Addition of Whole Numbers without Exchanging or Remaining (Primary 3)

 

 

MATHEMATICS

FIRST TERM  

WEEK 7

PRIMARY 3

THEME – WHOLE NUMBERS 

PREVIOUS LESSON – Equivalent Fractions – Ordering of Fractions – Addition of Fractions of the same Denominators (Primary 3)

TOPIC – ADDITION OF WHOLE NUMBERS 

LEARNING AREA

1. Introductory Activities

2. Addition of Whole without Exchanging or Remaining – Expanded and Direct Methods

3. Word Problems on Addition of Whole Numbers

 

PERFORMANCE OBJECTIVES 

By the end of the lesson, the pupils should have attained the following objectives (cognitive, affective and psychomotor) and should be able to –

1. add 2-digit Whole numbers without exchanging or renaming.

2. add 3 – digit whole numbers without exchanging or remaining.

 

ENTRY BEHAVIOUR

Addition of Whole Numbers

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

Charts and flash cards, etc. Addition cards, Fraction card, Fraction board, Counters, charts, Abacus, etc.

 

 

METHOD OF TEACHING – Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

 

CONTENT OF THE LESSON  

LESSON ONE – INTRODUCTORY ACTIVITIES 

Teacher’s/Pupil’s Activities – Revision on expansion of whole numbers –

There are 10 symbols of numbers where other numbers are formed by adding one digit to another or repeating each digit.

These numbers are – 1   2   3   4   5   6   7   8   9   as well as 0 and they are all called UNIT numbers.

 

From the flash card numbers, asks three pupils to pick a digit each to form a number and read loudly.

Assume the number formed is

2    5   3

Guided instructions –

1. Asks them to state the place values of each digit of the number.

  • 3 Units
  • 5 Tens
  • 2 Hundreds

 

 

2. Discuss with the pupils what each value stands for –

  • Unit                       – 1
  • Ten                        – 10
  • Hundred               – 100

 

3. Leads them to expand 2 5 3 –

  • 3 x 1               = 3
  • 5 x 10             = 50
  • 2 x 100          = 200

 

That’s, 2 5 2 = 200 + 50 + 3

 

4. Guides the pupils to do quick expansion.

For example,

  • 1 2 6 = 100 + 20 + 6
  • 5 0 9 = 500 + 00 + 9
  • 1 1 0 = 100 + 10 + 0
  • 3 0 0 = 300 + 00 + 0

 

LESSON EVALUATION/ASSIGNMENT 

Copy and complete each of the following.

1. 5 5 1 = _______ + _______ + _______

2. 1 7 6 = _______ + _______ + _______

3. 9 1 9 = _______ + _______ + _______

4. 9 9 9 = _______ + _______ + _______

5. 2 0 0 = _______ + _______ + _______

 

 

LESSON TWO – ADDITION OF WHOLE NUMBERS – EXPANDED METHOD 

REVISION ON ADDITION OF 2 DIGIT WHOLE NUMBERS (10 minutes) 

Teacher’s/Pupil’s Activities – Guides pupils on oral additions using addition cards. Flash the addition cards to the pupils and let them respond by giving correct answers to questions such as 5 + 8, 7 + 4, 6 + 5 + 7 etc. contained in addition cards.

Quick Guide and Evaluation on two digit numbers –

1. 2 5 + 1 1

2. 3 2 + 2 6

 

Solutions 1

   2 5 = 20 + 5

+ 1 1 = 10 + 1

_____________________

3 6 = 30 + 6

_____________________

 

Solutions 2

   3 2 = 30 + 2

+ 2 6 = 20 + 6

_____________________

5 8 = 50 + 8

_____________________

 

Be sure that the pupils arrange each digit of the numbers correctly. Allow simple counting because of individual difference. 

 

Quick Assessment 

Add the following –

1. 5 1 and 3 4

2. 7 6 and 1 2

 

ADDITION OF 3 DIGIT WHOLE NUMBERS (10 minutes) 

Teacher’s/Pupil’s Activities – Guides the pupils to add 3 – digit numbers using expanded method.

