Basic 7 Mathematics Term 1 Week 4 Lesson Plan

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

Concrete-resource task: Set out these resources for each group: Bottle tops; Ghana cedi play notes; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Guide learners to apply the halving and doubling techniques to determine the product of two given numbers. i. 28 × 5, think 14 × 10 = 140 ii. 125 × 4, think (125 × 2) × 2 = 250 × 2 = 500 Have learners to solve mathematics problems involving the properties of operations. Example: the commutative property. In mathematics, a binary operation is commutative if changing the order of the operands does not change the result. If a and b are rational numbers and → a × b = b × a. Then we say multiplication of rational numbers is commutative. E.g. 2 × 3 = 3 × 2 Guide learners to apply the distributive property to determine the product of two given numbers. Example: i. 7 × 15, = 7 × (10 + 5) = 70 + 35 = 105 ii. 18 × 6, = (20 – 2) × 6 = (20 × 6) – (6 × 2) = 120 – 12 = 108 assessment Solve the following a) 68 × 50 e) 95 × 13 b) 98 × 38 f) 27 × 19 c) 62 × 11 g) 88 × 14 d) 83 × 43 h) 93 × 65 Guide learners use mental strategies to perform addition using words like plus, add, calculate the sum, increase a number by, and find the total; E.g.1. what is 23 + 34 + 45 + 78 = 180 E.g.2. Add the following numbers; 45, 10 and 57

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: Bottle tops; Ghana cedi play notes; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. E.g.3. calculate the sum of the following numbers; 1,2,3,4,5,6,7,8,9 E.g.4. Increase 45,000 by 234 guide learners use mental strategies to perform subtraction using words like minus, from a number take, , find the difference, and what must be added to make; E.g.1. what is 109 minus 49 = 60 E.g.2. from 89 take away 32 E.g.3. find the difference of 586 and 158. E.g.4. what must be added to 102 to make 574.

Take feedback from learners and summarize the lesson.

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

Concrete-resource task: Set out these resources for each group: Bottle tops; Ghana cedi play notes; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Guide learners use mental strategies to perform multiplication using words like times, multiply, find the product, square, and what must be divided by ... to give ...; Guide learners use mental strategies to perform division using words like divide, share, how many times does it go into? and what must be multiplied by ... to give ... Assessment 1. How many 40’s must be added together to get a sum equal to 240? 2. Lucy went to the grocery store. She bought 12 packs of cookies and 16 packs of noodles. How many packs of groceries did she buy in all? 3. Multiply 96358 by 524

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