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.
Page 2 of 17
Economics Term 1 Lesson Plans
Grade 10
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: MacroLearning Outcome 2: MicroLearning Outcome 3:Economic
economics.
economics
Pursuits:
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes
and practices of the economy
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
X
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analyzing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and
practices underpinning the
improvement of the standard of living.
The learner is able to demonstrate
knowledge, understanding and critical
awareness, and apply a range of skills in
dealing with contemporary economic
issues.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognizance
of the economically marginalized.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.3.4..Describe the composition of
the South African population and
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of Economics
and other essentials
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
Page 3 of 17
Learning Outcome 4: Contemporary
Economic Issues:
Economics Term 1 Lesson Plans
Grade 10
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
TEACHER ACTIVIES
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
Conducts baseline assessment on:
Respond to questions asked,listen
attentively and take notes.
Textbooks
Baseline
Newspapers
Project
Internet
Classworks
Magazines
Homeworks



Resources
Needs and wants
Demand and supply;and then
defines economics.
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
Page 4 of 17
Economics Term 1 Lesson Plans
Grade 10
DATE
COMPLETED
have economics as a requirement
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______________________________
TEACHER
Page 5 of 17
________________
DATE
Economics Term 1 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
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: MacroLearning Outcome 2: MicroLearning Outcome 3:Economic
economics.
economics
Pursuits:
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes
and practices of the economy
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
X
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analyzing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and
practices underpinning the
improvement of the standard of living.
The learner is able to demonstrate
knowledge, understanding and critical
awareness, and apply a range of skills in
dealing with contemporary economic
issues.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognizance
of the economically marginalized.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.3.4..Describe the composition of
the South African population and
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of Economics
and other essentials
RESOURCES
ASSESSMENT
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
TEACHER ACTIVIES
Page 6 of 17
Learning Outcome 4: Contemporary
Economic Issues:
LEARNER ACTIVITIES
Economics Term 1 Lesson Plans
Grade 10
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
DATE
COMPLETED
Conducts baseline assessment on:



Respond to questions and ask
questions for clarity
Economics(definition,scarcity)
Macro and microeconomics:and
Career oppoturnities.
Textbooks
Baseline
Human rights literature
Journals
TV
Newspapers
Explain the problem economies try to
solve by discussing the following :




Class test.
Listen attentively and participate in
the discussion
Homework
Scarcity
Economic and free goods
Alternatives and choices
Opportunity cost.
Further discusses how economies try to
solve the problem of scarcity through
the processes of :




Listen,take notes and ask questions
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
Page 7 of 17
________________
DATE
Economics Term 1 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
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: MacroLearning Outcome 2: MicroLearning Outcome 3:Economic
economics.
economics
Pursuits:
Learning Outcome 4: Contemporary
Economic Issues:
The learner is able to demonstrate
knowledge, critical understanding and
application of the principles, processes
and practices of the economy
The learner is able to demonstrate
knowledge, understanding and the
appropriate skills in analyzing the
dynamics of markets.
The learner is able to demonstrate
knowledge, understanding and critical
awareness of the policies and
practices underpinning the
improvement of the standard of living.
The learner is able to demonstrate
knowledge, understanding and critical
awareness, and apply a range of skills in
dealing with contemporary economic
issues.
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognizance
of the economically marginalized.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.3.4..Describe the composition of
the South African population and
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of Economics
and other essentials
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
X
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
Page 8 of 17
Economics Term 1 Lesson Plans
Grade 10
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
TEACHER ACTIVIES







LEARNER ACTIVITIES
Conducts baseline assessment
on the following concepts:
- Consumers
- Producers
- Role of government
- Factors of production
- Markets
Explains the roles of
-Consumers
-Producers
-Role of government
-Household
Discusses the circular flow
diagram
Gives learners incomplete
circular flow diagram and asks
learners to complete it.
Explains linkage that exist
showing the following:
-Monetary and real
flows
-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)
Page 9 of 17

Answer questions
RESOURCES
ASSESSMENT
Duster, chalk board, chalk textbooks,
pens, Koki pens, Text books, Chart,
Flash cards
Baseline assessment
Class work
Homework
Case study

