TERM: 1^{st} Term
WEEK: 1
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Counting and writing numerals up to 999
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical
INSTRUCTIONAL MATERIALS: Charts on written whole numbers, place value charts, abacus, container filled up with 321 counters, base 10 kit Numbers up to 100 chart, number symbols and number names, flash cards of two digit numbers, video from sourcehttps://www.youtube.com/watch?v=Hovcm7OYY_M
https://www.youtube.com/watch?v=Ls61GkxVv9M
PERIOD 1: Numbers up to 999
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Which is bigger? 1. 34 or 62 2. 71 or 28 3. 36 or 65 4. 43 or 51 5. 99 or 89 6. 19 or 91 7. 16 or 35 8. 56 or 46 9. 45 or 10 10. 55 or 89
 Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher calls out two digit numbers randomly and asks the pupils to call their names(Including numbers whose digits have been reversed and the ones the teen and ten numbers sound familiar) 24, 36 42, 24 19, 90 17, 70
The teacher then displays the container filled with the 321 counters and asks the learners to suggest how the number of counters in the container could be counted. She then explains that for a large number of counters, one by one counting will take such a long time
The teacher then show the pupils the base 10 kit and explains that we could use tens to replace 1 counters and replace 10 tens with a hundred
The teacher then ask the pupils to put all the hundreds to one side, then the tens and then the ones in order to make it easy to see.
The teacher then asks the pupils how many counters were in the container(321). This is seen because we 3 Hundreds, 2 tens and 1 one.
The teacher writes the number symbol 321 on the board and reads the name as Three hundred and twenty one as the learners repeats after her severally.  Pupils pay attention and participate 
STEP 3 CLASSWORK  Using the base 10 kit, show these numbers 1. 159 2. 228 3. 385 4. 632 5. 728 6. 847 7. 715 8. 923 9. 999 10. 565  Pupils attempt their class work 
STEP 4 HOMEWORK  Read and show these numbers using the base 10 kit 1. 332 2. 198 3. 576 4. 413 5. 289
 The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that for large counters or items, one by one counting shouldn’t be used rather they should be counted in multiples in this case 10 counters make up one 10, and 10 tens make up 100
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2: More numbers up to 999
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 1 more than 1. 124 2. 235 3. 346 4. 390 5. 199 6. 567 7. 890 8. 987 9. 145 10. 234  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher writes 233 on the board and asks a learner to read it out loud. She repeats this with other 3digit numbers 145, 256, 356, 189. 489, 527, 636 etc
The teacher then presents the number 306 on the board using the base 10 kits
She then tells the pupils that the number symbol is 3hundreds, 0 tens and 6 ones
She then draws a place value table and represent the number in it
She then further states that the 0 cannot be left out since it will make the number wrong (36)
The same process is repeated for 108, 350, 807, 206, 908
The teacher allows the pupils individually and in pairs represent 3digit numbers using the base 10 kit  Pupils pay attention and participate  
STEP 3 CLASSWORK  Write the numbers shown by the base 10 kit
 Pupils attempt their class work  
STEP 4 HOMEWORK  Write the numbers shown by the base 10 kit
 The pupils writes it in their homework book  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that for large counters or items, one by one counting shouldn’t be used rather they should be counted in multiples in this case 10 counters make up one 10, and 10 tens make up 100
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Expanded notation
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 1 less than 1. 128 2. 259 3. 320 4. 389 5. 200 6. 467 7. 888 8. 643 9. 112 10. 784  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher calls out numbers using hundreds, tens and units and ask the pupils to create the numbers using their base ten kits(590, 435, 698)
The teacher then asks the pupils to show the numbers on the place value table using their flash cards
Using the flash cards, the teacher then shows the pupils the expanded form of the numbers on the place value table
 Pupils pay attention and participate  
STEP 3 CLASSWORK  Using the flash cards, write these numbers 1. 7 hundreds, 6 tens and 4 ones 2. 5 hundreds, 9 tens and 0 ones 3. 9 hundreds, 1 ten and 9 ones 4. 3 hundreds, 0 tens and 8 ones 5. 6 hundreds, 6 tens and 6 ones
Using the base 10 kits, fill in the missing numbers in the below table
 Pupils attempt their class work  
STEP 4 HOMEWORK  Using the flash cards, write these numbers 1. 3 hundreds, 7 tens and 0 ones 2. 1 hundred, 0 tens and 9 ones 3. 2 hundreds, 4 ten and 7 ones 4. 4 hundred, 3 tens and 9 ones 5. 4 hundreds, 2 tens and 6 ones
Using the base 10 kits, fill in the missing numbers in the below table
 The pupils writes it in their homework book  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that 3digit numbers can be written and expanded in the place value table
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 4: Counting forwards and backwards up to 999
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Count forwards and backwards from 1100 in 1’s and 10’s  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher ask the pupils to count in 1’s from 101110, 265289, 365398 She also asks the pupils to count in 10’s from 670780, 800920 She then asks the pupils to count backwards
The teacher then writes the following number symbols and names randomly on the board 167, 189, 345, 490, 678
167 one hundred and sixty seven 189 one hundred and eighty nine 345 three hundred and forty five 490 four hundred and ninety 678 six hundred and seventy eight The pupils are asked to match the number symbols to number names and read them correctly repeatedly
CLASS ACTIVITY: The learners are given a scrap paper. They are asked to fold it into four blocks tagging each block as count forwards, count backwards, count in 1s and count in 10s. The learners take turns to select a starting number up to 999 The learner then places a counter on either count forwards or count backwards block The learner then places a counter on either the count in 1’s or count in 10’s block The other learner must then count forwards or backwards from the selected starting number in either 1’s or 10’s as determined by the positioning of the counters on the blocks  Pupils pay attention and participate 
STEP 3 CLASSWORK  Write the following as number symbols 1. one hundred and three 2. two hundred and eighteen 3. seven hundred and seventeen 4. the number between 376 and 378 5. the number that is 1 more then 599 6. The number that is 1 less than 438
Write the following as number names 1. 618 2. 234 3. 106 4. 300
Count in 10’s a. 160 _____ _____ _____ _____ ____ ____ _____ _____ _____ _____
b. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 870
Count in 1’s a. 299 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ _____
b. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 676
 Pupils attempt their class work 
STEP 4 HOMEWORK  Write the following as number symbols 1. Three hundred and fifty nine 2. eight hundred and ninety eight 3. seven hundred and one 4. the number between 221 and 223 5. the number that is 1 more then 291 6. The number that is 1 less than 119
Write the following as number names 1. 190 2. 222 3. 101 4. 666
Count in 10’s a. 230 _____ _____ _____ _____ ____ ____ _____ _____ _____ _____
b. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 660
Count in 1’s a. 499 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ _____
b. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ 691  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by making sure the learners are able to cross over the hundreds as they count forwards and backwards
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 5: Weekly Test/consolidations
TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 14 and gives the pupils follow through exercises, quiz and tests from worksheets of numbers up to 999. She marks the exercises, makes corrections and commends the pupils positively.
PUPIL’S ACTVIVITY: The pupils work on the worksheets and exercises give by the teacher individually
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