DAILY LESSON PLAN

WEEK ENDING: 17th January,2025. DAY: MONDAY YEAR: 5

SUBJECT: MATHEMATICS UNIT: 1 DATE: 13th January, 2025.
TOPIC: ANGLES FOCUS: Understanding and measuring angles and accurately recording angles
SUB TOPIC: Understanding and Recording Angles in using the degree symbol (°).
Degrees
PRIOR LEARNING: Identifying and defining angles
Key words: angle, degrees, compare,
Activities

achievement
Evidence of
Framework

(See notes below re: differentiation details, etc.)

Learning Success
W: Whole Class; G: group; I: Individual Resources
Timing

Objectives Criteria
Ref:

Description W/G/I

Learners will: Learners should Starter: (Activating prior Protractors Q/A

5 mins be able to: knowledge)
i) understand W Rulers
i) measure angles
what an angle is, correctly. Begin by asking learners what they
how to measure know about angles. Whiteboard
it, and how to and markers
ii) record angle
record angles Explain that an angle is formed when
measurements Angle
using the degree with the degree two rays meet at a common endpoint
called a vertex. worksheets
symbol (°). symbol correctly. D
Angle
15 flashcards
Mins
Introduce the degree symbol (°):
warm up activities:
 Show students a protractor and
explain that angles are measured in
degrees.

Write “degrees” on the board and

emphasize that the degree symbol (°)
is used to record the size of an angle.

Show examples: 45°, 90°, 120°.

Direct Instruction/Facts

Parts of an Angle:
15
minutes Explain the key parts of an angle: the
vertex (where the rays meet) and the
arms (the rays that form the angle).

Draw a simple angle on the whiteboard

(e.g., 45°) and label the vertex and
arms.

Using a Protractor:

Demonstrate how to use a protractor

to measure an angle.
 Start by aligning the protractor’s
midpoint with the angle’s vertex.

Explain how to read the scale on the

protractor to measure the angle in
10 degrees.
minute
s Show how to record the angle
measurement with the degree symbol,
e.g., 60°.

Guided Activity

Measuring Angles Together:

Provide a few different angles on the

board (e.g., 30°, 45°, 60°).

Have learners take turns measuring

these angles with protractors and
recording them with the degree
symbol.

Independent Activity
Learner’s work on more worksheets
and some exercises in their
Cambridge primary mathematics
learner’s or workbook 5.
5 Plenary:
MINS G
Quickly review the steps to measure and
record angles using a protractor.

Emphasize the importance of writing the

angle measurement with the degree symbol
(°).

Assessment:

Observe learners during guided and

independent practice to ensure they are
using protractors correctly and recording
angles with the degree symbol.
LA: Provide more one-on-one support with prompts Homework: assigned from Cambridge primary Q&A: question
on measuring the angles with the protractor, the mathematics workbook or learner’s book 5. and answer
point to place the protractor and emphasis on usage D: discussion
of the degree symbol. O: observation
M: marked
HA/MA: Have learners create their own angles with
rulers, measure them, and record the measurements
using the degree symbol.
 DAILY LESSON PLAN
WEEK ENDING: 17th January, 2025. DAY: TUESDAY YEAR: 5
SUBJECT: MATHEMATICS UNIT: DATE: 14th January, 2025
TOPIC: ANGLES FOCUS: identifying, measuring, and understanding reflex angles.
SUB TOPIC: Estimating and Comparing Angles
PRIOR LEARNING: Understanding and Recording Angles in Degrees
Key words: compare, degrees, right angle acute angle, obtuse angle, angle
Activities

achievement
Evidence of
Framework

(See notes below re: differentiation details, etc.)

Learning Success
W: Whole Class; G: group; I: Individual Resources
Timing

Objectives Criteria
Ref:

