MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN

NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 FRACTIONS Addition of fractions ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 1, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Fractions. Learners will acquire skills and values of
awareness of how to add fractions and appreciate the application of fractions to practical
problems. Group work, discussion, demonstration and Question & Answer methods will be used
to execute this lesson which is lesson number one in the series of five.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Fractions
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Define a fraction
2) Solve fractions with involving mixed fractions
3) Solve problems involving addition of fractions
STAGE CONTENT TEACHERS PUPILS METHODS
/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Definition: introduces the and participate &
I
lesson by Answer
N A fraction is a part of a whole. A fraction
T
R
shows in how many equal parts a whole has engaging
O been divided
D
learners in
describing a
____min
fraction
2 ADDITION OF FRACTIONS Teacher explains Pupils listen Teachers
Example 1 and copy the
writes an Exposition
1 1 example in their
Work out: 7 + 1
D 2 7 example on the
books
Solution
E board
1 1
V 7 +1
2 7
E 7 + 1 = 8 (First, add the whole numbers.)
Pupils copy the
 L 1 1 Teacher explains steps in their Questions
+ = 7 + 2 (Then, odd fractions (LCM of 2
2 7
O the steps in note books and And
14 and 7 is 14)
P =9 details ask where not Answers
14
M clear
1 1 9
E 7 + 1 = 8 + 9 (Combine both results.)
2 7 14
N
9
T =8 ans Pupils discuss
14
Example 2 Teacher puts and bring out Group
Work out the following
___min 3 1 2 3 5 pupils in groups solutions Work
(a) 2 + +5 (b) 15 + 6
4 3 3 7 9 to find solutions
Solution
3 1 2 for the examples
(a) 2 + +5
4 3 3
2+5=7 Add whole numbers first
3 1 2
+ + Add tractions
4 3 3
L.C,M of 4,3 and 3 = 3 x 4 = 12
3 1 2
+ + = (3x3) + (4x1) + (4x2)
4 3 3
12
9
9 + 4 + 8 = 21 = 1 (in mixed fraction)
12
12 12
Combine both Results
9 9 3
7+ 1 +8 = 8 (Simplifying)
12 12 4
C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting check on questions
S
I slow learners learners
O
N
understanding
Exercise/ Activity/ Home Work
1 3 2 1 4 1 8 6 2 1 2
1. a) 2 + 4 + 1 (b) a) 9 + 5 + 8 (c) + + (d) 5 + 6 + 3
2 4 3 3 5 2 9 7 3 3 5
3
4
2
2. Mutando bought 11 kg of rice, 6 kg of sugar and 7 kg of maize. What was the total mass of
3
items he bought?
 1 1 1
3. Alice had 49 kg of maize. Jane had 25 kg of maize and Ng’ambi had 44 kg. How many
4 5 5
kilograms of maize did the three women have altogether?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 FRACTIONS Subtraction of fractions ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 4, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Fractions. Learners will acquire skills and values of
awareness of how to subtract fractions and appreciate the application of fractions to practical
problems. Group work, discussion, demonstration and Question & Answer methods will be used
to execute this lesson which is lesson number two in the series of five.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Fractions
SPECIFIC OUTCOMES, L.S.B.A.T:
1) subtract fractions with the common denominator (LCM)
2) Solve fractions with involving mixed fractions
3) Solve problems involving subtraction of fractions

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap on previous lesson introduces the and &
I
lesson by participate Answer
N A fraction is a part of a whole. A fraction shows
T
R
in how many equal parts a whole has been divided coming up with
O
activities that
D Example 1
will prompt
____min 1 1 leaners to recall
Work out: 7 + 1
2 7
what they learnt

2 SUBTRACTION OF FRACTIONS Teacher Pupils listen Teachers

Examples and copy the
explains writes Exposition
Work out example in
D 1 4 2 an example on
(a) 6 - 2 (b) 13 - 4 their books
4 5 3
E the board
V Teacher Pupils copy Questions
Solutions
E explains the the steps in And
1 1
L (a). 6 - 2 = (6 - 2) - (Subtract whole number) steps in details Answers
4 4 their note
1
O = 4- books and ask
4
P 1 where not
=3+1-6- (Rewrite 4 as 3 + 1)
M 4 clear
4 1 4
E =3+ - since 1=
4 4 4
N Teacher puts Pupils discuss Group
=3+4–1
T 1 pupils in groups and bring out Work
3 to find solutions solutions
=3
4
___min 1 9 for the
Or 6 - 2 = 6 - (change to improper fraction)
4 4 examples
= 6 - 9 (find the L.C.M of 1 and 4)
1 4
3
= 24 – 9 = 15 = 3 ans
4

