Close Menu
    Facebook X (Twitter) Instagram
    Newsblaze.co.ke
    • Home
    • Contact Us
    • Advertise With Us
    • Teachers’ Resources
    • Latest Education News
    • TSC News Portal
    • KUCCPS portal
    • Knec Schools Exams Portal
    • Search
    Facebook X (Twitter) Instagram
    Newsblaze.co.ke
    Teachers' Resources

    GRADE ONE ALL LESSON PLANS FREE- NEW CBC

    Hillary KangwanaBy Hillary KangwanaMay 31, 2025

    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.

    Stones, beads, buttons, sticks.

     

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

    Learners to work in pairs or groups.

     

    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 inL2E’sSuSpOtNo 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.

     

     

    SUMMARY                                LESSON PLAN MATHEMATICS ACTIVITIES

     

     

    Review the lesson on readingWnuemekb:ers                    

     

    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

     

     

    Review the lesson on reading numLbEeSrSs.ON PLAN MATHEMATICS ACTIVITIES

     

     

    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.

     

    SUMMARY

     

     

    Review the lesson on reading numLbEeSrsSON PLAN MATHEMATICS ACTIVITIES

     

     

    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

     

     

     

    SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition (addition “+” sign)

     

    Specific lesson learning outcome.

     

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

     

    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:                       

     

     

    Learners to write and use the addition sign in putting objects together.

     

    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)

     

    How do you represent the equal sign in addition sentences?

     

    Core competencies Values PCIs
    ·  Learning to learn

    ·   Communication and collaboration

    ·  Imagination and

    ·   Unity

    ·   Respect

    ·   Patriotism

    ·   responsibility

    Self-awareness Self-esteem
    creativity

    ·  Problem solving

       

    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

     

    SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

     

    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.

     

     

    LESSON PLAN MATHEMATICS ACTIVITIES

     

     

    Learners to write addition senWteeneckes:.                        

     

    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

     

    SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

     

    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.

     

     

     

     

     

    DOWNLOADED FROM TEACHERSUPDATES.CO.KE

     

     

     

     

    15 take away 5 is 10

     

    Step 2: Write 18 take away 6. Guide Learner in pairs or groups to work out 18 take away 6 using objects.

     

    Step 3: Learners to do activities in pupil’s book page 31.

     

     

    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.

     

     

    LESSON PLAN MATHEMATICS ACTIVITIES

     

     

    Learners to ask and answer qWueseteikon: s on conversation of length.

     

    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

     

    Picture of a homestead.

     

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

    Learners to work in pairs or groups.

     

    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.

     

    REFLECTION ON THE LESSON/SELF-REMARKS

     

    cbc lesson plan for pp2 cbc lesson plan grade 5 cbc lesson plan sample pdf cbc sample lesson plan for grade 4 components of a cbc lesson plan free cbc lesson plans for grade 5 free cbc lesson plans grade 4 free grade 4 lesson plans
    Previous ArticleGrade 7 Free CBC Schemes of Work (Updated)
    Next Article Free grade 3 schemes of work; Download them here for free
    Hillary Kangwana
    • Website

    Related Posts

    Grade 7 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    Grade 9 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    Grade 6 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    Grade 8 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    Form 3 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    Form 2 Term 3 Schemes of Work

    Teachers' Resources
    Read More

    GRADE 8 AGRICULTURE & NUTRITION NOTES

    Teachers' Resources
    Read More

    GRADE 9 KISWAHILI LESSON NOTES

    Teachers' Resources
    Read More

    GRADE 9 ENGLISH LESSON NOTES

    Teachers' Resources
    Read More

    LATEST NEWS.

    • Rutune Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St. John Thunguri Orthodox Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Kaharo Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Muirungi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St Mary’s Karuthi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Witima Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Kagumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Iriaini Girls High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Kihuri Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Othaya Boys High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Ihuririo Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Birithia Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Karima Boys High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Gitundu Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Munyange Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • TSC now requires master’s degree for Schol Principals and Deputies
    • TSC accussed for mishandling teachers’ hardship allowances
    • TSC unveils a new Medical Scheme For Teachers To Replace Minet
    • End of an Era: TSC Medical Scheme AON Minet to be replaced by SHA
    • TSC Pressed hard on the status of teachers’ medical scheme and the government’s policy on hardship, housing, and other allowances for teachers.
    • Only 17,400 schools verified and have received capitation
    • Lecturers down tools in a strike that paralyzes learning in Universities
    • There are over 50,000 ‘ghost’ learners costing taxpayers Sh1bn annually
    • All University Students to get Funding- CS Ogamba Says
    • PETITION TO THE NATIONAL ASSEMBLY FOR THE RECOGNITION OF JUNIOR SECONDARY SCHOOLS AS FULLY INDEPENDENT INSTITUTIONS

    TSC NEWS TODAY

    • TSC accussed for mishandling teachers’ hardship allowances
    • TSC urged to deploy female teachers at Kabuto primary school
    • TSC CIRCULAR ON CONDUCTING OF PROMOTIONAL INTERVIEWS FOR TEACHERS AND CURRICULUM SUPPORT OFFICERS (CSOs) IN 2025/2026 FINANCIAL YEAR
    • TSC Gives New Factors to be consider when transferring teachers
    • TSC to reduce CBA review cycle to 2 years

    KNEC LATEST NEWS

    • Rutune Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St. John Thunguri Orthodox Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Kaharo Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Muirungi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St Mary’s Karuthi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

    KUCCPS NEWS

    • KUCCPS Admission Letters for all Universities in Kenya
    • KUCCPS Announces Teacher Upgrade Training and TVET Intakes
    • Diploma in Primary Teacher Education (Teacher Upgrade Programme): How to apply, requirements
    • Kuccps application link for P1 and ECDE upgrade
    • Kuccps announces 45,544 slots for upgrade of P1 or ECDE Certificate holders

    EDUCATION NEWS

    • Only 17,400 schools verified and have received capitation
    • Lecturers down tools in a strike that paralyzes learning in Universities
    • There are over 50,000 ‘ghost’ learners costing taxpayers Sh1bn annually
    • All University Students to get Funding- CS Ogamba Says
    • PETITION TO THE NATIONAL ASSEMBLY FOR THE RECOGNITION OF JUNIOR SECONDARY SCHOOLS AS FULLY INDEPENDENT INSTITUTIONS

    KMTC NEWS

    • KMTC intake for September 2025 {Applications help}
    • PCEA Ongata Booth Girls School CBE Subjects, Pathways, Contacts {Full Details}
    • Langata Barracks Secondary School CBE Subjects, Pathways, Contacts {Full Details}
    • Langata High School CBE Subjects, Pathways, Contacts {Full Details}
    • Farasi Lane Secondary School CBE Subjects, Pathways, Contacts {Full Details}

    HELB NEWS TODAY

    • Helb loans 2025/2026: All you need to know
    • HELB asks teachers to help in identifying needy students
    • Helb Student Portal Online- Register, Login
    • Helb Statement- TVET Loan applications for 2019/2020 Financial Year; Loan amounts and application details
    • How to apply for Helb Loan (First and Subsequent Loans)

    UNIVERSITIES AND COLLEGES

    • Bungoma National Polytechnic Courses, Contacts, Fees, Location and How To Apply
    • Taita Taveta National Polytechnic Courses, Contacts, Fees, Location and How To Apply
    • Sigalagala National Polytechnic Courses, Contacts, Fees, Location and How To Apply
    • Nyeri National Polytechnic Courses, Contacts, Fees, Location and How To Apply
    • Nyandarua National Polytechnic Courses, Contacts, Fees, Location and How To Apply

