KLB TUSOME MATHEMATICS GRADE 1 SCHEMES OF WORK - TERM 2

SCHOOL GRADE LEARNING AREA TERM YEAR

1 MATHEMATICS 2 2023

Week Lesson Strand Sub-Strand Specific Learning Outcomes Learning Experiences Key Inquiry Learning methods Assessment Rem
Questions Methods ar
1 1 NUMB Number By the end of the lesson the Learners to observe the pictures then How can we Counters Observation
ERS concepts. learner should be able to: identify which have a similar colour group items Pictures of Written
a) Name five different colours. in the class room. having different colours exercise
Sorting and b) Sort and group different Learners to name five different different Objects with Checklist
grouping. objects according to colour colours they know. colours? different colours Oral
in the classroom. Learners in groups to sort objects KLB Tusome questions
c) Appreciate the use of sorting with same colours and group them Mathematics Discussions
and grouping items together. Activities Pupils Question and
according to colour in their Learners in their groups to display to Book 1 Pg. 65 answer
daily lives. the class what they have sorted and
grouped.
2 NUMB Number By the end of the lesson the Learners to name five different How can we Counters Observation
ERS Concepts. learner should be able to: shapes. group items Pictures of Written
a) Name five different shapes. Learners in groups to pair and match having different shapes. exercise
Pairing and b) Pair and match items objects according to shape. different Objects of Checklist
matching. according to size and shape Learners to sort objects, pair and shapes? different shape Oral
in the classroom. match them according to size and and sizes questions
c) Appreciate the use of pairing shape. KLB Tusome Discussions
and matching items Learners in pairs/groups to make Mathematics Question and
according to size and shape paper cut – outs of different shapes Activities Pupils answer
in their daily lives. and colours then present them to the Book 1 Pg. 66
class.
Learners in pairs to pair and match
paper cut-outs similar in shape and
colour.
3 NUMB Number By the end of the lesson the Learners to name three ways we can -How do you Counters Observation
ERS concept learner should be able to: pair and match objects. identify same Books Written
a) Name three ways we can pair Learners in groups to demonstrate as? Pencils exercise
and match objects. how to pair and match objects to Rulers Checklist
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 b) Pair and match objects in the establish equal number of objects Bottle caps Oral
classroom. (same as). KLB Tusome questions
c) Appreciate the use of pairing Learners in groups to pair and match Mathematics Discussions
and matching items in day- equal number of objects. Activities Pupils Question and
to-day activities. Book 1 Pg. 67 answer

4 NUMB Number By the end of the lesson the Learners are guided to understand the How can we Counters. Observation
ERS concept. learner should be able to: term ascending. order objects Objects of Written
a) Name two ways you can Learners to name two ways they can from the different sizes exercise
Ordering arrange objects. arrange objects. smallest to the Picture Checklist
b) Order and sequence objects Learners in groups of five to order biggest? Digital devices Oral
from smallest to biggest themselves from the smallest to the KLB Tusome questions
(ascending order) in the biggest (age, size). Mathematics Discussions
classroom. Learners to order objects in the Activities Pupils Question and
c) Appreciate arranging objects classroom and bags from the smallest Book 1 Pg. 68 answer
from the smallest to the to the biggest.
biggest. Learners in groups to arrange objects
from the smallest to the biggest.
5 NUMB Number By the end of the lesson the Learners to define the term patterns. How do you Counters Observation
ERS concept. learner should be able to: Learners in pairs to identify different make Pencils Written
a) Define the term patterns. patterns in the classroom. patterns? Rubbers exercise
Making b) Identify patterns in the Learners in pairs to make patterns Bottles Checklist
Patterns. classroom. using real objects. How do you Books Oral
c) Appreciate making patterns Learners in groups to make paper cut- identify Rulers questions
using real objects in the outs of different shapes, sizes and patterns? KLB Tusome Discussions
classroom. colours then make patterns using Mathematics Question and
them. Activities Pupils answer
Book 1 Pg. 69
2 1 NUMB Number By the end of the lesson the Learner to recite number names 1-20 Which Counters Observation
ERS concept. leaner should be able to: as they clap their hands. number is this Skipping ropes Written
a) Recite number names in Learners in groups to recite number 33? Learner exercise
Number order 1 up to 40 in the names 20-40 as they stamp their feet, participation Checklist
names. classroom. clap their hands and jump. KLB Tusome Oral
b) Recite number names in Learners to recite number 1-40 while Mathematics questions
order 40 to 1 correctly. thumb clicking. Activities Pupils Discussions
c) Have fun reciting number Learners to recite numbers 40 – 1 Book 1 Pg. 70 Question and
names from 1-40 while while skipping or dancing. answer

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 skipping.
2 NUMB Number By the end of the lesson the Learners to name number 1-30. How many Counters Observation
ERS concept. learner should be able to: Learners to identify number 1-30 items are in a Straws Written
a) Name number 1 to 30. from flash cards dozen? Pencils exercise
Numbers b) Identify number 11 -20 in the Learners to use different concrete Stones Checklist
using classroom. classroom objects to represent Flash cards of Oral
objects. c) Appreciate representing number 11-20 as well as their body number 1-30 questions
numbers 11 -20 using parts KLB Tusome Discussions
concrete objects in the Mathematics Question and
classroom. Activities Pupils answer
Book 1 Pg. 71 -
72
3 NUMB Number By the end of the lesson the Learners to list three objects we can Which group Counters Observation
ERS concept. learner should be able to use to count. has more? Beans Written
a) List three objects we can use Learners to demonstrate through Stones exercise
Counting to count. counting that any given group of Rubbers Checklist
b) Demonstrate through objects has only one count. KLB Tusome Oral
counting that a group in all Learners in pairs to count a given Mathematics questions
situations has only one group of objects and present the Activities Pupils Discussions
count. number. Book 1 Pg. 73 Question and
c) Appreciate realizing a group Learners to complete the exercise on answer
of objects in all situations page 73.
has only one count.
4 NUMB Whole By the end of the lesson the Learners are guided on the meaning How can we Counters Observation
ERS Numbers. learner should be able to: of counting forward and counting count in 5’s? Sticks Written
a) Count numbers in 5’s backwards. Straws exercise
Counting backwards from 25 to 5. Learners in groups to identify things Pencils Checklist
b) Count numbers in 5’s up to in the environment that exist in 5’s. Number cards 1- Oral
25 in the classroom. Learners in pairs/groups to count real 25 questions
c) Appreciate counting by 5’s items in 5's forward starting from 5 KLB Tusome Discussions
up to 25. up to 25. Mathematics Question and
Learners practice counting forward Activities Pupils answer
and backwards from and up to 25, Book 1 Pg. 74
individually.
5 NUMB Whole By the end of the lesson the Learners to rote count numbers 1 to How can we Counters Observation
ERS Numbers. learner should be able to: 50. count in 5’s? Sticks Written
a) Rote count number 1 to 50. Learners in pairs to count forward by Straws exercise
Counting b) Count backwards and 5’s up to 50 starting from any point Pencils Checklist
forward in 5’s from and to using a number line. Number cards 1- Oral
50 in the classroom. Learners to count numbers in 5’s 50 questions
 c) Appreciate counting backwards from any given point KLB Tusome Discussions
numbers in 5s in the using a number line. Mathematics Question and
classroom. Learners in pairs/groups to count real Activities Pupils answer
items in 5's forward starting from 5 Book 1 Pg. 75
up to 50.
3 1 NUMB Whole By the end of the lesson the Learners to read numbers 1 to 40. How many do Counters Observation
ERS Numbers learner should be able to: Learners to collect different safe you see? Books Written
a) Read number 1-50 objects in the classroom and represent Bottle exercise
Numbers b) Represent numbers 1-40 numbers using the objects. Bottle caps Checklist
using using concrete objects. Learners in groups to represent Beans Oral
objects. c) Appreciate representing numbers using objects. KLB Tusome questions
numbers 1 to 40 using Learners to count the objects in the Mathematics Discussions
objects. pictures and fill in the number value. Activities Pupils Question and
Book 1 Pg. 76 - answer
77
2 NUMB Whole By the end of the lesson the Learners to define the term value. How many Counters Observation
ERS Numbers learner should be able to: Learners to assemble sticks, straws, tens and ones Bundles of Written
a) Define the term value. strings and tins. are in the sticks/straws exercise
Tens and b) Identify place value of ones Learners to make bundles of tens, and number 27? Sticks Checklist
Ones. and tens. label tins into one and tens. Tins marked ones Oral
c) Appreciate recognizing place Learners to identify place value of and tens questions
value of tens and ones in ones and tens in given numbers. KLB Tusome Discussions
numbers. Learners in pairs to recognize and Mathematics Question and
write the tens and ones of given Activities Pupils answer
numbers. Book 1 Pg. 78

3 NUMB Whole By the end of the lesson the Learners to count numbers 1-40 as How can we Counters Observation
ERS Numbers learner should be able to: they clap and jump in the class room. count 1-80 Number cards Written
a) Read numbers 1-40 in Learners to read numbers 1-40 in using claps or Number chart exercise
Reading and symbols in the class room. symbols in the class room. jumps? Checklist
writing b) Arrange in order numbers 6 Learners to arrange number cards in KLB Tusome Oral
numbers. – 40 in the classroom. order from 1 – 40 and 40 – 1. Mathematics questions
c) Write numbers 6 – 40 in Learners to write numbers 6 – 40 in Activities Pupils Discussions
symbols in the classroom. symbols in the classroom. Book 1 Pg. 79 Question and
answer
4 NUMB Whole By the end of the lesson the Learners to read numbers 1 to 10 in How do we Counters Observation
ERS Numbers. learner should be able to: words. write in Number cards in Written
a) Read number names 1 -10. Learners in pairs to identify and write words? symbols and word exercise

