MATHEMATICS SCHEME OF WORK GRADE 5 TERM 2

NAME

TSC NO.

SCHOOL
 SCHOOL GRADE LEARNING AREA TERM YEAR

5 Mathematics 2

Week Lsn Strand Sub strand Specific learning outcomes Key inquiry Learning Learning Assessment Remarks
questions experiences resources
1 1 Numbers Fractions By the end of the sub- Where are In pairs or as KICD Written
strand, the learner should fractions used individuals play Mathematics exercises
be able to: in real life? digital games Curriculum Oral
Use IT devices for learning involving fractions Design questions
more on fractions and for Mentor Observation
enjoyment Mathematics Group
Grad 5 page discussion
81
2 Numbers Fractions By the end of the sub- Where are In pairs or as KICD Written
strand, the learner should fractions used individuals play Mathematics exercises
be able to: in real life? digital games Curriculum Oral
Appreciate use of fractions involving fractions Design questions
in real life Mentor Observation
Mathematics Group
Grad 5 page discussion
81
3 Numbers Decimals By the end of the sub- Where do you In pairs, groups or KICD Written
strand, the learner should use decimals as individuals Mathematics exercises
be able to: in real life? identify place value Curriculum Oral
Identify what are decimals of decimals up to Design questions
thousandths using Mentor Observation
 a place value chart Mathematics Group
Grad 5 page discussion
82-84
4 Numbers Decimals By the end of the sub- Where do you In pairs, groups or KICD Written
strand, the learner should use decimals as individuals Mathematics exercises
be able to: in real life? identify place value Curriculum Oral
Identify place value of of decimals up to Design questions
decimals up to thousandths thousandths using Mentor Observation
in different situations a place value chart Mathematics Group
Grad 5 page discussion
82-84
5 Numbers Decimals By the end of the sub- Where do you In pairs, groups or KICD Written
strand, the learner should use decimals as individuals order Mathematics exercises
be able to: in real life? decimals up to Curriculum Oral
Order decimals up to thousandths from Design questions
thousandths in different smallest to largest Mentor Observation
situations using number cards Mathematics Group
or number line Grad 5 page discussion
82-84
2 1 Numbers Decimals By the end of the sub- What is the In pairs, groups or KICD Written
strand, the learner should importance of as individuals add Mathematics exercises
be able to: ordering decimals up to Curriculum Oral
Add decimals up to decimals? thousandths using Design questions
thousandths in real life place value Mentor Observation
situations apparatus Mathematics Group
Grad 5 page discussion
86
2 Numbers Decimals By the end of the sub- What is the In pairs, groups or KICD Written
strand, the learner should importance of as individuals Mathematics exercises
be able to: ordering subtract decimals Curriculum Oral
Subtract decimals up to decimals? situations up to Design questions
 thousandths in real life thousandths using Mentor Observation
situations place value Mathematics Group
apparatus Grad 5 page discussion
87
3 Numbers Decimals By the end of the sub- What is the In pairs, groups or KICD Written
strand, the learner should importance of as individuals Mathematics exercises
be able to: ordering combined Curriculum Oral
Work out combined decimals? operations Design questions
operations decimals decimals situations Mentor Observation
up to thousandths Mathematics Group
using place value Grad 5 page discussion
apparatus 87
4 Numbers Decimals By the end of the sub- What is the In pairs, groups or KICD Written
strand, the learner should importance of as individuals Mathematics exercises
be able to: ordering identify and share Curriculum Oral
use IT devices for learning decimals? information on Design questions
more on fractions and for where decimals are Mentor Observation
enjoyment used in real life Mathematics Group
Grad 5 page discussion
87-89
5 Measure Length By the end of the sub strands, How do you In pairs, groups or KICD Written
ment the learner should be able to: measure as individuals Mathematics exercises
Use the kilometre (km) as a distance? identify the Curriculum Oral
unit of measuring length in real kilometre as a unit Design questions
life of measuring Mentor Observation
length real life Mathematics Group
Grad 5 page discussion
90 Project
3 1 Measure Length By the end of the sub- How do you In pairs, groups or KICD Written
ment strand, the learners should measure as individuals Mathematics exercises
be able to: distance? measure distance Curriculum Oral
 Measure distance in in kilometres Design questions
kilometres in real life practically Mentor Observation
situations Mathematics Group
Grad 5 page discussion
90-92 Project
2 Measure Length By the end of the sub- How do you In pairs, groups or KICD Written
ment strand, the learners should measure as individuals Mathematics exercises
be able to: distance? estimate distance Curriculum Oral
Estimate distance in kilometres in kilometres and Design questions
in real life situations share their Mentor Observation
estimates Mathematics Group
Grad 5 page discussion
92-94 Project