Working Examples

1. 3 2 5 + 4 6 1

2. 2 2 3 + 2 3 2

 

Solution 1 – Expanded Method 

   3 2 5 = 300 + 20 + 5

+ 4 6 1 = 400 + 60 + 1

_________________________________

7 8 6 = 700 + 80 + 6

_________________________________

 

Solution 2 – Expanded Method 

    2 2 3 = 200 + 20 + 3

+ 2 3 2 = 200 + 30 + 2

_________________________________

4 5 5 = 500 + 50 + 5

_________________________________

 

LESSON EVALUATION/ASSIGNMENT/MARKING/CORRECTION (20 minutes) 

1. 5 3 1 + 3 6 0

2. 3 4 5 + 2 0 4

3. 3 6 0 + 1 1 1

 

LESSON THREE – ADDITION OF WHOLE NUMBERS DIRECT METHOD

Teacher’s/Pupil’s Activities – Guides the pupils to add 3 – digit numbers using direct method.

Working Examples

1. 3 2 5 + 4 6 1

2. 2 2 3 + 2 3 2

 

Solution 1 

3 2 5 + 4 6 1

  3 2 5

+ 4 6 1

___________

 7 8 6

___________

 

 

Solution 2 

2 2 3 + 2 3 2

   2 2 3

+ 2 3 2

___________

   4 5 5

___________

 

LESSON EVALUATION/ASSIGNMENT/MARKING/CORRECTION (20 minutes) 

1. 5 3 1 + 3 6 0

2. 3 4 5 + 2 0 4

3. 3 6 0 + 1 1 1

 

LESSON FOUR – WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBERS 

Teacher’s/Pupil’s Activities – Gives the pupils simple quick assessment on word problems –

Opeyemi carried 32 maize seeds, Segun carried 23 maize seeds. How many maize seeds did they carry altogether?

Solution

Opeyemi – 3 2

Segun     – 2 3

 

Direct Method

  3 2

+ 2 3

_________________________________

5 5

_________________________________

 

They both carried 55 yams.

 

Further Working Examples 

Michael carried 312 maize seeds, Stephen carried 231 maize seeds. How many maize seeds did they carry altogether?

Solution

Opeyemi – 3 1 2

Segun     – 2 3 1

 

Direct Method

   3 1 2

+ 2 3 1

_________________________________

5 4 3

_________________________________

 

They both carried 543 yams.

 

LESSON EVALUATION/ASSIGNMENT 

Answer the following questions –

1. Nathaniel bought a carton of salt for 356 and of sugar for 313. How much did he spend altogether?

2. There are 445 girls and 443 boys in Award International Nursery and Primary School. How many pupils are there altogether?

3. Mr. Segun had 405 yams. He bought 362 more yams. How many yams does he have altogether?

 

For more questions on word problems – see New Methods Mathematics Book 3 

 

 

WORKBOOK – WEEKLY ASSESSMENT 

 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Teacher’s/Pupil’s Activities – Guides pupils on oral additions using addition cards. Flash the addition cards to the pupils and let them respond by giving correct answers to questions such as 5 + 8, 7 + 4, 6 + 5 + 7 etc. contained in addition cards.

3. Guides pupils to add two numbers without 3 – digits that involves exchanging or renaming.

Pupil’s Activities – Add two numbers without 3 – digits that involve renaming or exchanging.

4. Guides pupils in solving some addition problems on the board.

Pupil’s Activities – Solving some addition problems on the board.

5. Guides pupils on the use of abacus in adding numbers.

Pupil’s Activities – Use abacus to perform addition of two numbers without 3- digits.

Workbook – Weekly Assessment

 

CONCLUSION

  • To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

 

LESSON EVALUATION 

Pupils to:

1. add 2 – digit numbers without exchanging and renaming.

2. add two given 3-digits numbers without exchanging.

 

 

 

 

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