Daily Lesson Plan

Subject : Mathematics Class: Date: 21-08-2023

Chapter: 1(1.1,1.2) Topic: Integers Teacher: Sara Shamim

The students will be able to:

• Understand factors, multiples, prime factors, highest common factors and lowest common multiples
Lesson Objectives:
• Understand that brackets, indices (squares and square roots) and operations follow a particular order.
• Estimate, multiply and divide integers, recognizing generalizations
White board, Text Book, Work book, Note book Factor tree, HCF, Index, LCM, Prime factor,
Conjecture, Integer, Inverse, Investigate
Language Support:
Conjecture: an opinion, an idea or a suggestion
based on what you know
Teaching Vocabulary/Key
Integer: a whole number that can be positive or
Resources: Terms: negative or zero, with no fractional part
Inverse: the operation that has the opposite
effect; the inverse of ‘multiply by 5’ is ‘divide by 5’
Investigate: explore an idea or method

Starter Lesson Development

Main teaching Idea:
‘Getting started’ questions in the Learner’s Book Factor trees (30 minutes)
Description: Learning intention:
Give the learners a few minutes to try the questions. Then go through Investigating the properties of factor trees. Resources: Learner’s Book
the answers. Do this by asking different learners to give you their Exercise 1.1, Question 1 Description: Say that any integer that is not
answers. Where possible ask follow-up questions such as ‘how did you prime can be written as a product of prime numbers. Write some
work that out?’ Look for problems or incorrect answers and if examples such as: 12 = 2 × 2 × 3 ; 21 = 3 × 7 ; 40 = 2 × 2 × 2 × 5 Given a
necessary ask supplementary questions to make sure of understanding. number you can use a factor tree to write the number as a product of
Knowledge of these topics is essential to the material covered in this primes. Use 120 as an example and demonstrate it as shown in the
unit which takes further the ideas covered in Stage 7. Learner’s Book. Build up the diagram step by step as follows:
• start with 12 and 10
• write 12 as 3 and 4
• write 10 as 2 and 5
 • 3, 2 and 5 are prime so circle those. You will not go any further with
those. • write 4 as 2 and 2
• 2 is prime so circle those
• all end points are circled, so you stop. The circled primes have a
product of 120. Write 120 = 2 × 2 × 2 × 3 × 5 It is convenient to write
them in ascending order like that. Check it is correct. You usually use
indices to write it more concisely as 120 = 2 3 × 3 × 5. Learners should
be familiar with the use of indices. Now set the learners to do Exercise
1.1, Question 1. This asks them to investigate different number trees
for 120. Encourage them to work through this on their own; do not do
it as a teacher-led activity. Give them plenty of time, particularly to
compare their results with a partner. When appropriate bring the class
back together and discuss what they have found. Possible points that
will arise:
• When are two trees considered to be different? Just swapping the
order of the numbers on the tree does not make a different tree.
• There are lots of possibilities. Even for the start you could have 2 ×
60 or 3 × 40 or 4 × 30 and so on and then subsequent branches can
vary too.
Learning intention:
To develop their own rules for multiplying integers by recognizing a
pattern and extending it. Resources: Learner’s Book Exercise 1.2,
Question 1 Description:
Learners should already have looked at Exercise 1.2, Question 1 of the
Learner’s Book. Display this pattern which is similar to the ones in
Question 1. −8 × 4 = −32 −8 × 3 = −24 s −8 × 2 = −16
−8 × 1 = −8 Ask what patterns they can see. Look for these answers: •
The first number is always −8.
• The number you multiply by decreases by 1 each time you go down a
row.
• The answer increases by 8 each time you go down a row, although
not all learners may see this until the sequence is extended. Ask
learners how the sequence continues. You are looking for: −8 × 0 = 0 −8
× −1 = 8 −8 × −2 = 16 −8 × −3 = 24 Ask ‘What does this show about the
result of multiplying two negative integers?’ and ‘Does this agree with
what you found in Question 1?’ Try to get learners to explain any rule
 in their own words. This will generally involve looking at the signs of
the numbers being multiplied to decide the sign of the answer. Resist
the temptation to tell learners the ‘correct’ description. Encourage
them to make their own. They have more chance of remembering it if
they work it out for themselves. Learners should now be able to
answer multiplication questions involving one or two negative
numbers. Give them some new examples to check this.
Activity Formative Assessment (Oral/Written) Plenary (Wrap-up)
The point to assess is that learners can multiply or divide two Ask learners to make summary notes of
integers correctly where one or both is negative, where the what they need to remember about this
answer to the division is an integer. There are many topic. They should choose two numbers,
opportunities to check learners can do this successfully: in write them as products of primes and
the exercise, the homework and the class activities. Try to show how to find the HCF and LCM.
identify learners who have not been able to use a general They could use numbers that they have
rule (such as dividing a negative by a negative gives a positive already investigated. Ask one or two
answer) and concentrate on them for support. learners to describe what they have
done.

Reflection

Checked by: Checking Date: