CLUSTER C - Curriculum



PROVINCE OF THE

EASTERN CAPE

EDUCATION

DIRECTORATE

CURRICULUM FET PROGRAMMES

LESSON PLANS

ECONOMICS

GRADE 10

TERM 1

FOREWORD

The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents, and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy / Guidelines.

Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds up the confidence of the teachers in handling the content using new Teacher strategies.

It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However, all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative load.

Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given here (depending on the school environment, number and type of Learner in your class, the resources available to your Learner, etc).

Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.

Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teacher, Learning and Assessment.

| |

|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 1 TERM 1 TIME: 8 HOURS |

|TOPIC: UNPACK ECONOMICS |

|CONTENT: Analyzing economics, the methods of economics, relationships with other sciences and career opportunities. |

|INTEGRATION: 10.1.2, 10.1.3, 10.1.4, 10.2.1, 10.4. |

|Integration with other subjects: Business studies, Accounting, Mathematics, Life orientation. |

|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3:Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |

|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |

|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|

|processes and practices of the economy |analyzing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |

| | |standard of living. | |

|10.1.1. Analyze Economics, describe its methods |X |10.2.1. Explain the market as a phenomenon | |10.3.1. Investigate and outline the stages of | |10.4.1. Investigate and explain unemployment and | |

|and relationships with other sciences, and | |and make use of graphs to illustrate the | |economic development in broad historical | |debate the various approaches to solve it, taking | |

|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |

| | | | |Africa, where relevant. | | | |

|10.1.2. Identify and explain the problem that all | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |

|economies try to solve, and relate it to the basic| |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and | |

|processes of production, consumption and exchange,| |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South | |

|highlighting the promotion or violation of human | |scarcity. | |systems and the impact of colonialism and | |African labour market. | |

|rights and the environment | | | |imperialism. | | | |

|10.1.3. Discuss the participants, markets, and | |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history of| |10.4.3. Investigate and outline the reconstruction | |

|monetary and real flows in an open economy. | |prices and quantities, of the public sector’s| |money and banking in South Africa. | |of the South African economy after 1994, as an | |

| | |involvement and intervention in the market | | | |effort to redress the inequalities of the past. | |

| | |with the aid of graphs | | | | | |

|10.1.4. Describe the reasons for business cycles and | | | |10.3.4..Describe the |

|explain and illustrate their composition, mentioning | | | |composition of the |

|the impact on the economically vulnerable. | | | |South African |

| | | | |population and labour |

| | | | |force, and explain the|

| | | | |factors, such as |

| | | | |HIV/AIDS, that impact |

| | | | |on them. |

|Conducts baseline assessment on: |Respond to questions asked,listen attentively and |Textbooks |Baseline | |

|Resources |take notes. |Newspapers |Project | |

|Needs and wants | |Internet |Classworks | |

|Demand and supply;and then defines economics. | |Magazines |Homeworks | |

|The teacher presents information on: | | | | |

|Methods of economics | | | | |

|Positive and normative | | | | |

|Unbiasedness | | | | |

|Scientific method | | | | |

|Difficulties faced by social sciences | | | | |

|Economics use of models | | | | |

|Disagreements among economists | | | | |

|Discusses the relationship between economics and other | | | | |

|sciences: | | | | |

|Statistics | | | | |

|Mathematics | | | | |

|Information technology | | | | |

|Law | | | | |

|Politics | | | | |

|Sociology | | | | |

|Geography | | | | |

|Displays various job advertisements and asks learners | | | | |

|to identify those that have economics as a requirement | | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

______________________________ ________________ _____________________________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 2 TERM TIME: 8 HOURS |

|TOPIC: Problem all economies try to solve. |

|CONTENT: Explaining the scarcity problem,the basic process, promotions, violation of human rights and environment. |

|INTEGRATION: 10.1.2,10.1.3,10.1.4,10.2.1,10.4.4 |

|Integration with other subjects: Business Studies, Consumer studies, Life orientation, Life sciences. |

|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3:Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |

|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |

|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|

|processes and practices of the economy |analyzing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |

| | |standard of living. | |

|10.1.1. Analyze Economics, describe its methods and |X |10.2.1. Explain the market as a phenomenon and make | |10.3.1. Investigate |

|relationships with other sciences, and investigate | |use of graphs to illustrate the establishment of | |and outline the stages|