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 Numbers in b) Identify and write numbers number names of 1 to 10. 1 to 20 Checklist
words. 1-10 in words. Learners to practice counting and Oral
c) Appreciate identifying and writing numbers 1-10 in symbols and questions
writing numbers 1 to 10 in words. KLB Tusome Discussions
words. Learners to play digital games Mathematics Question and
involving identifying, naming and Activities Pupils answer
spelling whole numbers. Book 1 Pg. 80
Learners to play a number name
identification game, using flashcards
in the class room.
5 NUMB Whole By the end of the lesson the Learners to define the term patterns. What is the Counters Observation
ERS Numbers. learner should be able to: Learners in to identify missing next number Number chart 1 - Written
a) Define the term patterns. numbers in number patterns up to 10. in the pattern? 20 exercise
Number b) Identify missing numbers in Learners in pairs to create number Number cards 1 - Checklist
Patterns. number patterns up to 10. patterns with numbers up to 20 and 20 Oral
c) Appreciate creating number share with other groups KLB Tusome questions
patterns with numbers up to Learners to play a number pattern Mathematics Discussions
10. identification game, in the class Activities Pupils Question and
room. Book 1 Pg. 81 answer
4 1 NUMB Whole By the end of the lesson the Learners to count forward in 2’s, 3’s How can we Counters Observation
ERS Numbers. learner should be able to: and 5’s up to 20 beginning from any identify Number line Written
a) Make patterns using numbers number between 1 – 20. missing Digital device exercise
up to 20. Learners to identify the next number numbers? whole number Checklist
Number b) Work out missing numbers in given patterns on a number line. digital games Oral
Patterns in number patterns Learners in pairs to create patterns KLB Tusome questions
increasing in 2’s and 5’s in with numbers up to 20. Mathematics Discussions
the class room. Learners to play a number pattern Activities Pupils Question and
c) Appreciate number patterns identification game, in the class Book 1 Pg. 82 answer
room.
2 NUMB Addition By the end of the lesson, the Learners to define the term addition. How can we Counters Observation
ERS learner should be able to: Learners in pairs to use’+’ and ‘=’ use + and = Seeds Written
a) Define the term addition. signs in adding different objects sign? Number cards 1 to exercise
b) Add 3-single digit numbers within the class. 10 Checklist
up to a sum of 10. Learners to add 3- single digit- Number line cards Oral
c) Develop curiosity to add 3 numbers by skipping on a number KLB Tusome questions
single digit numbers using a line. Mathematics Discussions
number cards. Learners to use a number line to add Activities Pupils Question and
3 single digit numbers. Book 1 Pg. 83 answer
3 NUMB Addition By the end of the lesson the Learners to observe the teacher How can we Counters Observation
ERS learner should be able to: demonstrate add 3-single digit add 3 single Bottle tops, Written
 a) Arrange a sum of 3-single horizontally. digit numbers marbles, stones, exercise
digit numbers horizontally Learners to give the steps to follow by counting sticks, grains, Checklist
and add correctly. while adding 3 single digit numbers. on? Number line cards Oral
b) Add 3 single digit numbers Learner in pairs practice arranging Number cards questions
using the family of 10. and adding together sums 3-single KLB Tusome Discussions
c) Recognize the place value of digit horizontally till mastery. Mathematics Question and
3-single digit number. Learners to add 3-single digit Activities Pupils answer
together with sums not exceeding 10. Book 1 Pg. 84
4 NUMB Addition By the end of the lesson, the Learners to state the term place value. How can you Counters Observation
ERS learner should be able to: In groups learners to add a 2-digit add a 2-digit Small stones Written
a) State the term place value. number to a 1-digit number without number to a Number cards exercise
b) Add a 2-digit number to a 1- regrouping vertically using a place 1-digit Place value chart Checklist
digit number without value chart. number? KLB Tusome Oral
regrouping vertically. Appreciate adding a 2-digit number Mathematics questions
c) Appreciate adding a 2-digit to a 1-digit number using a place Activities Pupils Discussions
number to a 1-digit number. value chart. Book 1 Pg. 85 Question and
answer
5 NUMB Addition By the end of the lesson the Learners to name three objects used How can you Counters Observation
ERS learner should be able to: in counting. add a 2-digit Small stones Written
a) Name three objects used in Learners to demonstrate adding a 2- number to a Number cards exercise
counting. digit number to a 1-digit number. 1-digit Checklist
b) Add a 2-digit number to a 1- In pairs learners to solve problems number? Oral
digit number without involving a 2-digit number and a 1- questions
regrouping horizontally. digit number and present their KLB Tusome Discussions
c) Develop curiosity of adding findings. Mathematics Question and
a 2-digit number to a 1-digit Learners to practice adding till Activities Pupils answer
number without regrouping mastery. Book 1 Pg. 86
horizontally.
5 1 NUMB Addition By the end of the lesson, the Teacher demonstrates to the learners How can you Counters Observation
ERS learner should be able to: how to add a 2-digit number to a 1- add a 2-digit Number line Written
a) Rote count numbers 1 to 50. digit number without regrouping number to a Number cards exercise
b) Add a 2-digit number to a 1- using a number line. 1-digit Checklist
digit number without In groups learners to find missing number? Oral
regrouping vertically. numbers in sums involving a 2-digit questions
c) Appreciate adding a 2- digit number to a 1-digit number using a KLB Tusome Discussions
number to a 1-digit number number line then present their Mathematics Question and
without regrouping. findings. Activities Pupils answer
-Appreciate adding a 2-digit number Book 1 Pg. 87

