# Counting and Writing of Whole Numbers Up to 999 and Place Values of Whole Numbers Up to 999 (Primary 3)

**MATHEMATICS **

**FIRST TERM** ** **

**WEEK 1**

**PRIMARY 3**

**THEME – WHOLE NUMBERS **

**PREVIOUS LESSON – Third Term Examination (Mathematics Primary 3)**

**TOPIC – COUNTING AND WRITING NUMBERS UP TO 999**

**LEARNING AREA**

1. Counting and Writing of Numbers up to 500

2. Counting and Writing of Numbers up to 999

3. Place Values of Digit in Numbers up to 999

4. Weekly Assessment

**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. count correctly numbers up to 999.

2. state the place value of a digit in a 3 – digit number.

**ENTRY BEHAVIOUR **

Counting, Reading and Writing of Numbers

**INSTRUCTIONAL MATERIALS**

The teacher will teach the lesson with the aid of:

1. Match sticks

2. Bottle tops

3. Seeds

4. Rope

5. Rubber band

6. Pebbles

7. Charts of written whole numbers.

**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 **

**COUNTING OF NUMBERS UP TO 500**

Teacher’s/Pupil’s Activities 1 – Group the pupils into a certain number that will accommodate counting up to 999.

Guides pupils to prepare piles or bundles in hundreds or 200 depending on the number of groups up to 999 as shown below –

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Teacher’s/Pupil’s Activities 2 – Guides pupils to count together each item of the bundle.

Teacher’s Activities – Ensures that all the pupils participate in counting correctly numbers up to 500 correctly. Introduce the lesson and counting the counting from 500 to 999 in the next lesson.

**LESSON EVALUATION/ASSIGNMENT **

Write numbers from one to 500.

**LESSON TWO – COUNTING OF NUMBERS UP TO 999**

Teacher’s/Pupil’s Activities – Guides the to continue the activities in lesson from 500 to 999.

**LESSON EVALUATION/ASSIGNMENT **

Write numbers from 501 to 999.

**LESSON THREE – IDENTIFICATION OF NUMBERS UP 999**

Teacher’s/Pupil’s Activities 1 – Based on the previous lesson evaluations, asks each pupil to identify two or more numbers call for identification.

Teacher’s/Pupil’s Activities 2 – Prepares a number chart or flash card number, point to two or more numbers for each pupil to read correctly.

**LESSON EVALUATION/EVALUATION **

Numbers Dictation – Dictate 10 to 20 numbers from 200 to 999.

**LESSON FOUR – PLACE VALUES OF NUMBERS UP TO 999 (5 minutes) **

Teacher’s/Pupil’s Activities – Displays a number chart of 0 – 9 for pupils to identify and read loudly.

Teacher’s remark – 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 0and they are all calledUNITnumbers.

**FORMING NUMBERS UP TO 3 DIGITS UP TO 999 (10 minutes) **

Teacher’s Activities 2 – Prepare 20 flash card numbers from 0 – 9 and asks each each one by one (if it to pick to two digits and read out the number loudly.

Teacher’s remark – Each number formed has two values –

TenandUnitfrom right to left.Introduces

PLACE VALUES OF NUMBERSand asks the pupils to state the value of each number formed the two digits.For example, 3 and 4, 2 and 0

1. 34 and 43 are form from 3 and 4.

Therefore, the value of 34 and 43 are –

- 34 – 3 Tens and 4 Units

- 43 – 4 Tens and 3 Units
2. 20 and 02 are formed from 2 and 0.

Therefore, the value of 20 and 02 are –

- 20 – 2 Tens and 0 Unit

- 02 – 0 Ten and 2 Units

**PLACE VALUES OF NUMBERS UP TO 999 (10 minutes) **

Teacher’s/Pupil’s Activities 3 – Asks six pupils to pick 3 digits to a number and read loudly to the class.

For example, 352 – 108 – 545, etc.

Teacher’s remark – Each of the number has three values –

Hundred–Ten–Unitfrom left to right and guide the pupils identify the place value of each digit of the numbers as shown below –

3 5 2

3 Hundreds 5 Tens 2 UnitsOR

H T U

3 5 2Therefore, the value of –

- 3 is hundreds

- 5 is tens

- 2 is units

Teacher’s activities – Takes one more example.

**LESSON EVALUATION/ASSIGNMENT/MARKING/CORRECTION (15 minutes) **

Find the place value of 3 in the following numbers –

1. 321

2. 123

3. 231

Find the place value of 1 in the following numbers –

4. 312

5. 213

6. 132

WEEKLY ASSESSMENT – First Term Workbook for Mathematics (Primary 3)

**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. Guides pupils to prepare piles or bundles in hundreds, tens and units.

Pupil’s Activities – Prepare piles or bundles of given collection in hundreds, tens and units.

3. Guides pupils to count up to 999.

Count up to 999.

4. Guides pupils to identify and read out the numbers up to 999.

Identify and read out the numbers up to 999.

5. Guides pupils to prepare a collection of counters in hundreds, tens and units.

6. Guides pupils to count numbers in hundreds, tens and units.

Prepare a collection of counters in hundreds, tens and units.

7. 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. count objects in hundreds, tens and units.

2. identify and read out given numbers up to 999.

3. state the place value of a digit in a given whole number.