Basic 7 Mathematics Term 1 Week 8 Lesson Plan

Concrete-resource task: Set out these resources for each group: Number cards; Square-grid paper; Calculator. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. Revise with learners to list the factors of numbers on the board. Example: 27 = {1,3,9,29} Ask a learners to describe prime numbers in his/her own words. Guide learners to distinguish between factors and prime factors of natural numbers. Engage learners to express a given number as a product of a given number or numbers. E.g. i. 32 = 2×2×2×2×2 = 25 ii. 81 = 3×3×3×3 = 34 iii. 49 = 7×7 = 72 iv. 16 × 27 = 2×2×2×2 × 3×3×3 = 24 × 33 Assist pupils to write a natural number as powers of a product of its prime factors. E.g. 72 You can find the prime factors by repeatedly diving by prime numbers. 72 = 2 × 36 = 2 × 2 × 18 = 2 × 2 × 2 × 9 = 2 × 2 × 2 × 3 × 3 = 23 × 32 Guide learners to find the value of a number written in index form. example: 53 Here we write out what the number means and work out the multiplication. 53 = 5×5×5 = 25×5 = 125

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.

Groups select a base and exponent from the Number cards and expand the index form as repeated multiplication on the Square-grid paper. They calculate the value by hand and use the Calculator only to check the result. Learners exchange cards to solve several examples and explain the role of the base and exponent. The component ends with evaluating index forms and does not introduce Highest Common Factor work.

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: Number cards; Square-grid paper; Calculator. Learners manipulate the items to model the numbers or relationships and record or check their working during the task below. 2. Use one of each of the numbers that are in both lists HCF = 2 × 2 × 3 × 3 HCF = 36 Use real life scenarios to explain HCF to learners. Example: Akweley has two pieces of paper. One piece is 24 cm wide and the other piece is 30 cm wide. She wants to cut both pieces into strips of equal width that are as wide as possible. How wide should she cut the strips? Answer: This problem can be solved using H.C.F. because we are cutting or “dividing” the strips of cloth into smaller pieces (Factor) of 24 and 30 (Common) and we are looking for the widest possible strips (Highest). So, H.C.F. of 24 and 30 is 6 So we can say that Akweley should cut each piece to be 18 cm wide. Have learners practice with more examples. assessment Find the HCF of the following. 1) 36 and 72 2) 12 and 24 3) 36 and 48 4) 25 and 125 5) 16 and 48

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.