Fayol Inc.

0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 1
Week Ending: 13-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Read And Write In Number
Class: B8 Class Size:
Quantities
Content Standard: Indicator:
Lesson:
B8.1.1.1 Demonstrate understanding and the B8.1.1.1.1 Apply the understanding of place
use of place value for expressing quantities in value to read and write in number quantities
1 of 1
standard form and rounding numbers. over 1,000,000,000.
Performance Indicator: Core Competencies:
Learners can read and write in number quantities over Communication and Collaboration (CC) Critical
1,000,000,000. Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/Duration Learners Activities Resources

PHASE 1: Play:”1 more than”. Mention a number and learners add 1 to it and
STARTER call out the number
e.g. 1) 6 →7
2) 15 → 16
3) 30 → 31
4) 88 → 89

 Did you have fun playing the game?

 What set of numbers did you hear in the song?
 Write 1 to 20 in your books.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Have learners look at the multi-based block and write the number Counters,
LEARNING name for each. bundle and
1) One thousand 2) Five thousand loose straws
3) Sixty 4) Four base ten cut
square, Bundle
of sticks
Draw the Place Value Chart on the board

Have learners be in groups of five. Write these numbers on the

board. Learners read it and write the numerals under the
appropriate columns: 1, 2 4 6. And 3, 6 0 4

Give out the place value chart to learners. They write numeral on
their own and write it under the appropriate column in the place
value chart.

In pairs, let learners write the number name for these numerals.
1) 645 2) 1,332 3) 2,408,321
 In groups of five, give out the Place Value Chart.
Write these numerals on the board for learners to write them in the
chart.
1) 5,896 2) 6,035 3) 10,000

Repeat this exercise. Learners write their own numerals and write
number names for them. They should move round other groups and
compare their work.

Engage learners to work in pairs. Write number names for these

numerals.
1) 5,648 2) 6,099

Assessment
Write number names for these numerals.
1) 9,804 2) 10,024 3) 9,999 4) 1,567,451

Write the number names for these numerals. 1) 4,999 2) 4,005 3)

3,079 4) 1,567,451
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 13-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Read And Write In Number
Class: B8 Class Size:
Quantities
Content Standard:
B8.1.1.1 Demonstrate understanding and the
Indicator: Lesson:
use of place value for expressing quantities in
B8.1.1.1.2. Skip count forwards and backwards
standard form and rounding numbers and
in 10,000s, 100,000s, 500,000s, etc. 2 of 2
decimals to significant figures and a given
number of decimal places
Performance Indicator: Core Competencies:
Learners can skip count forwards and backwards in 10,000s, Communication and Collaboration (CC) Critical
100,000s, 500,000s Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/Duration Learners Activities Resources

PHASE 1: Play: “How Many fingers up” and “How Many” fingers down?
STARTER
Hold up fingers on two hands. Say “How Many fingers up” and “How
Many fingers down”?

Learners call out the fingers they see up and the number of fingers they
see down
PHASE 2: Revise counting forwards and backwards by 1000s and 10000s Counters, bundle
NEW with the class. and loose straws
LEARNING base ten cut
Put learners into groups of five. Give them 100000 number charts. square, Bundle of
sticks
Learners skip count in columns in 100000s starting on
200000,300000,400000,500000.

The group leaders should identify errors or omissions and correct

them.

Give 1000 numeral cards to learners in their groups. They play

counting forwards in 10s starting on 200000, 400000, 500000 etc.

Deduce from learners a pattern or trend that they have identified

when they were counting forwards in 10000’s.

Have learners work in pairs. Give them 10000 numeral charts.

They skip count forwards in 10s starting from any number.

Call out 10 learners to the front of the class. Make sure you cater for
gender and social inclusiveness.

Give each of them multiples of 10000 numeral cards. They hold from
100 – 10. Each learner reads his/her number. 100 90 80 70 60 50 40 30
20 10
 Give out the 100 numeral chart to learners in their groups. They skip
count backwards by 10s starting from different numbers. Give them the
1000 numeral cards to repeat the same above.

Give out 1000 numeral charts to learners, they skip count backwards by
100s from any number. Count backwards in 100,500s up to the fifth
number.
(I) 1,800,000, 1699500, 1599000, ...

Assessment
Give out 10000 numeral charts to learners. They skip count backwards
from these numbers
1) 520 2) 802 3) 905

Give them 10000 numeral cards. They skip count forwards by

10000’s starting from any number.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 2
Week Ending: 20-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Compare & Order Whole
Class: B8 Class Size:
Numbers
Content Standard:
Indicator: Lesson:
B8.1.1.1 Demonstrate understanding and the
B8.1.1.1.3. Compare and order whole
use of place value for expressing quantities in
numbers using “>, <, and =” 1 of 1
standard form and rounding numbers.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can compare and order whole numbers using “>, <, and =”
Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/Duration Learners Activities Resources

PHASE 1: Play: “10 more than”. Mention a number and learners add 10 to it
STARTER and call out the number.
E.g. 1) 13 → 23
2) 40 → 50
3) 50 → 60
4) 90 → 100

Share performance indicators and introduce the lesson.

