Basic 4 Mathematics Term 1 Week 2 Lesson Plan

Paste a chart of base block on the board for learners to observe. Hand out sheet of papers to learners to draw what they see on the chart. Review the previous lesson through examples Wed Play show me a number game with learners (up to 10), with fingers. Teacher mentions the number from (1 to 10). Learners then show their fingers up to show the number. Play show me a number game with learners (up to 10), with fingers. Teacher mentions the number from (1 to 10). Learners then show their fingers up to show the number.

Guide learners to revise counting of natural numbers up to 10,000. Display and paste a number chart in multiples of 500 between 10,000 and 100,000 Lead learners to identify numbers in different positions around a given number. Put learners in pairs and give each group a number grid and have them identify numbers in different positions around a chosen number. Guide learners to revise counting of natural numbers up to 100,000. Display and paste a number chart in multiples of 500 between 10,000 and 100,000 Lead learners to identify numbers in different positions around a given number. Put learners in pairs and give each group a number grid and have them identify numbers in different positions around a chosen number. Wed Learners identify numbers which are 1,000 and 10,000 more or less than a given five-digit or six-digit number. E.g. 2400 is 1,000 less than 3400. Learners use words such as: “equal to” “greater than” “less than” and later use symbols such as “<”, “=”, “>” to compare numbers up to 100,000 taking into consideration the place value of each digit in the given number. E.g. 1200 = 1200; 27345 > 26355, Learners identify numbers which are 1,000 and 10,000 more or less than a given five-digit or six-digit number. E.g. 2400 is 1,000 less than 3400. learners use words such as: “equal to” “greater than” “less than” and later use symbols such as “<”, “=”, “>” to compare numbers up to 100,000 taking into consideration the place value of each digit in the given number. E.g. 1200 = 1200; 27345 > 26355, Learners work together in their groups to order a given set of numbers in ascending or descending order verbally and in writing. E.g. 1020,1025, 2673,2873, Give two numbers between 10,000 and 100,000 to each group and encourage learners to say as many things as possible about the two numbers. For instance, 21345 and 21534; - 21345 is less than (smaller than) than 21534 or 21534 is bigger than (greater than) 21345, or 21345 is almost 200 less than 21534 etc. For this activity, learners use place-value chart on manila card, locally made large-number cards and exercise books to compare digits by place value, order the number cards and record the correct comparison symbols.

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help. Wed Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.