Lesson Plan for the week beginning September 23, 2024

Subject: Mathematics
Class: Grade 3
Topic: Number Names
Duration:1 week
Term:1 Unit:1
Stand: Numbers
Standard 1:Students will demonstrate an idea of numbers, types of numbers, numeration
systems, and the relationship among numbers, and apply number theory concepts to compute
fluently and solve problems.
Benchmark: Students should be able to read and write words and numerals using the Hindu-
Arabic place value system, and associate both with number of objects up to 9999 (at least).
Topic: Numbers
Attainment Target: Students should be able to:

● Know the value of numerals and associate them with their names, numbers and ordinals.

Objectives: At the end of the lessons,students should be able to:

1. represent and name numbers up to 999
Mathematical Practices – Students should be able to:

● use concrete objects or illustrations to think about and solve problems.

● Create representations that fit the problem:

a) State the meanings of symbols
b) Identify important quantities and use tools to map their
relationships.
Skills:

● associate numbers and words

● identify two-digit and three-digit numbers

● show tens and ones in two-digit numbers

 ● show hundreds, tens and ones in three-digit numbers

Key vocabulary: hundreds, tens, ones, single-digit numbers, two-digit numbers, three-digit
numbers, abacus, base ten blocks, rubber bands
Materials/Resources: abacus, place value chart, base ten blocks, counters (straws, fudge sticks,
bottle stoppers, etc.),
Googleslide:
https://docs.google.com/presentation/d/19vvbGLsFfkeLm7uY4cvrw5aiWOkLQNMnoPMS
nGCN2F8/edit#slide=id.p6
Video: https://www.youtube.com/watch?v=wkkjUHMGmzY
Content summary:
Like everything in the world, numbers have names. In Math, numbers have names in words.
Knowing the place value of each digit can help you recognize the number names. We can also
break numbers in smaller groups to call them:

GROUP THESE

We use the place value of the 2 and say Two Hundred, We then group the tens and ones together
which is 3 tens or 30 plus the 4 ones so we say Thirty Four: Put everything together and say Two
Hundred Thirty Four.

Day 1

Teaching/Learning Activities

Engage
 ● Students will play a riddle game. In this game students will listen to a riddle then find the

number that matches the riddle. The numbers will be placed in a box. Example of riddle:
I have two groups of tens and 4 ones, What number am I? Riddles will be increased to
three digits.

● Students will then watch and interact with video. Students will share what they learnt at
the end of the video: (Video link above)
Explore

Students will be placed in four groups with different manipulatives, example abacus, base ten
blocks, counters/fudge sticks. Each group will create their number story: That is arranged the
objects like the example below then write numerals and number names. Each group will be
supervised and allotted points for their responses.

Explain

Students will explain their number story as to what they did or how they arrived at their
answers.The teacher will clarify where necessary with the use of the place value chart.
Extend

Students will use a place value chart or draw base ten representatives. The activities will be in
tier 1 and tier 2. The top activity for tier 1 and the bottom activity for tier 2 students.

Evaluation 1:
Students will complete the following activity from the whiteboard.
Tier 1 (Activity 1)
Tier 2
Complete the table with either the numeral
or the number name.

Number Number Names

469
Nine Hundred and Ninety-
 Nine
703
Three Hundred and Twenty-
Two
815

Activity 2: Read each question carefully then write your answer below.
1. My school has a population of 183 students. Write is the number name for the
population?

2. A three digit number has 2 in the tens place, a four in the hundred place and 6 in the
ones.
a) Write the numeral on this line: _______________
b) Write the number name: __________________________________________

Evaluation 2:
Area of strengths:

______________________________________________________________________________
________________________________________________________________________

Area of weaknesses:

______________________________________________________________________________
________________________________________________________________________

Actions to be taken:

______________________________________________________________________________
________________________________________________________________________
 DAY 2
Topic: Identifying three-digit numbers
Benchmark: Demonstrate an understanding of groups or sets using actual objects or pictures of
objects.
Material: Slideshare:
https://docs.google.com/presentation/d/1NSHocaH5cwcsdfCrCcH9jpwYTolTigX
M9mdytmFSbh4/edit#slide=id.g1462c22f82b_0_11
Video:https://youtu.be/kISKH3uwSsY
Toytheatre interactive game: https://toytheater.com/compare/
Specific objectives: At the end of the lesson, students should be able to:
1. compare and order numbers up to 9999.

Content:

In math, to compare means to examine the difference between numbers, quantities,or values to

decide if it is greater than, smaller than or equal. Here, for instance, we are comparing numbers.

5789 >3672, 1999 = 1999, 3481 < 6522.What are the rules for the comparison of four-digit

numbers?

We have already learnt that a two-digit number is always greater than a single digit number. But,
in case of comparison of four-digit numbers, we must consider the following facts:

(i) The number having more digits is greater i.e., a four-digit number is always greater than a
three-digit number, two-digit number or one-digit number separately. As:

1000 >999 , 1000 > 798 , 1000 > 191 ,

3275 >375 , 5823 > 823 , 4378 > 937 , etc.

