TERM: 2nd Term
WEEK: 9
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Number and Geometric patterns
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: Scrap paper/whiteboards, multiplication table grid, paper money (coins and notes), videos from source
PERIOD 1: Number patterns
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ + 3 = 14 2. __ + 9 = 20 3. __ + 19 = 20 4. __ + 7 = 18 5. __ + 4 = 16 6. __ + 7 = 13 7. __ + 10 = 11 8. __ + 12 = 15 9. __ + 9 = 18 10. __ + 8 = 13  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Writes down these numbers on the board. Asks: Who can see which pattern these numbers belong to? −− 210, 220, 230, 240, 250, 260 (10s pattern) −− 45, 50, 55, 60, 65, 70 (5s pattern) −− 400, 402, 404, 406, 408, 410 (2s pattern) • Asks some learners to make up their own patterns. * Asks them to describe how their patterns grow. They can make patterns that involve multiples of 2, 3, 4, 5, 10, 25, 50 or 100. (Allow about five learners to do this.)
Now look at these numbers. They may not be in order and all the numbers in the sequence might not be there. Which one does not belong to the pattern? Why do you say that? 210, 220, 203, 240, 250, 260 (203 does not belong to the 10s pattern) 365, 375, 385, 397, 405 (397 does not belong to the 5s pattern) 540, 250, 580, 130, 755 (755 does not belong to the 10s pattern) 65, 44, 70, 55, 60, 50 (44 does not belong to the 5s pattern) 400, 401, 420, 438, 428, 310 (401 does not belong to the 2s pattern)
CLASS ACTIVITY The teacher
• Writes the following numbers on the board: 221, 219, 217, ______, ______, ______ . Which pattern do the numbers belong to? (2s pattern) Are the numbers that are missing on the left or right? (Right) So are the missing numbers going to be bigger or smaller than 217? (Smaller, because the counting in the given pattern is going down – it is a decreasing pattern.)
Remember that these numbers are in the 2s pattern. So use your 2s pattern to work out what the next three numbers will be. Remember that your numbers need to get smaller because the pattern is decreasing. (215, 213, 211)
• Goes through the same steps with more examples and then ask learners to try them out on their whiteboards, e.g. 854, 864, 874, 884, ______, ______, ______ . (increases in 10s – 894, 904, 914) 95, 90, 85, 80, ______, ______, ______ . (decreases in 5s – 75, 70, 65) 52, 54, 56, 58, ______, ______, ______ . (increases in 2s – 60, 62, 64) 2, 4, 8, 16, ______, ______, ______ . (increases by doubling – 32, 64, 128)
•Writes the following numbers on the board: ______ , ______, 145, 150, 155 Which pattern do the numbers belong to? (5s pattern) Are the numbers getting bigger or smaller as we move from left to right? (Bigger) Are the numbers that are missing on the left or right? (Left) So are the missing numbers going to be bigger or smaller than 145? (Smaller, because they are on the left of 145 and the pattern is an increasing pattern.)
Remember that these numbers are in the 5s pattern. So use the 5s pattern to work out what the first number before 145 will be. (145 – 5 = 140) Write 140 down on the left of 145. ______ , 140 , 145, 150, 155 Now for the number before 140, what do we need to do? (Take away 5 again.) From which number? (140) What is the answer? (135) Write that down. 135 , 140, 145, 150, 155
• Goes through the same steps with a more examples and then ask learners to try them out on their whiteboards, e.g. ______, ______, 56, 66, 76 (increasing pattern – increases in 10s: 36, 46) ______, ______, 76, 66, 56 (decreasing pattern – decreases in 10s: 96, 86) ______, ______, 74, 76, 78 (increasing pattern – increases in 2s: 70, 72) ______, ______, 74, 72, 70 (decreasing pattern: 78, 76).  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Work in pairs to find which number does not belong. Give reasons for your answers. a) 57, 27, 87, 67, 72 ____ b) 29, 67, 28, 25, 24 ____ c) 416, 614, 164, 616 ____ d) 15, 52, 20, 30, 45 ____ e) 12, 24, 30, 19, 27 ____
2. Copy these numbers and write down the next three numbers in the pattern. a) 104, 109, 114, ____, ____,____ b) 121, 119, 117, ____, ____,____ c) 1, 2, 4, 8, ____, ____,____ d) 25, 50, 75, 100, ____, ____,___ 3. What are the first two numbers in this pattern? a) ____, ____, 45, 50, 55. b) ____, ____, 55, 50, 45. c) ____, ____, 68, 58, 48. d) ____, ____ 48, 58, 68.  Pupils attempt their class work 
STEP 4 HOMEWORK  Find the missing numbers to complete these patterns: 1. 172, 182, 192, ____, ____ 2. 621, 619, 617, ____, ____ 3. ____, ____, 238,248, 258 4. ____, ____, 258, 248, 238 5. 225, 250, 275, ____, 325 6. 850, ____ 750, 700, 650  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to create and describe number patterns.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2 : Number patterns using money
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ + 3 = 114 2. __ + 9 = 120 3. __ + 19 = 120 4. __ + 7 = 118 5. __ + 4 = 116 6. __ + 7 = 113 7. __ + 10 = 111 8. __ + 12 = 115 9. __ + 9 = 118 10. __ + 8 = 113  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Say to the class: In the examples that we will look at now, the numbers are not always in order so you need to look carefully. • Write one set of numbers on the board at a time. Help learners to discover which number/monetary value does not belong and to give reasons for their answers. Which one does not belong? Why?
100k, 75k, 125k, 45k, 150k, 200k, 175k (45k does not belong to the 25k pattern)
N47.00; N638.00; N56.96; N572.00; N87.00 (N56,96 because it is the only amount that has both Naira and kobo)
N8.25; N4,22; N8,45; N80,00; N21,93 (N80,00 because it is the only amount that does not have kobo)
200k, 175k, 25k, 35k, 50k, 100k, 125k (35k because it is the only amount that does not belong to the 25k family/pattern)
N50.00; N 250.00; N 200.00; N 100.00; N 150.00; N 258.00(N 258.00 because it is the only amount that does not belong to the N50 family)
CLASS ACTIVITY The teacher • Writes the following numbers on the board: N 20, N 25, N 30,______, ______, ______ . Which pattern do the numbers belong to? Are the missing numbers on the right or on the left? (Right) Are the missing numbers going to be bigger or smaller than N30? (Bigger, because they are on the right of R30 and the numbers on the right are bigger than the number on the left – the pattern is increasing.)
Remember that these numbers are in the N5s pattern. So use your N5 pattern to work out what the next three numbers will be. Remember that your numbers need to get bigger as you move from left to right. (N 35, N 40, N 45)
• Goes through the same steps with more examples and then ask learners to try them out on their whiteboards, e.g. N 5.00, N 5.20, N 5.40, ___, ____, ___ . (increasing pattern, 20k intervals)
50k, N 1.00, N 1.50, ___, ___, ____ . (increasing pattern – 50c intervals)
N 2.00, N 1.75, N 1.50, ___, ___, ____ . (decreasing pattern – 25c intervals)
• Writes the following numbers on the board: ______, ____, N 200, N 180, N 160.
Which pattern do the numbers belong to? (N 20s pattern) Are the numbers are getting bigger or smaller as we move from left to right? (Smaller) Are the numbers that are missing on the left or right? (Left) So are the missing numbers going to be bigger or smaller than 145? (Bigger, because they are on the left of N 200 and the pattern is decreasing.)
