Basic 5 Mathematics Term 1 Week 6 Lesson Plan

B) Skip count down by one or two groups from a known fact e.g., if 8 × 8 = 64,

Engage learners to employ mental mathematics strategies used to determine a given basic fact, such as A) Doubling e.g., for 8 × 3, think 4 × 3 = 12,

B) Use patterns when multiplying by 9 e.g., for 9 × 6, think 10 × 6 = 60,

E.g2. for 7 × 9, think 7 × 10 = 70,

Guide learners to apply mental mathematics strategies used to determine a given basic fact, such as A) repeated doubling e.g., if 2 × 6 is equal to 12, then 4 × 6 is equal to 24

B) repeated halving e.g., for 60 ÷ 4, think 60 ÷ 2 = 30

C) Relate division to multiplication e.g., for 64 ÷ 8, think 8 × ... = 64 Through demonstrations, guide learners to determine the products when one factor is a multiple of 10, 100, or 1000 by annexing zero or adding zeros E.g., for 3×200 think of 3×2 and then add two zeros. Apply halving and doubling when determining a given product e.g., 32×5 is the same as 16×10 Apply the distributive property to determine a given product involving multiplying factors that can be written in the expanded form e.g., 6×18 = (6×10) + (6×8) = 60+48 = 108. For this activity, learners use bottle tops, bundles of sticks and exercise books to model the stated operation concretely and record matching number sentences and solutions.