3 Measure Length By the end of the sub- How do you In pairs ,groups or KICD Written
ment strand, the learner should measure as individuals Mathematics exercises
be able to: distance? measure distance Curriculum Oral
Identify the relationship estimated and Design questions
between the kilometre(km) and compare findings Mentor Observation
the metre (m) in different with others Mathematics Group
situations Grad 5 page discussion
92-94 Project
4 Measure Length By the end of the sub- Why do you In pairs, groups or KICD Written
ment strand, the learner should measure as individuals Mathematics exercises
be able to: distance? convert kilometres Curriculum Oral
Convert kilometres to metres to metres and Design questions
and metres to kilometres in metres to Mentor Observation
real life situations kilometres Mathematics Group
 Grad 5 page discussion
92-94 Project
5 Measure Length By the end of the sub- Why do you In pairs, groups or KICD Written
ment strand, the learners should measure as individuals Mathematics exercises
be able to: distance? determine distance Curriculum Oral
Add metres and kilometres in in kilometres and Design questions
real life situations metres involving Mentor Observation
addition Mathematics Group
Grad 5 page discussion
96-97 Project
4 1 Measure Length By the end of the sub- Why do you In pairs, groups or KICD Written
ment strand, the learner should measure as individuals Mathematics exercises
be able to: distance? determine distance Curriculum Oral
Subtract metres and kilometres in kilometres and Design questions
in real life situations metres involving Mentor Observation
subtraction Mathematics Group
Grad 5 page discussion
96-98 Project

