MATHEMATICS SCHEME OF WORK GRADE 5 TERM

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SCHOOL
 MATHEMATICS SCHEME OF WORK GRADE 5 TERM
Wk Lsn Strand/ Sub 3Specific learning Key inquiry Learning Learning Assessm Ref
Th eme stra outcomes Questions experiences Resource e nt
nd s methods
1 1 MEASUR Mass By the end of the sub What is the In pairs, groups or Teaspoons, Written
E strand, the learner importance as individuals videos, exercise,
M ENT should be able to; of determine mass of beam oral
a. Divide grams and measuring items in grams and balance, questions
kilogram by whole mass? kilograms using soil or sand, ,
numbers in real life different manual/elec observati
situations operations in real tric on, group
b. Use IT devices for life situations weighing discussio
learning more on machine n
mass and for In pairs, groups or as
enjoyment individuals play
c. Appreciate use of digital games
kilograms involving
and grams in mass
measuring mass in
real life
2 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals carry clock, exercise,
should be able to; out activities digital oral
a. Identify the taking 10 seconds. clock, questions
second as a unit Let learners relate digital ,
of measuring time the activities to watches, observati
b. Identify the what can be done stop watch on, group
relationship in one tenth of the discussio
between the time taken to do n
minute and the the activity. The
second in real life time taken is 1
situations second
c. Appreciate use of
In pairs, groups or
minutes and
as individuals
seconds as units
establish the
of measuring time
relationship
in real life
between seconds
situations
and minute using
 a clock or stop
watch, watches
3 Time By the end of the sub How can we In pairs, groups or as Analogue Written
strand,
the learner should be read time? individuals carry out clock, digital exercise,
able to; activities taking 10 clock, oral
questions,
 a. Identify the seconds. Let digital observati
second as a unit learners relate the watches, on, group
of measuring time activities to what stop watch discussio
b. Identify the can be done in one n
relationship tenth of the time
between the taken to do the
minute and the activity. The time
second in real life taken is 1 second
situations
c. Appreciate use of In pairs, groups or
minutes and as individuals
seconds as units establish the
of measuring time relationship
in real life between seconds
situations and minute using
a clock or stop
watch, watches
4 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals carry clock, exercise,
should be able to; out activities digital oral
a. Convert minutes taking 10 seconds. clock, questions
to seconds and Let learners relate digital ,
seconds to the activities to watches, observati
minutes in real what can be done stop watch on, group
life. in one tenth of the discussio
b. Use IT devices in time taken to do n
learning more on the activity. The
time and enjoyment time taken is 1
c. Appreciate use of second
minutes and
In pairs, groups or
seconds as units
as individuals
of measuring time
establish the
in real life
relationship
situations
between seconds
and minute using
a clock or stop
watch, watches
5 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals carry clock, exercise,
should be able to; out activities digital oral
a. Convert minutes taking 10 seconds. clock, questions
to seconds and Let learners relate digital ,
seconds to the activities to watches, observati
minutes in real what can be done stop watch on, group
life. in one tenth of the discussio
b. Use IT devices in time taken to do n
 learning more on the activity. The
time and enjoyment time taken is 1
c. Appreciate use of second
minutes and
In pairs, groups
seconds as units
or as
of measuring time
individuals
in real life
situations establish the
relationship
between
seconds and minute
using
 a clock or stop
watch, watches
2 1 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals clock, exercise,
should be able to; determine the time digital oral
a. Add minutes and durations in clock, questions
seconds with minutes and digital ,
conversion in real seconds using watches, observati
life different stop watch on, group
b. Use IT devices in operations in real discussio
learning more on life situations n
time and enjoyment
c. Appreciate use of
In pairs, groups or
minutes and
as individuals
seconds as units
establish the
of measuring time
relationship
in real life
between seconds
situations
and minute using a
clock or stop watch,
watches
2 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals clock, exercise,
