English Language Primary

Home , Ankole, Bunyoro, Omweso, Wanga Kingdom

PRIMARY SIX

Ministry of Education SELF STUDY MATERIALS and Sports ENGLISH LANGUAGE

LESSON 1: Use of Adverbs 9. The hungry boy ate the mango Introduction ______. (greed) Learning Outcomes 10. The hunter ______attacked the Letter writing is one way of sending a lion in its den. (brave) message between or among people. You By the end of this lesson, you should be can write a letter to a friend, parents, able to: relatives and many others. i) identify ways of doing things. Activity 2 Activity 1 ii) use of adverbs in your daily life activities. Order of Adverbs 1. (a) Write a letter to your father appreciating him for his effort to You will need: When more than one adverb is used in keep everybody well in this period • a pen a sentence, they usually follow in this of COVID-19 pandemic. Wish him • a book order: manner (how?), place (where?) a longer stay in this life. Use your and time (when?). Introduction school address. Example (b) The letter below has some words An adverb is a word that tells more missing. Using the words in the box, about a verb, an adjective and another The pedestrian crossed the road complete it by filling in the gaps adverb. Adverbs tell us how an action is carefully (how?) at the zebra crossing correctly. done: when? why? how? and where? (where?) yesterday (when?). reap advise purpose academic not Examples arua discussions hear dear examinations i) The cyclist is riding slowly. From the sentences below, underline the ii) Children should cross the road adverbs of manner, place and time. Owayi Primary School, carefully. 1. The traffic officer called the driver P.O Box 135, Activity 1 loudly at the junction in the morning. ______2. Many cyclists ride carelessly at the Use the correct form of the word in the traffic lights every day. 19th March, 2020. brackets to complete the sentences 3. The bus driver spoke politely to the below. passenger on the bus on Tuesday. ______Maxwell, 4. My mother nicely made cakes from How is Komendaku? Hoping you are fine. Examples have been given to guide you. the kitchen last weekend. The ______of writing to you is to 1. Tino cleverly avoided the 5. It rained heavily in our area last ______you about how to prepare punishment. (clever) year. to excel in ______. On my side, 2. Uganda’s population is steadily I am very seriously engaged in group rising. (steady) ______and research as well. I wish to ______from you too, 3. St Thomas choir sang the second LESSON 2: Informal Letter Writing compulsory song ______. (beauty) on what you are doing to cross that 4. The host welcomed us ______. Learning Outcomes ______river. Hoping you are (cheer) ______wasting time in 5. We ______waited for By the end of this lesson, you should be a disco and playing cards under the his return from Ojipaku market. able to: big mahogany tree near the football (patience) pitch. The proverb states “You i) express your views on safety on 6. Italians have seen the ______what you sow.” the road. coronavirus attacked. (worse) ii) write a letter about safety on the 7. They answered the I wish you the best in your struggle. road. question______. (wise) 8. A machete is ______bigger Yours, than a knife. (usual) Akasa Brian.

©National Curriculum Development Centre, 2020 1 We know what brings you. i) apply the Highway Code to use the road safely. (HEALTH TIP: Stay home and observe Failure to follow the Highway Code, ii) interpret road signs. social distance to stay safe.) Speeding, drink-driving You will need: But you still come. Lesson 3: Traffic Dangers • manila • fibres Learning Outcomes Accidents! Accidents! • boxes By the end of this lesson, you should be • sticks/wood etc. able to: You are common at crossroads • paper • clay i) identify causes of accidents. You are common at junctions • a dictionary ii) apply the highway code to use the road safely. You are common at roundabouts We know, but you still happen. Activity

You need: 1. You are going to draw, model or make some road signs using the • a dictionary Accidents! Accidents! materials above. • an exercise book Shame on you, for we can stop you 2. You will be assisted by your • a pen or pencil parent/guardian or any adult at First, motorists must be careful on the home. Introduction road 3. For the choice you make, take note of these expectations: Study the picture below and think about Next, don’t drive vehicles in poor what is happening. mechanical conditions Choice Expectation And above all, master the Highway Code. Drawing Draw on a manila. Arsene M. Draw at least four road signs.

Activity Colour your picture. a) What is the poem about? Modelling This involves using clay b) What are accidents compared to? or wax. c) Mention one cause of accidents. d) Apart from the roundabouts, You can model at least where else do accidents occur? two road signs. e) Who should become our friend in order to overcome accidents? You are free to paint In your exercise book, write down any f) Suggest a suitable title to this your model. five causes of road accidents. Using a poem. dictionary, look up these words and note Making This requires using their meanings: materials like fibres, crossroads, junction, accident, first Follow-up Activity plywood, boxes etc. aid, careful, Highway Code Write your own poem about accidents. You can make at least Read the poem below carefully and It should have four stanzas. Each stanza two road signs. answer the questions about it in full should have four lines. sentences. (HEALTH TIP: Avoid shaking hands, Accidents! Accidents! observe social distancing, stay safe and Introduction wash your hands with water and soap!) Worst thing in life! Study the picture below. You are as deadly as coronavirus, Lesson 4: Traffic Dangers You rob us of our dear ones, Learning Outcomes Sometimes in large numbers. By the end of this lesson, you will be able to: Accidents! Accidents!

2 ©National Curriculum Development Centre, 2020 How do you get to know what others Note: have said about you? The tense changes when we change Step 2: When you are telling others from the direct to indirect form. In the what you want them to do, you use examples above, the tense changed from direct speech. the present simple to the past simple tense because the situation has changed. Examples Exercise i) Do not make fun in the debate. ii) Smile when the audience shouts Rewrite the following sentences in you. indirect (reported) Speech. Step 3: When someone else wants to tell 1. They said, “Waiswa makes noise in others what you exactly said, she or he the debate.” Step 1: Identify the road signs you plan will then use direct speech. Quotation 2. She said, “Arinaitwe dozes in the to make, draw or model. Examples of marks will be included. debate.” road signs: junctions, crossroads, road 3. Nasimolo said, “Lukia plays so much Examples humps, school children crossing, cattle in the debate.” 4. Cale said, “Namubiru likes the crossing, zebra crossing, hospital ahead, i) Mrs Nsamba says,” Don’t make motion.” church ahead etc. fun during the debate.” 5. Mrs Owor said, “You don’t know the ii) My father said, “Smile when the Step 2: Collect the materials related to proposers.” audience shouts at you.” your choice above. 6. The chairperson said, “Rugunda Step 4: The following sentences are opposes the motion.” Step 3: You can begin making, drawing in direct speech. Which words were 7. Agola said, “Droti hates the motion.” or modelling. exactly said by the speaker? 8. The timekeeper said, “Asaakibwe spends more time.” In case you choose drawing, remember i) Mary said, “Kucana is the 9. Gwendibo said, “The opposers raise to label your pictures. chairperson of the debate.” good points.” Step 4: Keep your product/work safely ii) Kilama says, “Bruno and 10. Kiconco said, “The proposer uses and remember to hand it in to your Brenda oppose the motion.” difficult words.” teacher of English. iii) Fatuma said, “Muhwezi loves the motion.” iv) Ikilai says, “The opposers are noisy.” COVID -19 kills! Avoid touching the eyes, nose, or mouth before washing Step 5: Study the examples below your hands with clean water and soap. before you write the exercise. Lesson 5: Debating—Direct and Indirect Speech Direct speech Indirect(Reported) speech 1. “We hold de- 1. Akio said that they bates on Mon- held debates on Learning Outcomes day,’’ Akio said. Monday.

