GRADE ONE ALL LESSON PLANS FREE- NEW CBC
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)
|
|
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)
|
|
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.
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|
|
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)
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|
|
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
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ob her as tw
ne writt
|
And is
2 + 1 is 3
Step 2: Guide Learner in pairs or groups to use addition sign to represent putting objects together with sum up to 20.
Step 3: Learners to do activities in pupil’s book page 21.
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)
|
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)
|
Step 1: Write 3
|
Show learners that 3
can be written as 3
+2
And explain how to find the total using objects
3
|
+2
Step 2: Guide Learner in pairs or groups to add 2-single digit numbers with sum up to 5 vertically.
Step 3: Learners to do activitLieEs SinSpOuNpiPl’Ls bAoNokMpaAgTeH25E.MATICS ACTIVITIES
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)
|
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)
|
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)
|
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)
|
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
|
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)
|
Step 1: Write 7
Show learners how to work out 7 – 5 using counters
|
Therefore 7 –
Step 2: Guide Learner in pairs or groups to work out subtraction of 2-single digit numbers horizontally.
Step 3: Learners to do activities in pupil’s book page 35.
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)
|
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