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 to a 1-digit number using a number
line.
2 NUMB Addition By the end of the lesson, the Learners to state the term place value. How can you Counters Observation
ERS learner should be able to: Learners are guided on the place add a 2-digit Small stones Written
a) State the term place value. value arrangement of a 2 digit number to a Number cards exercise
b) Add a 2-digit number to a 1- numbers on a place value chart 1-digit Place value chart Checklist
digit number without horizontally. number? Oral
regrouping horizontally. In groups learners to add a 2-digit questions
c) Appreciate adding a 2-digit number to a 1-digit number without KLB Tusome Discussions
number to a 1-digit number. regrouping horizontally using a Mathematics Question and
number line. Activities Pupils answer
Appreciate adding a 2-digit number Book 1 Pg. 88
to a 1-digit number using a place
value chart.
3 NUMB Addition By the end of the lesson, the Learners to explain steps followed How can you Counters Observation
ERS learner should be able to: when adding multiples of 10 add multiples Sticks Written
a) Explain steps followed when vertically and horizontally. of 10 up to 50 Straws exercise
adding multiples of 10 In groups, learners to demonstrate vertically and Number cards Checklist
vertically and horizontally. adding multiples of 10 up to 50 horizontally? Oral
b) Add multiples of 10 up to vertically and horizontally. KLB Tusome questions
100 vertically and In pairs, learners to solve problems Mathematics Discussions
horizontally. involving adding multiples of 10 up Activities Pupils Question and
c) Appreciate adding multiples to 50 vertically and horizontally. Book 1 Pg. 89 answer
of 10 up to 50
4 NUMB Number By the end of the lesson the Learners in pairs to count forward in How do we Counters Observation
ERS Patterns. learner should be able to; 2s, 3s and 5s up to 50. work out Sticks Written
a) Count forward in 2s, 3s and Learners observe as the teacher missing Straws exercise
5s up to 50. demonstrates how to get the next numbers in Bottle caps Checklist
b) Work out missing numbers number in a number pattern by patters Number cards Oral
involving addition of whole adding and counting forward. involving KLB Tusome questions
numbers up to 50. Learner to work out the missing addition? Mathematics Discussions
c) Enjoy filling in the missing number in patterns involving Activities Pupils Question and
number. addition. Book 1 Pg. 90 answer

5 NUMB Subtraction By the end of the lesson the Learners to define the term How can you Counters Observation
ERS learner should be able to; subtraction. model Sticks Written
a) Define the term subtraction. Learners observe as the teacher subtraction as Straws exercise
b) Model subtraction as take- demonstrates subtraction as take taking away? Small stones Checklist
away. away. Number cards Oral
c) Appreciate modelling In groups learners to model KLB Tusome questions
 subtraction as taking away. subtraction as take-away using Mathematics Discussions
concrete objects. Activities Pupils Question and
Learners in pairs to solve problems Book 1 Pg. 93 answer
and discuss on their solutions.
Learners to practice subtracting
single digits vertically till mastery.
6 1 NUMB Subtraction By the end of the lesson the Learners to define the term How do you Counters Observation
ERS learner should be able to; subtraction. subtract single Straws Written
a) Rote count backwards from Learners make tens using straws, digit Sticks exercise
10 to 1. pencils and sticks. numbers? Basic addition Checklist
b) Subtract numbers 1 – 9 from Learners to observe as the teacher facts table Oral
10 by taking away. demonstrates using bundles of ten to questions
c) Appreciate subtracting single work out subtraction of single digits Discussions
digit number from 10 by from 10. KLB Tusome Question and
counting backwards In pairs learners to demonstrate Mathematics answer
subtraction of single digit numbers by Activities Pupils
counting backwards using concrete Book 1 Pg. 92
objects.
2 NUMB Subtraction By the end of the lesson the In pairs learners to demonstrate use How do you Counters Observation
ERS learner should be able to; of ‘-‘ signs using concrete objects. subtract single Sticks Written
a) Use ‘-‘signs in writing In pairs learners to demonstrate digit numbers Straws exercise
subtraction sentences. subtraction of single digit numbers by from double Small stones Checklist
b) Subtract single digit number counting backwards using concrete digit Number cards Oral
from a double-digit number objects. numbers? questions
by taking away. Learners in pairs to appreciate Discussions
c) Appreciate using ‘-‘signs in subtracting single digit numbers by KLB Tusome Question and
writing subtraction solving problems and discussing the Mathematics answer
sentences. solution. Activities Pupils
Learners to work out missing Book 1 Pg. 93
numbers in subtraction of single digit
number from a 2- digit numbers.
3 NUMB Subtraction By the end of the lesson the Learners to mention two ways we can How do you Counters Observation
ERS learner should be able to; subtract numbers. subtract a Number line cards Written
a) Mention two ways we can Learners demonstrate subtraction of single digit Counters exercise
subtract. 1-digit number from a 2-digit number number from Number cards Checklist
b) Subtract 1-digit number from horizontally. a 2-digit Oral
a 2-digit number In pairs learners to solve problems number questions
horizontally. involving subtracting a 1-digit horizontally? KLB Tusome Discussions

