Basic 9 Mathematics Term 1 Week 9 Lesson Plan

Present learners with a word problem involving fractions and ask them to solve it individually

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. Conduct a brief review of the concept of fractions, ensuring learners understand the terminology and basic principles. Use fraction manipulatives to demonstrate fractional parts and their representation. Provide learners with a visual representation of a rectangle divided into squares. Ask them to shade a specific fraction of the squares, both with and without visual aids. Introduce the concept of equivalent fractions. Have learners practice writing fractions as equivalent fractions with different numerators and denominators. Example: Let's take the fraction 1/2 and create an equivalent fraction by multiplying both the numerator and denominator by the same number. Multiply by 2: (1/2) * (2/2) = 2/4 Multiply by 3: (1/2) * (3/3) = 3/6 Multiply by 4: (1/2) * (4/4) = 4/8 Discuss expressing fractions in their simplest form. Provide examples and ask learners to simplify fractions by finding the greatest common factor. Example 1: Simplify 4/8. Find the GCF of 4 and 8, which is 4. Divide both the numerator and denominator by 4: (4/4) / (8/4) = 1/2. So, 4/8 simplified to its simplest form is 1/2. Example 2: Simplify 15/20. Find the prime factorization of both 15 and 20: 15 = 3 * 5 20 = 2 * 2 * 5 Identify the common prime factor, which is 5. Divide both the numerator and denominator by 5: (15/5) / (20/5) = 3/4. So, 15/20 simplified to its simplest form is 3/4. Explain the concepts of mixed numbers and improper fractions. Show how to convert between the two forms and practice with examples. Example 1: 5/3 In the fraction 5/3, the numerator (5) is greater than the denominator (3). This means you have 5 equal parts of a whole divided into 3 equal parts each. it can be represented as a mixed number: 1 2/3, where 1 is the whole part, and 2/3 represents the remaining portion.

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

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. 1 Example 2: 2 4 1 In the mixed number 2 , "2" is the whole number, and "1/4" is the proper 4 fraction. This means you have 2 whole parts and an additional 1/4 part of a whole. 7 Example 3: Convert to a Mixed Number 2 7 divided by 2 equals 3 with a remainder of 1. So, 7/2 is equal to 3 1/2. 3 Example 4: Convert 4 to an Improper Fraction 5 First, multiply the whole number (4) by the denominator (5): 4 * 5 = 20. Then, add the numerator (3) to the result: 20 + 3 = 23. So, 4 3/5 is equal to the improper fraction 23/5. Distribute a worksheet with fraction problems that involve addition, subtraction, multiplication, or division of fractions. Encourage learners to solve the problems individually and discuss their approaches. Assessment 1. Convert the fraction 7/4 into a mixed number. 2. Solve the following problem: If you have 3/5 of a pizza, and your friend has 1/4 of the same pizza, how much pizza do you have together? Conduct a brief review of the basic operations on fractions, including addition, subtraction, multiplication, and division. Use fraction manipulatives to demonstrate the operations with visual aids. Provide examples of addition and subtraction of fractions. Ask learners to work out answers to problems involving these operations. Example 1: Add 1/3 + 1/4 Step 1: Find a common denominator, which in this case is 12 because both 3 and 4 can be evenly divided by 12. 1/3 = 4/12 (multiply both numerator and denominator by 4) 1/4 = 3/12 (multiply both numerator and denominator by 3) Step 2: Now that the fractions have a common denominator, add the numerators: 4/12 + 3/12 = 7/12 So, 1/3 + 1/4 = 7/12. Example 2: Subtract 5/6 - 1/3 Step 1: Find a common denominator, which is 6 because both fractions already have denominators of 6.

Take feedback from learners and summarize the lesson.

Begin with a "Fraction Riddle" activity. Present learners with a riddle that involves fractions. Encourage them to work in pairs or small groups to solve the riddle. 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. Step 2: Subtract the numerators: 5/6 - 1/3 = (5 - 2)/6 = 3/6 Step 3: Simplify the result by dividing both the numerator and denominator by their greatest common factor (GCF), which is 3 in this case: 3/6 ÷ 3/3 = 1/2 So, 5/6 - 1/3 = 1/2. Explain the concepts of multiplication and division of fractions. Provide examples and encourage learners to work out answers to problems involving these operations. Example 1: Multiply 2/3 by 3/5 Numerator: 2 * 3 = 6 Denominator: 3 * 5 = 15 So, 2/3 * 3/5 = 6/15. Example 2: Divide 2/3 by 4/5 Dividing by 4/5 is the same as multiplying by 5/4 (the reciprocal of 4/5). Now, we can multiply the fractions: Numerator: 2/3 * 5/4 = (2 * 5) / (3 * 4) = 10/12 Distribute a worksheet with fraction problems that involve addition, subtraction, multiplication, and division. Encourage learners to solve the problems individually or in pairs, discussing their approaches. Assessment 1. Add the fractions 3/4 and 1/5. 2. Subtract the fractions 2/3 and 1/6. 3. Multiply the fractions 1/2 and 2/3. 4. Divide the fractions 5/6 and 1/4.

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.