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. 4 + 3 + 9 =    

2. 5 + 5 + 6 =    

3. 12 + 2 + 3 =   

4. 3 + 9 + 2 =     

5. 5 + 11 + 3 =    

6. 2 + 9 + 8=

7. 9 + 3 + 6 =

8. 2 + 0 + 18 =

9. 8 + 4 + 7 =

10. 6 + 2 + 8 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

This activity revises halves.

The teacher

• Gives learners fraction strips with halves.

• Shows them one whole. What fraction is this? (One whole.)

• Shows them two halves. What fraction is this? (Two halves.)

• Asks What can you tell me about the two halves? (Two halves make one whole.)

• Repeats with thirds, quarters and fifths always referring back to the whole to see the relationship.

CLASS ACTIVITY

The teacher

Draws a fraction strip that is divided into thirds on the board. Ask learners to come up to the board to:

• Labels the fractions.

• Colours one, two three thirds.

• Repeat the exercise with quarters, fifths, sixths and eighths.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Colour the following:

2. Draw the following:

a) Three quarters using a square.

b) Two thirds, using a rectangle.

c) Four fifths, using a circle.

Pupils attempt their class work

STEP 4

HOME-WORK

Colour the following:

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to recognize and name fractions

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1. ___ ÷ 2 = 2  

2. ___ ÷ 2 = 4   

3. ___ ÷ 3 = 2  

4. ___ ÷ 3 = 4   

5. ___ ÷ 4 = 2  

6. ___ ÷ 4 = 4

7. ___ ÷ 5 = 2

8. ___ ÷ 5 = 4

9. ___ ÷ 10 = 2

10. ___ ÷ 10 = 4

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Gives learners 12 counters or stones.

• Tells them to draw faces of three children (2 boys and 1 girl) and to share the counters one at a time equally amongst the three children.

They use their scrap paper/white boards to write on, e.g

How many counters will each child get? (4)

What fraction will the girl get? (One third since the counters have been shared into 3 groups of equal size.)

How many will the girl get? (4)

What fraction did the boys get? (Two thirds.)

How many will the boys get? (4 + 4 = 8)

What is one third of 12? (4)

What is two thirds of 12? (8)

The teacher

* Repeats the above steps, asking the same questions, with the following examples:

Share 12 counters equally among three boys and one girl (i.e. into quarters – 4 groups of equal size).

Share 12 counters equally among one boy and one girl (i.e. into halves – 2 groups of equal size.).

CLASS ACTIVITY

*Asks learners to draw pictures to calculate.

We are five friends; two boys and three girls. We share 20 counters equally. How many counters will each friend

get?

What fraction will each friend get? (1 fifth.)

What is one fifth of 20? (4)

What fraction will the boys get? (2 fifths.)

How many counters will the boys get? (4 + 4 = 8 counters.)

What fraction will the girls get? (3 fifths.)

How many counters will the girls get? (4 + 4 + 4 = 12 counters.)

What is three fifths of 20? (12)

What is four fifths of 20? (16)

What is five fifths of 20? (20)

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. We are five friends. We share 25 counters equally.

a) What fraction will each friend get?

b) How many counters will each friend get?

2. I divide 12 marbles equally among John, Nelly and Seline.

a) What fraction will Nelly get?

b) How many marbles will each boy get?

3. I divide 16 marbles equally among John, Mary, Seline and Cindy.

a) What fraction will the girls, Mary and Cindy get?

b) How many marbles will Mary get?

4. Use the given fraction wall to decide which is more than/less than, equal to:

a) Two thirds ___ one half.

b) Three quarters ___ two thirds.

c) Two quarters ___ one half.

d) One whole ___ five quarters.

Pupils attempt their class work

STEP 4

HOME-WORK

1. I have 24 marbles. I divide them equally among 6 children.

a) What will one sixths of 24 be?

b) What will two sixths of 24 be?

c) What will five sixths of 24 be?

2. Which is more than, less than or equal to:

a) One quarter ___ one half

b) Two thirds ___ one half

c) Two quarters ___ one half.

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to share and group things equally

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1. 10 ÷ 10 =   

2. 8 x 10 =     

3. 40 ÷ 10 =   

4. 9 x 10 =    

5. 30 ÷ 10 =  

6. 5 x 10 =

7. 20 ÷ 10 =  

8. 7 x 10 =

9. 100 ÷ 10 =

10. 6 x 10 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Revises fraction concepts.

• Asks: How many:

−− Halves in a whole? (2)

−− Quarters in a whole? (4)

−− Quarters in a half? (2)

−− Thirds in a whole? (3)

−− Fifths in a whole? (5)

• Gives me any two fractions that are the same size. (Various, e.g. two halves and a whole; two quarters and one half; three thirds and four quarters.)

