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FIRST TERM WEEKLY LESSON PLAN – B7
WEEK 1
Date: Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Numeration Systems
Content Standard:
Lesson:
B7.1.1.1 Demonstrate understanding and the use of Indicator:
place value for expressing quantities recorded as B7.1.1.1.1 Model number
base ten numerals as well as rounding to a given quantities more than
1 of 5
decimal place and significant figures. 1,000,000,000

Performance Indicator: Core Competencies:

Learners can use names to count numbers up to 1,000,000,000 CP, CC
References: Mathematics Curriculum Pg.2
Keywords: denomination, combination

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to count forward and backwards,
read and write number names of number quantities and
vice versa, addition and subtraction of numbers.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners to form numbers with given multi-base Counters, bundle
LEARNING ten materials, given that a small cube is 1,000; 10 small and loose straws
cubes is a rod (i.e. 10,000), 10 rods is a flat (i.e. 100,000); base ten cut square,
and 10 flats is a block (i.e. 1000,000) Bundle of sticks

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;

or

5,560 = 15×200 + 20×100 +10×50 + 6×10; etc.

Let learners use tokens (or paper-made currency notes)

such as GH₵20, GH₵50, GH₵100 and GH₵200 to work
out how many of each denomination would be required
to model given amount up to one billion.

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
PHASE 3: Engage learners to summarize the lesson outcomes.
REFLECTOIN
Ask learners how the lesson will benefit them in their
daily lives.
Date: Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Numeration Systems
Content Standard:
Indicator: Lesson:
B7.1.1.1 Demonstrate understanding and the use of
B7.1.1.2 Compare and order
place value for expressing quantities recorded as
whole numbers more than 2 of 5
base ten numerals as well as rounding to a given
1,000,000,000 and represent the
decimal place and significant figures.
comparison using ">, <, or="
Performance Indicator:
Core Competencies:
Learners can use <, > and = to compare numbers up to
CP, CC
1,000,000,000
References: Mathematics Curriculum Pg.2
Keywords:

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to count forward and backwards,
read and write number names of number quantities and
vice versa, addition and subtraction of numbers.

Share with learners the performance indicators.

PHASE 2: NEW Skip count forwards and backwards in 25s, 50s and 250s Counters, bundle
LEARNING beginning from 1000. and loose straws
base ten cut square,
Identify numbers which are for instance, 500,000 more Bundle of sticks
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
PHASE 3: Engage learners to summarize the lesson outcomes.
REFLECTOIN
Ask learners how the lesson will benefit them in their
daily lives.
 WEEK 2
Date: 28TH JAN, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Numeration Systems
Content Standard: Indicator:
Lesson:
B7.1.1.1 Demonstrate understanding and the use of B7.1.1.1.3 Round (off, up, down)
place value for expressing quantities recorded as whole numbers more than
base ten numerals as well as rounding to a given 1,000,000,000 to the nearest
3 of 5
decimal place and significant figures. hundred-thousand, ten-thousands,
thousands, hundreds and tens
Performance Indicator: Core Competencies:
Learners can round (off, up, down) whole numbers CP, CC
References: Mathematics Curriculum Pg.2
Keywords: round up” and “round down

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Recap with learners to find out what they already know
about rounding off and significant figures.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners to round off whole numbers up to Counters, bundle
LEARNING over 1,000,000,000 to the nearest hundred- and loose straws
thousands, ten-thousands, thousands, hundreds, etc. base ten cut square,
For example, 1,879,653 to the nearest Bundle of sticks
i. hundred thousand is 1,900,000 since 1,879,653 is
nearer to 1,900,000 than 1 ,800,000

ii. ten thousand is 1,880,000 since 1,879,653 is

nearer to 1,880,000 than 1,870,000.

Guide learners to explain the differences between

the “round up” and “round down” concepts.

When rounding up, we consider the larger number,

while when rounding down, we consider the smaller
of the two.

The table below may bring out the meaning of the

concept.
 Guide learners to express whole numbers to
significant figures
For example 857386321
i. five significant figures is 857390000
the fifth significant figure is 8 but the figure after it
(i.e. the 6th significant figure) is 6 which is greater
than 5. Therefore we add 1 to 8 to give 9.

ii. four significant figures is 857400000

the fourth significant figure is 3 but the figure after it
(i.e. the 5th significant figure) is 8 which is greater
than 5. Therefore we add 1 to 3 to give 4

iii. three significant figures is 857000000

the third significant figure is 7 but the figure after it
(i.e. the 4th significant figure) is 3 which is less than 5.
Therefore we leave 7 as it is.

