# Displaying items by tag: Mathematics Activities

Thursday, 17 November 2022 08:51

## Mathematics - Class 8 Schemes of Work 2023

TERM 1

 WEEK LESSON TOPIC/SUB TOPIC OBJECTIVES T/L ACTIVITIES REFERENCES T/L AIDS REMARK 1 Opening and Revision 2 1 - 7 NUMBERSPlace values and total values.Square and square roots.LCM, GCD and divisibility test.Fractions The learner should be able to:Read and write numbers in symbols and in words.Work out squares of numbers and square roots of perfect squares.Convert fractions and percentages into percentages and fractions.Convert decimals to percentages and percentages into decimals.Write the place values and total values of numbers. Writing total values and place values.Finding square and square roots.Reading and writing numbers in symbols and in words.Converting fractions into percentages and percentages into fractions.Converting decimals into fractions and fractions into decimals.Working out LCM , GCD and divisibility test Understanding math pg 1 – 14Progressive math pg 1 – 6Learning mathematics pg 5 – 13 A chart 3 1 - 7 OPERATION ON NUMBERS.Operations involving whole numbers.Combining operations.OperationInvolving: fractions and decimals.Percentage increase and decrease. Work out problems involving operations of whole numbers.Work out problems involving operations on fractions.Work out problems involving operation in decimals.Work out problems involving combined operation.Work out problems involving percentage increase and Decrease.Work out problems in number sequence Working out problems on whole numbers.Work out operations on fractionsWork out operations on decimals Working out sums on combined operations.Working out problems on percentage increase and decrease.Work out problems on number sequence Understanding mathematics pg 16 – 43Progressive math pg 10 – 13Learning math pg 41 - 46A chart A chart 4 1 - 7 END OF MONTH EXAMS 5 1 - 7 LENGTH/MEASUREMENTUnits of length AreaSurface areaVolumeCapacityMass Workout problems involving units of length.Work out problems involving area and surface area.Work out problems involving volume.Working out problems involving units of capacity.Convert units of capacity to units.Work out problems involving mass Work out problems involving units of lengthWork out problems involving area and surface area.Work out problems involving volume.Work out problems involving units of capacity.Converting units of capacity to units of volume.Working out problems involving mass Understanding math pg 48 – 78Progressive math pg 36 – 84Learning math pg 54 – 89 A chart 6 1 - 7 MEASUREMENTProfit and lossPercentages profit and lossBillsCommission and percentage commissionsDiscount and percentage discount.Hire purchaseSimple interest Work out problems involving profit and lossPercentage profit and loss.Work out problems involving bills.Work out problems involving discounts percentage discount, commission and percentage commission.Work out problems involving hire purchase.Work out problems involving simple interest.Work out problems involving compound interest using simple interest per unit time.Work out problems involving postal charges. Work out profit, loss, percentage profit and loss.Working out problems on bills.Working out problems on discount percentage discount, commission and percentage commission.Working out problems involving hire purchase. Working out simple and compound interest.Working out examples. Understanding math pg 89 – 121Progressive math pg 94 – 111Learning math pg 91 – 110 A chart 7, 8 & 9 1 - 7 Revision, mid term exams 10 1 - 7 TIME SPEED AND TEMPERATURE The learner should be able to:Work out problems involving time and speed.Work out problems involving distance and average speed.Work out problems involving temperature in degrees siliceous. Working out problems involving time and speed.Working out examples involving distance and average speed.Temperature and degrees siliceous Understanding math pg 48 – 54Learning math pg 111 -117 A chart clock 11 & 12 1 - 7 GEOMETRYConstruction of a Pythagorean relationship construct triangleConstruct circles touching the three sides of the triangle.Work out problems using Pythagorean relationship.Construct parallelograms and rhombusesWork out problems involving properties of squares, rectangles, parallelograms, rhombuses and trapeziums.Recognize and identify triangles and square based pyramidsIdentify and make nets of pyramids and prisms.Make geometrical patterns Constructing triangles.Draw a perpendicular from a point to a line.Constructing a circle.Working out problems involving Pythagorean relationship.Constructing parallelograms and rhombuses.Working out problems involving properties of square, rectangles, parallelograms, rhombuses and trapezium.Identifying triangular and square based pyramidsMaking nets Making geometrical patterns. Understanding math pg 147 – 183Progressive math pg 56 – 6 8Learning math pg 118 - 138 A chartCut outs of patternsGeometrical sets 13 1 - 7 Revisions and Preparations for End Term Exams 14 End Term 1 Exams and Closing