2 Measure Length By the end of the sub- Why do you In pairs, groups or KICD Written
ment strand, the learners should measure as individuals Mathematics exercises
be able to: distance? determine distance Curriculum Oral
Multiply metres and kilometres in kilometres and Design questions
by whole numbers in real life metres involving Mentor Observation
situations multiplication Mathematics Group
Grad 5 page discussion
99-100 Project
3 Measure Length By the end of the sub- Why do you In pairs, groups or KICD Written
ment strand, the learner should measure as individuals Mathematics exercises
be able to: distance? determine distance Curriculum Oral
Divide metres and kilometres in kilometres and Design questions
 by whole numbers in real life metres involving Mentor Observation
situations division Mathematics Group
Grad 5 page discussion
101-102 Project
4 Measure Length By the end of the sub- Why do you In pairs or as KICD Written
ment strand, the learners should measure individuals play Mathematics exercises
be able to: distance? digital games Curriculum Oral
Use IT devices for learning involving length in Design questions
more on measurement of kilometres and Mentor Observation
length and for enjoyment metres Mathematics Group
Grad 5 page discussion
101-102 Project
5 Measure Length By the end of the sub- Why do you In pairs or as KICD Written
ment strand, the learner should measure individuals play Mathematics exercises
be able to: distance? digital games Curriculum Oral
Appreciate the use of involving length in Design questions
kilometres and metres in kilometres and Mentor Observation
measuring length in real life metres Mathematics Group
Grad 5 page discussion
101-102 Project
5 1 Measure Area By the end of the sub- How can you In pairs, groups KICD Written
ment strand, the learners should determine the or as individuals Mathematics exercises
be able to: area of measure, trace Curriculum Oral
Use the square centimetre different and cut out 1 cm Design questions
(cm2)as a unit of measuring surfaces? by 1cm units, Mentor Observation
area in real life and refer the Mathematics Group
area of each as Grad 5 page discussion
one square 104-105 Project
centimetre
(1cm2)
2 Measure Area By the end of the sub- How can In pairs, groups or KICD Written
ment strand, the learners should you as individuals to Mathematics exercises
be able to: determine the establish area of Curriculum Oral
Work out area of rectangles area of rectangles in cm2 Design questions
and squares in square different as the product of Mentor Observation
centimetres (cm2 ) in different surfaces? the number 1cm2 Mathematics Group
situations units in the row by Grad 5 page discussion
the number of units 104-105 Project
in the column, Area
of rectangle or
square = length x
width
3 Measure Area By the end of the sub- How can you In pairs or as KICD Written
ment strand, the learners should determine the individuals play Mathematics exercises
be able to: area of digital games Curriculum Oral
Use IT devices for learning different involving area Design questions
more on area and for surfaces? Mentor Observation
enjoyment Mathematics Group
Grad 5 page discussion
104-105 Project
4 Measure Area By the end of the sub- How can you In pairs or as KICD Written
ment strand the learner should determine the individuals play Mathematics exercises
be able to: area of digital games Curriculum Oral
Appreciate the use of cm2 in different involving area Design questions
working out area in real life surfaces? Mentor Observation
Mathematics Group
Grad 5 page discussion
104-105 Project
5 Measure Volume By the end of the sub- Where is In pairs, groups or KICD Written
ment strand, the learners should volume as individuals Mathematics exercises
be able to: applicable in measure the sides Curriculum Oral
 Identify the cubic centimetre real life? of a 1cm cube and Design questions
(cm3) as a unit of measuring identify it as a unit Mentor Observation
volume in different situations of measuring Mathematics Group
volume Grad 5 page discussion
In pairs, groups or 109-110 Project
as individuals count
the number of
cubes used in
activity above and
record
6 1 Measure Volume By the end of the sub- Where is In pairs or groups KICD Written
ment strand, the learners should volume establish that the Mathematics exercises
be able to: applicable in total number of Curriculum Oral
work out volume of cubes and real life? cubes represents Design questions
cuboids in cubic centimetres the volume of the Mentor Observation
(cm3) in different situations cube or cuboid Mathematics Group
formed Grad 5 page discussion
109-110 Project
2 Measure Volume By the end of the sub- Where is In pairs, groups or KICD Written
ment strand, the learners should volume as individuals to Mathematics exercises
be able to: applicable in count the number Curriculum Oral
derive the formula for the real life? of cubes on the Design questions
volume of cube or cuboid as length and multiply Mentor Observation
V= l x w x h practically by the number in Mathematics Group
the width and the Grad 5 page discussion
number of layers. 111-112 Project
The learners to
establish the
formula for volume
(V) of a cube or
cuboid as V = l x w x
 h.

3 Measure Volume By the end of the sub- Where is In pairs, groups or KICD Written
ment strand the learner should volume as individuals to Mathematics exercises
be able to: applicable in count the number Curriculum Oral
Use the formula V= l x w x h to real life? of cubes on the Design questions
work out length and multiply Mentor Observation
volume of cubes and cuboids by the number in Mathematics Group
in different situations the width and the Grad 5 page discussion
number of layers. 112-114 Project
The learners to
establish the
formula for volume
(V) of a cube or
cuboid as V = l x w x
h.

4 Measure Volume By the end of the sub- Where is Learners watch a KICD Written
ment strand the learner should volume video on working Mathematics exercises
be able to: applicable in out volume of a Curriculum Oral
Use IT devices for learning real life? cube/cuboid Design questions
more on volume and for In pairs or as Mentor Observation
enjoyment individuals use IT Mathematics Group
 devices to play Grad 5 page discussion
digital games 112-114 Project
involving volumes
5 Measure Volume By the end of the sub- Where is In pairs, groups KICD Written
ment strand the learner should volume or as individuals Mathematics exercises
be able to: applicable in measure the Curriculum Oral
Appreciate use of cubic real life? dimensions of a Design questions
centimetres in measuring 1cm cube to Mentor Observation
volume in real life. establish its Mathematics Group
volume as 1cm x Grad 5 page discussion
1cm x 1cm = 112-114 Project
1cm3 and share
with other groups