Listen and take notes


Listen ,participate and take
notes
Complete circular flow
diagram

They listen and take notes

Answer the case study

Brainstorm, listen and take
notes
Economics Term 1 Lesson Plans
Practical
Grade 10
DATE
COMPLETED
 Gives class test
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:

Write class test
SIGNATURES:
______________________________
TEACHER
Page 10 of 17
________________
DATE
Economics Term 1 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
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: MacroLearning Outcome 2: MicroEconomic Pursuits: The learner is
economics. The learner is able to
economics The learner is able to
able to demonstrate knowledge,
demonstrate knowledge, critical
demonstrate knowledge,
understanding and critical awareness
understanding and application of the
understanding and the appropriate
of the policies and practices
principles, processes and practices of
skills in analyzing the dynamics of
underpinning the improvement of the
the economy
markets.
standard of living.
Learning Outcome 4: Contemporary
Economic Issues: The learner is able to
demonstrate knowledge, understanding
and critical awareness, and apply a range
of skills in dealing with contemporary
economic issues.
10.1.1. Analyze Economics, describe
its methods and relationships with
other sciences, and investigate career
opportunities.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa,
where relevant.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking
cognizance of the economically
marginalized.
10.1.2. Identify and explain the
problem that all economies try to
solve, and relate it to the basic
processes of production, consumption
and exchange, highlighting the
promotion or violation of human rights
and the environment
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
10.4.2. Discuss labour relations and
dispute resolution mechanisms,
including labour rights and conventions,
within the context of the South African
labour market.
10.1.3. Discuss the participants,
markets, and monetary and real flows
in an open economy.
10.2.3. Explain the effects, in
terms of prices and quantities, of
the public sector’s involvement
and intervention in the market with
the aid of graphs
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
Page 11 of 17
Economics Term 1 Lesson Plans
Grade 10
10.1.4. Describe the reasons for
business cycles and explain and
illustrate their composition, mentioning
the impact on the economically
vulnerable.
X
TEACHING ACTIVITIES




LEARNERS ACTIVITIES
10.3.4..Describe the composition of
the South African population and
labour force, and explain the
factors, such as HIV/AIDS, that
impact on them.
10.4.4. Identify, engage in and
communicate economic issues of the
day, quantitative elements of
Economics and other essentials
RESOURCES
ASSESSMENT
Divide and sits the learners into
manageable groups
Administers a relevant case
study-that reflects the
importance of forecasting in a
business. Groups are required
to:-highlight the importance of
forecasting in a business,-the
importance of the ability to
predict the future for success in
business-relationship between
success in a business and the
ability to predict
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

Learners sit in groups
Duster
Baseline assessment

Analyze the case study
and respond to the
questions with the
assistance of the teacher
Chalkboard
Oral questions
Chart
Teacher and peer
assessment
Diagrammatical illustration of a
business cycle: change 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 most sectors of
the economy. In turn presents a
sketch for the learners to

Page 12 of 17
Textbooks
Research project
Pens,Koki-pens
Economics dictionary
Data projector
They brainstorm and
report back
Learners listen, observe
and demonstrate their
understanding on the
sketch
Economics Term 1 Lesson Plans
Grade 10
DATE
COMPLETED
demonstrate their
understanding





Economic indicators
In groups learners are given
topics to discuss and present in
class -Leading indicatorsCoincident indicators -Lagging
indicators
Composition:1.Prosperity
phase-optimism- more
employment- the boom
starts.2.Recession phasespending by households and
profits of businesses decreaseinflation increases-resulting to
central bank reducing the
quantity of money.3.Depression
phase- general. Pessimismspending on all sectors in the
economy decreases- poor
profits. 4.Recovery phasebusinesses. Optimisticincrease in production leading
to possible increase in demand
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
Page 13 of 17

Consult/discuss among
themselves and present on
given topics and sub-topics
on : Economic Indicators
and Composition
Listen, take notes and ask
questions

Learners demonstrate
understanding by producing
own graphs and explaining
to one another
Economics Term 1 Lesson Plans
Grade 10
changes/shocks
-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.

