Lesson Notes By Weeks and Term v3 - Primary 3
Whole numbers up to 999
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Whole numbers up to 999
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Subject: General Mathematics
Class: Primary 3
Term: 1st Term
Week: 1
Theme: Number And Numeration
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count correctly numbers up to 999; state the place value of a digit in a 3-digit number; or der whole numbers and use the symbol ; mention the need for counting and or dering.
Number And Numeration those who struggle with specific concepts (e.g., forming hundreds, identifying tens place).
Oral Questions: Ask targeted questions during the lesson, such as "How many tens are in 200?", "What number comes after 499?", "Which number is smaller, 321 or 312?".
Quick Checks: Have students show thumbs up/down for correct/incorrect statements, or use mini-whiteboards for quick responses to place value questions.
Summative Assessment: (Aligns with the provided Evaluation Guide)
1. Count objects in hundreds, tens and units.
Question: A shopkeeper packaged kola nuts into bundles. He has 4 bundles of 100 kola nuts, 7 bundles of 10 kola nuts, and 5 single kola nuts. How many kola nuts does he have in total?
Marking Scheme: 1 mark for correct hundreds, 1 mark for correct tens, 1 mark for correct units, 1 mark for correct total. (Total: 4 marks)
2. Identify and read out given numbers up to
9
9
9. Question: Write the following numbers in words: a) 503 b) 729 Marking Scheme: 1 mark for each correct word form. (Total: 2 marks)
3. State the place value of a digit in a given whole number.
Question: What is the place value of the underlined digit in each number? a) 648 b) 912 c) 370 Marking Scheme: 1 mark for each correct place value. (Total: 3 marks)
4. Order pairs of 3-digit numbers using symbols.
Question: Insert the correct symbol () in the box: a) 251 \[ ] 215 b) 890 \[ ] 980 c) 763 \[ ] 768 Marking Scheme: 1 mark for each correct symbol. (Total: 3 marks)
Total Marks: 12 marks
7. Real-life Applications / Integration
1. Market Transactions (Economy/Community): Scenario: A child goes to the market with their parent to buy food items. They might see yams sold for N350 each, or a bag of rice for N
8
0
0. Application: Students use counting to confirm the number of items bought and the total cost. They use ordering to compare prices ("N350 is less than N800") to make purchasing decisions or to get the correct change. For instance, giving N500 for a N350 item requires counting the change back.
2. House Numbers and Community Address (Community/Geography): Scenario: In many Nigerian communities, houses are numbered, often sequentially. A child needs to locate their friend's house at "No. 125 XYZ Street." Application: Students use their understanding of number order to navigate and locate specific houses (e.g., knowing that No. 125 comes after No. 124 and before No. 126). This also applies to identifying specific shops or stalls in a market based on their number.
3. School Population and Resources (School/Community): Scenario: The head teacher needs to know the total number of students in Primary 1, 2, and 3, or the number of textbooks available in the library. For example, Primary 1 has 130 students, Primary 2 has 125, and Primary 3 has
1
4
0. Application: Students (and teachers) use counting to determine the total number of students or resources. They use ordering to identify which class has the most or fewest students (140 > 130 > 125), which is crucial for resource allocation and planning.
8. Differentiation, Remediation and Extension
A. Differentiation: Visual Learners: Use abacus, number lines, place value charts, flashcards, and pictures of bundles of items.
Auditory Learners: Incorporate counting songs, rhymes, group counting activities, and verbal repetition of numbers and place values.
Kinesthetic Learners: Provide hands-on manipulatives like sticks, bottle tops, beads, or counters for counting and grouping. Allow them to physically arrange number cards to order numbers.
B. Remediation (For struggling learners): Back to Basics: Revisit counting in tens up to 100, ensuring a strong grasp before moving to hundreds.
Concrete Manipulatives: Provide individual sets of sticks (in bundles of 10 and 100, and single units) for one-on-one or small group counting and place value exercises.
Number Dictation and Writing: Practice writing numbers as dictated and reading numbers written by the teacher, focusing on numbers with '0' in the tens or units place (e.g., 205, 340). * Simplified Place Value Chart: Use a simplified chart where they only place digits learners): Back to Basics: Revisit counting in tens up to 100, ensuring a strong grasp before moving to hundreds.
Concrete Manipulatives: Provide individual sets of sticks (in bundles of 10 and 100, and single units) for one-on-one or small group counting and place value exercises.
Number Dictation and Writing: Practice writing numbers as dictated and reading numbers written by the teacher, focusing on numbers with '0' in the tens or units place (e.g., 205, 340).
Simplified Place Value Chart: Use a simplified chart where they only place digits and then verbally state the value, rather than writing it.
