Lesson Notes By Weeks and Term - Primary 3

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Count forwards and backwards in 2s from any multiple of 2 in the number range 0 to 200

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher gives a 201-1000 number board to learners. The learners are then asked to find number patterns made by counting on in 2s on their number board from 400 to 600(400, 402, 404, 406......). The learners are asked to draw a circle around the numbers and count backwards from 600-400.

The teacher asks the pupils what is common to the circled numbers(their ending numbers are even numbers)

The teacher asks the pupils how this pattern grow(by adding 2 each time)

The teacher also asks the learners to draw triangles to show the patterns made by counting in 3s, starting at 402 and counting to 600(402, 405, 408, 411, 414, 417.........). The learners are also asked to count backwards from 600-402 

The teacher asks the pupils how this pattern grow(by adding 3 each time)

The teacher then asks the learners to draw a square to show the patterns made by counting in 4s starting at 400 and counting to 600(400, 404, 408, 412, 416...........). The learners are also asked to count backwards from 600-400.

The teacher asks the pupils how this pattern grow(by adding 4 each time)

N.B: Learners may also mention the pattern from a geometric point of view(straight, diagonal etc)

The teacher asks the learners to look at the patterns of 2, 3 and 4 and find the common numbers. (408, 420, 432, 444, 456, 468, 480, 492, 504, 516, 528, 540, 552, 564, 576, 588 and 600)

In pairs, learners are asked to

Use the number board to count forward in 5s from 600. (i.e. 600, 605, 610,

615, 620, and 625.). The learners are asked to extend the pattern up to 1000. They are also asked to Count backwards from 1 000.

The process is repeated for these

• draw circles on 20s, triangles on 25s, cross on 50s. Look at the patterns of 5s, 20s and 25s. Find the common numbers.

• look at the patterns of 25s, 50s and 100s. Find the common numbers.

• look at the patterns of 5s, 50s and 100s. find the common numbers.

Pupils pay attention and participate

STEP 3

CLASS-WORK

 1 Complete the pattern:

a 400, 403, 406, __, 412, __, ___, 421.

The rule for this pattern is to add___

b 402, 404, __, 408, __, 412, __, ___418, 420

The rule for this pattern is to add___

c 404, 408, ___, 416, ___

The rule for this pattern is to add___

d 405, ___, 415, ____

The rule for this pattern is to add___

2 Which numbers are in both a) and b)?

3 Which numbers are in both c) and d)?

4 Which numbers are in both a) and c)?

5 Which numbers are in both b) and d)?

Pupils attempt their class work

STEP 4

HOME-WORK

Copy and underline the numbers that do not belong to the patterns.

1 505, 510, 515, 520, 523, 530

2 500, 525, 550, 570, 575, 600

3 500, 510, 520, 530, 535, 540, 550

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes reminding the pupils that how to count forwards and backwards in 2s, 3s, 4s, 5s, 20s, 25s, 50s and 100s find number patterns and the relationship between these numbers.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Count forwards and backwards in multiples of 5 between 5 and 200.

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher draws the below flow diagram on the board and explains that the numbers in the blocks on the left are the numbers we will be working with.

The teacher writes the numbers 4, 6, 5, 7, 8 in the rectangles as shown below.

She explains that all of the numbers are going to be subjected to the same rule – multiply by 5.

The teacher asks: What is 4 groups of 5? (20). The answer is recorded in the first output block.

• She continues to complete the flow diagram with the learners.

• The teacher asks again: What pattern do you notice? (the rule is that the output numbers are found by

multiplying the input numbers by 5. The output numbers are thus all multiples of 5)

The exercise is repeated using the flow diagram below

CLASS ACTIVITY

The teacher draws the table below.

The teacher explains that in the above table we are multiplying by 3 and completes the table with the learners

Pupils pay attention and participate

STEP 3

CLASS-WORK

 1 Complete the flow chart diagram

The pattern is ________

2 Complete the table below

The pattern is _________

Pupils attempt their class work

STEP 4

HOME-WORK

Complete the flow diagram

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to work with flow diagrams and tables to identify number patterns.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Count forwards and backwards in 10s from any multiple of 10 between 10 and 200

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher then asks the learners what pattern they can see(multiples of 5)

CLASS ACTIVITY

The teacher Read the following problem to the learners: Neo collects 4 stickers each week from

Shoprite. How many stickers will she have after 6 weeks?

The learners are to use any one of both methods to solve the problem. One learner is picked to show the solution on the board

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Solve the following problem. Show your answers in the table and in the flow diagram.

Jenny gets N10 each week. How much will she have after 7 weeks?

Pupils attempt their class work

STEP 4

HOME-WORK

Complete the flow diagram

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to work with flow diagrams and tables to solve word problems

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

ORAL

ASSESSMENTS

The teacher asks questions on counting forwards and backwards

Pupils respond and participate

STEP 2

DISCUSSION

The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen

Pupils pay attention and participate

STEP 3

WRITTEN ASSESSMENTS

1 Complete the following number lines:

a 3s from 240 – 276

b 4s from 240 – 276

c Which numbers are in both the 3s pattern and the 4s pattern. ____________

2 Which numbers between 300 and 400 belongs to both the 25s and the 50s pattern? ______

3 Extend the pattern:

a 485, 490, 495, __, ___, ___, ___

b 300, 400, ____, ___, _____, ____,

4 Complete the pattern:

a ____, _____, ____, 200, 195, 190

b ____, _____, ____, 560, 550, 540

c ____, _____, ____, 440, 438, 436

d 450, 400, 350, ____, ___, _____, ____

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils