IRI Adventuring With Numbers - Grade 3 - Term 1

NOT TO BE SOLD

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

MINISTRY OF EDUCATION INTERACTIVE RADIO INSTRUCTION (IRI) FOR MATHEMATICS

ADVENTURING WITH NUMBERS -GRADE 3 TEACHER'S GUIDE FOR THE 1st TERM BEAMS- A GOG/lOB Project

MINISTRY OF EDUCATION ADVENTURING WITH NUMBERS - GRADE 3 TEACHER'S GUIDE FOR THE 1st TERM

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WRITING TEAM:

Ms. Noemi de Carter- IRI Mathematics Specialist (EDC) Mr. Krishna Nand Prasad

ILLUSTRATIONS:

Mrs. Shirley McPherson

COVER DESIGN :

Mrs. Shirley McPherson

EDITING:

Mrs. Samatha Joseph

© 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.

IRITEAM

Pauline Stanford (Acting Head of DEIU)

Carol Bess (Scriptwriter)

Jennifer Cumberbatch (Actress)

Krishna Nand Prashad (Sen. Subject Specialist)

Samatha Joseph (Asst. Coordinator I Editor)

Raymond Coxall (Scriptwriter)

Lyndon Jones (Actor)

Geoffrey Smith (Implementation Officer)

Joseph Me 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)

Noemi de Carter (IRI Mathematics Specialist)

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

FOREWORD The Ministry of Education acknowledges that the learner performance in the area of numeracy requires urgent attention .

In 2003 a small group of Guyanese educators participated in a Study Tour to Honduras visiting schools in which Interactive Radio Instruction was practiced . The findings revealed that the methodology is workable and most important, that it is 'learner friendly .'

During 2006 the Interactive Radio Instruction (IRI) was introduced for Primary school teachers, learners and school communities to become familiar with and sensitized to the elements of the programme.

The momentum has been constructed . The teachers are eager. The first and second graders are enthusiastic participants . To date pupils of Grades One and Two nationwide are participating in this programme. From September 2008 , the Grade Three programme will be aired .

The success of the Interactive Radio Instruction programme depends entirely on the continuous high level of supervision

by Headteachers and the teachers ensuring that the learners are on task.

The importance of follow-up work and practice exercises must be emphasized, if a high degree of success is to be measured . Hence, this Teacher's Guide must be used as the Lesson Plan for Mathematics for the respective grade.

Commendation is extended to the entire team who dedicated their time and talent to the development, design and testing of this strategy.

Thanks to the Government of Guyana and the Inter-American Development Bank for placing their seal of approval on this sign ificant programme which will have powerful dividends for this cohort and generations to come .

Parents , teachers and learners 'tune in ,' enjoy and learn from Adventuring with Numbers.

Genevieve Whyte-Nedd Chief Education Officer (ag)

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

PREFACE In 2008 IRI Mathematics has been extended to Grade 3 and has become entrenched in the curriculum. The initial performance of the children at Grades 1 and 2 has shown significant improvement.

The various components of IRI methodology support the classroom teacher in that, they are provided with basic initial training for using the methodology supported by a Teacher's Manual. There is also a programme offering classroom support to teachers by Mathematics specialists, and opportunity to provide the radio production teams with regular feedback . Such feedback is necessary for continuous improvement of the materials presented .

IRI Mathematics commences at Grade 1, continues at Grade 2 and is now in Grade 3. The methodology involved has great potential and promise that could positively affect other subjects of the curriculum provided that educators, teachers, parents and pupils continue with their enthusiasm as we move towards sustaining this methodology approach in instructional design.

Best Wishes.

Mohandatt Goolsarran Director National Centre for Educational Resource Development March 26, 2008

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

TABLE OF CONTENTS OVERVIEW: TEACHER'S GUIDE FOR "Adventuring with Numbers" GRADE 3 IRI MATHEMATICS ................. 1- 12 Lesson 1 to 4 .................................................................................................................................... 13 - 20 Review of Week 1 ..............................................................................................................................21 - 22 Lesson 5 to 8 .................................................................................................................................... 23- 30 Review of Week 2 ..............................................................................................................................31 - 32 Lesson 9 to 12 ....... ... ......................................................................................................................... 33- 40 Review of Week 3 ............................................................................................................................... 41 - 42 Lesson 13 to 16 ................................................................................................................................. 43- 50 Review of Week 4 ................................................................................................................................ 51-52 Lesson 17 to 20 .................................................................................................................................53- 60 Review of Week 5 .............................................................................................................................. 61- 62 Lesson 21 to 24 ........ . ....................................................................................................................... 63 - 70 Review of Week 6 .............................................................................................................................. 71 - 72 Lesson 25 to 28 ................................................................................................................................ 73 - 80 Review of Week 7 ...............................................................................................................................81 - 82 Lesson 29 to 32 ..................................................................................................................................83 - 90 Review of Week 8 ............................................................................................................................... 91 - 92 Lesson 33 to 36 ...............................................................................................................................93 - 100 Review of Week 9 ........................................................................................................................... 101 - 102 Lesson 37 to 40 ............................................................................................................................ . 103- 110 Review of Week 10 .... ... ............................................... .................................................................. 111- 112 Lesson 41 to 44 ............................................................................................................................. 113- 120 Review of Week 11 ........................................................................................................................ 121- 122 Lesson 45 to 48 ............................................................................................................................. 123- 130

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBE 0

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Review of Week 12 ......................................................................................................................... 131- 132 MATHEMATICS RADIO TOPICS FOR GRADE 3 - TERM 1 ....................................................................... 133-138 MATHEMATICS AFTER-RADIO TOPICS FOR GRADE 3- TERM 1 ........................................................... 139-142 MULTIPLICATION CHART ............................................................................................................ ..... 143-144 IRI SONGS ...................................................................................................................................... 145-150 IRI CALENDAR FOR GRADE THREE- TERM 1 .................................................................................... 151-152 CURRENCY NOTES ......................................................................................................................... 153-154 CURRENCY COINS .......................................................................................................................... 155-156

IRI Mathematics Grade 3

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"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 COs 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.

2. 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: The "After-Audio Programme". Teachers, however, can find mathematical topics organised by terms at the end of each guide.

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

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 IRIIessons, 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 child ren 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 IRIIessons by term (48 lessons for Term 1, 44 for Term 2 and 36 for Term 3)

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

2.3 Basic materials for children. The following are basic materials that the pupils will need : ~ Cheguered-line exercise books: 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 each 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.

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5 0 2 7 + 4 6 7 3

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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

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"ADVENTURING WITH NUMBERS"

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

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3 5

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1 5 2

5 2 2 3 + 2

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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-Audio 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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"ADVENTURING WITH NUMBERS"

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.

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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: 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 ($5, $10, $20, $100, $500 , $1 000) (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

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"ADVENTURING WITH NUMBERS"

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I I 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 IO IO II

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2 2 4 6 8 IO I2 I4 I6 I8 20 22 24

3 3 6 9 I2 I5 I8 2I 24 27 30 33 36

4 4 8 I2 I6 20 24 28 32 36 40 44

5 5 IO I5 20 25 30 35 40

45 50 55 48 60

6 6 I2 I8 24 30 36 42 48 54 60 66 72

7 7 I4 2I 28 35 42 49 56 63 70 77 84

8 8 I6 24 32 40 48

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9 9 I8 27 36 45 54 63 72 8I 90 99 I08

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50 60 70 80 90 IOO no IIO I2I I20 I32

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A Multiplication Chart to be displayed on the classroom wall

2.3

Basic materials for the teacher:

).> Radio/CO olaver and recorded COs: Each school received radio/CO players. This is considered to be a very important tool for each teacher. The radio/CO 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 COs. 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/CO player. Since the radio/CO player and COs are very important tools for making IRI a success in your classroom , it is highly recommended that you read t he 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 res ponsible for charging the batteries and for taking care of these materials.

IRI Mathematics Grade 3

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"ADVENTURING WITH NUMBERS"

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 , 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

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"ADVENTURING WITH NUMBERS"

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 difficulty. 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 broadcasted. 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 child'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

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"ADVENTURING WITH NUMBERS"

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:

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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 COs, be sure to place the CD in the CD player and forward to the respective lesson.

IRI Mathematics Grade 3

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" ADVENTURING WITH NUMBERS"

4.2

During the Audio Programme:

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 IRIIesson 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 AfterAudio 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

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"ADVENTURING WITH NUMBERS"

IRI Mathematics Grade 3

12 "ADVENTURING WITH NUMBERS"

LESSON 1

I

BEFORE THE MATHEMATICS CLASS TEACHER: (a) Copy the lyrics of the song : "There's so much I can do with Numbers" on the chalkboard or a paper (see the lyrics in the last pages of this guide). (b) Have a cardboard box and 20 counters (seeds, pebbles, corks or sticks) for the After-Audio activities ready.

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

Recommendation: Teacher, explain to the children that today they will listen to the first Radio Mathematics

lesson , and that everyone should be ready to do what the radio teachers instruct or say.

PART 1: DURING THE AUDIO PROGRAMME Teacher, participate with the children (answering questions, singing or doing physical exercises) without interrupting the flow of the broadcast. If some children do not participate , encourage them to do so.

Make sure that they use one square in the exercise book for each digit when they are writing numbers.

Rote Counting (oral)

Writing Numbers (exercise book)

Oral Addition & Subtraction (oral)

Writing Numbers and Counting Digits (exercise book)

Fractions with Counting (oral)

By ones

5 1 to 6 1 to 8

8 24

By Tens

35

5+4 = 8- 3 = 4+ 7= 7- 5 = 9- 8= 7+ 5=

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42

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35 20

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1

4

5

10

10 to 50

>- Song:

IRI Mathematics Grade 3

"There's so much I can do with Numbers"

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" ADVENTURING WITH NUMBERS"

Q PART 2: THE AFTER-AUDIO PROGRAMME ..-------------...TEACHER: Facilitate the following activities Teacher Albert Teacher Leila Kim and Randy

"There is so much [can do with numbers" - Part 1 Cborus: Number, number, there is so much I can do with numbers.

Number, number, 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 is so much you can do with numbers.

Chorus

8+6 9+4

7+6 9+3

8+8

[ 5 min

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Recalling the Song of the Audio Programme ~ Place the sheet of paper with the lyrics of the song , ''There is so much I can do with Numbers" in front of the children . Read the lyrics with them , try to reca ll how to sing the song and sing altogether. ~ If there is time, ask the children to copy this part of the song .

[ 10 min Counting On ~ Put eight counters into the box and let the children know this . Then, give six counters to one of the children. Ask him/her: "How many counters do you have?" (six). ~ Then, say to the class: "Children, in the box there are eight counters and he/she is going to add six. "Guess, how many counters we will have in the box." Then ask the children to write the number that they "guessed". Encourage them to "guess". ~ Next, have the child who has the six counters put them into the box, one by one. Before he/she begins, remind the children again that there are already eight counters in the box. ~ As the child adds his/her counters, count aloud with the entire class, like this: "nine, ten ... fourteen ." ~ Then ask the children : "How many counters are there in the box?" (fourteen). ~ Tell the child to take out all of the counters and count them again to make sure there are fourteen . ~ Now ask the following questions: "How many counters did I put into the box first?" (eight). "How many counters did he/she add?" (six) . Then tell them eight plus six is fourteen. Show them that they can continue counting after a number. );- Make sure they understand this each time you do an exercise (see box for more exercises).

Lesson 1

IRI Mathematics Grade 3

J

Recalling the Audio Programme ~ Encourage the children to talk about the Audio Programme by asking them to say the names of the audio characters. In which grade are Randy and Kim? (Grade 3) . Which of the teachers was a Grade 2 teacher?(Leila). Who likes to make sounds, Randy or Kim? (Randy).

Which names are females' names? (Leila and Kim) Which names are males' names? (Albert and Randy). ~ Place the list of audio characters in a visible location in the classroom . ~ Let some of the children ask questions about the characters while others give answers.

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"ADVENTURING WITH NUMBERS"

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LESSON 2

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BEFORE THE MATHEMATICS CLASS TEACHER: Have three sheets of paper of the same size for the After-Audio activities.

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

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PART 1: DURING THE AUDIO PROGRAMME Fractions"halves" to "fifths" (oral)

1

.f.

2

2

1

~

3

3

1

1

4

4

1

~

5

5

Writing Numbers (exercise book)

9+4

30

(10, 11 , 12, 13)

66

Addition and Subtraction (oral)

3+ 3

=

7- 2

=

7+ 8

=

6+ 4

=

7- 6

=

26 7+7

80

(8 , 9, 10, 11 , 12, 13, 14)

45 48

8+6 (9, 10, 11 , 12, 13, 14)

)..>

~

IRI Mathematics Grade 3

Counting On - Story (oral)

Song: Physical Activity:

"There's so much I can do with Numbers" "Marching on the Spot"

15

"ADVENTURING WITH NUMBERS"

@

PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities

[J)CJ

BD 5+7 9+2

6+6 5+5 8+9

Equal Parts, Concept: Folding Papers in Halves >- Teacher, show the children two sheets of paper of the same size . ( 10 min >- Show them a sheet of paper and tell them that it is one whole sheet of paper. >- Fold that sheet of paper in two equal parts. Be sure they understand that the corners must meet and the line of division should be marked , pressing the line of division with the fingers . >- Unfold the paper, and ask them : - "Into how many parts is the paper divided?"(two).

- "Are the parts equal?" (yes).

- "How can you prove that the parts are equal?"(cut it and superimpose the parts, measuring the area of each part, showing they are the same shape and same size, etc.)

- "Can you fold the sheet of paper in a different way to show two equal parts?" (discuss and let the children show different shapes with equal parts using the same sheet of paper). >- Do the same kind of activity using the other sheet of paper. Ask the children to tell you different ways to fold the third sheet of paper to get different shapes than before and to show equal parts.

J

Counting On ~ Ask the children to imagine that each of them has a box on their desk. Tell them that [ 10 min J there are five sticks in the box. Then say: "now imagine that you have seven sticks in . . your hand. Let's pretend that your fingers are the sticks . Hold up seven fingers." ;.,. Ask them : - "How many sticks are there in the box?" (5) .

- "And how many sticks are you holding up?" (7). ~ Tell them that now we're going to count all the sticks like this : in the box there are five , so we'll Count On from five with our fingers ... six, seven , eight, nine, ten , eleven , twelve . Ask the children to Count On again , saying : "In the box there are five and we'll count from there with our fingers .. . six, seven, eight, nine, ten, eleven , twelve. " ~ Repeat this activity with the pairs of numbers shown in the box.

Lesson 2

IRI Mathematics Grade 3

16

"ADVENTURING WITH NUMBERS"

I LESSON 3 I

~BEFORE THE MATHEMATICS CLASS

TEACHER: You need for the After-Audio activities: 3 sheets of paper.

For during the Audio Programme: put the paper with the lyrics of the song : "There 's so much I can do with Numbers" in front of the class.

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

®PART 1: DURING THE AUDIO PROGRAMME Oral Addition and Subtraction (oral)

Counting by Tens (oral)

Writing Numbers (exercise book)

To 60

25

6- 3

8+ 5

259

4-

7+

353

8+

To 80

= 2= 5=

Counting On (oral)

8+

= 8= 6=

To 90

Fractions (oral) ~

3 ~

5

1 5

> Song:

IRI Mathematics Grade 3

"There's so much I can do with Numbers"

17

"ADVENTURING WITH NUMBERS"

@

PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities

J

8 - 4

5

:.1

4 +5

___Âą_

___Âą_

~

6

4 +4 _j!

7 - 4

~

4

~

Column Additions and Subtractions ( 10 min );;> Teacher, copy the exercises shown in the box onto the chalkboard . Then tell the children to copy those exercises in their exercise books, and remind them to use one square for one digit. );;> Tell the children to solve them and to be careful with the plus and the minus signs. When they have all finished solving the exercises, have some children go to the chalkboard and do the exercises there . The others will check their work.

Equal Parts, Folding Paper in Halves and Fourths ( 10 min J );;> Teacher, show the children three sheets of paper of the same size. );;> You show them one whole sheet of paper. );;> Fold that sheet of paper in two equal parts, in the same way that they did in the class before. The line of division should be marked pressing it with the fingers. );;> Unfold the paper, and ask them : - "Into how many parts is the paper divided?"(two).

- "Are the parts equal?" (yes).

- "What do you call each part?" (a half) .

- "How many halves do you see in that paper?"(two). );;> Show the children another whole sheet of paper. );;> Fold that sheet of paper in four equal parts. (fold it in two equal parts, then fold it again) Each line of division should be marked, pressing it with the fingers. );;> Tell them to unfold the paper, and ask them : -"Into how many parts is the paper divided?"(four) .

-"Are the parts equal?" (yes).

-"Does each part have the same shape?" (yes) .

-"What do you call each part?" (a fourth).

-"How many fourths do you see in that paper?"(four fourths) . ~ Then tell the children to use the other sheet of paper. Fold it again in four equal parts, and tear out a design of their own from the two sides where the corners meet. The children will get different shapes. Have the children observe that the four parts of the design are equal and that they divided the sheet of paper into fourths.

Homework: Ask the children to get a sheet of paper at home and divide it into three equal parts.

Lesson 3

IRI Mathematics Grade 3

18

"ADVENTURING WITH NUMBERS"

LESSON 4

G)

I

BEFORE THE MATHEMATICS CLASS TEACHER: You need for the After-Audio activities: at least 100 counters (seeds, straws , sticks, etc. ) For during the Audio Programme , display the lyrics of the song : "There's so much I can do with Numbers"

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

~ PART 1: DURING THE AUDIO PROGRAMME Counting by Tens (o ral)

Oral Addition and Subtraction (exercise book)

Counting On (exercise book)

Column Addition and Subtraction (exercise book)

Fractions (oral)

From 10 to 40

8 + 0 =

7 + 4 =

0 + 0

1

2 2

~

From 10 to 30

4 - 0 = 8 - 8 =

From 10 to 30

0 + 0 =

8 +9 =

-

2

2

Counting On with fingers (oral)

8+ 6=

8+5=

1

9 + 6 =

3 ~

3

,;i 3

);>

IRI Mathematics Grade 3

Song:

"There's so much I can do with Numbers"

19

" ADVENTURING W ITH NUMBERS"

PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities

n

u

IRI Mathematics Grade 3

Review of the Homework :Y Ask the children to show you their sheet of paper divided into three equal parts.

Ask some of the children to explain how they did it. Ask him/her: "Which parts on the paper that you are showing are the same size?"

"Can those parts be called a third or a half? Why or why not?"

"What can you say to convince the other children that those three parts are the same size? );> Let the entire class participate in the discussion of the above questions.

Counting by Tens > Teacher, tell the children that they are going to find out the easiest way to count a large [ 15 min J group of objects, in this case , counters . );> Put the counters (multiple of ten) on a table in front of the class . Ask the children : "What can we do to find out how many counters we have here?" (Count by ones, grouping them in small sets or groups and counting how many are in these sets or groups) "Would it be easier to make a mistake if you count 'one by one ' or if you 'make groups ', for example, groups of ten, and then count how many are in the groups?" ;r. Let the class participate in the discussion of the above questions, giving arguments of why they think that way. Then leave the answer for the end of this activity . );> Invite four children to come up to the table and group the counters by TENS. If the table is small, the children can put the counters on the floor. Suggest to the children that they place their TEN counters in two rows of five as the drawing shows (see box). When the ten counters are placed like this, we can tell by looking at them that there are ten counters, without having to count them one by one. ;;.. Once the children have made all the groups, count how many there are by tens with the entire class .

One of the children can point to the groups as the class counts how many there are. Don't use the group of counters which has less than ten , for now. ;;.. Put all of the counters together again and do the same activity with different numbers of counters (70, 90) At the end of this part, you can invite one of the children to count the counters one by one. );> Teacher, after the children count the groups of ten, you can show them that the counters can be placed in groups of two and then counted by twos ; or in groups of five and then counted by fives. );> Stimulate a discussion with the children as to the easiest and quickest way to count. .. whether by tens, by fives , by twos or by ones.

Lesson 4

20

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 1 I Teacher: Explain to the children that today there will not be a radio/CO 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 one is to identify: -

The children's reactions to the Audio Programme and the audio characters.

Their opinion of the melody and lyrics to the song: "There is so much I can do with Numbers" The use of the exercise books (chequered-line).

There are suggested activities on the next page for you to follow OR you may choose to create or re-create 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:

Teacher:

IRI Mathematics Grade 3

Exercise books, pencils and rulers.

The lyrics of "There is so much I can do with Numbers."

List of audio characters.

21

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities ( 10 min J Recalling the Audio Characters of the Maths class );;> Teacher, you will need the list of the radio characters. ~ Have a discussion with the children about the radio lesson of this week and ask questions such us: "Which of the radio characters (persons) likes to make sounds and to imitate animals?", "Why do you think he likes to make those sounds? How does he do that?"

"How old do you think is Randy? (around the children's age). And Kim?" (around the children's age).

"How many radio teachers are there?" (2). "What are their names?" (Albert, Leila). ~ Have the children draw a picture of the radio character that they like the most. They can also colour their drawing and write the name of the character under it.

Teacher Albert Teacher Leila Randy and Kim

"There is so much I can do with Numbers" -Part I Chorus: Number, num bers, there is so much I can do w ith num bers.

N umber, numbers, there is so much you can do w ith numbers.

Singing a Song - Part 1 ~ ~ Teacher, you need the lyrics of the song : "There is so much I can do with Numbers" ~ 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? What can you do with numbers?" (allow them to give examples of places or activities where numbers are used). "What do you like the most about this song?" ~ End this activity by singing the song altogether. ( 10 min

Verse: From one to ten to a hundred my friends.

There's so much you can do with numbers.

From a hund red to a tho usand.

There is so much you can do w ith numbers.

J

Chorus

R 6

E 9

v

I

2

E 7

w

1

8

IRI Mathematics Grade 3

Using the Chequered-line Exercise Book );;> Teacher, as you already know, the children need to learn how to use the chequered -line exercise book correctly, using the squares as a guide. It will be helpful to practise how to do this. ~ Ask the children to get their exercise books and pencils ready.

Give the following instruction: (a) Write 69, leave a space, write 278 leave a space, write 15. The children need to understand the meaning of "leave a space", remembering not to write 69 278 instead of 69 278 . They can also use one little square to write each digit, and leave a blank square between numbers. ~ Ask them to write: 353, 27, 10, 9, 873, 1, 99 and 164. ~ Then , ask the children to go down on the page and (b) draw a shape called square using four little squares. The children can use two little squares as the side of this square . ~ Teacher, check the work of the children.

Review 1

*

22

"ADVENTURING WITH NUMBERS"

LESSON 5

I

BEFORE THE MATHEMATICS CLASS TEACHER: Have 4 sheets of paper ready fo r the After-Audio activities .

For during the Audio Programme , get the lyrics of the "The Instrument Song" ready .

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

~

PART 1: DURING THE AUDIO PROGRAMME Fractions, Concept (oral) _l

_l_

3

4

..1_

~

4 _£_

5

5

3

J. 2

£_ 2

J.

~

J.

5

J.

Addition and Subtraction (exercise book)

8 -

0

7 + 0 6 -

3

9 + 1 4 -

4

7 -

0

Writing Numbers (exercise book)

= = = = = =

Counting by Tens, drawing (exercise book)

Column Addition and Subtraction (exercise book)

90 79 - 45

636

54 841

10 to 40 10 to 70

50

3

4

Song:

IRI Mathematics Grade 3

"The Instrument Song"

23

" ADVENTURING WITH NUMBERS"

r3.\ PART 2: THE AFTER-AUDIO PROGRAMME U TEACHER: Facilitate the following activities -----------------Halves

v []]

Fourths

Eighths I

I

I

I

I

I

--.J---L---~--1

I

I I

I I

I

or

Unfold

7+6 8+6 7+5

6+4 5+ 5

IRI Mathematics Grade 3

Equal Parts, Folding Papers ~ Teacher, call four children before the class. Show the class four sheets of paper. ~ Tell the class that the children are going to divide the papers into halves, thirds , fourths and eighths. )'- Give one child who is in front of the class a sheet of paper. )'- Ask the child to fold the sheet of paper in half and be sure that the parts are the same size. Then , ask him/her to open the paper and shade "one half'. Support the child if he/she needs your help in this . ~ Show all the children the sheet of paper and let them say what part has been shaded . (one half) ~ Now give a second child , who is before the class , another sheet of paper. Tell the child to fold the sheet of paper into fourths and shade "three fourths". Check that the parts are the same size.

Tell the child to shade fast. Help if necessary. Show the class the shaded "three-fourths." ~ After this , give a third child a sheet of paper and ask him/her to divide it into eighths, this way: - First, divide the paper in four equal parts.

- Then fold that in two equal parts once more.

- Unfold the paper and show it to all the children. )'- Ask the children: - "How many parts did you divide the paper into?" (eight).

- "Are those parts equal?" (yes).

- "Do they have the same shape?"(yes) .

- "How do you call each part?" (an eight). ~ Try to get the last child who is in front of the class to divide the last sheet of paper into eight equal parts and form different shapes as shown in the box. ( . ) Counting On . 5 mm . ~ Tell the children that they are going to add and count one-dollar coins ($1 ). ~ Ask the children to imagine that each has a piggybank (explain the meaning of this) on their desk. ~ Tell them that there are seven dollars in their piggybank. Then say: "now imagine that you have six dollars in your hand . Let's pretend that your fingers are the dollar coins . Hold up six fingers." )'- Ask them : -"How many one-dollar coins are there in your piggybank?" ($7) - "And how many one-dollar coins are you holding up"? ($6) ~ Tell them that now we're going to count all the one dollar coins like this: in the piggybank there are seven, so we'll Count On from seven on our fingers ... , eight, nine, ten , eleven , twelve , thirteen.

Ask the children to Count On again , saying : "in the piggybank there are seven and we'll count from seven with our fingers ... eight, nine, ten , eleven, twelve, thirteen . " ~ Ask them: "how much do you have in your piggybank? "($13) ~ Repeat this activity with the pairs of numbers shown in the box.

Lesson 5

24

"ADVENTURING WITH NUMBERS"

LESSON 6

I

BEFORE THE MATHEMATICS CLASS TEACHER: Have ready at least 100 counters (seeds, straws , sticks, etc.) for the After-Audio activities: For during the Audio Programme: display the lyrics of "The Instrument Song".

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

PART 1: DURING THE AUDIO PROGRAMME Oral Addition and Subtraction (oral)

3 + 9

=

- 8

=

15

8 + 5 13 -

5

7 + 6 15 -

6

=

Counting On (Drawing) (exercise book)

Concept of Fractions (oral)

1 1

6

7

~

00

= 93

0

000

= 37

Writing Numbers (exercise book)

200 300

Fractions (exercise book)

1 2

1 3

500

1

= =

Writin~

4

1 8

1

=

5

1 9

~

3

1

10 ~

4 ~

5

;.. Song: ;.. Physical Activity:

IRI Mathematics Grade 3

"The Instrument Song" "Marching on the Spot"

25

" ADVENTURING WITH NUMBERS"

@) PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities

90+6 40+9 80+4 90+ 5

81 -50

58 - 44

53 - 40

98 -42

99 - 54

89 -57

Counting On (using box or drawing) ;~;> Teacher, put a cardboard box in front of the class and next to it put the 100 counters. ( J Tell the children that they will add 90 + 6, using the counters.

15 min ;~;> Ask three or four children to separate or count 90 counters. Remind them that putting the counters in GROUPS OF TEN will help them to count the 90 counters fast. );> Tell one of the children to put the 90 counters in the box. Ask him/her to count by tens while he/she puts these 90 counters in the box. The rest of the class helps to count. >- Ask another child to take six counters from outside of the box. These six counters will be ADDED to the 90 counters . Ask the class: - "How many counters are in the box?" (90).

- "How many counters is he/she (say the name of the child) going to add?" (6). ;~;> Then , say: "In the box there are ninety counters" and tell the child with the six counters to add one by one and count with the class, like this: ninety-one, ninety-two, ninety-three, ninety-four, ninetyfive, ninety-six. Ask the class: - "How many counters were in the box at first? " (90).

- "How many counters did he/she add?" (6).

- "How many counter are there in the box now?" (96) Then , ninety plus six is ninety-six. ;~;> Teacher, do this exercise on the chalkboard (see box to represent 90 + 6). Then , tell the children that there are 90 in the box. Count the circles on from ninety, like this: "ninety-one, ninety-two, ninety-three, ninety-four, ninety-five, ninety- six." Have the children see that they can Count On after a number. );> Repeat this activity with the combinations of numbers shown in the box.

Column Subtractions: Homework ( 5 min ) >- Teacher, copy the exercises from the box onto the chalkboard and ask the children to copy them in their exercise books, remembering to write one digit in each square, and putting the sign in the correct place. >- Ask them to do those exercises as homework.

Lesson 6

IRI Mathematics Grade 3

26

"ADVENTURING WITH NUMBERS"

8

LESSON 7

I

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

~ PART 1: DURING THE AUDIO PROGRAMME Oral Addition (oral)

Writing Fractions (exercise book)

Column Addition & Subtraction (exercise book)

1

90 + 8

1

=

1

=

= 70 + 6 =

1

30 + 2

5

=

1

= 30 + 7 =

1

50+ 3

695 -__2.11

759 - 431

3

8

1

70 + 5

=

1

9 10 Repetition of: _.1 .f 2..

2 4 3

~

~

4

5

~

ยง_ 8

5

IRI Mathematics Grade 3

7

1

=

= 70 + 2 =

.f

).>

6

20 + 9

40 + 6

).>

Fraction Concept and Vocabulary (oral)

60 + 8

3

4

50+ 7

843 + 152

2

= 50+ 6 =

20 + 3

Oral Addition (oral)

ยง 6

.1.

JL

J..Q 10

9

7

Riddle: "Water" Song: "There's so much I can do with Numbers"

27

"ADVENTURING WITH NUMBERS"

G)

PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities

81 -50 31

58 - 44 14

53 - 40 13

98 -42 56

99 - 54 45

89 -57 32

Review of the Homework ( );;> Teacher, copy the subtraction exercises on the chalkboard . Then invite six children to go up 5 min to the board and solve the exercises. ~ Once they have finished , read each exercise with the children , including the answers. Then ask them to correct their answers in their exercise books. ~ Go around the class to support the children who need help.

J

[ 10min Patterns ~ Teacher, organize the children in pairs . Tell them that they are going to shake each other's hands according to the instructions you give them . ~ Ask each pair to follow your instructions: Say "Pair of children , shake with your right hands, shake with your left hands, shake the left hand with the right hand." ~ Ask each pair to repeat this pattern : shake with your right hands, shake with your left hands, shake left hand with right hand.

Observe that each pair is making the right pattern . ~ Ask them : "How many times can we repeat this?" (as many as we wish). Explain to the children that this is a PATTERN . ;;;. Then , incorporate a change in the pattern. Ask the pairs of children to repeat the pattern , but every time they move their hands they need to say "right hand" or "left hand" respectively. Discuss with them the difference of these two patterns (the last pattern incorporates sound).

J

( 10 min

400

600

100 700

200

500

300 900

IRI Mathematics Grade 3

Reading and Writing Numbers );;> Teacher, copy the numbers from the box onto the chalkboard . Tell the children that they will read those numbers. Point to each number with a ruler and have them read it aloud. );;> Then , point to the numbers at random and have the children read them aloud . Get all of the children to participate in reading the numbers. ;;;. Tell the children to look at the first number (400) and ask them : "What number is it?" (four hundred) "How many digits does it have?" (three digits) To read those digits. (four, zero, zero) . ~ Continue doing this the same way with the other numbers. ;;;. Tell the children to copy those numbers in their exercise books. Remind them to write one digit in each little square and leave a blank square between numbers. ;;;. Teacher, check to make sure that they do it correctly.

Lesson 7

28

"ADVENTURING WITH NUMBERS"

J

LESSON 8

I

BEFORE THE MATHEMATICS CLASS TEACHER: Read the activities for the After-Audio Programme. This will help you to optimize the time.

®

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

PART 1: DURING THE AUDIO PROGRAMME Oral Addition & Subtraction (oral)

2+9

=

9+9

=

11 -7

=

8+7

=

17-8

=

11 - 7

=

5+9

=

15 -6

=

Fraction Concept (oral)

4 5

2

1 6

Writing Fractions (exercise book)

6 ~

1 7

2

3

7

1 4

2

1 8

8 ~

2

.1_ 9

3

9 ~

L 10

2

10

_l

5

10

Counting On (oral)

Oral Addition (oral)

84 + 4

=

90 + 6

=

25 + 4

=

80 + 8

=

71 + 6

=

70 + 7

=

23 + 6

=

20 + 5

=

44 + 5

=

30 + 3

=

93 + 4

=

60 + 2

=

83 + 6

=

40 + 4

=

1 4

~

2 J;;> J;;>

IRI Mathematics Grade 3

Song: Physical Activity:

"There's so much I can do with Numbers" "Physical Exercise"

29

"ADVENTURING WITH NUMBERS"

PART 2: THE AFTER-AUDIO PROGRAMME TEACHER: Facilitate the following activities Reading and Writing Numbers ;;.. Teacher, write the numbers shown in the box onto the chalkboard . Write them in rows , ( 10min Tell the children that they are going to read those numbers, as shown. );.> Point to the numbers with a ruler and have them read those numbers, first in order, then at random . Get all of the children to participate in reading the numbers. ;;.. Tell the children to look at the first number (200) and ask them: "What number is it?" (two hundred).

"How many digits does it have?" (three digits).

To read those digits. (two, zero, zero) ;;.. Continue doing this the same way with the other numbers. ;;.. Tell the children to copy those numbers in their exercise books. Remind them to write one digit in each little square and leave a blank square between numbers. ;;.. Teacher, check to make sure that they do it correctly.

Patterns ( 10 min ;;.. Teacher, explain to the children that they will show a pattern. For this , organize the children this way: One child says a number "one", the next one says "two", and the next says "three", the next starts with "one" again , next child is "two ," etc. > Ask one of the groups of children to listen and follow your instructions and the rest of the groups to pay attention to the pattern that these three children will produce. The instruction is: The number "one": clap once (clap) The number "two": clap twice (clap, clap) The number "three": clap three times . (clap, clap, clap) > Ask the second group to reproduce the pattern (clap; clap, clap; clap, clap, clap) . Then the third group, the fourth group and so on. > Explain to them that each group presented a pattern of sounds like this (teacher, clap): Clap; clap, clap; clap, clap, clap. > Ask the last group of children to create a pattern of sounds (any pattern is acceptable). Then , ask the group to come in front of the class and show a pattern . Ask the other groups to get ready to continue showing the pattern. Point to the group that will continue showing the pattern. Keep on doing this with three or four more groups. Allow other groups of children to create a pattern of sounds then have other groups follow this pattern . ;;.. Observe that each group is making the right pattern . > Ask them : "How many times can we repeat each pattern?" (as many as we wish) . Explain to the children that they did PATTERNS with sounds .

Lesson 8

J

200

24

248

600

64

636

100

17

700

100

J

"CLAP, CLAP, CLAP".

. .....

IRI Mathematics Grade 3

30

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 21 Teacher: Today, we are going to review the work we have done during this week.

The main purpose of review two is to identify the children's understanding of: the concept of fractions patterns the melody and lyrics of the "The Instrument Song" There are suggested activities on the next page for you to follow OR you may choose to create or re-create other activities to review the topics covered during and after the audio sessions of the past weeks .

Materials needed -

Children:

Teacher:

IRI Mathematics Grade 3

Exercise Books and pencils.

A sheet of paper each.

The lyrics of "The Instrument Song" and pictures of musical instruments mentioned in the song .

31

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities Equal Parts, Concept: Folding a Paper in Sixths ( 15 min ;;.. Teacher, give to each child one sheet of paper of the same size. ;;.. Tell them to fold that sheet of paper in six equal parts. Remind them of the way they folded a sheet of paper in three equal parts before, showing them this . Be sure they understand that the corners must meet and the line of division should be marked, pressing it with the fingers . ;;.. Tell the children to begin folding the sheet of paper in three equal parts, then find out the way to fold it again to have six equal parts . Encourage the children and help the ones who need help. ;;.. Teacher, take note of the performance of the children in this part of the task. ,.- Tell them to unfold the paper, and ask them : • "In how many parts is the paper divided? "(three) .

• "Are the parts equal?" (yes) • "How can you prove that the parts are equal?" (cut out the parts and put one part on top of the other, measuring the area of each part, showing they are the same shape and same size, etc.) ;;.. Ask the children to fold that paper in the same way it was before they unfolded it. Then look for a way to fold it again to have six equal parts. ~ Go around the class and observe how they address this task. Help the ones who need assistance. ;;.. Teacher, close this activity asking the children to unfold the sheet of paper and look at the parts to see if they are equal. Then , ask them to shade "TWO SIXTHS" .

J

Step 1

Step 2

:

Unfold

I

-~-.!.-

' I

. '

( 5 min )

Example: (sound with the mouth: Aaathen,CLAP,e~)

Aaa, CLAP, Aaa, CLAP ...

Singing "The Instrument Song" ;;.. Tell the children you are going to review 'The Instrument Song ". ;;.. Read aloud the lyrics of the song for the children so that they are clear on all the words. ;;.. Ask them to pretend that they are musicians , sing the song and do the actions. Observe them when they are doing the actions to see if they know the kind of instrument they should play according to the song . You can clarify the vocabulary related to the musical instruments.

Patterns ;;.. Teacher, organize the children in groups of two . Ask each group to create a pattern with sounds. Go around the groups and check their patterns.

Review 2

IRI Mathematics Grade 3

32

"ADVENTURING WITH NUMBERS"

s

LESSON 9

I

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

PART 1: DURING THE AUDIO PROGRAMME Counting by Tens (exercise book)

Oral Addition and Subtraction (oral)

= 15- 7 = 15- 6 = 9+ 7= 11-5 = 12-8 = 17-9 = 4+ 9 = 9+ 2

10

I

Concept & Vocabulary (oral)

1

= 20

0 I 10 00 I

Writing Fractions (exercise book}

2

Column Addition and Subtraction (exercise book)

1

100

100 + 200

~

10

3

= 40

000 000 00 000

~

5 .Q 5

= 60

~

=50

4 ~

5

1 3

~

100 600 ~

+ 300

100

1

100

.Q 100

-

900 400 800 + 100

ยง 100

I

700 - 300

100 ~

100 );;> );;>

IRI Mathematics Grade 3

Song: 'The Fruit Vendor" Physical Activity: "Physical Exercise"

33

"ADVENTURING WITH NUMBERS"

Q

PART 2: THE AFTER-AUDIO PROGRAMME CHER: Facilitate the following activities 100 + 200

300 600 + 300 ___§!Q.Q

800 + 100

900

500 - 100 400

Column Addition and Subtraction (continuation) );> Teacher, let the children solve the exercises that the radio teacher dictated . These [ 10min exercises are shown in the box at the left side. );> Check to be sure that the children have copied the exercises correctly and have written the right sign. Let them work by themselves , but help those who have a difficulty. );> Invite some of the children to solve the exercises on the chalkboard , so that the rest may check their answers and correct any mistakes.

900 - 400 500 700 - 300 400

5+7

44 + 4

9+6

13 + 3

73 + 4

4+ 9

95 + 3

23 +2

2+8

81 + 6

400

43

465

500

518

51

734

700

IRI Mathematics Grade 3

J

Counting On With Fingers ( 10 min ) );> Ask the children to imagine that each has a box on their desk. Tell them that there are five sticks in the box. Then say: "Now imagine that you have seven sticks in your hand.

Let's pretend that your fingers are the sticks. Hold up seven fingers. " );> Ask them : - "How many sticks are there in the box?" (5).

- "And how many sticks are you holding up?" (l). );> Tell them that now we're going to count all the sticks like this: in the box there are five, so we'll count on from five on our fingers ... six, seven , eight, nine, ten , eleven, twelve . Ask the children to Count On again , saying: "in the box there are five and we'll count from there with our fingers ... six, seven , eight, nine, ten , eleven , twelve ." );> Repeat this activity with each addition shown in the box.

Writing Numbers [ );> Teacher, ask the children to find a blank space in their exercise books because they 5 min are going to write some numbers.

'-;:¡:----~ );> Tell them: "Children , find three squares next to each other. In those squares, write four hundred ."

Give enough time for them to write the number. T hen ask them : - "How did you write it?" (four, zero, zero) - "How many digits are in four hundred?" (three) - To read the number (four hundred) );> Dictate the numbers shown in the box in the same way. Remind the children to leave a space and write one digit in each little square. ~ Teacher, check to be sure that they are writing each number correctly.

Lesson 9

34

"ADVENTURING WITH NUMBERS"

I

LESSON 10

C) BEFORE THE MATHEMATICS CLASS

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

G) PART 1: DURING THE AUDIO PROGRAMME Oral Addition and Subtraction (oral)

Fraction: Concept and Vocabulary (oral)

Counting by Tens, Drawings (exercise book)

Writing Fractions, up to ~ (exercise b~ok)

Column Addition and Subtraction (exercise book)

1 17 - 9 =

6

100

14 - 8 =

1

5+9 =

7

13 - 5 =

1

11-4 = 6+7 = 13 - 9 = 8+9=

000

1

6+5 =

~

= 30

4

1

0000 0000

10

= 80

9

000 0000

1

100

1

= 70

93 + 4

5

~

2

5

~

.1

2

1

.2

4

65

- _2 97 - ____.1

74 -_ 1

6

1

85 .:!:.._2

100

1 8

1

10

);> );>

IRI Mathematics Grade 3

Song: "The Fruit Vendor" Physical Activity: "Physical Exercise"

35

"ADVENTURING WITH NUMBERS"

0

PART 2: THE AFTER-AUDIO PROGRAMME

~------T ""--'E=A :. . . : CHER: Facilitate the following activities Column Addition and Subtraction 93 65 97 ~ Teacher, let the children solve the rest of the exercises (see box) as the radio teacher ::__2_ ::.__3 ~ instructed. Give some time for this work and help those who have a difficulty. _!E._ 63 93 ;... Check their work . After they have finished, write the exercises on the chalkboard, then invite some children to solve the exercises on the chalkboard.

74 85 ~ Ask the rest of the class to check their answers and make the necessary corrections.

- 1 + 3

_n

__jill

A vendor of my school sells sweets in boxes. The red boxes have ten sweets and the green boxes have five sweets.

Each red box is $100 and each green box is $60. How many red boxes do we need to buy to have 50 sweets? How many green boxes to have 50 sweets? Which of the boxes is better to buy and why?

IRI Mathematics Grade 3

Counting by Tens ~ Teacher, send six children to the front of the class and have them stand in a row. ~ Tell the class: We are going to find out how many fingers all six children have on their hands.

Ask them , "How can we find this?" (counting by ones, by fives, by tens, etc.). Write the suggestions on the chalkboard . Choose some of those suggestions for them to count the fingers .

They can "count by tens", for this . Ask one of the six children to hold up his/her hands so that all in the class can see them . Ask: "How many fingers does this child have on both hands?" (ten) . ~ Ask children to count all the fingers by TENS; for this, allow the first child in the row to show his/her ten fingers and the class to say, ten ; the second child shows ten fingers and the class says twenty, ... continue this way until you reach the last child and the class says sixty. >- Allow the children to count the same fingers by FIVES ; you can point to the hand of each child and the class counts : five, ten, fifteen, twenty, twenty-five, thirty , thirty-five ... fifty-five, sixty. >- Ask one of the children to come in front of the class and count the fingers of the six children by ONES and the rest of the class counts silently. Teacher, this part is to show them that counting "large numbers" by ones takes more time and it's easy to make a mistake. ,. Discuss with the children that there are different ways of counting, but grouping things by tens facilitates the counting, especially with large numbers. ,_ Invite seven children to come up. Tell the class: We are going to find out how many toes all seven children have. Then ask them : - "How many toes does each child have?" (ten).

- "To count by tens, do you need to point to each toe or each child?" Discuss this with them (each child, because we know that each of them has ten toes.)

- To count the toes by tens (ten, twenty, ... seventy). >- You may want to repeat this activity with groups of 5, 8 and 9 children. ( 5 min Counting by Tens, Word Problem - Homework Teacher, copy the word problem in the box onto the chalkboard . Tell the children to copy it in their exercise books. Ask them to solve it at home .

Lesson 10

J

36

"ADVENTURING WITH NUMBERS"

I

LESSON 11 BEFORE THE MATHEMATICS CLASS TEACHER: Have the following materials for the After-Audio activities: (a) The number flash cards . (b) The lyrics of the song : "The Fruit Vendor"

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

®

PART 1: DURING THE AUDIO PROGRAMME Oral Addition (oral)

Oral Subtraction (oral)

54+ 4 =

G

25 + 2 =

10 - 7

22 + 3 = 52+ 6 =

GJ

000

Column Addition (exercise book)

Writing Fractions (exercise book) §

Writing Numbers (exercise book)

94 + 53

6

109

~

207

10 76 + 52

z8

000

9-6

807

§

71 + 5 =

7

w

~

000

9

8- 5 1Q

10 ~

IRI Mathematics Grade 3

Song:

"The Fruit Vendor"

37

" ADVENTURING WITH NUMBERS"

@

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Green boxes $60 each

).>

).;>

Boxes of 10

Boxes of 5

706

507

404

302

201

105

808

101

THE FRUIT VENDOR â&#x20AC;˘

Pattern

CHORUS

What What What What

do do do do

you you you you

have have have have

in your fruit basket? in your fruit basket? in your fruit basket? for me?

