TERM: 1st Term
WEEK: 10
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Addition and subtraction
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments
INSTRUCTIONAL MATERIALS: Base 10 kit, 100 number board, scrap paper, videos from source
https://www.youtube.com/watch?v=hyz4p7w74ww
https://www.youtube.com/watch?v=_D6IPnvX0dY
PERIOD 1: counting in 2s, 3s, 4s, 5s, 10s, 20s, 25s, 50s and 100s
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 2011000 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 600400. 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 600402 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 600400. 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 CLASSWORK  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 HOMEWORK  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 

PERIOD 2: Flow diagrams and tables
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 CLASSWORK  1 Complete the flow chart diagram The pattern is ________
2 Complete the table below
The pattern is _________
 Pupils attempt their class work  
STEP 4 HOMEWORK  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 

PERIOD 3: Number patterns, flow diagrams and tables
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 CLASSWORK  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 HOMEWORK  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 

PERIOD 4: Number patterns
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 

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 . She marks the exercises, makes corrections and commends the pupils positively.
PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually
ASSESSMENT
1 Complete the pattern:
a 200, 300, 400, ____, ____, ____
b ____, ____, ____, 380, 400, 420
c 450, 500, 550, ____, ____, ____
2 Extend the pattern
575, 580, 585, __, ___, ___, ___
300, 304, 308, ___, _____, ____
3. Benita eats 3 apples a week. How many apples will she had eaten after 5 weeks? Solve this word problem using the flow diagram and table.
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