(ii) In case of two four-digit numbers, the digits on the extreme left, i.e., Thousand-place digit or

4th digit from the right are compared.

Teaching/Learning Activities

Engage:
 ● Girls and boys will compete against each other with the Jamaica moves exercise. The

other students will determine who did the best by voting. Students will commend each
other. Have students tell exactly what we were doing to arrive at our answer. The clue
will be posted to the whiteboard for students to complete:C_m_p_r_n_. Expected
Response – comparing. After the students figure out the word, the link will be made that
‘Comparing Numbers’ is the topic of the day.

● Students will be taken to the slide embedded with video.

Explore

● Students will then be taken to toy theatre game where they will be involved in interacting

with the platform, putting in the different symbols to compare numbers. Example of
activity: https://toytheater.com/compare/

Explain

Students will explain the steps involved in comparing numbers. The additional information in the
content will be reinforced.

Extend:

● Students will read this problem on the board: Jamie and his friends had a lot of marbles.

John had 1356 while Jamie had 1856. Who had more marbles?
 ● The students who are unable to interpret the 4 digit number will be given a lesser value

worded problem.

Evaluate 1:

Tier 1:

● Students will complete the worksheet :

Tier 2:

● Use the following digits to create three 4-digit

numbers. Compare both numbers using the

symbols < or >. Explain your response.
245637

Evaluate 2:
Area of strengths:

______________________________________________________________________________
________________________________________________________________________

Area of weaknesses:

______________________________________________________________________________
________________________________________________________________________

Actions to be taken:

______________________________________________________________________________
________________________________________________________________________
Day 3 (Expanded Form)

Subject: Mathematics

Strand: Numbers

Topic: Place value

Sub-topic: Expanded Notation

Bench mark: Read and write number words and associate using number the Hindu-Arabic place

value system and associate both with number of objects up with 9999 at least.

Skills: counting, naming numbers, representing numbers

Vocabulary: digits, place value, expanded, notation, number, tens ones.

Materials: video: https://www.youtube.com/watch?v=GjGoqqGYRjo

Lesson Objectives: At the end of the lesson, students should be able to:

1. use expanded notation (up to 4 digit numbers)

Content: Writing a number to show the value of each digit. It is shown as a sum of each digit
multiplied by its matching place value (ones, tens, hundreds, etc.) Expanded form or expanded
notation is a helpful way to teach children to rewrite numbers in order to show case the place
value of each digit.
For example: 4,265 = 4 × 1,000 + 2 × 100 + 6 × 10 + 5 × 1

Teaching/Learning Activities.

Engage
 ● Students will be instructed on how to play the game “I am in a well”. Students will be

taken outdoors (or small groups could be formed in the classroom at different times) to

make a circle. The teacher will place a triangle in the circle with a 4 digit number on it,

One student will volunteer to be in the middle of the circle and say “I am in a well, the

other students outside of the well will ask how many feet deep. The student in the middle

will give a 4 digit number for example: 4623, and state the name of a student he/she

wants to take him/her out by identifying the place value of each digit in the number. For

example, 4 thousands/6 hundreds/ 2 tens/ 3 ones. The game will continue until as many

students get a turn to play. Students will see a slide that ‘Expanding Number’ is the topic

of the day.

Explore

● Students will watch a YouTube video about expanded notation. After watching the video,

students will be involved in a boys against girls competition. Where they select four digit

numbers from a box, then run to post to the whiteboard, then see who first will expand

correctly.

● Each winner will get 5 points and once complete correctly the other student will get 3

points, those who complete but incorrect will get a point for effort.

● The differentiation will be made between expanded and standard form.

Explain

The students will explain the term and steps involved in expanded notation in their own words.

Students can also include example in their explanations. Any misunderstanding will be dealt with

or clarified.
Elaborate

Students will be grouped according to their ability and be given strips of paper to create

expanded game for their Math corner. One colour for writing expanded form and another colour

for the standard form. Each group will make three pairs of expanded and standard form. This

they will have to play games in their game time. Example:

4000+ 300 + 20 + 7 4327

Evaluate 1:

● Students will complete the activity below from the whiteboard.

Evaluation 2.
Area of strengths:

______________________________________________________________________________
________________________________________________________________________

Area of weaknesses:

______________________________________________________________________________
________________________________________________________________________

Actions to be taken:
______________________________________________________________________________
________________________________________________________________________

Day 4
Subject: Mathematics

Strand: Numbers

Topic: Place value

Sub-topic: Rename 4-digit numbers

Benchmark: Students should be able to read and write words and numerals using the Hindu-
Arabic place value system, and associate both with number of objects up to 9999 (at least).
Topic: Renaming 4-digit numbers
Specific objectives: Students should be able to: Rename 4 digit numbers showing more
than nine hundred.
Mathematical Practices – Students should be able to:
● Use concrete objects or illustration to think about and solve problems.