PHASE 2: NEW E.g. 1 Identify numbers which are 100,000, 1500,000, etc. more or Counters,
LEARNING less than given 8 to 9-digit number. bundle and
loose straws
Put learners into groups of five. Write these numbers on the board base ten cut
square, Bundle
and let them describe the relationship between them. 126,000 and
of sticks
526,000.

Have learners use the place values to determine the difference. Both
numbers have numbers at the hundred thousand columns but
500,000 is a lot bigger than 100,000.

So, 526,000 is a lot bigger than 126,000, and 126,000 is a lot smaller
than 526,000.

In their groups learners describe the relationship between these

numbers
1) 648,000 and 230,000 2) 136,000 and 128,000. Justify your
answers.

Put leaners into groups of five. Write these numbers on the board
268,000 and 320,000.
 Have learners find the values of each digit. i.e. looking at the 2
numbers, 300,000 is greater than 200,000 so, 320,000 is greater than
268,000.

Encourage learners to use the symbols.

So, 320,000 > 268,000 and 268,000 < 320,000.

Assessment
Have learners work in pairs. Use the symbols >, = and < to compare
these numbers.
1) 789,600 ____ 786900
2) 998900 ____ 999800
3) 765000 ____ 765000
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Home Work
Use the symbols >, =, < to compare these numbers
1) 885600 ____ 885600
2) 640000 ___ 642000
3) 987200 ____ 897200
4) 845600 ___ 854600
Week Ending: 20-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Standard Form
Content Standard:
B8.1.1.1 Demonstrate understanding and the use of Indicator: Lesson:
place value for expressing quantities in standard form B8.1.1.1.4 Express integers of any
and rounding numbers and decimals to significant figures size into standard form. 2 of 2
and a given number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) Critical
Learners can express integers of any size into standard form
Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 91

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: Guide learners to write integers as a power of 10: Counters, bundle
NEW 1 = 100 and loose straws
LEARNING 10 = 101 base ten cut
100 =102 square, Bundle of
sticks
1000 = 103

Guide learners to write multiples of 10 in standard form:

(I) 10 = 1 x 10
(II) 100 = 1x 101
(III) 1000 = 1x 103 etc.

Guide learners to write integers in standard form:

(i) 26 = 2.6 x 10
(ii) 375 = 3.75 x 102
(iii) 8,765,049 = 8.765049 x 106

Assessment
Write these integers in standard form
1. 234
2. 3456778
3. 97864064
4. 1234787
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 3
Week Ending: 27-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Significant Figures

Content Standard:
Indicator: Lesson:
B8.1.1.1 Demonstrate understanding and the
8.1.1.1.5 Express integers in a given number
use of place value for expressing quantities in
of significant and decimal places 1 of 1
standard form and rounding numbers.
Performance Indicator: Core Competencies:
Learners can express integers in a given number of significant and Communication and Collaboration (CC)
decimal places Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Revise with learners on place value of numbers. Counters,
LEARNING bundle and
Guide learners to explain what a significant figure is. loose straws
As you read a figure from left to right, the first value you come to base ten cut
square, Bundle
that is not zero has the highest place value, so it is called the first
of sticks
significant figure (s.f.), For example, in the number 4078; 4 is the first
significant figure, 0 is the second significant figure and so on...

Also, in the number 0.00507; 5 is the first significant figure since it is

the first non-zero figure reading from left to right. The 0 after 5 is
the 2 significant figure and 7 is the 3" significant figure.

To correct a number to a stated number of significant figures

 find the last significant figure you want
 then look at the next significant figure (to the right)
 If this figure is less than 5 leave the last significant figure you
want as it is If this figure is 5 or more add 1 to the last
significant figure you want.

Guide learners to express any given integer to a given number of

significant figures.
(i) Express 56734 correct to two significant figures.
Solution
a) The 2nd significant figure is 6 but the figure after it (i.e. the 3rd
significant figure) is 7 which is more than 5. Therefore we add 1
to 6 to give 7 as the 2nd significant figure.
56734 = 57000 (to 2 significant figures)

Assessment
 Express 975.8674, correct to
(i) two decimal places; (ii) three decimal places
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Home Work
Correct each of the following numbers to 2 significant figures.
a) 0.0496 b) 0.0996
Week Ending: 27-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Standard Form
Content Standard:
B8.1.1.1 Demonstrate understanding and the use of Indicator: Lesson:
place value for expressing quantities in standard form B8.1.1.1.4 Express integers of any
and rounding numbers and decimals to significant figures size into standard form. 2 of 2
and a given number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC) Critical
Learners can express integers of any size into standard form
Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 91

Phase/Duration Learners Activities Resources

PHASE 1: Start the lesson with a recap of the previous lesson. Allow
STARTER learners to reflect on what they learnt from the previous lesson
and the homework relating to significant.

