TERM 5 MATHEMATICS
Mr Mwenelupembe notes
Documented by Francis Chiwaya. IPTE 14,
Class MA
PROCEDURE WHEN INTRODUCING HOURS
1. Have clock faces and ask learners to study the long
hand and the short hand.
2. Establish that the long hand must point at the number
12 and the short hand must point at a number
representing that hour. Thus the short hand shows hours.
3. Set the clock to an hour such as 5 o'clock.
4. Tell learners to read the set time as 5 o'clock. Help them
to pronounce correctly.
5. Let them practice telling different times in hours.
PROCEDURE WHEN INTRODUCING HALF PAST
1. Have a clock face
2. Move the long hand from 12 to 6 in clockwise direction
and the short hand between any two numbers (why?)
2. Ask learners to read the time to the hour before the
hand such as half past 8. Assist them to pronounce
correctly.
3. Let the learners practice reading and setting different
times to half an hour.
PROCEDURE WHEN INTRODUCING QUARTER
PAST HOUR
1. Have a clock face.
2. Revise reading and setting time to half past.
3. Move the long hand from 12 to 3 clockwise (why) and
and the short hand to a point near the preceeding hour.
4. Ask learners to read the set time like quarter past 12.
Help them to pronounce correctly.
5. Let them practice reading and setting times to quarter
past.
PROCEDURE WHEN INTRODUCING QUARTER
TO HOUR
1. Have a clock face.
2. Revise reading and setting time to half past.
3. Move the long hand from 12 to 9 clockwise (why) and
and the short hand to a point near the proceeding hour
(why).
4. Ask learners to read the set time like quarter to 5. Help
them to pronounce correctly.
5. Let them practice reading and setting times to quarter
to the hour.
THE PROCEDURE WHEN INTRODUCING TIME
TO 1 AND 5 MINUTES PAST THE HOUR
1. Draw 2 number lines in paper strips and put them side
by side. Mark the first paper strip 0 to 12 equal division
representing numbers on analog clock face. Mark the
second paper strip 0 to 60 equal divisions.
2. Establish that when the long hand moves from 0 to 12,
the shorter have moves 1 hour. At the same time, the
longer hand makes 60 movements called minutes. Thus
there are 60 minutes in 1 hour.
3. Fold the number lines to make a circle so that the 12
and the 60 mark have merged with the zero mark.
4. Ask learners to count the number of marks on any two
points on the first circle (i.e the 0 to 12 circle).
5. Help the learners to establish that there are 5 marks
between any two numbers which represent minutes.
6. Ask learners to count the number of minutes in the
following divisions: half hour, quarter past the hour,
quarter to the hour.
ASSIGNMENT 1
1. Explain any two advantages of using non-standard units
of time (4 marks)
2. What are the disadvantages of using the following when
telling time?
a. Cock crow
b. Shadow
c. Digital clock (6 marks)
3. Mention any one misconception that learners may have
when learning about the following concepts:
a. Telling time using cock crow
b. Telling time using position of the sun
c. Telling time using analog clock face
d. Time line using BC and AD
e. Time intervals like jubilees (5 marks)
Formulate a marking key for the follow toing problem:
A journey from CZTTC to Machinga TTC started at
11:49:16am. It ended at 03:03:54pm. Find the time spent
during the journey. (5 marks)
CORRECTION FORTHE ASSIGNMENT 1
1. Advantages of using non-standard units of time
- They are locally available
- Does not require expertise
- Easy to use
2. Disadvantages of the following when telling time
a. Cock
- Is not consistent, i.e they sometimes crow during day
time
b. Shadow
- Is affected by cloud cover
- Length of shadows change during different seasons
which affect time
c. Digital clock
- It requires expertise to operate
- Some digital clocks do not show seconds which affect
accuracy
3. Misconceptions about the following
a. Cock crow
- Children think that whenever a cock crows, it is always
dawn
b. Position of the sun
- The sun moves along the same path throughout the year.