TERM 2

 WEEK LESSON TOPIC SUB TOPIC OBJECTIVES T/L ACTIVITIES T/L AIDS REFERENCE REMARK 1 1 - 7 Opening and Revisions 2 1 - 7 MEASUREMENTLength perimeter and area Length and circumference Be able to:Work out problems involving conversions showing units of length.Convert mm to cm and vice versa.Convert dm, Dm, Hm, to Km and vice versa.Work out perimeter of squares, rectangles and triangles.Work out problems involving circumference correctly. Conversions of units of length.Discussing relationship of units.Working out operations. WaterContainersRuler. Primary math pg 88 – 95Understanding math pg 89 - 101 3 1 - 7 MEASUREMENT Area and surface area. Be able to:Work out problems involving areas of triangles and quadrilaterals.Work out problems involving area of circles correctly.Work out problems involving area of combined shapes and borders.Work out problems involving area of Reading and interpreting problems.Finding areas of triangles and quadrilaterals.Calculating the area. Worked out examples on a chart. Primary math pg 96 – 107Understanding math pg 102 - 112 4 1 - 7 5 1 - 7 MEASUREMENT Surface area Be able to:Work out surface area of cubes.Work out surface area of cuboids.Work out surface area of cylinders.Work out curved surface areas of cylinders Observing open and closed boxes.Cutting and opening boxes and cylinders. Boxes Cylinders Primary math pg 108 – 113Understanding math pg 113 – 120 6 1 - 7 MEASUREMENT Volume of cubes, cuboids, cylinders and triangular prisms. Be able to:Work out volume of cuboids.Work out problems involving volumes of cubes.Work out problems involving cylinders and triangular prisms.Work out problems involving capacity.Convert units of capacity to units of volume and vice versa. Observing cubes and cuboids.Working out volumes.Working out capacity. CoinsCylindersBoxes. Primary math pg 114 – 125Understanding math pg 121 – 127 7 1 - 7 Revision and Mid term exams 8 1 - 7 MEASUREMENT Mass Money Be able to:Work out problems involving mass.Converting different quantities of mass.Work out problems involving percentage profit and loss.Read and design bills.Work out problems involving bills Comparing mass Working out problems.Involving percentageDesigning bills Bills Weights. Primary math pg 128 – 139Understanding math pg 128 - 144 9 - 13 Revisions and Preparations for End Term Exam 14 End Term 11 Exams and Closing

TERM 3

 WEEK LESSON TOPIC SUB TOPIC OBJECTIVES T/L 1 ACTIVITIES T/L RESOURCE T/L AIDS REMARK 1 1 - 7 REVISION OF HOLIDAY HOMEWORK 2 1 - 7 POSTAL CHARGES Postal charges.Money orderPostal orders.telegram Be able to:Work out problems involving postal charges.Recognize and identify money orders and postal charges.Work out problems involving telegrams. ReadingInterpreting postal charges and international postal charges.Working out problems involving postal charges. Primary math pg 92 – 99Understanding math pg 101 – 113 Money orders Letters 3 1 - 7 TIME, SPEED AND TEMPERATURE TimeSpeedDistanceTemperature Be able to work out distance given speed and time.Time given distance and speed.Average speed given distance and time.Work out problems involving temperature in degrees Celsius Converting speed from km/h into m/s and vice versa.Reading and interpreting travel tables.Calculations of speed, time and distance. Primary math pg 171 – 184Understanding math pg 119 - 134 Clock Thermometers. 4 1 - 7 SPEED AND TEMPERATURE Temperature in degrees Celsius Be able to :Work out average speed given speed and time.Work out problems involving temperatures in degrees Celsius. Reading thermometerTell increase or decrease in scale Primary math pg 184 – 185Understanding math pg 134 - 136 5 - 8 Revisions, Class work and preparations for End Term Exams 9 End Term 111 Exam and closing

