SCIENCE
WEEK 1-MONDAY
DIVERSITY OF MATTER
LIVING AND NON-LIVING THINGS
Introduction
We can find many things around us, from mountains and oceans to plants and
animals. The earth in which we live is made up of several things. These
“things” can be categorized into two different types – Living and Non-living
Things.
Living things
Living things are things that have “life”. There are certain characteristics of
things that show that they are living. These characteristics are collectively
known as Life processes. There are 7 characteristics of living things and we
will go through each of them.
 Movement
 Reproduction
 Sensitivity
 Respiration
 Excretion
 Growth
 Feeding
This can be made into an acronym so that you don’t forget. The 7 living
characteristics of living things are MR GREFS.
Characteristics of Living Things- A
1. Movement
/locomotion:
Living
things
exhibit
locomotory motion that is they
move. Movement is the process
whereby living things move
parts of their bodies or move
from one place to another.
Animals are able to move as they possess specialized locomotory or
movement structures, for example – Earthworms move through the soil
surface through longitudinal and circular muscles. Plants respond to the
movement of the sun by pointing their leaves in the direction of the sun.
Humans have legs that allow them to move from one place to another. Birds
have feathers for flight.
So do all living organisms move? Yes, all living organisms exhibit some
form of movement. It is necessary for fulfilling the various functions
required for survival (such as getting food to eat, escaping predation,
finding mates etc.)
2. Respiration: It is the process
that all living things go through
to create the energy they need to
live. We cannot live if we do not
breathe in air. Every living
organism have structures that
enable them to respire. Birds and
mammals have the respiratory
system. This system is made up
of different organs such as the
lungs, diaphragm, windpipe and the nose.
These structures help mammals and birds take in oxygen which then breaks
down complex food substances to provide us with energy. We will dive
into details about this system later.
Other animals use different structures to carry out respiration. Insects
breathe through holes in their body called spiracles. Fishes and other
animals that live in water use organs called gills. Some fishes and many
amphibians respire through their skin as well. Plants respire through
openings called stomata, which are found on the underside of their leaves.
3. Growth: Living things grow.
Growth of plants
Growth is defined as the increase
in mass and size of an organism.
Living things mature and grow
through
different
stages
of
development. We grow with time.
Time is a factor associated with
growth. It may not be a visible change, but with time we show changes. For
example, we are taller than what we used to be in our childhood, kittens
turn into cats, a chick hatches from an egg to grow into a hen or cock. Etc.
Plants grow into different sizes and shapes with time, right from
germination up till a mature tree.
Growth in animals and humans
ASSIGNMENT
1.
2.
3.
4.
5.
What is a living thing?
What are life processes?
How many categories can things on earth be grouped into?
Name them.
Mention three (3) types of locomotive movements humans can
demonstrate.
6. Why must living things move?
7. What is respiration?
8. Mention the structure that helps in respiration in the following organisms:
a. Fishes
b. Caterpillars
c. Plants
9. What is the importance of respiration in living things?
10. Changes in _____ and _______ show the growth of a living thing.
11. What factor is associated with growth?
12. Mention five examples of living things.
NUMERACY
WEEK 1-MONDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
PLACE VALUE-WHOLE NUMBERS
Place value is the value of each digit in a number. In this grade we will be
learning the place value of whole numbers up to a million.
So, in the number 2,735,489 each number has each value.
Hundred
Ten
Millions
Thousands Hundreds Tens Ones
Thousands Thousands
(M)
(Th)
(H)
(T)
(O)
(H Th)
(T Th)
2
7
3
5
Place value of 2 = 2 000 000 = two million
Place value of 7 =
700 000 = seven hundred thousand
Place value of 3 =
30 000 = thirty thousand
Place value of 5 =
5 000 = five thousand
Place value of 4 =
400 = four hundred
Place value of 8 =
80 = eighty
Place value of 9 =
9 = nine
So in 2, 735, 489, the values of each number is=
4
8
9
2 is in the millions place so its place value is 2, 000, 000
7 is in the hundred thousand place value is 700, 000
3 is in the ten thousands place so its place value is 30, 000
5 is in the thousands place so its place value is 5, 000
4 is in the hundreds place so its pace vale is 400
8 is in the tens place so its place value 80
9 is in the ones place so its place value is 9
Examples:
Find the place value of the underlined numbers.
a. 34,987
b. 2,596
c. 907
d. 5,136,548
e. 7,106
Solution
a. 34,987 = 3 𝑇 𝑇ℎ 4 𝑇ℎ 9𝐻 8 𝑇 7𝑜
b. 2,596 = 2 𝑇ℎ 5𝐻 9 𝑇 6𝑜
Place of 3 = ten thousands
Place of 2 = thousands
Place value =30, 000.
Place value =2, 000
c. 907 = 9𝐻 0 𝑇 7𝑜
d. 5,136,548=
Place of 0 = tens
5𝑀 1𝐻 𝑇ℎ 3 𝑇 𝑇ℎ 6 𝑇ℎ 5𝐻 4 𝑇 8𝑜
Place value = 0.
Place of 1 = hundred thousands
Place value is 100, 000
e. 7,106 = 7 𝑇ℎ 1𝐻 0 𝑇 6𝑜
Place of 1= hundreds
Place value =100
ASSIGNMENT
Find the place value of the underlined numbers.
1. 618,150
6. 480,403
2. 532,613
7. 3,282,371
3. 90,282
8. 6,607
4. 893,891
9. 34,467
5. 4,467,940
10. 81,171
GRADE FIVE
WEEK 1-TUESDAY
HISTORY
MY COUNTRY GHANA
INTRODUCTION
Before the Europeans carne to Ghana in 1471, our ancestors were living
here. This topic describes how our ancestors lived and the activities they
engaged in.
1. AGRICULTURE
Farming began in Ghana between 2,000 BC and 1,500 BC. Crops grown
differed from one region to another because of climatic differences. Crops
grown by ancient Ghanaians included yellow and white yarn, African rice, oil
palm, cola nuts, pepper, beans, guinea corn, millet and vegetables.
A. Life Stock Rearing
Ancient Ghanaians reared livestock such as cattie, goats, sheep, pigs, asses
and dogs. The horses and asses were used to transport goods. The cattle,
sheep, goats and pigs were used for food in the form of meat and their skins
for leather.
B. Hunting
People of ancient Ghana also engaged in hunting. Some did it on part-time
while others did it full-time as a profession. The people hunted deer, buffalo,
wild dogs, antelopes, grasscutters, rabbits and wild birds for food.
Elephants, wild cats, tigers and lions were hunted because they destructive.
They used bows and arrows, spears and clubs as weapons. Hunting gave the
people food and money.
C. Fishing
Fishing was a major economic activity along the coastal towns and villages.
The sea and the lagoons were the water bodies they fished in: Canoes were
used for fishing in the sea. In the inland areas, fishing was done in river Pra,
Offin, Birim, Volta, Oti and Lake Bosometwe by using canoes, small coast
nets, hook and lines as well as trapping. Fishing provided food, money and
employments for the people.
2. MINING
Mining was also a major work of ancient Ghanaians. Two minerals which
mined were gold and salt. The people mined two types of Gold namely pure
gold dust and rock gold. The ancient Ghanaians used gold for decoration at
palaces of kings and queens. Gold mining was a source of employment for the
miners of gold.
Salt was mined at Daboya in the North and the coastal areas. In Daboya,
saline was scrapped into containers of water and later boiled till the water
evaporated and left the salt for use. The major production centers along the
coast were Ada, Keta and Fante coastal towns of Edina (Elmina), Ogua (Cape
Coast) and Efutu (Winneba). The salt was used in meals, medicinal purposes
and to preserve food.
3. CRAFT AND TECHNOLOGY
The size of ancient Ghanaian craft was small but they were able to produce
enough to meet the needs of farming, fishing, hunting and mining because
there were craftsmen in every village. The traditional craft and technology
industries include metal-working, pottery, wood carving, soap making, cloth
making and leather works.
A. Metal-Working
Iron, bronze, silver and gold were the raw materials for the metal workers
in ancient Ghana and the most important industry was blacksmithing.
Blacksmiths made iron arrows, spears, hoes, and cutlasses. Gold smiths
produced gold coins, ornaments, staffs and stools.
B. Pottery
Pot making took place in areas such as Tafo, Pankrono, Obuokrom,
Susirase and Ekwea in the Ashante where there was suitable clay. Pots were
also made in Eastern Region, Accra and in the North. Pots made were used
for storing water, palm wine, cooking, eating bowls and tobacco-smoking
pipes.
C. Wood-Carving
Wood-carvers produced drums and other musical instruments, chiefs'
umbrellas and stools, household furniture, doors and canoes.
D. Soap Making
The ancient Ghanaians used peels or cover of plantain to make soap. They
dried the peels, burnt them to ashes and soaked it in water in a basket
underlain with plantain leaves. The dripping water is cooked with palm oil
with other ingredients until it became thick.
E. Beads Making
The ancient Ghanaians made beads which were worn by chiefs and rich
people in the society. Beads were made from special clay which was
modelled into the required shape and heated after which it was polished for
use.
ASSIGNMENT-1
1. When did farming begin in Ghana?
2. Mention four crops that were grown by ancient Ghanaians.
3. Which animals were used to transport goods?
4. Explain this statement in your own words “Elephants, wild cats, tigers
and lions were hunted because they destructive.”
5. What did hunting provide for the ancient Ghanaians?
6. Mention four equipment used by ancient Ghanaians in trapping fish.
7. Where did ancient Ghanaians who were living along the coast fish?
8. What major minerals were mined by ancient Ghanaians?
9. What are the two types of gold that were mined?
10. What did the ancient Ghanaians use gold for?
ASSIGNMENT-2
1. Where was salt mined in ancient Ghana?
2. Mention three major production centers of salt in the ancient Ghana.
3. Mention three uses of salt.
4. The size of ancient Ghanaian craft was small but they were able to
produce enough to meet the needs of farming, fishing, hunting and
mining because ________________________________.
5. Mention three raw materials used by metal workers in ancient Ghana.
6. Mention three locations pot making took place in ancient Ghana.
7. Mention two uses of pots.
8. What did the wood-carvers in ancient Ghana do?
9. Write the process of soap-making by the ancient Ghanaians.
10.
The ancient Ghanaians made beads which were worn by
_______________________________________.
GRADE FIVE (5)
WEEK 1-TUESDAY
ENGLISH GRAMMAR
NOUNS
A word that names a person, place, thing or idea is called a noun. Read
these sentences. Notice the words underlined.
Pablo lives on the island of Puerto Rico.
His family lives in a farmhouse on a hillside.
The underlined words are nouns. They name people, places, and things.
Now read the following words.
Friendship
Anger
Courage
Excitement
Fear
Freedom
These words are also nouns. They name what someone can think, know
or feel. They are known as Abstract nouns.
ASSIGNMENT ONE (1)
Find each noun in these sentences.
1. People prepared for a feast.
2. The town looked colourful.
3. The band played music.
4. Children were dancing.
5. Excitement filled the air!
6. Pablo liked the celebration.
ASSIGNEMENT TWO (2)
Underline each noun you find in these sentences.
1. Maria enjoyed the trip.
5. The harbour was busy.
2. Puerto Rico was beautiful.
6. Maria visited her cousin.
3. Her family visited San Juan.
7. What a thrill the trip was!
4. Their friends lived there.
8. The time went by too fast.

Writing sentences – Write four sentences about people, places, things,
and ideas or feelings. Then underline the nouns.
SCIENCE
WEEK 1-WEDNESDAY
DIVERSITY OF MATTER
LIVING AND NON-LIVING THINGS
Characteristics of living things – B
4. Reproduction: It is the process whereby living things produce their
young ones or offspring. All organisms reproduce and it is one of the most
basic requirements to ensure the survival of their species. There are
different modes of reproduction. Some, like birds, lay eggs, others, like
gorillas, give birth to younger ones. Plants reproduce through pollination,
budding,
fragmentation,
spore
formation
Animals and their young
ones
and
so
on.
5. Excretion: We all need food to survive. And not all food can be fully
digested by our body. Excretion is the process of elimination of this
undigested waste from our body. Plants use a different mechanism for
excretion, some secrete, while others store up these wastes in a way that
they do not harm other parts of the plant. Organisms have different
structures for excretion. In humans we have the kidneys, skin and the lungs.
In plants there is the stomata.
A
B
C
Some organs used for excretion. A. Lungs B. Kidneys C. Skin
6. Feeding/nutrition: This is the process whereby living things obtain or
manufacture their own food to get energy and other body building
materials. All living things need food to survive. Plants produce their own
food. Human beings and animals depend on plants for their food. It gives
them the energy to perform their daily activities and energy to carry out life
processes inside the body.
Animals and humans feeding
7. Sensitivity/Stimuli: It is the process whereby living things react to the
changes in the environment. We all respond to the changes that take place
in our environment. For instance, we might quickly pull our hands away if
we touch a very hot surface. This response to the changes is called as
stimuli. For example, an octopus releases a noxious cloud of ink if it is
attacked by a predator. Cockroaches begin to move when we suddenly turn
on lights since they
are light-sensitive.
Even
plants
respond to stimuli
too, for instance,
Mimosa plant before and
after touching.
the Mimosa plant
Chameleon responding
to environment by
colour change
or the ‘touch-menot’ plant folds its
leaves upon being
touched.
Octopus releasing ink in
response to external stimuli
Flat fish
camouflaging
ASSIGNMENT
1. What is excretion?
2. Why do living things excrete?
3. What is the importance of reproduction?
4. What is reproduction?
5. Mention three organs in humans that help with excretion?
6. Food or nutrition provide living things with_______to ________ their
daily activities.
7. What is sensitivity?
8. Why does an octopus release its ink?
9. What do you do when you are cold?
10. Mention one (1) instance where any animal of your choice is
demonstrating sensitivity.
NUMERACY
WEEK 1-WEDNESDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
PLACE VALUE- DECIMALS
We have learnt in our previous lesson the place values of whole numbers. But
what if the number is a decimal? What do we do then?
Just like how whole numbers have their place values, so do decimals.
Let’s take an example and see how this goes.
Example 1: 345.256
We know from our previous studies that the 3 is in the hundreds place so its
place value is 300, 4 is in the tens place so its place value is 40 then 5 is in the
ones so its place value is 4. What about the numbers after the decimal point.
Well, after the decimal point numbers are no longer whole numbers. They are
fractions.
Example 1: 345.256, So the:
2 is in the tenths position which is also = 0.2 =
2
10
5 is in the hundredths position which is also = 0.05 =
5
100
6
6 is in the thousandths position which is also = 0.006 =
1000
Example 2: find the place value of the Place value = 0.02 = 2
100
underlined number in the given
c) 0. 036
decimals.
a) 2.35 b) 432.721 c) 0. 036
Solution:
Place of 6 = thousandths
Place value = 0.006 =
6
1000
a) 2. 35
Place of 3 = tenths
Place value = 0.3 =
The tenths = divided by ten
3
10
b) 432.721
The hundredths = divided by hundred
Thousandths = divided by thousand
Place of 2 = hundredths
ASSIGNMENT: Find the place
value of the underlined number in
the given decimals.
a) 4.009
b) 965.042
c) 34.3238
d) 0.1005
e) 4.567
f) 82.457
g) 6.3214
h) 82.457
i) 347.008
j) 129.309
GRADE FIVE
WEEK 1-THURSDAY
ENGLISH COMPREHENSION
A fable is a story about animals which teaches a moral lesson. Read the story
below, which is a fable, and answer all the questions that follow.
The Cow and the Frog
One day, Cow and her two calves went to a pond to drink water. There
were many small frogs swimming in the pond and chasing one another. As
Cow entered the pond, the small frogs shouted, “What do you want here?”
Cow answered, “My children and I have come to drink water.”
“No, no, no!” cried the little frogs. “Go away, go away. This pond belongs
to our mother.”
“How dare you small frogs talk to me like that?” said Cow angrily. “My
master dug this pond and God filled it with water. Who is your mother?”
Just at that moment Mother Frog came out of the bushes near the pond.
She croaked loudly several times to show she was big and strong. The she
asked Cow, “What do you and your calves want in my pond?”
Cow mooed loudly and said to Mother Frog, “this pond belongs to my
master. You small frog and your tiny children are strangers here. My children
and I will soon drink this pond and you and your children will get no place to
live.”
Mother Frog became angry because Cow called her a small frog and her
calves laughed at her, she wanted to prove to them that she was no small frog.
“I can make myself bigger than any cow in the whole world,” she said.
Cow laughed loudly, and her two calves laughed too. She shook herself
and lifted her head up, and cries, “Mo…oo!” All the shrubs, trees and the
water in the pond trembled.
Then Mother Frog stepped forward to challenge her. “Croak, croak!” she
cried. Then she breathed in a lot of air and soon looked like a small balloon
filed with air.
All her children cheered her, but Cow and her calves looked at her,
smiling.
Frog croaked louder and breathed in more air. Then ….poo… ooo! She
burst like an overblown balloon. Everything inside her came out and
scattered all over. The small frogs became frightened and jumped into the
water to hide themselves. Cow and her children stepped happily into the pond
and drank as much water as they liked. There was nobody to stop them.
Questions
1. Where did Cow and her calves go to drink water?
2. What did they see in the water?
3. What did the little frogs tell Cow?
4. Who did Cow say was the owner of the pond?
5. What did Mother Frog do when she came out of the bush?
6. What did Cow say she would do to the pond?
7. Why did mother frog become angry?
8. What happened when Cow cried “Moo…ooo”?
9. What did Mother Frog look like after breathing in a lot of air?
10. What did the small frogs do when their mother grew bigger?
11. What lesson have you learnt from the passage?
Vocabulary Study
Find the meaning of the following words according to the passage:
calves, dare, croaked, mooed, prove, shrubs, trembled, cheered, overblown,
scattered, frightened.
GRADE FIVE
WEEK 1-THURSDAY
ENGLISH COMPOSITION
PARAGRAPH WRITING (Main idea)
A paragraph is a group of sentences about a single subject or the main
idea. Each sentence in a paragraph should be about the main idea. If you
are writing a paragraph containing instructions on how to prepare banku, for
example, each sentence should tell about that topic.
Should you write about the importance of banku in that same paragraph? No!
You will only get your reader confused.
A paragraph is normally indented that is a little space is left at the front
before writing.
Practice- Assignment
Read the paragraph below and answer the questions that follow. Notice that
the paragraph is indented.
Ambrosia is a delicious dessert made with fruit, coconut, and sour cream.
It is easy to make. First, peel and slice two bananas. Then open a large can of
peaches and pour off all the juice. Peach juice with a little ice is really good to
drink. Next, put the fruit into a large bowl and mix in one-half cup of flaked
coconut. Finally, add three-quarters of a cup of sour cream and gently stir
everything together.
1. State the main idea of the above paragraph.
2. Write the sentence in the above paragraph which does not keep to the
main idea of the paragraph.
3. Why do you think the rest of the sentences keep to the main idea of the
paragraph?
GRADE FIVE
WEEK 1-THURSDAY
OUR WORLD OUR PEOPLE (OWOP)
NATURE OF HUMANS
HOW HUMAN BEINGS ARE UNIQUE FROM OTHER CREATURES
Human beings (male and females) were, created by God in his own image
and likeness. This has made human beings special creatures, Human beings
also have features and abilities which most other creatures lack. Those features
include the ability to praise God, talk, reason (think) etc. With these features,
human beings are able to do things that other creatures like plants and animals
lack the ability to do.
A. Some Of The Qualities Of Human Beings
i.
Invent
ii. Work
iii. Feel
iv. Usually differentiate between good and bad.
B. Uniqueness of individuals
Human beings differ from one another in terms of physical features. All
people do not have the same height/ shape of eyes, shape of nose, etc. we all
have our own abilities that is why it is not everyone that knows how to play
football very well.
C. How Individuals Differ From Each Other
1. Physical features (e.g. Height).
2. Likes and dislikes (e.g. in terms of food, sport)
3. Emotions (e.g. anger, sadness, etc.)
4. Ability (e.g. leadership skills etc.)
5. Behaviour (e.g. politeness, rudeness, etc.)
D. Nature of Human Beings
Human beings have spiritual and physical part. The spiritual part, usually
the soul and spirit, often control the physical part (body). All human beings
should try to control their spirit and soul and make sure they are not misled,
since God will judge us some day.
E. Some Positive Characters of Human Beings
1. Patience
5. Respect
2. Kindness
6. Love
3. Honesty
7. Commitment
4. Faithfulness
8. Self-control
F. Some Negative Character of Human Beings
1. Hatred
5. Laziness
2. Impatience
6. Teasing
3. Telling lies
7. Unfaithfulness
4. Jealousy
8. Intolerance
9. Pride
10. Gossiping
11. Dishonesty
ASSIGNMENT 1
1. Mention five things that makes you different from your brother or sister.
2. Explain (in your own words) any three (3) positive characters of human
beings.
