Longhorn
Mathematics
Activities
Teacher's Guide
Grade 2
Thaddeus Mukhuri
Maureen Okello
Munyikha Mwimani
Samuel Thinwa
John Mwaniki
ii
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Published by
Longhorn Publishers Ltd.,
Funzi Road, Industrial Area,
P. O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo/Garden Road
Mikocheni B, Plot No. MKC/MCB/81,
P O Box 1237
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank
P.O. Box 5910
Kigali, Rwanda
© T. Mukhuri, M. Okello, M. Mwimani, J. Mwaniki, S. inwa, 2018
e moral rights of the authors have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise without the prior written permission of the copyright owner.
First published 2018
ISBN 978 9966 64 045 1
Printed by Ramco Printing Works Ltd,
Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn off, Mombasa Road,
P. O. Box 27750 - 00506,
Nairobi, Kenya.
iii
CONTENTS
Part 1: Introduction
...................................................................... 1
Organisation of the book ......................................................................................... 1
Overview of the competence-based-curriculum .................................................. 3
Pedagogical issues..................................................................................................... 6
Planning to teach ...................................................................................................... 16
Assessment and evaluation methods ...................................................................... 21
Part 2: Guidance to sub-strands
Strand 1: Numbers
Sub-Strand 1: Number Concept ........................................................... 26
Sub-Strand 2: Whole Numbers............................................................. 29
Sub-Strand 3: Fractions ......................................................................... 37
Sub-Strand 4: Addition.......................................................................... 41
Sub-Strand 5: Subtraction ..................................................................... 52
Sub-Strand 6: Multiplication................................................................. 61
Sub-Strand 7: Division........................................................................... 70
Strand 2: Measurements
Sub-Strand 8: Length ............................................................................. 75
Sub-Strand 9: Mass................................................................................. 78
Sub-Strand 10: Capacity ........................................................................ 82
Sub-Strand 11: Time .............................................................................. 86
Sub-Strand 12: Money ........................................................................... 94
Strand 3: Geometry
Sub-Strand 13: Lines.............................................................................. 100
Sub-Strand 14: Shapes ........................................................................... 105
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1
1. Organisation of the book
PART ONE: INTRODUCTION
is teacher’s guide is written to guide
the teacher in implementing the Grade
2 Competence-Based Mathematics
Curriculum.
It is organised into two main sections.
Part 1 is the section of general introduction,
detailing information on competence-
based curriculum and pedagogical issues.
e main elements of Part 1 are:
• Overview of the new compentennce-
based curriculum: It gives a brief
overview of the new competence-
based curriculum including the types
of competences and how they are
acquired, pertinent and contemporary
issues (PCIs) to be addressed during
learning and the organisation of the
syllabus.
• Pedagogical approaches- It highlights
the teacher's and learner's roles
for effective teaching/learning of
mathematics, teaching/learning
resources, grouping learners for
learning and teaching methods and
special needs education.
• Planning to teach and the teaching
process- It highlights importance
of planning for teaching, guides
the teacher on the actual process of
planning using the scheme of work
and lesson plan.
• Assessment and evaluation methods-
it gives an overview of types of
assessment and record keeping.
Part 2 provides a guide on how the teacher
should approach the teaching in each sub-
strand in order to facilitate learners to
acquire the knowledge, skills and attitudes
envisaged in each sub-strand . is part is
therefore structured into sub-strands
e main elements of the guide to each sub-
strand guide are:
• Sub-strand heading – This gives
the sub-strand title as stated in the
syllabus.
• Specific learning outcomes: This
section outlines the outcomes that
the learner is expected to achieve
through his/her interaction with the
concepts and activities planned for the
sub-stand. It is from these outcomes
that the content for the sub-strand is
derived
• Core competences: is section outlines
the core competences that the learner
is expected to achieve by the end of
the sub-strand. These competences
once achieved will help the learner to
interact with his/her physical, social
and economic environment; and solve
daily life problems.
• Key inquiry questions: is section
gives some key questions that will
guide the learning in the entire sub-
strand as learners seek answers to
them.
• Links to pertinent and contemporary
issues (PCIs): is section highlights
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some of the life skills and contemporary
issues that the learners need to be
sensitised on for their well being and
of the environment, through infusion
as the learners do the activities planed
for the unit is is meant to make the
teacher conscious and be on the look
out for suitable opportunities through
out the teaching/learning process to
address these issues.
• Links to other subjects: is section
highlights the other subjects that
are related to the sub-strand. The
relationship is by way of the subjects
applying the skills being taught in the
sub-strand and vice versa.
• Prerequisite to the unit: is section
outlines key knowledge, skills attitudes
and values that learners need to have
acquired earlier that will facilitate their
learning in the sub-strand.
• Teaching/learning resources: This
section outlines key resources that will
facilitate teaching and learning in the
sub-strand
• Vocabulary/keywords: is is a list
of new words that the learners will
come across and interact with in the
sub-strand. e teacher is encouraged
to help the learners understand
their meanings and usage in order to
help them build their language and
vocabulary.
• Guidance to teaching/learning
experiences: This section provides
guidance to the teacher on how to
facilitate learning in each lesson. e
guidance for each lesson is structured
as follows:
– Lesson title
– Specic learning outcome of the
lesson
– Learning activities: Under each
activity, the teacher is guided on
how to prepare for the activity,
facilitate the learners in the
doing, facility the synthesis of
the knowledge being acquired
and assess the achievement
of the skills, knowledge and
attitudes.
– Answers to exercises and
activities. is section provides
answers to activities and
exercises in the sub-strand.
3
2.1 Denition of competence-based
learning
Competency-based learning refers to
systems of instruction, assessment,
grading, and academic reporting that are
based on students demonstrating that they
have acquired the competence (knowledge,
skills and attitudes) they are expected to
acquire as they progress to the next level
of education. e competences acquired
should enable them interact with the
environment in more practical ways.
Some advantages of competency based
curriculum
1. Learner-focused
e focus is on the educational achievement
of each individual learner. e learner
takes the centre stage in the generation
of the learning with the teacher as just a
facilitator.
2. Focus on competencies
e focus is more on the development of
competences and less on content. It aims at
the appropriate application of knowledge,
and not necessarily just its acquisition.
3. Opportunities for local decision making
and greater depth of study
It gives the teacher great autonomy and
exibility in implementing the curriculum
as opposed to a prescriptive curriculum
where teaching/learning methods are
prescribed to the teacher.
e competence-based curriculum focuses
on programs that have more learning
outcomes.
4. Balance between formative and
summative assessment
It avoids too much focus on summative
assessment, Instead, it focuses on a
range of assessments of the development
of student learning outcomes, cross-
curricular competencies, literacy and
numeracy.
It is from this background that the
Mathematics Curriculum for Primary
level was reviewed, as a paradigm shi
from the traditional knowledge-based
learning to competence-based learning.
2.2 e structure of the syllabus
Mathematics as a subject is taught and
learned as a core subject at all Grades in
the Primary level of education in Kenya.
At every grade, the syllabus is structured
into Strands Areas that are further
broken down into sub-strands. e sub-
strand have the following elements:
• Sub-strand is aligned with a number of
lessons.
• Each sub-strand has specic learning
outcomes which should be achieved by
the learners.
• For each sub-strand, the syllabus
suggest teaching/learning experiences
(activities) that should be pursued
to develop the learning outcomes.
However, the teacher has the freedom
to design other relevant activities to
2. Overview of the new competence-based curriculum
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suit the local environment and achieve
the same outcomes.
• e syllabus outlines the pertinent and
contemporary issues (PCIs) that should
addressed during learning in each sub-
strand
• e syllabus identies other subjects
that have a link with the sub-strand.
In all, the Mathematics Syllabus for Grade
1 has 2 strands namely:
• Numbers
• Measurement
• Geometry
e strands are structured into 11 sub-
strands as shown in the Table of Contents
of this book.
2.3 Types of core competences and their
acquisition
e following are the core competences that
should be achieved by the Grade 2 leaners
by doing the mathematics activities outlined
in the learner's book
Critical thinking and problem solving
skills:
Critical thinking is the ability to think
clearly and rationally about what to do
or what to believe. On the other hand,
problem solving is the act of dening a
problem; determining the cause of the
problem; identifying, prioritising and
selecting alternatives for a solution; and
implementing a solution.
e learners will acquire these competence
as they use their minds to evaluate
mathematical situations and come up with
solutions to the problems.
Creativity and Imagination
is refers to the ability to form pictures in
the mind of things that one has not seen or
experienced, and turn those pictures into
real things
e learners will acquire this competence as
they use imagination beyond the knowledge
provided in the classroom to generate new
ideas and construct new concepts.
Communication and collaboration
Communication is the act of transferring
information from one place to another,
whether vocally, visually, or non-verbally
e learners will acquire this competence as
they read and interpret learning instructions
in the activities and questions in exercises,
and communicate their ideas to others in
group and class discussions.
Collaboration on the other hand is the process
of two or more people or organisations
working together to realize shared goals.
e learners will acquire this competence
as they work in groups and cooperate in
teams to do the tasks given in learning
activities. ey will learn to respect the
opinions of others and the complementary
roles played by each through cooperation.
Learning to learn
e learners will acquire this competence
as they continuously discover new ways of
getting information through research in
books and digital resources.
Digital competences
is refers to the ability to use digital devices
and sources of information in learning. e
learners will acquire this competence as
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they manipulate mathematical information
digital devices like using laptops and
tablets.
Citizenship
Citizenship is the state of possessing the
rights, privileges, and duties of a citizen. It
creates a sense of belonging and attachment
to one's nation.
This competency will be acquired by
learners as they perform activities that use
Kenyan materials like Kenyan money and
empty packets of Kenya-made products.
Self ecacy
is refers to one's belief in his/her ability to
succeed in specic situations or accomplish
a task. It determines how the person feels,
thinks, behaves and motivates themselves.
e learners will acquire this competence
as they continuously solve problems
successfully. To facilitate the acquisition
of this competence, the teacher should
reinforce every learner's eort and recognise
every bit of their success.
2.4 Pertinent and contemporary issues
(PCIs) to be addressed during learning
ese are issues that have been give some
national priorities and hence need to make
be inculcated in the learners through the
teaching/learning process.
ey include:
• Self awareness
• Self esteem
• Social cohesion
• Environmental education
• Safety
• Interpersonal skills
• Animal welfare
• Nutrition and hygiene
• Leadership and development
•
Values include:
• Integrity
• Unity
• Honesty
• Love
• Respect
• Responsibility
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3.1 Teacher's and learner's roles for eective
teaching/learning of Grade 2 mathematics
(a) Teacher’s role and basic skills
e teacher is the most important resources
for an eective mathematics lesson.
Some of the key roles of the Grade 2
mathematics teacher include:
• Organising the classroom to create a
suitable learning environment.
• Preparing appropriate materials for
learning activities.
• Encouraging and accepting learner's
autonomy and initiative.
• Using appropriate mathematical
language.
• Allowing learner responses to drive
lessons, shift instructional strategies.
• Familiarizing themselves with learners’
understandings of concepts before
sharing their own understandings of
those concepts.
• Encouraging learners to engage in
dialogue, both with the teacher and
one another.
• Engaging learners in experiences that
pose contradictions to their initial
hypotheses and then encouraging
discussion.
• Providing time for learners to construct
relationships and create metaphors.
• Engaging learners in a variety of
learning activities.
• Using a variety of teaching and
assessment methods.
• Adjusting instructions to the level of
the learner.
• Nurturing learners’ natural curiosity.
• Motivating learners to make them
ready for learning.
• Coordinate learners’ activities so that
the desired outcome can be achieved.
• Assessing learners’ activities and
suggest solutions to their problems.
• Assist learners to consolidate their
activities by summarising the key
points learnt.
Some of the key skills that the Grade 2
mathematics teacher should have include:
• Creativity and innovation.
• Makes connections/relations with
other subjects.
• High level knowledge of the content.
• Effective disciplining skills manage
adequately the classroom
• Good communication skills.
• Motivational skills.
• Guidance and counselling.
(b)Learner’s role in learning Mathematics
Learning takes place only when the learner
acquires the intended knowledge, skills
and attitudes. As such, learning is a highly
personal and individual process. us, a
learner must be actively engaged in the
learning exercise.
For active participation in learning, the
learner should:
3. Pedagogical approaches
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• Raise questions about what is observed.
• Suggest solutions to the problems
observed.
• Take part in planning investigations with
appropriate controls to answer specic
questions.
• Carry out investigations to search for
answers and solve problems with the
help of materials provided.
• Working in collaboration with others,
communicating their own ideas and
considering others’ ideas.
• Expressing mathematical ideas using
appropriate mathematical language and
symbolically in writing.
• Engaging in lively public discussions in
defence of their work and explanations.
• Applying their learning in real-life
contexts.
• Reecting critically on the processes
and outcomes of their inquiries.
3.2 Teaching/learning resources
ese refer to things that the teacher requires
during the teaching process. Learners learn
from everything that happens around them,
such as the things that they hear, see, touch,
taste, smell and play with.
Key resources for teaching/learning lower
primary mathematics include:
• e classroom.
• Textbooks.
• Teaching/learning aids
(a) The classroom as a learning
environment
Generally, a classroom refers to the place
where learning takes place.
Classroom organisation
It is important for the teacher to make the
classroom an attractive and stimulating
environment. is can be done by:
• Carefully arranging the furniture in
the classroom in an organised way to
allow free movement of learners and
the teacher.
• Putting up learning and teaching aids
on the walls. Examples are wall charts,
pictures and photographs.
• Displaying teaching models.
• Providing objects for play e.g toys.
• Having a display corner in the
classroom where learners display their
work.
• Setting a corner for storing materials so
as not to obstruct or distract learners.
• Spreading out the learners evenly so
that they do not interfere with one
another’s activities.
• Setting up the materials for the series
of lessons or activities going on for a
number of days or weeks in a location
where they do not interfere with other
daily activities
• Organising the sitting arrangement
such that learners face the lighted areas
of the room.
• Choosing the most appropriate location
for the teacher and the chalkboard
such that they are visible to all learners
and the teacher has a good view of all
learners in the class.
(b) Textbooks
e qualities of a good textbook include:
• Adherence to the curriculum for the
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given level
• Having a variety of activities and
exercises.
• Use of language appropriate to the level
of the learner.
• Usability by the target group.
• Clarity of illustrations.
• Attractiveness to the target user.
• Availability of accompanying teacher's
guide.
(c) Teaching/learning aids
For learners to study mathematics through
the activity method, a number of teaching/
learning aids are required. e important
role played by these materials in learning
has been felt for centuries. is is clear for
instance in the old Chinese proverb that
says:
• What I hear I forget
• When I see I remember
• When I do I understand
Since mathematics is largely a practical
subject, the materials help the teacher to
convey his/ her points, information or
impart skills, simply and clearly, and to
achieve desired results much easily.
Most of the materials that a teacher
requires for mathematical activities and
calculations can be collected from the local
environment, improvised or purchased.
The following are some of the key
teaching/learning aids for lower primary
mathematics:
1. Counters – Stones, leaves, straws,
small wooden blocks, bottle tops,
empty match boxes, beads, beans
seeds, maize seeds, buttons sticks,
fruits rulers, spoons, erasers, chairs,
tables.
2. Place value teaching learning aids
– ey include place value pockets,
place value charts, place value tray,
place value abacus, wooden cubes,
blocks.
3. An abacus – It is a mechanical device
used to represent numbers and
perform arithmetic operations. It can
be bought or improvised.
4. Flash cards – ey include
picture ash cards for addition,
multiplication and subtraction, sign
cards, number cards.
5. Number lines – ey are usually
drawn on the chalkboard, ground,
oor, on a chart.
6. Measuring materials – ey include
beam balances, strings, rope, paper
strips, metre, sticks, tins, containers,
metre rule, wall clock, wrist watch
digital watch, improvised clock face;
and body parts to measure footsteps,
strides, arm span, hand span,
7. Geometrical cut outs – ey
include square rectangular, circular,
triangular and oval paper cut-outs.
8. Modelling materials – ey include
plasticine and clay.
9. Games materials– They include
materials foe playing digital
games, two number games, seek
and hiding games, card game,
what I am thinking, Hop scotch,
Number Bingo, catching the beam
bag, skittles, find my mistake.
10. Wall charts – Number chart,
Addition and subtraction chart,
bundle charts, multiplication and
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division charts, animal charts, lines
and shapes chart, clock face charts.
11. Digital devices like laptops and tablets
and the accompanying learning
programs.
A Mathematical kit is a special box
containing materials, apparatus, and
equipment necessary to conduct most
mathematical operations and specific
tasks. e content of the mathematical kit
depends on the curriculum requirements
per level. Most Mathematical kits are
commercially available and target particular
levels of learners. However, the teacher is
encouraged to come up with a kit based on
the specic syllabus requirements.
(d) Improvisation
If each learner is to have a chance of doing
practical activities, cheap resources must be
made available. Standard apparatus made by
commercial manufacturers may not always
be available as they are usually expensive
and most schools cannot afford The
teacher is therefore advised to improvise
using locally available materials as much
as possible.
3.3 Grouping learners for learning
Most mathematical activities are carried out
in groups hence the teacher should place
a number of desks against each other and
then have a group of learners sitting around
those desks.
In some cases, the teacher may wish to
carry out a demonstration. In such cases,
the learners should be arranged to sit or
stand in a semicircle or the shape of letter
“U”, such that each learner can see what the
teacher is doing clearly. If the learners are
involved in individual work, each learner
can work on the oor or on the desk or a
portion of the desk if they are sharing. In
this case, they need not face each other.
Grouping learners for learning has
increasingly become popular in recent
years. In fact, the shi from knowledge-
based to competence-based curriculum will
make grouping the norm in the teaching
process. Grouping learners can be informed
by one or all of the following:
• Similar ability grouping.
• Mixed ability grouping.
• Similar interests grouping.
• Needs grouping.
• Friendship grouping.
• Sex grouping.
Grouping learners in a mathematics class
has several advantages that include:
1. The teacher-learner relationship is
enhanced.
2. A teacher can easily attend to the needs
and problems of a small group.
3. Materials that were inadequate for
individual work can be easily shared.
4. Learners can learn from one another.
5. Cooperation among learners can easily
be enhanced.
6. Many learners accept correction from
the teacher more readily and without
feeling humiliated when they are in a
small group rather than the whole class.
7. Learners’ creativity, responsibility and
leadership skills can easily be developed.
8. Learners can work at their own pace.
e type of “grouping” that a teacher may
choose depends on:
a. e topic or task to be tackled.
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b. e materials available.
c. Ability of learners in the class (fast,
average, slow).
However, the teacher must be flexible
enough to adjust or change his/her type of
grouping to cope with new situations.
ere is no xed number of learners that a
group must have. is is dictated by factors
such as the task to be done, the materials,
characteristics of learners in your class, size
and the space available. However, groups
should on average have between four to ve
learners. You can also resort to pair work
depending on the nature of the content
being taught at the time.
ere is no one method or approach to
teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely
the method to use or a combination of
methods depending on the nature of the
topic or subtopic at hand.
3.4: Teaching methods
ere are a variety of possible methods in
which a teacher can facilitate the learners
to learn. ese include :
(a) Direct exposition/lecture method
(b) Guided discovery
(c) Heuristic (questioning technique)
(d) Group, class or pair work
(e) Project method
(f) Educational visit/ eld trips
(g) Teacher demonstration
(h) Experimentation/ Research
The particular technique that a teacher
may choose to use is inuenced by several
factors such as:
• e particular group of learners in the
class.
