Basic 5 Mathematics Term 1 Week 12 Lesson Plan

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. If: 2+2=42 3+3=63 4+4=84 5+5=105 Answer:126 Let learners solve this brain teaser

Assessment: Learners to practice with more examples +1 +1 +1 +2 +2 +2

To arrange fractions in ascending order means from the smallest value to the highest value. e.g. arrange the following fractions in ascending order. 1 2 , 2 3 , 1 5 Guide learners to find the Lowest Common Denominator (LCD) and use this to express the equivalent fractions, in this case it is 30 1 2 = 15 30 , 2 3 = 20 30 , 1 5 = 6 30 Since the denominator are now the same, we compare the numerators, 15,20 and 6. In ascending order will be 6,15 and 20. Therefore 1 5’ 1 2, 2 3 Assessment: Learners to practice with more examples Wednesda y To arrange fractions in descending order means from the highest value to the smallest value. e.g. arrange the following fractions in descending order. 1 2 , 2 3 , 1 5 Guide learners to find the Lowest Common Denominator (LCD) and use this to express the equivalent fractions, in this case it is 30 1 2 = 15 30 , 2 3 = 20 30 , 1 5 = 6 30 Since the denominator are now the same, we compare the numerators, 15,20 and 6. In descending order will be 20,15, and 6. Therefore 2 3, 1 5, 1 2 Assessment: Learners to practice with more examples Guide learners to add fractions using the concept of equivalent fractions. e.g. add 1 2 + 2 3 Guide learners to determine the equivalent fractions for the given fractions to have the same denominator. 1 2 = 2 4= 3 6 2 3= 4 6= 6 9 Learners to add only the numerators since the denominators are the same Hence 3 6+ 4 6 = 7 6 Assessment: Learners to practice with more examples Guide learners to subtract fractions using the concept of equivalent fractions. e.g. solve 2 3 - 1 2 Guide learners to determine the equivalent fractions for the given fractions to have the same denominator.

Learners to subtract only the numerators since the denominators are the same Hence 4 6 - 3 6 = 1 6 Assessment: Learners to practice with more 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.

Give learners individual or home task. e.g. arrange the following fractions in ascending order. 1 2 , 2 3 , 1 5 Wednesda y 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. e.g. Arrange the following fractions in descending order. 1 2 , 2 3 , 1 5 Give learners individual or home task. e.g. add 1 2 + 2 3 Give learners individual or home task. e.g. solve 2 3 - 1 2