IRI Adventuring With Numbers - Grade 3 - Term 2 by Ministry of Education Guyana

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Available for free download from www.education.gov.gy

MINISTRY OF EDUCATION INTERACTIVE RADIO INSTRUCTION (IRI) FOR MATHEMATICS

ADVENTURING WITH NUMBERS - GRADE 3 TEACHERâ&#x20AC;&#x2122;S GUIDE FOR THE 2nd TERM BEAMS - A GOG/IDB Project

MINISTRY OF EDUCATION ADVENTURING WITH NUMBERS - GRADE 3 TEACHER’S GUIDE FOR THE 2nd TERM

WRITER:

Mr. Krishna Nand Prasad

ILLUSTRATIONS:

Mrs. Shirley McPherson

COVER DESIGN:

Mrs. Shirley McPherson

EDITOR:

Mrs. Samatha Joseph

ASSISTANT EDITOR:

Mrs. Rajwantie Permual

 2008 Ministry of Education .Georgetown, Guyana. Revised Edition, 2009 Published by Ministry of Education.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS”

ACKNOWLEDGEMENTS

The Ministry of Education wishes to acknowledge the critical comments, suggestions, and professional assistance provided by several individuals and groups in the development of the IRI Programme for Mathematics and this Teachers’ Guide. Their input is going to help to improve the quality of education in Mathematics, specifically, for the Grade 3 children of Guyana.

IRI TEAM Pauline Stanford (Acting Head of DEIU)

Carol Bess (Scriptwriter)

Jennifer Cumberbatch (Actress)

Krishna Nand Prasad (Sen. Subject Specialist)

Samatha Joseph (Asst. Coordinator)

Raymond Coxall (Scriptwriter)

Lyndon Jones (Actor)

Geoffrey Smith (Implementation Officer)

Joseph Mc Kenzie (Formative Evaluator)

Melanie Pierre (Scriptwriter)

Lavonne George (Actress)

Waleema Abrahime (Admin. Assistant)

Claudette Fredericks (Radio Producer)

Morris Solomon (Scriptwriter)

Frankie Bobb-Semple (Actor)

Shirley McPherson (Secretary)

Nizam Bacchus (Digital Editor)

Peter Callender (Musician)

Julian Katow (Musician)

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS”

TABLE OF CONTENTS OVERVIEW: TEACHER’S GUIDE FOR “Adventuring with Numbers” GRADE 3 IRI MATHEMATICS…………..…... 1 - 12 Lesson 49 to 52………………………………………………………………………………………………………………… 13 - 20 Review of Week 13 ……………………………………………………………………………………………………………. 21 - 22 Lesson 53 to 56 ……………………………………………………………………………………………………………….. 23 - 30 Review of Week 14

…………………………………………………………………………………………………………. 31 - 33

Lesson 57 to 60 …………………………………………………………………………………………………………..…......33 -.40 Review of Week 15 ………………………………………………………………………………………………………….... 41 - 42 Lesson 61 to 64 ……………………………………………………………………………………………………………….. 43 - 50 Review of Week 16 ………………………………………………………………………………………………………….... 51 - 52 Lesson 65 to 68 …………………………………………………………………………………………………………......... 53 - 60 Review of Week 17 ……………………………………………………………………………………………………….….... 61 - 62 Lesson 69 to 72 ……………………………………………………………………………………………………………….

63 - 70

Review of Week 18 ……………………………………………………………………………………………………….…... 71 - 72 Lesson 73 to 76 ……………………………………………………………………………………………………………….. 73 - 80 Review of Week 19…………………………………………………………………………………………………………….. 81 - 82 Lesson 77 to 80 ……………………………………………………………………………………………………………….. 83 - 90 Review of Week 20 ……………………………………………………………………………………………………......….. 91 - 92 Lesson 81 to 84 …………………………………………………………………………………………………………..…... 93 - 100 Review of Week 21 ……………………………………………………………………………………………………..….. 101 - 102 Lesson 85 to 88 ……………………………………………………………………………………………………………... 103 -110 Review of Week 22 ………………………………………………………………………………………………………… 111 - 112

IRI Mathematics Grade 3

iii

“ADVENTURING WITH NUMBERS”

Lesson 89 to 92 ………………………………………………………………………………………………………………113 - 120 Review of Week 23 ……………………………………………………………………………………….……………….. . 121 - 122 MATHEMATICS RADIO TOPICS FOR GRADE 3, TERM 2………………………………………………………….….123 - 127 MATHEMATICS AFTER-RADIO TOPICS FOR GRADE 3, TERM 2……………………………………………………128 - 130 DIVISION TABLES …………………………………………………………………………………………………………...131 - 132 IRI SONGS …………………………………………………………………………………………….………………………133 - 138 IRI CALENDAR FOR GRADE 3, TERM 2 ……………………………………………………………………...….………139 - 140 CURRENCY NOTES ………………………………………………………..……………………….……………………... 141 - 142 CURRENCY COINS ……………………………..……….…………………………………………………….…….…......143 - 144

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS”

OVERVIEW: TEACHER’S GUIDE FOR “ADVENTURING WITH NUMBERS” GRADE 3 IRI MATHEMATICS This guide is for you, teacher of Grade 3. It will guide you in implementing the method called Interactive Radio Instruction - IRI - when you are teaching Mathematics to Grade 3 children. As teachers, we know that there are different ways of teaching, some more effective than others. Some may require more resources (e.g. books, worksheets) or may be more appropriate for a particular subject than others, while other techniques are more appropriate for a particular environment (big classrooms, tables, chairs, or corners for reading, etc.). Interactive Radio Instruction (IRI) is the name given to a particular educational method that uses radio for effective learning. IRI emphasizes active learning and meaningful interaction between the radio characters and the teacher and pupils. This particular method is used in the school to support you in your quest to provide quality Mathematics learning for Guyanese children of Grade 3. One hundred thirty IRI lessons will be delivered to Grade 3 teachers and pupils through broadcasting or CDs of a series of programmes called “Adventuring with Numbers”. Each lesson lasts for around 50 minutes and each lesson is divided into two parts. The first part is AUDIO and lasts for 28 minutes and the second part is FACE-TO-FACE interaction between the teacher and the pupils without audio and lasts for 22 minutes. Both parts contain guided, engaging activities for teaching and learning Mathematics. The main purpose of these one hundred thirty IRI lessons is to provide an opportunity to the children of Grade 3 to develop their abilities in Mathematics according to the Mathematical Standards for this grade. A Teacher’s Guide is provided to support you during both portions of each lesson.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 1

 THE EFFECTIVENESS OF TEACHING WITH IRI The children who participate in IRI lessons will learn Mathematics because of the carefully planned combination of audio technology and the role of the classroom teacher. The classroom teacher facilitates the process of learning, encourages the children and works with each of them, giving special attention to those who need it. The order of the activities or exercises and the amount of practice are carefully planned in both the audio and the face-toface formats to provide the most effective instruction possible. An important reason why children learn so much is that the broadcast or audio section is carefully designed so that children can actively participate. The radio teacher and other characters speak directly to the children. The children respond orally, by writing, drawing simple pictures, using counters (pebbles), singing and so on. As you know, teachers, children like to be active, and as a result they will also enjoy the lesson and listen attentively to the Audio Programme. Children like to do the mathematical activities and sing the songs (see the song lyrics for Grade 3 at the end of this guide), riddles, tongue twisters and physical activities which are included within the educational segments in each broadcast or Audio Programme. On an average, children answer questions or perform some other activity every 20 seconds. The activities and learning situations designed for the face-to-face portion (After-Audio Programme) are also carefully planned and will help you build on what the pupils have learned during the Audio Programme. Although each After-Audio activity is carefully planned, it is up to you, the teacher, to lead these activities with your pupils.

 ELEMENTS OF THE IRI MATHEMATICS CLASSROOM The IRI Mathematics programme is planned to ensure that you, the teacher, have everything you need to teach your pupils effectively. It is important that you understand the following elements of the programme. 2.1 The IRI Mathematics curriculum is organised in a different way: The instructional material is selected and organised according to the abilities that the children will need to solve any particular exercise, activity or mathematical problem, more than the mathematical content. The exercises or activities that support the development of these abilities can be found on the first page of each lesson under the heading “Part 1: During the Audio Programme” and the second page under the heading “Part 2: After the Audio Programme". Teachers, however, can find mathematical topics organised by terms at the end of each guide. IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 2

Another aspect of the development of the IRI curriculum for Mathematics is the selection of the mathematical terminology which is also carefully planned. As teachers, we know that the terms we use during the process of teaching can make a significant difference in the process of learning, especially when teaching Mathematics. The characteristics of a good instructive message are brevity and clarity. Brevity maintains the rhythm of the interaction, whereas, Clarity uses simple and direct language to avoid confusion. Teachers as you follow the Audio Programmes for some time, you will become accustomed to the way the instructions are structured and organized, how the Mathematics curriculum is presented across the 128 IRI lessons, and the language that is used to instruct. The selection of the mathematical terminology such as “numeral”, “number”, “digit”, “cardinal”, “ordinal”, “greater than”, “less than”, “greatest”, “least”, etc. or symbols such as +, - , =, <, > are also carefully planned. You will find that the use of some mathematical terminology, such as numeral, is postponed to a higher grade, but this does not mean that children will not realise or learn the difference between a name given to a quantity, e.g. “FIVE” and the written symbol, such as “5”. The development of the Mathematics Curriculum that applies to the Interactive Radio Instruction ensures that children apply well the names that they are learning to the observed magnitudes and use the appropriate term for the actions or operations they do.

2.2 Coverage of Mathematics Content in IRI Mathematics: Scheduling for full coverage of the curriculum during the school hours is always a challenge for us, teachers. Sometimes, at the end of the school year, you may find that there are still many areas or topics of the curriculum that need to be covered, or maybe some important topics were left out. This, understandably, may worry you, parents, educational authorities and others. The way the IRI curriculum is designed and the time assigned to each lesson (50 minutes) ensures that the children will cover close to 100% of the mathematical content selected for this grade and develop their mathematical abilities to achieve the standards for this grade. You will find a useful resource in this guide that will help you understand how the mathematical topics for Grade 3 are covered. At the end of the Teacher’s Guide for each term, we have included a chart displaying the distribution of Mathematics topics across the 128 IRI Mathematics lessons. Also included is an IRI calendar displaying the distribution of the 128 IRI lessons by term (48 lessons for Term 1, 44 for Term 2 and 36 for Term 3)

2.3. Basic materials for children. The following are basic materials that the pupils will need:  Chequered-line exercise books: IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 3

A chequered-line exercise book has pages with small squares. These little squares should facilitate the pupils’ writing and calculating processes. Pupils can write each digit of a number in a little square , or write an operation symbol such as plus (+) or minus (-) in a square. The children will also need to draw shapes and calculate the area of rectangles or squares using these small squares as non-standard units. For such tasks, the small squares can easily be counted to calculate the area or the perimeter of these shapes. This chequered-line book will also facilitate the drawing of bar graphs or pictographs as well as to align numbers when children are learning “place value” and performing column addition, subtraction or multiplication. The children sometimes have difficulties in the use of a page of their chequered-line exercise books. For example, when first using the books, children may have questions about where to begin, where to end, and how to distribute the space on a page. You and the radio characters will provide guidance. The radio characters will use terms during the instructions that guide the pupils in using their exercise books, such as, ‘Write 5 in the tens column” , “draw a long line below those exercises”, “write 2 above the number 6 in the column of tens”, “look at the first column” and many others. It is important that pupils understand the meaning of the above terms. You, teacher, can help by taking a few minutes after the Audio Programme to clarify the terms that pupils did not understand. L E S S 2 + 4 7

O N 7 6 3

Rows

Columns An Example of Using Rows and Columns in a Chequered-Line Book

The activities after the Audio Programme will also require the use of the exercise books by the pupils. This can be another opportunity to learn how to optimize the use of each page of the chequered-line books.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 4

How does a page of the children’s exercise book look after an Audio Programme?

M a t

h e

m a

c s

G r

L e s s o n

3 5

6 4 1 3

7 2 3 4

4 2

2 3

5 5

5 2

3 8

1 5 2

5 2 2 3 + 2

2 1

a d e

1 5

4 3

8 2 4 3

Sample of work in an exercise book The above is an example of what a page from an exercise book should look like. The Ministry of Education will provide chequered-line exercise books for the children of Grade 3.  Counters. The IRI Mathematics lessons will also require you and the pupils to have counters. Counters will not be provided to you, but are objects that you and the pupils can easily collect. Counters can be a variety of things that the pupils can use to count, such as pebbles, bottle caps, sticks, etc. The After-Radio lessons will use many counters for estimation or counting in groups of ten’s, five’s, two’s, etc. Some, but not all, of the audio lessons will also need counters. The number of counters needed for each child and for each Audio Programme that calls for them is mentioned in the teacher’s guide for each term. IRI Mathematics Grade 3

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Storing the Counters: It is recommended that the counters for each child be put in a little cloth pouch which is then placed in a box with the other pouches. Storing the counters in this manner can help you to make sure that counters are not lost, reduce the amount of space required and minimize the time spent distributing and collecting counters.

 Other resources in the classroom. Besides using chequered-line exercise books and counters, the IRI Mathematics lessons require materials that teachers already have or can easily be made or found around the classroom, such as: a) For Geometry: cardboard shapes of different sizes: squares, rectangles, triangles, circles. solids: cubes, cuboids, cylinders, cones. b) For Measurement of Length: rulers, metre sticks. c) For Measurement of Time: digital & analogue clocks, calendars. d) For Measurement of Capacity: bottles, cups, litre (with scale that shows half litre, one-fourth litre). e) For Measurement of Weight/Mass: kilogramme, half kilogramme, one-fourth kilogramme, gramme and balances f) For Money: coins and bills ($1, $5, $10, $20, $100, $500, $1000) (can be an imitation of them on regular paper) The lessons may also require materials that the children might already have, such as pencils and crayons. It is also helpful to enhance the classroom-learning atmosphere by decorating the walls with numbers, drawings of shapes, posters with multiplication and division charts, etc., or by creating specific learning corners (a store corner or a geometry corner where the children can design geometric shapes, etc.) and creating other materials that facilitate the process of learning for the children.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 6

X 1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 36

4 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144

A Multiplication Chart to be displayed on the classroom wall

2.3 Basic materials for the teacher:  Radio/CD player and recorded CDs: Each school received radio/CD players. This is considered to be a very important tool for each teacher. The radio/CD player should be used only during the Audio Programme and stored away in a safe, dry place at all other times. The schools or classrooms that are able to tune in to a radio station and have good AM reception will receive the IRI Audio Programmes by broadcast, Monday through Thursday according to the time table. If you will receive the programme by broadcast, be sure to tune the radio to the correct frequency before the IRI lesson begins. The other schools or classrooms that do not have good AM reception will use CDs. Each CD contains thirteen (13) IRI Audio Programmes in MP3 format. Whether you receive the programme via broadcast or on CD, all Grade 3 Mathematics pupils will be listening to and following the same twenty-eight minute programme on any given day. Please note that each class is provided with only one radio/CD player. Since the radio/CD player and CDs are very important tools for making IRI a success in your classroom, it is highly recommended that you read the manual that comes with the unit and coordinate its use with the teachers of Grade 1 and Grade 2. You will need to be sure that the CD player is in place and ready for each grade’s lesson each day and that someone is responsible for charging the batteries and for taking care of these materials.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 7

Sample of IRI materials for Schools  The Teacher’s Guide: The information provided to you in the teachers’ guide for each term is organised by lessons. For each day, the guide provides you with critical information on what to prepare before the programme, what you and the pupils will do during the programme and details on the activities designed for After-Audio Programme, including illustrations of activities and the time assigned to each activity. It is very important that you read the Guide for each lesson before the radio lesson starts. By reading the teachers’ guide for each lesson ahead of time, you will be equipped with the information you need to successfully lead your pupils through the activities during and after the Audio Programme.

2.5 Opportunities for teachers: One of the most important roles of a teacher is to create a stimulating learning environment for the pupils. The Teacher’s Guide for each term allows you, the teacher, to optimize your time. Much of the planning for lessons is already done, allowing you to spend more time in reading the guide and creating or recreating the activities proposed for After-Audio Programmes. With the help of the Guide, you will be able to focus the time you spend in preparing for each class to make sure that the Mathematics lessons are successful. The Interactive Radio Instruction (IRI) programme for Mathematics does not intend to create additional work for teachers but instead will help maximize the time teachers dedicate to their pupils. IRI for Mathematics also gives teachers an opportunity to develop competencies that they are usually not able to develop in a regular classroom. These include observing children as they complete various Mathematics activities during the Audio Programmes, providing focused attention to struggling pupils, and closely following the progress of the pupils. Through IRI, teachers will have the opportunity to improve these skills, among others. IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 8

Reviews: The IRI Mathematics lessons incorporate a weekly review, which provides activities to be done each Friday for thirty minutes. You can also use this time to cater for the needs of the children, and provide additional practice in areas where they may be having difficulties. You are encouraged to observe the children during and after each Audio Programme and take notes to design or create review activities for the children or recreate the activities proposed according to the needs of your pupils. Each review activity is an opportunity to follow the progress of your pupils while also keeping a record for each pupil. Using this information, it will be easier for you at the end of each term to prepare a progress report for your students since you have been keeping track of their review activities throughout the term.  Observation in the IRI classroom: By observing your classroom during an IRI programme, you will be able to easily identify those children who are giving correct answers, writing well, using their fingers in the correct way to find the answers, using the counters appropriately, singing and so on. As you observe your pupils on a daily basis you will also have the opportunity to identify how each of them approaches mathematical problems and be able to track their difficulties. With these improved skills, you will also be able to identify those pupils who may need special attention and prepare focused activities to help them improve in their difficult areas.

3. PARENTS AND TUTORS PLAY AN IMPORTANT ROLE IN IRI CLASSROOMS The school culture usually involves parents for specific purposes and during certain occasions. IRI Mathematics for Grade 3, through broadcast, also gives parents and the general community an opportunity to be involved in their children’s education in Mathematics. Where possible, parents and the community can be involved by turning their radios on to follow each IRI lesson as it is broadcast. By tuning in, parents will know what their children are learning everyday in Mathematics and will also be able to provide support to them at home. Also at home, parents can be involved in their children’s progress by reviewing their exercise books and asking their children about their lessons. The exercise books are an important reflection of the pupils’ progress in Mathematics. To gather additional support from parents and the community, each school can also take the opportunity to help parents understand how IRI Mathematics works. This may lead parents to appreciate and provide further support to the efforts that the school is making to improve the quality of Mathematics teaching and learning for their children.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 9

4. THE IMPORTANT ROLE OF THE TEACHER IN THE IRI CLASSROOM Any method, tool, material or concept that enters the classroom needs a teacher to put it into practice to ensure the effective learning of pupils. Your preparation before the programme, involvement and observations during the programme, and leadership during the After-Audio activities are key factors in making the lessons successful.

4.1 Before the Audio Programme:

a) Getting all the materials required for the IRI lesson ready In this guide, the materials needed for each lesson are listed under the heading “Before the Audio Programme”. The list will allow you to prepare those materials ahead of time. Some of these materials can be used with the whole class and some by groups of children, but some materials are needed for each child. b) Having the CD player and CD with the respective lesson ready. Before the Audio Programme begins, be sure to set the dial in place if you are receiving the audio lesson by broadcast. For those schools with lessons on CDs, be sure to place the CD in the CD player and forward to the respective lesson.

4.2

During the Audio Programme:

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 10

The radio characters guide the learning process of Mathematics during the first 28 minutes of each IRI lesson in the classroom. While pupils interact with the radio characters, the radio teachers, and each other, classroom teachers have an opportunity to pay attention to their children’s different paces of learning and give special support to those who need it. The teachers may also encourage the participation of each pupil and check the pupils’ work. Teachers can also participate in the singing and do the physical activities. For the children, the teacher is the most important person in the classroom, so children will constantly look to their teacher to provide the support and guidance they need. With your support, and by using the IRI Mathematics programme as your tool, children will improve their learning in Mathematics.