Description W/G/I

Learners will: Learners should Starter: Whiteboard Q/A

5 mins be able to: Begin the lesson by reviewing basic and markers
i) understand the i) identify reflex angle types (acute, right, obtuse, and W
Protractors
concept of reflex angles. straight angles). Rulers
15 mins
angles. 1) Acute angle: less than 90° Worksheets
ii) explain that a 2) Right angle: 90° with diagrams
ii) be able to
reflex angle is 3) Obtuse angle: greater than 90° of angles
identify reflex
greater than but less than 180° (including
angles in
180ᵒ but less 4) Straight angle: exactly 180° reflex angles) D
different shapes
than 360ᵒ Angle
and objects.
Introduce Reflex Angle: Flashcards
iii) learn how to iii) can use a What is Reflex Angle?
measure reflex protractor to It is an angle whose measure is https://www.y
 angles using a measure reflex greater than 180° but less than outube.com/wa
protractor. angles 360° is termed as a reflex angle. It tch?app=deskt
appropriately. is the angle that lies on the opposite op&v=lxkqJc3P
side of any given acute, obtuse, and 40E
right angle. A reflex angle and its
corresponding angle together form a https://www.g
complete angle of 360°. oogle.com/sea
15 mins rch?sca_esv=3
Have learners repeat the definition of c15eeedadbae
a reflex angle and ask them to give 5b0&rlz=1C1V
examples of where they might see DKB_enGH112
these types of angles in real life (e.g., 0GH1120&q=w
door corners for right angles, a slice hat+is+reflex+
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for obtuse angles). on+to+angle&u
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Show a large circle, labeling one side
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of the angle from 0° to 180°, and the
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other from 180° to 360° to illustrate
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where reflex angles fall.
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Demonstration: O6L3JyJJclJ
10 mins
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Use a protractor to show how to ESJehObpS5j
measure both regular angles (less g6J88CCM-
than 180°) and reflex angles (greater RK72qUv4GOv
than 180°). Bp3LxAsC-
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Demonstrate measuring an acute
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Then, demonstrate measuring a reflex fEVibRmxJCz
angle using the protractor. Focus on mEqh53sBnJM
measuring the angle greater than LdHFyYMnh1J
180° but less than 360°. 8SLKdTBIS0c
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Example: If one part of an angle
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measures 120°, the reflex angle is
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360° - 120° = 240°.
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Draw angles on the whiteboard for KgLegQIExAB
learners to see. &biw=1366&bi
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safe=active&s
Independent activity sui=on
Learner’s work on worksheets and
some exercises in their Cambridge
primary mathematics learner’s book 5.
Assessment:

Monitor learners as they measure

angles and draw their own angles to
ensure understanding.

Check for accuracy during the sorting

activity and when learners present
their drawn angles.
5 mins Plenary:
Review the key points about types of G
angles and ways they can be identified.
Ask a few learners to tell they were able
to identify the angles and if it was easy to
sort and draw. O

LA: Provide more one-on-one support with the Homework: assigned from Cambridge primary Q&A: question
protractor. mathematics workbook or learner’s book 5. and answer
D: discussion
HA/MA: Challenge them to identify angles in more O: observation
complex shapes or measure angles in larger M: marked
geometric figures.
 DAILY LESSON PLAN
WEEK ENDING: 17th January, 2025. DAY: WEDNESDAY YEAR: 2024/25
SUBJECT: MATHEMATICS UNIT: 4 DATE: 15th January, 2025.
TOPIC: ANGLES FOCUS: understanding digital clocks, identifying time, recording time
SUB TOPIC: Reading and Recording Time and applying real-life scenarios, such as schedules or routines and
Using Digital Clocks. importance of telling time.
PRIOR LEARNING: Reading and Recording Time Using Analogue Clocks
Key words: digital, a.m., p.m., hours, minutes, seconds
Activities

achievement
Evidence of
Framework

(See notes below re: differentiation details, etc.)

Learning Success
W: Whole Class; G: group; I: Individual Resources
Timing

Objectives Criteria
Ref:

Description W/G/I
 Learners will read Learners should Starter: Digital clock Q/A
5 mins and interpret be able to: Recap on reading and recording time images
W
time displayed on Record time using the analogue clock. (printed)
digital clocks. accurately in
both digital andIntro: Whiteboard
written formats.Begin with a discussion about time. and markers
Ask learners what time it is and how
Apply their Worksheet
they know.
understanding of Show an image of a digital clock. Ask with digital D
time to solve clock faces
learners to share what they notice
simple word and word
about the clock.
problems. problems
10
Reading Digital Clocks:
Mins Flashcards
Display various digital clock images with different
showing different times. times (e.g.,
8:30, 12:15,
Explain how to read digital time (e.g., 3:45)
"The first number is the hour, and the
second is the minutes").

Model reading times such as 7:45,

10:05, and 12:30.

Writing Digital Time:

Show how to write the time from a

digital clock in words (e.g., 7:45 is
 "seven forty-five").

Discuss the format (hours and

minutes) and the use of a colon.

Class Activity:
Pass out flashcards with different
15
minutes times.
In pairs, have learners take turns
reading the time on their card and
writing it down.
After 5 minutes, ask a few pairs to
share their times with the class.

Group Exercise:
On the whiteboard, display a few
digital clock images.
Ask learners to volunteer to read the
time aloud and write it in words on the
board.