Remember that these numbers are in the N 20s pattern. So use the N 20s pattern to work out what the first number before N 200 will be. (N 200 + N 20 = N 220) Writes N 220 down on the left of N 200.______, N 220, N 200, N 180, N 160. Now for the number before N 220, what do we need to do? (Add N 20 again) To which number? (N 220). What is the answer? (N 240)
Writes that down. N 240, N 220, N 200, N 180, N 160. • Goes through the same steps with more examples and then ask learners to try them out on their whiteboards, e.g. ____ , ____ , N 100, N 125, N 150, N 175 (increasing pattern, N 25 intervals) ____ , ____ , N 575, N 550, N 500 (decreasing pattern, N 25 intervals) ____ , ____ , 374k, 384k, 394k (increasing pattern, 100k intervals) ____ , ____ , N 7.50, N 5.50, N 3.50 (decreasing pattern, N 2 intervals)  Pupils pay attention and participate 
STEP 3 CLASSWORK  1. Work in pairs to find which number does not belong. Give reasons for your answers. a) 16, 22, 20, 24, 28, 32 ____ b) N25,00; N56,00; N38,15; N217,00; N387,00 ____ c) 100k, 75k, 125k, 45k, 150k, 200k, 175k ____ d) N5,00; N5,50; N6,00; N6,50; N7,00; N7,50 ____ e) N3,25; N4,59; N8,02; N6,00; N1,53 ____ 2. What are the next three numbers in this pattern? a) N6,40; N6,60; N6,80; ______; ______;______ b) N12,50; N12,00; N11,50; ______; ______; ______ c) N2; N4; N6; ______; ______; ______
3. What are the first two numbers in this pattern? a) ______, ______, N125, N155, N185 b) ______, ______, 374c, 384c, 394c c) ______, ______, N12, N15, N18 d) ______, ______, N120, N150, N180 e) ______, ______, N180, N150, N120 f) ______, ______, N125, N155, N185 g) ______, ______, N575, N550, N500  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Find the missing numbers to complete these patterns: a) 659c, 669c, 679c, ______, ______ b) N63, N61, N59, ______, ______ c) ______; ______; N2.38; N2.48; N2.58 d) ______; ______; N2.58; N2.48; N2.38 e) 850, ______, 750, 700, 650 f) ______, 40k, 50k, 60k, ______
2. Collect all the cutlery in your kitchen and sort it into spoons, knives and forks. Count how many of each you have. Remember to bring the data you collected of the cutlery in your kitchen for the lesson tomorrow.  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to solve number patterns using money
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Exploring Geometric patterns
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate If I count in 50s, give me the number before 1 400 2 50 3 150 4 250 5 550 6 250 7 100 8 450 9 500 10 200  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Draws the patterns given in the table below on your board before the lesson starts. You will need to refer to these drawings when you explain the different kinds of patterns. You don’t have to write the explanations – you will talk about these. • Uses the table below, which provides three different types of patterns, to teach learners how to  Identify  Describe  Extend and  Develop their own patterns. CLASS ACTIVITY The teacher Instructs the learners: Make your own pattern with a different shape and your own colours. Describe the pattern. What will the next three shapes look like? Draw them. For example: Describe the pattern. (A square with a circle inside. The circle is at the top left, top right, bottom right.) What will the next three shapes look like? (The circle will be at the bottom left, then top left, then top right.) Draw them.  Pupils pay attention and participate 
STEP 3 CLASSWORK 
2 Use any of these shapes to make two different patterns. Describe your patterns. You don’t have to use all the shapes in your two patterns.  Pupils attempt their class work 
STEP 4 HOMEWORK  1 Design and draw your own pattern using circles, squares and triangles. 2 Describe the pattern.  Pupils attempt their class work 
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to extend and develop patterns.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 4: Assessments
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on geometric patterns  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 the next shape in this pattern:
2 Draw and extend a pattern in which the sizes of the shapes increase. Learners’ answers will vary.
3 Make your own pattern using circles and squares.
4 Use three squares to draw a pattern. The size of the squares need to change in a regular way.  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
CONSOLIDATION
1 Extend the following pattern:
4 Create a pattern with 3 squares. The squares should decrease in size.
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