacity in litres and millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 122-123 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Capacity | By the end of the lesson, the learners should be able to:
· Describe how to multiply capacity in litres and millilitres · Multiply capacity in litres and millilitres in different situations · Appreciate multiplying capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Describe how to multiply capacity in litres and millilitres.
Learner to multiply capacity in litres and millilitres in different situations. |
How can we multiply capacity in litres and millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 123-124 |
Written tests
Oral questions Observation Assessment tests |
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| 10 | 1 | Measurement | Capacity | By the end of the lesson, the learner should be able to:
· Discuss how to divide capacity in litres and millilitres · Divide capacity in litres and millilitres in different situations · Appreciate dividing capacity in litres and millilitres in real life situations |
In pairs, groups or as individuals, Discuss how to divide capacity in litres and millilitres.
Learner to divide capacity in litres and millilitres in different situations. |
How can we divide capacity in litres and millilitres?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 125-126 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Mass- Gram as a unit of measuring mass | By the end of the lesson, the learners should be able to:
· Find the meaning of gram from digital devices or dictionary. · Discuss how to measure mass in grams · Appreciate mass as a unit of measuring mass, |
In pairs, groups or as individuals Find the meaning of gram from digital devices or dictionary.
Learner to discuss how to measure mass in grams
|
What is the meaning of mass?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 127 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Mass | By the end of the lesson, the learners should be able to:
· Measure mass in grams of different items in class · Discuss and record your results in the note book. · Enjoy measuring mass in grams in real life |
In pairs, groups or as individuals measure mass in grams of different items in class
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What is the importance of measuring mass? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 127-128 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Mass | By the end of the lesson, the learner should be able to:
· Identify how to estimate mass in grams. · Estimate the mass of different items. · Appreciate estimating mass in grams. |
In pairs, groups or as individuals Subtract fractions with one renaming in different situation
|
How do estimate mass? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 129 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Mass | By the end of the lesson, the learners should be able to:
· Discuss the relationship between kilograms and grams. · Show the relationship between kilograms and grams. · Appreciate the relationship between kilograms and grams. |
In pairs, groups or as individuals show the relationship between kilograms and grams
|
How do grams and kilograms relate? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 130 |
Written tests
Oral questions Observation Assessment tests |
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| 11 | 1 | Measurement | Mass | By the end of the lesson, the learner should be able to:
· Identify how to convert kilograms into grams and grams into kilograms. · Convert kilograms into grams and grams into kilograms in real life situations. · Enjoy converting kilograms into grams and vice versa in real life situations. |
In pairs, groups or as individuals convert kilograms into grams and grams into kilograms in real life situations.
|
How do you convert kilograms into grams in real life? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 131 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Mass | By the end of the lesson, the learners should be able to:
· Identify how to add mass in grams and kilograms. · Add mass in grams and kilograms in real life situations with regrouping. · Enjoy adding mass in grams and kilograms in real life situations. |
In pairs, groups or as individual add mass in grams and kilograms in real life situations with regrouping. | How do you add mass in grams and kilograms in real life?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 133-134 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Mass | By the end of the lesson, the learners should be able to:
· Identify how to subtract mass in grams and kilograms. · Subtract mass in grams and kilograms in real life situations with regrouping. · Enjoy subtracting mass in grams and kilograms in real life situations. |
In pairs, groups or as individuals subtract mass in grams and kilograms in real life situations with regrouping. | How do you subtract mass in grams and kilograms in real life?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 134-135 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Mass | By the end of the lesson, the learners should be able to:
· Identify how to multiply mass in grams and kilograms. · Multiply mass in grams and kilograms in real life situations. · Appreciate multiplying mass in grams and kilograms in real life situations. |
In pairs, groups or as individuals multiply mass in grams and kilograms in real life situations. | How do you multiply mass in grams and kilograms in real life?
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KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 136-137 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Mass | By the end of the lesson, the learner should be able to:
· Explain how to divide mass in grams and kilograms. · Divide mass in grams and kilograms in real life situations. · Appreciate dividing mass in grams and kilograms in real life situations. |
In pairs, groups or as individuals divide mass in grams and kilograms in real life situations | How do you divide mass in grams and kilograms in real life?
|
KICD Mathematics Curriculum Design
Mentor Mathematics Grade 5 page 137-138 |
Written tests
Oral questions Observation Assessment tests |
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| 12 | 1 | Measurement | Time | By the end of the lesson, the learners should be able to:
· Identify the second as a unit of measuring time. · Do various activities in seconds and tell time used. · Appreciate the second as a unit of measuring time. |
In pairs or as individuals, Identify the second as a unit of measuring time.
In pairs, do various activities in seconds and tell time used. |
Do you know how to read time? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 139 |
Written tests
Oral questions Observation Assessment tests |
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| 2 | Measurement | Time | By the end of the lesson, the learner should be able to:
· Describe the relationship between minutes and seconds. · Using a stop watch, observe what happens to the minute’s side after 60 seconds. · Appreciate the relationship between minutes and seconds. |
In pairs, groups or as individuals Using a stop watch, observe what happens to the minute’s side after 60 seconds.
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How many seconds make a minute? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 140 |
Written tests
Oral questions Observation Assessment tests |
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| 3 | Measurement | Time | By the end of the lesson, the learners should be able to:
· Identify how to convert minutes into seconds and seconds to minutes. · Convert minutes into seconds and vice versa in real life situations. · Enjoy converting minutes into seconds and vice versa in real life situations |
In pairs, groups or as individuals convert minutes into seconds in real life situations
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How do you convert minutes into seconds? | KICD Mathematics Curriculum Design
Mathematics Grad 5 page 140-141 |
Written tests
Oral questions Observation Assessment tests |
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| 4 | Measurement | Time | By the end of the lesson, the learner should be able to:
· Discuss how to add time in minutes and seconds. · Work out time in minutes and seconds through addition. · Appreciate adding time in minutes and seconds. |
In pairs, groups or as individuals work out time in minutes and seconds through addition.
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How do you add time in minutes and seconds? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 143-144 |
Written tests
Oral questions Observation Assessment tests |
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| 5 | Measurement | Time | By the end of the lesson, the learners should be able to:
· Discuss how to subtract time in minutes and seconds. · Work out time in minutes and seconds through subtraction. · Appreciate subtracting time in minutes and seconds. |
In pairs, groups or as individuals work out time in minutes and seconds through subtraction.
|
How do you subtract time in minutes and seconds? | KICD Mathematics Curriculum Design
Mentor Mathematics Grad 5 page 144-145 |
Written tests
Oral questions Observation Assessment tests |
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| 13-14 | REVISION/END TERM EXAMS | |||||||||
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