TERM: 1^{st} Term
WEEK: 2
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Counting of whole numbers 10009999
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical
INSTRUCTIONAL MATERIALS: 100 number board, scrap paper, videos from source https://www.youtube.com/watch?v=pN_xu6Oirdg
PERIOD 1: Multiples of 10
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Count in multiples of 20 1. 20, 40……… 2. 200, 220……….. 3. 140, 160………… 4. 520, 540, …………. 5. 460, 480……………  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher explains that sometimes when base 10 kits are unavailable, they could make use of some drawings and shapes to represent their large numbers For examples 570 could be represented thus,
She asks the learners to repeat the process for 350, 490, 600, 910
CLASS ACTIVITY The pupils are taught how to use number line to add in tens. The teacher draws an empty number line on the board. She demonstrates that if you want to start at 306, you need to write 306 on the number line
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Complete these patterns of 10: a. 670, 680, _____, _____, _____, _____, 730 b. 483, 493, _____, _____, _____, _____, 543 c. 567, 577, _____, _____, _____, _____, _____, 637 d. 734, 744, _____, ______, _____, _____, _____, _____, 814 e. 333, 343, _____, _____, _____, _____, _____, ____, 413
2. Use your numbered counters to complete the following There are ______ tens in 180 There are ______ tens in 230 There are ______ tens in 420 There are _____ tens in 150 There are _____ tens in 350 There are _____ tens in 410
3. On a number line, draw a number line starting at 700 and going to 800. On the number line, show how you will count in tens from 700800  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Complete these patterns: a. 228, 238, _____, _____, _____, ____, ____, _____, _____ b. 193, 203, ______, _____, ______, _____, _____, _____ c. 314, 324, _____, _____, ______, ______, ______, _____, _____ d. 456, 466, ______, _____, _____, ____, _____ e. 515, 525, _____, ____, _____, _____, _____, _____, _____, ____
2. How many tens are in the following? a. 230 b. 190 c. 460 d. 550 e. 330
3. Starting from 800 on a number line, show how you count in tens to 900.  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 on numbers up to 999
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on numbers up to 999 treated so far  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. Use flash cards to make these numbers a. 3 hundreds, 6 tens and 0 ones. ______ b. 8 hundreds, 0 tens and 5 ones. ______ c. 4 hundreds, 1 ten and 2 ones _______
2. Fill in the missing numbers in the following
3. Write the following as number symbols a. four hundred and sixteen b. five hundred and sixty four
4. Write the following as number names a. 235 b. 999
5. Complete these patterns of 10 a. 260, 270, _____, _____, _____, ____, _____, _____, _____ b. 620, 610, _____, ______, _____, _____, _____, _____, _____
6. Use your numbered counters to complete the following There are _____tens in 410 There are _____tens in 620 There are _____tens in 180 There are _____tens in 250  Pupils attempt their class work  
STEP 4 SUMMARY  The teacher marks the written assessments, corrects were necessary and commends the pupils 

PERIOD 3: The number 1000
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 any multiples of 25  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher presents 999 using the base ten kits on the board. She explains that if one extra counter was added, the number will become 10 hundreds which is called one thousand(1000)
She asks some learners to write the number symbols 100, 200, 300, 400, 500, 600, 700, 800 and 900 on the board. She then carefully states that 1000 as opposed to the others is not called ten hundred, rather it is called 1000
ACTIVITY Pupils in pairs complete the below table
 Pupils pay attention and participate  
STEP 3 CLASSWORK  1. Fill in the missing numbers
2. Complete the following a. The number that is 10 more than 990 ______ b. The number that is 1 less than 1000 ______ c. The number that is 1000 more than 900 ______ d. The number that is 300 less than 1000 ______  Pupils attempt their class work  
STEP 4 HOMEWORK  1. Fill in the missing numbers
 The pupils writes it in their homework book  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that 1000 is called one thousand. She also reminds them how to add in 10s and 100s


PERIOD 4: Numbers up to 1000
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 10 more than 1. 551 2. 843 3. 777 4. 963 5. 248 6. 737 7. 371 8. 440 9. 923 10. 854  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher explores all the ways 1000 can be represented How many hundreds are in 1000? How many tens are in 1000? How many ones are in 1000?
If I added 10 to 1000, what will it be? If 100 is taken from 1000, what will we be left with?
CLASS ACTIVITY The pupils are given flash cards containing 3digit numbers. (752, 498, 265, 333, 610) In pairs, learners identify the 3digit numbers, represents them in pictures and writes them in expanded notation(637= 600+ 30 + 7)  Pupils pay attention and participate  
STEP 3 CLASSWORK  1. Fill in the missing numbers
2. Fill in the missing numbers a. 650 is ____ less than 700 b. 780 is ____ less than 800 c. 940 is ____ more than 900 d. 830 is ____ more than 900 e. 370 is ____ less than 400
 Pupils attempt their class work  
STEP 4 HOMEWORK  1. Fill in the missing numbers a. 310 is _____ more than 300 b. 630 is _____ more than 600 c. 580 is _____ less than 600 d. 260 is _____ less than 300 e. 880 is _____ less than 900 2. Fill in the missing numbers
 The pupils writes it in their homework book  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils that 1000 is called one thousand. She also reminds them how to add and subtract in 10s and 100s 

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 ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually
ASSESSMENT
1 If there are 10 sticks in one bundle , how many sticks are in:
a 3 bundles _____________
b 7 bundles _____________
c 12 bundles _____________
d 9 bundles _____________
e 15 bundles _____________
f 8 bundles _____________
g 26 bundles _____________
h 35 bundles _____________
a 70 , 80, 90, _____, ______, ______, _____, _____, _____, ____
b 350, 340, 330, _____, _____, _____, _____, _____, 260.
c _____ , _____ , _____ , _____ , _____ , 910 , _____ , _____ , 940 , _____.
901 
 903  904  905 
 907  908  909 

911  912  913 
 915  916  917 
 919  920

921 
 923  924  925 
 927  928  929


931  932  933 
 935  936  937 
 939  940

941 
 943
 944  945 
 947  948  949 

951  952  953 
 955  956  957 
 959  960 
961

 963  964  965 
 967  968  969 

971  972  973 
 975  976  977 
 979  980

981  982  983  984  985 
 987  988  989 

991  992  993 
 995  996  997 
 999  1000 
4 Fill in the missing numbers:
a 321 has ____hundreds ____ tens ____ one
b 501 has ____hundreds ____ tens ____ one
c 789 has ____hundreds ____ tens ____ ones
d 650 has ____hundreds ____ tens ____ ones
e 209 has ____hundreds ____ tens ____ ones
f 920 has ____hundreds ____ tens ____ ones
g 444 has ____hundreds ____ tens ____ ones
h 817 has ____hundreds ____ tens ____ ones
5 Draw base ten kit pictorials to show the following numbers(squares for hundreds, lines for tens and dots for ones)
a 423
b 591
c 605
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