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 c) Develop curiosity on number from a 2-digit number Mathematics Question and
subtracting 1-digit number horizontally and present their Activities Pupils answer
from a 2-digit number findings. Book 1 Pg. 94
horizontally.
4 NUMB Subtraction By the end of the lesson the Learners to define the term addition How do you Counters Observation
ERS learner should be able to; and subtraction. subtract Picture of a basic Written
a) Define the term addition and Learners to study the basic addition number-based addition facts exercise
Subtract and subtraction. fact table. addition table Checklist
add. b) Use the relationship between In pairs, learners to demonstrate facts? Oral
addition and subtraction in writing two related subtraction facts. questions
working out problems Learners to appreciate subtracting a KLB Tusome Discussions
involving basic addition single digit from a 2-digit number Mathematics Question and
facts. based on basic addition facts using Activities Pupils answer
c) Appreciate subtracting a number family till mastery. Book 1 Pg. 95
single digit from a 2-digit
number based on basic
addition facts.
5 NUMB Subtraction By the end of the lesson the Learners to explain what bundles of How do we Counters Observation
ERS learner should be able to; 10 is. subtract Sticks Written
a) Explain bundles of 10. Learners to read subtraction multiples of Straws exercise
b) Subtract multiples of 10 up sentences involving multiples of 10. 10? Number cards Checklist
to 90. In pairs learners to discuss and KLB Tusome Oral
c) Appreciate subtracting subtract multiples of 10 up to 90 Mathematics questions
multiples of 10 up to 90. Appreciate subtracting multiples of Activities Pupils Discussions
10 up to 90 Book 1 Pg. 96 Question and
answer
7 1 NUMB Subtraction By the end of the lesson, the Learners observe as the teacher How do we Counters Observation
ERS learner should be able to: demonstrates how to arrange on place subtract Place value charts Written
a) Rote count in tens from 10 to value charts and subtract 2 tens multiples of Counters exercise
100. horizontally not exceeding 90. 10 Number cards Checklist
b) Subtract two 2-digit numbers Learners to count in tens till 100. horizontally? Oral
in tens horizontally using Learners demonstrate subtraction of 2 questions
place value chart. tens numbers horizontally. KLB Tusome Discussions
c) Develop curiosity on In pairs learners to solve problems Mathematics Question and
subtracting numbers in tens, involving subtracting of 2 tens Activities Pupils answer
horizontally. horizontally and present their Book 1 Pg. 97
findings.
2 NUMB Subtraction By the end of the lesson the Learners to practice completing the How do you Counters Observation
ERS learner should be able to; pattern. work out Sticks Written
Number a) Count backwards in 2s, 3s Learners in pairs to count backward missing Straws exercise
 patterns and 5s starting from 50 in 2s, 3s and 5s from 50. numbers in Bottle caps Checklist
b) Work out missing number Learners observe as the teacher patterns Number cards Oral
patterns involving demonstrates how to get the next involving questions
subtraction of whole number in a number pattern by subtraction? Discussions
numbers up to 50. subtracting and counting backwards. KLB Tusome Question and
c) Appreciate working out Learner to work out the missing Mathematics answer
missing numbers involving number in patterns involving Activities Pupils
subtraction. subtraction. Book 1 Pg. 98
Learners to work out the next number
in patterns involving subtraction.
3 MEASU Length By the end of the lesson the Learners to take turns to explain the How do you Counters Observation
REMENT learner should be able to; term same as in comparison to length. compare the Objects of Written
a) Describe the meaning of the In groups, learners to identify objects length of two different lengths: exercise
term ‘same as” that are the same length found in the objects? rulers, sticks, Checklist
b) Compare length of objects classroom. books, pencils, Oral
directly to identify those In pairs, learners to compare the bottles. questions
‘same as’. length of objects using ‘same as’ in Paper Discussions
c) Have fun comparing length the classroom. Scissors Question and
of different objects. Learners to make paper strips to show KLB Tusome answer
same as. Mathematics
Activities Pupils
Book 1 Pg. 99
4 MEASU Length By the end of the lesson, the Learners are guided on how to Which items Counters Observation
REMENT learner should be able to; compare length of objects by have the same Objects of Written
a) Identify items that are same observing. length? different lengths: exercise
length. Learners to identify objects that have rulers, sticks, Checklist
b) Measure lengths of similar the same length in the classroom. books, pencils Oral
items by comparing two In pairs, learners to compare the KLB Tusome questions
objects. length of objects using same as while Mathematics Discussions
c) Desire to identify more items having fun. Activities Pupils Question and
that are same as in length. Learners to record, share and discuss Book 1 Pg. 100 answer
the results.
5 MEASU Length By the end of the lesson, the Learners to name three ways we can Which objects Counters Observation
REMENT learner should be able to: measure the length of objects. can be used to Sticks Written
a) Name three ways we can Learners to demonstrate how to measure the Objects exercise
measure the length of identify and measure length of an length of the Bottle tops Checklist
objects. object by arranging same sized sticks/ teacher’s Oral
b) Measure the length of bottle tops along the object. table? questions

