# Lesson Notes By Weeks and Term - Primary 3

Counting and writing numerals up to 999

TERM: 1st 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

1. Understand, represent and Count numbers up to 999
2. Write numbers up to 999
3. State the place value of a digit in numbers up to 999

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 source-https://www.youtube.com/watch?v=Hovcm7OYY_M

PERIOD 1: Numbers up to 999

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhich is bigger?1. 34 or 622. 71 or 283. 36 or 654. 43 or 515. 99 or 896. 19 or 917. 16 or 358. 56 or 469. 45 or 1010. 55 or 89 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT 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, 3642, 2419, 9017, 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 3CLASS-WORK Using the base 10 kit, show these numbers1. 1592. 2283. 3854. 6325. 7286. 8477. 7158. 9239. 99910. 565 Pupils attempt their class work STEP 4HOME-WORK Read and show these numbers using the base 10 kit1. 3322. 1983. 5764. 4135. 289 The pupils writes it in their homework book STEP 5SUMMARY 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 3-digit 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

 Hundreds Tens Ones 3 0 6

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 3-digit numbers using the base 10 kit

Pupils pay attention and participate

STEP 3

CLASS-WORK

Write the numbers shown by the base 10 kit

Pupils attempt their class work

STEP 4

HOME-WORK

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

 Hundreds Tens Ones(Units) 5 9 0

 Hundreds Tens Ones(Units) 4 3 5

 Hundreds Tens Ones(Units) 6 9 8

Using the flash cards, the teacher then shows the pupils the expanded form of the numbers on the place value table

 Hundreds Tens Ones(Units) 500 90 0

 Hundreds Tens Ones(Units) 400 30 5

 Hundreds Tens Ones(Units) 600 90 8

Pupils pay attention and participate

STEP 3

CLASS-WORK

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

 a 435 ­­__hundreds __tens __ones b 569 __hundreds __tens __ones c 302 __hundreds __tens __ones d 790 __hundreds __tens __ones e 942 __hundreds __tens __ones

Pupils attempt their class work

STEP 4

HOME-WORK

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

 a 222 ­­__hundreds __tens __ones b 190 __hundreds __tens __ones c 398 __hundreds __tens __ones d 817 __hundreds __tens __ones e 230 __hundreds __tens __ones

The pupils writes it in their homework book

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils that 3-digit 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 1MENTAL MATHS The teacher begins the lesson with some mental calculationsCount forwards and backwards from 1-100 in 1’s and 10’s Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher ask the pupils to count in 1’s from 101-110, 265-289, 365-398She also asks the pupils to count in 10’s from 670-780, 800-920She 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 seven189- one hundred and eighty nine345- three hundred and forty five490- four hundred and ninety678- six hundred and seventy eightThe 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 999The learner then places a counter on either count forwards or count backwards blockThe learner then places a counter on either the count in 1’s or count in 10’s blockThe 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 3CLASS-WORK Write the following as number symbols1. one hundred and three2. two hundred and eighteen3. seven hundred and seventeen4. the number between 376 and 3785. the number that is 1 more then 5996. The number that is 1 less than 438 Write the following as number names1. 6182. 2343. 1064. 300 Count in 10’sa. 160 _____  _____  _____  _____  ________  _____  _____  _____  _____ b. ____  ____  ____  ____  ____  ____  ____  ____  ____  ____  ____ 870 Count in 1’sa. 299  ____  ____  ____  ____  ________  ____  ____  ____  ____  _____ b.  ____  ____  ____  ____  ____  ________  ____  ____  ____  ____  676 Pupils attempt their class work STEP 4HOME-WORK Write the following as number symbols1. Three hundred and fifty nine2. eight hundred and ninety eight3. seven hundred and one4. the number between 221 and 2235. the number that is 1 more then 2916. The number that is 1 less than 119 Write the following as number names1. 1902. 2223. 1014. 666 Count in 10’sa. 230 _____  _____  _____  _____  ________  _____  _____  _____  _____ b. ____  ____  ____  ____  ____  ____  ____  ____  ____  ____  ____ 660 Count in 1’sa. 499  ____  ____  ____  ____  ________  ____  ____  ____  ____  _____ b.  ____  ____  ____  ____  ____  ________  ____  ____  ____  ____  691 The pupils writes it in their homework book STEP 5SUMMARY 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 1-4 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