STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (sorting and grouping)

# Specific lesson learning outcome.

By the end of the lesson, the learner should be to sort and group objects according to size.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to sing a song on sorting and grouping.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson

# CONCLUSION (Assessment of Learning)

Learners to sort and group objects according to size.

# EXTENSION OF ACTIVITIES

Learners to sort and group objects according to size in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (sorting and grouping) Specific lesson learning outcome.

By the end of the lesson, the learner should be to sort and group objects according to shape.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to sort and group objects according to size.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

Learners to sort and group objects according to shape.

# EXTENSION OF ACTIVITIES

Learners to sort and group objects according to shape in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (pairing and matching)

# Specific lesson learning outcome.

By the end of the lesson, the learner should be to pair and match objects according to size.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share their daily experiences on pairing and matching.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to pair and match objects.

# EXTENSION OF ACTIVITIES

Learners to practice pairing and matching of objects in school and home environment.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept (Making patterns)

# Specific lesson learning outcome.

By the end of the lesson, the learner should be to make patterns using objects of different sizes.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to pair and match objects.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

LESSON PLAN MATHEMATICS ACTIVITIES

Learners to display and discuss their patterns

# Week:                       Lesson:

EXTENSION OF ACTIVITIES

Learners to make patterns using objects according to size 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 (Number names)

# Specific lesson learning outcome.

By the end of the lesson, the learner should be to recite number names in order up to 20

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners sing a song on number names.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary notes. CONCLUSION (Assessment of Learning) Learners to sing a song on number names.

# EXTENSION OF ACTIVITIES

LESSON PLAN MATHEMATICS ACTIVITIES

Learners to sing songs involving number names in order, in school and at home, for example during

play activities

# Week:                       Lesson:

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)

# Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent numbers up to 10 using objects

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners sing a song on number names.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

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.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

Straws. Bottle tops.

Mathematics pupil’s book 1 pg.9. Mathematics teachers guide grade 1 pg. 10. ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

# INTRODUCTION

Learners sing a song on number names.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

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.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to count in 2’s up to 20 forward and backward.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count in 1’s up to 20 forward and backward.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary CONCLUSION (Assessment of Learning) Learners to sing a song related to counting in 2’s

# EXTENSION OF ACTIVITIES

Learners to practice counting inL2EsSuSpOtNo 2P0LiAn NschMooAlTaHndEaMt AhoTmIeCwSitAh CfaTmIiVlyI.TIES

# REFLECTION ON THE LWESeSeOk:N/SELF-REMARKS

Lesson:

By the end of the lesson, the learner should be to represent numbers up to 20 using objects.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to represent numbers up to 10 using objects.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to represent numbers up to 20 using objects.

# EXTENSION OF ACTIVITIESLESSON PLAN MATHEMATICS ACTIVITIES

Learners to practice represenWtinegekn:umbers up to 20 using objects, Linesscohno:ol and with family members.

# REFLECTION ON THE LESSON/SELF-REMARKS

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to discuss items found in bundles. For example, s bunch of bananas, a bundle of kales, and a bundle of firewood.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson

# CONCLUSION (Assessment ofLLEeSaSrnOiNngP) LAN MATHEMATICS ACTIVITIES

Learners to identify place valWueeoefkd: igits in numbers.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to practice representing place value of digits in numbers using bundles of sticks.

# REFLECTION ON THE LESSON/SELF-REMARKS

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Sing a song on reading numbers

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

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.

# REFLECTION ON THE LESSON/SELF-REMARKS

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Sing a song on reading numbers.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment ofLLEeSaSrnOiNngP) LAN MATHEMATICS ACTIVITIES

Learners to pick numbers froWm eaebko:x, read and write them.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to read and write number symbols 1 up to 20 in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to work out missing numbers in patterns up to 5 in 1’s

# KEY INQUIRY QUESTION (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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count in 1’s up to 5 forward and backward.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

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.

# Week:                       Lesson:

EXTENSION OF ACTIVITIES

Learners to play games involving number patterns both in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to create number patterns up to 10.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to work out missing numbers in patterns up to 5.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

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

# Week:                       Lesson:

stick it next to number 3. The process continues in turns until the pattern is created.

# EXTENSION OF ACTIVITIES

Learners to play games involving number patterns both in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# INTRODUCTION

Learners to recite numbers up to 5.

# LESSON DEVELOPMENT (Assessment as learning)

 aw
 and

## Step 1: Dr

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

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.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# INTRODUCTION

Learners to recite numbers up to 10.

# LESSON DEVELOPMENT (Assessment as learning)

 aw
 and

## Step 1: Dr

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.

 Let the learner practice using dif
 unters in the two groups And
 An

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.

# CONCLUSION (Assessment of Learning)

Lesson:

Learners to model addition as putting objects together up to a sum of 10

# EXTENSION OF ACTIVITIES

Learners to discuss with family members how to put groups of objects together to get the total.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# INTRODUCTION

Learners to recite numbers up to 15.

# LESSON DEVELOPMENT (Assessment as learning)

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

# CONCLUSION (AssessmenWt oefekL:earning)

Lesson:

Learners to model addition as putting objects together up to a sum of 15

# EXTENSION OF ACTIVITIES

Learners to discuss with family members how to put groups of objects together to get the total.

# REFLECTION ON THE LESSON/SELF-REMARKS

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to recite numbers up to 20.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# CONCLUSION (AssessmenWt oefekL:earning)

Lesson:

Learners to model addition as putting objects together up to a sum of 20

# EXTENSION OF ACTIVITIES

Learners to discuss with family members how to put groups of objects together to get the total.

# REFLECTION ON THE LESSON/SELF-REMARKS

Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent addition as putting objects together by using “+”.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to recite numbers up to 20.

# LESSON DEVELOPMENT (Assessment as learning)

 aw
 an
 is

## Step 1: Dr

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

 ject put toget
 o plus o

ob                     her as tw

ne writt

 en as

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.

# SUMMARY                                LESSON PLAN MATHEMATICS ACTIVITIES

Review the lesson and make Wsumeemk:ary

# CONCLUSION (Assessment of Learning)

Lesson:

# EXTENSION OF ACTIVITIES

Learners to discuss with their family members where the concept of addition.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition (Equal “=” sign)

Specific lesson learning outcome.

By the end of the lesson, the learner should be to write and use the equal (=) sign in addition sentences.

# KEY INQUIRY QUESTION (s)

 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.22. Mathematics teachers guide grade 1 pg. 24. ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

# INTRODUCTION

Learners to represent “putting together” using the addition sign with sum up to 20.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to put together objecWtseaenkd: write the corresponding additioLnessseonnte: nce using “=” sign.

# EXTENSION OF ACTIVITIES

Learners to discuss with their family members where the concept of addition is used at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to represent “putting together” using the equal sign (=) with sum up to 20.

# LESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to find out when and where the word equals is used in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count and write numbers from 1 to 10.

# ESSON DEVELOPMENT (Assessment as learning)

 + 2 =

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to add 2-single digit numbers up to a sum of 5.

# EXTENSION OF ACTIVITIESLESSON PLAN MATHEMATICS ACTIVITIES

Learners to practice adding 2W-seinekg:le digit numbers in real life situaLteiosnsosn. :

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 5 vertically.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count and write numbers from 1 to 10.

# ESSON DEVELOPMENT (Assessment as learning)

 + 2 =

Step 1: Write 3

 + 2 =

Show learners that 3

can be written as   3

+2

And explain how to find the total using objects

3

 5

+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

# SUMMARY

Review the lesson.

# Week:                       Lesson:

CONCLUSION (Assessment of Learning)

Learners to add 2-single digit numbers up to a sum of 5 vertically.

# EXTENSION OF ACTIVITIES

Learners to practice adding 2-single digit numbers in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 10 horizontally.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to count and write numbers from 1 to 10.

# ESSON DEVELOPMENT (Assessment as learning)

 + 4 =

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

Learners to add 2-single digit numbers up to a sum of 10 horizontally.

# EXTENSION OF ACTIVITIESLESSON PLAN MATHEMATICS ACTIVITIES

Learners to practice adding 2W-seinekg:le digit numbers up to a sum of L10esisnonre:al life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to add 2-single digit numbers up to a sum of 10 vertically.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count and write numbers from 1 to 10.

# ESSON DEVELOPMENT (Assessment as learning)

Step 1: Write             4

# +3

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

# LESSON PL+A2N.  MATHEMATICS ACTIVITIES

Week:                                                Lesson:

Step 3: Learners to do activities in pupil’s book page 27.

# SUMMARY

Review the lesson on reading numbers

# CONCLUSION (Assessment of Learning)

Learners to add 2-single digit numbers up to a sum of 10 vertically.

# EXTENSION OF ACTIVITIES

Learners to practice adding 2-single digit numbers in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to work out missing numbers in number patterns involving addition up to 10.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count by 1 and 2 up to 10.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving addition up to 10

# EXTENSION OF ACTIVITIES

Learners to practice working out missing numbers in patterns involving addition up to 10 at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# INTRODUCTION

Learners to count backwards from 5.

# ESSON DEVELOPMENT (Assessment as learning)

 w

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.

# SUMMARY

Review the lesson on subtraction.

# CONCLUSION (Assessment of Learning)

Learners to model subtraction up to 5 as taking away using objects

# EXTENSION OF ACTIVITIES

Learners to practice modelling subtraction in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# INTRODUCTION

Learners to count backwards from 10.