VERSE

Oranges, Dunks, Plums and cherries Grapefruits, Psydiums, Ripe Gooseberries, Genips, Kokerite , Tamarinds , Limes.

Fruits, they are good anytime .

Mangoes and Bananas, Pears, Sweet Sapodillas, Guavas, Lemons , Papayas , Jamoons, Grapes , and Awaras.

CHORUS VERSE

IRI Mathematics Grade 3

Checking the Homework (word problem) ( 5 min Teacher, check the homework. The following answers are expected: (a) We need to buy 5 red boxes to have 50 sweets. (b) We need to buy 10 green boxes to have 50 sweets. (c) It is better to buy the red boxes because for 5 boxes we pay less money ($500). If we buy the green boxes, for 10 boxes we have to pay $600.

Ask some of the children to explain how they got their answers.

[ 10

.

J

J

Reading and Writing Numbers of Three Digits, Zero in the Tens. . mm. ).> Show the children the number flash cards , 7, 0 and 6 SIDE BY SIDE to make the number 706. Ask them to read the number (Seven Hundred Six). ).> Teacher, make sure that children are not using the word "and" after "Hundred" when reading. > Ask the children to write the number 706 in their exercise books. Make sure that each digit is written in a separate square in their chequered-line exercise book. Discuss how the number "706" is written. Demonstrate on the chalkboard and explain how "706" is written (seven, zero, six). When you read , place emphasis on the word HUNDRED and show how "zero six" is read as six. (seven HUNDRED, six). ).> Ask the children to look at the number they have written and ask them : "How many digits does 706 have?" (three digits) .

"What are those digits? " (seven, zero, six). ).> Do the same for the remaining numbers in the box. For each number, explain how each number is read and how it is written. Emphasise the way you read the ones with a zero in front of it (06, 07, 04, 02, 01' 05, 08). [ 10 min Singing the Song: "The Fruit Vendor"- Patterns );> Teacher, display the lyrics of the song: "The Fruit Vendor" . Invite the children to read it.

Then, ask them to sing the CHORUS, VERSE, CHORUS, VERSE. ).;> Showing the lyrics of this song, ask them: "Can you see a pattern in this song?" ("chorus, verse", "chorus, verse" .. . ) "If that is the pattern, what do we sing next?" (chorus).

"If we keep singing, what comes next? (verse) "And next?" (chorus) ).;> Tell the children to copy the chorus and first verse of this song (pattern). As homework, ask them to underline the names of the fruits they do not know. ).;> Ask them : "How many times can we repeat that pattern?" (as many as we wish).

Lesson 11

38

"ADVENTURING WITH NUMBERS"

J

LESSON 121

@ BEFORE THE MATHEMATICS CLASS TEACHER:

Have the following materials ready for the After-Audio activities: (a) The number flash cards. (b) The lyrics of the song : "The Fruit Vendor" THE CHILDREN: Should have their chequered-line exercise books and pencils.

@

PART 1: During the Audio Programme Oral Addition (oral) 24 + 3

=

= 2= 5= 6= 3= 6=

32 + 6 54 + 63 + 81 + 93 + 12 +

Column Addition and Subtraction (exercise book)

Writing Numbers (exercise book)

Column Addition (exercise book)

93 + 5

10

I

92 + 83

89 - ~

~

41 + 62

4 +52

1

6

82 + 51

9 ~ 100

30 100

);;> );;>

IRI Mathematics Grade 3

Song: Entertainment:

"There is so much I can do with Numbers" "Puzzle"

39

"ADVENTURING WITH NUMBERS"

G) PART 2: The After-Audio Programme ,.-------------. TEACHER: Facilitate the following activities Column Addition >- Teacher, continue as the radio teacher instructed . Ask the children to work alone.

Check their work and help those who have difficulties.

( 5 min

J

eading and Writing Three-digit Numbers ( 10 min Show the children the number flash cards, 1, 2 and 9 SIDE BY SIDE, making the number 129. Ask them to read the number (one hundred twenty nine).

Teacher, make sure that children are not using the word "and" after "Hundred" when reading.

Ask the children to write the number 129 in their exercise books. Make sure that each digit is written in a separate square in their chequered-line exercise books. Discuss how the number "129" is written . Demonstrate on the chalkboard and explain how 129 is written (one, two, nine). When you read , place emphasis on the word HUNDRED (one HUNDRED twenty nine). >- Ask the children to look at the number they have written and ask them : "How many digits does 129 have?" (three digits).

"What are those digits?" (seven, zero, six) }> Do the same for the remaining numbers in the box.

J

Checking the Homework (vocabulary) >- Teacher, the homework can be checked during the literacy class.

>129

100

106

208

200

248

341

300

309 608

603

600

Mary sells pencils groups of tens.

m

Today, Mary has eighty five pencils and she is getting ready to put them in groups often.

How many groups of ten is she going to have?

IRI Mathematics Grade 3

ounting by Tens- Word problem Teacher, copy the word problem (see box) on the chalkboard. Ask the children to read it silently.

Ask them the following : - "Who sells pencils in groups of ten?" (Mary). ( 10 min -"How many pencils does she have today?" (eighty-five) -To draw all the groups of ten pencils that Mary can make with 85 pencils. }> Encourage them to draw fast (eight groups of ten pencils each). }> Tell the children to look at their drawings and count the pencils by tens : Ten , twenty, thirty ... eighty. Remind them that Mary has 85 pencils. What about the other pencils? (five pencils are loose).

Lesson 12

);> );>

40

"ADVENTURING WITH NUMBERS"

J

IREVIEW OF WEEK 31 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review three is to identify the children 's understanding of: Writing three digit numbers Reading and writing fractions Grouping by tens.

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 -

IRI Mathematics Grade 3

Children:

41

Exercise books and pencils.

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities / R

E

v

I

6

5

8

E

w 6

3 5

"

.)

0

0

9 100

2

3

2

10

Writing Three-digit Numbers ( 10 min ) Tell the children to get their exercise books and pencils ready.

Ask them to write 658. Ensure that each digit is written in a separate square, and that the Three digits are written side by side. Ask them the following: - "How did you write six hundred fifty-eight? " (six, five, eight).

- To read that number (six hundred fifty-eight ).

-"How many digits does that number have?" (three). ~ 802 905 Repeat this exercise with the following numbers: 600 700 ~ Teacher, remind the children that as they write the numbers in their exercise books, they should make sure they leave a space between them. ..------, Reading and Writing Fractions ~ Look at the fractions in the box. Ask the children to write the fraction three fifths as "three ( 10 min over five" . Check to see what they did and write three-fifths on the chalkboard . Ask a child to say how he/she wrote three fifths . (three over five) Repeat for nine hundredths . ~ Write the other three fractions on the chalkboard . Ask a child to read the fraction, two halves and say how we write it. (two over two). Repeat for the other two fractions.

J

30 lOC

( 5 min ) Eight children bought ten sweets each at the canteen . How many sweets did the children buy altogether?

Grouping by Tens ~ Copy the problem written in the box on the chalkboard . Read the problem with the children. ~ Ask: -"How many children are buying at the canteen?" (eight) -"How many sweets does each child buy?" (ten) ~ Let the children count by tens how many sweets the eight children bought altogether (eighty). The children can use their fingers to count by tens until they reach eighty.

Review 3

IRI Mathematics Grade 3

42

"ADVENTURING WITH NUMBERS"

I LESSON 131 @BEFORE THE MATHEMATICS CLASS TEACHER:

Have ready for After-Audio activities: (a) 100 counters. (b) 10 paper envelopes.

THE CHILDREN:

Should have their chequered-line exercise books and pencils.

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

54 - 1 = 23 -1 = 62-1 = 98-1 = 87-1 =

Fraction Concept (oral)

1 2

1

-

Column Addition & Subtraction (exercise book)

Oral Subtraction (oral)

1 50 +140

11 - 6 = 14 - 8 = 12 - 5 =

809 - 109

3

14 - 9 =

1

-

Column Addition & Subtraction (exercise book)

2 + 63

4 + 95

38

- _4_

49 -~

4

I 5

~ ~

IRI Mathematics Grade 3

Song: "There's so much I can do with Numbers" Physical Activity: "Rumble Exercise"

43

" ADVENTURING WITH NUMBERS"

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

2 +63 65

4 + 95 99

Vertical Addition and Subtraction

~ ~

~

38 - 4 42

49 - 5 44

8

2

10

9

6 8

5 10

Teacher, let the children complete the radio exercises. Check to be sure that they have [ 5 min ) written the exercises correctly and put zeros in the squares without numbers. . .

Ensure that they solve the exercises correctly. Give help when necessary.

Let some of the children work the exercises on the chalkboard while the others make the necessary corrections in their books.

Writing Numbers ~ Teacher, tell the children that they are going to write numbers in their exercise books. ) ~ Explain that first they will listen to some exercises and answer the questions aloud.

10 min Then , have them write the answers when they are told to do so. ~ Say: "Jim cut a loaf of bread into 10 equal parts and gave away 8 of those parts. Only 8 of those parts. So, he gave away eight tenths. "How much did he give away?" (Eight tenths) );.> Tell the children to write eight tenths in their exercise books, like this : "eight over ten. " ~ Allow enough time for them to write the number and check to see if they are having difficulties. ~ Ask them to read the number that they wrote . );.> Ask: "What number did you write above the line?" (8). "What number did you write below the line?"

(1 0). "That's right you wrote a 10 below the line becau~e Ji~ cu~ the lc?af of bread into 10 parts. " ~ Continue these activities with the following numbers: iO, 9 , iO, 8, 1 ~ . For each number, use situations that relate to the children 's daily lives. (eg. pieces of fruits, strings, cakes, cardboards, etc.) );.> Remind the children to leave a blank space between each number.

Counters - Groups of 10 Counters ( 10 min ) ~ Put the counters on the table . Make ten envelopes with the help of the children . );.> Ask two children to group the counters in tens and put each group in an envelope.

Say to the class; "We had a group of 100 counters . To avoid making a mistake while counting , we grouped them into smaller groups of tens. How many counters are in each envelope?" (1 0). Since there are 10, count all the counters in the envelopes by tens and then we will count both the grouped and the leftovers. ~ Finally, ask: "How many counters are there in all?" Repeat these activities with groups of 100 counters or less. lesson 13

IRI Mathematics Grade 3

44

"ADVENTURING WITH NUMBERS"

LESSON 14

I

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

C\ ~PART

1: During the Audio Programme Counting in tens and ones with drawings (exercise book)

Subtraction (oral)

Subtraction (oral)

Addition (oral)

12 - 8 =

2 + 37 =

15 - 9 =

5 + 84 =

GGGG

75 - 1

11 - 3 =

2 + 12 =

00000

40 + 5 =

82 - 1

12 - 7 =

3 + 44 =

16 - 9 =

5 + 13 = 6 + 22 =

28 - 1

GGGGG 000000

4 + 15 =

50+ 6 =

000 = 30 0000

96 - 1 88 - 1 56 - 1 66 - 1

GGG 000000000

Counting by Tens (exercise book)

30 + 9 =

GGG GGG 000 00 000 000 GJ

~ ~

IRI Mathematics Grade 3

Physical Activity: Song:

45

= 40

= 60

=50

= 70

"Happy Puppy" "In the Classroom"

"ADVENTURING WITH

NUMBER~"

@PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 6 10 8 8

30 100 50 100

60 100

2 10

Reading and Writing Numbers );> Copy the fractions from the box onto the chalkboard . );> Read the numbers aloud with the children , pointing to each number as you read it.

You may read them in the order given or in mixed-up order. Do this number reading with the whole class, in groups and individually. );> After reading the numbers, tell the children to copy them carefully in their books. See that they copy each fraction correctly.

75 100

Position, Direction and Movement );> Copy the drawing in the box onto the chalkboard . Ask the children to copy it in their exercise books.

------~· ' ( r - - - - -...- - );> Ask the children to put their pencil points on the circle . Teacher, ensure that they do so. Now tell them to draw a line from that circle to show a direction of up, then a turn to the left. Walk around the class and guide pupils who are having difficulties . );> Draw the line to show the direction up, and then a turn to the left. Ask the children to draw a line from the circle to show a direction of up, and then a turn to the right. );> Now let the children draw a line to show from the circle the movement down followed by a turn to _ _ _ _ _ ____1. ' L-------the left. Teacher, draw this line. Guide children who are having difficulties . ../ ... );> Repeat for a movement down then a turn to the right. );> Invite two children to stand . Ask one of them to walk to your table . Ask the child at the table to tell the child standing what direction to walk to reach your table . );> Let the child follow the other child's direction . Ensure that the direction is given so he can reach the table. Ask a child in the class to tell one of them at the table in what direction to walk to return to his/her seat. Repeat for the other child at the table . );> Teacher, correct if the direction given is incorrect.

'

•• I I

1 1

I I

I I

I I I I

I I I I

•

t

Lesson 14

IRI Mathematics Grade 3

46

"ADVENTURING WITH NUMBERS"

I LESSON 15 I

G) BEFORE THE MATHEMATICS CLASS

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

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

45 +

Oral Subtraction (oral)

3 =

14 - 9 =

2 + 24 =

16 - 7 =

13 +

3

5 + 41 3 + 31 14 + 4

= = = =

11 - 2 14 - 5

= =

Counting in Tens and Ones (exercise book)

GG G

GGGGG

=

Column Subtraction (exercise book)

1

000

-

480 380

-

673 402

-

473 100

2

30 + 3 =

18 - 9 = 15 - 8

Fraction Concept Distinguishing Equal & Unequal Parts (oral)

1 3

0000

1

50 +4 =

4

GGGGGG G

1

5

000

70 + 3 =

;;;.. Song: ;;;.. Entertainment:

IRI Mathematics Grade 3

47

"In the Classroom" "Guessing Sounds"

"ADVENTURING WITH NUMBERS"

@

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

673 -402 271

804 - 104 700

Vertical Subtraction );> Give the children enough time to complete the radio exercises. Check their work and help those who have difficulties. );> Let some of the children work the exercises on the chalkboard while the others make the necessary corrections in their books.

( 15min

n

¡---------.

J

Position, Direction and Movement );-- Ask a child to leave his/her seat and come to the front of the class. Let the child say in his/her own words how he/she moved to reach the front of the class. Repeat with another child. );> Tell the children how the children moved using words such as moved to the left, moved to the right, walked straight, turned to the left, etc. >- Have two children exchange seats. Let each say the direction he/she took to reach the seat of the other. Have them return to their correct seats. Have them say the directions they took to return to their seats. >- Repeat with two other children. Tell the class how each child moved from where he/she was to his/her own seat.

HOMEWORK: Tell the children to draw on a sheet of paper the direction from their homes to a shop in their area, and be ready for the next lesson to show and tell the class.

Lesson 15

IRI Mathematics Grade 3

J

48

"ADVENTURING WITH NUMBERS"

LESSON 1&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/ Counting On (oral)

Mixed Numbers (oral)

Oral Subtraction (oral)

2~

10 - 1 =

8- 6 =

2

12 - 9 = 14- 8 =

20 - 1 =

a)

~:iB [~+,

4

40 - 1 =

32

-

b)

695 - 105 c)

'

'

, L 50 - 1 =

13.

60 - 1 =

3

90 - 1 =

Song: ,. Physical Activity: )>

IRI Mathematics Grade 3

49

720 + 230

d)

70 - 1 = 80 - 1 =

Column Addition and Subtraction (exercise book) + 90

30 - 1 =

3~

11 - 5 =

Concept of Area (exercise book)

c)

~

~

"On the Farm" "Physical Activity"

" ADVENTURING WITH NUMBERS"

G) PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 32 + 90

122

695 720 - 105 + 230 540 950

20 - 1 50-1 60 - 1

40-1 30-1 80 - 1

70-1

90- 1

Vertical Addition and Subtraction >- Teacher, give the children enough time to complete the radio exercises. Check their work and help those who have difficulties. >- Let some of the children work the exercises on the chalkboard while the others make the necessary corrections in their exercise books.

Oral Subtraction >- Teacher, tell the children that they are now going to do some oral drills and to pay attention because they are going to have to answer quickly. >- Use the exercises in the box for the drill. >- Ask "How much is twenty minus one?" (nineteen). Ask the questions of the entire class, of groups and individually. Try to get everyone to participate.

~

Johnny leaves for school.

He walks to the left across a bridge. He turns to the right and walks straight.

Then he turns to the left and walks straight to his school.

Position, Direction and Movement >- Ask the children to show their drawings done for homework. Invite them to explain L:.:__=:.J how they walked from their homes to the shop in their area. Encourage them to use terms such as 'walked straight', 'turned to the left', 'turned to the right', etc. Do not correct the children . Just encourage them to give the direction they walked to reach the shop. >- Copy the content of the box onto the chalkboard. Read it with the children . >- Ask the children to draw a line to show Johnny walks to the left across a bridge. Teacher, tell them not to draw the bridge, just a line. >- Let them draw a line to show he turns to the right and walks straight. Walk around and guide the children who need help. >- Ask them to draw a line to show Johnny turns to the left. Explain that Johnny has reached school.

Lesson 16

IRI Mathematics Grade 3

50

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 41 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review four is to identify: The children 's knowledge of the melody and lyrics to "There's so much I can do with Numbers" The children 's ability to find the area of a given shape.

The children 's ability to recognize and create patterns.

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 -

IRI Mathematics Grade 3

Children:

Exercise books and pencils.

Teacher:

Lyrics for "There's so much I can do with Numbers"

51

"ADVENTURING WITH NUMBERS"

Review activities

I I I I I I I

EEB

TEACHER: Facilitate the following activities Recall the Song from the Audio Programme >- Tell the children that you are going to review the song, "There's so much I can do with Numbers." >- Read the lyrics of the song to them , aloud , so that they are clear on all the words. >- Ask them to sing the song with you .

Area of Rectangles >- Copy the shapes in the box on the chalkboard . Ask the children to look at them carefully . >- Ask the children to identify a rectangle on the board which has an area of 5 squares. (none) >- Let the children point to a 1x 6 rectangle then a 2 x 3 rectangle. Let them say why they identified these rectangles as a 1 x 6 and 2 x 3. ( 1 row of 6 squares, 2 rows each of 3 squares) >- Continue with the 3 x 2 and the 6 x 1 rectangles , >- Now ask the children to draw as many rectangles as they can of area 5 squares. Walk around the class and guide pupils who are having difficulties. >- Ask them how many rectangles they drew (two). Draw a 1 x 5 and 5 x 1 rectangles on the board.

Patterns [ 15 min J >- Teacher, organize the children in pairs. Tell them that they are going to shake each others hands according to the instructions you give them. >- Ask each pair to follow your instructions: Say "Pair of children, shake with your right hands, shake with your left hands, shake the left hand with right hand. " >- Ask each pair to repeat this pattern : shake with your right hands, shake with your left hands, shake left hand with right hand. ,. Observe that each pair is making the right pattern. >- Then , incorporate a change in the pattern . Ask the pairs of children to repeat the pattern , but every time they move their hands they need to say "right hand" or "left hand" respectively. Discuss with them the difference of these two patterns (the last pattern incorporates sound).

Teacher, for the next After-Audio lesson you will need an improvised balance. You will also need a bag with sand of 1 kg mass, one with a mass more than 1 kg and one with a mass less than I kg .

Review4

IRI Mathematics Grade 3

52

"ADVENTURING WITH NUMBERS"

LESSON 17

I

G) BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities: - one balance - three bags of sand with mass of 1kg , less than 1kg and more than 1kg .

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

~PART 1: During the Audio Programme Mixed Numbers (oral)

Oral Addition (oral)

Oral Subtraction with Counting (oral)

Fractions Concept (oral)

I

22

2+3+1=

9- 2=

halves

4+2+1=

12- 8 =

2

fifths

3+3+2 =

13- 6 = 15 - 7 =

sevenths

4+1+5=

8- 3=

tenths

2+2+2=

11 - 9 =

3-4 1 J_ 3

21 4

thirds

7- 4 =

Column Addition & Subtraction (exercise book)

-

175 24

+

941 26

-

567 34

4+4+4=

)> )>

IRI Mathematics Grade 3

Song: "On the Farm" Physical Activity: "Physical Exercise"

53

" ADVENTURING WITH NUMBERS"

@

PART 2: The After-Audio Programme

---------------. TEACHER: Facilitate the following activities 175 - 24 151

941 + 26 967

567 ::___]_1

533

Vertical Addition and Subtraction );> Teacher, give the children enough time to complete the exercises from the audio lessons. Check their work to ensure that they have written and worked the exercises correctly. Ensure that they have filled the empty squares with zeros and help those who have difficulties. );> When they are finished, ask several children to come up to the chalkboard. );> Read one of the exercises to each one of them and have them copy and work the exercise on the chalkboard. The rest of the children will check their work and make any necessary corrections.

Slides [ . J Ask children to stand and show their right hands. Ask them to put down their right 5 mm hands and put up their left hands. );> Ask a child to come in front of the class and show his right hand. Ask him to put down his right hand and show his left hand . );> Ask the child in front of the class to move two steps to the right. Ask the child to move two steps to the right and then two steps to the left. Invite another child to do the movements of three steps to the right and three steps to the left. );> Have the children stand and put their right hands up, then down. Repeat for the left hand. );> Let them put an object to their left side and then slide it to their right side. Repeat having them slide the object from the right side to their left side . );>

More than 1 Kg

1 kg

less than 1 Kg

Mass Place three bags of sand on the table, one with mass more than 1kg, one with mass [ 10 min equal to 1kg and one with mass less than 1kg . . . );> Ask a child to arrange the bags from lightest to heaviest. Discuss. );> Rearrange the bags and ask another child to arrange them from the heaviest to the lightest. );> Ask a child to weigh two of the bags to find out which is the lighter of the two. );> Ask another child to weigh two of the bags to find out which one is heavier. );> Show the children a 1kg mass. Have them say which one of the three bags weighs more than 1kg . );> Invite a child to use the 1kg to weigh the bag identified as having more than 1kg . Let he/she tell the class what he/she found out. If necessary, use the balance until the bag that weighs more than 1kg is identified. Do the same to find the bag that weighs 1kg . Discuss. );> Now have the children verify using the balance that the remaining bag weighs less than 1kg.

J

);>

Lesson 17

IRI Mathematics Grade 3

54

"ADVENTURING WITH NUMBERS"

I LESSON 181 BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities : one balance and a cut-out squ are for each child .

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

Q

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

Mixed Numbers (exercise book)

15- 9 ;:;::

5 _!_

12- 8;:;::

2

13- 4;:;::

3~

14 - 5 ;:;::

3

11- 6

=

Column Addition and Subtraction (exercise book)

20 - 1;:;::

41 + 928

60- 1

....

=

-

= 1=

90 - 1 I

50 -

1 _!_

789 54 17 + 462

3

~ ~

IRI Mathematics Grade 3

ilf

4

=

Oral Subtraction (exercise book)

40 - 1;:;::

2 _!_

12 - 5 ;:;:: 15- 6

Concept of Area (exercise book)

Song: Physical Activity:

"March of Numbers" "Touching Parts of the body"

55

" ADVENTU RING WITH NUMBERS"

@ PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 41

789

+ 928 969

.:.__21

735

17 + 462 479

( 5 min ) Vertical Addition and Subtraction );- Teacher, give the children enough time to complete the audio exercises . ? When they are finished, ask several children to come up to the chalkboard to write and solve the exercises. The rest of the children will check their work and make any necessary corrections.

J

Slides [ 10 ¡ ? Ask the children to put one of their hands on the desk. Tell the children that they are mm going to move their hands without touching the hands of others. Ask them : "In what ways you can move your hands from where they are to another place on the desk?" (e.g.; lift it up and put it down at another place, slide it). Have them lift up their hands and put them down at another place on the desk. Have them slide their hands from where they are to another place on the desk. Please demonstrate, teacher. > Give each child a cut out of a square. Ask the children to put the square in front of them . Now ask them to look at another place on the desk and think of how they can move the square there . Invite them to say (we can pick it up and put it there , we can throw it there, we can move it along until it reaches by sliding it). ? Using a square, demonstrate a slide "up" on the chalkboard. Have the children do the same.

Repeat for "down". ~ Repeat the slides for "to the left" and "to the right. "

HOMEWORK

B

c

Which letter is to the right of B? Which letter is to the left of C? Which letter is to the left of 8?

Position, Direction and Movement ( J 10 min ? Give each child a square. Ask the children to move the shape to another place on the desk. ~ Now tell them to move the shape three lengths to the left. Now three lengths to the right. Teacher, show them "how" as you move around the classroom . ~ Let them move the square three lengths to the right and then three lengths up. Let them now move it three lengths down and two lengths to the left. ~ Tell them you will call a number which will tell them how many lengths of the square they will move.

Then you will say left, right, up or down. They will move the square to follow what you say. ~ Say: Four, left. Guide the children in moving the square four of its lengths to the left. Repeat for: four, right. Three, up. Five, down.

HOMEWORK: Copy the exercise in the box on the board. Ask the children to copy it and do it for homework.

Lesson 18

IRI Mathematics Grade 3

56

"ADVENTURING WITH NUMBERS"

s

LESSON 19

I

BEFORE THE MATHEMATICS CLASS TEACHER: Have ready paper cut-outs of a square for each child for the After-Audio activities.

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

@

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

20 - 1 = 40 - 1 = 70 - 1 =

Oral Subtraction (oral)

Addition and Subtraction (exercise book)

Oral Addition (exercise book)

11- 7 =

658 -___1

2+1+1=

12- 8 =

5+2+2= 6 + 241

15- 9 =

60 - 1 = 50 - 1 = 40 - 1 = 30 - 1 =

13 - 4 =

7+2+3= 243 +~

14- 7 =

465 - _11

11- 2 =

~

IRI Mathematics Grade 3

2+6+5=

13- 5 =

20 - 1 =

~

8+6+5=

Song: "There's so much I can do with Numbers" Physical Activity: "Moving Arms and Shoulders"

57

"ADVENTURING WITH NUMBERS"

@ PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Concept of Area ( ~ Tell the children that they are going to work in their exercise books, shading in squares .

10 min >- Tell them to find a line of squares and shade in SIX SQUARES in that line. ).> Then , tell them to shade in six more squares, right below the ones they just shaded . ~ Have them shade six more squares in the same way. Their shape should look like the shape in the box. ~ Then , tell the children to look at the shape that they have shaded and silently count all the squares in that shape. ~ Ask the children: "How many squares are there? (18) What is the area of that shape? (18).

Eighteen squares is the area of that shape." ,. Tell the children to use another space and shade six squares , making whatever shape they want to just so that they use six squares.

.--- .

I I

,_

Slides ;... Give each child a cut-out of a square. Ask them to place the square on the desk in front ( 10 min J of them . . . > Ask them to slide the shape in different directions . ~ Now have them slide the square up. Let them return the square in front of them and now slide it down . > Ask the children to slide the square to the right. Then ask them to slide it to the left. ).> Ask : "When we slide the shape, does the shape remain the same?" (yes)

811 ·-- -· I

I

I

I

,--- ..

--· D I I

I I

,_-

I I

-· .---,

::----·:I ,_

-~

D

.---., ,_- _, I I

I I

.--.. , ___ .

I I

I I

I

,_

J

--· I

~---,

I I

I I

, ___ ,

Position, Direction and Movement ( 5 min J ~ Give each child a cut-out square. Ask the children to move the shape on the desk. ~ Now tell them to move the shape three , left and then two , up. Explain that is three lengths to the left and two lengths up. )..> Let them move the square now three lengths to the right and then three lengths up. Have them replace the square in front of them. ~ Tell them to move their squares two times and say how they moved it e.g.; three to the left, two up. ,.,. Repeat for three to the right, two down .

Three to the •·ight. Two up

IRI Mathematics Grade 3

Lesson 19

58

"ADVENTURING WITH NUMBERS"

I LESSON 20 I SBEFORE THE MATHEMATICS CLASS TEACHER: Have ready -three bags of sand -a balance -cut-outs of a square for each child.

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

@ PART 1: During the Audio Programme Concept of Area (exercise books)

Oral Subtraction (exercise book)

Oral Addition (exercise book)

30 - 1 =

4+2+6=

40 - 1 =

9+8+2=

50 - 1 =

1+4+5=

60 - 1 =

4+7+3=

70 - 1 =

8+2+2= 2+7+7=

);> );>

IRI Mathematics Grade 3

Column Addition and Subtraction exercise book

156 _2 318 _7 632 +_7

Song: "March of Numbers" Physical Activity: "Making Shapes"

59

"ADVENTURING WITH NUMBERS"

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

More than 1 Kg

A

Less than 1 Kg

1Kg

[ 10 min )

"

!::::.

-+ ,_- _,

B

,-- -,

.,__.

c

,

D

( 15min) Mass ~ Place three bags of sand of different masses on the table (one with mass more than 1 kg, one with mass equal to 1 kg and one with mass less than 1 kg). Ask a child to arrange the bags from heaviest to lightest. Discuss. ~ Rearrange the bags and ask another child to arrange the bags from the heaviest to the lightest. ~ Ask a child to weigh two of the bags to find out which is the lighter. ~ Ask another child to weigh two of the bags to find out which is heavier. ~ Show the children a 1 kg mass. Have them say which one of the three bags weighs more than 11<g.

Invite a child to use the 1kg mass and the balance, to weigh the bag identified as having more than 1kg . Let him/her tell the class what he/she found out. If necessary, use the balance until the bag that weighs more than 1kg is identified. ~ Do the same to find the bag that weighs 1kg . Discuss. ~ Now have the children verify using the balance that the bag remaining weighs less than 1kg. ~ Let the children name three things that they think weigh more than 1 kg and three things that weigh less than 1kg.

I I

I I

I

I

I

'

\

\

D

\

Qi I

I

,~-------1 ______ _.

Slides ~ Let the children slide the cut out of a square in a variety of directions. Invite a few children , one at a time , to demonstrate slides of a square on the chalkboard. Let each child say if they are sliding the square up, down , to the right or to the left . ~ Copy shapes A, B, C and Don the chalkboard (see box). Tell the children that we want to slide the triangle A to the right. Ask them to copy triangle A and draw a triangle to show the slide of triangle A to the right. Teacher, accept any triangle drawn to the left. ~ Repeat for square B with a slide to the left. ~ Repeat for circle C with a slide up. ~ Repeat for rectangle D with a slide down.

+ Lesson 20

IRI Mathematics Grade 3

60

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK sl Teacher: Today we are going to review the work we have done during this week.

The main purpose of review five is to: Review the lyrics of the song, "There's so much I can do with Numbers" Determine to what extent the children understand the concept of slides.

Review addition of three one-digit numbers.

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 -

Teacher:

IRI Mathematics Grade 3

Exercise books and pencils

Children:

The lyrics for the song, "There's so much I can do with Numbers".

61

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities There is so much I can do with Numbers- Part 1 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 is so much you can do with numbers.

Chorus

¡J 4+2+6= 9+8+2= 1+4+5=

Recall Audio Song Tell the children that you are going to review the song, "There's is so much I can do with Numbers" );> Read the lyrics of the song to them , aloud , so that they are clear on all the words . );> Ask them to sing the song with you. );>

Slides );> In the box at left there is a shape made up of arrows. Copy this shape with the arrows onto the chalkboard large enough to demonstrate a slide of a square along the lines in the direction of the arrows starting at Z. Ask a child to put a finger on the letter Z. Tell the class "We are going to slide . a square from Z. We will go in the direction where the arrow points. );> Demonstrate. As you move the square let the children say if the square is being slid to the right, to the left, up or down . );> Invite children to move the square and say the directions.

[ 10 min

Addition of Three One-digit Numbers );> Copy the exercises in the box on the chalkboard. Ask the children to copy them in their exercise books. );> Remind them that they are going to add three numbers in each of those exercises. );> Ask them to read the first exercise with you . Now ask them to do the exercise. Have a few children say their answers. Write the correct answer on the chalkboard and have those who did not get it right to correct themselves . );> Repeat for the other exercises.

4+7+3= 8+2+2=

IRI Mathematics Grade 3

Teacher, for the next lesson you will need ten objects (each of three with a mass of 1kg, each of four "more than 1kg" each of three "less than 1kg"). Prepare labels marked: One kilogram; More than one kilogram; Less than one kilogram.

Review 5

62

"ADVENTURING WITH NUMBERS"

J

LESSON 21

I

BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities- (a) labels marked : one kilogram ; more than one kilogram ; less than one kilogram .

-(b) ten objects (each of three with a mass of 1kg, each of four more than 1kg , each of three less than 1kg).

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

(2} PART 1: During the Audio Programme Area of Rectangle (exercise book)

2 Column Addition (exerc ise boo k)

Column Addition & Subtraction (exercise book)

2x3

48 + 37

EEE

+

94

3 x4

58 + 34

[I]±]

43 + 27

+ _Q

62 _2

-

2x5

I I I I I I

17 + _12

2x2

~ ~

Physical Activity: Riddle:

+

4 24 7

tE IRI Mathematics Grade 3

42 _ 1

+ _1Q

"Good Posture" "Different Sounds"

63

"ADVENTURING WITH NUMBERS"

G

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

42 94 62 + _] +_Q- 2 43 94 60 4 + 24 28

7 + 40 47

Vertical Addition and Subtraction );> Teacher, copy the exercises in the box, onto the chalkboard and tell the children to copy them in their exercise books. );.> Ask them to solve these exercises and then check their work . When they are finished , have several of them come forward and solve the exercises on the chalkboard . The other children will check their work and correct any mistakes they may have made.

Symmetry );> Draw the shape in the box on the chalkboard . . . [ 10 min ) );> Tell the children that the shape is half of a drawing . Ask a ch1ld to point to the hne of symmetry and trace over it down and then up. ,. Let the children copy the drawing. Ask them to draw in the other half of it. Teacher, walk around the class and help those who are having difficulty.

I One kil ogram I More than one kilogram

Less than one kil ogram

Mass ,. Place labels (see box) marked one kilogram , more than one kilogram , less than one kilogram on a table . ,. Place 10 objects on the table consisting of those that weigh more than a kilogram , a kilogram , and less than a kilogram . ,. Tell the children that you want to put the objects into three groups. Ask them to identify objects that they think weigh a kilogram . Let them put these in one group near to the label marked one kilogram. Repeat for "more than one kilogram " and "less than one kilogram". ,. Tell the children to look around at home for things that weigh more than one kilogram and less than one kilogram .

Teacher, for the next lesson please have a metre ruler.

Lesson 21

IRI Mathematics Grade 3

64

"ADVENTURING WITH NUMBERS"

I LESSON 221 @BEFORE THE MATHEMATICS CLASS TEACHER: Have a metre rule ready for the After-Audio activities.

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

@PART 1: During the Audio Programme 2 Column Addition (exercise book)

+

47 48

2 Column Subtraction (exercise book)

Area of Rectangle (exercise book)

2

97

54

54

+ 22

-~

16

95

+_1.ยง

- _ยงQ

X

4

=8

EEEEJ

-__1d

Column Addition & Subtraction (exercise book)

133 + ___1ยง

3

=6

848 - _ _3

3X3

=9

+

2

X

Em

13 806

~ >- Song:

IRI Mathematics Grade 3

"I would Fly"

65

" ADVENTURING WITH NUMBERS"

G)

PART 2: The AfterwAudlo Programme TEACHER: Facilitate the following activities

133 848 13 + 16 Âą.___]_ + 806

Vertical Addition ( ) ~ Teacher, copy the exercises in the box, onto the chalkboard and tell the child ren to 10 min copy them in their exercise books. >- Ask them to solve these exercises and then check their work. When they are finished , have several of them come forward and solve the exercises on the chalkboard . The other children will check their work and correct any mistakes they may have made.

( 10 min )

Using Non-standard Units to Measure the Interior of a Rectangle -Area >- Tell the children to turn to a blank page in their exercise books and write a title that says: Rectangle and number of little squares. You can write it on the chalkboard too . >- Tell the children to draw a rectangle using the little squares in their chequered-line exercise books.

This rectangle can be drawn using 3 little squares for one side and 2 little squares for the other side. (see box) >- Ask them to look at the interior of their rectangle and count the number of little squares that are in there. >- Ask the children: "How many little squares are there?" (6 little squares). Tell them to shade the little squares. >- Ask them to draw another rectangle . This rectangle can be: Two little squares by four little squares, or two little squares by one little square.

NOTE: Teacher, the non-standard unit to measure the area of a rectangle in this case , is "a little square".

Length >- Teacher, show the children the metre ruler. Pass it around for them to look at it. Tell them that the ruler has to show each em up to 100 em. Point out the marks for the centimetres. Remind them that 100 em= 1 m.

[ 5 min ) . .

Teacher, for the next lesson, you will need three rectangular pieces of paper for each child .

Lesson 22

IRI Mathematics Grade 3

66

"ADVENTURING WITH NUMBERS"

I LESSON 231

8

BEFORE THE MATHEMATICS CLASS TEACHER: Have three rectangular pieces of paper for the After-Audio activities.

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

G) PART 1: During the Audio Programme Column Subtraction (exercise book)

Writing Decimal Notation (exercise book)

Writing Improper Fractions (exercise book)

6.4

~

-

99 86

-

86 50

5.7

48

8.6

Counting with Drawings (exercise book)

6

5.6

ยง.

~

0 0

~

0 0 0 0 0

= 402 = 505

2 ~

-~

+

41 49

+

80 15 17

4

5.6

Column Addition (exercise book)

:t.__1l

5.7 );> );>

IRI Mathematics Grade 3

Song: Physical Activity:

67

"In the Classroom" "Ph ysical Exercise"

"ADVENTURING WITH NUMBERS"

G)PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 17

+ 17 34

2

D

tr) then

3

D

ITJ I

2

2 7

--8--

Homework 14- 6 = 7 + 8 +1+1 = 14- 8 = 2+3 + 7 = 12 - 3 = 8 + 2 + 9 + 0 = 13-8= 1+0+9=

Writing the Answer to Vertical Addition ( );;> Teacher, give the children enough time to complete the radio exercise. Let them 5 min work by themselves but help any who has difficulty. When they are finished , ask one child to come up to the chalkboard to write and solve the exercise from the Audio lessons. (see box)

J

Symmetry [ 10 min );;> Show the children a piece of rectangular paper. );;> Fold the paper in two equal parts by making the shorter edges meet. );;> Open the piece of paper. Ask: "Do you see two parts that are the same?" (yes) );;> Draw the line of symmetry. );;> Take another piece of rectangular paper. Fold so that the longer edges meet. ");;> Open the paper and point to the parts that are the same. ");;> Draw the line of symmetry. ");;> Have a child come out in front of the class and fold a piece of rectangular paper in the two ways shown. ");;> Open the paper and ask the child to identify the lines of symmetry on the paper that was folded.

J

Horizontal Addition and Subtraction (homework) ( 10 min Teacher, copy the exercises from the box, onto the chalkboard : );;> Tell the children to copy these exercises and solve them at home. ");;> Make sure that the children copy them correctly. ");;> Before you begin the next Mathematics class , check their homework. );;> Have some of the children do the exercises on the blackboard while you correct the children 's homework. ");;>

J

For the next lesson have ready three different bottles of different sizes, a small cup and a large container of water.

Lesson 23

IRI Mathematics Grade 3

68

"ADVENTURING WITH NUMBERS"

LESSON 24

I

(:;\BEFORE THE MATHEMATICS CLASS \::_)

TEACHER: Have ready for After-Audio activities , three bottles of different sizes.

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

(2.) PART 1: During the Audio Programme Writing Decimal Notation (exercise book)

5.1

Counting w ith Drawings (exercise book)

~ 000000000

Column Addition (exercise book)

= 609

38

5.2 5.3 5.4 5.5

Writing Numbers (exercise book)

4000

+ 97 6

00000000

-

95 10

6000

= 308 65

~ 0000000

Column Subtraction (exercise book)

+ 63

= 607

5000 3000

93 - 81

5.6

)> )>

IRI Mathematics Grade 3

Song: "In the Classroom" Game: "Fly Away"

69

"ADVENTURING WITH NUMBERS"

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

14-6 = 14- 8 =

7+ 8 +1+ 1 = 2+ 3 + 7 = 12-3 = 8 + 2 + 9 + 0 = 1 + 0 + 9= 13- 8 =

Reviewing Homework- Horizontal Addition and Subtraction ( ~ Teacher, check the children 's homework. ~ Have some of the children do the exercises on the blackboard while you correct the children's homework.

10 min

J

Capacity (1omin) ~ Place three bottles of different sizes on the table . Ask a child to arrange the bottles from smallest to largest. ~ Show the children a small cup. Have them estimate how many cups of water each bottle will hold. ~ Pour water into the smallest bottle from a container using the cup. Let the children count the number of cupfuls being poured. Have them compare their estimates and the measures. ~ Repeat with the next bottle. Finally repeat with the largest bottle. ~ Ask a child to identify which bottle will hold the least water. ~ Ask another child to identify the bottle that will hold the most water. ~ Let the children arrange the three bottles from largest to smallest. Have a child identify which bottle will hold the least water. Have another child identify which will hold the most water.

Discuss.

Two slides to the left

:- -. . __ ;--: ·-o I

'---·I

, ___ , I

I

D --·:--:-· ,_-

~:--: ,_-

-·

Two slides to the right

Slides ~ Give each group cut outs of a square. ~ Tell them to slide the square to the left. Check to ensure that they do so. Now let them slide the square from where it is to the left again. ~ Let them repeat but this time with a slide to the right.

lesson 24

IRI Mathematics Grade 3

70

"ADVENTURING WITH NUMBERS"

IREVIEW oF WEEK sl Teacher: Today we are going to review the work we have done during this week.

The main purpose of review six is to identify to what extent the children: -

understand the concept of ordering according to capacity. can identify lines of symmetry. can recognize a slide in a pattern.

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 -

Exercise books and pencils.

Children:

Three pieces of squared paper for demonstration purposes.

Teacher:

IRI Mathematics Grade 3

71

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities

A

Capacity ~ Draw the three containers on the chalkboard . ~ Ask a child to point to the container drawn that he/she thinks will hold the most water. ~ Guide them to an understanding that container C will hold the most. ' Direct children 's attention to containers A, B and C. Ask: "Which one of the three containers will hold the least water?" (B) ~ Now ask the children to write the letters of the containers that will show from the most water to the least (CAB) Repeat for the least water to the most. (BAC)

B

Symmetry ~ Show the children a piece of square paper. ~ Fold the paper into two equal parts by making opposite sides meet (see box for where lines of symmetry will be) . ~ Open the piece of paper. Ask: "Do you see two parts that are the same?" (yes) ~ Draw the line of symmetry. ~ Take another piece of square paper. Fold so that the other two sides meet. ~ Open the paper and point to the parts that are the same. Draw the line of symmetry and show the children. ~ Have a child come before the class and fold a piece of square paper in the ways shown (see box). ~ Open the paper and ask the child to identify the lines of symmetry on the folded paper.

I

CJ

--0I

---ill.,

., 1\

1\

I\

I\

---.: \ --+: \ ,___ '..

I

\

.___ '..

I

\

Slides ~ Draw the shapes and arrows (see box) on the chalkboard . Ask the children to say if ~ they see a slide there . ~ Explain that the arrows show the direction of the slide. Let the children say what they can about the slide e.g. ; slide to the left then to the left again .

~

Note: Teacher, for the next lesson you will need: a litre measure, a half-litre measure, two rubber bands of different colours and a transparent bottle with capacity more than I litre.

ReviewS

IRI Mathematics Grade 3

72

"ADVENTURING WITH NUMBERS"

I LESSON 251

0) BEFORE THE MATHEMATICS CLASS TEACHER:

Have the following materials ready for the After-Audio activities: a litre measure a half-litre measure - two rubber bands of different colours one transparent container with capacity of more than 11itre.

- A circular piece of paper to construct right angles.

THE CHILDREN: Should have their checkered-line exercise books, pencils and right angled measures

I

~

PART 1: During t he Audio Programme

Writing Decimal Numbers (exerc ise book)

-

Column Subtraction (exercise book)

8.2

29 - ___.12.

3.2 1.1

96 -~

6.7 8.4

95 - 55

Writing Numbers (exercise book)

-

·-

Counting On (exercise book)

8000

42

~ 00

1000

Column Addition (exercise book)

=

702

+ 92

74

7000

6

5000

+ 67 00000000

= 808

55 + 99

2.7 3.2

20

~ 00

-_1Q

,.. So ng: ,_, Physical Activity:

IRI Mathematics Grade 3

= 902

94 + 84

"In the Classroom" "Exercising Feet"

73

" ADVENTURING WITH NUMBERS"

G) PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 42

74

+ 92 134

+ 67 - 141 -

55

94 + 84 __1lยง

+ 99 154

Vertical Addition );> Teacher, give the children enough time to complete the radio exercises. (see box) );> Let them work by themselves but help any who has difficulties carrying . );> When they have completed the exercises, ask some children to come up to the chalkboard. );> Dictate the exercises to them and have them copy and solve the exercises. );> Have the rest of the children correct their work. Check to make sure that they make the corrections properly.

Geometry (Angles) );> Give each child a circular piece of paper. Show them how to construct a right-angled corner. (check box) );> Let them shade the right-angled corner. Tell them that the corner is called a right angle. );> Ask them to use the right-angled measure by placing it against a corner of their exercise books and check if it matches or fits . Ask them to repeat for the other corners. );> Let them point out objects with right angles in the classroom (eg. charts , desks) Note: Teacher, The children's right-angled measures will be needed in future sessions.

First Fold:()-Second Fold

:

--6:\ I

Right-angled ,--, , corner _______.: - -- -~ I

'

Capacity );> Hold up a litre measure. Invite the children to say how much that container will hold. (a litre) );> Show the children the half litre measure. Ask the children to say how much that container will hold . (half a litre). );> Fill the litre measure with water and pour into a bottle. Use a coloured rubber band to show the level of the water at one litre. );> Draw children's attention to the one litre rubber band mark. );> Empty the bottle and have a child fill the half litre measure and pour water into the bottle . Use another coloured rubber band to show the level of the water at half litre. );> Let another child fill the half litre measure and pour into the bottle. );> Ask the children to say if the two half-litres meet the 11itre line. );> Lead them to an understanding that 11itre = ~ litre+ ~ litre.

2 );> Write on the chalkboard 1 litre = two 1 litres. 2 2

Teacher, for the next lesson you will need a right-angled triangle mounted and pinned to rotate on the chalkboard and a paper cut-out of a square for each group.

Lesson 2

IRI Mathematics Grade 3

74

"ADVENTURING WITH NUMBERS"

I LESSON 2&1 ~BEFORE THE

\:J

TEACHER:

MATHEMATICS CLASS

Have ready:

- a right-angled triangle , mounted and pinned to rotate on the chalkboard.

-a cut-out of a square for each child .

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

~PART 1: During the Audio Programme Oral Multiplication Concept (exercise book)

Reading Numbers (exercise book)

Column Subtraction (exercise book)

92

till

08

- _jli

80

37

024

- _M

240

65

09

- __QQ

2x3

90 031

39 - _I[

Column Addition (exercise book)

; 4x2

215 + 517

109 + 359

671 + 141

5x3

â&#x20AC;¢

310 076

);> );> );>

IRI Mathematics Grade 3

Song: Physical Activity: Riddle:

"In the Classroom" "Exercising Arms" 'The Flag"

75

" ADVENTURING WITH NUMBERS"

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities --------¡- . -215

109

--

67 1

+ 517 + 359 + 141 __]_]1

468 ___Bl

Pin pl aced here to rotate the shape.

Verti cal Addition >- Teacher, give the children enough time to complete the radio exercises. (see box) >- Let them work by themselves but help any who has difficulties. >- When they have completed the exercises, ask some children to come up to the chalkboard. >- Dictate the exercises to them and have them copy and solve the exercises. >- Have the rest of the children correct their work . Check to make sure that they make the corrections properly.

Geometry (angles) >- Place the right angled triangle on the chalkboard (see box) Ask children to take ( 10 min out their right-angled measu re or template. >- Ask the children to name the shape and say if it has a right angle (triangle, yes) . > Ask the children to look carefully at the shape- How many right angles are in the shape? (one) ? Ask a child to point to the right angle in that shape. > Invite a child o use his right- angled measure to see if it matches the angle identified as a right angle. ).> Ask another chi ld to do the same. > Rotate the shape clockwise using different turns . At each turn ask the ch ildren to say which is the right angle as you point at the angles.

J

Position and Movement Place an object on the table. Ask a child to walk to the table from where he/she is sitting and pick up the object. ,.. Ask : "Did (name the child) move straig ht to reach the table?" "Did he make any turns?" "How many turns he made to the left?" "How many turns he made to the right?" >- Have a child walk from one corner of the classroom to an opposite corner. >- Ask: "Did (name the child) move directly to the left? (no). Did he/she move directly to the right?

Arrows showing (no). Explain that the child moved from one corner to another corne r, neither directly left nor possible movements directly right. Let the child return to his starti ng corner. of squares. >- Give each group a square. Have each group move a square from one corner of the desk to the opposite corner. Let them repeat in as many ways as possible.

Teacher: For the next lesson you will need a circular p¡ ~ ce of cardboard with a hand pinned at the centre and able to Lesson 26 rotate to demonstrate movements.

>-

IRI Mathematics Grade 3

76

"ADVENTURING WITH NUMBERS"

--------------------------~~~~~~~~----

LESSON 271 BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities:

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

C\ "'-~

- a circular face with a hand to rotate, mounted on the chalkboard.

- paper cut-outs of a square for each group.

PART 1: During the Audio Programme Reading Numbers (oral)

Oral Division (oral)

Oral Multiplication (oral)

3 Column Addition (exercise book)

3x5

431 + 359

05 50 045 450 067

773=

4x1

8

5x4 10 7

670 06

c§)oo 4=

1

X

2

155 + 736 295 +490 407 + 266

60 08

11

7

3=

80 081 810

9+2=

Song: » Entertainment:

);>-

IRI Mathematics Grade 3

"It's so good to be Happy" "Riddle"

77

"ADVENTURING WITH NUMBERS"

@ PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 431 + 359 790 295 + 4 90 7 85

155 + 736 891 407 + 266 673

CJ 0

Vertical Addition );;> );;>

Teacher, give the children enough time to complete the radio exercises. (see box) Let them work by themselves but help any who has difficulties carrying.

( 5 min

J

( 10 min J Geometry (angles) );;> Draw the three shapes seen in the box on the left on the chalkboard );> Tell the children that they are going to look for right angles in those shapes. );> Point to shape number one. Ask the children to look carefully at the shape- How many right-angles are in the shape? (Two) );> Ask a child to point to shape number one then point to the right angles in that shape. >- Tell children to look for right angles in shape number two - How many right angles are in that shape? (three) );;> Have them look at shape number 3. Ask: "How many right angles are in that shape?" (four) );> Give each group the cut out of a square and let them count how many right angles it has. (four) Slides ( 10 min ) );> Mount on the chalkboard a circular face with a hand to rotate (see box). Ask the child to identify the dot at the top of the face . );> Ask a child to move the hand to the right. Tell them that we move the hand clockwise when we do so. Ask another child to move the hand to the right or clockwise . );;> Ask them if they know of any games in which the players have to run around in a circle . (rounders I circle-tennis, athletics) );;> Ask a child to move the hand to show a clockwise movement around the circle as if a player is running around a circular field . );> Let them say when in real life they ran around something shaped like a circle .

Lesson 27

IRI Mathematics Grade 3

78

"ADVENTURING WITH NUMBERS"

LESSON 28

@

I

BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities : a circular face with a hand to rotate , mounted on the chalkboard. a right-angled measure.

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

~

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

Column Addition (exercise book)

Numbers (exercise book)

1 X3

326 +279

0092

987 +389

7500

657 +447

084

2x4

93 -___12.

0075

5x2 3x4

Column Addition and Subtraction (exercise book)

23 + 55

0080

12 +_11

0060 030

96

-.n

0065

85

03

-.21 ~ ~

IRI Mathematics Grade 3

Song: Physical Activity:

"It's so good to be Happy" "Exercising the Legs"

79

"ADVENTURING WITH NUMBERS"

G)

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

93 - 12 81 12 ...:t__1I

29

23 + 55

78 96 - 23 73

Vertical Addition and Subtraction );> Teacher, give the children enough time to complete the radio exercises. (see box) );> Let them work by themselves but help any who has difficulties.

85 ~

54

(1ominJ Right-angled measure

L

Geometry (angles) );> Tell the children that they are going to draw a group of shapes. Tell them that they are going to use their right-angled measures to do so. );> Draw a shape with one right angle. Together, demonstrate how to use the right-angled measure to draw the right angle. Repeat with a shape with two right angles. );> Now ask them to draw a shape with three right angles using their right-angled measures . Help the children who are having difficulties.

( 5 min J

Slides );> Place a circular face on the chalkboard with hand (see box). Ask a child to point to the dot at the top of the chart. );> Ask a child to move the hand to the right. Ask: Did he/she move the hand clockwise? (yes) );> Tell them that we move the hand clockwise. Ask them to move the hand to the right or clockwise. );> Ask them to imagine that the circle stands for a track on Sports Day. );> Ask them to move the hand to show a clockwise movement around the circle as if an athlete is running around the circular field .

Lesson 28

IRI Mathematics Grade 3

80

"ADVENTURING WITH NUMBERS"

REVIEW OF WEEK 7

Teacher: Today we are going to think and review the work we have done during this past week.

The main purpose of review seven is to identify the children's understanding of: the melody and lyrics of the song, "It's so good to be Happy." right angles seen in given shapes. slides.

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 -

IRI Mathematics Grade 3

Teacher:

Lyrics of the song, "It's so good to be Happy."

A piece of chalk to draw squares on the desks.

Children:

A counter for each child.

81

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities It's so good to be happy It's so good to have fim

1

3

2

4

nD 5

Singing the Song," It's so Good to be Happy." };;> Tell the children you are going to review the song, "It's so good to be Happy." };;> Read aloud the lyrics of the song for the children so that they understand the words. };;> Let them sing the song. Observe them when they are doing the actions.

( 10 min

Geometry (angles) };;> Draw the shapes shown in the box on the chalkboard . };;> Point to shape 2. Ask: "Does this triangle have a right angle?" (yes) Ask a child to come out and point to the right angle. };;> Ask a child to point to a shape that has no right angles . (Shape 1 ). };;> Ask the children , "How many right angles has Shape 3?" (two) . Tell them to look at Shape 4 and say how many right angles it has. (three) };;> Continue for Shapes 5 and 6. (One, one)

J

6

c=J~

IRI Mathematics Grade 3

J

( 10 min Slides };;> Teacher, place children in groups of five and give each child a counter. };;> Draw, with the chalk, a square on a desk for each group. };;> Have each child in the group slide his/her counter into the square you have drawn on the desk. };;> Draw more squares at other places on the desk. Let them slide each of their counters into the squares. };;> Now draw a square and give specific direction : Children put your counters to the left of the square drawn on the desk and slide it into the square.

Ask them to say in what direction they slide the counters into the square.

Repeat for counters placed on the right of the square.

Repeat for slides down and slides up (eg. place counters to the top of the square and then slide them down into the square. Then place counters below the square and slide them up into the square) Review 7

82

"ADVENTURING WITH NUMBERS"

s

I LESSON 291 BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils.

~

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

G G

Column Addition (exercise book) 381

0

4x3

-~

4x5

45 -____11

387 + 339

+

2 = 3 with 0 left

~~

26 -___21

99

~ 6

2x3

Column Subtraction (exercise book)

4x2

+ 921

7+ 3 = 2 with 1 left

Oral Multiplication (oral)

616 0000

+ 212

14 + 5 = 2 with 4 left

GX0 = 4

+

2

2 with 0 left

Song: "The Days of the Week" ).- Physical Activity: "Physical Exercise"

);>

IRI Mathematics Grade 3

83

" ADVENTURING WITH NUMBERS"

G) PART 2: The After-Audio Programme TEACHER: Facilitate the following activities ( 15 min

I

I

C)

Slide right to left, slide back Slide left to right, slide back

J

Perimeter ~ Invite six children to come in front of the class. Have them stand around a desk holding hands. Ask the children to say how many children are standing around the desk altogether (four). ~ Now place a child at each of the shorter edges of the desk and two at each of the longer edges.

Ask the children to say how many children there are at one of the shorter edges of the desk (one) .

Ask how many there are at one of the longer edges of the desk (two). How many there are altogether? (six) . ~ Explain that six children were standing around the edges of the desk. Ask a child in each group to pass a finger along the edges of his/her desk. ~ Have children show the edges of a book. ~ Now have a child walk around the edges of a desk from a starting point and return to the starting point. Repeat with the children for a book. ~ Draw the shapes in the box at left on the chalkboard. Ask the children to copy them . ~ Ask each child to put the point of his/her pencil on one of the corners of the rectangle . Let them move the pencil around the edges of the shape until they return to the starting point. Repeat for the other two shapes allowing them to choose any starting point on one of its edges. ~ Remind them that the surrounding edge of a shape is the perimeter.

( 10 min Slides ~ Tell the children to put both hands on the desk two thumbs length apart. Now tell them slide the right hand to touch the left and slide it back to where it was. Repeat for the left hand. ~ Ask them to continue doing this a few times . ~ Let the children say in their own words what movements they were doing with their hands (see box). Encourage them to do their own movements with their hands and say what they were doing .

For the next lesson: Teacher, you will need for each group cut-outs of two squares of sides 5 em.

Lesson 29

IRI Mathematics Grade 3

84

"ADVENTURING WITH NUMBERS"

~-=------

s

I LESSON 30 I BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities , two squares of sides 5 em for each group.

THE CHILDREN: Should have their chequered-iine exercise books, pencils and rightangled measures.

@PART 1: During the Audio Programme Oral Division (exercise book)

Column Subtraction (exercise book)

48 -_11.

Counting by 100's (exercise book)

~ 9+3 =

97 -~

00

00

00

6

11+2 =

6

6

(;)~

6

6

6

056 =400

=500

00

489 634

+

444 445

+

883 673

+

169 189

+

473 495

500 052 0050 0070

00000

+

0056 050

8+3= 00000

Column Addition (exercise book)

05

= 300

80

94 -~

00

6 6 6 6 6 6

Writing Numbers (exercise book)

0075

00000

15+5 =

:;. . Song: :;. . Physical Activity:

IRI Mathematics Grade 3

"The Days of the Week" "Physical Exercise"

85

"ADVENTURING WITH NUMBERS"

PART 2: After the Audio Programme TEACHER: Facilitate the following activities 489 + 634 1123

444 883 + 445 + 673 889 1556

169 + 189 358

473 + 495 968

L

Vertical Addition );> Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the radio. (see box) );> Watch their work and help those who may have difficulty with carrying .

( 5 min )

Perimeter );> Divide the class in groups >- Give each group two squares with sides that are 5 em long . :>- Ask the children to measure, in em , the side of each side of the square. Ask them to add up the lengths of the sides. Ask them , "What is the perimeter of the square?" (20 em) . );> Draw a rectangle (not to scale; see box) on the chalkboard with sides 4 em and 5 em . );> Ask them to find the perimeter of the rectangle. );> Have a few children say what is the perimeter of the rectangle . Ask a child to say what he/she did to find the perimeter of the rectangle. );> Write on the chalkboard 5 em + 4 em + 5 em + 4 em = 18 em . Tell them that 18 centimetres is what all the sides add up to and the perimeter is 18 centimetres.

L ~

L_j

IRI Mathematics Grade 3

( 10 min ) Geometry (angles) );> Draw the angles shown in the box on the chalkboard . Ask a child to point to the right angle. );> Ask another child to point to an angle that is not a right angle. );> Ask the children to say if the remaining angles are right angles. (No) );> Ask a child to come out and point to an angle which he/she thinks is less than a right angle. >- Ask another child to do the same. );> Let the children copy the angles that are less than a right angle. >- Now demonstrate how the children can use the right-angled measures to show that an angle is less than a right angle by placing the right-angled measure on the angle, base to base .

Lesson 30

86

"ADVENTURING WITH NUMBERS"

LESSON 31

G) BEFORE THE MATHEMATICS CLASS TEACHER:

Have ready for After-Audio activities:

I

two squares of sides 5 em for each group. a balance and objects of more than 1kg, 1kg and less than 1kg .

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

@

PART 1: During the Audio Programme Column Subtraction (exercise book)

Oral Division - Drawing (exercise book)

-

Oral Multiplication (exercise book)

5x4=

567 504

7 +3

3x2= 299 - 240

10 + 3 6+ 2

-

Column Addition (exercise book)

598 597

13 62 +

...H

4x3=

10 20

2x5=

+ _]_f_

5x3=

73 90 +.]ยง

> Song: ~

IRI Mathematics Grade 3

Physical Activity:

"The Fruit Vendor" "Walking on the Spot"

87

" ADVENTURING WITH NUMBERS"

G)

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Mass );> Place the objects of lesson 21 on the table with their respective labels as grouped . );> Have a child place 1kg on the balance. Now let them weigh the objects grouped as more than 1kg );> Ask, "Are all the masses of the objects more than 1kg? );> Set aside those that are not more than 1kg . );> Repeat using objects in the 1kg group. );> Repeat using objects in the group that weigh less than a kilogram. );> Ask a child to point to the group of objects that weigh more than a kilogram . Tell the class that those objects weigh more than a kilogram. Ask another child to point to the group of objects that weigh a kilogram . Tell the class that those objects weigh one kilogram. );> Teacher, point to the group of objects that weigh less than a kilogram. Tell the class that those objects weigh less than a kilogram . )P> Let the children draw one object that weighs more than a kilogram and one that weighs less than a kilogram.

D Left to right

.-- -¡ +--0 I

I

I

I

Right to left.

Slides );> Give each group cut-outs of two squares of sides 5cm each. Ask them to move one of the squares and say the direction (left, right, up, down, from one corner to the other) );> Ask them to move the other square in the opposite direction e.g . if they moved the first square up let them move the second square down. );> Now tell them the movements of the first square and let them say what will be the opposite movement of the second square and have them do it. )P> Continue with patterns e.g. (first square ... left to right) (second square ... right to left) (first square up, down) (second square down, up) For the next lesson you will need five paper cut-outs of $100 bills and one paper cut-out of $500 bill. (see back of Guide)

Lesson 31

IRI Mathematics Grade 3

88

"ADVENTURING WITH NUMBERS"

I LESSON 321 ~ BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities: five paper cut-outs of $100 bills and one paper cut-out of a $500 bill.

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

C\ ~PART

1: During the Audio Programme

Oral Multiplication (exercise book)

Oral Division (Drawing) (exercise book)

Column Multiplication (exercise book)

Writing Numbers (exercise book)

4 2x4=

7

+

2=

3x2=

9

+

3=

5x1=

7

+

3=

4x4=

4

+

2=

X

_l

4 X

~

3741 8231 3425

2 X

5x3=

~

5 X

~

X

_1

4

>- Song:

IRI Mathematics Grade 3

"The Fruit Vendor"

89

"ADVENTURING WITH NUMBERS"

@ PART 2: The After-Audio Programme TEACHER: Facilitate the following activities ( 10 min ) Geometry (angles) ~ Draw the angles shown in the box on the chalkboard Ask : "Are there any right angles on the board?" (no). ~ Ask children to copy the angles and circle them . ~ Let them label the group of acute angles as "Angles less than a right angle." ~ Now let them draw four angles that are less than a right angle. Walk around the class and help the children who are having difficulties. ~ Ask the children to place their right-angled measure next to two of the angles they drew to see if the two angles are less than a right angle.

( 10 min

J

Coins and Bills ~ Place on the table two $100 bills. Show the children a $500 bill . Ask a child to give you change in hundreds for the $500 bill using the two $100 bills. Ask the children ," Does (name the child) have enough $100 bills to change my $500 biii?"(No) Repeat for three $100 bills and then four $100 bills. ~ Let them suggest how many $100 bills the child needs to change your $500 bill into $100 bills (5) . ~ Let five children each show a $100 bill and tell the class that five $100 bills equals $500. ~ Place the five $100 bills together. Ask a child to hold each up as he/she counts by ones: One hundred dollars, two hundred dollars up to five hundred dollars. Now let the child hold up the $500 bill and say five hundred dollars. );> Ask the children to write: $100 + $100 + $100 + $100 + $100 = $500.

Lesson 32

IRI Mathematics Grade 3

90

"ADVENTURING WITH NUMBERS"

IREVIEW oF WEEK sl Teacher: Today we are going to review the work we have done during the past few weeks.

The main purpose of review eight is to: have children review the song , "The Fruit Vendor, " with emphasis on the names of the fruits. check children 's ability to differentiate between right angles and angles that are less than a right angle. reinforce the children 's understanding of slides with specific focus on two movements.

Materials needed -

IRI Mathematics Grade 3

Children:

Exercise books .

Teacher:

Copy of the lyrics of the song , "The Fruit Vendor."

91

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities Singing the Song, "The Fruit Vendor"

The Fruit Vendor. .. ...

);> );> );>

Tell the children you are going to review the song, "The Fruit Vendor."

Read aloud the lyrics of the song for the children so that they understand the words .

Let them sing the song. Help them to pronounce the names of the fruits.

~

Geometry (angles) );> Draw the shapes in the box onto the chalkboard. Have children select and copy a right angle from the board. Ask them to use their right- angled measure to show that the angle is a right angle. );> Now ask the children to select and copy an angle that is less than a right angle. Check and assist those having difficulty. );> Have the children say how many right angles are there . (3) Have them count how many angles less than a right angle are there. (3)

L=.:J

r=:==~I

'---- ....

E1J ,.._t __

1

For the next lesson:

,------,

-------(

~-----r:

â&#x20AC;˘ - - - - - _v

'----- -"

I

It---+

Slides );> Copy the shapes onto the chalkboard . ;;. Point to the arrow between the two triangles. Ask: "Does that arrow show a movement to the left or to the right?" (to the right) . Does the arrow show that the triangle was slid to the right? (no).

Why is it not a slide? (The triangle after the arrow is different from the one before the arrow) ;;. Repeat for the cylinders (arrow shows a slide to the right). );> Write on the board: down to the left; down to the right. Ask the children to select which direction tells how the cuboid was slid. (down & to the right)

IRI Mathematics Grade 3

Teacher: have a metre rule.

Children: the ruler calibrated in em, that they use in class.

Review 8

92

"ADVENTURING WITH NUMBERS"

LESSON 33

I

(!:)BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities: a metre rule.

THE CHILDREN: Should have their chequered-line exercise books, pencils and a ruler each, calibrated in centimeters.

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

Oral Division (exercise book)

Write Numbers (exercise book)

2x2=

5+3=

4600

Counting by Tens and Ones (exercise book)

D

Ooooo

5x2=

2 + 2=

8200

20 + 4 = 24

5x3=

5+4=

3402

DO D D 50+ 8 =58

4

X

1=

5+5=

7108

4x5=

3800

);>

IRI Mathematics Grade 3

Song:

3 x_1

000000000

DDDDDD 000000000

Column Multiplication (exercise book)

4

X2

5

2

x_l

x_1

4 x_1

60 + 9 = 69

"Song for the number Four"

93

"ADVENTURING WITH NUMBERS"

G)

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

Record your estimate for each measurement with a tick ('II) Less than lm

Greater than I m

Length of your foot Length of your hand span Length of your arm

Length ( ) );.> Show the class six objects in the classroom , three less than a metre, and three greater 10 min than a metre. Hold up or point to the objects one by one and ask, is the length of this .. . (name the object) less than a metre?" Write the names of objects on the chalkboard less than a metre . Verify if necessary using the metre rule. );.> Repeat the activity asking , "Is the length of this (name the object) greater than a metre?" );.> Verify if necessary. );.> Copy the chart at the left on the chalkboard . Complete it with children .