By the end of this lesson, you should be 2. They say, 2. They say that Zulufa able to use direct and indirect speech in “Zulufa debates debated confidently. the present simple tense. confidently.” You will need 3. “Does Rona love 3. Wambwa asked the motion?” if Rona loved the • an exercise book Wambwa asked. motion. • a pen/a pencil Wambwa wanted to know if Rona loved the motion.

Introduction 4. Sisye said, “The 4. Sisye said that the chairperson is chairperson was Direct speech fair.” fair. In this lesson you will first learn to how 5. Alupot said, “I 5. Alupot told me that to change sentences from direct to want to chair she wanted to chair indirect speech. the debate next the debate the fol- Monday.” lowing week. Step 1: What do you do when someone does something bad to you?

©National Curriculum Development Centre, 2020 3 Lesson 6: Debating—A Dialogue CONTROLLING COVID-19 IN UGANDA sanitizer can killing the virus and keep us safe. Learning Outcome Waiswa: Hello Oguti, this is your Waiswa & Oguti: Let us all fight this friend Waiswa calling from virus by staying at home By the end of this lesson, you will be able Kamuge. and staying safe. to write a dialogue about debating. Oguti: Hello Waiswa, how are you in this total lockdown? Step 4: Answer the following questions You will need Waiswa: I am careful not to get about the dialogue. • in contact with infected an exercise book i) How many people are talking in • a pen/a pencil people. Oguti: What are you doing exactly the dialogue? ii) Who are the people taking part in Introduction to avoid contracting COVID-19? the dialogue? A dialogue is a communication between Waiswa: Didn’t you listen to the iii) According to the dialogue why two or more people. President’s directives? do you think there is a total We should stay at home. lockdown? Step 1 All those who move to iv) Why should you use soap to wash the markets and trading your hands? centres must be back home v) What lesson do you learn from the before 7:00 pm because dialogue? there is curfew in the whole country. Exercise Oguti: I hope you always wash Write a short dialogue about debating your hands with soap for in your school. Use only 4 lines. In your at least for 47 seconds dialogue let the characters talk about before entering the house a debate they participated in. Choose or touching objects. the names of the characters for your Waiswa: Yes I do. But I also only dialogue. i) What can you see in the picture? use soap and the sanitizer ii) How many boys can you see in my mother bought to 1. Think about how your dialogue will the picture? clean tables, chairs, doors look like before you start writing. iii) Why is one of the children in a handles and window 2. Give the dialogue a good title that wheel chair? latches. matches with what you have written. Oguti: Lucky you! For us our 3. Begin each sentence with a capital parent s only bought soap letter. : Step 2 Read the dialogue below on which we use for washing 4. Use punctuation marks in your COVIT-19 in preparation for the our hands and cleaning dialogue. activity on writing a dialogue on other things. 5. Be neat. debating. Waiswa: That is ok. Either soap or

4 ©National Curriculum Development Centre, 2020 SOCIAL STUDIES

Lesson 1: The Cradle of Human Race in - Linguistics Lesson 2: Archaeologists and Their East Africa - Anthropology Findings in East Africa - Archaeology By the end of this lesson you should be By the end of this lesson you should be - Written records able to: able to: i) Oral tradition i) mention the importance of the study i) suggest the meaning of excavation, This is the information passed down by of human origin. fossils, archaeologists, artefacts, word of mouth from one generation to ii) list the sources of history. dating and stratigraphy. another. It is also called oral history. iii) give the meaning of each source of ii) find out the names of archaeologists It is the oldest form of recording history. in East Africa and give their information. iv) mention the examples of oral and discoveries. written sources of history. iii) locate and name examples of Sources of oral tradition archaeological sites on the map of Materials you need: - legends East Africa. - myths iv) mention the importance of - pens - proverbs archaeological sites. - a notebook or exercise book - riddles v) draw a sketch map of East Africa - Social Studies textbooks for Primary - poems showing archaeological sites. Six (if possible) - Primary School Atlas for Uganda (if NOTE: The advantage of using Materials you will need: you have one) oral tradition is that it is a cheap way - pencils - a dictionary of getting information. However, this - pens source of history has one disadvantage SST textbooks for P.6 ( if possible) Introduction - because the information can be changed - Primary School Atlas for Uganda (if In P.5, you studied about the people of by the narrators to suit their interests. you have one at home) Uganda. You learnt about the people of - a notebook or exercise book pre-colonial Uganda, the major ethnic Can you narrate one of the legends you groups of people, their origin, and places have ever heard? Introduction in which they settled in Uganda. You ii) Linguistics Step I went ahead and studied about the social, Historians believe that East Africa is political and economic organisation of Linguistics means the study of the origin the origin of the human race. This is the each ethnic group. and development of language. It helps reason why it is called the cradleland us to know the movement and settlement of the human race. Historians came to Step I of people of long ago. It also helps us to this conclusion after they made some trace the origin of the people. archaeological findings. Remember that the people of East Africa migrated from different areas to settle in iii) Written records Step II places they are found in today. There are - It is also called written history. i) The people who dig and study the factors that caused their migration from - Written records are the written remains of the people who lived in their cradleland and their settlement in information about past events. the past, their tools, and the animals areas they occupy today. they kept are called archaeologists. iv) The sources of written history ii) The remains of the people, animals Novels, diaries, journals, newspapers, Step II - and plants that lived long ago are letters, magazines, history books. called . a) You need to know the importance fossils iii) The process of digging remains or of studying about the origin of Advantages of written records fossils is called . The the human race. We study the excavation - The information is not easily people who dig out fossils are called importance of human origin because: changed. i) excavators. It helps us to know how human - The information can be kept for a beings developed up to their long time. current stage. ii) It helps us to know the Disadvantages of written records Some fossils that archaeologists study are as follows: activities which were carried - It is expensive to buy the sources of out by our ancestors. written records. iii) It helps us to know and Human skull Stone axe Arrow and bow maintain our culture. v) Archaeology b) You need to also know that there Spear Bolos Pot are different ways we came to know Archaeology is the scientific study of Bone needle Dog’s skull about the past and present events. material about the past. Archaeology This is through using different helps us to know the tools which the Note: sources of history. The sources of people of the past used, the activities history are: they did and the places where they i) The places where excavations - Oral tradition settled. are carried out are called