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 objects using arbitrary units. In groups, learners to discuss and KLB Tusome Discussions
c) Appreciate measuring length measure the length of objects using Mathematics Question and
using arbitrary units. sticks and bottle tops. Activities Pupils answer
In groups, learners to measure the Book 1 Pg. 101
length of objects using sticks or bottle
tops then present their findings.
8 MIDTERM BREAK
9 1 MEASU Mass By the end of the lesson, the Learners to name the instrument used What Counters Observation
REMENT learner should be able to; to measure mass. measurement Objects with Written
a) Define the term mass. Learners in groups to measure mass unit do we use different mass exercise
b) Compare mass of objects of two objects using the words same to measure Items of same Checklist
directly. as. mass? mass Oral
c) Develop interest in Learners to observe pictures of Beam balance questions
measuring mass of similar objects on page 102 and compare KLB Tusome Discussions
objects. them using same as. Mathematics Question and
Learners to answer the questions that Activities Pupils answer
follow on page 102. Book 1 Pg. 102
2 MEASU Mass By the end of the lesson, the Learners to name the instrument used Which Counters Observation
REMENT learner should be able to: to measure mass. instrument Classroom objects Written
a) Name the instrument used to Learners to balance identified objects can you use to Books exercise
measure mass. with the same mass but different measure Duster Checklist
b) Measure the mass of objects shape on a beam balance and mass? Ruler Oral
using arbitrary units. compare whether the mass changes or How can you Rubbers questions
c) Develop interest measuring remains the same. show that an Beam balance Discussions
mass of objects. Learners in groups to measure mass object is Question and
of two objects, similar in mass but in heavier than, answer
different shapes using the words same lighter than or KLB Tusome
as. same as your Mathematics
mathematics Activities Pupils
textbook? Book 1 Pg. 103

3 MEASU Mass By the end of the lesson, the Learners to define the term beam How many Counters Observation
REMENT learner should be able to: balance. pieces of Beam balance Written
a) Define the term beam Learners to observe as the teacher chalk are the Blocks of exercise
balance. demonstrates how to measure ‘same same mass as different masses. Checklist
b) Measure the mass of objects as’ mass by balancing different a chalkboard Items to measure Oral
using arbitrary units. objects in a beam balance. duster? in the classroom. questions
c) Develop interest measuring Learners in groups to measure mass KLB Tusome Discussions
mass of objects. of two objects, ensuring they balance Mathematics Question and
until it is ‘same as’. Activities Pupils answer
 Book 1 Pg. 104

4 MEASU Mass By the end of the lesson, the Learners identify and assemble How many Counters Observation
REMENT learner should be able to; materials in the classroom erasers are the Beam balance Written
a) Identify items that can be environment that can get measured in same mass as Blocks of exercise
used as weight in the the beam balance. a wooden different masses. Checklist
classroom environment. Learners to measure mass of different block? Items to measure Oral
b) Measure the mass of objects things using a beam balance by in the classroom. questions
using arbitrary units. placing items on the beam balance KLB Tusome Discussions
c) Use the term “same as” in until it balances. Mathematics Question and
terms of mass appropriately. Learners to practice using the term Activities Pupils answer
‘same as’ in reference to all the Book 1 Pg. 105
measured items.
5 MEASU Capacity By the end of the lesson, the Learners to define the term capacity. How can we Counters Observation
REMENT learner should be able to; Demonstrate to learners how to find out Containers of Written
Measuring a) Define the term capacity. identify which container hold more, which different sizes exercise
capacity. b) Compare capacity of less and same as through emptying container Water Checklist
containers directly. and filling. holds more, KLB Tusome Oral
c) Appreciate measuring Learners in groups to empty and fill less or same Mathematics questions
capacity of containers. water in different containers and as? Activities Pupils Discussions
establish which holds more, less or Book 1 Pg. 106 Question and
same as. answer
Learners to share their findings with
other groups.
10 1 MEASU Capacity By the end of the lesson, the Learners to name three items used to How can we Counters Observation
REMENT learner should be able to; compare capacity. find out Containers of Written
a) Name three items used to Learners to identify and compare which two different sizes exercise
compare capacity. containers which holds more, less or containers Water Checklist
b) Compare capacity of same as. hold same Sand Oral
containers directly. Learners to fill containers of different amount of questions
c) Appreciate conserving shapes and sizes with water then water even Discussions
capacity of containers empty into others so as to establish though their KLB Tusome Question and
through manipulation. that some containers can hold the shapes are Mathematics answer
same amount although their shapes different? Activities Pupils
are different. Book 1 Pg. 107

