Basic 3 Mathematics Term 1 Week 7 Lesson Plan

Engage leaners to sing the song WE CAN COUNT We class three We can count We count 1,2,3,4,5 We count 6,7,8,9,10 We class three can count very well. Engage learners to sing songs and recite some familiar rhymes they know GIVE ME A HEARTBEAT •Give me a heartbeat boom boom, a heartbeat boom boom.2x •Give me a heartbeat and a sneezing, boom boom eeetiinn 3x •Give me a heartbeat, a sneezing and coughing, boom boom eeetiinn, eeehee eeheee. Engage leaners to Play show me a number game with learners (up to 10), with fingers. Teacher mentions the number from (1 to 10). Learners then show their fingers up to show the number Engage learners to sing songs and recite some familiar rhymes they know ONE POTATO, TWO POTATOES One potato, two potatoes, three potatoes, four Five potatoes, six potatoes, seven potatoes, more.

Guide learners to use strategies to mentally add and subtract whole numbers. let learners look for doubles, and then change the subtraction question into an addition and solve it 24 - 12 e.g. , think 12 + 12 = 24 so 24 - 12 is 12 Guide learners to practice with more examples. Guide learners to use strategies to mentally add and subtract whole numbers. Let learners make doubles when the two numbers that are close together or close to doubles by: -Compensating to make doubles: 48 – 23, e.g. think 48 - 24 = 24. Then add 1 to 24 to get 25. Guide learners to practice with more examples. Guide learners to use strategies to mentally add and subtract whole numbers. Let learners make doubles when the two numbers that are close together or close to doubles by: -Decomposing the second number to make doubles 48 – 25 e.g. , think 48 – 24 – 1 Guide learners to practice with more examples. Guide learners to use strategies to mentally add and subtract whole numbers. let learners add on by friendly jumps strategy, where one of the numbers is decomposed into a friendlier number and added in “chunks” For example, when adding 326 + 232 , start with 326, Add 100 two times to get 526 (326 + 100 + 100), then add on 10 three times to get 556 (526 + 10 + 10 + 10) and then add on 2 to get 558. The answer is 558. Guide learners to practice with more examples. For this activity, learners use bottle tops, bundles of sticks and exercise books to model the stated operation concretely and record matching number sentences and solutions.

Give learners task to complete whiles you go round to guide those who don’t understand. Give remedial learning to those who special help.