should be able to; determine the time digital oral
a. Subtract minutes durations in clock, questions
and seconds with minutes and digital ,
conversion in real seconds using watches, observati
life different stop watch on, group
b. Use IT devices in operations in real discussio
learning more on life situations n
time and enjoyment
c. Appreciate use of
In pairs, groups or
minutes and
as individuals
seconds as units
establish the
of measuring time
relationship
in real life
between seconds
situations
and minute using
a clock or stop
watch, watches
3 Time By the end of the sub How can we In pairs, groups or Analogue Written
strand, the learner read time? as individuals clock, exercise,
should be able to; determine the time digital oral
a. Multiply durations in clock, questions
minutes and minutes and digital ,
seconds by seconds using watches, observati
whole numbers different stop watch on, group
in real life operations in real discussio
situations life situations n
b. Use IT devices in
learning more on In pairs, groups or
time and enjoyment as individuals
c. Appreciate use of establish the
minutes and relationship
seconds as units between seconds
of measuring time and minute using a
in real life clock or stop watch,
situations watches
4 Time By the end of the sub How can we In pairs, groups or as Analogue Written
strand, the read individuals determine clock, exercise,
learner should be able time? the digital clock, oral
to;
 a. Divide minutes and time durations in digital questions
seconds by whole minutes and watches, ,
numbers in real life seconds using stop watch observati
situations different on, group
b. Use IT devices in operations in real discussio
learning more on life situations n
time and enjoyment
c. Appreciate use of In pairs, groups or
minutes and as individuals
seconds as units establish the
of measuring time relationship
in real life between seconds
situations and minute using a
clock or stop watch,
watches
5 Money By the end of the sub How do In pairs, Price list, Written
strand, the learner you groups or as classroom exercise,
should be able to; manage individuals shop, oral
a. Explain the term your discuss electronic questions
budget in real life money? meaning of a money ,
situations budget tariffs observati
b. Identify the chart on, group
importance of a In pairs, groups discussio
budget in real life or as n
c. Appreciate use of individuals
budgeting, bank discuss the
services and importance of a
payment of taxes in budget
real
life
3 1 Money By the end of the sub How do In pairs, groups Price list, Written
strand, the learner you or as classroom exercise,
should be able to; manage individuals shop, oral
a. Explain the term your discuss electronic questions
budget in real life money? meaning of a money ,
situations budget tariffs observati
b. Identify the chart on, group
importance of a In pairs, groups discussio
budget in real life or as n
c. Appreciate use of individuals
budgeting, bank discuss the
services and payment importance of a
of budget
taxes in real life
2 Money By the end of the sub How do In pairs, groups Price list, Written
strand, the learner you or as individuals classroom exercise,
should be able to; manage meaning of tax shop, oral
a. Explain the meaning your electronic questions
of tax in real life money? In pairs, groups money ,
b. Identify the or as individuals tariffs observati
importance of to discuss the chart on, group
the governments importance of discussio
c. Appreciate use of taxes to the n
budgeting, bank governments
services and payment
of
taxes in real life
3 Money By the end of the sub How do In pairs, groups Price list, Written
strand, the learner you or as individuals classroom exercise,
should be able to; manage meaning of tax shop, oral
a. Explain the meaning your electronic questions
of tax in real life money? In pairs, groups money ,
or as tariffs observati
individuals chart on,
discuss the
 b. Identify the importance of group
importance of to taxes to the discussi
the governments governments on
c. Appreciate use of
budgeting,
bank services and
payment of taxes in
real life
4 Money By the end of the sub How do In pairs, groups or Price list, Written
strand, the learner you as individuals’ classroom exercise,
should be able to; manage provisions of loans, shop, oral
a. Identify the services your safe custody of electronic questions
provided by banks in money? items, money money ,
real life situations deposits and tariffs observati
b. Use IT devices to withdrawals, chart on, group
learn more about savings as services discussio