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Tuesday, 15 November 2022 12:26

## Mathematics Activities - Grade 5 Schemes of Work Term 3 2023

 WK Lsn Strand / Theme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Reflection 1 1 MEASUREMENT Mass By the end of the sub strand, the learner should be able to; Divide grams and kilogram by whole numbers in real life situations Use IT devices for learning more on mass and for enjoyment Appreciate use of kilograms and grams in measuring mass in real life What is the importance of measuring mass? In pairs, groups or as individuals determine mass of items in grams and kilograms using different operations in real life situations In pairs, groups or as individuals play digital games involving mass Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion 2 Time By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1 second Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 3 Time By the end of the sub strand, the learner should be able to; Identify the second as a unit of measuring time Identify the relationship between the minute and the second in real life situations Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 4 Time By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 5 Time By the end of the sub strand, the learner should be able to; Convert minutes to seconds and seconds to minutes in real life. Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals carry out activities taking 10 seconds. Let learners relate the activities to what can be done in one tenth of the time taken to do the activity. The time taken is 1      second In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 2 1 Time By the end of the sub strand, the learner should be able to; Add minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations  In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 2 Time By the end of the sub strand, the learner should be able to; Subtract minutes and seconds with conversion in real life Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 3 Time By the end of the sub strand, the learner should be able to; Multiply minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 4 Time By the end of the sub strand, the learner should be able to; Divide minutes and seconds by whole numbers in real life situations Use IT devices in learning more on time and enjoyment Appreciate use of minutes and seconds as units of measuring time in real life situations How can we read time? In pairs, groups or as individuals determine the time durations in minutes and seconds using different operations in real life situations In pairs, groups or as individuals establish the relationship between seconds and minute using a clock or stop watch, watches Analogue clock, digital clock, digital watches, stop watch Written exercise, oral questions, observation, group discussion 5 Money By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 3 1 Money By the end of the sub strand, the learner should be able to; Explain the term budget in real life situations Identify the importance of a budget in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals discuss meaning of a budget In pairs, groups or as individuals discuss the importance of a budget Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 2 Money By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to the governments Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 3 Money By the end of the sub strand, the learner should be able to; Explain the meaning of tax in real life Identify the importance of to  the governments Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals meaning of tax In pairs, groups or as individuals discuss the importance of taxes to the governments Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 4 Money By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 5 Money By the end of the sub strand, the learner should be able to; Identify the services provided by banks in real life situations Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals’ provisions of loans, safe custody of items, money deposits and withdrawals, savings as services provided by banks. In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 4 1 Money By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals discuss factors to consider when saving money and share with others  In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 2 Money By the end of the sub strand, the learner should be able to; Identify factors to consider in order to save wisely Use IT devices to learn more about budgeting and banking services in real life Appreciate use of budgeting, bank services and payment of taxes in real life How do you manage your money? In pairs, groups or as individuals discuss factors to consider when saving money and share with others In pairs, groups or as individuals use IT devices to learn more about taxes budgeting and bank services Price list, classroom shop, electronic money tariffs chart Written exercise, oral questions, observation, group discussion 3 GEOMETRY Lines By the end of the sub strand, the learner should be able to; Identify horizontal and vertical lines in different situations Draw horizontal and vertical lines in different situations Appreciate use of various types of lines in real life Where are perpendicular lines used? In pairs, groups or as individuals identify lines in the classroom and within the environment.  