- Position of the sun is always at the same place during
specific time of the day throughout the year. For example,
the sun will always be directly overhead at noon.
c. Analog clock
- It can not tell the 24 hour time mode
- The seconds hand is not important
d. BC and AD
- AD means After Death
- BC years were progressing the same as AD years
e. Time intervals like jubilees
- They are cerebrated by specific people like married
people, missionaries.
- Time intervals include years only and not seconds.
PROCEDURE FOR THE TEACHING OF 2-D AND
1. Ask learners to collect various objects from local
environment
2. Ask them to name the objects
3. Ask the learners to classify the shapes according to
characteristics
4. Let the learners draw the shapes
5. Ask the learners to make the shapes by moulding,
cutting etc.
MISCONCEPTION ON THE TEACHING OF 2-D
AND 3-D SHAPES
1. All four sides 2-D objects are rectangles
2. Learners call some 3-D shapes as 2-D shapes like
sphere as a circle
3. Diagonals of a rectangle cross at right angles
4. Square is always half of a rectangle
5. Rectangles have four lines of symmetry
6. Thin objects like paper are 2-D
7. Thinking that 3-D pictures, figures and diagrams are real
3-D objects e.g. colored photos
WAYS OF HANFLELING THE MISCONCEPTION
OF 2-D AND 3-D
1. Use real objects to explain every concept about 2-D and
3-D shapes.
2. Allow the learners to interact with different shapes in
their local environment.
3. Give different examples of shapes that explain the
misconceptions.
4. Involve learners in practical activities such as drawing,
making the shapes.
ASSIGNMENT
1. Explain why there are no 1-D and 4-D objects. (4
marks)
2. Mention any three things in real life that have each of
the following shapes
a. Conical
b.pyramid
3. Outline an activity that you can do with your learners
to show the difference between 3-D and 2-D shapes.
4. What do the following terms mean?
a. Tetrahedron
b. Polygon
c. Sphere
d.symmetrical
e. Plane shape (5)
PROCEDURE FOR TEACHING CIRCLES AND ITS
PARTS
1. Provide or ask learners to collect different round objects
from the environment
2. Let then name and describe the objects
3. Let them draw a circle to represent the objects on a
sheet of paper.
4. Discuss the meaning of a circle by referring to the
circles
5. Ask learners to cut the sheets of papers to form circles
6. Ask the learners to fold the circular sheets twice to form
lines
7. Help the learners to identify center, radius, diameter and
circumstance.
8. Ask them to draw and label parts of a circle.
9. Give them more practice problems
ACTIVITIES ON 3-D STANDARD 1
Activity 1
Identifying objects
Activity 2
Classify objects according to shape
Activity 3
Classifying objects according to whether they roll or slide
Activity 4
Moulding and modelling objects
Activity 5
Ordering objects according to size
CORRECTION FOR THE ASSIGNMENT
a. Why there are no 1-d shaped objects
- Because a shape cannot be created in one
plane/dimension for example a line is not a shape.
b. Why there are no 4-shape objects
- Because the fourth plane/dimension is only imaginary
and cannot easily be observed.
Examples of conical shapes
ice cream, top of bottles, carrots, funnel
Examples of pyramids
Pharaoh tombs, network towers, some roofs, church
oblisks, brick ovens
Activity for teaching difference between 2-d and
3-d shapes
1. Have different objects.
2. Let the learners name and describe the shapes of the
objects
3. Let the learners draw any one face of the objects.
4. Help them to establish that the drawn shapes are 2-d
shapes.
5. Conclude that all drawings, pictures, images are 2-d
while all real objects are 3-d.
Definitions of terms used in 2-d and 3-d
A- Polygon - any closed figure bounded by three or more
straight lines.
B- Tetrahedron - An object that have four plane surfaces.
C- Sphere - Set of points in space that have the same
distance from the center.
D- Symmetrical - the quality or status of being exact in
size, shape, color e.t.c. of opposite sides of an object to
each other.
E- Plane - A flat surface that is across in one particular
direction.
TEACHING OF LONES, ANDLES AND
TRIANGLES NOTES
TERMS AND CONCEPTS
Line - is a collection of dots which are attached to each
other
Line segment - is part of a line marked by two distinct end
points.
Parallel lines - straight lines in a plane that never meet or
cross throughout their length.
Angle - is a measure of the amount of turn or rotation at a
point from one direction to another.
Triangle - a closed figure bounded by three straight lines.
Degree - a standard unit for measuring angles
INSTRUMENTS FOR DRAWING MEASURING AND
CONSTRUCTING LINES, ANGLES AND TRIANGLES
- Ruler, pencil, rubber, protractor, set square, pair of
compass, tracing paper, folded paper, stencil, letter or
shapes templates.
PRIMARY CURRICULUM EXPECTATION
- Drawing different angles
- Types of angles
- Locating angles in a triangle
- Measuring angles
- Constructing (bisecting) angles
- Types of triangles
- Constructing triangles
REAL LIFE SITUATIONS THAT HELP LEARNERS TO
UNDERSTAND LINES, ANGLES AND TRIANGLES
- Observing structures in the environment like network
towers, buildings, bicycles, road signs, furniture
- Playing games that involve drawing lines, angles and
other shapes.
- Making models or toys using clay, wires, bricks
- Decorating things like toys. They use lines and shapes
IMPORTANCE OF THE CONCEPTS TO LEARNERS
- Learners will be able to describe different shapes in
everyday life.
- It lays a background for future education which involves
drawing and construction such as carpentry, painting,
architecture and civil engineering.
- Appreciate the beauty of objects in life due to
combination of lines or other shapes.
MODELLING OF ANGLES AND TRIANGLES
- Body part shapes such as stretching two fingers to form
an angle.
- Joining sticks to make angles and triangles.
- Sticking seed on paper to make triangles
- Cutting papers to form triangles
- Holding hands to make angles and shapes
- Bending wires to form angles and shapes
EXERCISE
Individually, construct the following angles:
1- 105 degrees
2 - 135 degrees
Construct on a piece of paper.
There is no substitute for determination and hard work in order to
be successful! Perfect practice makes perfect!
Refer to ur *teaching practice file* and search for
one topic in which u assessed ur learners either in
lower/upper primary and the *items* that u *used* .
In ur write up, indicate the subject and topic from
which the assessment items have been drawn.
1 _Identity any 5_ assessment items that u used to
assess ur learners (5 marks)
2 _Analyse_ each of the identified assessment items in
relation to levels of _blooms taxonomy_ . (5 marks)
3. Explain how u ensured that each assessment item
supported learners to develop _higher order skills_ (5
marks)
4 _Describe_ how u ensured that each assessment item
accommodated _learners' diversity_ (5 marks)
EFS QUESTIONS PART 1
1. Why is assessment for learning important to learners?
Give any two
2. Why should a teacher mix questions of different levels
of the Blooms taxonomy in an assessment? Give any two
3. Explain any two ways through which anew teacher can
gather information about a class if there are no records of
work
4. How can one ensure correctness and relevance of
information from Internet? Give any two
5. Describe any two challenges that students may face
when using the Internet
6. How can the use of Internet help enhance the spirit of
life-long learning in practicing teachers? Give any two
7. Describe any two roles of parents in inclusive education
in schools
8. Give any two reasons for writing a fresh lesson plan
when revising a lesson
9. Explain any two challenges in resource management
when lessons are always held outside the classroom
10. Why is it important for schools to develop a Master
Timetable? Give any two
Mention any three measurements from the movement
1 Distance
2. Speed
3. Time
4. Angles
THE TEACHING OF LENGTH, PERIMETER AMD
AREA.
Length
The distance between any two points
OBJECTS USED TO MEASURE LENGTH
strings
Ruler
Books
Strides/ yerds
Arms
STANDARD UNITS
Ruler
Tape
DIFFERENT BETWEEN STRIDES AND YARD
the streching of the leg to make astep.
