Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.

M Media Individual General

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AIM: To enable learners to-acquire mathematical and scientific concepts and skills for use as tools in life.

Wk Mathematical -learners By the end of Discussion Question and Answer -naming -Ministry -10 sticks
1 play. can group the lesson Demonstration Group work of Primary of
L1 objects learners Introduction: Facilitator and learners and different
according to should be sing “ Chikuru nechidoko” Secondary lengths
identifying
-Matching colour ,size able to- Lesson development Education
and ordering and shape 1. name at [Link] name and identify Mathemati 6
Describing different
least 3 objects with the facilitator’s help. cs and
objects. Step2. Facilitator and learners discuss Science types of
-discussing blocks
-length 2. arrange on arranging objects. Infant(EC
objects Step3. In groups learners arrange D-Grade 2
-drawing
according to given objects according to length ) syllabus
length. whilst facilitator assists. 2015-2022 -5
- different
Short 3. draw and [Link] give feedback on page 37
demonstratin sizes of
complete 3 arranging objects according to length.
g container
given Step5. Individually learners draw and
sentences on complete given sentences on length as
Long length . facilitator monitors. -4 word
Conclusion: Facilitator asks learners cards.
questions on arranging objects.
Mathematical -learners By the end of Discussion Question and Answer -naming -Ministry -10
L2 play. can group the lesson Demonstration Group work of Primary different
objects learners Introduction: Facilitator and learners describing and types of
according to should be recite the rhyme, Big and small. - Secondary blocks
-Matching colour ,size able to- Lesson development Education
and ordering and shape 1. name at [Link] name given objects discussing Mathemati -5
-pictures least 2 with the facilitator”s assistance. cs and different
-width pictures. Step2. Facilitator and learners discuss -drawing Science
2. arrange width and arranging pictures -identifying Infant(EC sizes of
pictures according to width. - D-Grade 2 container
according to Step3. In groups learners arrange demonstratin ) syllabus
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width. objects according to width whilst the g 2015-2022

3. draw and facilitator moves around assisting. page 37 -5
complete 3 Step4. Group feedback. pictures
given Step5. Individually learners draw and of length
sentences on complete given sentences on width as and
width. the facilitator monitors work width
Conclusion: Facilitator asks learners
questions on arranging pictures.
Mathematical -learners By the end of Discussion Question and Answer -naming -Ministry -30 cut
L3 play. can group the lesson Poems and Rhymes Discovery of Primary out
objects learners Demonstration Group work _identifying and shapes
according to should be Introduction-Facilitator and learners Secondary
-Matching colour ,size able to- recite the rhyme Shapes. describing Education -1 chart
and ordering and shape 1. name and Lesson development -discussing Mathemati with
identify at Step1. Facilitator and learners discuss cs and different
least 3 plane on properties of shapes. -drawing Science shapes.
Shapes and shapes. [Link] name and identify Infant(EC
objects. 2. describe shapes from the descriptions whilst - D-Grade 2
shapes from facilitator assists. demonstratin ) syllabus -8 pairs
the given Step3. In groups learners cut out the g 2015-2022 of
pictures. given shapes whilst facilitator moves page 37 scissor.
3. draw and around assisting.
complete 3 Step4. Group feedback. _4 word
sentences Step5. Individual written work cards
about shapes. as the facilitator monitors
Conclusion: Question and answer on
shapes.
Mathematical -learners By the end of Discussion, Question and -identifying -Ministry -30 cut
L4 play. know plane the lesson Answer ,Discovery, Demonstration, of Primary out
shapes. learners Group work Describing and shapes
-Matching should be Introduction: Facilitator and learners Secondary
and ordering able to- recite the rhyme, I am a triangle. -discussing Education
1. identify at Lesson development Mathemati -1 chart
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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Shapes least 4 plane [Link] identify plane shapes -naming cs and with
shapes. with facilitator’s help. Science different
-shapes and 2. describe Step2. Facilitator and learners discuss -drawing Infant(EC shapes.
objects shapes from on making objects using shapes. D-Grade 2
the given [Link] groups learners construct ) syllabus
pictures. pictures using shapes whilst facilitator - 2015-2022 -5 shape
[Link] moves around assisting. demonstratin page 37 pictures.
pictures using Step4. Group presentations. g
shapes. Step5. Individual written work as the
facilitator monitors. -10 A4
Conclusion: Question and answer on sheets of
shapes. papers

Wk Manipulative -Learners By the end of Demonstration Discussion -identifying -Ministry -card

2 block play can bring the lesson Questioning Group work Discovery of Primary board
L1 together learners Introduction-Facilitator and learners describing and boxes
pieces of should be recite the rhyme; I am a builder. -discussing Secondary -match
-Construction broken able to- Step1. Facilitator and learners discuss -naming Education boxes
objects. 1. identify on structure creation. -drawing Mathemati
-structures and count Step2. With the facilitator’s help - cs and
can be materials learners identify materials brought as demonstratin Science -wooden
dismantled used in media. g Infant(EC blocks
and puzzle Step 3Group work on constructing reconstructin D-Grade 2 -
reconstructed making. puzzles using given materials as the g ) syllabus
. 2. construct facilitator monitors. -dismantling 2015-2022
puzzles of [Link] presentations. page 35
their own [Link] draw puzzles as
choices. facilitator assists.
[Link] Conclusion- Question and answer on
and structures and puzzles.
reconstruct
structures.
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Manipulative -Learners By the end of Demonstration Discussion -identifying -Ministry -card

L2 block play know some the lesson Questioning Group work Discovery of Primary board
construction learners Introduction. Facilitator and learners describing and boxes
-Construction s in their should be recite the rhyme; I am a builder. -discussing Secondary
locality. able to- [Link] and learners discuss Education -match
-structures 1. identify extending and dividing constructed -drawing Mathemati boxes
can be divided and structures. cs and
dismantled extended Step2. With the facilitator’s help - Science -wooden
and structures. learners identify divided and extended demonstratin Infant(EC blocks
reconstructed 2. lengthen or structures at the school. g D-Grade 2
divide [Link] groups learners create, extend ) syllabus -pictures
constructed and divide their structures while the - 2015-2022 of
-dividing and structures. facilitator assists. page 35 extended
extending 3. complete 3 [Link] presentations. and
sentences on [Link] draw and complete divided
construction. sentences on construction as the structure
facilitator assists. s.
Conclusion : Question and answer on
extending and dividing structures.
Manipulative Learners By the end of Song and Dance Discussion Question identifying -Ministry -10 tins
L3 block play know some the lesson and answer Group work Discovery of Primary
objects learners Introduction-Facilitator and learners describing &Seconda -2 jingles
-Moving make should be sing, Vana ngatitambe so. ry
objects sounds able to- [Link] identify objects that discussing Education -6 drums
when 1. identify make sounds while facilitator assists. -naming Mathemati
moved. sounds made Step2. Learners push and pull objects cs and -10
-Objects by at least 3 while identifying sounds made by the -drawing Science shakers
make sounds objects. objects. Infant(EC
when moved. [Link] Step3. Learners imitate sounds made -pulling D-Grade 2
sounds made by given objects with the facilitator’s -pushing ) syllabus _3
by 4 objects. help. -describing 2015-2022 whistles
3. draw 3 [Link] written work whilst page 35
objects and facilitator moves around assisting.
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complete Conclusion- Question and answer on

sentences sounds made by different objects.
about sounds.
Manipulative Learners By the end of Demonstration Discussion Identifying -Ministry -10 tins
L4 and block know the lesson Questioning Group work of Primary
play sounds from learners Introduction-Facilitator and learners Describing & _10 card
objects. should be recite the rhyme, here comes the bus. Secondary board
-Moving able to- [Link] the help of the facilitator discussing Edn boxes
objects 1. identify learners identify sounds made by Mathemati
-Objects sounds from given objects. -naming cs 10differe
make sounds 5 objects. Step2. As a class learners push and &Science nt blocks
when moved 2. describe pull objects and identify sounds made -drawing Infant(EC Tins
sounds made by objects. D-Grade 2
objects. Step3. Learners describe or imitate the -pulling ) syll -6 polish
3. pull and sounds made by the objects with the 2015-2022 tins
push objects facilitator’s help. -pushing page 35
to make Step4. Individual written work whilst -3 balls
sounds. facilitator moves around assisting.
Conclusion- Question and answer on
sounds made by different objects.
Manipulative -Learners By the end of Demonstration Discussion Question -identifying -Ministry -1
L5 an block play know the lesson and answer Discovery Group work of Pry sample
weighing learners Introduction: Facilitator and learners describing &Seconda scale
scales. should be sing See-saw, and discuss on -discussing ry balance
-Balancing able to- balancing. -naming Education
1. identify at [Link] identify objects that Mathemati -6 (500g)
least 2 can balance on scale as the facilitator -drawing cs tins
-Objects can objects that assists. &Science
balance on a can balance [Link] use available balancing demonstratin Infant(EC -1 bucket
scale on a scale. scale to balance objects as a class. g D-Grade 2 with
2. balance Step3. In groups learners balance balancing ) syllabus sand.
objects on a various objects on balancing scales as 2015-2022
scale. the facilitator guides. page 35 -1 pile of
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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[Link] a [Link] presentations. stones.

balance scale [Link] written work whilst
illustrating facilitator assists.
balancing. Conclusion: Facilitator asks learners
questions on scales and balancing.

Wk Number and Learners By the end of Poems and rhymes Discussion Group -counting 0-30 Ministry
3 Science can count the lesson work Demonstration Question and number of
L1 Concepts up to 20 learners answer -identifying line Primary
should be Introduction: Facilitator and learners and
able to: do a rhyme “1 finger up” Secondar
-counting 1. say and Lesson Development - writing -30 y
count Step 1:Learners count in ascending number Educatio
numbers 0 – order up to 30 with the facilitators help -discussing cards n
30 Step 2:In groups learners identify 10 work Mathema
2. identify given numbers in the range 0-30 cards tics and
numbers Step 3: Groups report back on -answering Science
within the identifying numbers 0-30 Infant
range 0-30 Step 4: Individually learners complete (ECD)
3. write in given number sequences as the Grade 2
numerals facilitator guides. syllabus
numbers 0-30 Conclusion: Facilitator calls numbers 2015-
while learners show the numbers. 2022
page 41
L2 Number and -Learners By the end of Poems and rhymes Discussion -counting 0-30 Ministry
Science know the lesson Group work Demonstration number of
concepts numbers 0- learners Games -identifying line. Primary
50 should be Introduction: Facilitator and learners and
Number able to: say a rhyme 1, 2, 3,4,5, -arranging 10 Secondar
1. count and Lesson Development number y
-number line say numbers Step 1: Using number line learners cards Educatio
0-30 0-30. practise counting up to 30. -writing n
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2. arrange Step 2: Facilitator demonstrates 10 task Mathema

-Using given arranging numbers from the smallest -discussing cards tics and
numbers to numbers to biggest. Science
identify dates starting with Step 3: In groups learners arrange Infant
of birth age the smallest given numbers from the smallest to -answering Prepared (ECD)
address [Link] biggest as the facilitator guides. learning Grade 2
numbers Step 4: Individual written work under area syllabus
starting with the facilitator’s instruction and 2015-
the smallest. supervision 2022
Conclusion: Facilitator and learners page 41
play a counting game
L3 Number and Learners By the end of Song and dance Discussion -counting 0-30 Ministry
Science can group the lesson Demonstration Group work Question number of
concepts objects learners and Answer -stating line Primary
should be Introduction: Facilitator and learners and
able to : sing a song “One, one ndiri pano…..” -writing 10 work Secondar
Number 1. count the Lesson Development cards y
number of Step 1: Learners count the number of -critical 10 number Educatio
-objects can objects in 3. objects in given sets with the reasoning cards n
be grouped given sets facilitator’s help - Mathema
into sets 2. build a set Step 2: Facilitator demonstrates on demonstratin 5 sets of tics and
representing building sets for given numbers g objects Science
numbers 0- Step 3: In groups learners practise Infant
30. building sets for given numbers as the -answering (ECD)
3. write the facilitator assists. -discussing Grade 2
number of Step 4: Group feedback on sets - syllabus
objects in 3 building concentrating 2015-
of the given Step 5: Individual written work whilst 2022
sets facilitator moves around assisting page 41
Conclusion: Learners demonstrate set
building using for given numbers.
L4 Number and Learners By the end of Poems and rhymes Discussion Group -counting 0-30 Ministry
Science can count the lesson work Question and answer number of
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concepts up to 30 learners Introduction: Facilitator and learners -identifying line Primary

should be recite a number rhyme 1.2,3,4,5 and
Number able to:- Lesson Development 3 word Secondar
1. count in Step 1: With facilitator assistance -naming cards y
-number line ascending learners count from 0-30 and Educatio
0-30 and backwards. 10 number n
descending Step 2: Facilitator explains on missing -gap filling cards Mathema
-missing order on the numbers. tics and
numbers 0-30 number Step 3: In groups learners identify the -discussing 10 task Science
12 - 14 line missing numbers on given number cards Infant
2. identify cards whilst facilitator assists. (ECD)
missing Step 4:Group feedback on missing -answering Grade 2
24 23 22 - 20 numbers numbers syllabus
before, Step 5: Individually learners fill in the 2015-
between missing numbers in given number 2022
after sequences whilst facilitator moves page 41
3. fill in the around assisting.
missing Conclusion: Facilitator and learners
numbers in 3 play a missing numbers where the
given facilitator calls the numbers and
sequences learners identify the missing numbers
L5 Numbers -Learners By the end of Poems and Rhymes Group work -counting -100 Ministry
can group the lesson Discussion Questioning and answer counters of
objects should be Introduction: Facilitator and learners Primary
-objects can able to:- recite a number rhyme’. -matching -0-30 and
be grouped 1. count and Lesson Development number Secondar
into sets say the Step 1: Learners count to 30 and say line y
number of number of objects in a set with the -drawing Educatio
bundles objects in 2 help of the facilitator -10 n
of the given Step2. Facilitator demonstrates number Mathema
sets matching numbers to sets. -writing cards tics and
2. match Step 2: In groups learners match Science
numbers to numbers to sets as the facilitator -answering Infant
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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sets moves assisting. -10 word (ECD)

3. draw and Step 3: Group presentations on -discussing cards Grade 2
write the matching numbers to sets syllabus
number of Step 4:Individual written work on 2015-
objects in 2 drawing and writing numbers of 2022
of the given objects and sets page 41
sets Conclusion: Facilitator asks learners
questions on objects in given sets

Wee Science -Learners By the end of Group work Song and rhymes -naming Ministry -1 chart
k4 Mathematics can use the lesson Discussion Questioning Games Group of Primary showing
and their senses. learners work. -identifying and body
L1 discovery should be Introduction: Facilitator and learners Secondary parts
Mon play able to sing the song, ‘Head and shoulders’ Mathemati
1. name 3 Lesson development. -drawing cs and -local
-Human body parts. [Link] name body parts and science environ
Body 2. describe identify the one for the sense of sight Infant ment
the use of the while facilitator assists. -describing (ECD- -5 word
sense of Step 2. Learners describe the use of grade 2) cards
-The Human sight. the sense of sight with help of the syllabus
senses Sense 3. facilitator. 2015-2022 -2 cloths
of sight. demonstrate Step 3. In groups learners demonstrate page 37 for blind
the use of the different activities that enhance the folding.
sense of sense of sight while facilitator assists.
sight. Step 4. Group presentations on -picture
[Link] 3 activities that enhances the sense of of a
sentences on sight. blind
the sense of Step5. Individually learners complete person
sight. given sentences on the sense of sight.
Conclusion: Question and answer on
the sense of sight.
L2 Science Learners By the end of Group work Song and games -naming Mathemati -1 chart
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Tues Mathematics know some the lesson Discussion Games cs and showing
and of their learners Introduction- Facilitator and learners -identifying science body
discovery senses. should be sing the song, ‘Todada naye Jesu” Infant parts
play able to- Lesson development. (ECD-
1. name and Step [Link] name and identify -drawing grade 2)
-Human identify 4 body parts with help of the facilitator. syllabus -5 word
Body body parts. Step 2. In turns learners describe the page 37 cards
2. describe sense of hearing as the facilitator -writing
-Human the sense of guides. -2
senses hearing. Step [Link] groups learners demonstrate sentence
3. the use of the sense of hearing as the -discussing strips
Sense of demonstrate facilitator assists. 1 drum
hearing the use of the [Link] presentations on the
sense of demonstrations on the sense of
Activities hearing. hearing. -1 shaker
*follow the 4. complete 3 Step 4. Individual written work whilst
sound* sentences on facilitator moves around assisting. -jingles
the sense of Conclusion: Facilitator and learners
hearing. sing the song, ‘Mwana washe
watsikwa’
Wed Science Learners By the end of Group work Song and games -naming Mathemati -1 chart
L3 Mathematics know some the lesson Discussion Games Discovery -identifying cs and showing
and of their learners Introduction: Facilitator and learners science body
discovery senses. should be sing the song, ‘Bata musoro” -describing Infant parts
play able to- Lesson development. (ECD-
[Link] the Step 1. Learners identify body part for -drawing grade 2) -5 word
-Human body part the sense of tasting with help of the syllabus cards
Body responsible facilitator. -writing page 37 -4 work
-Human for the sense Step [Link] describe the sense of cards
senses of tasting. taste with the facilitator”s help. -discussing -2
Sense of taste 2. describe Step 3. In groups learners investigate sentence
the sense of to establish the taste of given foods as -answering strips
Activities tasting. the facilitator assists. 1 apple
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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*tasting food [Link] Step4. Group presentations on the -little salt

whilst blind the taste of investigations using the sense of taste. -1 water
folded* given food. Step [Link] written work whilst glass
4. complete 3 the facilitator moves around assisting. -little
sentences on Conclusion-Question and answer on sugar
the sense of the sense of taste. -dovi
tasting.
Thur Science -Learners By the end of Group work Song and games -naming Ministry -1 chart
s Mathematics can use the lesson Discussion Games Discovery of Primary showing
L4 and their senses. learners Introduction- Teacher and learners Identifying and body
discovery should be sing the song, ‘Tumaoko tumaoko’ Secondary parts
play able to- Lesson development. Education
[Link] the Step 1. Learners name the senses -drawing Mathemati -5 word
-Human body part learnt and discuss the sense of feeling cs and cards
Body responsible or touch with help of the facilitator. -investigating science
for the sense Step 2. Learners describe the sense of Infant -10 work
-Human of feeling. feeling with the facilitator`s help. (ECD- cards
senses 2. describe Step 3. In groups learners demonstrate grade 2)
the sense of the use of the sense of feeling as the -writing syllabus -2
Sense of feeling or facilitator guides. page 37 sentence
feeling or touch. Step4. Group presentations. -discussing strips
touch 3. Step 4. Learners draw the hands and
Activities demonstrate complete sentences on the sense of -cotton
*feeling the use of the feeling whilst facilitator moves around wool
given objects sense of assisting. -sand
touch. Conclusion-Facilitator and learners -stones
4. complete 3 sing the song, ‘Todada naye Jesu’ -10cloths
sentences on
the sense of
feeling/ touch
Fri Science -Learners By the end of Group work Song and games -naming Mathemati -1 chart
L5 Mathematics can use the lesson Discussion Games Discovery cs and showing
and their senses. learners Introduction- Teacher and learners -identifying science body
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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discovery should be sing the song, ‘Bata musoro’ Infant parts

play able to- Lesson development. -describing (ECD- -5 word
1. name the Step [Link] name the body part grade 2) cards
-Human body part for the sense of smell with help of the -drawing syllabus -flowers
Body responsible facilitator page 37 -10 work
for the sense Step 2. Learners describe the sense of cards
-Human of smell. smell as the facilitator guides. -writing Water
senses 2. describe Step [Link] groups learners demonstrate Bad food
the sense of the use of the sense of smell and as the -2
Sense of smell. facilitator assists. -discussing sentence
smell [Link] Step4. Group feedback. strips
e the use of Step 4. Individual written work whilst -bottle of
-odour, bad/ the sense of facilitator moves around assisting. perfume
good smell. Conclusion: Facilitator and learners -1 orange
4. complete 3 sing the song, ‘touch your nose’ -
sentences on
the sense of
smell.

Wk Number Learners By the end of Poems and Rhymes Group work -counting Ministry
5 operations know how the lesson Demonstration Discussion -0-50 of
to add learners Introduction: Facilitator and learners combining number Primary
mentally. should be do a rhyme “I and I” line and
L1 Addition of able to:- Lesson Development -problem Secondar
whole 1. count and [Link] count and say numbers solving 10 tasks y
numbers to a say numbers to 30 using the number line. demonstratin cards Educatio
sum not to 30. Step 2: Facilitator explains and g -4 word n
exceeding 30 [Link] demonstrates addition of numbers to a cards. Mathema
e addition of sum of 30. explaining tics and
whole Step 3: In turns learners add given Science
numbers to sums whilst the facilitator assists. completing Infant
sum of 30. Step 4: In groups learners demonstrate (ECD)
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3. copy and addition of numbers to sum of 30. -copying Grade 2

complete 3 Ste 5: Group feedback and class syllabus
addition sums discussion. 2015-
Step 6: Individual written work. 2022
Conclusion: Facilitator asks learners page 42
questions on addition of numbers to 30
L2 Number Learners By the end of Group work Demonstration -adding 0-30 Ministry
operations can add the lesson Discussion Questioning and answer number of
objects. learners Group work demonstratin line Primary
should be Introduction: Facilitator and learners g and
Addition of able to:- recite a rhyme “one finger up….” 5 word Secondar
whole 1. add whole Lesson Development -writing cards y
numbers to a numbers to a Step 1: Facilitator and learners discuss Educatio
sum not sum of 30 addition terms and sign. counting 300 n
exceeding 30 2 use the [Link] turns learners’ complete counters Mathema
term “add” addition sentences as the facilitator discussing tics and
correctly. guides. 10 work Science
3. write totals Step 3: In groups learners add whole identifying cards Infant
add of 4 given numbers to 30 as the facilitator moves (ECD)
whole around assisting. answering Grade 2
numbers to a Step 4: Group feedback and class critical syllabus
21 add 3 = sum of 30. discussions. thinking 2015-
16 add 2= Step 5:-Individually learners complete 2022
a given exercise with the facilitator’s page 42
help.
Conclusion: Facilitator asks
Facilitator asks earners questions on
addition of whole numbers using the
term add.
L3 Number Learners By the end of Poem and Rhymes Discussion Group -adding 0-30 Ministry
Operations can group the lesson, Work Questioning and answer number of
objects learners Demonstration Identifying line Primary
Addition should be Introduction: Facilitator and learners 6 word and
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able to: do a rhyme “ I and I” - cards Secondar

1. add 4 Lesson Development demonstratin y
-addition of whole Step 1: Learners count to 30 with the g 2 sign Educatio
whole numbers to a facilitator’s help. cards n
numbers to a sum of 30 Step 2: Facilitator demonstrates -discussing Mathema
sum not [Link] addition using the number line. 10 work tics and
exceeding 30 e addition on Step 3: In groups learners find the sum -writing cards Science
the number of given numbers using the number Infant
-count on line line. (ECD)
3. correctly Step 4: Group feedback using number Grade 2
solve 4 of the line. syllabus
given sums Step 5: Individual written work whilst 2015-
facilitator moves around assisting. 2022
Conclusion: Questioning and answer page 42
on addition of 2 using the count
method
L4 Number Learners By the end of Discussion Group Work -adding -30 Ministry
Operations can add the lesson Demonstration number of
objects. learners Introduction: Facilitator and learners demonstratin lines Primary
should be sing 1 finger up. g and
Addition able to :- Lesson Development -0- Secondar
1. add whole [Link] the number line learners -copying 30number y
numbers count to 30 line Educatio
-addition of using the Step 2: Facilitator and learners discuss completing n
whole addition term addition terms. 10 work Mathema
numbers to a “altogether” Step 3: Learners attempt adding whole -problem cards tics and
sum of 30 [Link] numbers using the term altogether solving Science
using e addition with the help of the facilitator. 7 word Infant
addition using the Step 4: Group work activities as the cards (ECD)
terms number line facilitator monitors. -writing Grade 2
Altogether [Link] and Step 5:- Group feedback . -counting 1 pointing syllabus
complete 4 of Step 6: Individual written work as the stick 2015-
the given facilitator moves around assisting. 2022
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addition Conclusion :Questioning and answer page 42

sentences on addition using the term altogether
L5 Number Learners By the end of Song and Dance Group work -adding 0-30 Ministry
Operations can add the lesson Demonstration Question and answer number of
numbers. learners Introduction: Facilitator and learners demonstratin line Primary
should be sing a song “Tiri 1 – 2 – 3-4-5” g and
Addition able to:- Lesson Development copying 4 Word Secondar
1. add tens Step 1: Facilitator and learners discuss cards y
and units on different ways of adding whole completing 4 Educatio
-addition of 2. numbers. n
tens and units demonstrate [Link] demonstrates discussing -10 task Mathema
to a sum not addition of addition of tens and units while cards tics and
exceeding 30 tens and units learners observe. identifying Science
3. write 5 Step 2: In groups learners add given Infant
given tens and units as the facilitator assists. technology 2 sign (ECD)
addition sums Step 3:Group presentations on use cards Grade 2
of tens and addition of tens and units syllabus
units Step 4: Individually learners write 2015-
given sums as the facilitator guides. 2022
Conclusion: Facilitator and learners page 42
discuss on adding tens and units.

Wk Science -Learners By the end of Group work Discovery naming Ministry -15
6 Mathematics know water. the lesson Songs and rhymes of Primary container
and learners Discussion Experimentation. discovering and s with
L1 discovery should be Lesson development Secondary different
play able to- Intro: Facilitator and learners recite the manipulating Mathemati shapes.
Wk Topic and Assumed Objectives Methodology and Activities Competencie S.O.M Media Individual General
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1. identify the rhyme ‘Water ,water’ cs and

-Water 3 states of [Link] identify different -writing science -20 litres
water. forms of water with the facilitator’s Infant of water
-Water takes [Link] help. (ECD- -source
the shape of that water Step [Link] facilitator demonstrates grade 2) of heat
the container. takes the that water takes the shape of a syllabus
shape of the container as learners observe. 2015- -frozen
container. [Link] groups learners illustrate that 2022page water
3. complete 3 water takes the shape of the container 37
of the given whilst facilitator moves around
sentences on assisting
water. Step4. Group feedback.
Step 5. Individual written work whilst
the facilitator monitors.
Conclusion-Question and answer on
forms and properties of water .
L3 Science Learners By the end of Group work Discovery -naming Ministry -15
Mathematics know water. the lesson Songs and rhymes Discussion. of Primary container
and learners Lesson development -discovering and s of
discovery should be Intro: Teacher and learners recite the Secondary different
play able to- rhyme, Water, water. - Mathemati shapes.
1. identify 3 Step 1. With the facilitator’s help manipulating cs and
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different to show water as the facilitator guides. grade 2)
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forms of water takes different forms whilst the 2015-2022 water
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sentences on facilitator monitors.
forms of Conclusion: Facilitator asks learners
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water. questions on water.

L4 Science Learners By the end of Group work Discovery Naming Ministry
Mathematics know the lesson Songs and rhymes Discussion. of Primary -2
and different learners Lesson development -describing and glasses
discovery forms of should be Intro: Teacher and learners recite the Secondary of water
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water Step 2. Learners describe the given Infant
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different the different assistance. -writing grade 2) –a block
forms forms of [Link] activities whilst the syllabus of ice
water. facilitator moves around assisting. 2015-2022
3. complete 3 Step. 4Group feedback. page 37
*ice given Step [Link] written work whilst -10 task
*boiling sentence on the facilitator monitors. cards
water. forms of Conclusion- Facilitator asks learners
water. questions on water.

L5 Science Learners By the end of Group work Discovery Songs and Identifying Ministry -1 chart
Mathematics know uses the lesson Rhymes Discussion of Primary showing
and of water. learners Question and Answer and ways of
discovery should be Introduction. Facilitator and learners -naming Secondary conservi
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at least 3 uses Lesson Development Mathemati
of water. Step [Link] name uses of water -drawing cs and
-Water 2. state 3 with the facilitator’s help. science -10 work
ways of Step [Link] and facilitator discuss Infant cards
conserving on conserving water. -writing (ECD- 4
-water can be water. Step 3. In groups learners state ways - grade 2) pictures
conserved 3. complete of conserving water with the syllabus showing
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two sentences facilitator’s help. discussing page 37 water

on ways of Step 4. Group feedback. uses
conserving Step 5. Individual written work as the -5 word
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[Link] Conclusion .Question and answer on
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conserving
water.
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least 2 places Step [Link] name places where science -5 word
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their Step [Link] and learners discuss grade 2)
environment. on conserving water. -writing syllabus -8 task
-water can be 2. state 3 Step 3. In groups learners state ways page 37 cards
conserved ways of of conserving water as the facilitator
conserving guides. -discussing
water. Step [Link] presentations.
3. complete Step [Link] complete given
two sentences sentences on conserving water.
on ways of Conclusion .Questioning and answer
conserving on conserving water.
water.

Wk Number -Learners By the end of Demonstration Questioning and -counting 200 Ministry
7 Operations can count to the lesson answer Discussion Song and dance counters of
30 learners Group Work Discussion demonstratin Primary
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Subtraction should be Introduction: Facilitator and learners g 10 work and

L1 able to: sing and discuss the song “10 green cards Secondar
[Link] paw paws” -problem y
0-30 Lesson Development: solving Educatio
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of whole e subtraction subtraction as learners observe. -arranging cards Mathema
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30 given numbers as the facilitator (ECD)
3. correctly assists. Grade 2
copy and Step 4: Group feedback. syllabus
complete 3 Step 5: Individual written work as the 2015-
subtraction facilitator guides. 2022
sums. Conclusion: Facilitator asks learners page 42
questions on subtraction
L2 Number -Learners By the end of Demonstration Questioning and -counting 200 Ministry
Operations can count the lesson answer Discussion Group Work Song counters of
up to 40 learners and dance Primary
should be Introduction: Facilitator and learners -identifying and
Subtraction able to: sing and discuss the song “Madhadha 10 work Secondar
[Link] up to ten..” cards y
40 Lesson Development: -Subtracting Educatio
Subtraction [Link] [Link] count to 40 and discuss n
of whole e subtraction on subtraction of whole numbers with -6 word Mathema
numbers of whole the facilitator. -discussing cards tics and
within the numbers in Step 1: Facilitator demonstrates Science
range to 40 the range 0 - subtraction of whole numbers to 40. Infant
40 Step 2: Learners demonstrate demonstratin -0-40 (ECD)
2. correctly subtraction of whole numbers. g numberlin Grade 2
copy and Step 3: Group activities as the es syllabus
complete 3 facilitator assists. 2015-
subtraction Step 4: Group feedback. 2022
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sums. Step 5: Individual written work as the page 42

facilitator guides
Conclusion: Question and answer on
subtraction.
L3 Number Learners By the end of Demonstration Questioning and -subtracting 200 Ministry
Operations can count to the lesson answer Discussion Group Work Song counters of
50 learners and dance Primary
should be Introduction: Facilitator and learners -discussing 10 work and
Subtraction able to: sing a song “10 green paw-paws” cards Secondar
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50 Step 1: Facilitator demonstrates demonstratin Educatio
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numbers of whole subtraction as a class. cards tics and
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50 Step 4: Group feedback. -20 (ECD)
2. correctly Step 5: Individual written work as the -reading numberlin Grade 2
copy and facilitator guides es syllabus
complete 3 Conclusion: Facilitator asks learners 2015-
subtraction questions on subtraction 2022
sums. page 42
L4 Number Learners By the end of Demonstration Questioning and -subtracting Ministry
Operations know how the lesson answer Discussion Group work Song 10 work of
to subtract. learners and dance cards Primary
should be Introduction: Facilitator and learners and
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Subtraction of whole Step1. Facilitator demonstrates - cards n
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numbers the range 0 - calculator. g tics and
within the 50 using the Step 2: In turns learners demonstrate -3 Science
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range to 50 calculator subtraction of whole numbers using calculators Infant

