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Tuesday, 15 November 2022 08:08

Mathematics Activities - Grade 5 Schemes of Work Term 2 2023

MATHEMATICS ACTIVITIES.

Wk Lsn Strand/Theme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Ref
1 1 NUMBERS Fractions

By the end of the sub strand, the learner should be able to;

  1. Add fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of Fractions in real life
 Why do we order fractions in real life?
Where are fractions used in real life?		 In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions
In pairs, groups or as individuals pay digital games involving fractions		 Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters Written exercise, oral questions, observation, group discussion  
  2   Fractions

By the end of the sub strand, the learner should be able to;

  1. subtract fractions with one renaming in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of Fractions in real life
 Why do we order fractions in real life?
Where are fractions used in real life?		 In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions
In pairs, groups or as individuals pay digital games involving fractions		 Equivalent fraction Board, Circular cut outs, rectangular cut outs, counters Written exercise, oral questions, observation, group discussion  
  3   Decimals: place value of decimals

By the end of the sub strand, the learner should be able to;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart.
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
  4   Decimals: place value of decimals

By the end of the sub strand, the learner should be able to;

  1. Identify place value of decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals identify place value of decimals up to thousandths using place value chart.
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
  5   Decimals: ordering decimals

By the end of the sub strand, the learner should be able to;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
2 1   Decimals: ordering decimals

By the end of the sub strand, the learner should be able to;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
  2   Decimals: adding decimals

By the end of the sub strand, the learner should be able to;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
  3   Decimals: subtracting decimals

By the end of the sub strand, the learner should be able to;

  1. Order decimals up to thousandths in different situations
  2. Use IT devices for learning more on fractions and for enjoyment
  3. Appreciate use of decimals in real life situations
 Where do you use decimals in real life?
What is the importance of ordering decimals?		 In pairs, groups or as individuals order decimals up to thousandths from smallest to largest and from largest to smallest
In pairs or groups play digital games involving decimals		 Place value charts, number cards Written exercise, oral questions, observation, group discussion  
  4 MEASUREMENT Length

By the end of the sub strand, the learner should be able to;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  5   Length

By the end of the sub strand, the learner should be able to;

  1. Use the kilometre (km) as a unit of measuring length in real life
  2. Estimate and measure distance in kilometres in real life situations
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
3 1   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  2   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  3   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  4   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  5   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
4 1   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  2   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  3   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  4   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
  5   Length

By the end of the sub strand, the learner should be able to;

  1. Identify the relationship between the kilometres (km) and the metre (m) in real life situations
  2. Use IT devices for learning more on measurement of length and for enjoyment
  3. Appreciate the use of kilometres and metres in measuring length in real life
 How do you measure distance?
Why do you measure distance?		 In pairs, groups or as individuals measure distance in kilometres practically
In pairs, groups or as individuals estimate distance in kilometres and share their estimates		 Metre rule, 1 metre sticks, Tape measure Written exercise, oral questions, observation, group discussion  
5 1   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
  2   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
  3   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
  4   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
  5   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
6 1   Area

By the end of the sub strand, the learner should be able to;

  1. Use the square centimetre (cm2) as a unit of measuring area in real life.
  2. Use IT devices for learning more on area and for enjoyment
  3. Appreciate the use of cm2 in working out area in real life.
 How can you determine the area of different surfaces? In pairs, groups or as individuals measure, trace and cut out 1 cm by 1 cm units, and refer the area of each as one square centimetre (1 cm2)
In pairs or as individuals play digital games involving area.		 Square cut outs, 1 cm squares, 1 m squares Written exercise, oral questions, observation, group discussion  
  2   Volume

By the end of the sub strand, the learner should be able to;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume
In pairs or as individuals use IT devices to play digital games involving volumes		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
  3   Volume

By the end of the sub strand, the learner should be able to;

  1. Identify the cubic centimetre (cm3) as a unit of measuring volume in different situations
  2. Use IT devices for learning more on volume and for enjoyment
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs, groups or as individuals measure the sides of a 1cm cube and identify it as a unit of measuring volume
In pairs or as individuals use IT devices to play digital games involving volumes		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
  4   Volume

By the end of the sub strand, the learner should be able to;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H
In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers
In pairs, groups or as individuals count the number of cubes used in activity above and record		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
  5   Volume

By the end of the sub strand, the learner should be able to;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs, groups or as individuals to count number of cubes on the length and multiply by the number in the width and number of layers. The learners to establish the formula for volume (v) of a cube or cuboid as V=L×W×H
In pairs or as individuals arrange a number of cubes along the length, width and vary the number of layers
In pairs, groups or as individuals count the number of cubes used in activity above and record		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
7 1   Volume

By the end of the sub strand, the learner should be able to;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs or as individuals use IT devices to play digital games involving volumes
In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed
In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
  2   Volume

By the end of the sub strand, the learner should be able to;

  1. Work out volume of cubes and cuboids in cubic centimetres (cm3) in different situations
  2. Derive the formula for the volume of cube or cuboid as V= L × W × H practically.
  3. Appreciate use of cubic centimetres in measuring volume in real life
 Where is volume applicable in real life? In pairs or as individuals use IT devices to play digital games involving volumes
In pairs or groups establish the total number of cubes represents the volume of the cube or cuboid formed
In pairs, groups or as individuals work out the volume of cubes and cuboids in cubic centimetres		 Cubes, cuboids, videos Written exercise, oral questions, observation, group discussion  
  3   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  4   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  5   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
8 1   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  2   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  3   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  4   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  5   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
9 1   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  2   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  3   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  4   Capacity

By the end of the sub strand, the learner should be able to;

  1. Identify the millilitre as a unit of measuring capacity in real life.
  2. Measure capacity in millilitres in real life situations
  3. Appreciate use of litres and millilitre in measuring capacity in real life
 Where are litres and millilitres used in day-to-day life? In pairs, groups or as individuals fill teaspoon or cylinder graduated in millilitres with water and identify that the spoon or cylinder holds 5 millilitres
In pairs, groups or as individuals fill small containers with water and measure the capacity in millilitres using a container graduated in millilitres.		 Teaspoons, videos, containers of different sizes, water, sand, soil Written exercise, oral questions, observation, group discussion  
  5   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  
11 1   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  
  2   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  
  3   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  
  4   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  
  5   Mass

By the end of the sub strand, the learner should be able to;

  1. Estimate and measure mass in grams in different situations
  2. Identify the relationship between the kilogram and the gram in real life situations
  3. 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 estimate and measure mass of items in grams using a beam balance or electronic weighing machine
In pairs, groups or as individuals establish the relationship between the kilogram and the gram using a beam balance or electronic weighing machine (1kg = 1000g)		 Teaspoons, videos, beam balance, soil or sand, manual/electric weighing machine Written exercise, oral questions, observation, group discussion  

 

Published in Grade 5 Schemes of Work Term 2 2023
Tagged under
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Tuesday, 15 November 2022 08:07

Bookmark Art and Craft Activities - Grade 5 Schemes of Work Term 2 2023

BOOKMARK ART AND CRAFT ACTIVITIES

Wk

Ls n

Strand/The me

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

INDEGINOUS KENYAN CRAFT

Weaving:

By the end of the lesson

the learner should be able to

  1. Observe actual and virtual samples of items made using plain techniques
  2. Explain how to prepare stiff materials for weaving
  3. Critique own and other’s work

How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?


How do you ensure the weave structure is compacted during waving process?

Learners guided:

  • In groups to observe actual and virtual samples of items made using plain and twined techniques.
  • In groups to select appropriate natural weaving materials from the locality
  • In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.
  • Display and talk about own and other’s work

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 29


Bookmark Art and Craft Grade 5 TG Pg. 42
  • Question and answer Portfolio Discussion, Observation Demonstration
  
 

2

  

Weaving: weaving materials

By the end of the lesson

the learner should be able to

  1. Observe actual and virtual samples of items made using plain techniques
  2. Select and prepare appropriate natural materials from the locality for weaving
  3. Critique own and other’s work

How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?

How do you ensure the weave structure is compacted during waving process?

Learners guided:

  • In groups to observe actual and virtual samples of items made using plain and twined techniques.
  • In groups to select appropriate natural weaving materials from the locality
  • In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.
  • Display and talk about own and other’s work

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 30-32

Bookmark Art and Craft Grade 5 TG Pg. 42-43
  • Question and answer Portfolio Discussion, Observation Demonstration
  

2

1

  

Weaving loom

By the end of the lesson

the learner should be able to

a. Demonstrate using a weaving loom

b. Construct and use a simple weaving loom

c. Critique own and other’s work Critique own and other’s work

How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?

How do you ensure the weave structure is compacted during waving process?

 

Learners guided:

In groups to observe actual and virtual samples of items made using plain and twined techniques.

  • In groups to select appropriate natural weaving materials from the locality
  • In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.
  • Display and talk about own and other’s work

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34

Bookmark Art and Craft Grade 5 TG Pg. 43-44
  • Question and answer Portfolio Discussion, Observation Demonstration

  
 

2

  

Weaving loom

By the end of the lesson

the learner should be able to

  1. Demonstrate using a weaving loom
  2. Construct and use a simple weaving loom
  3. Critique own and other’s work
 How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?

How do you ensure the weave structure is compacted during waving process?

Learners guided:

  • In groups to observe actual and virtual samples of items made using plain and twined techniques.
  • In groups to select appropriate natural weaving materials from the locality
  • In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.
  • Display and talk about own and other’s work

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 33-34

Bookmark Art and Craft Grade 5 TG Pg. 43-44

 Question and answer Portfolio Discussion, Observation Demonstration  
3

1

  

Weaving a mat in two colours using plain and twine technique

By the end of the lesson

the learner should be able to

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. Critique own and other’s work
  

How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?

How do you ensure the weave structure is compacted during waving process?

Learners guided:

  • In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.
  • Individually weave a two colour floor mat using plain and twine techniques.
  • Display and talk about own and other’s work
  

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36

Bookmark Art and Craft Grade 5 TG Pg. 44-46

 Question and answer Portfolio Discussion, Observation Demonstration  
  2   Weaving a mat in two colours using plain and twine technique

By the end of the lesson

the learner should be able to

  1. Select and prepare appropriate natural materials from the locality for weaving
  2. Weave a two-color floor mat using twine techniques for appreciation of indigenous weaving techniques
  3. Critique own and other’s work
  

How do you prepare stiff materials for weaving?

How do you prepare flexible materials for weaving?

How do you ensure the weave structure is compacted during waving process?

Learners guided:

- In groups to prepare the selected natural weaving materials (stiff materials or flexible materials) in groups.

Cutting tools Sisal stripping tools, weaving materials, maize stalk, reeds and twigs
  • Question and answer Portfolio Discussion, Observation Demonstration
  • Individually weave a two colour floor mat using plain and twine techniques.
  • Display and talk about own and other’s work

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 34-36

Bookmark Art and Craft Grade 5 TG Pg. 44-46

  
4 1  

Leather work: Thonging method

  

By the end of the lesson the learner should be able to

  1. Observe actual or virtual items made from leather and finished using Thonging for inspiration.
  2. Define the term thonging
  3. Appreciate own and others’ traditional leather work crafts

Why should the Thonging strips be cut to even thickness?

How can one ensure tension during Thonging process?

Why should the holes on the leather pieces to be joined be evenly spaced?

How does one ensure the thongs do not unravel after knotting?

Learner guided :

  • In groups to observe actual and virtual craft items made from leather and finished using Thonging method
  • Individually design a pencil case transfer the design onto the leather and cut along the edges.
  • Prepare the leather thongs to be used in finishing the pencil case.\
  • Punch holes as required and join the leather pieces using the thongs.

Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 38

Bookmark Art and Craft Grade 5 TG Pg. 49

  Question and answer Portfolio Discussion, Observation Demonstration  
  2  

Leather work: Thonging method – pencil case

By the end of the lesson the learner should be able to

  1. State reasons for ensuring tension during the thonging process
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. Appreciate own and others’ traditional leather work crafts

Why should the Thonging strips be cut to even thickness?

How can one ensure tension during Thonging process?

Why should the holes on the leather pieces to be joined be evenly spaced?

How does one ensure the thongs do not unravel after knotting?

Learner guided :

  • In groups to observe actual and virtual craft items made from leather and finished using Thonging method
  • Individually design a pencil case transfer the design onto the leather and cut along the edges.
  • Prepare the leather thongs to be used in finishing the pencil case.\
  • Punch holes as required and join the leather pieces using the thongs..

Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42

Bookmark Art and Craft Grade 5 TG Pg. 49-52

 Question and answer Portfolio Discussion, Observation Demonstration  
5 1  

Leather work: Thonging method-Thonging method – pencil case

By the end of the lesson the learner should be able to;

  • State reasons for ensuring tension during the thonging process
  • Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  • Appreciate own and others’ traditional leather work crafts

Why should the Thonging strips be cut to even thickness?

How can one ensure tension during Thonging process?

Why should the holes on the leather pieces to be joined be evenly spaced?

How does one ensure the thongs do not unravel after knotting?

Learner guided :

- In groups to observe actual and virtual craft items made from leather and finished using Thonging method

  • Individually design a pencil case transfer the design onto the leather and cut along the edges.
  • Prepare the leather thongs to be used in finishing the pencil case.\
  • Punch holes as required and join the leather pieces using the thongs..
 Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42

Bookmark Art and Craft Grade 5 TG Pg. 49-52

 Question and answer Portfolio Discussion, Observation Demonstration  
  2  

Leather work: Thonging method - Thonging method – pencil case

By the end of the lesson the learner should be able to

  1. Mention reasons why thonging strips be cut to even thickness
  2. Design and make pencil case from leather and finish using Thonging and beading for appreciation of indigenous crafts.
  3. Decorate leather pencil cases
  4. Appreciate own and others’ traditional leather work crafts

Why should the Thonging strips be cut to even thickness?

How can one ensure tension during Thonging process?

Why should the holes on the leather pieces to be joined be evenly spaced?

How does one ensure the thongs do not unravel after knotting?

  

Learner guided :

  • In groups to observe actual and virtual craft items made from leather and finished using Thonging method
  • Individually design a pencil case transfer the design onto the leather and cut along the edges.
  • Prepare the leather thongs to be used in finishing the pencil case.\
  • Punch holes as required and join the leather pieces using the thongs.
  • Decorate the leather pencil case by beading.

Pencils papers, tracing papers, carbon paper, pen, stiff card or paper, used leather, awl, nails, mallet, blade

Bookmark Art and Craft Learners Bk. Grade 5 Pg. 39-42

Bookmark Art and Craft Grade 5 TG Pg. 49-52

 Question and answer Portfolio Discussion, Observation Demonstration  
6 1  

Pottery: Coil Technique

By the end of the lesson the learner should be able to

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Name the techniques used in decorating indigenous pottery
  3. Critique own and talk and own and others’ work

What techniques are used to decorate indigenous pottery?

How are coils joined when making pots?

How are coils made even in pottery making?

What determines the shape of a traditional pot?

Learner guided:

  • In groups to discuss actual and virtual articles made from clay using coil technique
  • Individually to model a pot (s) using coil technique.
  • Individually decorate the coil pot(s) using indigenous techniques drawn from the locality.
  • Display and talk about own and others’ work

Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk. Grade 5 Pg. 44

Bookmark Art and Craft Grade 5 TG Pg. 55

 Question and answer Portfolio Discussion, Observation Demonstration
What determines the choice of decoration made on a pot?		  
  2   Pottery: modelling pottery items using coil technique

By the end of the lesson

the learner should be able to

  1. Discuss actual and virtual articles made from clay using coil technique to appreciate indigenous pottery.
  2. Model a pot (s) using coil technique to acquire indigenous pottery skills
  3. Critique own and talk and own and others’ work

What techniques are used to decorate indigenous pottery?

How are coils joined when making pots?

How are coils made even in pottery making?

What determines the shape of a traditional pot?

What determines the choice of decoration made on a pot?

Learner guided:

  • In groups to discuss actual and virtual articles made from clay using coil technique
  • Individually to model a pot(s) using coil technique.
  • Individually decorate the coil pot(s) using indigenous techniques drawn from the locality.
  • Display and talk about own and others’ work

Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 45-46

Bookmark Art and Craft Grade 5 TG Pg. 55-57

 Question and answer Portfolio Discussion, Observation Demonstration
What determines the choice of decoration made on a pot?		  
7 1   Pottery: Decorating modelled clay articles

By the end of the lesson

the learner should be able to

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. Critique own and talk and own and others’ work

What techniques are used to decorate indigenous pottery?

How are coils joined when making pots?

How are coils made even in pottery making?

What determines the shape of a traditional pot?

What determines the choice of decoration made on a pot?

Learner guided:

  • In groups to discuss actual and virtual articles made from clay using coil technique
  • Individually to model a pot(s) using coil technique.
  • Individually decorate the coil pot(s) using indigenous techniques drawn from the locality.
  • Display and talk about own and others’ work

Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 45-46

Bookmark Art and Craft Grade 5 TG Pg. 55-57

 Question and answer Portfolio Discussion, Observation Demonstration
What determines the choice of decoration made on a pot?		  
  2   Pottery: Decorating modelled clay articles

By the end of the lesson

the learner should be able to

  1. Define the term coil technique
  2. Decorate the pot (s) using traditional methods drawn from the locality
  3. Critique own and talk and own and others’ work

What techniques are used to decorate indigenous pottery?

How are coils joined when making pots?

How are coils made even in pottery making?

What determines the shape of a traditional pot?

What determines the choice of decoration made on a pot?

Learner guided:

  • In groups to discuss actual and virtual articles made from clay using coil technique
  • Individually to model a pot(s) using coil technique.
  • Individually decorate the coil pot(s) using indigenous techniques drawn from the locality.
  • Display and talk about own and others’ work

Clay, water, containers, stick or sharp tool, hollow stick, cutting tool Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 45-46

Bookmark Art and Craft Grade 5 TG Pg. 55-57

 Question and answer Portfolio Discussion, Observation Demonstration
What determines the choice of decoration made on a Question and answer Portfolio Discussion, Observation Demonstrationot?		  
8 1 Sculpture

 

  

By the end of the lesson the learner should be able to

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. Display and appreciate own and others’ work

Which technique can we use to decorate a cooking stick/ladle?

What determined the choice of decoration made on a cooking stick/ladle?

Learner guided:

    • In groups to observe and identify actual and virtual articles carved from wood.
    • Individually use available materials and tools to carve a cooking stick.
  • Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: Smoking, polishing, texturing, burning, incising, embossing
  • Display, talk about and appreciate their own and others’ work

Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49

Bookmark Art and Craft Grade 5 TG Pg. 60-61

 Question and answer Portfolio Discussion, Observation Demonstration  
  2  

Materials and tools in sculpture

  

By the end of the lesson the learner should be able to

  1. Define the term sculpture
  2. Discuss the technique used to decorate cooking stick/ladle
  3. Display and appreciate own and others’ work

Which technique can we use to decorate a cooking stick/ladle?

What determined the choice of decoration made on a cooking stick/ladle?

Learner guided:

    • In groups to observe and identify actual and virtual articles carved from wood.
    • Individually use available materials and tools to carve a cooking stick.
  • Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: Smoking, polishing, texturing, burning, incising, embossing
  • Display, talk about and appreciate their own and others’ work

Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 49

Bookmark Art and Craft Grade 5 TG Pg. 60-61

 Question and answer Portfolio Discussion, Observation Demonstration  
9 1 Carving a wooden stick or ladle  

By the end of the lesson the learner should be able to

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. Display and appreciate own and others’ work

Which technique can we use to decorate a cooking stick/ladle?

What determined the choice of decoration made on a cooking stick/ladle?

Learner guided:

    • In groups to observe and identify actual and virtual articles carved from wood.
    • Individually use available materials and tools to carve a cooking stick.
  • Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: Smoking, polishing, texturing, burning, incising, embossing
  • Display, talk about and appreciate their own and others’ work
  

Samples of sculptural forms

Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 51

Bookmark Art and Craft Grade 5 TG Pg. 62

 Question and answer Portfolio, Discussion, Observation Demonstration  
  2 Decorating a wooden cooking stick  

By the end of the lesson the learner should be able to

  1. Carve a wooden cooking stick/ladle using softwood to acquire traditional carving skills
  2. Observe safety while using materials
  3. Display and appreciate own and others’ work
 Which technique can we use to decorate a cooking stick/ladle?

What determined the choice of decoration made on a cooking stick/ladle?

  

Learner guided:

    • In groups to observe and identify actual and virtual articles carved from wood.
    • Individually use available materials and tools to carve a cooking stick.
  • Decorate the cooking stick/ladle using any two appropriate traditional techniques such as: Smoking, polishing, texturing, burning, incising, embossing
  • Display, talk about and appreciate their own and others’ work

Samples of sculptural forms Samples of cooking sticks ICT devices Bookmark Art and Craft Learners Bk. Grade 5 Pg. 53-54

Bookmark Art and Craft Grade 5 TG Pg. 63-64

 Question and answer Portfolio, Discussion, Observation Demonstration  
10 1 Graphic Design: Letter construction  

By the end of the lesson

the learner should be able to

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. Appreciate own and others lettering

How are Roman block letters constructed?

Which tools are used in constructing letters?

What do you understand by 3D letters?

What methods can be used in decorating letters to enhance 3 dimensional effects?

Learners guide:

    • In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters.
    • Individually design and construct Roman block letters to write out their names
  • Decorate the letter to create a 3D effect using varied technique for example: Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects
  • Display and talk about own and others work

Actual and virtual samples of constructed 2 D and 3 D letters ICT devices Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 56-57

Bookmark Art and Craft Grade 5 TG Pg. 67-68

 Question and answer Portfolio Discussion, Observation Demonstration  
  2 Graphic Design: Construct a 3 dimensional letters  

By the end of the lesson

the learner should be able to

  1. Observe actual or virtual samples of constructed 3D Roman block letters to familiarization
  2. Discuss how Roman block letters are constructed
  3. Appreciate own and others lettering
  

How are Roman block letters constructed?

Which tools are used in constructing letters?

What do you understand by 3D letters?

What methods can be used in decorating letters to enhance 3 dimensional effects?

Learners guide:

    • In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters.
    • Individually design and construct Roman block letters to write out their names
  • Decorate the letter to create a 3D effect using varied technique for example: Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects
  • Display and talk about own and others work
  

Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 58-59

Bookmark Art and Craft Grade 5 TG Pg. 68-69

 Question and answer Portfolio Discussion, Observation Demonstration  
11 1 Graphic Design: Construct a 3 dimensional letters  

By the end of the lesson the learner should be able to

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. Appreciate own and others lettering

How are Roman block letters constructed?

Which tools are used in constructing letters?

What do you understand by 3D letters?

What methods can be used in decorating letters to enhance 3 dimensional effects?

Learners guide:

    • In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters.
    • Individually design and construct Roman block letters to write out their names
  • Decorate the letter to create a 3D effect using varied technique for example: Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects
  • Display and talk about own and others work

Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 58-59

Bookmark Art and Craft Grade 5 TG Pg. 68-69
  • Question and answer Portfolio Discussion, Observation Demonstration
  
  2 Graphic Design: Decorating letters using various techniques  

By the end of the lesson the learner should be able to

  1. Design and construct 3D Roman block letters to acquire lettering skill
  2. Decorate the Roman block letters to create a 3D effect for self-expression
  3. Appreciate own and others lettering

How are Roman block letters constructed?

Which tools are used in constructing letters?

What do you understand by 3D letters?

What methods can be used in decorating letters to enhance 3 dimensional effects?

Learners guide:

    • In groups to observe different types of letters in groups design and cut out stencils of lowercase and uppercase letters.
    • Individually design and construct Roman block letters to write out their names
  • Decorate the letter to create a 3D effect using varied technique for example: Coloring, painting, cross hatching, dotting, texturing, shading, sticking objects
  • Display and talk about own and others work

Plain papers, rulers, pencils, crayons, paint brushes, water colours, poster Bookmark Art and Craft Learners Bk.

Grade 5 Pg. 59-60

Bookmark Art and Craft Grade 5 TG Pg. 70-71
  • Question and answer Portfolio Discussion, Observation Demonstration
  

 

Published in Grade 5 Schemes of Work Term 2 2023
Tagged under
Read more...
Monday, 14 November 2022 08:11

KLB Visionary Mathematics Activities - Grade 5 Schemes of Work Term 1 2023

KLB VISIONARY MATHEMATICS ACTIVITIES
GRADE 5 SCHEMES OF WORK TERM 1 2023

Week Lesson Strand Sub strand Specific learning outcomes Key inquiry questions Learning experiences Learning resources Assessment Remarks
1  1 Numbers Whole numbers: place value By the end of the sub strands, the learner should be able to:
  • Use place value of digits up to hundreds of thousands in real life
 Where is ordering of numbers used in real life? In pairs, groups or as individuals identify place value of digits up to hundreds of thousands using place value apparatus  KLB Visionary Mathematics Grade 5 pg.1-3 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
 2   Whole numbers: Total value

 By the end of the sub- strand, the learners should be able to:

  • Use total value of digits up to hundreds of thousands in real life 
 Where is ordering of numbers used in real life? learner is guided individually or in groups to:
In pairs, groups or as individuals identify total value of digits up to hundreds of thousands using place value apparatus. 		 KLB Visionary Mathematics Grade 5 pg.4 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
 3   Whole numbers 

 By the end of the sub- strand, the learners should be able to:

  • Use numbers up to hundreds of thousands in symbols in real life
  Where is ordering of numbers used in real life?  In pairs, groups or as individuals read numbers up to hundreds of thousands in symbols from number charts or cards.    KLB Visionary Mathematics Grade 5 pg.5-7 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
 4   Whole numbers

  By the end of the sub-strand, the learner should be able to:

  • Read, write and relate numbers up to tens of thousands in words in real life
  Where is ordering of numbers used in real life?   In pairs, groups or as individuals read and write numbers up to tens of thousands in words from number charts or cards.   KLB Visionary Mathematics Grade 5 pg.8-10
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
 5   Whole numbers

 By the end of the sub- strand, the learners should be able to:

  • Order numbers up to tens of thousands in real life
 Where is ordering of numbers used in real life?   In pairs, groups or as individuals read numbers up to hundreds of thousands in symbols from number charts or cards  KLB Visionary Mathematics Grade 5 pg.10-12 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
 2  1   Whole numbers

  By the end of the sub-strand, the learner should be able to:

  • Round off numbers up to tens of thousands to the nearest hundred and thousand in different situations 
  Where is ordering of numbers used in real life? In pairs, groups or as individuals round off numbers up to tens of thousands to the nearest hundred and thousand using number cards and share with other groups  KLB Visionary Mathematics Grade 5 pg.13-16 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Whole numbers

By the end of the sub- strand, the learners should be able to:

  • apply divisibility tests of 2, 5 and 10 in real life
 Where is ordering of numbers used in real life?  In pairs, groups or as individuals divide different numbers by 2, 5 and 10 and come up with divisibility rules KLB Visionary Mathematics Grade 5 pg.17-20 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
   3   Whole numbers

By the end of the sub- strand, the learners should be able to:

  • apply divisibility tests of 2, 5 and 10 in real life
 Where is ordering of numbers used in real life?  In pairs, groups or as individuals divide different numbers by 2, 5 and 10 and come up with divisibility rules KLB Visionary Mathematics Grade 5 pg.17-20
  • Written exercise
  • Oral questions
  • Observation
  • Group discussion
  
   4   Whole numbers

 By the end of the sub-strand, the learner should be able to:

  • Identify Common Factor (HCF) and Greatest Common Divisor (GCD) in different situations
 How do you find out whether a number can be divided by another? In pairs, groups or as individuals identify factors and divisors of given numbers. KLB Visionary Mathematics Grade 5 pg.21-23
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Whole numbers

By the end of the sub-strand, the learner should be able to:

  • apply highest Common Factor (HCF) and Greatest Common Divisor (GCD) in different
 How do you find out whether a number can be divided by another? In pairs, groups or as individuals identify the common factors and divisors. KLB Visionary Mathematics Grade 5 pg.21-23
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
3 1   Whole numbers

By the end of the sub- strand, the learners should be able to:

  • Identify Multiples of numbers
 How do you find out whether a number can be divided by another? In pairs, groups or as individuals identify multiples of given numbers. KLB Visionary Mathematics Grade 5 pg.24
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Whole numbers

By the end of the sub- strand, the learners should be able to:

  • Identify common multiples of numbers
 How do you find out whether a number can be divided by another? In pairs, groups or as individuals identify the common multiples. KLB Visionary Mathematics Grade 5 pg.25
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Whole numbers

By the end of the sub- strand, the learners should be able to:

  • Use Least Common Multiple (LCM) in real life situations
 How do you find out whether a number can be divided by another? In pairs, groups or as individuals determine the least common multiple. KLB Visionary Mathematics Grade 5 pg.26-27
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
   4   Whole numbers

 By the end of the sub-strand, the learner should be able to:

  • Use IT devices for learning more on whole numbers and leisure
  • Appreciate use of whole numbers in real life situations 
 How do you find out whether a number can be divided by another?  In pairs or as individuals play digital games on involving numbers. KLB Visionary Mathematics Grade 5 pg.27
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5 Numbers Addition

By the end of the sub-strand, the learner should be able to:

  • Add up to three 6 -digit numbers without regrouping up to a sum of 1,000,000 in different situations
  How do you estimate the sum of given numbers? In pairs, groups or as individuals add up to three 6-digit numbers without regrouping up to 1,000,000 using place value apparatus  KLB Visionary Mathematics Grade 5 pg.28-29
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
4 1    Addition

 By the end of the sub- strand, the learners should be able to:

  • Add up to two 6 -digit numbers with double regrouping up to a sum of 1,000,000 in different situations
 How do you estimate the sum of given numbers?  In pairs, groups or as individuals add up to two 6-digit numbers with double regrouping up to 1,000,000 using place value apparatus KLB Visionary Mathematics Grade 5 pg.29-31
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2    Addition

By the end of the sub- strand, the learners should be able to:

  • Estimate sum by rounding off the addends to the nearest hundred and thousand in different situations
 Where do we use addition in real life?  In pairs, groups or as individuals estimate sums by rounding off the addends to the nearest hundred and thousand using a number line. KLB Visionary Mathematics Grade 5 pg.35-36
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3    Addition

By the end of the sub-strand, the learner should be able to:

  • Create patterns involving addition of numbers up to a sum of 1,000,000 in real life situations
 How do you create patterns in addition? In pairs, groups or as individuals create patterns involving addition of numbers up to a sum of 1,000,000 using number cards and other resources KLB Visionary Mathematics Grade 5 pg.37-38
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4    Addition

By the end of the sub- strand, the learners should be able to:

  • Use IT devices for learning more on addition of numbers and for enjoyment
  • Appreciate use of addition of whole numbers in real life situations
 How do you create patterns in addition?  In pairs play digital games involving addition KLB Visionary Mathematics Grade 5 pg.36 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Subtraction

 By the end of the sub-strand the learner should be able to:

  • Subtract up to 6-digit numbers without regrouping in real life situations
 How do you work out estimate difference to the nearest hundred? Learner is guided individually or in groups to:
In pairs, groups or as individuals subtract up to 6-digit numbers without regrouping using place value apparatus		 KLB Visionary Mathematics Grade 5 pg.39-40 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
5 1   Subtraction

By the end of the sub- strand, the learners should be able to:

  • subtract of up to 6-digit numbers with regrouping in different situations
 How do you work out estimate difference to the nearest hundred? In pairs, groups or as individuals subtract up to 6-digit numbers with regrouping using place value apparatus KLB Visionary Mathematics Grade 5 pg.40-42 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Subtraction

Subtraction By the end of the sub- strand, the learners should be able to:

  • estimate difference by rounding off the minuend to the nearest hundred and thousand in different situations
 How do you work out estimate difference to the nearest hundred? In pairs, groups or as individuals estimate difference by rounding off the minuend to the nearest hundred and thousand using a number line KLB Visionary Mathematics Grade 5 pg.43-45
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Subtraction

Subtraction By the end of the sub- strand, the learners should be able to:

  • estimate difference by rounding off the subtrahend to the nearest hundred and thousand in different situations
 How do you work out estimate difference to the nearest hundred? In pairs, groups or as individuals estimate difference by rounding off the subtrahend to the nearest hundred and thousand using a number line KLB Visionary Mathematics Grade 5 pg.43-45 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4   Subtraction

Subtraction By the end of the sub- strand, the learners should be able to:

  • Perform combined operations involving addition and subtraction in different situations
 How do you work out estimate difference to the nearest hundred?  In pairs, groups or as individuals work out questions involving addition and subtraction KLB Visionary Mathematics Grade 5 pg.46 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Subtraction

Subtraction By the end of the sub- strand, the learners should be able to:

  • Create patterns involving subtraction from up to 1,000,000 in different situations
 How can you create number patterns involving subtraction? In pairs, groups or as individuals create patterns involving subtraction of whole numbers from up to 1,000,000 using number charts KLB Visionary Mathematics Grade 5 pg.47-48 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
6 1   Subtraction

By the end of the sub-strand the learner should be able to:

  • Use IT devices for learning more on subtraction of numbers and for enjoyment
    appreciate subtraction of numbers in real life situations
     
 How can you create number patterns involving subtraction? In pairs or groups play digital games involving subtraction. play math puzzles KLB Visionary Mathematics Grade 5 pg.47
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Multiplication

By the end of the sub-strand the learner should be able to:

  • multiply up to a 3-digit number by up to a 2-digit number in real life situations
 Where is multiplication used in real life? In pairs, groups or as individuals multiply up to a 3-digit number by up to a 2-digit number using different methods KLB Visionary Mathematics Grade 5 pg.49-52 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Multiplication

By the end of the sub-strand the learner should be able to:

  • Estimate product by rounding off factors to the nearest ten in different situations
 How can you estimate products of numbers? In pairs, groups or as individuals estimate product by rounding off factors KLB Visionary Mathematics Grade 5 pg.53 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4   Multiplication

By the end of the sub-strand the learner should be able to:

  • Estimate product by using compatibility in different situations
 How can you estimate products of numbers? In pairs, groups or as individuals estimate product by using compatibility of numbers KLB Visionary Mathematics Grade 5 pg.54
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Multiplication

By the end of the sub-strand the learner should be able to:

  • Estimate product to the nearest ten in different situations
 How can you estimate products of numbers? In pairs, groups or as individuals estimate product by own strategies. KLB Visionary Mathematics Grade 5 pg.54 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
7 1   Multiplication

By the end of the sub-strand the learner should be able to:

  • make patterns involving multiplication of numbers with product not exceeding 1000 in in different situations

 How can you form patterns involving multiplication? In pairs, groups or individuals make patterns involving multiplication with products not exceeding 1000 groups learners to: KLB Visionary Mathematics Grade 5 pg.55-56 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Multiplication

By the end of the sub-strand the learner should be able to:

  • Use IT devices for learning more on multiplication and for enjoyment
  • Appreciate use of multiplication in real life
 How can you form patterns involving multiplication? In pairs or groups play digital games involving multiplication of whole numbers KLB Visionary Mathematics Grade 5 pg.55
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Division

