WEEK #9: 24th October to 28th October

Class: 1-1, 1-2, 1-3 and 1-6

Subject: Math

Lesson: 1
Topic: Number Theory

Sub-topic: Sequences of Numbers (Rule Identification)

Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28-29
 Number Sequences:
http://www.worksheetworks.com/pdf/c52/144ad17780efd/WorksheetWorks_Number_Sequen
ces_1.pdf

Previous Knowledge:
 Students are familiar with the concept of number sequences and that each component of a
sequence is referred to as a term and that each sequence follows a specific rule.

Objectives: Through graphic illustration of number sequences, students will be able to:
 Complete sequences of numbers.
 Identify the rule for given sequences of numbers.
 Recognize the applications of sequences of numbers in real life.

Concepts:
Stepst to find the next term in a number sequence:
 Look at all of the terms in the sequence.
• Find the pattern and identify the rule.
• Decide what term should come next.
• Put the term into the sequence and check that it looks correct.

Skills:
1. Complete a sequence and illustrate it through the use of drawings.
2. Communicate findings of group activity.
3. Follow presentation guidelines.

Attitudes:
1. Cooperate in group activity.
2. Become aware of the applications of number sequences in real life.

Materials:
  Word search paper, newsprint, markers, strips of paper with sequences, small box, tape,
and posted note.

Introduction:
 Entrance slip: On index card provided, students will be allowed one minute to write one
main thing learnt in the previous lesson. After the minute, volunteers will be asked to
share their answers.

Development:
 Students will be placed in groups of six through the numbering method. Each group will
be numbered (group1, group2, etc…). They will then be provided with newsprint and
markers.
 Each group will hand pick a specific strip of paper from a small box. The strip of paper
will contain a specific sequence. In groups, students will complete the sequence by
drawing the next three terms of the sequence. In addition, they will be asked to write the
sequence in number form and at last to identify and write the rule for the sequence.
Students will draw and write their solution on a newsprint. They will be allowed 15
minutes for this activity.
 After the 15 minutes, reporters from each group will do a 2 minutes presentation of
his/her group’s sequence.

Closure:
 Exit Slip: Students will be allowed one minute to write on posted note provided, one
main thing that they learned in today’s lesson. After the minute, volunteers will be asked
to share their responses.

Conclusion:
 Students will be provided with a strip of paper and will be allowed three minutes to
develop and write one number sequence of their own. To be collected.

Extended Activity:
 Students will be asked to collect ten different pictures of objects and living organism
(plants and animals) having patterns on them. Students will create a collage composed of
these pictures. At the back of the collage, students will be ask to write one real life
application of number sequences.

Lesson Evaluation:
Lesson: 2
Topic: Number Theory
Sub-topic: Quiz #4 - Number Sequences
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 28-29
 Number Sequences:
http://www.worksheetworks.com/pdf/c52/144ad17780efd/WorksheetWorks_Number_Sequen
ces_1.pdf

Previous Knowledge:
 Students have covered the concept sequences of numbers.

Objectives: Through the ‘Sink or Swim’ game and through the completion of quiz #4 on
sequences of numbers, students will be able to:
 Solve for missing terms in given sequences of numbers.
 Determine the rule for given sequences of numbers.
 Appreciate the importance of sequences of numbers in real life.

Concepts:
Sequence:
-a sequencce is a pattern.
-it can be a pattern of objects, music, letters or numbers.

Number Sequence:
- is a set of numbers following a pattern.
-Each number in the sequence is called a term and is given a value corresponding to its position.
- is a set of numbers following a pattern.
-Each term is represented by the symbol T.

E.g. Given the sequence of numbers: -6, -4, -2, 0, 2, …

Then the first term,
T1= -6
The second term,
T2= -6+2= -4
And the third term,
T3= -4+2= = -2

Hence the rule is:

-Add 2 to the previous term in order to obtain the next term.

Thus:
The sixth term,
T6 = 2+2= 4
And the seventh term,
T7 = 4+2= 6
Hence the sequence becomes: -6, -4, -2, 0, 2, 4, 6, 8

Steps to find the next term in a number sequence:

 Look at all of the terms in the sequence.
• Find the pattern and identify the rule.
• Decide what term should come next.
• Put the term into the sequence and check that it looks correct.

Skills:
1. Follow instructions while playing the game.
2. Solve for next three terms in given number sequence.
3. Determine the rule of given number sequences.

Attitudes:
1. Actively participate in ‘Sink or Swim’ game.
2. Cooperate in group activity.
3. Appreciate the importance of understanding sequences of numbers when solving for the
missing terms.

