Gauteng Province

Grade 4 Term 2 Lesson Plan 1 & 2

1. TOPIC: Whole Numbers: Multiplication (Revision Lesson)
2. Date: Duration: 1 hour
3. Objectives: Learners should be able to understand multiplication table of single digits by
mastering multiples
4. RESOURCES: DBE workbook 1 & 2 any other resource
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate
attention. Therefore, it is recommended that you place more focus on addressing errors from
learner responses that may later become misconceptions.
6. Prior Knowledge: Multiply 2, 3, 4, 5 and 10 to at least 100
7. MENTAL MATHS:
(Suggested time:10 minutes)
1. Write the first 10 multiples of 2 2; 4; 6; 8; 10; 12; 14; 16; 18; 20
2. Write the first 10 multiples of 3 3; 6; 9; 12; 15; 18; 21; 24; 27; 30
3. Write the first 10 multiples of 4 4; 8; 12; 16; 20; 24; 28; 32; 36; 40
4. Write the first 10 multiples of 5 5; 10; 15; 20; 25; 30; 35; 40; 45; 50
5. Write the first 10 multiples of 6 6; 12; 18;24; 30; 36; 42; 48; 54; 60

8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)

Terminology
Product - The result of two numbers being multiplied together.
Multiple - The product of multiplying a number by another number, for example, 12 is a multiple of 3.
Multiplication – A Mathematical Operation that indicates how many times a number is added to itself.
(×)
Multiplier – the number that multiplies the multiplicand.
Multiplicand – the number that is being multiplied.
Assessment words:
Multiply
Product
Double
9. INTRODUCTION (Suggested time:20 Minutes) Notes
interactive introduction, the learners will be doing the - Use the table to introduce the
activity 3-5 during the introduction. The teacher will topic.
mark each activity they finish so that they get - Do the activities using the
guidance. diagrams.
- Count the red circle vertically,
1. Complete the following table. which is three groups of four
(repetitive addition)
Diagram Addition Words Multiplication - Then horizontally, which is four
Sum Sum groups of three (repetitive
addition)
4+4+4=12 - Do multiplication sum with the
learners.
- Repeat the next row following
the same guide in row 1.
- Then give learners a chance to
Four do the third row, mark the work
groups
of 5 and see if they follow.
- If they do, let them finish the
rest.
- Give support to the learners who
might not be following the
lesson.
3 x 5 = 15
- Learners are expected to do this
activity in pairs so that they seek
peer clarity when needed.
10. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
Example 1: Distributive property (Distribute one of the Notes
numbers) - Ten multiplied by two is the
Multiplication of 2-digit by 1-digit numbers, of which one of same as adding ten two times.
the numbers is a multiple of 10: 10 x 2 =
10 + 10 - The second step shows the
= 20 other step whereby 2 will be
added ten times which will give
OR 2 x 10 = the same product as the above.
2+2+2+2+2+2+2+2+2+2
=20 - The third step show the
multiplication sign whereby the
OR product is the same as the 2
10 x 2 examples above.
= 20
- The fourth step shows the first
OR 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 10 multiples of 2, which is
resembles 10 x 2
Example 2: 28 x 3 =
(20 + 8) x 3 - Example 2 distributed the first
(20 x 3) + (8 x 3) number
60 + 24
84

11. CLASSWORK/ HOMEWORK (Suggested time:10 minutes)

DBE workbook Bk 1 No. R5 (pp. xii,xiii)
No. R6 (pp. xiv,xv)
Worksheet 1
b) SUPPORT (Suggested time: 5 minutes)
Support will be provided to learners based on the outcome of the class activity. It must be immediate and
in class if there is time left.
Give additional work to gifted children while assisting the learners who need support.

ADDITIONAL NOTES FOR TEACHERS

12. TEACHER REFLECTION:

WORKSHEET 1 & 2
MENTAL MATHS

1. Write the first 10 multiples of 2

2. Write the first 10 multiples of 3
3. Write the first 10 multiples of 4
4. Write the first 10 multiples of 5
5. Write the first 10 multiples of 6

DBE workbook Bk 1 No. R5 (pp. xii,xiii) & No. R6 (pp. xiv,xv)

Use any two methods of your choice from the examples to work out the products of the following
numbers.