• e skills, attitudes and knowledge to
be learned.
• Learning and teaching aids available.
• e local environment.
• e teacher’s personal preference.
• e prevailing weather.
• The requirements of mathematics
syllabus.
(a) Direct exposition
This is the traditional way of teaching
whereby the teacher explains something
while the learners listen. Aer the teacher
has nished, the learners may ask questions.
However,in competence-based curriculum,
this technique should be used very
minimally.
(b) Guided Discovery
In this technique, the teacher encourages
learners to nd out answers to problems by
themselves. e teacher does this by:
• Giving learners specic tasks to do.
• Giving learners materials to work with.
• Asking structured or guided questions
that lead learners to the desired
outcome.
Sometimes learners are given a problem to
solve and then le to work in an open-ended
manner until they nd out for themselves.
is is the most preferred method of teaching
in the implementation of competency-
based curriculum.
(c) Heuristic (questioning technique)
In this technique, the teacher and learners
interact through question and answer
sessions most of the time. The teacher
carefully selects his/her questions so that
11
learners are prompted to think and express
their ideas freely, but along a desired line
of thought. e method leads learners
from the known to unknown in a logical
sequence; and works well with small
groups. e method boosts condence in
learners and improve interpersonal and
communication skills.
e main disadvantage of this method is
that some learners maybe shy or afraid to air
their opinions freely in front of the teacher
or their peers. It may give them more
condent learners a chance to dominate
the others.
(d) Group/class/pair work method
This is an activity-based method where
tasks are given to learners in groups. e
teacher is expected to develop the activities
and leave the learners to proceed as he
facilitates the work, giving guidance to each
group accordingly.
It enhances the spirit of teamwork and
active participation. It allows the learners
to gain condence in discussing, organising
and performing the group activities.
Interpersonal relations are also enhanced.
(e) Project method
In this approach, the teacher organizes and
guides a group of learners or the whole class
to undertake a comprehensive study of
something in real life over a period of time
such as a week or several weeks.
Learners using the project method of
studying encounter real life problems
which cannot be realistically brought into
a normal classroom situation. A project
captures learners’ enthusiasm, stimulates
their initiative and encourages independent
enquiry. The teacher, using the project
method, must ensure that the learners
understand the problem to be solved and
then provides them with the necessary
materials and guidance to enable them
carry out the project.
e main disadvantage of this method is
that if a project is not closely supervised,
learners easily get distracted and therefore
lose track of the main objective of their
study. Studying by the project method does
not work well with learners who have little
or no initiative.
(f) Educational visits and trips/nature
walks
This is a lesson conducted outside the
school compound during which a teacher
and the learners visit a place relevant to
their topic of study. An educational visit/
nature walk enables learners to view their
surroundings with a broader outlook that
cannot be acquired in a classroom setting.
It also allows them to learn practically
through first-hand experience. In all
“educational visit/nature walk lessons”,
learners are likely to be highly motivated
and the teacher should exploit this in
ensuring effective learning. However,
educational visits are time consuming and
require a lot of prior preparation for them
to succeed. ey can also be expensive to
undertake especially when learners have to
travel far from the school.
(g) Demonstration method
In a demonstration, the teacher shows
the learners an experiment, an activity
or a procedure to be followed when
investigating or explaining a particular
problem. e learners gather around the
teacher where each learner can observe
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what the teacher is doing. It is necessary
to involve the learners in a demonstration,
for example by:
• Asking a few learners to assist you in
setting up the activity.
• Requesting them to make observations.
• Asking them questions as you progress
with the demonstration.
is will help to prevent the demonstration
from becoming too teacher-centred.
When is a demonstration necessary?
A teacher may have to use a demonstration,
for example when:
• The experiment/procedure is too
advanced for learners to perform.
• The experiment/ procedure is
dangerous.
• e apparatus and materials involved are
delicate for learners to handle.
• Apparatus and equipment are few.
3.5 Handling learners with special
Learning Needs
All Kenyans children have the right to
access free and compulsory basic education
regardless of their different needs. This
provision allows all learners at a particular
level to benefit from the same set of
educational programs. is necessitates the
focus on special needs education.
Therefore, the schools’ role is to enrol
them and set strategies to provide relevant
education to them. e teacher therefore
is required to consider each learner’s needs
during teaching and learning process.
Assessment strategies and conditions should
also be tailored to also cater for the needs of
these learners.
Categories of groups with special learning
needs include but not limited to:.
- Mentally challenged
- Visually impaired
- Hearing impaired
- Physically impaired pupils
- Learners with speech problem.
- Academically slow learners
- Academically Gied/ talented
learners
- Emotionally/ Psychologically
disturbed
(a) Mentally challenged
ese pupils take too long to learn a skill
that other pupils of the same age nd easy
to master. Sometimes, they do not learn
at all. Some of them don't seem to be
aware of the objects and people around
them. ey do not initiate interaction.
Interventions measures
• Giving them plenty of time to do their
work.
• Rewarding them appropriately for
their input.
• Teaching them simple concept that
will not confuse them.
• Being friendly, kind, sympathetic,
trustworthy and reliable in order to
win and build their condence.
Special education experts may
recommend that a severely mentally
impaired pupil attend a school that caters
specially for his or her needs.
(b) Visually impaired
Pupils who are visually impaired
experience diculty in reading and
13
copying notes from the writing board.
Some have itchy, watery eyes while others
complain of double vision.
Intervention measures
• Place them in an appropriate position
in the class where they are able to see
well.
• Arrange for them to make notes aer
the class.
• Give them more time to nish their
work.
• Give them extra tutorials on the work
covered.
(c) Hearing impaired
Pupils who have trouble in hearing are
normally inattentive in class. ey also
seem to be confused by instructions
and are unwilling to participate in class
activities. Some complain of pain in the
ears.
Intervention measures
• Allow them to sit in comfortable
places where they can hear well.
• Involve them more in activities that
involve more reading and observation.
• Advise their parents to seek medical
treatment for them.
(d) Physically handicapped
Physically handicapped pupils may
have one or more of the following
characteristics:
• Abnormal body postures in walking or
sitting, including limping and disuse of
some parts of the body for example the
arm or hands.
• Diculties in using and controlling
parts of the body, for example in
control of the limbs.
Intervention measures
• Being kind, understanding and
arming them whenever the
opportunity arises.
• Giving them assignments that require
other skills like reading out loud so
that the class listens and appreciates
their ability.
• Making sure they are seated in
comfortable position near the front of
the class where they can move freely.
• Giving them more time in the
performance of some tasks like project
work, activities, etc.
• Giving individual attention in the
teaching of relevant topics and in
the assessment and performance of
activities
• Giving helpful advice for treatment
and referring complicated cases to the
relevant health professionals.
(e) Learners with speech challenges
ese pupils nd it dicult to speak and
have problems reading. As a result, they
tend to be inactive and withdrawn.
Intervention measures
• Encouraging them to answer oral
questions.
• Not interrupting them when they are
talking.
• Using pictures and real objects to
illustrate words.
• Encouraging their parents to seek
professional help from a speech
therapist.
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(f) Academically slow learners
Slow pupils have the following problems:
• ey do not keep up with the rate of
learning in the class.
• ey have diculties in grasping
content.
• ey have problems in reading,
writing and expressing themselves
verbally.
• ey tend to score lower than their
class members in achievement tests.
Intervention measures
• Giving them more time to do their
work.
• Varying your teaching methods,
including increased uses of
group work, teaching aids and
demonstrations.
• Giving them remedial work or extra
attention.
• Providing them with a stimulating
environment by exposing them
to a variety of resources such as
photographs, drawing models and eld
visits.
• Giving positive feedback whenever
they show eort.
• Encouraging condence-building
activities through class participation.
(g) e academically gied/talented
learners
e academically talented pupils have the
following characteristics:
• ey possess superior intelligence,
making their academic performance
above average for their age.
• ey have a high degree of aptitude
for school subjects or specic learning
tasks.
• ey are highly interested in
schoolwork.
• ey usually get bored and restless
if they are not fully occupied and
stimulated.
Intervention measures
• Giving them more challenging work
than the other pupils to retain their
interest.
• Giving them research work involving
independent inquiry.
• Pairing them so that they can discuss
ideas at the same level.
• Giving them leadership roles to instill
concern for others.
(h) Emotionally/Psychologically
disturbed
Pupils with emotional, behavioral or
mental disorders exhibit one or more of
the following characteristics to a marked
degree that adversely aects educational
performance:
• Inability to learn that cannot be
explained by intellectual, sensory or
health factors.
• Inability to build or maintain
satisfactory interpersonal relationships
with peers and teachers.
• Inappropriate types of behaviour or
feelings under normal circumstances.
• Hyperactivity (short attention span,
impulsiveness).
• Aggression/self-injurious behavior
(acting out, ghting)
15
• Withdrawal (failure to initiate
interaction with others, retreat from
exchanges of social interaction,
excessive fear or anxiety)
• Immaturity (inappropriate crying,
temper tantrums, poor copying skills)
• Learning diculties (academically
performing below grade level).
Various factors such as heredity, brain
disorder, diet, stress and family problems
have been suggested as possible causes of
emotional disturbance.
Intervention measures
• You can refer cases to the relevant
health authorities including
psychiatrists, psychologists or other
mental health professionals in public
or private health institutions.
• Provide them with services based on
their individual needs, and all persons
who are involved with these pupils
should be aware of the care they are
receiving.
• It is important to coordinate all
services between home, school
and community through open
communication.
In general, all the learners with diculties
should be well facilitated. is encourages
and motivates them. e teacher and the
rest of the class should never ridicule
learners with any of the diculties. Note
that generally, the people with any kind of
disability can be very sensitive to any kind
of negative comments or criticism.
Remind them that ‘Disability is not
inability’.
Treat them fairly but not with undue
favours.
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4: Planning to teach
The two most important documents in
planning to teach are the schemes of work
and the lesson plan.
4.1 Schemes of work
A scheme of work is a systematic
plan of the lessons and activities, to
de done for a whole term in a given
subject and class. It is derived from the
syllabus and has the following elements
Date
Refers to the date of the day when the lesson
will be taught.
Week
Refers to the week in the term e.g. 1, 2, 3, etc.
Lesson number
Refers to the lesson being taught in that
week e.g. lesson 1, 2, 3 and 4, etc,
Strand title
Refers to the strand title.
Sub-strand title
Refers to the sub-strand title.
Specic learning outcome
Specifies what learners are expected to
achieve at the end of the lesson.
Teaching/learning methods
Indicates the methods and techniques to
be used in the teaching/learning process.
Teaching/learning resources
Resources refers to any materials that will be used
by the learner and the teacher for learning and
teaching.
Assessment
is refers to how the achievement of the
specic learning outcome will be assessed.
Remarks
This is a brief report on the progress of
the lesson planned in the scheme of work.
Examples of such remarks are ‘Taught as
planned’. ‘not taught due to abrupt visit by
County Director of Education.’ ‘Children did
not follow the lesson, it will be repeated on. ..
(Specic date).
A sample scheme of work is shown below:
When making a scheme of work, you
need to take into consideration factors
such as , holidays, sports, drama and
music festivals. e scheme of work
needs to be comprehensive and clear so
that any other teacher taking over at any
time in the course of the term can easily
continue and can maintain continuity
in the learning process. Remember the
scheme of work is the property of the
school and must be le behind in case
you are transferred to another school.
A sample scheme of work is shown next page.
17
SAMPLE SCHEME OF WORK
CLASS: Grade 1
SUBJECT: MATHEMATICS TERM: 1
WK Lesson Strand/
eme
Sub-
strand
Specic
learning out
comes
Learning
experience
Teaching/
learning
resources
Assessment Remarks
1 2 Numbers By the end
of the lesson,
the learner
should be
able to:
Write 1 - 10
in words.
Counting
and writing
numbers
Pupil’s
Book 1
pages
26 - 28
Observations Well
covered
4.2 Lesson plan
A lesson plan is a detailed outline of
how the teacher intends to carry out a
specic lesson.
e following are the main elements of
a lesson plan:
Administrative details
Date………… Subject……….
Class………….Teacher
Time…………. Roll….......
Strand title
Refers to the strand title.
Sub-strand title
Refers to the sub-strand title.
Lesson title
e is the title of the content area to be
learnt in the lesson.
Specic learning outcome
These represent what the teacher
anticipates learners to achieve by the
end of the lesson. It should be clear and
specific. They should also be stated in
behavioural terms, that is, in a way that the
outcome is clearly and can be measured.
Learning/teaching resources and references
Teaching/learning resources are a list of the
materials and apparatus that the learners
and the teacher will use during the lesson.
References is a list of the resources consulted
by the teacher in prepare and executing the
lesson as well as any books that the learners
will use during the lesson.
Introduction
is is the start of the lesson. e teacher
should motivate the learners by creating
learning situations that interest learners
e.g. posing a problem, telling an amusing
but relevant story or episode, showing an
object or picture that arouse their interest.
The introduction should link what the
learners have already learnt with what they
are going to learn.
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Presentation/lesson development
is should mainly include the activities
that learners and the teacher will perform
in order to achieve the stated objectives;
as well as the questions that learners will
answer as they do the various activities.
It is convenient to distinguish between the
learners’ and teacher’s activities under two
columns.
Summary/conclusion: (Consolidation)
is is the step in which the lesson activities
are tied up or consolidated to emphasise
the main points, summarize the lessons or
make conclusions. e summary should
correspond to the objectives stated for that
lesson.
Comments/self-evaluation:
Teacher should write remarks on whether
the objectives were achieved or not and
what he or she intends to do to improve on
the weak points noted during the lesson.
Lesson preparation
Some things that you may do before you go
for a lesson include:
• Go through the expected learning
outcomes – this should help guide the
manner of teaching.
• Read through the unit for the lesson
in advance to get an overview of the
content required.
• Form a mental picture of the teaching
situation and the ways in which
you will interact with learners when
dealing with the suggested activities.
• Collect the materials that will be needed
during the lesson in advance
• In some cases try out the suggested
activities/experiments in advance
to avoid embarrassments like - the
experiment failing to work during the
lesson.
• Remember: The suggested teaching
activities in this book are just a guide.
You may not need to follow them to
the letter! Feel free to incorporate other
innovative teaching methods that will
help in delivering the intended content
optimally.
A sample lesson plan
SUBJECT GRADE DATE TIME ROLL
Mathematics 2 17-5-2018 8.20 am – 8.50 am 45
Strand: Numbers
Sub-strand: Addition
Lesson Title: Addition of 2-digit numbers to a 1-digit number
Pupils Book pages 27-29
Specic learning outcomes
By the end of the lesson the leaners should be able to:
(a) Add 2-digit numbers to a 1 digit number without regrouping with sum not
exceeding 100.
(b) Identify and arrange numbers when adding vertically.
(c) Appreciate using their body parts in counting as well as counting number of
seedlings planted at home.
19
Lesson/Activity Development
Time Introduction Teaching Activities Learning
Activities
T/Learning
resources and
references
5 min Introduction • Write a sum of a 2-digit
numbers to a 1-digit
number on the chalk
board. Prompt the
learners to say how
they can nd the sum.
• Answer the
questions.
• Group
themselves as
guided by the
teachers.
• Collect items
from the
mathematical
corner.
• Work in
groups.
• Number
cards
• Counters
10
min
Content
development
and
explanation
• Guide learners to do
Activity 4B in the
Pupil’s Book page 29.
• Guide them to do
Example 3 on the
chalkboard.
• Help them to do
activities 4B by adding
2-digit number to a
1-digit number.
• Guide them to use
sticks to add the
numbers correctly.
• Ask them questions.
• Let them add ones rst
then tens.
• Invite some learners to
work out the questions
on the chalk board
• Collect items
from the
mathematical
corner.
• Work in
groups.
• To do Activity
4B in groups.
• To work the
examples
on the
chalkboard.
• To answer
questions.
• To ask
questions.
• Counters
• Pupils Book
pages 28-29.
Teaching/learning resources
Counters, charts, pupils text book.
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10
min
Class work
activities
• Ask learners to do
Exercise 4C in the
Pupil’s Book page 30.
• Go round the class
assisting weaker ones.
• Mark their work.
• Do Exercise
in 4C in
your exercise
books.
• Ask any
questions
where need
be.
• Addition
chart
• Pupils Book
pages 29
5 min Conclusion • Ask them to say in
summary how Add
2-digit numbers to a 1
digit number without
regrouping with sum
not exceeding 100.
• Rene the summary
given by the learners
• Give them take away
assignment.
• Summarise
how Add
2-digit
numbers
to a 1 digit
number
without
regrouping
with sum not
exceeding 100
Answer the
questions
• Copy take
away
assignment..
Self evaluation/Remarks: the lesson was averagely taught and most learners understood
the concept.
21
5.1 Denition of assessment
Assessment is the process of evaluating the
teaching and learning processes through
collecting and interpreting evidence of
individual learner’s progress in learning,
and to make a judgment about a learner’s
achievements measured against dened
standards. It is an integral part of the
teaching and learning processes. In the new
competence-based curriculum assessment
must also be competence-based; whereby a
learner is given a complex situation related
to his/her everyday life and asked to try to
overcome the situation by applying what
he/she learned.
5.2 Types of assessment
The two types of assessment that will
be employed in the new curriculum is
formative and summative assessment.
(a) Formative or continuous assessment
Formative or continuous assessment
involves formal and informal methods
used by schools to check whether learning
is taking place.
e teacher will use one or a combination
of the following categories of formmative
assessment:
• Written tests
• Practical work or activity
• Observation
• Oral questions or interviews
• Project work
• Attitude change – this can be done by
asking probing questions and checking
body language as learners respond to
the questions.
(i) Written tests
In this category of assessment, learners are
given questions or tasks and are required
to respond in writing. Examples of written
tests are: short answer type questions,
structured type questions, lling blanks,
multiple choice questions, true-false
questions and matching items.
(ii) Practical work or Activity
In this category, learners are required
to perform a task or solve a problem
practically. e teacher then assesses the
nished work by looking at the materials
used, procedures followed, whether it
works or not or whether it is nished. He
or she then awards marks accordingly.
(iii) Observation
is involves the teacher observing learners
as they perform a practical task to assess
acquisition of skills and attitude change.
e teacher checks ability of the learner to
measure, classify, communicate ndings,
etc. He or she also assesses the learner’s
curiosity, patience, team and co-operation
spirit among others.
(iv) Oral questions or interviews
In this category, the teacher asks learners
questions which require a verbal response
such as name objects that have a circle
shape etc. It is important that the questions
asked are not ambiguous.
5: Assessment and evaluation methods
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(v) Project work
In a project, learners undertake a
comprehensive study of something in
real life over a period of time such as
several weeks or even months aer which
they present a report. In project work, let
learners begin from planning stage (come
up with a schedule of events), execute the
plan, analyse the results and look back
(reflect) on the challenges encountered
during the project and come up with
solutions to those challenges (problem-
solving skills).
A teacher can use one or several of these
assessment methods depending on the
subtopic being studied or the purpose for
which assessment is required.
When should the teacher assess learning
progress?
The teacher should decide whether to
assess learners at the end of the lesson or
at any other appropriate time when enough
content has been covered. T
(b) Summative assessment
e main purpose of summative
assessment is to evaluate whether
learning outcomes have been achieved
and to use the results for the ranking
or grading of learners, for deciding on
progression, for selection into the next
level of education and for certication.
is assessment should have an
integrative aspect whereby a learner
must be able to show mastery of all
competences.
It can be internal school based assessment
or external assessment in the form of
national examinations. School based
summative assessment should take place
once at the end of each term and once at
the end of the year.
