Counting and Writing of Whole numbers from 661 to 680 Mathematics Primary 3 First Term Lesson Notes Week 5

Counting and Writing of Whole numbers from 661 to 680 Mathematics Primary 3 First Term Lesson Notes Week 5

Lesson Plan Presentation: Counting and Writing Whole Numbers (661 to 680)

Grade Level: Primary 3

Duration: 45 minutes

Learning Objectives: By the end of this lesson, students will be able to:

1. Count and write whole numbers accurately from 661 to 680.
2. Recognize the pattern in counting by tens.
3. Develop number sense and sequencing skills.

Embedded Core Skills:

• Numeracy
• Language Arts (Writing)
• Critical Thinking

Materials:

1. Whiteboard and markers
2. Printed number cards (661 to 680)
3. Chalkboard or chart paper
4. Individual writing notebooks
5. Counting manipulatives (e.g., counters, beans, or buttons)

Presentation:

Ordering Fractions from Least to Greatest:

1. Find a Common Denominator: Determine a common denominator for all the fractions you want to order. The common denominator is the same number that each fraction can be expressed with. This makes comparisons easier.
2. Convert to the Common Denominator: For each fraction, convert it to an equivalent fraction with the common denominator. You can do this by multiplying both the numerator and denominator by the same number to keep the fraction’s value unchanged.
3. Compare Numerators: Once all fractions have the same denominator, compare the numerators. The fraction with the smallest numerator is the least, and the one with the largest numerator is the greatest.

Example:

Let’s order the fractions 3/4, 1/2, and 5/8 from least to greatest.

1. Find a common denominator: The common denominator for 4, 2, and 8 is 8.
2. Convert fractions to the common denominator:
   • 3/4 becomes 6/8 (by multiplying both numerator and denominator by 2).
   • 1/2 remains as 4/8 (already has the common denominator).
   • 5/8 remains as 5/8 (already has the common denominator).
3. Compare the numerators:
   • 4/8 is the smallest.
   • 5/8 is in the middle.
   • 6/8 is the largest.

So, the order from least to greatest is: 1/2, 5/8, 3/4.

Ordering Fractions from Greatest to Least:

To order fractions from greatest to least, follow the same steps as above but reverse the order when comparing the numerators. The fraction with the largest numerator is the greatest, and the one with the smallest numerator is the least.

Skip counting by 6s:
6, 12, 18, 24, 30, 36, 42, 48, 54, 60, 66, 72, 78, 84, 90, 96, 102, 108, 114, 120, 126, 132, 138, 144, 150, 156, 162, 168, 174, 180, 186, 192, 198, 204, 210, 216, 222, 228, 234, 240, 246, 252, 258, 264, 270, 276, 282, 288, 294, 300, 306, 312, 318, 324, 330, 336, 342, 348, 354, 360, 366, 372, 378, 384, 390, 396, 402, 408, 414, 420, 426, 432, 438, 444, 450, 456, 462, 468, 474, 480, 486, 492, 498, 504, 510, 516, 522, 528, 534, 540, 546, 552, 558, 564, 570, 576, 582, 588, 594, 600, 606, 612, 618, 624, 630, 636, 642, 648, 654, 660, 666, 672, 678.

Skip counting by 7s:
7, 14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98, 105, 112, 119, 126, 133, 140, 147, 154, 161, 168, 175, 182, 189, 196, 203, 210, 217, 224, 231, 238, 245, 252, 259, 266, 273, 280, 287, 294, 301, 308, 315, 322, 329, 336, 343, 350, 357, 364, 371, 378, 385, 392, 399, 406, 413, 420, 427, 434, 441, 448, 455, 462, 469, 476, 483, 490, 497, 504, 511, 518, 525, 532, 539, 546, 553, 560, 567, 574, 581, 588, 595, 602, 609, 616, 623, 630, 637, 644, 651, 658, 665, 672, 679.

Skip counting by 9s:
9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 117, 126, 135, 144, 153, 162, 171, 180, 189, 198, 207, 216, 225, 234, 243, 252, 261, 270, 279, 288, 297, 306, 315, 324, 333, 342, 351, 360, 369, 378, 387, 396, 405, 414, 423, 432, 441, 450, 459, 468, 477, 486, 495, 504, 513, 522, 531, 540, 549, 558, 567, 576, 585, 594, 603, 612, 621, 630, 639, 648, 657, 666, 675, 684.

These lists show the numbers when counting by 6s, 7s, and 9s from 1 to 680.

