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Number and Numeration SystemsT1W1and2

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16 views

Number and Numeration SystemsT1W1and2

Uploaded by

aericleo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHILD BILINGUAL INSTITUTE - Lesson Plan for YEAR 7

Sub-Topics: 1. Model Number


Quantities.
2. Compare and Order Numbers
3. Round Whole Numbers
Term: ONE
Subject:
Time: 4. Round Decimals
Mathematics
Week: 1 and 2
5. Express Decimal Numerals to
significant and decimal places

Topic: Number and Numeration Systems

Day and date:

Reference:
-
Teacher: Eric Leo Asiamah

2. Specific Objectives(s)/ Learning outcomes:

By the end of the lesson pupils must be able to:

1. B7.1.1.1.1 Model number quantities more than 1,000,000,000 using graph sheets, isometric papers and multi-base blocks.

2. B7.1.1.2 Compare and order whole numbers more than1,000,000,000and represent the comparison using ">, <, or="

3. B7.1.1.1.3 Round (off, up, down) whole numbers more than 1,000,000,000 to the nearest hundred-thousand, ten-thousands,
thousands, hundreds and tens

4. B7.1.1.1.4 Round decimals to the nearest tenth, hundredth, thousandths, etc.

5. B7.1.1.1.5 Express decimal numerals to given significant and decimal places


Teacher – Learner activities:
E.g.1. Model number quantities up to 1,000,000,000 (one billion) using graph sheets or multi-base materials. For instance, with
multi-base blocks one cube = 100,000, one rod = ten of the cubes (1,000,000) and a flat =10,000,000, and a block =100,000,000 as
shown below.

i.

Determine how many blocks will make a billion.

E.g.2. Use multiples of 10s, 50s, 100s and 200s to represent numbers in multiples of ways

(make sure each figure is used)

i.

5,560 = 20×200 + 10×100 +11×50 + 1×10; or = 15×200 + 20×100 +10×50 + 6×10; etc

E.g.3. Use token (or paper made currency notes) such as GH¢20, GH¢50, GH¢100 and GH¢200 to work out how many of each
denomination would be required to model given amount up to one billion.

i.

Workout how many GH¢200 will make GH¢185, 000,000, GH¢1,890,750,000, etc

ii.

Determine combinations of GH¢50, GH¢100 or GH¢200 notes that make GH¢1,000,000 (make sure each denomination is used);

E.g.1.Skip count forwards and backwards in 25s, 50s and 250s beginning from 1000.

2.

Eg.2. Learners identify numbers which are for instance, 500,000 more than or less than a given 8-digit or 9-digit number. Example,
1,296,300,000 is 500,000 more than 1,295,800,000 and 1,295,300,000 is 500,000 less than 1,295,800,000

E. g.3. Use phrases such as “is equal to”, “is greater than” and “is less than' as well as their symbols such as “>”, “<” and “=” to
compare any two numbers. Example: 1,300,850,700 = 1,300,850,700 5,223,487,637 >5,113,487,637 etc

E.g.4. Identify, read and write numbers in given positions in a number chart.

F. g. 1. Round off whole numbers up to over 1,000,000,000 to the nearest hundredthousands, ten-thousands, thousands, hundreds,
etc. Example, 1,879,653 is 1,900,000 to the nearest hundred thousand and 1,880,000 to the nearest ten thousand

E.g. 2. Explain the differences between the” round up” and “round down” concepts. When rounding up, we consider the larger
number, while when rounding down, we consider the smaller of the two. The table below may bring out the meaning of the concept.

E.g.3. Express whole numbers of significant figures (i) 857386321

-five significant figures

-four significant figures

-three significant figures etc.

E.g.1 Round (off, up and down) decimals to the nearest tenths, hundredths, thousandths…….
E.g.1 Explain when zero (0) is significant in a decimal numeral i. 0.360 (3sf) ii. 7.021 (4sf)

E.g.2. Round the following numbers to 0.00234567 and 84.40995000

i. 3sf

ii. 4sf

iii. 6sf

E.g.3. Express decimal numbers to a given number of decimal places (i) 745.9674 correct to

-three decimal places

-two decimal places

-one decimal place

Eg2.

ii. Musa measured the length of his teacher’s table and corrected his measurement to 2 decimal places as 0.76m. State the possible
actual readings Musa might have obtained. iii. Investigate similar problems on significant figures

4. Key language/vocabulary:Model, place value, strategy, rounding up, rounding down, rounding off, less than, greater
than, equal to
5. Differentiation: Core Competencies – Encourage communication, collaboration, time for critical
thinking and problem solving, the use of the internet for investigation to enhance their digital literacy

6. Evaluation:

Homework/project work/community engagement suggestions


This should include ideas for refining, extending or applying what has been learned
Reference Resource page number
Homework Task
Answer the following questions:

7. Remarks:

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