LESSON PLANS FOR JUNIOR HIGH SCHOOLS

MATHEMATICS
OCTOBER – DECEMBER, 2023

BASIC

8
TERM

NAME OF TEACHER :
NAME OF SCHOOL :
CLASS : BASIC EIGHT (8)
SUBJECT : MATHEMATICS
TEL. NUMBER :
 TERM 1 SCHEME OF LEARNING
WEEK
STRAND SUB STRAND INDICATORS RESOURCES
S
1 Read And Write In
Number Quantities Over B8.1.1.1.1
Counters,
Number 1,000,000,000
bundle and
B8.1.1.1.2
loose straws
Skip Counting
base ten cut
2 Compare & Order Whole
B8.1.1.1.3 square, Bundle
Numbers
Number of sticks
B8.1.1.1.4
Standard Form
3 Counters,
Number Significant Figures B8.1.1.1.5
bundle and
4 Word Problems On Place loose straws
B8.1.1.1.6 base ten cut
Values
Number square, Bundle
B8.1.1.2.1 of sticks
Sets
5 Union & Intersection Of Counters,
B8.1.1.2.2.
Sets bundle and
Number
loose straws
B8.1.2.1.1
Decimals base ten cut
6 Mental Mathematics square, Bundle
Number B8.1.2.1.2-3
Strategies of sticks
7 Addition & Subtraction B8.1.2.2.1
Counters,
Number
bundle and
Multiply Or Divide B8.1.2.2.2
loose straws
8 Story Problems Involving
B8.1.2.2.3 base ten cut
Decimals
Number square, Bundle
B8.1.2.3.1 of sticks
Indices
9 Indices B8.1.2.3.2
Number
Counters,
Exponential Equations B8.1.2.3.3
bundle and
10 Powers Of Natural loose straws
B8.1.2.3.4
Numbers base ten cut
Algebra
B8.2.1.1.1 square, Bundle
The Gradient Of A Line of sticks
11 Algebra The Gradient Of A Line B8.2.1.1.1
12 Alternate And Charts
Geometry & Corresponding Angles B8.3.1.1.1
Measuremen
t The Sum Of Interior B8.3.1.1.2
Angles

VETTED BY: _____________________________________________________________

SIGNATURE: _____________________________________________________________
DATE: ___________________________________________________________________

NAME OF TEACHER : ISAAC DUKER

NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
1
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Read And Write In
Class: B8 Class Size:
Number Quantities
Content Standard: Indicator:
B8.1.1.1 Demonstrate understanding B8.1.1.1.1 Apply the understanding Lesson:
and the use of place value for of place value to read and write in
expressing quantities in standard form number quantities over 1 of 1
and rounding numbers. 1,000,000,000.
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can read and write in number quantities
Critical Thinking and Problem solving
over 1,000,000,000.
(CP)
References: Mathematics Curriculum Pg. 90

Phase/ Learners Activities Resources

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

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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

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

Phase/ Learners Activities Resources

Duration
PHASE 1: Play: “How Many fingers up” and “How Many” fingers
STARTER down?

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 Counters,
NEW and 10000s with the class. bundle and
LEARNING loose straws
Put learners into groups of five. Give them 100000 base ten cut
square,
number charts.
Bundle of
Learners skip count in columns in 100000s starting sticks
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
2
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Compare & Order
Class: B8 Class Size:
Whole Numbers
Content Standard:
B8.1.1.1 Demonstrate understanding Indicator: Lesson:
and the use of place value for B8.1.1.1.3. Compare and order
expressing quantities in standard form whole numbers using “>, <, and =” 1 of 1
and rounding numbers.
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can compare and order whole numbers using
(CC) Critical Thinking and Problem
“>, <, and =”
solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/ Learners Activities Resources

Duration
PHASE 1: Play: “10 more than”. Mention a number and learners
STARTER add 10 to it 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: Identify numbers which are 100,000, 1500,000, etc. Counters,
NEW more or less than given 8 to 9-digit number. bundle and
LEARNING loose straws
Put learners into groups of five. Write these numbers base ten cut
square,
on the board and let them describe the relationship
Bundle of
between them. 126,000 and 526,000. sticks