Learners work these examples in groups. Correct the following

to;
i) 4 ii) 3 iii) 2 iv) 1
 17300
 0.651234
 782001
 0.423568
 20023
 0.24780021

Share performance indicators with learners and introduce the

lesson.
PHASE 2: Brainstorm learners for meaning of standard form. Counters, bundle
NEW It is a way of writing down very large or very small numbers and loose straws
LEARNING easily. base ten cut
square, Bundle of
sticks
Guide learners to write numbers in standard form.
(𝑎 𝑛𝑢𝑚𝑏𝑒𝑟 𝑏𝑒𝑡𝑤𝑒𝑒𝑛
1 𝑎𝑛𝑑 10
) * (𝑎𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟
𝑜𝑓 10
𝑝𝑜𝑤𝑒𝑟
)
Therefore a * 10 is in the standard form, where 1≤ a < 10 and n
n

is an integer.
The value of n in the standard form shows whether the number is
greater than 1 or is a fraction.

Revise with learners to write integers as a power of 10:

1 = 100
10 = 101
100 =102
1000 = 103
 Guide learners to write multiples of 10 in standard form:
(I) 10 = 1 x 10
(II) 100 = 1x 101
(III) 1000 = 1x 103 etc.

Guide learners to write integers in standard form:

Example 1: 26 = 2.6 x 10
2.6 x 10 is in standard form but 26 x 10 is not in standard form
because 26 is not between 1 and 10.

Example 2: 375 = 3.75 x 102

3.75 x 102 is in standard form but 37.5 x 102 is not in standard
form because 37.5 is not between 1 and 10.

Have learners practice in groups to write the following integers in

standard form
(i) 8,765,049 (ii) 872 (iii) 460000

Take learners through the rules of writing numbers in standard

form.
If n is positive, the number is 10 or more.
Example 4.6 x 106 = 460000
if n is zero, the number is between 1 and 10
example 5.6 x 100 = 5.6
if n is negative, the number is a fraction.
Example: 3 x 10-1 = 0.3

Assessment
Write these integers in standard form
1. 234
2. 0.03456778
3. 97864064
4. 0.0001234787
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 4
Week Ending: 03-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Word Problems On Place
Class: B8 Class Size:
Values
Content Standard:
B8.1.1.1 Demonstrate understanding and the use of place Indicator: Lesson:
value for expressing quantities in standard form and B8.1.1.1.6 Create and solve word or real-
rounding numbers and decimals to significant figures and a life problems on place values 1 of 1
given number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can solve word or real-life problems on place values
Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Revise with learners on the basic operations used in mathematics. Counters, bundle
LEARNING That is Addition, Subtraction, Multiplication and Division. and loose straws
base ten cut
Explain these basic operation with scenarios to aid learners square, Bundle of
sticks
understanding.

Example 1: Last summer Jane earned GHc75.50 mowing lawns.

From these earnings, she saved GHc2.50 more than she spent.
How much money did Jane save?

Solution
Since Jane made GHc75.50, choose a reasonable guess for the
amount of money spent, such as GHc30.00. Make a table and
compute the amount saved. Find the total to test your guess.

Spent 30.00 37.00 36.50

Saved 32.50 39.50 39.00
Total 62.50 76.50 75.50
Test Too low Too low Correct

Jane saved GHc39.00.

Subtract the amount saved from the amount earned to see if

GHc36.50 was spent.
GHc75.50 - GHc39.00 = GHc36.50
GHc39.00 – GHc36.50 = GHc2.50
The answer checks.
 Example 2: In a typical week, a chicken farmer collects about 1164
eggs each day. If all of the eggs are sent to the market, how many
dozen eggs are sent each week?

