| 1 | 1 | Communication | Plane Geometry | By the end of the sub strand, the learner should be able to; a) Question and b) Answer c) Observation d) Written test e) Peer and self f) assessment | 1. Learners visit nearby workplaces to observe how different combined shapes and how they are used in the community? | - Drawing charts - Drawing papers/books - brochures and magazines - Geometrical set | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) explain the characteristics of economic resources used for production of goods and services | 1. What are economic resources? | - discuss and present on the meaning of economic resources | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) explain the characteristics of economic resources used for production of goods and services | 1. What are economic resources? | - use print or digital media to search for information on the characteristics of economic resources and share with peers | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) classify economic resources in Kenya | 1. What are economic resources? | - read and analyse a case study on classification and types of economic resources in Kenya | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) distinguish between metallic and non- metallic materials as economic resources | 1. How can economic resources be used sustainably? | - discuss metallic and non-metallic materials as economic resources | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) analyse sustainable ways of using economic resources in Kenya | 1. How can economic resources be used sustainably? | - carry out resource mapping on types of economic resources in the local community | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) practice sustainable use of economic resources in the community | 1. How can economic resources be used sustainably? | - use available resources to establish distribution of economic resources in Kenya - brainstorm and present sustainable ways of using economic resources in Kenya | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Materials for Production | Economic Resources | By the end of the sub strand, the learner should be able to; a) practice sustainable use of economic resources in the community | 1. How can economic resources be used sustainably? | - brainstorm and present sustainable ways of using economic resources in Kenya | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) identify types of metallic materials used in a work environment | 1. Why are metallic materials important in day-to-day life? | - use print or digital media to search for information on metallic materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) identify types of metallic materials used in a work environment | 1. Why are metallic materials important in day-to-day life? | - use print or digital media to search for information on metallic materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) identify types of metallic materials used in a work environment | 1. Why are metallic materials important in day-to-day life? | - prepare a checklist for identifying types of metallic materials (steel, aluminum, copper) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) describe the physical properties of metallic materials found in a work environment | 1. Why are metallic materials important in day-to-day life? | - prepare a checklist for identifying types of metallic materials (steel, aluminum, copper) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) describe the physical properties of metallic materials found in a work environment | 1. Why are metallic materials important in day-to-day life? | - perform practical activities to examine the physical properties of metallic materials (magnetism, conductivity of heat and electricity, appearance) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) relate metallic materials to their use in a work environment | 1. Why are metallic materials important in day-to-day life? | - perform practical activities to examine the physical properties of metallic materials (magnetism, conductivity of heat and electricity, appearance) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Materials for Production | Metallic Materials | By the end of the sub strand, the learner should be able to; a) relate metallic materials to their use in a work environment | 1. Why are metallic materials important in day-to-day life? | - discuss the physical properties of metallic materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