# ESSON DEVELOPMENT (Assessment as learning)

 w

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to model subtraction up to 10 as taking away using objects

# EXTENSION OF ACTIVITIES

Learners to practice modelling subtraction in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to model subtraction up to 20 as taking away using objects.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count backwards from 20.

# ESSON DEVELOPMENT (Assessment as learning)

 w

Step 1: Dra

Show learners how to subtract by taking away object up to 10.

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to model subtraction up to 200 as taking away using objects to the whole class.

# EXTENSION OF ACTIVITIES

Learners to practice modelling subtraction as taking away in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

By the end of the lesson, the learner should be to write and use subtraction sign (-) in representing subtraction.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count backwards from 20.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.                      LESSON PLAN MATHEMATICS ACTIVITIES

# CONCLUSION (AssessmenWt oefekL:earning)

Learners to use (-) in representing subtraction.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to practice subtraction as taking away using objects in real life situations.

# REFLECTION ON THE LESSON/SELF-REMARKS

 Review the SleCssHoOn.OL GRADE DATE TIME ROLL CONCLUSION (Assessment of LOeNarEning)

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to write and use subtraction sign (=) in representing subtraction.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count backwards from 20.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# EXTENSION OF ACTIVITIES

Learners to practice writing and using the equal (=) sign in subtraction.

# REFLECTION ON THE LESSON/SELF-REMARKS

 Review the SleCssHoOn.OL GRADE DATE TIME ROLL CONCLUSION (Assessment of LOeNarEning)

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to model subtraction as taking away using objects.

# ESSON DEVELOPMENT (Assessment as learning)

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 (=).

# EXTENSION OF ACTIVITIES

Learners to practice writing subtraction sentences in school and at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 Review the SleCssHoOn.OL GRADE DATE TIME ROLL CONCLUSION (Assessment of LOeNarEning)

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract 2-single digit numbers horizontally.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to count backwards from 10.

# ESSON DEVELOPMENT (Assessment as learning)

 – 5 =

Step 1: Write 7

Show learners how to work out 7 – 5 using counters

 5 =

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment ofLLEeSaSrnOiNngP) LAN MATHEMATICS ACTIVITIES

Learners to subtract 2-single Wdigeietkn:umbers horizontally

# EXTENSION OF ACTIVITIES

Lesson:

Learners to practice subtraction of 2-single digit numbers in school and home.

# REFLECTION ON THE LESSON/SELF-REMARKS

STRAND/THEME/TOPIC: NUMBERS

# SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers involving subtraction up to 10.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to arrange number cards from 1 to 10 in order.

# ESSON DEVELOPMENT (Assessment as learning)

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

# SUMMARY

Week:                                                Lesson:

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving subtraction up to 10.

# EXTENSION OF ACTIVITIES

Learners to practice working out missing numbers in patterns involving subtraction up to 10 with family members.

# REFLECTION ON THE LESSON/SELF-REMARKS

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 compare length of objects directly.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to mention items they have in class and their uses.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make sumLmEaSryS.ON PLAN MATHEMATICS ACTIVITIES

# CONCLUSION (AssessmenWt oefekL:earning)

Lesson:

Learners to compare length using the words longer than and shorter than.

# EXTENSION OF ACTIVITIES

Learners to compare length using the words longer than and shorter than in school and home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to compare length using “longer than” and “shorter than”

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# EXTENSION OF ACTIVITIES

Learners to practice conservation of length with family members.

# REFLECTION ON THE LESSON/SELF-REMARKS

Lesson:

 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 measure length using arbitrary units.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to sing a song about the parts of the body.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to measure other lenWgtehesku:sing handspans.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to practice measuring length using their handspans at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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 measure length using arbitrary units.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to use the handspan to measure length of objects in the classroom.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary points of the lesson.

# CONCLUSION (Assessment of Learning)

Learners to measure different lenLgtEhSsSuOsinNgPfoLoAtsNtepMs.ATHEMATICS ACTIVITIES EXTENSION OF ACTIVITWIEeeSk:                                                                                                               Lesson:

Learners to measure different lengths using footsteps at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to compare mass of objects directly.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to mention objects in classroom.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson on mass.

# CONCLUSION (Assessment ofLLEeSaSrOniNngP) LAN MATHEMATICS ACTIVITIES

Learners to compare mass usiWngeethke: words heavier than and lighterLtehsasno.n:

# EXTENSION OF ACTIVITIES

Learners to compare the mass of objects in the environment using the words heavier than and lighter than.

# REFLECTION ON THE LESSON/SELF-REMARKS

By the end of the lesson, the learner should be to conserve mass through manipulation.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to name objects they can make using Plascticine or clay.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.                      LESSON PLAN MATHEMATICS ACTIVITIES

CONCLUSION (AssessmenWt oefekL:earning)                  Learners to ask and answer questions on conservation of mass. EXTENSION OF ACTIVITIES

# Lesson:

Learners to compare mass of an object when in different shapes at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: MASS

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure mass using arbitrary units.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

Beam balance. Bottle tops.

