TERM: 3^{rd} Term
WEEK: 8
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Data
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: Whiteboards/scrap paper, Empty boxes, old books, newspapers, magazines, videos from source
PERIOD 1: Data
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ x 10 = 50 2. __ x 10 = 30 3. __ x 2 = 12 4. __ x 2 = 20 5. __ x 10 = 60 6. __ x 10 = 90 7. __ x 2 = 18 8. __ x 2 = 14 9. __ x 10 = 70 10. __ x 2 = 0  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Writes the following information on the board. This is what people ordered at a restaurant on Friday night: 10 hamburgers, 5 hot dogs, 15 pap and meat, 10 rice and chicken and 20 curry pies. • Draws a frequency table on your whiteboards/scrap paper to show this data. • Reminds learners how to use tally marks – in groups of five. For each item draw a short line – do this for four items. The fifth count is marked by crossing out the first four and making a bundle of five. Then start with a new bundle for the next five items, and so on. The tally table for the restaurant orders was as follows:(work through this with the class counting up all of the tallies). • Look at your table and answer these questions – and make up other similar questions if there is time: −− How many people chose rice and chicken? ___ (10) −− How many people chose curry pie? ___ (20) −− What is the most popular meal? ___ (Curry pies) −− What is the least popular meal? ___ (Hot dogs) −− How many meals were ordered? ___ (60) −− What is the second most popular meal? (Pap and meat) −− What is the difference in orders between people who chose pap and meat and people who chose hot dogs? (10) −− What is the difference in orders between the most popular and the least popular meal? (15)
CLASS ACTIVITY The teacher • Draw and complete a bar graph with the learners on the board. Use the information from the table on their whiteboards/scrap paper:  Pupils pay attention and participate 
STEP 3 CLASSWORK  Use the bar graph on Favourite pets to answer the questions that follow 1. Which 3 pets are represented in the bar graph? 2. Which pet is the most popular? 3. Which pet is the least popular? 4. What is the difference in number between learners who like dogs and learners who like birds? 5. Draw a pictograph to represent the data which is in the bar graph.  Pupils attempt their class work 
STEP 4 HOMEWORK  Use a bar graph to show the data in the table below. Remember to give your graph a title and to label the axes. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Represent data in a pictograph with onetoone correspondence and bar graph. She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2: Data
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ x 10 = 60 2. __ x 10 = 40 3. __ x 2 = 10 4. __ x 2 = 44 5. __ x 100 = 600 6. __ x 10 = 70 7. __ x 2 = 18 8. __ x 2 = 20 9. __ x 10 = 100 10. __ x 100 = 0  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher • Draws the following bar graph on the board. Using the information presented in the graph, answer the following questions: −− How many people like apples? ____ (2) −− How many people like bananas? ____ (1) −− How many people like pears? ____ (2) −− How many people like oranges? ____ (14) −− What is the least favourite fruit?_____ (Bananas.) −− What is the second most popular fruit? (Apples and oranges.) −− What is the difference between the number of people who like oranges and the number of people who like bananas? (13) −− What is the difference between the number of people who like oranges and the number of people who like apples? (12) Etc.
CLASS ACTIVITY The teacher • Draws the following table on the board. • Discusses the information in the table with the class. Ask questions such as: −− How many people like red cars? ____ (22) −− How many people like white cars? ____ (65) −− How many people like blue cars? ____ (20) −− How many people like black cars? ____ (15) −− What is the least favourite car colour?_____ (black) −− What is the most popular car colour? (white) −− What is the difference between the number of people who like white cars and the number of people who like black cars? (50) −− What is the difference between the number of people who like white cars and the number of people who like red cars? (43) Etc.  Pupils pay attention and participate 
STEP 3 CLASSWORK  Answer the questions based on the information in the bar graph. 1. What is the most favourite colour? 2. What is the least favourite colour? 3. What is the difference between the number of people who like green and the number of people who like red?  Pupils attempt their class work 
STEP 4 HOMEWORK  Answer the questions based on the information in the table. 1. What is the most favourite colour? 2. What is the least favourite colour? 3. What is the difference between the number of people who like blue and the number of people who like red? 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Analyse data from representations provided (in tables and bar graphs). She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Data
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. 20 – 11 = 2. 15 – 11 = 3. 18 – 11 = 4. 12 – 11 = 5. 16 – 11 = 6. 19 – 11 = 7. 17 – 11 = 8. 13 – 11 = 9. 11 – 11 = 10. 14 – 11 =  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher Draws the table below on the board before the lesson to save time. • Gives each group some empty boxes, old books, newspapers, magazines. • Discusses all the different objects, what they are all made of and the use of the different objects. • Explains to the learners, that although all the objects are made from paper, they have different uses (boxes for packing; books, newspapers, magazines for different kinds of reading). Each group must sort their objects. • Asks each group to copy the table from the board and to record their tallies and totals in a table on their scrap paper/whiteboards. CLASS ACTIVITY The teacher Ask pairs to draw bar graphs to represent their data and answer the questions that follow (graphs to be done using group data. Each group might have a different graph).