4.3

The After-Audio Programme:

The Guide for each IRI lesson provides activities for the After-Audio Programme. Some of these activities complement the topics that are studied during the Audio Programmes, presenting them with different strategies. Other activities present topics that are not in the Audio Programmes (Geometry, basic Statistics, some topics of Measurement, Estimation, etc.) but are necessary because they are part of the Mathematics Curriculum for Grade 3. Therefore, it is essential that you guide your pupils through the activities provided in the After-Audio lessons each day. You may also find the After-Audio time as an opportunity to create other activities or recreate the ones in this guide to cater for the learning needs of your pupils. The description of each activity for after the Audio Programme and each weekly review activity includes an approximate time of duration. The exact time required for each activity will depend on the rhythm of learning of each child and the whole class. It is highly recommended that you, the teacher, take note of these times when preparing these activities. It is very important to have about 50 minutes for a Mathematics class every day except Friday, which is dedicated to a 30minute review of the week. The achievement of the Standards for Grade 3 requires this amount of time for Mathematics classes for the children. Please enjoy using IRI Mathematics as a tool to help you teach your Grade 3 Mathematics pupils. If you participate fully and use your creativity to implement the programme in the way most relevant to your pupils, we are confident that you will see progress in their learning and in the attitudes and participation in your Mathematics class.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 11

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 12

LESSON 49 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Least & Greatest Concept (oral)

Which is …

Compare Fractions with Whole Numbers & Write Decimal Notation (exercise book)

3 or

0.2

greater

40 or 41

0.3

less

8 or

0.4

less

7 or 47

0.5

less

8 or 38

0.6

63 or 60

0.7

greater

7 or

0.8

less

8 or 68

0.9

Column Subtraction (exercise book)

5R3 4 23

0.1

less

greater

Column Division (exercise book)

OOOO

8156

- 4732

OOOO

460

- 312 OOOO

OOO

6 R0 3 18 OOO

OOO

9681 - 5429

3749 - 1925

7 R0 2 14 OO OO

 Song:

OO OO

“In the Classroom”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 13

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

7 min

Column Subtraction 8156

460

- 4732

- 312

3424

148

9681

3749

- 5429

- 192 5

4252

182 4

 Teacher, when the audio lesson is over, let the children solve the subtraction exercises dictated to them. (see box)  Help those who may have difficulties.  When they have completed the exercises, ask some children to come up to the chalkboard to write and solve the exercises.  Have the rest of the children correct their work. Check to make sure that they make the corrections properly.

7 min 33 50 4 +14 101 533 11 + 337 881

239 13 + 223 475

41 23 + 2 66

48 40 3 + 5 96

63 2 65

Column Addition  Teacher, copy the following exercises on the chalkboard, without the answers. (see box)  Tell the children to copy and solve these exercises. Let them work by themselves but help any who may have difficulties.  When they have completed the exercises, ask some children to solve the exercises on the chalkboard.  Have the others check their answers and correct them if necessary.

6 min Horizontal Addition 97+ 2 = 99

23 + 6 = 29

43 + 2 = 45

58 + 6 = 64

67+ 7 = 74

14 + 8 = 22

    

Teacher, copy the following exercises on the chalkboard. (see box) Read all of these exercises with the children. Try to get everyone to participate. Tell them to copy and solve the exercises, writing the answers after the equal signs. Help those who may have difficulties. When they have completed the exercises, ask some children to solve the exercises on the chalkboard.

Lesson 49

IRI Mathematics Grade 3

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LESSON 50 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Column Addition (exercise book) 10 + 50 100 + 500

Oral Addition (exercise book)

Column Division (exercise book)

.2 + .3 =

500 + 400

2 3

36 5

.7 + .1 = .4 + .5 =

50 + 40

Column Addition (exercise book)

63 18 + 17

5 20

.2 + .6 =

4 7

.1 + .1 =

452 63

683 8

.3 + .3 =

 Song:  Physical Activity:

“In the Classroom” “Walking on the Spot”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 15

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Column Subtraction

967 - 451 516

6493 - 5208 1285

814 - 703 111

8152 - 7036 1116

2×1=2

1×4= 4

 Teacher, copy the following exercises on the chalkboard. (see box)  Tell the children to copy and solve these exercises. Let them work by themselves but help those who may have difficulties.  When they have completed the exercises, ask some children to solve the exercises on the chalkboard.  Have the others check their answers and correct them if necessary.

10 min

Horizontal Multiplication    

Teacher, copy the following exercises on the chalkboard. (see box) Tell the children to copy and solve these exercises, writing the answers after the equal signs. Let them work by themselves but help those who have difficulties. When they have completed the exercises, ask some children to solve the exercises on the chalkboard.  Have the others check their answers and correct them if necessary.

2 × 5 = 10 3 × 5 = 15 2×3= 6 3×1= 3 Lesson 50

IRI Mathematics Grade 3

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LESSON 51 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their checkered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (oral)

Oral Division (oral & exercise book)

24 – 1

8÷2

Oral Decimal Addition (oral)

Column Addition (exercise book)

.2 + .4 .3 + .5 124 – 1

9÷3

239 – 1

12 ÷ 3

895 7

296 45

197 3

.1 + .6 .3 + .3 39 – 1

6÷4

476 – 1

8÷5

.3 + .2 .6 + .2 76 – 1

10 ÷ 4 .4 + .3 .5 + .1

 Song:  Physical Activity:

“It’s So Good to be Happy” “Drawing Circles in the Air”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 17

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Horizontal Addition 40 + 30 = 70

600 + 100 = 700

700 + 100 = 800

50 + 20 = 70

300 + 200 = 500

10 + 60 = 70

 Teacher, copy the following exercises on the chalkboard. (see box)  Read all of these exercises with the children. Try to get everyone to participate.  Tell them to copy and solve the exercises, writing the answers after the equal signs.  Help those who may have difficulties.

5 min

Multiplication Tables up to 5 × 5 2×

3×

4×

5×

2×

3×

4×

5×

2×

3×

4×

5×

2×

3×

4×

5×

2×

3×

4×

5×

     

Teacher, copy the following exercises on the chalkboard. (see box) Tell the children that they will complete the exercises to make multiplication tables. Point to the first column and tell them to multiply, the first two by one. Complete the first exercise like this: 2 ×1 = . Then ask: “How much is two times one? (two)” Write the answer on the chalkboard. Then have several children come up to complete the following combinations: 2 × 2, 2 × 2 × 3, 2 × 4, 2 × 5, just as you did with 2 × 1.  Repeat these activities to form the tables for 3, 4 and 5 times, in the other columns.  Let the children write the exercises and the answers.

5 min

Column Addition 241 250 + 478 969

361 225 + 280 866

10 min

   

Teacher, copy the following exercises on the chalkboard, without the answers. (see box) Tell the children to copy and solve these exercises. Let them work by themselves. Help only those who have difficulty carrying. When they have completed the exercises, ask some children to solve the exercises on the chalkboard.  Have the others check their answers and correct them if necessary.

Lesson 51

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 18

LESSON 52 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Division (oral)

Comparing Fractions (oral)

8÷4 7÷3

10 10

Oral Subtraction (oral)

Oral Addition of Decimals (exercise book)

643 - 1

.3 + .4

2 10

43 - 1

.2 + .2

946 - 1 9÷3 6÷6 4÷2

10 10

.7 + .1

46 - 1

3 10

29 - 1

.6 + .3

129 - 1

9 + 857 8 + 115

32 - 1

 Song:  Physical Activity:

8 + 36

.1 + .1

832 - 1 6÷5

Column Addition (exercise book)

3 48

73 + 682

“It’s So Good to be Happy” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 19

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

8 + 36 44

9 + 857 866

3 + 48 51

8 + 115 123

73 + 682 755

Column Addition  Teacher, after the Audio Programme, let the children solve the following exercises, which were dictated to them over the radio. (see box)  Tell the children to copy and solve these exercises. Let them work by themselves but help those who may have difficulties.  When they have completed the exercises, ask some children to solve the exercises on the chalkboard.  Have the others check their answers and correct them if necessary.

10 min 2×

3×

4×

5×

Multiplication Tables up to 5 × 5

2×

3×

4×

5×

2×

3×

4×

5×

2×

3×

4×

5×

2×

3×

4×

5×

 Teacher, repeat the activities described in the second activity of the After Radio Activities in lesson 51. (see box)  Write the tables on the chalkboard and have the children copy them in their exercise books.  Tell them to leave a space at the end of each table because they will complete the tables later on with larger combinations.  When they have completed copying, ask them questions from the tables which they just copied in their exercise books.  Try to get all the children to answer aloud.

For the review: Teacher, place a copy of the song: “It’s so Good to be Happy,” for the children to see.

Lesson 52

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 20

REVIEW OF WEEK 13

Teacher: Today we are going to review some of the work we have done during this term. The main purpose of review thirteen is to identify:

the children’s understanding of horizontal addition and subtraction.

and sing the IRI song - “It’s So Good to be Happy”.

There are suggested activities on the next page for you to follow OR you may choose to create or recreate other activities to review the topics covered during and after the audio sessions this week.

Materials needed -

Children:

Exercise books and pencils.

Teacher:

Have a copy of the song: “It’s so good to be Happy” on the chalkboard.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 21

Review activities TEACHER: Facilitate the following activities Horizontal Addition and Subtraction

93 + 3 = 96 23 + 5 = 28 56 + 6 = 62 16 + 7 = 23

10 min

 Teacher, copy the exercises in the box on the chalkboard, without answers.  Read the exercises with the children. Tell them to copy and solve the exercises. Help those who may have difficulties.  When they have completed the exercises, write the answer to each exercise and have them see how well they did. Encourage them to correct those exercises incorrectly done.

69 – 9 = 60 48 – 8 = 40

15 min Singing a Song

Song: It’s so good to be happy It’s so good to have fun…

 Teacher, you need the lyric of the song, “It’s So Good to be Happy” on the chalkboard. (see box)  Read the chorus with the children, and then read the verse. Ask the children: “Which part do you sing first? Which part comes next?… and next?” (chorus, verse, chorus, …). Ask them: “What is the name of this song?”  Let them sing and have fun. (allow them to show the actions)  Ask: “What do you like the most about this song?”  End this activity by singing the song altogether (twice if time is available).

Review 13

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 22

LESSON 53 1. BEFORE THE MATHEMATICS CLASS Teacher: Have a cube and a cuboid ready for the After-Audio Programme THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Fractions (oral)

3 10

Subtraction (oral)

Division (oral)

Greatest & Least (oral)

39 – 1 =

2÷2 =

greatest

139 – 1 =

3÷3 =

least

10 vs 12 vs 8

43 – 1 =

4÷4 =

greatest

15 vs 20 vs 25

9 10

243 – 1 =

5÷5 =

greatest

40 vs 35 vs 37

65 – 1 =

4÷2 =

least

80 vs 45 vs 62

11 10

465 – 1 =

3÷2 =

1 vs

8 10

21 – 1 =

1 vs

14 10

1 vs

15 1 vs 10

1 vs

Column Addition (exercise book)

7 vs 9 vs 3

.2 + .4 .5 + .3 .7 + .2

25 + 718

9 + 587

425 137 + 341

121 – 1 =

 Song:

Column Addition (exercise book)

“Lets March, let’s Clap, let’s Sing.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 23

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min 25 + 718 743

9 + 587 596

425 137 + 341 903

Column Addition  Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the radio (see box).  Help those who may have difficulties.

10 min

Division Tables

 Remind the children that they can use the multiplication tables to solve some exercises. Tell the children that likewise, they are going to need division tables to solve some exercises. Tell them they are going to make “division by 1” table.  Copy the part of the table (see box) on the chalkboard. Ask the children to skip two squares at the top of a page in their chequered-line exercise book and copy the part of the division table in the box using a square for each number and sign. Let them skip two squares in the first row after the equal sign and draw one marble in the next square. Ask them to circle to make groups of one.  Let the children say how many groups of one they made (one). Ask: How much is 1 divided by 1? (1). Write one on the chalkboard after the equal sign (1 ÷ 1 = 1). Read it with the children: one divided by one equals one. Repeat, drawing marbles, for 2 ÷ 1, 3 ÷ 1, 4 ÷ 1 (see box).

1÷1= 2÷1= 3÷1= ……. 10 ÷ 1 =

10 min

Geometry: Cube and Cuboid

 Show a cube to the class. Ask the children to name the solid (Cube). Ask: “How many faces has the cube?” (6). “Are the faces flat or curved?” (Flat) “How many edges has the cube?” (12). “How many corners has the cube?” (8). “What is the shape of all the faces of Cuboid (All squares).  Repeat for the cuboid with 6 faces, 8 corners and 12 edges. The cuboid has 6 faces - 2 square and four rectangles. Homework: Tell them to copy and complete the division table from 5 ÷ 1 for homework. (They need not draw marbles; they can use patterns). Lesson 53

Cube

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 24

LESSON 54 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books, pencils and their multiplication tables.

PART 1: During the Audio Programme

Greatest & Least (oral)

Fractions (oral)

Multiplication Equations (exercise book)

Oral Division (oral)

Greatest 70 vs 7vs 78

8 vs 1 10

31

4÷4

3 2

Least 9 vs 51 vs 60 Least 67 vs 32 vs 25 Greatest 31 vs 33 vs 5 Greatest 5 vs 82 vs 92

11 vs 1 10 9 vs 1 10 20 vs 1 10

33

3 4 35

Column Addition (exercise book)

1

2 2

5÷5

1

3 3

6÷2

1 

4 4

7÷3

1

.7 - .3

8÷2

5 5

6 1 6

.1 + .1

9÷2

33

35

1

7 7

1

8 8

1

31

1

3 2

 Song: 

Fractions (oral)

.8 - .3

2 2

1 .4 + .1

2

4 2

3

6 2

4

8 2

5

9 9

10 2

10 10

“Let’s March, let’s Clap, let’s Sing.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 25

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

5 min

Homework

5÷1= 5 6÷1= 6 and 7÷1= 7 8÷1= 8 9÷1= 9 10 ÷ 1 = 10

 Check the children’s homework. If you find errors then copy the part of the table on the chalkboard draw marbles to find the answers. If not, let the children read the entire table three times.

Division Table

10 min

   

Copy the part of the “division by 2” table (check left) on the chalkboard. Tell the children that they are going to make a table for division by 2. Let them copy the part of the “division by 2” table from the chalkboard. Ask them to skip two squares after the equal sign and draw two marbles. Let them make groups of two from the marbles drawn.  Let the children say how many groups of two they made (one). Ask: “How much is 2 divided by 2?” (1). Write one on the chalkboard after the equal sign (2 ÷ 2 = 1). Read it with the children: “Two divided by two equals one.”  Repeat for 4 ÷ 2 having the children draw four marbles. Then repeat for 6 ÷ 2.  Have them complete the table. (They need not draw marbles to do so unless it is necessary)

2 ÷2= 4÷ 2 = 6÷ 2 = 8÷ 2 = 10 ÷ 2 = 12 ÷ 2 = 14 ÷ 2 = 16 ÷ 2 = 18 ÷ 2 =

10 min

Geometry: Cylinder and Sphere

Cylinder

Sphere

 Tell the children that you are thinking of a solid that can roll. It has two flat faces. These faces are circles. It also has a curved face. Ask them to say what solid you are thinking of. (Cylinder)

 Draw a cylinder on the chalkboard. Tell them you are thinking of a solid that has one face, no corners and no edges. It can roll in any direction. Ask them to say what solid you are thinking of. (Sphere). Teacher, for the next lesson you will need a triangle-based pyramid for the children to observe.

Lesson 54

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 26

LESSON 55 1. BEFORE THE MATHEMATICS CLASS Teacher: Have a triangle-based pyramid ready for the After-Audio Programme. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Division (oral)

Multiplication Equations (oral)

5÷4

4 1

8÷6

4 2

9÷7

Multiplication Equations (oral)

Column Addition (exercise books)

10 1 10

4×1

1594 + 7

20  2 10

4×3

4×4

4 4

30 3 10

5 1

40 4 10

5×3

4 5

8÷8 7÷6 9÷9

Whole Numbers to Decimals (oral)

55

50 5 10

54  Song:  Physical Activity:

4×2

6 + 49

4×5

73 + 471

5×1

5×4

456 + 2683

5×5 +

8542 249

“Let’s March, let’s Clap, let’s Sing” “Game”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 27

3. PART 2: The After-Audio programme TEACHER: Facilitate the following activities 5 min Column Addition 1594 + 7 1601

6 + 49 55

456 + 2683 3139

73 + 471 544

8542 249 8791

 Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the radio (see box).  Check to see that they copied the exercises correctly.  Watch their work and help those who may have difficulties.

10 min Division Table 1÷1 =

2÷2=

2÷1=

4÷2=

3÷1=

6÷2=

4÷1 =

8÷2=

…….. 10 ÷ 1 =

10 ÷ 2 = ……… 20 ÷ 2 =

 Write the “division by one” table on the chalkboard. Read it with the children: 1 divided by 1 equals 1; 2 divided by 1 equals 2; 3 divided by 1 equals 3….  Ask a child to come out in front of the class and read the “division by 1” table. Repeat this activity with three children.  Write the “division by two” table on the chalkboard. Read it with the children: 2 divided by 2 equals 1; four divided by 2 equals 2; 6 divided by 2 equals 3  Ask a child to come out in front of the class and read the “division by 2” table. Repeat this activity with three children.

5 min

Geometry

 Show the children a triangle-based pyramid. (see left). Ask: “Is this a cube?” (No) “Is this a cuboid?” (No) “A cylinder?” (No) “A sphere?” (No) Tell them that it has a name. Ask: “Do you know its name?”  Tell them the name of the solid if they did not say what it is. (pyramid) Ask one child from each group to say one thing about the pyramid. Ask: “What is the shape of each face of the pyramid?” (triangle).  Pass the pyramid from group to group. Ask the children to say how many faces it has (4) “How many corners?” (4) “How many edges?” (6) “Can you roll it?” (No) “Can you slide it?” (Yes). NOTE: Teacher, for the next lesson you will need a cylinder and a triangle-based Pyramid for the children to observe. Lesson 55

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 28

LESSON 56 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have a cylinder and a pyramid ready for the After-Audio Programme. THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme Oral Multiplication (oral)

1×1=

Column Addition and Subtraction (exercise book)

Covert Whole Numbers to Decimals (oral)

0.5 - 0.3

1 =

1×4=

1×3=

1×6=

2×2=

1×9=

2×5=

1×8=

2×3=

1×5=

2×1=

1×7=

2×4=

1×2=

2×6=

2×7=

2×8=

2×9=

0.6 + 0.1 0.7 - 0.4

Write Decimal Notation (exercise book)

10 10

20 2 = 10

7.3

4 = 10

0.4 - 0.2

5 =

50 10

10 =

100 10

32 5

53 4

62 5

30 3 = 10

0.8 + 0.1

Column Multiplication (exercise book)

9.5 6.2 1.5

 Song:

“Let’s March, let’s Clap, let’s Sing”  Physical Activity: “Physical Exercise” IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 29

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min n Homework  Teacher, ask the children if they saw anything that looks like a pyramid. Let them say what these were. If they walked with any pyramid shaped objects, put them on display.

10 min

Division Tables Division by 1 table 1÷1=1 2÷1=2 3÷1=3 ……….. Division by 2 table 2÷2 = 4÷2 = 6÷2= ………………

 Copy the “division by 1” and “division by 2” tables made on the chalkboard.  Point to the following on the chalkboard and let the children read them: 1 ÷ 1 = 1; 4 ÷ 2 = 2; 3 ÷ 1 = 3; 6 ÷ 1 = 6; 10 ÷ 1 = 10; 10 ÷ 2 = 5; 7 ÷ 1 = 7; 16 ÷ 2 = 8; 20 ÷ 2 = 10.  Have them read the entire division by one table.  Point to the following and let the children read them: 12 ÷ 2 = 6; 9 ÷ 1 = 9; 12 ÷ 2 = 6; 18 ÷ 2 = 8.  Let them read the entire “division by 2" table.

10 min Geometry  Show a cylinder to the children. Ask: “How many flat faces has the cylinder?” (2) “How many curved faces?” (1) “How many straight edges has the cylinder?” (0) “How many curved edges?” (2)  Display a pyramid for the children to see. Ask a child to come out and count the number of flat faces for the pyramid. (4) Ask the children holding up the pyramid: “Do you see any curved faces?” (No) Ask a child to come out and count the number straight edges for the pyramid (6)  Ask the children: “Does the pyramid have any curved edges?” (No) NOTE: Teacher, for the next lesson you will need a triangle-based pyramid.

IRI Mathematics Grade 3

Lesson 56

“ADVENTURING WITH NUMBERS” 30

REVIEW OF WEEK 14 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review fourteen is to: -

identify what verses of the song “Let’s March, let’s Clap, let’s Sing” are not well known by the children.

help the children to review the lyrics of the song.

provide exercises with respect to reading of the division tables.

help children to recall the properties of a pyramid.

There are suggested activities on the next page for you to follow OR you may choose to create or recreate other activities to review the topics covered during and after the audio sessions this week. Some of the activities are oral – please assess how the children participate and take note of it.

Materials needed -

Children:

Exercise books, pencils and rulers. A model of a triangle-based pyramid for each group.

Teacher:

The lyrics of: “Let’s March, let’s Clap, let’s Sing.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 31

Review activities 5÷1= 9÷1= 8÷2= 14 ÷ 2 = 10 ÷ 1 = 1÷1= 2÷2=

Faces

Corners

Edges

TEACHER: Facilitate following activities Division Tables

5 min

 Write the exercises in the box at left on the chalkboard. Ask the children to use their “division by 1” and “division by 2” tables to complete the exercises.  Invite the children to say what should be written after each equal sign. Write in the answer as they give it.  Ask the children to read the complete exercises.

10 min Geometry  Show the children a triangle-based pyramid. Copy the chart in the box at left on the chalkboard. Ask the children to copy the chart.  Tell the children to look at the pyramid and write below, the word ‘Faces’. Ask: ‘’How many faces has the pyramid?’’ (4) Write below the word ’Corners’. Ask: “How many corners has the pyramid?” (4). Write below, the word ‘Edges’. Ask: “How many edges it has the pyramid?” (6).  Have the children put away the pyramid. Let them look at the chart. Ask the above questions again.