Materials:
 Small box, strips of paper with sequences, posted notes, name box, and copy of Quiz #4.

Introduction:
 Guess my rule: all strips of papers containing specific number sequence previously
constructed by the students will be place inside a small box. At random, students will be
asked to hand pick one strip of paper and to state the rule for the corresponding sequence.
At least, three sequences will be done.

Development:
Sink or Swim Activity:
 The class will be divided into two teams facing one another (standing).
 Team 1 will be asked a question, and if they get it right, they can choose one person from
the other team to sink (seating down).
 Then team 2 will be asked a question, and if they get the answer right, they may either
sink their opponents’ team member, or save their sunken team member.
 At least six questions will be asked.
 After all the questions have been asked, the team with the most people swimming
(standing) will be the winner.

Quiz #4
 Students will seat down and will be provided with a copy of quiz #4.
  Quiz #4 will be administered.
 After the 20 minutes, quiz papers will be collected.

Closure:
 Teacher will briefly go over the questions for students to more or less get an idea of the
answers for the quiz.

Conclusion:
 On posted notes provided, students will be asked to write their expected grades for the
quiz. To be collected.

Extended Activity:
 Students will write a short journal explaining their experience concerning quiz #4;
challenges and strengths.

Lesson Evaluation:
Lesson: 3
Topic: Number Theory
Sub-topic: Place Values (Non-decimals)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29
 The Number Song- http://www.youtube.com/watch?v=ea5-SIe5l7M
 Place Value: http://www.math.com/school/subject1/lessons/S1U1L1GL.html

Previous Knowledge:
 Students know how to count numbers.

Objectives: Through demonstration and ‘Place Value Chart’ activity, students will be able to:
 Describe the concept of place value.
 Construct a place value chart.
 Use place value chart when determining the place value of a specific digit.
 Value the importance of place value in real life.

Concepts:
Place Value
-is the value assign by position of a digit. In our decimal number system, the value of a digit
depends on its place, or position, in the number. A “digit” is a particular number within a larger
number; the “number” refers to the entire group of digits.
E.g. The number 11,327 has 5 digits; however, each digit has a specific place value.

Example: In a place-value chart write down the number eleven thousand, three hundred and
twenty seven:

Ten-
Thousands Hundreds Tens Units
Thousands
1 1 3 2 7
The Number 11,327
Skills:
1. Describe the concept place value.
2. Construct place value chart.
3. Use place value chart to determine the place value of specific digits.

Attitudes:
1. Actively participate in class discussion.
2. Cooperate in class activity by selecting number cards.
3. Appreciate the application of place value in real life.
Materials:
 Video: ‘The Numbers Song’, laptop, speakers, projector, pack of number cards, tape,
picture of Belize’s 1 cent, 10 cent,1 dollar, 10 dollar and 100 dollar, and index cards.

Introduction:
 Students will be presented with a short video entitled: ‘The Numbers Song’.

Development:
 Students will be explained that if we join various numbers together we form a larger
number (e.g. 1234). In addition, that each component of the number is called a digit and
that each digit has a specific value corresponding to its position in the number. Hence,
we will be looking at place values. The concept of place value will be defined and
students will be asked to copy the definition.
 Students will then be presented with a place value chart which will be used to represent
specific numbers and to identify the place value of each digit.
 Teacher will select five different numbers from a pack of number cards and will form a
specific number (e.g. 1,327). She will then place each of the numbers under their
corresponding place value. Students will be asked to follow as teacher demonstrates.
 Then randomly, six students will be asked to select one number card each and the number
cards will be pasted on the board forming a specific number. Students will then be asked
to write each of the numbers under their corresponding place value in the place value
chart. Through the selection of name from name box, a student will be asked to paste
each of the number cards under their corresponding place value. As a class, the answer
will be checked and corrections mace if necessary.
 The process will be repeated but with four, three, two and one number card respectively
so that students can work with each of the place values independently.

Closure:
 Students will be allowed 2 minutes to identify one main application of place value in real
life. Through the picking of names form name box, students will be asked to share their
answer. Then, teacher will share with students that one main application would be with
money (1 cent = ones, 10 cent = tens. 1 dollar = hundreds, 10 dollars = thousands, etc…).

Conclusion:
 Students will be provided with an index card, will be assigned a specific number and will
be allowed two minutes to draw a place value chart on the index card and to write each of
the numbers under their corresponding place value. To be collected.

Extended Activity:
 Students will be asked to write a reflection on the main application of the concept in real
life.