• Asks learners questions about the data represented in their graphs such as: −− Which item did you have most of? −− Which item did you have least of? −− What is the difference between the number of books and the number of magazines that you had? −− What is the difference between the number of newspapers and the number of magazines that you had? −− Did you have more boxes or more books? −− Etc. • Write a sentence about what you can see in the graph about the: −− Magazines and the old books (e.g. I have more books than magazines). −− Newspaper and the empty boxes (e.g. I have 5 newspapers and 6 boxes. I have fewer newspapers than boxes).  Pupils pay attention and participate 
STEP 3 CLASSWORK  The cutlery count used in this lesson should have been done at home. If it has not been done you can talk about the activity and make up a set of appropriate data.
Use the data you collected on the cutlery in your home for homework. 1. 1. Draw a table for your data. 2. Draw a bar graph to represent your data. Use the scale on the axis to get the correct length of the bar.
3. Write a sentence that tells us something about the number of: a) forks and knives b) tablespoons and teaspoons c) forks and tablespoons d) anything else that is interesting about the data.  Pupils attempt their class work 
STEP 4 HOMEWORK  At Papa Paulo’s Pizzeria, all the pizzas come with tomato sauce and cheese. Look at the chart to see some popular extras, and answer the questions below. 1. Which topping was most popular? 2. Which was least popular? 3. Which two toppings were equally popular? 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Analyse data from representations provided and Draw at least one pictograph with onetoone correspondence.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 4: Data
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY 
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate 1. __ x 10 = 50 2. __ x 10 = 30 3. __ x 2 = 12 4. __ x 2 = 20 5. __ x 10 = 60 6. __ x 10 = 90 7. __ x 2 = 18 8. __ x 2 = 14 9. __ x 10 = 70 10. __ x 2 = 0  Pupils respond and participate 
STEP 2 CONCEPT DEVELOPMENT  The teacher * Writes the following information on the board:
This is what the people ordered at a restaurant on Friday night. 8 hamburgers, 6 hot dogs, 10 pap and meat, 15 rice and chicken, and 11 curry pies. Draw a table on your scrap paper/white boards to show this data.
Now look at your table and answer these questions: −− How many people chose rice and chicken? ____ (15) −− How many people chose curry pies? _____ (11) −− What is the most popular meal? _____ (Rice and chicken) −− What is the least popular meal? _____ (Hotdogs) −− What else do you notice? (Allow various responses and discuss)
CLASS ACTIVITY The teacher • Draw the pictograph with the learners on the board, using the information above. • Discuss the choice of the title and key for the graph.  Pupils pay attention and participate 
STEP 3 CLASSWORK  You could give learners some background information about a soccer tournament to lead into this classwork activity. Tell them about the teams that played and so on. 1. Answer the questions using the bar graph below: 2. How many matches did each of these teams win? a) Super Stars ____ b) Bright Players ____ c) Black Cats ____ d) Fast Movers ____ e) Blue Pirates ____ 3. Who won the most matches? _________________ 4. Who won the least matches? _________________ 5. Who came second? ___________________ 6. Who came second last? _____________________ 7. What is the difference in wins between Super Stars and Black Cats? _____________________  Pupils attempt their class work 
STEP 4 HOMEWORK  1. Write down the names of ten friends and family members. 2. Draw a tally table to show how many are males and how many are females. 3. Write two sentences to describe the data. 

STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to Analyse data from representations and Represent data in a pictograph with onetoone correspondence.
She marks their class works, makes corrections where necessary and commends them 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
CONSOLIDATION
a) How many sharks did they see? ___
b) How many fish did they see? ___
c) How many jellyfish did they see? ___
d) How many sea stars did they see? ___
e) How many stingrays did they see? ___
f) What type of sea creature did they see the most of? ___
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