By the end of the sub-strand the learner should be able to:

  • Divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor in real life

Where is division used in real life? In pairs, groups or as individuals divide up to a 3-digit number by up to a 2-digit number where the dividend is greater than the divisor using long and short form KLB Visionary Mathematics Grade 5 pg.57-59
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4   Division

By the end of the sub- strand, the learners should be able to:

  • Apply the relationship between multiplication and division in different situations
 Where is division used in real life? In pairs, groups or as individuals demonstrate that multiplication is the opposite of division KLB Visionary Mathematics Grade 5 pg.61-62 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Division

By the end of the sub- strand, the learners should be able to:

  • Estimate quotients by rounding off the dividend and divisor to the nearest ten in real life situations
 How can we estimate quotients? In pairs, groups or as individuals estimate quotients by rounding off the dividend and divisor to the nearest ten KLB Visionary Mathematics Grade 5 pg.62-63 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
8 1   Division

By the end of the sub- strand, the learners should be able to;

  • Perform combined operations involving addition, subtraction, multiplication and division of whole numbers in different situations
 How can we estimate quotients? In pairs, groups or as individuals work out questions involving addition, subtraction, multiplication and division KLB Visionary Mathematics Grade 5 pg.64-65
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Division

By the end of the sub- strand, the learners should be able to:

  • Use IT devices for learning more on division of whole numbers and for enjoyment
  • Appreciate use of division of whole numbers in real life situations

 How can we estimate quotients? In pairs, groups or as individuals create number games and puzzles involving division KLB Visionary Mathematics Grade 5 pg.65-66 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Fractions

By the end of the sub-strand the learner should be able to:

  • Use equivalent fractions in real life
 Why do we order fractions in real life? In pairs, groups or as individuals identify equivalent fractions using a fraction board or chart KLB Visionary Mathematics Grade 5 pg.67-68 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4   Fractions

By the end of the sub-strand the learner should be able to:

  • simplify fractions in different situations
 Why do we order fractions in real life? In pairs, groups or as individuals simplify given fractions using a fraction chart KLB Visionary Mathematics Grade 5 pg.69-70 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Fractions

By the end of the sub-strand the learner should be able to:

  • simplify fractions in different situations
 Why do we order fractions in real life? In pairs, groups or as individuals simplify given fractions using a fraction chart KLB Visionary Mathematics Grade 5 pg.69-70
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
9 1   Fractions

By the end of the sub-strand the learner should be able to:

  • Compare fractions in order to make decisions in real life
 Why do we order fractions in real life? In pairs, groups or as individuals compare given fractions using paper cut outs and concrete objects KLB Visionary Mathematics Grade 5 pg.70-71
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  2   Fractions

By the end of the sub-strand the learner should be able to:

  • Order fractions with denominators not exceeding 12 in different situations
 Where are fractions used in real life? In pairs, groups or as individuals order given fractions in increasing and decreasing order using a number line, paper cut outs, real object KLB Visionary Mathematics Grade 5 pg.71-73
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  3   Fractions

By the end of the sub-strand the learner should be able to:

  • Add fractions with same denominator in different situations
 Where are fractions used in real life? In pairs, groups or as individuals add two fractions with the same denominator using paper cut outs, number line, real objects KLB Visionary Mathematics Grade 5 pg.74-75
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  4   Fractions

By the end of the sub-strand the learner should be able to:

  • Subtract fractions with same denominator in different situations
 Where are fractions used in real life? In pairs, groups or as individuals subtract two fractions with the same denominator using paper cut outs, number line, real objects KLB Visionary Mathematics Grade 5 pg.76-77 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
  5   Fractions

By the end of the sub-strand the learner should be able to:

  • Add fractions with one renaming in different situations
 Where are fractions used in real life? In pairs, groups or as individuals add and subtract two fractions by renaming one fraction using equivalent fractions KLB Visionary Mathematics Grade 5 pg.77-79 
  • Written exercises
  • Oral questions
  • Observation
  • Group discussion
  
10 END OF TERM EXAM

 

Published in Grade 5 Schemes of Work Term 1 2023
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Wednesday, 26 May 2021 07:46

PRIMARY MATHS PUPILS BOOKS 5 SCHEMES OF WORK TERM 3 2020/2021

WEEK LESSON TOPICS AND SUB-TOPICS OBJECTIVES

TEACHING AND LEARNING
ACTIVITIES

 TEACHING AIDS REFERENCES REMARKS
1 Term Opening and Revision  
2 1-2 SCALE DRAWING

By the end of the lesson, the learner should be able to:

  • Representing given length on paper by drawing them to a given scale 1cm represents 10cm
  • Measuring Lengths
  • Exercise
  • Meter rule and rulers
 Primary Mathematics Pupil's Book 5 151-152  
  3  

By the end of the lesson, the learner should be able to:

  • Represent given lengths using the scale 1cm represents 10cm
  • Converting actual measurements into scale measurements

  • Discussions
  • Meter rule and rulers
 Primary Mathematics Pupil's Book 5 153  
  4-5  

By the end of the lesson, the learner should be able to:

  • Calculate actual lengths given a scale drawing and the scale used
  • Explaining how to get actual measurements from the scale

  • Discussions and exercise
  • Meter rule and rulers
 Primary Mathematics Pupil's Book 5 154-155  
  5,6, & 7 Evaluation, Exercise and Revision

By the end of the lesson, the learner should be able to:

  • Complete Evaluation Exercise and Revision
  • Revision

  • Discussions

  • Exercise
  • Meter rule and rulers
 Primary Mathematics Pupil's Book 5  
3 1-2 TABLES AND GRAPHS

By the end of the lesson, the learner should be able to:

  • Collect and record data involving events familiar to the learners
  • Discussing how to collect and record data

  • Collecting data

  • Explaining data collection
  • Bottle tops, pebbles (small stones sticks, fairly large tins)
 Primary Mathematics Pupil's Book 5  
  3  

By the end of the lesson, the learner should be able to:

  • Collect and record data on tables
  • Discussing how many children the learners are in their family

  • Preparing tables to show collecting and recording g data
  • Bottle tops, pebbles (small stones sticks, fairly large tins)
 Primary Mathematics Pupil's Book 5  
  4-5  

By the end of the lesson, the learner should be able to:

  • Represent data using block graphs
  • Discussing how many children the learners are in their family.

