Basic 8 Mathematics Term 1 Week 6 Lesson Plan

Revise with learners on the previous lesson.

Concrete-resource task: Set out these resources for each group: Bottle tops; Two raffia hoops; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Revise with learners on the meaning of factors of numbers. A factor is a number that divides into another number exactly and without leaving a remainder. write this on the board. 2 x 3 = 6 Guide learners to identify 2 and 3 as factors and 6 as the product. Let learners understand that factors are also numbers that multiply together to get another number (product). In groups, learners list the factors of these numbers. 1) 6 2) 8 3) 10 Engage learners in different activities to find common factors of numbers. Example: 12 and 15 12 = {1,2,3,4,6,12} and 15= {1,3,5,15} Common factors = {1,3}

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

Share performance indicators with learners and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Bottle tops; Two raffia hoops; 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 explain and understand the concept of union and intersection of sets. The union of two sets is a set containing all the elements that are in A or in B. it has the symbol U. For example: A={1,2} and B= {2,3} So A U B = {1,2,3} Have learners note that, in writing the members for the union sets, numbers which are common in both sets are written once. Engage learners in different activities to introduce learners to intersection of sets. Assessment Guide learners to solve story and real-life problems involving union and intersection of sets (i) There are 80 farmers in a certain village who grow maize and rice or both. out of the 80 farmers, 50 grow maize and 60 grow rice. (a) Represent the information on a Venn diagram. (b) If x of them grows both crops, write an equation in x and solve for it

Take feedback from learners and summarize the lesson.

Revise with learners on the previous lesson. Share performance indicators with learners 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. In turns let learners recall multiplication facts up to 144 and related division facts. Recall decimal names of the benchmark fractions converted to decimals or percentages (and vice versa). Learners determine a product when a decimal number is a multiple by 10 Assessment Convert each of the following fractions to percentage. 1. 2/5 2. 9/10 3. 7/25 4. If 6 x 12 = then ÷ 12 = 6 5. If 11x 7 = then ÷ 7 = 11 6. If 8 x = 72 then 72 ÷ = 8

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.