budgeting and provided by banks. n
banking services in
real life In pairs, groups
c. Appreciate use of or as individuals
budgeting, bank use IT devices to
services and payment learn more
of taxes in real life about taxes
budgeting and
bank services
5 Money By the end of the sub How do In pairs, groups or Price list, Written
strand, the learner you as individuals’ classroom exercise,
should be able to; manage provisions of loans, shop, oral
a. Identify the services your safe custody of electronic questions
provided by banks in money? items, money money ,
real life situations deposits and tariffs observati
b. Use IT devices to withdrawals, chart on, group
learn more about savings as services discussio
budgeting and provided by banks. n
banking services in
real life In pairs, groups
c. Appreciate use of or as individuals
budgeting, bank use IT devices to
services and payment learn more about
of taxes in real life taxes budgeting
and bank
services
4 1 Money By the end of the sub How do In pairs, groups or Price list, Written
strand, the learner you as individuals classroom exercise,
should be able to; manage discuss factors to shop, oral
a. Identify factors to your consider when electronic questions
consider in order to money? saving money and money ,
save wisely share with others tariffs observati
b. Use IT devices to chart on, group
learn more about In pairs, groups discussio
budgeting and or as individuals n
banking services in use IT devices to
real life learn more about
c. Appreciate use of taxes budgeting
budgeting, bank and bank
services and payment services
of taxes in real life
2 Money By the end of the sub How do In pairs, groups or Price list, Written
strand, the learner you as individuals classroom exercise,
should be able to; manage discuss factors to shop, oral
a. Identify factors to your consider when electronic questions
consider in order to money? saving money and money ,
save wisely share with others tariffs observati
b. Use IT devices to chart on, group
learn more about In pairs, groups discussio
budgeting and or as individuals n
banking services in use IT devices to
real life learn more
c. Appreciate use of about taxes
budgeting, bank budgeting and
services and payment bank services
of taxes in real life
3 GEOMETR Lines By the end of the sub Where are In pairs, groups or as Chalkboard Written
Y strand, the learner perpendicul individuals identify , 30 cm exercise,
should be able to; ar lines lines in the ruler, oral
a. Identify used? classroom and within straight questions
horizontal and the environment. edges ,
vertical lines in observati
different In pairs, groups or on, group
situations as individuals discussio
b. Draw horizontal describe lines in n
and vertical lines the environment
in different and identify them
situations as horizontal and
c. Appreciate use of vertical lines
various types of parallel
lines in real life and perpendicular
lines
4 Lines By the end of the sub Where are In pairs, groups or Chalkboard, Written
strand, the learner perpendicul as individuals 30 cm ruler, exercise,
should be able to; ar lines describe lines in straight oral
a. Identify used? the environment edges questions
perpendicular and identify them ,
lines different as horizontal and observati
situations vertical lines on, group
b. Use IT devices to parallel and discussio
learn more about perpendicular lines n
lines and leisure
c. Appreciate use of
various types of
lines in real life
5 Lines By the end of the sub Where are In pairs, groups or Chalkboard Written
strand, the learner perpendicul as individuals , 30 cm exercise,
should be able to; ar lines describe lines in ruler, oral
a. Identify parallel used? the environment straight questions
lines in different and identify them edges ,
situations as horizontal and observati
b. Use IT devices to vertical lines on, group
learn more about parallel and discussio
lines and leisure perpendicular lines n
c. Appreciate use of
various types of
lines in real life
5 1 Lines By the end of the sub Where are In pairs, groups Chalkboard Written
strand, the learner perpendicul or as individuals , 30 cm exercis
should be able to; ar lines draw horizontal ruler, e, oral
a. Draw parallel lines in used? and vertical straight questio
different situations lines, parallel and edges ns,
perpendicular lines observation
to ,
 b. Use IT devices to represent real life group
learn more about situations discussi
lines and leisure on
c. Appreciate use of In pairs or
various types of groups use IT
lines in real life devices to learn
more
about lines
2 Angles By the end of the sub Where are In pairs, groups or Unit Written
strand, the learner angles as individuals angles, exercise,
should be able to; used in the make clockwise, protract oral
a. Relate a turn to environme quarter and half or, questions
angles in real life. nt? turn and relate rulers ,
b. Use IT devices to them to angles in observati
create and learn the environment on, group
more about discussio
angles. Learner in pairs or n
c. Appreciate the groups use IT
use of angles in devices to create
our day-to-day life and learn more
about
angles
3 Angles By the end of the sub Where are In pairs, groups Unit Written
strand, the learner angles or as individuals angles, exercise,
should be able to; used in the discuss the use protract oral
a. Identify the use of environme of angles in the or, questions
angles in the nt? environment rulers ,
environment observati
b. Use IT devices to Learner in pairs or on, group
create and learn groups use IT discussio
more about devices to create n
angles. and learn more
c. Appreciate the about
use of angles in angles
our day-to-day life
4 Angles By the end of the sub Where are In pairs, groups Unit Written
strand, the learner angles or as individuals angles, exercise,
should be able to; used in the discuss the use protract oral
a. Identify the use of environme of angles in the or, questions
angles in the nt? environment rulers ,
environment observati
b. Use IT devices to Learner in pairs or on, group
create and learn groups use IT discussio
more about devices to create n
angles. and learn more
c. Appreciate the
use of angles in about
our day-to-day angles
life
5 Angles By the end of the sub Where are In pairs, groups Unit Written
strand, the learner angles or as individuals angles, exercise,
should be able to; used in the make a unit angle protract oral
a. Measure angles environme and use it to or, questions
using a unit nt? measure angles rulers ,
angle. in the observati
b. Use IT devices to environment on, group
create and learn discussio
more about Learner in pairs or n
angles. groups use IT
c. Appreciate the devices to create
use of angles in and learn more
our day-to-day life about
angles
6 1 Angles By the end of the sub Where are In pairs, groups or Unit Written
strand, the learner angles as individuals angles, exercise,
should be able to; used in the divide 10 angles protract oral
a. Identify the environme into 10 equal parts or, questions
degree as a unit nt? and identify each rulers ,
of measuring part as equal to 1 observati
angle degree on, group
b. Use IT devices to discussio
create and learn Learner in pairs or n
more about groups use IT
angles. devices to create
c. Appreciate the and learn more
use of angles in about
our day-to-day life angles
2 Angles By the end of the sub Where are In pairs, groups or Unit Written
strand, the learner angles as individuals angles, exercise,
should be able to; used in the measure angles in protract oral
a. Measure angles in environme degrees using a or, questions
degrees in different nt? protractor. rulers ,
situations observati
b. Use IT devices to Learner in pairs or on, group
create and learn groups use IT discussio
more about devices to create n
angles. and learn more
c. Appreciate the about
use of angles in angles
our day-to-day
life
3 3-D Objects By the end of the sub Where are In pairs, groups or Cubes, Written
strand, the learner 3-D as individuals cuboids, exercise,
should be able to; objects in identify and cylinders, oral
a. Describe 3-D the discuss cubes, spheres, questions
objects in the environme cuboids, cylinders, rectangles, ,
environment nt? spheres and circle and observati
b. Use IT devices to pyramids as 3-D triangle cut on, group
learn more about objects in the outs of discussio
3-D objects and environment and different n
for leisure share with other sizes
c. Appreciate the use groups.
of 3-D objects in
the environment Learners to
watch a video
on 3-D objects.
In pairs or
individuals, us IT
devices to learn
more
about 3-D objects
4 3-D Objects By the end of the sub Where are In pairs, groups or Cubes, Written
strand, the learner 3-D as individuals cuboids, exercise,
should be able to; objects in identify and cylinders, oral
a. Describe 3-D the discuss cubes, spheres, questions
objects in the environme cuboids, cylinders, rectangles, ,
environment nt? spheres and circle and observati
b. Use IT devices to pyramids as 3-D triangle cut on, group
learn more about objects in the outs of discussio
3-D objects and environment and different n
for leisure share with other sizes
c. Appreciate the use groups.