2 MEASU Capacity By the end of the lesson, the Learners to name three items used to How can we Counters Observation
REMENT learner should be able to: compare capacity. find out Containers of Written

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 a) Name two items we can use Learners to identify and compare which different sizes exercise
to measure the capacity. containers which holds more, less or container Water Checklist
b) Measure the capacity of same as. holds more, Sand Oral
containers using arbitrary Learners to fill containers of different less or same questions
units. shapes and sizes with water then as? Discussions
c) Develop interest measuring empty into others so as to establish KLB Tusome Question and
capacity of containers. that some containers can hold the Mathematics answer
same amount although their shapes Activities Pupils
are different. Book 1 Pg. 108

3 MEASU Capacity By the end of the lesson, the Learners to name two items we can -How many Counters Observation
REMENT learner should be able to: use to measure the capacity. small Containers of Written
a) Name two items we can use Demonstrate to the learners how containers can different sizes exercise
to measure the capacity. given small containers can fill a large be used to fill Water Checklist
b) Measure the capacity of container. large Sand Oral
containers using arbitrary Learners in groups to use a small containers? questions
units. container to fill a large container as Discussions
c) Develop interest measuring they count how many small KLB Tusome Question and
capacity of containers. containers are used. Mathematics answer
Learners to share their findings with Activities Pupils
other groups. Book 1 Pg. 109

4 MEASU Time By the end of the lesson, the Learners to observe the three What time do Counters Observation
REMENT learner should be able to; positions of the sun using digital you wake up? Flash cards of Written
a) Name different times of the devices and name the different times times of the day exercise
day according to the sun’s in a day. Clock Checklist
shadow. Learners to identify activities they do KLB Tusome Oral
b) Relate daily activities to in the morning, afternoon and Mathematics questions
time. evening. Activities Pupils Discussions
c) Appreciate identifying Learners in groups discuss activities Book 1 Pg. 110 Question and
activities they do at home. they do in the morning afternoon and answer
evening.

5 MEASU Time By the end of the lesson, the Learners to name the days they attend Which days Counters Observation
REMENT learner should be able to; parade in school. of the week Flash cards of Written
a) Name the days assembly is Learners to identify activities that do you raise days of the week exercise
held in school take place during the days of the the school and months of the Checklist
b) Relate days of the week with week. flag? year Oral
various activities. Which day of Clock questions
c) Appreciate the importance of Learners in groups discuss activities the week do KLB Tusome Discussions
 time in real life situations they do at school on each day of the we go for Mathematics Question and
week. worship? Activities Pupils answer
Book 1 Pg. 111

11 1 MEASU Time By the end of the lesson, the Learners to name the days of the Which is the Counters Observation
REMENT learner should be able to: week. 4th day of the Calendar Written
a) Recite the days of the week. Learners to take turns to spell out the week? Flash cards exercise
b) Write the names of the days names of the days of the week. Wall clock Checklist
of the week correctly and in Learners in groups to arrange the KLB Tusome Oral
order. flashcards with days of the week in Mathematics questions
c) Appreciate identifying order. Activities Pupils Discussions
activities they do at home. Learners to fill in the missing days of Book 1 Pg. 112 Question and
the week. answer
Learners in groups to discuss
different activities they do on
different days.
2 MEASU Money By the end of the lesson, the Learners to define the term money. How can you Counters Observation
REMENT learner should be able to: Learners to observe and identify identify Kenyan currency Written
a) Define the term money. Kenyan currency coins and notes up Kenyan coins and notes up exercise
b) Identify Kenyan currency to sh.100. currency to sh.100 Checklist
coins and notes up to sh. Learners to note distinctive features coins and KLB Tusome Oral
100. to help identify the notes and coins on notes? Mathematics questions
c) Appreciate the importance of the front or the back. Activities Pupils Discussions
money in day-to-day life. Learners in groups to sort and group Book 1 Pg. 113 Question and
Kenyan currency coins and notes answer
3 MEASU Money By the end of the lesson, the Learners to name five items one can What can you Counters Observation
REMENT learner should be able to: buy in the supermarket. buy with Ksh. Money with Written
a) Name five items you buy on Learners in groups to buy items 100? different values exercise
Buying and the supermarket. equivalent to the money they have up Items labeled with Checklist
selling. b) Relate money to goods and to maximum of sh. 100. price against them Oral
services up to sh. 100 in Learners to discuss their experiences KLB Tusome questions
shopping activities. in relation to shopping activities. Mathematics Discussions
c) Appreciate shopping in day Learners to observe the price list on Activities Pupils Question and
to day live. page 114 and answer the questions. Book 1 Pg. 114 answer
4 MEASU Money By the end of the lesson, the Learners to define the term wants and What is a Counters Observation
REMENT Needs and learner should be able to: needs. need? Picture of needs Written
Wants a) Define the term wants and Learners in groups identify items that What is a and wants exercise
needs. are needs. want? Checklist

