Primary 3 Mathematics
Click here to Access Primary 3 English Language First Term Lesson Note
WEEK1
Topic: Whole Numbers
Subtitle: Counting, reading and writing of Whole numbers up to 999
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. count correctly numbers 1 – 999
2. State the place value of a 3-digitnumber.
Resources and materials:
Scheme of work
Online information
Instructional material: Number chart
Building Background/connection to prior knowledge: pupils are familiar with numbers in hundred, tens and units from their previous classes.
CONTENT
1 to 999
Numbers from 1 to 999 consists numbers in units: 1, 2, 3, 4, 5, 6, 7, 8, 9
Tens: 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Hundreds: 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135
EXAMPLES: 139 = 1- 100(Hundred), 3-30(Tens), 9-(unit)
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. Write the following in words a) 90 b) 21 c) 103 d) 49 e) 95
2. write from 300 to 600
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. write from 600 to 999
2. write 50 2-digit numbers
WEEK 2
Topic: whole numbers from 1 to 999
Subbtitle: Comparing numbers which are greater than (>) and those who are less than (<) numbers.
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. state which sign is greater (>) or which is less than (<)
2. Compare numbers using the > or < sign
3. List the characteristics of living things
Resources and materials:
Scheme of work
Online information
Instructional material: Number chart.
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Comparing numbers
Let study these two numbers:
481 316
Comparing the hundreds, we see that 4 is greater than 3.
Comparing the tens, we see that 8 is greater than 1.
Comparing the units, we see that 6 is greater than 1.
Since 4 hundred is greater than 3 hundreds, then 481 is greater than 316.
481 > 316
Examples:
1. 777 is greater than 371
2. 963 s greater than 290
3. 570 is greater than 111
4. 178 is less than 335
5. 891 is less than 990
6. 226 is less than 501
Using symbols to compare numbers
The symbols used to compare which number is ‘greater than’ or ‘less than’ are
called inequality symbols.
Note: < less than Looks like a folded left elbow.
> greater than Looks like a folded right elbow.
Examples: 1.23 is less than 72. Using symbols, we can write this as 23 < 72
2. 36 < 88
3. 880 < 970
4. 75 > 44
5. 423 < 335
6. 280 > 106
7. 908 = 800 + 108
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
Fill the gap with the greater than or lees than were appropriate
1. 490 is…………. 217.
2. 843 is ………….844
3. 900 is ………….600
4. 778 is…………..799
Complete with the correct symbol: <, > or =
1. 150…………75 + 75
2. 552…………540
3. 280………..208
4. 165………..106
5. 43………….619
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
1. Arrange the following numbers in order from smallest to largest
a) 600, 200, 400, 300
b) 227, 285, 257, 239
c) 175, 65, 543, 100
2. Fill the gap with the correct symbol: < or >
a). 175……. 165
b). 715……. 899
c). 503…… 465
d). 272……. 324
e). 313……. 256
f). 704……. 430
WEEK 3
Topic: Fractions
Subtitle: Division of whole shapes and objects into parts
Learning Objectives:At the end of this this lesson,pupils should be able to:
1. state fraction of a group of concrete objects.
2. divide shapes into ½, 1/3, ¼ etc.
Resources and materials:
Scheme of work
Online information
Instructional material: charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Meaning of fractions
A fraction is one or more parts of a whole, which is divided into a number of
equal parts. The upper number is the numerator and is the part of the equally divided parts of a whole, the number own is the denominator and is equally divided parts of a whole.
⅟2means 1 part out of a whole, which is divided into 2 equal parts.
⅟4means 1 part out of a whole, which is divided into 4 equal parts.
3∕4means 3 parts out of a whole, which is divided into 4 equal parts.
2/3- the upper number is the numerator, the lower number is the denominator
Strategies& Activities:
Step :Teacher revises the previous topic.
Step 2:Teacher introduces the new topic.
Step3:Teacher explains the new topic.
Step4: Teacher welcomes pupils questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
WEEK 4
Topic:
Subbtitle:
Learning Objectives:At the end of this this lesson,pupils should be able to:
Resources and materials:
Scheme of work
Online information
Instructional material: Number chart
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Assessment & Evaluation:
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment:
WEEK 5
Topic: Addition
Subbtitle: Addition of 2 and 3 digit numbers
Learning Objectives: At the end of this this lesson, pupils should be able to:
1. add 2digit numbers
2. add 3 numbers taking two at a time
Resources and materials:
Scheme of work
Online information
Instructional material: number charts
Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.
CONTENT
Addition of 2-digit numbers with renaming
Addition of 2-digit numbers with renaming is solved by using:
· the expanded method and,
· the direct or short method.
Examples
Lets add 28 and 84 using the:
Expanded method
1. 2 8 = 20 + 8 2 8
+ 8 4 + 80 + 4 + 8 4
100 +12 = 100 + 10 + 2 1 1 2
In the units column, 8 + 4 = 12 units = 10 + 2, which is
1 ten and 2 units. Write 2 units in the units column and
carry 1 ten to the tens column. In the tens column,
1 + 2 + 8 = 11 tens = 10 tens + 1 ten, which is 1 hundred
and 1 ten. Write 1 ten in the tens column and carry
1 hundred to the hundreds column.
1. 9 4 = 90 + 4 9 4
+ 8 9 = 80 + 9 + 8 9
170 + 3 =170 + 10 + 3 1 8 3
=183
Addition using direct method or short cut
1. 73 + 37
7 3
+3 7
110
2. 54 + 23
5 4
+2 3
7 7
Addition of 3 numbers
1. 359 = 300 + 50 + 9
3. 914 = 900 + 10 + 4
4. 800 + 40 + 2 = 842
5. 500 + 60 + 4 = 564
5. 4 3 8
+ 4 1 1
8 4 9
6. 8 7 3
+ 1 2 4
9 9 7
Strategies& Activities:
Step1: Teacher revises the previous topic.
Step2: Teacher introduces the new topic.
Step3: Teacher explains the new topic.
Step4: Teacher welcomes pupils questions.
Step5: Teacher evaluates the pupils.
Assessment & Evaluation:
1. 23 + 40
2. 45 + 22
3. 54 + 49
4. 745 + 201
5. 361 + 144
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.
Assignment: add the following
1. 361 + 209
2. 134 + 212
3. 611 + 342
4. 23 + 82
5. 18 + 70
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