Identify the different groups
and explain to the class

Conduct investigation
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
______________________________
TEACHER
Page 14 of 17
________________
DATE
Economics Term 1 Lesson Plans
_____________________________
HOD / SMT
Grade 10
____________
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: MacroLearning Outcome 2: Microeconomics. The learner is able to
economics The learner is able to
demonstrate knowledge, critical
demonstrate knowledge,
understanding and application of the
understanding and the appropriate
principles, processes and practices of
skills in analyzing the dynamics of
the economy
markets.
X
Economic Pursuits: The learner is
able to demonstrate knowledge,
understanding and critical awareness
of the policies and practices
underpinning the improvement of the
standard of living.
Learning Outcome 4: Contemporary
Economic Issues: The learner is able to
demonstrate knowledge, understanding
and critical awareness, and apply a range
of skills in dealing with contemporary
economic issues.
10.3.1. Investigate and outline the
stages of economic development in
broad historical context, and relate
them to evidence from Africa, where
relevant.
10.4.1. Investigate and explain
unemployment and debate the various
approaches to solve it, taking cognizance
of the economically marginalized.
10.1.1. Analyze Economics, describe its
methods and relationships with other
sciences, and investigate career
opportunities.
10.2.1. Explain the market as a
phenomenon and make use of
graphs to illustrate the
establishment of prices and
quantities.
10.1.2. Identify and explain the problem
that all economies try to solve, and
relate it to the basic processes of
production, consumption and exchange,
highlighting the promotion or violation of
human rights and the environment
10.2.2. Describe production
possibility curves (reflecting on
efficiencies), and explain how they
reconcile choice and scarcity.
10.3.2. Investigate and outline
economic development in South
Africa in historical context,
highlighting indigenous knowledge
systems and the impact of
colonialism and imperialism.
10.4.2. Discuss labour relations and
dispute resolution mechanisms, including
labour rights and conventions, within the
context of the South African labour
market.
10.1.3. Discuss the participants,
markets, and monetary and real flows in
an open economy.
10.2.3. Explain the effects, in terms
of prices and quantities, of the
public sector’s involvement and
intervention in the market with the
aid of graphs
10.3.3. Investigate and outline the
history of money and banking in
South Africa.
10.4.3. Investigate and outline the
reconstruction of the South African
economy after 1994, as an effort to
redress the inequalities of the past.
10.1.4. Describe the reasons for
business cycles and explain and
10.2.4
10.3.4..Describe the composition of
the South African population and
10.4.4. Identify, engage in and
communicate economic issues of the day,
Page 15 of 17
Economics Term 1 Lesson Plans
Grade 10
illustrate their composition, mentioning
the impact on the economically
vulnerable.
TEACHING ACTIVITIES










Conduct baseline
assessment on markets
Explains markets
Asks the best alternative
forgone or sacrificed by
going to school and;
Explains opportunity cost
Links price with value
Gives learners scenario (role
play on determinants of
demand.
Presents the algebraic
demand function and further
shows the learners
graphically changes in
quantity demanded
Discusses the term
supply(definition,
determinants of supply)
Expresses the algebraic
supply function and further
shows the learners
graphically changes in
quantity supplied and;
Give a case study with
Page 16 of 17
labour force, and explain the factors,
such as HIV/AIDS, that impact on
them.
quantitative elements of Economics and
other essentials
LEARNERS ACTIVITIES
RESOURCES
ASSESSMENT

Textbooks,
Chalk board,
Chalk,
Graphbooks ,
Lead-pencils
Pens ,
Eraser,
Ruler.
Baseline assessment


Learners respond to
questions
Learners listen, ask
questions and take notes
Pay attention and respond
to questions

Role play(act)

Pay attention and draw
graphs

Listen and participate in the
discussion

Learners compile a supply
schedule and draw a graph
using the supply schedule so
as to come up with supply
curve
Economics Term 1 Lesson Plans
Grade 10
Case study
Controlled test
DATE
COMPLETED




quantity supplied and price

and ask the learners to
complete a supply schedule
and plot a graph
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
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
Analyze and interprete case
study

Listen and take notes.

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:
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TEACHER
Page 17 of 17
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DATE
Economics Term 1 Lesson Plans
_____________________________
HOD / SMT
Grade 10
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