Lesson Notes By Weeks and Term - Primary 3

Counting and writing numerals up to 1000 - 9999

TERM: 1st Term

WEEK: 2

CLASS: Primary 3

AGE: 8 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Counting of whole numbers 1000-9999

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

  1. Write the numerals 1000
  2. Count in thousands up to 9000
  3. Identify the place value i.e. Th, H, T, U in numbers from 1000-9000
  4. Count in Thousands(Th), Hundreds(H), Tens(T) and Units(U)

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

CLASS-WORK

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 700-800

Pupils attempt their class work

STEP 4

HOME-WORK

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

1

836

__hundreds

__tens

__ones

2

620

__hundreds

__tens

__ones

3

409

__hundreds

__tens

__ones

 

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

100

 

 

 

500

 

 

 

 

1000

910

920

 

 

 

 

 

 

 

1000

991

 

 

 

 

996

997

 

 

 

 

 

300

 

 

 

 

 

900

 

 

 

 

 

 

 

 

800

900

1000

1000

 

 

700

 

 

 

 

 

 

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Fill in the missing numbers

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

 

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

HOME-WORK

1. Fill in the missing numbers

100

200

 

 

 

 

 

 

 

1000

 

 

 

 

 

 

 

 

990

1000

 

 

 

994

995

996

 

 

 

 

1000

 

 

 

 

 

 

300

 

 

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 3-digit numbers.

(752, 498, 265, 333, 610)

In pairs, learners identify the 3-digit numbers, represents them in pictures and writes them in expanded notation(637= 600+ 30 + 7) 

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Fill in the missing numbers

491

__hundreds

__tens

__ones

638

__hundreds

__tens

__ones

945

__hundreds

__tens

__ones

550

__hundreds

__tens

__ones

212

__hundreds

__tens

__ones

 

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

HOME-WORK

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

356

___hundreds

___tens

___ones

278

___hundreds

___tens

___ones

567

___hundreds

___tens

___ones

679

___hundreds

___tens

___ones

780

___hundreds

___tens

___ones

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 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 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 _____________

  1. Fill in the blanks.

a 70 , 80, 90, _____, ______, ______, _____, _____, _____, ____

b 350, 340, 330, _____, _____, _____, _____, _____, 260.

c _____ , _____ , _____ , _____ , _____ , 910 , _____ , _____ , 940 , _____.

  1. Fill in the missing numbers

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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