Basic 9 Mathematics Term 1 Week 4 Lesson Plan

Ask learners to think of a two-digit number. Ask them to multiply that number by 10 and observe what happens. Discuss as a class Share performance indicators and introduce the lesson. Announce two numbers (e.g., 4 and 7) Ask the class to quickly add the numbers in the order given (4 + 7)

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. Remind learners of the importance of knowing multiplication facts and related division facts. Give learners a quick multiplication quiz, asking them to solve multiplication problems mentally or with the help of multiplication tables. Discuss the correct answers and address any questions or difficulties that arise. Explain the concept of multiplying or dividing by powers of 10 by using examples and real-world scenarios. Write this on the Multiply 0.25 by 10 and guide learners provide a step by step solution. Step 1: Understand the decimal places. 0.25 is read as twenty-five hundredths. It means there are two digits after the decimal point. Step 2: Multiplying by 10 effectively shifts each digit in the number to the left by one place. This is equivalent to moving the decimal point one place to the right. The number of the zeros determines the number of shift. Step 3: Let's do the shifting. Original number: 0.25 Shift the decimal point to the left by one place: 2.5 Therefore when you multiply 0.25 by 10, you get 2.5. Demonstrate how moving the decimal point in a number corresponds to multiplying or dividing by powers of 10. - (1.00 × 10 = 10.00). Note how the decimal point moved one place to the right. - (1.00 × 100 = 100.00). Note how the decimal point moved two places to the right. - (1.00 ÷ 10 = 0.10). Note how the decimal point moved one place to the left.

Use peer discussion and effective questioning to find out from learners what they have learnt during 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. - (1.00 ÷ 100 = 0.01). Note how the decimal point moved two places to the left. Provide a simple practice problems on the board. Introduce benchmark fractions such as 1/2, 1/4, 1/10, etc., and their decimal and percentage equivalents. Show benchmark fraction cards with their corresponding decimals or percentages and discuss their significance and uses. Give learners opportunities to practice converting benchmark fractions to decimals or percentages, and vice versa. Assessment a. Multiply 0.25 by 10. b. Convert 3/5 into a decimal. c. Divide 120 by 10. d. Express 40% as a decimal. Emphasize that the sum stays the same regardless of the order. Explain that the commutative property of addition tells us that when we add two numbers, it doesn't matter which order they're added in; the sum remains the same. Provide a few examples on the board to illustrate the commutative property, such as adding 2 + 3 and 3 + 2, or 7 + 4 and 4 + 7. Emphasize that the sum stays the same regardless of the order.

Take feedback from learners and summarize the lesson.

Share performance indicators 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. write simple addition problems on the board, such as 3 + 5, 6 + 2, 9 + 1, and 4 + 7. Learners in groups to solve the problems and determine if the commutative property holds true by swapping the order of the addends. Circulate the classroom to provide assistance and monitor progress. Create few additional problems on the board. ask learners to solve the problems individually and write a sentence for each problem, explaining how they know the commutative property is true. Encourage them to use mathematical language and clear reasoning in their explanations. Assessment 1. Evaluate the commutative property of addition for the numbers 8 and 6. 2. True or false: The order of the addends affects the sum in addition. 3. Solve 12 + 4. Is the sum the same as 4 + 12? Explain why. 4. Create an addition problem that obeys the commutative property. Solve it and explain your thinking.

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.