Basic 8 Mathematics Term 1 Week 7 Lesson Plan

Revise with learners on 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 halving and doubling to determine the product given product of two given numbers. In this strategy, we double one of the numbers to be multiplied and halve the other. Write this sentence on the board. 84 x 5 =? Brainstorm learners to think of different strategies to solve the problem. Use the halving and doubling to determine the answer. 1. 84 x 5 = 24 x 10 = 240 So 84 x 5 = 240 Put learners into groups of five, write this sentence on the board 95 x 8 = ? Double 95 as 190, and halve 8 as 4. Now multiply 190 x 4 = 760 explain to learners that it easier to double odd numbers and halve even numbers. E.g. 1) 125 x 20 → 250 x 10 2) 84 x 5 → 24 x 10

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

Play; “making Doubles”. Call out a number and learners multiply it by 2 and call out the number. E.g. 1) 2→4 2) 10→20 3) 30→60 4) 100→200

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. Put learners into groups of five. Use the halving and doubling to solve the following 1. 78 x 5 = ? 3. 200 x 14 =? 2. 124 x 3 = ? 4. 188 x 15 =? assessment Apply halving and doubling to solve each of the following 1. 39 x 20 6. 266 x 5 2. 75 x 20 7. 300 x 5 3. 131 x 20 8. 226 x 15 4. 157 x 20 9. 250 x 13 5. 220 x 5 10. 420 x 20 Revise with learners the four basic operations. a. Addition: Plus, add, find the sum, total, altogether. b. Subtraction: minus, subtract, take away, reduce, difference, decrease, deduct, etc. c. Multiplication: multiply, times, product, groups of, etc. d. Division: shared equally, divide, average, out of, etc. Guide learners to apply the various mental strategies to solve some word problems. put learners into groups of five, write this sentence on the board, what is 800g out of 1kg? Solution 1kg = 1000g So, 800g out of 1000g = 800g/1000g = 4/5 Therefore, 800g out of 1kg is 4/5

Take feedback from learners and summarize the lesson.

Share performance indicators with learners and introduce the 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. Dean bought a birthday card for $2.95. There was an additional $0.18 tax. Dean paid for his purchase using a $10 bill. How much change should Dean receive? Solution Birthday card for $2.95 Tax $0.18 Total cost $3.13 Amount paid – Total cost = change $10.00 - $3.13 = $6.87 Hence, Dean should receive a change of $6.87 On Thursday, 30,861 people attended the baseball game. On Friday, 60,192 people attended. On Saturday 30,100 more people attended the game than on Thursday. On which day did more people attend the baseball game: Friday or Saturday? Explain. Solution Thursday = 30,861 Saturday = 30,861 + 30,100 = 60,961 Friday = 60,192. Which is greater = 60,961 > 60,192 Therefore, more people (60,961) attended the baseball game on Saturday than on Friday (60,192) Provide more opportunities for learners to use mental strategies, short methods and sundry tables to develop fluency in solving problems. Assessment • Henry has 898 pegs in each box. If there are 7 boxes, how many pegs does he have in total? • Dana worked for 7 hours on Thursday, 8 hours on Friday, and 4 hours on Saturday. She is scheduled to work 20 hours next week. How many hours did she work this week? • There are 375 audience tickets available for each taping of the Win It All game show. If 204 shows are taped each year, how many tickets are there in all?

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.