Ghana curriculum lesson note
Basic 5 Mathematics Term 1 Week 10 Lesson Plan
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Create Lesson PlanWeek 10: Lesson Plan
Subject: Mathematics
Class: Basic 5
| Strand: Number | Sub-strand: Fractions |
| Indicator (code): B5.1.3.1.3-4 use the concept of equivalent fractions, for addition and subtraction of fractions greater than, one | Content Std (code): B5.1.3.1 Demonstrate understanding of, strategies for comparing, adding, subtracting, and multiplying fractions |
| Performance Indicator: Learners can use the concept of equivalent fractions for addition and subtraction, of fractions greater than one | Core Competencies: Critical Thinking; Justification of Ideas; |
| T.L.R.(s): fraction strips cut from old cartons, bottle tops, exercise books | Keywords: Fractions, Assessment, Number |
Phase 1: Starterpreparing the brain for learning Let learners determine the missing number in the box
Answer: 24 4 5 6 8 10 12 16 20 ? 32 40 48 Engage leaners to sing the song WE CAN COUNT We class five We can count We count 1,2,3,4,5 We count 6,7,8,9,10 We class five can count very well.
Wednesd ay Let learners solve the brain teaser below. What is the next number in the sequence ? 1, 4, 9, 16, 25, 36, __ Answer : 49 Continue the fun with more examples Let learners solve the brain teaser below. If + = 19 > = 9 ___
Determine the numbers to place in the empty circles such that both set of crossed circles can add up to 26. 9 5 7 8 4 | Phase 2: Mainnew learning including assessment To add like mixed fractions that are larger than 1, i.e. 2 1 3 and 3 2 3 , We write down the sum of the whole numbers and add the fractions; i.e. 2 1 3 + 3 2 3 = 5 + 1 3 + 2 3
= 5 1+2 3 = 5 3 3= 6.
Assessment: Have learners practice with several examples
To subtract like-fractions that are larger than 1, i.e. 2 1 3 and 3 2 3 .
We change the mixed fractions into improper fractions and subtract; i.e. 3 2 3 − 2 1 3 = 1i 3 − 7 3 = 11−7 3 = 4 3 = 1 1 3 Assessment: Have learners practice with several examples
Wednesd ay To add or subtract improper fractions with different denominators, 2 1 3 and 3 2 5.
We need to find the Lowest Common Denominator (LCD) and use this to express the equivalent fractions. The LCD is 15 and the equivalent fractions are 2 5 15 and 3 6 15. Their sum is 2 1 3 + 3 2 5 = 2 5 15 + 3 6 15 = (2+3) 5+6 15 = 5 11 15 Assessment: Have learners practice with several examples
To subtract improper fractions with different denominators, 2 1 3 and 3 2 5.
We need to find the Lowest Common Denominator (LCD) and use this to express the equivalent fractions. The LCD is 15 and the equivalent fractions are 2 5 15 and 3 6 15. Their difference is 3 2 5 - 2 1 3 =3 6 15 - 2 5 15 = (3-2) 6−5 15 = 1 1 15 Assessment: Have learners practice with several examples
Multiplying a whole number by a fraction, e.g. 5 × 2 3 or finding five two- thirds means 2 3 + 2 3 + 2 3 + 2 3 + 2 3 = 10 3 = 3 2 3 To multiply a whole number by a mixed fraction (e.g. 3 × 2 2 3 ) one can multiply the whole number by the whole number and then whole number by the fraction and add the products or change the mixed fraction to improper fraction and multiply; i.e. 3 × 2 2 3 = (3×2) + (3 × 2 3 ) = 6 + 2 3 + 2 3 + 2 3 = 6 6 3
To multiply a whole number by a fraction (e.g. 3 × 2 2 3 ) first change all into common fractions, then multiply the numerators separately and multiply the denominators separately and simplify; i.e. 3 × 2 2 3 = 3 1 × 8 3 = 3 X 8 1 X 3 = 3 24 3 = 8 Assessment: Have learners practice with several examples
For this activity, learners use fraction strips cut from old cartons, bottle tops and exercise books to fold and compare fractional parts, model the required operation and record the results. | Phase 3plenary / reflections Ask learners to tell you what they have learnt and what they will like to learn in the next lesson Give learners individual or home task Wednesd ay Ask learners to tell you what they have learnt and what they will like to learn in the next lesson
Give learners individual or home task. 2 1 3 + 3 2 5 4 1 5 + 2 2 5 3 2 5 - 2 1 3 Give learners individual or home task 5 × 2 3 4 × 2 5 3 × 1 7 |
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Create Lesson PlanMore Basic 5 Mathematics Term 1 Lessons
Week 1Sub-strand: Counting, Representation &, CardinalityWeek 2Sub-strand: Counting, Representation &, CardinalityWeek 3Sub-strand: Counting, Representation &, CardinalityWeek 4Sub-strand: Counting, Representation &, CardinalityWeek 5Sub-strand: Counting, Representation &, CardinalityWeek 6Sub-strand: Number OperationsWeek 7Sub-strand: Number OperationsWeek 8Sub-strand: Number OperationsWeek 9Sub-strand: FractionsWeek 10 (current)Week 11Sub-strand: FractionsWeek 12Sub-strand: Fractions