3. List four (4) negative characters of human beings you really dislike.
GRADE FIVE
WEEK 1-FRIDAY
RELIGIOUS AND MORAL EDUCATION (RME)
UNIQUENESS OF HUMANKIND
A. Uniqueness of Humankind in relation to other things
Humankind refers to human beings or "man". God created humankind and the
natural environment. The natural environment refers to natural things
surrounding human beings. The natural environment of human beings
therefore comprises heaven, earth, rivers, seas, dry land, plants, sun, moon,
stars, air, fishes, birds, animals, lakes, mountains, hills, etc. The purpose for
which God created them was that human beings should use them to enjoy life
on earth. Human beings call these things free gifts of nature.
Uniqueness of humankind means that human beings are special, and
superior to other things God has created. This idea is held by people who
practice the three main religions. These religions are Christianity, Islam, and
Traditional. The uniqueness of humankind can be seen in creation in the
following ways:
 God created human beings in His own image. This means that God
created human beings like Himself. Human beings therefore have the
nature of God making them of greater quality than all other things.
 God created human beings with great care and attention. The Bible
and Qur'an, which are the Holy books for Christians and Muslims
respectively, teach us that when God was creating human beings, God
used His own hands to form their bodies with clay which He took from
the ground. He then breathed into them a special breath called the breath
of life. This breath made human beings become living beings
 God created human beings to have three different parts. These parts
are the body, soul and spirit. The body is the physical part of human
beings. The soul is the part which is believed to continue living after
death. The spirit is the part that makes human beings what they are. The
spirit gives human beings their abilities and character.
 God gave human beings unique abilities. Humans have certain
abilities like thinking, reasoning, speaking, reading, writing, laughing,
dancing, schooling, working, planning, inventing. Other things He
created such as plants, rivers and mountains, do not have these abilities.
 Human beings have conscience. God placed a conscience in humans
when creating them. An innate ability that helps humans decide what is
right and wrong. Other creations of God do not have this.
ASSIGNMENT
State and explain any four (4) unique traits of humans that make them distinct
from other creations.
Note: Explain in your own words. Do not lift directly from the notes.
Thank you
GRADE FIVE
WEEK 1-FRIDAY
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
INPUT AND OUTPUT DEVICES – INTRODUCTION
In this unit we shall discuss something about input/output devices and their
functions. Input/output devices constitute a major part of a computer system.
These are also called peripheral devices. Without them, a user cannot
communicate with the computer.
They are required to enter data and instructions in a computer so that the
computer can process that data and provide the result to the user through
output devices. In computer, inputs are the signals and data received by the
system and outputs are the signals and data which are generated from the
system.
Input devices let you to transfer data and user command into the computer
system. For example, you can type in data by using a keyboard, or you can
input data in picture form by using a scanner in computer system.
On the other hand, output devices display the result of input data or signals
after processing it. Examples of these could be your computer’s monitor,
which displays all the programs which are running on the computer, as well
as the printer, which will print out a hard copy of the information which is
saved in your computer.
Examples of some input devices are:
 Keyboard
 Mouse
 Joystick
 Microphone
 Bar code reader
 Graphics tablet
 Pen drive
 CD/DVD
An output device is used to send data out of the system. The user sees the
result after processing of data by the computer through output devices.
Examples of some output devices are:




Monitor
Printer
Plotter
Speaker
ASSIGNMENT State True/False
1.
2.
3.
4.
5.
6.
7.
Keyboard is an input device. True / False
Monitor is an input device.
True / False
Printer is an input device.
True / False
Graphic Tablet is an input device. True / False
Joy-stick is an output device. True / False
Speaker is an output device. True / False
Microphone is an input device. True / False
a. What are input devices?
b. What are output devices?
c. Name three input and output devices.
SCIENCE
WEEK 2-MONDAY
DIVERSITY OF MATTER
LIVING AND NON-LIVING THINGS
Non-Living things
Non-living things are not alive. They do not possess life. They do not have
cells and do not grow or show locomotion/movement. They do not reproduce.
Non-living things do not have a life span. They do not respire as they do not
require food for energy and hence do not excrete. They do not fall into any
cycle of birth, growth or death. They are created and destroyed by external
forces. Examples of non-living things include stone, pen, book, cycle, bottle,
etc.
Books
Chair
Guitar
Suitcase
Examples of non-living things
Characteristics of Non-living Things
The important characteristics of non-living things are mentioned below:
 Non-living things are lifeless. They do not have cells.
 They do not have a definite and certain size of their own. They take the
shape of the substance they are contained in, for example, a liquid takes
the shape of its container. Stones, rocks and boulders are moulded by the
changing environment and landscape. The change in the state of a nonliving thing is due to an external influence.
 Non-living things never die as they do not have cells with a definite
lifespan.
 Fundamental life processes such as reproduction, nutrition, excretion,
etc. are absent in non-living things.
ASSIGNMENT
1. What is a non-living thing?
2. Give 5 (five) characteristics of a non-living thing?
3. Give 10 (ten) examples of non-living things.
NUMERACY
WEEK 2-MONDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Figures to Words
From our place value lesson, we know the names given to the positions of
numbers. Now we will use that information to write numbers to words.
Examples:
a. 68,056 = 6 𝑇 𝑇ℎ 8 𝑇ℎ 0𝐻 5 𝑇 6𝑜 , starting from the left to right,
• We know the 6 is in the ten thousands position, 8 is in the thousands
position, 0 is in the hundreds, 5 is in the tens and 6 is in the ones. So we
have to combine these.
• So this becomes 68,056 = Sixty-eight thousand, and fifty-six.
Remember the 0 is still 0 so it represents nothing so it is silent.
b. 233,007 = 2𝐻 𝑇ℎ 3 𝑇 𝑇ℎ 3 𝑇ℎ 0𝐻 0 𝑇 7𝑜
• We know the 2 is in the hundred thousand position, 3 is in the ten
thousands position, 3 is in the thousands position, 0 is in the hundreds, 0
is in the tens and 7 is in the ones. So we have to combine these.
• So this becomes 233,007 = Two hundred and thirty-three thousand, and
seven. Remember the 0 is still 0 so it represents nothing so it is silent.
c. 699,790 = 6𝐻 𝑇ℎ 9 𝑇 𝑇ℎ 9 𝑇ℎ 7𝐻 9 𝑇 0𝑜
• We know the 6 is in the hundred thousand position, 9 is in the ten
thousands position, 9 is in the thousands position, 7 is in the hundreds, 9
is in the tens and 0 is in the ones. So we have to combine these.
• So this becomes 699,790 = Six hundred and ninety-nine thousand, seven
hundred and ninety. We cannot say 0 ones.
d. 4,987,099 = 4𝑀 9𝐻 𝑇ℎ 8 𝑇 𝑇ℎ 7 𝑇ℎ 0𝐻 9 𝑇 9𝑜
• We know the 4 is in the millions position, 9 is in the hundred thousand
position, 8 is in the ten thousands position, 7 is in the thousands position,
0 is in the hundreds, 9 is in the tens and 9 is in the ones. So we have to
combine these.
• So this becomes 4,987,099 = Four million, nine hundred and eightyseven thousand, and ninety-nine. We cannot say 0 hundred.
e. 5,425 = 5 𝑇ℎ 4𝐻 2 𝑇 5𝑜
• We know the 5 is in the thousands positions, 4 is in the hundreds
position, 2 is in the tens position and 5 is in the ones position.
• So this becomes 5,425 = Five thousand, four hundred and twenty-five.
ASSIGNMENT
Change the following figures to words
1. 9,800,045
6. 6,924
2. 7,902,947
7. 9, 372
3. 2,001,298
8. 824,216
4. 632
9. 920,985
5. 126,041
10. 2,546,448
GRADE FIVE (5)
WEEK 2-TUESDAY
ENGLISH GRAMMAR
NOUNS- (SINGULAR AND PLURAL NOUNS)
You have learned that nouns are naming words. A word that names one
person, place thing, or idea is a SINGULAR NOUN. A word that names more
than one person, place thing or idea is a PLURAL NOUN. Look at the
underlined words in the following sentences.
1. The farmer drove to the marketplace with the box.
2. The farmers drove to the marketplaces with the boxes.
In the first sentence, the words farmer, marketplace, and box name ONE
person, place, and thing. They are singular nouns.
Look at the second sentence and observe the underlined plural nouns. What
letter was added to farmer and marketplace to make these words plural? Most
singular nouns add -s to form plural.
What letters were added to box to form the plural? The plural of most other
nouns is formed by adding –es. The following rules will help you.
PLURAL RULES
1. When a singular nouns ends in , –s, -ss, -x, -ch, or –sh, add –es to form
the plural:
Kiss- kisses
Dish- dishes
Ax- axes
Bus – buses
Bench- benches
Glass - glasses
2. Most singular nouns ending in –o form the plural by adding –s. If there
is a vowel before the final –o, then add –s. If there is a consonant
before the final –o, add –s to some nouns and –es to other.
Potato- potatoes
Mango–mangoes
Echo – echoes
Hero – heroes
Solo – solos
Piano – pianos
Banjo- banjos
Avocado– avocados
Radio – radios
Studio – studios
Rodeo – rodeos
Stereo- stereos
3. When a noun ends with a vowel and –y, add –s to form the plural:
valley, valleys
key – keys
boy, boys
monkey – monkeys
tray, tray
day-days
4. When a noun ends with a consonant and –y, change the y to i and –es:
cranberry, cranberries
story- stories
baby, babies
fly- flies
army- armies
penny - pennies
5. When the nouns end in –f or –fe, change the f to v and add –es.
Half- halves
Shelf- shelves
Wife- wives
Calf- calves
Scarf- scarves
Life – lives
Wolf- wolves
Leaf- leaves
Knife- knives
6. Some plurals of some nouns ending in –f or –fe are formed by adding -s.
Cliff- cliffs
Safe- safes
Chief- chiefs
Giraffe- giraffes
Roof- roofs
Proof - proofs
ASSIGNMENT ONE (1)
Write the plural forms of these nouns.
11.
Birthday
12.
Hero
3. Echo
13.
Body
4. Month
14.
Mess
5. Piano
15.
Thief
6. Tax
16.
Library
7. Family
17.
Avocado
8. Cliff
18.
Panda
9. Holiday
19.
Loaf
10. Ostrich
20.
Bunch
1. Hobby
2. Harness
ASSIGNMENT TWO (2)
Write the plural form of each of the underlined noun below.
1.
2.
3.
4.
5.
6.

At dawn the harbour of the city became busy.
The ocean liner arrived in the bay.
Everyone watched the tugboat tow the ship.
I used a different knife to cut the loaf.
The banjo sounds like an echo.
The hero in the story wore a red a scarf.
Writing a Paragraph- Write a paragraph about something you have
seen in the city or countryside. Use singular and plural nouns in your
sentences. Draw one line under each singular noun and two lines under
each plural noun.
GRADE FIVE
WEEK 2-TUESDAY
HISTORY
MY COUNTRY GHANA-2
3. CRAFT AND TECHNOLOGY
F. Leather Works
In ancient Ghana, skins of animals were used to make leather. The
leather works grew very well in Northern Ghana where there were more
cattle, sheep and goats. The leather were used to make leather clothing,
decoration of chiefs’ skins, bags and talisman.
G. Cloth making
The ancient Ghanaians used the bark of trees to make cloth. The Akans
call the tree Kyenkyen. The bark was removed in long strips, softened in
water and beaten to make it soft for use. Cloth making did very well in
the forest areas where the tree which supplied the raw material was
found. Later cotton weaving was introduced using threads from cotton.
Women picked the cotton lint and spun it into thread while men weaved
it into cloth. The weaving of cloth was common in the North, Ashanti,
Bono, Bono East, Ahafo and Volta.
4. TRADE
The ancient Ghanaians could not consume all they produced. As a result,
some of the products such as kola, shea butter, salt, fish, gold, leather goods
and livestock were sold to other people. The early markets in the north were
at Buipe, Yendi and Salaga but those in the south were Begho, BonoManso, Dawhenya, Kintampo and others. Ghanaians also traded with
Hausa states in Nigeria and Mossi states of Burkina Faso.
5. COMMUICATION/TRANSPORTATION
Communication refers to the transportation system for carrying goods and
people from one place to another. Our ancestors used the sea, rivers and
foot-paths to transport their goods from one place to another.
THE ANCIENT TOWNS
A. Begho
This was the largest town, in ancient Ghana. By AD 1650 Begho had
developed with a population of 10,000 people. The people were from
Akanland, Northern Ghana, Cote d’Ivoire and Mali. They came to
engage in trading activities.
B. Bono Manso (Bono Kingdom)
This was a forest kingdom founded 1,400 by Asaman and expanded by
Ameyaw and Obununabkola in the second half of the 1400s. It was able
to defeat other Akan speaking people and controlled the gold region of
Bannda. The empire was trapped by Begho (NSOKO) as a source of
gold for the Trans-Saharan trade.
C. Salaga
This is the capital East Gonja district in the Savana Region of Ghana. In
the 18th and 19th centuries, Salaga served as a key market town
particularly for the busy kola trade. It was transit point through which
kola was transported from modern day Ghana to Northern Nigeria.
During the Trans-Atlantic Slave Trade, Salaga served as an important
market from where slaves were transported to the coast for export.
ASSIGNMENT
1. Why did leather works grow very well in ancient Northern Ghana?
2. What did ancient Ghanaians use to make cloth?
3. Mention three areas weaving of cloth was common in ancient Ghana.
4. What town was the largest town in ancient Ghana?
5. What year had ancient Begho developed a population of about 10,000?
6. What did the people of Begho engage in?
7. When was the bono kingdom founded?
8. Who was it founded by?
9. Which region did the Bono kingdom control?
10. What was trade in Salaga in the 18th and 19th centuries?
11. What important role did Salaga play during the Trans-Atlantic Slave
Trade?
SCIENCE
WEEK 2-WEDNESDAY
DIVERSITY OF MATTER
LIVING AND NON-LIVING THINGS
Difference between Living and Non-living things
Here are some of the major differences between living and non-living things:
Living things
Non-Living things
They possess life
They do not possess life.
Living things are capable of giving
birth to their young one
For survival, living things depend on
water, air and food
Living things are sensitive and
responsive to stimuli
Living organisms undergo growth
and development
They have a lifespan
Living things move from one place
to another
They respire
Non-living things do not reproduce
Example: Humans, animals, plants,
insects.
Example: Rock, pen, buildings,
gadgets.
Non-living things have no such
requirements
Non-living things are not sensitive
and do not respond to stimuli
Non-living things do not grow or
develop
They have no lifespan
Non-living things cannot move by
themselves
Non-living things do not respire.
ASSIGNMENT
1. Name one (1) living thing and one (1) non-living thing and write seven
(7) differences between the two.
NUMERACY
WEEK 2-WEDNESDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Words to Figures
In our previous lesson, we learnt how to convert numbers into words. Today
we will be doing the reverse of that, words to numbers.
Examples:
A. Eight million, four hundred and twenty-three thousand, five hundred and
forty-nine = 8,423,549
B. Two hundred and thirty-nine thousand, two hundred and forty-eight=
239,248
C. Thirty-five thousand, eight hundred and fifteen = 35,815
D. Two hundred and nine thousand, five hundred and nine = 209,509
E. One thousand, two hundred and forty-five =1,245
ASSIGNMENT
Write the following words to figures
1. Ninety-seven thousand, five hundred and fifty-one.
2. Five hundred and sixty-five thousand, nine hundred and four.
3. Six thousand, seven hundred and forty-two.
4. Eight hundred and nineteen.
5. Two million, two hundred and seventy-seven thousand, three hundred
and seventy-seven
6. Seven hundred and sixty thousand, nine hundred and fifteen.
7. Nine million, seven hundred eighty-six.
8. Eighty-eight thousand, eight hundred.
GRADE FIVE
WEEK 2-THURDSAY
ENGLISH COMPREHENSION
Do you know that disability is not inability? The physically challenged also
have a role to play in society.
Read the passage below and find out how a cripple saved his village from
destruction.
Sosu saved his village
Sosu, a cripple, lived in a small village with his parents and one sister, a
younger brother, a dog and scores of chickens. The village is on a narrow strip
of land between the sea and the lagoon. Their house, like most other houses
in the village is only a stone-throw from the sea.
In the morning Sosu sat by the door as everybody went away. Ma and Da
were the first to go. Fafa and Bubu followed shortly as they went to school,
with Fusa their dog, running after them. This made Sosu envious. He
wondered and asked himself, “What good is a boy without a pair of good
strong legs?”
One Monday, when everyone was away as usual, something strange
happened. At first, everything looked all right. But suddenly, Fusa became
restless and began to whimper and bark. The chickens too stopped
scratching, then jumped into their perch in the rafters and remained still,
except for their muted clucks and cackles.
Then a sudden darkness fell like a blanket across the sky! This was
followed by a loud bang! And with it, the old wooden gate shot across the yard
smashing into a wall, well away from everything! That was the moment Sosu
got the idea.
“The drums!’ he said to himself. It meant getting out and trying to reach
the drum shed behind the chief’s house. With the dog leading the way, Sosu
got out of the compound and into the storm.
They reached the drum shed dripping wet, but safe. Fusa stood up to its
full height on its hind legs and stretched at a medium-sized drum with its paws.
When the top of the drum tilted towards Sosu, he struck the drum with one
stick, then the other. He struck the drum harder and faster until he heard it
above the shrieks and howls of the wind.
The drum was heard by those at the farthest end of the lagoon and those
working in the fields. They knew there was something wrong in the village.
So through the rain, they all came running to the village. Waves as high as
roofs were pounding the village! They said, “We were just in time thanks to
the drummer!”
Questions
1. How many person are in Sosu’s house?
2. What is the name of the dog?
3. State exactly what happened in the village one Monday.
4. Where were the people of the village on that day?
5. How did the aimals in the village behave that day?
6. Where was the drum?
7. How did Sosu manage to play the drum?
8. What happened when the drum was played?
9. Did the sound of the drum help the villagers? How?
Vocabulary Study
Find the meanings of the following words according to the passage:
scores, lagoon, envious, restless, whimper, scratching, perch, rafter, muted,
clucks, shrieks
GRADE FIVE
WEEK 2-THURSDAY
ENGLISH COMPOSITION
PARAGRAPH WRITING (Topic Sentences)
In many paragraphs, there is one sentence that clearly states the main
idea. It is known called the topic sentence. The other sentences are called
supporting details. The give more information about the main idea.
Often the topic sentence is the first sentence in the paragraph. It is not
always first, however. The topic sentence can be anywhere in the paragraph.
Read the paragraph below. The topic sentence is underlined.
First, stand facing right or left, depending on whether you are righthanded or left-handed. Spread your feet slightly apart. Next, pick up a bat and
hold it with both hands, one above the other. Then bring your hands level with
your chest and tilt the bat back a bit until it feels comfortable. Finally, keep
your eyes on ball and swing. Learning to bat correctly is the first step in
learning to play softball.
Now let’s answer some questions together.
 What is the main idea of the paragraph?
 From the paragraph we can see that the main idea is learning to bat
correctly.
 Which sentence states the main idea? The last sentence clearly states
what the paragraph about. So that is the topic sentence or the sentence
that tells us the main idea.
 Are all the sentences about the main idea? From the above paragraph
we can say yes.
 What supporting details do they give? Now read the paragraph again
and let us answer this question. The paragraph supports the main idea
leaning to bat correctly by telling the reader:
1) Where to face
4) How to balance the hands
2) How to stand
5) And finally how to position
3) How to hold the bat
the bat.
Practice – Assignment 1
Read the paragraph below and answer the questions that follow.
Lace your skates tightly, but not so tightly that they hurt. Stand on the ice
with your arms held out slightly, like the sides of an upside-down V. Then
bend your knees and stroke forward with one foot. Now bring your feet
together and gliiiiiiiiiiiide!
1) What is the main idea of the above paragraph?
2) The paragraph above does not a have a topic sentence. Write a topic
sentence for the paragraph.
3) Where would you place your topic sentence?
GRADE FIVE
WEEK 2-THURDSAY
OUR WORLD OUR PEOPLE (OWOP)
MYSELF- 1
1. Meaning of Young people
Young people are people (boys and girls) who are within the ages of 10-24
years. Adolescent boys and girls fall within this group of people.
2. Meaning of Adolescence
Adolescence is a period of transition or movement between childhood and
adulthood. It occurs between the ages of 10 and 19 years.
3. Changes that Occur During Adolescence
All people go through adolescence. During this period many physical,
emotional and psychological changes takes place which prepare the person
for adulthood.
A. Physical changes in boys
i.
