| Objectives | Students will be able to: (1) add and subtract 3-digit numbers without regrouping; (2) use place value to align digits; (3) solve word problems. |
|---|---|
| Materials | Place value chart, whiteboards, word problem cards. |
| Key vocabulary | hundreds, tens, ones, align, sum, difference |
| Engage (starter) | (10 min) Quick review: "What is 234 + 123? Align the digits and add each column." |
| Develop (main) | (35 min) 1. Model on the board. 2. Guided practice. 3. Partner work. 4. Word problems: "There are 345 mangoes on a tree, 123 fall. How many left?" 5. Independent worksheet. |
| Plenary (close) | (10 min) Check answers; common errors discussed. |
| Assessment | Accuracy on worksheet. |
| Teacher notes | Keep no regrouping for now. |
| Objectives | Students will be able to: (1) add 3-digit numbers with regrouping; (2) use concrete models; (3) solve multi-step problems. |
|---|---|
| Materials | Base-ten blocks, place value mats, worksheets. |
| Key vocabulary | regroup, carry, sum, place value |
| Engage (starter) | (10 min) Problem: 256 + 178. "If ones column adds to 14, we need to regroup ten ones as one ten." |
| Develop (main) | (35 min) 1. Model with blocks. 2. Record on whiteboard with carrying. 3. Practice in pairs. 4. Word problems with two steps. 5. Independent drill. |
| Plenary (close) | (10 min) Exit ticket: solve 487 + 295. |
| Assessment | Correct regrouping; exit ticket accurate. |
| Teacher notes | Check for common errors in carrying. |
| Objectives | Students will be able to: (1) subtract 3-digit numbers with borrowing; (2) use place value models; (3) check with addition. |
|---|---|
| Materials | Base-ten blocks, subtraction mats. |
| Key vocabulary | borrow, regroup, difference, check |
| Engage (starter) | (10 min) Show 634 - 257. "Can we take 7 from 4? No! Borrow from tens." |
| Develop (main) | (35 min) 1. Model with blocks. 2. Practice on whiteboards. 3. Check answers with addition. 4. Word problems. 5. Worksheet. |
| Plenary (close) | (10 min) Partner check: swap and mark. |
| Assessment | Accuracy; use of addition to check. |
| Teacher notes | Reinforce place value. |
| Objectives | Students will be able to: (1) decide whether to add or subtract; (2) solve two-step word problems; (3) explain reasoning. |
|---|---|
| Materials | Problem solving cards, whiteboards, talking chips. |
| Key vocabulary | operation, strategy, clue words |
| Engage (starter) | (10 min) "I have 15 apples, buy 10 more, then give 8 to a friend. How many left? What do we do first?" |
| Develop (main) | (35 min) 1. Read problems, underline clue words (altogether, left, more). 2. Plan steps. 3. Solve in pairs. 4. Share strategies. 5. Independent practice. |
| Plenary (close) | (10 min) Class discussion: share different strategies. |
| Assessment | Correct solution and explanation. |
| Teacher notes | Emphasise process over answer. |
| Objectives | Students will be able to: (1) consolidate 3-digit addition/subtraction; (2) complete a review test; (3) play a math game. |
|---|---|
| Materials | Test, game materials (cards, dice). |
| Key vocabulary | review |
| Engage (starter) | (10 min) Quick mental: "300 + 200? 800 - 500?" |
| Develop (main) | (35 min) 1. Review test. 2. Self-correct. 3. Game: "Roll and Solve" - roll 3 dice, create a number, add/subtract. 4. Discuss errors. 5. Write a tip for a friend. |
| Plenary (close) | (10 min) Share tips; celebrate improvement. |
| Assessment | Test score; reflection. |
| Teacher notes | Prepare for Term 1 exam. |