Basic 7 Mathematics Term 1 Week 9 Lesson Plan

Teacher ask: I have GH₵ 200, and I want to give half of it to my son for transport. How much will I give to my son? Let learners think-pair and discuss the question and find the answer. Ask them to share their answers with the class. (Answer: I will give GH₵100 to my son, because GH₵100 is half of GH₵200)

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Using blackboard illustrations review the concept of fractions. Engage learners to shade given fraction of squares in given shapes: example: shade 6⁄6 of the rectangle. guide learners to write down equivalent fractions of given fractions. To find the equivalent of a given fraction. We add up the numerator and denominators. Example: 2⁄3 = 4⁄6 = 6⁄9 Therefore: 2⁄3 = 4⁄6 = 6⁄9 = 8⁄12 = 10⁄15

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

Explain that ‘Half’ is a word that we use in our everyday lives. It means to divide something into two equal parts. We can use ‘half’ to talk about sharing something between two people. Explain that ‘Half’ is also a fraction in mathematics. Share the performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; 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 express the fractions in its simplest form: Example: 6⁄10 = 3⁄5 Learners convert given improper fractions to mixed numbers: Example: 12⁄5 = 22⁄5, 25⁄9 = 27⁄9 guide learners to identify fractions which are (i) closer to half; (ii) closer to one; and (iii) closer to zero in games with fraction cards and fraction wheel. Guide learners to compare and order common fractions using the symbol (<, = or >). To order fractions with the same denominator, we compare the numerators. Example: order 2⁄3, 5⁄3, 1⁄3 in ascending or increasing order. (from the smallest to biggest). In this case we start from 1, 2 and 5 So 1⁄3, 2⁄3, 5⁄3 To order fractions with different denominators, we change them to have the same denominator by finding equivalent fractions. Example: order 1⁄2, 1⁄3, 2⁄5 in ascending order. So 1⁄2 = 15⁄30, 1⁄3 = 10⁄30, 2⁄5 = 12⁄30

Take feedback from learners and summarize the lesson.Ask learners how the lesson will benefit them in their daily lives.

Using blackboard illustrations, review learners understanding in the previous lesson. Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Now we compare the numerators since they have the same denominators as 30. In this case 10 (10⁄30), 12 (12⁄30) and 15 (15⁄30). So 1⁄3, 2⁄5, 1⁄2 Learners to Find which decimal fractions is greater: 0.99 is greater than 0.977 Guide learners to order the decimal numbers 0.098, 0.985 and 0.123 from least to greatest. Ask learners to compare and order decimal fractions and percent, and express them in one form (i.e. either common, decimal or percent). For instance, to order 0.832, 3⁄8 and 38% from least to largest; we have 0.832 = 832/1000 = 83.2%, 3⁄8 = 375/1000 = 37.5%, 38% = 38/100 = 0.38%, Hence the order from least to the largest is 3⁄8, 38% and 0.832.

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