Item writing in summative assessment
Before developing a question paper, a plan
or specication of what is to be tested or
examined must be elaborated to show the
strands and sub-strands to be tested on,
the number of questions in each level of
Bloom’s taxonomy and the marks allocation
for each question. In a competency based
curriculum, questions from higher levels
of Bloom’s taxonomy should be given more
weight than those from knowledge and
comprehension level.
Before developing a question paper, the
item writer must ensure that the test or
examination questions are tailored towards
competency based assessment by doing the
following:
• Identify sub-strands areas to be tested
on from the subject syllabus.
• Outline learning outcomes to be
considered as the basis for the test.
• Prepare a table of specications.
• Ensure that the verbs used in the
formulation of questions do not require
memorization or recall answers only
but testing broad competences as stated
in the syllabus.
5.3 Record Keeping
Whatever assessment procedures is used, it
should generate information which should
be well recorded and stored in a learner's
personal le. It will guide remedial actions
and give feed back to the parents.
The file should not only store the final
work produced by the learner such as
23
exams and assignments, but also a record
of the activities undertaken over time as
during the learning process. is serves
as a verication tool that participated in
entire learning process before undergoing
summative assessment.
.
School………………………………………………………….Class/ Grade……………
Pupil’s name ……………………………………….. Admission number………………….
Age …………….. Term……………………… Year…………………
Subject/Activity area ……………………………………….
Pupil ability and expectations/
competences.
Weak Average Good Outstanding
1. Makes observations on learners
doing.
2. Asks oral questions in class.
3. Answers questions orally in class
4. Recalls key concepts.
5. Expresses self-esteem
6. Draws/ presents complete work
done
7. Makes correct interpretations.
8. Relates things from known to
unknown.
9. Makes correct analyses.
10. Presents sustained reasonable
arguments.
e following checklist may help you in evaluating the learner's participation in class.
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See a sample lesson plan next page
25
PART 2
GUIDANCE TO SUB-STRANDS
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Number Concept
(Pupil’s Book Pages 1 – 4)
Suggested number of lessons: 8 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Read numbers 1 to100 in symbols.
(b) Represent numbers 1 to 100 using
concrete objects in the environment.
Core competences
Communication and collaboration,
Imagination and creativity, self- ecacy,
digital literacy, Learning to learn, critical
thinking and problem solving
Key inquiry question(s)
How can we nd the number of objects in
a group?
Link to PCIs
Life skills: self-awareness and self-esteem;
when using body parts
ESD: DRR; Safety when collecting items
in the environment;
Link to other subjects
• Languages
• Nutrition and Hygiene
Pre-requisites to the strand
Number concept under numbers is not
new to the learners since it has been
taught in Grade 1 before. Use question/
answer technique to review the topic. For
learners to understand this sub-strand
they ought to have learnt number concept
in Grade 1.
Counting of objects can be tricky
especially if there is one with hearing
problems. When counting ngers and
toes, do not assume that all learners have
5 ngers and 5 toes per hand and leg
respectively. Be careful not to oend the
aected learners.
is sub-strand aims at creating self-
awareness and self-esteem among the
learners as they count their toes and
ngers and/or while mingling with others
during activities.
Teaching and learning resources
• Fingers
• Toes
• Counters
• Textbooks
Key words
• Groups
• Symbols
• Represent
1
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• Guide the learners to read all the
numbers (1 to 100) in the number
chart.
• Ensure that whoever is reading does it
loudly enough for others to hear.
Synthesis
• Use the number chart to remind the
learners the names of the numbers
they may have forgotten.
• Use Example 1 in the Pupil’s Book
to discuss number names with the
learners.
• Involve all the learners in reading the
numbers at intervals.
• Revise together any dicult questions
in their last exam.
• Counting and reading of numbers
forward and backwards will refresh
their minds.
Conclusion
Numbers can be read even if they don’t
follow on order.
Assessment
• Oral assessment and observation.
• Oral assessment: Ask the learners
to count and read the numbers in
Exercise 1A.
Guidelines to teaching/learning
experiences
Reading numbers 1 to 100
in symbols
Specific learning outcome
By the end of this lesson the learner
should be able to read numbers from
1to100 in symbols.
Activities 1A and 1B
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
Doing the activity
• Group the learners into two groups.
• Review the previous sub-strand
(Number concept) taught in Grade 1.
• Use question and answer technique to
refresh the learners who have been on
a break.
• Ask the learners to count and read
numbers forward and backwards in
Activity 1A.
• In Activity 1B ask the learners in
groups of ve to pick number cards
from the Mathematics corner.
• Ask each member of the group to
show a number card to the class and
say the number once.
• Raise the cards as they read the
numbers.
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Synthesis
• Guide the learners to read the
numbers on the table randomly as you
point on the number slapping from
one box to the other.
• Learner to understand that, we use
objects to represent numbers.
• Ensure that learners are able to count
and read all the numbers up to 100.
Conclusion
Numbers are represented by objects.
Assessment
Learners to do Exercise 1B in the Pupil’s
Book i.e. objects and actions to represent
number.
ANSWERS
Practical Activities
Learners to give the teacher their own
answers.
Exercise 1A
1. e teacher to ensure that the learners
read the numbers correctly.
Exercise 1B
e teacher to listen and observe as the
learners skip and count.
Representing numbers 1to100
using concrete objects
Counting fingers and toes
Specific learning outcome
By the end of this lesson the learner
should be able to represent numbers from
1 to100 using concrete objects.
Activities 1C to 1E
Preparation
• Collect all the necessary materials
required for this activity.
• Keep them at the Mathematics corner
in the classroom in preparation for the
activity.
Doing the activity
• Display a table chart showing numbers
represented from 1 to 100.
• Ask the learners to count, read and
represent the numbers from 1 to 100
by doing activities 1C-1E. at is
• Activity 1C: counting their ngers
and toes altogether.
• Activity 1D: using counter to
represent the numbers.
• Activity 1E: count and represent
numbers by skipping the rope
game.
• Guide them to read backwards from
100 to 1.
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Whole numbers
(Pupil’s Book Pages 5 – 18)
Suggested number of lessons: 20 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Count numbers forward and
backward up to 100.
(b) Identify place value of numbers up to
100.
(c) Read numbers 1 to 100 in symbols.
(d) Read and write numbers 1 to 20 in
words.
(e) Work out the missing numbers in
number patterns up to 100.
(f) Appreciate number patterns as they
skip on the number line.
Core competences
Communication and collaboration,
critical thinking, problem solving, digital
literacy.
Key inquiry question(s)
How do we get the next number in a
pattern?
Link to PCIs
Citizenship: Leadership- group work.
Link to other subjects
• Languages activities
• Environmental activities
• Movement and creative activities
Pre-requisites to the strand
In this sub-strand, pupils will learn how
to count forwards and backwards starting
from any number. In addition they will be
exposed to discussing place value of digits
in given numbers besides counting in 2’s
and 10’s. Whole numbers can be counted
in both words and in symbols, ensure that
the learners dierentiate between the two.
Teaching/learning resource
• Fingers
• Toes
• Concrete object
• Textbook
Key words
• Backward
• Forward
• Symbols
• Place value
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Conclusion
Let the learners understand the sequence
in which numbers follow each other.
Assessment
• rough a class discussion let the
learners do oral counting with dierent
learners reciting the numbers in
sequence.
• Guide them through the rst question
of Exercise 2A in the Pupil’s Book.
• Give them time to do numbers 2 to 10
under your supervision assisting the
special needs cases.
• Give them remedial work to do at
home.
Counting in fives starting from
any point
Specific learning outcome
By the end of this lesson the learners
should be able to count in ves with ease.
Activity 2B
Doing the activity
• Pair the learners into groups of mixed
abilities; in case the class is mixed
ensure that there is gender balance in
the groups.
• Ask the learners to repeat the steps in
Activity 2A but now count in ves.
Synthesis
• Aer the learners are done with the
activity ensure that each learner is able
to count in ves irrespective of the
beginning point.
Guidelines to teaching and
learning experiences
Counting numbers forward
and backwards
Counting in twos
Specific learning outcome
By the end of this lesson the learner
should be able to count in twos.
Activity 2A
Preparation
• Before the class prepares the place that
the learners will do the activity. Select
an area that is at.
Doing the activity
• Organize the learners into mixed
ability groups. If the class is mixed,
ensure that the leaners are organized in
such a way that the groups comprise of
both boys and girls.
• Guide the slow learners and those who
may be having counting in twos.
• Ensure that they know how to count by
starting from any number between 1
and 100.
Synthesis
• e learners should be able to count
from one to hundred with ease and
continuity.
• Use Example 1 to discuss how numbers
follow each other.
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and forwards in twos.
• Now ask the learners to repeat the steps
done but in tens.
Are they able to count forwards and
backwards?
Synthesis
Explain to the learners how they count
both forward and backward without
changing the sequence.
Use Example 3 to explain counting
forward in twos.
Conclusion
Let the learners understand that they
can count both forward and backwards
without changing the sequence of the
numbers.
Assessment
• rough question and answer method
ask learners Oral questions and let
them be able to count forward and
backwards in twos and tens.
• Let the learners attempt Exercise 2C.
Mark their books and revise with them
where necessary.
• Guide them through Example 2
provided in the Pupil’s Book.
Conclusion
Conclude the lesson by letting the learners
know counting in ves can begin at any
point.
Assessment
• Let the learners count in ves as you
observe. Each learner should begin at a
new point.
• Guide them through the Question 1 of
Exercise 2B.
• Let them attempt the rest of Exercise
2B.
Counting fingers and toes in twos
and tens
Specific learning outcome
By the end of this lesson the learner
should be able to count his/her ngers and
toes in twos and tens.
Activity 2C
Preparation
Organize the area where the learners can
be able to do the activity without hurting
each other or themselves.
Doing the activity
• Arrange the learners in groups,
considering that all the groups should
comprise of learners with dierent
abilities. If it is a mixed class ensure
there is gender balance in the groups.
• Ensure that they can count backwards
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Assessment
Let the learners do questions in Exercise
2D. Mark their work and guide them
accordingly.
Place value using an abacus
Specific learning outcome
By the end of this lesson the learner
should be able to state the place value of
numbers using an abacus.
Activity 2E
Preparation
Before the lesson, ensure that there are
enough bottle tops to be used in the
activity. e abacii must be available or
you improvise.
Doing the activity
• Ask the learners to carry out Activity
2E.
• Guide them on how to represent a
number on the abacus.
Synthesis
• Use Example 5 to discuss how to
represent 42 on the abacus.
• Explain the tens and ones.
• Use Examples 5 and 6 to nd the place
values of digits.
Conclusion
We use the abacus to state the place value
of numbers.
Place value
Tens and ones
Specific learning outcome
By the end of this lesson the learners
should be able to place numbers in their
rightful place values.
Activity 2D
Preparation
Ensure that there are enough straws
available for the activity.
Doing the activity
• Arrange learners in groups of mixed
abilities as well as dierent gender if
the class is mixed.
• Ask them to carry out Activity 2D.
• Review the concept of place value with
the learners. Remind them of ones and
tens and the place value chart.
• Ensure that they are able to put the
correct number of straws together.
Synthesis
• e learners can be able to group
numbers into tens and ones by
counting the straws in tens and ones.
• Use Example 4 to explain to the
learners how the place value changes
from tens to hundreds.
Conclusion
Summarize the lesson by explaining to the
learners how to group numbers in ones,
tens and hundreds.
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Writing numbers in words
Specific learning outcome
By the end of this lesson the learner
should be able to write numbers in words.
Activity 2G
Preparation
Before the lesson, ensure that you have
enough space where the learners will write
the numbers in words.
Doing the activity
• Ask the learners to read all the
numbers given.
• Guide them as they write the names of
the numbers.
Synthesis
• Ask the learners probing questions and
let them write dierent numbers in
words.
• Let them read the numbers aloud
provided in the Pupil’s Book.
• Use Example 7 to discuss names of
numbers.
Conclusion
Summarize the lesson by letting learners
know how dierent numbers are written
in words.
Assessment
Let the learners attempt Exercise 2H.
Assessment
• Let the learners do Exercise 2E as you
guide them.
• Ask them to do Exercise 2F as an
assignment.
Reading and writing
numbers in symbols
Specific learning outcome
By the end of this lesson the learner
should be able to read and write numbers
in symbols.
Activity 2F
Preparation
Ensure that the number chart is hanged
on the wall.
Doing the activity
• Ask all the learners to read aloud 1 to
10.
• Ask one learner to read from 1 to 20,
21 to 40, 41 to 60, 61 to 80, and 81 to
100.
Synthesis
• Guide the learners to pronounce the
words well.
• Ensure that they can read correctly.
Assessment
Let the learners do Exercise 2G. Guide
them on how to ll the table correctly.
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• Give them more questions to do as an
assignment.
Digital games
Specific learning outcome
By the end of this lesson the learner
should be able form number patterns
using a laptop.
Activity 2I
Preparation
Ensure all the laptops to be used in this
Activity are working properly.
Doing the activity
• Organize the learners into groups of
mixed abilities and gender incase the
class is mixed.
• Ask them to create number patterns
using the laptops. Guide them as they
do the activity.
Synthesis
Help learners to create number pattern
with their laptops.
Use other digital games in explaining to
ensure that learners understand the lesson
better.
Conclusion
We use games to form number patterns.
Assessment
• Guide the learners through question
and answer discussion on making
number patterns using laptops.
Number patterns
Making number patterns
Specific learning outcome
By the end of the lesson the learner
should be able to make number patterns.
Activity 2H
Preparation
Before the lesson prepare dierent
number cards that will be used in the
activity.
Doing the activity
• Organize the learners to carry out
Activity 2H which involves the use of
number cards.
• is activity could culminate into a
pattern of next numbers or missing
numbers.
• Ensure that all the learners actively
participate.
Synthesis
Use Example 8 to explain how to nd the
next numbers.
Conclusion
To determine missing numbers in a
pattern we study the pattern rst then
subtract or add a given number.
Assessment
• Use question and answer technique to
make the learners increase the ability
to master numbers.
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ANSWERS
Practical Activities
Own answers
Exercise 2A
1. 2, 4, 6, 8
2. 10, 12, 14, 16, 18
3. 44, 46, 48, 50, 52
4. 81, 83, 85, 87
5. 55, 57, 59, 61
6. 20, 18, 16, 14
7. 36, 34, 32, 30
8. 76, 74, 72, 70
9. 9, 7, 5, 3
10. 53, 55, 57, 59
Exercise 2B
1. 31, 36, 41
2. 49, 54, 59, 64
3. 83, 88, 93, 98
4. 51, 56, 61, 66
5. 3, 8, 13, 18
6. 36, 41, 46, 51, 56
Exercise 2C
1. 12, 14, 16, 18
2. 15, 17, 19
3. 2, 4, 6, 8, 10
4. 13, 15, 17, 19
5. 4, 6, 8, 10
6. 10, 20, 30, 40, 50
7. 2, 12, 22, 32
8. 10, 20, 30, 40, 50
9. 90, 80, 70, 60
10. 58, 48, 38, 28, 18
• Guide them to do the Questions 1 to 5
of Exercise 2I.
Number patterns using a
number line
Specific learning outcome
By the end of this lesson the leaner should
be able to make number patterns using a
number line.
Activity 2J
Preparation
Prepare the place for the learners to
undertake Activity 2J.
Doing the activity
• Put the learners in groups of 5.
• Organize the learners to use safe
materials to make number lines on the
ground.
• Ask them to carry out Activity
2J. Encourage them to follow the
instructions i.e. skipping in ves
forward and backwards.
Synthesis
Discuss with the learners number patterns
in our day to day activities.
Also discuss the number line in daily life.
Conclusion
We use a number line to form number
patterns.
Assessment
Give the learners questions on making
patterns using a number line for them to
do as an assignment.
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Exercise 2H
1. 12 = twelve
2. 16 = sixteen
3. 20 = twenty
4. 14 = fourteen
5. 17 = seventeen
6. 10 = ten
7. 7 = seven
8. 13 = thirteen
Activity 2I
Check the answers from the learners and
mark accordingly.
Exercise 2I
1. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
2. 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
3. 21, 22, 23, 24, 25, 26, 27, 28, 29, 30
4. 31, 32, 33, 34, 35, 36, 37, 38, 39, 40
5. 41, 42, 43, 44, 45, 46, 47, 48, 49, 50
6. 51, 52, 53, 54, 55, 56, 57, 58, 59, 60
7. 61, 62, 63, 64, 65, 66, 67, 68, 69, 70
8. 71, 72, 73, 74, 75, 76, 77, 78, 79, 80
9. 81, 82, 83, 84, 85, 86, 87, 88, 89, 90,
10. 91, 92, 93, 94, 95, 96, 97, 98, 99, 100
Exercise 2D
1. 12
2. 20
3. 40
4. 60
5. 84
6. 94
7. 109
Exercise 2E
1. 12
2. 31
3. 35
4. 100
Exercise 2F
1. 41 = 4 tens 1 ones
2. 58 = 5 tens 8 ones
3. 78 = 7 tens 8 ones
4. 16 = 1 tens 6 ones
5. 62 = 6 tens 2 ones
6. 100 = 1 hundred 0 tens 0 ones
Exercise 2G
40 41 42 43 44 45 46 47 48 49
50 51 52 53 54 55 56 57 58 59
60 61 62 63 64 65 66 67 68 69
70 71 72 73 74 75 76 77 78 79
80 81 82 83 84 85 86 87 88 89
90 91 92 93 94 95 96 97 98 99
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Fractions
(Pupil’s Book Pages 19 – 26)
Suggested number of lessons: 12 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Identify a
1
2
–
as part of a whole.
(b) Identify a
1
4
–
as part of a whole.
Core competences
Imagination and creativity,
communication and collaboration, critical
thinking and problem solving
Key inquiry question(s)
What fraction do you get when you fold a
circular paper cut- out into 4 equal parts?
PCI’S
Interpersonal relationship- making
friends
Link to other subjects
• Languages
• Nutrition and Hygiene
Pre-requisites to the strand
Fractions is a new concept to Grade 2
learners. Teach from known to unknown
making use of the available concrete
objects. Use of examples that are familiar
to the learners will go along way into
facilitating the teaching/learning process.
You are also encouraged to demonstrate
to the learners at all times. However,
you are advised to caution the learners
about the dangers of careless handling of
scissors.
Teaching/learning resources
• Manila paper
• Pair of scissors
• Pencil
• Ruler concrete objects
• Half and wholes for example half and
full oranges, breads, etc
Key words
• Circular
• Half
• Part
• Cut-out
• Fraction
Guidelines to teaching/learning
experiences
A whole
Specific learning outcome
By the end of this lesson the learner
should be able to identify and name whole
objects.
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Conclusion
A whole object has no part removed.
Assessment
Take them through oral assessment and
by observation of what has been done.
A half as part of a whole
Specific learning outcome
By the end of this lesson the learner
should be able to:
(i) Identify half objects.
(ii) Divide objects into halves.
Activities 3C and 3D
Preparation
• e materials required for this activity
are manila papers, half and wholes for
example half and full oranges, bread,
etc. Ensure there are enough of them in
the Mathematics corner for the activity.
• Aer assembling all the materials
required, group them into groups of
two.
Doing the activities
• Learners to make a circular paper cut-
out.
• Advise them to be careful with the
cutting tools.
• Ensure that they obtain two equal
parts.
• Demonstrate to the class how a
rectangular cut-out can be obtained
using the instructions in Activity 3D.
Activities 3A and 3B
Preparation
• e materials required for this activity
are half and wholes for example, half
and full oranges, loaves of bread, etc.
