| Objectives | Students will be able to: (1) subtract with regrouping (52-27) using materials; (2) perform the break-a-ten-into-ones trade. |
|---|---|
| Materials | Bundles/singles; mats; no columns today (the W3 discipline repeated). |
| Key vocabulary | break a ten, trade back, not enough ones |
| Engage (starter) | (10 min) The empty-pockets problem: 52 on the mat, take away 27 — "take 7 ones from... TWO ones?! Not enough!" The class, trade-wise now, finds it: BREAK a bundle back into ten ones! |
| Develop (main) | (35 min) 1. The reverse trade with ceremony: one bundle unbands into ten ones (now 4 tens, 12 ones); NOW 7 leaves easily. Answer 25. 2. Four physical rounds. 3. The do-I-need-to? detector: compare ones digits first. 4. Pairs run six mat problems narrating the break. |
| Plenary (close) | (10 min) Undo-check finale: 52-27=25 verified by 25+27 rebuilding 52 — the trades and the check, united. |
| Assessment | 4 of 6 mat problems with narration; detector working; one undo-check. |
| Teacher notes | "Borrowing" is breaking a ten — the mat makes the mysterious word concrete. Hands before paper, always. |
| Objectives | Students will be able to: (1) record regrouped subtraction in columns (crossing out, small numbers); (2) connect notation to the physical break. |
|---|---|
| Materials | Mats beside boards; guided sheets; error-hospital cases. |
| Key vocabulary | cross out, borrow, rename |
| Engage (starter) | (10 min) The scribe returns: yesterday's break written move by move — 5 tens crossed to 4, a little 1 joins the 2 making 12. Every scratch on paper is a mat action wearing ink. |
| Develop (main) | (35 min) 1. Side-by-side triples: mat then column. 2. Release to columns with estimate-first alarms. 3. Six-sheet including one no-break decoy. 4. Hospital: the classic top-swap error (7-2 instead of 12-7... wait, children who compute 7-2 "because it's easier") diagnosed and named the Flip Trap. |
| Plenary (close) | (10 min) Board performance with choral narration: "not enough ones — break a ten!" |
| Assessment | Sheet 4 of 6; Flip Trap identified; decoy cleared. |
| Teacher notes | The Flip Trap (subtracting up the column) is subtraction's most common wound worldwide — naming it makes children its hunters instead of its victims. |
| Objectives | Students will be able to: (1) solve mixed +/- regrouping problems; (2) compute simple change from $100 (real market skill). |
|---|---|
| Materials | Mixed sheets; play money; price cards; the shop. |
| Key vocabulary | change, difference, from one hundred |
| Engage (starter) | (10 min) The $100 note moment: buy a $63 item, hand over $100 — the vendor computes the change LIVE. Today, we all become that vendor. |
| Develop (main) | (35 min) 1. Change-from-100 as subtraction with breaks: 100-63 modelled (the double-break monster — handled with counting UP instead: 63→70 is 7, →100 is 30 more: $37! Two roads shown). 2. Vendor practice: four change problems, either road allowed. 3. Mixed +/- sheet, six items, estimates on all. 4. Shop finale: buy with $100, receive checked change. |
| Plenary (close) | (10 min) Roads debate: who used counting-up, who used columns, for change? Both honoured — vendors worldwide count up! |
| Assessment | 3 of 4 change problems; mixed sheet 4 of 6; road chosen consciously. |
| Teacher notes | Counting-up change is authentic Caribbean market mathematics — teaching it beside the algorithm honours how the community actually computes, and it sidesteps the 100-borrow monster elegantly. |
| Objectives | Students will be able to: (1) construct a simple bar graph from the class height/other table; (2) read and compare bars; (3) state conclusions. |
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| Materials | W2's height table or a fresh survey; grid paper; rulers; crayons. |
| Key vocabulary | bar graph, axis, bar, taller bar means more |
| Engage (starter) | (10 min) The pictograph grows up: drawing 24 little pictures is SLOW — what if one solid BAR could stand for the whole count? The bar graph, unveiled. |
| Develop (main) | (35 min) 1. Anatomy: two axes, labels, a title, bars that do not touch. 2. Class-built exemplar from a quick survey (favourite juice — always a winner). 3. Pairs graph a small table (four groups, counts to 10), rulers keeping bars honest. 4. Reading round: tallest bar, shortest, how-many-more between two bars. |
| Plenary (close) | (10 min) One true statement per pair pinned beside their graph. |
| Assessment | Graph complete with axes/title; bars accurate; one comparison read correctly. |
| Teacher notes | Bars must be drawn to a consistent scale — the ruler is a truth instrument here. The pictograph-to-bar evolution mirrors the region's newspapers; bring one weather or sports graph to show. |
| Objectives | Students will be able to: (1) demonstrate the month across strands; (2) complete the month checkpoint circuit. |
|---|---|
| Materials | All kits; month sheets; stamps. |
| Key vocabulary | All September vocabulary |
| Engage (starter) | (10 min) Parade: a hundred-bundle, a rounded price tag, a traded ten, the kg bag, a bar graph — the month in five artefacts. |
| Develop (main) | (35 min) Circuit: S1 place value to 999 (build/expand/interview); S2 round two numbers + one estimate; S3 one carry-addition and one break-subtraction narrated; S4 one change-from-$100 by any road; S5 mass benchmark sort + read one bar graph. |
| Plenary (close) | (10 min) Stamps and the October teaser: "multiplication is COMING — arrays, groups, and the mighty times tables begin!" |
| Assessment | Month sheet across five stations; the narration quality at S3 is the headline record. |
| Teacher notes | September's regrouping fortnight is Grade 3's foundation stone — any child still Flip-Trapping or paper-only gets a daily five-minute mat huddle through October. Do not advance past a shaky trade. |