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Subject: Mathematics
Semester: 1
Period: 2
Week: 7
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 7
Lesson Duration: 45 minutes
Week & Period: Week 7, Period 2
Topic: Reading and Writing Whole Numbers up to 1000
Sub-topic: Counting, recognizing, reading, and writing numbers in numerals and words
Learning Objectives
By the end of the lesson, students should be able to:
Read numerals up to 1000 correctly
Write numerals up to 1000 in figures and in words
Recognize numbers in different contexts and use them appropriately
Previous Knowledge
Students already know how to read and write numbers up to 100
Instructional Materials
Mathematics textbook for Grade 3, number charts, flashcards with numerals, marker board, counters
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher writes random two-digit numbers (like 24, 67, 89) on the board and asks students to read them aloud. Learners then write the numbers in words. This refreshes their knowledge of smaller numbers before introducing 3-digit numbers.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher introduces whole numbers up to 1000, explaining that 3-digit numbers range from 100 to 999 and the next number after 999 is 1000. The teacher shows how to read numbers such as 248 as “two hundred forty-eight.” Students are guided to write the same number in words and figures. The teacher demonstrates how numbers are grouped into hundreds, tens, and ones when reading. Example: 374 = “three hundred seventy-four.”
Further examples:
125 → one hundred twenty-five
609 → six hundred nine
842 → eight hundred forty-two
1000 → one thousand
The teacher explains common mistakes learners make, such as skipping the tens digit or misplacing “hundred.”
Learners’ Activities (Expanded)
Students work in pairs: one dictates a 3-digit number, the other writes it in numerals and words. Groups compete in reading random numbers displayed on flashcards. Learners participate in a spelling game where they write numbers dictated by the teacher (e.g., 476, 902).
Assessment Checks
Read aloud the numbers: 312, 478, 999
Write in words: 527, 690
Write in numerals: three hundred forty-two, seven hundred sixty-five
Notes (Expanded & Detailed)
Whole numbers are continuous counting numbers without fractions or decimals. Reading involves identifying each digit according to its place value. Writing involves using correct spelling and order of words. Numbers above 100 follow the pattern: “X hundred YZ.” Example: 321 is “three hundred twenty-one.”
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher reviews the steps of reading and writing 3-digit numbers and reinforces that 1000 is the first 4-digit number.
Evaluation Method (Expanded)
Exit slip/quiz: Students write 854 in words and 693 in numerals.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded)
Write the following numbers in words: 246, 578, 931
Write in numerals: six hundred twelve, eight hundred ninety, four hundred thirty-five
Follow-up Activity
Students create a number dictionary by writing 10 random numbers between 100 and 1000 in numerals and words.
Differentiation / Inclusive Strategies
Provide weaker learners with number charts and flashcards. Challenge advanced learners by asking them to read/write numbers close to 1000.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low