Breaking of voice: When a boy attains adolescence, there is always
a change in voice. The voice becomes deep. The deepening of the
voice is known as braking of the voice.
ii. Hair growth: One of the signals of male adolescence is the growing
of hairs around the genital organs. There is also growth of hair in the
abdomen and the armpit. There is also growth of facial hair such as
moustache and beard.
iii. Enlargement of penis and testes: The males' adolescent experiences
some internal and external changes in the sexual organ such as
enlargement of the penis and the testes.
iv. Acquisition of excess energy: Boys acquire excess energy hence
they easily fight others.
v.
Development of pimples: Pimples develop on the face of the boys.
vi. Increase in weight and height: There is increase in their weight and
height. The chest will also start broadening.
B. Physical changes in Girls
i.
Menstruation: Female adolescents usually have their first
menstruation occurring during the period of adolescence. This
discharge of blood and tissue from the vagina will continue to occur
month after month up to a certain age.
ii. Growth of hair: Girls who have attained adolescence will experience
growth of pubic hair around the genital organs and in the armpit.
iii. Development of breast: Female adolescents experience changes in
their mammary glands. As a result, they start developing bigger
breast.
iv. Growth in height and weight: There would be growth in height and
weight. They will also acquire excess energy.
v.
Development of pimples: Females adolescents also develop pimples
on their faces.
vi. Broadening of hips: The hips of adolescent girls will start
broadening.
ASSIGNMENT
Answer all questions.
1.
2.
3.
4.
5.
Who is an adolescent?
Adolescents are subsets of young people. Is this statement true or false?
What are the three main changes adolescents go through?
Mention four physical changes both girls and boys go through.
Explain any two physical change in an adolescent girl and boy.
GRADE FIVE
WEEK 2-FRIDAY
RELIGIOUS AND MORAL EDUCATION (RME)
UNIQUENESS OF HUMANKIND
B. God’s Purpose for Making Humankind Unique (Stewardship)
God made human beings unique so that they can have a relationship with Him
and be His stewards. A steward is a person to whom someone commits his
property to be managed properly for him.
Human beings relate to God by calling God their Father. They see themselves
as children of God because He created them. He also loves and takes care of
them. For this reason, human beings also love, worship and serve God. Human
beings serve God by living for God, obeying God and working for God.
Human beings work for God by being God's steward. Human beings perform
their duties as God's steward in the following ways:
 They control things God has created. God put these things under the
care and control of human beings when He finished creating them.
Examples of these things are plants, land, animals, birds, fishes, etc.
They can exercise control over things put under their authority in many
ways. For example, they care for, and exercise control over land by
deciding on how to use it. They can choose to use it for farming, building
or recreation. They also care for, and exercise control over plants by
planting their seeds, harvesting and using them.
 They care for the things God created. God commanded human beings
to care for all things He has created. The reason for this is that, God does
not want the things He created to be destroyed, because of lack of proper
care. If proper care is taken of these things, they will continue to exist
for long, and human beings will benefit greatly from them. Human
beings therefore have to exercise great care over the things in their
environment for their own good. Some ways in which they can exercise
this care are:
 Taking care of plants by watering, weeding around them,
fertilizing them, and harvesting them at the proper time;
 Taking care of domestic animals by feeding them, providing them
with good drinking water, taking them to the veterinary officer,
and cleaning their sleeping places;
 Taking care of the environment by avoiding harmful practices.
Some of the harmful practices are bush burning, littering and
water pollution.
 Taking care for themselves as well. Human beings are also God's
property, so God expects them to care for themselves, in order to
live meaningful and enjoyable lives on this earth. They do this by
eating good food, drinking good water, living in good homes,
wearing good clothes, avoiding diseases. For them to be able to
care for themselves properly, they should have knowledge through
education.
Because of the duty human beings have towards God as stewards, God has
given them certain gifts and abilities. Some of these gifts and abilities are
wisdom, intelligence, knowledge, authority, energy, strength, creativity, etc.
ASSIGNMENT
1. What do we mean when we say that human beings are God’s stewards?
2. State and explain three (3) ways in which humans exercise control and
care over things created by God.
GRADE FIVE
WEEK 2-FRIDAY
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
INPUT DEVICES
In this section we will discuss various types of input devices used for entering
data into the computer system. These are:
A. KEYBOARD
It is the most common
input device used for
entering
data
and
information into the
computer system.
The keyboard is a primary
device for inputting text by
pressing a set of keys.
The first keyboard was developed in the 18th century and was named as a
QWERTY keyboard. In general, a computer keyboard has following keys:
1. Alphanumeric Keys: It includes letters and numbers.
2. Punctuation Keys: These include comma, period, semicolon etc. and
3. Special Keys: These can be function keys, control keys, arrow keys and
Caps lock keys etc.
All the modern keyboards of computer are classified as:
(a) Original PC keyboard having 84 keys;
(b) Advance Technology (AT) Keyboard having 101-104 keys; and
(c) Multimedia Keyboard having 120 – 140 keys
B. MOUSE
A Mouse is a handy device
which can be moved on a
smooth surface to cause the
movement of a cursor on the
screen.
It is a pointing device which
is used to input data and
information
into
the
computer system by pointing
on it.
The cursor of the mouse moves in the same direction in which the mouse ball
rolls. Its name is derived from its shape, which looks a bit like a mouse, with
its connecting wire that one can imagine to be the mouse’s tail.
Types of Mouse
Mouse could be mechanical, optical or cordless types.
Mechanical Mouse: Mechanical Mouse uses ball for the movement of cursor
on the computer screen. When the ball is rolled in any direction, a sensor of
the mouse detects it and also moves the mouse pointer in the same direction.
Optical Mouse: Optical Mouse uses Laser rays for the movement of cursor
on the computer screen. It is an advanced pointing device. Movement is
detected by sensing changes in the reflected light rather than the motion of a
rolling sphere.
Cord-Less Mouse: Cord-Less Mouse is battery driven and does not need any
wire for the physical connection with the motherboard. It transmits data
through infrared or radio signal.
C. JOYSTICK
Joystick is a remote control device for
a computer which is used for playing
video games to indicate the position.
It has a stick that pivots on a base and is
used for controlling the action in video
games.
The User moves a spherical ball with
the help of a stick in the joystick
Joysticks are also used for controlling
machines such as cranes, trucks,
underwater unmanned vehicles, flight simulators, industrial robots etc.
ASSIGNMENT
1. What is the function of a keyboard?
2. Draw and label the parts of a mouse.
3. What are the punctuation keys on a keyboard?
4. When was the first keyboard developed?
5. What are the three types of modern keyboards?
6. What determines the movement of the cursor of the mouse?
7. What is the function of the mouse?
8. Mention one difference among the three types of mouse.
9. What is a joystick?
10. What other function can a joystick provide apart from playing
videogames
SCIENCE
WEEK 3-MONDAY
DIVERSITY OF MATTER
MATERIALS
What is a Material?
The substance used to make something is called a material. A school desk,
for example, may be made from wood, plastic, or metal—or a mixture of all
three materials.
Materials have certain qualities, or properties, such as strength, colour, and
hardness, that have to be considered carefully.
States of matter (materials)
Materials have different states; that is how the material is. Materials can be in
either of these three states:
1. Solid: examples include table, spoon, chair, stone, pen, eraser, etc.
2. Liquid: examples include water, soup, kerosene, petrol, cooking oil etc.
3. Gas: examples include oxygen, hydrogen, carbon dioxide, etc.
Each states has its characteristics.
Characteristics of a solid
1. The particles in a solid a closely packed
together.
2. The particles in a solid have small spaces
between them.
3. A solid cannot be easily compressed.
4. A solid cannot flow.
5. A solid has a fixed shape.
6. A solid has a fixed volume
Characteristics of a liquid
1. The particles in a liquid are not too closely
packed.
2. The particles in a liquid have wide spaces
between them.
3. A liquid cannot be compressed.
4. A liquid can flow.
5. A liquid does not have a fixed shape. It
takes the shape of its container
6. A liquid has a definite volume.
Characteristics of a gas
1. The particles in a gas are loosely packed.
2. The particles in a gas have very wide
spaces between them.
3. A gas can be easily compressed.
4. A gas can flow.
5. A gas has no fixed shape.
6. A gas has no fixed volume.
ASSIGNMENT
1. How many states can materials be in?
2. What is a material?
3. Name them and give three examples under each.
4. Write three characteristics each of the state’s materials can be in.
5. Write three differences between gas, solid and liquid.
6. Compare the following and write their similarities
a. Solid and liquid
b. Solid and gas
c. Liquid and gas
7. Mention five things in the school that can be termed as a solid material.
8. Draw and label diagrams that show how particles are packed in :
a. Solids
b. Liquids
c. Gases
NUMERACY
WEEK 3-MONDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Writing the Numbers Just Before and After a Particular Number
To write the numeral just before and just after a particular numeral,
You subtract for the numbers before = -1
You add for the numbers after = +1
Examples: Write the two numbers just before and after each of the following:
a) 100 b) 505 c) 1,010 d) 9,091,199
Solution:
Number
Two numbers before
Two numbers after
a) 100
98,
101,
102
b) 505
503,
506,
507
c) 1,010
1,008,
1,009
d) 9,091,199
9,091,197,
9,091,198 9,091,200,
Assignment: Write
the two numbers just
before and after the
the
following
numbers
a) 1,299
99
504
1,111,
b) 2,349
g) 10,021
c) 4,678
h) 2,525
d) 109,018
i) 456,213
e) 101,105
j) 3,885,759
f) 10,011
1,112
9,091,201
GRADE FIVE (5)
WEEK 3-TUESDAY
ENGLISH GRAMMAR
NOUNS- (SPECIAL PLURAL NOUNS)
Not all nouns add –s and –es to form the plural. Some nouns change their
spellings and others have their singular and plurals forms to be the same. Read
the charts below.
DIFFERENT SPELLING
SINGULAR
PLURAL
Goose
Geese
Tooth
Teeth
Foot
Feet
Woman
Women
Man
Men
Child
Children
Mouse
Mice
SAME SPELLING
SINGULAR
PLURAL
Deer
Deer
Moose
Moose
Sheep
Sheep
Trout
Trout
Swiss
Swiss
Cod
Cod
Gross
Gross
Salmon
Salmon
ASSIGNMENT ONE (1)- Write the plural form of each noun.
1.
2.
3.
4.
5.
Child
Mouse
Moose
Trout
Foot
6. Deer
7. Woman
8. Tooth
9. Man
10. sheep

Writing sentences – Write five (5) sentences using at least one of the
plural nouns above (in assignment 1).