Ensure there are enough of them in the
Mathematics corner for the activity.
• Aer assembling all the materials
required, group them into groups of
two.
Doing the activities
• Ask the learners some probing
questions related to fractions.
• Organize them in pairs and avail the
materials.
• Use concrete objects like oranges to
demonstrate a circular shape.
Note:
is is only for learners at this level.
Ideally an orange is not completely
circular.
• Guide them to draw circular shapes.
• Supervise them as they cut out the
shapes.
• Discuss the shapes. Ensure that each
pair has more than 3 cut-outs.
Synthesis
• A whole is a full object with no part
removed.
• Full oranges, full bread and others are
examples of a whole.
• Use whole objects to explain a whole.
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A quarter as a part of a whole
Specific learning outcome
By the end of this lesson the learner
should be able to:
(i) Identify quarter objects.
(ii) Divide objects into quarters.
Activity 3E
Preparation
• e materials required for this activity
are manila papers, half and wholes for
example half and full oranges, bread,
etc. Ensure there are enough of them in
the Mathematics corner for the activity.
• Aer assembling all the materials
required, group them into groups of
two.
Doing the activity
• Organize the learners to carry
out activity 3E following all the
instructions.
• Ask them to show their cuttings to
other learners in the classroom.
• Supervise and ensure that each pair has
four parts. Encourage them to clean
their desks aer the activity.
Synthesis
• Explain to the learners that a whole
object, circular or otherwise always
results into 4 equal parts when cut into
4. All these parts are referred to as
quarters (
1
4
–
).
• Again advise against carelessness with
the sharp objects like scissors, razors,
etc.
• Ask them to align the two parts to
ensure that they are equal in size.
Clean up the working area.
Synthesis
• Guide the learners to discuss the results
of the activity. Let them compare their
cut-outs as they discuss.
• Emphasize to the learners that when a
circle is cut into two equal parts, each
part is called half, written as
1
2
–
.
• Use Examples 1and 2 to explain the
two parts of a whole.
• Conclude by stating that any whole
object cut into two results into two
equal parts. Each of the parts is
1
2
–
of
the whole object.
Conclusion
When a whole object is divided into two
equal parts, one part is called half.
Whole Halves
Assessment
Ask the learners to do Exercise 3A that
is to draw circles and rectangles in their
books and divide them into two equal
parts.
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ANSWERS
Practical Activities
Teacher to mark answers from the
learners accordingly.
Exercise 3A
A. 1-5 mark correct answers from
learners. Only one part of the object
should be shaded.
B.
1
2
–
C. 1.
1
2
–
2.
1
2
–
3.
1
2
–
4.
1
2
–
5.
1
2
–
Exercise 3B
A. 1.
1
4
–
2.
1
4
–
3.
1
4
–
4.
1
4
–
5.
1
4
–
B. 1-3 mark accordingly. Only one part
of the object to be shaded.
C.
1
2
–
,
1
4
–
• Use Examples 3 and 4 to reinforce your
discussions for learners to understand
that the shaded part is a quarter of
either the circle or rectangle.
• Guide them to understand that by
sharing food, they build interpersonal
relationships such as friendship.
Conclusion
• When a whole object is divided into
four equal parts, one part is called a
quarter (
1
4
–
).
Assessment
1. Ensure they have obtained quarters in
each pair of pupils.
2. Let the learners attempt questions in
Exercise 3B.
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Addition
(Pupil’s Book Pages 27 – 47)
Suggested number of lessons: 20 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Add a 2- digit number to a 1- digit
number without and with regrouping
with sum not exceeding 100.
(b) Add 3-single digit numbers up to a
sum of 20.
(c) Add a 2-digit number to a 2- digit
number without and with regrouping,
with sums not exceeding 100.
(d) Work out missing numbers in
patterns involving addition of whole
numbers up to 100.
Core competences
Communication and collaboration,
critical thinking and problem solving,
digital literacy.
Key inquiry questions
1. How can we align a 2- digit number
and a 1- digit number vertically in
order to add?
2. When do we regroup?
Link to PCI’s
ESD: DRR; -Collecting safe objects
Citizenship: Social cohesion;- working in
groups
Link to other subjects
• Languages activities
• Language activities
• Nutrition and Hygiene
Pre-requisites to the strand
Addition is not a new concept to learners
it has been learnt starting from pre-
primary, daily activities at home and in
Grade 1. Introduce the sub-strand by
question-answer technique in order to
know how much they understand. A
review of addition covered in Grade
1 would go a long way in laying a
foundation for lessons to be covered
in Grade 2. It is assumed that learners
will have fun carrying out activities and
especially addition using the number line.
Teaching/learning resources
• Counters
• Bottle tops
• Charts showing addition of numbers.
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horizontal form.
• Further use Examples 1 and 2 to
reinforce your explanation. Emphasize
to them that always add ones and tens
separately.
• By this time the learners have acquitted
themselves with this kind of addition.
However, guide those with diculties.
Conclusion
We add numbers using counters. When
adding horizontally we count on.
Assessment
• Let the learners do Exercise 4A,
numbers 1 and 2 in their books. Move
around marking and observing what
they are working on.
• Ask them to attempt a few questions
from Exercise 4B as homework.
• Revise with them aer marking.
Vertical addition without regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to add a 2-digit number
to a 1-digit number without carrying
vertically.
Activity 4B
Preparation
• Ensure there are enough counters in
the Mathematics corner.
• Organize the learners in pairs and ask
them to collect counters in readiness
for Activity 4B.
Guidelines to teaching/learning
experiences
Addition of a 2-digit
number to a 1-digit number
Horizontal addition without
regrouping
Specic learning outcome
By the end of this lesson the learner
should be able to horizontally add a
2-digit number to a 1-digit number
without regrouping.
Activity 4A
Preparation
• Ensure there are enough counters in
the Mathematics corner.
• Organize the learners into convenient
groups.
Doing the activity
• Guide the learners through the steps in
the activity to work out : 23+5
• Encourage them to use place value to
align and add the digits using counters.
23+5=
Tens
2
Tens Tens
2
Ones
3
Ones
5
Ones
8
+
=
• Move around to check on what the
learners are doing.
Synthesis
• Use the addition sentence, 23+5=
to explain to the learners addition
without regrouping particularly in the
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Mark as you move around attending to
those experiencing diculties.
• Ask them to do three questions from
Exercise 4D as homework.
• Ensure that they have understood
the concept so as to facilitate easier
working in the lessons ahead.
Horizontal addition with
regrouping from ones to
tens
Horizontal addition with
regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to horizontally add a
2-digit number to a 1-digit number with
regrouping.
Activity 4C
Preparation
• Ensure there are enough counters in
the Mathematics corner.
Doing the activity
• Review addition with regrouping
that was learnt in Grade 1. Use the
question- answer technique to remind
the learners what they might have
forgotten.
• Organize them in pairs to carry out
Activity 4 C.
• Advice the learners to carry out every
step to the end.
Doing the activity
• Review the addition learnt in Grade 1.
• Guide them as they work out:
64
3
+
• Aer the activity the group secretaries
to present their ndings in the class
discussion.
• Ensure that they understand the
arrangement of digits in vertical
manner.
Synthesis
• Use Example 3 to explain vertical
addition without regrouping.
To add:
64 First add ones: 4+3=7
+3 en add tens: 6+0=6
67
• Emphasize that under vertical addition
the digits must be arranged according
to their place values.
• Explain to the learners the term
without regrouping learners i.e. when
the sum of the digits added does not
add beyond 9.
• Take them through Example 4.
Encourage them all to participate in
the class discussion.
Conclusion
We align numbers vertically according to
their place values. We then use counters
to add them vertically.
Assessment
• Let the learners do questions 1-3 of
Exercise 4C in their exercise books.
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• Find a convenient and safe place
outside the classroom.
• Ensure the materials for this activity
are available.
Doing the activity
• Engage the learners in a question/
answer technique about the number
line.
• Put them in convenient groups and
ask them to draw number lines on the
ground using sticks. Ask them to mark
on it 0 to 10. Advise them to be careful
not to be bricked by sticks.
• Guide them to use the line to add:
34 + 5 =
• Encourage them to take skipping
forward as addition.
• Ensure that they can add without
regrouping and use place value chart
correctly.
• Be keen to ask them to take back the
sticks and wash their hands.
Synthesis
• Learners to understand that jumping
along the number line in a forward
direction is taken as addition.
• Hence in the ones, add 4 and 5.
• Starting at 0 and marking 4 steps to rest
at 4.
• From 4 making 5 more steps lands you
at 9.
Which means 4+5= 9.
erefore, 34+5=39.
• Use Example 6 to explain addition of
63 + 2.
Synthesis
• Explain to the learners step 2 which
involves regrouping aer adding the
ones.
46+7=
6+7= 13
13 is regrouped into 1 ten 3 ones.
• Let the learners appreciate that as 3
ones is written under the ones, 1 ten
has to be taken to the tens.
Hence, 4 tens + 1 ten = 5 tens
erefore, 46+7= 53.
• Use Example 5 as a reinforcement for
the above explanation.
Conclusion
We add numbers using counters and
counting on to add the numbers
horizontally.
Assessment
Ask the learners to do Exercise 4 E in
their books.
Addition by skipping on
the number line
Specific learning outcome
By the end of this lesson the learner
should be able to add a 2-digit number to
a 1-digit number using the number line.
Activity 4 D
Preparation
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Doing the activity
• Ask them to use counters to add,
4+2+3=
• Give them dierent digits to add until
they master the concept.
Synthesis
• Explain to the learners that this is not
dierent from addition of 2- single
digit numbers except that, we add two
digits rst before adding the third digit
to their sum. For example,
Add: 4+2+3=
Add: 4+3= 7
en, 7+2= 9.
• Use Example 7 to discuss with them the
addition of 3- single digit numbers.
• Emphasise to the learners the use of
safe objects as counters when adding.
Conclusion
To add 3 –single digit numbers, we add
the rst number to the second and then
add the result to the third to get the nal
result.
Assessment
• Let the learners attempt questions 1-3
in Exercise 4G in class as you mark.
• Ask them to do the rest of the
questions as homework.
Addition by breaking apart
Specific learning outcome
By the end of this lesson the learner
should be able to add a 2-digit number to
• Make the lesson as interesting as
possible by allowing all learners to
participate.
Conclusion
To add numbers using a number line, we
move steps forward. e nal point aer
moving a number of steps is the result.
Assessment
• Ask the learners to do Exercise 4F in
their exercise books. Move around the
classroom assessing their work. Oer
individual assistance at this point, for
those who are facing diculties.
• Add them 3 other questions to do
questions 1-5 from Exercise 4F in the
Pupil’s Book.
• Let them do 4 more questions as
homework.
Addition of 3- single digit
numbers
Specific learning outcome
By the end of this lesson the learner
should be able to add 3-single digit
numbers.
Activity 4 E
Preparation
• Ensure there are enough counters in
the Mathematics corner in readiness
for carrying out Activity 4E.
• Arrange the learners in groups of
mixed abilities in readiness for carrying
out the activity.
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Assessment
• Ask the learners to do Questions 1 and
2 in Exercise 4H in the Pupil’s Book.
• Mark them in class and revise with the
learners.
• Ask them to attempt 3 more questions
as homework.
• Give further exercise using the
remaining questions in the exercise.
Addition of two 2-digit
numbers without regrouping
Horizontal addition of two 2-digit
numbers
Specific learning outcome
By the end of this lesson the learner
should be able to add two 2-digit number.
Activity 4G
Preparation
• Ensure there are enough counters in
the Mathematics corner.
Doing the activity
• is activity can be done individually.
• Guide the learners through the steps of
instructions.
• Ensure that the learners have counters
in the event that they want to add.
Synthesis
• Use Example 10 to discuss addition of
two 2-digit numbers. Explain to them
how aligning digits in their place values
a 1-digit number by breaking one number
apart.
Activity 4F
Preparation
• Ensure there are enough counters in
the Mathematics corner.
• Organise the learners into groups of
ve.
Doing the activity
• Review together with the learners
Exercise 4 G. Ensure that they can
correctly add 3- single digit numbers
both horizontally and vertically.
• Ask them to carry out the activity step
by step as you guide them. Individual
assistance is highly encouraged.
• Gradually introduce the concept of
breaking apart to the learners.
Synthesis
• Explain to the learners the meaning of
addition by breaking apart.
• In this method, though a number could
be broken apart, this does not change
the meaning (Answer).
• Discuss with them the activity step
by step. Let them understand that
14+7=14+6+1=21.
• Use Examples 8 and 9 to reinforce the
explanation in the teaching.
Conclusion
• To add numbers by breaking a apart, a
number is broken into two digits and
then the digits are added altogether.
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Mathematics corner.
• Guide them through the activity of
adding two 2-digit numbers vertically.
Synthesis
• Use Example 12 to discuss addition
of two 2-digit numbers in a vertical
manner. Explain to them that the
digits have to be aligned according to
their place values.
Conclusion
We align numbers vertically according to
the place values and then use counters to
add them vertically.
Assessment
• Let the learners work out questions 1-3
in Exercise K as you mark.
• Give the rest of the questions for
further practice.
Addition of two 2-digit
numbers with regrouping
Horizontal addition with regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to horizontaly add two
2-digit numbers with regrouping.
Activity 4H
Preparation
• Ensure there are enough counters in
the Mathematics corner.
is key in such situations. Ones to be
added to ones and tens to tens.
• Also discuss with the learners Example
11. is is meant to gauge their
understanding of place value without
necessarily having to draw the charts.
Conclusion
We align digits according to their place
values and then use counters to add them.
Assessment
• Ask the learners to do Questions 1 to 3
Exercise 4I as classwork.
• Move around as you mark their
working.
• Guide and oer individual assistance
where necessary.
• Let the learners do Exercise 4J as
homework.
Vertical addition of two 2- digit
numbers
Specific learning outcome
By the end of this lesson the learner
should be able to add two 2-digit numbers
vertically.
Preparation
• Ensure there are enough counters in
the Mathematics corner.
Doing the activity
• Arrange the learners in pairs and ask
them to collect counters from the
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Doing the activity
• Organize the learners in preparation
for the activity.
• Guide them through the vertical
arrangement of numbers and nally the
addition of the same.
• Ensure that they understand place
values.
Synthesis
• Use Examples 15 and 16 to guide
the learners on vertical addition of
numbers with regrouping.
• Create another example to involve the
learners in doing on the board.
• Use Example 17 to reinforce the
vertical addition of two 2- digit
numbers without using the place value
charts.
Conclusion
• We align numbers according to
the place value places and then use
counters to add them.
Assessment
• Let the learners attempt to do
Questions 1 to 3 from Exercise 4M.
Also give 1and 2 from Exercise 4N.
• Mark and revise in class.
• Give more questions for further
exercise.
Word problems on
addition
Specific learning outcome
By the end of this lesson the learner
should be able to solve word problems
Doing the activity
• Review the previous lesson. Also help
the learners to remember addition of
two 2-digit numbers with regrouping.
• Ask them to be in pairs and collect 20
counters from the Mathematics corner.
• Emphasize on how regrouping is done
while considering the place value.
Synthesis
• Explain the regrouping of ones into
tens and ones. e use of the place
value charts should be emphasized for
mastery of concept.
• Discuss the same using a dierent
example.
• Use Examples 13 and 14 as a
reinforcement tool.
Conclusion
We align digits according to their place
values and then use counters to add them.
Assessment
• Let the learners do Exercise 4L.
Vertical addition with regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to vertically add two
2-digit numbers with regrouping.
Preparation
• Ensure there are enough counters in
the Mathematics corner.
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Number patterns up to 100
Specific learning outcome
By the end of this lesson the learner
should be able to make, interpret and nd
missing numbers in the addition patterns.
Activity 4I
Preparation
• Ensure there are counters in the
Mathematics corner.
• Organise the learners in groups of
three.
Doing the activity
• Prompt them to do Activity 4I in the
Pupil’s Book on nding the missing
number in the number patterns.
• Ask the groups to represent their
ndings in a class discussion.
Synthesis
• Use Example 19 to explain to the
learners number patterns. Discuss
more similar examples before asking
them to do an exercise.
• Learners to understand that to nd the
missing numbers in addition patterns,
we always count forward to nd the
missing numbers.
• Let them learn that counting forward
involves addition of multiples of 10.
Conclusion
To make number patterns of ten, we count
the counters in bundles of 10.
involving addition of two 2-digit
numbers.
Preparation
• Ensure that there are enough counters
in the Mathematics corner.
Learning Experience
• Ask the learners to be in groups or
pairs of mixed abilities.
• Ask them oral questions about adding
objects. Use Example 18 to introduce
word problems.
• Let them study and discuss Example
18.
• Introduce counters to use in adding.
Synthesis
• Learner to understand that, to solve
word problems involving addition
of numbers: read rst the question,
determine what is required and then
add the number of objects required.
Conclusion
• When solving word problems, it is
important to read and understand the
question rst.
Assessment
Let the learners attempt questions in
Exercise 4O.
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3. 19 4. 24
5. 66 6. 55
7. 98 8. 89
9. 36 10. 49
11.36 12. 88
Exercise 4G
1. 12 2. 11
3. 12 4. 11
5. 12 6. 20
7. 19 8. 14
9. 17 10. 18
Exercise 4H
1. 23 2. 33
3. 42 4. 25
5. 56 6. 62
7. 23 8. 24
9. 53 10. 42
Exercise 4I
1. 84 2. 32
3. 85 4. 38
5. 79 6. 84
Exercise 4J
1. 86 2. 56
3. 85 4. 38
5. 73 6. 99
Exercise 4K
1. 88 2. 89
3. 88 4. 89
5. 48 6. 97
Exercise 4L
1. 91 2. 80
3. 64 4. 71
5. 91
Assessment
Ask the learners to do Exercise 4P.
ANSWERS
Practical Activities
Teacher to check learners own answers
and mark accordingly.
Exercise 4A
1. 17 2. 27
3. 89 4. 56
5. 87
EXERCISE 4B
1. 19 2. 38 9. 39
3. 69 4. 28
5. 79 6. 18
7. 59 8. 47
Exercise 4C
1. 67 2. 79
3. 85 4. 98
5. 29 6. 37
Exercise 4D
1. 19 2. 74
3. 68 4. 29
5. 86 6. 39
Exercise 4E
1. 61 2. 34
3. 43 4. 56
5. 81 6. 55
Exercise 4F
1. 76 2. 39
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Exercise 4M
1. 93 2. 52
3. 92 4. 70
5. 90 6. 50
Exercise 4N
1. 85 2. 91
3. 72 4. 63
5. 90 6. 83
Exercise 4O
1. 73 2. 71
3. 81 4. 91
5. 49 6. 41
Exercise 4P
1. 55, 65 2. 40,35
3. 70, 80 4. 6,2
5. 70, 90 6. 40,20
7. 20, 35 8. 80, 100
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Subtraction
(Pupil’s Book Pages 48 – 60)
Suggested number of lessons: 20 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Subtract up to 2- digit numbers
without regrouping.
(b) Use the relationship between addition
and subtraction in working out
problems.
(c) work out missing numbers in
subtraction of up to 2- digit numbers.
(d) Work out missing numbers in
patterns involving subtraction up to
100.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Self -ecacy, Imagination and creativity,
digital literacy
Key inquiry question(s)
How do you work out missing numbers in
patterns involving subtraction?
Link to PCIs
Life skills: Interpersonal relationship
eective communication friendship
formation – group work
Citizenship: Social cohesion –group work
Links to other subjects
• Language activities
• Environmental activities
Pre-requisites to the strand
Subtraction has been covered in Grade 1.