Assessment
1. correct 287530 to:
(a) 4 s.f. (b) 3 s.f. (c) 2 s.f. (d) 1 s.f.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTOIN from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
Date: 28TH JAN, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Numeration Systems
Content Standard:
Lesson:
B7.1.1.1 Demonstrate understanding and the use of Indicator:
place value for expressing quantities recorded as B7.1.1.1.4 Round decimals to the
base ten numerals as well as rounding to a given nearest tenth, hundredth,
4 of 5
decimal place and significant figures. thousandths, etc.

Performance Indicator:
Core Competencies:
Learners can Round decimals to the nearest tenth, hundredth,
CP, CC
thousandths
References: Mathematics Curriculum Pg.2
Keywords: tenth, hundredth, thousandths

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Round (off, up and down) decimals to the nearest Counters, bundle
LEARNING tenths, hundredths, thousandths……. and loose straws
For example: Round 486.3685 as indicated in the base ten cut square,
table below Bundle of sticks

i. to the nearest whole number is 486.

Discard figures after decimal point if the figure
immediately after the decimal point is less than 5. If
the figure is 5 or more more, add 1to the whole
number.

ii. to the nearest tenth (i.e. 1 d.p.) is 486.4

iii. to the nearest hundredth (i.e. 2 d.p.) is 486.37
iii. to the nearest thousandth (i.e. 3 d.p.) is 486.369

Assessment
Round the following numbers to the nearest
i. tenth ii. Hundredth iii. Thousandth
a. 14.526
b. 78.460
b. 478.036
d. 1.23564
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTOIN from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
 WEEK 3
Date: 4TH FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Numeration Systems
Content Standard:
Indicator:
B7.1.1.1 Demonstrate understanding and the use of Lesson:
B7.1.1.1.5 Express decimal
place value for expressing quantities recorded as
numerals to given significant and
base ten numerals as well as rounding these to given 5 of 5
decimal places
decimal places and significant figures
Performance Indicator:
Core Competencies:
Learners can correct numerals to given significant and decimal
CP, CC
places
References: Mathematics Curriculum Pg.4
Keywords: significant figure

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Using several examples explain to learners when Counters, bundle
LEARNING zero (0) is significant in a decimal numeral. and loose straws
A zero is significant when it follows a non-zero figure. base ten cut square,
Example: Bundle of sticks
i. 0.360 = the significant number in 0.360 is 3 but not
0. The 0 after the 6 is the 3rd significant figure.

ii. 7.021 = the significant number in 7.021 is 7. The 0

after the 7 is the 2nd significant number.

Guide learners to correct or round numbers to

significant figures.
Example:
1) 0.00234567
i. 3sf – 0.00235
ii. 4sf – 0.002346
iii. 6sf – 0.00234567

2) 84.40995000
i. 3sf – 84.4
ii. 4sf – 84.41
iii. 6sf – 84.4100
 Guide learners to express decimal numbers to a
given number of decimal places.
Example:
(i) 745.9674
(3 d.p.) – 745.967
(2 d.p.) – 745.97
(1 d.p.) – 746.0

ii. Musa measured the length of his teacher’s table

and corrected his measurement to 2 decimal places
as 0.76m. State the possible actual readings Musa
might have obtained.

Engage learners to investigate similar problems on

significant figures.

Assessment
Correct the following numbers to
i) 4 ii) 3 iii) 2 iv) 1

a) 17300 e) 20023
b) 0.423568 f) 23354204
c) 0.651234 g) 2785469
d) 46.10214 h) 0.60080107
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
Date: 4TH FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard: Indicator:
B7.1.2.1.1 Multiply and divide given Lesson:
B7.1.2.1 Apply mental mathematics strategies
1 OF 3
and number properties used to solve numbers by powers of 10 including
problems decimals and benchmark fractions
Performance Indicator:
Core Competencies:
Learners can multiply and divide given numbers by powers
CP, CC
of 10
References: Mathematics Curriculum Pg.7
Keywords: decimal point, benchmark

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Write on the board:
List the first ten multiples of 15.

Ask pupils to write the answers in their exercise

books.

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: NEW Have learners recall multiplication facts up to 144 Multiplication chart,
LEARNING and related division facts. place value chart,
Revise with learners to multiply large numbers. abacus
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 x 12
First 291 x 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 x 1.0
2. 0.56 x 10
3. 0.02 x 0.08
4. 3.566 x 0.005
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 4
Date: 11TH FEB, 2022 Day: Subject: Mathematics
Duration: 45mins Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Indicator:
Content Standard: Lesson:
B7.1.2.1.2 Apply mental mathematics
B7.1.2.1 Apply mental mathematics strategies and
strategies and number properties used
number properties used to solve problems 2 of 3
to perform calculations
Performance Indicator:
Core Competencies:
Learners can apply mental mathematics strategies in solving math
CP, CC
problems.
References: Mathematics Curriculum Pg.7
Keywords: mental, strategies

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners to apply the halving and doubling Counters, bundle
LEARNING techniques to determine the product of two given and loose straws
numbers. base ten cut square,
i. 28 x 5, think 14 x 10=140 Bundle of sticks
ii. 125 x 4, think (125 x 2) x 2 = 250 x 2 = 500

Have learners to solve mathematics problems

involving the properties of operations.
Example: the commutative property.
In mathematics, a binary operation is commutative if
changing the order of the operands does not change the
result.
If a and b are rational numbers and --- a x b = b x a.
Then we say multiplication of rational numbers is
commutative.
E.g. 2 x 3 = 3 x 2

Guide learners to apply the distributive property to

determine the product of two given numbers.
Example:
i. 7 x 15, = 7 × (10 + 5) = 70 + 35 = 105
ii. 18 × 6, = (20 − 2) × 6 = (20 × 6) – (6 × 2) = 120
−12 = 108

Assessment
Solve the following
 a) 68 x 50 e) 95 x 13
b) 98 x 38 f) 27 x 19
c) 62 x 11 g) 88 x 14
d) 83 x 43 h) 93 x 65
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 11TH FEB, 2022 Period: Subject: Mathematics
Duration: 100mins Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard: Indicator: Lesson:
B7.1.2.1 Apply mental mathematics strategies
B7.1.2.1.3 Apply mental mathematics
and number properties used to solve
strategies to solve word problems. 3 of 3
problems
Performance Indicator: Core Competencies:
Learners can solve word problems CP, CC
References: Mathematics Curriculum Pg.7
Keywords: mental, strategies

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners use mental strategies to perform Counters, bundle
LEARNING addition using words like plus, add, calculate the sum, and loose straws
increase a number by, and find the total; base ten cut square,
E.g.1. what is 23 + 34 + 45 + 78 = 180 Bundle of sticks

E.g.2. Add the following numbers; 45, 10 and 57

E.g.3. calculate the sum of the following numbers;

1,2,3,4,5,6,7,8,9

E.g.4. Increase 45,000 by 234

Guide learners use mental strategies to perform

subtraction using words like minus, from a number
take, , find the difference, and what must be added to
make;
E.g.1. what is 109 minus 49 = 60

E.g.2. from 89 take away 32

E.g.3. find the difference of 586 and 158.

E.g.4. what must be added to 102 to make 574.

Guide learners use mental strategies to perform

multiplication using words like times, multiply, find
 the product, square, and what must be divided by …
to give …;
Guide learners use mental strategies to perform
division using words like divide, share, how many
times does it go into? and what must be multiplied by
… to give …

Assessment
1. How many 40’s must be added together to get a
sum equal to 240?
2. Lucy went to the grocery store. She bought 12
packs of cookies and 16 packs of noodles. How
many packs of groceries did she buy in all?
3. Multiply 96358 by 524
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 5
Date: 18th FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard:
B.7.1.2.2 Demonstrate an understanding of addition, Indicator: Lesson:
subtraction, multiplication and division of (i) whole B7.1.2.2.1 Add and subtract up
numbers, and (ii) decimal numbers, to solve to four-digit numbers.
problems.
Performance Indicator: Core Competencies:
Learners can add and subtract up to four-digit numbers CP, CC
References: Mathematics Curriculum Pg.9
Keywords: mental, strategies

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners to use partitioning (or expanded Counters, bundle
LEARNING form) and place value system to add whole and and loose straws
decimal numbers. base ten cut square,
Example: Bundle of sticks
i) Add 785 and 9,342

785 = 700+80+5
+
9,342 = 9000+300+40+2
10,127 = 9000+1000+120+7

ii) Add 327.6 and 54.13

6 0
327.60 = 300 + 20 + 7 + +
10 100
+
1 3
54.13 = 50 + 4 + +
10 100

7 3
381.73 = 300 + 70 + 11+ +
10 100

Guide learners to use partitioning (or expanded

form) and place value system to subtract whole and
decimal numbers.
Example:
 iii) Subtract 7.85 from 93.6
6 0
93.60 = 90 + 3 + +
10 100
−
8 0
7.85 = 7+ +10 100

75
85.75 = 80 + 5 +
100

Guide learners to practice with more examples.

