Basic 4 Mathematics Term 1 Week 4 Lesson Plan

Engage learners to sing the song WE CAN COUNT We class four We can count We count 1,2,3,4,5 We count 6,7,8,9,10 We class four can count very well. Ask everyone to imagine two birds. One named “prr” and the other named “Pukutu”. If you call out ‘prr’, the students need to stand on their toes and move their elbows out sideways. When you call out ‘pukutu’ the students have to stay still and may not move. If a student moves, he is disqualified. Learners must count in reverse numbers in a range continuously without breaking. For example from (20 – 1). Divide the class into groups. One person from each group countdown the range without breaking. The group with the highest score wins! Learners must count in reverse numbers in a range continuously without breaking. For example from (40 – 1). Divide the class into groups. One person from each group countdown the range without breaking. The group with the highest score wins! Let learners solve this Using only addition, how can you use eight eights to get the number 1000? Answer: 888+88+8+8+8

Put learners into convenient groups. a learner mentions a number and another skip count in 50s or 100s to include the fifth count. For instance. Learner 1: Shout out “240” .... Learner 2: 290, 340, 390, 440, 490, etc. Learner 3; Shout out “1285” skip counting down in 100s Learner 4; 1185, 1085, 985, 885, 785....etc. Skip count forwards and backwards by 50s and between 1000 and 10000 that are multiples of 50s and 100s but make an error or leave out a number. Challenge learners to identify or correct error Eg1: 50,100,150,200,280,300 Eg2: 100,200.300,400,450,560,600 e.g3: 50,60,150,160,250,300,400,420 Display Roman numeral charts (1-30) arranged in sequential order and lead learners to identify the numerals. Learners identify the main characters of the roman numerals used to build the table up to 30 i.e. I, II, III, IV, V, X, Call out a numeral and have learners point at it from the chart. Assessment: Call out a numeral and have learners point at it from the chart. Have learners match the Roman numerals to the Hindu-Arabic numerals for instance I = 1; V= 5: X= 10, XV= 15. assessment: Mention some numerals randomly and have learners point at it on the chart For this activity, learners use bundles of sticks, locally made Roman numeral cards and exercise books to form values, match each value to its Roman numeral and record the conversions.

What have we learnt today? We have learnt how to skip counting by 50s and 100s Let learners solve several examples in their workbooks. Can someone tell me what we have learnt today? We have learnt how to skip counting by 50s and 100s Let learners solve several examples in their workbooks Can someone tell me what we have learnt today? We have learnt how to identify Roman numerals Give learners independent activity or home task to find the Roman numerals for given numbers in their workbooks Review the lesson by giving learners more examples to solve.