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
REFLECTIO out from learners what they have learnt during the
N 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: 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 Indicator:
Lesson:
use of place value for expressing quantities B8.1.1.1.4 Express integers
in standard form and rounding numbers and of any size into standard
2 of 2
decimals to significant figures and a given form.
number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can express integers of any size into
Critical Thinking and Problem solving
standard form
(CP)
References: Mathematics Curriculum Pg. 91

Phase/ Learners Activities Resources

Duration
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,
NEW 1 = 100 bundle and
LEARNING 10 = 101 loose straws
100 =102 base ten cut
square,
1000 = 103
Bundle of
sticks
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

 lesson.

NAME OF TEACHER : ISAAC DUKER

NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
3
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Significant Figures

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

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Revise with learners on place value of numbers. Counters,
NEW bundle and
LEARNING Guide learners to explain what a significant figure is. loose straws
As you read a figure from left to right, the first value base ten cut
square,
you come to that is not zero has the highest place
Bundle of
value, so it is called the first significant figure (s.f.), For sticks
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 2 nd
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
REFLECTIO out from learners what they have learnt during the
N 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: 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 Indicator:
Lesson:
use of place value for expressing quantities B8.1.1.1.4 Express integers
in standard form and rounding numbers and of any size into standard
2 of 2
decimals to significant figures and a given form.
number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration (CC)
Learners can express integers of any size into
Critical Thinking and Problem solving
standard form
(CP)
References: Mathematics Curriculum Pg. 91

Phase/ Learners Activities Resources

Duration
PHASE 1: Start the lesson with a recap of the previous lesson.
STARTER Allow 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,
NEW It is a way of writing down very large or very small bundle and
LEARNING numbers easily. loose straws
base ten cut
square,
Guide learners to write numbers in standard form.
Bundle of

( a number
1∧10
between
) *(
aninteger power
of 10 ) sticks

Therefore a * 10n is in the standard form, where 1≤ a

< 10 and 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:
(IV) 10 = 1 x 10
(V) 100 = 1x 101
(VI) 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
5. 234
6. 0.03456778
7. 97864064
8. 0.0001234787
PHASE 3: Use peer discussion and effective questioning to find
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
4
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Word Problems On
Class: B8 Class Size:
Place Values
Content Standard:
B8.1.1.1 Demonstrate understanding and the Indicator: Lesso
use of place value for expressing quantities in B8.1.1.1.6 Create and solve word n:
standard form and rounding numbers and or real-life problems on place
decimals to significant figures and a given values 1 of 1
number of decimal places
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can solve word or real-life problems on place
(CC) Critical Thinking and Problem
values
solving (CP)
References: Mathematics Curriculum Pg. 90

Phase/ Learners Activities Resources

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

Then, to find how many dozen eggs are sent to the

market each week, divide:

Eggs collected∈one week

= number of dozens sent to
12eggs
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

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

Phase/ Learners Activities Resources

Duration
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 Counters,
NEW numbers. bundle and
LEARNING loose straws
Engage learners to list sets of multiples of numbers base ten cut
square,
and identify a set of perfect numbers among them.
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
REFLECTIO out from learners what they have learnt during the
N lesson.
 Take feedback from learners and summarize the
lesson.

NAME OF TEACHER : ISAAC DUKER

NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
5
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Union & Intersection
Class: B8 Class Size:
Of Sets
Content Standard: Indicator:
B8.1.1.2 Identify perfect squares, B8.1.1.2.2. Use the knowledge on sets Lesson:
determine their square root and solve and sets of factors of numbers to solve
real life problems involving union and real life problems involving union and 1 of 1
intersection of two sets intersection
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can use sets of factors of numbers to solve
(CC) Critical Thinking and Problem
real life problems
solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Revise with learners on the meaning of factors of Counters,
NEW numbers. bundle and
LEARNING A factor is a number that divides into another number loose straws
exactly and without leaving a remainder. base ten cut
square,
Bundle of
Write this on the board. 2 x 3 = 6 sticks
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: 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 B8.1.2.1.1 Multiply and divide by
strategies and number properties power of 10 including decimals and
1 of 1
used to solve problems the benchmark fractions
Core Competencies:
Performance Indicator: Communication and Collaboration
Learners can multiply and divide by power of 10 (CC) Critical Thinking and Problem
solving (CP)
References: Mathematics Curriculum Pg. 94