Assessment
Solve for the following
1) 4.13 and 2.13
2) 785 and 9,342
3) 327.6 and 54.13
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 18th FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard: Indicator:
B.7.1.2.2 Demonstrate an understanding of addition, Lesson:
B71.2.2.2 Multiply or divide
subtraction, multiplication and division of (i) whole
numbers, and (ii) decimal numbers, to solve multi-digit numbers by 1- and
problems 2- digit numbers.
Performance Indicator: Core Competencies:
Learners can multiply or divide multi-digit numbers
References: Mathematics Curriculum Pg.10-11
Keywords: mental, strategies

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Revise with learners on what was taught in the previous
lesson.

Share with learners the performance indicators.

PHASE 2: NEW Guide learners to use partitioning/expanded form to Counters, bundle
LEARNING multiply and divide efficiently and loose straws
Example: base ten cut square,
i) Multiply 584 by 8 Bundle of sticks
584 = 500 + 80 + 4
×
8 = 8
4,000 + 640 + 32
4,672 = 4,672

Guide learners to multiply whole numbers using the

vertical place value method or lattice method:
i. Place value method:
345 x 27 =

345
x27
2,415
+ 6,900
9,315

Lattice method:
Draw a 2 by 3 lattice for solving 345 × 27.
 Guide learners to use the distributive property to
multiply whole numbers.
Example: 325 by 15.
=325 x (10 + 5) = (325 x 10) + (325 x 5)
=3,250 + 1,625
=4,875

Let learners investigate and determine basic division

facts including divisibility test.
(i) determine how a given number is divisible by 2,3,
4, 5, 6, 7 8, 9,10, etc.

For example, a number is divisible by 3 if the sum of

its digits is divisible by 3.
So, 72 is divisible by 3 because 7+2 = 9. Hence since
9 is divisible by 3, then 72 is divisible by 3.

Also, to find out if a number is divisible by 7, take the

last digit in the number then double it and subtract
from the rest of the number. If the answer is 0 or a
multiple of 7, then the number is divisible by 7.

So, 595 is divisible by 7 because 5 x 2 =10. 59 – 10 =

49. Therefore, 595 is divisible by 7.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 6
Date: 25TH FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard: Indicator:
B.7.1.2.2 Demonstrate an understanding of B7.1.2.2.3. Create and solve story Lesson:
addition, subtraction, multiplication and division
problems involving decimals on the
of (i) whole numbers, and (ii) decimal numbers,
to solve problems. four basic operations.
Performance Indicator:
Core Competencies:
Learners can create and solve story problems involving
CP, CC
decimals
References: Mathematics Curriculum Pg.13
Keywords: mental, strategies, basic operations, decimals

Phase/Duration Learners Activities Resources

PHASE 1: STARTER 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).

Repeat this question for subtraction, multiplication and

division.
(Answer: Subtraction (subtract, takeaway, difference,
reduce, decrease) Multiplication (Multiply, ‘of’, product)
division (divide, quotient, share).

Share performance indicators and introduce the lesson

PHASE 2: NEW Write and read the word problem on the board: Counters, bundle
LEARNING Example: Abu’s height is 1.5 m. and Foday’s height is 1.3 m. and loose straws
What is their total height? base ten cut square,
Bundle of sticks
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.

(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?

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?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 25th FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Indicator:
B7.1.2.3.1 Illustrate with
Content Standard: examples the meaning of Lesson:
B7.1.2.3 Demonstrate understanding and the use of
powers of natural numbers in solving problems
repeated factors using counting
objects such as bottle tops or
bundle sticks.
Performance Indicator:
Core Competencies:
Learners can the use of powers of natural numbers in solving
CP, CC
problems
References: Mathematics Curriculum Pg.13
Keywords: mental, strategies, basic operations, decimals

Phase/Duration Learners Activities Resources

PHASE 1: STARTER

PHASE 2: NEW Write on the board: counters and bottle

LEARNING Express in index form: tops.
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.
 Example: 3×3×3, is repeated factors, and each factor
is 3.

i. 2×2×2×2x2 = 25=32

Guide learners to explain the features of an index

form or index notation.

Ask pupils to look at 24 written on the board.

Ask: How do you think we read this?

Allow them to share their ideas.

Guide learners to read it as ‘two to the fourth power’

or ‘two to the power four’

Again guide learners to explain the features of the

power 23 .The 2 in 23 is the base, while the 3 in 23 is
the exponent or index.

