Ordering Whole Numbers with the Symbols <, > and = Primary 3 (Basic 3) – Mathematics

 

MATHEMATICS

FIRST TERM  

WEEK 4

PRIMARY 3

THEME – WHOLE NUMBERS 

PREVIOUS LESSON – Place Values of Whole Numbers Up to 9 999 and Expansion of Whole Numbers (Primary 3)

 

TOPIC – ORDERING WHOLE NUMBERS WITH THE SYMBOLS 

 

LEARNING AREA

1. Introductory Activities

2. Ordering Whole with the Symbols – <, > and =

3. Weekly Assessment

 

PERFORMANCE OBJECTIVES 

By the end of the lesson, most of the pupils should have attained the following objectives –

1. order whole numbers and use the symbols <, > and =.

2. mention the need for counting and ordering.

 

ENTRY BEHAVIOUR

The pupils can determine the difference between two or more quantities.

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

 

1. Inequality chart

2. Elbow sign.

 

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 1 – INTRODUCTION 

ACTIVITY 1 – COUNTING AND ORDERING 

Count and compare the following objects –

A – ⚽⚽⚽⚽⚽⚽ = 6

B – ⚽⚽⚽⚽ = 4

C – ⚽⚽⚽⚽⚽⚽⚽⚽⚽ = 9

D – ⚽⚽⚽⚽⚽⚽⚽ = 7

E – ⚽⚽⚽ = 3

 

Ordering – 3, 4, 6, 7, 9

 

ACTIVITY 2 – ORDERING OF WHOLE NUMBERS 

 

1. Arrange the following numbers from the smallest to the highest, 21 22 28 25 23 29 27 26.

21 22 23 24 25 26 27 28 29

 

Arrange the following numbers from the highest to the smallest, 21 22 28 25 23 29 27 26.

29, 28, 27, 26, 25, 24, 23, 22, 21

 

QUICK EVALUATION 

Arrange the following –

1. 31 32 38 35 33 39 37 36 from smallest to the largest.

2. 31 32 38 35 33 39 37 36 from largest to the smallest.

 

ACTIVITY 3 – USE GREATER THAN OR LESS THAN 

Use the word greater than or less than to compare the following –

1. 15 and 10

• 15 is greater than 10

• 10 is less than 15

 

2. 41 and 43

• 41 is less than to 43

• 43 is greater than 41

 

LESSON EVALUATION 

Arrange the following –

1. 51 52 58 55 53 59 57 56 from smallest to the largest.

2. 31 42 18 55 33 59 87 96 from largest to the smallest.

 

Use the word greater than or less than to compare the following –

3. 45 and 55

4. 72 and 27

 

LESSON 2 – ORDERING WHOLE NUMBERS WITH THE SYMBOLS <, > AND = 

ACTIVITY 1 – FLASHCARD 

 

<          greater than

>          less than

=          equal to.

 

ACTIVITY 2 – USING <  >   =

1. 15 and 10

15 is greater than 10        ⇒       15 > 10

Likewise,

10 is less than 15              ⇒       10 < 15

 

2. 41 and 43

41 is less than 43              ⇒       41 < 43

43 is greater than 41        ⇒       43 > 41

 

ACTIVITY 3 – MORE EXAMPLES 

Ordering the following numbers using – <, > and = symbols

1. 5 + 2 and 4 + 3

IIIII + II and IIII + III, allow counting for simplicity.

7 and 7

Therefore, 7 = 7

 

2. 10 + 1 and 5 + 7

11 and 12

Therefore, 11 < 12

 

3. 15 – 4 and 25 – 19

11 and 6

Therefore, 11 > 6

 

LESSON EVALUATION/ASSIGNMENT 

Use the correct symbol <, > or =, to complete the following:

 

1. 56 _______ 45

2. 27 _______ 90

3. 23 – 5 _______ 15 + 4

4. 15 + 6 _______ 18 – 0

 

LESSON 3 – CONTINUATION 

ACTIVITY 1 – ORDERING OF THREE AND FOUR DIGIT NUMBERS 

Teacher’s/Pupil’s Activities – Guides the pupils to use the symbols <, > and = for 3 and 4 digit numbers.

For examples,

1. 487 and 489

4 8 7

4 8 9

From the left, compare each digit to the right by crossing the same value digit.

7 < 9

Therefore, 487 < 489.

Or

If the first two or three digits are the same, compare the next to determine the value of the numbers.

For example, the first two digits are the same except for the last digits which is 7 and 9.

 

2. 9 964 and 9 946

9 9 6 4

9 9 4 6

The third digit is 6 and 4, 6 > 4

Therefore, 9 964 > 9 946.

 

LESSON EVALUATION/ASSIGNMENT 

Use the correct symbol <, > or =, to complete the following.

1. 351 and 345

2. 513 and 543

3. 9 989 and 9 979

4. 427 and 447

5. 4 – 2 + 7 and 4 + 4 – 7

 

LESSON 4 – WORD PROBLEMS 

1. The heights of four schoolboys in Primary 3 are 121 cm, 118 cm, 146 cm, 112 cm.

 

Arrange the heights in order from the highest to the lowest.

2. The length of plank cut by five men are 120 cm, 142 cm, 224 cm, 115 cm, 138 cm

A. Arrange the lengths from the largest to the lowest.

B. Arrange the lengths from the lowest to the largest

3. Arrange the following shapes from the smallest to the biggest.

 

 

LESSON 5 – WEEKLY ASSESSMENT 

• First Term Workbook for Mathematics (Primary 3)

 

PRESENTATION

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

1. Revises the previous lesson based on the pupil’s related knowledge and understanding.

2. Displays objects of four or more groups.

3. Lets pupils identify, count and record the number of objects in each group.

Pupil’s Activities – Count and record the number of objects in each group.

 

4. Asks pupils to arrange in ascending or descending order.

Pupil’s Activities – Arrange in ascending or descending order.

5. Displays two flashcards showing different numbers.

6. Asks pupils to use the words – greater than or less than to express the quantities of the two numbers on the flashcards.

Pupil’s Activities – Use the words – greater than or less than to express the quantities of the two numbers on the flashcards.

7. Displays chart showing the following symbols – <, > and =.

8. Lets the pupils identify correctly each symbol by name.

Pupil’s Activities – Identify the symbols – <, > and =.

9. Guides pupils to use <, > and = to compare two or more quantities and numbers.

Pupil’s Activities – Order pairs of 3-digit numbers using <, > and = symbols.

10. Mention the need for counting and ordering in everyday activities.

Pupil’s Activities – Listen to the teacher.

11. Evaluates at the end of each lesson.

Pupil’s Activities – Attempt correctly, all the exercises at the each of the lesson.

 

CONCLUSION

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

• Next Lesson – Fractions of Concrete Objects – Shapes or Fruits (Primary 3)

 

LESSON EVALUATION 

Ask pupils to:

 

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

2. order pairs of 3-digit numbers using < and > symbols.