| Objectives | Students will be able to: (1) identify the value of digits in 3-digit numbers; (2) write numbers in expanded form; (3) compare numbers up to 999. |
|---|---|
| Materials | Place value blocks, whiteboards, number cards. |
| Key vocabulary | hundreds, tens, ones, expanded form, compare |
| Engage (starter) | (10 min) Quick mental: "In 473, what does the 4 mean? 400!" |
| Develop (main) | (35 min) 1. Model with blocks: 3-digit numbers. 2. Write expanded form (400+70+3). 3. Partner games: greater/less using symbols. 4. Worksheet: fill in missing place values. 5. Dice game: roll 3 digits, write number. |
| Plenary (close) | (10 min) Exit slip: "Write 582 in expanded form." |
| Assessment | Worksheet accuracy; exit slip correct. |
| Teacher notes | Reinforce place value daily. |
| Objectives | Students will be able to: (1) add two 2-digit numbers with regrouping; (2) use concrete models; (3) solve word problems. |
|---|---|
| Materials | Base-ten blocks, mini whiteboards, word problem cards. |
| Key vocabulary | regroup, carry, sum, addend |
| Engage (starter) | (10 min) Problem: 28 + 15. "If we add 8 and 5 we get 13 - too many ones! Let's trade 10 ones for a ten." |
| Develop (main) | (35 min) 1. Model with blocks. 2. Record vertically, carrying. 3. Guided practice on whiteboards. 4. Partner word problems. 5. Independent worksheet. |
| Plenary (close) | (10 min) Check answers; one student explains. |
| Assessment | Worksheet accuracy; correct use of regrouping. |
| Teacher notes | Continue until fluent. |
| Objectives | Students will be able to: (1) subtract 2-digit numbers with borrowing; (2) use models; (3) solve problems. |
|---|---|
| Materials | Base-ten blocks, subtraction mats. |
| Key vocabulary | borrow, regroup, difference |
| Engage (starter) | (10 min) Show 53 - 28. "Can I take 8 from 3? No! I need to borrow a ten." |
| Develop (main) | (35 min) 1. Model with blocks. 2. Record vertically, crossing out. 3. Practise with partners. 4. Word problems. 5. Quick drill. |
| Plenary (close) | (10 min) Rap: "More on the floor? Go next door!" |
| Assessment | Accuracy; ability to explain borrowing. |
| Teacher notes | Relate to real-life (money). |
| Objectives | Students will be able to: (1) use a ruler to measure objects to the nearest cm; (2) compare lengths; (3) estimate then measure. |
|---|---|
| Materials | Rulers (cm), classroom objects, worksheet. |
| Key vocabulary | centimetre, length, estimate, ruler, longer, shorter |
| Engage (starter) | (10 min) Hold up a ruler. "What do we use this for? Let's measure some things!" |
| Develop (main) | (35 min) 1. Teach how to align object with 0. 2. Estimate then measure items (pencil, book). 3. Record in a table. 4. Compare: which is longer? 5. Draw and label lengths. |
| Plenary (close) | (10 min) Share measurements; check estimates. |
| Assessment | Measurements within 1 cm; table complete. |
| Teacher notes | Connect to real-life (clothing, furniture). |
| Objectives | Students will be able to: (1) distinguish grams and kilograms; (2) use a scale to weigh objects; (3) compare masses. |
|---|---|
| Materials | Balance scales, gram weights, objects (fruit, books), 1-kg bag. |
| Key vocabulary | mass, gram, kilogram, heavier, lighter, balance |
| Engage (starter) | (10 min) Hold a 1-kg bag. "This is a kilogram. A paper clip is about 1 gram. Big difference!" |
| Develop (main) | (35 min) 1. Use balance scale to compare weights. 2. Weigh objects to nearest 10 g. 3. Record in table. 4. Sort objects heavier/lighter than 1 kg. 5. Word problems. |
| Plenary (close) | (10 min) Quiz: "Would you measure a dog in grams or kilograms?" |
| Assessment | Accurate use of scale; sorting correct. |
| Teacher notes | Link to grocery shopping. |