Basic 6 Mathematics Term 1 Week 4 Lesson Plan

Play games and recite rhymes that learners are familiar with to begin the lesson. Ask learners questions to review their understanding in the previous lesson. Have leaners to recite multiplication tables from 2 to 9 Tuesday Play games and recite rhymes that learners are familiar with to begin the lesson. Have leaners to recite multiplication tables from 2 to 9 Wednesday Play games and recite rhymes that learners are familiar with to begin the lesson. Ask learners questions to review their understanding in the previous lesson. Thursday Play games and recite rhymes that learners are familiar with to begin the lesson. Ask learners questions to review their understanding in the previous lesson. Friday Play games and recite rhymes that learners are familiar with to begin the lesson.

Describe the mental maths strategies used to determine a given basic fact, such as - Skip count up by one or two groups from a known fact E.g., if 5 × 7 = 35, then 6 × 7 is equal to 35 + 7 and (7 × 7 is equal to 35 + 7 + 7) - Skip count down by one or two groups from a known fact (e.g., if 8 × 8 = 64, then 7 × 8 is equal to 64 – 8 and 6 × 8 is equal to 64 – 8 – 8) - Doubling E.g., for 8 × 3 think 4 × 3 = 12, and 8 × 3 = 12 + 12 Assessment: engage and guide leaners to solve several examples. Describe the mental maths strategies used to determine a given basic fact, such as - Patterns when multiplying by 9 E.g., for 9 × 6, think 10 × 6 = 60, and 60 – 6 = 54; for 7 × 9, Think 7 × 10 = 70, and 70 – 7 = 63 - Repeated Doubling E.g., if 2 × 6 is equal to 12, then 4 × 6 is equal to 24 and 8 × 6 is equal to 48 - Repeated Halving E.g., for 60 ÷ 4, think 60 ÷ 2 = 30 and 30 ÷ 2 = 15) - Relating Division to Multiplication E.g., for 64 ÷ 8, think 8 × ... = 64 Assessment: guide learners to solve several examples on how to answer basic multiplication facts to 81 using different strategies Determine the products when one factor is a multiple of 10, 100, or 1000 by annexing zero or adding zeros E.g. for 3×200 think of 3×2 and then add two zeros E.g. Apply halving and doubling when determining a given product E.g. 32×5 is the same as 16×10 Assessment: guide leaners to solve several examples in their work books. Apply the distributive property to determine a given product involving multiplying factors that can be written in the expanded form E.g., 6×18 = (6×10) + (6×8) = 60+48 = 108. Or apply distributive property to determine a given product involving multiplying factors that are close to multiples of 10 (e.g., 29×7 = (30×7) – (1×7) = 203. Explain the property for determining the answer when multiplying numbers by 1 and 0 Describe the mental maths strategies used to determine a given basic fact, such as - skip count up by one or two groups from a known fact E.g., if 5 × 7 = 35, then 6 × 7 is equal to 35 + 7 and (7 × 7 is equal to 35 + 7 + 7) - Skip count down by one or two groups from a known fact (e.g., if 8 × 8 = 64, then 7 × 8 is equal to 64 – 8 and 6 × 8 is equal to 64 – 8 – 8) - Doubling E.g., for 8 × 3 think 4 × 3 = 12, and 8 × 3 = 12 + 12 Assessment: Engage and guide leaners to solve several examples. For this activity, learners use bottle tops, bundles of sticks and exercise books to model the stated operation concretely and record matching number sentences and solutions.

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help. Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help. Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help. Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help. Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.