Lesson Evaluation:
Lesson: 4
Topic: Number Theory
Sub-topic: Place Values (Decimals)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29
 Place Value: http://www.mathsisfun.com/decimals.html

Previous Knowledge:
 Students are familiar with the concept of place value.

Objectives: Through demonstration and place value chart activity, students will be able to:
 Construct a place value chart for decimal numbers.
 Use place value chart when determining the place value of a specific digit in decimal
numbers.
 Recognize the applications of place value in real life.

Concepts:
For decimals we use the following place values:
Hundreds

Ones

Tenths

Thousandths
Hundredths
Tens

1 7 . 5 9 1
Example: In 17.591, the place value of the 9 is "hundredths"

Skills:
1. Construct place value chart for decimals.
2. Use place value chart to determine the place value of specific digits in decimal numbers.
3. Follow presentation guidelines.

Attitudes:
1. Participate in class discussion.
2. Cooperate in group activity.
 3. Carefully follow instructions.

Materials:
 Posted notes, laptop, projector, pack of number cards, typing sheet and flash cards.

Introduction:
 Entrance Slip: on posted note provided students will be allowed a minute to write one
main thing they learnt in the previous lesson. Volunteers will be asked to share their
responses.

Development:
 Students will be presented with a place value chart which will be used to represent
decimal numbers and to identify the place value of each digit in the decimal number.
 Teacher will select five different numbers from a pack of number cards and will form a
specific decimal number (e.g. 17.591). She will then place each of the numbers under
their corresponding place value. Students will be asked to follow as teacher demonstrates.
 Then randomly, six students will be asked to select one number card each and the number
cards will be pasted on the board forming a specific decimal number. Students will then
be asked to write each of the numbers under their corresponding place value in the place
value chart. Through the selection of name from name box, a student will be asked to
paste each of the number cards under their corresponding place value. As a class, the
answer will be checked and corrections made if necessary.
 Students will pair according to rows and will form a decimal number of their own (the
decimal number should be composed of seven digits). They will be provided with a
typing sheet and will be asked to draw their place value chart and to write down each of
the digits under their corresponding place value in the chart. They will be allowed five
minutes for this task. Then papers will be collected.
 Teacher will randomly select place value charts, will display it to the entire class and
students will be required to read each of the decimal numbers aloud and the place value
of each.

Closure:
 Triangle Review: Students will be allowed 2 minutes to draw a triangle and on each end
to write about today’s class; one thing learned, one question/concern, and one thing they
want to share about the topic.

Conclusion:
 Flash cards: Students will be assigned a specific decimal number and will be allowed two
minutes to draw a place value chart on the card and to write each of the digits under their
corresponding place value. To be collected.

Extended Activity:
 Students will complete a worksheet composed of ten questions regarding place value of
decimal and non-decimal numbers.

Lesson Evaluation:
Lesson: 5
Topic: Number Theory
Sub-topic: Place Value (Jeopardy Game)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29

Previous Knowledge:
 Students are familiar with place values.

Objectives: Through the Jeopardy Game on Place Values, students will be able to:
 Identify the place value of at least 5 digits in non-decimal numbers and of at least 5 digits
in decimal numbers.
 Write at least one number in word form.

Concepts:
Place Value
-is the value assign by position of a digit. In our decimal number system, the value of a digit
depends on its place, or position, in the number. A “digit” is a particular number within a larger
number; the “number” refers to the entire group of digits.

E.g. The number 11,327 has 5 digits; however, each digit has a specific place value.
Ten-
Thousands Hundreds Tens Units
Thousands
1 1 3 2 7

E.g. In 17.591, the place value of the 9 is "hundredths"

Tenths

Thousandths
Hundreds

Ones
Tens

Hundredths
.

1 7 . 5 9 1
Skills:
1. Identify the place value of digits in non-decimal numbers.
2. Identify the place value of digits in decimal numbers.
3. Write numbers in word form.

Attitudes:
1. Actively participate in the jeopardy game.
2. Follow instructions as the game is played.

Materials: Projector, laptop, labelled colored papers, jeopardy game on Place Values and posted
notes.
Introduction:
 Students will be placed in groups of six according to rows. Each group will be provided
with a colored paper labeled with their corresponding group number.

