Basic 7 Mathematics Term 1 Week 1 Lesson Plan

Concrete-resource task: Set out these resources for each group: Place-value cards; Ghana cedi play notes; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Guide learners to form numbers with given multi-base ten materials, given that a small cube is 1,000; 10 small cubes is a rod (i.e. 10,000), 10 rods is a flat (i.e. 100,000); and 10 flats is a block (i.e. 1000,000) Learners to use multiples of 10s, 50s, 100s and 200s to represent numbers in multiples of ways E.g. 5,560 = 20×200 + 10×100 +11×50 + 1×10;

Engage learners to summarize the lesson outcomes.

read and write number names of number quantities and vice versa, addition and subtraction of numbers.

Concrete-resource task: Set out these resources for each group: Place-value cards; Ghana cedi play notes; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. i. Workout how many GH₵200 will make GH₵185,000,000, GH₵1,890,750,000, etc. ii. Determine combinations of GH₵50, GH₵100 or GH₵200 notes that make GH₵1,000,000 (make sure each denomination is used) Assessment 1. Model the following numbers with multi-base ten materials or graph sheet: a. 150,000 b. 485,000 2. write these numbers using words a) 3,500 b) 17,100 c) 54,400

Ask learners how the lesson will benefit them in their daily lives.

Share with learners the performance indicators.

Concrete-resource task: Set out these resources for each group: Number cards; Greater-than and less-than symbol cards; Bottle tops. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Skip count forwards and backwards in 25s, 50s and 250s beginning from 1000. Identify numbers which are for instance, 500,000 more than or less than a given 8-digit or 9-digit number. i. 1,295,800,000 is 500,000 more than 1,295,300,000 and 1,295,300,000 is 500,000 less than 1,295,800,000 Use phrases such as “is equal to”, “is greater than” and “is less than” as well as their symbols such as “>”, “<” and “=” to compare any two numbers. i. 1,300,850,700 .... 1,300,850,700 ii. 5,223,487,637 .... 5,113,487,637 etc. Assessment 1. Compare the following numbers using < or >: a) 345 and 395 b) 4,726 and 9,726 c) 57,821 and 52,821 d) 209,481 and 279,481 d) 63,237 and 23,237 e) 368,7693 and 9,687,693

Engage learners to summarize the lesson outcomes. Ask learners how the lesson will benefit them in their daily lives.