Basic 9 Mathematics Term 1 Week 5 Lesson Plan

Begin by presenting a simple addition problem on the board with more than two numbers, e.g., 2 + 3 + 4. Ask learners, "Does it matter which numbers we add together first?" Allow a few learners to solve, demonstrating different groupings. Share performance indicators and introduce the lesson. Present a simple problem on the board, e.g., 5× (2+3)

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. Display the Associative Property of addition on the chart paper or board: a + (b + c) = (a + b) + c or a + (b + c) = (a + c) + b Present multiple problems, letting learners solve in pairs. For each problem, ask learners to solve by grouping the numbers differently. Discuss as a class. For every problem, the result should remain the same regardless of the grouping. Example: 15 + (6 + 9) = (15 + 6) + 9 = 30 Provide learners with number cards or dice. ask learners to roll or draw three numbers and write down an addition equation. Learners should then rewrite the equation with a different grouping to demonstrate the associative property. Briefly introduce the associative property of multiplication (a × b) × c = a × (b × c), demonstrating with an example, e.g., (12 × 5) × 4 = 12 × (5 × 4) = 240. Ask learners to pair up and come up with their own multiplication examples, testing different groupings. Share a few examples with the class, confirming the property holds true for multiplication as well. Assessment 1. 4+ (6+2) =? 2. 7+ (5+3) =? 7+ (5+3) =? 3. 3× (2×4) =? 3× (2×4) =? 4. 5× (3×2) =? 5× (3×2) =? 5. 6+ (7+5) =? 6+ (7+5) =?

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

Ask learners, "How might we solve this without directly calculating the numbers inside the parentheses first?" Wait for some responses

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. Display the Distributive Property on the chart paper or board. Guide learners to recognize that for any three numbers a, b and c; i. a × (b + c) = (a × b) + (a × c) ii. a × (b - c) = (a × b) - (a × c) Use the board to present a few more examples, letting learners solve them in pairs. Discuss the solutions, ensuring everyone understands the process. Divide learners into small groups and provide each group with cards containing problems that require the distributive property to solve. Ask learners to solve each problem as a team, discussing the steps they're taking. Example: 5 × (10 + 7) = (5 × 10) + (5 × 7) = 85 5 × (10 - 7) = (5 × 10) - (5 × 7) = 15 After a set duration, review the solutions as a class. Encourage groups to explain their approaches. Discuss real-world scenarios where the distributive property might be applied. For instance, if a student buys 3 pencils and 2 erasers where each pencil costs ₵a and each eraser costs ₵b, the total cost would be 3a+2b Assessment 1. Solve: 4× (3+6) =? 2. Solve: 7× (5−2) =? 3. If a=2, b=4, and c=3, what is a× (b−c)? 4. Why is the distributive property useful in simplifying arithmetic problems?

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. Guide learners to use the distributive property and associative property of addition and multiplication in solving problems. Let learners do this activity in pairs. Invite pars randomly to share their solutions on the board 1. Problem: 6×(4+7) Solution: Using the distributive property: 6×4+6×7 =24+42 =66 2. Problem: 3×(5+9) Solution: Using the distributive property: 3×5+3×9 =15+27 =42 3. Problem: 4×(8−3) Solution: Using the distributive property: 4×8−4×3 =32−12 =20 4. Problem: 7×(6+2) Solution: Using the distributive property: 7×6+7×2 =42+14 =56 5. Problem: 5×(7−4) Solution: Using the distributive property: 5×7−5×4 =35−20 =15 1. Problem: Solve for x where x =(3+4)+5 Solution: Using the associative property of addition, x=3+(4+5) x=3+9 x=12 2. Problem: Solve for y where y=2×(3×4) Solution: Using the associative property of multiplication, y=(2×3)×4 y=6×4 y=24 3. Problem: Evaluate z given z=(8+7)+6 Solution: Using the associative property of addition, z=8+(7+6) z=8+13 z=21 4. Problem: Determine w where w=5×(6×2) Solution: Using the associative property of multiplication, w=(5×6)×2 w=30×2 w=60 5. Problem: Evaluate p given p=(10+9)+11 Solution: Using the associative property of addition, p=10+(9+11) p=10+20 p=30

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.