Grade 3 Maths Week 5 October 22 2024 PDF

MATHEMATICS PLANS FOR WEEK OF OCTOBER 22, 2024. Subject: Mathematics Grade: 3 Term: 1 Unit: 1 Strand: Number Focus Question: Attainment Target(s): To enable pupils to: ★ Use the basic operations with numbers and number patterns. Benchmarks: Compute with whole num...

MATHEMATICS PLANS FOR WEEK OF OCTOBER 22, 2024. Subject: Mathematics Grade: 3 Term: 1 Unit: 1 Strand: Number Focus Question: Attainment Target(s): To enable pupils to: ★ Use the basic operations with numbers and number patterns. Benchmarks: Compute with whole number quickly and accurately; use these skills to find answers in realistic (problem) situations. General Objectives: At the end of the lesson pupils should be able to: ❖ Use inverse operations to check answers. ❖ Differentiate between addition and subtraction in problem situations (include oral responses). ❖ Add or subtract simple measurements which use whole numbers. ❖ Use given information to construct addition and subtraction problems. Mathematical Practices: Students should be able to: Check their answers using a different method Use flexibly the different properties of operations and objects Analyze situations and use counterexamples Apply Mathematics to solve problems in everyday life Use concrete objects or illustrations to think about and solve problems Explain why and when properties of operations are true in a context Use estimation to detect possible errors Justify conclusions in a way that is understandable to teachers and peers Skills: Vocabulary: Whole numbers, addition. subtraction Materials/Resources: counters, flash cards, videos, Prime Mathematics for Success Link to other subject areas: Content Summary: Inverse operations are math problems that can be solved by doing the opposite version of the problem. Addition is the opposite of subtraction. They are the operation that reverses the effect of another operation. Example 43 + 96 = 140. Is this correct? By taking the inverse operation, 140- 96 = 46. So we can see that the original equation is incorrect. Problem solving is the act of finding a solution when a method for solution is not obvious. It can be story problems or simply open-ended questions. DAY 1 Topic: Inverse Operations Specific Objectives/Learning Outcomes: Students will: ❖ use inverse operations to check answers. Teaching Learning Activities: Engage: Students will watch a video on inverse operations with addition and subtraction Inverse Operations: Addition and Subtraction by Maths with mom https://youtube.com/watch?v=-DLPixPrPrE&feature=share Students and teacher will engage in a discussion about the video and students will record the examples. Explore: Students and teacher will continue on the discussion and practice using whole numbers in inverse operation of addition and subtraction Students will answer questions such as: What are whole numbers? What is meant by addition? What is meant by the term subtraction? Students will use their dictionary to find meaning if they are not able to tell the meaning. Explain: Students will be given whole numbers activity to write the inverse operation of addition. They will then give their own inverse operations. Elaborate: Students will work in small groups to complete activity using inverse operation of addition and subtraction. Evaluate: Groups 1, 2 and 3 will complete the top section of the worksheet while group 4 Formatted: Font: Not Bold complete numbers 1-5 on the bottom half of the worksheet. Teacher’s Evaluation/Reflection: 5 Yellow 5 White 5 Blue Were pupils able to: 0- 51 - 81 - 0- 51- 81- 0- 51 - 81 - 50% 80% 100% 50% 80% 100% 50% 80% 100% use inverse operations to check answers. Comments: Yellow Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ White Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ Blue Areas of strengths:___________________________________________________________ __________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ __________________________________________________________________________ DAY 2 Topic: Problem Solving (Addition and Subtraction) Specific Objectives/Learning Outcomes: Students will: ❖ differentiate between addition and subtraction in problem situations (include oral responses). Teaching Learning Activities: Teacher will recap the previous day’s lesson. Engage: Teacher will ask students to tell what is addition and what is subtraction. Each student will be given a worded problem, students will be asked to read his or her problem from the card then tell which operation is needed to solve the problem. Students will practice subtracting and adding in columns. Explore: Students will read different words used in worded problems to practice. Students They will then read the question a few times and try figureto figure out what sum is hidden behind the story. Students will look out for synonyms for example, subtractionsubtractions are sometimes called ‘taking away’ or find the ‘difference’, how many ‘more’ and ‘how many is left’ Students will read words such as ‘total’, altogether , sum.. Which are associated with the operation of addition. Explain: Students will be asked to state one word that could be used in place of addition and one word used in subtraction problems. Elaborate: Students will work in their groups to write one addition and one subtraction problem. Evaluate: Students will complete the worksheet to determine which operation should be used and solve each problem correctly. Students who are unable to read on their own will be assisted. Teacher’s Reflection /Reflection: 5 Yellow 5 White 5 Blue Were pupils able to: 0- 51 - 81 - 0- 51- 81- 0- 51 - 81 - 50% 80% 100% 50% 80% 100% 50% 80% 100% differentiate between addition and subtraction in problem situations (include oral responses). Comments: Yellow Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ White Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ Blue Areas of strengths:___________________________________________________________ __________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ __________________________________________________________________________ DAY 3 Topic: Adding and Subtracting Measurements Specific Objectives/Learning Outcomes: Students will: ❖ add or subtract simple measurements which use whole numbers. Teaching Learning Activities: Engage: Students will be given words from the topic to unscramble. They will then put the words together to form the topic. These words are… Explore: Students will be led into a discussion about different types of measurements. They will then discuss sizes of different measurements. Example: 1. Are all measurements the same? Why or why not?  2. Do we need to know the difference between measurements? Why or why not? Students will talk about adding and subtracting measurements. They will then watch a video about addition and subtraction of measurements. Addition / Subtraction - Metres / Centimetres | Mathematics Grade 2 | Periwinkle by Periwinkle https://www.youtube.com/watch?v=4KA_4xJnFBg Students will be asked to play a game of “Give One Get One”. They will select a measurement eg. 12 cm and give it to a partner while they will take a measurement