Assessment
Find the value of;
1) 55 6) 93
3
2) 6 7) 27
3) 103 8) 44
10
4) 2 9) 104
5) 72 10) 203
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 7
Date: 4TH MARCH, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Indicator:
Content Standard:
B7.1.2.3.2 Express a given number as a Lesson:
B7.1.2.3 Demonstrate understanding and the
product of a given number or numbers, as
use of powers of natural numbers in solving
well as, in the form of a power or two
problems
such numbers as product of powers
Performance Indicator:
Core Competencies:
Learners can express a given number as a product of a given
number or numbers
References: Mathematics Curriculum Pg.13
Keywords: prime numbers, prime factors,

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Revise with learners to list the factors of numbers Counters, bundle
LEARNING on the board. and loose straws
Example: 27 = {1,3,9,29} base ten cut square,
Bundle of sticks
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 x 36
= 2 x 2 x 18
= 2 x 2 x2 x 9
 = 2x2x2x3x3
= 2 3 x 32

Assessment
Express the following as a product of their prime
factors
1) 180 2) 72 3)81 4) 49 5) 16
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 4TH FEB, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Indicator:
Content Standard: B7.1.2.3.3 Show that the value of Lesson:
B7.1.2.3 Demonstrate understanding and the use of any natural number with zero as
powers of natural numbers in solving problems its exponent or index is 1 and use
it to solve problems
Performance Indicator:
Core Competencies:
Learners can explain the fact that the value of any natural number
with zero as exponent or index is 1
References: Mathematics Curriculum Pg.14
Keywords: exponent, index

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the

lesson.
PHASE 2: NEW Perform activities with pupils to discover that for any Counters, bundle
LEARNING natural number a, a0 = 1 and loose straws
Example: base ten cut square,
24 Bundle of sticks
i.e. (i) 24 ÷ 24 = 1 2222 2222
24
(ii) 24 ÷ 24 = 24-4 = 20 = 1

Guide learners to verify why the value of any natural

number with exponent zero is 1.
Verification:.
𝑥 𝑥
𝑥
=1, but from indices, =𝑥0 , hence 𝑥0=1 for any
𝑥
natural number

4
Thus: if we have , the result is 1. This can also be
4
done using powers of numbers.
4
That is, = 22 ÷ 22 = 22−2 = 20 =1 .
4
Therefore, any natural number with an exponent of
0 is 1.

27
Also, if we have , the result is 1. This can also be
27
done using powers of numbers.
27
That is, =33 ÷ 33 = 33−3 = 30=1 .
27
 Therefore, any natural number with an exponent of
0 is 1.

Let learners practice with more examples to verify

that any natural number with zero as exponent or index
is 1.

Assessment
Simplify the following
1) 23 x 2-4
2) 22x24x2-3
3) 56x5-2x5-3
4) 24x2-3
5) 53x5-3
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 8
Date: 11th March, 2022 Period: Subject: Mathematics
Duration: 50mins Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Content Standard: Indicator: Lesson:
B7.1.2.3 Demonstrate understanding and the use of B7.1.2.3.4 Find the value of a
powers of natural numbers in solving problems number written in index form.
Performance Indicator: Core Competencies:
Learners can find the value of a number written in index form CP 1
References: Mathematics Curriculum Pg.15
Keywords: prime numbers, prime factors,

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Revise with learners to list the factors of numbers Counters, bundle
LEARNING on the board. and loose straws
Example: 27 = {1,3,9,29} base ten cut square,
Bundle of sticks
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 x 36
= 2 x 2 x 18
= 2 x 2 x2 x 9
= 2x2x2x3x3
= 2 3 x 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

E.g.2. find the value of 34

34= 3×3×3×3 = 9 × 9 = 81

Assessment
Express the following as a product of their prime
factors
1) 180 2) 72 3)81 4) 49 5) 16

Find the value of

1) 105 2) 54 3) 93 4) 35 5) 72
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 11TH MARCH, 2022 Period: Subject: Mathematics
Duration: 50MINS Strand: Number
Class: B7 Class Size: Sub Strand: Number Operations
Indicator:
Content Standard: B7.1.2.3.5 Apply the concept of Lesson:
B7.1.2.3 Demonstrate understanding and the use of powers of numbers (product of
powers of natural numbers in solving problems prime) to find Highest Common
Factor (HCF).
Performance Indicator: Core Competencies:
Learners can find Highest Common Factors of numbers CP 1
References: Mathematics Curriculum Pg.15
Keywords: prime numbers, prime factors,