  • Preparing tables to show collecting and recording g data
  • A number of uniform blocks,(empty matchboxes),squared paper, paper stripes marked at 5cm intervals
 Primary Mathematics Pupil's Book 5 156  
  6  

By the end of the lesson, the learner should be able to:

  • Represent data in graphs
  • Revise collection and recording data

  • Representing data on scales and graphs
  • Tables in pupils book pg.157-163
 Primary Mathematics Pupil's Book 5 157-160   
  7  

By the end of the lesson, the learner should be able to:

  • Represent data in graphs
  • Revise collection and recording data

  • Representing data on scales and graphs
  • Tables in pupils book pg.157-163
 Primary Mathematics Pupil's Book 5 157-163  
4   Revision Exercise

By the end of the lesson, the learner should be able to:

  • Complete the given exercises
  • Evaluation Exercises

  • Discussions

  • Explanations
   Primary Mathematics Pupil's Book 5  
5-6 1-2 MIXED EXERCISES

By the end of the lesson, the learner should be able to:

  • Complete the given exercises
  • Evaluation Exercises
   Primary Mathematics Pupil's Book 5 164-186  
7   CHARTS

By the end of the lesson, the learner should be able to:

  • Familiarize with the Charts given
  • Drawing Charts

  • Discussing Charts

  • Explaining Charts
  • Charts in the Teacher’s guide  pg.171-175.
 Primary Mathematics Teacher's guide
Book 5 171-175		  
8 Revision and preparations for End Term 3 Exams
9 End Term 3 Exams and Closing
Published in Schemes of Work Class 5 Term 3 2020/2021
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Thursday, 20 May 2021 13:40

KLB Form 3 Mathematics Schemes of Work Term 3 2020/2021

KLB Form 3 Mathematics Schemes of Work Term 3 2020/2021
WK NO. L/NO. TOPIC/SUB-TOPIC LESSON OBJECTIVES TEACHING/LEARNING ACTIVITIES MATERIALS/RESOURCES REFERENCES REMARKS
1 1 Direct variation. By the end of the lesson, the learner should be able to:
Evaluate expressions involving direct variation		 Probing questions
Worked examples
Oral exercises
Written exercises		   KLB BK III Pg. 194-7  
2 Inverse variation. By the end of the lesson, the learner should be able to:
Evaluate expressions involving inverse variations.		 Probing questions
Drawing a graph showing inverse variation
Worked examples
Oral exercises
Written exercises		   KLB BK III Pg.197-201  
3, 4 Partial variation.

By the end of the lesson, the learner should be able to:
Evaluate given expressions involving partial variations.

 Exposition
Worked examples
Oral exercises
Written exercises		   KLB BK III Pg.201-4  
5 Formulating expressions on partial variation. By the end of the lesson, the learner should be able to:
Formulate expressions involving partial variations.
Evaluate formulated expressions involving partial variations.		 Exposition
Worked examples
Oral exercises
Written exercises		   KLB BK III Pg.201-4  
6, 7 Joint variation By the end of the lesson, the learner should be able to:
Evaluate given expressions involving joint variations.		 Review direct and inverse variation.
Worked examples
Written exercises		   KLB BK III Pg.204-5  
2 1 Further joint variation. By the end of the lesson, the learner should be able to:
Evaluate expressions involving joint variations and changing variables.		 Worked examples
Written exercises
Exercise review		   KLB BK III Pg.205-6  
2 SEQUENCES AND SERIES
Sequences.		 By the end of the lesson, the learner should be able to:
Determine the nth term in a sequence
Deduce the rule used in the sequence.		 Guided discovery
Oral exercises
Written exercises		   KLB BK III Pg.207-8  
3, 4 Arithmetic sequence. By the end of the lesson, the learner should be able to:
Identify an arithmetic sequence
Find unknown terms in an arithmetic sequence.		 Guided discovery
Oral exercises
Written exercises		   KLB BK III Pg.209-11  
5 Geometric sequence. By the end of the lesson, the learner should be able to:
Identify a geometric sequence
Find unknown terms in a geometric sequence.		 Guided discovery
Oral exercises
Written exercises		   KLB BK III Pg.211-4  
6, 7 Arithmetic progression. By the end of the lesson, the learner should be able to:
Find numbers of term in an A.P.
Find the sum of given terms of an A.P.		 Exposition
Supervised practice
Written exercise		   KLB BK III Pg.214-16  
3 1 Geometric progression. By the end of the lesson, the learner should be able to:
Find numbers of term in a G.P.
Find the sum of given terms of a G.P.		 Guided discovery
Oral exercises
Written exercises		   KLB BK III Pg.216-220  
2, 3 Arithmetic and geometric progressions. By the end of the lesson, the learner should be able to:
Work out expressions involving both arithmetic and geometric progressions.		 Worked examples
Supervised practice 
Mixed exercise		 Past exam papers KLB BK III Pg.216-220  
4 VECTORS (II)
Co-ordinates of a point in three dimensions.		 By the end of the lesson, the learner should be able to:
State co-ordinates of a point in three dimensions.		 Q/A to review co-ordinates in two dimensions
Exposition of Z-axis
Oral exercise		 Wire mesh in three dimensions KLB BK III Pg.221-2  
5, 6 Column vectors. By the end of the lesson, the learner should be able to:
Find a column vectors given two points.		 Q/A to review column vector and position vectors in two dimensions.
Worked examples
Written exercise		   KLB BK III Pg.223-6  
7 Column vectors in terms of unit vectors. By the end of the lesson, the learner should be able to:
Find a column vectors in terms of unit vectors.

Q/A to review unit vectors in two dimensions.
Worked examples
Oral exercise
Written exercise