a) 60 x 3

b) 30 x 5
 Gauteng Province
Grade 4 Term 2 Lesson Plan 3 & 4
1. TOPIC: Whole Numbers: Multiplication (Multiplication of at least a two-digit number by a one-digit
number)
2. Date: Duration: 1 hour
3. Objectives By the end of the lesson learners should know and be able to use a range of techniques
perform and check written and mental calculations with whole numbers including rounding off and
compensating.
4. RESOURCES: DBE workbook 1 & any other resource
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of mathematics
concepts and to identify the problematic areas which require immediate attention. Therefore, it is recommended
that you place more focus on addressing errors from learner responses that may later become misconceptions.
6. Prior Knowledge:
Multiply 1 by one-digit whole numbers
7. MENTAL MATHS::(Suggested time:10 minutes)
1. 3x6 18 6. 0x6 0
2. 6x6 36 7. 9x6 54
3. 8x6 48 8. 1x6 6
4. 4x6 24 9. 10 x 6 60
5. 2x6 12 10 7x6 42

8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)

Example 1:
Multiplication of 2-digit by – 1 digit number, 27 x 5 =
(20 + 7) x 5
(𝟐𝟎 𝒙 𝟓) + (𝟕 𝒙 𝟓) Notes
100 + 35 Learners are
135 guided to
Example 2: colour code the
Multiplication of 2-digit by 1-digit numbers. Tens and the
Calculate: 27 𝑥 5 Units as shown
(20 x 5) = 1 0 0 on both
(7 x 5) = + 3 5 examples.
13 5

9. CLASSWORK/ HOMEWORK (Suggested time:10 minutes)

DBE workbook: No. 15 (pp. 44, 45), No. 16 (pp. 46,47) , No. 17 (pp. 48,49)
Worksheet 3 & 4
c) SUPPORT (Suggested time: 5 minutes)

TEACHER REFLECTION
WORKSHEET 3 & 4
MENTAL MATHS

1. 3x6 6. 0x6
2. 6x6 7. 9x6
3. 8x6 8. 1x6
4. 4x6 9. 10 x 6
5. 2x6 10 7x6

DBE workbook: No. 15 (pp. 44, 45), No. 16 (pp. 46,47) , No. 17 (pp. 48,49)

1. Use both methods to find the product of the numbers below.

a) 34 x 6

b) 37 x 8

2. Use both methods as in the example to calculate the product of the numbers below.
a) 23 x 9

b) 62 x 4
 Gauteng Province
Grade 4 Term 2 Lesson Plan 5 & 6
1. TOPIC: Whole Numbers: Multiplication (2 digits by 2 digits)
2. Date: Duration: 1 hour
3. Objectives: Learning multiplication by approximating 2 -digit numbers by 2 -digit numbers
4. RESOURCES: DBE workbook 1 & 2 any other resource

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)

6. Prior Knowledge: Halving and doubling.
Multiplication facts for units by multiples of 10 and 100
7. MENTAL MATHS: (Suggested time:10 minutes)

[Link]

Learning multiples of 6 through a video.

8. LESSON PRESENTATION/ DEVELOPMENT Continuation… (Suggested time:15
minutes)

Example 1: Notes
Multiplication of 2-digit by 2-digit numbers by approximating one of the Learners to discuss in pairs
numbers: 10 x 27 and give their examples
10 𝑥 ( 20 + 7) where necessary.
(10 x 20) + (10 x 7)
200 + 70
270
Example 2: Multiplication of 2-digit by 2-digit numbers by approximating
both numbers.
Calculate: 43 x 57 = (40 + 3) 𝑥 (50 + 7) Learners to work in pairs and
= (40 x 50) + (40 x 7) + (3 x 50) + (3 x 7) discuss their answers.
= (2000) + (280) + (150) + (21)
= 2000 + 200 + 80 + 100 + 50 + 20 + 1
= 2000 + (300 + 100) + 50 + 1
= 2000 + 400 + 50 + 1
= 2 451
9. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
DBE Workbook: Bk No 23a (pp. 68,69); No 23b (pp.70, 71)
Worksheet 5 & 6
SUPPORT (Suggested time: 10 minutes)
Support will take place after the teacher do error analysis

10. TEACHER REFLECTION:

Name: ____________________________

WORKSHEET 5 & 6

DBE Workbook: Bk 1 Bk No 23a (pp. 68,69); No 23b (pp.70, 71)

Calculate each of the following (by distributing the one which is not a multiple of 10):

a) 34 x 60

b) 30 x 52

Calculate each of the following (by 1distributing both numbers

a) 20 x 64

b) 62 x 10
 Gauteng Province
Grade 4 Term 2 Lesson Plan 7 & 8
1. TOPIC: Whole Numbers: Multiplication (2 digits by 2 digits)
2. Date: Duration: 1 hour
3. Objectives: Learners should be able to do multiplication of 2 -digit numbers by 2 -digits
numbers by doubling and halving
4. RESOURCES: DBE workbook 1 & any other resource

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)

6. Prior Knowledge: Building up and breaking down three-digit whole numbers.
7. Mental Maths: (Suggested time: 10 minutes).