*using the 2. correctly calculators. (ECD)
calculator copy and Step3: Group activities as the -technology Grade 2
complete 3 facilitator assists. use syllabus
subtraction Step 4: Group feedback, 2015-
sums using a Step 5: Individual written work as the 2022
calculator. facilitator guides -sequencing page 42
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questions on subtraction
L5 Number Learners By the end of Group work Demonstration Question -adding 0-30 Ministry
Operations can subtract the lesson and answer - number of
objects. learners Introduction: Facilitator and learners demonstratin line Primary
should be sing a song “Ten green paw paws” g and
Subtraction able to:- Lesson Development Secondar
of whole 1. subtract 2 Step 1: Facilitator and learners discuss -copying y
numbers to a whole different ways of subtracting whole -10 task Educatio
sum not numbers numbers. cards n
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3. write 10 Step 2: In groups learners subtract -discussing Science
mental sums. given whole numbers as the facilitator 2 sign Infant
assists them. -identifying cards (ECD)
Step 3:-Group presentations. Grade 2
Step 4: Learners write mental sums on syllabus
subtraction as the facilitator dictates. -critical 2015-
Conclusion: Question and answer on thinking 2022
subtraction. page 42

Wee Science -Learners By the end of Song and Dance Discussion Group -listing Ministry 5
k8 Mathematics know some the lesson work Question and answer of Primary different
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and plants. learners Introduction: Facilitator and learners and plants

L1 discovery should be sing the song ‘Sora ratsva’ Identifying Secondary
play able to- Lesson development Education
1. state 3 Step [Link] tour the local Mathemati 5 word
types of environment observing and identifying -naming cs and cards
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types of 3. describe at similarities on parts of the given plants 2015-2022
plants have least 2 as the facilitator guides. page 27 Local
similar parts. similarities Step 4:Groups presentations as the -collecting environ
on parts of a facilitator observes and comments. ment
plant. Step [Link] written work whilst
[Link] and facilitator monitors.
label parts of Conclusion-Question and answer on
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know some the lesson work Discovery of Primary the
plants learners Question and answer -naming and environ
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are grown able to- learners sing the song ‘Dedezengera.’ Education
while others 1. state 3 Lesson development Describing Mathemati 3 word
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grow grow facilitator moves around assisting. grade 2)
naturally. naturally. Step 3. Group presentations. discussion syllabus
[Link] 2 Step 4. Individual written work whilst page 27
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4. complete Conclusion-Question and answer on
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3 sentences plants that grow naturally.

on natural
plants.
L3 Plants Learners By the end of Song and Dance Discussion Group -naming Ministry Plants in
know some the lesson work Question and answer of Primary the
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are grown should be learners sing the song ‘Dede Secondary garden
while others able to- zengera…’ -drawing Education
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are grown. 3. draw 3 are grown whilst facilitator assists. syllabus foodstuff
plants that [Link] presentations. -discussion page 37 s
are grown. Step 4. Individual written work whilst
4. complete 3 the facilitator assists.
given Conclusion: Question and answer on 6 word
sentences on plants that grown. cards
plants that
are grown.
L4 Science -Learners By the end of Songs and rhymes Field trip; -naming Ministry 3 flowers
Mathematics know some the lesson Discussion Group work ; of Primary
and plants that learners Question and answer -identifying and
discovery are edible. should be Introduction- Outdoors, facilitator and Secondary Local
able to- learners sing ‘Dudu muduri…. naming Education environ
1. name at plants’ Describing Mathemati ment
Plants least 3 plants Lesson development cs and
that are Step [Link] name plants that are science
dangerous dangerous and poisonous. -drawing Infant 4 word
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are dangerous poisonous. plants whilst facilitator assists. -colouring grade 2)
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and [Link] at Step [Link] groups learners describe syllabus

poisonous. least two dangers of poisonous as the facilitator Discussing page 37 2
plants that moves around assisting. pictures
are dangerous Step [Link] presentations. -observing of
and Step [Link] written work. poisonou
poisonous. Conclusion: Question and answer on -writing s plants.
3. complete 3 dangerous and poisonous plants.
given
sentences on
dangerous
and
poisonous
plants.

L5 Science Learners By the end of Songs and rhymes Field trip; -naming Ministry -local
Mathematics know a the lesson Discussion Group work ; of Primary environ
and variety of learners Question and answer -describing and ment
discovery plants. should be Introduction- Facilitator and learners Secondary
able to- sing ‘dudu muduri…naming plants -drawing Education
Plants 1. name at outside the classroom. Mathemati
least 3 plants Lesson development cs and -plants
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plants grow 2. describe growing outside. -discussing Infant in
in different different Step [Link] tour observing places (ECD- different
environments places where where some plants are growing. -observing grade 2) places
. different Step [Link] groups learners describe syllabus
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on different grown. the facilitator assists. -writing 6 word
environments 3. draw Step [Link] feedback. cards
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growing in facilitator guides.
different Conclusion: Question and answer on
places where plants are grown.
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[Link] 3
given
sentences on
different
environments
where plants
are [Link]
rice grow in –
areas[dry
/swampy]

Wk Number and Learners By the end of Discussion Group work Questioning -saying -20 Ministry
9 Science know the lesson and answer different of
L1 concepts ordinal learners Introduction: Learners play a race and objects Primary
numbers 1st should be talk about people’s positions. identifying and
to 10th able to:- Lesson Development Secondar
Number 1. say ordinal Step 1: Facilitator assists learners -matching -5 game y
numbers 1st to say ordinal numbers 1st to 14th. diagrams Educatio
to 14th Step 2: Learners say ordinal positions -reading n
Ordinal [Link] of people/objects. -14 Mathema
numbers 1st numbers 1-14 Step 3: In groups learners read ordinal -discussing numeral tics and
– 14th in ordinal numbers 1st to 14th. cards Science
form Step 4: Group presentations. -writing Infant
3. write Step 5: Individual written work on -answering (ECD-
ordinal writing numbers in ordinal form from -14 Grade 2)
numbers 1st - 1-14 ordinal Syllabus
14th Conclusion: Facilitator asks questions cards page 41
on numbers and their ordinal names.
L2 Number and Learners By the end of Games and Rhymes Discussion -saying 4 pictures Ministry
Science know the lesson Questioning and answer Group work in a of
concepts ordinal learners Introduction: Learners run a race and -naming sequence Primary
numbers should be say each other’s ordinal positions and
1stvto 14th. able to: - Lesson Development -identifying Number Secondar
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Number 1. say ordinal Step 1: Learners practise saying cards 1-15 y

