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BASIC FIVE WEEK EIGHT
Week Ending 1st November, 2019
Class Five
Subject ENGLISH LANGUAGE
Reference English language curriculum Page
Learning Indicator(s) B5.1.3.1.3. B5.2.3.1.2. B5.3.3.1.1. B5.4.3.1.3. B5.5.3.1.1.
B5.6.1.1.1.
Performance Indicator A. Learners can compose six-line poems.
B. Learners can use words with digraphs to make
meaningful sentences
C. Learners can identify and use indefinite pronouns e.g.
someone, anyone, everything etc. Possessive pronouns to show possession, e.g. mine, ours etc.
D. Learners can elaborate on, explain and or justify the
main ideas of a paragraph by providing explanations and examples
E. Learners can identify and use nouns or noun phrases to refer to quantities or units.
F. Learners can read a variety of age- and level
appropriate books and present at least a-
threeparagraph summary of each book read
G.
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a
manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3:
REFLECTION
10MINS
(Learner And
Teacher)
Monday Have learners to sing
songs and recite
familiar rhymes
THE WHEELS ON THE
BUS
The wheels on the bus
goes round and round
Round and round;
round and round
A.ORAL LANGUAGE
Have learners recite a poem of their choice individually and in groups. Put
learners into groups and ask them to
write out some lines of the recited poems.
Assign learners to create or write some
meaningful lines similar to those in the
poem of their choice.
Review the lesson
with learners
The wheels on the bus
goes round and round All through the town.
The dog on the bus goes woof, woof, woof woof, woof, woof;
woof, woof, woof The dog on the bus goes
woof, woof, woof All
day long.
(Continue with sounds
made by familiar
animals)
Guide learners to arrange their
formulated lines together to compose a poem of six lines.
Have each group recite their poem while others listen.
Assessment: Ask the class to identify
the values in the poems as they listen
to recitations.
Tuesday Have learners to sing
songs and recite
familiar rhymes
ONE LITTLE FINGER One little finger, One little
finger.
Two little fingers, tap,
tap, tap!
Point to the ceiling,
point to the floor. Put them on your head,
Head!
(continue by pointing
to other parts of the
body)
B.READING
Revise the activity in B5.2.3.1.1 and
show the chart containing words.
Let learners think-pair-share and select a paragraph with words containing
digraphs e.g. wh, th, both at initial and end positions e.g. that, those, these,
with, sixth, teeth.
Assessment: Put learners into groups.
Let them identify and read words
containing digraphs and use them in sentences.
The group that produces ten words
and uses them in sentences correctly is
the winner.
Review the lesson
with learners
Wednesday Have learners to sing
songs and recite
familiar rhymes
WE SHALL HAMMER
•We shall hammer with one hammer, hammer with one hammer,
hammer with one hammer we all do the
same.
•We shall hammer with
two hammers, hammer
with two
C.GRAMMAR
Introduce indefinite pronouns with
examples in sentences.
Discuss the indefinite pronouns with learners.
Assessment: Provide a passage and
group learners to identify indefinite
pronouns, and use the pronouns
identified in sentences.
Review the lesson
with learners
hammers, hammer with
two hammers we all do
the same
Repeat the procedure to teach
possessive pronouns.
Thursday Choose 5-6 letters that the learners know and make 5-10 cards with
each sound on. Give each child a card and ask them to remember
the sounds and hide it. They walk around the classroom making that
sound and find other children saying the same sound. They form groups of the same sound.
D.WRITING
Display a model paragraph preferably
the one above (Refer to B5. 4.3.1.2)
By way of revision, have learners identify the main idea and supporting
ideas.
Think-Pair-Share: Have pairs of learners discuss why a main idea in a
paragraph needs
elaboration/explanation/examples, and share their views with peers and
the whole class.
Assessment: Give learners a topic
sentence for them to elaborate on by
providing details
(explanation/examples).