of 3-D objects in
the
environment
 In pairs or
individuals, us IT
devices to learn
more
about 3-D objects
5 3-D Objects By the end of the sub Where are In pairs, groups or Cubes, Written
strand, the learner 3-D as individuals cuboids, exercise,
should be able to; objects in identify and cylinders, oral
a. Describe 3-D the discuss cubes, spheres, questions
objects in the environme cuboids, cylinders, rectangles, ,
environment nt? spheres and circle and observati
b. Use IT devices to pyramids as 3-D triangle cut on, group
learn more about objects in the outs of discussio
3-D objects and environment and different n
for leisure share with other sizes
c. Appreciate the use groups.
of 3-D objects in
the environment In pairs or
individuals, us IT
devices to learn
more about 3-D
objects
7 1 3-D Objects By the end of the sub Where are Learners to Cubes, Written
strand, the learner 3-D watch a video cuboids, exercise,
should be able to; objects in on 3-D objects. cylinders, oral
a. Describe 2-D the spheres, questions
shapes in 3- D environme In pairs or as rectangles, ,
objects in the nt? individuals describe circle and observati
environment. 2-D shapes found in triangle cut on, group
b. Use IT devices to 3-D objects and outs of discussio
learn more about share with other different n
3-D objects and groups. sizes
for leisure
c. Appreciate the use In pairs or
of 3-D objects in individuals, us IT
the devices to learn
environment more about 3-D
objects
2 3-D Objects By the end of the sub Where are Learners to Cubes, Written
strand, the learner 3-D watch a video cuboids, exercise,
should be able to; objects in on 3-D objects. cylinders, oral
a. Describe 2-D the spheres, questions
shapes in 3- D environme In pairs or as rectangles, ,
objects in the nt? individuals describe circle and observati
environment. 2-D shapes found in triangle cut on, group
b. Use IT devices to 3-D objects and outs of discussio
 learn more about share with other different n
3-D objects and groups. sizes
for leisure
c. Appreciate the use In pairs or
of 3-D objects in individuals, us IT
the environment devices to learn
more
about 3-D objects
3 3-D Objects By the end of the sub Where are Learners to Cubes, Written
strand, the learner 3-D watch a video cuboids, exercise,
should be able to; objects in on 3-D objects. cylinders, oral
a. Describe 2-D the spheres, questions
shapes in 3- D environme In pairs or as rectangles, ,
objects in the nt? individuals describe circle and observati
environment. 2-D shapes found in triangle cut on, group
b. Use IT devices to learn 3-D objects and outs discussio
more about 3-D objects share n
and with other groups. of different
for sizes
leisur
e
 c. Appreciate the use
of 3-D objects in the In pairs or
environment individuals, us IT
devices to learn
more
about 3-D objects
4 DATA Data By the end of the sub Why is In pairs or as Data Written
HANDLI representa strand, the learner representin individuals collect from exercise,
NG tion should be able to; g data in data and organize differe oral
a. Collect and tables it in a table from nt questions
represent data important? real life situations. source ,
using tables from s observati
real life on, group
situations In pairs or as discussio
b. Use IT devices to individuals use IT n
learning more on devices to learn
how to represent more on
data and for leisure representing data
c. Appreciate use in tables.
of
frequency tables in
real life.
5 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals collect from exercise,
tion should be able to; g data in data and organize differe oral
a. Collect and tables it in a table from nt questions
represent data important? real life situations. source ,
using tables from s observati
real life In pairs or as on, group
situations individuals use IT discussio
b. Use IT devices to devices to learn n
learning more on more on
how to represent representing data
data and for leisure in tables.
c. Appreciate use
of
frequency tables in
real
life.
8 1 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals collect from exercise,
tion should be able to; g data in data and organize differe oral
a. Collect and tables it in a table from nt questions
represent data important? real life situations. source ,
using tables from s observati
 real life on, group
situations In pairs or as discussio
b. Use IT devices to individuals use IT n
learning more on devices to learn
how to represent more on
data and for leisure representing data
c. Appreciate use of in tables.
frequency tables in
real life.