numbers in ordinal numbers 10-15th . completing Educatio
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numbers 10 – 10th-15th ordinal number to words as the -answering Ordinal Mathema
15th 2. play an facilitator guides. number tics and
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3. complete ordinal numbers to words 15th Infant
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ordinal picking,reading and writing ordinal 2)
numbers number as the facilitator assists. 0-20 Syllabus
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facilitator guides. line
Conclusion: Question and answer on
ordinal numbers
L3 Number and Learners By the end of Song and Dance Discussion Group -saying Ordinal Ministry
Science know the lesson, work Questioning and answer number of
concepts ordinal learners Introduction: Facilitator and learners positioning cards Primary
numbers 1st should be sing a number song and
to 15th able to:- Lesson Development -reading Secondar
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numbers numbers races as the facilitator monitors. 0-16 Educatio
from 10st- 10th-16th. Step 2: In turns learners say out their matching number n
16th 2. position positions. -writing line Mathema
numbers 10th- Step 3: Learners read and position discussing tics and
16th numbers 10th-16th in order . Science
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numbers10th- matching numerical to ordinal -naming play area (ECD-Gr
16th in ordinal numbers. 2)
form Conclusion: Facilitator asks learners Syllabus
questions on numerals and their page 41
ordinal names .
L4 Number and Learners By the end of Games and Rhymes Discussing -counting 10 objects Ministry
Science know the lesson Questioning and answer Group work of
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concepts ordinal learners Introduction: Learners run a race and positioning Number Primary
numbers 1st should be identify each other’s positions cards and
to 16th able to:- Step 1:Class practice counting in matching 1st-17th Secondar
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numbers correctly facilitator’s assistance. associating 0-30 Educatio
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positions of people/objects. answering 10 work Science
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3. answer 2 facilitator assists. with 20 Gr ade
questions on Conclusion: Facilitator asks questions objects/pe 2)
ordinal on ordinal positions ople Syllabus
positions page 41
L5 Number and Learners By the end of Song and Dance Group work -counting 0-18 Ministry
Science can order the lesson Discussion Questioning and answer number of
concepts objects learners Introduction: Facilitator and learners line Primary
should be sing a number song Identifying and
able to :- Lesson Development 18 ordinal Secondar
Number 1. say ordinal Step 1:Learners say ordinal numbers positioning number y
numbers in 10th-17 with the facilitator’s help. -writing cards Educatio
the range10th Step 2: Learners position ordinal 3 word n
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numbers 2. position Step 3: Facilitator introduces the 18th tics and
from 10th-18th objects in ordinal number. Answering Science
order Step 4:Group activities whilst the 10 task Infant
3. write facilitator moves around assisting. discussing cards (ECD-Gr
ordinal Step 5: Group feedback. 2)
numbers1st- Step 6: Individual written work. Syllabus
18th Conclusion: Question and answer on page 41
ordinal positions .
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Wk Science Learners By the end of Songs and dance Discussion -naming Ministry -1 chart
10 Mathematics know the lesson Group work Games and Rhymes of Primary showing
L1 and animals in learners Introduction- Teacher and learners and domestic
discovery their should be sing ‘I wake up in the morning’ -drawing Secondary animals
play environmen able to- Lesson development Education
t. 1. name at Step [Link] name domestic Mathemati -10 word
least 5 animals as the facilitator assists. -writing cs and cards
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animals. on uses of domestic animals. Infant -local
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3. describe Step 4. Individually learners complete -describing
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gives us ….. least 2 Conclusion-Question and answer on pictures
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3. A hen animals domestic
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Mathematics animals in te lesson Group work Games of Primary showing
and their learners Introduction- Teacher and learners and wild
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[Link] at Step [Link] name and identify Mathemati
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animals. [Link] and learners discuss science cards
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have different least 5 wild Step [Link] groups learners (ECD- -local
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Wild 3. describe at facilitator assists. -discussing syllabus ment

Animals least 2 uses Step 3. Group presentations on uses of page 37
1. An of wild wild animals. -describing -6
elephant animals Step 4. Individually learners draw an pictures
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2. A rhino complete facilitator guides. animals
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L3 Science -Learners By the end of Songs and rhymes Discussion -naming Ministry -1 chart
Mathematics know the lesson Group work Games of Primary showing
and animals in learners Introduction- Teacher and learners Identifying and domestic
discovery their should be sing ‘Pane zvakafanana’ Secondary animals
play environmen able to- Lesson development Drawing Education
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have different 2. compare [Link] and learners discuss Infant -local
features. the features on the differences in animal features. -discussing (ECD- environ
on given Step [Link] compare animals as the -describing grade 2) ment
animals. facilitator guides. syllabus
3. complete 3 Step 3. Group presentations. page 37 -6
sentences on Step 4. Individual written work as pictures
the facilitator monitors. of wild
differences in Conclusion-Learners answer questions animals
animals. on animal differences.

L4 Science -Learners By the end of Songs and rhymes Discussion naming Ministry 1 chart
Mathematics can the lesson Group work Games of Primary showing
and compare learners Introduction- Teacher and learners identifying and animals
discovery animals in should be sing ‘Fanana, fanana’ Secondary
play their able to- Lesson development drawing Education -10 word
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environmen 1. identify at Step 1. With the aid of pictures Mathemati cards

t. least 3 wild learners identify animals as the writing cs and
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2. compare Step2. Facilitator and learners discuss discussing Infant environ
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have similar animals. facilitator moves assisting. page 37 pictures
features. 3. complete 3 Step [Link] presentations as the of
sentences on facilitator assists. animals
the Step 4. Individual written work.
similarities in Conclusion-Question and answer on 10 task
animals. animal similarities. cards
L5 Science -Learners By the end of Songs and rhymes Discussion Naming Ministry 1 chart
Mathematics know the lesson Group work Games of Primary showing
and animals in learners Introduction- Teacher and learners Drawing and animals
discovery their should be sing ‘Ndikasangana nenzou.’ Secondary
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animals. Step2. Facilitator and learners discuss science
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features. on animals. given animals whilst the facilitator comparing syllabus
3. complete 3 guides. page 37
sentences on Step 3. Group presentations. -6
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and wild similarities in facilitator monitors. of
animals. Conclusion. Questioning on animals
similarities on animals.
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Wee Measures Learners By the end of Song and Dance Questioning identifying - 12 word Ministry
k 11 know time the lesson Discussion cards of
Time such learners Introduction: Facilitator and learners -relating Primary
L1 morning ,aft should be sing the song “Those born in” -one chart and
-recognising ernoon and able to: Lesson development -explaining showing Secondar
months of the evening 1. identify 2 Step: Learners identify months of the the year y
year months of the year as the facilitator guides. -describing calendar Educatio
year Step1:Learners read names of months n
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The --- names of Step2: Learners arrange months of the 10 work tics and
month is months of the year with the help of the facilitator. cards. Science
January year Step3: Group activities as facilitator Infant
2. The third 3. arrange guides. ( ECD-
month is--- months in Step4: Group report back. Grade2)
order Step5: Learners complete sentences as Syllabus
4. complete 3 the facilitator guides. 2015-
sentences on Conclusion: Facilitator asks learners 2020
months of the questions on months of the year page 44
year.
L1
L 2 Measures Learners By the end of Rhymes and Songs Questioning and identifying - 6 word Ministry
know time the lesson Answer Discussion cards of
such learners Introduction: Facilitator and learners Primary
Time morning should be sing the song “Early in the morning..” relating and
afternoon able to: Lesson development -10 clock Secondar
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on clock hour hand clock face and discuss on hour and minute Educatio
2. read 3 minute hands. explaining and hour n
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and minute time minute hand with the help of the -describing tics and
1. The --- 3. illustrate facilitator. Science
hand is short the clockwise Step3:Group activities as facilitator Infant
direction in guides. 10 task ( ECD-
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the clock. Step4: Group feedback cards Grade2)