[Link]

Learning multiples of 9 and the trick of doing 9x table

8. INTRODUCTION (Suggested time:10 Minutes)
Examples:
a. ‘Mary has R27 in her purse, but Matome has
double/twice/two times that amount. How much money does Notes
Matome have?
The teacher is expected to do mental
b. Auntie brought 6 tinkies from the shop and she divides it in
half between her son and me. How many tinkies will each of Maths worksheet, it will be pasted in the
us have? learners’ books. They will read the two
c. True/ False: 1. Halve of any even number is also even. passages together, then answer with
2. Double any even number will be even. true or false to test their knowledge on
3. Double any odd number will be odd. doubling and halving.
4. Double any odd number is even.
5. Double any even number is odd.
6. Half of any odd number is also odd.
7. Half of any even number is odd.
8. Half of any odd number is even.
9. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:20 minutes)
Activity 1

Multiply the following by doubling and halving:

Example 1: 36 𝑥 27
Before starting with the process, we must ensure that at least one of the numbers is even. 36 is an even
number and hence we can apply our method.
Lesson Presentation Development Continues
Halving Doubling
36 27 Notes
18 54
• the method works if
9 108
9 𝑥 108 = 972 one of the numbers is
Every time when doubling one number, we must halve the even.
corresponding number. • while halving one side,
Example 2: 80 x 34 we double the number in the
34 and 60 are both even numbers, which makes it easy to use the other column.
method, and we can decide to double/halve any of the two numbers. • clarity concerning
Halving Doubling words such as halving and
80 34 doubling is necessary.
40 68
20 136
10 272
5 544
5 𝑥 544 = 2720

Example 3: 35 x 39
In this example we cannot use doubling and halving since both numbers
are even, and we cannot find a whole number when halving any of
them, but since our focus is on getting whole numbers as solution, we
can only use other multiplication methods.

Example 4: 34 x 19
In this example we have an even number and an odd number but
cannot use the method since it gets complicated to the point that we will
still struggle to get the answer, since it cannot break into a 1-digit
number or a multiple of 10.

Halving Doubling
34 19
17 38

So, we now find 34 x 19 = 17 x 38 , where none of them has been

simplified.
Teaching tip:
Teacher needs to select examples carefully for the method to work
10. CLASSWORK/ HOMEWORK (Suggested time:15 minutes)
DBE Workbook Bk 1 No. 44a (pp.118, 119), No. 44b (pp.120, 121)
d) SUPPORT (Suggested time: 5 minutes)
• Support will be based on the error analysis after marking the classwork
• Give additional work to those who got the work correct

11. TEACHER REFLECTION:

Name: ____________________________

WORKSHEET 7 & 8

DBE Workbook Bk 1 No. 44a (pp.118, 119), No. 44b (pp.120, 121)