● Create representations that fit the problems.

● Identify important quantities and use tools to map their relationships.

● Justify conclusion in a way that is understandable to teachers and peers.

● Explain mathematical patterns or structure.

Material/Resource:
Base ten block, video, worksheet, sentence frame, book-

Skills: Viewing video, observing teacher demonstrating concept,

Content Summary:
What Is Renaming in Math?
In mathematics, renaming is a process that involves renaming large numbers by their
constituents. For example, the number 335 could be renamed to 33 tens and five ones.

We can regroup numbers to name them. Group them in a larger group of smaller place value.
 Example:
30 = 3 tens or 30 ones
So we take a larger group of thirty and put it into a smaller place of ones instead of just
three tens. That is how we name them.

How do you rename numbers?

Top of Form

Teaching/ learning Activities

Engage:
● Students will watch video showing how to read and represent 4 digit numbers.
https://www.youtube.com/watch?v=L2kNtEr_Yng
● At the end of the video, students and teacher will discuss its content.
Explore:
● Students will observe as teacher write the number 1132 on the whiteboard.

● Students will work in groups of four to represent the number written on the whiteboard
using base-ten blocks. Say, "I want you to think about which digit in this number
is worth the most in the number, and which digit is worth the least in this number.
● Students will be given a few minutes to solve the problem while the teacher will move
around the room and ask students to explain their thinking to you. If a student is confused
and doesn't know where to start, teacher will remind them that each digit is in a different
place value (e.g. 2 ones, 3 tens, 1 hundred, 1thousand). Students will be guide as they
think about the question. Other examples will be done.
Explain:
● Students will be provided with a sentence frame to support in discussing their ideas, a
group member will model reading and complete the sentence frame in front of the rest of
the students. Examples:
o The digit that is worth the most is ________. I know this because ________.
o The digit that is worth the least is ________. I know this because ________.
o My group members and I used ________ to solve the problem.

Evaluation 1:
Tier 1:
Students will rename the following numbers 2524 using model place value chart drawn in their
note book.
Thousands Hundreds tens Ones
2 5 2 4
2000 500 20 4

Tier 2:
Students will be given three sets of numbers to represent on their place on a model place value
chart drawn in their notebooks. See example below.
Place Value Chart
Evaluation 2:
______________________________________________________________________________
Area of strengths:

______________________________________________________________________________
________________________________________________________________________

Area of weaknesses:

______________________________________________________________________________
________________________________________________________________________

Actions to be taken:

______________________________________________________________________________
________________________________________________________________________

Week1 : Day 5

Topic: Position of Digits

Strand: Numbers

Lesson objectives: at the end of the lesson, students should be able to:

● identify the position of each digit in 4 digit whole numbers.

Material:

Video: https://www.youtube.com/watch?v=x9kL4GOXaE4

Place Value Template.

Content:
We write a 4-digit number according to its place values. In this case, we have taken the example

of a 4-digit number: 4,123. Here, 4 is written at the thousands place, 1 is written at the hundreds

place, 2 is written at the tens place and 3 is written at ones place.

Teaching/Learning Activities

Engage

Students will watch the video below. Based on the video, they will understand that the value of a

digit depends upon its place in a number.

https://www.youtube.com/watch?v=x9kL4GOXaE4

Explore

Students will work in groups of four to demonstrate that they understand the value of a digit in 4-

digit numbers by modeling the digit on a place value chart template cards.

Example: What is the value of the underlined in the following numbers? 8742, 5406

Place Value Template

Thousands Hundreds Tens ones

8 7 4 2
5 4 0 6

Students will be able to identify the place value of each digit in a number. For example, the value

of 7 in 8742.

Strategies: They will write the number on the template, starting with the digit in the ones,

followed by the tens, then the hundreds and the thousands. The answer is 700.

Explain:

Volunteers will be asked to tell the place value of an underlined digit in given sets of numbers.

Example: 3680, 7530, 5921.

Elaborate
Students will work in pairs to complete the activity below.

What is the value of the underlined digit?

1. 9603 ____________

2. 3755 ____________

3. 4870 ___________

Evaluation 1

Tier 1.

Choose the value of the coloured digit.

1. 1452 — 10 100 1000

2. 5408 – 8 80 800

3. 7803 – 80 800 8000

4. 9250 – 50 500 5000

Tier 2.

Write the value of the underlined digit.

1. 2530 __________

2. 9206 __________

3. 1259 __________

4. 4558 ___________

5. 8752 __________

Evaluation 2.
Area of strengths:

______________________________________________________________________________
________________________________________________________________________

Area of weaknesses:

______________________________________________________________________________
________________________________________________________________________

Actions to be taken:

______________________________________________________________________________
________________________________________________________________________