Lyrics of the song: “Let’s March, let’s Clap, let’s Sing” Let’s March, let’s Clap, let’s Sing.

Let’s march to the top of the mountain Let’s march to the edge of the sea Let’s march on the bank of the river Children, you and me.

10 min

 Teacher, have ready a copy of the song, “Let’s March, let’s Clap, let’s Sing.”  Ask the children to sing the song with you. Now ask them to sing on their own.  Note what verse / verses they do not know well. Copy the verse / verses that they do not know too well on the chalkboard and let the children read them with you. Repeat and let them read the lyrics on their own.  End by singing the song with them and doing the actions.

Review 14

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 32

LESSON 57 1.

BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme

Oral Multiplication (oral)

2×7=

3×3=

2×9=

3×2=

2×8=

3×1=

2×6=

3×5=

3×6=

3×7=

3×8=

3×9=

2×4=

3×7=

3×6=

3×4=

Column Multiplication (exercise book)

125 3

Decimal Notation (oral)

Compare Fractions with Whole Numbers (oral)

3.5 2.2 1.4

512 5

Oral Division (exercise book)

3 vs 1 2

ooo

3 vs 1 4

5 vs 1 4

ooo

6÷3 oo

8÷2 ooo

ooo

9÷3

4 vs 1 2

3×9=

4÷2

 Song: “Days of the Week”  Physical Activity: “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 33

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

Patterns 3 6 9

 Copy the column at left on the chalkboard. Have the children count in 3s from 3 to 30. Point to the box below 9 and ask: “What number can we write in this box?” (12). Let the children say how they arrived at 12 (add 3 to 9). Write 12 in the box below the 9.  Now ask them to add 3 to the number that comes before to write the correct number in each of the other boxes.  Ask the children to say what they wrote after 12 (15), after 24 (27) and after 27 (30).

18 21 24

15 min Division Table

3÷3= 6÷3= 9÷3= 12 ÷ 3 = 15 ÷ 3 = 18 ÷ 3 = 21 ÷ 3 = 24 ÷ 3 = 27 ÷ 3 = 30 ÷ 3 =

4÷4= 8÷4= 12 ÷ 4 = 16 ÷ 4 = 20 ÷ 4 = 24 ÷ 4 = 28 ÷ 4 = 32 ÷ 4 = 36 ÷ 4 = 40 ÷ 4 =

 Remind the children that they have made tables for “division by 1” and “division by 2”. Tell the children that they are going to make a table for “division by 3”.  Copy the part of the table (see box) on the chalkboard. Ask the children to skip two squares at the top of a page and copy the part of the division table in the box using a square for each number and the sign.  Let them skip two squares in the first row after the equal sign and draw three marbles.  Ask them to circle the marbles to make groups of three. Let the children say how many groups of three they made (1) Ask: “How much is three divided by 3?” (1). Write 1 on the chalkboard after the equal sign. (3 ÷ 3 = 1) Read it with the children: three divided by three is equal to one. Repeat for: 6 ÷ 3, 9 ÷ 3. Have the children read the entire table.

Homework Teacher, copy the “division by 4” table on the chalkboard (see box). Ask the children to copy and complete it for homework.

5 min

Lesson 57

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 34

LESSON 58 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (Oral)

4 5 4 5 4 4 4 4 5 5 5 5 4 5 4 5

× × × × × × × × × × × × × × × ×

4 3 2 5 6 7 8 9 6 7 8 9 7 9 9 6

Convert Whole Numbers to Decimals (Oral) 1 

10 10

4 

40 10

3 

30 10

20 2  10

5 

50 10

6 

60 10

Column Addition (exercise book)

4.6 + 3.2

2.6 + 5.3

7.5 + 2.3

Oral Division (exercise book)

Compare Fractions with Whole Numbers (exercise book)

2 2

8 vs 1 10

23 2 4

25 2 6

2 7

12 vs 1 10 22 vs 2 10 15 vs 2 10

2 8

 Song: “Days of the Week”  Physical Activity: “Exercising the Muscles”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 35

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Homework 4÷4= 1 8÷4= 2 12 ÷ 4 = 3 16 ÷ 4 = 4 20 ÷ 4 = 5 24 ÷ 4 = 6 2 8÷ 4 = 7 32 ÷ 4 = 8 36 ÷ 4 = 9 40 ÷ 4 = 10

10 min

 Ask the children to show their homework. Copy the division by 4 table on the chalkboard (see box) and have them correct their division by 4 tables, if necessary. Have the class read the entire table.  Copy the “division by 3” table on the chalkboard and invite about four different children to come out and point to one row in the division by 3 table and read it. Then go to one row in the “division by 4” table and read it.

10 min

Division Tables 5÷5= 1 10 ÷ 5 = 2 15 ÷ 5 = 3 20 ÷ 5 = 4 25 ÷ 5 = 5 30 ÷ 5 = 6 35 ÷ 5 = 7 40 ÷ 5 = 8 45 ÷ 5 = 9 50 ÷ 5 = 10

 Copy the “division by 5” table (see box at left) on the chalkboard. Point to the first row in the division by 5 table, on the left. Ask a child to read that row. Repeat for the other row. Continue with 15 ÷ 5 = 3, 20 ÷ 5 = 4, 30 ÷ 5 = 6.  Let the children read the entire table from the first row to the last row. Then from the last row to the first row as you point to the rows.  As you point to the rows, let them read from 25 ÷ 5 = 5 to the first row then from 25 ÷ 5 = 5 to the last row.

5 min

Estimations

 Draw the marbles in the box at left on the chalkboard. As the children to say about how many groups of two we can make from that group (accept three estimations). Write their answers on the chalkboard. Repeat for groups of three (accept three estimations in each case).  Circle to make groups of two. Have the children count the number of groups of twos. (9) Repeat for groups of 3. (6)  Have the children check their estimations and compare with the correct answers. Lesson 58

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 36

LESSON 59 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Compare Fractions With Whole Numbers (oral) 20 vs 2 10 15 vs 2 10

9 vs 1 10 3 vs 1 4 18 vs 2 10

5 vs 1 10

Oral Multiplication (oral)

Decimal Notation (exercise book)

Column Addition & Subtraction of Decimals (exercise book)

0.2

9.3 - 6.1

125 3

2.1 + 5.3

231 5

4.5 + 3.1

432 4

1×6 5×8 4x6 1×4 5×7 4×9 1×9 5×2 4×4 1×7 5×1 4×7 1×3 4×2 5×3 1×2 4×5 5×9

Column Multiplication (exercise book)

0.1 0.8 0.5 1.8 5.2 2.1 5.8

11 vs 1 10

 Song:  Physical Activity:

“Let’s March, let’s Clap, let’s Sing” “Moving Arms”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 37

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min Column Multiplication

231 × 5 1155

432 × 4 1728

6÷6= 12 ÷ 6 = 18 ÷ 6 = 24 ÷“division 6= 30 ÷ 6 = 36 ÷ 6 = 42 ÷ 6 = 48 ÷ 6 = 54 ÷ 6 = 60 ÷ 6 =

 Teacher, when the broadcast is over, let the children solve the multiplication exercises dictated to them over the radio. (see box)  Help those who may have difficulties. Division Tables

10 min

 Copy the “division by 6” table on the chalkboard (see box). Tell the children that it is by 6” table. Ask the children to read the entire table.  Copy the “division by 5” table on the chalkboard. Ask the children to read the entire table.  Point to a row in the “division by 5” table and let the children read it. Point to a row in “the division by 6“ table. Let the children read it. Repeat for six more rows in each table, not taken in order.  Ask the children to copy the “division by 6” table in their exercise books. Coins and Bills

10 min

 Copy the table at left on the chalkboard. Ask the children to say what they observe. Show them that there are two columns that show different amounts of money. Ask, “Do you notice that the middle column is empty?” (Yes) $20, $20 $10, $20  Tell the children to write in their exercise books the sign for “less than”. Write the sign on the $500 $1000 chalkboard. Repeat for the sign “greater than.” $1000 $500, $100  Direct the children to the first row. Ask: “How much is $20 and $20 altogether?” ($40) Ask: “How $20 $10, $10,$10 and $20 altogether?” ($30) Ask: “Is $40 less than or greater than $20?” (greater than). Draw the $20, $10 $10, $10 sign for “greater than” in the middle column.  Ask the children to look at the next row and say what sign they will draw in the middle column. (less than). Draw the sign.  Continue to complete the other rows. ($1000 > $600, $20 < $30, $30 > $20) Note: Teacher, for the next lesson you will need paper cut-outs of the following printed bills: 5 twenty dollar bills, 5 one hundred dollars bills and 1 five hundred dollar bill. Homework: Tell the children to write out the division by 3 and division by 4 tables without looking at their exercise books. Lesson 59

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 38

LESSON 60 1.

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Have ready paper cut-outs of 5 twenty dollar bills, 5 one hundred dollars bills, 1 five hundred dollar bill. (b) Place a chart of the division tables on the chalkboard for the children to see.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Compare Fractions with Whole Numbers (exercise book)

13 vs 1 10

2 vs 1 10 15 vs 3 10

21 vs 2 10 10 vs 10 10

Oral Multiplication (oral) 5 4 1 3 2 5 4 1 3 2 5 4 1 3 2 5 4 1 3 4 1 5 1

× × × × × × × × × × × × × × × × × × × × × × ×

Column Addition & Subtraction (exercise book)

8 3 1 2 8 5 9 6 3 9 2 7 9 7 7 4 8 2 5 6 5 7 4

Oral Division (exercise book)

3 ÷ 3 0.7 - 0.2

4 ÷ 3 5 ÷ 3

2.5 + 1.3

6 ÷ 3 7 ÷ 3

8.4 - 3.1

8 ÷ 3 9 ÷ 3

0.3 + 0.6

10 ÷ 3 11 ÷ 3

9.3 - 6.2

12 ÷ 3 13 ÷ 3 14 ÷ 3 15 ÷ 3

 Song:  Physical Activity:

IRI Mathematics Grade 3

“Let’s March, let’s Clap, let’s Sing” “Physical Exercise”

“ADVENTURING WITH NUMBERS” 39

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Division tables 6÷6=1 12 ÷ 6 = 2 18 ÷ 6 = 3 ... ...

Homework – Check Patterns in Division  Ask the children: “Did you enjoy doing the homework?” Check the homework and ask them to identify any patterns they found in any of the columns. Show how you can use patterns to write the “division by 6” tables (e.g. 6, 12,18, ...) ( 6, 6, 6, …) ( 1,2,3, ...)

5 min Division Tables Division tables Division by 1 Division by 2 Division by 3

 Teacher, place on the chalkboard a chart of the division tables. (see back of guide for a sample) (only for Division by 1 to division by 6).  Ask the children to copy the first three tables (division by 1, by 2 and by 3) on a page in their exercise books. Tell them they will turn to that page when they are asked to do exercises on those tables.

10 min Coins and Bills $100 = $20 + $20 + $20 + $20 + $20 $500 = $100 + $100 + $100 + $100 + $100

Note:

 Spread out on your table paper cut-outs of the printed bills. (see back of guide for samples) 5 ($20), 5 ($100), 1 ($500).  Ask a child to come out and show the class a $20 bill. Now ask another child to show a $100 bill. Let another child show the $500 bill.  Ask the child with the $100 bill to stand. Tell another child to give him/her the same amount as $100 using $20 bills. Let them count with the class as he/she hands over each bill: 20, 40, 60. ….100. Ask: “How many $20 bills were handed over?” (5). Tell the children $100 = 5 ($20). Write $100 = $20 + $20 + $20 + $20 + $20. Repeat for the $500 bill. $500 = $100 + $100 + $100 + $100 + $100.

Teacher, for the next lesson you will need paper cut-outs of the following printed bills: 10 one hundred dollar bills, 2 five hundred dollars bills and 1 one thousand dollar bill. Lesson 60

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 40

REVIEW OF WEEK 15 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review fifteen is to: -

have children copy the division tables covered so they can retrieve them quickly to do division exercises. help children review equivalent values of bills.

Materials needed -

Children:

- Exercise books and pencils.

Teacher:

- A chart with the division tables (Division by 1 to 6). - Paper cut-outs of 10 ($100), 2 ($500), and 1 ($1000).

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 41

Review activities TEACHER: Facilitate the following activities 10 min

Division Tables

 Teacher, place on the chalkboard a chart of all the division tables. (Division by 1 to Division Tables Division by 4 Division by 5

division by 6).  Remind the children that they copied the division by 1, 2 and 3 tables. Ask the children to copy the next three tables (division by 4, by 5 and by 6) on a page in their exercise books. Tell them they will turn to that page when they are asked to do exercises on those tables.

Division by 6

Coins and Bills

$ 500= $100 + $100 + $100 + $100 + $100 $ 1000 = $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 $1000 = $500 + $500

15 min

 Spread out on your table cut-outs of each printed bill [10 ($100), 2 ($500), 1 ($1000)]  Ask a child to select a $100 bill. Let him/her show the bill to the class. Place the bill back on the table.  Repeat for a $500 bill and a $1000 bill.  Have a child pick up a $500 bill. Show it to the class. Tell the child that you are going to give him/her the same amount using different bills. Take the $500 bill from the child and let the class count the number of $100 bills you are giving for the $500 bill. Ask: “How many $100 bills did the child receive for the $500 bill?” (5).  Write on the chalkboard $500 = $100 + $100 + $100 + $100 + $100  Repeat for the $1000 bill using two $500 bills ($1000 = $500 + $500)

Repeat for the $1000 bill using 10 ($100) bills ($1000 = $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 + $100) Note: Teacher, for the next lesson you will need a cone for the children to observe.

Review 15

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 42

LESSON 61 1. BEFORE THE MATHEMATICS CLASS Teacher:

Have ready a paper cut-out of a cone for the children to observe.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Compare Mixed Numbers & Fractions (oral)

1 1 1 vs 2 2 3 3 vs 4 4

1 1 6 vs 2 2

3 5

1 1 vs 8 8

1 1 vs 3 3

Oral Multiplication (oral) 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

× × × × × × × × × × × × × × × × ×

Write Decimal Notation (exercise book)

Compare Decimals (oral)

12.1

2.3 or 2.1

1 2 3 4 5 6 7 8 9 3 5 8 7 2 4 6 9

12.2

2 or 2.3

12.3

4 or 4.3

12.4

Column Subtraction (exercise book)

74 5

85 - 76

4.2 or 4.5

12.5

1.7 or 1.5 -

12.6

43 7

12.7

63 - 57

 Song:  Physical Activity:

“Song for the Number Four” “Rumble to the Bottom”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 43

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Geometry

Bring together the two lines (shown dotted) of the sector of the circle and paste to form a cone. (Paste a circular base)

10 min

 See the box at left on how to make a cone.  Show a cone to the children. Ask the children to feel it with their hands and to talk about what they feel and see. Let them say what they think is the name of the shape. Tell them the shape is called a cone. Ask them to name some cone shaped things they see and use e.g. Snow cone cups, ice cream cone cups, party hats etc.  Encourage them to talk about the faces of the cone.  Ask: “Is one of the faces a circle?” (Yes). “Is one of the faces flat?” (Yes). “What is the shape of the flat face?” (a circle).  Continue asking: “Does the cone have a curved face?” (Yes).  Point to the corner of the cone. Ask: “How many corners has the cone?” (1).  Have them pass their fingers around the edge of the cone.  Ask: “How many edges has a cone?” (1).

15 min

Statistics

 Copy the block graph (see box) on the chalkboard. Tell the children that the graph is a block graph. Invite three children, one at a time, to point to the top block in the first column then move that finger from the top of that block across to the number opposite on the vertical line. (4). Repeat for the second and third columns (2, 3)  Remind the class that the number tells how many children have birthdays for that month, naming the month (e.g. 4 children have birthdays in the month of January). Ask: “How many children have birthdays in January only?” (4). “In February only?” (2). “In March only?” (3). “How many children altogether have birthdays in January and February?” (6). “In January and March?” (7). February and March?” (5). “In January, February and March?” (9). Ask the children: “In which month most children were born?” (January). “In which month the least children were born?” (February). Note: Teacher, for the next lesson you will need paper cut-out of a cone for each group to observe. Lesson 61

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 44

LESSON 62 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have paper cut-out of a cone ready for each group in your class. THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme Oral Multiplication (oral)

Column Division (oral)

Write Decimal Notation (exercise book)

Column Subtraction (exercise book)

2 ÷ 2 7×1 7×2 7×3 7×4 7×5 7×6 7×7 7×8 7×9 7×3 7×5 7×7 7×9 7×4 7×6 7×2 7×8

475 8

9043 - 5921

345 - 274

8494 - 6723

134.1 -

4 ÷ 2 134.2 10 ÷ 2 134.3 6 ÷ 2 134.4 8 ÷ 2 134.5 3 ÷ 3

570 28

7074 5852

134.6 6 ÷ 3 12 ÷ 3 9 ÷ 3 15 ÷ 3

 Song:

“Song for the Number Four”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 45

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 9043 - 5921 3122

10 min

Column Subtraction

8494 - 6723 1771

 When the broadcast is over, let the children solve the multiplication exercises dictated to them over the radio. (see box)  Help those who may have difficulties.

7074

- 5852 1222

5 min Name Cone Name Cone

Faces

Faces 2

Edges

Edges 1

Corners

Corners 1

Geometry

 Give a cone to each group. Ask the children to feel it and talk about what they feel and see.  Encourage each group to look at the cone and count to find the number of faces, edges, and corners.

 Copy the first table on the chalkboard. Ask the children to complete the table by writing the number of faces, edges and corners of the cone. (see second table). Name 1. 2. 3. 4.

Ann Bibi Sal Kim

Number of mangoes picked 3 4 1 4

10 min Statistics  Teacher, copy the table (see box) on the chalkboard. Explain to the children that the table shows the number of mangoes four children picked.  Read the table with the children: “Ann picked 3 mangoes, Bibi picked 4 mangoes.”  Begin a block graph by drawing in the first column to show the information (see box).  Ask the children to copy and complete the graph (see box for completed graph). Encourage them to colour the blocks with different colours. Note: Teacher, for the next lesson you will need a sphere for the children to observe.

Lesson 62

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 46

LESSON 63 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready a paper cut-out of a sphere for each group. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (oral) 6 6 7 7 6 7 8 8 8 8 8 8 8 8 8

× × × × × × × × × × × × × × ×

Column Division (oral)

Write Decimal Notation (exercise book)

Compare Decimals (oral)

4 ÷ 4

75.1

4.5 or 4.6

175.1

4 or 4.5

3 8 2 5 4 9 1 2 3 4 5 6 7 8 9

12 ÷ 4

Column Subtraction (exercise book)

9457 - 8921

20 ÷ 4 8 ÷ 4 16 ÷ 4 2 ÷ 2

75.2

4.5 or

175.2

3.1 or

75.3

3.1 or

175.3

6 or

6.2

7.9 or

6 ÷ 3 8 ÷ 2 9 ÷ 3

2760 - 2735

3229 - 3098

15 ÷ 3

 Song:  Physical Activity:

“In the Forest” “Physical Activity”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 47

PART 2: After the Audio Programme TEACHER: Facilitate the following activities 10 min Geometry  Divide the class into groups.  Give a sphere to each group. Ask one child to say the name of the solid (Sphere). Encourage them to talk about objects in real life that look like the sphere: ball, awara seeds, marbles.  Ask: “Can we roll the sphere?" (Yes). “Can we roll the sphere in all directions?” (Yes). Have them roll the sphere.  Tell them the following and ask them to say if the sentence is True or False: The sphere has one face (True). The sphere has a curved face (True). The sphere has no corners (True). The sphere has one edge (False). Remind them that the sphere has no edges.

Sphere

10 min Patterns

 Teacher, draw the cube pattern at left in the box on the chalkboard. Point to the first group of two cubes and ask: “How many cubes are in that group?” (2). “How many are in the second group?” (1). “Third group?” (2). “Fourth group?” (1). “Fifth group?” (2). “Sixth group?” (1).  Write the number of cubes in each group below that group (see box at left).  Ask the children to read the pattern. (Two, one; two, one; two, one)  Let them copy the number pattern and write the next three numbers (2, 1, 2)

Note: Teacher, for the next lesson you will need a cone and a sphere for the children to observe.

Lesson 63

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 48

LESSON 64 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have ready a cone and a sphere for each group for the After-Audio Programme. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Mixed Numbers and Fractions (oral)

2 2 vs 10 10

8×2= 8×8=

8×9=

5 5 vs 10 10

8×6=

9×1=

9×2=

9×3=

1 10

9×4=

9×5=

9×6=

9×7=

3 vs 10

9×8=

9×9=

9×3=

9×5=

8 10

9×2=

9×7=

9×9=

9×8=

3 8 10 6

Oral Multiplication (oral)

8 10

Write Decimal Notation (exercise book)

8×5=

 Song:

Column Addition (exercise book)

2.5 .5 25.5 1.1 .1

Column Subtraction (exercise book)

59.7

- 34.2

- 8

82.3 + 10.6

9554 - 8992 863

- 846

12.1

“In the Forest”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 49

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min Geometry  Give a sphere and a cone to each group. Ask them to show the solid that has one face only (Sphere), two faces (Cone), no corners (Sphere), one corner (Cone), one edge (Cone), no edges (Sphere).  Let them place the cone lengthwise on the desk and roll it. Have them observe the movement of the sphere. Ask: “Which of the two shapes cannot roll in all directions?” (Cone).  Now show them a triangle-based pyramid. Ask a child in each group to point to the corner of the cone. Now, ask another child in each group to point to a similar corner on the pyramid (see box at left).

Repeat for

Statistics

15 min

 Have the children count in twos up to 24: 2, 4, 6, 8, 10, 12…24.  Give each group 10 counters. Ask the children to count them. Ask : “How many did you count?”(10).  Now ask the children to make groups of two counters on the desk. Teacher, draw a circle around each group of twos for each group of children.  Let the children count by twos. How many counters are there? 2, 4, 6, 8, 10 (10). Explain to them that they are going to remove the two counters from each circle. Let them do so. Now ask them to replace the two counters with one counter, in each circle.  Tell them that the one counter takes the place of the two counters or stands for the two counters.  Tell them to point to a counter in a circle and say “this counter stands for two.” Let them point to one of the counters and say, “two”. Now let them count the counters in the circles by twos (see box). Ask them: “How many counters are there, altogether, in the circles?” (5). “How many counters are there altogether when we count one as standing for two?” (10).

Note: Teacher, for the next lesson you will need a cube, cuboid, pyramid, cylinder and cone for the children to observe.

Lesson 64

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 50

REVIEW OF WEEK 16

Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review sixteen is to: -

have the children copy the division tables covered so they can retrieve them quickly to do division exercises. help the children review equivalent values of bills.

Children:

Exercise books and pencils.

Teacher:

A chart with the division tables (Division by 1 to 6). Have cut-outs of 10 ($100), 2 ($500), and 1 ($1000) bills. A cube, cuboid, pyramid, cylinder and cone for the children to observe.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 51

Review activities TEACHER: Facilitate the following activities 10 min

Geometry

 Place a cube, cuboid, pyramid, cylinder, cone and sphere on the table for the children to see.  Hold up the cube and the cuboid. Ask the children to say how many flat faces are in each, how many curved faces, how many straight edges, how many curved edges, how many corners.  Repeat for the pyramid and the cylinder. Repeat for the pyramid and the cone.  Repeat for the cylinder and the sphere. Show the children one shape at a time and ask the children to name it.

15 min Statistics 10 8 6 4 2

Give each group one counter. Tell them that it stands for two counters. Give each group another counter. Ask them how many counters the two counters stand for (four). Give counters to each group so you can repeat for three counters (6), four counters (8) and five count counters (10). Let the children arrange the counters vertically (see box). Ask them: “What does the first counter from the bottom stand for?”(2). “What does the first two counters stand for?” (point to them) (4). “The first three counters?” (point to them). (6). “The first four counters?” (point to them) (8) “The first five counters?” (point to them) (10). Draw the counters on the chalkboard one below the other. Number from two to ten (see box). Have the children say how many counters represent 2, 4, 6, 8, 10 (1, 2, 3, 4, 5).

Note: Teacher, for the next lesson you will need a book other than the exercise book and cards with a different month of the year written on each. Review 16

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 52

LESSON 65 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A book, other than the exercise book. (b) Cards with a different month of the year written on each.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Column Subtraction and Addition (exercise book) 78.9 - 42.6

96.3 - 35.2

24.7 + 13.1

Division Using Tables (oral)

5÷5

10 ÷ 5

15 ÷ 5

20 ÷ 5

25 ÷ 5

8÷4

6÷2

4÷4

12 ÷ 3

20 ÷ 4

Write Decimal Notation (exercise book)

4.8

0.8

42.8

142.8

61.9

0.9

161.9

Addition and Multiplication (oral)

9999 + 1 = 10 + 10 + 10 + 10 + 10 + 10 = 5 + 10 + 1 + 10 = 10 × 2 =

3÷3

 Song:

“In the Forest”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 53

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Flips

 Ask the children to place a closed book (not an exercise book) in front of them.  Ask them to open the book. Ask them to close the book. Let them observe what they see on the cover of the book.  Let them open the book. Ask them if they can see now what is on the cover of the book. (No). Ask them to close the book. Ask if they can now see what is on the cover of the book. (Yes)  Ask them to turn over the book so that the back cover is facing them. Have them say what they see on the back cover. Let them turn over the back cover and then put it back in place. Let them repeat this activity at least three times. Ask them to say what they see on the inside of the back cover when they opened it.  Tell them to imagine that the cover is a door. Ask them to open the door. Ask them to close the door. Ask them to open and close it at least three times. Repeat with the front cover.

Time January

February

March

April

May

June

…………………………

10 min

 Place the children into groups.  Give each group cards with the months of the year. Ask them to arrange the months of the year from the first month to the last month.  Ask them to say in which month do we celebrate Mashramani. Ask one member of each group to show the month of his/her birthday.  Ask a child of each group to show the month in which he/she celebrates his/her favourite holiday. “Which month comes after March?” “After June?” “Before September?” “Before December?”

Homework: Ask them to look at a calendar and write each month of the year. Against each month, write the number of days there are in that month. Note: Teacher for the next lesson you will need: (i) A chart with months and the number of days in each month. (ii) A book other than the exercise book. Lesson 65

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 54

LESSON 66 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A chart with months and the number of days in each month. (b) A book other than the exercise book. (c) An analogue clock.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (exercise book) 00

Column Subtraction (exercise book)

5792 1834

000

1 1  2 2

40 + 10 =

1 1  4 4

4385 - 2719

2×0=0 000

Oral Addition (oral)

1 1  3 3

3×2=6

000

Addition of Fractions (oral)

000

1 1  5 5

000

5 x 3 = 15

2 1  3 3 3 1  4 4

3×0=0

 Song:  Physical Activity:

41 + 10 = 42 + 20 = 43 + 20 = 44 + 30 = 45 + 40 = 46 + 50 = 47 + 50 =

“In the Forest” “Shaking Feet and Body”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 55

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Checking Homework January- 31 February – 28 or 29 March – 31 April – 30 May - 31 June - 30 July - 31 August - 31 September -30 October - 31 November -30 December - 31

10 min

 Place a chart on the chalkboard (see box) showing the number of days in each month of the year.  Tell the children to exchange their homework with another student to check the homework (accept 28 or 29 days for February). Ask the children to review the exercise and mark them (right, wrong) and give them back to their owners.  Ask the other children to check the exercises again to see if their partner checked their homework correctly and correct if necessary.

5 min

Flips     

Ask the children to take out a book (not an exercise book). Tell them to go to a page. Ask them to turn over the page. Ask them to go to another page and turn over it. Let them close the book. Ask them to open it to any page. Let them say the number of the page. Tell them to turn over that page. Now ask them to go to another page and turn over that page. Have them say, the number of the page after turning it over.  Repeat for another page.

10 min

Time

 Display an analogue clock. Ask a child to set the hand at 10 hours.  Invite the children to move the hand of the clock in spaces of five. Ask the children to read the time as the hand is moved e.g. 10:05 hours; 10:10 hours; 10:15 hours.  Now let the children count by 1’s as a child moves the minute hand around the clock e.g.; 1 minute, 2 minutes, 3 minutes…..60 minutes.  Repeat and ask: “How many minutes does it take the hand to move around the clock once?” (60)  Remind the children that 60 minutes make one hour.  Ask a child: “To what hour is the hour-hand pointing to now?” ( 11)  Ask, “How long does it take for the hour hand to move from ten hours (10 ‘o’ clock) to eleven

hours?” (11 ‘o’ clock) (one hour). Note: Teacher, for the next lesson you will need a cardboard or paper cut-out of a rectangle for each child. Lesson 66

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 56

LESSON 67 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready a cardboard or paper cut-out of a rectangle for each child.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (exercise book)

5 × 4 = 20

5×0=0

Column Addition (exercise book) 89.6 3.1

537 - 289

31.5 + 2.4

625 - 386

49.2 3.1

345 - 156

3×2=6 3×0=0

 Song:

Column Subtraction (exercise book)

“There’s So much I can do with Numbers”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 57

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

Flips     

Give each child a paper cut-out of a rectangle. (see left) Have the child place the rectangle in front of him. (see box) Tell the children to imagine that the rectangle is a page on the right side of a book. Ask each child to turn the page. Tell them to turn the page back to the right. Tell the children to imagine that the rectangle is a page on the left side of a book. Ask each child to turn the page. Tell them to turn the page back to the left.

15 min

Time JANUARY Sun

Mon

Tue

Wed

Thur

Fri

Sat

Write the date for the first Saturday, the second Tuesday and the third Thursday of April.

 Copy on the chalkboard the month of January. (see box).  Ask the children the following questions: “What is the name of the month?” (January). “How many days are there in the month?” (31) “How many Wednesdays are there in January?” (4) “How many Mondays are there in January?” (5) “How many weeks are there in January?” (4) “How many weeks and days are there in January?” (4 weeks; 3 days).  Circle 19 on the calendar. Ask the children to say what date is it. (January 19). Repeat for January 29 and January 15.  Ask a child to come out and show the date January 30. Ask another to show the date January 14.  Circle 22. Tell them, “That’s the date Sam goes swimming”. Ask them to say the date. (January 22).

5 min

Homework

 Copy what is in the box at left on the chalkboard. Read it with the children.  Ask them, for homework, to look at the month of April on a calendar. Ask them to circle with their pencil, the date for the first Saturday, the second Tuesday and the third Thursday. Tell them to bring to school the calendar with the dates they circled for the next lesson. Note: Teacher, for the next lesson you will need for each child a cardboard or paper cut out of a rectangle and a chart with the month of September (See second box in lesson 68) Lesson 67

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 58

LESSON 68 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready a cardboard or paper cut-out of a rectangle and a chart with the month of September. (See second box in lesson 68)

THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme Oral Addition (oral)

Column Subtraction (exercise book)

Oral Addition (oral)

Column Subtraction of Decimals (exercise book)

20 + 10 =

18 + 70 = 27 + 40 =

3752 964

4.7

- 0.2

25 + 20 = 48 + 30 =

32 + 50 = 53 + 20 =

4.7

- 4.2

17 + 30 =

5274 - 4689

12 + 60 =

6.9

79 + 20 =

21 + 40 =

- 6.7

38 + 60 =

35 + 50 =

68 + 30 =

6.9

- 0.7

39 + 40 =

12 + 80 =

 

Song: Physical Activity:

“There’s So much I can do with Numbers” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 59

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

APRIL

Discussing Homework

First Saturday, the second Tuesday and the third Thursday.



Ask the children to show the dates they circled on the calendar. From two groups, select a child each to read the dates. Ask after each reading: “Do you have the same dates?” If they do not have the same dates, go around the class and help them to identify the correct dates.

10 min

Flips

 Give each child a paper cut-out of a rectangle. Ask them to draw a vertical line (you may use the chalkboard to draw a vertical line for children to see and follow) in their exercise books in the middle of a page.  Have them place the cut-out of the rectangle (see box) on the left of the line so that a longer side is on the line. Tell the children, “We are going to flip the shape in the line.” Point to the right side of the line.  Let the children flip the rectangle. Have children observe that the rectangle is no longer on the left side of the line but on the right side.

10 min

Time

September Sun 1 8 15 22 29

Mon 2 9 16 23 30

Tue 3 10 17 24

We 4 11 18 25

Th 5 12 19 26

Fri 6 13 20 27

Sa 7 14 21 28

 Teacher, write on the chalkboard: 01, 02, 03… Ask the children to say what comes after 03 (read as three reminding them that it is not necessary to read the zero). Write 04 after 03. Ask them to say what comes after 04 (05). Continue up to 09.  Ask children to read from 01 to 09, not reading the zero in each number (one, two, three, ...nine).  Place the month of September on the chalkboard (see box). Point to 1. Ask the children to say what is the date (September 1). Continue up to 9.  Write the date for September 1 on the chalkboard (September 01). Ask the children to read the date (September one). Continue up to September 09.

Note: Teacher, for the next lesson you will need (i) A cardboard or paper cut-out of a rectangle for each child. (ii) A copy of the Lyrics of the song: “There’s so much I can do with Numbers.” Lesson 68

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 60

REVIEW OF WEEK 17

do reinforcement activities on flips. write some more dates. sing, “There’s so much I can do with Numbers” for development of singing skills.

Materials needed -

Children:

Exercise books and pencils. Cut-out of a rectangle for each group.

Teacher:

Lyrics of the song: “There’s so much I can do with Numbers”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 61

Review activities TEACHER: Facilitate the following activities 5 min

Flips After the flip

Before the flip

 Give each group a plain paper or cardboard cut-out of a rectangle. Ask them to draw a vertical line in their exercise books in the middle of a page. (you may use the chalkboard to draw a vertical line for the children to see and follow) Let them place the cut-out of the rectangle (see box) on the right of the line so that a longer side is on the line. Tell the children: “We are going to flip the shape in the line.”  Let the children flip the rectangle. Have the children observe that the rectangle is no longer on the right side of the line but on the left side.

15 min

Time Sun

Mon

Tues

February Wed Thur

Fri

Sat

School Conc’t 10

Cost’e Comp’t 17

School trip 24

Mash Day 27

 Copy the month of February with activities on the chalkboard. (see box)  Tell the children that the month of February shows some activities a school plans for Mashramani.  Draw the children’s attention to the event of Friday 08. Tell them the school concert will be held on that date.  Ask them to say the date of the school concert. (February 8)  Ask them to write the date of the school concert. (February 08)  Ask them to write the date that comes after the date of the school concert. (February 09)  Ask them to write the date before the school concert. (February 07)  Have them write the dates of the other three events. Guide the children and help them when necessary.

Lyrics of the Song “There’s so much I can do with Numbers.”

Song: “There’s so much I can do with Numbers”

5 min

 Encourage the children to sing the song. Note where the children are having difficulties (e.g. Do they know the words? Do they know the tune?).  Help them to sing better by addressing the difficulties they are having. Let them clap as they sing for the last time. Note: Teacher, for the next lesson you will need a cardboard or paper cut-out of a triangle for each child. Review 17

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 62

LESSON 69 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A division chart placed in a position for the children to see. (b) Have ready a cardboard or paper cut-out of a triangle for each child. THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme Addition of Fractions (oral)

1  5

4 5

1 4



1  3 2 4



2 3 1 4

3  5

1 5

1 2



Column Subtraction (exercise book)

Oral Multiplication (oral)

824 - 458

2×5

7956

3×4

Column Subtraction of Decimals (exercise book) 24.7 - 21.6

9×0

- 4587

47.9 - 47.3

7×0

5792

4×0

- 2967

2×0

86.9 - 84.1

93.5 - 91.4

 Song: “It’s so good to be Happy”  Physical Activity: “ Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 63

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min Column Subtraction

47.9 - 47.3 .6

86.9 - 84.1 2.8

93.5 - 91.4 2.1

Teacher,

Please display the Division Table Chart. (see back of this Teacher’s Guide)

 Teacher, when the broadcast is over, let the children solve the subtraction exercises dictated to them during the Audio Programme. (see box)  Help those who may have difficulties.

10 min

Division Tables

 Teacher, put up the division chart for the children to see. Point to 3 ÷ 1 = 3 on the division by 1 table. Let the children read it. Now ask the children to go to the division by 2 table. Ask: “What divided by 2 will give 3 as the answer?” (6). Ask a child to point to that part of the division by 2 table. (6 ÷ 2) Repeat for 9 ÷ 3 (what divided by 3 will give 3 as the answer), 12 ÷ 4, 15 ÷ 5; 18 ÷ 6, 21 ÷ 7, 24 ÷ 8, 27 ÷ 9 and 30 ÷ 10.

10 min Flips  Give each group a cut-out of a triangle with shape as seen on the right side of the vertical line in the diagram in the box. Have each child draw a vertical line in the middle of a page.  Let the children place one side of the triangle so that it is on the line (see diagram) at left.  Ask each child to flip the triangle in the line. (see shape with dotted sides at left.)  Ask them to say if the shape gets larger after it is flipped in the line. (No) “Does it get smaller after it is flipped?” (No). Ask: “Is the shape the same size after it has been flipped?” (yes). “Does the shape face the same way?” (No). “Does it face the opposite way?” (Yes)  Flip the triangle from the left side in the line. Ask the same questions.  Now copy the second diagram on the chalkboard, Ask: “Do you see any flips in this shape?” Ask three children, one after the other, to point out a shape that can be from a flip (any one of the two top shapes). Ask: “If the first shape at the top is flipped, will it have the same size?” (yes). “Will it face the same way?” (No). “Will it face the opposite way?” (Yes). Note: Teacher for the next lesson you will need (i) a metre strip (ii) a piece of string two metres long. Lesson 69

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 64

LESSON 70 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A metre strip (b) A piece of string two metres long. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition of Fractions (oral)

2 4

Oral Multiplication (oral) 7×0



1 4

1 3



2 3

4×5

3 5



1 5

6×0

5×0

Oral Division (oral)

oooooo

12 ÷ 6

ooooooo

14 ÷ 7

oooooo

2×0

1 2



3 4



1 5



8×0

9×0

1 2

5×7

1 4

4×0

3 10

2×7

3×6

1×0

Oral Addition (oral)

Column Subtraction (exercise book)

31 + 40 =

50 - 30

5273 - 4988

73 + 20 = 19 + 60 = 18 ÷ 6

5227 - 479

56 + 20 = oooooo

oooooo

ooo 15 ÷ 6

45 + 30 = -

626 79

27 + 50 = ooooooo

ooooooo oooooo 20 ÷ 7 55 + 40 =

ooooooo

ooooo 19 ÷ 7

9584 - 3715

18 + 80 =

3×9 4×8 3×0 5×0

 Song:

“It’s so good to be Happy”  Physical Activity: “Physical Activity” IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 65

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

5273

5227

- 4988

- 479

285

4748

626 - 79 547

9584 - 3715 5869

Column Subtraction  Teacher, when the broadcast is over, let the children solve the subtraction exercises dictated to them during the Audio Programme. (see box)  Help those who are having difficulties.

10 min Length  Show the children a metre strip. Tell them that they are going to use the metre strip to measure.  Show than a piece of string two metres long. Have two children hold the string end to end. Ask: “Is this piece of string less than a metre?” (No) “Is this piece of string more than a metre?” Have a child use the metre strip to measure the piece of string.  Tell the child to say how many metre lengths make up the piece of string. (2) Ask the children, “What is the length of the piece of string?” (2m). Repeat the above with a piece of string of length 3 metres.  Let each group estimate how many metres is the length of the classroom. Record estimates on the chalkboard.  Have a child measure the width of the classroom to the nearest metre (half of a metre and over is counted as I metre). Record the result on the chalkboard. Discuss to show the closest estimate of the width of the classroom. Repeat for the length of the classroom.

1 metre strip

string

5 min

Symmetry

 Draw the two shapes at left on the chalkboard. Ask the children to draw two lines of symmetry in the first shape. Observe what they do and guide. (You can use the cut-out of the shape to demonstrate how the shape can be folded to help the children to identify the lines of symmetry.  Insert the lines of symmetry in the shape.  Repeat for the second shape. Help the children to draw the two lines of symmetry if necessary.  Now fold a cut-out of each shape to show the lines of symmetry. Note: Teacher for the next lesson you will need: (i) a cardboard or paper cut-out of a triangle for each child. (ii) an analogue clock. Lesson 70

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 66

LESSON 71 1.

BEFORE THE MATHEMATICS CLASS Teacher: (a) Have an analogue clock. (b) A cut-out of a triangle for each group. THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme Subtraction & Addition of Fractions (oral)

2  2

Column Addition (exercise book)

1 2

37 49 + 15

2 1  3 3 4 4

1 2





4  4

Write Fractions (exercise book)

2 3 3 5

1 4

15 23 34 + 18

1 2

2 4

2 1  3 3

3 4

68 37 + 45

Addition of Fractions (exercise book)

1 1  2 2 1 1  3 3 1 1  4 4

1 1  5 5

1 3

5 1  5 5

2 5

2 1  4 4

 Song:

“In the Forest”  Physical Activity: “Physical Activity” IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 67

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Flips

 Give each group a cut-out of a triangle with the shape as seen on the left side of the vertical line in      

From 12 hours to 13 hours From 13 hours to 14 hours From 14 hours to 15 hours From 15 hours to 16 hours

the diagram in the box. Have each child draw a vertical line in the middle of a page. Have the children place one side of the triangle on the line as shown in the first diagram at left Ask a child from each group to flip the triangle in the line. (see shape with dotted sides at left) Is the triangle after the flip facing the same direction? (No). Lead the children to an understanding that it is facing the opposite direction. Repeat placing one side of the triangle as shown in the second diagram. Have the children flip the shape in the line and say if it is facing the same direction.

15 min

How long

Time

1 hour

 Use an analogue clock to show how long it takes the hour-hand to move from one hour to another e.g. from 7 hours to 8 hours, 8 hours to 9 hours, 9 hours to 10 hours.

 Ask the children to say how long does it take for the hour-hand to travel from one number to the next? You can move the minute-hand around the clock once and let children count and say how long does it take in minutes counted in 5s for the hour-hand to move from one number to the other. (60 minutes, 1 hour).  Copy the chart (see left) on the chalkboard and let the children complete it.

Lesson 71

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 68

LESSON 72 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Have an analogue clock. (b) A cut-out of a triangle for each group. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition of Fractions (oral)

Addition & Subtraction of Fractions (exercise book)

Writing Fractions (exercise book)

Reading Multiplication Tables (exercise book)

1 2  3 3

2 1  3 3

3 ; 4 3 5

6×4

2 1  10 10

2 1  4 4

2 ; 2 2 4

2  5

3 ; 1 4 5

1 4  7 7

6 2  10 10 2 1  5 5

4 3  10 10

5 3  8 8

6×6

1 5

3 1  4 4

1 1  3 3 5  5

6×9

Addition and Subtraction of Fractions (oral)

2 1  ; 2 2

2 1  ; 4 4

3 2  4 4

Column Addition and Multiplication (exercise book)

132 4

1 1  ; 2 2

2 1  ; 3 3

1 1  4 4

4 2  ; 5 5

1 1  ; 5 5

3 1  4 4

21 6

2 1  ; 3 3

3 2  ; 3 3

2 1  4 3

21 6

3 1  ; 3 3

2 1  ; 5 5

121 3

6×8 6×7 6×5 6×3

5 2  2 5

2 5

 Song:  Physical Activity:

IRI Mathematics Grade 3

“In the Forest.” “Physical Exercise”

“ADVENTURING WITH NUMBERS” 69

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min Column Addition and Multiplication 132 + 4

132 4

21 6

121 + 3

21 + 6

121 3

 Teacher, when the broadcast is over, let the children solve the multiplication exercises dictated to them over the radio. (see box)  Help those who may have difficulties.  When they have completed the exercises, ask some children to come up to the chalkboard to write and solve the exercises.  Have the rest of the children correct their work if necessary. Flips

5 min

 Give each group a cardboard cut-out of a triangle with shape as seen on the right side of the vertical line in the diagram in the box. Have each child draw a vertical line in the middle of a page.  Have the child place one side of the triangle on the line (see diagram) at left  Ask each child to flip the triangle on the line (see shape with dotted sides at left representing the shape after the flip).  Ask them: “Does the shape get larger after the flip in the line?” (No) “Does it get smaller after the flip?” (No)  Ask: “Is the shape the same size after the flip?” (yes)

Note:

10 min

Time

 Hold up an analogue clock to show 00:00 hours with 0 written above 12. (24 hrs). (see diagram at left). Tell the children that 0 hour is night and the start of a 24 hour day. Rotate the minute-hand of the clock from 00:00 hours to 01:00 hour.  Ask the children to read that time (one hour). Explain that one hour would be night. Tell them that we can read it as 13:00 hours if it is day.  Repeat for 02:00 hours and 14:00 hours. Continue with 03:00 hours and 15:00 hours.  Invite the children to continue until you reach 24 hours.  Remind them that a day has 24 hours. Teacher for the next lesson you will need: (i) a cardboard or a paper cut-out of a right–angled triangle. (ii) an analogue clock. (iii) a copy of the lyrics of the song, “In the Forest.” Lesson 72

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 70

REVIEW OF WEEK 18 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review eighteen is to: -

let children do reinforcement flips activities. use patterns to write time on the analogue clock two ways. do actions related to the song “In the Forest.”

Materials needed -

Children:

Exercise books, pencils and rulers. Cut out of a right-angled triangle for each group. An analogue clock.

Teacher:

Lyrics of the song: “In the Forest.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 71

Review activities TEACHER: Facilitate the following activities 10 min

Flips

Before the flip

01:00 h (hours) 02:00 h 03:00 h 04:00 h 05:00 h 06:00 h 07:00 h 08:00 h 09:00 h 10:00 h 11:00 h 12:00 h

After the flip

13:00 h 14:00 h 15:00 h 17:00 h 18:00 h 19:00 h 21:00 h 22:00 h 23:00 h

 Give each group a plain paper or cardboard cut-out of a triangle. Ask the children to draw a vertical line in their exercise books in the middle of a page. (you may use the chalkboard to draw a vertical line for the children to see and follow)  Let them place a side of the cut out of the triangle on the left of the line. Tell the children: “You are going to flip the shape in the line.”  Let the children flip the triangle. Have the children observe that the triangle is no longer on the right side of the line but on the left side. Ask: “Does the triangle face the same direction?” (No) “Does it have the same size?” (Yes).  Have them trace around the triangle before the flip and after the flip.

10 min

Time  

Show the children an analogue clock set at 00:00 h. (12:00 hours on the clock face) Rotate the minute-hand of the clock to show 01:00 h. Have children read the time two ways. (01:00 hours and 13:00 hours). Repeat for 02:00 and 14:00.  Invite a child to set the clock at 03:00 h and ask the class to say the other way we can read it. (15:00 hours)  Copy the chart on the chalkboard and ask the children to tell you what you should write below 15:00 h. (16:00 h) Repeat for 19:00 h (20:00 h) and 23:00 h. (24:00 h)

Note: Teacher, for the next lesson you will need (i) a metre ruler (ii) a cube, cuboid and cylinder for the children to observe.

Review 18

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 72

LESSON 73 1. BEFORE THE MATHEMATICS CLASS Teacher: Have a meter rule, a cone, a cuboid and a cylinder for the After-Audio Programme. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition & subtraction of Fractions (oral) 2 2 3 3 4 4 5 5 5 5 5 5

     

1 2 1 3 1 4 1 5 2 5 3 5

; ; ; ; ;

1 2 3 5 1 3 1 4 2 5

 

  

1 2 1 5 1 3 1 4 1 5

Use Written Tables (exercise book)

Column Multiplication (exercise book)

7 × 6 7 × 9

3 2

3 × 4

5 0

5 × 3

2 4

0 × 3

7 × 7 7 × 8 8 × 5 8 × 8 8 × 9 8 × 7

8 × 6

 Song:

4 0

Comparing Mixed Numbers (oral)

1 2 vs 1 5 5 3

2 4

vs 3

;

1 4

;

1 2 vs 2 3 3

1 3 vs 1 5 5

Column Subtraction (exercise book)

415

- 208

912

- 609

2 3

1 2 6

vs 4

1 3

5 vs 2 6

3 5 vs 4 8 8

;

4 1 9

2 1 9

614

- 408

“Let’s March, let’s Clap, let’s Sing”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 73

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

Length

than

 Let the children look at a metre rule. Ask them to count by 5s the number of centimetres on the metre ruler (5, 10, 15, 20,… 100). Now ask them to count by 10s (10, 20, 30, 40, ….100).  Ask a child to say how many centimetres are there in one metre (100).  Give each group a piece of string, length 10 centimetres. Ask the children to identify two objects that are less than 10 cm in length and two greater than 10 cm but less than 20 cm. Repeat for less than 5 cm and greater than 5 cm but less than 10 cm.

15 min

Geometry

 Show the children a cube. Point to a face of the cube. Ask them to name that face.  Now, show the children a cuboid. Point to two different faces on the cuboid. Ask them to name the faces.  Repeat with the cylinder, (except curved face for the cylinder) pyramid, and cone.  Ask the children to draw one face of the cube, one of the cuboid, and one of the cylinder.

Note: Teacher for the next lesson you will need (i) for each group a different five sided shape with no shapes having sides longer than 6 cm. (ii) 2 objects: one weighing more than 1 kg and the other more than 1 kg but less than 1.5 kg. (iii) two objects weighing less than 1 kg.

Lesson 73

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 74

LESSON 74 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) For each group a different five sided shape with no shapes having sides longer than 6 cm. (b) 2 objects: one weighing less than 1 kg and the other more than 1 kg but less than 1.5 kg. (c) Two objects weighing less than 1 kg. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Compare Mixed Numbers (oral) 1

2 4

1 1  10 10

4 8

3 4  8 8

3 5

2 4  6 6

3 4

1 8

4 5

6 2

4 7

8 7

2 1 3

1 1 3

4 2 6

1 2 6

1 8 8

2 8

Addition of Fractions (oral)

2 3  5 5 2 8  10 10

Column Multiplication (exercise book) ×

5 0

5 5

6 0

2 7

1 8  9 9

4  7

Use Written Tables (exercise book) 9×8

Column Addition (oral & exercise book) 25 + 10

Column Addition & Multiplication (exercise book)

124 3

243 2

7 3

45 2

8 0

45 2

9×3 9×6 9×5

25 25 + 25

9×9

3 7

 Song:  Physical Activity:

“Let’s March, let’s Clap, let’s Sing” “Waving Hands and shaking Shoulders”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 75

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 124 + 3 127 x

243 2 486

45 x 2 90

124 3 372 243 2 245

5 min

Column Addition and Multiplication

 Teacher, when the broadcast is over, let the children solve the multiplication exercises dictated to them over the radio. (see box)  Help those who may have difficulties.

45 + 2 47

10 min Perimeter  Give the children in each group a different five-sided shape, no shapes must have sides longer than 6 cm (check box). Let the children measure, in centimetres, a side of the shape.  Invite a child from each group to measure and say what is the length of one of the sides of the shape.  Ask the children to write the answer.  Ask, “What will you do to find the perimeter of the shape?” (Measure the length of each side and add these lengths).

10 min

Mass

 Place on a desk two objects, each weighing more than I kg but less than 1.5 kg.  Have a child place 1 kg on the balance. Now let them weigh the two objects. Ask: “Do both objects weigh more than 1 kg?” (Yes). Keep these objects in a group.  Repeat using two objects that weigh less than 1 kg.  Ask a child to point to the group that has objects weighing more than one kilogram. Ask another child to point to the group that has objects weighing less than one kilogram. Note: Teacher for the next lesson you will need (i) for each group a cardboard or paper cut-out of a rectangle. Lesson 74 IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 76

LESSON 75 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready cardboard or paper cut-out of rectangles for each group of children. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition & Subtraction of Fractions (oral) 2 2 2 3 5 2 3 4 5 5 1 4 3 2 1 3 5 5 2 4 4 4



     

   

1 2 1 3 1 5 1 4 1 5 1 4 2 2 1 3 4 5 1 4 2 4

Column Subtraction (exercise book)

Addition of Fractions (oral)

5016 3007

8913 - 5207

412

- 209

 Song:  Physical Activity:

3 10



4 10

7 10



2 10

7 8



1 10

8 10



2 10

3 6



2 6

1 5



3 5

3 7



3 5

Column Multiplication (exercise book)

Use Written Tables (exercise book)

9×0

7×6

0×9

7×9

5×6

7×7

2×0

7×8

3x0

8×5

8×2

8×8

7×0

8×9

0×8

8×7

6×7

8×6

“In the Classroom” “Exercising Shoulders and Arms”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 77

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Record what unit you will use to find the following by putting a tick (√) Objects The mass of a large pineapple How much water a tank holds The mass of a large bag of eddoes The length of a playfield How much oil a large bottle holds The length of a necklace

Metre

Centimetre

Litre

Kilogram

Mass , Capacity and Length (Mixed Exercise)      

15 min

Copy the chart on the chalkboard (See box). Point to “The mass of a large pineapple,” under ‘Objects’ in the first column. Read it with the children. Point to ‘Metre’ in the second column. Ask: “Will we use the metre to find the mass of a large pineapple?” (No). Point to ‘Centimetre’ in the third column and ask, “Will we use the centimetre to find the mass of a large pineapple?” (No). Repeat for ‘Litre’ (No). Repeat for ‘Kilogram’ (Yes). Place a tick under ‘Kilogram’. Point to “How much water a tank holds.” Read it with the children. Now ask them to say which one can be used to find how much water a tank holds, Metre, Centimetre, Litre or Kilogram. (Litre). Place a tick under “Litre”.

10 min

Flips

 Give each group a cardboard or plain paper cut-out of a rectangle. Ask them to draw a vertical line in the middle of a page in the exercise book.  Ask them to place the rectangle in such a way that any side is on the line.  Tell them to flip the rectangle in the line.  Ask: “Did the group near to your group have the same shape as yours after the flip?” Guide the children to flip the rectangle using shorter sides only, then longer sides.

Note: Teacher, for the next lesson you will need (i) a half litre measure. (ii) 6 containers, three holding more than a half litre and three holding less than a half litre. Lesson 75

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 78

LESSON 76 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A half litre measure. (b) 6 containers, three holding more than a half litre and three holding less than a half litre.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (oral) 0×8

Column Subtraction (exercise book)

Column Subtraction (exercise book) 405

712 6

- 289

915 - 909

- 248

2×9

3×8 4×7 1×2

Column Addition (exercise book) 509 125 + 357

506

351 191 + 264

9×0 1×5 3×0

517 8

162 183 + 565

5×0 4×9 1×3 6×0 3×9 9×1 8×1

 Song:  Physical Activity:

“The Months of the Year” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 79

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 10 min

509

357

162

125 + 357 991

191 + 264 812

183 + 565 910

Column Addition  Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them during the audio. (see box)  Help those who may have difficulties.

10 min

Capacity

 Place 6 containers on the table consisting of three that hold more than a half litre, and three that Hold less than a half litre. Tell the children that you want to put the containers into two groups. Ask them to identify containers that they think hold more than a half litre. Put these in one group.  Now let the children say which containers they think hold less than a half litre. Put those in one Group.  Put all the containers together. Let a child fill a half litre measure and pour water into the containers.  Set aside those that have more that a half litre and those that have less than a half litre.  Ask a child to point to the group of containers that hold more than a half litre. You point to the group of containers that hold less than a half litre.

5 min

Symmetry

 Explain to the children that some shapes do not have any lines of symmetry. Copy the first shape in the box (see box at left) on the chalkboard. Ask a child to come out and draw one line of symmetry in it, if this can be done (No lines of symmetry). Explain that the shape does not have any lines of symmetry.  Repeat for the second shape. Have children say what they found. (The shape has no lines of symmetry)  Repeat for the other two shapes. (No lines of symmetry) NOTE: Teacher, for the next lesson you will need (i) 2 objects weighing more than 1 kg but less than 2 kg, (ii) 3 objects weighing less than 1 kg and (iv) a copy of the lyrics of the song: “The Months of the Year.” Lesson 76

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 80

REVIEW OF WEEK 19 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review nineteen is to: -

provide further experiences in recognizing objects that weigh more than 1 kg and less than 1 kg. recognise lines of symmetry without practical exercises. do actions related to the song: “The Months of the Year.”

Materials needed -

Children:

- exercise books, pencils and rulers. - five objects, 2 objects weighing more than 1 kg but less than

2 kg, 3 objects weighing less than 1 kg. - a balance. Teacher:

- Lyrics of the song: “The Months of the Year.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 81

Review activities TEACHER: Facilitate the following activities 10 min Mass  Place five objects on a desk for all to see, two of which must weight more than 1 kg but less than two kilograms. The other three must weight less than 1 kg.  Invite a group at a time to use a balance to place objects into two groups: those that weigh more than 1 kg and those that weigh less than 1 kg.

Symmetry

10 min

   

Draw the shapes (see left) on the chalkboard. Tell the children that the dotted line in some of the shapes is a line of symmetry. Have a child come out and point to the dotted lines. Tell the children to look at the shapes carefully and be ready to point to a shape that shows a line of symmetry.  Identify not more than five children, one at a time, to come out and point to a shape with a line of symmetry. (Two shapes on the left)  Now let two children, one at a time, point to the shapes that do not have a line of symmetry (Second and fourth shapes)

5 min Lyrics of the song: “The Months of the Year.”

Lyrics of the Song: “The Months of the Year”  Copy the chorus of the song on the chalkboard. Ask the children to sing the chorus.  Read the verse for them. Ask them to sing the verse. Now let them sing the verse and the chorus.  Ask them: “What are the two months before December?”, “What does February give us?” (Mashramani) “How many months are there in the year?”

NOTE: Teacher, for the next lesson you will need (i) cardboard or paper cut-out of the first shape seen in the box at left of activities for SYMMETRY in Lesson 77. (ii) 6 building blocks or 6 cubes of the same size. Review 19

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 82

LESSON 77 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A cardboard or paper cut-out of the first shape seen in the activity box for SYMMETRY in Lesson 77. (b) 6 building blocks or 6 cubes of the same size.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (oral) 9×2 8×6 8×8 9×8 8×7 8×5 9×4 9×6 8×3 8×0 9×3 9×1 8×1 9×9 9×0

Column Subtraction (exercise book)

502 254

904 237

Read & Write Numbers (exercise book)

Column Subtraction (exercise book)

36 000

816 9

3700 12 500

314 - 306

52 100 8500

514 8

913

- 908

 Song:  Physical Activity:

“There’s so much I can do with Numbers” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 83

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

5 min

Column Subtraction 314 - 306 008

514 913 - 8 - 908 506 005

 Teacher, when the broadcast is over, let the children solve the transportation exercises dictated to them over the radio. (see box)  Help those who may have difficulties.

10 min

Symmetry    

Give each group a paper or cardboard cut-out of the first shape. (see first shape in box at left) Ask them to fold the paper once so that both halves are the same. Ask them to cut along the fold. (teacher, you can assist the children) Let them display the two shapes (see box). Ask: “Will one fit on the other?” (yes) Let them place one part on top of the other.  Now ask them to fold one of the halves so that one part is the same as the other. Ask: “Can you do so?” (no) Now, let them fold as they will and cut along the fold.  Ask: “Is one part the same as the other part?” (no). Let them try to put one on top of the other to see that they will not fit. Tell them that shape does not have a line of symmetry.

10 min Statistics  Show the children six building blocks. (substitutes may be used e.g. same size cubes) Tell them that one block stands for two mangoes.  Have them show you how many blocks will stand for four mangoes? (2). “Six mangoes?” (3) “Eight mangoes?” (4) “Ten mangoes?” (5)  Let a child put one block on the table to show two mangoes. Ask them to put another block on top of that one to show four mangoes. Let them add a block to show six, another to show 8 and another to show 10.  Ask a child from each group to point to the first block from the bottom in the column of blocks and say 2 mangoes, point to the first two blocks one after the other and say 4 mangoes, to the first three blocks one after the other and say 6 mangoes, to the first four blocks one after the other and say 8 mangoes and to the five blocks one after the other and say 10 mangoes. Homework: Write on the chalkboard: 2, 4, 6, and ask children to write ten numbers that come after 6. Lesson 77

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 84

LESSON 78 1.

BEFORE THE MATHEMATICS CLASS Teacher: Place the Division Chart in a prominent place for the children to see. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Numbers (oral)

Complete Sequence (oral)

Oral Multiplication (exercise book)

Column Division Using Tables (oral)

6×9

6 ÷ 6

7×7

36 ÷ 6

6×8

48 ÷ 6

6×6

54 ÷ 6

7×5

42 ÷ 6

6×5

35 ÷ 7

7×4

56 ÷ 7

6×4

63 ÷ 7

7×1

49 ÷ 7

222

6×0

147, 48…..151

276, 277…..280

368

796, 797…..801

995, 996…..999

Column Subtraction (exercise book)

804 - 417

403 - 259

608 - 319

415 641

7×0 6×1 7×3

 Song:

“There’s so much I can do with numbers”  Physical Activity: “Physical Activity”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 85

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

Checking the Homework

2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26.

 Teacher, write 2, 4, 6 on the chalkboard. Let the children say what you should write after 6. (8) After 8. (10) Continue up to 26. Ask the children what we do to get a number after another number. (add 2) Let them correct their homework if they need to.

10 0 min

Statistics

6 4 2

 Draw a square on the chalkboard. Tell the children that the square is the face of a block and instead of saying “square”, we will say “block”. Write 2 at the top left corner of the block (see first shape in box).  Tell the children that the block stands for two. Draw the next column of two blocks writing 4 (see box).  Ask the children: “What do these two blocks stand for?” (4). Repeat for the last column.  Ask the children to continue the pattern by drawing the next column of blocks and writing the number.

10 min

Flips and Turns

 Draw an arrow (see arrow not dotted in the box) on the chalkboard. Ask a child to draw it in a position to show a flip as you would flip a page to the right. Ask the class: “Is the arrow facing the same direction?” (No).  Ask: “Is the arrow facing the opposite direction?” (Yes).  Now ask the children to say in which direction the arrow will face after a quarter-turn clockwise (down).  Give each group an arrow to flip as a page and then turn it to make a quarter turn clockwise. NOTE: Teacher, for the next lesson you will need a cardboard box shaped like a cube. Lesson 78 IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 86

LESSON 79 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Place the Division Chart in a prominent place for the children to see. (b) Have ready a cardboard box shaped like a cube and tape. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Numbers (oral)

Read & Write Numbers (exercise books)

Division Using Tables (oral)

Oral Multiplication (oral)

Column Subtraction (exercise books)

7800

8 ÷ 8

9×3

907 - 529

7900

40 ÷ 8

27 300

56 ÷ 8

5 32

8×9

468 97 328 129

9×6

28 200

72 ÷ 8

32 400

64 ÷ 8

8×3

802 393

9×5 8×6

133 235

9×1 48 ÷ 8

503 - 326

9×0 8×0 9×9

907 628

8×8 9×7

 Song: “In the classroom”  Physical Activity: “Physical Activity”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 87

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities: 5 min -

802 323 479

907 628 279

503 326 177

10 min Geometry    

Fruits Children bought

8 6 4 2

Ki Le My Di Names of Children

Hold up a cardboard box shaped like a cube. Ask the children to name the shape. (cube) Cut down the edges shown by dotted lines in the box at left. Open out the box. Show the children what the open box looks like. Fold to make the box again (you will have to tape the edges).