In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines Chalkboard, 30 cm ruler, straight edges Written exercise, oral questions, observation, group discussion 4 Lines By the end of the sub strand, the learner should be able to; Identify perpendicular lines different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life Where are perpendicular lines used? In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines Chalkboard, 30 cm ruler, straight edges Written exercise, oral questions, observation, group discussion 5 Lines By the end of the sub strand, the learner should be able to; Identify parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life Where are perpendicular lines used? In pairs, groups or as individuals describe lines in the environment and identify them as horizontal and vertical lines parallel and perpendicular lines Chalkboard, 30 cm ruler, straight edges Written exercise, oral questions, observation, group discussion 5 1 Lines By the end of the sub strand, the learner should be able to; Draw parallel lines in different situations Use IT devices to learn more about lines and leisure Appreciate use of various types of lines in real life Where are perpendicular lines used? In pairs, groups or as individuals draw horizontal and vertical lines, parallel and perpendicular lines to represent real life situations In pairs or groups use IT devices to learn more about lines Chalkboard, 30 cm ruler, straight edges Written exercise, oral questions, observation, group discussion 2 Angles By the end of the sub strand, the learner should be able to; Relate a turn to angles in real life. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 3 Angles By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 4 Angles By the end of the sub strand, the learner should be able to; Identify the use of angles in the environment Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 5 Angles By the end of the sub strand, the learner should be able to; Measure angles using a unit angle. Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 6 1 Angles By the end of the sub strand, the learner should be able to; Identify the degree as a unit of measuring angle Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 2 Angles By the end of the sub strand, the learner should be able to; Measure angles in degrees in different situations Use IT devices to create and learn more about angles. Appreciate the use of angles in our day-to-day life Where are angles used in the environment? In pairs, groups or as individuals make clockwise, quarter and half turn and relate them to angles in the environment Learner in pairs or groups use IT devices to create and learn more about angles Unit angles, protractor, rulers Written exercise, oral questions, observation, group discussion 3 3-D Objects By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. Learners to watch a video on 3-D objects. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 4 3-D Objects By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 5 3-D Objects By the end of the sub strand, the learner should be able to; Describe 3-D objects in the environment Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? In pairs, groups or as individuals identify and discuss cubes, cuboids, cylinders, spheres and pyramids as 3-D objects in the environment and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 7 1 3-D Objects By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 2 3-D Objects By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 3 3-D Objects By the end of the sub strand, the learner should be able to; Describe 2-D shapes in 3-D objects in the environment. Use IT devices to learn more about 3-D objects and for leisure Appreciate the use of 3-D objects in the environment Where are 3-D objects in the environment? Learners to watch a video on 3-D objects. In pairs or as individuals describe 2-D shapes found in 3-D objects and share with other groups. In pairs or individuals, us IT devices to learn more about 3-D objects Cubes, cuboids, cylinders, spheres, rectangles, circle and triangle cut outs of different sizes Written exercise, oral questions, observation, group discussion 4 DATA HANDLING Data representation By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 5 Data representation By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 8 1 Data representation By the end of the sub strand, the learner should be able to; Collect and represent data using tables from real life situations Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 2 Data representation By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 3 Data representation By the end of the sub strand, the learner should be able to; Represent data through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 4 Data representation By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 5 Data representation By the end of the sub strand, the learner should be able to; Interpret data represented through piling from real life situations. Use IT devices to learning more on how to represent data and for leisure Appreciate use of frequency tables in real life. Why is representing data in tables important? In pairs or as individuals represent data by piling similar objects like match boxes vertically In pairs or as individuals discuss information represented by objects piled vertically. In pairs or as individuals use IT devices to learn more on representing data in tables. Data from different sources Written exercise, oral questions, observation, group discussion 9 1 ALGEBRA Simple Equations By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 2 Simple Equations By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 3 Simple Equations By the end of the sub strand, the learner should be able to; Form simple equations with one unknown involving real life situations Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 4 Simple Equations By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 5 Simple Equations By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 10 1 Simple Equations By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 2 Simple Equations By the end of the sub strand, the learner should be able to; Solve simple questions with one unknown involving real life situations. Use IT devices to learn more about equations and foe enjoyment, Appreciate use of equations in solving problems in real life. Where are equations used in real life? In pairs, groups or as individuals form equations with one unknown. In pairs, or as individuals solve equations with one unknown. In pairs or as individuals use IT devices to learn more about equations Information from different sources Written exercise, oral questions, observation, group discussion 3-5 11
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