Review the lesson
with learners
Friday Engage learners to play the “Lucky Dip game” Learners take turns to dip their hands into a box containing words of collective nouns, pick a card and use the word in a sentence.
E.g. a team of horses, a bevy of ladies, a flock of sheep
Guide learners to
E.WRITING CONVENTIONS &
GRAMMAR USAGE
Introduce quantities and units in
context.
Guide leaners identify and use nouns or noun phrases to refer to quantities
or units
E.g.
− Please, give me a piece of paper.
-I have a pair of trousers
Assessment: have learners to use
some of the keywords form sentences
F.EXTENSIVE READING Have learners read independently books of
their choice during the library period.
Review the lesson
with learners
Have learners to tell
what they read to
the whole class
choose and read
books during the
library period
Learners think-pair-share their stories
with peers.
Ask each learner to write a-two-three
paragraph summary of the book read.
Invite individuals to present their work
to the class for feedback.
Week Ending 1st November, 2019
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page 86
Learning Indicator(s) B5.2.1.1.3
Performance Indicator Learners can predict subsequent elements in a given pattern
Strand Numbers
Sub strand Patterns and relationships
Teaching/ Learning Resources Counters and bundle of sticks, Blackboard illustrations.
Learners demonstration
Core Competencies: Problem Solving Skills; Critical Thinking; Justification of ideas; Collaborative Learning;
Personal Development and Leadership Attention to Precision
DAYS PHASE 1: STARTER 10 MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3:
REFLECTION 10MINS
(Learner And
Teacher)
Monday Engage leaners to sing the song
WE CAN COUNT
We class five
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class five can
count very well.
Ask students to respond to find the next
two terms in a pattern and state the rule
for the pattern.
Assessment: have learners to solve
several examples
Review the lesson
with Learners
Tuesday Engage leaners to sing the song
I AM COUNTING ONE
• I’m counting
one, what is one
• 1 - One is one
alone, alone it shall be.
• 2 - Two pair, two pair come pair let
us pair
• 3 - Turn around
• 4 - Follow me
• 5 - Fire
• 6 - Sister
• 7 - Saviour
Ask learners to complete the table below
for the number of match sticks used in this
geometric pattern. Guide learners to
describe the relationship.
Assessment: have learners to solve
several examples
Review the lesson
with Learners
• 8 - Eat more fruits •
9 - Nana Yaw
• 10 - Thank your God.
Wednesday Engage leaners to Play
show me a number
game with learners (up
to 10), with fingers.
Teacher mentions
the number from (1
to 10).
Learners then show
their fingers up to
show the number
Ask learners to complete the table below
for the number of match sticks used in this
geometric pattern. Guide learners to
describe the relationship.
Assessment: have learners to solve
several examples
Review the lesson
with Learners
Thursday Have leaners to solve
for the missing
numbers in the empty
cells
+ 1 2 3
1 2 4
2 4
3 4
Ask learners to write questions based on
number or geometric patterns for their
friends to find answers to; e.g. how many
match sticks will be used for the 9th
geometric pattern?
Review the lesson
with Learners
No. of
triangles
1 2 3 4
No. of
match
sticks
3 6
Assessme nt: hav e learners to
solve several ex amples
Friday Engage leaners to sing
the song
WE CAN COUNT
We class five
We can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class five can
count very well.
Ask learners to writ e quest ions ba sed on
number or geometric patterns for their
friends to fi nd answers to; e.g. ho w many
match stick s will be used f or the 9th
geometric p attern?
Review the lesson
with Learners
No. of
triangles
1 2 3 4
No. of match
sticks
3 6
Assessment: have learners to solve
several examples
Week Ending 1st November, 2019
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.2.1.3.1 B5.2.1.3.2
Performance Indicator Learners can demonstrate evaporation and condensation as
important processes of the hydrological (water) cycle Know
how clouds are formed
Strand Cycles
Sub strand Earth science
Teaching/ Learning Resources Pictures and videos
Core Competencies: Critical Thinking and Problem-Solving Communication and Collaboration
DAYS PHASE 1: STARTER 10 MINS
(Preparing The
Brain For
Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Learners recite
poems and rhymes involving the
environment and water.
