Basic 7 Mathematics Term 1 Week 2 Lesson Plan

Recap with learners to find out what they already know about rounding off and significant figures.

Concrete-resource task: Set out these resources for each group: Place-value cards; Ghana cedi play notes; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Guide learners to round off whole numbers up to over 1,000,000,000 to the nearest hundred-thousands, ten-thousands, thousands, hundreds, etc. For example, 1,879,653 to the nearest i. hundred thousand is 1,900,000 since 1,879,653 is nearer to 1,900,000 than 1,800,000 ii. ten thousand is 1,880,000 since 1,879,653 is nearer to 1,880,000 than 1,870,000. Guide learners to explain the differences between the “round up” and “round down” concepts. When rounding up, we consider the larger number, while when rounding down, we consider the smaller of the two. The table below may bring out the meaning of the concept.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

Share with learners the performance indicators.

Concrete-resource task: Set out these resources for each group: Place-value cards; Ghana cedi play notes; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Concept | Round up | Round down | Round off 2,846,655 To the nearest thousand | 2,847,000 | 2,846,000 | 2,847,000 To the nearest ten thousand | 2,900,000 | 2,800,000 | 2,800,000 To the nearest hundred thousand | 2,900,000 | 2,800,000 | 2,800,000 Guide learners to express whole numbers to significant figures For example 857386321 i. five significant figures is 857390000 the fifth significant figure is 8 but the figure after it (i.e. the 6th significant figure) is 6 which is greater than 5. Therefore we add 1 to 8 to give 9. ii. four significant figures is 857400000 the fourth significant figure is 3 but the figure after it (i.e. the 5th significant figure) is 8 which is greater than 5. Therefore we add 1 to 3 to give 4 iii. three significant figures is 857000000 the third significant figure is 7 but the figure after it (i.e. the 4th significant figure) is 3 which is less than 5. Therefore we leave 7 as it is. Assessment 1. correct 287530 to: (a) 4 s.f. (b) 3 s.f. (c) 2 s.f. (d) 1 s.f.

Take feedback from learners and summarize the lesson.

Revise with learners on what was taught in the previous lesson.

Groups place the Digit-and-rounding cards on the Decimal place-value chart to build the decimal numbers supplied by the teacher. They mark the required decimal place or significant figure, inspect the next digit and physically move the retained digit card when rounding is required. Learners record each original and rounded number on the Graph paper and draw a vertical line at the rounding boundary. Partners check one another's placement and justify whether the number rounded up or down.

Ask learners how the lesson will benefit them in their daily lives.