| 1 | 1 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols, | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - citizens and listen to stories on how they used to count their animals and | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols, | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - citizens and listen to stories on how they used to count their animals and | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols, | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - citizens and listen to stories on how they used to count their animals and | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) read numbers 1-100 in symbols, | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - citizens and listen to stories on how they used to count their animals and | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment. | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - household items. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment. | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - household items. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment. | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - household items. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment. | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - household items. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0Numbers | 1.1 Number Concept | By the end of the sub strand, the learner should be able to; a) represent numbers 1-100 using concrete objects in the environment. | 1. Learners to read number names from 1-100. Learners in groups of five to count their fingers and toes. Learners in pairs/groups to play games of representing numbers 1-100 using safe concrete objects. Learners to play digital games of representing groups with numbers.? | - household items. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100, | 1. How do we get the next number in a pattern? | - Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100, | 1. How do we get the next number in a pattern? | - Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100, | 1. How do we get the next number in a pattern? | - Learners in pairs/groups to count in 2's and 5's forward and backward starting from any point. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) count numbers forward and backward up to 100, | 1. How do we get the next number in a pattern? | - Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting at any point. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) identify place value up to hundreds. | 1. How do we get the next number in a pattern? | - Learners in pairs/groups to count their fingers and toes in 2's and 10's forward and backward starting at any point. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 1.0 Numbers | 1.2 Whole Numbers | By the end of the sub strand, the learner should be able to; a) identify place value up to hundreds. | 1. How do we get the next number in a pattern? | - Learners in pairs / groups to discuss place value up to hundreds. | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
