# FIRST TERM MATHEMATICS SCHEME OF WORK FOR PRIMARY THREE (3)

**THEME:
WHOLE NUMBER**

**SUB
THEME: WHOLE NUMBER**

**WEEK
1: Whole Numbers up to 99.**

**TEACHER’S
ACTIVITIES: **

- Teachers guides pupils to revise counting of numbers from 1 – 99 using counters and 100 – square charts. She adds one counter to 99 counters and recaps that 100 equals 99 + 1 i.e. 100 = 99 + 1.
- She guides pupils to identify and read numbers from 1 through 200.
- She drills pupils on counting in tens up to 200.
- She builds up piles or bundles in hundreds, tens and units and demonstrates that bringing 2 piles of hundreds, three piles of tens and six counters represents 236, etc.
- She counts similar various collections of numbers less than 1000.
- She guides pupils to write the numbers in their exercise books.

**PUPILS
ACTIVITIES**

- Pupils participate the review exercise.
- They identify and read numbers from 1 – 200.
- They count in tens up to 200.
- They participate in preparing a collection of numbers up to 99.
- They write the numbers in their exercise books.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Match sticks
- Bottle tops
- Seed
- Rope
- Rubber bands
- Pebbles
- Number charts
- Place value charts
- Abacus

**WEEK
2: Counting in Groups of Hundreds, Tens and Units**

**TEACHER’S
ACTIVITIES: **

- Teacher briefly look back at counting and identification of whole numbers up to 99.
- She builds up piles or bundles in hundreds, tens, units to remind pupils that bringing, for example, 3 piles of hundreds, five piles of tens and counters represents 354.
- From the collection, she counts the bundles of hundred and records under H, the number of bundles of tens under T and units or once under U.
- She guides pupils to expand a given number e.g. 486 = 400 + 80 + 6.
- She explains that 4 represents 4 bundles of hundreds, 8 represents 8 bundles of tens and 6 represents 6 units or 6 ones.
- She explains how to put a given 3 –digit number in a tabular form under H.T.U.

**PUPILS
ACTIVITIES: **

- Pupils participate in the revision exercise.
- They prepare piles or bundles of given collection in hundreds, tens and units.
- They expand and present whole numbers in hundred, tens and units.
- They record given numbers under H.T.U.

**TEACHING/LEARNING RESOURCES/AIDS: **

- Match sticks
- Bottle tops
- Seed
- Rope
- Rubber bands
- Pebbles
- Number charts
- Place value charts
- Abacus

**WEEK
3:**
Ordering Whole Numbers with the Symbol < And >.

**TEACHER’S
ACTIVITIES: **

- Teacher briefly look back at the previous two lessons.
- She guides pupils to compare two given whole numbers using the procedure of considering the number under hundreds first, if the numbers are the same, the numbers under Tens are considered and so on. For example, comparing 415 and 281, 4 and 2 are under H respectively, but 4 is greater than 281.
- She guides pupils to identify the symbols: < is less than and > is more or greater than.
- She leads pupils to compare given numbers using the symbols of < and >.

**PUPILS
ACTIVITIES: **

- Pupils actively participate in the revision exercise
- They compare given numbers using the symbols > and <

**TEACHING/LEARNING
RESOURCES/AIDS:**

- Place value chart
- Counters
- Abacus
- Inequality chart

**WEEK
4:**** Fraction (1/2, 1/3, 1/4. 1/5, 1/6)**

**TEACHER’S
ACTIVITIES**

- Teacher starts with class activity of sharing and grouping into twos and four teaching to fractions (halves, quarters or fourths and relationship between one whole, halves and quarters of fourths.)
- She guides pupils to divide given numbers into parts without remainder to form fractions.
- She leads pupils to match the division with corresponding fractions e.g. ½, 1/3. ¼, etc.
- She guides pupils to divide different sets of objects into two to discover that ½ = 2/4/ = 4/8 = 8/16 etc.
- She guides pupils to divide different sets of objects into 3 to discover that 1/3 = 2/6 =4/12 etc.
- She takes two pieces of paper of the same size. She uses a marker to divide first into two equal parts and later into four equal parts. She colours and matches the outcome.
- She guides pupils to do the same activity.

