WEEK1

Topic: Whole Numbers

Subtitle: Counting, reading and writing of Whole numbers up to 999

Learning Objectives: At the end of this this lesson, pupils should be able to:

1. count correctly numbers 1 - 999

2. State the place value of a 3-digit number.

Resources and materials:

Scheme of work

Online information

Instructional material: Number chart

Building Background/connection to prior knowledge: pupils are familiar with

numbers in hundred, tens and units from their previous classes.

CONTENT

1 to 999

Numbers from 1 to 999 consists numbers in units: 1, 2, 3, 4, 5, 6, 7, 8, 9

Tens: 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
34 35 36 37 38 39 40

Hundreds: 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115
116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134
135

EXAMPLES: 139 = 1- 100(Hundred), 3-30(Tens), 9-(unit)

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1. Write the following in words a) 90 b) 21 c) 103 d) 49 e) 95

2. write from 300 to 600

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

1. write from 600 to 999

2. write 50 2-digit numbers

WEEK 2

Topic: whole numbers from 1 to 999

Subbtitle: Comparing numbers which are greater than (>) and those who are
less than (<) numbers.

Learning Objectives: At the end of this this lesson, pupils should be able to:

1. state which sign is greater (>) or which is less than (<)

2. Compare numbers using the > or < sign

3. List the characteristics of living things

Resources and materials:

Scheme of work
Online information

Instructional material: Number chart.

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Comparing numbers
Let study these two numbers:
481 316
Comparing the hundreds, we see that 4 is greater than 3.
Comparing the tens, we see that 8 is greater than 1.
Comparing the units, we see that 6 is greater than 1.
Since 4 hundred is greater than 3 hundreds, then 481 is greater than 316.
481 > 316

Examples:
1. 777 is greater than 371
2. 963 s greater than 290
3. 570 is greater than 111
4. 178 is less than 335
5. 891 is less than 990
6. 226 is less than 501

Using symbols to compare numbers

The symbols used to compare which number is ‘greater than’ or ‘less than’
are
called inequality symbols.
Note: < less than Looks like a folded left elbow.
> greater than Looks like a folded right elbow.
Examples: 1.23 is less than 72. Using symbols, we can write this as 23 < 72
2. 36 < 88
3. 880 < 970
4. 75 > 44
5. 423 < 335
6. 280 > 106
7. 908 = 800 + 108

Strategies& Activities:
Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Fill the gap with the greater than or lees than were appropriate

1. 490 is…………. 217.

2. 843 is ………….844

3. 900 is ………….600

4. 778 is…………..799
Complete with the correct symbol: <, > or =
1. 150…………75 + 75

2. 552…………540

3. 280………..208

4. 165………..106

5. 43………….619

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

1. Arrange the following numbers in order from smallest to largest

a) 600, 200, 400, 300

b) 227, 285, 257, 239
c) 175, 65, 543, 100
2. Fill the gap with the correct symbol: < or >
a). 175……. 165
b). 715……. 899
c). 503…… 465
d). 272……. 324
e). 313……. 256
f). 704……. 430

WEEK 3

Topic: Fractions

Subtitle: Division of whole shapes and objects into parts

Learning Objectives:At the end of this this lesson,pupils should be able to:

1. state fraction of a group of concrete objects.

2. divide shapes into ½, 1/3, ¼ etc.

Resources and materials:

Scheme of work

Online information

Instructional material: charts

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Meaning of fractions
A fraction is one or more parts of a whole, which is divided into a number of
equal parts. The upper number is the numerator and is the part of the equally
divided parts of a whole, the number own is the denominator and is equally
divided parts of a whole.
⅟2means 1 part out of a whole, which is divided into 2 equal parts.

⅟4means 1 part out of a whole, which is divided into 4 equal parts.

3∕4means 3 parts out of a whole, which is divided into 4 equal parts.