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Guide learners to expand a given number using Counters, bundle
LEARNING product of prime concept. and loose straws
base ten cut square,
Bundle of sticks

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
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 9
Date: 18th MARCH, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Indicator:
Content Standard: B7.1.3.1.1 Determine and recall
Lesson:
B7.1.3.1 Simplify, compare and order a mixture of the percentages and decimals of
positive fractions (i.e. common, percent and decimal) given benchmark fractions (i.e.
1 OF 4
by changing all to equivalent (i) fractions (ii) tenths, fifths, fourths, thirds and
decimals, or (iii) percentages halves) and use these to compare
quantities
Core Competencies:
Performance Indicator:
Communication and Collaboration, Critical
Learners can find the equivalent fractions of a given fraction.
thinking and problem solving
References: Mathematics Curriculum Pg.17

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Teacher ask:
I have GHc 200, and I want to give half of it to my son for
transport. How much will I give to my son?

Let learners think-pair and discuss the question and find

the answer.

Ask them to share their answers with the class.

(Answer: I will give GHc100 to my son, because GHc100
Leones is half of GHc200)

Explain that ‘Half’ is a word that we use in our everyday

lives. It means to divide something into two equal parts.
We can use ‘half’ to talk about sharing something
between two people.

Explain that ‘Half’ is also a fraction in mathematics.

Share the performance indicators and introduce the

lesson.
PHASE 2: NEW Using blackboard illustrations review the concept of Square grid sheet or
LEARNING fractions. Geodot paper for
shading fractions
Engage learners to shade given fraction of squares in
given shapes:
5
example: shade of the rectangle.
6
 Guide learners to write down equivalent fractions of
given fractions.

To find the equivalent of a given fraction. We add up

the numerator and denominators.
2+2 2+2+2
2 4 4 6
Example:
3
= =6 =9
6
3+3 3+3+3

2 4 6 8 10
Therefore: = = = =
3 6 9 12 15

Guide learners to express the fractions in its

simplest form:
6 3
Example: =
10 5

Learners convert given improper fractions to mixed

numbers:
12 2 25 7
Example: =2 , =2
5 5 9 9

Guide learners to identify fractions which are (i)

closer to half; (ii) closer to one; and (iii) closer to zero in
games with fraction cards and fraction wheel.

PHASE 3: Use peer discussion and effective questioning to find out

REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 18th MARCH, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Indicator:
Content Standard:
B7.1.3.1.2 Compare and order
B7.1.3.1 Simplify, compare and order a mixture of Lesson:
fractions (i.e. common, percent
positive fractions (i.e. common, percent and decimal)
and decimal fractions up to
by changing all to equivalent (i) fractions (ii) 2 OF 4
thousandths) limit to the
decimals, or (iii) percentages
benchmark fractions
Core Competencies:
Performance Indicator:
Communication and Collaboration, Critical
Learners can compare and order fractions
thinking and problem solving
References: Mathematics Curriculum Pg.17

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Guide learners to compare and order common Square grid sheet or
LEARNING fractions using the symbol (<, = or >). Geodot paper for
shading fractions
To order fractions with the same denominator, we
compare the numerators.
2 5 1
Example: order , , in ascending or increasing
3 3 3
order. (from the smallest to biggest). In this case we
start from 1, 2 and 5
1 2 5
So , ,
3 3 3

To order fractions with different denominators, we

change them to have the same denominator by
finding equivalent fractions.
1 1 2
Example: order , , in ascending order.
2 3 5
1 15 1 10 2 12
So = , = , =
2 30 3 30 5 30

Now we compare the numerators since they have

1
the same denominators as 30. In this case 10 ( ), 12
3
12 15
( ) and 15 ( ).
30 30
1 2 1
So , 5, 2
3

Learners to Find which decimal fractions is greater:

0.99 is greater than 0.977
 Guide learners to order the decimal numbers 0.098,
0.985 and0.123 from least to greatest.

Ask learners to compare and order decimal fractions

and percent, and express them in one form (i.e.
either common, decimal or percent).
3
For instance, to order 0.832, and 38% from least to
8
largest; we have
0.832 =832 1000 = 83.2%,

3 375
→ = = 37.5%,
8 1000

38
38% = = 0.38%,
100

3
Hence the order from least to the largest is , 38%
8
and 0.832.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
 WEEK 10
Date: 25th MARCH, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Indicator:
Content Standard: B7.1.3.2.1 Explain the process Lesson:
B7.1.3.2 Demonstrate an understanding of
of addition and subtraction of
the process of addition and/or subtraction of
two or three unlike and mixed 3 of 7
fractions and apply this in solving problems
fractions.
Core Competencies:
Performance Indicator:
Critical thinking and problem solving (CP)
Learners can add and subtract unlike and mixed fractions
Digital Literacy (DL)
Reference: Mathematics Curriculum Pg. 19-20