Evaluation

1. Fill in the blank: Skip counting by 6s: 6, ___, 18, 24, …
a) 8
b) 12
c) 14
d) 16

2. Skip counting by 7s: 7, 14, ___, 28, …
a) 21
b) 24
c) 25
d) 26

3. Fill in the blank: Skip counting by 9s: 9, 18, 27, ___, …
a) 35
b) 36
c) 45
d) 54

4. Skip counting by 6s: 60, 66, 72, ___, 84, …
a) 76
b) 78
c) 80
d) 82

5. Fill in the blank: Skip counting by 7s: 49, ___, 63, 70, …
a) 52
b) 56
c) 59
d) 62

6. Skip counting by 9s: ___, 126, 135, 144, …
a) 99
b) 100
c) 108
d) 117

7. Fill in the blank: Skip counting by 6s: 42, 48, 54, ___, 66, …
a) 58
b) 60
c) 62
d) 64

8. Skip counting by 7s: 77, 84, 91, ___, 105, …
a) 98
b) 99
c) 100
d) 102

9. Fill in the blank: Skip counting by 9s: 252, ___, 270, 279, …
a) 261
b) 264
c) 267
d) 273

10. Skip counting by 6s: 90, ___, 102, 108, 114, …
a) 92
b) 94
c) 96
d) 98

11. Fill in the blank: Skip counting by 7s: 119, 126, ___, 140, …
a) 133
b) 135
c) 137
d) 139

12. Skip counting by 9s: 315, 324, 333, ___, 351, …
a) 345
b) 342
c) 339
d) 336

13. Fill in the blank: Skip counting by 6s: ___, 156, 162, 168, 174, …
a) 150
b) 152
c) 154
d) 158

14. Skip counting by 7s: 182, ___, 196, 203, …
a) 187
b) 189
c) 190
d) 192

15. Fill in the blank: Skip counting by 9s: 423, 432, 441, 450, ___, …
a) 463
b) 456
c) 459
d) 462

Writing figures in words 

660 – Six hundred and sixty
661 – Six hundred and sixty-one
662 – Six hundred and sixty-two
663 – Six hundred and sixty-three
664 – Six hundred and sixty-four
665 – Six hundred and sixty-five
666 – Six hundred and sixty-six
667 – Six hundred and sixty-seven
668 – Six hundred and sixty-eight
669 – Six hundred and sixty-nine
670 – Six hundred and seventy
671 – Six hundred and seventy-one
672 – Six hundred and seventy-two
673 – Six hundred and seventy-three
674 – Six hundred and seventy-four
675 – Six hundred and seventy-five
676 – Six hundred and seventy-six
677 – Six hundred and seventy-seven
678 – Six hundred and seventy-eight
679 – Six hundred and seventy-nine
680 – Six hundred and eighty

[mediator_tech]

1. Fractions in a Circle:
   • A fraction in a circle is often shown as a part of the circle shaded or colored.
   • For example, to represent 1/4 in a circle, you would shade one-fourth (25%) of the circle.
2. Fractions in a Square:
   • Fractions in a square can be shown by dividing the square into equal parts.
   • For instance, to represent 3/4 in a square, you would divide the square into four equal parts and shade three of them.
3. Fractions in a Triangle:
   • Fractions can also be displayed in triangles by dividing the triangle into sections.
   • To show 2/3 in a triangle, you might divide the triangle into three equal parts and shade two of them.

Introduction (10 minutes):

1. Start by reviewing numbers from 1 to 660 as a quick warm-up.
2. Explain the learning objectives for the day, emphasizing the importance of counting and writing numbers accurately.

Teacher’s Activities (10 minutes):

1. Write the number “661” on the board.
2. Ask a student to read it aloud.
3. Continue this process, writing each number from 661 to 670, and having students read them aloud.
4. Emphasize the pattern in counting by tens.
5. Discuss how to write these numbers in words (e.g., “Six hundred sixty-one”).

Learners’ Activities (10 minutes):

1. In pairs, students take turns counting from 661 to 670 and writing these numbers in their notebooks.
2. Encourage students to help each other if needed.
3. Provide guidance and correction as necessary.

Main Activity (10 minutes):

1. Distribute printed number cards from 661 to 670 to individual students.
2. Ask students to come to the front of the class one by one, show their number card, and read the number aloud.
3. Have the class collectively write each number on the board in both numerals and words as the students present their cards.

Assessment (5 minutes):

1. Distribute a worksheet with numbers from 671 to 680 to each student.
2. Ask students to complete the worksheet by writing the numbers in numerals and words.
3. Collect the worksheets for assessment.

Conclusion (5 minutes):

1. Review the numbers written on the board, both in numerals and words.
2. Discuss any common mistakes and clarify doubts.
3. Encourage students to practice writing numbers from 661 to 680 at home.
4. Summarize the importance of accurate counting and writing in mathematics.

Homework: Assign homework exercises that require students to write numbers from 661 to 680 in numerals and words.

Extension Activity (Optional): For advanced learners, introduce more complex numbers (e.g., 681 to 700) to challenge their counting and writing skills.