2/3- the upper number is the numerator, the lower number is the denominator

8 eighths =
81, one- 1
eighth

1 whole = 21, one- 41, one- 8 eighths =

1 2 halves =
half 4 quarters =
quarter 13 , three-
8
1 1 eighths

161, one- 3,
1 one- , one-
61 3 out of 6 =6 23 =
16 sixteenths
sixteenth 3 thirds =
third 6 sixths =
sixth 1
=1 1 1

whole = 1 2 1, one- 1
4 , one- 81, one-
halves = 1 4half
quarters = 8 eighths =
quarter eighth
1 1
Strategies& Activities:

Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

WEEK 4

Topic:

Subbtitle:

Learning Objectives:At the end of this this lesson,pupils should be able to:

Resources and materials:

Scheme of work

Online information

Instructional material: Number chart

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT
Assessment & Evaluation:

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

WEEK 5

Topic: Addition

Subbtitle: Addition of 2 and 3 digit numbers

Learning Objectives: At the end of this this lesson, pupils should be able to:

1. add 2digit numbers

2. add 3 numbers taking two at a time

Resources and materials:

Scheme of work

Online information

Instructional material: number charts

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Addition of 2-digit numbers with renaming

Addition of 2-digit numbers with renaming is solved by using:
 the expanded method and,
 the direct or short method.
Examples
Lets add 28 and 84 using the:
Expanded method
1. 2 8 = 20 + 8 28
+ 8 4 + 80 + 4 +84
100 +12 = 100 + 10 + 2 112

In the units column, 8 + 4 = 12 units = 10 + 2, which is

1 ten and 2 units. Write 2 units in the units column and
carry 1 ten to the tens column. In the tens column,
1 + 2 + 8 = 11 tens = 10 tens + 1 ten, which is 1 hundred
and 1 ten. Write 1 ten in the tens column and carry
1 hundred to the hundreds column.

2. 9 4 = 90 + 4 94
+ 8 9 = 80 + 9 +89
170 + 3 =170 + 10 + 3 183
=183

Addition using direct method or short cut

1. 73 + 37
7 3
+3 7
110

2. 54 + 23

5 4
+2 3
7 7

Addition of 3 numbers
1. 359 = 300 + 50 + 9

3. 914 = 900 + 10 + 4
4. 800 + 40 + 2 = 842
5. 500 + 60 + 4 = 564
5. 4 3 8
+411

849
 6. 873
+124
9 9 7
Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1. 23 + 40
2. 45 + 22
3. 54 + 49
4. 745 + 201
5. 361 + 144
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment: add the following

1. 361 + 209
2. 134 + 212
3. 611 + 342
4. 23 + 82
5. 18 + 70

WEEK 6

Topic:

Subbtitle:

Learning Objectives:At the end of this this lesson,pupils should be able to:

Resources and materials:

Scheme of work

Online information

Instructional material:

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Strategies& Activities:

Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

WEEK 7

Topic: Subtraction

Subtitle: Subtraction

Learning Objectives:At the end of this this lesson,pupils should be able to:

1. Subtract 2digit numbers

2. Subtract 3digit numbers
3. Subtract 3 numbers taking two at a time
Resources and materials:
Scheme of work

Online information

Instructional material: number charts

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Subtraction of 2digit numbers

1. 53-42 3. 89-24
8 9
5 3 -2 4
-4 2 6 5
1 1

2. 97- 84 4.64-22 6 4
9 7 -2 2
-8 4 4 2
1 3

Subtraction of 3digit numbers

1. 896-124
8 9 6
- 1 2 4
7 7 2

2. 758 - 345
7 5 8
- 3 4 5
4 1 3

3. 999 - 757
9 9 9
-7 5 7
2 4 2
 4. 654 - 423
6 5 4
- 4 2 3
23 1

Strategies& Activities:

Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Using tens and unit or hundred, tens and unit

1. 44 – 16 7. 761 - 160
2. 98 – 67 8. 597 - 145
3. 76 – 33
4. 53 – 41
5. 91 – 50
6. 87 - 76
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

1. 85 – 66
2. 45 – 48
3. 55 – 14
4. 182 – 141
5. 889 – 771
6. 761 - 124

WEEK 8
Topic: Subtraction

Subtitle: Subtraction

Learning Objectives:At the end of this this lesson,pupils should be able to:

1. Subtraction of fraction with the same denominator

Resources and materials:

Scheme of work

Online information

Instructional material:

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Strategies& Activities:

Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

WEEK 9

Topic: multiplication
Subtitle: multiplication

Learning Objectives:At the end of this this lesson,pupils should be able to:

1. Multiply from 1×1 to 9×9

2. Multiply 2digit number by 1digit number
Resources and materials:

Scheme of work

Online information

Instructional material:mulyiplication table chart

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

Multiplication is the process of combing the sum of a number with itself a

specified number of times. Multiplication of any number by 1 gives you that same
number, example: 1×6=6 and 9×1=9.