CLASS ACTIVITY

The teacher

• Gives learners counters to help them to work these calculations out practically and cups/containers to hold each person’s share.

• Divides the 9 counters equally between two boys and one girl. Ask:

−− How many parts will you divide the whole into? (Three groups – thirds.)

−− How many counters will each child get? (3 counters in each group – they will each get 3.)

−− What fraction will the girl get? (One third.)

−− How many counters will the girl get? (3)

−− What fraction will the boys get? (Two thirds.)

−− How many counters will the boys get altogether? (6)

We are six friends – one is a boy and the others are girls. We share 18 counters equally.

−− How many parts will you divide the whole into? (Six groups – sixths.)

−− How many counters in one sixth? (3)

−− What fraction will the girls get? (Five sixths.)

−− How many counters will the girls get altogether? (15)

−− What fraction will the boy get? (One sixth.)

−− How many counters will the boy get? (3)

We are four friends – two girls and the others are boys. We share 20 counters equally.

−− How many parts will you divide the whole into? (Four groups – quarters.)

−− How many counters in one quarter? (5)

−− What fraction will the girls get? (Two quarters which is the same as one half.)

−− How many counters will the girls get altogether? (5 + 5 = 10)

−− What fraction will the boys get? (Two quarters which is the same as one half.)

−− How many counters will the boy get altogether? (5 + 5 = 10)

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Share twenty five balls among five friends. Two are boys and three are girls.

a) What fraction will the girls get?

b) What fraction will the boys get?

c) How many balls will the girls get?

d) How many balls will the boys get?

2. Share twelve balls among four friends. Three of the friends are boys.

a) What fraction will the girl get?

b) What fraction will the boys get?

c) How many balls will the girl get?

d) How many balls will the boys get?

3. I have 24 marbles. I divide them equally among 6 children.

a) What will one sixth of 24 be?

b) What will two sixths of 24 be?

c) What will three sixths of 24 be?

d) What will five sixths of 24 be?

Pupils attempt their class work

STEP 4

HOME-WORK

1. I share 15 marbles equally among John, Mary and Seline.

a) What fraction will Mary get?

b) How many marbles will they each get?

2. I divide 15 marbles equally among John, Mary, Seline, Neo and Cindy.

a) What fraction will the girls, Mary and Cindy get?

b) How many marbles will John get?

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to solve word problems involving division

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1. 1 x 1 = 

2. 1 x 2 = 

3. 2 x 2 = 

4. 2 x 3 = 

5. 3 x 4 =  

6. 3 x 5 =

 7. 3 x6 =

8. 4 x 5 =

9. 5 x 1 =

10. 10 x 2 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

 • Draws the following shape on the board.

• Asks if anyone can come up to the board and shade half of the shape. Reproduce the shape quickly and ask if anyone else can do this differently? Here are some examples you might get.

• After 3–4 different responses draws the next shape and repeat the above steps by asking learners to come up and shade different quarters.

CLASS ACTIVITY

The teacher

• Gives each group of learners the sheet with fraction circles and fraction squares from the Printable Resources.

• Discusses the following questions:

−− Is one half bigger or smaller than one quarter? (Bigger.)

−− Is one quarter bigger or smaller than one third? (Smaller.)

−− What can you tell me about two quarters and a half? (They are the same size.)

−− What can you tell me about one third and three quarters? (One third is smaller than three quarters/three quarters is bigger than one third.)

• Helps learners to realise that even though the shapes differ, the fraction parts must always be found in thesame way – by sharing into equal sized parts.

In other words a half is a half in relation to the whole.

−− If the whole is a circle, half the circle is ‘half’.

−− If the whole is a square, half the square is ‘half’.

−− If the whole is four blocks, half of the blocks is two blocks.

−− If the whole is 20 sweets, half of the sweets is ten sweets, and so on.

• Asks questions about eighths, thirds, sixths and fifths as well. Talk about different wholes so that learners can generalise the concept of a whole and a fraction part of a whole.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Complete the fraction strips by filling in the fractions and then answer the questions below.

2. Fill in bigger than/smaller than/equal to:

a) One half is ______  three quarters

b) Two quarters are _____  one half

c) Three quarters are ______  one third

d) Three sixths are ______  four eighths

3. How many eighths are equal to one whole? ___

4. How many quarters are equal to three sixths? ____

Pupils attempt their class work

STEP 4

HOME-WORK

1. Draw a fraction table. Show the following: whole, halves, thirds, quarters, eighths.

2. Give three examples where fractions are equal.

(Various, e.g. two halves and one whole/two quarters and one half/six eighths and three quarters.)

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to recognize fractions in diagrammatic form

She marks their class works, makes corrections where necessary and commends them positively