Lesson Notes By Weeks and Term v3 - Primary 3
Addition
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Addition
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Subject: General Mathematics
Class: Primary 3
Term: 1st Term
Week: 2
Theme: Basic Operations
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubeadd 2-digit numbers with exchanging or renaming; add 3 - digit numbers; add 3 numbers taking two at a time; add fractions with the same denominator; mention the need for correct addition of numbers and fractions in everyday activities.
Materials: Whiteboard/Chalkboard, markers/chalk, abacus, bundles of sticks (for Tens and Units), real or play money (₦10, ₦100 notes), fraction circles/strips, charts showing place value, flashcards with addition problems, cardboard for fraction colouring.
A. Introduction (10 minutes)
Teacher Activity: Begin by reviewing simple addition without renaming (e.g., 12 + 5, 20 + 10). Ask students to recall place value concepts (Units, Tens, Hundreds) and how to arrange numbers for addition. Use a place value chart.
Student Activity: Students respond to questions, participate in a quick mental math warm-up.
B. Development - Activity 1: Adding 2-Digit Numbers with Renaming (15 minutes)
Teacher Activity: Present a real-life problem requiring 2-digit addition with renaming (e.g., "A market woman sold 48 oranges in the morning and 35 in the afternoon. How many did she sell in total?"). Demonstrate step-by-step addition on the board, emphasizing carrying over (exchanging 10 Units for 1 Ten). Use bundles of sticks to physically show 10 units making 1 ten and being moved to the tens column. Guide students through another example, asking questions at each step.
Student Activity: Students attempt a similar problem individually or in pairs. They practice using the bundles of sticks to model the renaming process. Share their answers and methods with the class.
C. Development - Activity 2: Adding 3-Digit Numbers (with and without Renaming) (15 minutes)
Teacher Activity: Introduce addition of 3-digit numbers. Start with an example without renaming (e.g., 234 + 125) to build confidence. Progress to examples with renaming, emphasizing carrying over from Units to Tens, and from Tens to Hundreds. Demonstrate using an abacus to add 3-digit numbers with renaming, showing how beads are exchanged between rods. (e.g., 178 + 245 as per example in Key Concepts).
Student Activity: Students practice adding 3-digit numbers on their notebooks. In small groups, students use abacus manipulatives to solve specific 3-digit addition problems that involve renaming. One student from each group demonstrates their abacus solution to the class.
D. Development - Activity 3: Adding 3 Numbers Taking Two at a Time (10 minutes)
Teacher Activity: Present a problem with three addends (e.g., "Musa has ₦25, Fatima has ₦30, and Emeka has ₦
1
8. How much do they have altogether?"). Explain the strategy of adding two numbers first, then adding the third to the sub-total. Demonstrate clearly on the board.
Student Activity: Students work in pairs to solve similar problems using the "taking two at a time" strategy. They present their solutions and explain their steps.
E. Development - Activity 4: Adding Fractions with the Same Denominator (15 minutes)
Teacher Activity: Use visual aids like fraction circles or strips to explain fractions (e.g., divide a circle into 6 parts, shade 2 parts, then 3 parts). Explain numerator and denominator clearly. Demonstrate adding fractions with the same denominator (e.g., 1/4 + 2/4). Emphasize adding only the numerators and keeping the denominator constant.
Relate to the evaluation guide: "identify the total parts to be coloured when a cardboard is divided in to 2/6 + 3/6 = 5/6". Show this visually with a drawing or actual cardboard.
Student Activity: Students use provided fraction strips or draw diagrams to represent and add fractions. They practice solving simple fraction addition problems (e.g., 1/5 + 2/5, 3/8 + 4/8). Individually, students draw a cardboard divided into 6 equal parts and colour 2/6, then colour an additional 3/6, then write down the total fraction coloured.
F. Conclusion and Real-life Applications (5 minutes)
Teacher Activity: Facilitate a brief discussion on why accurate addition is important in everyday life in Nigeria. Prompt students for examples.
Student Activity: Students share examples of where they or their families use addition (e.g., counting money, sharing food, buying items at the market, calculating distances when travelling).
Question 1: A tailor used 56 buttons for one dress and 39 buttons for another. How many buttons did the tailor use in total?
Solution 1: To find the total buttons, add 56 and 39. ``` T U 5 6 + 3 9 ``` Add Units: 6 + 9 = 15 Units. Write '5' in the Units column. Carry over '1' (representing 1 Ten) to the Tens column. ``` 1T U 5 6 + 3 9 5 ``` Add Tens: 5 + 3 + 1 (carried over) = 9 Tens. Write '9' in the Tens column. ``` 1T U 5 6 + 3 9 9 5 ``` Answer: The tailor used 95 buttons in total.
Commentary: This question targets the addition of 2-digit numbers with exchanging, a core objective.
Question 2: During a school fair, 275 tickets were sold on Friday and 348 tickets were sold on Saturday. What was the total number of tickets sold over the two days?
