Basic 7 Mathematics Term 1 Week 11 Lesson Plan

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; 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 multiply a whole number by a fraction, the multiplication is read as ‘times’. For instance, 3 × 22⁄3 means 3 times 22⁄3 or 3 groups of 22⁄3, i.e. 3 × (2 + 2⁄3) or 3 × 8⁄3 The product can be obtained by (i) changing all into common or equivalent fraction; (ii) multiplying all numerators and denominators; (iii) simplifying the results. Guide learners to multiply a fraction by a whole number, the multiplication is read as ‘of’. For instance, 2⁄3 × 5 means 2⁄3 of 5 or i.e. 2⁄3 × 5⁄1 = 2×5/3×1 = 10⁄3 = 31⁄3 The product can be obtained by (i) changing all into common fraction; (ii) multiplying all numerators and denominators; (iii) simplifying the results. Guide learners to multiply a fraction by a fraction, the multiplication is read as ‘of’. For instance, 2⁄3 × 1⁄2 means 2⁄3 of 1⁄2 or i.e. 2⁄3 × 1⁄2 = 2×1/3×2 = 2⁄6 = 1⁄3

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

review learners understanding in the previous lesson.

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Assessment Find 1). 15 × 2⁄3 2). 12 × 3⁄8 3). 2⁄3 × 240 4) Calculate the following (when necessary, round your answer to the nearest tenth): a. 28% of 40 b. 234% of 8 c. 31⁄2% of 50 d. 0.2% of 15000 e. 8.25% of 62 guide learners to multiply a given quantity by a fraction is just like multiplying by a whole number, so the multiplication is read as ‘of’. For instance, 2⁄3 × GH₵60 means 2⁄3 of GH₵60, i.e. 2⁄3 × 60⁄1 = 2×60/3×1 = 120⁄3 = GH₵40.

Take feedback from learners and summarize the lesson.

Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Fraction strips; Bottle tops; Graph paper. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. E.g. 2. There are 132 learners in a class. If 2⁄3 of the learners are girls, how many boys are in the class? i.e. 2⁄3 × 132 = 2⁄3 × 132⁄1 = 2×132/3×1 = 264⁄3 = 88 girls so; 132 – 88 = 44 boys. Have learners to practice with more examples. assessment The graph shows the ages of learners in a Primary 5 class. (i) Approximately, what fraction of the learners are 10 years old? (ii) How many learners are 11 years old if there are 32 learners in the class?

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. Take feedback from learners and summarize the lesson.