Basic 5 Mathematics Term 1 Week 11 Lesson Plan

Determine the numbers to place in the empty circles such that both set of crossed circles can add up to 26.

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 Multiplying a fraction by a whole number the multiplication is interpreted as “of”; e.g. 2 3 × 5 means shade 2 3 of 5 ; I.e. finding two-thirds of each of five objects; i.e. 2 3 × 5 can be illustrated by shading 2 3 of 5 sheets of paper, which leads to the shading of 10 thirds, 2 3 × 5 = 2 3 of 5 = 10 ( 1 3 ) = 10 3 = 3 1 3 To multiply a mixed fraction by a whole number (e.g. 4 4 5 × 5 ) First change all into common fractions, then multiply the numerators separately and multiply the denominators separately and simplify; i.e. 4 4 5 × 5 = 24 5 × 5 1 = 120 5 = 24 1 = 24 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.

Ask learners to tell you what they have learnt and what they will like to learn in the next lesson