Solution
First, to find how many eggs are collected in one week, multiply
?
7 days x 1164 eggs per day = 𝑒𝑔𝑔𝑠 𝑖𝑛 𝑜𝑛𝑒 𝑤𝑒𝑒𝑘

Then, to find how many dozen eggs are sent to the market each
week, divide:

Eggs collected in one week

12 eggs
= number of dozens sent to the market

Assessment
Adom earns Gh₵2500 a month after tax and his elder brother
Arko earns three times as much. How much is their total income
after five years if there are no increases in their earnings?
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 27-01-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Sets
Content Standard:
Indicator: Lesson:
B8.1.1.2 Identify perfect squares, determine
B8.1.1.2.1. Use the concept of sets to identify perfect
their square root and solve real life problems
squares and determine the square roots. 1 of 1
involving union and intersection of two sets
Performance Indicator: Core Competencies:
Learners can identify perfect squares and determine the Communication and Collaboration (CC) Critical
square roots Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 91

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: Guide learners to identify perfect squares or perfect numbers. Counters, bundle
NEW and loose straws
LEARNING Engage learners to list sets of multiples of numbers and identify a base ten cut
set of perfect numbers among them. square, Bundle of
sticks
In groups, learners list the first twelve multiples of the following
(1) 5 (2) 2 (3) 4

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, …
2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 …
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48…

Guide learners on how to determine if a number is a perfect

square.
- By using repeated division of prime factors.

Therefore the Perfect squares 4, 9, 16, 25, 36

Guide learners to use the knowledge on odd numbers to

determine the square root of perfect numbers.
(i) Determine the square root of 49.

Assessment
Which of the following numbers are perfect square?
40 64 676 50 4 36 73
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 5
Week Ending: 10-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Union & Intersection Of Sets

Content Standard: Indicator:
Lesson:
B8.1.1.2 Identify perfect squares, determine B8.1.1.2.2. Use the knowledge on sets and sets of
their square root and solve real life problems factors of numbers to solve real life problems
1 of 1
involving union and intersection of two sets involving union and intersection
Performance Indicator: Core Competencies:
Learners can use sets of factors of numbers to solve real life Communication and Collaboration (CC)
problems Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Revise with learners on the meaning of factors of numbers. Counters, bundle
LEARNING A factor is a number that divides into another number exactly and and loose straws
without leaving a remainder. base ten cut
square, Bundle of
sticks
Write this on the board. 2 x 3 = 6
Guide learners to identify 2 and 3 as factors and 6 as the product.

Let learners understand that factors are also numbers that multiply
together to get another number (product).

In groups, learners list the factors of these numbers.

1) 6 2) 8 3) 10

Engage learners in different activities to find common factors of

numbers. Example: 12 and 15
12 = {1,2,3,4,6,12} and 15= {1,3,5,15}
Common factors = {1,3}

Guide learners to explain and understand the concept of union and

intersection of sets.
The union of two sets is a set containing all the elements that are
in A or in B. it has the symbol U.
For example: A={1,2} and B= {2,3} So A U B = {1,2,3}

Have learners note that, in writing the members for the union sets,
numbers which are common in both sets are written once.

Engage learners in different activities to introduce learners to

intersection of sets.
 Assessment
Guide learners to solve story and real-life problems involving union
and intersection of sets
(i) There are 80 farmers in a certain village who grow maize and
rice or both. Out of the 80 farmers, 50 grow maize and 60 grow
rice.
(a) Represent the information on a Venn diagram.
(b) If x of them grows both crops, write an equation in x and solve
for it
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 10-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Class: B8 Class Size: Sub Strand: Decimals
Content Standard:
Indicator: Lesson:
B8.1.2.1 Apply mental mathematics strategies
B8.1.2.1.1 Multiply and divide by power of 10
and number properties used to solve
including decimals and the benchmark fractions 1 of 1
problems
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can multiply and divide by power of 10
Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 94

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: In turns let learners recall multiplication facts up to 144 and Counters, bundle
NEW related division facts. and loose straws
LEARNING base ten cut
Recall decimal names of the benchmark fractions converted to square, Bundle of
sticks
decimals or percentages (and vice versa).

Learners determine a product when a decimal number is a

multiple by 10

Assessment
Convert each of the following fractions to percentage.
2
1. 4. If 6 x 12 = ___ then ___ ÷ 12 = 6
5
9
2. 10
5. If 11x 7 = ___ then ___ ÷ 7 = 11
7
3. 6. If 8 x ___ = 72 then 72 ÷___= 8
25
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 6
Week Ending: 17-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Mental Mathematics Strategies

Content Standard: Indicator: Lesson:
B8.1.2.1 Apply mental mathematics strategies B8.1.2.1.2 Apply mental mathematics strategies
and number properties used to solve problems and number properties to do calculation 1 of 2
Performance Indicator: Core Competencies:
Learners can apply mental mathematics strategies and number Communication and Collaboration (CC)
properties to do calculation Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Play; “making Doubles”. Call out a number and learners multiply it
by 2 and call out the number.
E.g. 1) 2→4
2) 10→20
3) 30→60
4) 100→200

Share performance indicators with learners and introduce the

lesson.
PHASE 2: NEW Guide learners to apply halving and doubling to determine the Counters, bundle
LEARNING product given product of two given numbers. and loose straws
In this strategy, we double one of the numbers to be multiplied and base ten cut
halve the other. square, Bundle of
sticks
Write this sentence on the board. 84 x 5 =?
Brainstorm learners to think of different strategies to solve the
problem.