Exercise books, textbooks, marbles, and ruler. Mathematics pupil’s book 1 pg.43.

Mathematics teachers guide grade 1 pg. 51.

# ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

# INTRODUCTION

Learners to compare mass of objects directly.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to measure mass usiWngeaerkb:itrary units.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to use arbitrary units to measure mass of objects in the environment.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to name different containers found at home.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to compare capacitieWs eoefkd:ifferent containers.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to practice comparing capacity of containers in the environment.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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 conserve capacity through manipulation.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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

# INTRODUCTION

Learners to name containers that hold the same amount of water.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.                      LESSON PLAN MATHEMATICS ACTIVITIES

CONCLUSION (AssessmenWt oefekL:earning)                       Learners to ask and answer questions on conservation of capacity. EXTENSION OF ACTIVITIES

# Lesson:

Learners to discuss conservation of capacity with family members.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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 find out which containers hold the same amount of water.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to name containers used in daily life.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary points of the lesson.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to ask and answer qWueseteikon: s on conservation of capacity. Lesson:

# EXTENSION OF ACTIVITIES

Learners to discuss conservation of capacity with family members.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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 measure the capacity of a given container using smaller containers.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share experiences on filling larger containers using smaller containers.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to measure capacityWofeceokn: tainers using smaller containerLs.esson:

# EXTENSION OF ACTIVITIES

Learners to practice measuring capacity of containers in the environment.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: TIME

Specific lesson learning outcome.

By the end of the lesson, the learner should be to tell the daily activities at home.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

Mathematics pupil’s book 1 pg.48. Mathematics teachers guide grade 1 pg. 58. ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

# INTRODUCTION

Learners to share experiences on their daily activities at home.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to name the daily activities at home.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to undertake variouWs aecetkiv: ities at home and note the timeLtehsesyonta:ke place.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: TIME

Specific lesson learning outcome.

By the end of the lesson, the learner should be to tell the daily activities at school.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share experiences on their daily activities at school.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to name the daily activities at school.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to participate in theWaceteikv:ities in the school community.

# REFLECTION ON THE LESSON/SELF-REMARKS

Lesson:

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: TIME

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify the times of the day.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share on how they tell the times of the day.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to name the times of the day.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to observe and descWribeekt:he times of the day.

# REFLECTION ON THE LESSON/SELF-REMARKS

Lesson:

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: MONEY

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share their experiences with money.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to sort Kenyan currency coins and notes up to 100.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to participate in buWyinegeka:nd selling activities at home andLeinsstohne:community.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: MONEY

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify goods and services.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share their experiences on spending money.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

# CONCLUSION (Assessment of Learning)

Learners to name goods and services.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to participate in buWyinegeka:nd selling of goods and pay forLsersvsoicne:using coins and notes at home.

# REFLECTION ON THE LESSON/SELF-REMARKS

 SCHOOL GRADE DATE TIME ROLL ONE

STRAND/THEME/TOPIC: MEASUREMENT

# SUBSTRAND/SUB-THEME/SUB-TOPIC: MONEY

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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to share their experiences on buying and selling with regards to goods or services and the amount of money spent.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson and make summary.

# CONCLUSION (Assessment of Learning)

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.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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 straight lines.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

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.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson on straight lines and make summary.

# LESSON PLAN MATHEMATICS ACTIVITIES

Learners to identify straight lWineesekw:ithin the classroom.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to identify straight lines in school, at home and in the community.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

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.

# ESSON DEVELOPMENT (Assessment as learning)

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.

# SUMMARY

Review the lesson.

Learners to sing a song standWingeeink:a semi-circular formation.

# EXTENSION OF ACTIVITIES

Lesson:

Learners to identify curved lines in school, at home and in the community.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to name different items in the classroom.

# ESSON DEVELOPMENT (Assessment as learning)

 w

## Step 1: Dra

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.

# SUMMARY

Review the lesson on shapes and drawing.

Learners to draw rectangles. Week:                                                Lesson:

# EXTENSION OF ACTIVITIES

Learners to identify objects with rectangular shapes within their homes and share with others.

# REFLECTION ON THE LESSON/SELF-REMARKS

 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.

# KEY INQUIRY QUESTION (s)

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

# LEARNING RESOURCES

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.

# INTRODUCTION

Learners to name different items in the classroom.

# ESSON DEVELOPMENT (Assessment as learning)

## Step 1: Draw

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.

# SUMMARY

Review the lesson.

Learners to draw triangles.

# LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:

EXTENSION OF ACTIVITIES

Learners to identify objects with triangular shapes within their homes and share with others.

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