TERM: 1st Term
WEEK: 9
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=ziwrVF2vLbY
PERIOD 1: What is the missing number?
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. 13  4 = 2. 14  5 = 3. 14  6 = 4. 15  6 = 5. 15  7 = 6. 16  7 = 7. 17  8 = 8. 17  9 = 9. 16  8 = 10. 18  9 =  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher asks the learners the following question “ 4 and how many make 12?”
The teacher discusses with the learners how they got the answer whether they used addition or subtraction
The teacher writes the following problem on the board
“There were 3 fish in a bucket. Sesan put 5 fish in it, then Bayo put some more fish. There are now 11 fish in the bucket. How many fish did Bayo put?” The teacher writes a number sentence representing the situation by explaining the word problem
 Pupils pay attention and participate 
STEP 3 CLASSWORK  Complete the following. You may want to draw a number line to help you.
 Pupils attempt their class work 
STEP 4 HOMEWORK 
 Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes reminding the pupils that we can use subtraction to solve addition problems
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2: What’s the missing number?
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on mental maths with 2 and 3digit numbers 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 
 Pupils attempt their class work 
STEP 4 SUMMARY  The teacher marks the written assessments, corrects were necessary and commends the pupils 

PERIOD 3: Counting in 2’s and 4’s
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations
Count forward in 2’s from 2 to 40, in 3’s from 3 to 30, in 4’s from 4 to 40, in 5’s from 5 up to 100  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher asks the learners to draw the number line from 328 – 360 in 4’s as shown below
 Pupils pay attention and participate 
STEP 3 CLASSWORK  1 Extend the pattern: a 112, 116, 120, _____, _____, _____ b 116, 112, 108, _____, _____, _____ c 164, 162, 160, _____, _____, _____ d 132, 129, 126, _____, _____, _____
2 Draw the following number lines: a 4s from 492–528 b 3s from 492–528 c Which numbers are in both the 3s pattern and the 4s pattern?  Pupils attempt their class work 
STEP 4 HOMEWORK  Complete the pattern: 1 100, ____, 108, ____, 116, ____ 2 100, _____, 104, _____, 108, _____, 112 3 Which numbers are in both the 2s pattern and the 4s pattern?  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to count in 2’s and 4’s and more importantly the number patterns and relationship between 2’s and 4’s
She marks the class work, make corrections where necessary and commends the pupils positively


PERIOD 4: Counting in 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 from 20 in 20s, from 25 in 25s, from 50 in 50s up to 200
 Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher asks the learners to draw number lines from 600 to 900 in 20s and 25s In 20s,
The teacher counts forwards and backwards on each number line with the learners The teacher then asks which number line can be used in counting in 50s(25s number line)
She also asks which number line can be used to count in 100s(20s number line)
The teacher asks the pupils what is common between the 20s and 25s number line(600, 700, 800, 900)
CLASS ACTIVITY The learners are asked to use the number line to answer the following questions a. What’s common if I count in 20s and 25s from 300500? b. what’s common if I count in 20s and 50s from 300 to 500? c. what’s common if I count in 50s and 100s from 600 to 800? d. What common if I count in 20s, 25s, 50s and 100s from 100900?  Pupils pay attention and participate 
STEP 3 CLASSWORK  1 Describe these patterns: a 200, 220, 240, 260, 280, 300.320, 340, 360, 380, 400 b 200, 225, 250, 275, 300, 325, 350, 375, 400 c 200, 250, 300, 350, 400 d 200, 300, 400 e What’s common if I count in 20s and 25s from 200 to 400? f What’s common if I count in 25s and 50s from 200 to 400? g What’s common if I count in 50s and 100s from 200 to 400? h What’s common if I count in 20s and 100s from 200 to 400? i What’s common if I count in 20s, 25s, 50s and 100s from 200 to 400?
2 Extend these patterns: a 499, 494, 489, ___, ___, ___ b 380, 360, 340, ___, ___, ___ c 500, 400, 300, ___, ___, ___ d 236, 336, 436, ___, ___, ___  Pupils attempt their class work 
STEP 4 HOMEWORK  Extend these patterns: 1 300, 400, ____ 2 300, 350, ___, 450, ___ 3 300, 325, 350, ___, 400, ___, 450, ___, 500 4 What is common between 1) and 2)? 5 What is common between 2) and 3)? 6 What is common between 1) and 3)?  The pupils writes it in their homework book 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to count in 20s, 25s, 50s and 100s and the number patterns and relationships between them
She marks the class work, make corrections where necessary and commends the pupils positively


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 Describe these patterns:
a 100, 102, 104, 106, 108
b 360, 370, 380, 390, 400,
c 414, 417, 420, 423
2 Extend these patterns:
a 199, 299, 399, ____, ____
b 580, 560, 540, ___, ___, ___
c 450, 500, 550, ___, ___, ___
3 Draw the following number lines:
a 5s from 720–765
b 3s from 720–765
c Which numbers are in both the 5s pattern and the 3s pattern?
4 Complete the patterns:
a 127, 130, 133, ___, ___, ___
b 108, 105, 102, __, __, __
c ___, ___, ___, 198, 195, 192
d 38, 40, 42, ___, ___, ___
e 140, ___, 144, ___, 148, _____
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