©National Curriculum Development Centre, 2020 5 archaeological sites or there are many people living in East iv) mention reasons why the Bantu Stone Age sites or Early Man Africa. They speak different languages, migrated. settlement sites. and have different origins and cultural v) give examples of Bantu tribes in practices. They do different activities, as East Africa. ii) The process of determining how you found out when you studied about vi) give the effects of the migration old fossils are, is called dating. how different people came to live in and settlement of the Bantu in iii) The classification of different Uganda. East Africa. fossils dug up according to the depth of the ground in which they Step I Materials you will need: are found is called stratigraphy. The different people who settled in East - Pens Examples of archaeologists in East Africa have different origins and the - Exercise books Africa factors for their migration depended - Primary School Atlas for Uganda, if on the climatic conditions and the possible 1. Dr Louis Leakey and his wife (in economic activities they did. Some were - SST textbooks, if you have one at 1959) cultivators and others were pastoralists. home These people migrated many years ago • They discovered the oldest skull of and settled in the places they occupy Factors that Influenced the Migration man at Olduvai Gorge in Tanzania. today. Their homelands were actually and Settlement of Ethnic Groups in East Africa • The oldest skull of man was named outside East Africa. Zinjanthropus. Step II What to do: • Anthropus means man and i) You are to learn about different a) You are requested to read the Zinjanthropus means black man. ethnic groups of people in East instructions carefully and attempt Africa. all the questions that you will be 2. Dr. Merrick Posnasky given. An ethnic group is a group of people - He discovered the remains of the who share the same origin, language b) It is very important to write Bachwezi at Bigobyamugenyi. and culture. down all the words in their correct spelling and form correct 3. J.S. Kirkman and Dr. Nevilleh ii) The major ethnic groups of people in sentences as you do the activity. Chittik East Africa are:

- They excavated the remains or • The Bantu Introduction fossils at the coast of East Africa. • The Nilotics/Luo/River-Lake Nilotes In P.5, you studied about the reasons for Examples of archaeological sites in • Kushites/Hamites the migration of early people to Uganda. East Africa You learnt about the Bantu, their origin, • Plain Nilotes and Highland Nilotes why they migrated, where they settled, their occupation and the different Bantu tribes in Uganda. Work to do: Match the ethnic group of East Africa to the place of origin Step I Ethnic Group Place of Origin There are many factors that make people migrate today. In the same way, early 1. Bantu groups migrated from their homelands Ethiopian Highlands for different reasons. 2. River-Lake Nilotes Lesson 3: Major Ethnic Groups in East Cameroon Highlands Step II Africa 3. Cushites Bahr el Gazel Factors that influenced the migration By the end of this lesson you should be 4. Plain Nilotes and settlement of the major ethnic able to: groups in East Africa. i) i) They were looking for areas with give the meaning of ethnic groups. Lesson 4: The Factors that Influenced ii) name the major ethnic groups of fertile soil and reliable rainfall, i.e. the Movement and Settlement Patterns the Bantu. people in East Africa. of the People in East Africa iii) trace the origin of early ethnic groups ii) They were running away from of people in East Africa. By the end of this lesson, you should be internal conflicts. iv) use the map of East Africa showing able to: iii) The need for pasture and water. iv) A famine outbreak in their the migration and settlement i) give the factors that influenced homelands. of ethnic groups to answer the the movement and settlement of v) A disease outbreak in their questions about it. the ethnic groups of people in East homelands. Materials you need: Africa. ii) state the origin of the Bantu and - pens their occupation. 1. The Bantu ethnic group - an exercise book or notebook iii) give the characteristics of the Introduction Bantu people of East Africa and i) The Bantu are believed to have It is very important to know that today, Bantu groups. migrated from the Cameroon