4. complete 3 Step5: Individual written work as the Syllabus
given facilitator assists. 2015-
sentences on Conclusion: Facilitator asks learners 2020
time. questions on time. page 44

L3 Measures Learners By the end of Rhymes and Songs Questioning and Identifying - 4 word Ministry
know time the lesson Answer Group work Discussion cards of
such learners Introduction: Facilitator and learners Primary
morning should be sing the song’Early in the morning’ relating -10 clock and
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on clock hour hand on Step2: Facilitator demonstrates telling n
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[Link] time on Step3: Learners tell time shown in templates/ tics and
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and minute clocks Step4: Group feedback Infant
3. draw Step5: Individual written work on ( ECD-
-telling time clock faces telling time as the facilitator assists. Grade2)
to hour and write the Conclusion: Facilitator asks learners Syllabus
time shown. questions on time 2015-
2020
page 44
L4 Measures Learners By the end of Poems and Rhymes Question and -identifying - 10 word Ministry
can tell time the lesson Answer Discussion Group work cards on of
to an hour. learners Introduction: Facilitator and learners -relating days Primary
Time should be sing the song Early the morning -one chart and
able to: Lesson development -explaining showing Secondar
[Link] time on Step1: Facilitator shows learners a the year y
-Telling time given clocks clock face and they identify hour and -describing calendar Educatio
on clock 2. read time minute hands. -10 clock n
half past to half Step2: Facilitator demonstrates telling faces with Mathema
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hourly. time to half hour. minute tics and

3. draw Step3:In groups learners tell time to and hour Science
clock faces half hour with the help of the hand Infant
and write the facilitator. ( ECD-
time to half Step4: Group feedback Grade2)
hour. Step5:Individual written work as the Syllabus
facilitator assists. 2015-
Conclusion: Facilitator asks learners 2020
questions on time. page 44
L5 Measures Learners By the end of Poems and Rhymes Question and -identifying - 10 word Ministry
Time know time the lesson Answer Discussion Group Work cards on of
such learners Introduction: Facilitator and learners -relating days Primary
-Recognize morning should be sing the song “Seven days to make a -one chart and
days of the afternoon able to: week. -explaining showing Secondar
week and evening 1. identify 3 Lesson development days of the y
-Telling time activities of Step1: Learners read and identify -describing week Educatio
the days. activities of the day. -10 work n
2. read 3 Step2: Facilitator demonstrates cards Mathema
words on matching activities to time -chart with tics and
time. Step2: In groups learners describe activities Science
3. complete 3 activities done on different days of the Infant
given week with the help of the facilitator. ( ECD-
sentences. Step3: Group report back. Grade2)
4. match Step4: Individual written work as the Syllabus
activities to facilitator assists. 2015-
time Conclusion: Facilitator and learners 2020
sing rhymes of the days. page 32
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Wk Revision -Learners Learners Songs and rhymes Discussion -matching Mathemati -objects
12 Mathematical can name should be Investigation Group work; -naming cs and in the
play shapes able to: 1. Learners identify objects with -identifying science local
1. match pictures with the teacher’s help -discussing Infant environ
-matching familiar 2. Learners match familiar pictures to -ordering (ECD- ment
objects, shapes in groups whilst facilitator grade 2) -pictures
-ordering pictures and moves around assisting. syllabus -play
Shapes shapes. 3. Learners arrange objects and page 34 areas
2. arrange pictures according to shape -
construction objects and 4. Learners arrange objects and container
pictures pictures according to width and length. s of
according to 5. Facilitator helps learners to make different
length and pictures using shapes shapes
width.
3. make
pictures using
shapes.
4. complete 5
sentences on
objects and
shapes.
Wk Revision Learners are By the end of Demonstration Discussion; -describing Mathemati -1 chart
13 Science aware of the lesson Investigation Group work; cs and showing
mathematics concepts learners Question and answer science body
and discovery taught. should be 1. Learners identify different parts of -discussing Infant parts
play able to-1. the human body and senses. (ECD- -outdoor
name 2 2. Learners describe forms of water grade 2) play
Human body different with help of the facilitator. -drawing syllabus areas
Human parts of the [Link] identify the similarities on page 27 -water
senses. human body. parts of different plants. container
Water 2. describe 2 4. Learners identify the uses of -identifying s
forms of different animals whilst facilitator -1 chart
Plants water. assists. showing
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3. state 3 5. Individual written work -naming uses of

Animals types of water
plants and
identify
similarities.
4. identify 3
uses of
animals.

Wk Revision Learners By the of the 1. Learners count and say numbers to -comparing -number Ministry
13 know lesson 50. line to 50 of Pry &
numbers to learners 2. Learners arrange given numbers. Secondar
Numbers and 50. should be 3. Comparing numbers to 50 with the -identifying -10 y Edn
Revi Science able to: facilitator’s help. number Mathema
sion Concepts 1. count and strips tics and
say numbers -counting Science
to 50 -10 Infant
2. arrange numeral (ECD)
–Numbers numbers to cards Gr 2
0-50 50 in -arranging syll.2015
ascending -10 work -2022
and cards page 41
discending
order.
3. compare
numbers to
50
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Wk Revision Learners By the end of 1: Learners counting in ascending -counting 0-30

14 can count the lesson order up to 50 2: Learners identify -identifying number Mathema
Number and up to 50 learners given numbers in the range 0-50 - writing line tics and
Science should be 3: Groups activities and feedback. -discussing -30 Science
Concepts able to: 4: Individual written work as the -answering number Infant
1. revise and facilitator assists cards (ECD)
consolidate Conclusion: Question and Answer on Grade 2
-counting their numbers to 50 syllabus
knowledge 2015-
on numbers 2022
to 50. page 41