|career opportunities. | |prices and quantities. | |of economic |

| | | | |development in broad |

| | | | |historical context, |

| | | | |and relate them to |

| | | | |evidence from Africa, |

| | | | |where relevant. |

|Conducts baseline assessment on: |Respond to questions and ask questions for clarity|Textbooks |Baseline | |

|Economics(definition,scarcity) | |Human rights literature | | |

|Macro and micro-economics:and | |Journals | | |

|Career oppoturnities. | |TV | | |

| | |Newspapers | | |

|Explain the problem economies try to solve by |Listen,take notes and ask questions | |Class test. | |

|discussing the following : | | | | |

|Scarcity | | | | |

|Economic and free goods | | | | |

|Alternatives and choices | | | | |

|Opportunity cost. | | | | |

|Further discusses how economies try to solve the |Listen attentively and participate in the | |Homework | |

|problem of scarcity through the processes of : |discussion | | | |

|Production | | | | |

|Consumption | | | | |

|Exchange | | | | |

|Promotion or violation of human rights and | | | | |

|environmental issues in solving the economic problem. | | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

______________________________ ________________ _____________________________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 3 TERM 1 TIME: 8 HOURS |

|TOPIC: PARTICIPANTS,MARKETS AND FLOWS |

|CONTENT: Discuss the circular flow diagram, participants, the flows, leakages and injections. |

|INTEGRATION: 10.1.2; 10.1.3; 10.1.4; 10.2.1 |

|Integration with other subjects: Business Studies, Languages, Mathematical literacy. |

|Learning Outcome 1: Macro-economics. |Learning Outcome 2: Micro-economics |Learning Outcome 3:Economic Pursuits: |Learning Outcome 4: Contemporary Economic Issues: |

|The learner is able to demonstrate knowledge, critical |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |The learner is able to demonstrate knowledge, |

|understanding and application of the principles, |understanding and the appropriate skills in |understanding and critical awareness of the policies |understanding and critical awareness, and apply a range of|

|processes and practices of the economy |analyzing the dynamics of markets. |and practices underpinning the improvement of the |skills in dealing with contemporary economic issues. |

| | |standard of living. | |

|10.1.1. Analyze Economics, describe its methods | |10.2.1. Explain the market as a phenomenon | |10.3.1. Investigate and outline the stages of | |10.4.1. Investigate and explain unemployment and | |

|and relationships with other sciences, and | |and make use of graphs to illustrate the | |economic development in broad historical | |debate the various approaches to solve it, taking | |

|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |

| | | | |Africa, where relevant. | | | |

|10.1.2. Identify and explain the problem that all | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |

|economies try to solve, and relate it to the basic| |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and | |

|processes of production, consumption and exchange,| |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South | |

|highlighting the promotion or violation of human | |scarcity. | |systems and the impact of colonialism and | |African labour market. | |

|rights and the environment | | | |imperialism. | | | |

|10.1.3. Discuss the participants, markets, and |X |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history of| |10.4.3. Investigate and outline the reconstruction | |

|monetary and real flows in an open economy. | |prices and quantities, of the public sector’s| |money and banking in South Africa. | |of the South African economy after 1994, as an | |

| | |involvement and intervention in the market | | | |effort to redress the inequalities of the past. | |

| | |with the aid of graphs | | | | | |

|10.1.4. Describe the reasons for business cycles and | | | |10.3.4..Describe the |

|explain and illustrate their composition, mentioning | | | |composition of the |

|the impact on the economically vulnerable. | | | |South African |

| | | | |population and labour |

| | | | |force, and explain the|

| | | | |factors, such as |

| | | | |HIV/AIDS, that impact |

| | | | |on them. |

|Conducts baseline assessment on the following |Answer questions |Duster, chalk board, chalk textbooks, pens, Koki |Baseline assessment | |

|concepts: | |pens, Text books, Chart, Flash cards |Class work | |

|- Consumers | | |Homework | |

|- Producers | | |Case study | |

|- Role of government | | |Practical | |

|- Factors of production | | | | |

|- Markets | | | | |

| | | | | |

|Explains the roles of | | | | |

|-Consumers |Listen and take notes | | | |

|-Producers | | | | |

|-Role of government | | | | |

|-Household | | | | |

| | | | | |

|Discusses the circular flow diagram | | | | |

|Gives learners incomplete circular flow diagram and |Listen ,participate and take notes | | | |

|asks learners to complete it. |Complete circular flow diagram | | | |

|Explains linkage that exist showing the following: | | | | |

|-Monetary and real flows |They listen and take notes | | | |

|-Relationship between economic participants shown by | | | | |

|flow either goods/services or income in the economy. | | | | |

|Gives learners a case study where learners will | | | | |

|identify participants of the economy | | | | |

| | | | | |

|Asks learners how consumers spend their income with | | | | |

|the aim of introducing leakages and injections, and | | | | |

|explains(leakages and injections) | | | | |

| | | | | |

|Gives class test |Answer the case study | | | |

| | | | | |

| | | | | |

| | | | | |

| |Brainstorm, listen and take notes | | | |

| | | | | |

| | | | | |

| |Write class test | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

______________________________ ________________ _____________________________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT:ECONOMICS GRADE: 10 LESSON PLAN : 04 TERM 1 TIME: 4 HOURS |

|TOPIC: BUSINESS CYCLE |

|Describe the business cycle, the reason for it,its composition and effects on the economically vulnerable. |

|Integration:10.1.2,10.1.3,10.1.4,10.2.1,10.4.4 |

|Integration with other subjects: Business studies, Life orientation, Life sciences, Mathematical literacy |

|Learning Outcome 1: Macro-economics. The learner is |Learning Outcome 2: Micro-economics The learner is|Economic Pursuits: The learner is able to demonstrate|Learning Outcome 4: Contemporary Economic Issues: The |

|able to demonstrate knowledge, critical understanding |able to demonstrate knowledge, understanding and |knowledge, understanding and critical awareness of |learner is able to demonstrate knowledge, understanding |

|and application of the principles, processes and |the appropriate skills in analyzing the dynamics |the policies and practices underpinning the |and critical awareness, and apply a range of skills in |

|practices of the economy |of markets. |improvement of the standard of living. |dealing with contemporary economic issues. |

|10.1.1. Analyze Economics, describe its methods | |10.2.1. Explain the market as a phenomenon | |10.3.1. Investigate and outline the stages of| |10.4.1. Investigate and explain unemployment and | |

|and relationships with other sciences, and | |and make use of graphs to illustrate the | |economic development in broad historical | |debate the various approaches to solve it, taking | |

|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |

| | | | |Africa, where relevant. | | | |

|10.1.2. Identify and explain the problem that | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |

|all economies try to solve, and relate it to the| |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and| |

|basic processes of production, consumption and | |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South | |

|exchange, highlighting the promotion or | |scarcity. | |systems and the impact of colonialism and | |African labour market. | |

|violation of human rights and the environment | | | |imperialism. | | | |

|10.1.3. Discuss the participants, markets, and | |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history | |10.4.3. Investigate and outline the reconstruction| |

|monetary and real flows in an open economy. | |prices and quantities, of the public | |of money and banking in South Africa. | |of the South African economy after 1994, as an | |

| | |sector’s involvement and intervention in the| | | |effort to redress the inequalities of the past. | |

| | |market with the aid of graphs | | | | | |

|10.1.4. Describe the reasons for business cycles and |X | | |10.3.4..Describe the |

|explain and illustrate their composition, mentioning | | | |composition of the |

|the impact on the economically vulnerable. | | | |South African |

| | | | |population and labour |

| | | | |force, and explain the|

| | | | |factors, such as |

| | | | |HIV/AIDS, that impact |

| | | | |on them. |

|Divide and sits the learners into manageable groups |Learners sit in groups |Duster |Baseline assessment | |

|Administers a relevant case study-that reflects the | |Chalkboard |Oral questions | |

|importance of forecasting in a business. Groups are |Analyze the case study and respond to the |Chart |Teacher and peer assessment | |

|required to:-highlight the importance of forecasting |questions with the assistance of the teacher |Textbooks |Research project | |

|in a business,-the importance of the ability to predict| |Pens,Koki-pens | | |

|the future for success in business-relationship between| |Economics dictionary | | |

|success in a business and the ability to predict | |Data projector | | |

|the future-methods people use to try to forecast the | | | | |

|future | | | | |

|Allow brainstorming on the meaning of the following | | | | |

|terms/concepts | | | | |

|-economic indicators | | | | |

|-business cycles | | | | |

| | | | | |

|Diagrammatical illustration of a business cycle: change|They brainstorm and report back | | | |

|in the level of economic activity ;the wave motion of | | | | |

|economic activities ;a swing in total national output | | | | |

|,income and employment ,usually lasting for 02-10 years| | | | |

|and marked by widespread expansion or contraction in |Learners listen, observe and demonstrate their | | | |

|most sectors of the economy. In turn presents a sketch |understanding on the sketch | | | |

|for the learners to demonstrate their understanding | | | | |

| | | | | |

|Economic indicators | | | | |

|In groups learners are given topics to discuss and | | | | |

|present in class -Leading indicators-Coincident | | | | |

|indicators -Lagging indicators | | | | |

|Composition:1.Prosperity phase-optimism- more | | | | |

|employment- the boom starts.2.Recession phase- spending| | | | |

|by households and profits of businesses decrease- | | | | |

|inflation increases-resulting to central bank reducing | | | | |

|the quantity of money.3.Depression phase- general. | | | | |

|Pessimism- spending on all sectors in the economy | | | | |

|decreases- poor profits. 4.Recovery phase- businesses. |Consult/discuss among themselves and present on | | | |

|Optimistic- increase in production leading to possible|given topics and sub-topics on : Economic | | | |

|increase in demand |Indicators and Composition | | | |

|Mediate on four elements of the complete cycle-Trough; | | | | |

|upswing/expansion/Boom ;Peak; downswing or Contraction| | | | |

|The teacher further explains the following -Trend-line | | | | |

|-Measurement of a business cycle(from trough to trough,| | | | |

|peak to peak)Seasonal fluctuation-Random fluctuation | | | | |

| | | | | |

|Discusses the Reasons for business cycles: | | | | |

|-Exogenous e.g. weather conditions/the money | | | | |

|supply/structural changes/shocks |Listen, take notes and ask questions | | | |

|-Endogenous e.g. indirect | | | | |

|links/mismatches/disequilibrium/intervention. | | | | |

| | | | | |

|Effects of business cycles are explained by means of | | | | |

|graphs to illustrate the model | | | | |

|a)changes in AS and AD and shifts thereof, stagflation | | | | |

|b)changes in the growth rate(GDP) | | | | |

|c)changes in the level of employment | | | | |

|d)changes in the price level | | | | |

|e)changes in the exchange rate | | | | |

|The economically vulnerable: - the teacher asks the | | | | |

|learners to mention the vulnerable groups and explain | | | | |

|how the cyclical behaviors of economies cause problems | | | | |

|for each group:-children-rural people | | | | |

|-pensioners and/or older people-women, handicapped and | | | | |

|the poor;and | | | | |

|Summarizes key points and assigns a research project. | | | | |

| | | | | |

| |Learners demonstrate understanding by producing | | | |

| |own graphs and explaining to one another | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Identify the different groups and explain to the | | | |

| |class | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| |Conduct investigation | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

______________________________ ________________ _____________________________ ____________

TEACHER DATE HOD / SMT DATE

| |

|SUBJECT: ECONOMICS GRADE: 10 LESSON PLAN : 05 TERM 1 TIME: 8 HOURS |

|TOPIC: Markets |

|Describe the dynamics of Markets, value, price and utility ,composition, kinds of markets, prices, functions of markets, use graph to illustrate diminishing marginal utility |

|Integration: 10.1.2,10.1.3,10.1.4,10.4.4 |

|Integration with other subjects: Mathematics, English. |

|Learning Outcome 1: Macro-economics. The learner is |Learning Outcome 2: Micro-economics The learner is|Economic Pursuits: The learner is able to demonstrate|Learning Outcome 4: Contemporary Economic Issues: The |

|able to demonstrate knowledge, critical understanding |able to demonstrate knowledge, understanding and |knowledge, understanding and critical awareness of |learner is able to demonstrate knowledge, understanding |

|and application of the principles, processes and |the appropriate skills in analyzing the dynamics |the policies and practices underpinning the |and critical awareness, and apply a range of skills in |

|practices of the economy |of markets. |improvement of the standard of living. |dealing with contemporary economic issues. |

|10.1.1. Analyze Economics, describe its methods | |10.2.1. Explain the market as a phenomenon |X |10.3.1. Investigate and outline the stages of | |10.4.1. Investigate and explain unemployment and | |

|and relationships with other sciences, and | |and make use of graphs to illustrate the | |economic development in broad historical | |debate the various approaches to solve it, taking | |

|investigate career opportunities. | |establishment of prices and quantities. | |context, and relate them to evidence from | |cognizance of the economically marginalized. | |

| | | | |Africa, where relevant. | | | |

|10.1.2. Identify and explain the problem that all | |10.2.2. Describe production possibility | |10.3.2. Investigate and outline economic | |10.4.2. Discuss labour relations and dispute | |

|economies try to solve, and relate it to the basic| |curves (reflecting on efficiencies), and | |development in South Africa in historical | |resolution mechanisms, including labour rights and | |

|processes of production, consumption and exchange,| |explain how they reconcile choice and | |context, highlighting indigenous knowledge | |conventions, within the context of the South African | |

|highlighting the promotion or violation of human | |scarcity. | |systems and the impact of colonialism and | |labour market. | |

|rights and the environment | | | |imperialism. | | | |

|10.1.3. Discuss the participants, markets, and | |10.2.3. Explain the effects, in terms of | |10.3.3. Investigate and outline the history of| |10.4.3. Investigate and outline the reconstruction of| |

|monetary and real flows in an open economy. | |prices and quantities, of the public sector’s| |money and banking in South Africa. | |the South African economy after 1994, as an effort to| |

| | |involvement and intervention in the market | | | |redress the inequalities of the past. | |

| | |with the aid of graphs | | | | | |

|10.1.4. Describe the reasons for business cycles and | |10.2.4 | |10.3.4..Describe the|

|explain and illustrate their composition, mentioning | | | |composition of the |

|the impact on the economically vulnerable. | | | |South African |

| | | | |population and |

| | | | |labour force, and |

| | | | |explain the factors,|

| | | | |such as HIV/AIDS, |

| | | | |that impact on them.|

|Conduct baseline assessment on markets |Learners respond to questions |Textbooks, |Baseline assessment | |

|Explains markets |Learners listen, ask questions and take notes |Chalk board, |Case study | |

|Asks the best alternative forgone or sacrificed by |Pay attention and respond to questions |Chalk, |Controlled test | |

|going to school and; | |Graphbooks , | | |

|Explains opportunity cost | |Lead-pencils | | |

|Links price with value | |Pens , | | |

|Gives learners scenario (role play on determinants of |Role play(act) |Eraser, | | |

|demand. | |Ruler. | | |

|Presents the algebraic demand function and further | | | | |

|shows the learners graphically changes in quantity |Pay attention and draw graphs | | | |

|demanded | | | | |

|Discusses the term supply(definition, determinants of | | | | |

|supply) | | | | |

| |Listen and participate in the discussion | | | |

|Expresses the algebraic supply function and further | | | | |

|shows the learners graphically changes in quantity | | | | |

|supplied and; |Learners compile a supply schedule and draw a | | | |

|Give a case study with quantity supplied and price and |graph using the supply schedule so as to come up | | | |

|ask the learners to complete a supply schedule and plot|with supply curve | | | |

|a graph |Analyze and interprete case study | | | |

|Explains the composition of markets(buyers and | | | | |

|sellers; product markets, and generic markets)and also | | | | |

|the kinds of perfect and imperfect markets and their | | | | |

|qualities |Listen and take notes. | | | |

|discusses value, utility ,total utility and marginal | | | | |

|utility and diminishing marginal utility | | | | |

|Gives learners simulation based on utility,marginal | | | | |

|utility and diminishing marginal utility | | | | |

|Gives learners Controlled Test on lo’s and As’s covered| | | | |

| | | | | |

| |Learners listen and discus what they know about | | | |

| |value, utility total utility and diminishing | | | |

| |marginal utility | | | |

| | | | | |

| |Do simulation | | | |

| | | | | |

| | | | | |

| | | | | |

| |Write controlled test | | | |

|Homework: |

|Enrichment/Expanded Opportunities: |

|Teacher Reflections: |

SIGNATURES:

_____________________________ ________________ _____________________________ ____________

TEACHER DATE HOD / SMT

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download