Teacher uses series
of questions to
introduce his lesson
In groups, learners demonstrate
evaporation and condensation, e.g. learners observe water drying off
their wet hands (evaporation), covering water with a lid and
observing water droplets on the lid
after some time (evaporation & condensation).
Demonstrate evaporation by heating water until it boils (to be
done by the teacher), then covering
the boiling water with a sheet of transparent glass.
Water vapour condenses on
transparent glass (condensation).
Learners are assisted to understand how evaporation and condensation
lead to the formation of rain.
Display pictures or simple diagrams
of the water cycle showing
What have we learnt
today?
Demonstrating
evaporation and
condensation as important processes of the hydrological (water)
cycle know how clouds are formed
Have learners to
summarize the main
points of the lesson.
Review the lesson with
learners. Ask learners to
draw the water cycle
showing evaporation and
condensation
evaporation and condensation.
Put students into
groups of three 3
and number them 1-
Review composition of air with learners.
This should include water vapour.
What have we learnt today?
3. Put three number
statements up to the white board and ask
students to explain
the corresponding statements to their group. The group who explains well
wins.
Ask learners the question: what are
clouds?
And assists learners to come out
with this explanation:
Clouds consist of many tiny water
droplets resulting from the
condensation of water vapour into
liquid water or ice.
Demonstrating
evaporation and condensation as
important processes of
the hydrological (water) cycle know how clouds are
formed
Have learners to summarize the main
points of the lesson.
Review the lesson with
learners. Ask learners to
draw the water cycle
showing evaporation and
condensation
Learners recite poems and rhymes involving the
environment and water.
Explain that upward vertical motion of air through the atmosphere cools
water vapour to form clouds.
Learners demonstrate formation of clouds in a bottle.
Learners explain why clouds are not
formed close to the surface of the
ground
What have we learnt today?
Demonstrating
evaporation and condensation as
important processes of
the hydrological (water) cycle know how clouds are
formed
Have learners to
summarize the main
points of the lesson.
Week Ending 1st November, 2019
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page 28
Learning Indicator(s) B5.1.4.1.1.
Performance Indicator Learners can describe skills for dealing with peer pressure
Strand All about us
Sub strand Home and School
Teaching/ Learning Resources Videos and pictures
Core Competencies: Personal Development and Leadership Communication and Collaboration
Trust, Commitment, Loyalty Respect, Obedience, Humility Unity, Responsibility, Togetherness
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Have learners to sing songs and recite familiar
rhymes
JOHNNY JOHNNY
Johnny, Johnny, yes papa.
Eating sugar, no papa.
Telling lies, no papa.
Open your mouth ha! ha!
ha!
Learners talk about the benefits of belonging to
good peer groups
e.g. learning new things,
respectfulness, obedience, achieving goals, being
courteous
Assessment: share roles and
have learners to role-play
some of the good benefits
of belonging to a peer group
What have we learnt today?
benefits of belonging to
good peer groups
have learners to
summarize the main points
of the lesson
Group learners into three (3), appoint a leader from each group to act as the
teacher.
Ask them to summarize
what was covered in the
previous lesson. The class is allowed to pose
questions to the leaders.
The group who summarizes well wins.
Learners discuss the dangers of belonging to bad peer groups e.g. drink alcohol,
take drugs, have pre-marital sex
Assessment: share roles and
have learners to role-play
some of the dangers of
belonging to a peer group
What have we learnt today?
dangers of belonging to
bad peer groups
have learners to
summarize the main points
of the lesson
Engage learners to sing
songs and recite familiar
rhymes
Learners role play a scenario
in which an
Review the lesson with
lesson
SOMETHING PASS
•Something pass
•Response: something
pass through my body to
my heart. •Something pass
•Response: something
pass through my mouth to
my stomach.
•Lalala laaa
•Response: lala laa lala
lala lala la
•Lololo loo
•Response: lolo loo lolo
lolo lolo lo
older pupil is putting
pressure on a younger one to do any of the following: i.
drink alcohol ii. take drugs
iii. have pre-marital sex
Week Ending 1st November, 2019
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page 37
Learning Indicator(s) B5.1.2.1.2:
Performance Indicator Learners can demonstrate ways to care for the environment.
Strand God his creation and attributes
Sub strand The environment
Teaching/ Learning Resources Videos and pictures
Core Competencies: Respect, Caring, Responsibility, stewardship, Love, Communication and
Collaboration, Cultural Identity and Global Citizenship
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Have learners to watch
videos and pictures of
how to care for the
environment.
Have learners to talk
about parts of the video
and pictures that
interest them
Through questions and
answers, learners explain what they think a clean
environment should be.
Using Think-Pair-Share, learners talk about ways of caring for the environment through: tree planting,
proper disposal of wastes,
legal mining, clean-up exercises, avoiding environmental pollution, etc.
Let learners organize and do
clean-up exercises in the school environment.
Project: learners in groups
to do a project on: clearing a
rubbish dump, planting
trees, checking erosion,
clearing choked gutters, etc.
What have we learnt today?
ways to care for the
environment
have learners to summarize
the main points of the lesson
Learners talk about what
was interesting and made meaning to them in the
lesson and what they will change and do differently
Have learners to sing
songs and recite rhymes
related to the lesson
Let learners discuss and write
down the importance of caring
for the environment: the
importance may include: it
helps to improve climatic
conditions such as adequate
What have we learnt
today?
ways to care for the environment
rainfall, balanced temperature
on earth, etc.
Let learners present their work
in class for appreciation and
discussion.
have learners to summarize the main points of the lesson
Learners talk about what
was interesting and made meaning to them in the
lesson and what they will
change and do differently
Week Ending 1st November, 2019
Class Five
Subject HISTORY
Reference History curriculum Page 31
Learning Indicator(s) B5.2.5.1.1
Performance Indicator Learners can name Ghanaians who have made significant
contribution locally and internationally.
Strand My country Ghana
Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures of some outstanding personality in Ghana A
documentary on any of the personality
Core Competencies: cultural identity and digital literacy
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Write nine key words used
in the previous lesson, in boxes on the board.
Challenge students to
make a (historically accurate) sentence of at least three lines or a short
paragraph using them all
Have leaners to write on a
sheet of paper the following
Which individuals have contributed locally and internationally?
What were their contributions?
Which among them inspires
you most and why?
Use pictures, posters or the
internet to identify
Ghanaian who have made important contributions
locally and internationally.
Match these personalities with areas of specialty e.g.
Dr R.E.G Armattoe (Science
and Medicine), Kofi
Annaninternational diplomacy, Osibisa- popular
music, El
Anatsui – sculptor, David
Adjaye- Architect, Ozwald
Boateng-fashion, Efua
Sutherland- playwright, Prof
Francis Allotey- science and History, Prof Akua
Kuenyehia- law, Prof.
Frimpong Boateng –
Surgeon, Abedi Ayew ‘Pele’
– Football, Azumah Nelson
Boxing etc.
What have we learnt
today?
Ghanaians who have made
significant contribution
locally and internationally
Learners talk about what
was interesting and
inspired them in the lesson
and what they will change
and do differently
Show photographs/
documentary of significant
individuals
Paste a chart of pictures on the board. The pictures should contain the
pictures of some selected individuals who have
made significant
Contribution locally and internationally.
Write some popular
quotes by this individuals
on sticky notes.
Call out leaners to identify
the individuals with their
quotes.
Retell the live stories of any
of these from a
documentary show
With the aid of the internet learners are to develop a documentary/poster of
individuals who have contributed significantly in
this field
Identify the traditional
rulers whose work inspires you most and give reasons
for your choice
What have we learnt today?
Ghanaians who have made
significant contribution
locally and internationally
Learners talk about what
was interesting and
inspired them in the lesson
and what they will change
and do differently
Week Ending 1st November, 2019
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B5 1.4.6.1
Performance Indicator Learners can develop guidelines for appreciating and
appraising own and others’ visual artworks that reflect the
history and culture of the African people
Strand Visual Arts
Sub strand Appreciating an appraising
Teaching/ Learning Resources Photos, videos, art paper, colours and traditional art tools
, other materials available in the community
Core Competencies: Decision Making Creativity and Innovation Communication Collaboration Digital
Literacy
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Have learners to watch
videos and pictures on
appreciating artworks
Have Learners to discuss and
accept a guide for appreciating
and appraising own and/or
others’ visual artworks based
on the guidelines suggested
below;
identify the correct vocabulary
to use for appreciating and
appraising artworks;
agree on what to use the
appraisal report for and how to
share it;
agree on the approach/method
(manual/digital) to use in
recording/documenting the
appraisal process;
What have we learnt
today?
Expressing feelings and
thoughts about own and
others’ displayed visual
artworks
Have learners to
summarize the important
points in the lesson.
Have learners to watch
videos and pictures on
appreciating artworks
Fix a day/date for the
appreciation/appraisal/jury.
Suggested Guidelines
Description of the work: The
elements in the work (dot,
lines, shapes, forms, colour,
texture, tone), materials used
(e.g. paper, pencil, clay, wood),
size of the work, number of
What have we learnt
today?
Expressing feelings and thoughts about own and
others’ displayed visual
artworks
objects/items in the work,
Subject matter: Meaning,
message, topic, mood, feelings,
history, religion, environment,
global warming
Appraisal: What the work can
be used for, likes, good things
in the work, beauty, social and
cultural value, correlation
(connecting to other areas of
learning)
Experiences to share: The
design process through
thinking and composing,
planning and making,
displaying and sharing, etc.
Have learners to
summarize the important
points in the lesson.
Week Ending 1st November, 2019
Class Five
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B5.3.1.1.1 B5.3.1.1.2 B5.3.1.1.3 B5.3.1.1.4 B5.3.1.1.5
Performance Indicator • Learners can recognize the use of full stops at the end of a complete sentence, and to separate
initials.
• Learners can recognize that a comma is used to separate a list of items. It serves as a pause in
sentences and speech.
• Learners can recognize that a colon is used to list
and explain a statement, or to mention a list of
items.
• Learners can recognize that quotation marks are
used when you want to write or quote the same
words a person said or wrote.
• Learners can write simple sentences.
Strand Writing
Sub strand Penmanship/ handwriting
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Engage learners to play
“The Memory Game”
The students are shown a picture with many things
in it or a list of several
words.
The catch is they are shown it for just a few
seconds.
The students are then
asked to recall what they saw and write it down in
their books.
Let learners write a sentences on
the board and in their books.
Go round and check the
sentences written to see if full
stops are at the ends.
Discuss the punctuation, full
stop, with learners.
Write a passage on the board
with all punctuations.
Assist learners to recognize that
a full stop is used at the end of a
complete sentence, and to
separate initials.
What have we learnt
today?
The use of full stops
Review the lesson with
learners
Engage learners to play
the “Step forward” game.
Write a passage on the board
with all the appropriate
punctuations.
What have we learnt
today?
Learners stand at the start
line.
Teacher calls out 'if you have a /t/ in your name
step forward' or 'if your
name begins with /f/ step forward'.
The person to get to the
finish line wins.
Discuss the passage with
learners, and help them to
recognize the punctuation
comma.
Assist learners to recognize that
a comma is used to separate a
list of items. It serves as a pause
in sentences and speech.
Let learners write sentences or
short passages using the
comma.
Write a list of items on the
board and ask learners to use
the list to form sentences, using
the comma to separate the
items in the sentence written.
The use of comma
Review the lesson with
learners
Engage learners to sing
songs and recite familiar
rhymes
Write a passage on the board
with all the appropriate
punctuations.
Discuss the use of the colon in
the passage.
Assist learners to recognize that
a colon is used to list and
explain a statement, or to
mention a list of items.
What have we learnt
today?
Use of the colon
Review the lesson with
learners
Engage learners to sing
songs and recite familiar
rhymes
Write 4-5 sounds on the
board.
With the whole class, say
the sounds (with the
action).
Ask the learners to close their eyes and teacher wipes out one sounds.
Learners open their eyes
and must say which is
gone.
Call learners to make some
utterances by asking questions.
Write the utterance in quotation
marks on the board and discuss
with learners.
Write a passage on the board
with all punctuations.
Assist learners to recognize that,
quotation marks are used when
you want to write the same
words a person said or wrote.
Review the lesson with
learners
Engage learners to sing
songs and recite familiar
rhymes
Write words on the boards and
explain the meaning of those
words.
Call learners in turns to form
simple sentences with the
words.
Write sentences on sentence
cards.
Use the sentence cards to help
learners write simple and
meaningful sentences.
Review the lesson with
learners
Week Ending 1st November, 2019
Class Five
Subject PHYSICAL EDUCATION
Reference Physical Education curriculum Page 63
Learning Indicator(s) B5.2.4.2.4
Performance Indicator Learners can explain the purpose of using a side
orientation when striking a ball from a batting tee.
Strand Movement Concepts, Principles and Strategies
Sub strand Space Awareness
Teaching/ Learning Resources Videos and Pictures
Core Competencies: communication skills such as speaking, writing, as well as critical thinking and
problem-solving
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Have learners to sing
songs and recite
familiar rhymes in
relation to the lesson
Learners explain the
purpose of using the side
orientation as:
- Give accuracy
- Speed
- iii. Direction - iv.
Spinning, etc.
Assessment: Have
learners to practice in
turns using a side
orientation when striking a
ball from a batting tee
Review the lesson with
lesson
Week Ending 1st November, 2019
Class Five
Subject COMPUTING
Reference Computing curriculum Page 15
Learning Indicator(s) B5.1.3.1.4. B5.1.3.1.5. B5.1.3.1.6.
Performance Indicator • Learners can demonstrate sending and sharing information e.g. arranging data, sorting and calculations etc.
• Learners can demonstrate basic calculations on
sample data e.g. arranging and summing and
averaging data.
• Learners can recognize data types (integer, double,
float).
Strand Introduction to Computing
Sub strand Data Sources And Usage
Teaching/ Learning Resources Photographs, audio recordings, video recordings, film, letters and diaries, speeches, published books,
newspapers and magazines, government publications, oral
histories, etc.)
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural
identity and global citizenship. 4. Personal development and leadership. 5. Digital literacy.
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain
For Learning)
PHASE 2: MAIN 40MINS
(New Learning Including
Assessment)
PHASE 3: REFLECTION
10MINS
(Learner And Teacher)
Group learners into three
(3), appoint a leader from each group to act as the
teacher.
Ask them to summarize
what was covered in the
previous lesson.
The class is allowed to
pose questions to the
leaders. The group who
summarizes well wins
Task learners to sort data in alphabetical order (increasing and decreasing order) and perform basic calculations such as multiplying, dividing and adding vales of sample data. Learners can also be guided to generate age data from their dates of birth.
NB: recall content in B4 and
add to it.
Guide learners to add and find
the average data collected and
present their findings to the
class
Divide learners into two groups
and ask one group to mention
a number and the other group
to identify the type of data mentioned
Review the lesson with
learners