4 2 4 2
(b) 13 - 4 = (13 – 4) + ( - )
5 3 5 3
= 9 + 12 – 10 (L.C.M. of 5 and 3 is 15)
4
2
=9 ans
15

C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
 Exercise/ Activity/ Home Work
4 1 2 2 4 3
1. (a) 5 - 3 (b) 16+ 12 (c) 18 - 9 (d) 43- 15
5 3 3 5 7 4
1 1
2. Alumbwe had 82 litres of juice. He sold 23 litres. How many litres of juice remained?
4 2
1 4
3. Malele had 35 litres of juice. He sold 17 litres of juice. How many litres of juice
2 5
remained?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………

MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 FRACTIONS Subtraction of fractions ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 4, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Fractions. Learners will acquire skills and values of
awareness of how to subtract fractions and appreciate the application of fractions to practical
problems. Group work, discussion, demonstration and Question & Answer methods will be used
to execute this lesson which is lesson number three in the series of five.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Fractions
SPECIFIC OUTCOMES, L.S.B.A.T:
1. Subtract fractions with the common denominator (LCM)
2. Solve fractions with involving mixed fractions
3. Solve problems involving subtraction of fractions

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME
 ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap on previous lesson introduces the and &
I
lesson by participate Answer
N A fraction is a part of a whole. A fraction shows
T
R
in how many equal parts a whole has been divided coming up with
O
activities that
D Example 1
1 1 will prompt
____min Work out: 7 + 1
2 7
leaners to recall
what they learnt
2 SUBTRACTION OF FRACTIONS Teacher Pupils listen Teachers
Examples and copy the
explains writes Exposition
Work out example in
D 1 4 2 an example on
(b) 6 - 2 (b) 13 - 4 their books
4 5 3
E the board
V Teacher Pupils copy Questions
Solutions
E explains the the steps in And
1 1
L (a). 6 - 2 = (6 - 2) - (Subtract whole number) steps in details Answers
4 4 their note
1
O = 4- books and ask
4
P 1 where not
=3+1-6- (Rewrite 4 as 3 + 1)
M 4 clear
4 1 4
E =3+ - since 1=
4 4 4
N Teacher puts Group
=3+4–1
T 1 pupils in groups Pupils discuss Work
3 to find solutions and bring out
=3
4
___min 1 9 for the solutions
Or 6 - 2 = 6 - (change to improper fraction)
4 4 examples
= 6 - 9 (find the L.C.M of 1 and 4)
1 4
3
= 24 – 9 = 15 = 3 ans
4

4 2 4 2
(b) 13 - 4 = (13 – 4) + ( - )
5 3 5 3
= 9 + 12 – 10 (L.C.M. of 5 and 3 is 15)
4
 2
=9 ans
15

C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
Exercise/ Activity/ Home Work
4 1 2 2 4 3
1. (a) 5 - 3 (b) 16+ 12 (c) 18 - 9 (d) 43- 15
5 3 3 5 7 4
1 1
2. Alumbwe had 82 litres of juice. He sold 23 litres. How many litres of juice remained?
4 2
1 4
3. Malele had 35 litres of juice. He sold 17 litres of juice. How many litres of juice
2 5
remained?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………

MINISTRY OF GENERAL EDUCATION

MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
7 FRACTIONS Multiplication of fractions ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 5, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Fractions. Learners will acquire skills and values of
awareness of how to multiply fractions and appreciate the application of fractions to practical
 problems. Group work, discussion, demonstration and Question & Answer methods will be used
to execute this lesson which is lesson number four in the series of five.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Fractions
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Multiply fractions with the common denominator (LCM)
2) Solve fractions with involving mixed fractions
3) Solve problems involving multiplication of fractions