**PUPILS
ACTIVITIES**

- Pupils share and group objects into twos and fours
- They divide given numbers into equal parts without remainder to form fractions.
- They match the division with corresponding fractions as directed by the teacher.
- They divide different sets of objects into 2 then 3 to discover that 1/2 = 2/4 = 4/8 etc. and ½ = 2/6 = 4/ 12.
- They take 2 pieces of paper of the same size, use a marker to divide, first into 2 equal parts and later into four equal parts. They colour and match the outcome.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Concrete objects: counters, paper cut outs in shapes of square, rectangle, triangle, and circle.
- Pieces of paper of equal sizes markers
- Coloured pencils or crayons.
- Inequality charts

**WEEK
5:**** Fractions and shapes: squares, circles, rectangles and
triangle.**

**TEACHER’S
ACTIVITIES**

- Teacher briefly look back at fractions such as ½, 1/3, ¼, 1/5, 1/6.
- She illustrates how a set of object can be divided into a given number of parts without remainder.
- She illustrates how a shape could be divided into given number of parts without remainder.
- She guides pupils to match the division with the corresponding fraction ½, 1/3, ¼ etc.

**PUPILS
ACTIVITIES**

- Pupils take active part in the revision exercise.
- They divide a set of objects into given number of parts without remainder.
- They divide squares, rectangle circle into given number of parts without remainder.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Concrete objects: counters, paper cut outs in shapes of square, rectangle, triangle, and circle.
- Pieces of paper of equal sizes markers
- Coloured pencils or crayons.
- Inequality charts

**WEEK
6:**** Ordering Fractions.**

**TEACHER’S
ACTIVITIES**

- Teacher briefly look back at fractions and shapes
- She leads pupils to divide a set of 20 objects into 2, 4 and 5 parts to obtain ½, ¼. 1/5.
- She uses that set of objects (20) for the various fractions to lead pupils in discovering which fraction is less than (<) or greater than (>) the other e.g. (¼ < ¼); 1/5 < ¼; ½ > 1/5.
- She guides pupils to record the above results in their exercise books.

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They divide a set of 20 object into 2, 4 and 5 parts.
- They use the results obtained above to identify which fraction is less than (<) or greater than (>) the other.
- They record the result in their exercise books.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Concrete objects: counters, paper cut outs in shapes of square, rectangle, triangle, and circle.
- Pieces of paper of equal sizes markers
- Coloured pencils or crayons.
- Inequality charts

**WEEK
7:**** Sub – Theme: Basic Operations – Addition of three – digit
Numbers without Exchanging or Renaming.**

**TEACHER’S
ACTIVITIES**

- Teacher revises addition of 2 – digit numbers without exchanging or renaming e.g. 13 + 15 = 28.
- She writes a 3 – digit numbers in the expanded form i.e. 345 = 300 + 40 + 5
- Teacher solves a question for the class to see, slowly going through the steps thus

124 = 100 + 20 + 4

350 = 300 + 50 + 0

474 = 400 + 70 + 4

i.e. the first step is to expand the numbers and the second step is to add up

- She adds 3 – digit numbers in the short form.
- Briefly look back at fractions and shapes.

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They solve problems on addition of 3 – digit numbers without exchanging.
- They write 3 –digit numbers in the expanded form.
- They add 3 – digit numbers in short form.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Counters
- Abacus
- A chart showing addition of 3 –digit numbers without exchanging or renaming.

**WEEK
8:**** Addition of 2 and 3
digit numbers with exchanging o renaming.**

**TEACHER’S
ACTIVITIES**

- Teacher briefly looks back at addition of 3 – digit numbers without exchanging or renaming.
- Teacher leads pupils to arrange counters in bundles of tens and write e.g. 48 stick s = 4 bundles of sticks and 8 sticks.
- She guides pupils to count and say the numbers in the expanded form and be able to write the numbers in that form. E.g.

85 = 8 tens and 5 units/ones.

67 = 6 tens and 7 units/ ones

79 = 7 tens and 9 units/ ones

- She guides pupils in solving some addition problems on the board.

65 + 28 = ?

- She guides pupils to mention the number of tens and units in each of the numbers written on the board.

65 = 60 + 5

28 = 20 + 8

80 13

But 13 = 10 + 3

80 + 15 = 80 + 10 + 3 = 93

- She guides pupils to add two numbers with 3 – digits that involve exchanging and renaming.
- She guides pupil on the use of abacus in adding numbers.

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They arrange counters in bundles of tens and units.
- They count and say the numbers in the expanded form and write the numbers as 85 = 8 tens + 5 units.
- They mention the number of tens and units in each of the numbers on the board.
- They add two numbers with 3 – digits that involves renaming or exchanging.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Counters
- Abacus
- A chart showing addition of 3 –digit numbers without exchanging or renaming.

**WEEK
9:**** Addition of fraction
with the same denominators.**

**TEACHER’S
ACTIVITIES**

- Teacher briefly looks back at fractions, she reminds them that a fraction is a small part or amount of something it is written using two numbers. The numerator which is the number above the lines tells the Numerator which is the above the line tells the number of parts that are being considered. The denominator which is the number below the line tells how many parts the whole number amount or shape is divided into.
- She guides pupils to identify like fraction (fractions with the same denominators) and unlike fractions (with different denominators.)
- She guides pupils to add like fractions.

e.g.

2/5 + 1/5 = 3/5.

¼ + 2/4 = 3/4

- She leads pupils to discover that when adding like fractions, they must make sure the denominators are the same, then add the numerator.
- She guides pupils to give examples of daily activities that demand accuracy in
- Addiction of numbers
- Addition of fractions

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They identify like fractions and unlike fractions.
- They add like fractions
- They give examples of daily activities that demand accuracy in addition of numbers and addiction of fractions

**TEACHING/LEARNING
RESOURCES/AIDS**

- Fraction cards
- Fraction board, etc.
- Counters
- charts

**WEEK
10:**** Subtraction of 2 –digit Numbers with exchanging or renaming**

**TEACHER’S
ACTIVITIES**

- Teacher briefly revises subtraction of 1 – digit numbers.
- She leads pupils to mention the number of tens and units in given 1.e place value.
- She guides pupils to remember.
- That the 1 taken from the tents column is always 1 bundle of 10 units.
- To write how many tens remain in the first number after taking one bundle of 10 to change into units.
- She guides pupils in solving subtraction problems with renaming on the board e.g. subtract 28 from 42. = 42 – 28 = 14.
- Rename subtract : 42 = 30 + 12

Then subtract: 30 + 12 T U

- 20 + 8 4 2

10 4 – 28

- She guides pupils to mention the need for correct subtraction of numbers in every day activities.

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They mention the number of tens and units in a given.
- They arrange counters in bundles of ten and write.
- They count and express the numbers in expanded form and write the numbers as: 49 = 4 tens and 9 units.
- They subtract given 2- digit numbers.
- They mention the need for correct subtraction of numbers in everyday activities.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Counters such as stones, sicks, bottle covers, etc.
- Charts
- Abacus
- Subtraction cards

**WEEK
11:**** Subtraction of –digit Numbers with exchanging or renaming**

**TEACHER’S
ACTIVITIES**

- Teacher briefly looks back at subtraction of 2 –digit numbers with exchanging or renaming.
- She guides pupils to follow the steps after reminding them of what is to be done i.e

Step 1: write the given numbers in expanded form

Steps 2: rename the tens and units of the numbers.

Steps 3: subtract the units, the tens and the hundreds.

Steps 3: rename the result.

e.g 574 – 438 = 136

Step 1: 574 = 500 + 70 + 4 —- 500 + 60 + 14

Step 2: 438 = 400 + 30 + 8

Step 3: 100 + 306 = 136

- Teacher guides pupils to make use of abacus to subtract 3 –digit numbers.
- She emphasizes the used to be correct in subtraction of everyday activities.
- She guides pupils to subtract fraction with the same denominators using the fraction board.
- She leads pupils to discover that when adding like fractions, they should make sure the denominators are the same, then subtract the numerators.
- She guides pupils to give examples of daily activities that demand corrections in
- Subtraction of number
- Subtraction of fractions

**PUPILS
ACTIVITIES**

- Pupils participate in the revision exercise
- They count and express the given numbers in the expanded form as directed by the teacher.
- They subtract two numbers with 3 – digits that involve renaming or exchanging
- They use abacus to perform subtraction of two number with 3 – digits.
- They subtracts like fractions.
- They give examples of daily activities that demand accuracy in subtraction of whole fractions.

**TEACHING/LEARNING
RESOURCES/AIDS**

- Counters such as stones, sicks, bottle covers, etc.
- Charts
- Abacus
- Subtraction cards

**WEEK
12: REVIEW OF FIRST TERM’S WORKS**