Introduce this sub-strand by reviewing
what the learners were taught earlier. A
question – answer technique that involves
learners working problems on board
would make the session interesting.
Teaching and learning resources
• Counters
• Concrete
• Objects
Key words
• Subtract
• Counters
• Match
Guidelines to teaching/learning
experiences
Subtraction of single-digit
numbers
Comparing groups
Specific learning outcome
By the end of this lesson the learner
should be able to subtract by comparing
groups.
5
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Activity 5A
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
Doing the activity
• Introduce the sub-strand by reviewing
the subtraction done in Grade 1. While
reviewing reinforce in their areas of
weakness.
• Ensure that all the learners have
enough counters.
• Ask the learners to individually carry
out the instructions in Activity 5A
as you move around supervising
and observing. Ensure that they
understand the subtraction of single-
digit numbers by comparing.
• Ask them to write down their results
and share.
Synthesis
• Use Example 1 to discuss subtraction
by comparison.
• Explain to them that this is achieved
by crossing through same objects from
either side or group as shown.
Conclusion
We can do subtraction by pairing and
crossing objects.
Assessment
• Ask the learners to attempt Questions 1
and 2 from Exercise 5A.
• Mark and revise where necessary.
• Let them do questions 3-6 as
homework.
Subtraction of 1-digit
number from 2-digit
number
Horizontal subtraction without
regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to subtract a 1- digit
number from a 2-digit number.
Activity 5B
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
for this activity.
• Keep them at the Mathematics corner.
• is activity can be done individually.
Doing the activity
• Demonstrate to the learners how to
subtract without regrouping using an
example i.e17 minus 4= 3
• Ask the learners to write the place
value charts of ones and tens as shown
in Activity 5B.
• Guide them through the steps until
they get the answer.
• Ask the learners to take away 4
counters by picking one aer the
other from the 7 counters.
• Ask him/her to count the
remaining counters and write the
answers in the ones box.
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Activity 5 C
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
for this activity.
• Keep them at the Mathematics corner.
• Allow the learners to work individually.
Doing the activity
• Review the previous lesson.
• Introduce the learners to vertical
subtraction of a 1-digit number from a
2-digit number without regrouping.
• Ask the learners to write the place
value charts of ones and tens.
• Guide them to collect 6 counters of
their own. ese should represent the
circles drawn in the activity. Guide
them to carry out:
76
– 4
Note:
When 4 circles are crossed this means that
4 counters have been substracted from 6
counters to give 2 counters.
• Bring down the tens.
Synthesis
rough class discussion;
• Explain to the learners why some
circles are crossed. ey should
understand it is subtraction or taking
away.
• Guide them to collect 7 counters of
their own. ese should represent
the circles drawn in the activity.
• Guide them to carry out 7minus 4.
• Write 1 in the tens box because
nothing was substracted from it.
Synthesis
rough a class discussion;
• Use Example 2 to discuss further
substraction with them. Explain to the
learners that only 5 counters from the
counters under 8 are crossed to signify
subtraction.
• en take away the tens.
Conclusion
Crossing of counters is a way of doing
subtraction.
Note:
Learners usually make mistakes when
substracting. You are encouraged to
ensure that they grasp the concept at
hand.
Assessment
• Let the learners answer questions from
Exercise 5B.
Vertical subtraction without
regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to perform vertical
subtraction of a 1- digit number from a
2-digit number without regrouping.
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• Organise the learners in the class to do
Activity 5D.
• Ask each to write the numbers in place
values.
• Guide them to use counters to take
away ones.
• Let each learner write his/her answer
for ones in the ones column.
• Use bundles of tens to take away
tens and write the results in the tens
column.
• Review the answers together.
Synthesis
rough question and answer;
• Use Example 4 to make the
learners understand the concept of
substracting two 2 - digit numbers.
is should be a reinforcement to the
activity.
• Discuss with the learners the same
concept but using dierent examples.
• Move around to guide those facing
challenges.
Conclusion
Subtraction of 1-digit and 2-digit numbers
is almost similar.
Assessment
• Let the learners do Questions 1, 2,
and 3 from Exercise 5D in class under
your supervision.
• Ask them to do Questions 4, 5 and 6
from the same exercise in the Pupil’s
Book for practice.
• Discuss Example 3 together to enable
them understand better.
Conclusion
at having a number in the head and
counting backwards is an easier method.
Encourage them to practice for a start.
Assessment
• Let the learners attempt Exercise 5C
Questions 1 to 3 in class. Mark and
correct them.
• Ask them to attempt Question 4 to 6 as
homework.
Subtraction of two 2- digit
numbers
Horizontal subtraction without
regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to perform subtraction of
a 2- digit number from a 2-digit number
horizontally without regrouping.
Activity 5 D
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
for this activity.
• Keep them at the Mathematics corner.
Doing the activity
• Guide the learners to collect counters.
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Assessment
• Guide the learners to do questions
1 to 3 from Exercise 5 E under your
guidance.
• Let them do Questions 4 to 6 for
further practice.
Relationship between
addition and subtraction
Specific learning outcome
By the end of this lesson the learner
should be able to highlight the dierences
between addition and subtraction.
Activities 5F and 5G
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
necessary for this activity.
• Keep them at the Mathematics corner.
• Organise the learners into groups of
ve.
Doing the activity
• Organise for the learners to carry out
the activity as given in the Pupil’s Book.
• Let one learner in each group pick 3
counters.
• Let another learner in each group pick
other 5 counters.
• Guide them to add all the counters and
write down their answer.
• From the answer they have, let them
take away four counters.
Vertical subtraction without
regrouping
Specific learning outcome
By the end of this lesson the learner
should be able to perform subtraction of
two 2- digit numbers.
Activity 5 E
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
for this activity.
• Keep them at the Mathematics corner.
• Organise the learners to pick 9
counters each in preparation for the
activity.
Doing the activity
• Ask them to do Activity 5E following
the instruction given and under your
supervision.
• Ensure that each learner has written
his/her answer in the exercise book.
Synthesis
rough class discussion;
• Guide the learners through Example
5.
• Explain to them how subtraction of
ones and tens gives the answers.
• When writing the answer start with
the tens then followed by the ones.
Conclusion
When writing the answer, always start
with tens followed by ones.
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• Oral assessment
• Ask them to attempt questions in
Exercise 5F.
Finding the missing numbers
Specific learning outcome
By the end of this lesson the learner
should be able to nd missing numbers.
Activity 5H
Preparation
• Ensure that the learners have collected
all the necessary materials like counters
for this activity.
• Keep them at the Mathematics corner.
Doing the activity
• Let the learners do this activity in class
using counters.
• Ask them to follow the instructions
given and carry out the activity under
your guidance.
• Ensure that they understand the
various number patterns.
• Encourage them to write in their
books.
• Ensure that they understand the
working by asking them questions at
random.
Synthesis
rough question and answer;
• Use the teaching examples provided in
the Pupil’s Book to guide them.
• Let them discuss number families and
their relationship.
• Ask them how many counters they
have le.
• Let them write the answer down.
• Guide them to write a subtraction
statement.
• Let them put all the counters together
again.
• Guide them to take away 3 counters.
• Ask them to say how many counters
are le.
• Guide them to write a subtraction
statement.
• Use the statements to help the learners
clearly understand the relationship
between addition and subtraction.
Synthesis
rough class discussion;
• Use Example 6 to discuss the missing
numbers.
• Ensure that the learners have grasped
this concept.
rough class discussion;
• Discuss with the learners the meaning
of number patterns.
• Write for them more examples on the
chalkboard to elaborate on it.
• Let them work out Example 7 on the
chalkkboard as they discuss.
Conclusion
From one additional statement, we can get
two subtraction statements.
Assessment
• Let the learners do Questions 1 and 2
from Exercice 5F under your guidance.
• Ask them to do more as further
exercise.
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• Demonstrate using the tablets the
working of : 38 — 15=__
• Guide the learners to do as per the
instruction in the Activity 5I.
• Move around the classroom to ensure
that they are doing the right thing.
Synthesis
• Ensure that each learner can make use
of the tablet by carrying out steps 1 to 4
of the activity.
Conclusion
Tablets make subtraction and addition
very easy.
Assessment
• Oral assessment
• Let the learners work out Questions 1
to 5 in Exercise 5H using the tablets.
• Reserve the remaining questions for
the next lesson since the tablets have to
be taken back to the store.
Number patterns involving
subtraction
Specific learning outcome
By the end of this lesson the learner
should be able to make, interpret and
nd missing numbers in the subtraction
patterns.
Activity 5J
Preparation
• Ensure there are counters in the
Mathematics corner.
• Write more examples on the
chalkboard for the learners to attempt
under your guidance.
• Monitor to assist the learners who are
facing challenges.
Conclusion
Addition and subtraction are the direct
opposite of each other.
Addition of the given numbers gives the
missing number.
Assessment
• Ask the learners to work out Exercise
5G under your supervision.
• Let them do Questions 1 to 4 for
further practice.
• Revise the questions if need be.
• Let them do Questions 5 to 8 as
homework.
Digital Learning
Specific learning outcome
By the end of this lesson the learner
should be able to perform digital
operations.
Activity 5I
Preparation
• Ensure that the learners have the
necessary materials like tablets for this
activity.
Doing the activity
• Allow the learners to have access to
tablets while carrying out Activity 51.
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should be able to solve word problems
involving subtraction of 1-digit number
and 2-digit number.
Preparation
• Ensure there are enough counters in
the Mathematics corner.
• Ask the learners to be in convinient
groups.
Learning experiences
• Ask them oral questions about adding
objects.
• Let them study and discuss Example 9.
• Introduce counters to use when
subtracting.
Synthesis
• Learner to understand that, to solve
word problems involving subtraction
of number: read rst the question,
determine what is required, and nally
subtract the number of objects.
Conclusion
• When solving word problems, it is
important to read and understand the
question rst.
Assessment
• Let the learners attempt Questions 1
and 2 Exercise 5J.
• Ask them to do further practices by
attempting Questions 3 and 4.
• A review of the exercise is encouraged.
• Organise the learners in groups of
three.
Doing the activity
• Prompt them to do Activity 5J in the
Pupil’s Book on nding the missing
numbers in the number patterns.
• Ask the groups to present their ndings
in a class discussion.
Synthesis
• Use Example 8 to explain number
patterns and how to nd the missing
numbers. Discuss more similar
examples before asking them to do an
exercise.
• Ensure that the learners understand
that to nd the missing numbers in
a subtraction pattern, always count
forward.
• Let them learn that counting forward
involves subtraction of numbers, for
example, 51, 49, —, 45, 43, 41
• Find the rule by counting foward
rst.
Conclusion
To make number patterns of ten, we put
the counters in bundles of 10.
Assessment
Ask the learners to do Exercises 5I for
practice.
Word problems in substraction
Specific learning outcome
By the end of this lesson the learner
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1. 7,4,4,3 2. 15,15,9,6
3. 4,5,4,4 4. 21,21,21,4
Activity 5H
4 Counters
7 Counters
Exercise 5G
1. 13 2. 14
3. 3 4. 12
5. 54 6. 69
7. 57 8. 44
Activity 5I
38 — 15=23
Exercise 5H
1. 9 2. 5
3. 22 4. 92
5. 11 6. 50
7. 33 8. 10
9. 83
Activity 5J
(a) Substract 3:
60,57,54,51
(b) Substract 5:
42,37,32,27
Exercise 5I
1. 11,10,9 2. 17,14,11
3. 12,10,8 4. 81,80
5. 93,91,89 6. 17,57
Exercise 5J
1. 32 2. 26
3. 43 4. 5
ANSWERS
Activity 5A
3 Counters
Exercise 5A
1. 3 2. 5
3. 3 4. 6
5. 3 6. 4
Exercise 5B
1. 32 2. 72
3. 13 4. 26
5. 14 6. 93
Exercise 5C
1. 92 2. 62
3. 42 4. 80
5. 73 6. 31
Exercise 5D
1. 12 2. 35
3. 41 4. 32
5. 2 6. 35
Exercise 5E
1. 27 2. 22
3. 24 4. 22
5. 42 6. 24
Activity 5F
1. 3+5=8
8-5=3
2. 3
3. 8-3=5
Exercise 5F
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Multiplication
(Pupil’s Book Pages 61 – 80)
Suggested number of lessons: 12 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Represent multiplication as repeated
addition using numbers 1, 2, 3, 4 and
5 up to ve times.
(b) Write repeated addition sentences as
multiplication using ‘x’ sign.
(c) Multiply single-digit numbers by 1, 2,
3, 4, 5 and 10.
Core competences
Communication and collaboration,
critical thinking and problem solving,
digital literacy.
Key inquiry questions
How do you represent multiplication as
repeated addition?
Link to PCIs
Life skills: Self- awareness- when using
ngers ESD:DRR; re- use of materials
collected
Links to other subjects
• Languages
• Environmental activities
Pre-requisite to the strand
For learners to understand capacity they
ought to have learnt:
1. Addition of whole numbers
2. Counting of numbers 1 to100
3. Reading of numbers 1 to 100
Teaching/learning resources
• Counters
• Textbooks
• Sweets
Key words
• Group
• Multiplication
• Single digit
• Multiply
• Number line
• Repeated addition
• Counters
Guidelines to teaching /learning
experiences
Multiplication as repeated
addition
Counting in twos
Specific learning outcome
By the end of this lesson the learner
should be able to do multiplication as
repeated addition.
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3 in Exercise 6A. Supervise their work
as you mark.
• Give attention to learners with special
needs.
• Ask the learners to do Questions,
5, and 6 from the same exercise as
homework.
Counting in threes
Activity 6B
• Ensure all teaching and learning
materials are available.
• Organise the learners in groups of
mixed abilities.
• Demonstrate to them 2+2 using
concrete objects.
• Ask them how to arrange three groups
of bottle tops as required.
• Ask them to carry out Activity 6B
according to the instruction given what
do you get?
Synthesis
• Two groups of 3 bottle tops
2 times 3 = 6
3 + 3 = 6
• Take learners through Examples 1, 2
and 3. Ensure that the learners are able
to add correctly with and without the
objects.
• Explain to them that a statement
such as 3 + 3 = 6 is called an addition
statement.
Conclusion
Multiplication is repeated addition.
Activity 6A
Preparation
• Ensure there are enough counters
(sweets) and other required materials
for this activity
• Ensure that they are at the Mathematics
corner.
Doing the activity
• Arrange the learners in groups of
mixed abilities.
• Ask one group to arrange three groups
of sweets as required.
• Ask them to carry out Activity 6A
according to the instructions given.
Synthesis
• Take the learners through Example 1 in
the Pupil’s Book.
• Explain to them that an addition
statement such as 3 + 3 = 6 is the same
as 2 x 3 = 6.
Two groups of 2 sweets =
2 + 2 = 4 sweets
Conclusion
Multiplication is repeated addition.
Assessment
• Use the question and answer session
to gauge the understanding of the
learners.
• Guide them through Question 1 of
Exercise 6A.
• Explain to them how 2 groups of 3 eggs
put together gives 6 eggs.
• Ask the learners to do Questions 2 and
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• Ask them to carry out Activity 6C
according to the instructions given.
• Encourage all the learners in a group to
actively participate.
• Allow them to present their ndings in
a class discussion.
Synthesis
• Take the learners through Example 4.
• Explain to them how to use the number
line to multiply 3 x 4 to get 12.
i.e 3 groups of 4 steps is 4 + 4 + 4 = 12.
Conclusion
A number line can be used to work out
multiplication of numbers.
Assessment
• Ask oral questions to establish whether
the concept was understood.
• Guide them through Question 1 of
Exercise 6B.
• Let the learners do Questions 2 and 3
under your supervision.
• Give attention to the learners having
diculties in carrying out the task.
• Ask them to do the rest of the
questions as their remedial exercise.
Assessment
• Create a question and answer session
to gauge whether they understood.
• Guide them through Question 1 of
Exercise 6A.
• Ask the learners to do Questions 2 and
3 in Exercise 6A, supervise their work
as you mark.
• Give attention to learners with
special needs and those experiencing
diculties.
• Ask the them to do the rest the
questions in the exercise as homework.
Representing repeated
addition
Using a number line
Specific learning outcome
By the end of this lesson the learner
should be able to do represent repeated
addition using a number line.
Activity 6C
Preparation
• Ensure there are enough counters
(bottle tops) and other required
materials for this activity are available
at the Mathematics corner.
• Organise learners into groups of mixed
abilities.
Doing the activity
• Ask them to draw a number line on the
ground.
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• Take the learners through Example 5.
• Explain to them that:
2 added 2 times = 4
2 times 2 = 4
2 x 2 =4
• Take them through counting in twos,
threes, fours and ves as it involves
repeated multiplication. For example,
3 + 3 + 3 + 3 = 4 x 3 = 12
4 + 4 + 4 + 4 + 4 + 4 = 6 x 4 = 24
5 + 5 + 5 = 3 x 5 = 15
• Use Examples 6 to13 to explain the
concepts further.
• Teach these repeated multiplications in
dierent lessons.
Conclusion
Multiplication is repeated addition.
Assessment
• Ask oral questions to establish whether
the concept was understood.
• Guide them through Questions 1 and 2
of Exercise 6C.
• Let the learners do Questions 2 and 3
under your supervision.
• Give attention to learners having
diculties in carrying out the task.
• Ask them to do the rest of the Exercises
(6D- 6G) as home work.
Digital game
Specific learning outcome
By the end of this lesson the learner
should be able to do multiplication of 1-
digit numbers using the learner’s tablets.
Repeated addition as
multiplication
Counting in threes
Specific learning outcome
By the end of this lesson the learner
should be able to work out repeated
addition as multiplication.
Activity 6D
Preparation
• Ensure there are enough counters
(stones) and other required materials
for this activity.
• Organise the learners into convinient
groups.
Doing the activity
• Assemble all teaching and learning
materials.
• Ask the learners to adhere to the
instructions in the activity. i.e 2 groups
of 3 stones is:
• Ask them to appreciate that this is the
same as 3 + 3.
Note: is activity is important as the
skills acquired here will be used in
learning in future lessons.
Synthesis
• 2 groups of 3 stones
= 2 times 3
= 2 x 3 = 6.
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Exercises 6H and 6I.
• Explain to them that 2 groups of 3
stones = 2 times 3 = 2 x 3 = 6.
• Give learners time to work out
multiplication using a frame of 2 and 3
as you supervise.
• Attend to the learners who have
diculties in carrying out the task.
• Give three questions as their remedial
exercise.
Multiplication of single-digit
numbers
Multiplication by 1 using tens
frame
Specific learning outcome
By the end of this lesson the learner
should be able to do to multiply single-
digit numbers.
Activity 6F and 6G
Preparation
• Ensure there are enough laptops or
tablets and other required materials for
this activity.
Doing the activity
• Organize a visit to the market for the
learners.
• Prepare the learners by taking them
through what they are going to see.
• Give the learners a questionnaire.
• Walk to the market with the learners.
Activity 6E
Preparation
• Ensure there are enough laptops or
tablets and other required materials for
this activity.
Doing the activity
• Assemble all teaching and learning
materials.
• Group the learners into mixed ability
groups.
• Ask all the groups to switch on their
tablets.
• Ask them to press 9, ‘x’, 5 and ‘=’
• Ask them to write down the result in
their note books.
• Ask each group to say their result in a
class discussion.
• Ask them to carry out Activity 6E
• Ensure that each learner has handled
the machine for familiarity.
Synthesis
• Take learners through multiplication
using the tablet.