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Guide learners to add mixed fractions, Square grid sheet or
LEARNING 2 2 Geodot paper for
i.e. 2 and 1 ,
5 3 shading fractions
we first add the whole numbers and then add the
2 2
fractions; i.e. 2 + 1 + +
5 3
6 10
=3+ +
15 15
6+10
=3
15
16 61
=3 =
15 15
1
=4
15

Guide learners to subtract mixed fractions,

4 2
i.e. 2 - 1 ,
5 3
we first subtract the whole numbers and then
subtract the fractions;
4 2
i.e. (2 – 1) + −
5 3
12−10
=1
15
2
=1 .
15
 Alternatively, we may change the mixed fractions to
improper fractions first.
4 2
i.e. 2 - 1 ,
5 3

4 14 2 5
2 = , 1 =
5 5 3 3

14 5
= - , change to equivalent fractions
5 3

42 25 42−25
= - =
15 15 15

17 2
= =1
15 15

Assessment
Solve the following
1 1
1) 2 - 1
3 4
5 7
2) 1 + 38
6
3 7
3) 3 -2
14 4
3 3
4) 8 +7
10 5
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 25th MARCH, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Content Standard: Indicator:
B7.1.3.2.2 Solve problems Lesson:
B7.1.3.2 Demonstrate an understanding of the
process of addition and/or subtraction of fractions involving addition or
4 of 7
and apply this in solving problems subtraction of fractions
Performance Indicator: Core Competencies:
Learners can solve problems involving addition or subtraction of Critical thinking and problem solving (CP)
fractions Digital Literacy (DL)
Reference: Mathematics Curriculum Pg. 19-20

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Introduce the lesson by sharing the performance

indicators.
PHASE 2: NEW Guide learners to solve word problems involving Square grid sheet or
LEARNING addition or subtraction of fractions. Geodot paper for
1 1 shading fractions
Example: i. 3 feet are cut off a board that is 12
3 4
feet long. How long is the remaining part of the
board?
1 1 1 1
i.e. 12 4 - 3 = (12 – 3) + -
3 4 3
4−3 1
=9 =9
12 12
1
The remaining part of the board is 9 long.
12

Engage learners to practice with more examples.

Assessment
i. The Musa family decided to hike to a waterfall,
approximately 8⅝ kilometers away. After an hour
the lake was still 5⅓ kilometers away. How far did
the group hike so far?

ii. If you add 2 fractions and the sum is greater than

½, what can you say about the fractions
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their

daily lives.
 WEEK 11
Date: 1st APRIL, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Content Standard: Indicator:
B7.1.3.3 Demonstrate an understanding of the B7.1.3.3.1 Explain the process of multiplying a fraction
process of multiplying and dividing positive fractions (i.e. common, percent and decimal fractions up to
and apply this in solving problems thousandths) by a whole number and by a fraction.
Performance Indicator: Core Competencies:
Learners can multiplying a fraction Critical thinking and problem solving
References: Mathematics Curriculum Pg. 20 - 21

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to multiply a whole number by a fraction, Square grid sheet
LEARNING the multiplication is read as ‘times’. or Geodot paper
2 2 2 for shading
For instance, 3 × 2 3 means 3 times 2 3 or 3 groups of 2 3 ;
2 8 fractions
i.e. 3 × (2 + 3) or 3 × .
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’.
2 2
For instance, × 5 means of 5 or
3 3
2 5 2𝑥5 10 1
i.e. 3 × 1 = 3𝑥1
= 3
= 3 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’.
2 1 2 1
For instance, 3 × means of or
2 3 2

2 1 2𝑥1 2 1
i.e. 3 × 2 = 3𝑥2= 6 = 3.

The product can be obtained by

 (i) changing all into common fraction;
(ii) multiplying all numerators and denominators;
(iii) simplifying the results.