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap on previous lesson introduces the and &
I
lesson by participate Answer
N SUBTRACTION OF FRACTIONS
T
R
Examples coming up with
O Work out
activities that
D 1 4 2
(a) 6 - 2 (b) 13 - 4
4 5 3 will prompt
____min
leaners to recall
what they learnt
2 MULTIPLICATION OF FRACTIONS Teacher Pupils listen Teachers
Examples and copy the
explains writes Exposition
Work out example in
D an example on
their books
1 2
E a) 7 X 1 the board
2 3
V Teacher Pupils copy Questions
Solution
E explains the the steps in And
1 2
7 X 1
L 2 3 steps in details their note Answers
O books and ask
15 5
P = X (Convert into improper fractions)
2 3 where not
M 5
clear
15 5
E = X (Divide by common factors)
2 3
1

N 5 5
= X = 5x5
T 2 1
2x1
___min 25 1 Teacher puts Pupils discuss Group
= = 12 ans
2 2
pupils in groups and bring out Work
to find solutions solutions
1 1
b) 3 X 7 for the
2 14
examples
Solution
( 3 x 2 ) +1 ( 14 x 7 )+ 1
= X (Convert into improper fractions)
2 14
1
7 99
= 2 X 14 (Simplify by dividing)
2

99 3
= = 24 ans
4 4

C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
Exercise/ Activity/ Home Work
1 1 1 1 1 2 1 2 5
1. (a) x (b) 8x 1 x 4 (c) 8 x 3 (d) x x
4 5 3 2 4 3 3 5 8
2 1
2. A rectangular plot of land measures 18 m long and 13 m wide. What is the area of the plot
3 2
in square metres?
3
3. A tailor used 2 m of cloth to make one uniform. How many metres did he use to make 35
4
uniform?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
 GRADE TOPIC SUB TOPIC DURATION DATE
7 FRACTIONS Division of fractions ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 7, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Fractions. Learners will acquire skills and values of
awareness of how to divide fractions and appreciate the application of fractions to practical
problems. Group work, discussion, demonstration and Question & Answer methods will be used
to execute this lesson which is lesson number five in the series of five.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Fractions
SPECIFIC OUTCOMES, L.S.B.A.T:
1. Divide fractions with the common denominator (LCM)
2. Solve fractions with involving mixed fractions
3. Solve problems involving division of fractions

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap on previous lesson introduces the and &
I
lesson by participate Answer
N MULTIPLICATION OF FRACTIONS
T
R
Example coming up with
O Work out
D
activities that
1 2 will prompt
____min a) 7 X 1
2 3
leaners to recall
what they learnt
2 DIVISION OF FRACTIONS Teacher Pupils listen Teachers
Examples and copy the
explains writes Exposition
Work out example in
D an example on
their books
3 5
E a) 15 ÷ 2 the board
4 8
V Teacher Pupils copy Questions
Solution
E explains the the steps in And
3 5
a) 15 ÷ 2
L 4 8 steps in details their note Answers
O books and ask
 P 3 5 where not
= 5 ÷ 2 (Convert into improper fractions)
4 8
M clear
E 63 21
= ÷
N 4 8

T 9
3

63 8
= x (Multiply by the reciprocal of the
4 21
___min 3
1 second fraction) Teacher puts Pupils discuss Group
= 3x2 = 6 ans pupils in groups and bring out Work
1x1
to find solutions solutions
1
b) Keti had 26 litres of juice. She packed for the
4
3 examples
the juice into litre bottle. How many
8
bottles did she fill?
Solution
1 3 105 3
Number of bottles filled 26 ÷ = ÷
4 8 4 8
(Convert into proper fractions)
105 8
= ÷ (Simplify by dividing)
4 3
=70 bottles ans
C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
Exercise/ Activity/ Home Work
3 3 5 3 2 13 4
1. (a) ÷ (b) 4 ÷1 (c) 8 ÷ (d) 2 ÷1
4 8 7 8 5 25 5
3 1
2. Mutalo had 78 litres of milk. He poured the milk into milk pails each capacity 4 . How many
4 4
milk pails did he fill?

