Lesson Notes By Weeks and Term - Primary 3

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

CLASS-WORK

 Complete the following. You may want to draw a number line to help you.

Pupils attempt their class work

STEP 4

HOME-WORK

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

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

ORAL

ASSESSMENTS

The teacher asks questions on mental maths with 2 and 3-digit 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

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

CLASS-WORK

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

HOME-WORK

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

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 300-500?

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 100-900?

Pupils pay attention and participate

STEP 3

CLASS-WORK

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

HOME-WORK

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