10 min

Statistics

 Draw the axes of the graph on the chalkboard (see box). Draw the first block (see box). Tell the children that the block stands for two mangoes Ki bought. Write 2 on the vertical axis (see box).  Repeat for Le, My and Di, writing the numbers 4, 6, 8 as seen in box.  Tell the children to use the graph to answer the following questions: “How many mangoes Ki bought?” (2) “How many mangoes Le bought?” (4) “Who bought the most mangoes?” (8). NOTE: Teacher, for the next lesson you will need a cardboard box shaped like a cube. Lesson 79

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 88

LESSON 80 1. BEFORE THE MATHEMATICS CLASS Teacher: (a) Place the Division Chart in a prominent place for the children to see. (b) Have ready for the After-Audio Programme a cardboard box and a pair of scissors for each group.

THE CHILDREN: Should have chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Multiplication (oral)

3×7

;

2×8

6×6

;

8×8

9×9

;

7×7

5×5

;

4×4

9×8

;

8×7

9×6

;

6×8

8×0

;

7× 6

9×3

;

1×9

Read & Write Numbers (exercise book)

7400 16 240 5923 42 530 8615

Division using Tables (exercise book)

Numbers (oral)

9 ÷ 9

27 ÷ 9

63 ÷ 9

358

45 ÷ 9

897

54 ÷ 9

72 ÷ 9

987

81 ÷ 9

341

Column Subtraction (exercise book)

505 - 238

405 - 229

706 - 287

608 - 319

402 - 218

506 - 327

879

 

Song: Physical Activity:

“In the Classroom” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 89

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities: 505

405

- 238

- 229

706 - 287

608 - 319

402

506

- 218

- 327

5 min

Column Subtraction  Teacher, when the broadcast is over, let the children solve the subtraction exercises dictated to them over the radio. (see box)  Help those who may have difficulties.

10 min Geometry  Give to each group a cardboard box that has the shape of a cube. Cut along the edges (shown by dotted edges on the cube in the box at left) and open out the box.  Let them open out the box and flatten it out on the desk. Encourage them to look at that shape. Ask each group to stand and show the shape.  Now ask them to fold the shape to make the cardboard box (you will have to tape the edges).

10 min Favourite Colours of Children

Red

Statistics       

Blue Pink

Stands for 2 children

Draw the pictograph on the chalkboard. Tell the children that the shape stands for 2 children. Let them observe the pictograph. Ask the children to say how many children like the colour red. (2) How many like the colour blue? (6) How many like pink? (8) Which colour is the most popular? (Pink) Which is the least popular? (Red) How many children altogether like red, blue and pink? (16) Ask: “ If I want to show that 12 children like the colour black on the pictograph, how many shapes will I have to draw to show this?” (6) Repeat for 14, 16, 18 and 20. NOTE: Teacher, for the next lesson you will need a net of a cube for each group. Lesson 80

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 90

REVIEW OF WEEK 20 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review twenty is to: -

let the children use the net of a cube to make a cube. use a scale to read information on the graph.

Materials needed -

Teacher:

A net of a cube for each group.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 91

Review activities TEACHER: Facilitate following activities: 10 min Geometry  Give each group the net of the cube (a cube opened out) shown in the box at left. Ask the children to fold the shape to make a cube. Teacher, assist and guide the children.  Display the cubes made by the children.

15 min

Statistics

 Draw the block graph in the box at left on the chalkboard.  Explain what the graph is about. Tell the children that one block stands for 2 fruits.  Ask: “What does each block stand for?” (2 fruits). “How many mangoes are there?” “Mangoes?” (8) “Pears?” (4) “Bananas?” (8)  Repeat, encouraging the children to read the answer from the graph by pointing to the number. Do not let them count using the blocks to find the answer.

Review 20

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 92

LESSON 81 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (oral)

5–3

Column Subtraction (exercise book)

Column Multiplication (exercise book)

602 - 138

8149 2

245 3

Column Addition of Decimals (exercise Books) 7.5 + 9.8

4–9 6–4

604 - 382

7–9

2.6 + 6.9

4–2 4–6 8–5

 Song:

“The Instrument song”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 93

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities: 15 min Money - Coins and Bills

 Copy the list of items with prices under $1000 on the chalkboard (See box opposite) Item Pot Book Glass Towel

Cost $500 $450 $250 $300

Read the items and their prices with the children.

 Ask the children to find the total for the following items: 1Pot and 1Book ($500 + $450 = $950). Guide them in adding the correct amount.  Repeat for 1Book and 1Glass ($450 + $250 = $750). Help children who are having difficulties.  Repeat for 1Glass and 1Towel ($250 + $300= $550), then 1Pot and 1Towel ($500 + $300 = $800).

10 min

Time (Calendar)

June Mo

2007 Th

 Copy the month of June on the chalkboard. Ask the children to say the date for the first Friday of Fr 1

Sa 2

   

of June (Friday one). Write the date on the chalkboard. (Friday 01) Repeat for the second Saturday. (June 09) The fourth Friday. (June 22). Circle 15 then tell the children that James’ little brother, Junior, was born on June 15 of the year 2007. Tell them that his date of birth is June 15, 2007. Write the date of birth on the chalkboard. Ask the children to read it. Ask: “In what month was Junior born?” (June) “What is the year of his birth?” (2007) “What is the date of his birth?” (June 15, 2007) Repeat for a child born on June 06, 2007. Using the school register, write the dates of birth of two children with their names on the chalkboard. Let the children read those dates of birth.

Lesson 81

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 94

LESSON 82 1. BEFORE THE MATHEMATICS CLASS

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (Oral)

Oral Division (Oral)

110 – 1

2÷2

120 – 1

Read & Write Numbers (exercise book) 3400

3÷2

Column Subtraction (exercise book) 604 - 35

23 400

4÷2 130 – 1 140 – 1

902 - 875

16 205

5÷2

5401

6÷2

150 – 1

20 800

160 – 1

4101

205 - 197

170 – 1 180 – 1

 Song:

“The Instrument Song”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 95

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities: 10 min Time – Months / Days

One year has ………months One month has ……...weeks One week has ………...days One day has…………hours

 Ask the children: “How many months are there in a year?” (12), “How many weeks there are in a month?” (4), “How many days are there in a week?” (7), “How many hours are there in a day?” (24)  Ask the children to copy and complete the sentences in the box on the left.

10 min Statistics  Draw the block graph (see left) on the chalkboard without the numbers on the vertical axis.  Explain what the graph is about.  Ask: “How many blocks tell us the number of mangoes that are in the basket?” (4). “How many blocks tell us the number of pears that are in the basket?” (2) “How many blocks tell us the number of bananas that are in the basket?” (3)  Ask: “What does each block stand for?” (2 fruits). ”How many mangoes are in the basket?” (8) “Pears?” (4) “Bananas?” (6). Have them count in twos up to eight.  Point to the first block that is at the bottom in the first column and ask: “How many fruits does this block stand for?” (2). Write two on the vertical axis as shown in the box.  Point to the first and the second blocks and ask: “How many blocks I pointed to?” (Two) “How many fruits do these two blocks stand for altogether?” (4). Write four as shown in the box on the vertical axis.  Continue the same activity for three blocks and then four blocks. (6 and 8)

Lesson 82

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 96

LESSON 83 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (Oral)

Predecessors (Oral)

Oral Division (exercise book)

Read & Write Numbers (exercise book)

3÷3

9250

4÷3

1200

1.2

5÷3

3400

24.2

6÷3

1400

7.3

12 – 13 12 – 9 15 – 18

60 90 20

19 – 11

100

17 – 19

200

15 – 11

Read & Write Decimals (exercise book)

7÷3

72.3

230

8÷3

34.5

340

9÷3

Column Addition of Decimals (exercise book) 1.9 + 7.3 8.3 + 6.9 3.8 + 5.6

120

 Song: “The Kite”  Physical Activity: “Exercising Arms”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 97

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

1.9 8.3 + 7.3 + 6.9 9.2 15.2

3.8 + 5.6 9. 4

7 min

Addition of Fractions  Copy the exercises on the chalkboard and work the exercises with the children. The answers are shown in the box on the left.  Have the children check their own work to see if their answers are correct.

10 min

Jim told Lena that he bought an exercise book for $40. Lena said that she bought 3 exercise books for $60. David said he bought his exercise book for $35.

Money - Coins and Bills  Copy the story in the box onto the chalkboard. Give the children time to read the story silently.  Ask: “How much did Jim pay for his exercise book?” ($40). “How much did David pay?” ($35). “How much did Jim and David pay altogether?” ($75)  Ask: “Did Jim pay more than David?” (Yes) “How much more?” ($5)  Lead the children to find how much Lena paid for the exercise books. ($20; $20 + $20 + $20 = $60).  Ask: “How much did Jim pay for an exercise book?” ($40) “How much did David pay?” ($35) “How much did Lena pay?” ($20) Invite a child to say who paid the most. (Jim) Ask another child to say who paid the least. (Lena)

7 min Statistics – Reading Block Graph  Draw the block graph (see left) on the chalkboard.  Ask children to say, from the graph, how many mangoes are in the basket (8). You can assist by pointing to the eight. Ask: “How many pears?” (Point to 4). How many bananas? (6)  Ask: “How many more mangoes are there than pears?” (4) “How many more bananas are there than pears?” (2). “How many mangoes and pears are there altogether?” (12). “How many pears and bananas are there?” (10). “How many mangoes and bananas are there?” (14).

Lesson 83

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 98

LESSON 84 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Predecessors (oral)

Oral Subtraction (oral)

180 – 1

190 – 1

70 40 500 700

Oral Division (exercise book) OOOO

4÷4 OOOO

230 – 1 210 – 1 220 – 1

800

Column Subtraction (exercise book)

4802

6402

- 397

- 3273

7055 6881

- 8339

9508

5÷4

OOOO OO

6÷4 8024 - 159

OOOO OOO

900

Column Subtraction (exercise book)

7÷4

740

OOOO

670

OOOO

8÷4

950 OOOO

830

OOOO O

9÷4

 Song:

OOOO 10 ÷ 4

OOOO OO

OOOO 11 ÷ 4

OOOO

OOO

“The Kite”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 99

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min Column Subtraction

6402 9508 8024 - 3273 - 8339 - 159 3129 1169 7865

 Copy the exercises on the chalkboard and guide the children as they work the exercises. The answers are shown in the box on the left.  Have the children check their own work to see if their answers are correct.

10 min Division Tables

8÷1= 8 12 ÷ 2 = 6 18 ÷ 3 = 9 20 ÷ 4 = 5 45 ÷ 5 = 9 36 ÷ 6 = 4

 Copy the chart seen in the box at left on the chalkboard.  Ask the children to copy and use their division tables and write “T” for True if the division sentence is true and “F” for False if it is false. (All the sentences are True except 18 ÷ 3 = 9 and 36 ÷ 6 = 4).

10 min

Patterns

 Copy the shapes and numbers seen in the box on left on the chalkboard. Ask the children to draw the shape that comes after the third shape and write the number below it (four squares, 8).  Let them continue up to seven squares, 14.

6 NOTE:

Teacher, for the next lesson you will need a copy of the chorus of the song, “The kite.”

Lesson 84

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 100

REVIEW OF WEEK 21 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review twenty-one is to: -

provide experiences for the children to identify day, month, and year with respect to dates of birth.

use a scale to read information on the graph.

review the chorus of the song, “The kite”.

Materials needed -

Teacher:

Chorus of the song: “The Kite”.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 101

Review activities TEACHER: Facilitate the following activities 10 min June 07, 2006 April 01, 2005 October 23, 2004 December 25, 2007 January 30, 2003

Pencils in a box

Time  Copy the dates on the chalkboard. Tell them that these are dates of birth. Ask the children to read each date.  Ask the children to identify the month in the first date of birth (June). Continue for the others.  Ask a child to identify the day in the first date of birth (07). Repeat for the others.  Finally, let a child identify the year for the first date of birth (2007). Repeat for the others.

Statistics

10 min

 Draw the block graph in the box at left on the chalkboard.  Explain what the graph is about. Tell the children that one block stands for 2 pencils.  Ask: “What does each block stand for?” (2 pencils) “How many red pencils are in the box?” (6) “How many blue pencils?” (6) “How many yellow pencils?” (8).  Repeat, encouraging the children to read the answer from the graph by pointing to the number. Do not let them count using the block to find the answer.

6 4 2

Red

Blue

Yellow

5 min Chorus of the song: “The Kite”.

Chorus of the Song: “The Kite”  Read the lyrics of the chorus of the song, “The Kite” to the children. Read the part of the lyrics that has “On my ears they are flapping.” Let them sing the chorus.

NOTE: Teacher, for the next lesson you will need a circular cardboard face with a hand to be rotated.

Review 21

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 102

LESSON 85 1.

BEFORE THE MATHEMATICS CLASS Teacher: Have ready a circular cardboard face with a hand to be rotated. THE CHILDREN: Should have their chequered-line exercise books and pencils.

PART 1: During the Audio Programme

Oral Subtraction (oral)

Column Subtraction (exercise book) 406

350 – 1

Read & Write Decimal Notation (exercise book)

Read and Write Numbers (exercise book)

Oral Subtraction (oral)

Predecessors (oral)

24. 5

8725

15 – 8

400

31. 6

82 735

- 135

360 – 1

9–6

140

15 – 11 670 – 1 680 – 1

801 - 327

690 – 1

42. 7

4371

0. 9

2405

2. 5

17 621

13 – 10 19 – 14 14 – 13

40 50 250

16 – 15 730 – 1

1. 6

7352

18 – 17

780 – 1

14 – 11

500 700

13 – 11

790 – 1

9–8

 Song:

“Let’s March, let’s Clap, let’s Sing”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 103

3. PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 15 min Position and Movement

Clockwise

Anticlockwise

 Place on the chalkboard a circular cardboard face with a hand to be rotated. (see first diagram in box at left) Let the children use the hand to make a turn to the right. Point out that they are moving the hand the way the hands of the clock move. Ask: “Are you moving the hand in the same direction the hands of the clock move?” (Yes) Tell them that they are moving the hand in the direction the hands of the clock move. Tell them they are moving the hand clockwise.  Ask three children to come out one at a time and turn the hand clockwise.  Let three children use the hand to make a turn to the left. Ask: “Are you moving the hand in the same direction the way the hands of the clock move?” (No) Point out that they are not moving the hands in the same direction the hands of the clock move. Tell them that that they move the hand anticlockwise. Now let them move the hand clockwise and then anticlockwise, saying whether the movement is clockwise or anticlockwise.

10 min Estimation  Teacher, copy the smiley face in the box on the chalkboard. Tell the children that the smiley face stands for two toy cars. Ask: “How many smiley faces will stand for four toy cars?” (2) “Eight toy cars?” (4) “10 toy cars?” (5).  Now, draw ten toy cars on the chalkboard, as shown in the box. Ask: “How many smiley faces will stand for the number of cars on the chalkboard?” Encourage them to estimate.  Write the estimates on the chalkboard.  Now let them make groups of two toy cars by circling the drawings of the toy cars on the chalkboard.  Ask: “How many groups of two toy cars did you make?” (5). “How many smiley faces will stand for 10 toy cars?” (5)  Ask the children: “How close were you to the correct answer?”

NOTE: Teacher, for the next lesson you will need. (i) a one litre measure (ii) 1 red rubber band. Lesson 85

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 104

LESSON 86 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A one-litre measure (b) 1 red rubber band. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition of Fractions (oral) 2 10



4 8



1 9



3 6

5 7

8 10 7 8

2 9

Comparison of Decimals (oral)

Column Subtraction (exercise book)

Oral Division (oral)

2.3 or 2.1

502 – 344

9 ÷ 2

7.5 or 7.9

4 7

5.1 or 5.4

10 10



5 10

6 9



3 9

3 8



4 8

3 6



5 6

501 – 344

6.1 or 6.3

9 6

5.6 or 5.9

 Song:

24. 8 3. 5

3. 9 .8

1. 7 .6

53. 6 1. 7

3. 5 .9

7 ÷ 4

3.5 or 3.6 4.5 or 4.8

Column Addition (exercise book)

“Let’s March, let’s Clap, let’s Sing”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 105

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Addition of Fractions

3.9 1.7 53.6 3.5 + .8 + .6 + 1.7 .9 4.7 2.3 9.4 4.4

5 min

 Copy the exercises on the chalkboard with the answers as shown in the box on the left.  Have the children check their own work to see if their answers are correct.

10 min

Capacity

 Show the children the one litre measure. Tell them that the measure holds one litre of liquid such as water or oil or any other liquid.  Fill the one litre measure with water and pour the water into one of the jars. Ask the children: “How many litres of water are in the jar?” (one) Ask a child to come out and point to where she/he thinks the level of half litre in the jar would be. Place a red rubber band around the bottle at the half litre level, telling the children that you have placed a red rubber band around the bottle so that half litre is below the rubber band.  Fill the litre measure with water and pour the water into the other jar. Place a red rubber band around the bottle at the half litre level, telling the children that you have placed a red rubber band around the bottle such that half litre is below the rubber band.  Place the two bottles side by side. Ask the children: “Is the amount of water the same in both jars?” (yes). “Is the amount of water the same below the red rubber band in both jars?” (yes)  Ask: “What fraction of the one litre of water is below the rubber bands in each jar?” (one half).  Have them draw two jars with the rubber bands. Have them shade and write half litre below the rubber bands drawn.

10 min

Statistics

 Draw the graph on the chalkboard. Explain that the graph shows the favourite pets of children. Let the children know that one block stands for two pets.  Ask: “How many children like dogs as pets?” (8) “How many children like cats as pets?” (8) “How many like birds as pets?” (4).  Ask: “How many children altogether like dogs and cats as pets?” (16). “How many like dogs and birds as pets?” (12) “How many children altogether like dogs, cats and birds as pets?” (20) “Which two pets are liked by 8 children?” (dogs, cats). NOTE: Teacher, for the next lesson you will need (i) a box shaped like a cube (ii) a pair of scissors (iii) a piece of string for each group, the pieces being of length 1 m 1 cm, 1 m 2 cm, 1 m 3 cm… not longer than 1 m 9 cm. Lesson 86 IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 106

LESSON 87 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A box shaped like a cube. (b) A pair of scissors. (c) A piece of string for each group, the pieces being of length 1 m 1 cm, 1 m 2 cm, 1 m 3 cm… not longer than 1 m 9 cm.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (oral) 4–3

Column Multiplication (exercise book)

4876 2

Oral Division (exercise book)

Addition of Fractions (exercise book)

7÷5

3 5

2–5 7

5–2

1 4

4–6 7–3

1 5



2 4

25.9 6.2

4.3 0.5

ooooo oo

- 5

6–4



Column Addition (exercise book)

16 .1 8 .9

43.9 8.2

5÷2

3–7

5 -4 1

4–8 8–4

 Song:

“The Kite”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 107

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

10 min

Addition of fractions

3.9 1.7 53.6 3.5 + .8 + .6 + 1.7 .9 4.7 2.3 55.3 4.4

 Teacher, guide the children to work the exercises on the chalkboard. The answers are shown in the box on the left.  Have the children check their own work to see if their answers are correct.

10 min Geometry  Hold up a box which has the shape of a cuboid. (cuboid shaped box). Tell the children the box is shaped like a cuboid.  Cut down the edges of the box as shown by dotted lines on the cuboid in the box at the left.  Open out the box.  Show the children what the open box looks like and fold to make the box again.  Ask a child to open up the box. Ask another child to fold to make the box.

5 min Length

1 m 8 cm

 Give each group one piece of string. Each piece must be of length 1m 1cm, 1m 2 cm….1m 9 cm.  Guide the children to place the string along the metre and to mark where 1 m ends.  Tell the children, “Show the piece that is left over.” Ask: “Is that piece less than 5 cm?” “Is it less than 10 cm?”  Let the children place the remaining piece on the ruler and measure its length in cm. Have them say what is the length of the piece in centimetres.  Ask, “What is the length of the string in metres and centimetres?”

Lesson 87

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 108

LESSON 88 1. BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition of Fractions (oral) 1 10



7 9



2 6



3 5



9 10

;

1 9

4 5



4 7

;

4 6

3 10

;



3 10



5 10



Oral Subtraction (oral) 8 10

7 7 5 10

800 – 1

;

Oral Division (exercise book)

900 – 1

1 7 9

Column Subtraction (exercise book) 604

- 372

7312 5

8364 3

500 – 1

;

700 – 1

600 – 1

;

400 – 1

601 - 372

200 – 1

;

100 – 1

2 5 13

600 - 372

-7

300 – 1

Column Multiplication (exercise book)

5434 4

- 10

8 10

 Song:  Physical Activity:

“In the Forest” “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 109

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

7312 x 5 36 560

8364 x 3 25 092

5434 x 4 21 736

5 min Column Multiplication  Teacher, continue working the rest of the exercises with the children in the same way it was done during the Audio Programme.  Go around and observe those who need help and take note.

10 min Statistics  Draw the graph on the chalkboard. Explain what the graph is about (It tells us about the birds John saw on some trees). Ask: How many Robins did John see? (8).”How many Crows did John see?” (4). “How many Pigeons?” (8). “How many Robins and Crows did he see altogether?”(12) “How many Robins and Pigeons did he see altogether?” (16) “Which bird did John see the least often?” (Crows).”Did he see as many Crows as Pigeons?” (No). “Did he see as many Robins as Pigeons?” (Yes)

Division Tables Teacher needs to place the Division Chart in a strategic point where the children can see it.

10 min

 Teacher, put up the division chart for the children to see. Point to 1 ÷ 4 = on the division by 1 table.  Let the children read it. Now ask the children to go to the division by 2 table. Ask, “What divided by 2 will give 4 as the answer?” (8). Ask a child to point to that part of the division by 2 table. (8 ÷2) Repeat for 12 ÷ 3 (what divided by 3 will give 4 as the answer), 16 ÷ 4; 20 ÷ 5; 24 ÷ 6; 28 ÷ 7; 32 ÷ 8 and 36 ÷ 9.

NOTE: Teacher for the next lesson you will need (i) a net of a cuboid for each group. (ii) a strip 1 m 30 cm long. (iii) lyrics of the song: “The Kite”

Lesson 88 IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 110

REVIEW OF WEEK 22

provide experiences for the children to fold a net to make a cuboid.

estimate in centimetres and measure in metre and centimetres.

review the lyrics of the song, “The Kite”.

Materials needed -

Children:

- A net of a cuboid for each group. - A strip 1m 30 cm long for each group - Scotch tape

Teacher:

Lyrics of the song: “The Kite.”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 111

Review activities TEACHER: Facilitate the following activities 10 min Geometry  Give each group a box, opened out of a cuboid (net - an example is shown in the box at left).  Ask the child to fold the flattened out net to make a cuboid (you may indicate where the fold is to be made: this is shown by dotted lines on the net in the box).  Teacher, please go around in the classroom and offer assistance in taping the edges.

Length

1m 30cm

10 min

 Show the children a strip with length 1m 30 cm.  Ask the children to say how far on the strip will be 1 m. Mark off 1 m on the strip.  Now ask them to estimate the length of the rest of the strip in centimetres. Write their estimates on the chalkboard.  Give each group a strip 1m 30 cm in length and ask them to measure its length using the metre ruler. Remind them that they must say 1 metre and then how many centimetres (1 m 30 cm).  Ask: After we measured 1 metre, how many centimetres did we measure?” (30). Let them look at their estimates to see how close they were to an estimate of 30 centimetres.

5 min Lyrics of the Song: “The Kite” Lyrics of the song: “The Kite”

 Read the lyrics of the song, “The Kite” to the children. Remind them that the song has three verses and the second one is different from the other two.  Let them sing the song, helping them along with the lyrics if they cannot remember certain lines or words. NOTE: Teacher, for the next lesson you will need cardboard or paper cut-out of a triangle with sides measuring more than 4 cm but less than 8 cm. Review 22

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 112

LESSON 89 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: cardboard or paper cut-out of a triangle with sides measuring more than 4 cm but less than 8 cm for the After-Audio Programme.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (oral)

Oral Subtraction (oral)

Addition of Fractions (exercise book)

4–1 ;

3 4



1 4



4 4

2 3



1  3

3 3

3 5



1 5

Oral Division (exercise book)

Column Multiplication (exercise book)

11 ÷ 2 900 – 1 ; 100 – 1 300 – 1 ; 500 – 1

3–5 ;

0–3

5–3

600 – 1 ; 800 – 1 11 – 8 ;

8 – 11

400 – 1 ; 200 – 1 700 – 1

7–0 ;



11 - 10 1

4 5

9122 8

1323 6

8222 7

6133 5

14 ÷ 3 14

- 12

0–7

ooo ooo

ooo oo

ooo

 Song: “In the Forest.”  Physical Activity: “Physical Exercise”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 113

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

9122 × 8 72 976

1323 × 6 7938

8222 7 57 554

6133 × 5 30 665

Column Multiplication  

Teacher, continue working the rest of the exercises with the children in the same way it was done during the Audio Programme. Go around and observe those who need help and take note.

15 min

Perimeter

 Give each group a cardboard cut out of a triangle of sides measuring more than 4 cm but less than 8 cm (no two groups must have the same triangle).  Invite the children to say how they will find the perimeter of the shape.  Ask them to measure in centimetres and millimetres, each side of the triangle and write the answer.  Let a child from a group tell the class how he/she will use the measurements to find the perimeter of the shape. Discuss what they should do (add the lengths of the sides) and let them do it.  Have each group say what is the perimeter of the shape (let them record each 10 millimetres as I centimetre).  Remind the children that we add the lengths of the sides to find the perimeter.

5 min

Position and Movement

Clockwise

 Ask a child to come out and face the class. Ask him to put out his left hand and turn his body so that the left hand moves clockwise until he faces the class again. Ask: “Did (name the child) make a clockwise movement.” (yes) Ask another child to repeat. Ask: “Did (name of child) make a clockwise movement?”  Repeat for a counterclockwise movement with another child asking if he made an anticlockwise Anti-clockwise movement.

NOTE: Teacher, for the next lesson you will need: (i) a litre measure. (ii) a jar holding a little more than a litre. (iii) ten rubber bands with the same colour. (Not white) Lesson 89

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 114

LESSON 90 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready: (a) A litre measure. (b) A jar holding a little more than a litre. (c) Ten rubber bands with the same colour. (Not white)

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme 4 6 of Fractions Addition (exercise book) 7 10

6 8 4 6 9 9

4 7 4 10



 

5 10

7 8 8 6 5 9

9 7

Oral Division (exercise book)

Addition of Fractions (exercise book)

2 5 14

1 4

-10 04

3 4 15

1 4

1 3

2 3

4 5

Read & Write Numbers (exercise book)

Column Subtraction (exercise book)

3021

600 - 386

2005

1 5

8002 7008

609

4006

- 468 500

- 367

-12 03

405 - 278

3 10

5 8



2 8

7 7



1 7

909

- 596

 Song:  Physical Activity: IRI Mathematics Grade 3

“The Forest” “Marching on the Spot” “ADVENTURING WITH NUMBERS”

115

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities

600 - 386 214

909 - 596 313

609 - 468 141

500

405

- 367

- 278

133

5 min

Column Subtraction

 Teacher, guide the children to work the exercises dictated. The answers are shown in the box on the left.  Have the children check their own work to see if their answers are correct.

127

10 min

Perimeter

20 cm 15 cm 25 cm

10 cm 30 cm

 Copy on the chalkboard the shape with the arrow having the given dimensions (see box at left).  Ask a child to come out and put one of his/her fingers at the corner of the shape to which the arrow is pointing. Let the child move her finger from that point around the shape clockwise until the finger is back to the starting corner. Invite another child to do the same. Tell the children that they have traced over all the sides.  Ask another child to do so using another corner.  Ask: “How can we find the perimeter of the shape?” (Add the lengths of all the sides). Write the length of the sides on the shape and ask the children to find the perimeter. Teacher, go around the class and assist those who need help.

10 min

Capacity

 Fill the litre measure with water and pour into a jar. Place ten rubber bands, equally spaced, around the jar starting at the level of the water (see diagram at left).  Have the children count the number of rubber bands (10). Tell the children that 100 millilitres of water is below the first rubber band from the bottom, 200 milliilitres of water is below the second rubber band and 300 millilitres below the third rubber band.  Ask the children: “How many millilitres of water are below the fourth rubber band?” (400). “The fifth?” (500). “The sixth?” (600). “The seventh?” (700). “The eighth?” (800) “The ninth?” (900). “The tenth?” (1000).  Ask: “How many millilitres of water are in the jar?” (1000). “How many litres of water are in the jar?” (one). “How many millilitres of water are in one litre?” (1000). Write 1 litre = 1000 millilitres on the chalkboard. Homework: Look for milk cartons, bottles, tins, jars & juice boxes to find how many millilitres any three containers hold. Note: For each group you will need cardboard or paper cut-outs of two rectangles. Lesson 90 IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 116

LESSON 91 1.

BEFORE THE MATHEMATICS CLASS Teacher: For each group you will need cardboard or paper cut-outs of two rectangles. THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Oral Subtraction (oral) 14 – 3

Successors (oral)

Oral Addition (oral)

13 + 14

21 + 25

128

43 + 45

54 + 12

25 – 5

62 + 15

68 – 8

245

12 + 21

53 + 41

14 – 4 25 – 3

79 – 1 79 – 9

Column Subtraction (exercise book)

–

8024 159

9052 – 8974

Column Division (exercise book)

5 2 11

3 4 14

37 138

 Song:

 Physical Activity:

IRI Mathematics Grade 3

“March of Numbers” “Moving Body Parts”

“ADVENTURING WITH NUMBERS” 117

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 5 min

Homework

 Invite a child in each group to say what containers (e.g. Bottles, tins, cartons) they looked at for homework and ask them to say how many millilitres each holds. Encourage the class to pay attention as the others tell.

10 min

Symmetry

 Give each group two cut-outs of paper rectangles. Let the children fold the rectangle so that the shorter sides meet. Draw the diagram in the box at left on the chalkboard and ask them to cut out the shape as shown by the dotted line.  Let them unfold the cut-out part. Ask them to look at it carefully. Ask: “Does the shape have a line of symmetry?” (yes) Let them draw in the line of symmetry.  Tell them to imagine the cut-out shape is a butterfly. (see box) Show them where the head of the butterfly would be and ask them to draw a design on both wings so that both halves are the same. Tell them that they will use the butterflies they made from the cut-outs in the next part of the lesson.

10 0 min Slides and turns

Head of butterfly is here

 Ask the children to place the butterfly they made on the desk. Ask them to slide it to show that it is flying up. Now turn it clockwise so that it is facing the opposite direction. Now ask them to slide it so that it is flying downwards. Now turn it so that it faces the right. Ask them to slide it to show that it is flying to the right. Now turn it around so that it faces the left. Slide it to show that it is flying to the left.

Lesson 91

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 118

LESSON 92 1. BEFORE THE MATHEMATICS CLASS Teacher: Have ready (a) A metre rule. (b) Objects that are of different lengths.

THE CHILDREN: Should have their chequered-line exercise books and pencils.

2. PART 1: During the Audio Programme Addition of Fractions (oral)

1 2



1 2



1 2

1 4



1 4



1 4



2 4



Column Division (exercise book)

Read & Write Numbers (exercise book)

5 13

2000

Column Subtraction (exercise book) 7900 – 2318

Column Subtraction (exercise book) 4607 – 829 9407 – 8958

2025 2004

9055 – 8996

1 4

 Song:  Physical Activity:

“March of Numbers” “Dwarfs and Giants”

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 119

3. PART 2: The After-Audio Programme Teacher: Facilitate the following activities 5 min 9407 – 8958 449 9055 – 8996 59

Column Subtraction  Teacher, guide the children to work the exercises dictated to them. The answers are shown in the box on the left.  Have the children check their own work to see if their answers are correct.

Perimeter     

10 min

Copy the shape on the chalkboard. Ask children to copy it in their exercise books. Ask the children to estimate, in cm, the perimeter of the shape. Have them write the estimated perimeter. Ask the children to measure the perimeter, to the nearest cm, of the shape. Let them say what is the perimeter. Ask them to compare the measured perimeter with the estimated perimeter.

Length

10 0 min

1 dm = 10 cm

 Have them identify objects with lengths less than 1 dm. (10 cm). Discuss.  Have them identify objects with lengths more than 1 dm. (10 cm). Discuss.  Draw a line on the chalkboard 4 dm long. (40 cm) Ask the children to say what they think is the length in dm.  Ask a child to use the metre ruler to measure. Let him say what is the length.  Tell the children to measure the length of their desk to the nearest dm. Give them pieces of string not more than 5 dm in length and ask them to measure the lengths in dm.

Note: You will need for each group a decimetre strip marked in centimetres and a string 1 dm 5 cm long. You will also need the lyrics of the song, “March of Numbers.” Lesson 92

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 120

REVIEW OF WEEK 23 Teacher: Explain to the children that today there will not be a radio/CD Mathematics Lesson; instead, we are going to review the work we have done during this week. Tell them that each Friday we will have a review. The main purpose of review twenty-three is to: - have the children use a measuring tool to measure in dm and cm. - let the children demonstrate while others observe clockwise and anti-clockwise turns. - sing with a participatory pattern the song, “March of Number”. There are suggested activities on the next page for you to follow OR you may choose to create or recreate other activities to review the topics covered during and after the audio sessions this week. Some of the activities are oral – please assess how the children participate and take note of it.

Materials needed Children:

A decimetre strip marked in centimetres for each group A piece of string 1dm 5 cm long

Teacher:

Lyrics of the Song “March of Numbers”.

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Review activities TEACHER: Facilitate the following activities

5 min

Length

A decimetre Strip length 1 dm

 Give each group a decimetre strip marked in centimetres. Give each group also a string 1 dm 5 cm long. Ask them to measure I decimetre on the string using the decimetre strip. Let them look at the piece that is left over. Ask: ”Is that piece more than or less than I decimetre?” (Less than) Let them use the decimetre strip to measure the entire piece of string in dm and cm.

10 min

Position and Movement

 Invite three children, one after the other, to back the class with the right hand out and demonstrate a full turn clockwise and then a full turn anti-clockwise.  Invite three other children, one after the other to face the class with the right hand out and demonstrate a full-turn anticlockwise and then a full-turn clockwise.  Encourage the class to give those who took part a round of applause.

Lyrics of the Song “March of Numbers”

Lyrics of the song: “March of Numbers”

10 min

 Copy the lyrics of the song, “March of Numbers” to the children. Let the children read it rhythmically doing the actions as they read. Now ask the boys to sing the first verse and the girls, the second.  Repeat, then ask the boys to sing the first verse and the girls, the second verse.  Now teacher join the children in singing the song with actions. Review 23

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MATHEMATICS RADIO TOPICS FOR GRADE 3, TERM 2 MATHEMATICS CONTENT

Month 4 List of Topics (Lessons: 49-64)

Month 5 List of Topics (Lessons: 65 to 80 )

NUMERATION, COUNTING

MORE GREATER, LESS, GREATEST, LEAST

COLUMN ADDITION

Month 6 List of Topics (Lessons: 81 to 92) Predecessors of a0, abo, a00. Successors of d, cde, bcd (a<d<8, c/=0).

Least, a vs b, ab vs ac. Greatest and least, a vs ba, a vs bc. Greatest and least, 3 alternatives.

Column addition, check a0+b0, a00+b00. Column addition, carry once, ab+cd+e, a+c+d. Column addition, carry once, ab+c, abc+de, abc+d. Column addition, carry once, ab+cd+ef. Column addition, carry three times using other skills, abc+de,abc+e. Column addition, .a+.b. Column addition, carry 1 to 3 times, using other skills, abc+def+ghi. Column addition, .a-.b. Column addition, carry one to three times, 2 addends, 4 columns, implicit zeros. Column addition, 1 digit decimal, 0.a+0.b. Column addition, one digit decimal, a.b+c.d.

Column addition, one digit decimal, 3 columns. Column addition, carry once, a+bc, ab+cde, a+bcd. 9999 + 1 = Column addition, carry one to three times, using other skills.10 + 10 + 10 + 10 + 10 Column addition, carry one to three times, 2 addends, 4 columns, implicit zeros. Column addition, decimals, 2 columns, 2-3 sums, implicit zeros. Column addition, one digit decimal. Column addition, carry 2 or more times, 2 columns, 3 or 4 addends. Column addition, 2 columns, ab+c, implicit zeros. Column addition, 3 columns, 1-2 implicit zeros. Column addition, ab+cd (a+b<90)(including zeros) without passing. Column addition, 3 addends, 1-2 columns, without implicit zero. Column addition, 2 columns, implicit zeros, ab+c. Column multiplication, 2 columns, carry one once. Column multiplication, 3 columns. Column addition, 3 columns, 3 or 4 addends, carry once and carry once and twice.

IRI Mathematics Grade 3

Column addition, decimals, 2 columns, carry once. Column addition, decimals, 2-4 columns, carry one to three times, implicit zeros. Column addition, 2-4 columns, carry one to three times.

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MATHEMATICS CONTENT

READING AND WRITING NUMBERS

COLUMN DIVISION

FRACTIONS

Month 4 List of Topics (Lessons: 48-64)

Reading and writing decimal notation, 0.b. Write decimal notation, a.b (a/=0, b/=0). Write decimal notation, 0.b. Write decimal notation, ab.c. Read decimal notation, ab.c. Write decimal notation, abc.d. Read decimal notation, abc.d.

Column division, sign ab-:c. Column division, sign, a-:b.

Column division, make tables to up 5x5. Column division, use tables up to 5x5.

Compare fractions with whole numbers. Compare fractions with each other. Fractions. Concept and vocabulary, 1/b(6<b<10). Compare mixed numbers with whole numbers. Compare mixed number with each other. Compare a b/c with b/c.

Month 5 List of Topics (Lessons: 65 to 80 )

Read and write numbers abcd (b/=0). Read and write numbers ab00. Read and write numbers of 5 digits abcd0, abc00, abc0d, a0b00. Use space in numbers of 4 and 5 digits. Read and write numbers of 5 digits abcd0, abc0d, a0b00. Use spaces in numbers abcd0, abc00, abc0d, a0b00. Read and write numbers abc0. Use space in numbers a000, ab00, ab000.

Write decimal notation, a.b (a/=0, b/=0). Write decimal notation, 0.b. Write decimal notation, ab.c. Read decimal notation, ab.c. Write decimal notation, a.b Write decimal notation, abc.d.

Write fractions up to 5/5.

Read and write numbers ab00. Leaving space in numbers abcd0, abc00, abc0d, a0b00. Numbers a,bc and def (e/=0, f/=0). Numbers a, bc and def (e/=0, g/=0). Read and write numbers of 5 digits, abcd0, a0b00. Numbers a000, ab00, ab000. Numbers a, bc and def (e/=0, f/=0).

Column division, use tables up to 9x9. Column division, use tables up to 5x5.

Month 6 List of Topics (Lessons: 81 to 92)

Use comma in numbers abcd, abc0, abc00, abc0. Read and write decimal notation a.b (a/=0, b/=0). Read and write decimal notation a.b. Write decimal notation ab.c. Read decimal notation ab.c. Read and write numbers abcd (with zeros). Numbers of 5 digits, without zeros Use space in numbers of 4 and 5 digits. Read and write numbers a0bc, a00c. Use space in numbers a0bc, a00c. Read and write numbers a0bc, a0cc. Use space in numbers a0bc, a0cc.

Column division, use tables up to 9x9.

Column division, complete algorithm (1,2):(1)=1+R.

Compare a b/c with b/c.

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MATHEMATICS CONTENT

Month 4 List of Topics (Lessons: 49-64)

Month 5 List of Topics (Lessons: 65 to 80 )

ADDITION OF FRACTIONS

Addition of fractions a/b =c/b (a+c<b, b=2,3,4,5). Addition of fractions, a/b+c/d (a+c<b, b=2,3,4,5). Addition of fractions, a/b+c/b (a+c<b; b=2a, 10, 100). Addition of fractions a/+c/b (a+c<b; b=1,3,4,5). Addition of fractions a/b+c/d (a+c<b; b=2 a, 10, 100).

SUBTRACTION OF FRACTIONS

Subtraction of fractions a/b-c/b (a<b, c<b; b=2,3,4,5).

DECIMALS

COLUMN SUBTRACTION

Convert whole numbers to decimals. tenths Convert whole numbers to decimals. Check use of decimal notation. Count. a.b Column addition, 1 digit decimal, a.b +c.d. Compare a.b with a.c (a/=0, b/=0, c/=0). Compare a with c.d (d/=0).

Column subtraction, take once, 3 columns. Column subtraction, take once, 4 columns. Column subtraction, 1 digit decimal, 0.a-0.b. Column subtraction, one digit decimal, a.b-c.d. Column subtraction, take once, 2 columns ab-c=de; ab-cd=e. Column subtraction, take once, 3 columns, abcde=fgh; abc-d=efg; abc-def=gh. Column subtraction, take once, 4 columns, abcdergh=ijk; abcd-efgh=ij. .

Month 6 List of Topics (Lessons: 81 to 92) Addition of fractions a/b +c/b (b=2, a10, 100). Addition of fractions a/b + c/d (a+c<b; b=2,3,4,5). Addition of fractions a/b + c/d + d/b (b=2a10, 100).

Compare a.b with a.c (a/=0, b/=0, c/=0).

Column subtraction, one digit decimal, 3 columns. Column subtraction, one digit decimal, 3 columns. Column subtraction, take once, 2 columns, ab-o=de; abcd=e. Column subtraction, take once, 3 columns, abc-de=fgh; abc-d=efg; abc-def=gh. Column subtraction, take once, 4 columns, abcddefg=hij; abcd-efgh=1. Column subtraction, one digit decimal, 3 columns. Column subtraction, 4 columns, take twice in alternate columns. Column subtraction, 3-4 columns, take 2 or 3 consecutive times. Column subtraction, 3-4 columns take 2 or 3 times, implicit and unnecessary zeros. Column subtraction, one digit decimal, 2 columns, implicit and unnecessary zeros. Column subtraction, 3-4 columns, take 2 or 3 times consecutively.

Column subtraction, 3 columns, take from b0 (b/=1) b0c-def. Column subtraction, 3 columns, take from b0 (b/=1) a0c-def. Column subtraction, take once, 3 columns. Column subtraction, take from b0 (/=1) 3 columns, implicit and unnecessary zeros, take one once. Column subtraction, 4 columns, take from b0 (b/=1). implicit and unnecessary zeros, take one twice. Column subtraction, 4 columns, take from b0 (b/=0), take one once. Column subtraction, take once, 3 columns. Column subtraction, 3 columns, take from b0 (b/=0), b0c-def. Column subtraction, take from b0 (b/=1) b0c-def. Column subtraction, take from b0 (b/=1) b00-cde. Subtraction equations, bo-1. Column subtraction, 4 columns, take from b0 (b/=0), implicit and unnecessary zeros. Take one, twice. Column subtraction, 4 columns, take from b0 (b/=1) b0cd-efgh, ab00-defg.

Column subtraction, one digit decimal, columns, zeros unnecessary.

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Column subtraction, 2 columns, a0-b0,count. Column subtraction, 4 columns, take twice separately. Column subtraction, 3-4 columns, take 2 or 3 times, implicit and unnecessary zeros. Column subtraction, carry one on 3 columns. Column subtraction, take one once, 3 columns. Column subtraction, take one once, 4 columns. Column subtraction, take one to three times, implicit zeros, zeros unnecessary. Column subtraction, 3 columns, take from b0 (b/=1) b0c-def. Column subtraction, 3 columns, take b0 (b/=1) b0c=def.

COLUMN SUBTRACTION (Continued)

ORAL ADDITION

ORAL SUBTRACTION

ORAL DIVISION

Oral addition, 0.a + 0.b, ab +c.d. Oral addition, .a+.b.

Oral addition, a0+b0 (<90).. up to x5 (a/=0, b/=0). Oral addition, ab+co (<99)..

Oral addition, ab+cd a+c<9, b+c<9)..

Oral subtraction M-b (M<10), concept of sufficient. Oral subtraction, ab0-1. Oral subtraction, M-b (11<19) concept of sufficient. Oral subtraction, M-b (M<M<18) concept of sufficient. Oral subtraction, abc-1. Oral subtraction M-b (11<M<18), concept of sufficient. Oral subtraction M-b(11<M<18). Oral subtraction, a00-1. Oral subtraction, ab-c (c<b).

Oral subtraction, ab-1 (b/=0). Oral subtraction, abc-1 (c/=0). Oral subtraction, ab<1 (b/=0).. Oral subtraction, abc-1 (c/=0). Oral subtraction, ab-1, (b/=0).

Oral division, concept of "divisible", small combinations. Oral division, concept, quotient /= 0, divisor /=1. Oral division, concept of "divisible".

Oral division, concept, quotient /=0,1, divisor /=1. Oral division, concept of "divisible", large combinations. Oral division, quotient /= 0,1, divisor /=1. Oral division, quotient = 1.

IRI Mathematics Grade 3

Oral division, concept, quotient /= 0,1, divisor /=1. Oral division, concept, quotient = 1. Oral division, use of subtraction, small combinations. Oral division, use of subtraction, large combinations.

“ADVENTURING WITH NUMBERS” 126

MATHEMATICS CONTENT MULTIPLICATION EQUATIONS

ORAL MULTIPLICATION

COLUMN MULTIPLICATION

Month 4 List of Topics (Lessons: 49-64)

Month 5 List of Topics (Lessons: 65 to 80 )

Month 6 List of Topics (Lessons: 81 to 92)

Multiplication equations, construct and use written tables axb (a/=0, b/=0) axb up to 5x5. Multiplication equations, construct and use written tables axb (a/=0, b=0) up to 5x5; 4x4.

Oral multiplication, memorize, axb up to 5x5 (a=1,2,3,4,5 b=1,2,...a). Oral multiplication, memorize axb.(a=1,2,3,4,5; b=1,2,...9). Oral multiplication, axb (a=6,7,8,9, b=1,2,..9).

Column multiplication, carry once. Column multiplication, carry once, 3 columns.

Oral multiplication, memorize axb (a=6,7,8,9, b=1,2,..9). Oral multiplication, concept of axb up to 5x5 (a/=0, b/=0). Oral multiplication, concept of ax0. Oral multiplication, concept of axb up to 5x5 (a/=0, b/=0). Oral multiplication, axb up to 5x5 (a=1,2,3,4,5; b=1,2..9). Oral multiplication, memorize axb (a=0,1..9, b=0,1..9). Oral multiplication, memorize tables axb (a=0,1..9; b=0,1..9). Column multiplication, 2 columns. Column multiplication, 2 columns, carry one once. Column multiplication, 3 columns. Column multiplication, 3 columns, carry one once. Column multiplication axb, up to 5x5. Column multiplication, ax0, 0xa. Column multiplication, axb.

MULTIPLICATION TABLES

Use written tables, axb (0<a, b<a). Use written tables, axb (0<a, b<9).

SEQUENCE

Complete sequence of ones up to 999.

IRI Mathematics Grade 3

Oral multiplication, memorize axb (a=0,1..9, b=0,1..9).

Column multiplication, carry one once, 4 columns. Column multiplication, carry twice, 3 columns. Column multiplication, decimals, 2 columns, carry one once. Column multiplication, 4 columns, carry one, two to three times.

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MATHEMATICS AFTER-RADIO TOPICS FOR GRADE 3, TERM 2 MATHEMATICS CONTENT

COMPUTATION

Month 4 List of Topics (Lessons (49-64) Vertical subtraction. Vertical addition. Horizontal addition. Horizontal multiplication.

Month 5 List of Topics (Lessons 65- 80)

Month 6 List of Topics (Lessons 81-92)

Vertical subtraction. Vertical multiplication. Vertical addition.

Vertical addition. Vertical subtraction. Vertical addition (decimals). Vertical multiplication.

DIVISION AND MULTIPLICATION TABLES

Multiplication tables up to 5 times. Division tables up to 6 times.

ESTIMATION

Eastimating how many groups of 2 can be made from a group of objects.

Estimating how many shapes can be shaded using 1 standing for 2.

Estimating perimeter of given shapes.

PATTERNS

Patterns (shapes). Number patterns.

Number patterns.

GEOMETRY

Properties of the cube, cuboid, cylinder, sphere, triangle based pyramid, cone.

Properties of the cube, cuboid, cylinder, sphere, triangle based pyramid, cone. Nets of cube and cuboid.

Net of a cuboid. Using the net of a cuboid to make a box.

100 cm = 1 metre Identifying lengths less than 10 cm, greater than 10 cm but less than 20 cm.

Measuring in metres and centimeters. Measuring in metres and centimeters. Measuring in decimeters. Measuring in decimeters and centimetres.

Measuring to find perimeter of given shapes.

Perimeter of triangles. Perimeter of irregular shapes.

LENGTH

PERIMETER

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MATHEMATICS CONTENT

Month 4 List of Topics (Lessons 49 - 64)

Month 5 List of Topics (Lessons 65 - 80)

Month 6 List of Topics (Lessons 81 - 92)

Grouping objects according to capacity: more than 1/2 litre, less than 1/2 litre.

How much is ½ litre in quantity compared to a litre. 1 litre = 1000 millitres.

Equivalence for $ 100 bill, $500 bill using $20 bills.

Problem solving: Finding total costs of two items.

Total cost of items. Verbal problems.

Using a scale of 1 representing 2 to read a bar graph.

Making groups using a scale of 1 representing two.

Reading block graphs.

CAPACITY

MONEY - COINS AND BILLS

STATISTICS

Using a scale of 1 representing 2 to read a pictograph.

SYMMETRY

TRANSFORMATION:

TIME: CALENDAR

Weeks and days in a month. Reading dates from a calendar. Writing dates of birth. Months in a year. Weeks in a month. Days in a week. Hours in a day.

Drawing lines of symmetry on given shapes. Folding paper to show lines of symmetry. Recognising shapes without lines of symmetry. Folding and cutting to say if cut outs of shapes have lines of symmetry or not.

Cutting out shapes from folded pieces of paper. Drawing designs on symmetrical shape so that both halves are the same.

Flips: turning pages, flipping a shape in a vertical line, direction after flips, size after flips, shape after flips. Flips followed by turns.

Slides and turns activities.

Months of the year.

IRI Mathematics Grade 3

Writing dates of birth. Months in a year. Weeks in a month. Days in a week. Hours in a day.

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MATHEMATICS CONTENT

TIME: CLOCK

Month 4 List of Topics ( Lessons 49- 64)

Month 5 List of Topics (Lessons 65- 80)

Recognising how long it is from one hour to another Reading time two ways e.g. 01:00 h, 13:00 h.

Moving hands of clocks in spaces of 5 Reading time Using the clock to show 60 mins = 1 hour.

Month 6 List of Topics (Lessons 81- 92)

Movement: - clockwise - anti-clockwise

POSITION, MOVEMENT AND DIRECTION

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DIVISION TABLES 1  1 = 1

2 2 = 1

33 = 1

44 = 1

55 = 1

66 = 1

2  1 = 2

4 2 = 2

63 = 2

84 = 2

10  5 = 2

12  6 = 2

3  1 = 3

6 2 = 3

93 = 3

12  4 = 3

15  5 = 3

18  6 = 3

4  1 = 4

8 2 = 4

12  3 = 4

16  4 = 4

20  5 = 4

24  6 = 4

5  1 = 5

10  2 = 5

15  3 = 5

20  4 = 5

25  5 = 5

30  6 = 5

6  1 = 6

12  2 = 6

18  3 = 6

24  4 = 6

30  5 = 6

36  6 = 6

7  1 = 7

14  2 = 7

21  3 = 7

28  4 = 7

35  5 = 7

42  6 = 7

8  1 = 8

16  2 = 8

24  3 = 8

32  4 = 8

40  5 = 8

48  6 = 8

9  1 = 9

18  2 = 9

27  3 = 9

36  4 = 9

45  5 = 9

54  6 = 9

10  1 = 10

20  2 = 10

30  3 = 10

40  4 = 10

50  5 = 10

60  6 = 10

11  1 = 11

22  2 = 11

33  3 = 11

44  4 = 11

55  5 = 11

66  6 = 11

12  1 = 12

24  2 = 12

36  3 = 12

48  4 = 12

60  5 = 12

72  6 = 12

77= 1

88 = 1

99 = 1

10  10 = 1

11  11 = 1

12  12 = 1

14  7 = 2

16  8 = 2

18  9 = 2

20  10 = 2

22  11 = 2

24 12 = 2

21  7 = 3

24  8 = 3

27  9 = 3

30  10 = 3

33  11 = 3

36  12 = 3

28  7 = 4

32  8 = 4

36  9 = 4

40  10 = 4

44  11 = 4

48  12 = 4

35  7 = 5

40  8 = 5

45  9 = 5

50  10 = 5

55  11 = 5

60  12 = 5

42  7 = 6

48  8 = 6

54  9 = 6

60  10 = 6

66  11 = 6

72  12 = 6

49  7 = 7

56  8 = 7

63  9 = 7

70  10 = 7

77  11 = 7

84  12 = 7

56  7 = 8

64  8 = 8

72  9 = 8

80  10 = 8

88  11 = 8

96  12 = 8

63  7 = 9

72  8 = 9

81  9 = 9

90  10 = 9

99 11 = 9

108  12 = 9

70  7 = 10

80  8 = 10

90  9 = 10

100  10 = 10

100  11 = 10

120  12 = 10

77  7 = 11

88  8 = 11

99  9 = 11

110  10 = 11

110  11 = 11

132  12 = 11

84  7 = 12

96  8 = 12

108  9 = 12

120 10 = 12

121  11 = 12

144  12 = 12

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IRI Mathematics Grade 3

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IRI SONGS FOR GRADE 3, TERM 2 LET’S MARCH, LET’S CLAP, LET’S SING Let’s march to the top of the mountain, Let’s march to the edge of the sea, Let’s march on the bank of the river, Children, you and me. Left--- right--- left, right, left. Left--- right--- left, right, left. Left, right, left, right, left, right, left. Left, right, left, right, left, right, left. Let’s clap on the top of the mountain, Let’s clap to the edge of the sea, Let’s clap on the bank of the river, Children, you and me. Clap, clap, clap, clap. Share a little smile. Give a little hug. Say a kind word. Give a little love. Talk to someone near. Tell them that you care. Spread a lot of joy. To every girl and boy. Let’s sing to the top of the mountain. Let’s sing on the edge of the sea. Let’s sing on the bank of the river, Children, you and me. La, la, la, la, la, la, la

Composed by Peter Callendar THE DAYS OF THE WEEK

SONG FOR THE NUMBER FOUR

CHORUS There are seven days in the week. Seven days in the week. Seven days in the week. Seven days in the week.

CHORUS This song is about the number four, Sing it, sing it, sing some more. This song is about the number four, Sing it, sing it, sing some more.

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.

Verse Four hooves has a cow Four hooves has a horse Four hooves has a cow Four hooves has a horse

Verse Sunday for the Horse Monday for the Cow Tuesday for the Dog He goes bow, wow, wow. Wednesday for the Parrot Thursday for the Hen Friday for the Lion Roaring in the den, But the spider said I want to play So I will take Saturday.

Four wheels has a car Four letters spell the word star Four wheels has a car Four letters spell the word star CHORUS F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR F-O-U-R, FOUR

We’re thankful for each day of the week. We’re thankful for each day of the week. One, two, three, four, five, six, seven. Seven days in the week. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

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IN THE FOREST Composed by Julian Kattow Verse In the forest was walking, I was walking, I was walking, When I saw a macaw in his nest; He was dancing, he was dancing, Then out came the rest. They were dancing, they were dancing. Intro In the forest I was looking, I was looking, I was looking, There I saw a monkey on a branch; He was swinging, he was swinging, Then out came the rest. They were swinging, they were swinging.

THERE’S SO MUCH I CAN DO WITH NUMBERS Part I Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers. Verse From one to ten to a hundred my friends There’s so much you can do with numbers. From a hundred to a thousand There’s so much you can do with numbers.

Intro

Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers.

In the forest was singing, I was singing, I was singing, When I heard a bird in his tree; He was singing, he was singing, Then out came the rest. They were singing, they were singing.

Part II Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers.

Now add another five, then multiply the sum by ten. A hundred will be the answer. Won’t it my friends? Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers. Part III Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers. Bridge I love to work with numbers, do you? We love to work with numbers, do you? Chorus Number, Numbers, there is so much I can do with numbers. Number, Numbers, there is so much you can do with numbers. Chorus (repeat)

Verse Multiply ten by three Then divide by six you’ll see The answer would be five. Don’t you agree?

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IT’S SO GOOD TO BE HAPPY

THE MONTHS OF THE YEAR

CHORUS It’s so good to be happy It’s good to have fun Wave your hands if you are happy Wave them, wave them everyone.

CHORUS There are twelve months in the year Twelve months in the year Twelve months in the year Let’s sing: January, February, March, April, May, June, July, August, September, October, November, December. Twelve months in the year.

It feels good to be happy It feels good to have fun Wave your hands if you are happy Wave them, wave them everyone Verse Walk across the classroom greet someone Tell them you are having so much fun If you’re having fun share it with someone Lift your hands up everyone If you are happy say, “yea!” … “yea” If you are having fun say, “yea!” …“yea” If you are feeling happy and you are having fun Lift your hand up everyone H-A-P-P-Y If you are happy Lift your hands up high H-A-P-P-Y Wave your hands from side to side Wave them from left to right Wave them from left to right Wave them from side to side Lift them up high so high

Verse The year begins in January, February gives us Mashramani, March and April —Phagwah and Easter. May–June rains, it’s time to shelter. July–August—our schools’ vacation. September, we celebrate our education. October, November, please remember The two months before December.

Verse Two times one is two Two times two is four Two times three is six Two times four is eight Two times five is ten Two times six is twelve Two times seven is fourteen Two times eight is sixteen Two times nine is eighteen Two times ten is twenty Two times eleven is twenty-two Two times twelve is twenty-four PART B CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the addition

IN THE CLASSROOM

In the classroom I love to stay. In the classroom every day. In the classroom let’s have fun Fun with addition

CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the multiplication

Verse Two and two is four Four and two is six Six and two is eight Eight and eight is sixteen

In the classroom I love to stay. In the classroom every day. In the classroom let’s have fun Fun with multiplication

Three and three is six Four and three is seven Five and three is eight Eight and eight is sixteen

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 135

IN THE CLASSROOM (CON’T)

THE INSTRUMENT SONG

PART C CHORUS In the classroom I love to be. In the classroom you and me. In the classroom let’s have fun Fun with the ……………..

CHORUS Come on boys and girls, Let’s make music for the world, Our instruments we will play, And make music every day.

In the classroom I love to stay. In the classroom every day. In the classroom let’s have fun Fun with the ………………….

Verse 1 We will play on the drum, We will play on the trumpet, We will play on the piano, We will play on the sitar.

Verse Adding your smile Taking away the pain Multiply happiness And divided love. Two and two, four Four and two, six Six and two, eight Eight and eight, sixteen. MARCH OF NUMBERS

Verse 2 We will play with the tambourine, We will play on the flute, We will play on the guitar, We will play on the violin. Verse 3 We will play on the banjo, We will play with the shak-shak, We will play on the steel pan, We’ll play with the harmonium

THE KITE Composed by Julian Kattow Verse I am made from wood and twine, To have fun in the sky. Red, yellow, green and white, That’s the colour of me the kite. CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite. Verse My twine is moving up and down; My tail is going round and round; I am swaying from side to side; You’re having fun with me the kite. CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite. Oh my ears they are flapping

On we go marching along Marching along, marching along On we go marching, marching along we go.

Verse I am flying high, high, high, I am having fun in the sky. Red, yellow, green and white, That’s the colour of me the kite.

We would count from one to ten, One to ten, one to ten, We would count from one to ten, Join us my friend. One, two, three, four, five, Six, seven, eight, nine, ten. (twice)

CHORUS Up, up, up, I am flying; Down, down, down, I am still flying; With the strong wind I am pulling, You’re having fun with me the kite.

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 136

ON THE FARM CHORUS On the farm with Mr. Joe, I love how the animals go, On the farm with Mr. Joe, Hear what the animals say. Verse 1 The cow goes moo, moo, The cow goes moo, moo, The cow goes moo, moo, The cow goes moo, moo. Sheep goes maa, baa, - (repeat four times) Dogs goes arf, woof, arf, - (repeat four times) Verse 2 Horse goes neigh … (repeat four times) Turkey goes ooooo … (repeat four times) Chicks goes chick, chick … (repeat four times) Verse 3 Birds go (whistle …) – (repeat four times) Pig goes oink, oink … - (repeat four times) Donkey goes hee-haw … – (repeat four times) Duck goes quack, quack … - (repeat four times)

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 137

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 138

IRI GRADE 3 MATHEMATICS - CALENDAR FOR TERM 2 January 2009 Mon

Tue

February 2009 Wed

Thu

Fri

Mon

12 Les.49

13 Les.50

14 Les.51

15 Les.52

16 Rev 13

19 Les.53

20 Les.54

21 Les.55

22 Les.56

23 Rev 14

26 Les.57

27 Les.58

28 Les.59

29 Les.60

30 Rev 15

Tue

Thu

Fri

2 Les.61

3 Les.62

4 Les.63

5 Les.64

6 Rev 16

9 Les.65

10 Les.66

11 Les.67

12 Les.68

13 Rev 17

16 Les.69

17 Les.70

18 Les.71

19 Les.72

20 Rev 18

23 Les.73

24 Les.74

25 Les.75

26 Les.76

27 Rev 19

March 2009 Mon

Wed

April 2009 Wed

Thu

Mon

Fri

2 Les.77

3 Les.78

4 Les.79

5 Les.80

6 Rev 20

9 Les.81 16 Les.85

10 Les.82 17 Les.86

11 Les.83 18 Les.87

12 Les.84 19 Les.88

13 Rev 21 20 Rev 22

23 Les.89

24 Les.90

25 Les.91

26 Les.92

27 Rev 23

IRI Mathematics Grade 3

Tue

Wed

Thu

Fri

“ADVENTURING WITH NUMBERS” 139

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 140

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IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 141

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 142

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - - - - - - - - - - - IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 143

IRI Mathematics Grade 3

“ADVENTURING WITH NUMBERS” 144

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