• Emphasize that correct pressing of
buttons gives us correct answers. But
wrong buttons pressed give wrong
answers.
Conclusion
We use a tablet to correctly multiply
numbers.
Assessment
• Engage the learners in a discussion to
see whether they got the concept
• Guide them through Questions right in
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Activity 6H
Preparation
• Ensure there are enough counters,
tablets and other required materials for
this activity.
Doing the activity
• Ask them to multiply the numbers
provided in Activity 6H.
• Allow each group to say their answers
in a class discussion
Synthesis
• Emphasize that we use repeated
multiplication or tablets or calculators
to correctly multiply numbers.
Conclusion
We use repeated multiplication or tablets
or calculators to correctly multiply
numbers.
Assessment
• Engage the learners in a discussion to
see whether they got the concepts right.
• Ask them to do Exercise 6I in the
Pupil’s Book.
Multiplication by 1 using
tens frame
Specific learning outcome
By the end of this lesson the learner
should be able to multiply single-digit
numbers using the tens frame.
• Guide them to observe the road safety
measures.
• Guide them to see how the fruits have
been arranged.
• Guide them to see the buying and
selling from the traders.
• en later in class, ask them to do
Activity 6G by working out the
multiplication sentences provided
using a tens frame.
Synthesis
• Fruits and vegetable are arranged into
groups and they can also be used for
multiplication.
• Emphasize that we use repeated
multiplication or tablets or calculators
to correctly multiply numbers.
Conclusion
We use repeated multiplication or tablets
or calculators to correctly multiply
numbers.
Assessment
• Engage the learners in a discussion to
see whether they got the concepts right.
• Ask them to do Exercise 6H in the
Pupil’s Book.
Multiplication by 2 using tens
frame
Specific learning outcome
By the end of this lesson the learner
should be able to multiply single-digit
numbers using the tens frame.
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4. 4 + 4 = 8
5. 5 + 5 + 5 = 15
6. 8
7. 6
8. 9
9. 15
10. 24
11. 16
12. 10
Exercise 6B
1. 15
2. 20
3. 8
4. 16
5. 18
6. 32
Exercise 6C
1. 2 + 2 = 4
2 x 2 = 4
2. 2 + 2 + 2 = 6
2 x 3 = 6
3. 2 x 4 = 8
2 + 2 + 2 + 2 = 8
4. 2 x 5 = 10
2 + 2 + 2 + 2 + 2 = 10
5. 2 x 6 = 12
2 + 2 + 2 + 2 + 2 + 2 = 12
Exercise 6D
1. 3 + 3 = 6
2 x 3 = 6
2. 3 + 3 + 3 = 9
3 x 3 = 9
Activities 6I-6N
Preparation
• Ensure there are enough counters,
tablets and other required materials for
these activities.
• e materials should always be
available in class before the lessons.
Doing the activity
• Ask them to multiply the numbers as
provided in Activities 6I-6N.
• Allow each group to say their answers
in a class discussion.
Synthesis
• Emphasize that we use repeated
multiplication or tablets or calculators
to correctly multiply numbers.
Conclusion
We use repeated multiplication or tablets
or calculators to correctly multiply
numbers.
Assessment
• Engage the learners in a discussion
to see whether they got the concepts
right.
• Ask them to complete the
multiplication sentences in Activities
6I-6N in the Pupil’s Book.
ANSWERS
Exercise 6A
1. 3 + 3 = 6
2. 3 + 3 + 3 = 9
3. 2 + 2 + 2 + 2 = 8
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5. 4 + 4 + 4 = 3 x 4 = 12
Activity 6E
5. (a) 3 x7 = 21
(b) 8 x 2 = 16
(c) 6 x 4 = 24
(d) 9 x 3 = 27
Exercise 6H
1 x 1 = 1 1 x 2 = 2
1 x 3 = 3 1 x 4 = 4
1 x 5 = 5 1 x 6 = 6
1 x 7 = 7 1 x 8 = 8
1 x 9 = 9 1 x 10 = 10
Exercise 6I
2 x 1 = 2 2 x 2 = 4
2 x 3 = 6 2 x 4 = 8
2 x 5 = 10 2 x 6 = 12
2 x 7 = 14 2 x 8 = 16
2 x 9 = 18 2 x 10 = 20
Activity 6 I
1 x 1 = 1 1 x 2 = 2
1 x 3 = 3 1 x 4 = 4
1 x 5 = 5 1 x 6 = 6
1 x 7 = 7 1 x 8 = 8
1 x 9 = 9 1 x 10 = 10
Activity 6J
2 x 1 = 2 2 x 2 = 4
2 x 3 = 6 2 x 4 = 8
2 x 5 = 10 2 x 6 = 12
2 x 7 = 14 2 x 8 = 16
2 x 9 = 18 2 x 10 = 20
3. 3 + 3 + 3 + 3 = 12
4 x 3 = 12
4. 3 + 3 + 3 + 3+ 3 = 15
5 x 3 = 15
Exercise 6E
1. 4 + 4 + 4 = 12
3 x 4 = 12
2. 4 + 4 + 4 + 4 = 16
4 x 4 = 6
3. 4 + 4 + 4 + 4 + 4 = 20
5 x 4 = 20
4. 4 + 4 = 8
2 x 4 = 8
5. 4 + 4 + 4 + 4 + 4 +4 =24
6 x 4 = 24
6. 4 + 0 =4
4 x 1 = 4
Exercise 6F
1. 5 + 5 + 5 + 5 = 20
4 x 5 = 20
2. 5 + 5 + 5 + 5 + 5 = 25
5 x 5 = 25
3. 5 + 5 + 5 = 15
3 x 5 = 15
4. 5 + 5 + 5 + 5 + 5 + 5 = 30
6 x 5 = 30
Exercise 6G
1. 4 + 4 + 4 + 4 = 4 x 4 = 16
2. 2 + 2 + 2 + 2 + 2 = 5 x 2=10
3. 3 + 3 + 3 +3 = 4 x 3 = 12
4. 5 + 5 + 5 +5 = 4 x 5 = 20
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Activity 6K
3 x 1 = 3 3 x 2 = 6
3 x 3 = 9 3 x 4 = 12
3 x 5 = 15 3 x 5 = 18
3 x 6 = 24 3 x 7 = 21
3 x 8 = 24 3 x 9 = 27
3 x 10 = 30
Activity 6L
4 x 1 = 4 4 x 2 = 8
4 x 3 = 12 4 x 5 = 20
4 x 6 = 21 4 x 7 = 28
4 x 8 = 32 4 x 9 = 36
4 x 10 = 40
Activity 6M
5 x 1 = 5 5 x 2 = 10
5 x 3 = 15 5 x 4 = 20
5 x 5 = 25 5 x 6 = 30
5 x 7 = 35 5 x 8 = 40
5 x 9 = 45 5 x 10 = 50
Activity 6N
10 x 1 = 10 10 x 2 = 20
10 x 3 = 30 10 x 4 = 40
10 x 5 = 50 10 x 6 = 60
10 x 7 = 70 10 x 8 = 80
10 x 9 = 90 10 x 10 = 100
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Division
(Pupil’s Book Pages 81 – 87)
Suggested number of lessons: 8 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Represent division as equal sharing.
(b) Represent division as equal grouping.
(c) Use ‘ ÷ ‘sign in writing division
sentences.
(d) Divide numbers up to 25 by 2, 3, 4
and 5 without a remainder in real-life
situations.
Core competences
Communication and collaboration,
critical thinking and problem solving,
digital literacy
Key Inquiry Questions
How can you share objects equally?
Link to PCIs:
Citizenship: Social cohesion- group work
ESD:DRR; safety of materials
Links to other subjects
• Languages activities
• Environmental activities
Pre-requisite to the sub-strand
For the learners to understand better they
ought to have learnt:
(a) Addition
(b) Subtraction
(c) Multiplication
(d) Division as repeated subtraction
Teaching/learning resources
• Bottle tops
• Marbles
• Sticks
• Stones
• Straws
Key Words
• Count
• Share
• Equally
• Digital
• Remainder
• ( ÷ )
Guidelines to teaching/learning
experiences
Division as equal sharing
Specific learning outcome
By the end of this lesson the learner
should be able to share objects by sharing
equally.
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• Mark the books giving individual
attention where it is due.
• Give them remedial work for further
practice.
Division as equal grouping
Specific learning outcome
By the end of this lesson the learner
should be able to divide numbers by equal
grouping.
Activity 7B
Preparation
• Make sure all the teaching and learning
resources for this activity are available.
Doing the activity
• Organise the learners into mixed ability
groups.
• Guide them to carry out Activity 7B
grouping counters as indicated.
• How many groups of counters are
there?
Synthesis
• Discuss with the learners Example 2.
• Help the learners realize division as
equal groupings.
Conclusion
Equal sharing is as repeated subtraction.
Assessment
• Give the learners time to do Exercise
7B as you supervise.
Activity 7A
• Ensure there are enough counters
(sweets) and other materials required
for this activity.
Preparation
Doing the activity
• Organize the learners into convenient
abilities groups. Take note of their
abilities.
• Ask the learners to look at the picture
in their books. Discuss it with them.
• In groups of 3, they pick twelve
counters from the Mathematics corner.
• Each member of the group to pick the
counters one by one until they get over.
How many counters does each member
have?
• Let each of them state the number
of counters they have in a class
discussion.
Synthesis
• Take them through Example 1 of
sharing pieces of chalk among 4
teachers where each got 2 chalks.
• erefore, emphasize that sharings or
equally is repeated subtraction.
• Allow them to appreciate the benets
or importance of equal sharing.
Conclusion
Equal sharing is repeated subtraction.
Assessment
• Ask the learners about sharing objects.
• Ask them to do Exercise 7A numbers
Question 1 to 4.
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Conclusion
e sign ‘÷’ means divide. We use the
sign to write division sentences.
Assessment
• Allow the learners to do Exercise 7C
as you go round marking and giving
individual attention.
• Give the learners remedial work to do
for further practice.
Digital game
Specific learning outcome
By the end of this lesson the learner
should be able to use tablets to divide
numbers.
Activity 7D
Preparation
• Make sure all the teaching and learning
resources such as counters and tablets
for this activity are available.
• Keep them in the Mathematics corner.
Doing the activity
• Arrange the learners in groups of
mixed abilities.
• Guide them to divide numbers using
the tablets.
• Learner to say the answers on their
tablets in a class discussion.
• Guide the ones with diculties to
workout the questions.
• Mark the books and ask oral questions.
Writing division sentences
Specific learning outcome
By the end of this lesson the learner
should be able to use ÷ sign to divide
numbers in division sentences.
Activity 7C
Preparation
Make sure all the teaching and learning
resources for this activity are available.
Doing the activity
• Arrange the learners into mixed ability
groups.
• Guide the learners to read through
the instructions as they carry out the
activity.
• How many groups are they?
• How many sticks did each girl get?
• Let them answer the above questions
by saying the answers loudly in a class
discussion.
Synthesis
• Take them through Example 3.
For example: 24 divide by 4 is 6
i.e. 24 ÷4=3
• Emphasize the word divide which can
be written using a sign ‘ ÷’.
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7E by themselves.
• Allow them to say their answers in a
class discussion.
Synthesis
• We divide numbers by repeated
subtraction or by use of tablets and
other methods.
• Use Examples 4 and 5 to explain this
to the learners for them to master and
understand the concepts well.
• Encourage them to replace the word
divide with the sign ‘÷’.
Conclusion
We divide numbers by repeated
subtraction or by use of tablets and other
methods.
Assessment
• Ask them questions as they answer in a
class discussion.
• Ask them to do Exercise 7D in the
Pupil’s Book.
• Move round marking and giving
individual attentions.
• Give them remedial work.
ANSWERS
Activity 7A
Mark learners own answers.
Exercise 7A
1. 2 rulers
2. 4 plates
Synthesis
• Guide the learners on how to divide
numbers by using the tablet.
• Emphasize that division can also be
written as ‘÷ ‘.
Conclusion
We use tablets and calculators to divide
numbers.
Assessment
• Learners to play games of dividing
numbers using tablets.
• Oral question and answers.
Division of numbers up to 25
Specific learning outcome
By the end of this lesson the learner
should be able to divide numbers up to
25.
Activity 7E
Preparation
• Make sure all the teaching and learning
resources such as counters and tablets
for this activity are available.
• Keep them in the Mathematics corner
except the tablets which should be
stored in a safe room.
Doing the activity
• Arrange learners into groups of mixed
abilities.
• Guide the learners to read through the
instructions as they carry out Activity
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Activity 7D
Own answers
Activity 7E
Own answers
Exercise 7D
1. 2
2. 5
3. 8
4. 2
5. 7
6. 3
7. 11
8. 5
9. 2 mangoes
10. 9 rulers
11. 3 oranges
12. 2
3. 3 bananas
4. 1 ball
Activity 7B
Check learners answers and mark
accordingly.
Exercise 7B
1. 4 sweets
2. 4 sweets
3. 5 queen cakes
4. 3 balls
Activity 7C
Own answers
Exercise 7C
1. 6 ÷ 3 = 2
2. 12 ÷ 4 = 3
3. 90 ÷ 3 = 30
4. 20 ÷ 5 = 4
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Length
(Pupil’s Book Pages 88 – 92)
Suggested number of lessons: 6 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Measure length using xed units.
(b) Identify the metre as a unit of
measuring length.
(c) Measure length in metres.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Imagination and creativity
Key inquiry question(s)
What can you use to measure dierent
lengths?
Link to PCIs
Citizenship: Social cohesion- group work
ESD:DRR; safety of materials
Links to other subjects
• Languages activities
• Environmental activities
Pre-requisites to the strand
For the learner to be able to grasp the
concept in this sub-strand they are
expected to have learnt the following;
• How to compare length of objects
directly.
• How to compare length by using longer
than shorter than and same as.
• How to measure objects using arbitary
units.
• How to conserve length through
change of position and shape.
• How to estimate the length of their
desk using palm of the hand.
Teaching/learning resources
• Sticks
• Metre rule
• Door
• Table
• Classrooms
Key words
• Longer
• Shorter
• Shorter than
• Longer than
• Same as
• Compare.
Guidelines to teaching / learning
experiences
Measuring Length
Specific learning outcome
By the end of this lesson the learner
should be able to measure length.
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• Observe them counting the number of
sticks properly as instructed.
Conclusion
Only straight sticks can be used to
measure distances.
Assessment
• Let the learners answer questions
from Exercise 8A and write down the
answers in their books.
Metre as a unit of measuring
length
Specific learning outcome
By the end of this lesson the learner
should be able to make and use a metre
rule.
Activities 8B and 8C
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activities.
• Keep them at the Mathematics corner.
• Divide them into groups of four while
considering their abilities.
Doing the activity
• Guide the learners to look for sticks.
• Let them cut the sticks equal to the
length of the 1-metre rule.
• Guide the learners to use their sticks to
measure the height of their class door
and the height of their desks.
Activity 8A
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
• Organize the learners into groups of
three.
Doing the activity
• Ask the learners to take a stick of any
length.
• Guide them to measure the length of
their classroom.
• Ask each group to tell the class how
many sticks they have counted to reach
the end of the classroom.
• Guide them to repeat the same activity
on dierent distances and points in the
school compound.
• Let each group record the number
of sticks they have counted for each
distance they have measured.
• Guide the learners to tell the class the
number of sticks they have counted for
each.
• Ask the learners how they measure
distances at their homes.
Synthesis
• Guide the learners to do Example 1
and nd out how many sticks long the
length from the classroom door to the
teacher’s table is.
• Use oral questions to test whether
they are attentive and are learning
something.
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• Metre rules are used for accuracy.
Assessment
• Let the learners use their metre sticks
to do Exercise 8B under your guidance.
• Observe the learners as they measure
the lengths.
• Let them write the answers in their
books.
• Help the ones with challenges in
measuring.
• Ask the learners to repeat Activity 8C
but using a metre-rule.
• Oral questions: ask them questions
to guide them and nd out if they are
following instructions well.
• Observation. Observe them as they
measure the various length and
appreciate their accuracy and eorts.
ANSWERS
Exercise 8A
Check the correct measurement of which
learners have counted using the stick for
questions a to g.
Activities 8A
Own answers
Activities 8B and 8C
Own answers
Exercise 8B
Check the correct measurement using
1-metre stick.
• Let them write the length in metres for
each .
• Let them tell the class each length
measured.
• Explain to the learners that the metre
stick they have made will be used to
measure like a metre rule.
Synthesis
• Let the learners measure the length of
their volleyball pitch using their metre
sticks.
• Let them write their answers and tell
the class how long the volley ball pitch
is.
• Explain to the learners that the 1-metre
stick is the same length as the 1-metre
rule and they measure the same length
or distance.
• Let them learn that we use 1-metre rule
to measure standard lengths. Let them
understand the concept that 1-metre
rule is 1-metre long and a metre is
written in its short form as ‘m’.
• Emphasise that the number of 1-metre
rules measeured becomes the length. If
it is 5 metre rules that becomes 5m.
• Let the learners measure the length of
the chalkboard using a metre rule. Ask
them the following questions.
(a) How many metre rules did you
count?
(b) How many metres is the
chalkboard?
(c) How long is the chalkboard?
Conclusion
Metre sticks will give the same length as
the metre rule because they are equal in
length.
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Mass
(Pupil’s Book Pages 93 – 97)
Suggested number of lessons: 6 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Measure mass using xed units.
(b) Identify the kilogram as a unit of
measuring mass.
(c) Measure mass in kilograms.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Imagination and creativity
Key inquiry question(s)
What can we use to measure mass?
Link to PCIs:
Citizenship: Social cohesion- group work
ESD:DRR; safety of materials
Links to other subjects
• Languages activities
• Environmental activities
Pre-requisites to the strand
e concept of mass was rst covered
in Grade 1. erefore the learners have
the basic information about mass i.e
comparing mass of objects, conserving
mass through manipulation and
measuring mass using arbitrary units.
Other concepts that will be relevant when
teaching/learning mass include: counting
numbers in symbols and words.
Teaching/learning resources
• Counters
• Concrete
• Objects
• Beam balance
• Kilogramme
Key words
• Beam balance
• Arbitrary unit
• Mass
• Kilogram
• Fixedunits
Guidelines to teaching/learning
experiences
Making a beam balance
Specific learning outcome
By the end of this lesson the learner
should be able to compare the mass of
dierent objects directly.
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Measuring mass using a fixed
unit
Specific learning outcome
By the end of this lesson the learner
should be able to compare the mass of
dierent objects directly.
Activity 9B
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
• Organize the learners into groups of
ve putting into considerations their
Ability.
Doing the activity
• Guide the learners to do Activity 9B.
• Let them follow the instructions under
your supervision.
• Advise them to correctly place the
objects on the beam one at a time and
observe how the beam behaves.
• Guide them to record the results.
• Let them understand that only two
objects can be measured at a time.
• Explain to them that in such a case,
one object is heavier while the other is
lighter or they are equal.
• Guide them to measure and compare
mass of the objects as shown in Activity
9B parts a-e.
Activity 9A
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
• Organize the learners into groups of
ve putting into considerations their
abilities.
Is the beam balance available?
If not, the learners should use the available
materials and make one under the
guidance of their teacher.
Doing the activity
• Guide the learners to carry out Activity
9A.
• Let them follow the instructions given.
• Advise all of them to take part in the
activity.
Synthesis
rough class discussion.
• Guide the learners through Activity
9A.
• Emphasise to the them that only two
objects can be compared at a time.
Conclusion
A beam balance is used to measure mass
of objects by comparing them.