Multiplication tables of 1 to 10

× 1 2 3 4 5 6 7 8 9 10

1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 18 24 32 40 48 56 64 72 80
9 9 16 27 36 45 54 63 72 81 90
 10 10 20 30 40 50 60 70 80 90 100
11 11 22 33 44 55 66 77 88 99 110
12 12 24 36 48 60 72 84 96 108 120

Multiplication of numbers 1 to 10
Examples
1. 0 × 6 = 6 i.e 0 into 6places – 0+0+0+0+0+0= 0
2. 7 × 6=42- 7+7+7+7+7+7=42
3. 6 × 4=24- 6+6+6+6=24
4. 10 × 6=60-10+10+10+10+10+10=60
5. 6 × 8=48- 6+6+6+6+6+6+6+6=48
6. 5 × 2=10- 5+5=10

Multiplication of 2-digit numbers by 1-digit numbers

1. 23×2=46; 2 goes into 3 gives 6 and into 20 gives 40
2. 20×4=80
3. 43×4=172
4. 11×8=88
5. 14×9= 126

Multiplication word problems

1. In a box of juice there are 12 packets. How many packets are there in
10 boxes of juice?
Solution; 1 box of juice = 12packets
Therefore, 10 boxes with contain = 10×12=120packets
2. A pentagon has 5 sides. How many sides do 12 pentagons have?
Solution; 1pentagon =5sides
Therefore 12 pentagones will have= 12×5= 60sides
3. A bicycle has 2 wheels. How many wheels do 55 bicycles have?
55×2= 110
4. A box of fruit drinks contain 48 cans. How many cans are there in 7 boxes?
Solution; 48×7= 336

Strategies& Activities:
Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1. Using tens and unit multiply the following 2-digit numbers by 1digit

a. 42 × 4
b. 22 × 9
c. 11 × 6
d. 33 × 3
e. 31 × 4
2. A table has four legs. How many legs will 8 tables have?
3. A bird has 2 legs. How many legs do 13 birds have? Tope can walk up a
flight of steps at the rate of 30 steps in a minute. It takes her 3 minutes to
reach the top. How many steps are there?

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

A. Copy and complete the multiplication diagrams.

1.
6354184
1
972

2
0
 6
2 8
5
11
3 7
6
4 21
9

2.

15
63
7 10
5
5 9
48
40
3.

2 2
1 9 2 18
12 4
2 6 1 50

4
33
1 4
0 11
8
10
5
79

5 1
6. Memorise 8 and
0 9 times table

WEEK 10
Topic: mutiplication

Subtitle: multiplication of three 1-digit numbers

Learning Objectives:At the end of this this lesson,pupils should be able to:

1. Multiply three 1-digit numbers taking two at a time

Resources and materials:

Scheme of work

Online information

Instructional material: multiplication tables

Building Background/connection to prior knowledge: pupils are familiar with

the topic in their previous classes.

CONTENT

1. 2×4×5- 8×5=40
2. 2 × 2 × 7- 4×7=28
3. 7 × 3 × 8 - 21×8=168
4. 3 × 3 × 9 - 9×9 = 81
5. 2 × 5 × 5 - 10×5 =50
6. 7 × 4 × 8 - 28×8 = 224

Strategies& Activities:

Step :Teacher revises the previous topic.

Step 2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

1. 2 × 5 × 6
2. 3 × 5 × 9
 3. 3 × 7 × 5
4. 3 × 6 × 4
WRAP UP(CONCLUSION) Teacher goes over the topic once again for better
understanding.

Assignment:

1. 3 × 3× 4
2. 4×7×0
3. 5×5×7
4. 2×2×2
5. 9×7×1