Height of your teacher Height of a room door Height of a cupboard

~

/

FAVOURITE BALLOON COLOURS Balloon Colours

Tallies

Red

ltlt

Blue

~I I

Green Yellow

II II

Number of Children

5 7 4

rTTT I I I Total

8

24

IRI Mathematics Grade 3

Statistics );.> Teacher, copy the tally chart (see box) on the chalkboard . );.> Explain that the tally chart shows the favourite balloon colours of some children in a Grade 3 Class. );.> Ask a child to come out and point to the tallies that show four. Ask another child to point to the tallies that show five only. Explain that we group tallies in fives . );.> Have them tell you what to write to complete in the last column by counting the tallies.

Ask: "How many children are shown in the first tally?" (5) "How many children like red balloons?"

"How many children like green balloons?" (4) "What is the colour of the most popular balloon?" (yellow) "What is the colour of the least popular balloon?" (green) For the next lesson: Teacher, you will need a cut-out of a 3 x 8 rectangle . (Can be cut out from the chequered-line exercise book) Homework: Ask children to show on a tally chart the favourite games of some children: Cricket 7, Volleyball 4, Football 10.

Lesson 33

94

"ADVENTURING WITH NUMBERS"

I LESSON 341 G_)aEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities: a cut-out of a 3 x 8 rectangle for each child. (cut out from the chequered-line exercise book.)

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

(;;;'\

~PART Greatest (oral) 26

VS

27

34

VS

30

49

VS

48

50

VS

52

67

VS

1: During the Audio Programme Column Multiplication (oral)

68

80 vs 89

~~E)

5 x_j_

0000

GQ)o

30

3+2=

+_1

2 x_l

~

3 x3_

0ooooooooo 20

wGJ~

x_l

G:Jooooo

5 40

};>

<ยง) cยง)

g 4+4=

+___ยง

};>

@

Column Addition (exercise book) 38 1 +_Q

50 6 +_2

9+3=

+~

5

X __ยง

IRI Mathematics Grade 3

Oral Division (exercise book)

Counting by Tens and Ones and Using Sums (exercise book)

47 42 +_Q

51 45 + 2

Song: 'There's so much I can do with Numbers" Physical Activity: "Physical Exercise"

95

"ADVENTURING WITH NUMBERS"

G) PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 38 1 +0 39

50 6 Âą._].

59

47 42 + 0 89

51 45 +2 ~

Favourite Balloon Colours Balloon Colours Red

Picture

CJ:J:XX)

Number of Children 5

Blue Green Yellow

~

Total

I I I I II I I I 3 x 8 rectangle

Vertical Addition )> Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the radio. (see box) )> Remind them to fill the empty squares in each exercise with zeros. )> Watch their work and help those who may have difficulties.

Statisitics )> Have children show their homework. Check to make sure that tallies are grouped in fives. )> Teacher, ask the children to look at the completed tally chart from the previous lesson. )> Invite children to say how they will use the tally chart to make a pictograph . )> Draw the incomplete pictograph (see box 2) on the chalkboard . Have different children count the balloons and say how many red balloons are there. Write the number of red balloons in the end column. (5) )> Ask children to say how many circles they will draw in the middle column opposite the colour "blue."(7) Continue with the colours green and yellow (4 and 8). )> Ask children to copy the incomplete pictograph in their exercise books and complete it by drawing the correct number of balloons against the colours. Assist the children . )> Ask children to write the total in the total column and then ask the following questions when they complete the pictograph. How many children altogether like blue balloons and yellow balloons? (15) How many more children like yellow balloons than blue balloons? (1) Slides & Measurement (Mixed) )> Give each child a 3 x 8 rectangle, cut-out from the chequered-line exercise book (3 rows of 8 squares each; see box). Ask them to skip a square at the top of a page and place the rectangle there so that it covers 3 rows of eight squares each .

Ask them, "What is the area of the rectangle?" (24 little squares). )> Let them slide the rectangle four squares to the right and three squares down. )> Ask: "What is the area of the new rectangle?" (24 little squares).

"Has the slide changed the area of the rectangle?" (no).

(

10

min

J

Lesson 34

------lUL.JIIHI.!I.U.KJ.UJ1!L!!tik:cs~G~ra~d~e~3!...__ _ _ _ _ _ _ _ _ _ _ _9_6_ _ _ _ _ _ _ _ _':_ 'A:D~V~E~NTURING WITH NUMBERS"

LESSON

351

G)aEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities:

the completed pictograph of lesson 34.

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

QPART 1: During the Audio Programme

~ ~ ~

EJ

~ ~000

Column Addition (exercise book)

Oral Division (exercise book)

Counting by Tens and Ones and using Sums (exercise book)