Phase/ Learners Activities Resources

Duration
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 Counters,
NEW 144 and related division facts. bundle and
LEARNING loose straws
Recall decimal names of the benchmark fractions base ten cut
square,
converted to decimals or percentages (and vice
Bundle of
versa). sticks

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. 5. If 11x 7 = ___ then ___ ÷ 7 = 11
10
7
3. 6. If 8 x ___ = 72 then 72 ÷___= 8
25
PHASE 3: Use peer discussion and effective questioning to find
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
6
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Mental Mathematics
Class: B8 Class Size:
Strategies
Content Standard: Indicator:
Lesson:
B8.1.2.1 Apply mental mathematics B8.1.2.1.2 Apply mental mathematics
strategies and number properties strategies and number properties to do
1 of 2
used to solve problems calculation
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can apply mental mathematics strategies and
(CC) Critical Thinking and Problem
number properties to do calculation
solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/ Learners Activities Resources

Duration
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: Guide learners to apply halving and doubling to Counters,
NEW determine the product given product of two given bundle and
LEARNING numbers. loose straws
In this strategy, we double one of the numbers to be base ten cut
square,
multiplied and halve the other.
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Mental Mathematics
Class: B8 Class Size:
Strategies
Content Standard:
Indicator: Lesson:
B8.1.2.1 Apply mental mathematics
B8.1.2.1.3 Apply mental mathematics
strategies and number properties
strategies to solve word problems 2 of 2
used to solve problems
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can apply mental mathematics strategies and
(CC) Critical Thinking and Problem
number properties to do calculation
solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Revise with learners the four basic operations. Counters,
NEW a. Addition: Plus, add, find the sum, total, altogether. bundle and
LEARNING b. Subtraction: minus, subtract, take away, reduce, loose straws
difference, decrease, deduct, etc. base ten cut
c. Multiplication: multiply, times, product, groups of, square,
etc. Bundle of
d. Division: shared equally, divide, average, out of, sticks
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
800 g 4
So, 800g out of 1000g = =
1000 g 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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
7
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Addition &
Class: B8 Class Size:
Subtraction
Content Standard:
B8.1.2.2 Apply the understanding of Indicator: Lesson:
the addition and subtraction to solve B8.1.2.2.1 Add and subtract more
problems and round answers to given than four-digit numbers. 1 of 2
decimal places.
Performance Indicator: Core Competencies:
Communication and Collaboration
Learners can add and subtract more than four-
(CC) Critical Thinking and Problem
digit numbers. solving (CP)
References: Mathematics Curriculum Pg. 93

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Guide learners to use the partitioning (or expanded Counters,
NEW form) and place value system to add and subtract bundle and
LEARNING whole and decimal numbers. loose straws
(i) Add 896854 and 76329 base ten cut
square,
Bundle of
896854 = 800,000+90000+6000+800+50+4 sticks
+ 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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number
Sub Strand: Multiplication &
Class: B8 Class Size:
Division
Content Standard:
B8.1.2.2 Apply the understanding of Indicator: Lesson:
the Multiplication & Division to solve B8.1.2.2.2 Multiply or divide multi-digit
problems and round answers to given numbers by 2- and 3-digit numbers. 2 of 2
decimal places.
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can apply mental mathematics strategies and
(CC) Critical Thinking and Problem
number properties to do calculation
solving (CP)
References: Mathematics Curriculum Pg. 95

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Guide learners to use the area model (Expand and Counters,
NEW Box method) to multiply and divide efficiently. bundle and
LEARNING 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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
8
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Decimals

Content Standard: Indicator:
B8.1.2.2 Apply the understanding of Lesson:
B8.1.2.2.3. Create and solve story
the addition and subtraction to solve
problems involving decimals on the
problems and round answers to given 1 of 2
decimal places. four basic operations

