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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Money
|
Profit
|
By the end of the
lesson, the learner
should be able to:
Define profit. Select a retailer and a customer and role play the story in learner's book. Have fun and enjoy role playing. |
Learners to define profit.
In groups or in pairs, learners to select a retailer and a customer and role play the story in learner's book |
What is profit?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 133-134 Ruler Digital devices Learner's Book Grade 7 pg. 134-135 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 2 |
Money
|
Loss
|
By the end of the
lesson, the learner
should be able to:
Define the term loss. Select a retailer and a customer and role play the story in learner's book. Have fun and enjoy role playing. |
Learners to define loss.
In groups or in pairs, learners to select a retailer and a customer and role play the story in learner's book |
What is loss?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 136 Digital devices Learner's Book Grade 7 pg. 136-137 Ruler |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 3 |
Money
|
Discount
|
By the end of the
lesson, the learner
should be able to:
Define the term discount. Read and role play the dialogue between a shopkeeper and a customer. Answer the questions that follow. Have fun and enjoy role playing. |
Learners to define term discount.
In groups, learners to read and role play the dialogue between a shopkeeper and a customer. Answer the questions that follow. |
What is discount?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 139-140 Ruler Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 4 |
Money
|
Discount
Commission |
By the end of the
lesson, the learner
should be able to:
State the formula to calculate discount and percentage discount. Calculate the discount and percentage discount of various goods and services. Enjoy calculating discount. |
Learners to state the formula to calculate discount and percentage discount.
Learners to calculate the discount and percentage discount of various goods and services |
What is the formula of calculating percentage discount?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 140-142 Assessment books Digital devices Learner's Book Grade 7 pg. 142-144 Ruler |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | 5 |
Money
Postal charges |
Bills
Inland postal charges |
By the end of the
lesson, the learner
should be able to:
Define the term bills. Draw the table in learner's book and indicate the unit cost and total cost of each item. Prepare bills in real-life situations Have a desire to know the cost of different items. |
Learners to define the term bill.
In groups, learners to draw the table in learner's book and indicate the unit cost and total cost of each item. Learners to prepare bills in real-life situations |
What is a bill?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 144 Ruler Digital devices Learner's Book Grade 7 pg. 146 |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 1 |
Postal charges
|
Inland postal charges
|
By the end of the
lesson, the learner
should be able to:
Identify the formula of working out inland postal charges. Work out inland postal charges. Appreciate the formula of working out inland postal charges. |
Learners are guided to identify the formula of working out inland postal charges.
Learners to work out inland postal charges |
What is the formula of calculating inland postal charges?
|
Spark; Story moja Mathematics
Learner's Book Grade 7 pg. 147-149 Digital devices |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 2 |
International postal charges
|
Surface airlifted mail
|
By the end of the
lesson, the learner
should be able to:
Define the term surface airlifted mail. State the use of surface airlifted mail. Draw the table of the surface airlifted mail in learner |
Learners are guided to define the term surface airlifted mail.
Learners to state the use of surface airlifted mail. In groups, learners are guided to draw the table of the surface airlifted mail in learner |
What is surface airlifted mail?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 3 |
International postal charges
|
Postal orders
|
By the end of the
lesson, the learner
should be able to:
Define the term postal orders. State the use of postal orders. Draw the table of the postal orders in learner |
Learners to define the term postal orders.
Individually, learners to state the use of postal orders. Learners are guided to draw the table of the postal orders in learner |
What are postal orders?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 4 |
International postal charges
|
Mobile money transaction
|
By the end of the
lesson, the learner
should be able to:
Explain mobile money transactions. Discuss and list the various ways in which money can be transferred from one person to another. State the uses of mobile money transactions. Appreciate the uses of mobile money transaction. |
Learners are guided to explain mobile money transactions.
In groups, learners are guided to discuss and list the various ways in which money can be transferred from one person to another. Learners to state the uses of mobile money transactions |
What is mobile money?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 3 | 5 |
International postal charges
Geometry |
Mobile money transaction
Angles; Measuring angles |
By the end of the
lesson, the learner
should be able to:
State the procedure of calculating mobile money transactions Calculate mobile money transaction. Have fun and enjoy calculating mobile money transaction. |
Learners are guided to State the procedure of calculating mobile money transactions
Learners are guided to Calculate mobile money transaction |
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 1 |
Geometry
|
Angles; Measuring angles
Angles on a straight line |
By the end of the
lesson, the learner
should be able to:
Draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle. Identify the type of angle represented by different figures in learner |
Learners are guided to draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle.
Learners are guided to identify the type of angle represented by different figures in learner |
How many geometrical shapes do you know?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 2 |
Geometry
|
Angles at a Point
|
By the end of the
lesson, the learner
should be able to:
Draw the figure in learner |
Learners are guided to draw the figure in learner
|
How do you form angles at a point?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 3 |
Geometry
|
Angles at a Point
Angles on a transversal |
By the end of the
lesson, the learner
should be able to:
Use an IT device to watch a video clip on how to draw angles at a point. Draw angles at a point. Appreciate angles at a point |
In groups, learners to use an IT device to watch a video clip on how to draw angles at a point.
Learners to draw angles at a point. |
How do you draw angles at a point?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 4 |
Geometry
|
Angles on a transversal
Angles in a parallelogram |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of alternate, corresponding and vertically opposite angles. Draw alternate angles, corresponding angles and vertically opposite angles. Enjoy forming angles on a transversal. |
Learners to explain the meaning of alternate, corresponding and vertically opposite angles.
Learners are guided to draw alternate angles, corresponding angles and vertically opposite angles |
How do you form angles on a transversal?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 4 | 5 |
Geometry
|
Angles in a parallelogram
|
By the end of the
lesson, the learner
should be able to:
Define a parallelogram. Draw a parallelogram as shown in learner |
Learners to define a parallelogram.
Learners are guided to draw a parallelogram as shown in learner |
Do the angles on a parallelogram bisect each other?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 1 |
Geometry
|
Polygons
Interior and exterior angles of polygons |
By the end of the
lesson, the learner
should be able to:
Define a polygon. Explain regular and irregular polygons. Draw the table in learner |
Learners to define a polygon.
Learners to explain regular and irregular polygons. Learners to draw the table in learner |
What is a polygon?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 2 |
Geometry
|
Interior and exterior angles of polygons
Relationship between interior angles, exterior angles and number of sides of polygons |
By the end of the
lesson, the learner
should be able to:
Extend the diagrams on pg. 172 to have exterior angles. Measure the extended angles for each of the angles. Calculate the sum of the exterior angles for each shape. Enjoy working out the sum of interior and exterior angles of polygons. |
In groups, learners to extend the diagrams on the previous lesson to have exterior angles.
Learners to measure the extended angles for each of the angles. Learners are guided to calculate the sum of the exterior angles for each shape. |
What are exterior polygons?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 3 |
Geometry
|
Relationship between interior angles, exterior angles and number of sides of polygons
|
By the end of the
lesson, the learner
should be able to:
Trace then extend each polygon on one side to have an exterior angle. Measure the size of the exterior angle in each polygon. Copy and complete the table in learner |
In groups, learners to trace then extend each polygon on one side to have an exterior angle.
In groups, learners to measure the size of the exterior angle in each polygon. Learners to copy and complete the table in learner |
What is the relationship between interior angles, exterior angles and number of sides of polygons?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 4 |
Geometrical Construction
|
Measuring angles
Bisecting Angles |
By the end of the
lesson, the learner
should be able to:
Use a protractor to measure the angle on pg. 182 and confirm it is a right angle. Draw an obtuse angle, an acute angle and measure their sizes. Appreciate the use of a protractor. |
Learners are guided to use a protractor to measure the angle on pg. 182 and confirm it is a right angle.