Solution 2: To find the total tickets, add 275 and 348. ``` H T U 2 7 5 + 3 4 8 ``` Add Units: 5 + 8 = 13 Units. Write '3' in the Units column. Carry over '1' to the Tens column. ``` 1 H T U 2 7 5 + 3 4 8 3 ``` Add Tens: 7 + 4 + 1 (carried over) = 12 Tens. Write '2' in the Tens column. Carry over '1' to the Hundreds column. ``` 11 H T U 2 7 5 + 3 4 8 2 3 ``` Add Hundreds: 2 + 3 + 1 (carried over) = 6 Hundreds. Write '6' in the Hundreds column. ``` 11 H T U 2 7 5 + 3 4 8 6 2 3 ``` Answer: A total of 623 tickets were sold.
Commentary: This question addresses adding two 3-digit numbers with exchanging, reinforcing place value and carrying over.
Question 3: Calculate the sum of 45 + 18 +
3
2. Solution 3: This requires adding three numbers by taking two at a time. First, add 45 + 18: ``` 1T U 4 5 + 1 8 6 3 ``` (5 + 8 = 13, write 3, carry 1; 4 + 1 + 1 = 6) Next, add the sub-total (63) to the third number (32): ``` T U 6 3 + 3 2 9 5 ``` (3 + 2 = 5; 6 + 3 = 9)
Answer: The sum of 45 + 18 + 32 is
9
5. Commentary: This demonstrates the strategy of adding three numbers by grouping, an essential skill for managing multiple quantities.
Question 4: A mother divided a loaf of bread into 8 equal slices. Her children ate 3/8 of the bread in the morning and 2/8 in the afternoon. What fraction of the bread did they eat in total?
Solution 4: To find the total fraction, add 3/8 and 2/
8. Identify the denominators: Both are
8. Add the numerators: 3 + 2 =
5. Keep the denominator: The denominator remains 8. ``` 3/8 + 2/8 = (3 + 2) / 8 = 5/8 ``` Answer: They ate 5/8 of the bread in total.
Commentary: This question assesses the ability to add fractions with the same denominator, using a relatable Nigerian context.
A. Differentiation (Supporting Diverse Learners)
Visual Learners: Provide ample visual aids such as place value charts, fraction diagrams, and coloured counters. Use different colours for units, tens, and hundreds when writing on the board.
Kinesthetic Learners: Encourage the use of manipulatives like an abacus, bundles of sticks, or actual counting objects (e.g., stones, bottle tops) for hands-on experience in adding and renaming.
Auditory Learners: Allow students to explain their thought processes aloud when solving problems. Facilitate group discussions where they can articulate their understanding.
Pair/Group Work: Assign students to work in mixed-ability pairs or small groups, allowing stronger students to support weaker ones.
B. Remediation (For Struggling Learners)
Revisit Basic Place Value: Spend extra time ensuring a solid understanding of units, tens, and hundreds. Use a place value chart for consistent reinforcement.
Gradual Introduction to Renaming: Start with very simple 2-digit addition problems that require only one renaming (e.g., 15 + 8). Gradually increase complexity.
Concrete Materials Only: For students finding abstract numbers difficult, rely heavily on concrete manipulatives (e.g., only use bundles of sticks to show 10 units making a ten, before moving to written numbers).
One-on-One Support: Provide individualised attention to address specific misconceptions. Break down problems into smaller, manageable steps.
Repetitive Practice: Offer additional worksheets focusing on a single skill (e.g., only 2-digit addition with renaming) until mastery is achieved.
C. Extension (For High-Achieving Learners)
Challenging Word Problems: Present more complex multi-step word problems involving addition (e.g., combining costs of multiple items, then calculating change from a larger sum).
Adding More Digits: Introduce addition of 4-digit numbers with renaming.
Missing Addends: Present problems where students need to find a missing number in an addition equation (e.g., 25 + \_\_\_ = 60). Simple Mixed Fractions (Concept Introduction): Introduce adding very simple mixed fractions with the same denominator (e.g., 1 1/4 + 2 2/4) but focus on conceptual understanding rather than complex calculations.
Create Problems: Challenge students to create their own addition word problems for their peers to solve, ensuring they include renaming or fraction addition. Before delving into addition with renaming, a firm understanding of place value (Units, Tens, Hundreds) is crucial.
Units (U): Represents single items (1-9).
Tens (T): Represents groups of ten (10, 20, 30, ..., 90).
Hundreds (H): Represents groups of one hundred (100, 200, ..., 900). When adding, numbers must be aligned according to their place value: Units under Units, Tens under Tens, Hundreds under Hundreds.
Market Transactions and Budgeting: Students can relate addition to calculating the total cost of goods when shopping at local markets (e.g., combining the price of yam, tomatoes, and pepper). This helps them understand budgeting and making wise spending choices within a Nigerian household context. They might add the cost of ₦150 for Garri and ₦280 for Beans to know the total expenditure.
Community Development and Contributions: In many Nigerian communities, people contribute money or resources for projects (e.g., building a local primary health centre, digging a borehole, supporting a neighbour in need). Students can use addition to calculate the total amount contributed by different individuals or groups, fostering a sense of collective responsibility and financial literacy. For example, adding contributions of ₦1,500, ₦850, and ₦2,000 for a community fence.
Farming and Resource Management: Farmers in Nigeria often deal with quantities of crops or livestock. Addition is crucial for counting total harvest from different plots, summing up the number of animals on the farm, or combining fractions of land for different crops. For instance, if a farmer uses 1/3 of his land for maize and 1/3 for cassava, adding these fractions tells him 2/3 of his land is cultivated.