Use the halving and doubling to determine the answer.

1. 84 x 5
= 24 x 10
= 240
So 84 x 5 = 240

Put learners into groups of five, write this sentence on the board
95 x 8 = ?
Double 95 as 190, and halve 8 as 4. Now multiply
190 x 4 = 760

Explain to learners that it easier to double odd numbers and halve

even numbers.
E.g. 1) 125 x 20 → 250 x 10
 2) 84 x 5 → 24 x 10

Put learners into groups of five. Use the halving and doubling to
solve the following
1. 78 x 5 = ? 3. 200 x 14 =?
2. 124 x 3 = ? 4. 188 x 15 =?

Assessment
Apply halving and doubling to solve each of the following
1. 39 x 20 6. 266 x 5
2. 75 x 20 7. 300 x 5
3. 131 x 20 8. 226 x 15
4. 157 x 20 9. 250 x 13
5. 220 x 5 10. 420 x 20
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 17-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Mental Mathematics Strategies

Content Standard: Indicator: Lesson:
B8.1.2.1 Apply mental mathematics strategies B8.1.2.1.3 Apply mental mathematics strategies
and number properties used to solve problems to solve word problems 2 of 2
Performance Indicator: Core Competencies:
Learners can apply mental mathematics strategies and number Communication and Collaboration (CC)
properties to do calculation Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Revise with learners the four basic operations. Counters, bundle
LEARNING a. Addition: Plus, add, find the sum, total, altogether. and loose straws
b. Subtraction: minus, subtract, take away, reduce, difference, base ten cut
decrease, deduct, etc. square, Bundle of
sticks
c. Multiplication: multiply, times, product, groups of, etc.
d. Division: shared equally, divide, average, out of, etc.

Guide learners to apply the various mental strategies to solve

some word problems.

Put learners into groups of five, write this sentence on the board,
what is 800g out of 1kg?
Solution
1kg = 1000g
800𝑔 4
So, 800g out of 1000g = 1000𝑔 = 5
4
Therefore, 800g out of 1kg is 5

Dean bought a birthday card for $2.95. There was an additional

$0.18 tax. Dean paid for his purchase using a $10 bill. How much
change should Dean receive?
Solution
Birthday card for $2.95
Tax $0.18
Total cost $3.13
Amount paid – Total cost = change
$10.00 - $3.13 = $6.87
Hence, Dean should receive a change of $6.87

On Thursday, 30,861 people attended the baseball game. On

Friday, 60,192 people attended. On Saturday 30,100 more people
 attended the game than on Thursday. On which day did more
people attend the baseball game: Friday or Saturday? Explain.
Solution
Thursday = 30,861
Saturday = 30,861 + 30,100 = 60,961
Friday = 60,192.
Which is greater = 60,961 > 60,192
Therefore, more people (60,961) attended the baseball game on
Saturday than on Friday (60,192)

Provide more opportunities for learners to use mental strategies,

short methods and sundry tables to develop fluency in solving
problems.

Assessment
 Henry has 898 pegs in each box. If there are 7 boxes, how
many pegs does he have in total?
 Dana worked for 7 hours on Thursday, 8 hours on Friday, and
4 hours on Saturday. She is scheduled to work 20 hours next
week. How many hours did she work this week?
 There are 375 audience tickets available for each taping of the
Win It All game show. If 204 shows are taped each year, how
many tickets are there in all?
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 7
Week Ending: 24-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Addition & Subtraction

Content Standard: Indicator: Lesson:
B8.1.2.2 Apply the understanding of the
B8.1.2.2.1 Add and subtract more than four-
addition and subtraction to solve problems and
round answers to given decimal places.
digit numbers. 1 of 2
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can add and subtract more than four-digit numbers.
Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Guide learners to use the partitioning (or expanded form) and Counters, bundle
LEARNING place value system to add and subtract whole and decimal and loose straws
numbers. base ten cut
(i) Add 896854 and 76329 square, Bundle of
sticks
896854 = 800,000+90000+6000+800+50+4
+ 76329 = 70000+6000+300+20+9
973183 = 900000+70000+3000+100+80+3

(ii) Add 3627.6 and 854.13

60
3627.60 = 3000+600 + 20 + 7 +
100
+
1 3
854.13 = 800+50 +4 +10 + 100

60 1 3
3000+800 +600 + 20+ 50 + 7+ 4 + 100 + 10 + 100

7 3
= 3000 + 1400 + 70+ 11+ +
10 100

70 3
= 3000+(1000+400) + 70+ (10+1) + 100 + 100

70
4481.73 = 4000+400+80+1+
100

(iii) Subtract 37.85 from 193.6

193.60 100 + 90 + 3+6 10+ 0 100

 − =
37.85 - (30 + 7+ 85 100)

60 85
= 100 + 90 + 3 + − 30-7−
100 100

60 85
= 100+ 90 – 30 + 3−7 +100 − 100

60 85
= 100+ 60 −7 +3+ 100 − 100

160 85
= 100 + 53 + 2 + 100 − 100

155.75 = 155 + 75

Assessment
Use the partitioning and place system to add the following
1. 44362 and 53211
2. 54217 and 33521
3. 23888 and 46111
4. 634536 and 552124
5. 702702 and 282282

Apply the expanding and place system to add the following

1. 50342 + 643224
2. 48325 + 115037
3. 305306 + 420430
4. 511325 + 166341
5. 834256 + 221003
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 24-02-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Multiplication & Division

Content Standard:
Indicator: Lesson:
B8.1.2.2 Apply the understanding of the
B8.1.2.2.2 Multiply or divide multi-digit numbers
Multiplication & Division to solve problems and
by 2- and 3-digit numbers. 2 of 2
round answers to given decimal places.
Performance Indicator: Core Competencies:
Learners can apply mental mathematics strategies and number Communication and Collaboration (CC)
properties to do calculation Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 95

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Guide learners to use the area model (Expand and Box method) to Counters, bundle
LEARNING multiply and divide efficiently. and loose straws
base ten cut
square, Bundle of
sticks

Guide learners to multiply whole numbers using the vertical place

value method: (i.e. 657×27=)
657
x27
4599
+ 1314
17739

Guide learners to multiply whole numbers using the lattice

method. That is to solve 382 × 856:

Make a 3 by 3 lattice and set up the solution as follows:

 382 × 856 = 326,992

Guide learners to use the distributive property to multiply 325x 15

=325 x (10 + 5) = (325 x 10) + (325 x 5)
=3,250 + 1,625
=4,875

Guide learners to investigate and determine basic division facts

including divisibility test

Guide learners to determine how a given number is divisible by

3,4,5, 6, 7, 8,9,10, etc.

Assessment
Multiply each of the following using the ‘expand and box’ method.
1. 4211 x 342
2. 3882 x 217
3. 5034 x 223
4. 5478 x 155
5. 6431 x 144

Solve the following using the vertical place value method

1. 442 x 42
2. 468 x 56
3. 356 x 37
4. 403 x 43
5. 650 x 29
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 8
Week Ending: 03-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Decimals

Content Standard: Indicator:
B8.1.2.2.3. Create and solve story problems Lesson:
B8.1.2.2 Apply the understanding of the
addition and subtraction to solve problems and involving decimals on the four basic 1 of 2
round answers to given decimal places. operations
Performance Indicator: Core Competencies:
Learners can solve story problems involving decimals on the Communication and Collaboration (CC)
four basic operations. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 98

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Guide learners to create and solve story problems involving Counters, bundle
LEARNING decimals on the four basic operations using the following steps. and loose straws
1. Read the problem carefully: Make sure you understand the base ten cut
problem by reading it carefully, identifying the information given, square, Bundle of
sticks
and determining what the problem is asking for.

2. Identify the operation: Determine which of the four basic

operations (addition, subtraction, multiplication, or division) you
need to use to solve the problem.

3. Convert the decimals: If necessary, convert any mixed numbers

or fractions to decimals. You can do this by dividing the numerator
by the denominator.

4. Align the decimals: When performing addition or subtraction,

align the decimals so that the decimal points are lined up vertically.

5. Perform the operation: Perform the operation using the

appropriate algorithm. If you're not sure, review the steps for each
operation.

6. Check your answer: Check your answer by re-reading the

problem and making sure it makes sense. Also, check your
calculations to make sure they're correct.

Examples: (i) Kofi bought 8 notebooks at GHȻ 12.00 each. Ama

bought 12 pens at GHȻ 5.00 each. How much altogether they
spend on the items.
 Solution
Kofis notebooks = 8 x 12 = 96
Amas pens = 12 x 5 = 60
Altogether = GHȻ 96 + GHȻ 60 = GHȻ156.00

Assessment
(i) A man gave an amount of GHȻ 2477.25 to be shared equally
among his three children. How much did each receive?

(ii) On Adwoa’s birthday, the father bought her a pack of

chocolate containing 250 bars. If Adwoa took 90 bars of the
chocolates and gave the rest to her four friends to share equally,
how many bars of chocolates did each receive?

