MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY …

MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING

AND BASIC EDUCATION KENYA GPE PRIMARY EDUCATION DEVELOPMENT (PRIEDE)

PROJECT EARLY GRADE MATHEMATICS

Teachers' Training Manual

APRIL 2018

PROGRAMME OF ACTIVITIES

DAY 1

TIME

ACTIVITY

8:15 ? 8: 30 am Registration, Welcome and Announcements

8:30 ? 10.15am Infusing aspects of CBC in EGM

10:15? 10:40 am TEA BREAK

10.40 ? 11.10 am EGM grade 3 book walk through

11:10 ? 11:30 am Checklist for a lesson

11.30 ?12.40 pm Operations: Number family

12.40 ? 1.00 pm Multiplication as repeated addition

(Introduction and trainer Activity)

1:00 ? 2:00 pm LUNCH BREAK

2:00 ? 2:50 pm Multiplication Cont'

2:50 ? 4.00 pm Subtraction by Breaking Apart

4:00 ? 5:10 pm Fractions: Quarter and Eighth as part of a group

5:10 ? 5:20 pm Homework

DAY 2

8:15 ? 8:30 am Registration, Welcome and Announcements

8:30 ? 9.40 am Geometry: Patterns using Shapes

9:40 ? 10:50 am Operations: Addition by regrouping using place value apparatus

10:50 ? 11:20 am HEALTH BREAK

11:20 ? 12:30 pm Subtraction by regrouping

12:30 ? 1:10 pm Operations: Division as equal Grouping

1:10 ? 2:10 pm HEALTH BREAK

2:10 ? 2:40 pm Operations: Division as equal Grouping Cont'

2:40 ? 3:50 pm Measurement: Capacity

3.50 ? 4.50 pm Full lesson

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Day 1

Welcome and Announcements - (15 Min; 8.15 am-8:30 am) Welcome the participants and introduce yourselves. Ask them to introduce themselves. Tell them that this is going to be a 2 days EGM training. Post day one agenda and take the participants through. Inform them that to keep track of their daily attendance, they will be required to fill in an attendance sheet every morning and afternoon.

Infusing Competence Based Curriculum (CBC) Aspects in Early Grade Mathematics (15 Min; 8.30am to 8.45am) Introduction Training Outcomes By the end of the training, the participant should be able to:

1. teach Early Grade Mathematics using various strategies. 2. infuse Competence Based Curriculum Aspects in teaching of Early Grade

Mathematics.

Introduction to the preparation documents (30 Min; 8.45 am-9.15 am) A teacher will be required to prepare adequately before delivering an EGM lesson. The documents required for preparation are:

EGM books Handbooks Competence Based Curriculum (CBC) Mathematics activities design EGM books The EGM books in use for grade one and two are being reviewed to conform to the competence based curriculum (CBC). Meanwhile teachers are to use the EGM books together with the handbooks and mathematics activities designs. The grade three EGM books in schools have already been aligned to CBC.

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Handbook A Handbook is a document that has been developed to guide teachers on how to align the existing grade one and two EGM content in the books to the Competency Based Curriculum. It contains the Strands, Sub strands, Specific learning outcomes, Suggested learning experiences, curriculum Assessment and key inquiry question. The handbooks show what is to be covered in each term. The handbooks describe the CBC aspects in detail. It also describes the professional documents and how a teacher is expected to use them in the lesson delivery. The professional documents include Schemes of work, lesson plans, records of work and assessment records. The content in a sub-strand is spread throughout the year. The suggested learning experiences and the learning outcomes are also spread out in the terms proportional to the number lessons. It is therefore important that a teacher refers to the information given in the handbook for guidance when teaching concepts in EGM.

Mathematics Activities curriculum design A mathematics activities design has the following components: National Goals of Education, Level learning outcomes, Essence statements, Strands and sub strands, Specific learning outcomes, Suggested learning experiences, Key Inquiry Question(s), Core competences to be developed, Pertinent and Contemporary Areas to be addressed, Link to values, Link to other subjects, Community Service Learning, Non-formal activity to support learning, Suggested learning and teaching resources, Suggested assessment methods and Assessment rubrics.

Participants Activity (20 Min: 9:15-9:35am) Refer the participants to the Sample Mathematics activities design on appendix 1. Ask them to discuss in groups how the Mathematics Activities Design is organized. Let the participants share their feedback in the plenary.

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Tell the participants that Mathematics content is organized in terms of strands and

sub-strands.

In Early Years, mathematics has 3 Strands namely; Numbers, Measurement and

Geometry.

Sub-strands under each strand are as:-

Display on a flip-chart

STRAND

SUB-STRANDS SUB-STRANDS SUB-STRANDS

GRADE 1

GRADE 2

GRADE 3

1. Numbers

Number

Number

Number

Concept

Concept

Concept

Whole

Whole numbers Whole numbers

numbers

Fractions

Fractions

Addition

Addition

Addition

Subtraction Subtraction

Subtraction

Multiplication Multiplication

Division

Division

2. Measurement Length

Length

Length

Mass

Mass

Mass

Capacity

Capacity

Capacity

Time

Time

Time

Money

Money

Money

3. Geometry

Lines

Lines

Lines

Shapes

Shapes

Shapes

Feedback on infusion of CBC aspects in EGM (40 Min: 9.35-10.15) The CBC was introduced in the country in 2017. Teachers were trained on the infusion of CBC aspects in EGM. It is therefore important to share on the successes and challenges on the infusion of CBC aspects in EGM and suggest ways of overcoming the challenges.

Participants' Activity Ask the participants to discuss in groups on the status of infusion CBC aspects in EGM. Let them share on the successes and the challenges of the implementation and suggest on the mitigation measures. Ask the participants to give feedback and hand in a copy of the same to the trainer.

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Health Break (25 Min: 10.15-10.40)

Grade 3 EGM book walk through (30 Min: 10.40- 11.10)

Show participants a Teacher's guide and a Pupil's book. Allow them 10 minutes to interact with the books. Tell them that each pupil will get a pupil's book while each teacher teaching grade 3 will get both the Teacher's Guide and the Pupil's book. Ask the participants the following questions:

1. How do you get the total number of lessons in a sub-strand? 2. How many lessons are there in each term? 3. How is content for a given sub-strand organized in the book? 4. How is content for a particular lesson organized? Allow an interactive session where the participants discuss more on the books. Pupil's Book The pupil's book is not a work book. Therefore, learners need to have an exercise book for their work. The illustrations in the frame are for both the learner and teacher's reference. These can also be used to enhance support from home. There are 55 lessons for term one, 55 for term two and 40 for term three. The Teacher's guide Preliminary pages in the teacher's guide have information on the CBC aspects. The lessons in each sub-strand are distributed across the year for the learner to continue interacting with the same concept.

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Checklist for a lesson (20 Min: 11.10-11.30)

Ask the following question: How do you infuse CBC aspects when teaching mathematics lessons?

The teacher's guide outlines the skill to be developed in each lesson. However, the teacher is required to bring out CBC aspects during the lesson. These aspects are: Core competencies, Pertinent and contemporary issues, Values, Links to other learning areas, Suggested non-formal activities to support learning, Suggested community service learning and Suggested assessment. Prepare the following flip charts: Checklist

Core competencies Pertinent and contemporary issues Values Links to other learning areas Suggested non-formal activities to support learning Suggested community service learning Suggested assessment

Core competences

Communication and collaboration Critical Thinking and Problem Solving Creativity and Imagination Citizenship Digital Literacy Learning to Learn Self-efficacy

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Values Love Responsibility Respect Unity Peace Patriotism Social Justice Integrity

Pertinent and contemporary issues (PCI)

Citizenship Health Education Life Skills and Values Education Education for Sustainable Development (ESD) Learner Support programmes Community Service learning Parental Empowerment and Engagement

Tell the participants that during the modelling of a lesson the CBC aspects should be infused. Ask participants to be giving feedback starting with what went on well and what needs to be improved.

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