7 1 Measure Capacity By the end of the sub- Where are In pairs, groups or KICD Written
ment strand the learner should litres and as individuals fill a Mathematics exercises
be able to: millilitres teaspoon or Curriculum Oral
Identify the millilitre as a used in day to cylinder Design questions
unit of measuring capacity day life? graduated in Mentor Observation
in real life millilitres with Mathematics Group
water and Grad 5 page discussion
identify that the 115-116 Project
spoon or cylinder
holds 5 millilitres
divide the water
in the spoon or
cylinder into 5
equal parts and
identify each part
as 1 millilitre fill
small containers
 with water and
measure the
capacity in
millilitres using a
container
graduated in
millilitres
2 Measure Capacity By the end of the sub- Where are In pairs or groups KICD Written
ment strand the learner should litres and fill small Mathematics exercises
be able to: millilitres containers with Curriculum Oral
Measure capacity in used in day to water and Design questions
millilitres in real life day life? measure the Mentor Observation
situations capacity in Mathematics Group
millilitres using a Grad 5 page discussion
container 116-118 Project
graduated in
millilitres
Learners watch a
video on
measuring
capacity in
millilitres
3 Measure Capacity By the end of the sub- Where are In pairs, groups KICD Written
ment strand the learner should litres and or as individuals Mathematics exercises
be able to: millilitres estimate and Curriculum Oral
Estimate and measure used in day to measure capacity Design questions
capacity in multiples of 5 day life? of different Mentor Observation
millilitres in different containers using a Mathematics Group
situations container Grad 5 page discussion
graduated in 117-118 Project
millilitres
 4 Measure Capacity By the end of the sub- Where are In pairs, groups KICD Written
ment strand the learner should litres and or as individuals Mathematics exercises
be able to: millilitres fill a 1- litre Curriculum Oral
Identify the relationship used in day to container using a Design questions
between litres and day life? 100 millilitres Mentor Observation
millilitres in real life container Mathematics Group
Grad 5 page discussion
116-118 Project

5 Measure Capacity By the end of the sub- Where are In pairs, groups orKICD Written
ment strand the learner should litres and as individuals to Mathematics exercises
be able to: millilitres convert litres to Curriculum Oral
Convert litres to millilitres used in day to millilitres and Design questions
and millilitres to litres in day life? millilitres to litres.
Mentor Observation
real life situations Mathematics Group
Grad 5 page discussion
119-120 Project
8 1 Measure Capacity By the end of the sub- Where are In pairs or groups KICD Written
ment strand the learner should litres and work out capacity Mathematics exercises
be able to: millilitres in litres and Curriculum Oral
Add litres and millilitres in used in day to millilitres using Design questions
real life situations day life? addition, Mentor Observation
subtraction, Mathematics Group
multiplication Grad 5 page discussion
and division 119-120 Project

2 Measure Capacity By the end of the sub- Where are In pairs or groups KICD Written
ment strand, the learners should litres and work out capacity Mathematics exercises
be able to: millilitres in litres and Curriculum Oral
Subtract litres and in real life used in day to millilitres using Design questions
situations day life? multiplication and Mentor Observation
 division Mathematics Group
Grad 5 page discussion
122-123 Project
3 Measure Capacity By the end of the sub- Where are In pairs or groups KICD Written
ment strand, the learners should litres and work out capacity Mathematics exercises
be able to: millilitres in litres and Curriculum Oral
Multiply litres and millilitres used in day to millilitres using Design questions
by whole numbers in real life day life? multiplication Mentor Observation
situations Mathematics Group
Grad 5 page discussion
122-123 Project
4 Measure Capacity By the end of the sub- Where are In pairs or groups Written
ment strand, the learners should litres and work out capacity KICD exercises
be able to: millilitres in litres and Mathematics Oral
Divide litres and millilitres by used in day to millilitres using Curriculum questions
whole numbers in different day life? division Design Observation
situations Mentor Group
Mathematics discussion
Grad 5 page Project
125-126
5 Measure Capacity By the end of the sub- Where are In pairs or as KICD Written
ment strand, the learners should litres and individuals play Mathematics exercises
be able to; millilitres digital games Curriculum Oral
use IT devices for learning used in day to involving capacity Design questions
more on capacity and for day life? Mentor Observation
enjoyment Mathematics Group
Grad 5 page discussion
125-126 Project
9 1 Measure Capacity By the end of the sub- Where are In pairs or as KICD Written
ment strand, the learners should litres and individuals play Mathematics exercises
be able to: millilitres digital games Curriculum Oral
 appreciate use of litres and used in day to involving capacityDesign questions
millilitres in measuring capacity day life? Mentor Observation
in real life Mathematics Group
Grad 5 page discussion
125-126 Project
2 Measure Mass By the end of the sub- What is the In pairs, groups or KICD Written
ment strand, the learners should importance of as individuals scoop Mathematics exercises
be able to: measuring sand or soil using a Curriculum Oral
Identify the gram as a unit of mass? teaspoon. Explain Design questions
measuring mass in real life the learners the Mentor Observation
amount scooped is Mathematics Group
about 5 grams. Grad 5 page discussion
Divide the amount 127-128 Project
scooped into 5
equal groups. Each
of these small
groups is about one
gram
3 Measure Mass By the end of the sub- What is the In pairs or groups KICD Written
ment strand, the learners should importance of using an electronic Mathematics exercises
be able to; measuring or a manual Curriculum Oral
Measure mass in grams in mass? weighing machine Design questions
different situations measure mass of Mentor Observation
sand or soil in Mathematics Group
grams Grad 5 page discussion
127-128 Project
4 Measure Mass By the end of the sub-strand What is the Learners to watch a KICD Written
ment the learner should be able importance of video on measuring Mathematics exercises
to: measuring mass in grams. Curriculum Oral
Estimate and measure mass in mass? In pairs, groups or Design questions
grams in different situations as individuals Mentor Observation
 estimate and Mathematics Group
measure mass of Grad 5 page discussion
items in grams 127-128 Project
using a beam
balance or
electronic weighing
machine.
5 Measure Mass By the end of the sub-strand What is the In pairs, groups or KICD Written
ment the learner should be able importance of as individuals Mathematics exercises
to: measuring establish the Curriculum Oral
Identify the relationship mass? relationship Design questions
between the kilogram and the between the Mentor Observation
gram in real life situations kilogram and the Mathematics Group
gram using a beam Grad 5 page discussion
balance or 130-131 Project
electronic weighing
machine(1kg =
1000g)
10 1 Measure Mass By the end of the sub- What is the In pairs or groups KICD Written
ment strand the learner should importance of convert kilograms Mathematics exercises
be able to: measuring to grams and grams Curriculum Oral
Convert kilograms to grams and mass? to kilogram in real Design questions
grams to kilograms in real life life Mentor Observation
situations Mathematics Group
Grad 5 page discussion
130-131 Project
2 Measure Mass By the end of the sub-strand What is the In pairs, groups or KICD Written
ment the learner should be able importance of as individuals Mathematics exercises
to: measuring determine mass of Curriculum Oral
Add grams and kilograms in mass? items in grams and Design questions
real life situations kilograms using Mentor Observation
 different Mathematics Group
operations in real Grad 5 page discussion
life situations 133 Project
3 Measure Mass By the end of the sub- What is the In pairs, groups or KICD Written
ment strand the learner should importance of as individuals Mathematics exercises
be able to: measuring determine mass of Curriculum Oral
Subtract grams and kilograms mass? items in grams and Design questions
in real life situations kilograms using Mentor Observation
different Mathematics Group
operations in real Grad 5 page discussion
life situations 134-135 Project
4 Measure Mass By the end of the sub- What is the In pairs, groups or KICD Written
ment strand the learner should importance of as individuals Mathematics exercises
be able to: measuring determine mass of Curriculum Oral
Multiply grams and kilogram mass? items in grams and Design questions
by whole numbers in real life kilograms using Mentor Observation
situations different Mathematics Group
operations in real Grad 5 page discussion
life situations 136-137 Project

5 Measure Mass By the end of the sub- What is the In pairs, groups or KICD Written
ment strand the learner should importance of as individuals Mathematics exercises
be able to: measuring determine mass of Curriculum Oral
Divide grams and kilograms by mass? items in grams and Design questions
whole numbers in real life kilograms using Mentor Observation
situations different Mathematics Group
operations in real Grad 5 page discussion
life situations 136-137 Project
11 END OF TERM ASSESSMENT AND CLOSING