(iii) Mrs Yaboi bought 25.25 metres of cloth for her five children. If
they share the material equally, how many metres of cloth did each
receive?
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 03-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

Content Standard:
Indicator:
B8.1.2.3 Demonstrate understanding and the Lesson:
B8.1.2.3.1 Identify and explain the laws of indices
use of the laws of indices in solving problems
and apply the laws of indices to simplify and
(including real life problems) involving powers 2 of 2
evaluate numbers involving powers of numbers.
of natural numbers
Performance Indicator:
Core Competencies:
Learners can identify and explain the laws of indices and apply the
Communication and Collaboration (CC)
laws of indices to simplify and evaluate numbers involving powers of
Critical Thinking and Problem solving (CP)
numbers
References: Mathematics Curriculum Pg. 100

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Introduce the concept of indices: Begin by explaining what indices Counters, bundle
LEARNING are and their basic properties. and loose straws
base ten cut
Explain that indices are a way of representing repeated square, Bundle of
sticks
multiplication, where the number being multiplied is called the base
and the exponent tells us how many times to multiply the base by
itself.

Show students how to write a number in index form, and explain

the meaning of the base and exponent.

Teach the rules of indices: Once the students have a basic

understanding of indices, teach them the rules that apply to
working with indices. These include:

base, add their exponents. (first law)

am x an = am+n
example: simplify 32 x 33 = 32+3 =35=243

subtract their exponents. (second law)

𝑎𝑚
𝑎𝑛
= am-n or am ÷ an = am-n
37
Example: simplify 33 = 37-3 = 34 =81

sing to a power: When raising a number to a power,

multiply the exponent by the original exponent. (third law)
(am)n = amxn = amn
Example: simplify (23)2 = 23x2 =26 =64
 equal to 1 divided by the number raised to the positive exponent.
1 1
a-m = 𝑎𝑚 or 𝑎𝑛 = a-n
1 1
Example: simplify 5-2 = 52 = 25

Assessment
If 2x = 16, what is the value of x?

Simplify 32 × 34.

If 5(a-1) = 25, what is the value of a?

Evaluate 43 ÷ 22.

Write 81 as a power of 3.

Simplify (23 × 34) ÷ (22 × 32).

Write 54 × 52 in index form.

1
If 4b = , what is the value of b?
64

Evaluate (103 ÷ 102) × (105 ÷ 103).

1
Write as a power of 2.
16
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 9
Week Ending: 10-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

Content Standard: Indicator:
B8.1.2.3.2 Apply the laws of indices to Lesson:
B8.1.2.3 Demonstrate understanding and the
use of the laws of indices in solving problems simplify and evaluate numbers involving 1 of 2
involving powers of natural numbers powers of numbers. (PEDMAS)
Performance Indicator: Core Competencies:
Learners can solve story problems involving decimals on the Communication and Collaboration (CC)
four basic operations. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 98

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW The laws of indices are a set of rules that govern how we can Counters, bundle
LEARNING manipulate expressions involving powers of numbers. These rules and loose straws
are: base ten cut
1. Product rule: am * an = a(m+n) square, Bundle of
sticks
This rule tells us that when we multiply two numbers with the
same base, we can add their exponents to get the exponent of the
result.
Example: 23 x 24 = 2(3+4) = 27 = 128
2. Quotient rule: am / an = a(m-n)
This rule tells us that when we divide two numbers with the same
base, we can subtract their exponents to get the exponent of the
result.
Example: 58 / 53 = 5(8-3) = 55 = 3125
3. Power rule: (am)n = a(m*n)
This rule tells us that when we raise a number to a power and
then raise the result to another power, we can multiply the
exponents to get the exponent of the final result.
Example: (34)2 = 3(4*2) = 38 = 6561
4. Negative exponent rule: a(-m) = 1/am
This rule tells us that when we have a negative exponent, we can
flip the base and make the exponent positive to get the reciprocal
of the result.
Example: 2-5 = 1/25 = 1/32
5. Zero exponent rule: a0 = 1
This rule tells us that any number raised to the power of zero is
equal to one.
Example: 70 = 1
 Using these rules, have learners simplify and evaluate expressions
involving powers of numbers. Here are a few examples:
Example 1: Simplify 43 * 45
Using the product rule, we can add the exponents:
43 * 45 = 4(3+5) = 48 = 65536

Assessment
1. Using the power rule, Evaluate (24)3

2. Using the quotient rule, Simplify 35 / 32

3. Using the negative exponent rule, Simplify 5(-2)

4. Using the zero exponent rule, Simplify 20

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

Take feedback from learners and summarize the lesson.