Assessment
2 3 2
Find 1). 15 x 3 2). 12 x 8 3). 3 x 240

4) Calculate the following (when necessary, round your

answer to the nearest tenth):
a. 28% of 40 b. 234% of 8 c. 3½ % of 50
d. 0.2% of 15000 e. 8.25% of 62
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 1st APRIL, 2022 Period: Subject: Mathematics
Duration: Strand: Number
Class: B7 Class Size: Sub Strand: Fractions
Content Standard: Indicator:
B7.1.3.3.2 Find a fraction of Lesson:
B7.1.3.3 Demonstrate an understanding of the
process of multiplying and dividing positive fractions given quantity (i.e. money or
and apply this in solving problems given quantity of objects)
Performance Indicator: Core Competencies:
Learners can find a fraction of given quantity Critical thinking and problem solving
References: Mathematics Curriculum Pg. 21-22

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the

lesson.
PHASE 2: NEW Guide learners to multiply a given quantity by a fraction is Square grid sheet or
LEARNING just like multiplying by a whole number, so the Geodot paper for
multiplication is read as ‘of’. shading fractions

2 2
For instance, 3 × GH₵60 means 3 of GH₵60,
2 60 2𝑥60 120
i.e. 3 × = = = GH₵40.
1 3𝑥1 3

2
E.g. 2. There are 132 learners in a class. If of the
3
learners are girls, how many boys are in the class?
2 2 132 2𝑥132 264
i.e. x 132 = x = = = 88 girls
3 3 1 3𝑥1 3

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?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 12
REVISION AND END OF TERM ASSESSMENT
Date: 7th APRIL, 2022 Period: Subject: Mathematics
Duration: 50 mins Strand: Strands treated for the term
Class: B7 Class Size: Sub Strand: Sub Strands for the term
Content Standard:
Indicator:
Demonstrate knowledge and understanding in
Recall and summarize all what they have learnt within the term.
the topics treated so far.
Performance Indicator:
Core Competencies:
Learners can recall and summarize all what they have learnt within
Critical thinking and problem solving
the term
References: Mathematics Curriculum Pg. 1-22

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Using blackboard illustrations, review learners
understanding in the previous lesson.

Share performance indicators and introduce the

lesson.
PHASE 2: NEW Revise with learners to form numbers with given multi- Counters, bundle
LEARNING base ten materials, given that a small cube is 1,000; 10 and loose straws
small cubes is a rod (i.e. 10,000), 10 rods is a flat (i.e. base ten cut square,
100,000); and 10 flats is a block (i.e. 1000,000) Bundle of sticks

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;

Guide learners to apply the halving and doubling

techniques to determine the product of two given
numbers.
i. 28 x 5, think 14 x 10=140
ii. 125 x 4, think (125 x 2) x 2 = 250 x 2 = 500

Have learners to solve mathematics problems

involving the properties of operations.
Example: the commutative property.
In mathematics, a binary operation is commutative if
changing the order of the operands does not change the
result.
If a and b are rational numbers and --- a x b = b x a.
Then we say multiplication of rational numbers is
commutative.
E.g. 2 x 3 = 3 x 2
 Guide learners use mental strategies to perform
subtraction using words like minus, from a number
take, , find the difference, and what must be added to
make;
E.g.1. what is 109 minus 49 = 60
E.g.2. from 89 take away 32

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

Perform activities with pupils to discover that for any

natural number a, a0 = 1
Example:
24
i.e. (i) 24 ÷ 24 = 1 2222 2222
24
(ii) 24 ÷ 24 = 24-4 = 20 = 1

Guide learners to verify why the value of any natural

number with exponent zero is 1.
Verification:.
𝑥 𝑥
𝑥
=1, but from indices, 𝑥 =𝑥0 , hence 𝑥0=1 for any
natural number

Assessment
Simplify the following
6) 23 x 2-4
7) 22x24x2-3
8) 56x5-2x5-3
9) 24x2-3
10) 53x5-3

Express the following as a product of their prime

factors
1) 180 2) 72 3)81 4) 49 5) 16
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Date: 7th APRIL, 2022 Period: Subject: Mathematics
Duration: 50 mins Strand: Strands treated for the term
Class: B7 Class Size: Sub Strand: Sub Strands for the term
Content Standard:
Indicator:
Demonstrate knowledge and understanding in
Preparation towards vacation
the topics treated so far.
Performance Indicator:
Core Competencies:
Learners can answer all end of term assessment questions in their
Critical thinking and problem solving
exercise books.
References: Mathematics Curriculum Pg. 1-22

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Ask learners to bring and display all the materials needed Exercise books, pen,
for the assessment. pencils, erasers,
Answer sheets.
Educate them on the consequences of examination mal
practice.
PHASE 2: NEW Engage learners to arrange themselves properly to SBA, Assessment
LEARNING sit for the assessment test. Questions and
exercise books.
Mark learners answer sheets or exercise books.

Fill in learner’s SBA books and report cards.

Distribute learners answer sheets or exercise books

for feedback.