Class: 7A Unit: Integers Topic/ Test of divisibility and squares

Day/Date Sun 10/9 Mon 11/9 Tues 12/9

Period 3 6 2
Section 7A 7A 7A
Number Of Aims/Learning
1.5.1 1.6.1 1.6.1
Outcomes (Achieved)

Warm-up /Introduction/ Concepts: - The number 11 is a prime number or composite number? and why?
Teaching
Aims/Learning Outcomes Teaching Strategies/Methods Implementation Approach/ Activities Materials/Resources
(1.5.1 ) Dialogue and discussion. Prime numbers are numbers that have exactly two factors, )1.5.1(
At the end of the lesson the ( 1 and the number itself. Students will have identified some of - Flash cards
) Survey. these in the previous topic. They may be called ‘prime numbers’.
student should be able to:
(1.6.1 ) Brainstorming. There is an infinite number of prime numbers. Large prime no. - Small white
marker boards
 (1.5.1) Use the sieve ( ) Predict, interpret, observe. are used to provide secure encoding of sensitive information,
.such as credit card numbers, in computers and on the internet
of Eratosthenes for ( ) Collaborative learning. - Course book
generating primes. Activity • Students need to be familiar with the method for -
( ) Measurement. finding the prime numbers, known as the sieve of Eratosthenes. - Practice book
 (1.6.1) Recognize ( ) Story. It is convenient to carry this out on an array of numbers, such as
that provided on Resource sheet 1.5. This includes the numbers
squares of whole ( ) Mind maps. from 1 to 150. Alternatively, students can write out their own
numbers to at least ( ) Inductive exploration. .arrays. The procedure is as follows
20 × 20 and the .Cross out the number 1 *
corresponding square ( ) Learning by doing. .Circle the next number, which is 2 *
roots and Use the ( ) Role-play. .Cross out all the other multiples of 2 *
notation 7² and 49. Circle the next uncrossed number (3) and cross out all the *
(1.6.1 ) Peer learning.
. .other multiples of that number
(1.5.1 )Problem Solving. Continue in this way. Since 4 has been crossed out already, the *
• Others: .next number to be circled will be 5
Students will find that after 5 they will circle 7, 11, 13 and so on-
…………………….......................
.. Course book: Exercise (1.5): Activity (1 & 4) page 15

Any whole number multiplied by itself results in a square )1.6.1(-

.number, which can be represented by dots arranged in a square
• Students need to understand the index notation for the square
of a number.
• The product 4 × 4 can be written in a shorter form, as 42 .
• Students should understand that 42 = 4 × 4 = 16.
• Students need to recognise the symbol for this. Although
√ 16 = 4 and 42 = 16 may look different, they are just two
ways of saying the same thing.

• The activity below gives another opportunity to recognise

simple patterns and generalize in simple cases.
For example, the sum of the first N odd numbers is N2 .

Activity • Display a diagram like this and explain that it shows

the number 32

• The coloring shows that 32 = 1 + 3 + 5.

• Now let students produce their own drawings
to show similar patterns for different square numbers.
The general result is that the sum of the first N odd numbers is N2

Course book: Exercise (1.6): Activity (1 & 4)page 16

 Enrichment/remedial Tasks
Formative Assessment Differentiated Education Summative Assessment Homework

:Enrichment Task : Practice book (1.5.1) :Course book

I will use Dialogue and discussion :Course book
strategy for example 1 to encourage
:Exercise 1.5 )1.5.1(
Activity (8 & 6) page 15 & 16 Activity (5,6 and 7) page 10 Exercise 1.5
learners to think about the problem
before resorting to writing out the Activity (3 and 9) page 15
sequence. Ask several learners to :Remedial Task
explain what they are thinking: what is )1.6.1(
their plan? :Course book : Practice book (1.6.1) Exercise 1.6
Activity (2 & 8) page 15 & 17 :Exercise 1.6 Activity(9 and 10) page 17
I will use Collaborative learning
strategy for example 2 and Ask
Activity (4,5 and 6) page 11
learners in small groups to compare
explanations. Then discuss as a class,
deciding what are the important parts
of their explanations that would help
others to answer any question of this
type.

Teacher’s Comments:
Trying out how to think out was exciting, and it helped my students develop their thinking skills -
accurate image. - The learning guides used, such as using small blackboards, helped me verify students' understanding of an
-The goal and success criteria of students are adequately achieved.
.
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