Week Ending: 10-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

Content Standard: Indicator:
B8.1.2.3.3-4 Solve exponential equations and Lesson:
B8.1.2.3 Demonstrate understanding and the use
of the laws of indices in solving problems Solve real life problems involving powers of 2 of 2
involving powers of natural numbers natural numbers
Performance Indicator: Core Competencies:
Learners can solve exponential equations and solve real life Communication and Collaboration (CC)
problems involving powers of natural numbers Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 101

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Guide learners to solve exponential equations and Solve real life Counters, bundle
LEARNING problems involving powers of natural numbers and loose straws
1. A person has a piece of land that is 50 meters long and 30 base ten cut
meters wide. How many square meters is the land? square, Bundle of
sticks
Solution: The area of the land is given by the product of its length
and width, so we have: Area = 50 m x 30 m = 1500 m2
Therefore, the land has an area of 1500 square meters.

2. A car travels at a speed of 60 km/h for 3 hours. How far does

the car travel?
Solution: The distance travelled by the car is given by the product
of its speed and time, so we have: Distance = Speed x Time = 60
km/h x 3 h = 180 km
Therefore, the car travels 180 kilometers.

3. A building has 10 floors, each with a height of 3 meters. How

high is the building?
Solution: The total height of the building is given by the product of
the height of each floor and the number of floors, so we have:
Height = 10 x 3 m = 30 m
Therefore, the building is 30 meters high.

4. A recipe calls for 2 cups of flour, 1/2 cup of sugar, and 1/4 cup
of butter. If you want to make twice the recipe, how much
flour do you need?
Solution: If we want to make twice the recipe, we need to double
the amount of each ingredient. So we have: Flour = 2 cups x 2 = 4
cups Sugar = 1/2 cup x 2 = 1 cup Butter = 1/4 cup x 2 = 1/2 cup
Therefore, we need 4 cups of flour to make twice the recipe.

5. A container of juice contains 1 liter of juice. If we pour 1/4 of

the juice into a glass, how much juice is left in the container?
 Solution: If we pour 1/4 of the juice into a glass, we are left with
3/4 of the juice in the container. So we have: Juice left in container
= 1 L x 3/4 = 0.75 L
Therefore, there is 0.75 liters of juice left in the container
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 Fayol Inc. 0547824419

FIRST TERM
WEEKLY LESSON NOTES
WEEK 10
REVISION AND END OF TERM ASSESSMENT
Week Ending: 17-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Strands for the term

Class: B8 Class Size: Sub Strand: Sub strands for the term
Content Standard: Indicator: Lesson:
Demonstrate knowledge and Recall and summarize all what they have
understanding in the topics treated so far. learnt within the term 1 of 2
Performance Indicator: Core Competencies:
Learners can recall and summarize all what they have learnt Communication and Collaboration (CC)
within the term Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 98

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW The laws of indices are a set of rules that govern how we can Counters, bundle
LEARNING manipulate expressions involving powers of numbers. These rules and loose straws
are: base ten cut
1. Product rule: am * an = a(m+n) square, Bundle of
sticks
This rule tells us that when we multiply two numbers with the
same base, we can add their exponents to get the exponent of the
result.
Example: 23 x 24 = 2(3+4) = 27 = 128
2. Quotient rule: am / an = a(m-n)
This rule tells us that when we divide two numbers with the same
base, we can subtract their exponents to get the exponent of the
result.
Example: 58 / 53 = 5(8-3) = 55 = 3125
3. Power rule: (am)n = a(m*n)
This rule tells us that when we raise a number to a power and
then raise the result to another power, we can multiply the
exponents to get the exponent of the final result.
Example: (34)2 = 3(4*2) = 38 = 6561
4. Negative exponent rule: a(-m) = 1/am
This rule tells us that when we have a negative exponent, we can
flip the base and make the exponent positive to get the reciprocal
of the result.
Example: 2-5 = 1/25 = 1/32
5. Zero exponent rule: a0 = 1
This rule tells us that any number raised to the power of zero is
equal to one.
Example: 70 = 1
 Using these rules, have learners simplify and evaluate expressions
involving powers of numbers. Here are a few examples:
Example 1: Simplify 43 * 45
Using the product rule, we can add the exponents:
43 * 45 = 4(3+5) = 48 = 65536

Assessment
1. Using the power rule, Evaluate (24)3

2. Using the quotient rule, Simplify 35 / 32

3. Using the negative exponent rule, Simplify 5(-2)

4. Using the zero exponent rule, Simplify 20

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

Take feedback from learners and summarize the lesson.

Week Ending: 17-03-2023 DAY: Subject: Mathematics
Duration: 60MINS Strand: Strands treated for the term

Class: B8 Class Size: Sub Strand: Sub strands for the term
Content Standard: Lesson:
Indicator:
Demonstrate knowledge and understanding in the
Preparation towards vacation 1 of 1
topics treated so far.
Performance Indicator: Core Competencies:
Learners can answer all end of term assessment questions in Communication and Collaboration (CC)
their exercise books. Critical Thinking and Problem solving (CP)
References: Mathematics Curriculum Pg. 101

Phase/Duration Learners Activities Resources

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