Basic 8 Mathematics Term 1 Week 3 Lesson Plan

Play: “10 more than”. Mention a number and learners add 10 to it and call out the number. E.g. 1) 13 → 23 2) 40 → 50 3) 50 → 60 4) 90 → 100 Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Number cards; Greater-than and less-than symbol cards; Bottle tops. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. E.g. 1 Identify numbers which are 100,000, 1500,000, etc. more or less than given 8 to 9-digit number. Put learners into groups of five. Write these numbers on the board and let them describe the relationship between them. 126,000 and 526,000. Have learners use the place values to determine the difference. both numbers have numbers at the hundred thousand columns but 500,000 is a lot bigger than 100,000. So, 526,000 is a lot bigger than 126,000, and 126,000 is a lot smaller than 526,000. In their groups learners describe the relationship between these numbers 1) 648,000 and 230,000 2) 136,000 and 128,000. Justify your answers.

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

Revise with learners on the previous lesson.

Concrete-resource task: Set out these resources for each group: Number cards; Greater-than and less-than symbol cards; Bottle tops. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Put leaners into groups of five. write these numbers on the board 268,000 and 320,000. Have learners find the values of each digit. i.e. looking at the 2 numbers, 300,000 is greater than 200,000 so, 320,000 is greater than 268,000. Encourage learners to use the symbols. So, 320,000 > 268,000 and 268,000 < 320,000. Assessment Have learners work in pairs. Use the symbols >, = and < to compare these numbers. 1) 789,600 786900 2) 998900 999800 3) 765000 765000

Take feedback from learners and summarize the lesson.

Share performance indicators with learners and introduce the lesson.

Groups use the Printed power-of-ten cards to build powers from 10⁰ upward and connect each power with its place on the Decimal place-value chart. They move digit cards conceptually on the chart to express a supplied integer or decimal in standard form and to identify a requested significant or decimal place. Learners record the original number, power-of-ten expression and rounded form on the Graph paper. Partners reverse the representation to check that its value is unchanged.

Home Work Use the symbols >, =, < to compare these numbers 1) 885600 885600 2) 640000 642000 3) 987200 897200 4) 845600 854600