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. __ 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

CLASS-WORK

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

HOME-WORK

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 one-to-one correspondence and bar graph.

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. __ 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

CLASS-WORK

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

HOME-WORK

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

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

CLASS-WORK

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

HOME-WORK

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 one-to-one correspondence.

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. __ 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

CLASS-WORK

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

HOME-WORK

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 one-to-one correspondence.

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