Performance Indicator: Core Competencies:

Communication and Collaboration
Learners can solve story problems involving
(CC) Critical Thinking and Problem
decimals on the four basic operations . solving (CP)
References: Mathematics Curriculum Pg. 98

Phase/ Learners Activities Resources

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

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

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

Phase/ Learners Activities Resources

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

 Multiplying indices: When multiplying numbers with

the same base, add their exponents. (first law)
am x an = am+n
example: simplify 32 x 33 = 32+3 =35=243

 Dividing indices: When dividing numbers with the

same base, subtract their exponents. (second law)
m
a
n
= am-n or am ÷ an = am-n
a
7
3
Example: simplify 3
= 37-3 = 34 =81
3

 Raising 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
 Negative indices: A number raised to a negative
exponent is equal to 1 divided by the number raised
to the positive exponent.
1 1
a-m = m or n = a
-n

a a
1 1
Example: simplify 5-2 = 2 =
5 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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
9
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

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

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: The laws of indices are a set of rules that govern how Counters,
NEW we can manipulate expressions involving powers of bundle and
LEARNING numbers. These rules are: loose straws
1. Product rule: am * an = a(m+n) base ten cut
square,
This rule tells us that when we multiply two numbers
Bundle of
with the same base, we can add their exponents to
sticks
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 2 0

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

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Number

Class: B8 Class Size: Sub Strand: Indices

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

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: Guide learners to solve exponential equations and Counters,
NEW Solve real life problems involving powers of natural bundle and
LEARNING numbers loose straws
1. A person has a piece of land that is 50 meters long base ten cut
square,
and 30 meters wide. How many square meters is
Bundle of
the land?
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
REFLECTIO out from learners what they have learnt during the
N lesson.

Take feedback from learners and summarize the

lesson.
NAME OF TEACHER : ISAAC DUKER
NAME OF SCHOOL : PROF DUKER SERVICES
SUBJECT : MATHEMATICS
CLASS: BASIC 8 TERM: 1 WEEK:
10

REVISION AND END OF TERM ASSESSMENT

Week Ending: DAY: Subject: Mathematics
Duration: 60MINS Strand: Strands for the term
Sub Strand: Sub strands for the
Class: B8 Class Size:
term
Content Standard:
Indicator: Lesson:
Demonstrate knowledge and
Recall and summarize all what they
understanding in the topics 1 of 2
have learnt within the term
treated so far.
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can recall and summarize all what they
(CC) Critical Thinking and Problem
have learnt within the term solving (CP)
References: Mathematics Curriculum Pg. 98

Phase/ Learners Activities Resources

Duration
PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and
introduce the lesson.
PHASE 2: The laws of indices are a set of rules that govern how Counters,
NEW we can manipulate expressions involving powers of bundle and
LEARNING numbers. These rules are: loose straws
2. Product rule: am * an = a(m+n) base ten cut
square,
This rule tells us that when we multiply two numbers
Bundle of
with the same base, we can add their exponents to
sticks
get the exponent of the result.
Example: 23 x 24 = 2(3+4) = 27 = 128
3. 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
4. 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
5. 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
6. 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
5. Using the power rule, Evaluate (24)3

6. Using the quotient rule, Simplify 35 / 32

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

8. Using the zero exponent rule, Simplify 2 0

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

Take feedback from learners and summarize the

lesson.
Week Ending: DAY: Subject: Mathematics
Strand: Strands treated for the
Duration: 60MINS
term
Sub Strand: Sub strands for the
Class: B8 Class Size:
term
Content Standard:
Indicator: Lesson:
Demonstrate knowledge and
Preparation towards
understanding in the topics treated so 1 of 1
vacation
far.
Core Competencies:
Performance Indicator:
Communication and Collaboration
Learners can answer all end of term assessment
(CC) Critical Thinking and Problem
questions in their exercise books. solving (CP)
References: Mathematics Curriculum Pg. 101

Phase/ Learners Activities Resources

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

Fill in learner’s SBA books and report cards.

Distribute learners answer sheets or exercise

books for feedback.