24 51

~0

60 +___2

+~

14 10 + ___2

9+4=

@

EJ~~~~~~~ 0000000

~~~~ ~

EJ ~0000

3+3=

80 +.J...

Cยง)

60 10 + _J!

000

7+4= 70 +___1

GQ) C2Q:)

0

5+ 2=

;... Song:

IRI Mathematics Grade 3

61 3 +_2

I

"It's so good to be Happy"

97

"ADVENTURING WITH NUMBERS"

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 24 51 + 13 _ill!

14

60

61

10 10 3 + 3 + 9 + 2 _12_ _TI_ 66

L

\_

-----'/ _j

~_j

\l _______ _ Right -angle measure (broken lines) placed on obtuse angle, base to base.

Vertical Addition >- Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the radio. (see box) >- Remind them that in this kind of exercise they should fill the empty squares in all the exercises with zeros. >- Watch their work and help those who may have difficulties. );;> When they have completed the exercises, ask some of the children to come to the chalkboard and work.

J

Geometry (angles) ( );;> Draw the angles shown above the line in the box on the chalkboard. Ask a child to 10 mi~ point to the right angle. Ask another to point to an angle that is not a right angle. );;> Ask children to say if the remaining angles are right angles (no). );;> Ask a child to come out and point to an angle which he/she thinks is more than a right angle. );;> Ask another child to do the same. );;> Let the children copy the angles that are more than a right angle. );;> Now demonstrate how the children can use the right-angled measure to show that an angle is more than a right angle by placing the right-angled measure on the other angle, base to base (see box, diagram below line) ¡

Statistics );;> Ask children to show their pictographs from lesson 34. Read the title of the pictograph. ( 1 min );;> Ask children to read it. (favourite balloon colours) . . ;... Tell the children that they can use the pictograph to make a block graph . Ask them to say what they remember about the block graph e.g ., block graphs are made using blocks. >- Teacher, draw on the chalkboard the axes for the block graph shown in the box. >- Ask the children, "Where are we going to write Number of balloons?" (along the vertical line) Write it. >- Ask: "Where are we going to write the colours of the balloons?" (along the horizontal line). >- Let a child say how many children like red balloons.(5) Draw five red blocks and write red (see box) >- Ask children to copy what is on the chalkboard and complete the block graph.

o

RED BLUE GREEN YELLOW

J

For the next lesson: Teacher, have a 3 x 8 cut-out from a chequered-line exercise book ready for each child.

Lesson 35

ics Grade 3

98

"ADVENTURING WITH NUMBERS"

I LESSON 3&1 @BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities: cut-outs of a rectangle (8 rows of 3 squares each) for each child .

THE CHILDREN: Should have their chequered-line exercise books , pencils and a right-angled measure.

~PART 1: During the Audio Programme Column Multiplication (exercise book)

3 X 5

5 X 5

2

4

2

X

2

D

X

Column Addition (exercise book)

2 Column Subtraction (exercise book)

64

3

- 13

51

3

5 +~

+ __.1

53 - 28

1 X 5

52

82 -

4 X

72

43

23 + _l

3

>- Song: >- Physical Activity:

IRI Mathematics Grade 3

"It's so good to be Happy."

"Physical Exercise. "

99

" ADVENTURING WITH NUMBERS"

G) PART 2: the After-Audio Programme TEACHER: Facilitate the following activities 72 3 + 4

79

51 5 + 2 ~

52 23 + 2 _]]_

Vertical Addition );> );> );>

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 and remind them to fill the empty squares in all the exercises with zeros.

Watch their work and help those who may have difficulties .

Geometry (Angles) >- Draw the angles shown in the box on the chalkboard . Ask: "Are there any right angles on The chalkboard?" (no). );> Ask children to copy the angles and circle them . >- Let them label the group of obtuse angles as "Angles more than a right angle." );> Now let them draw four angles that are more than a right angle. Walk around the class and help the children who are having difficulties. );> Ask the children to place their right-angled measure on two of the angles they drew to see if the two angles are more than a right angle.

Slides & Measurement (Mixed) );> Give each child a rectangle (8 x 3), cut out from the chequered-line exercise book (8 rows of 3 squares each. see box). );> Ask them to skip a square at the top of a page and place the rectangle there so that it covers 8 rows of 3 squares each. );> Ask them , "What is the area of the rectangle?" (24 little squares) );> Let them slide the rectangle four squares to the right and three squares down . );> Ask: "What is the area of the new rectangle?" (24 little squares) ~ Ask: "Has the slide changed the area of the rectangle?" (no) Lesson 36

100

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 91 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review nine is to: help the children to have fun singing and learning well the actions of the song , "It's so good to be Happy. " develop further skills in giving information using a graph. discover and continue patterns involving position and movement.

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

Materials needed -

Teacher:

Lyrics of the song. "It's so good to be Happy."

Children: Graph done in lesson 35.

Exercise books .

IRI Mathematics Grade 3

10 1

"ADVENTURING WITH NUMBERS"

Review activities TEACRER: Facilitate the 1o11owtng-activities It's so good to be Happy

Song of the Week ( 5 min ) ~ Read the chorus of the song "It's so good to be Happy", to the children . Have th_em repeat the chorus with you . > Have them say the chorus with you while a group of children shows the action . (wave their hands.) > Have the class sing the chorus and do the actions. > Read the first verse with them and let them sing the whole song , doing the actions.

Favourite Balloon Cololll s 9 r-------------~

8

i

7

~

s

,g

3

- 6

'S 4

" 1

0

R.ed

Blue

Gree n Yellow

Colou1 s

Statistics (1omin) > Tell children to look at the block graph they completed (lesson 35) . > Ask: "How many children like a yellow balloon?" (8) "How many like a green balloon?" (4) . > Invite the children to say how many children altogether like red balloons and yellow balloons. (13) > Let them count the blocks in each column and add to find how many children are shown in the graph (5 + 7 +4 +8 = 24). > Tell the children to say more about the graph .

Position and Movement [ 10 min ) Copy the two letters as shown in the box, on the chalkboard . > Tell the children to say how we can slide the letter "A" so that it is to the right of "C ."

(Slide the letter "A" to the right until you pass the letter "C" and then slide it up.) > Repeat for to the left of "C . (Slide up then to the right.) ..·· > Have them say how you will slide C so that it is to the right of A. (Down and to the left) . ..·· > Repeat for to the left of A. (To the left and down.)

A. ~ Have a child draw a line to show how A can be slid to touch C without being slid to the left, right, up "'----------------or down . (see box)

,·"'

c

>

Review 9

102

"ADVENTURING WITH NUMBERS"

I LESSON 371 @aEFORE THE MATHEMATICS CLASS

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

@PART 1: During the Audio Programme Counting by 100s, 10s & 1s {exercise book)

[1QQ] [1QQ]

GJ Q Q

0000

Column Subtraction (exercise book)

63 - 47

200 30 +_4

Oral Division (oral)

5+1

=~

4+1 =

G;]G;J~QQ

81 -.]2

00000

3+1

300 20 + _5

>- Song:

IRI Mathematics Grade 3

GYiXiXi)

= c;x;J:;)

"The Children 's Song. "

103

"ADVENTURING WITH NUMBERS"

G)

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Symmetry ( 5 min J ~ Copy on the chalkboard the shape at left without the lines of symmetry shown as broken lines in the shape. Encourage the children to look at the shape carefully. ~ Ask them to copy the shape and draw one line of symmetry. ~ Ask the children to draw another line of symmetry in the first shape. ~ Draw in one of the lines of symmetry as an unbroken line. Have children check to see if they drew a line like that. Repeat for the other line.

(1smin)

Full turns

Turns ~ Ask a child to come in front of the class and face it. Direct the child to put his/her right hand straight out in front of him/her with one of the fingers pointing. Now ask the child to back the class with that right hand straight out. Ask the child to turn until he/she faces the class again . Ask the children: "Is his/her finger pointing in the same direction? (Yes) .,_ Repeat with another child. Explain to the class that the child made a "full turn". He/she turned until his/her finger was pointing in the same direction. ~ Invite a child to come out in front of the class and make three full turns as the other child did. Have the class count the number of turns. ~ Ask the children to place an exercise book on the desk so that one of the shorter sides is facing them. Ask them to turn the book a full turn so that the same shorter side still faces them. Repeat for a longer side.

( 5 min

0

J

Homework: Copy the shape in the box on the chalkboard. Let children copy it and ask them to draw two lines of symmetry for homework.

Lesson 37

104

"ADVENTURING WITH NUMBERS"

I LESSON 381 ~BEFORE THE MATHEMATICS CLASS THE CHILDREN: Should have their chequered-line exercise books and pencils .

C\

\.b) PART 1: During th-e Audio Programme Oral Division (exercise book)

4+4

=

3+1

=

11 + 2 8 +3

= =

12 + 4

=

Column Multiplication (exercise book)

L-.6

IRI Mathematics Grade 3

~

12

41

~

:t_1

21 .L_1

Song:

Column Subtraction {exercise book)

24

31

~

Column Addition (exercise book)

75

-

~

-

91 24

70

62

:!.__J._

- .fl

"The Fruit Vendor"

105

" ADVENTURING WITH NUMBERS"

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

Review Homework );> Look at the children 's homework. Check to see if they drew in the two lines of symmetry (see box with broken lines of symmetry) . Discuss what they did and ensure that they draw in the lines correctly.

Statistics ( 10 min Ask children to look at the block graph they drew in lesson 35. Invite a child to say how many red blocks there are. (5) J;;> Draw the "bottom axis" and the blocks for red . Write "red " along the horizontal axis. Let the children know that one block stands for one child .

J;;> Ask the children to copy and number the blocks (see box) from 1 to 5.

J;;> Ask: How many blocks stand for one child . Count to show. (one). How many blocks stand for two children. Count to show. (two).Count how many blocks stand for three children. Count to show (3). Ask a child to come out and count how many blocks stand for 5 children (5) . );> Now ask the children how they can say how many blocks show one child without counting (by pointing to one). Repeat for two children , three children , four children , and five children . );> Repeat for the blue balloons next to the blocks for red numbering the blocks 1 to 7.

Have a child count the blocks to tell how many children like blue balloons? (7) Ask another child to point to 7. Tell the children that the 7 shows how many children like blue balloons. Point to the other numbers saying how many children there are e.g. five tells me five children like red balloons, 7 tells me seven children like blue balloons. );> Explain that we can tell how many children like a balloon colour without counting the blocks.

J

[ 10 min Turns );> Ask a child to come in front of the class and face it. Direct the child to put his/her right hand straight out in front of her with one of the fingers pointing.

Now ask the child to back the class with that right hand straight out. Ask the child to turn right until his/her finger points in the same direction . Ask the children : "Is her finger pointing in the same same direction? (Yes).

J;;> Repeat with another child . Explain to the class that the child made a "full turn" right. He/she turned right until his/her finger was pointing in the same direction .

J

J;;>

Favomite Balloon Colours 8 .---------------~

7

i6

is ~4

.;3 =a 0

hd

Blue Colours

Tnrnin o- Ri o-ht

Lesson 38

IRI Mathematics Grade 3

J

106

"ADVENTURING WITH NUMB

,

I LESSON 391

@ BEFORE THE MATHEMATICS CLASS

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

~ PART 1: During the Audio Programme Column Subtraction (exercise book)

Column Multiplication (exercise book)

Oral Division (Oral)

13

9+5= 13 + 3 =

~

40

6841

- __ยฃ_Q

+ 1176

5

82 - 64

~

5+3=

3173 + 5459

52

11 + 5 =

Column Addition (exercise book)

.L__l

4 2$.__ยง

~

IRI Mathematics Grade 3

Physical Activity: "Moving Hands"

107

" ADVENTURING WITH NUMBERS"

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

Turning left

oO

EJ ED

J

Turns );> Ask a child to come in front of the class and face it. Direct the child to put his/her right hand straight out in front of him/her with one of the fingers pointing. Now ask the child to back the class that right hand straight out. Ask the child to turn left until his/her finger points the same way. Ask the children : "Is his/her finger pointing in the same direction?" (Yes) );> Repeat with another child. Explain to the class that the child made a "full turn " left. He/she turned left until his/her finger was pointing in the same direction. );> Ask a child to come out in front of the class and show a full turn right and then a full turn left. );> Ask another child to come out in front of the class and show a full turn left and then a full turn right.

Position and Movements );> Draw the shapes on the chalkboard. Ask the children to name the shapes from left to ( ) 10 min right (rectangle, circle, cylinder, cuboid). Now ask them to name the shapes from right to left. (cuboid , cylinder, circle, rectangle). );> Ask the children to name the shape that is to the right of the rectangle (circle) and the shape that is to the left of the cylinder (circle). );> Ask the children to say which shape is to the right of the circle (cylinder) and to the right of the cuboid (cylinder).

Homework: Write on the chalkboard the letters LMNO . Have the children copy it.

Ask the children to write the letters so that 0 is to the left of Land N is to its right. OLNM) Next ask them : "Which letter is to the right of N. (M)

For the next lesson: demonstration.

( 5 min

J

Prepare a large cardboard face with one hand and a dot (see box) for Lesson 39

IRI Mathematics Grade 3

108

"ADVENTURING WITH NUMBERS"

I LESSON 40 I ~BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities, a large cardboard face with one hand .

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

(2:) PART 1: During the Audio Programme Column Multiplication (exercise book}

X

Column Subtraction (exercise book}

Column Addition (exercise book}

4 Column Addition (exercise book)

51

22

80

7699

___ยง

+ ~

- _ยงj_

+ 1740

23 X~

3

34 +~

30

4986

- __1ยง

+ 4243

71

+ 2944

x_1

93 41

6275

+ ____ยง

X~

-

____..12

81 + _____ยง

Song: "The Months of the Year"

IRI Mathematics Grade 3

109

"ADVENTURING WITH

NUMBER~"

PART 2: The After-Audio Programme 7699 + 1740 9439

4986 + 4243 9229

TEACHER: Facilitate the following activities Vertical Addition

>-

6275 + 2944 9219

>-

Favourite Balloon Colours 7 - - -----------·. -------,

6 5 -- - ,.-----,

4 3 2

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.

( 5 min )

J

Statistics [ >- Copy the graph (see box) on the chalkboard.

10 min >- Tell the children to read the numbers on the vertical line. Ask the children to look at · · the graph and say. "How many children's favourite colour is red?" (5) Move your finger from 5 to the first corner of the block (see broken line). Have a child do the same. Repeat for Blue (7) >- Have children do the same for other numbers using only the first column. Extend to the second column using 6 and 7. >- Extend the horizontal line and draw 4 blocks to show the favourite balloon colour. (green) Ask the children to use the graph to show how many children have green as their favorite balloon colours.

Repeat for yellow (8) .

( 10 min )

1 red

Turns >- Mount the circular face you constructed on the chalkboard (see box).Ask the children to observe the shape. Ask: "What is the name of the shape?" (circle). >- Ask a child to identify the dot at the top of the face by pointing to it. Ask a few children to move the hand of the face as they desire . >- Demonstrate a full turn (clockwise, go right). Ask a child to do the same. Tell the class that the child made a full turn on the face. Ask the child to do a full turn left. >- Place the circular face on a desk. Invite each group to move the hand. >- Tell each group: "When I say, "right" one of you will move the hand on the face a full turn right When I say left, one of you will move the hand on the face a full turn left." Say "right" and let the children do a full turn right. Now do left ... then right. .. then right.

blue

• For Review:

Teacher, for each group have ready for "Review 10" one cardboard circle with a single hand attached to be turned and a large dot as drawn. (see box) lesson 40

IRI Mathematics Grade 3

110

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 10 I Teacher: Today we are going to review the work we have done during this week.

The main purpose of review ten is to identify: -the children 's ability to distinguish a full right-turn and a full left-turn .

-their understanding of the numbers on the vertical line of a graph.

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

Materials needed -

IRI Mathematics Grade 3

Teacher:

A large cardboard face with one hand able to rotate for each group.

Children:

Cardboard circles with a hand.

1I I

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities [ 15 min J Turns > Teacher, place the children in groups . > Give each group a circular face you made with the dot as shown in box. > Ask a child to identify the dot at the top of the face by pointing to it. Ask a few children to move the hand of the face as they desire. > Tell the children to move the hand to the right making a full turn. Repeat with a move of the hand to the left with a full turn . > Tell each group: "When I say, "right" one of you will move the hand on the face a full turn right.

When I say "left", one of you will move the hand on the face a full turn left." Say "right" and let children do a full turn right. Now do left ... then right. > Invite five children in front of the class . Ask one to imagine that he/she is the dot. Let them hold hands and form a circle . Ask them to make a full turn right. Then let them make a full turn left.

Change children and repeat.

â&#x20AC;˘

Favourite Toys of Children

( 10 min

J

Statistics > Copy the block graph on the chalkboard . (see box) Have children look at it carefully. > Tell the children what the block graph is about: Favourite toys of children. > Ask a child to show the number that will tell how many children like cars (4). Ask another child to identify the column of blocks that show how many childre n like bus. Ask a child to identify ro --the number that tells how many children like buses. Repeat for dolls.

1 > Tell them that you are going to add another column of blocks to the graph . Let them know that the ~--~~--~~--~~~~d~! favourite toy of one child is a teddy bear.

Bear > Ask them to say which number on the graph will tell how many blocks will be in that new column (1 ).

Favourite Toys > Draw the new column of one block and label it "Teddy Bear. " (as shown by the dotted lines) -1

I

I

I I

I I

Review 10

IRI Mathematics Grade 3

ll2

" ADVENTURING WITH NUMBERS"

LESSON 411 @aEFORE THE MATHEMATICS CLASS TEACHER: Have ready the block graph of lesson 40 for the After-Audio activities .

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

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

Oral Addition (oral)

= 10 + 40 =

2X I 2x2 2x3 2x4 2x5 2x3 2x5

20 + 30

50+ 10

=

= 20 + 60 = 10 + 70 = 30 + 40

4X [ 4x2 4x3 4x4 4x5 4x3 4xl 4x5 4x4 4x3 4x2 4x5

~

IRI Mathematics Grade 3

3xl 3x2 3x3 3x4 3x5 3x4 3X I 3X 5

Song:

Column Subtraction (exercise book)

72 - 39

Writing 4 & 5 digit numbers (exercise book) 1765

34 215 89 ::__1_§.

Counting in 100s, 10s and 1s (exercise book)

~

GQJ

GQJGJ GJ

00000

9714 200 30 .±.___.§

95 - 48

"There's so much I can do with Numbers"

113

"ADVENTURING WITH NUMBERS"

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

6-;-l 7-;-l 8-;-1

Division Exercises ~ Teacher, write the first exercise in the box on the chalkboard. Ask the children to read the exercise with you. (six divided by one) Tell them that you are going to find the answer for six divided by one by drawing marbles and grouping. Ask them to say how many marbles you should draw (six). Draw six marbles. );> Now let them say groups of how many you should make (one) . Make the groups. ;;;. Tell the children to count how many groups of one you made (six). Let them say how much is 6 7 1. (6) ;;;. Let the children copy the second exercise and solve it by drawing marbles and grouping. Assist those having difficulties. ;;;. Repeat for 8 7 1.

Turns ;;;. Draw a line in the centre of the desk of each group (see box). Let the child in each group facing the line place a pencil so that its tip is pointing to the line (see box). ;;;. Ask them to turn the pencil a full turn right or just as the hands of a clock move. Repeat for a full turn left or the opposite way the hands of a clock move. ;;;. Ask the child sitting opposite the one who made the full turn right and then left to do the same.

Change the position of the line and let others do the turns. ;;;. Ask the children: "Did the pencil point in the same direction after a full turn right? After a full turn left?" (yes).

Lesson 41

IRI Mathematics Grade 3

114

"ADVENTURING WITH NUMBERS"

LESSON 421

0

BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities: cut-outs of $100 and $500 bills. (See back of Guide) THE CHILDREN: Should have their chequered-line exercise books and pencils .

f:::\ ~PART

1: During the Audio Programme

Column Addition (exercise book)

25 +___1

4 + 25

56

Oral Division (exercise book)

Q

21

QQ G G Q 6

+

359 - _ _7

1= 6 RO

___1

380

9

1 = 9 RO

.:'::__1

2 + 56

5 + 1 = 5 RO

53

IRI Mathematics Grade 3

112 X

+ __1.

;;.. Song:

531 2

X_

~

4 + 1 = 4 RO +

Column Multiplication (exercise book)

Column Addition and Subtraction (exercise book)

507 X

___Q

- __1.

"There's so much I can do with Numbers"

115

" ADVENTURING WITH NUMBERS"

@

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 531

2

X

112 X

1062

4 448

~

are solving them correctly.

507 X

Vertical Multiplication ~ Teacher, when the broadcast is over, let the children solve the multiplication exercises dictated to them over the radio. (see box) );- Let them work by themselves , but check to ensure that they have copied the exercises properly and

10 min

5

2535

$5 00 + $500 = $ .... $5 00 + $100 + $100 + $ 100 + $1 00 + $1 00 =$ ..... . $ 100 + $ 100 + $1 00 + $1 00 + $ 100 + $ ...... . = $ 1000

Coins and Bills )..- Show the children a paper cut-out of a $1000 bill . Have children give change for a $1000 bill in $100 bills. Ask the children to write $100 + $100 +$100 + $100 + $100 + $100 + $100 + $100 + $100 + $100 = $1000. :;... Give each child a paper cut-out of a $500 bill. Repeat the process having children make change for $1000 in $500 bills. )..- Ask children to suggest ways in which they can use both $500 bills and $100 bills to make change for $1000. );.> Give each child a paper cut-out of a $500 bill. Repeat the process having children make change for $1000 in $500 bills. );.> Ask children to suggest ways in which they can use both $500 bills and $100 bills to make change for $1 000. );.> Copy the exercises on the chalkboard and ask the children to complete the chart for homework. (see box).

[ 10 min

â&#x20AC;˘ I

.

I

Half Turns

Lesson 42

IRI Mathematics Grade 3

J

Turns . . ~ Ask a child to come in front of the class. Ask him/her to stretch the right arm straight out in front of him/her. Now ask the child to back the class and to turn until his/her finger points to the class. ~ Ask the children: "Did he/she make a full turn?"(No). Tell the class that the child made a half turn . }.> Repeat with another child. Explain to the class that the child made a "half turn." Show that he/she is facing the opposite way. ~ Ask a child to come out and face the class and show a half turn using his hand and pointing a finger. Have the children observe that he/she is facing the opposite way.

116

" ADVENTURING WITH NUMBERS"

I LESSON 431

G) BEFORE THE MATHEMATICS CLASS

TEACHER: Have ready for the After-Audio activities cut-outs of - (i) 5 $20; 5 $1 00; 2 $500 & 1 $1000 bills - (ii) 10 $1 ; 10$5 & 10$10 coins for each child.

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

GJ PART 1: During the Audio Programme Least (oral)

Oral Addition {oral)

7 vs 5

20 + 70

93 vs 95

10 + 80

8 vs 9

30 +50

7 vs 6

40 + 20

40

42

80 + 10

53 VS 50

50+ 40

VS

Oral Multiplication (up to 5x5) (oral)

3x1 3x5 3x4 3x3 3x2 5X 1 5x5 5x2 5x4 5x3

4 Column Multiplication (exercise book)

X

2 Column Subtraction (exercise book)

2 4 31 2

Column Subtraction and Addition (exercise book)

84 - 35

982 -_ยง1

21 +_ _6 X

2121 _ _4

68 - 49 330 +__7

-

~ ~

IRI Mathematics Grade 3

Song: Physical Activity:

156 24

"The Magic Number is Two" "Bending Exercises"

117

"ADVENTURING WITH NUMBERS"

Q

PART 2: The After-Audio Programme 982 :___§.1

21 2._§

___m_

_n_

330 + 7 337

-

156 24 132

Story Book Costs $500 Crayon Costs

$300

Watermelon Costs $250 Metre Rule Costs $350

Birlhdav 5

~lonlhs

of lbe Children

0

I. s:: l 0

l· u·

"B )

0

0

:z;

Jan Frh liar lpr lla.1 Jun ,lui lu!( S~ p llrl \ ov llrt llonlhs of lhr \r;1r

For the next lesson:

IRI Mathematics Grade 3

TEACHER: Facilitate the following activities ( 5 min

Vertical Addition and Subtraction ~ ~

Teacher, when the broadcast is over, let the children solve the addition and subtraction exercises dictated to them over the radio . (see box) Let the children work by themselves but help those who may have difficulties.

Coins and Bills ~ Divide the class into groups. ( 10 min ) ~ Give to each group cut-outs of five ($20) ; five ($1 00); two ($ 500) , one ($1 000). · · ~ Give to each group cut-outs of the following coins: ten ($1 ), ten ($5), ten ($1 0). ~ Copy the list from the box onto the chalkboard. Tell the children," You are going to see what you can buy with $1 000 and what bills and coins you need to make these different amounts." ~ Ask the children to look at the items on the chalkboard . Let the children identify the price for each item . ~ Read with the children the list aloud . Ask the children to copy the list into their books. Next to each item's price, they should write what bills or coins they would use to buy each item. (eg. a story book= one $500 bills, five $100 bills) ~ Ask them to find how much change they would get if they bought each item with a $1000 bill (e.g. if they bought a story book, they would receive $500 in change , because $1000-$500 = $500)

( 10min) tatistics ~ Teacher, write the months of the year on the chalkboard. ~ Ask each child to put a tally at the side of his/her month of birth . Ensure that tallies are grouped in fives. ~ Copy the graph (at left) and ask children to label the bottom line :"Months of the Year" and the other line "Number of Children," using five months including the month of his/her birth. Let them use abbreviations for the Months of the Year, if necessary. (e.g.: Jan, Feb) Assist the children . ~ Let the children say how many blocks will be shown on a graph for each of the birthday months, including zero blocks.

Teacher, be prepared to draw the block graph for the above on the chalkboard.

Lesson 43

1] 8

"ADVENTURING WITH NUMB

"

LESSON

441

~BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activity 6 cardboard squares for each group.

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

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

Oral Division (exercise book)

10 + 60

7+1

70 + 10

Column Subtraction (exercise book) 83

-21.

~~G

30 + 40

95 - 67

7 and R 0

30 + 20

Countingin100s, 10s, 1s And using Sums (exercise book}

~~ @]~~ = 237

3+1

10 + 80

58

8+1

40 + 10

-...11!

0000000

~

EJ

0000000

= 207

6+1 4+1

~

Song: "The Magic Number is Two" ;,. Physical Activity: "Physical Exercise"

IRI Mathematics Grade 3

11 9

" ADVENTURING WITH NUMBERS"

G)

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

"

~--------------------------, ~

Birflday Months

~ ! 1~.~.~. ' ' '.

M~s ofYear

L..__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.J /

Statistics ~ Draw the block graph of lesson 43 on the chalkboard indicating the numbers on the vertical axis. ~ Let the children talk about their graphs. ~ Tell them that you are going to erase some of the lines. Erase lines that separate the blocks. (see box where broken lines indicate lines to be erased). Discuss the appearance of the graph with the children. For example, the blocks are not there anymore. Each of those without the block is called a bar. Tell them that this graph is called a bar graph. Ask them to say what the graph is called . (bar graph) Write "bar graph" on the chalkboard. ~ Ask children to look at the bar graph and say how different it is from the block graph . For it is made of bars not blocks. ~ Let the children say how many children have birthdays in each month .

Slides ~ Copy the shape in the box on the chalkboard . Give each group six cardboard squares and ask them to place the squares in a group in a line anywhere on the desk. Now tell them to make the shape on the chalkboard by sliding the squares to do so. Remind them they must slide the shapes. ~ Observe the children as they do the activity. Ask each group to describe two movements that were made to slide the squares. Let them slide the squares in the shape to where they were at first, in a group in a line.

Lesson 44

IRI Mathematics Grade 3

120

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 111 Teacher: Today we are going to review the work we have done during this week.

The main purpose of review eleven is to reinforce: -The children's understanding of the concept of half-turns.

-understanding of how to read a bar graph

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

Materials needed -

IRI Mathematics Grade 3

Children: Exercise books and pencils.

121

"ADVENTURING WITH NUMBERS"

Review activities: TEACHER: Facilitate the following activities Statistics Copy the diagram in the box on the chalkboard. Tell the class that they will complete [ 15 min J the graph with you . Label the graph "Two Favourite Pets." . . >- Ask the children to say what the graph is about (Two Favourite Pets). Give them the names of the pets, dog and cat. Let them write "Dog" under the first bar on the horizontal line and "Cat" under the second bar. Tell them the graph will show five dogs and seven cats . >- Number the vertical line from 1 to 5 evenly spaced to the level of the top of the first bar. Point to the line at the top of the first bar. Ask : "How many children like dogs as pets?" Continue to seven to the level of the top of the second bar. Repeat for cats . ? Ask the children to say the name of the graph (bar graph). Ask them to say how many children have dogs as their favourite pets and how many have cats as their favourite pets.

>-

-

Finger

...

Half tum

Ct)

Turns [ 10 min J Ask a child to come in front of the class and face it. Direct the child to put his/her right hand straight out in front of her with one of the fingers pointing . Now ask the child to back the class with that right hand straight out. Ask the child to turn until his/her finger points to the class . >- Ask the children : "Is his/her finger pointing in the same direction? (No) Where is it pointing?

(To the class) ~ Repeat with another child. Explain to the class that the child made a "half-turn ." >- Ask a child to come out in front of the class and show a half-turn to the right using his/her hand and pointing a finger. Ask another to show a half-turn to the left. );;.- Have a child stand pointing straight in front, backing the class. Have another child show where his/her finger will be pointing to if he/she made a half-turn . Repeat with another child facing the class . >- Draw the top arrow in the box on the board . Ask them to imagine it is a finger pointing . Draw the bottom set of arrows. Let them select the arrow from the bottom set of arrows that will show (a) a right-turn, (b) a left-turn .