GRADE FIVE
WEEK 3-TUESDAY
HISTORY
MY COUNTRY GHANA-3
THE ANCIENT TOWNS
D. Kumasi
Kumasi was established by Osei Tutu I and Okomfo Anokye in the late
17th century. The town was well known for its arts and craft, planned
development, agriculture and military powers. Kumasi was capital of
Ashanti Empire with an army of over 20,000 strong men. It was known
by European as the Garden city of West Africa.
E. Edina (Elmina)
This was the first town the Europeans (Portuguese) arrived to settle in
1471. The presence of Europeans and development of the TransAtlantic Slave Trade made population of Edina to increase to over 2000
people from the 15th to 16th century. Edina (Elmina) is famous for the
castle built in 1482 by the Portuguese.
F. Daboya
Daboya is a town located in the Savanna Region. It was an ancient
Dagomba town until it was conquered by the Gonja in the early
seventeenth century. The town is located west of the present Northern
Regional Capital of Tamale. Daboya was known for its salt industry that
attracted a lot traders to the town.
ASSIGNMENT
1. Kumasi was established by ______________________.
2. In which century was Kumasi established?
3. How did the Europeans call Kumasi?
4. Which town did the Portuguese first settle in?
5. In which year did this happen?
6. In which year did the Portuguese build Elmina Castle?
7. Which people conquered an ancient Dagomba town (Daboya)?
8. In which century did this happen?
9. What was Daboya known for?
10. Where was Daboya located?
SCIENCE
WEEK 3-WEDNESDAY
DIVERSITY OF MATTER
MATERIALS
Types of Materials
Materials may be natural or artificial. They can come from living or nonliving things. A material that has not yet been changed in any way is called a
raw material.
Materials from Living Things
Wood, paper, and cardboard are all made from trees. Leather comes from cow
skin, wool comes from sheep, and cotton comes from plants. Mother-of-pearl
is a hard, shiny, and colourful material used for jewellery or to decorate
objects. It comes from the inside of certain shells.
Cardboard
Paper
Mother-of-Pearl
necklace
Leather Jacket
Materials made from Living things
Materials from Non-living Things
Metals and precious gems, such as diamonds, are taken from rocks in the
ground. Chalk, clay, coal, and sand are also examples of materials from nonliving things.
Some materials are a mixture of living and non-living things. Soil is made up
of tiny organisms, dead plants, and stones, tiny particles of rock, air, and water.
Coal
Charcoal
Chalk
Examples of materials made from
Non-Living things
Classification of Materials
Materials can be described by their properties. Understanding a material’s
properties is important when deciding whether the material is suitable for the
use planned for it.
The property of a material is a feature or quality that makes it unique. It also
helps in classifying a material. Materials can be classified based on their
Appearance, Hardness, Texture and Transparency.
ASSIGNMENT
1. What makes a material natural or artificial?
2. What is a raw material?
3. Mention five materials each of materials made from living things and
non-living things.
4. Materials are classified based on?
5. What of a material helps in its classification?
NUMERACY
WEEK 3-WEDNESDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Expanded Forms of Whole Numbers
The expanded form of a number is the expression of the number in the sum of
the place value digits.
Simply meaning writing the numbers in their place value form with an
addition sign (+). Let’s take examples to see what this means.
Examples: Write the following numbers in the expanded form
a) 245 b) 9,271 c)101,201
d) 6,845,795
Solution
a) 245 = 200+40+5 (use the place values to write the expanded form)
2 is in the hundreds position so it’s 200, 4 is in the tens position, so
it’s 40 and 5 is in the ones position so it’s still 5.
b) 9,271= 9000+200+70+1
c) 101,201 = 100,000+0+1,000+200+0+1
Remember that 0 in the ten thousands and tens is still 0
d) 6,845,795 = 6,000,000+800,000+40,000+5,000+700+90+5
Assignment: Write the following numbers in the expanded form
a) 111
f) 40,017
b) 455,472
g) 7,987,954
c) 9,999,999
h) 100,099
d) 1,234
i) 1,121
e) 174,471
j) 708
GRADE FIVE
WEEK 3-THURSDAY
ENGLISH COMPREHENSION
A career is a job or profession that someone does for a long time. To have
a career one needs a set of skills. This skill can be inborn or learnt in school.
Both however need to be thoroughly developed. Read the story below about a
career in mechanical engineering and answer all questions that follow.
Curious About Careers: Mechanical Engineering
Do you like to build with blocks? Are you curious about how solar panels
turn sun rays into electricity? Have you wondered how planes stay in the air?
Do you wonder why putting gas into cars causes the wheels to turn? Do you
like to design and create new things? If you do, a career in mechanical
engineering might be right for you!
A mechanical engineer is responsible for coming up with and designing
mechanical systems. Mechanical systems can include machine design, heating
and cooling equipment, power generation, and product design. Products like
the latest cellphone begin with an engineer coming up with the idea.
Mechanical engineers are in high demand right now. That means that there
are a lot of job openings for mechanical engineers, but there aren’t enough
people to fill those jobs. Because there is a high need for engineers, and the
work requires specialized knowledge, engineers get paid more than some
other careers.
To be a mechanical engineer, you need to graduate from college with a
bachelor’s degree. During your years in college, you will learn problemsolving and critical thinking skills that will help you to succeed as an engineer.
Problem solving is very important in the field of mechanical engineering.
People in this career need to be able to think about problems in different ways
to figure out the best solution. You also need to be creative, because you may
need to make something that’s never been made before. Attention to detail is
important, as well. Many designs rely on a lot of little details that need to work
together.
Mechanical engineers should also be very comfortable using a variety of
tools, such as calculators, high-speed cameras, measurement tools, and
computers to assist them in completing their job. There are many computer
programs mechanical engineers use to create designs in 3D, run scenarios, and
analyse calculations. Engineers also use computers for research.
As with many other jobs, mechanical engineers need to be able to meet
deadlines and work well with other people. Some jobs can be done with just
one person, but more often mechanical engineers are working on a team to
complete a project. If an engineer cannot manage his or her time well and
misses a deadline, the entire team gets delayed, which is not good for the
company.
Some engineers work in an office, and some travel to different work sites
while a machine or product is being built, so they can help solve any problems.
Mechanical engineering takes a lot of thought. It is a great career for
people who like to make objects and machines work, solve problems, and be
creative!
Questions
1. What are two skills engineers should have to be successful?
2. Why is it important for engineers to be creative?
3. What does “high demand” mean in the 3rd paragraph? How do you
know?
4. A printing company may need engineers to design a machine to make
magazines. What other type of company might need mechanical
engineers?
5. Would mechanical engineering be a good fit for you when you grow up?
Why or why not?
GRADE FIVE
WEEK 3-THURSDAY
ENGLISH COMPOSITION
PARAGRAPH WRITING (Order in Paragraphs)
It is important for the sentences in a paragraph to be in an order that makes
sense. This is especially important for a paragraph of instructions.
Usually, the first thing you need to tell is what materials or equipment
someone would need to follow your instructions. After that, order words—
such as first, then, next, and finally—can help make the sequence, or order,
clear. Order words are useful, but not every sentence has to start with an order
word.
Read the following paragraph.
When you can no longer tell what color your shoes are, it may be time to
shine them. Besides the dirty shoes, you will need a shoe brush, a soft cloth,
and shoe polish. First, use the brush to remove any loose dirt and dust from
the shoes. Then put some polish on the cloth and spread it evenly over the
shoes. Rub the polish lightly into the leather. Finally, rub the shoes briskly, or
buff them, until they shine.
Now let’s answer some questions together.
1. What is the main idea of the paragraph? We can tell from the
paragraph that it is telling us how to clean a dirty shoe. So that is the
main idea. Do not forget what a main idea means. Refer to week 1 if you
have forgotten.
2. Which sentence tells you what materials you need to follow the
instructions? We can tell the materials from sentence 2.
3. What order words are used to make the sequence clear? Order words
help make the sequence of instructions in a paragraph clear. So let’s
identify them in the given paragraph. There is first, then and finally.
4. Does every step have an order word? Does it? Answer this yourself
Practice – Assignment 1
Each paragraph below gives instructions for making something good to
eat. The steps are not in the right order. Rewrite each paragraph correctly.
Add order words to make the sequence clear. Then write a topic sentence
for each paragraph.
How to Make a Corned Beef Sandwich
Make sure to put everything back in the refrigerator. Put a slice of meat
on one slice of bread. Butter two slices of bread. Get bread, butter, sliced
corned beef, and mustard from the refrigerator. Cut the sandwich in half. Put
the other slice of bread on top. Add some mustard if you like.
Scrambled Eggs from Start to Finish
Use a fork to beat the eggs. Serve the eggs with toast and juice for a good
hearty breakfast. Pour the beaten egg mixture into the pan. You will also need
a mixing bowl, a fork, a frying pan, and a spatula. Remove the eggs from the
pan and turn off the stove. Get out two eggs, milk, and butter or margarine.
Use a spatula to "scramble" the eggs, or mix them up, as they cook. Pour in
some milk and beat some more. Put a little butter or margarine in the pan and
heat the pan. Break the eggs into the bowl.
GRADE FIVE
WEEK 3-THURSDAY
OUR WORLD OUR PEOPLE (OWOP)
MYSELF – 2
Emotional changes in boys and girls
Emotional changes normally affect the behaviour of the adolescent. They
have mixed or confused feeling. Some of these emotional changes are
explained below.
i. Anger: During adolescence both boys and girls can easily become angry
or irritated at the least provocation, hence they can easily start a fight.
This is because they have excess energy to fight.
ii. Love: They develop strong attraction towards the opposite sex. This
attraction sometimes results in sexual activities.
iii. Shyness: Both girls and boys feel very shy at this stage. In view of this
when they do something wrong and they are rebuked they become very
shy.
iv. Excitement: They easily become happy and want to enjoy themselves
especially when they are with the opposite sex.
v. Sadness: When adolescent boys and girls hear bad news they easily
become very sad.
vi. Adventurous: Adolescent boys and girls will always like to discover
new things. They can easily be convinced by friends to smoke Indian
hemp or cigarette.
ASSIGNMENT
Explain (in your own words) any four emotional changes adolescents go
through.
GRADE FIVE
WEEK 3-FRIDAY
RELIGIOUS AND MORAL EDUCATION (RME)
UNIQUENESS OF HUMANKIND
C. Uniqueness of Individuals
The uniqueness of individuals means that, every human being is different from
the other, and is therefore special. The uniqueness of individuals can be seen
in the following ways:

Every individual looks different from others. Although people may
resemble others facially, there is always a difference one can discover
after a careful look. People who normally resemble themselves so
closely are identical twins;

Every individual has different physical features. The physical
features are those parts of the body that can be seen, and touched.