   KLB BK III Pg.226-8  
4 1, 2 Magnitude of a vector. By the end of the lesson, the learner should be able to:
Find the magnitude of a vector in three dimensions.		 Q/A to review magnitude of a vector in two dimensions
Worked examples
Oral exercise
Written exercise		   KLB BK III Pg.229-230  
3, 4 Parallel vectors. By the end of the lesson, the learner should be able to:
Identify parallel vectors.		 Worked examples
Oral exercise
Written exercise		 Geoboard KLB BK III Pg.231-2  
5, 6 Collinear points. By the end of the lesson, the learner should be able to:
Show that three points are collinear.		 Worked examples
Oral exercise
Written exercise		 Geoboard KLB BK III Pg.231-2  
7 Parallel vectors and collinear points. By the end of the lesson, the learner should be able to:
Evaluate parallel vectors and collinear points.		 Worked examples
Oral exercise
Written exercise		 Past exam papers KLB BK III Pg.233-7  
5 1, 2 Internal division of a line. By the end of the lesson, the learner should be able to:
Determine the ratio a point divides a segmented line.		 Oral exercise
Written exercise		   KLB BK III Pg.237-8  
3, 4 External division of a line. By the end of the lesson, the learner should be able to:
Determine the ratio an external point divides a segmented line.		 Oral exercise
Written exercise		   KLB BK III Pg.238-9  
5, 6 The ratio theorem. By the end of the lesson, the learner should be able to:
Apply the ratio theorem.		 Guided discovery
Worked examples		   KLB BK III Pg.240-8  
7 Using the ratio theorem. By the end of the lesson, the learner should be able to:
Apply the ratio theorem.		 Guided discovery
Worked examples		   KLB BK III Pg.240-8  
6 1 Vectors and geometry. By the end of the lesson, the learner should be able to:
Apply vectors in geometry.		 Worked examples
Oral exercise
Written exercise
Exercise review		   KLB BK III Pg.249-250  
2 BIONOMIAL EXPANSIONS.
Pascal's triangle.		 By the end of the lesson, the learner should be able to:
Use Pascal's triangle to determine coefficients of terms of a binomial expression.		 Q/A to review expansion of quadratic expressions
Exposition of new concepts		 Mathematical tables KLB BK III Pg.256-8  
3 Binomial expressions. By the end of the lesson, the learner should be able to:
Expand binomial expressions.		 Worked examples
Supervised practice
Written exercise		 Mathematical tables KLB BK III Pg.256-8  
4 Further binomial expressions. By the end of the lesson, the learner should be able to:
Expand further  binomial expressions.		 Worked examples
Supervised practice
Written exercise		 Mathematical tables KLB BK III Pg.258-9  
5 Application of binomial expressions By the end of the lesson, the learner should be able to:
Evaluate binomial expressions.		 Worked examples
Supervised practice
Compare results with a calculator
Written exercise		 Mathematical tables
Calculator		 KLB BK III Pg.260-1  
6, 7 Further application of binomial expressions. By the end of the lesson, the learner should be able to:
Evaluate further  binomial expressions.		 Worked examples
Supervised practice
Compare results with a calculator
Written exercise
Exercise review		 Mathematical tables
Calculator		 KLB BK III Pg.260-1  
7 1 PROBABILITY
Experimental probability.		 By the end of the lesson, the learner should be able to:
Define probability.
Find experimental probability.		 Practical activities
Guided discovery
Simple problem solving		   KLB BK III Pg.262-6  
2 Probability sample space. By the end of the lesson, the learner should be able to:
Define a probability sample space.
Determine probability sample space.		 Exposition leading to discovery of sample space
Simple problem solving		   KLB BK III Pg.266-270  
3 Theoretical probability. By the end of the lesson, the learner should be able to:
Find theoretical probability form given situations.		 Worked examples
Written exercise		   KLB BK III Pg.270-2  
4, 5 Mutually excusive events. By the end of the lesson, the learner should be able to:
Identify mutually exclusive events.
Determine the probability of mutually exclusive events.		 Exposition 
Worked examples
Written exercise		   KLB BK III Pg.272-4  
6, 7 C.A.T & MID-TERM BREAK KLB BK III Pg.274-6  
8 1 Independent events. By the end of the lesson, the learner should be able to:
Identify independent events.
Determine probability of independent events.		 Exposition 
Worked examples
Written exercise		      
2 Mutually excusive and independent events. By the end of the lesson, the learner should be able to:
Determine the probability of both independent and mutually exclusive events.		 Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.277-282  
3 Further mutually excusive and independent events. By the end of the lesson, the learner should be able to:
Determine the probability of both independent and mutually exclusive events.		 Problem solving
Exercises review		   KLB BK III Pg.277-282  
4 Tree diagrams. By the end of the lesson, the learner should be able to:
Illustrate probability spaces with tree diagrams.		 Guided discovery
Completing tree diagrams
Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.282-7  
5, 6 Probability using tree diagrams. By the end of the lesson, the learner should be able to:
Use tree diagrams to work out probability.		 Guided discovery
Worked examples
Supervised practice
Written exercise
Exercise review		   KLB BK III Pg.282-7  
7 Further tree diagrams. By the end of the lesson, the learner should be able to:
Use tree diagrams to work out probability.		 Guided discovery
Worked examples
Supervised practice
Written exercise
Exercise review		   KLB BK III Pg.282-7  
9 1 COMPOUND PROPORTION AND RATE OF WORK
Proportion.		 By the end of the lesson, the learner should be able to:
Identify values that make continued proportional expressions.		 Probing questions
Simple problem solving
Oral exercise
Written exercise		   KLB BK III Pg.288-291  
2 Proportion parts. By the end of the lesson, the learner should be able to:
Divide a figure in given proportional parts.		 Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.291-3  
3 Rates of work. By the end of the lesson, the learner should be able to:
Evaluate sums on rates of work.		 Worked examples
Supervised practice
Written exercise
Problem solving		   KLB BK III Pg.294-8  
4 Mixtures. By the end of the lesson, the learner should be able to:
Work out numerical questions involving mixtures.		 Worked examples
Supervised practice
Written exercise
Problem solving		   KLB BK III Pg.295-8  
5 Rates of work and mixtures. By the end of the lesson, the learner should be able to:
Work out numerical questions involving rates of work and mixtures.		 Problem solving
Exercise review		   KLB BK III Pg.294-8  
6 GRAPHICAL METHODS.
Tables of functions.		 By the end of the lesson, the learner should be able to:
Complete tables of given functions.		 Completing tables Calculator KLB BK III Pg.299-300  
7 Graphs of functions. By the end of the lesson, the learner should be able to:
Draw graphs of given functions.		 Completing tables
Drawing graphs
Reading off values from the graphs		 Calculator
Graph books		 KLB BK III Pg.300-1  
10 1 Cubic expressions. By the end of the lesson, the learner should be able to:
Identify cubic expressions.
Draw graphs for cubic expressions.		 Completing tables
Drawing graphs
Reading off values from the graphs		 Calculator
Graph books		 KLB BK III Pg.300-1  
2 Solutions of cubic equations. By the end of the lesson, the learner should be able to:
Use graphs to find solutions of cubic equations.		 Completing tables
Drawing graphs
Reading off values from the graphs
Solving equations		 Calculator
Graph books		 KLB BK III Pg.301-4  
3 Average rate of change. By the end of the lesson, the learner should be able to:
Determine average rate of change of a variable with another.		 Interpreting graphs
Drawing graphs
Worked examples
Written exercise		 Graph books KLB BK III Pg.304-9  
4 Instantaneous rate of change. By the end of the lesson, the learner should be able to:
Determine rate of change of a variable at an instant.		 Interpreting graphs
Worked examples
Written exercise		 Graph books KLB BK III Pg.309-15  
5 Empirical graphs. By the end of the lesson, the learner should be able to:
Draw graphs from empirical situations.		 Drawing graphs
Reading off values from the graphs		 Graph books KLB BK III Pg.315-8  
6, 7 Changing non-linear laws to linear form. By the end of the lesson, the learner should be able to:
Change non-linear laws to linear form.
Complete tables for linear forms.		 Reduction of laws
Completing tables
Supervised practice		 Graph books KLB BK III Pg.318-25  
11 1 Non-linear laws to linear form. By the end of the lesson, the learner should be able to:
Change non-linear laws to linear form.
Draw suitable graphs from the laws.		 Completing tables
Drawing graphs
Supervised practice
Written exercise		 Graph books
Calculator		 KLB BK III Pg.318-25  
2 Equation of a circle, center origin. By the end of the lesson, the learner should be able to:
Find equation of a circle with the center as the origin.		 Guided discovery
Worked examples
Written exercise		   KLB BK III Pg.325-6  
3 Equation of a circle, center (a, b) By the end of the lesson, the learner should be able to:
Find equation f a circle given center (a, b)		 Guided discovery
Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.326-7  
4, 5 Equation of a circle, given its diameter. By the end of the lesson, the learner should be able to:
Find the equation of a circle given its diameter.		 Review mid-point of a vector
Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.326-7  
6, 7 Center and radius of a circle. By the end of the lesson, the learner should be able to:
Determine center and radius of a circle from an equation.		 Review completing the square
Worked examples
Supervised practice
Written exercise		   KLB BK III Pg.328-9  
  END OF YEAR EXAMS
Published in Form 3 Term 3 Schemes of Work 2020/2021
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