# Subtraction of Whole Numbers with Exchanging or Remaining (Primary 3)

MATHEMATICS

FIRST TERM

WEEK 11

PRIMARY 3

THEME – WHOLE NUMBERS

PREVIOUS LESSON – Subtraction of Whole Numbers without Exchanging or Remaining (Primary 3)

TOPIC – SUBTRACTION OF WHOLE NUMBERS

LEARNING AREA

1. Introductory Activities

2. Subtraction of Whole with Exchanging or Remaining – Expanded and Direct Methods

3. Word Problems on Subtraction 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. subtract 2-digit Whole numbers with exchanging or renaming.

2. subtract 3 – digit whole numbers with exchanging or remaining.

ENTRY BEHAVIOUR

Subtraction of Whole Numbers

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

Charts and flash cards, etc. Addition cards, 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

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

Teacher’s/Pupil’s Activities – Guides pupils on oral subtraction using subtraction cards.

Flash the subtraction cards to the pupils and let them respond by giving correct answers to questions such as 18 – 5, 17 – 4, 16 – 5, etc. contained in addition cards.

Quick Guide and Evaluation on two digit numbers –

1. 3 5 – 1 6

2. 4 6 – 1 7

Solutions 1

3 5 – 1 6

3 5 =  ²º30 + ¹5

– 1 6 = – (10 + 6)

__________________

1 9 =    10 + 9

__________________

Therefore, 3 5 – 1 6 = 1 9

Solutions 2

4 6 – 1 7

4 6 =   ³º40 + ¹6

– 1 7 = – (10 + 7)

__________________

2 9 =     20 + 9

__________________

Therefore, 4 6 – 2 7 = 2 9

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

Quick Assessment

Find the answers to these subtraction problems using the expanded form.

1. 5 2 – 3 4

2. 7 6 – 1 9

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 4 5 – 1 5 6

2. 4 1 3 – 2 3 9

Solution 1 – Expanded Method

3 4 5 – 1 5 6

3 4 5 = ²ºº300 + ¹³º40 + ¹5

– 1 5 6 = – (100 + 50 + 6)

_________________________________

1 8 9 =    100 + 80 + 9

_________________________________

Therefore, 3 4 5 – 1 5 6 = 1 8 9

Solution 2 – Expanded Method

4 1 3 – 2 3 9

4 1 3 =  ³ºº400 + ¹ºº10 + ¹3

+ 2 3 9 = – (200 + 30 + 9)

_________________________________

1 7  4 =     100 + 70 + 4

_________________________________

Therefore, 4 1 3 – 2 3 9 = 1 7 4

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

1. 5 5 1 – 3 6 9

2. 3 9 5 – 2 0 7

3. 3 6 6 – 1 6 8

LESSON TWO – 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 4 5 – 1 5 6

2. 4 1 3 – 2 3 9

Solution 1 – Expanded Method

3 4 5 – 1 5 6

²3 ¹³4 ¹5

+ 1  5   6

_________________________________

1   8   9

_________________________________

Therefore, 3 4 5 – 1 5 6 = 1 8 9

Solution 2 – Expanded Method

4 1 3 – 2 3 9

³4 ¹º1 ¹3

+ 2  3  9

_________________________________

1  7  4

_________________________________

Therefore, 4 1 3 – 2 3 9 = 1 7 4

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

1. 5 5 1 – 3 6 9

2. 3 9 5 – 2 0 7

3. 3 6 6 – 1 6 8

LESSON THREE – 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 subtraction using subtraction cards. Flash the subtraction cards to the pupils and let them respond by giving correct answers to questions such as 8 — 5, 7 — 4, 6 — 5, etc. contained in addition cards.

3. Guides pupils to subtract two numbers with 3 digits that involves exchanging or renaming.

Pupil’s Activities – Subtract two numbers with 3 digits that involve renaming or exchanging.

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

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

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

Pupil’s Activities – Use abacus to perform subtraction 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. subtract 2 – digit numbers with exchanging and renaming.

2. subtract two given 3 digits numbers with exchanging or remaining.

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