Examples are legs, toes, hands, fingers, eyes, ears, hair, breast, etc. Some
have short features while others have long features, some have round
features others oblong features, some have small features while others
have large features;

Every individual thinks and reasons in a particular way;

Every individual has a particular way he or she does things. For
example, human beings talk, dance, sleep, walk, run and write
differently. Every individual has a particular God-given talent or ability
to use for himself or herself and society. For example, we have teachers,
doctors, lawyers, traders, singers, dancers, engineers, and drivers;
God wants humankind to respect and appreciate everybody in society. This is
because everybody has a part to play to build healthy societies. We must
therefore learn to respect and appreciate everybody's talent, no matter how he
or she looks, and no matter what gifts and abilities he or she has.
ASSIGNMENT
1. What does the uniqueness of an individual mean?
2. State and explain three (3) ways that make you uniquely different from
your best friend.
GRADE FIVE
WEEK 3-FRIDAY
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
OUTPUT DEVICES
A. MONITOR
It is an output device and displays all the programs and applications which are
running on the computer system. A Monitor is the visual display unit of the
computer system. It displays images generated from the video output. There
are different types of monitors.
CATHODE RAY TUBE MONITOR
LCD MONITOR
TFT LCD MONITOR
LED MONITOR
PROJECTORS
Different types of monitors include:
1.
2.
3.
4.
5.
Cathode Ray Tube
Liquid Crystal Display (LCD)
Thin Film Transistor Liquid Crystal Display (TFT LCD)
Light Emitting Diodes (LED)
Projection Displays (Projectors)
B. PRINTERS
Printers are devices used for producing output on paper.
Types of printers
1.
2.
3.
4.
Daisy Wheel Printer
Dot Matrix Printer
Inkjet Printer.
Laser Printer
C. SPEAKERS
Computer speakers, or multimedia speakers, are external speakers, which
produce sound as output.
Speaker
Stand
Volume
Control
Figure 4.29: Multimedia Speakers
ASSIGNMENT
1.
2.
3.
4.
5.
6.
What is a monitor?
Mention three types of monitors.
Why is a printer an output device?
Write two types of printers.
What do speakers produce as output?
With your knowledge of input and output devices, give two example of
each (input and output devices) which are not provided in the notes.
SCIENCE
WEEK 4-MONDAY
DIVERSITY OF MATTER
MATERIALS
Classification of Materials
1. Appearance: Materials
can
be
differentiated
from each other on the
basis of their looks.
Some like diamond and
gold are shiny in nature
that is they are lustrous.
Whereas
some
other
materials like graphite and wood do not appear shiny and are generally
known as non-lustrous materials. Objects like iron, gold, and copper
which are lustrous in nature are often considered as metals.
2. Texture: Some
materials have an
uneven surface that
is the surface has
ridges. These
materials are known
as rough materials
while other materials have an even surface. These are smooth
materials. Example of smooth material is a polythene bags. Example
of rough material is cement block.
3. Hardness:
washing
While
utensils,
we
observe that the sponge
can be easily squeezed
whereas the utensils are
cannot be squeezed or
compressed
totally.
Materials that can be
compressed or scratched easily are referred to as soft materials.
Whereas materials that are difficult to scratch and compress are termed
as hard substances. Examples of soft materials are foam, sponge, cloth
and hard materials are rock, wood, iron rod.
4. Transparency: This is when we can see through an object because light
can easily pass through. Example of a transparent material is a glass
and a food plastic wrap. But not all objects are transparent. Some objects
are opaque while some are translucent. An opaque material is a
material that we cannot see through. This is because light cannot pass
through. Examples of opaque materials include wood, blocks, tree etc.
A translucent material is a material that has partial visibility. That is
you cannot see through clearly. Example is the frosted glass used for
windows, a paper that has been stained with oil.
ASSIGNMENT
1.
2.
3.
4.
5.
What is a lustrous material?
Give three examples each of a lustrous and a non-lustrous material.
Why are some materials classified as smooth materials?
Give three examples of a rough material?
Write one difference between an opaque, translucent and transparent
material.
6. Classify the following materials as either
a. Hard or soft b. rough or smooth c. lustrous or non-lustrous
d. transparent or opaque or translucent
Box, chalk, cloth, glass, paper, wood, charcoal, sand, cotton, silk.
Remember some materials may have more than one property
NUMERACY
WEEK 4-MONDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Expanded Forms of Decimal Numbers
The expanded form of a decimal follows the same rule as the expanded form
of whole numbers. The place value of the number is used to write its expanded
form. Let’s take some examples.
Examples: Write the following decimals in their expanded form.
a) 21.093 b) 0.12 c) 0.12345 d)129.309
Solution:
a) 21.093 = 20+1+
0
10
+
9
100
+
3
1000
Remember: After the decimal point the numbers are fractions, tenths,
hundredths, thousandths, ten thousandths…….
Tenths= divided by 10
Hundredths = dived by 100
Thousandths= divided by 1000
Ten thousandths = divided by 10,000
Hundred thousandths = divided by 100,000
Millionths =divided by 1,000,000
b) 0.12 =
1
10
+
c) 0.12345 =
2
100
1
10
+
2
100
+
3
100
d) 129.309 = 100+20+9+
3
10
+
+
4
1000
0
100
+
+
5
10000
9
100
Assignment:
Write the expanded form of the following numbers:
a) 124.34
b) 0.0074
c) 0.462
d) 347.008
e) 8.86478
f) 965.042
g) 63.2547
h) 82.457
i) 512.517
j) 65.078
GRADE FIVE (5)
WEEK 4-TUESDAY
ENGLISH GRAMMAR
NOUNS- (COMMON AND PROPER NOUNS)
When you talk or write about any person, place or thing, you use a
common noun. When you talk about a particular person, place or thing then
you are using a proper noun. Look at the examples below:
A scientist works hard.
Marie Curie was a scientist.
What country was she from?
She was born in Poland.
In what month was she born?
She was born in November.
The words scientist, country, and month are common nouns. Marie Curie,
Poland and November are proper nouns. Proper nouns begin with capital
letters. When a proper noun is made up of more than one word, you should
begin each important word with a capital letter. Study these other examples
of common and proper nouns.
Common Nouns
Proper Nouns
Common Nouns
Proper Nouns
street
North Pine
river
Oti River
city
Nungua
lake
Volta Lake
region
Ashanti
mountain
Mount Afadjato
continent
Africa
building
Osu Castle
ocean
Pacific Ocean
festival
Homowo
ASSIGNMENT ONE (1)- Identify each noun as a common noun or proper
noun. Tell whether a word or words should be capitalized.
1.
2.
3.
4.
5.
europe
august
river
street
ocean
6. italy
7. holiday
8. san diego
9. country
10. upper east
11. gulf of guinea
12. kwame
nkrumah

Writing a Paragraph – Write a paragraph about people or places. Use
at least five common nouns and five proper nouns in the paragraph.
GRADE FIVE
WEEK 4-TUESDAY
HISTORY
EUROPEANS IN GHANA
INTERNATIONAL TRADE INCLUDING THE SLAVE TRADE
The purpose of the unit is to understand why what began as trade in goods
from 1471 soon included trade in humans by the 1 6th century.
1. SLAVE TRADE OR TRADE IN HUMANS
This trade involved the buying and selling of human beings. Before the white
men came, our ancestors practiced slave trade as a form of punishment, war
victims or debt payment. What the Europeans introduced was the profitmaking. European countries that engages in this trade were Britain, Portugal,
France, Denmark, Holland, Germany and Sweden.
A. Reasons Why the Europeans Began to Trade in Human beings
I. Low Supply of Gold
Gold on the coast where the Europeans first settled was almost found on the
surface of the earth. When its supply diminished, the Europeans replaced the
gold trade with slave trade.
II. Labour
The slaves offered labour on sugar cane, cotton, coffee and tobacco farms in
the Americans and the Caribbean.
III. High Profit
Europeans slave traders found the trade in humans to be more profitable than
the goods they were selling.
B.
How the Slaves Were Obtained
The capture of slaves from Africa from the 17th century onwards was done by
Africans themselves. Mostly the chiefs and their elders traded the adjoining
communities. Except on few occasions did the Europeans move to the inland
to capture slaves themselves. The slaves were obtained in four main ways:
1.
2.
3.
4.
Criminals sold by chiefs as punishment.
Selling of domestic slaves.
Raids by African and European gangs.
Prisoners of war obtained inter-ethnic wars.
Slaves in chains being marched to a slave market
ASSIGNMENT
1. Before the arrival of the whites, why did our ancestors practice slave
trade?
2. Mention four European countries that were involved in human trading.
3. State and explain three reasons why the Europeans began trading
humans.
4. Write four ways slaves were obtained.
SCIENCE
WEEK 4-WEDNESDAY
DIVERSITY OF MATTER
REVERSIBLE AND IRREVESIBLE CHANGES
INTRODUCTION
A change is a process which alters the components of a material, its shape,
or make the material pass from one state to another. Change happens around
us all the time. We can classify changes as reversible or irreversible.
REVERSIBLE CHANGE
A reversible change is a change that can be undone. This means that the final
substance formed can be converted back to the original substance without
creating any new material. A reversible change is also called physical
change.
Examples of reversible changes are melting of candle, freezing of water,
boiling of water, evaporation of water, condensation of water, dissolving salt
or sugar in water and changing the shape of a material.
1. Melting: It is a process which changes a solid material to a liquid.
Examples:
i. When candle wax is heated, the solid wax melts and becomes a liquid. If
the molten wax is cooled, it becomes a solid again.
ii. When chocolate is warmed until it melts, the melted chocolate can be
changed back into solid chocolate by cooling.
2. Freezing: It is a process which changes a liquid material to a solid.
Examples:
i.
When one freezes water into ice, one can melt the ice back to water by
heating it.
ii.
When orange juice is frozen to make ice lollies, the ice lollies can be
changed back into orange juice by heating.
3. Boiling: It is a process which occurs when water is heated to 1000 C.
Example: When water is heated to 1000C, it becomes very hot and boils.
However, the liquid is still water.
4. Dissolving: It is a process by which a material becomes absorbed in a
liquid.
Example: When salt is mixed with water it disappears and the water
becomes salty. But the salt can be recovered from the salty water by
boiling and the water evaporated, leaving behind salt.
5. Evaporation: It is a process by which a liquid material changes to gas.
Example: When water is boiled in a kettle, steam is produced. When the
steam is captured, it can be turned back to water by cooling it. This is
called condensation.
6. Changing the shape of a material: When one stretches an elastic band,
one alters its shape but it is still made of an elastic material. A paper
crumpled can be turned back into its original state by unfolding it and
ironing it.
ASSIGNMENT
1. What is a reversible change?
2. Mention five reversible changes in our daily lives.
3. Give one reason why a reversible change can be undone.
4. Draw and label any reversible change that occurs in your home
5. What is condensation?
NUMERACY
WEEK 4-WEDNESDAY
NUMBERS
COUNTING, REPRESENTATION AND CARDINALITY
Comparing numbers using >, < or =
When comparing numbers these are the symbols used:
“>” is the greater than sign. This is used when the first number is bigger
than the second number.
“<“ is the less than sign. This is used when the first number is lesser or
smaller in value than the second number.
“=“ is the equal to. This is used when both numbers are of equal value.
Let’s take some examples and see how these symbols are used.
Examples: Compare the following numbers and insert >, < or = in the spaces
provided.
a) 1,500_____999 b) 98,889____98,989 c) 123____123
When comparing numbers;
1. Expand the numbers first
2. Then compare their place values.
a) 1,500 > 999
1000+500_______ 900+90+9
Compare the first place values;
Since 1000 is bigger than 900,
1,500 is bigger 999.
So the symbol we will put there is the greater than symbol, >. This is because
the first number is the bigger one.
b) 98,889 < 98,989
90,000+8,000+800+80+9 ________90,000+8,000+900+80+9
So first compare the place values of the first numbers of both numbers.
98,889 = 90,000
98,989 = 90,000
Since both numbers have equal place values let’s check the second
number of both numbers.
98,889 = 8,000
98,989 = 8,000
Since both numbers have equal place values let’s check the third number
of both numbers.
98,889 = 800
98,989 = 900
Now since 900 is bigger than 800, then 98,889 is lesser than or is smaller than
Hence we use the less than symbol : <
c) 123 = 123
100+20+3 ____100+20+3
Since both numbers are the same on both sides the symbol into insert is “=“
Assignment:
1. 3462___3764
2. 6324___5833
3. 5723___4588
4. 345,672____345,694
5. 6540_____2304
GRADE FIVE
WEEK 4-THURSDAY
ENGLISH COMPREHENSION
Rail transport is one of the means of travelling in Ghana. This however,
is not popular with travellers since it is limited to only a few areas in the
southern part of the country. Below is a passage in which two friends travelled
by train.
Abena and Kai Travel by Train
Abena and Kai are classmates and very good friends. Neither of them had
ever travelled by rail, and longed to have that experience. Abena asked to Kai
to suggest to her parents if she could travel with them on train.
One weekend, Abena went over to Kai’s house and informed her that the
family had decide to go to Kumasi by rail. Late in the afternoon on Friday,
they packed their suitcases and went by taxi to the main railway station in
Accra. A porter took their luggage and led the way first to the booking-office
where they bought their tickets. They then went to the platform where the
train for Kumasi was waiting. They booked seats in a second class coach and
took their seats by the window.
Soon the train was moving quickly out of the city and into the green fields,
through towns and villages dotted along the railway line. The two friends
spent most of time looking out of the window.
After some time they could no longer remain in their seats and so got up
to admire the wonders of nature. The sun was setting so they watched the
beautiful scenery created by it behind a high hill whose peak was almost
buried in the clouds. They also admired the beauty of the countryside and of
the various towns and villages though which the train ran. They went through
Nsawam, Anyinam and Nkawkaw in the Eastern Region.
Soon, it became dark outside and they could no longer see anything. They,
therefore, retired into their seats and soon slept. They later woke up and to
their shock, they could not find their luggage.
Kai went and woke her daddy up and told him.
“Daddy, we can’t find our suitcases. Who might have taken them?’
“Kai, said her father, “are you sure you searched the whole place
properly? I don’t want to believe someone has come for our bags while we
were sleeping.”
“But where else can we look for them, Daddy?” asked Abena. Both of
them began to cry.
Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why is rail transport not popular with travellers?
Who usually carries travellers’ luggage for them at the station?
Where does a train wait for passengers to board?
What type of coach di Abena and Kai travel on?
Why could Abena and Kai not remain in their seats?
Where did the train run through after travelling out of Accra?
Mention some of the beautiful things the girls saw during their journey?
Who reported the missing bags?
Was her father sure their bags had not been stolen? How do you know?
What did the girls do?
Vocabulary Study
Find and study the meanings of the following words: rail, porter, luggage,
booking-office, platform, booked, coach, scenery, countryside, retired.
GRADE FIVE
WEEK 4-THURSDAY
ENGLISH COMPOSITION
PARAGRAPH WRITING (Getting started)
To write your own paragraph, follow these steps:
Step One
Choose a topic
Step Two
Write your paragraph
Step Three
Revise your paragraph
Step Four
Proofread your paragraph
Step Five
Make a final copy then submit for marking
We will be taking these steps one after the other.
Choose a Topic
In choosing your own topic, choose something you enjoy doing or your
favourite things like games you like to play or something you do in your
leisure time. Can you tell or instruct someone to do them?
Giving instructions is an important skill, and it is not always an easy one.
If you know how to do something well, it is easy to skip some of the steps or
leave out important details when you are explaining it. This would make it
hard for a beginner to follow your instructions.
Even a very simple activity can have many steps.
ASSIGNMENT
A. Make a list of four things for which you could write instructions. Ask
yourself these questions when selecting the topics.
1. What new things have I recently learned?
2. What am I an expert in doing?
3. What do I know how to make?
B. Think through the steps for each topic. Do you really know how to
explain each topic? Would some topics be better to show that explain?
Which topic would someone else most enjoy knowing about? Choose
one topic from you list and circle it. We would work on this topic next
week.
GRADE FIVE
WEEK 4-THURSDAY
OUR WORLD OUR PEOPLE (OWOP)
MY FAMILY AND THE COMMUNITY
BEHAVIOURS AND ACTIVITIES NEEDED TO BE A COMMITTED
FAMILY MEMBER
i.
Taking part in family activities: There is the need for committed
family members to take part in the activities of the family. For example, house
chores or cleaning of the house.
ii. Present at family meetings: All members of the family are required to
attend family meetings when it is called to discuss issues required to be at such
meetings.
iii. Respond to family needs: Every family member must be willing to
assist other family members by responding to their needs.
iv. Helping needy relatives: Members of the family who are financially
strong must give support to needy family members. This can be in a form up
paying school fees or giving capital to needy family members.
v. Accepting responsibility: Every family member is required to perform
duties given to them by the family.
vi. Taking initiatives: Committed members of a family are required to take
initiatives that would benefit the whole family. For example, education or
trade fund which will benefit needy family members.
ASSIGNMENT
Mention and explain (in your own words) four (4) activities or behaviours that
make you a committed family member.
GRADE FIVE
WEEK 4-FRIDAY
RELIGIOUS AND MORAL EDUCATION (RME)
UNIQUENESS OF HUMANKIND
D. Deformation of bodies
At times, human beings change or deform their bodies. This means that they
change, or spoil the shape, or appearance of certain parts of the body. To
achieve this purpose, they use equipment like knives, blades; or broken
bottles.
They use the equipment to change or damage parts of the body very severely
by breaking, cutting or tearing off a necessary part. This practice is called
deformation or mutilation of the body. Deformation of the body is the
practice whereby a part of the body Is severely cut, or torn off, with the help
of a sharp equipment or tool. Examples of acts which we can call deformation
of the body are facial or tribal marks and female genital mutilation.
These acts are cultural practices of certain groups of people called tribes. This
means that the acts are the way of life of the group of people. Once you belong
to the group, you have to participate in these acts. These people have reasons
for practicing these acts and people who do not practice them are outlawed
from the tribe.
Facial Marks
Facial marks are also called tribal marks. The adjective tribal, means that the
marks are associated with tribes. Some tribes in Ghana adopt this tribal mark.
The practice is prevalent in other African countries. An example is the Moshie
tribe of Burkina Faso. Some Nigerian tribes also engage in the practice.
The marks can either be all over the face, on the chin, or on one or both cheeks.
They can be small or large, long or short, many or few. The location of the
marks and their nature depends on the tribe involved.
For example, some tribes mark their faces with many marks. The marks are
from the forehead to the chin. They design them to make small marks join
bigger marks.
FIG. A woman with tribal marks
The main reason which these tribes give for the practice is that, the marks
help them to identify themselves easily.
When one looks carefully into this practice, one will feel that the practice is
not really necessary for human beings. We can state the following reasons why
it can be considered unnecessary.
The practice has the following disadvantages:
•
The cutting of the face with sharp implements produces pain;
•
The objects used for the marking can be the sources of certain diseases
that can kill people. An example of such diseases is tetanus and AIDS.
ASSIGNMENT
1.
2.
3.
4.
What is defamation?
Name three equipment that can be used for defamation.
Why do some tribes defame themselves?
Do you think this practice is important? If yes why and if no why not.
GRADE FIVE
WEEK 4-FRIDAY
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
ANALOGUE AND DIGITAL DEVICES
Analogue devices can be defined as a combination of analogue machines and
analogue media that, together, have the ability to record, measure, broadcast,
and reproduce continuous information.
These devices were what were used before the advent of “new technology”.
They were normally big and had to be used manually. These devices led to the
making of new devices that were more accurate and processed information on
a higher and faster rate. These devices are Digital devices.
Some example of analogue devices include:
1. The phonautograph: The
earliest known device for
recording sound.
2. Abacus
3. Analogue telephone
Some digital devices include:
1.
2.
3.
4.
5.
6.
7.
Mobile phones
Digital clocks
Laptops
Computers
Camera
LCD television flat screen
DJ turntables
4.
5.
6.
7.
Analogue computers
Analogue compass
Analogue clock
Analogue radio
Analogue Clock
Analogue Compass
Analogue Radio
Phonoautograph
Analogue Computer
Analogue Telephone
Abacus
ANALOGUE DEVICES
MOBILE PHONES
COMPUTER
DIGITAL CLOCK
DIGITAL RADIO
TELEVISION
DJ TURNTABLE
SOUND DEVICE
DIGITAL DEVICES
ASSIGNMENT
1. What are analogue devices?
2. What is difference between an analogue device and digital devices in
terms of processing information?
3. Name any other three digital devices.
4. Name any other two analogue devices.
5. How has the making of digital devices helped humans? Write only one
point.