Comparison with fewer digits: Start with comparing 2-digit numbers before moving to 3-digit numbers.
Repetitive Practice: Offer more opportunities for guided practice with immediate feedback.
C. Extension (For high-achieving learners): Number Puzzles: Challenge them to solve puzzles involving 3-digit numbers (e.g., "I am a 3-digit number. My hundreds digit is twice my tens digit. My units digit is
3. The sum of my digits is
9. What number am I?").
Estimation: Introduce simple estimation tasks involving quantities up to 999 (e.g., "Estimate the number of beans in this jar.").
Expanded Form: Teach them to write 3-digit numbers in expanded form (e.g., 456 = 400 + 50 + 6).
Simple Addition/Subtraction: Introduce simple addition and subtraction of 3-digit numbers without regrouping (e.g., 234 + 125, 567 - 231). * Number Patterns:** Challenge them to identify and continue patterns with 3-digit numbers (e.g., 100, 110, 120, ___, ___; 300, 325, 350, ___, ___). and 2 (in 328). Since 4 is greater than 2, 345 is greater than 328." Write 345 >
3
2
8. Provide another example: 671 and 679. "Hundreds are 6, Tens are
7. Now Units: 1 and
9. Since 9 is greater than 1, 679 is greater than 671." Write 671 ) in between them. Students arrange a given set of three 3-digit numbers in ascending and descending order.
4. Discussion: Students participate in a class discussion, sharing examples of how they use counting and ordering in their homes and communities.
4. Guided Practice (With Solutions)
1. Question: What number is represented by 7 bundles of one hundred sticks, 4 bundles of ten sticks, and 9 single sticks?
Solution: 7 bundles of one hundred sticks = 7 x 100 = 700 4 bundles of ten sticks = 4 x 10 = 40 9 single sticks = 9 x 1 = 9 Adding them together: 700 + 40 + 9 = 749
Commentary: This question assesses the ability to count and form a 3-digit number from its component place values, directly addressing performance objective 1.
2. Question: In the number 518, state the place value of the digit '1'.
Solution: The number is
5
1
8. The digit '8' is in the Units place. The digit '1' is in the Tens place. The digit '5' is in the Hundreds place.
Therefore, the place value of the digit '1' is Tens.
Commentary: This question targets performance objective 2, focusing on identifying the place value of a specific digit.
3. Question: Place the correct symbol () in the box to compare the two numbers: 692 \[ ]
6
2
9. Solution: Compare the Hundreds digits: Both are '6'.
Compare the Tens digits: '9' in 692 and '2' in
6
2
9. Since 9 > 2, then 692 is greater than
6
2
9. So, the correct symbol is >. 692 >
6
2
9. Commentary: This assesses performance objective 3, requiring students to compare numbers based on place value and use the correct symbol.
4. Question: Amina's mother bought 350 oranges from the market. Her friend bought 380 oranges. Which digit is in the Tens place for the number of oranges Amina's mother bought?
Solution: The number of oranges Amina's mother bought is
3
5
0. In 350: '0' is in the Units place. '5' is in the Tens place. '3' is in the Hundreds place. The digit in the Tens place is
5. Commentary: This question integrates a real-life scenario with the concept of place value, addressing performance objective 2 and implicitly objective 4.
5. Independent Practice (Questions Only)
1. Draw 3 bundles of 100 sticks, 6 bundles of 10 sticks, and 2 single sticks. Write the number represented.
2. Write the number "Eight hundred and seventeen".
3. In the number 734, what is the place value of the digit '7'?
4. What is the value of the digit '0' in the number 205?
5. State the place value of each digit in the number 981.
6. Use the correct symbol () to complete the statement: 450 \[ ] 405.
7. Use the correct symbol () to complete the statement: 199 \[ ] 201.
8. Arrange these numbers in ascending order: 615, 516, 651.
9. A farmer has 575 chickens. Another farmer has 569 chickens. Which farmer has more chickens?
1
0. Mention two ways you use counting in your daily life.
6. Evaluation and Assessment Formative Assessment: Observation: Monitor students' participation during counting activities, group work, and discussions. Note those who struggle with specific concepts (e.g., forming hundreds, identifying tens place).
Oral Questions: Ask targeted questions during the lesson, such as "How many tens are in 200?", "What number comes after 499?", "Which number is smaller, 321 or 312?".
Quick Checks: Have students show thumbs up/down for correct/incorrect statements, or use mini-whiteboards for quick responses to place value questions.
Summative Assessment: (Aligns with the provided Evaluation Guide)
1. Count objects in hundreds, tens and units.
Question: A shopkeeper packaged kola nuts into bundles. He has 4 bundles of