15 Independent Practice/Class
minutes Exercise:
Assign class work from the Cambridge
primary mathematics learner’s and or
workbook 3, allow learners work
independently while providing support
as needed.
5mins Plenary:
G
Recap the key points about reading and
writing time in digital clocks.
Invite a few learners to share their
answers from the workbook/learner’s book.

Ask each learner to write one time they

learned today on a sticky note and place it
on the board.

LA: provide additional visuals and one-on-one support. Homework: assigned from Cambridge primary Q&A: question
mathematics workbook or learner’s book 3 and answer
HA/MA: Offer advanced problems for students who D: discussion
grasp the concept quickly.
O: observation
M: marked
 Notes:
Organization: Assessment:
Monitor student participation during guided Extensions:
practice.  Challenge advanced students to create their own digital clock drawings and
Review completed worksheets for understanding write time-related problems for their peers.
and accuracy in reading and recording time.  Incorporate a real-world scenario where students have to plan an event, using
Collect exit tickets to gauge individual times in digital format.
understanding.

Homework: assign home work to learners from the Cambridge Q&A: question and
answer
primary mathematic workbook or learner’s book 4.
D: discussion
O: observation
M: marked
 DAILY LESSON PLAN
WEEK ENDING: 11th October, 2024. DAY: THURSDAY YEAR: 3
SUBJECT: MATHEMATICS UNIT: 4 DATE: 10th October, 2024
TOPIC: TIME FOCUS: reading analogue and digital clocks, converting between formats,
understanding time intervals and real-life applications.
SUB TOPIC: Linking Analogue and Digital Times
PRIOR LEARNING: Reading and Recording time using digital clocks.
Key words: digital, a.m., p.m., hours, minutes, seconds, analogue, o’clock
Activities

achievement
Evidence of
Framework

(See notes below re: differentiation details, etc.)

Learning Success
W: Whole Class; G: group; I: Individual Resources
Timing

Objectives Criteria
Ref:

Description W/G/I

Learners will Learners should Starter: Analogue Q/A

5 mins understand be able to: Recap on reading and recording time clock model
W
concepts of time using digital clocks. (or clock
and link analogue Apply concepts face
and digital clocks. of analogue and Intro: diagrams)
digital reading Hook: Ask students what they think
and recording time is and why it’s important. Discuss Digital
of time. everyday scenarios where they use clock
time (e.g., school schedule, bedtime). visuals D
Read and (projector
Introduction to Clocks: Show an
15 interpret time or
Mins analogue clock and a digital clock side
on both printouts)
by side. Discuss the main components
analogue and
 digital clocks. (hour hand, minute hand, the hour and Worksheets
minute on digital clock display). with analogue
Analogue Clock Explanation: and digital
Explain how the hour hand and minute time questions
hand work.
Demonstrate how to tell time on an Markers and
analogue clock (e.g., 3:00, 3:15, 3:30, whiteboard
etc.).
Clock
Use a model clock to show different
manipulatives
times.
(e.g., paper
Digital Clock Explanation:
plates with
Explain how to read a digital clock
clock hands)
(e.g., 3:00, 3:15, 3:30).
Highlight the difference in formats Analogue and
(e.g., AM/PM). digital clocks
Linking Both:
Show how to convert analogue time to
digital time and vice versa.
Give examples on the whiteboard.

10 Guided Practice
minutes
Clock Matching Activity: Hand out
worksheets with pictures of analogue
clocks and digital clocks.
 Learners will match analogue times to
their digital counterparts.

Pair students to discuss their answers

and reasoning.

Clock Manipulatives:
Using clock manipulatives, have
learners create specific times (given
by the facilitator) on both analogue
and digital formats.

10
Independent /Class Exercise:
minutes
Assign class work from the Cambridge
primary mathematics learner’s and or
workbook 3, allow learners work
independently while providing support
as needed.
5mins Plenary: G
Recap key points about how to read both
types of clocks. Ask a few students to
share what they learned.
Have each learner write one fact they
learnt about telling time and one question
they still have.

Extensions: For learners who grasp the concepts quickly, introduce

concepts of elapsed time (e.g., "If it’s 2:00 PM now, what time will it be
in 1 hour and 30 minutes?").
LA: Provide additional visuals and one-on-one Homework: assigned from Cambridge primary Q&A: question
support. mathematics workbook or learner’s book 3 and answer
D: discussion
HA/MA: Offer advanced problems for learners who O: observation
grasp the concept quickly. M: marked
Assessment: Monitor student participation during
guided practice.
Organization: Art and design facilitator involvement in the
making of the paper clocks