Basic 9 Mathematics Term 1 Week 10 Lesson Plan

Begin the lesson with a quick review of the order of operations (BODMAS or PEMDAS) Write a simple expression on the board, such as 3 + 5 x 2, and ask learners to solve it

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. Divide the class into small groups. Provide each group with fraction cards and ask them to create and solve different fraction expressions using addition, subtraction, multiplication, and division. Emphasize the importance of following the order of operations. Walk around the class, offering guidance and clarification as needed. Introduce expressions involving both whole numbers and fractions. Write a few examples on the board and solve them together as a class. Discuss the steps involved and the application of the order of operations. 3 Example: Solve + 2 5 Solution 3 Convert the whole number 2 to a fraction with the same denominator as . in 5 this case, the denominator is 5. 2 5 10 * = 1 5 5 Now that both fractions have the same denominator, you can add their numerators.

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

Discuss their solutions and introduce the concept of performing operations in a specific order 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. 3 10 13 + = 5 5 5 3 13 So, + 2 = 5 5 Write questions with expressions that involve fractions and whole numbers on the board and let learners solve in pairs. Guide learners through the process of solving these expressions step by step. Encourage peer collaboration and discussions. Emphasize the importance of simplifying fractions before performing other operations. Assessment 3 1. + 2 5 4 3 2. * 3 7 1 1 3. 2 - / 4 2 5 1 4. * (3 + ) 6 2 Divide the class into small groups. Provide each group with fraction cards and index cards containing expressions with multiple operations. Ask each group to work together to simplify the expressions, focusing on following the order of operations. Encourage discussions and collaboration within the groups. Invite each group to present their solutions to the class.

Take feedback from learners and summarize the lesson.

Begin the lesson with a quick review of the order of operations (BODMAS or PEDMAS). Write a simple expression on the board, 3 such as +2×4, and ask learners to solve it. 5 Discuss their solutions and introduce the concept of performing operations in a specific order. 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. Discuss different approaches and highlight the importance of order when simplifying expressions with fractions and multiple operations. write questions on the board with expressions involving fractions and multiple operations. Work through a few examples as a class, guiding learners through each step of the process. 2 1 1 Example: Solve + * 2 - 3 4 6 Solution - Multiplication 1 1∗2 2 * 2 = = 4 4 4 - Addition and Subtraction (from left to right): 2 2 1 + - 3 4 6 - Find a common denominator (12 in this case): 8 6 2 + - 12 12 12 - Combine the fractions: 8 6 2 12 + - = = 1 12 12 12 12 2 1 1 So, + * 2 - = 1 3 4 6 Encourage learners to ask questions and discuss their reasoning. Assessment 2 1 1 1. + * 2 - 3 4 6 3 2 1 2. * + 5 3 2 4 1 1 3. - / 7 2 4 1 3 2 1 4. + * - 2 4 3 5

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.