6 ©National Curriculum Development Centre, 2020 Highlands and their occupation was Lesson 5: Ways of Living of the Peoples - in kingdoms cultivation. of East Africa in the Past and Present - in chiefdoms ii) The Bantu are the largest ethnic - under principalities group in East Africa. By the end of this lesson, you should be - through clan heads iii) The Bantu speak related languages able to: characterised by the word “ntu” Political organisations among the i) mention the different ways of living when referring to a person or things, Bantu of different groups of people in the and they practise related cultural past. In East Africa, most of the Bantu tribes ceremonies. ii) give the ways people of the past were formed kingdoms. iv) The Bantu migrated and settled in politically organised. the interlacustrine (Great Lakes) A kingdom is a large area of land iii) mention the examples of kingdoms region because the region has fertile governed by a king or queen. and chiefdoms in the past and today. soil and receives reliable rainfall. iv) state the advantages and Examples of early kingdoms in East The Bantu groups of East Africa disadvantages of the kingdoms. Africa: v) locate and name examples of - Bunyoro Kingdom i) The Western Bantu or kingdoms and chiefdoms on the map - Buganda Kingdom Interlacustrine Bantu. of East Africa. - Ankole Kingdom ii) The Central Bantu. Materials you will need: - Toro Kingdom iii) The Southern Bantu (the last - Karagwe Kingdom Bantu group to come to East pencils - Wanga Kingdom Africa). - pens Bantu tribes that formed kingdoms in - an exercise or notebook Reasons for the Bantu Migration East Africa Political Organisation of the People in i) They wanted areas with fertile soil - Banyoro the Past in East Africa and reliable rainfall. - Baganda ii) Disease outbreaks in their homeland. What to do: - Banyankole iii) Internal conflicts in their homeland. i) Revise how the people of Uganda - Batoro iv) Famine outbreaks in their homeland. were politically, socially and - Banyamboie economically organised. - Karagwe Examples of Bantu tribes in East ii) In this topic, you are to study the - Luhya (Wanga Kingdom) Africa ways in which the people in the past were socially, economically, The characteristics of kingdoms politically and religiously i) Each kingdom had a hereditary leader Effects of Bantu migration organised in East Africa. called a king. ii) Each kingdom had a single supreme i) The Bantu introduced new skills Introduction king at any one time. such as farming and pottery. - In the past, people were governed iii) Kingdoms have special regalia. ii) They increased the population of by kings, chiefs and clan heads and iv) People in every kingdom belonged to East Africa. under principalities. Those who were classes. iii) The Bantu formed kingdoms. ruled by the kings were said to have v) The burial places for kings are called iv) They introduced new languages a centralised monarchy while those royal tombs. and the Bantu culture. who were ruled by the chiefs were v) The Bantu displaced the pygmies. under a decentralised system of Advantages of kingdoms governance. Activity - They unite members of the same - In the same way, people today are tribe. 1. Which group of people were governed in different forms like - They promote culture. displaced by the Bantu in East Africa? kingdoms and different governments - They mobilise people for national with leaders who carry different 2. Why did the Bantu settle in the tasks. titles, such as presidents or prime - The promote morals among people. interlacustrine region? ministers. 3. a) Name the last Bantu tribe Disadvantages of kingdoms to migrate and settle in East Africa. Step I - They encourage tribalism. b) Give at least two reasons In this lesson, you are going to study the - They promote dictatorship. for the migration of the Bantu. different ways people in the past were politically organised. In the present, for Examples of early chiefdoms c) Where was the origin of the example in Uganda, we have two levels Bantu? - Busoga chiefdom of government under which people are - Chagga chiefdom 4. Name any one Bantu tribe that governed, i.e. the central government - Unyamwezi chiefdom settled on mountain slopes. and the local government. Similarly, in - Ukumbi chiefdom 5. How are the Chagga similar to the the past people were governed in the - Hehe chiefdom Bagisu in terms of: ways given below. - Yao chiefdom a) ethnicity Step II Activity b) occupation 1. a) What are royal regalia? Ways different people were politically organised in the past: b) Name any two examples of royal regalia. ©National Curriculum Development Centre, 2020 7 2. Why were the Bantu able to form iii) Bunyoro Kitara Empire was founded Bachwezi led to the economic kingdoms? by Ruhanga and his brother Nkya. development of Uganda. The Batembuzi founded Bunyoro 5. Ask your parents/guardians 3. In which two ways were people in the Kitara Empire. whether there are some new past politically organised? iv) The Tembuzi dynasty came to an people who came to settle in your 4. Name the oldest kingdom in East end when King Isaza was locked area and try to find out the effects Africa. in the underground world by King of their settlement on the society 5. Give any one advantage of kingdoms. Nyamiyonga. you are living in. v) The Bachwezi succeeded the Batambuzi as the rulers of Bunyoro Lesson 6: Bunyoro Kitara Empire Kitara Empire. Lesson 7: Bunyoro Kingdom vi) The first ruler of the Bachwezi was By the end of this lesson, you should be Ndahura, the grandson of Isaza and By the end of this lesson, you should be able to: the last ruler of the Bachwezi was able to: i) give the meaning of an empire. Wamala. i) mention the founder and founders of ii) locate the areas that Bunyoro Kitara Bunyoro Kingdom. Social contributions of the Bachwezi Empire occupied on the map of East ii) name the kingdoms that were Africa. i) They introduced the local chess formed after the decline of Bunyoro iii) name the founder and founders of game, omweso. Kitara Empire. Bunyoro Kitara Empire. ii) They introduced cowhide sandals. iii) state ways the Banyoro were iv) mention the dynasties that ruled iii) They introduced building of grass socially, economically and politically Bunyoro. thatched huts. organised. v) state the contributions of the iv) They introduced bark cloth making. Bachwezi. Materials you will need: vi) give reasons why Chwezi rule finally Economic contributions of the pens declined. Bachwezi - - an exercise book Materials you will need: i) They introduced coffee cultivation. - Primary School Atlas for Uganda (if ii) They introduced ironworking. possible) pens - iii) They introduced pottery. - SST textbooks (if you have one at - a notebook or exercise book iv) They started salt mining in Lake home) - Primary School Atlas for Uganda (if Katwe. possible) What to do: - SST textbooks for P.6 (if possible) Political contributions of the Bachwezi • Mind your spelling and handwriting i) They introduced a centraliseed as you do the activity. What to do: system of administration. • You can get help from an • Mind about the spelling and ii) They introduced royal regalia such adult near you where you find handwriting as you do this work. as the royal drums, spears and difficulties. • You are reminded to attempt all the arrows. questions you will be given in the iii) They introduced the art of building activity. reed palaces. Introduction iv) They started earth fortification, In this lesson, you are going to study Introduction building of ditches for protection. about the founders of Bunyoro Kingdom, In this lesson, you are to study about kingdoms that broke away from Bunyoro the Batembuzi, the Bachwezi and their Note: The headquarters of the Bachwezi Kitara, some leaders of Bunyoro contributions, why Chwezi rule declined was at Bigobyamugenyi. Kingdom and the organisation of the people of Bunyoro Kingdom. and the Luo-Babito dynasty in Bunyoro. Reasons why the Bunyoro Kitara Step I Empire declined/causes of Chwezi Step I decline i) As you learnt earlier, different The kingdoms we have today were i) The kingdom was too big to be founded many years ago and have had people in East Africa were controlled by one king. politically organised in kingdoms many leaders or dynasties coming one ii) Misunderstandings and power after the other. The history of the and had only one hereditary struggles among the Chwezi. leader at a time who was called a interlacustrine kingdom started with the iii) Death of the king’s beloved cow, decline of Bunyoro Kitara. king. Bihogo. ii) Bunyoro Kingdom was founded by iv) The Luo-Babito invasion. Step II Luo speakers. The Luo speakers founded the Luo Babito dynasty in Activity (remember to answer these i) An empire is a large area of land Bunyoro. A dynasty is a series of questions by giving smart responses) governed by one leader called an rulers from the same family. emperor. 1. How did the size of Bunyoro Kitara iii) The founder of the Babito dynasty ii) The earliest empire in East Africa Empire lead to its decline? in Bunyoro was Isingoma Mpuga was Bunyoro Kitara Empire that 2. In which way did Luo migration Rukidi, who was the son of occupied areas of modern western into Uganda affect Bunyoro Kitara Kyomya. Kenya, northern Tanzania, Rwanda, Empire under the Bachwezi? iv) Other kingdoms that were formed Burundi and the area between 3. How does Bigobyamugenyi benefit after the decline of Bunyoro Lakes Kyoga, Victoria, Edward and the government of Uganda today? Kitara Empire include: Albert. 4. State any two ways in which the - Bunyoro Kingdom 8 ©National Curriculum Development Centre, 2020 - Ankole Kingdom Buganda and locate it on the Buganda such as being near - Urwanda map of Uganda. Lake Victoria. Buganda Kingdom iii) give the factors for the growth ii) Buganda had able kings who - Karagwe Kingdom and expansion of Buganda organised a strong army. Urundi Kingdom. iii) Buganda got guns from the - Wanga Kingdom iv) give ways the Baganda Arab traders during long- were politically, socially and distance trade. Remember: economically organised. iv) A good climate and fertile soil. i) The title of the king of Bunyoro Materials you will need: Economic organisation of the Baganda Kingdom is Omukama. He appointed his prime minister and chiefs to - pens The Baganda carried out: administer all the areas under - an exercise book Bunyoro Kingdom. - SST textbooks (if possible) - bark cloth making ii) Economically the Banyoro: - Primary School Atlas for Uganda - boat making - kept cattle (if you have one) - rearing of animals - engaged in cultivation - trade in ivory, iron tools - carried out iron smelting What to do Social organisation of Baganda - took part in barter trade • Remember to read through the - engaged in salt mining notes carefully and answer the - The Baganda believed questions that follow. in ancestral spirits or iii) Bunyoro Kingdom reduced in gods like Musoke, Dungu, size because: • You can seek help from the elders near you, where necessary. Kibuuka and Nagawonye. - The Baganda are divided - Toro broke away. Introduction into 52 clans named after - some of its land was given animals, plants and birds, to Buganda by the British In this lesson, you are going to learn which are their totem. colonialists. about Buganda Kingdom, how it was formed, the founders, why it grew and Activity Activity expanded and its organisation before the 1. How did Buganda Kingdom benefit 1. Who founded the Luo-Babito coming of the colonialists. from participating in long- dynasty in Bunyoro? distance trade? 2. State any two economic activities Step I 2. How did Buganda benefit from the people in Bunyoro Kingdom Buganda is located in the Central region being near Lake Victoria? carried out. of Uganda and is bordered by L. Victoria 3. State any one economic activity 3. Why did Toro break away from to the south, the River Nile to the east, the Baganda engaged in before Bunyoro Kingdom? Ankole and Bunyoro to the west and the coming of colonialists. 4. Name any four kingdoms that Busoga chiefdom to the east. 4. How were the people of Buganda were formed after the collapse of socially organised? Bunyoro Kitara. The population of Buganda increased 5. a) Write down the title given 5. Write down any one commodity through raiding the neighbouring to the king of Buganda. the people of Bunyoro exchanged communities. with the Baganda. b) Ask your parents/guardian 6. Mention any four commodities Step II to tell you the former and people in your area: i) Buganda Kingdom started as current king of Buganda a) get from the neighbouring a small territory and its size Kingdom. communities. expanded when the kings b) sell to the neighbouring raided the neighbouring Lesson 9: communities. communities, especially the Wanga, Karagwe, Ankole and Toro 7. Ask your parents to tell you: Banyoro. Kingdoms a) the names of leaders in your ii) The founder of Buganda community, i.e. at the village, Kingdom is believed to be By the end of this lesson, you should be sub-county and district levels Kato Kimera, the twin brother able to: and their titles. of Isingoma Mpuga Rukidi, i) locate the positions of Wanga, b) The name of the current king who founded the Luo-Babito Ankole, Toro and Karagwe of Bunyoro Kingdom. dynasty in Bunyoro. Kingdoms on the map of East 8. Do you, as a family, have any item iii) Buganda Kingdom has a Africa. that you sell to the community? If supreme ruler called a king or ii) mention the founders of the yes, how does the family benefit Kabaka. Under him there is a above kingdoms. from the sales? council or Lukiiko headed by iii) mention the title given to the the Prime Minister (Katikiro). head of each of the above The kingdom was divided kingdoms. Lesson 8: Buganda Kingdom into counties, sub-counties, iv) state the different ways parishes, sub-parishes and people in the kingdoms above By the end of this lesson, you should be villages. able to: were socially, politically and economically organised. i) state how Buganda Kingdom Reasons for the growth and expansion started. of Buganda Kingdom Instructions ii) mention the founder of i) The strategic position of • You are reminded to read through