2 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals from exercise,
tion should be able to; g data in represent data by differe oral
a. Represent data tables piling similar nt questions
through piling from important? objects like match source ,
real life situations. boxes vertically s observati
b. Use IT devices to on, group
learning more on In pairs or as discussio
how to represent individuals n
data and for leisure discuss
c. Appreciate use of information
frequency tables in represented by
real life. objects piled
vertically.
 In pairs or as
individuals use IT
devices to learn
more on
representing
data in tables.
3 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals from exercise,
tion should be able to; g data in represent data by differe oral
a. Represent data tables piling similar nt questions
through piling from important? objects like match source ,
real life situations. boxes vertically s observati
b. Use IT devices to on, group
learning more on In pairs or as discussio
how to represent individuals n
data and for leisure discuss
c. Appreciate use of information
frequency tables in represented by
real life. objects piled
vertically.

In pairs or as
individuals use IT
devices to learn
more on
representing data
in tables.
4 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals from exercise,
tion should be able to; g data in represent data by differe oral
a. Interpret data tables piling similar nt questions
represented important? objects like match source ,
through piling from boxes vertically s observati
real life situations. on, group
b. Use IT devices to In pairs or as discussio
learning more on individuals n
how to represent discuss
data and for leisure information
c. Appreciate use of represented by
frequency tables in objects piled
real life. vertically.

In pairs or as
individuals use IT
devices to learn
more on
representing data
in tables.
5 Data By the end of the sub Why is In pairs or as Data Written
representa strand, the learner representin individuals from exercise,
tion should be able to; g data in represent data by differe oral
a. Interpret data tables piling similar nt questions
represented important? objects like match source ,
through piling from boxes vertically s observati
real life situations. on, group
b. Use IT devices to In pairs or as discussio
learning more on individuals n
how to represent discuss
data and for leisure information
c. Appreciate use represented by
of objects piled
frequency tables in vertically.
real
life.
 In pairs or as
individuals use IT
devices to learn
more on
representing data
in tables.
9 1 ALGEBRA Simple By the end of the sub Where are In pairs, groups Informati Written
Equations strand, the learner equations or as on from exercise,
should be able to; used in real individuals form different oral
a. Form simple life? equations with sources questions
equations with one one unknown. ,
unknown involving observati
real life situations In pairs, or as on, group
b. Use IT devices to individuals discussio
learn more about n
equations and foe solve equations
enjoyment, with one unknown.
c. Appreciate use
of equations in In pairs or as
solving individuals use IT
problems in devices to learn
real life. more about
equations
2 Simple By the end of the sub Where are In pairs, groups Informati Written
Equations strand, the learner equations or as on from exercise,
should be able to; used in real individuals form different oral
a. Form simple life? equations with sources questions
equations with one one unknown. ,
unknown involving observati
real life situations In pairs, or as on, group
b. Use IT devices to individuals discussio
learn more about n
equations and foe solve equations
enjoyment, with one unknown.
c. Appreciate use
of equations in In pairs or as
solving individuals use IT
problems in devices to learn
real life. more about
equations
3 Simple By the end of the sub Where are In pairs, groups Informati Written
Equations strand, the learner equations or as on from exercise,
should be able to; used in real individuals form different oral
a. Form simple life? equations with sources questions
equations with one one unknown. ,
unknown involving observati
real life situations In pairs, or as on, group
b. Use IT devices to individuals discussio
learn more about n
equations and foe solve equations
enjoyment, with one unknown.
c. Appreciate use of
equations in solving In pairs or as
problems in individuals use IT
real life. devices to
 learn more
about
equations

4 Simple By the end of the sub Where are In pairs, groups Informati Written
Equations strand, the learner equations or as on from exercise,
should be able to; used in real individuals form different oral
a. Solve simple life? equations with sources questions
questions with one one unknown. ,
unknown involving observati
real life situations. on, group
discussion