Development:
 Teacher will project the jeopardy game board and will explain the instructions/rules of
the game.
 1. Each team will have the chance to answer a question.
2. All five categories will be projected.
3. The first team will be allowed to choose a topic and a point value for a question.
4. Teacher will click on this question box and the question will be displayed.
5. This question will be read and the team will be allowed a minute to answer the
question.
6. If someone on the team answers the question correctly, they gain that number of
points. If they get it wrong, they lose that number of points.
7. After team one has finished, then steps 2 to 6 will be repeated with team two, three,
etc… respectively, until all groups get a chance to participate.
8. When the first round is finished, we will move on to the second round. At least, three
rounds will be played.
9. At last, the team with the most total number of points will be the winner. If there is a
tie then a last question will be played with the teams. The team getting it correct will gain
the points and will be declared the winner.

Closure:
 Students will be asked to illustrate how they feel about the lesson through the use of non-
verbal expressions.

Conclusion:
 Students will be presented with seven different numbers (1, 9, 5, 6, 8, 4 and 2) and will
be asked to form a number such that the digit ‘5’ has a place value of ten thousands. They
will be allowed one minute to write it on posted note provided and will then be collected.
A volunteer will be asked to share his/her answer.

Extended Activity:
 Students will write a short journal describing their experience in playing the jeopardy
game; the challenges encountered, the fun part of it, etc….

Lesson Evaluation:
Lesson: 6
Topic: Number Theory
Sub-topic: Number Systems
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29
 Number Bases- http://www.purplemath.com/modules/numbbase.htm

Previous Knowledge:
 Students are familiar with place values.

Objectives: Through the power-point presentation, students will be able to:

 Define the term ‘number system’.
 Identify digits used in each of the number systems.
 Create examples of numbers for each of the number systems.
 Classify numbers into their respective number system.
 Appreciate the importance of base 2 and base 10 number systems in real life.

Concepts:
Number System
- Is a writing system for expressing numbers of a given set, using digits or other symbols.
Counting is done in groups, and the base of a number is the size of the group used.
-Our normal counting system is base ten-decimal system.
-A Suffix in a number indicates the base used.

Number Systems: bases 2 – binary – uses the digits 0 and 1 only. E.g. 1012
base 3 – ternary – uses the digits 0, 1, and 2. E.g 1213
base 5 – quinary – uses the digits 0, 1, 2, and 4. E.g 1345
base 7 – septenary – uses the digits 0, 1, 2, 3, 4, 5, and 6. E.g 3567
base 10 – denary – uses the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. E.g 97510
… etc,

Skills:
1. Identify digits used in each of the number systems.
2. Create examples of numbers for each of the number systems.
3. Classify numbers into their respective number system.

Attitudes:
1. Actively participate in class discussion.
2. Appreciate the application of number systems in real life.

Materials:
 2 small balls, laptop, projector, posted note, chalk.
Introduction:
 Hot Potato Activity: Teacher will give a ball (representing the hot potato) to the student
in the first row and to the student in the last row. Students will start passing the ball on
teachers signal. When the teacher says STOP then the persons with a ball will be asked a
question each. Sample question: What will be the place value of 3 in the number 346?

Development:
Power-Point Presentation:
 Students will be introduced with the concept ‘number systems’.
 Teacher will then explain that each of the number systems uses specific number of digits.
Students will be provided with the digits used for the base 2, base 4 and base 6 number
systems.
 They will then be asked to identify the digits used in the base 3, 5, 7, 8, 9, and 10 number
systems. They will be allowed 8 minutes for this task. After the eight minutes, students
will be asked to share their answers.
 As a class, the answers will be checked and corrections made if necessary.
 Then, students will be provided with examples of numbers in base 2, base 5 and base 10.
 Students will be grouped in pairs and will be instructed to create examples of numbers in
base 3, 4, 6, 7, 8, and 9. Two examples of each. They will be allowed ten minutes for this.
 After the ten minutes, students will be asked to share their examples with the class and to
write their examples on the board. Examples will be checked as a class and correction
made if necessary.
 Teacher will explain that humans use mainly the base 10 and base 2 number systems.
Base 10 for counting and base 2 as a computer language.

Closure:
 3-2-1 Activity: Students will be allowed two minutes to write on posted note provided,
about today’s lesson; three things they learned, two questions/concern about the topic and
one things they would like to share about the topic. Through the picking of names form
name box, students will be asked to share their responses.

Conclusion:
 Students will classify numbers into their respective number systems through the
answering of five main questions. They will be allowed three minutes for this.
Questions: Is 2465 an example of a base 2 number? Is the number 6585 an example of a base 5
number? Give an example of a base 3 number. I the number 5327 an example of a base 7
number? Give an example of a base 10 number.