©National Curriculum Development Centre, 2020 9 the notes carefully and attempt all iii) Toro broke away from Bunyoro Kabaka the questions in the activity. due to not getting enough services • You are encouraged to seek help from headquarters. Correct order: from the people near you, where i) Buganda ………………………….. possible. Political organisaiton of Toro Kingdom ii) Wanga Kingdom …………………… i) iii) Introduction It had a centraliseed system of Karagwe Kingdom administration. …………………………………….. In this lesson you are to study about ii) The title of Toro’s king is iv) Bunyoro Kingdom other kingdoms that were found in East Omukama. …………………………………….. Africa such as Ankole, Toro, Karagwe iii) The current king of Toro is Oyo and Wanga. Nyimba Kabamba Iguru. Lesson 10: The Nyamwezi Chiefdom Economic organisation of Toro By the end of this lesson, you should be able to: Step I They had two classes, namely: i) Apart from Bunyoro and Buganda mention the tribes that - The Hinda Batoro (herdsmen and were organised in clan Kingdoms, other Bantu tribes, such as rulers). the Batoro, Baluhya, Banyambo and systems. - Bairu Batoro (cultivators). ii) Banyankole, also formed kingdoms. discuss the roles that the clan leaders performed. Step II d) Ankole Kingdom iii) state reasons for the a) Wanga Kingdom i) It was founded by Ruhinda, the growth and expansion of i) Wanga Kingdom was located grandson of Wamala in Ankole the Nyamwezi Chiefdom. in western Kenya around Lake sub-region. iv) mention the names of Victoria. ii) The title for the kingdom of Ankole famous leaders of the ii) Wanga Kingdom was the only was Omugabe. Nyamwezi Chiefdom. kingdom that existed in Kenya. iii) Socially, the people of Ankole had Materials you will need: iii) Wanga Kingdom was named two classes of people, that is the after its founder, Wanga. Bairu and the Bahima. - Pens iv) The Luhya tribe founded the iv) The people of Ankole were - SST textbooks for P.6, if possible Wanga Kingdom and the title mainly pastoralists (Bahima) and - An exercise book that was given to the king of cultivators (Bairu). - Previous lesson notebooks Wanga Kingdom was Nabongo. v) Ankole Kingdom has not been - An SST atlas, if you have one at v) People in Wanga Kingdom restored since its collapse in home carried out activities such as 1967. What to do: - circumcision - • Read the instructions carefully e) Rwanda and Urundi Kingdom worshipping of gods before completing each activity. - crop growing - • Ask an adult for help where you find animal rearing i) The title for the kings of Rwanda and Urundi was Umwami. challenges when doing an activity. • b) Karagwe Kingdom Mind your spelling, handwriting and ii) The king had superior form correct sentences. i) Karagwe Kingdom existed in the powers, and had chiefs who helped him south of Ankole, in Toro and to Introduction Buganda, In P.5 you learnt about the different ii) and in northern Tanzania near L. control people and collect chiefdoms that were formed in Uganda. Victoria in the Bukoba region. taxes. In this lesson you are going to learn about the Nyamwezi chiefdom in iii) It was founded by the Banyambo. Activity It was founded by Ruhinda, the Tanzania. founder of Ankole and grandson of 1. Mention the kingdom that existed Wamala. in western Kenya. Step I iv) King Rumanika was one of the 2. How did Dr. Apollo Milton Obote i) Writing down examples of tribes greatest kings of Karagwe. affect kingdoms in Uganda? that formed chiefdoms as learnt v) Karagwe grew as a result of long- 3. Which group of people introduced earlier, i.e. the Basoga, Nyamwezi, distance trade. a centraliseed system of Yao, Chagga, Acholi. vi) Karagwe was organised under governance in Uganda? ii) The roles that were performed by clans and sub-clans. 4. Match the items in A with those in the clan heads, which included the vii) The title of the head of Karagwe B correctly. following: was Muharambwa. A - They were the political heads of B their clans. - They performed rituals and c) Toro Kingdom i. Buganda Kingdom - religious ceremonies. Omukama - They settled disputes among i) Toro Kingdom broke away from clan members. Bunyoro Kingdom. ii. Wanga Kingdom - - They protected clan property. ii) Toro Kingdom was formed by Muharambwa Prince Kaboyo, who was the Step II son of Omukama Kyebambe iii. Karagwe Kingdom - Nyamutukura II of Bunyoro Nabongo i) A clan is a group of people Kingdom. who descended from the same iv. Banyoro Kingdom - forefather. 10 ©National Curriculum Development Centre, 2020 ii) The Nyamwezi were organised organised. - Non-material culture in chiefdoms. Each chiefdom ii) discuss the value of clan symbols. was headed by a ruler called iii) give the meaning of a culture, its Importance of culture Mutemi/Ntemi. aspects and types. i) It promotes unity iii) The famous rulers of Nyamwezi iv) mention the importance of culture ii) It promotes morals were Chief Mirambo and and its challenges. iii) It promotes peace Nyungu Ya Mawe. v) state some of the ways of preserving iv) It promotes a sense of identity culture. Roles of Ntemi v) It promotes identity Materials you will need: - Problems facing culture They were supreme rulers. - pens - They led prayers and made - exercise books i) Influence by western culture such sacrifices to gods on behalf of - an SST textbook (if you have one) as wearing of miniskirts and open their people. blouses, homosexuality, sex work, - They were in charge of the royal What to do: lesbianism. drum. i) Read the questions and the above ii) Failure to speak local languages. Chief Mirambo notes before attempting the activity. iii) Failure to appreciate the cultural ii) You are reminded to mind your norms. i) He was one of the greatest leaders spelling and handwriting as you do of the Nyamwezi. the activity. Ways of preserving culture ii) His capital was at Urambo. iii) Research from the elders about iii) Mirambo acquired military skills culture. i) Recording from the Ngoni who had captured ii) Strengthening the teaching him as a slave. and use of local language iii) iv) Mirambo started as a ruler of a Introduction Organising cultural festivals small chiefdom called Ugowe. In Primary Four and Five, you learnt v) He built a large empire which he Norms: These are accepted ways of about culture, its elements, customs, behaviour in a given society. divided into provinces ruled by norms, taboos and values. In this Vatwale. lesson, you are going to study the ways Values: These are principles of Why Mirambo succeeded. people in East Africa were socially behaviour. organised and the ceremonies they - He had able and strong rulers. performed. Customs: These are the accepted ways - He acquired guns from slave traders of behaviour in a particular society. that were used for protection and Step I raiding the neighbours. Examples of norms and values: - He controlled the trade routes. i) Ways in which pre-colonial people - beliefs were socially organised - moral habits Nyungu Ya Mawe - in clans - dressing - in lineages - He succeeded Chief Mirambo. - politics - as kinfolk - He developed a centraliseed system - technology - in sub-lineages of administration. - art and crafts - Nyungu Ya Mawe means ‘pot of ii) Symbols of a clan: - initiation ceremonies stones’ which symbolised his strength and ability to rule the empire. - A clan head Taboos: These are customs prohibiting - He was succeeded by his daughter - Chanting people from having contact with a Mugalula, who was later overthrown - Clan names particular thing or doing something. by the German colonialists. They teach how to work and promote Note: The clan was the largest and morals. Activity highest social set-up and a family was Activity 1. How did Chief Mirambo lead to the the lowest and smallest social set-up. growth of Nyamwezi Chiefdom? 1. With the help of your parents/ 2. How did long-distance trade guardian, mention any four cultural ceremonies performed by the people contribute to the growth and Step II expansion of Nyamwezi Chiefdom? in your community today. 3. What name was given to the strong i) What is culture? It is the norms 2. Ask your parents/guardian why and fighters of Chief Mirambo? and values of a given society. how children in your community are 4. With guidance from your parents ii) Elements or aspects of cultures are: named. or guardians, find out some of the - music, dance and drama 3. Request your parents/guardian to roles that are performed by the local - circumcision tell you the name of your clan (if council (LC) committee members of - language possible) and its symbol, norms and your village. - child naming customs. - dressing 4. Request your parents/guardian to Lesson 11: Social Organisation, - burial ceremonies guide you to mention any two ways in Culture and Customs - worship which cultural ceremonies performed by people in your community are By the end of this lesson, you should be - marriage important. able to: Types of culture 5. Find out at least four taboos in your i) give the ways through which tribe. pre-colonial people were socially - Material culture 6. How do the Bagisu initiate their boys ©National Curriculum Development Centre, 2020 11 into adulthood? under huge trees, around special where they are and why they think 7. Why should culture be preserved? stones or on hill tops. some areas have many people and others few. Lesson 12: Ways of Worshipping in Ways of Worship in East Africa Today East Africa i) Most people in East Africa Step II practise Christianity and Islam. Factors that influenced settlement of By the end of this lesson you should be ii) Christians go to churches mainly people in the past able to: on Sundays for worship. - Fertile soil i) give the ways in which the people of iii) Muslims go to mosques for Juma long ago worshipped. prayers on Fridays. - The presence of pasture and water ii) give ways in which people in East iv) Muslims and Christians believe in - Availability of reliable rainfall Africa worship today. God Almighty and have religious iii) state the similarities and differences leaders who teach and guide them in worship between the past and the in worshipping God. - The absence of crop pests, diseases present. and parasites Activity - Materials you will need: Availability of enough land for 1. Mention the current ways of settlement. - pens worship in East Africa. - SST textbooks 2. With the help of your parents, find - exercise books out the different religions of East Factors that Influence Human - a resource person (any adult) Africa. Settlement Today 3. Ask your parents to help you - The presence of fertile soil Instructions/Tips mention the different Christian - Improved social services • Read the questions and instructions sects in East Africa. - The presence of heavy rainfall carefully before doing the activity. 4. With the help of your parents, - The existence of many job • Ask an adult for help in case of find out the places of worship for opportunities difficulties when doing an activity. different religions. - Availability of better paying jobs • Mind your spelling and handwriting 5. Mention the titles given to some of - Urbanisation when doing the activity. the religious leaders in East Africa. - Industrialisation • Research from adults to find out the different ways of worshipping in Lesson 13: The Factors Which Activity Influenced Settlement and Population your community. 1. State any two factors that Growth in the Past and Present influenced the settlement of early Introduction people. In this lesson, you are going to learn By the end of this lesson, you should be 2. Give any two similar factors that how people in the past worshipped and able to discuss factors that influenced influenced human settlement in compare it with how people in your settlement in the past and today. the past and today. community worship God. Lesson 14: Factors that Influence Step I Population Distribution Materials you will need: i) In the past, worship was part of life. - pens By the end of this lesson, you should be Each tribe, community and family able to: had different ways of worship and - SST textbooks (if possible) different types of places of worship. - exercise books i) give the meaning of population distribution. People practised African traditional What to do: religion then. ii) discuss factors that influence ii) List the similarities between - Read the instructions carefully before population distribution. Christianity and African traditional doing the activity. iii) locate places on the map of religion. - Mind your spelling and handwriting East Africa with large and small iii) Outline the differences between as you do the activity. populations. Christianity and African traditional Materials you will need: religion. Introduction - pens Step II In P.5, you learnt about factors that - an SST textbook (if possible) determine settlement. We hope you still - an exercise book Ways in which people worshipped in the remember them. In this lesson, you past: are to learn about the factors which i) People used to worship gods and influence human settlement. The people What to do: idols or sacred objects. you see in different areas settled there • Read the instructions carefully before ii) People could worship wherever the due to different factors. you attempt the activity. need arose. • You need to seek help from the adults iii) People used to offer sacrifices to in finding out why some areas have gods such as goats, bulls and cows. Step I many people and others few. iv) Sacrifices were given as a way of • Using your neighbouring villages or pleasing the gods and gain favours • Write down the meaning of homes, take note of the way houses from them. population. are spread out. v) People at times worshipped and • Ask your parents/guardian to help • Mind your spelling and handwriting offered sacrifices in the shrines, you know why they decided to settle as you do the activity.

