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Yearly Scheme of Work Year 5 2011

# Yearly Scheme of Work Year 5 2011

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07/26/2013

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YEARLY SCHEME OF WORK YEAR 5 ( 2011 )
WEEKTOPICLEARNING AREALEARNINGOBJECTIVESPupils will be taughtto:LEARNING OUTCOMESPupils will be able to :SUGGESTED TEACHING ANDLEARNING ACTIVITIES1 – 21.WHOLENUMBER 1.NUMBER TO1 000 0001.Develop numbersense up to1 000 000(i)Name and writenumbers up to1000 000(ii)Determine the placevalue of the digits inany whole number upto 1000 000(iii)Compare value of numbers up to1 000 000.(iv)Round off numbers tothe nearest tens,hundreds, thousands,ten thousands andhundred thousands
Teacher pose number in numerals,pupils name the respective numbersand write the number word.
Teacher says the number names andpupils show the number using thecalculator of abacus, then pupils writethe numerals.
Provide suitable number line scales andask pupils to mark the positions thatrepresent a set of given numbers.
Given a set of numerals, pupilsrepresent each number using thenumber base block or the place valueof every digit of the given number.
Given a set of numerals, pupilscompare and arrange the numbers inascending then descending order.3 - 41.WHOLENUMBER 2.ADDITIONWITH THEHIGHESTTOTAL OF1 000 0002.Add numbers to thetotal of 1 000 000(i)Add any two to fournumbers to 1 000 000
Pupils practice addition using the four-step algorithm of:1.Estimate the Total
2.
Arrange the numbers involvedaccording to place values.3.Perform the operation4.Check the reasonableness of theanswer.
Pupils create stories from givenaddition number sentence.
Teacher Pose problems verbally, i.e.in the numerical form or simplesentences.

Teacher guides pupils to solveproblems following Polya’s four stepmode of:1.Understand the problem2.Devising a plan3.Implementing the plan4.Looking back.5 - 61.WHOLENUMBER 3.SUBTRACTION WITHIN THERANGE OF1 000 0003.Subtract numbersfrom a numbers lessthan 1000 000(i)Subtract one numberfrom a bigger numberless than1 000 000(ii)Subtract successivelyfrom a bigger numberless than1 000 000(iii)Solve subtractionproblems
Pupils create stories from givensubtraction number sentence.
Pupils practice subtraction using thefour-step algorithm of :1.Estimate the sum.
2.
Arrange the numbers involvedaccording to place values.3.Perform the operation.
4.
Pupils Subtract successively by writingthe number sentence in thea) horizontal formb) vertical form
Teacher pose problems verbally i.e.., inthe numerical form or simplesentences.
Teacher guides pupil to solve problemsfollowing Polya’s four-step model of :1.Understand the problem2.Devising a plan3.Implementing the plan4.Looking back 7 - 81.WHOLENUMBER 4.Multiplicationwith the HighestProduct of 1 000 0004.Multiply any tonumbers with thehighest product of 1000 000(i)Multiply up to five digitnumbers witha) a one-digit numberb) a two- digit numberc) 10, 100 and 1000.(ii)Solve problemsinvolvingmultiplication.
Pupils create stories from givenmultiplication number sentencese.g. 40 500 x 7 = 283 500“A factory produces 40 500 batteriesper day. 283 500 batteries are producedin 7 days”
Pupils practice multiplication using the

four-step algorithm of:1.Estimate the product.
2.
Arrange the numbers involvedaccording to place values.3.Perform the operation.4.Check the reasonableness of theanswer.
Teacher pose problems verbally i.e., inthe numerical form or simple sentence
Teacher guides pupils to solveproblems following Polya’s four-stepmodel of :1.Understanding the problem2.Devising a plan3.Implementing the plan4.Looking back ( Apply some of the common strategiesin very problem Solving step )9,10 AND111.WHOLENUMBERS5.DIVISIONWITH THEHIGHESTDIVIIDEND OF1 000 0005.Divide a number lessthan 1 000 000 by atwo-digit number(i)Divide numbers up tosix digits bya) one-digit numberb) 10, 100 and 1000c) two-digit number(ii)Solve problemsinvolving division
Pupils create stories from givendivision number sentences.
Pupils practice division using the four-step algorithm of:1.Estimate the product.
2.
Arrange the numbers involvedaccording to place values.3.Perform the operation.4.Check the reasonableness of theanswer.Example for long division1 3 5 6 2 r 2035 4 7 4 6 9 03 51 2 41 0 51 9 61 7 52 1 92 1 09 07 02 0