Assessment
• Let the learners attempt Exercise 9A.
• Observe the learners as they make a
beam balance
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• Keep them at the Mathematics corner.
• Organize the learners into groups of
ve putting into considerations their
abilities.
Doing the activity
• Guide and supervise the process.
• Explain to the learners that when the
two sides of a beam balance are on the
same level then there is a balance. is
means that the two objects on either
side of the beam balance have equal
masses.
• Guide them to record their ndings.
Synthesis
rough question and answer;
• Ask the learners questions that will
enable them use the keywords heavier
than, lighter than or equal.
Conclusion
If an object is lighter than the other, you
can make them equal by adding more
mass to the lighter object as you observe
the beam balance until they balance each
other.
Assessment
• Let the learners do Exercise 9B.
• Mark their books and do corrections
together.
Measuring mass in kilogrammes
Specific learning outcome
By the end of this lesson the learner
• Guide them to ll the table in the
activity with their ndings.
Synthesis
rough group discussion;
• Let the learners discuss the results of
the activity with your assistance.
• Encourage them to ask as many
questions as possible.
• e mass is raised up on one side in the
lighter one.
Conclusion
Some objects will balance on the beam
while others will not meaning one is
heavier and the other is lighter.
Assessment
• Let the learners repeat the exercise with
dierent objects from the Mathematics
corner and ll a table.
Kilogramme as a unit of mass
Specific learning outcome
By the end of this lesson the learner
should be able to compare the mass of
dierent objects using kilogrammes.
Activities 9C and 9D
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
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Conclusion
If materials in a beam balance do not
balance, you can reduce the mass of the
heavier material bit by bit until the beam
balances.
Assessment
• Learners to attempt Exercise 9C.
• Let them record their ndings.
ANSWERS
Exercise 9A
1. Mass is how heavy or light an object
is.
2. Tins, nails, wood, strings.
Exercise 9B
1. 1 kilogramme
2. 2 kilogrammes
3. 1 kilogram
4. 1 kilogramme
Exercise 9C
Answers according to the instructions in
the Pupil’s Book.
should be able to measure mass of
dierent objects using kilogrammes.
Activity 9E
Preparation
• Ensure that all the necessary materials
for this activity are available at the
Mathematics corner.
• Organize the learners into groups of
mixed abilities.
Doing the activity
• Guide them to carry out the activity.
• Let them follow the instructions given
in the activity.
• Let them show to the class what they
have done.
• Ask them to clean the working area
aer they are done.
• Let them return the materials to the
Mathematics corner.
• Encourage them to record their
observations.
Synthesis
• Discuss the results of each group
together as a class. Explain to them the
meaning of their results.
• Draw a conclusion that summarises the
result of the activity.
• Advise the learners on the fact that
when measuring mass, one has to
be keen not to underdo or overdo.
Otherwise the masses will not be equal.
• Emphasise on the need to care for the
environment by asking them to clean
their hands and working areas.
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Capacity
(Pupil’s Book Pages 98 – 102)
Suggested number of lessons: 8 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Measure capacity using xed units.
(b) Identify the litre as a unit of
measuring capacity.
(c) Measure capacity in litres.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Imagination and creativity, Citizenship,
self- ecacy
Key inquiry question(s)
What can you use to measure capacity of
dierent containers?
Link to PCIs
Life Skills: Interpersonal relationships;
group work Citizenship: Social cohesion-
group work ESD:DRR; safety of materials
Links to other subjects
• Languages activities
• Environmental activities
Pre-requisites to the strand
Capacity was learnt in Grade 1. Since the
learners have the basic information about
capacity, you can introduce it in Grade
2 by reviewing methods, asking probing
questions or by question and answer
technique.
is is an interesting topic where most
of the learning is hands on. Facilitate the
learners to carry out the activities.
Teaching/learning resources
• Buckets
• Jug
• Glasses
• Kettle
Key words
• Capacity
• Fixed units
• Litre unit
Guidelines to teaching/learning
experiences
Measuring capacity using
xed units
Specific learning outcome
By the end of this lesson the learner
should be able to measure capacity.
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Conclusion
Objects of small capacity can be used to
ll objects of larger capacity.
Assessment
• Ask the learners to attempt Exercise
10A.
Litre as a unit of capacity
Specific learning outcome
By the end of this lesson the learner
should be able to measure capacity by
litre.
Activity 10C
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
Doing the activity
• Guide them through the activity
encouraging them to read and
understand the instructions given.
• Ensure that there is no waste that
spills when emptying or lling the
containers. is will ensure that there
is no wastage of water and that the
working area remains clean.
Synthesis
• Use the results obtained by the learners
Activities 10A and 10B
Preparation
• Ensure that the learners have collected
all the necessary materials for these
activities.
• Keep them at the Mathematics corner.
Doing the activity
• Ask three learners to pick a bucket,
kettle and a water gourd and put them
on a table.
• Ask them to carry out Activity 10A by
reading and following the instructions
given.
• Encourage them to record their
ndings. ey should also answer the
questions in the activity.
• Allow the learners to pick the materials
required for Activity 10B from the
Mathematics corner.
• Let them carry out the Activity as
instructed.
Synthesis
• Guide the learners as they carry out the
activities.
• Let them record the number of glasses
that ll each of the containers.
• Discuss with the learners the results of
both activities one by one i.e let them
record the number of jugs that ll the
bucket, jerrican and sufuria.
• Summarise by having a demonstration
to show that a small container has a
smaller capacity compared to a bigger
container.
• Encourage them not to spill some water
while lling and emptying.
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in the steps making up the activity.
Individual guidance is encouraged.
• Ask them to record the results for
future references.
• Let them record the capacity of
the sufuria and jerrican in litres as
instructed in Activity 10E.
Synthesis
rough question and answer;
• Let the learners know that all liquids
possess a capacity that is only measured
in litres i.e 20 litres of water will ll a
20-litre container.
• Reiterate to them that capacity is
measured in litres and shortened as l.
Use the teaching example to explain that a
1-litre bottle only holds 1 litre of liquid.
Conclusion
• 1-litre packet holds 1 litre of juice
meaning they are equal.
Assessment
• Ask the learners to attempt Exercise
10B.
ANSWERS
Activity 10A
Observe as they measure. Check the
correct measurements of the glassfuls
measured. Learners must grasp the skill of
accurate measurement.
to discuss the capacity of the jug and
other containers. Emphasise to them
that the small containers ll the big
containers several times.
• Encourage the learners to use the litre
as a unit of measuring capacity.
• Ensure that they can state the capacities
of the jug and other containers in litres,
10 litres, 2 litres depending on the
results of the activity.
Conclusion
Any object can be lled with a-litre
capacity object.
Assessment
• Oral assessment
• Observation
Measuring capacity in litres
Specific learning outcome:
By the end of this lesson the learner
should be able to measure capacity in
litres.
Activities 10D and 10E
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the mathematics corner.
• Organize the learners in groups of 3.
Doing the activity
• Guide the learners to carry out Activity
10D according to the instructions
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Activity 10E
Observe the learners while doing the
activity and check the answers if correctly
measured.
Exercise 10B
Observe the learners while doing the
activity and check the answers if correctly
measured for answers of questions 1, 2
and 3.
Activity 10B
Observe the learners while measuring and
check their correctness. How many jugfuls
were measured for question 5A, B, and C.
Exercise 10A
Observe as they measure and check if the
measurements are correct for questions 1
and 2.
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Time
(Pupil’s Book Pages 103 – 115)
Suggested number of lessons: 10 Lessons
Specic learning outcomes
By the end of the sub- strand the learner
should be able to:
(a) Relate the months of the year with
various activities.
(b) Recite the number of days in each
month of the year.
(c) Measure time using arbitrary units.
(d) Measure time using xed units.
(e) Identify the clock face.
(f) Read and tell time by the hour.
(g) Write time by the hour.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Imagination and creativity, self- ecacy
Key inquiry questions
1. In which month do you celebrate your
birth day?
2. Which month has the least number of
days?
Link to PCIs:
Health Education: Personal hygiene ;
brushing teeth , washing face Citizenship:
Social cohesion- group work ESD:DRR;
safety of materials
Links to other subjects
• Languages activities
• Religious activities
Pre-requisite to the sub-strand
For the learners to be able to acquire the
concepts in this sub-strand they must
have learnt the following:
• Relate daily activities to time in the
morning, aernoon and evening.
• Recite days of the week with various
activities.
• Recite months of the year in order.
• How a wall clock works.
• Say the time following the position of
the sun.
Teaching /learning resources
• Picture on the Pupil’s Books
• Calendars
• Drawn charts
• Real wall clock
• Improvised clockface.
Key words
• Morning
• Aernoon
• Evening
• Wall clock
• Minute hand
• Hour hand
• Clock face
• Months
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Conclusion
Emphasize to the learners that there are 12
months in one year and there are dierent
activities that take place in dierent days
of the year e.g. celebrating Mashujaa day
on 20th October every year.
Assessment
• rough a question and answer session
let the learners know the dierent
activities that take place in the year.
• Let the learners do Questions 1to 6
from Exercise 11A. Go through their
work and guide them accordingly.
• Give Questions 7 and 8 as an
assignment.
Days in the months of the
year
Specific learning outcome
By the end of the lesson the learner should
be able to tell the number of days in each
month of the year.
Activities 11B and 11C
Preparation
• Avail some calendars for learners to use
for Activity 11B. e calender should
be enough so as to be used by the
groups formed by the learners.
• Ensure that there are calendars of
dierent years so as to show the
similarity of the number of days in
the various months as well as dierent
number of days in the month of
February.
• Days
• Ye ar.
Guidelines to Teaching/learning
experience
Months of the year
Specific learning outcome
By the end of this lesson the learner
should be able to tell the months of the
year.
Activity 11A
Preparation
Have some calendars for learners to use
for Activity 11A. If the public holidays are
not marked on them you may indicate the
dates.
Doing the activity
• Organize the learners into groups of
10. e groups formed should be well
represented in terms of abilities.
• In the groups let the learners discuss
the questions in Activity 11A.
• Guide them as they discuss through the
activity. Guide those learners who may
be having diculties.
Synthesis
• Explain to the learners that a year has
12 months.
• ere are dierent activities that take
place in the months of the year.
• Let the learners know the dierent
activities in the year.
• Guide them through the discussion
given in the Pupil’s Book aer activity
11A.
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each month has either 30 or 31 days apart
from February that varies.
Assessment
rough a question and answer session
gauge the learners’ understanding of the
concepts at hand.
Ask them to do Exercise 11B.
Measuring time using
arbitrary units
Specific learning outcome
By the end of this lesson the learners
should be able to measure time using
arbitrary units.
Activity 11D
Preparation
• is activity will be done at dierent
times of the day hence it is important
that you organize on the schedule that
that the learners will use to measure
the shadow.
• Let the learners be in groups of four.
Doing the activity
• Organize for the learners to measure
the size of the shadow at dierent times
of the day.
• Let the learners measure the size of the
shadow in the morning, break time,
lunch time and evening.
Note: Encourage each learner to measure
the shadow at least once everytime the
group is out measuring.
• ey should record the length of
the shadow in the table provided in
Activity 11 D in the Pupil’s Book.
Doing Activity 11B
• Organize the learners into groups of
ve. In case the class is mixed ensure
that there is gender balance in each
group.
• Let the learners pick 2 calendars from
the Mathematics corner.
• Guide them as they ll the table in the
Pupil’s Book on the number of days of
the month.
Synthesis
• e learners should have noted that
dierent months have dierent number
of days.
• e number of days in each month
for dierent years are the same except
February that has 28 days or 29 days
for a leap year.
Doing activity 11C
• Create a rhythm and let the learners
sing the song for the months with 30
days.
• Let them sing a song of the months
with 31 days except February that has
28 days or 29 days.
• Let the learners repeat the song for
them to master the months.
Synthesis
• September, April, June and November
have 30 days.
• All the rest have 31 days except
February. February has 28 days or 29
days for a leap year.
Conclusion
Guide the learners to understand that
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• Encourage them to write then on one
side of the board.
Doing Activity 11E
• Organize the learners to be in 3 groups
A, B and C.
• Ask them to discuss about the activities
they do in the morning, aernoon and
in the evening. Give them an example
“1 brush my teeth in the morning”– 1
also wake up in the morning.
Synthesis
• Let each group name the activities as
you help them in writing them on the
chalkboard.
• Guide them as they ll in the activities
they do at dierent times.
Conclude by emphasising the need
for fixed units in measuring time.
Assessment
• Ask the learners to do Exercise 11C in
the Pupil’s Book.
• Observe them as they discuss in their
groups.
• Ask them oral questions to test if they
are understanding the concept or not.
• Help those who have a problem with
the questions.
The clockface
Specific learning outcome
By the end of this lesson the learner
should be able to read the clockface.
Hint: You should nd your own way of
measuring the shadow at those times. is
should act as a control.
Synthesis
• Discuss with the learners about their
ndings.
• Go through the activity as you check
if the learners recorded the correct
measurement.
Conclusion
Conclude the lesson by emphasizing that
the shadow is longest in the morning and
shortest at mid-day.
Assessment
• rough question and answer session
gauge the learners’ mastery of the
concepts.
• Help the slow learners in answering the
questions in Activity 11D.
• Give the learners practice questions to
do as an assignment.
Measuring time using fixed
units
Specific learning outcomes
By the end of the lesson the learner
should be able to measure time using
xed units.
Activity 11E
Preparation
• Before the start of the activity let the
learners take note of the dierent
activities they do during the day.
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Assessment
• Observe the learners as they discuss
the clock face, label them, and answer
questions asked by the group leaders.
• Ask oral questions to test their
understanding as they read and study
the clockface features.
Reading and telling time by
the hour
Specific learning outcome
By the end of this lesson the learner
should be able to tell time by the hour.
Activity 11G
Preparation
Collect the improvised clockfaces and put
them in the Mathematics corner.
Doing the activity
• Collect a real wallclock and have it with
you at the front of the class.
• Guide the learners to tell the time using
the clockface by asking them activities
related to time.
• At what time do you go to school? At 7
O’clock.
• At what time do you sleep? At 9
O’clock.
• Let them read the xed units on the
clockface in a clockwise manner.
Synthesis
• Ensure that learners understand that
Activity 11F
Preparation
• Collect dierent clockfaces to be used
in the activity and put them in the
Mathematics corner.
• Let the learners be in convinient
groups.
Doing the activity
• Guide learners to look at the clockface
provided.
• Ask them the work of the clockface.
What is it used to measure?
• Let them identify the hands of the
clockface.
• Discuss with them to dierentiate
between the hour hand and minute
hand.
• Guide them to lead and say the
numbers in the clock face all round in
the exercise directions.
Synthesis
• Let them know that the hands are
dierent in length, one reads hours and
the other minutes.
• Ask the learners to draw the clockface
and label the minute hand and the hour
hand.
• Let them also know that there are other
types of clocks e.g digital clocks.
Conclusion
Let them know and learn that the shorter
hand is the hour hand and the longer
hand is the minute hand.
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how they can use them to measure
time by the hour.
2. Guide the learners to read a set
clockface, tell the time and write
down what they have identied as the
time as O’clock.
3. Guide them to be able to read time
using other digital watches or clock:
stop watches, phones, tablets, wrist
watch etc.
Synthesis
• Remind learners that the clockface has
a short hand for measuring and telling
time by the hour.
• Remind them that the clockface has a
long hand for measuring and telling
time in minutes.
• Guide them through Example 2 in the
Pupil’s Book.
Assessment
• Let the learners do ve questions from
Exercise 11E in the Pupil’s Book
• Oral questions – ask them oral
questions about the features of the
clockface.
• Let them do further practice on time i.e
Questions 10 to 16 from Exercise 11E.
time can be measured using xed unit.
Let them learn the ones that are well
known to them easily.
• Guide them to measure and tell time
through Example 1. Let them ask one
another and ll the gaps.
Conclusion
Write for them the xed units as it is on
the clockface. Starting from morning to
evening: 5, O’clock, 6 O’clock, 7 O’clock, 8
O’clock, 9 O’clock, 10 O’clock, 11 O’clock,
and 12 O’clock and so on. Let them copy
in their exercise books.
Assessment
• Let the learners do Activity 11D in the
Pupil’s Book.
• Ask oral questions to test their
understanding.
Writing time by the hour
Specific learning outcome
By the end of this lesson the learner
should be able to write down time by the
hour.
Activity 11H
Preparation
Provide the required clocks and watches
for the learning activities.
Doing the activity
1. Guide learners through oral questions
by asking them general questions
about the features of the clockface and
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July 31
August 31
September 30
October 31
November 30
December 31
Exercise 11B
1. 31
2. 30
3. 30
4. April, June, September, November.
5. January, March, May, July, August,
October, December
6. December
7. February
8. 4 months
9. 7 months
11. 31 days
11. 31 days
12. 12 months
13. (a) 31
(b) 30
(c) 30
(d)28 or 29 in leap year
(e) 31
(f) 31
(g)31
(h) 30
(i) 30
ANSWERS
Activity 11A
1. January, __,__,__,__,__,__,_
November, December
2. 12
3. Christmas
4. New years
5. Mashujaa
6. June
7. Madaraka
Exercise 11A
1. 12 months
2. February
3. April
4. July
5. April
6. January
7. (a) July (b) March
(c) August (d) January
(e) May
8. (a) April (b) February
(c) December
(d) January
(e) December
(f) August
(g) October
Activity 11B
1. January 31
February 28 or 29 leap year
March 31
April 30
May 31
June 30
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11. 12.
I2
II
I0
9
8
7
6
5
4
3
2
I
I2
II
I0
9
8
7
6
5
4
3
2
I
13. 14.
I2
II
I0
9
8
7
6
5
4
3
2
I
I2
II
I0
9
8
7
6
5
4
3
2
I
15. 16.
I2
II
I0
9
8
7
6
5
4
3
2
I
I2
II
I0
9
8
7
6
5
4
3
2
I
Activity 11D and 11E
Own answers
Exercise 11C
1. Go to school
2. Take supper
3. Take lunch
4. Evening
5. Morning, Evening
6. Aernoon
7. Morning or evening
8. Evening
9. Morning
10. Morning
Activity 11F
2. Numbers, hour hand, minute hand e.t.c
3. (a) Minutes hand, hour hand
(b) Yes
(c) Minute hand is longer, hour hand
is shorter.
(d) Show minutes past or to an hour
(e) Show time in hours.
Exercise 11D
1. 3 O’clock 2. 5 O’clock
3. 6 O’clock 4. 9 O’clock
5. Own answers
Exercise 11E
1. 9 O’clock 2. 11 O’clock
3. 2 O’clock 4. 8 O’clock
5. 10 O’clock 6. 4 O’clock
7. 5 O’clock 8. 1 O’clock
9. 12 O’clock 10. 3 O’clock
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Money
(Pupil’s Book Pages 116 – 125)
Suggested number of lessons: 10 Lessons
Specic learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Identify Kenyan currency coins and
notes up to ksh.100.
(b) Count money in 1s, 5s, 10s, 20s, 40s,
50s up to ksh.100.
(c) Represent same amount of money in
dierent denominations.
(d) Relate money to goods and services
up to ksh.100.
(e) Dierentiate between needs and
wants in real-life context.
(f) Appreciate spending and saving of
money in real-life situations.
Core competences
Communication and collaboration,
critical thinking and problem solving,
Imagination and creativity, Citizenship,
self- ecacy
Key inquiry questions
How can you identify dierent Kenyan
currencies?
