Full name: Riibwa Bwaaia

Year Level: 7 Subjects: Mathematics

Duration: 60 minutes School: BTC JSS
Topic: Numbers and number operation Term: 1
Sub –topic: Whole numbers Date: 09/02/2023

Learning outcome /At the end of the lesson students should be able to;
 Multiply whole numbers working from 2 digits x 2 digits, 2 digits x 3 digits, 2 digits x 4 digits and up
to 3 digits by 3 digits
 Describe the terms; addition, subtraction, multiplication, division, minuend, subtrahend, dividend,
divisor, quotient
 Divide whole numbers working from 2 digits divided by 1 digit, 2 digits by 2 digits, 3 digits divided
by 1, 3 digits by 2 digits and 1 digit by 2 digits using short and long division
Resources: Teacher guide, flashcard, charts , marker, black boards, chalk , plain papers ,
Introduction: 12 minutes
- Greet students and allocate them in the middle
- Introduce the topic along with the learning outcome
- Brainstorm with students on the topic
- Allow each students to voice out their answers
- Group them by numbering them by 1 – 5 and then arrange them in their groups.
- In their groups they have to share their understanding on their activity given;
a) Multiply 36 by 14
b) 34 multiply 16 then divide by 10
c) 268 ×123
d) 95 × 8050
e) 1260 ÷50
- Mark their work on the spot

Development: 15 minutes
Pair work (Exercise 1b and 1c from TG)
 Allow students to work in pairs to do the following
 Each pair will discuss each other to the find the solutions
 After they got the answers, they will raise their hand and the teacher will see if it is correct or wrong
 The pair who first come with a correct answer will score 10, second 5 and third 3
 Display answers on the board and allow them to exchange their work to nearby pairs for a marking

Exercise Calculate the following:

1. 32 x 21
2. 487 x 82
3. 87 ÷ 3
4. 639 ÷ 3
Application :20 minutes
Individual Work
A. Solve the following:
1. 1251 × 28
2. 567 × 789
3. 146 × 259
4. 875 ÷ 4
5. 8 ÷ 15
6. 9860 ÷ 80

B. Can you make a three by three magic square in which the product of each row, column and diagonals is
1000? In each square, you should have a different number

Conclusion (13 minutes):

 Direct questioning
Ask students the following questions to revisit the learning outcomes:
i. What is Multiplication?
ii. What is Division?
iii. Find the product of 690 and 50
iv. Find the share for 4 from 2500
v. Explain how to multiply whole numbers
 Praise the students for their great effort

Strength Weakness Intervention