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 b) Identify items that are wants Learners in groups identify items that Oral
and needs. are wants. questions
c) Appreciate differentiating Learners draw and name items that KLB Tusome Discussions
between wants and needs. are wants and needs. Mathematics Question and
Learners observe the pictures on page Activities Pupils answer
115, read the name and identify it as Book 1 Pg. 115
either a want or a need.
5 GEOME Lines By the end of the lesson, the Learners are guided to identify a line What is a Counters Observation
TRY learner should be able to: as a continuous dot. line? Pictures of items Written
Straight a) Define a line. Learners observe as the teacher with straight lines exercise
lines. b) Model a straight line using demonstrate how to model a straight Plasticine Checklist
plasticine and clay. line using either plasticine or clay. Clay Oral
c) Enjoy modeling straight lines Learners model straight lines in the KLB Tusome questions
till mastery. classroom Mathematics Discussions
Activities Pupils Question and
Book 1 Pg. 116 answer
12 1 GEOME Lines By the end of the lesson, the Learners to name two types of What type of Counters Observation
TRY learner should be able to; straight lines. lines are they? Pictures of items Written
Straight a) Name two types of lines. Learners to stand behind one another How can we with straight lines exercise
lines. b) Identify items that have facing the same side and identify draw a Rulers Checklist
straight lines. what type have formed is a straight straight line Sticks Oral
c) Enjoy drawing straight lines. line. KLB Tusome questions
Learners in groups to mark two Mathematics Discussions
points on the ground to draw a Activities Pupils Question and
straight line by joining the two points. Book 1 Pg. 117 answer
2 GEOME Lines By the end of the lesson, the Learners are guided to identify What is a Counters Observation
TRY learner should be able to: curved lines in the environment i.e. curved line? Pictures of items Written
Curved lines. a) Identify curved lines in rainbow, hills, mountains with curved lines exercise
nature. Learners observe as the teacher Plasticine Checklist
b) Model a curved line using demonstrate how to model a curved Clay Oral
plasticine and clay. line using either plasticine or clay. KLB Tusome questions
c) Enjoy modeling curved lines Learners model curved lines in the Mathematics Discussions
till mastery. classroom Activities Pupils Question and
Book 1 Pg. 118 answer

3 GEOME Lines By the end of the lesson, the Learners to name two types of Which items Counters Observation
TRY learner should be able to: straight lines. at home have Pictures of items Written
Curved lines. a) Name utensils that have Learners to form a semi-circle and curved lines with curved lines exercise
curved lines. identify the semi-circle as a curved in their Flexible rulers Checklist
b) Brainstorm and list items line. shape? Strings Oral
 that have curved lines. Learners in groups to mark two Rope questions
c) Appreciate drawing curved points on the ground and draw curved KLB Tusome Discussions
lines. lines. Mathematics Question and
Learners draw curved lines on their Activities Pupils answer
exercise books. Book 1 Pg. 119
4 GEOME Shapes By the end of the lesson, the Learners name different shapes they What shape is Counters Observation
TRY learner should be able to; know. your face? A chart on Written
a) Draw and name a circle Learners identify the drawn shape as different items exercise
Circle shape. a circle shape. What shape is with a circle shape Checklist
b) Brainstorm and identify the Learners draw a circle shape in their a Ksh. 40 Real items with a Oral
circle shape on different classroom environment. coin? circle shape. questions
items in the environment. Learners to name items that have a Discussions
c) Appreciate the circle shapes circle shape in the environment. KLB Tusome Question and
in the immediate Learners to identify the shapes and Mathematics answer
environment. objects with the circle shape from the Activities Pupils
pictures on page 126. Book 1 Pg. 120
5 GEOME Shapes By the end of the lesson, the Learners to identify and name the What shapes Counters Observation
TRY learner should be able to; different shapes found in their can you A chart on Written
a) Identify shapes used in the classroom. identify in different shapes. exercise
Making pattern. Learners to make patterns of their your Sample patterns Checklist
patterns b) Draw and create patterns choice using combination of two environment? Oral
using different shapes. different shapes. questions
c) Appreciate making patterns Learners in groups to make patterns KLB Tusome Discussions
involving rectangles, circles, and share with other groups. Mathematics Question and
triangles, ovals and squares. Learners to make patterns using Activities Pupils answer
digital devices Book 1 Pg. 121
13-14 END OF TERM TWO ASSESSMENT

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