12 ©National Curriculum Development Centre, 2020 Introduction Activity Step I In P.5, you studied about population 1. i) Population growth refers to distribution. The way people are spread What is population distribution? 2. Write down any four factors that the general increase in the out in an area or country differs from number of people living in an place to place. Some areas in East Africa influence population distribution. 3. area. have large numbers of people and others Name any four places in East Africa with large numbers of ii) Population growth rate refers small numbers. This means some areas to the rate at which population are densely populated and others are people (use the map above). 4. size changes. sparsely populated. Mention any two places in East Africa with small populations Step II In this lesson, you are going to learn why (refer to the map). some areas have many people and others 5. Which factors make shores of L. i) There are many factors that make few. You will also be able to identify the Victoria and mountain slopes have the number of people increase in an areas in East Africa with large and small many people? area. Think about the marrying of populations. 6. Name the country in East Africa wives, early marriage and failure with: to use family planning methods. Step I a) the largest population All these factors contribute to b) the smallest population population growth. Giving birth i) Find out some areas in your locality (Research with the help of an to many children will lead to an with large and small numbers of adult). increase in the number of people. people. 7. Which challenges do you think ii) Factors that influence population ii) Ask any adult at home to help you people living in the areas below growth know why the number of people face? - High fertility rate in women above differs. i) Urban areas - Failure to use family Step II ii) Rural areas planning methods 8. Why do you think some people like - Early marriages i) Using the map of East Africa, locate living in urban areas? - Religious beliefs areas with: 9. Name any two jobs some people - Improved health facilities - large populations do in the following areas: - Polygamy - small populations i) villages - Immigration ii) Consult your parents about why the ii) urban areas - Improved diet population differs from place to place - Low death rates or country to country. Lesson 15: Factors that Influence iii) Dangers of population growth iii) With the help of an adult at home, Population Growth in the Past and - It may lead to find out why there are more people in Present environmental towns than in villages. degradation. By the end of the lesson, you should be iv) With guidance from any elder, - It may lead to able to: discuss: unemployment. - the benefits of living in towns i) give the meaning of population - It may lead to land rather than villages. growth. shortage. - the benefits of living in villages ii) mention the most populated and iv) Ways of reducing population growth rather than towns. least populated country in East - Use of family planning Africa. methods. A map of East Africa showing iii) state factors that influence - Discouraging early population distribution population growth. marriage/polygamy. iv) mention the effects of population - Teaching people the growth. dangers of a large family. v) give the ways of controlling population growth. Activity 1. With the help of your parents/ Materials to use: guardian, find out - pens a) the causes of large families - exercise books b) the dangers of large families. - an SST textbook, if possible c) disadvantages of population growth for the environment. What to do d) ways in which a large number • Read the instructions carefully of children in a family can be before you do the activity. avoided. • Mind your spelling and 2. Ask your parent/guardian to help you handwriting. know how each of the following can lead to population growth. Introduction a) Early marriage In Primary Five, you learnt about b) Polygamy reasons for population growth. Look at c) Religious belief members of your family. Do you think 3. How can the governments of East some years back the family members Africa control population growth? were the same number as you are today?

Before we start our lesson, do not forget that The animals in your environment can be 1. Ask one of your brothers or sisters COVID-19 is a disease affecting every country found in the soil, on trees, in stagnant to bend forward. in the world: waters, in grass, or living on land. 2. Press your fingers on his/her neck firmly. To protect yourself from COVID-19; 1. Make a list of all animals in your 3. Run your fingers along the middle environment and those you know of the back from the neck down to • Stay at home. about. the waist. • Keep a distance of at least 1 metre from other 2. Create groups of animals according What exactly do you feel? people. to; Observation two • Wash your hands very well with soap and i) The way they live water regularly. 1. Take an observation of some ii) The way they feed domestic animals such as goats, • Do not touch the soft parts (eyes, nose, cows, rabbits, dogs or any other mouth) because the virus can pass through iii) The way they move these to enter the body. you can find around home or in your neighborhood. • Do not to spit anywhere. iv) The way they reproduce (give • Cover your mouth with a tissue when birth) 2. Look at their body formation and coughing. structure. • Use a tissue for your nose when Summary sneezing. 3. You must have felt or observed a You will realise that animals in the long tough bone that runs from the INTEGRATED SCIENCE SELF-STUDY environment are different from each neck to the waist of your brother other. Some are very small, others have or sister. The long tough bone MATERIAL limbs, some do not have limbs, others observed is called a backbone. have wings, some are very harmful while Animals in the environment with Primary Six (P6) LESSON 1: others are harmless and many other such a bone are called vertebrates. Classification of Animals observations. Animals without a backbone are called invertebrates. Introduction LESSON 2: Activity 3 The world has very many types of animals. Classification of Animals Animals that belong to the same type have 1. Using the list of animals in your similar characteristics. One way to group Introduction environment, classify them as all these animals is to organise them by vertebrates and invertebrates. similar characteristics or by properties. In the previous activity, you were able The process of organizing these animals to group animals by the way they live, 2. In your notebook, name any six according to their properties is called move, and reproduce. In this lesson, vertebrate animals. classification. To classify means to put in you will learn more about the different 3. Write short notes on; groups. body structures which animals in the environment have. a) how they reproduce. b) the way they feed their young ones. Activity 1 c) the way they obtain food. Activity 2 In this activity, you are going to classify 4. Write a short story about how to take animals in your environment (put them Observation one care and protect vertebrates and in groups) according to their properties. invertebrates. MATHEMATICS

Primary Six going to use a number place. Consider a number place to be a space that Topic 1: Whole Numbers can hold only one digit at a time. The The system works well up to nine diagram below shows the counters and because we have one space and the LESSON 1: Place values of numbers the equivalent digit written in a number number written is only one symbol. place. Remember, we have used all the digits In this lesson, you will need counters. but also the number space is used up. These can be bottle tops, stones, sticks, To continue counting, we need to form bean seeds or any anything you can use groups. If we add one more counter, we to count. make ten. Get the ten counters into one group to form a group of ten counters. The Hindu-Arabic system uses ten This helps us to create another number symbols for counting. These are space that allows us to count in groups of ten. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. These ten symbols are called digits. To show you how the number system works, we are

14 ©National Curriculum Development Centre, 2020 Activity 1 Since we are still learning, let us start by drawing a place value chat. We shall State the place value for 3 in each of the pick the information from the place value numbers below chart and use it to write in words.