Calculate the following (by doubling and halving

a. 20 x 27

b. 48 x 37

c. 14 x 62

d. 80 x 76

Gauteng Province
 Grade 4 Term 2 Lesson Plan 9 - 12
1. TOPIC: Whole Numbers: Multiplication (2 digits by 2 digits) Lesson 1
2. Date: Duration: 1 hour
3. Objectives: The mastery of multiples as it will assist the learners with their tables
4. RESOURCES:
DBE workbook 1 & 2 any other resource
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)
6. Prior Knowledge: Basic multiplication facts
Multiples of 3 up to 10 on a multiplication table
7. Mental Maths: (Suggested time: 10 minutes).
[Link]
Learning multiples of 9 and the trick of doing 9x table
8. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes).
Terminology
Multiple: a number that may be divided by another number without a remainder
Assessment words:
Multiples
9. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:15 minutes)
Example 1 Learners
Jane makes juice by mixing juice concentrate with water. For every 3 cups of concentrate, to work in
she uses 5 cups of water. groups to
Copy and complete the following table, and then use it to answer the questions that complete
follows:
the
Cups of 3 6 9 12 15
concentrate activities
given by
Cups of 5 ___ ___ ___ ___ the
water
1. How many cups of water will she use with 6 cups of concentrate?
teacher.
2. How many cups of water will she use with 12 cups of concentrate?
3. How many cups of water will she use with 15 cups of concentrate?
4. How many cups of concentrate will she use with 20 cups of water?
Teaching Guidelines:
- Count in 3𝑠 to complete top row, and in 5𝑠 to complete bottom row.
- Another approach: for every 3 cups of concentrate she uses 5 cups of water,
so 𝟔 𝐜𝐮𝐩𝐬 𝐨𝐟 𝐜𝐨𝐧𝐜𝐞𝐧𝐭𝐫𝐚𝐭𝐞 𝐢𝐬 𝟐𝐱𝟑 𝐜𝐮𝐩s, and hence will go together with 𝟐𝐱𝟓 =
𝟏𝟎 𝐜𝐮𝐩𝐬 𝐰𝐚𝐭𝐞r etc.
We now say the ratio of concentrate to water is 3 to 5 or 3: 5. Ratio, just like difference,
compares quantities which are the same.
10. CLASSWORK/ HOMEWORK (Suggested time:10 minutes)
Worksheet 9 & 10 DBE Workbook Bk 1 No. 45a (pp.120, 121) No 45b (pp. 122,123) No 46 (pp.
124,125) No 47 (pp.126, 127)
11. TEACHER REFLECTION:
Name: ____________________________

WORKSHEET 9 - 12

DBE Workbook Bk 1 No. 45a (pp.120, 121) No 45b (pp. 122,123) No 46 (pp. 124,125)
No 47 (pp.126, 127)

Learners will continue with the activity; they will be required to work in pairs.

Lerato makes juice by mixing juice concentrate with water. For every 4 cups of concentrate, she
uses 7 cups of water.

Cups of
concentrate
4 8 ________ 16 _______

Cups of
water
7 _______ 21 _______ _______
 Gauteng Province
Grade 4 Term 2 Lesson Plan 13 -15
1. TOPIC: Whole Numbers: multiplication (2 digits by 2 digits) Lesson 1
2. Date: Duration: 1 hour
3. Objectives: Comparing two or more quantities of the same kind (ratio)
Comparing two quantities of different kinds(rate)
4. RESOURCES: DBE workbook 1 & 2 any other resource

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time:5 minutes)

6. MENTAL MATHS: (Suggested time:10 minutes)
[Link]

video can be played to learners’, or the teacher can study it and plan to use similar or same
examples.
7. ENGLISH ACROSS THE CURRICULUM: (Suggested time:5 minutes)
Terminology
Ratio - A comparison between two or more parts of a whole or group.
Rate- A rate is a division comparison between two quantities with different units.
Assessment words:
Ratio
Rate
8. LESSON PRESENTATION/ DEVELOPMENT (Suggested time:20 minutes)
Example 2 :
-work in groups to
Solve the following problem by showing it on the number line:
complete the activities
given by the teacher

Emphasise that:

How much will 600 𝑔 of cheese cost? • Interpretation

Solution: of ratio and rate are
more important than
memorising the steps
followed in solving the
problems.
Number sentence: R5 x 6 = R30 • What the
600 grams of cheese will cost R30. learners learn should
The learners should be taught at this stage that, to answer the relate to life situation,
question they need to write a sentence which explains what they did, and hence the context must
not only the number line. be relevant to them.
Teaching Guidelines:
• examples
- In the example above it is shown that for every 100𝑔 of cheese, we
should not only be
pay 𝑅5
 - Like in the 1st example, we count in R5 top row and in 100g to limited to the ones done
complete bottom row. in class.
- Unlike in example1, here we are comparing different quantities (i.e.
grams and amount)
- We call this rate and express it as 1st quantity/2nd quantity
9. CLASSWORK/ HOMEWORK (Suggested time:10 minutes)
DBE Workbook Bk 1No. 43 (pp.116, 117), No. 99a (pp 84, 85) No. 99b (pp 86, 87)

10. SUPPORT (Suggested time: 5 minutes)

• Learners who need support will be determined after marking has been completed for this
activity.
• A similar activity with bigger numbers to be given as an enrichment activity

11. ADDITIONAL NOTES FOR TEACHERS

Do correction on the board
• Attend to individual’s need

12. TEACHER REFLECTION:

Name: ____________________________

WORKSHEET 13 - 15

DBE Workbook Bk 1No. 43 (pp.116, 117), No. 99a (pp 84, 85) No. 99b (pp 86, 87)