Extended Activity:
 Students will be asked to create a foldable on the number systems. Students will fold a
piece of Bristol board in a specific way. At the front view they will label each division
with a specific number system (e.g. base 2 to base 10) and in the inside of each division
they will write a sentence description of the system and two examples of numbers in that
base.

Lesson Evaluation:
Lesson: 7
Topic: Number Theory
Sub-topic: Denary System (Base 10)
Time: 40 Minutes
Reference:
 Mathematics- A Complete Course with CXC questions. R. Toolsie pg. 29-30
 Denary System - /Math/Numeration%20and%20Place%20Value.pdf

Previous Knowledge:
 Students are familiar with the digits used in each of nine main number systems (base 2 up
to base 10).

Objectives: Through think-pair-share and demonstration on the denary system, students will be
able to:
 Describe at least two main properties of the denary system.
 Compute the expanded form of at least two denary numbers with the aid of place value
chart representing the powers of ten.
 Become aware of the notation used when working with the denary number system.

Concepts:
Denary System (Base Ten System)

Base 10
- Uses 10 digits  0,1,2,3,4,5,6,7,8,9 [these are the 10 digits on a calculator]
- Commonly used base for counting  denary system or decimal system
- Each digit of a number in base 10 is linked to a place value which is a power of 10.

Thus:
The number 973410 in its expanded form can be computed as shown below:

Ten- Thousands Hundreds Tens Ones

thousands
104= 103 = 1000 102= 100 101= 10 100 = 1
10000
9 7 3 4

= The number 9734

= (9X103) + (7X102) + (3X101) + (4X100)
= (9X1000) + (7X100) + (3X10) + (4X1)
= 9,000 + 700 + 30 + 4
Skills:
1. Describe at least two main properties of the denary system.
2. Communicate findings of think-pair-share.
3. Compute the expanded form of at least two denary numbers with the aid of place value
chart representing the powers of ten.

Attitudes:
1. Cooperate in think-pair-share.
2. Actively participate in class discussion.
3. Become aware of the notation used when working with the denary system.

Materials:
 Word Search, laptop, projector, posted note and worksheet on the denary system.

Introduction:
 Word Search: Students will be provided with a word search paper and will be allowed 2
minutes to search for nine specific terms (binary, ternary, quaternary, quinary, senary,
septenary, octonary, nonary, and denary).

Development:
Demonstration Model:
 Teacher will introduce the concept ‘Denary System’.
 Think-Pair-Share: Students will be allowed one minute to brainstorm on two main
properties of the denary (base 10) system. Then, students will pair according to rows and
will be allowed two minutes to write the two main properties. After that, volunteers will
be asked to share their answers. Teacher will elaborate on the responses and will provide
students with one more property.
 Students will then be asked to draw a place value chart and teacher will demonstrate how
to use the place value chart to represent powers of ten. Blocks will be used to represent
each place value.
 Students will then be demonstrate how to use the place value chart representing the
powers of ten to compute the expanded form of a base 10 number. Blocks will be used to
represent the base 10 number.
 Students will then be given a specific base 10 number and will be instructed to represent
the number with the aid of the place value chart and to use the chart to compute the
expanded form of the number. They will be allowed three minutes for this task and then a
volunteer will be asked to share his/her answer. As a class, the answer will be checked
and corrections made if necessary.

Closure:
 Exit Slip: On notebook, at the end of today’s notes, students will be asked to draw a
rectangular box. Inside the box, students will be asked to write one main thing they
learned in today’s lesson in a sentence form. Volunteers will be asked to share their
responses.
Conclusion:
 Students will be provided with the following diagram:

On postedExpanded
note provided,
Form: students will be
allowed two minutes to write the numeral
and the expanded form of the numeral
represented by the blocks on the diagram. To
be collected.

Extended Activity:
 Students will complete a worksheet composed of four main questions similar to the
diagram illustrated above. Again, they will be asked to write the numeral corresponding
to the blocks on the diagram and the expanded form of the numeral.

Lesson Evaluation:
Lesson Evaluations for Week #8:
What concepts or skills do the students need to be retaught?
Students still have difficulty with the identification of the rule of given sequences. Thus, they
need to explore more and more sequences for them to be able to analyze them and easily identify
its rule.
What concept or skills do the students need to practice?
Students need to continue practicing rule identification of sequences.
What concept or skills are the students ready to be introduced to?
Students will be working with creating their own sequences. Thus allowing them to be working
with rules. They will set a rule for their sequence and hence develop the sequence composed of
at least ten terms. They will link their number sequence with graphics.