The number place that helps us count 1. 36,486 in groups of ten is called the tens place. 2. 8,360 It helps us count more using the same 3. 868,623 ten digits we had at the beginning. The 4. 3,709,718 number place we started with is called 5. 832 ones because we used it to count one counter at a time. LESSON 2: Value of numbers What is the value of each digit?

Stop and Think! Writing numbers in expanded form How would you explain the diagram Writing numbers in expanded form below using groups of ten and number of requires you to make use of the place counters? values. For example, let us use the number 5437 to explain the expanded form. When writing a number in expanded form, we make use of zeros to show the Therefore, 1427596 is one million, four place value for each of the digits in a hundred twenty seven thousands, five hundred ninety six. As you continue adding more counters, number. there comes a time when you get 9 groups of ten and 9 counters. In the number 5437, Activity 3 5 is in the thousands place. Its value 1. What is the value of 2 in number is 5,000 2768? 2. Write nine million three hundred 4 is in the hundreds place. Its value four thousand two hundred one in is 400 figures. If we add one more counter, it means 3. What digit is in the ones place we are forming another group of tens 3 is in the tens place. Its value is 30 58932? which cannot be expressed using our 4. Imagine you are asked to deposit nine digits in the tens place. So we 7 is in the ones place. Its value is 7 your school fees into the school create another bigger group that is made account. On the bank slip you have up of ten groups of ten or one hundred Therefore 5437 = 5,000 + 400 + 30 + 7 in to write the money in both figures counters. This comes with creating the expanded form. and words. If your school fees is another number space that helps us 876201, how will you write it in count such groups. In 2385, the place values of the digits are words? The process of creating new number given below: spaces continues whenever you need Lesson 3: Roman numerals more space for new counters. Please note that each time we add a new Introduction number place, it represents groups that are ten times bigger than the previous You covered Roman numerals in Primary number place. For example; 4 and 5. • Tens is ten times bigger than ones Remember, the Roman numerals are • Hundreds is ten times bigger than expressed by letters of the alphabet: I, V, tens Hence, 2385 = 2000 + 300 + 80 + 5 X, L, C, D, and M. Roman numerals are used from time to time on book chapter Thousands is ten times bigger than Activity 2 headings, and on clocks. Roman numerals help you to read and understand time on hundreds. And the pattern continues as some watches and clocks. shown in the figure below. Write the following numbers in expanded form: 1. 8,463,973 2. 93,749 This arrangement helps us understand 3. 73,499 In this lesson, you will need to have the meaning of the term place values. 4. 936,492 the books, watches and clocks where The number place that the digit is in 5. 1,947,980 the Roman numerals are used, for your determines its value hence the name reference. place value. If you consider a number Writing numbers in words 2, its value is two ones when it is in the Phase 1 place for ones, but the same digit in the Place values can also be helpful in writing a number in words. This is In Primary Four and Five, you learnt the place for thousands, its value is two four basic letters to read and write in thousand. normally used in banking halls for filling in a deposit or withdrawal slip. Roman numerals: Write them in Hindu Arabic numerals Let us try out writing the number 1427596 in words.

Ones place ©National Curriculum Development Centre, 2020 15 Activity 4 5. Write LXXXIV using Hindu Arabic Phase 1 numerals. Make a watch like the one below from a 6. What is the time indicated on the Addition without regrouping hard box. Move the hands of the clock clock below in Hindu Arabic? and tell time in Hindu Arabic numerals Example: 563423 + 426322 to the people at home. Arrange the numbers according to their place value. Put ones under ones, tens under tens and so on before adding. Addition is done right to left. Word problem 1. A teacher of Primary Six told his/ Phase 2: her class to report back to school on XXVII April MMXX after the Use the chart below to help you answer lockdown caused by COVID-19 the following questions. disease has been lifted. What date is this in Hindu Arabic system. Addition of whole numbers with 2. At Musa’s home, brea fast is always regrouping served at VII O’clock everyday. Musa went to Rome and he was 117 +15 = served breakfast at VII and XV minutes. Write the different times breakfast was served in Hindu Arabic. 3. As the old woman was communicating to a friend found in Roman, she said “let us meet on November twenty eithgth 1990 at 3:00 PM”. The friend never understood the date and time. Help this friend to change the date Regrouping is easily used when relating and time to Roman numerals. it to place values. Remember that Try to complete this number: 1. A letter repeats its value at times 3 Activity 5 or 2 times. Look at this (XXX = 30, Exercise CC = 200, etc.). You want to get a loan of Shs M from your 1. 2. If one or more letters are placed friend, who says that you will pay him 257897 2. 1,245,400 3. after another letter of greater back with an additional of Shs D. You do 1234567 value, add that amount. For not seem to get it all at once. Show how +350654 + 874621 +1134 example, VI = 6 (5 + 1 = 6) much you will pay him when you make 023 LXX = 70 (50 + 10 + 10 = 70) a payment. Write your answer in Hindu Arabic numerals. MCC = 1200 (1000 + 100 + 100 = Word problem 1200) Topic 2: Operations on Whole Numbers Steps: 3. If a letter is placed before another Not Exceeding 9,999,999 letter of greater value, subtract 1. Read through the problem. that amount. For example: Lesson: Addition of whole numbers 2. Determine what you are required IV = 4 (5 – 1 = 4) with and without regrouping to do. 3. Use the place value chart and write XC = 90 (100 – 10 = 90) the number in expanded form. Introduction 4. CM = 900 (1000 – 100 = 900) Write the number in word form. Adding two (or more) numbers means People who have survived COVID -19 Exercise to find their sum (or total). The idea in USA are around 3 78924, in Spain of regrouping is very important for 182,300 and in Italy around 39600. 1. Write 57 using Roman numerals. understanding addition of larger What is the total of the survivors? 2. Write 138 using Roman numerals. numbers. 3. Write 984 using Roman numerals. 4. Write CMLVI using Hindu Arabic numerals.

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