1 1
3. A milk man had 94 litres of milk. He put all the milk into milk Jerri cans each capacity 5 .
2 4
How many milk pails did he fill?

TEACHER/ PUPIL’S EVALUATION

 ………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
7 DECIMALS Addition and subtraction of ____min ____/___/__
Decimals
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 10, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Decimals. Learners will acquire skills and values of
awareness of how to Add and subtract of Decimals and appreciate the application of decimals to
practical problems. Group work, discussion, demonstration and Question & Answer methods
will be used to execute this lesson which is lesson number one in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on decimals
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Add and subtract problems with decimals
2) Solve questions involving decimals
3) Arrange numbers with decimal points

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
DECIMALS introduces the and &
I A decimal number is made of a whole number, a lesson by
participate Answer
N decimal point and a Decimal fraction. The coming up with
T
R
decimal point goes between the whole number activities that
O which is on the left; and the decimal fraction, will prompt
D which is on the right. leaners to
The decimal point helps to identify what the place
____min define
value of each digit in
Decimals
2 ADDITION AND SUBTRACTION Teacher Pupils listen Teachers
 Examples explains writes and copy the Exposition
D an example on example in
Work out their books
E (a). 0.675 + 3.847 (b) 13.447 – 7.458 the board
V Teacher Questions
Solution Pupils copy
E 1 11 explains the And
the steps in
a) 0.675
L steps in details Answers
their note
O +3.847
books and ask
P
4.522 where not
M
clear
E 2 3 3
1 11

N b) 13.447 Teacher puts Group

Pupils discuss
T - 7.458 pupils in groups Work
and bring out
to find solutions
solutions
5.989
___min for the
examples
C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
Exercise/ Activity/ Home Work
1. (a) 7.83 + 25.7934 + 08976 (b) 62.9589 + 0.0984 – 15.3162 (c) 147.1083 – 38.6409
2. Namale had 37.86 litres of juice. Anita had 49.275 litres of juice. How many litres of juice did
the two girls have altogether?
3. Hassan had 324.63 m of a piece of cloth in his shop. He sold 197.85m of the piece. How many
metres of the piece remained?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………
 MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRAD TOPIC SUB TOPIC DURATION DATE

E
7 DECIMALS Multiplication and Division ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 11, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Decimals. Learners will acquire skills and values of
awareness of how to Multiplication and Division of Decimals and appreciate the application of
decimals to practical problems. Group work, discussion, demonstration and Question & Answer
methods will be used to execute this lesson which is lesson number two in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Decimals
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Multiply and Divide problems with decimals
2) Solve questions involving decimals
3) Arrange numbers with decimal points

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap of previous lesson introduces the and &
I
lesson by
participate Answer
N ADDITION AND SUBTRACTION coming up with
T
R
Examples activities that
O will prompt
D Work out leaners recall
(a). 0.675 + 3.847 (b) 13.447 – 7.458
____min what they learnt
 2 MULTIPLICATION AND DIVISION Teacher Pupils listen Teachers
explains writes and copy the Exposition
Examples example in
D an example on
their books
a) 3.28 x 1.7 (b) 16.0875 ÷ 2.75
E the board
V Teacher Pupils copy
E explains the the steps in Questions
Solution
L steps in details their note And
a) 3.28 x 1.7
O books and ask Answers
P 328 x 17 (Convert into fractions) where not
100 10
M clear
E 5576 (Simplify)
1000
N
T 5.576 Teacher puts Pupils discuss
pupils in groups and bring out
b) 16.0875 ÷ 2.75
___min to find solutions solutions Group
=16.0875 ÷ 275 (Change to fractions)
for the Work
10000 100
585 examples
6435
32175
= 160875 x 100
10000 275
55
11
1

= 5.85
C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
Exercise/ Activity/ Home Work
1. (a) 2.6 x 1.8 (b) 4.27 x 3.5 (c) 8.8068 ÷ 2.46 (d) 66.844 ÷ 6.8

2. Multiply 13.87 by 4.35

 3. To make one school uniform, a tailor used 3.24 m of cloth. if she had 87.48 m of cloth , how
many uniforms did she make?
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………….
………………………………………………………………………………………………………
………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 DECIMALS Conversion of fractions to ____min ____/___/__
decimals
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 13, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Decimals. Learners will acquire skills and values of
awareness of how to Convert of fractions to decimals and appreciate the application of decimals
to practical problems. Group work, discussion, demonstration and Question & Answer methods
will be used to execute this lesson which is lesson number three in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Decimals
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Convert fractions in decimals
2) Convert the following decimals to fractions
3) Arrange numbers and divide the numerator by the denominator

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap of previous lesson introduces the and &
I
lesson by
participate Answer
N Division and multiplication of decimals coming up with
T
R
Examples activities that
O will prompt
D
leaners recall
 a) 3.28 x 1.7 (b) 16.0875 ÷ 2.75 what they learnt
____min

2 CONVERTING FRACTIONS IN DECIMALS Teacher Pupils listen Teachers

Example and copy the
explains writes Exposition
1 ) Convert the following fractions to decimals example in
D 5 an example on
(a) their books
8
E the board
V Teacher Pupils copy
E Solution explains the the steps in Questions
5
L (a) (Divide 5 by 8) steps in details their note And
8
O 0.625 books and ask Answers
P 8√ 5.000 where not
4.9
M clear
.20
E .16
N .40
.40
T Teacher puts Pupils discuss
00
CONVERTING DECIMALS TO FRACTIONS pupils in groups and bring out
___min Example to find solutions solutions Group
(a) 0.85 for the Work
 To convert one decimal into fractions , examples
divide by 10 and then simplify
 To convert two decimal into fractions ,
divide by 100 and then simplify
 To convert three decimal into fractions ,
divide by 1000 and then simplify
Solution
17
a) 0.85 = 85
100
20

= 17
20 ans
C
O
Lesson Conclusion Teacher asks Learners Question
N random &
C Teacher emphasises on the main points of the respond to the
L questions to Answer
U lesson and goes round checking and assisting slow check on questions
S
I learners learners
O
N
understanding
 Exercise/ Activity/ Home Work
1 2 3 11
1. Convert the following fractions to decimals (a) (b) (c) (d)
4 5 8 16

2. Convert the following decimals to fractions (a) 0.3 (b) 0.54 (c) 0.48 (d) 0.625

TEACHER/ PUPIL’S EVALUATION

………………………………………………………………………………………………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 DECIMALS Ordering fractions and decimals ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 10, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Decimals. Learners will acquire skills and values of
awareness of how to order of fractions to decimals and appreciate the application of decimals to
practical problems. Group work, discussion, demonstration and Question & Answer methods
will be used to execute this lesson which is lesson number four in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Decimals
SPECIFIC OUTCOMES, L.S.B.A.T:
1) order fractions in decimals and in fractions
2) order fractions from the smallest to largest or vice versa
3) order decimals the smallest to largest or vice versa

STAGE CONTENT TEACHERS PUPILS METHODS

/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
Recap of previous lesson introduces the and &
I
lesson by
participate Answer
N CONVERTING FRACTIONS IN DECIMALS coming up with
T
5 activities that
R (a)
O 8 will prompt
D CONVERTING DECIMALS TO FRACTIONS leaners recall
____min (b) 0.85 what they learnt

2 Ordering fractions Teacher Pupils listen Teachers

1. Which fractions is greater and copy the
explains writes Exposition
9 7 example in
(a) or
D 27 28 an example on
their books
E the board
2. Arrange the following decimals in
V (i) Ascending order (ii) descending order Teacher Pupils copy
(a) 2.432 , 2414, 21.001, 1.9942
E explains the the steps in Questions
L Solutions steps in details their note And
9 7
O (a) or books and ask Answers
27 28
P 1 where not
9 9 1
M can be simplified as = clear
27 27 3
E 3

N 7 7 1
can be simplified as =
28 28 4
T 4 Teacher puts
1 1 pupils in groups
or L.C.M. of 3 and 4 is 12 ?
3 4
___min 1 1 4∨3 to find solutions Pupils discuss Group
or = (group the numerator to
3 4 12 for the and bring out Work
determine the greater fraction)
1 4 1 3 examples solutions
= and =
3 12 4 12
4 3 9
is greater that thus is greater than
12 12 27
7
28

