Basic 4 Mathematics Term 1 Week 6 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. Review learners understanding in the previous lesson using questions and answers Engage learners to play games and sing songs to begin the lesson. Wednes day Review learners understanding in the previous lesson using questions and answers Engage learners to play games and sing songs to begin the lesson. Let learners solve this Using only addition, how can you use eight eights to get the number 1000? Answer: 888+88+8+8+8

Guide learners to identify and list the set multiples of given numbers using skip counting E.g. The set of multiples 5 and 10. 5= { 5, 10 15........100} 10 = {10, 20, 30 , ........100} Guide learners to list the set of common multiples of any two or more given numbers between 0 and 100. e.g. find the common multiples of 2 and 3. 2={2,4,6,8,10,12,14,16,18,20} 3={3,6,9,12,15,18,21,24,27,30} The common numbers are ={6,12,18} Assessment: Engage learners to solve several examples. Introduce the vocabulary terms to learners. That is least common multiples (LCM). Revise with learners on multiples of numbers. Guide learners select the least of the common multiple of given numbers, and identify the least common multiple (LCM). E.g. find the LCM of 5 and 10. 5={5,10,15,20,25,30,35,40,45,50} 10={10,20,30,40,50} Common numbers={10} Assessment: Engage learners to solve several examples. Wednes day Have learners recite some multiplication facts up to 12 Explain to learners what factors of numbers means. Factors represent the numbers that we can multiply to get a bigger number called the product or multiple. 4 x 3 = 12 Factors Product Since12 = 4 × 3, we can say 4 and 3 are factors of 12; and 12 is a multiple of 3 or a multiple of 4. Guide learners to break given multiples into factors and pairs of factors of given numbers. Guide learners to Investigate with even and odd numbers. Engage learners to play the sharing game to demonstrate even and odd numbers. First, give two oranges to two learners to share equally. With this, learners get one each. Let learners record the number 2 down in their books, Again, give three oranges to two learners to share equally. Learners realize that it cannot shared equally since there will be reminder of one. Let learners record the number 3 down in their books. continue with several examples for learners to list the numbers that are divisible by 2 and those which are not. Example: {2,4,6,8,10,12,14,16...} Guide learners to Investigate numbers that are multiples of 2, 3, 4 and 5. How do you know a number is a multiple of 2? a multiple of 3? a multiple of 4? and a multiple of 5? (This is also known as the divisibility test). For this activity, learners use bottle tops, locally made number cards and exercise books to make arrays or sequences, identify the rule or factors and record their findings.

Ask learners to tell you what they have learnt Give learners individual or home task. List the multiples for the following numbers q) 4 r) 5 s) 6 t) 7 u) 8 v) 9 w) 12 x) 14 y) 15 z) 16 Ask learners to tell you what they have learnt Give learners individual or home task. Find the LCM for i. 2 and 3 ii. 4 and 7 iii. 10 and 15 iv. 20 and 5 Wednes day Ask learners to tell you what they have learnt Give learners individual or home task. Copy and complete the table Numbers factors 10 11 12 13 14 15 16 17 18 19 20 Ask learners to tell you what they have learnt Give learners individual or home task. List the even numbers between 1 and 50 List all the odd numbers between 10 and 100