Learners to draw an obtuse angle, an acute angle and measure their sizes |
What is a protractor used for?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 5 | 5 |
Geometrical Construction
|
Bisecting Angles
Construction of angles |
By the end of the
lesson, the learner
should be able to:
Write the procedure of bisecting a line. Draw a straight line AB of any length. Bisect the line. Follow instructions to the latter. Appreciate bisecting of angles. |
Learners are guided to write the procedure of bisecting a line.
Learners to draw a straight line AB of any length. Learners are guided to bisect the line. |
A straight line adds up to ------?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 1 |
Geometrical Construction
|
Construction of angles
|
By the end of the
lesson, the learner
should be able to:
Write the procedure of constructing an angle. Construct different angles. Enjoy constructing angles. |
Learners to write the procedure of constructing an angle.
Learners are guided to construct different angles |
How do you construct angles?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 2 |
Geometrical Construction
|
Constructing triangles
|
By the end of the
lesson, the learner
should be able to:
Draw line AB = 4.5 cm Do activity 4 in learner |
Individually, learners to draw line AB = 4.5 cm
Individually, learner to do activity 4 in learner |
How do you construct triangles?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 3 |
Geometrical Construction
|
Constructing circles
|
By the end of the
lesson, the learner
should be able to:
Watch a video on construction of circles. Construct the circles on the video. Enjoy using digital devices. |
In groups, learners to watch a video on construction of circles.
Learners are guided to construct the circles on the video. |
How do you construct circles?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 4 |
Data handling and probability
|
Data collection
|
By the end of the
lesson, the learner
should be able to:
Define probability. Do Activity 1 in learner |
Learners to define probability.
In groups, learners to do Activity 1 in learner |
What is probability?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 6 | 5 |
Data handling and probability
|
Frequency distribution table
Choosing a scale |
By the end of the
lesson, the learner
should be able to:
Draw a frequency distribution table. Use the data previously collected and fill in the frequency distribution table. Appreciate frequency distribution table. |
Learners to draw a frequency distribution table.
In groups, learners to use the data previously collected on the number of learners present in their groups to fill in a frequency distribution table. |
What are the uses of frequency distribution table?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 1 |
Data handling and probability
|
Pictographs
Bar graphs |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of pictographs. Fill in the table in learner |
Learners to explain the meaning of pictographs.
Individually or in pairs, learners to fill in the table in learner |
What is a pictograph?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 2 |
Data handling and probability
|
Pie charts
|
By the end of the
lesson, the learner
should be able to:
Define a pie chart. Draw a pie chart and Do activity 6 in learner`s book. Enjoy doing activity 6. |
Learners are guided to define a pie chart.
In groups, learners to do activity 6 in learner`s book |
What is a pie chart?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 3 |
Data handling and probability
|
Pie charts
Line graph |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of drawing a pie chart. Draw a pie chart to represent different informations. Appreciate the use of pie charts. |
In groups, learners to outline the procedure of drawing a pie chart.
Learners are guided to draw a pie chart to represent different informations |
What do you use to draw a pie chart?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 4 |
Data handling and probability
|
Line graph
Travel graphs |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of drawing a line graph. Draw a line graph to represent different data. Appreciate the use of line graphs. |
Learners are guided to outline the procedure of drawing a line graph.
Learners are guided to draw a line graph to represent different data. |
What have you learnt about a line graph?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
|
| 7 | 5 |
Data handling and probability
|
Travel graphs
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of drawing a travel graph. State the formula of calculating speed. Draw a travel graph to represent different data. Appreciate the use of travel graphs. |
Learners are guided to outline the procedure of drawing a travel graph.
Learners are guided to state the formula of calculating speed. Learners are guided to draw a travel graph to represent different data. |
What is the formula of calculating speed?
|
Spark; Story moja Mathematics
Learner |
Oral questions Oral Report Observation
Written exercise
|
Your Name Comes Here