Basic 7 Mathematics Term 1 Week 6 Lesson Plan

Ask learners open-ended questions: What are the words used for addition in maths? Allow learners to give their answers, and tell them any other answers. (Example answers: Sum, total, add, increase, altogether).

Concrete-resource task: Set out these resources for each group: Bottle tops; Ghana cedi play notes; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Write and read the word problem on the board: Example: Abu’s height is 1.5 m. and Foday’s height is 1.3 m. What is their total height? Ask learners what can we to do to find the total height of the boys? (Answer: We add 1.5 m. and 1.3 m.) Ask learners: Why do you think we should add? (Answer: Because of the word total.) Guide learners to solve the word problem. 1.5 + 1.3 2.8 Example: A group of two hundred and fifteen men and seven hundred and eighty-four women went to watch a musical concert. An amount of GH₵25 was collected at the gate from each person. How much money was collected all together? Give learners few minutes to solve the problem. Call volunteer learners to board to present their answers. Encourage them to explain their answers. Guide learners to solve word problems on data presented in a table Example: In preparation towards an open day anniversary, a school’s Management Committee approved the following budget on some projects. Activity | Cost (GH₵) Painting school building | 4,580 Mending cracks on the basketball pitch | 3,050 Restock the library with new books | 2,690 Buying of choir robes | 5,340 Buying prizes for awards | 4,270 (a) How much was approved for painting the school building and buying choir robes? (b) How much more was to be spent on mending the cracks on the basketball pitch than restocking the library with new books? (c) How much was spent on buying prizes for awards if twice the amount approved was spent on this activity?

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

Repeat this question for subtraction, multiplication and division. (Answer: Subtraction (subtract, takeaway, difference, reduce, decrease) Multiplication (Multiply, ‘of’, product) division (divide, quotient, share).

Concrete-resource task: Set out these resources for each group: Bottle tops; Ghana cedi play notes; Number cards. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Assessment (i) Ebo weighs 28.6kg. His father weighs four times as heavy. What is the total weight of Ebo and his father? (ii) Mrs Armah bought 45.75 metres of linen for her five children. If they share the material equally, how many metres of linen did each receive? (iii) Mrs Adamu bought 13.6kg of meat. Mrs Anderson bought 2.4kg of meat less than Mrs Adamu. How many kilograms of meat did they buy all together? Write on the board: Express in index form: 2×2 = 2×2×2 = 2×2×2×2 = Ask learners to think about the problems on the board for a moment. Ask for a learner to volunteer the answer for the first one. (Answer: 2×2 = 22) Ask another learner to answer the second one. (Answer: 2×2×2 = 23) Ask: How do you think we will write the third one? Allow learners to share their ideas, and ask them to write the answer in their exercise books. (Answer: 2×2×2×2 = 24) Guide learners to model repeated factors using counters or bottle tops.

Take feedback from learners and summarize the lesson.

Learners arrange the Bottle tops into equal groups and use the Bundles of sticks to represent repeated equal factors. Groups match each arrangement to the Printed factor-and-power cards and write the repeated product and its index form. They break selected numbers into prime-factor groups, compare alternative products and explain the meaning of the base and exponent. This activity remains focused on repeated and prime factors; the zero-exponent rule is reserved for the following component.

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.