    TEACHERS' RESOURCES

    • Grade 7 Term 3 Schemes of Work
    • Grade 9 Term 3 Schemes of Work
    • Grade 6 Term 3 Schemes of Work
    • Grade 8 Term 3 Schemes of Work
    • Form 3 Term 3 Schemes of Work
    • Form 2 Term 3 Schemes of Work
    • GRADE 8 AGRICULTURE & NUTRITION NOTES
    • GRADE 9 KISWAHILI LESSON NOTES
    • GRADE 9 ENGLISH LESSON NOTES
    • Free Grade 8 Integrated Science Notes
    • Free Grade 8 Creative Arts and Sports Notes
    • FREE GRADE 9 SOCIAL STUDIES NOTES
    • FREE GRADE 9 SOCIAL STUDIES NOTES
    • FREE GRADE 8 PRETECHNICAL NOTES
    • FREE GRADE 8 CRE NOTES
    • Form 3 Agriculture Schemes of Work Term 3
    • FORM 2 BIOLOGY SCHEME OF WORK TERM 3
    • FORM 2 AGRICULTURE SCHEME OF WORK TERM 3
    • GRADE 1 CREATIVE ARTS SCHEMES OF WORK 
    • FORM 3 BIOLOGY SCHEME OF WORK TERM 3
    • Grade 9 Term 3 Rationalized Schemes of Work.
    • Grade 8 Term 3 Rationalized Schemes of Work.
    • Grade 7 Term 3 Rationalized Schemes of Work.
    • Grade 7 Notes {All Subjects}
    • Maseno School 2025 Pre-mock Exams
    • KCSE 2025 Revision Exams {Full Papers}
    • Grade 7 Free Exams and Marking Schemes
    • Grade 8 Targeter Exams {All Subjects and Answers}
    • Grade 9 Targeter Exams {All Subjects and Answers}
    • Grade 9 Targeter Exams {Plus Answers}
    • Grade 4 Targeter Exams {Plus Answers}
    • Grade 6 Targeter Exams {Plus Answers}
    • Grade 5 Targeter Exams {Plus Answers}
    • Grade 2 Term 2 Exams {Plus Answers}
    • Grade 7 Term 2 Exams {Plus Answers}
    • Grade 9 Term 2 Latest Exams {All Subjects}
    • Grade 7 Term 2 Latest Exams {All Subjects}
    • Grade 6 Term 2 Latest Exams {All Subjects}
    • KCSE Exam Papers for all subjects plus marking schemes
    • KCSE English Set Books Writing Tips and Skills
    • Free Latest CBC Schemes of work for lower and upper primary schools
    • Full list of 2019 Wealth Declaration non-compliant teachers Per County- Siaya County
    • Biology Form One Termly Exams and Marking Schemes Free
    • BIOLOGY ECOLOGY NOTES FREE
    • JESMA EXAMS CLASS 8
    • Grade 3 CBC updated & rationalized Schemes of Work
    • Best Grade 7 CBC Topical Revision and Questions for all subjects
    • Free CBC Grade 4, 5 & 6 Notes, Exams Downloads
    • Computer Studies KCSE Mock Exams and Answers {Latest Best Collections}
    • HISTORY AND GOVERNMENT PAPER 1 KCSE REVISION BOOKLET

    BANKS AND MOBILE LOANS

    • Crypto’s Quiet Revolution: How Africa Is Rewriting The Rules Of Finance
    • META COLLAPSES ALONG WITH HIS METAVERSE
    • Which Cryptocurrency Would Explode Next?
    • Famous Gold-Backed Cryptocurrencies For 2022
    • Innovations Post-Bitcoin: Exploring Cryptos that Evolved from BTC

    HEALTH AND NUTRITION

    • Turkana County NHIF Inpatient Hospitals, Location, Contacts
    • Dental NHIF/ SHIF Hospitals in Kenya: Kakamega County Comprehensive list of NHIF Dental Accredited Hospitals
    • New Consolidated NHIF List of benefits, Services to members
    • Isiolo County NHIF Outpatient/ Inpatient Hospitals For Civil Service and Disciplined Services- Location, Contacts, Requirements
    • West Pokot County NHIF Latest List of Approved Facilities/ Hospitals: Location, Contacts, Services, Hospital Type and Code
    • Advertisement
    • Banks and Money
    • BEST TOP TEN
    • Breaking News
    • Cheap Mobile Loans
    • Crimes and Courts
    • Editorial
    • Featured
    • FREE KCPE REVISION MATERIALS
    • General News
    • Health & Nutrition tips
    • HELB Portal
    • How to, Did You Know?
    • IEBC KENYA NEWS
    • Insurance news
    • International news
    • Jobs
    • KCSE Revision Materials
    • KMTC News Portal
    • KNEC News
    • KNEC News Portal
    • Knec Schools Exams Portal
    • Knec Schools Portal
    • KNUT NEWS
    • KRA Portal
    • KSSSA Portal
    • KUCCPS portal
    • KUPPET
    • Latest Education News
    • NSSF PORTAL
    • NTSA Service Portal
    • Politics & Govt
    • Sponsored
    • Sports
    • Teachers' Resources
    • Tech News
    • Trending
    • TSC Latest News
    • TSC News Portal
    • Uncategorized
    • Universities & Colleges information
    • Universities and Colleges
    LATEST NEWS
    • Rutune Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St. John Thunguri Orthodox Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Kaharo Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • Muirungi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    • St Mary’s Karuthi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}
    Facebook X (Twitter) Instagram Pinterest
    • Home
    • Contact Us
    • Advertise With Us
    • Teachers’ Resources
    • Latest Education News
    • TSC News Portal
    • KUCCPS portal
    • Knec Schools Exams Portal
    • Search
    © 2025 ThemeSphere. Designed by ThemeSphere.

    Type above and press Enter to search. Press Esc to cancel.