Link to PCIs
Life Skills: Integrity; when giving change
and balance Citizenship: Patriotism-
using money in buying and selling
ESD:DRR; safety of materials in classroom
duka
Links to other subjects
• Languages activities
• Environmental activities
Pre-requisite to the sub strand
For the learners to understand the
concept they ought to have learnt the
following:-
• Addition of whole numbers
• Counting of numbers up to 100
• Number concept.
Teaching/learning resources
• Coins of dierent values
• Paper notes
• Classroom shop
• Pictures
Key Words
• Currency
• Coins
• Notes
• Denominations
• Value
• Money
• Saving
• Spending
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• Explain to the learners that dierent
coins/notes have dierent monetary
amounts attached to them.
Conclusion
Remind the learners that the Kenyan
currency has both coins and notes. ey
will learn the value of the currency in the
next activity.
Assessment
• Engage all learners in questions and
answer sessions.
• Give the learners time to do Exercise
12A through your guidance.
• Attend to those who are unable to work
out as others continue working.
• Mark the work and give remedial
questions.
Value
Specific learning outcome
By the end of this lesson the learner
should be able to identify the value of the
currency.
Activity 12B
Preparation
• Ensure that there are coins of dierent
values in the i.e classroom before
lesson.
• For notes you may use real notes if they
can be available. You can also make
paper money to be used for the activity.
Doing the activity
Guidelines to teaching/learning
Kenyan currency
Specific learning outcome
By the end of this lesson the learner
should be able to identify Kenyan
currency.
Activity 12A
Preparation
• Ensure all teaching and learning
resources are available in the
Mathematics corner.
• Encourage the learners to do research
on the Kenyan currency.
Doing the activity
• Arrange the learners into convenient
groups.
• Ask them to do Activity 12 A.
• Guide them to ensure that they are
following the right procedure.
• Guide the slow learners and those who
may be having diculties.
• Ask the learners to count the number
of groups of notes.
Synthesis
• Ask the learners to look at the picture
in their books.
• Ask them to identify the features on
the coins and notes.
• Guide them to realize that dierent
coins have dierent features.
• Guide them through Example 1.
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Activity 12C
Preparations
• Ensure that there are coins of dierent
values in the Mathematics corner.
• For notes you may use real notes if they
can be available. You can also make
paper money to be used for the activity.
Doing the activity
• Arrange the learners into mixed ability
groups.
• Guide them to read and follow
instructions as they carry out the
activity.
• Ask them to repeat the activity using
more coins.
Synthesis
• Ask the learners to look at the picture
in their books.
• How much money is that?
• Guide them through Example 2
• Discuss the same as you write on the
chalkboard.
Conclusion
Emphasise that dierent coins of same
denomination can be used to show a
certain value.
Assessment
• Ask learners to do Exercise 12C in their
books.
• Move a round the classroom marking
their work while giving individual
attention.
• Give the learners remedial work to do.
• Organize learners to convenient groups
of mixed ability.
• Ask learners to sort coins starting with
the one they think is the smallest in
terms of value.
• Ask them how many groups they got?
• Ask them to repeat with notes.
Synthesis
• Ask the learners to look at the picture
in their books.
• Ask them the dierence between the 2
ve-shilling coins.
• Emphasise that though they are of
dierent shapes their value is the same.
• Guide them to also realize that dierent
coins and notes have dierent values.
Conclusion
Conclude by making the learners
understand that value is the worth of
money.
Assessment
• Ask the learners to do Exercise 12B in
the Pupil’s Book.
• Mark the books giving special attention
to the learners who have diculties.
• Give the learners some remedial work.
Counting Money
Specific learning outcome
By the end of this lesson the learner
should be able to count money.
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• Move around giving individual
attention as you mark.
• Give Questions 5 – 7 for remedial
exercise.
Needs and Wants
Specific learning outcome
By the end of the lesson learners should
be able to dierentiate between needs and
wants.
Activity 12E
Preparation
Ensure all teaching and learning resources
are available at the Mathematics corner.
Doing the activity
• Arrange the learners into groups of
mixed ability.
• Ask the learners to talk about needs
and wants.
Synthesis
• Ask the learners to look at the picture
in their books. Guide them to discuss
the picture.
• Guide the learners through Example 4
on their preferences. Use the example
to emphasise the dierence between
needs and wants.
Conclusion
Emphasise to the learners that needs are
the things we cannot live without while
wants are the things we can live without.
Denominations
Specific learning outcome
By the end of this lesson the learner
should be able to outline dierent
denominations of Kenyan currency.
Activity 12D
Preparations
Ensure, all teaching and learning
resources are available in the Mathematics
corner.
Doing the activity
• Arrange the learners into groups of
mixed abilities.
• Ask the learners to read through the
activity with your guidance.
• Ask them to carry out the activity
using dierent denominations.
Synthesis
• Guide the learners through Example 3.
How much money is this?
• rough question and answer sessions
help the learners to understand the
dierent denominations.
Conclusion
Put more emphasis on dierent
denominations in that when put together
they form given certain denominations.
Assessment
• Ask the learners to do Questions 1 to 4
of Exercise 12D.
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should be able to explain how buying and
selling takes place.
Activity 12G
Preparation
• Ensure all teaching and learning
resources are available.
• Organise the learners into groups so as
to practise the concept of buying and
selling.
Doing the activity
• Arrange the learners into groups of
mixed abilities.
• Guide them to read through the
activity as they do it following
instructions.
Synthesis
• Discuss with the learners the pictures
in their text books.
• Guide the learners through Example 5
and work it out on the chalkboard.
• How much money did she spend?
Conclusion
Summarize the lesson by reminding them
that money is used during buying and
selling.
Assessment
• Give the learners time to work out
Exercise 12F Questions 1 to 3.
• Move round marking the books giving
individual attention to the deserving
learners.
• Give more questions as an assignment.
Assessment
• Learners to discuss orally.
• Give learners time to do Exercise 12E.
• Give them remedial work to go and
write more needs and wants in the
home environment.
Saving money
Specific learning outcomes:
By the end of this lesson the learner
should be able to appreciate the essence of
saving.
Activity 12F
• Arrange the learners into mixed ability
groups.
• Discuss with them about money and
what they know about saving.
Synthesis
• Guide the learners in the discussion
about why people save.
• Guide them in discussing where people
save money.
Assessment
• Oral questions and answers.
• Do a written exercise on savings aer
the discussion.
Buying and Selling
Specific learning outcome
By the end of this lesson the learner
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Activity 12 E
Learners own answers
Exercise 12 E
Needs
Check learners answers which should
include:
• Food
• Shelter
• Water
Wants
Check learners anwers which should
include:
Ball
Toys
Chocolates
Activity 12 F
Learners own answers
Exercise 12 F
1. sh 60
2. sh 55
3. sh 115
4. sh 35
5. sh 70
ANSWERS
Exercise 12 A
1. 6 types of coins
2. 2 types of ve-shilling coins
3. Tail
Exercise 12 B
1. 1-shilling coin
2. 5-shilling coin
3. 5-shilling coin
4. 10-shilling coin
5. 20-shilling coin
6. 40-shilling coin
7. 50-shilling note
8. 100-shilling note
Exercise 12 C
1. 4 ve-shilling coins
2. 2 ten-shilling coin
3. 2 twenty-shilling coins
4. 2 y-shilling notes
Activity 12 D
2. 20 shillings
Exercise 12D
1. 20 + 20 + 10 = 50
2. 10 + 5 + 5 = 20
3. 40 + 20 + 20 + 10 = 90
4. 50 + 10 = 60
5. 50 + 40 + 10 = 100
6. 5 + 10 + 20 = 35
7. 10 + 20 + 40 + 5 = 75
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Lines
(Pupils’s Book Pages 126 – 130)
Suggested number of lessons: 5 Lessons
Specic learning outcomes
By the end of the sub-strand, the learner
should be able to:
(a) Draw and model straight lines.
(b) Draw and model curved lines.
Core competences
Communication and collaboration,
Imagination and creativity, self- ecacy
Key inquiry questions
What types of lines do you know?
Link to PCIs:
Life Skills: Self- awareness ; use of body
parts.
Citizenship: Patriotism- using money in
buying and selling
ESD:DRR; safety of materials in classroom
duka.
Links to other subjects
• Movement and creative activities
• Environmental activities
Pre-requisite to the sub-strand
For the learner to be able to eectively
learn new concepts in this sub-strand they
should have learnt the following:-
• e knowledge of straight and curved
lines.
• e skills of drawing, cutting out
shapes.
• e skills of arranging lines to form
shapes.
• e skills of modeling ribbons from
clay and plasticine.
• Identifying lines formed by concrete
objects.
Teaching/learning resources
• Pictures in learners books,
• Sticks
• Tables
• Chairs
• Lay
• plasticines
Key Words
Model, clay, straight, curved,
plasticine
Guidelines to teaching/learning
experiences
Preparation
Prepare your class in such away that all
the teaching and learning resources to
be used in the teaching and learning
of this sub-strand are readily available
in the classroom and well placed in the
Mathematics corner.
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Synthesis
• Guide the learners to understand that
clay and plasticine ribbons can be used
to make straight models of lines.
• Let all the learners show you the
straight ribbons and display them in
the Mathematics corner to dry.
• Let them draw a line in their exercise
books same as the ribbon. Make them
learn that the ribbon is straight and it
forms a straight line.
Conclusion
We use straight objects to make straight
lines.
Assessment
• Learners to observe when modeling
the line using clay and plasticine and
display the nished work.
• Ask them oral questions to test if they
are doing the right thing when making
the ribbons as instructed.
Making curved lines
Specific learning outcome
By the end of this lesson the learner
should be able to make curved lines.
Activity 13B
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• Keep them at the Mathematics corner.
Making straight lines
Specific learning outcome
By the end of this lesson the learner
should be able to make straight lines.
Activity 13A
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity.
• And keep them at the Mathematics
corner.
Doing the activity
• Organize learners into convenient
groups according to the number of
enrolments in your class.
• Ask them to collect clay soil and
plasticine from the Mathematics
corner.
• Guide them to mix water and clay soil
to make a sticky clay soil paste which
can model ribbons easily.
• Guide them do work in groups and
model the straight ribbons from the
clay and the plasticines.
• Move around observing and assisting
the weaker ones to make the straight
ribbons.
• Guide them to compare their models to
those of other groups and say whether
the ribbons are straight or curved.
• Ask them leading questions to make
them understand that the ribbon
formed makes straight line.
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Drawing lines
Straight lines
Specific learning outcome
By the end of this lesson the learner
should be able to draw straight lines. .
Activity 13C
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity such as strings etc.
• Ask them to keep the materials at the
Mathematics corner.
• Organise the learners in groups of
twos. Ask them to collect strings from
the Mathematics corner.
Doing the activity
• Guide them to draw a straight line
using the strings.
• Let them display their model work to
the class and to the teachers.
• Guide them to repeat the process and
draw straight lines using the strings.
Synthesis
• Ask them to draw a line same as the
string by tracing the string on the
book.
• Discuss with the learners about the
string and the line drawn along the
shape of the string.
Doing the activity
• Organize the learners into groups of
two.
• Guide learners to collect clay soil
and plasticine from the Mathematics
corner.
• Guide them to mix water with clay soil
to be used to make ribbons from the
clay and plasticine easily.
• Organize them to work in groups and
model the curved lines from the clay
and plasticine
• Move around the classroom observing
and assisting those with diculties to
make the curved ribbons.
Synthesis
• Let them display their ribbons as they
show out to other groups. Ask them to
place the models on their desks.
• Ask them guiding questions to make
them realize that the ribbons formed
make curved lines.
• Take them through Example 1 in the
Pupil’s Book.
• Let them draw a line in their exercise
books same as the curved ribbons.
Conclusion
We use curved objects to make curved
lines.
Assessment
• Ask the learners oral questions as they
do the activity to model the lines.
• Ask them to do Exercise 13A in the
Pupil’s Book.
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• Trace and draw the string into their
exercise books the way they are.
• Let them repeat the same process and
model as many straight lines as they
can.
Synthesis
• Ask them to draw the line which is not
straight.
• Guide them to learn that the ribbon is
curved because it forms circular lines
and let them understand that curved
ribbons forms curved lines.
• Ask them oral questions to guide them
draw curved lines using the string.
Conclusion
We use curved objects to draw curved
lines.
Assessment
• Observe learners as they model
straight line using the strings, and then
appreciate their work.
• Ensure they have understood and can
dierentiate between the two types of
lines by asking them oral questions.
ANSWERS
Activity 13A
Learners own answers
Activity 13B
Learners own answers
Exercise 13 A
• Let them learn that the string is
straight and therefore when it is
straight and taut it forms a straight
line.
Conclusion
We use straight objects to draw straight
lines.
Assessment
• Observe the learners as they cut the
string and make models of straight
lines.
• Ask them oral questions to guide them
draw a straight line using the string.
• Ask them to do Exercise 13B in the
learner’s book.
Curved lines
Specific learning outcome
By the end of this lesson, the learner
should be able to draw curved lines. .
Activity 13D
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity such as strings pegs and sticks.
• Keep them at the Mathematics corner.
Doing the activity
• Ask the learners to collect strings of
dierent lengths.
• Guide them to work in groups and
make strings into curved models or
circular shapes.
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Activity 13D
Observe and rate the learners work.
Exercise 13 B
1. Straight
2. Curved
3. Straight
4. Straight
5. Straight
1. (a) Curved
(b) Straight
(c) Straight
(d) Curved
(e) Curved
2. Learners to draw lines of their own.
Activity 13C
Learners own answers
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Shapes
(Pupil’s Book Pages 131 – 137)
Suggested number of lessons: 5 Lessons
Specific learning outcomes
By the end of the sub-strand the learner
should be able to:
(a) Identify rectangles, circles, triangles,
ovals and squares.
(b) Appreciate making patterns involving
rectangles, circles, triangles, ovals and
squares.
Core competences
Communication and collaboration,
Imagination and creativity, self- ecacy
Inquiry question(s)
• What shapes can you nd in your
environment?
• What shapes are made by straight
lines?
• What shapes are made by curved
lines?
Link to PCIs
Life Skills: Self- awareness ; use of their
hands ESD:DRR; safety of materials
Links to other subjects
• Movement and creative activities
• Environmental activities
Pre-requisite to the Sub-strand
For learners to be able to acquire the new
concepts in this sub-stand, they should
have learnt the following:-
• Knowledge of straight and curved
lines.
• Knowledge of rectangular, circular
and triangular shaped objects.
• Knowledge of forming patterns using
shapes.
• Skills of drawing lines and shapes.
• Skills of cutting and making simple
patterns using cut out shapes.
• Identifying shapes formed by concrete
objects.
Teaching/learning resources
• Cut out shapes
• Strings
• Sticks
• Concrete objects
Key Words
Shape, rectangle, triangle, circle,
pattern,
Guidelines to teaching/learning
experiences
Preparation
Ensure the learners have collected all the
teaching and learning materials required
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Synthesis
• Guide the learners to understand that
shapes can be grouped into dierent
colours and sizes.
• Discuss the name and the features of
the shapes such as rectangles, circles,
triangles, ovals and squares.
• Let the learners nd out which type of
lines form the edges of the shapes.
• Let them draw the shapes in their
exercise books.
Assessment
• Ask the learners to do Exercise 14A in
the Pupil’s Book.
• Ask the them oral questions to sort and
group the shapes properly.
• Observe them and appreciate their
eort in sorting and grouping
according to colour.
Making and drawing shapes
using lines
Specific learning outcome
By the end of this lesson the learner
should be able to sort and group shapes.
Activity 14B
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity such as cut-outs of dierent
shapes, manila papers and others.
• Keep them at the Mathematics corner.
in the various activities in this sub-strand.
You should also ensure you have gathered
enough materials for your demonstration
while teaching.
Shapes
Sorting and grouping shapes
Specific learning outcome
By the end of this lesson the learner
should be able to sort and group shapes.
Activity 14A
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity as cut-outs of dierent shapes.
• Advise them to keep the cut-outs safely.
• Organise the learners into pairs.
Doing the activity
• Let them pick 20 cut-outs of dierent
shapes with dierent colours.
• Guide them to place the cut outs on the
table.
• Help them through instructions to sort
the cut-outs according to colour.
• Ask them guiding questions to help
them ll the table in their Pupil’s Book.
Shape Colour How Many
Rectangle Red 3
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identifying shapes from real objects.
• Emphasise that the shapes of the real
objects in the classroom can be named
rectangles, squares ovals, circles and
triangles.
Assessment
• Ask the learners to do Exercise 14B in
the Pupil’s Book.
• Ask them oral Questions as they
progress doing the activities.
Making patterns using shapes
Specific learning outcome
By the end of this lesson the learner
should be able to make patterns using
shapes.
Activity 14C
Preparation
• Ensure that the learners have collected
all the necessary materials for this
activity as cut-outs of dierent shapes,
manila papers and others.
• Keep them at the Mathematics corner.
Doing the activity
• Ask learners to draw the ve shapes
they learnt in the previous activity.
A rectangle, circle, oval, triangle and
square.
• Move around in class to guide the
challenged ones and help them to draw
the shapes.
• Organize the learners into pairs.
Doing the activity
• Guide them to draw rectangle, circle,
and triangle, square and oval shapes on
the chalkboard.
• Let other learners participate in
correcting their fellow learners where
they are not doing it well.
• Ask them to pick some sticks from
the Mathematics corner. Guide them
to use the sticks to make rectangles,
triangles and squares by joining them.
• Ask them to take real objects from
the Mathematics corner guide them
to trace around the objects and draw
them accurately.
• Ask them leading questions to
indentify which shapes are made by
straight or curved lines.
• Let them now look around the
classroom and say the shapes around
the classroom which they can see.
Synthesis
• Learners to understand that rectangles,
squares and triangles are formed from
straight lines.
• Let the learners acquire the concept
that ovals and circles are made from
curved lines.
• Ask the learners if they can see and
identify such shapes in the classroom
by looking at the objects found in
class such as the walls, roof, desks, text
books, windows, trusses of the roof,
doors and the oor, balls, eggs, tables
etc
• Summarise by ensuring that the
learners are equipped with skills of
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• Guide them to use the shapes they have
drawn to draw and make more patterns
of their choice.
• Use the chalkboard to guide them
through an example of making pattern
using circles.
• Let them colour the shapes to make
them look good and more appealing.
Synthesis
• Organize them in groups. Guide them
to cut the shapes they have drawn.
• Let them arrange the cut-outs shapes to
form patterns of their own choice.
• Guide them to share the patterns with
the other groups.
• Help them display their patterns on the
walls of the classrooms. Tel them to do
it at home or in the church wall.
• Shapes are joined to make patterns.
Shapes can be arranged repeatedly
to make patterns as in the picture in
Activity 14C in the Pupil’s Book.
• Ensure that the learner understands
that shapes can make good and
beautiful patterns when shaded using
dierent colours.
Assessment
• Ask the learners to do Exercise 14C.
• Observe the displayed work of the
learners.
• Ask them oral questions to test if they
have followed instructions.
ANSWERS
Activity 14A
Learners own answers
Exercise 14A
1. Rectangle 2. Triangle
3. Circle 4. Square
5. Oval 6. Triangle
7. Square 8. Square
9. Oval 10. Circle
11. Triangle 12. Rectangle
Activity 14B
Learners own answers
Exercise 14B
1. Circle 2. Rectangle
3. Oval 4. Rectangle
5. Triangle
Exercise 14C
1. Circle 2. Square
3. Rectangle 4. Circle
5. Square 6. Triangle
7. Rectangle 8. Triangle
9. Oval
2. (a) One
(b) Two
(c) One
(d) Two