from their partner. They will both write down the measurement that they got, then they would find the difference of the two measurements. The pair that finishes first wins. Commented [KB1]: Great idea Give One Get One Strategy Give One Get One Explain: Students will be asked to discuss with their partners about what they learned about addition and subtraction of measurements. They will then share with the class about adding and subtracting measurements. They also need to point out that the units that they are using should also be written at all timesalways written. Elaborate and Evaluation: Students will be asked to complete worksheets with addition and subtraction of measurements. They will then be led into a discussion about how addition and subtraction of measurements help us in our day to dayday-to-day life. Group 4. Groups 1, 2 and 3 Teacher’s Evaluation/ Reflection:  5 Yellow 5 White 5 Blue Were pupils able to: 0- 51 - 81 - 0- 51- 81- 0- 51 - 81 - 50% 80% 100% 50% 80% 100% 50% 80% 100% add or subtract simple measurements which use whole numbers. Comments: Yellow Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ White Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ Blue Areas of strengths:___________________________________________________________ __________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ __________________________________________________________________________ DAY 4 Topic: Problem Solving (Addition and Subtraction) Specific Objectives/Learning Outcomes: Students will: ❖ use given information to construct addition and subtraction problems. Teaching Learning Activities: Engage: Students will be given letter cards that will make up the words “Problem Solving”. They will then try to put the letters together to form the words for the topic. Explore: Students will be asked to watch a video about problem solving. https://www.youtube.com/watch?v=rqB7dvT_XDo They will then be led into a discussion about key words you should look for in order to analyse problem solving. Students will be placed into three groups. They will be asked to participate in a “Search and Match” game where they match worded questions with number sentences. Group 3 and 4 will get addition questions only. They should read each question and then search to find the number sentence to match each question. They will be given 10 minutes. Group 2 will do subtraction questions only. They are allotted 10 minutes to complete as many as possible Group 1 will do both addition and subtraction questions. Explain: Students will be asked to explain to the class how they match their number sentence with their worded question. They will talk about: What led them to select the number sentence that they chose? How did they know that those clues could lead them to choosing the correct number sentence? Elaborate: Students will be led into a discussion about the connections of problem solving with everyday life situations. They will then be asked to do more practice. The students in the different ability groups will be given questions with a little more challenge, since they understand it better. Groups 3 and 4 Groups 1 and 2 Evaluate: Students in groups 3 will be asked to complete the worksheets given by the teacher. Groups 1. 2 and 4 will complete page 34 in their Prime Mathematics for Success grade 3 text. Home Work: Teacher’s Reflection: Evaluation/Reflection: 5 Yellow 5 White 5 Blue Were pupils able to: 0- 51 - 81 - 0- 51- 81- 0- 51 - 81 - 50% 80% 100% 50% 80% 100% 50% 80% 100%  use given information to construct addition and subtraction problems. Comments: Yellow Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ White Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ Blue Areas of strengths:___________________________________________________________ __________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ __________________________________________________________________________ DAY 5 Specific Objectives/Learning Outcomes: Students will: ❖ use inverse operations to check answers. ❖ differentiate between addition and subtraction in problem situations (include oral responses).  ❖ add or subtract simple measurements which use whole numbers. ❖ use given information to construct addition and subtraction problems. Teaching Learning Activities: Engage: Students and teacher will revisit previous videos and then engaged in real life situation discussion, for example calculating their friends age in years. Explore: Students will add and subtract measurement such as centimetres and metres , use inverse operation to check answers. Students will practice one example from each objective. To create a worded problem example: You have 45 toy cars and are given 43 more. How many toy cars do you have in all? Students will write the equation and then solve the problem. Explain: Students will create their own word problem using the correct operation. Elaborate: Students will work in groups to complete worksheets provided. Evaluate: Students will complete activities provided. Teacher’s Evaluation/Reflection: 5 Yellow 5 White 5 Blue Were pupils able to: 0- 51 - 81 - 0- 51- 81- 0- 51 - 81 - 50% 80% 100% 50% 80% 100% 50% 80% 100% differentiate between addition and subtraction in problem situations (include oral responses). add or subtract simple measurements which use whole numbers. use given information to construct addition and subtraction problems. use inverse operations to check answers Comments: Yellow Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ White Areas of strengths:___________________________________________________________ ___________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ ___________________________________________________________________________ Blue Areas of strengths:___________________________________________________________ __________________________________________________________________________ Areas of weaknesses:__________________________________________________________ ___________________________________________________________________________ Actions to be taken:___________________________________________________________ __________________________________________________________________________ Supervisor’s Comments: Plan was submitted on a timely basis and the following observations noted: Formatted: List Paragraph, Bulleted + Level: 1 + o Plan has a seamless progression and very detailed; Aligned at: 0.25" + Indent at: 0.5" o Objectives are specific and are aligned to the NSC Formatted: List Paragraph, Bulleted + Level: 2 + o Activities are student-centred and provide teacher with the opportunity to act as a Aligned at: 0.75" + Indent at: 1" facilitator o There is evidence of the 4Cs and the varying levels of the DOK. o Proper execution of the Plan will bring about students’ learning and achieving. o There is a heavy reliance on worksheets, please utilize more activities from the textbooks o There is evidence of differentiated learning Formatted: List Paragraph, Bulleted + Level: 2 + Aligned at: 0.75" + Indent at: 1" Teacher , all the very best in the delivery of the lessons. Seen By: Krystina Burke Acting Mathematics Coordinator 22/10/2024