2. (a) 2.432 , 2414, 21.001, 1.9942

Comparing 2.432 and 2.4 14:

Both numbers hove the same tens value.
Both numbers hove the same tenths value.
2.432 has a greater hundredth value than 2.414
Since 3 is greater than 1 ie . 3 ¿ 1
 Thus, 2.432 ¿ 2.414
SimilorI!i. 21.O01> 1.9942 and 2.432¿ 1.9942
In ascending order we have:
1.9942. 2.414. 2.432, 21.001
In descending order we hove:
21.001, 2.432. 2.414, 1.9942
Lesson Conclusion Teacher asks Learners Question
random &
Teacher emphasises on the main points of the respond to the
3 questions Answer
__min
lesson questions
Exercise/ Activity/ Home Work
18 21 38 64
1 Which fractions is greater. (a) or (b) or
90 140 5 7
3. Arrange the following decimals in (i) Ascending order (ii) descending order
1) 6.016, 60.16, 601.6, 0.6016 (b) 72.14 , 73.14, 71.14 ,70.14
TEACHER/ PUPIL’S EVALUATION………………………………………………………
MINISTRY OF GENERAL EDUCATION
MATHEMATICS LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________

GRADE TOPIC SUB TOPIC DURATION DATE

7 PERCENTAGES Ordering fractions and decimals ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Board rule, Chalk board, Learners books and Charts.
REFERENCES : Mathematics Excel book 7 page 10, Teachers Guide book 7
RATIONALE: This is lesson is on the topic Decimals. Learners will acquire skills and values of
awareness of how to order of fractions to decimals and appreciate the application of decimals to
practical problems. Group work, discussion, demonstration and Question & Answer methods
will be used to execute this lesson which is lesson number three in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Decimals
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe a percentage
2) Convert decimals to percentages and vice versa.
3) Convert common fractions to percentages and vice versa.
STAGE CONTENT TEACHERS PUPILS METHODS
/ TIME ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher Pupils listen Question
 PERCENTAGES introduces the and &
I lesson by participate Answer
N The term “Percent” means out of hundred” so 72 coming up with
T
percent means 72 out of 100. Percentages are used
R activities that
O to describe parts of a whole, where the whole is
D made Up of 100 equal parts. The percentage is a will prompt
fraction of a hundred i.e. 72% leaners describe
____min a percentage
Example: 31% = 31 and so on
100
2 convert o decimals number to a percenoge1 Teacher Pupils listen Teachers
flIUL1IJL iiiu and copy the
explains writes Exposition
by loo. example in
D Example 3.1 an example on
their books
Convert the folLowing ciecimd.s to percentages.
E the board
(a) 0.07 (b) 0.15 (C) 1.45
V Solution . Teacher Pupils copy
(a) 0.07 as a percentage is 0.07 x 100%
E explains the the steps in Questions
. 1001
L — 70/ steps in details their note And
— ! 10
O (b) 0.15 osa percentage ¡s û.l! 1fln books and ask Answers
P where not
Solution
M clear
5
E (b) (Divide 5 by 8)
8
N 0.625
8√ 5.000
T Teacher puts
4.9
.20 pupils in groups
___min .16 to find solutions Pupils discuss Group
.40
for the and bring out Work
.40
00 examples solutions
CONVERTING DECIMALS TO FRACTIONS
Example

(b) 0.85
 To convert one decimal into fractions ,
divide by 10 and then simplify
 To convert two decimal into fractions ,
divide by 100 and then simplify
 To convert three decimal into fractions ,
divide by 1000 and then simplify
Solution
 17
b) 0.85 = 85
100
20

= 17
20 ans
Lesson Conclusion Teacher asks Learners Question
random &
Teacher emphasises on the main points of the respond to the
3 questions Answer
__min
lesson questions
Exercise/ Activity/ Home Work
18 21 38 64
1 Which fractions is greater. (a) or (b) or
90 140 5 7
4. Arrange the following decimals in (i) Ascending order (ii) descending order
4) 6.016, 60.16, 601.6, 0.6016 (b) 72.14 , 73.14, 71.14 ,70.14
TEACHER/ PUPIL’S EVALUATION………………………………………………………