TERM: 1^{st} Term
WEEK: 3
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Sequencing and comparing numbers
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=Uf6rifkw2tE
https://www.youtube.com/watch?v=iOkM9Ox7QSE
PERIOD 1: Sequencing and comparing numbers
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Count in 10s from any multiples of 10 between 300600  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher draws a number line on the board missing out some numbers as follows
The pupils are asked to draw the number line in their book and fill out the missing numbers. One of them is asked to solve it on the board
The teacher circles the number 601 and asks the pupils to mention numbers smaller than 601(597600) and bigger than 601(602607)
The teacher then covers the number line and writes numbers 597607 randomly on the board and asks the pupils to arrange them from the smallest to the greatest and also from the greatest to the smallest
The teacher repeats this for 314323, 267274, 467473
The teacher then draws the below number line on the board The teacher then ask the learners what number will come after 340 which is 350 because the number is going up in tens The learners are then asked to fill up the remaining missing number
The same thing is done for the below number line(which is counting in 5’s)
The teacher then writes 600 and 670 on the board and asks which is bigger? The learners are then asked to point in the direction the number 600 will go on the number line(which is the lefthand side because 600 is less than 670), she also asks the direction 670 will go on the number line(which is the right hand side because 670 is greater than 600) The teacher repeats this process with other different numbers 213 and 263, 198 and 214, 345 and 415  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Fill in the missing numbers on the number line
2. Can you find these numbers495, 505, 550, on the number line? Write them on the number line
3. Which number is the biggest? Show it on the number line  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Fill in the missing numbers on the number line
2. Can you find these numbers940, 905, 965, 930, 920, 945, 955, 925, 935, 910, 960 on the number line? Write them on the number line 3. Which number is the biggest? Show it on the number line
 Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by ensuring the pupils practice severally on the number line
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2: Comparing, ordering and rounding off numbers
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations What is 100 more than 1. 151 2. 343 3. 777 4. 463 5. 148
What is 100 less than 6. 837 7. 471 8. 540 9. 223 10. 654  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher writes two numbers on the board: 429 and 392 and ask the learners to use pictorials to represent both numbers on the board(squares as hundreds, lines as tens and dots as ones) 429 4 squares 2 lines and 9 dots 392 3 squares 9 lines and 2 dots The teacher then explains that 429 is bigger than 392 because 392 has 3 hundreds while 429 has 4 hundreds and 4 hundreds is bigger than 3 hundreds
The teacher also asks the pupils to use the base ten kit to represent both numbers(to help visualize the difference in size between the two number) The teacher then explains that we can show that 429 is bigger than 392 by putting in a greater than sign: 429 > 392
The same processes is repeated for 327 and 372(where it is shown that even though both numbers have 3 hundreds, the tens digit in 327 is 2 while the tens digit in 372 is 7 which means 327 is smaller than 372). We an show that 327 is smaller than 372 by putting in a less than sign: 327 < 372
CLASS ACTIVITY The teacher then writes 289 and 302 on the board and ask the pupils to use the method she just explained to compare both numbers. The same is applied to 309 and 352
The teacher then draws the below number line on the board and asks the pupils to circle 114
She then asks the pupils which number is closer to114, 110 or 120. She explains that looking at the number line, It is obvious that 114 is closer to 110. With this, she explains that rounding off means to find the multiple of 10 which is closer to the given numbers
For 112, it is closer to 110 so we round it off to 110 For 117, it is closer to 120 so we round it off to 120 As a rule, 115 is round off to 120
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Fill in > or < a. 459 ( ) 549 b. 321 ( ) 221 c. 699 ( ) 966 d. 211 ( ) 112 e. 328 ( ) 376 f. 691 ( ) 672 g. 187 ( ) 178 h. 934 ( ) 974 i. 342 ( ) 345 j. 983 ( ) 981
2. Draw number lines to help you round off to the nearest tens the following numbers a. 173 b. 548 c. 959 d. 795 e. 431  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Fill in > or < a. 618 ( ) 816 b. 445 ( ) 455 c. 739 ( ) 737 2. Draw number lines to help you round off to the nearest tens the following numbers a. 152 b. 157  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to sequence and compare numbers up to 1000 and rounding off to the nearest tens
She marks the class work, makes corrections where necessary and commends the pupils positively


PERIOD 3: More numbers up to 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 in 10s from any multiples of 10 between 700 and 1000  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher draws 342 on the board in simplified pictorials(3 squares, 4 lines and 2 dots) and ask the learners to state how many hundreds, tens and ones are there(3 hundreds, 4 tens and 2 ones)
The teacher asks the pupils to put these numbers 356, 712, 834 in simplified pictorial forms in their note books. She also asks them to write the names of each numbers by the side
The teacher then ask the pupils how many tens are in 270(27 tens) She further asks how else the number 270 could be expressed(which is 2 hundreds, 7 tens and 0 ones) The process is repeated for the numbers 520, 140, 330
CLASS ACTIVITY The teacher draws the following number line on the board and ask the pupils to fill in the missing numbers
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1 Write the number on the line. a 5 hundreds, 3 tens and 2 ones _______________ b 7 hundreds, 5 tens and 6 ones _______________ c 1 hundred, 0 tens and 4 ones _______________ d 4 hundreds, 9 tens and 5 ones _______________ e 6 hundreds, 7 tens and 0 ones _______________
2 Complete the following: There are _____ tens in 520 There are _____ tens in 470 There are _____tens in 610 There are 84 tens in _____ There are 39 tens in _____ There are 75 tens in _____  Pupils attempt their class work 
STEP 4 HOMEWORK  Write the number on the line. a 3 hundreds, 0 tens and 2 ones _______________ b 9 hundreds, 6 tens and 0 ones _______________ c 5 hundreds, 5 tens and 5 ones _______________ d 7 hundreds, 2 ten and 0 ones _______________  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes allowing the pupils more opportunities to practice the concepts discussed
She marks the class work, make corrections where necessary and commends the pupils positively


PERIOD 4: Numbers up to 1000
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on numbers up to 1000 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 Draw number lines to help you round off the following numbers to the nearest ten: a 761 ____ b 927 ____ c 484 ____ d 689 ____
2 Write these numbers from the smallest to the biggest:
145, 457, 45
3 Write the following numbers from biggest to smallest: 130, 310, 301
4 Fill in the missing numbers on the number line: 5 Fill in > or <: a 751 ( ) 571 b 498 ( ) 488 c 561 ( ) 651 d 204 ( ) 240
 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 Write the number:
a 9 hundreds, 1 ten and 7 ones _______________
b 6 hundreds, 8 tens and 2 ones _______________
c 3 hundreds, 3 tens and 0 ones _______________
d 2 hundreds, 0 tens and 3 ones _______________
e 7 hundreds, 2 tens and 9 ones _______________
2 Fill in the missing numbers on the number line:
3. Can you find these numbers on the number line? Write them on the number line(430, 340, 410, 390, 440, 320, 400, 420, 350, 380, 330
4 Fill in > or <:
a 489 ( ) 849
b 325 ( ) 352
c 674 ( ) 664
d 299 ( ) 289
e 851 ( ) 951
5 Draw number lines to help you round off the following numbers to the nearest ten:
a 994 ____
b 677 ____
c 258 ____
d 422 ____
e 571 ____
f 125____
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