>-

Half tum

For the next lesson :

You will need 10 containers consisting of those that hold more than 1 litre, less than I litre, I litre, a litre measure and a container with water.

Review 11

IRI Mathematics Grade 3

122

"ADVENTURING WITH NUMBERS"

I LESSON 451 @ BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for After-Audio activities- (i) 10 containers some of 11itre; more than 11itre and less than 11itre. (ii) a litre measure. (iii) a container with water. (iv) a large calendar.

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

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

3x1 3x5 3x2 3x3 3x4 5x5 5x3 5x2 5X1 5x4

Column Multiplication (exercise book)

2X1 2x4 2x2 2x3 2x5 4x3 4x4 4x1 4x2 4x5

X

73 -~

95 X

4213 _ _3

-~

-

86 54

I

100

1

0 0000000

= 108

I 100 II

100 ] 205

I 100 II

100

=

00000

I

LiQQJ = 303 000

);>

IRI Mathematics Grade 3

5234 _ _2

Counting by 1OO's and 1 's (exercise book)

Column Subtraction (exercise book)

Song:

"On the Farm"

123

" ADVENTURING WITH NUMBERS"

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities Capacity )> Place 10 containers on the table consisting of those that hold "more than a litre ," a litre and "less than a litre."

J;> Tell the children that you want to put the containers into three groups.

Ask them to identify containers that they think hold more than a litre. Put these in one group. );;> Let the children identify the containers that they think hold a litre . Put these in one group. )> Now let the children say which containers they think hold less than a litre. Put these in one group.

J;> Have a child fill a litre measure and pour water into the containers sorted as those that hold more than a litre. Set aside those that hold less. );;> Repeat using containers in the one-litre group.

J;> Repeat using containers in the group that holds less than a litre. );;> Have a child point to the group of containers that hold more than a litre. Have another child point to the group of containers that hold a litre. You point to the group of containers that hold less than a

(.ore

than 1 lttre

Less than 1 lttre

~ 10 min

litre .

MAY2008 Sun

Mon

4

5

II

12

18 25

19 26

Tu es

6 13 20 27

Wed

7 14 21 28

Thurs

Fri

Sat

I

2 9 16 23 30

3 10 17 24 31

8 15 22 29

T ime ~ Copy on the chalkboard , the month of May (see box opposite). Draw the children 's attention to the part of the Calendar, asking them to name the month and the year.

Circle from 6 to 29. ~ Ask the children : "How many days are circled?" (24) "How many days are in a week?" (7) "How many weeks can be circled from 24 days?" (3) "How many weeks and days are circled?"

(3 weeks 3 days). ~ Starting at 8, have the children circle to show one week. Have them circle again to show the week beginning at 15. Have the children say how many weeks they circled . (2) After 21 , ask the children to circle four days. Ask: "How many weeks and days are circled? (2 weeks 4 days). Reinforce that there are 7 days in a week.

For the next lesson: Teacher you will need a large calendar.

Lesson 45

IRI Mathematics Grade 3

124

"ADVENTURING WITH NUMBERS"

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

I LESSON 461 @BEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities: a large calendar.

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

G) PART 1: During the Audio Programme Greatest & Least (oral)

Column Addition (exercise book) 40

Which is .. . less

Column Subtraction (exercise book) 275 - __1ยง1

+.1_Q

5 or 31

greater 20 or 21 400

greater

9 or

less

2 or 32

less

6 or 26

100

greater 51 or 50

+ 800

5

greater

3 or

less

4 or 44

2 R 1 4)9

~ (ยง>

0

4 R 0

-

568 376

2

2)8

~ ~

IRI Mathematics Grade 3

939 -760

+ 200

Vertical Division (exercise book)

Song:

"On the Farm"

125

"ADVENTURING WITH

NUMBEP~"

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

~

-

--

n January, March, December- 4 weeks 3 days.

September, June4 weeks, two days.

Homework: Statistics ~ Copy what is in the box on the chalkboard . Ask the children to identify the shortest bar. );> Write the letter "A" in that bar. Tell them that bar "A" is the shortest. ~ Ask a child to come out and point to the top of the shortest bar. ~ Repeat for the longest bar. Label this bar "8 ". ~ Ask: "Do you see any bars that have the same height?" How many are there? (2) ~ Let a child identify the bars with the same height. Label these bars "C". ~ Ask: "Which bar will show the most on a bar graph?" (B) "Which will show the least?" (A) "Which will show the same?" (C). ~ Have them come out and point to the bars that have the same height.

Time ~ Display a large calendar. Point to January. ~ Ask them to say how many days there are in that month (31 ). ~ Remind them that there are seven days in a week. Let them say how many weeks there are in January by counting the first seven days and calling that group of seven days 1 week. ~ Have them count the following seven days and say two weeks . Continue until four weeks. ~ Ask: "How many days are left?" (3 days). );> Repeat for March, then December. (4 weeks, three days) );;> Direct the children 's attention to September. Let them say how many days September has. (30) );;> Ask them: "How many weeks and days September has?" (4 weeks, 2 days). Repeat for June. );;> Refer to the number of weeks and show them it is always four weeks and two or three days.

For the next lesson: You will need a cardboard cut-out of a four-sided shape with no side longer than 6 em. You will also need a circular, cardboard face with a hand that rotates, for demonstration.

Lesson 46

IRI Mathematics Grade 3

l26

"ADVENTURING WITH NUMBERS"

LESSON 47

G) BEFORE THE MATHEMATICS CLASS

I

TEACHER: Have ready for the After-Audio activities- (a) A cut-out of a four-sided shape no longer than 6 em.

- (b) A circular-cardboard face with a hand that rotates.

THE CHILDREN :

Should have their chequered-line exercise books and pencils.

~ PART 1: During the Audio Programme Reading & Writing Decimal (exercise book)

Column Subtraction (exercise book)

.2

860 - 345

2R 0

3)6

.5 .3

Column Division (exercise book)

3685 - 1392

2R 0

2)4

.7

Column Subtraction .(exercise book)

G)G) ~

834 ...:..__.11.ยง

841 - 580

.1 1R4GV

5)9

.9

);>

IRI Mathematics Grade 3

Song:

00000

0000

"The Instrument song"

127

"ADVENTURING WITH NUMBERS"

PART 2: The After-Audio Programme TEACHER: Facilitate the following activities 834 - 116 718

841 - 580 261

Vertical 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 taking. ~ 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.

6

0

D0

Perimeter ~ Give children in each group a four-sided shape, no shape must have sides longer 15 min than 6 em. (check box) ~ Have children measure a side of their shape. ~ Invite a child from each group to say what is the length of the side . ~ Ask the children to measure another side and write what the measurement is. ~ Ask the children to measure the remaining two sides and write the answers. ~ Ask, "What will you do to find the perimeter of the shape?" (Add the lengths of the sides) ~ Tell them to add the lengths of the sides. ~ Let each group say what is the perimeter of their shape.

Distance and Movement ~ Let children move the hand to the left or anti-clockwise. ~ Point out that they are not moving the way it moves on the clock ie. to the right or clockwise . Tell them that they are moving the hand in the opposite way, to the left. ~ Encourage one child after the other to play with the hand by moving it anti-clockwise, to the left. ~ Now let them move the hand clockwise and then anti-clockwise.

For the next lesson:

You will need a metre strip/stick. You will also need 10 objects placed in three groups, 1kg, greater than 1kg, less than 1 kg. (See After-Audio lesson #45) Lesson 47

IRI Mathematics Grade 3

128

"ADVENTURING WITH NUMBERS"

I LESSON 481 QaEFORE THE MATHEMATICS CLASS TEACHER: Have ready for the After-Audio activities- (i) A metre stick/strip. (ii) 10 objects of different sizes placed in 3 groups: greater than 1kg; 1kg and less than 1kg

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

n

W

PART 1: During the Audio Programme Column Addition (exercise book)

Reading & Writing Decimal Notation (exercise book)

20 +10

3 R2

.4

.6 .1

300 + 500

.8 400 + 500

37 4 + 8

5)17

.2 200 + 100

Column Addition (exercise book)

Column Division (exercise book)

00000

~

25 32 + 4

00000 00 RO

35 12 +6

B00€J€

18 2 +2

5

.5

2Jl0

700 + 100 40 +50

25 6 +4 ~

IRI Mathematics Grade 3

Song:

"The Instrument song"

129

"ADVENTURING WITH NUMBERS"

@

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

37 4 +

8 49

25 32

35 12

+ 4 _ยง1

.!.___ยง

53

18 2 + 2

+ 4

_ll

35

25 6

( 10 min

( 10 min

Record your estimate for each measurement with a check mark ('./) Shorter Longer than I m than I m Length of your finger Length of your leg Length of yo ur desk Height of a table Width of a door Length of your class room Width of your classroom

J

Vertical Addition > Teacher, when the broadcast is over, let the children solve the addition exercises dictated to them over the rad io. (see box) );;- Help those who may have difficulties carrying. );;- When they have completed the exercises, ask some children to come up to the chal kboard to write and solve the exercises . > Have the rest of the ch ildren correct their work if necessary.

J

Measurement (length) );;- Show the child ren the metre strip/stick. Ask each group to say the names of three objects in the classroom with lengths shorter than a metre. Discuss. );;- Now ask each group to say the names of three objects in the classroom with lengths longer than a metre. );;- Ask each group to say the names of three objects outside of the classroom with lengths shorter than a metre. Discuss. > Continue. Let each group say the names of three objects outside of the classroom with lengths longer than a metre. Discuss. );;- Copy the chart at left on the chalkboard and ask the ch ildren to complete it. Give ass istance if needed.

(

5 min )

Mass );;- Place 10 objects on the table consisting of those that weigh more than a kilogram , a kilogram , and less than a kilogram .

Y Tell the children you want to put the objects into three groups. Ask them to identify objects that they think weigh more than a kilogram . Put these in one group. );;- Let the children identify the objects that they think weigh a kilogram . Put these in one group. );;- Now let the children say which objects they think weigh less than a kilogram. Put these in one group. Tell the children that in another lesson they will use a balance to see if the objects in a group

should all be there .

Lesson 48

IRI Mathematics Grade 3

130

"ADVENTURING WITH NUMBERS"

IREVIEW OF WEEK 121 Teacher: Today we are going to review some of the work we have done during this term.

The main purpose of review twelve is to: have the children identify the number of days and number of weeks in specific months in the year. . identify the children's understanding of exercises which will entail carrying in column additions involving three numbers.

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

Materials needed -

Children:

Teacher:

IRI Mathematics Grade 3

Exercise books and pencils

A large calendar

13 l

"ADVENTURING WITH NUMBERS"

Review activities TEACHER: Facilitate the following activities

January, March, December- 4 weeks 3 days.

September, June 4 weeks, two days.

45 5 ~ ~

34 2 + 3 39

28 12

56 2

.:!:.___Q ____12

.:!:__1

17 2 + 4 23

59

Time };> Display a large calendar. Point to January. };> Ask them to say how many days are there in that month (31 ). };> Remind them that there are seven days in a week. Let them say how many weeks are there in January by counting the first seven days and calling that group of seven days 1 week. };> Have them count the following seven days and say two weeks. Continue until four weeks. };> Ask : "How many days are left?" (3 days). );;.> Repeat for March , then December. (4 weeks, three days) );;.> Direct the children 's attention to September. Let them say how many days has September. (30) );;.> Ask them : "How many weeks and days has September?" (4 weeks , 2 days). Repeat for June .

Refer to the number of weeks and show them it is always four weeks and two or three days.

Review: Radio Audio Programme ( 15 min };> Teacher, copy the exercises on the chalkboard leaving a space to write the words, "snip" or "snap" next to each exercise. Tell the children that each of those exercises has a name.

Some are called "snips" and some are called "snaps." };> Explain to them that the exercises in which we carry is a "snip" and the exercise in wh ich we do not carry is a "snap." };> Ask them to look at the exercises on the chalkboard and be ready to say which is a "snip" and which is a "snap." };> Point to the first exercise in the first row. Write "snip," or "snap" next to it. Ask the children: "Do we have to carry in this exercise?" (yes) "Why?" (When we add the ones column, the answer has two digits.) };> Ask a child to circle its name. (snip) };> Repeat for the other exercises.

Review 12

IRI Mathematics Grade 3

132

"ADVENTURING WITH NUMBERS"

J

l

MATHEMATICS RADIO TOPICS FOR GRADE 3, TERM 1

MATHEMATICS CONTENT

Month 1 List of Topics ~sons: 1 to 16)

Montlll List of Topics (Lessons: 17 to 35 )

Moatll3 List of Topics (Lessons: 36 to 52)

Counting with fingers, counters, drawings and stories.

NUMERATION, COUNTING

- Rote Counting by ones and by tens.

- Counting in twos and ones with drawings.

- Counting in tens and ones with drawings.

- Counting by tens, story.

- Counting by tens, drawing.

- Rote Counting by I 00, up to l 000

COUNTING ON:

COUNTING ON:

- Counting On, a+ b, story.

- Counting On, a + b, box and sticks & fingers.

- Counting On, a + b, with fingers.

- Counting On, ao + b, using counters with box or drawings.

- Counting On, ab + c, with drawings.

- Counting On, ab + c, with fingers.

- Counting On, aOOO + b.

- Counting On, aOO + b, with drawings.

- Greatest, ab vs. ac.

- Least a vs. b, ab vs. ac.

- Least, a vs. b, ab vs. ac.

- Least, a vs. b, ab vs. ac.

- Greatest and least, a vs. ba, a vs . be.

MORE

GREATER, LESS, GREATEST, LEAST

IRI Mathematics Grade 3

- Counting by tens and ones; using swns.

- Counting by I OOs, lOs, and Is, using sums aOO + bO + c.

- Counting in l OOs I Os and Is, using sums, aOO + bO + c.

- Count by 1OOs and Is, using sums, check counting on aOO + b.

133

"ADVENTURING WITH NUMBERS"

1

MATHEMATICS CONTENT

NUMERATION, READING AND WRITING

Month 1 List of Topics (Lessons: 1 to 16) - Write Numbers, a and be.

- Writing Numbers, be and def(e/=0, f/=0), count the digits, read the digits.

- Writing Fractions, l/6 to 1/10.

-Writing Numbers, 1/6 to l/10 and 1/ 100 to 100/ 100.

-Writing Numbers, aOO, counting the digits, reading the digits.

- Writing Numbers,aOb. -Writing Num bers Oa in Addition and Subtraction exerci ses.

- Writing Fractions up to 515.

-Write Numbers, a and be, counting the digits.

IRI Mathematics Grade 3

Month 2 List of Topics (Lessons: 17 to 35 ) -Writing Decimal Notation, a.b - Reading Numbers be and def (e/=0).

- Writing Improper Fractions.

- Writing Decimal Notation, a-b (a/=0, b/=0) - Writing Numbers aOOO. - Writing Notation Decimal, a.b (a/=0, b/=0).

- Writing Numbers Oab, in Subtraction & Addition exercises.

- Writing Numbers aOOO.Writing Numbers Oab and OOa in Addition and Subtraction exercises.

- Writing Numbers Oa, OOab, OaO, OOaO. - Writing Numbers Oa and Oab. - Writing Numbers Oa, Oab, OOab, OaO, OOaO. - Writing N umbers, aOO. - Write Numbers abed (b/=0).

134

Month 3 List of Topics (Lessons: 36 to 52)

- Write Numbers abed (b/=0).

- Write Decimal Notation.

-Reading and Writing Decimal Notation, O.b.

-Reading and Writing Decimal Notation, O.b.

- Readi ng and Writing Decimal Notation O.b.

"ADVENTURING WITH NUMBERS"

Montb 1 List of Topics (Lessons: 1 to 16)

MATHEMATICS CONTENT

ORAL: (with fingers, counters or objects, drawings or with out any support): -

OPERATION: ADDITION

Oral Oral Oral Oral

Addition, Addition, Addition, Addition,

- Oral Addition, a+ b + c (a+ b < 9) Oral Addition, a+ b +c.

-

a+ b (without zeros). a+ b (with zeros). ab + c ao + b.

COLUMN: - Column Addition, 2 columns, implicit zeros, (a+ c).

- Column Addition, 2 colunms, implicit zeros,(ab +c).

- Column Addition, ab + cd (a+ c 2: 10), passing.

- Column Addition, 3 columns, including zeros, without passing.

- Column Addition, a + b (a+ b < 9) (without zeros).

- Column Addition, ab + cd (a+ c < 9) (without carry, without passing, without zeros).

- Column Addition, 3 column (without zeros).

- Column Addition, 3 columns aoo + boo, with zeros.

IRI Mathematics Grade 3

Montb 2 List of Topics (Lessons: 17 to 35 ) ORAL:

COLUMN: - Column Addition, 1-2 implicit zeros, 3 columns.

- Column Addition, ab + c, 2 columns implicit zeros.

- Column Addition, carrying, without passing, 2 columns.

- Column Addition, 3 colwnns, carry once.

- Column Addition, ab + cd (a+ c < 9), without passing, 2 columns.

- Colunm Addition, ab + cd (a+ c-> lO) - Colunm Addition, ab + cd (a+ b < 9) (without zeros).

- Column Addition, 3 colunms, (without carry).

- Column Addition, 1 implicit zero, 3 columns.

- Colunm Addition, 3 addends, 1-2 colunms, without implicit zeros.

135

Montb 3 List of Topics (Lessons: 36 to 52) ORAL: - Oral Addition, aO + bO ( < 90).

- Oral Addition, .a +.b.

-Oral Addition, O.a + O.b, ab + c.d.

COLUMN: - Column Addition, 3 addends, 1-2 columns, with implicit zeros.

- Colunm Addition, 4 columns, carrying twice.

- Column Addition, check ab + c.

- Column Addition, check a + be.

- Column Addition, leave implicit zeros blank.

- Addition equations, aO + b.

"ADVENTURING WITH NUMBERS"

MATHEMATICS CONTENT

Month l List of Topics (Lessons: l to 16)

ORAL: - Oral Subtraction, ab-1 (b/=0).

- Oral Subtraction, M - b, (M < I 0) (without zeros).

- Oral Subtraction, M - b (M < 10), Counting On. -Oral Subtraction, a- 1.

OPERATION: SUBTRACTION

COLUMN: - Colwnn Subtraction, 3 columns including zeros.

-Column Subtraction, 2 columns, implicit zeros, (ab-c).

- Column Subtraction, a b - cd (b > d) (without Borrow, without zeros).

-Column Subtraction, ab- cd (without borrow, without zeros).

- Colwnn Subtraction, 3 columns (without zeros).

-Column Subtraction, 3 columns, aoo - boo, with zeros.

IRI Mathematics Grade 3

Month 2 List of Topics (Lessons: 17 to 35 )

Month 3 List of Topics (Lessons: 36 to 52)

ORAL: - Oral Subtraction, M-b ( 11 ::; M::; 18).

- Oral Subtraction, aO - 1.

- Oral Subtraction, M- b ( 11 :S M :S 18), Counting On. - Oral Subtraction, M - b (M < I 0), Cow1ting on.

COLUMN: - Column Subtraction, - Column Subtraction, 3 colwnns.

- Colwnn Subtraction, without zeros - Column Subtraction, implicit zeros.

-Column Subtraction, 3 columns.

136

ab - cd = Oe. l implicit zeros, ab - cd (b > d) ab - c, 2 columns, zeros not necessary,

ORAL: - Oral Subtraction, - Oral Subtraction, - Oral Subtraction, - Oral Subtraction,

ab < I (b/=0). abc - I (c/=0). ab - 1 (b/=0). abc - 1 ( c/=0).

COLUMN: - Colwnn Subtraction, ab - cd (b > d, without zeros).

- Column Subtraction, borrow once, 2 columns.

- Column Subtraction, 3 addings, 1-2 columns, with implicit zeros.

-Column Subtraction, borrow once, 2 columns.

- Column Subtraction, leave unnecessary zeros blank.

- Column Subtraction, 3-4 columns, borrow once.

"ADVENTURING WITH NUMBERS"

MATHEMATICS CONTENT

FRACTIONS

AREA

Month 1 List of Topics (Lessons: 1 to 16) -Fraction Concept I /n (n = 2,3,4,5), - Fraction Concept lin (n = 2, 3, 4, 5) distinguishing between equal parts and unequal parts.

- Equal parts, folding paper in halves -Fractions, Concept of 1/n, with counting.

-Fractions, Vocabulary "halves" to "fifth".

- Folding a sheet of paper in different ways to show half.

- Fractions, Concept of alb (b=2,3 ,4,5, a < b).

-The different ways to divide a sheet of paper into four equal parts.

- Fractions, Concept of n/m (m=2,3,4,5) -Fraction Concept, Vocabulary, lib (6 < b < 10).

-Fraction Concept 1/n (n = 2,3,4,5), distinguish between equal and unequal parts.

- Fraction Concept and vocabulary, I/b (6<b< l0) .

-Fraction Mixed nwnbers, a alb (b:Sc) -Concept and vocabulary, alb (6<b< l0, - Fraction Concept and vocabulary, a/100 (a< lOO).

- Concept of area.

IRI Mathematics Grade 3

Month 2 List of Topics {Lessons: 17 to 35 )

I

-Mixed numbers, Concept and vocabu lary, a a/d, b < c.

-Mixed numbers a b/c, b :S c, Concept and vocabulary.

-Fractions; vocabulary for half to fifth.

Month 3 List of Topics (Lessons: 36 to 52)

- Compare fractions with each other.

- Compare fractions with whole numbers.

- Concept of area.

- Geometry, area of a rectangle.

137

"ADVENTURING WITH NUMBERS"

MATHEMATICS CONTENT

Month 1 List of Topics (Lessons: 1 to 16)

OPERATION: MULTIPLICATION

Month 2 List of Topics (Lessons: 17 to 35 )

ORAL: -Oral multiplication, ax b up to 5 x 5.

- Oral multiplication, Concept, ax b up to 5 x 5 (a/=0, bi=O) with drawings.

- Oral multiplication, Concept, ax b up to 5 X 5 (a/=0, bi=O).

COLUMN: -Column multiplication, ax b up to 5 x 5.

OPERATION: DlVISlON

ORAL - Oral division, quotient I= 0, 1.

- Oral division, Concept, quotient I= 0, l; divisor I= 1.

Montb 3 List of Topics (Lessons: 36 to 52) ORAL: - Oral multiplication, memorize ax b up to 5 x 5.

- Ora l multiplication, ax b up to 5 x 5.

COLUMN: -Column multiplication, ax b up to 5 x 5.

- Co lumn multiplication, 2-3 column.

- Co lumn multiplication, 2 columns.

- Co lumn multiplication, 4 columns.

- Column multiplication, ax b.

ORAL - Oral divi sion, quotient = 1.

-Oral division, Concept, quotient I= 0,1, divisor I= 1.

- Oral division, Concept, divisor = 1.

- Oral division, Concept, divisor = 1.

-Oral division, Concept of "divisible", small combinations.

- Oral division, divisor = 1, writing.

COLUMN: - Column division, sign, ab + c.

- Column division, sign a + b.

IRI Mathematics Grade 3

138

"ADVENTURING WITH NUMBERS"

MATHEMATICS AFTER RADIO TOPICS FOR GRADE 3, TERM 1 MATHEMATICS CONTENT

Month 1 (1-16)

Month 2 (Lessons 17-35)

Month 3 (Lessons 36-55)

PATTERNS

Patterns involving shaking hands, making sounds, clapping and singing.

Patterns with shapes and numbers

Patterns with shape and numbers.

FRACTIONS

Folding Paper- halves, fourths, eights.

Reading and Writing Fractions.

GEOMETRY

LENGTH

PERIMETER

CAPACITY

MASS

IRI Mathematics Grade 3

Recognizing: - Right-angled corners, rightangles in given shapes Drawing right-angles Recognising angles that are not rightangles Angles less than a right-angle.

Angles more than a right-angle .

Observing the metre ru ler: lm = 100 em.

Length : more than one metre, less than one metre.

Recognizing the perimeter of a shape as the surrounding edge.

Calculating perimeter of shapes Arranging objects according to capacity- smallest to largest Discovering I litre = two Y2 litres.

Calculating perimeter of shapes.

Grouping objects according to capacity: !litre, more than a li tre, less than a I itre.

Arranging objects: -heaviest to lightest, Arranging objects according to mass: -I kg, more than I kg, less than I kg.

Weighing objects: I kg, more than I kg, less than I kg.

139

"ADVENTURING WITH NUMBERS"

I

MATHEMATICS CONTENT COINS AND BILLS

Month 1 (Lessons 1-16)

Month 2 (Lessons 17-35)

Month 3 (Lessons 36-51)

Equivalence for $500 bi ll using $100 bills.

Giving eq ui valent amounts for a given amount, not more than $1 000 using $ 100 bill Reading a block graph.

Numbering on the vertical line of a block graph.

Reading information from a block graph.

Tallying and constructing a block graph.

Constructing a bar graph.

Recognising bars that tell the most and the least.

Drawing lines of symmetry on given shapes.

Grouping using tallies Reading a tally chart Making and reading a pictograph

STATJSTlCS

SYMMETRY

SLIDES

IRI Mathematics Grade 3

Completing a symmetrical shape.

Folding paper to find two lines of symmetry.

Slides to: left side, right side Slides: up. down.

Recognising shapes remain the same size after a slide.

Clockwise movement Sl iding objects to an identified area.

Sliding to one position and sliding to return to the first position.

Sliding from one corner to the opposite corner.

140

Sliding sha pes to make a given shape.

" ADVENTURING WITH NUMBERS"

MATHEMATICS CONTENT

Month 1 (Lessons 1-16)

Month l (Lessons 17-35)

Month 3 (Lessons 36-51)

Making full-turns , turning left, fulltum left, full-turn right.

Recognising in which direction an object faces after a full-turn .

Making half-turns.

TURNS

Reading a calendar Days in a month Days in a week Weeks in a month Weeks and days in a month.

TIME

POSITION, MOVEMENT AND DlRECTJON

Movement up and then turn to the left, up and then tum to the right.

Movement down and then turn to the left, down and then turn to the right.

Moving an object: from left to right - from the left of an object to the right and from the right to the left.

Movement: - clockwise - anti-clockwise

-

=

IRI Mathematics Grade 3

141

"ADVENTURING WITH NUMBERS"

IRI Mathematics Grade 3

142

"ADVENTURING WITH NUMBERS"

MULTIPUCATIONCHART X

I

I I I I I I I I I I I I

-

I I

I

I I

I I I

I

r..

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

IRI Mathematics Grade 3

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

143

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

" ADVENTURING WITH NUMBERS"

IRI Mathematics Grade 3

144 "ADVENTURING WITH NUMBERS"

IRI SONGS FOR GRADE 3, TERM 1

I

Composed by Peter Callendar 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.

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

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

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.

IRI Mathematics Grade 3

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

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 Ill 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.

145

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

Chorus (repeat)

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

Verse 1 We will play on We will play on We will play on We will play on

the the the the

drum , trumpet, piano, sitar.

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

"ADVENTURING WITH NUMBERS"

THE FRUIT VENDOR

ON THE FARM

IN THE CLASSROOM

CHORUS What do you What do you What do you What do you

CHORUS On the farm with Mr. Joe, I love how the animals go, On the farm with Mr. Joe, Hear what the animals say.

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 Oranges, Dunks, Plums, and Cherries Grapefruits, Psydiums, Ripe Gooseberries, Genips, Kokerite, Tamarinds, Limes.

Fruits, they are good any time.

Mangoes and Bananas, Pears, Sweet Sapodillas, Guavas, Lemons, Papayas, Jamoons, Grapes, and Awaras.

Verse 1 The cow The cow The cow The cow

In the classroom I love to stay.

In the classroom every day.

In the classroom let's have fun Fun with multiplication

CHORUS What do you What do you What do you What do you

Verse 2 Horse goes neigh (repeat four times) Turkey goes ooooo (repeat four times) Chicks goes chick, chick (repeat four times)

have have have have

have have have have

in your fruit basket? in your fruit basket? in your fruit basket? for me?

in your fruit basket? in your fruit basket? in your fruit basket? for me?

Verse Golden Apples, Sugar Apples, Star Apples , Pineapples.

Passion Fruit, Carambolas, Tangerines, Sou~sops.

I have enough for everyone.

Muskmelons, Cashews, Bilimbees, Pomegrante, Locusts, Whities, and Mamies.

They are good for you and for me.

IRI Mathematics Grade 3

goes moo , moo, goes moo, moo, goes moo, moo, goes moo, moo.

Sheep goes maa , baa (repeat four times) Dogs goes arf, woof, arf (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)

146

Verse Two times Two times Two times Two times

one is two two is four three is six four is eight

Two Two Two Two

times times times times

five is ten six is twelve seven is fourteen eight is sixteen

Two Two Two Two

times times times times

nine is eighteen ten is twenty eleven is twenty-two twelve is twenty-four

"ADVENTURING WITH NUMBERS"

PARTS 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 I love to stay.

In the classroom every day.

In the classroom let's have fun Fun with addition

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 .

I WOULD FLY

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

Verse If I had wings like a Kiskadee, Or I had wings like a Blue sakee, I would fly, up, up in the sky Like the birds that fly so high.

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

CHORUS Fly, fly , fly, fly , Way up in the sky.

I would fly, fly , fly , fly , Way up in the sky

PARTC CHORUS In the classroom I love to be.

In the classroom you and me.

In the classroom let's have fun Fun with the .... ...... .... .. .

In the classroom I love to stay.

In the classroom every day.

In the classroom let's have fun Fun with the ................ .... . .

Verse Two little birds sitting on the wall One name Seeta One name Paul.

Fly away Seeta Fly away Paul Lift your wings and fly above all.

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.

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

Chorus It's so good to be happy

IRI Mathematics Grade 3

147

"ADVENTURING WITH NUMBERS"

THE DAYS OF THE WEEK

SONG FOR THE NUMBER FOUR

THE CHILDREN'S SONG

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.

We are the flowers , beautiful and bright, Whether yellow, red , brown , or white, We are so special in our own little way, Reaching for the stars as we learn and play.

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

Verse Four hooves Four hooves Four hooves Four hooves

Verse Sunday for the Horse Monday for the Cow Tuesday for the Dog Hegoesbow,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.

has has has has

Four wheels has Four letters spell Four wheels has Four letters spell

a a a a

cow horse cow horse

a car the word star a car the word star

CHORUS F-0-U-R, FOUR F-0-U-R, FOUR F-0-U-R, FOUR F-0-U-R, FOUR

CHORUS Let's sing a song for all the children , Let's lift our voices for the little ones , With life and laughter to brighten up your day, So let's be joyful in every way, Singing Ia, Ia, Ia , Ia, Ia, Ia, Ia, Ia, Ia, Ia, Ia, Ia, Ia. (repeat)

Verse 2 In the morning like the birds we sing , We add rich music to everything, Even when times are bad Or you're feeling sad, With our happy faces we'll make you glad

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.

IRI Mathematics Grade 3

148

"ADVENTURING WITH NUMBERS"

THE MONTHS OF THE YEAR THE MAGIC NUMBER TWO 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.

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.

IRI Mathematics Grade 3

CHORUS The magic number is two The magic number is two This song is for me and you And all the children too.

Verse Two hand for holding Two feet for walking Two eyes for seeing Two ears for hearing

149

"ADVENTURING WITH NUMBERS"

IRI Mathematics Grade 3

150

"ADVENTURING WITH NUMBERS"

IRI GRADE 3 MATHEMATICS- CALENDAR FOR TERM 1 tT!!ffi.TS£1et.Y: 1~!.ll! .. li'f!tsle!eY:. . I Man

Th u

Wed

Tue

2

4

3

1 ---8

---9

10

ll

Less 1

Less 2

Less 3

Less 4

-----

----

15

16

17

18

Less 5

Less 6

Less 7

Less 8

22

23

24

25

Less 9

Less 10

29

30

Less 13

Less 11

Man

Fri

Less 12

5 ---12 Rev 1 19 Rev2 26 Rev3

Tue

1

Less 14

Tue

Wed

2 Less 16

6

7

8

9

Less 17

Less 18

Less 19

Less 20

13 Less 21

14

15

16

Less 22

Less 23

Less 24

20

21

22

23

Less 25

Less 26

Less 27

Less 28

27

28

29

30

Less 29

Less 30

Less 31

Less 32

Man

Fri

Thu

4

5

6

Less 33

Less 34

Less 35

Less 36

10

12

Less 37

11 Less 38

Less 39

13 Less 40

17

18

19

20

Less 41

Less 42

Less 43

Less 44

24

25 Less 46

26 Less 47

27 Less 48

IRI Mathematics Grade 3

Fri

3 Rev4 10 RevS 17 Rev6 24 Rev7 31 RevS

December 2008

3

Less 45

Thu

Less 15

n-~f.~''! ..lif!Sl·!·'=-1 Man

Wed

7 Rev9 14 Rev 10 21 Rev 11 28 Rev 12

151

Tue

Wed

Thu

Fri

1

2

3

4

5

8

9

10

11

12

17

18

19

20

21

24

25

26

27

28

29

30

31

" ADVENTURING WITH NUMBERS"

IRI Mathematics Grade 3

152

"ADVENTURING WITH NUMBERS"

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