Ghana curriculum lesson note
Basic 7 Mathematics Term 1 Week 3 Lesson Plan
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Create Lesson PlanWeek 3: Lesson Plan
Subject: Mathematics
Class: Basic 7
Component 1
Numeration Systems
Topic: Express decimal numerals to given significant and decimal places
| Strand: Number | Sub-strand: Numeration Systems |
| Indicator: B7.1.1.1.5 Express decimal numerals to given significant and decimal places | Content Standard: B7.1.1.1 Demonstrate understanding and the use of place value for expressing quantities recorded as base ten numerals as well as rounding these to given decimal places and significant figures |
| Performance Indicator: Learners can correct numerals to given significant and decimal places | T.L.R.(s): Decimal place-value chart, Digit-and-rounding cards, Graph paper |
Phase 1: Starterpreparing the brain for learning Revise with learners on what was taught in the previous lesson.
Share with learners the performance indicators. | Phase 2: Mainnew learning including assessment Groups place the Digit-and-rounding cards on the Decimal place-value chart to build the decimal numbers supplied by the teacher. They mark the required decimal place or significant figure, inspect the next digit and physically move the retained digit card when rounding is required. Learners record each original and rounded number on the Graph paper and draw a vertical line at the rounding boundary. Partners check one another's placement and justify whether the number rounded up or down. | Phase 3plenary / reflections Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson. |
Component 2
Numeration Systems
Topic: Express decimal numerals to given significant and decimal places
| Strand: Number | Sub-strand: Numeration Systems |
| Indicator: B7.1.1.1.5 Express decimal numerals to given significant and decimal places | Content Standard: B7.1.1.1 Demonstrate understanding and the use of place value for expressing quantities recorded as base ten numerals as well as rounding these to given decimal places and significant figures |
| Performance Indicator: Learners can correct numerals to given significant and decimal places | T.L.R.(s): Decimal place-value chart, Digit-and-rounding cards, Graph paper |
Phase 1: Starterpreparing the brain for learning Write on the board: List the first ten multiples of 15.
Ask pupils to write the answers in their exercise books. | Phase 2: Mainnew learning including assessment Groups place the Digit-and-rounding cards on the Decimal place-value chart to build the decimal numbers supplied by the teacher. They mark the required decimal place or significant figure, inspect the next digit and physically move the retained digit card when rounding is required. Learners record each original and rounded number on the Graph paper and draw a vertical line at the rounding boundary. Partners check one another's placement and justify whether the number rounded up or down. | Phase 3plenary / reflections Take feedback from learners and summarize the lesson. |
Component 3
Number Operations
Topic: Multiply and divide given numbers by powers of 10 including decimals and benchmark...
| Strand: Number | Sub-strand: Number Operations |
| Indicator: B7.1.2.1.1 Multiply and divide given numbers by powers of 10 including decimals and benchmark fractions of 10 | Content Standard: B7.1.2.1 Apply mental mathematics strategies and number properties used to solve problems |
| Performance Indicator: Learners can multiply and divide given numbers by powers of 10 | T.L.R.(s): Fraction strips, Bottle tops, Graph paper |
Phase 1: Starterpreparing the brain for learning Call on pupils one at a time to give one of the multiples, and list their answers on the board. (Answers: 15, 30, 45, 60, 75)
Share the performance indicators and introduce the lesson. | Phase 2: Mainnew learning including assessment 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.
Revise with learners to multiply large numbers. Example: 1264 by 328
Guide learners to recall decimal names of given benchmark fractions converted to decimals or percentages (and vice versa)
Learners to find the product of a given decimal number when it is multiplied. Example: decimals are multiplied as if they are no decimal point. E.g. 4.91 × 12 First 291 × 12 = 5892 There are three decimal places altogether in the two numbers. Now put the decimal places into the answer, which gives 5.892
assessment Evaluate the following 1. 9.31 × 1.0 2. 0.56 × 10 3. 0.02 × 0.08 4. 3.566 × 0.005 | Phase 3plenary / reflections Ask learners how the lesson will benefit them in their daily lives. |
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Create Lesson PlanMore Basic 7 Mathematics Term 1 Lessons
Week 1Sub-strand: Numeration SystemsWeek 2Sub-strand: Numeration SystemsWeek 3 (current)Week 4Sub-strand: Number OperationsWeek 5Sub-strand: Number OperationsWeek 6Sub-strand: Number OperationsWeek 7Sub-strand: Number OperationsWeek 8Sub-strand: Number OperationsWeek 9Sub-strand: FractionsWeek 10Sub-strand: FractionsWeek 11Sub-strand: FractionsWeek 12Sub-strand: Sub Strands for the term