HomePrimary 4MathematicsBasic Mathematics Operations Addition and Subtraction of Whole Numbers up to tens of thousands Mathematics Primary 4 First Term Lesson Notes Week 6

Basic Mathematics Operations Addition and Subtraction of Whole Numbers up to tens of thousands Mathematics Primary 4 First Term Lesson Notes Week 6

Subject: Mathematics

 

Class: Primary 4

Term: First Term

Week: 6

Topic: Basic Mathematics Operations – Addition and Subtraction of Whole Numbers up to tens of thousands

Duration: 1 hour

 

Set Induction:

  • Begin the class by displaying a few examples of addition and subtraction problems on the board.
  • Ask the students to solve the problems individually or in pairs.
  • Discuss the solutions as a class.

 

Previous Knowledge:

  • The students have prior knowledge of basic addition and subtraction operations.
  • They can perform addition and subtraction with whole numbers up to thousands.

Entry Behaviour:

  • The students enter the class with a willingness to engage in mathematical problems.
  • They are ready to expand their understanding of addition and subtraction.

Behavioural Objectives: By the end of this lesson, students should be able to:

  1. Perform addition and subtraction operations with whole numbers up to tens of thousands.
  2. Solve practical problems that involve addition and subtraction.
  3. Apply their knowledge to real-life situations.

Embedded Core Skills:

  • Numerical skills
  • Problem-solving
  • Critical thinking

Learning Materials:

  • Whiteboard and markers
  • Mathematical exercises and problems
  • Visual aids (charts or diagrams)

Teaching Methods:

  • Interactive problem-solving
  • Group discussions
  • Visual aids and practical examples

Content:

Addition:

  1. Start from the right (units place): Begin by adding the digits in the units place.
  2. Carry Over: If the sum of digits in a place value is 10 or greater, you “carry over” the extra digit to the next higher place value.
  3. Continue to the left: Proceed to the left, adding the digits in each corresponding place value, including any carried-over digits from the previous step.
  4. Write the result: Write down the sum in the format specified by the place values. For example, in the case of millions, hundred thousands, etc., make sure you correctly express the result in that format.

Subtraction:

  1. Start from the right (units place): Begin by subtracting the digits in the units place.
  2. Borrow: If the digit in the minuend (the number you’re subtracting from) is smaller than the digit in the subtrahend (the number you’re subtracting), you’ll need to “borrow” from the next higher place value.
  3. Continue to the left: Proceed to the left, subtracting the digits in each corresponding place value. If you’ve borrowed in the previous step, be sure to account for that while subtracting.
  4. Write the result: Write down the difference in the format specified by the place values, as you did in addition.

By following these steps, you can correctly add and subtract numbers with different place values, such as millions (M), hundred thousands (H.Th), tens of thousands (T.Th), thousands (Th), hundreds (H), tens (T), and units (U). The key is to work from right to left and manage any carrying over or borrowing when necessary.

Addition:

  1. Example 1:
    • 5M, 7H.Th, 3T.Th, 2Th, 8H, 5T, 7U
    • 3M, 2H.Th, 1T.Th, 5Th, 7H, 4T, 9U
    • Sum: 8M, 9H.Th, 4T.Th, 8Th, 5H, 0T, 6U
  2. Example 2:
    • 9M, 8H.Th, 4T.Th, 6Th, 5H, 2T, 1U
    • 1M, 3H.Th, 7T.Th, 2Th, 4H, 9T, 8U
    • Sum: 11M, 12H.Th, 12T.Th, 8Th, 9H, 1T, 9U
  3. Example 3:
    • 7M, 2H.Th, 5T.Th, 8Th, 1H, 3T, 6U
    • 4M, 6H.Th, 2T.Th, 9Th, 2H, 7T, 5U
    • Sum: 11M, 9H.Th, 8T.Th, 7Th, 3H, 0T, 1U

Subtraction:

  1. Example 4:
    • 5M, 7H.Th, 3T.Th, 2Th, 8H, 5T, 7U
    • 3M, 2H.Th, 1T.Th, 5Th, 7H, 4T, 9U
    • Difference: 2M, 5H.Th, 2T.Th, 11Th, 0H, 0T, 8U
  2. Example 5:
    • 9M, 8H.Th, 4T.Th, 6Th, 5H, 2T, 1U
    • 1M, 3H.Th, 7T.Th, 2Th, 4H, 9T, 8U
    • Difference: 8M, 5H.Th, 7T.Th, 3Th, 0H, 4T, 3U

These examples show both addition and subtraction involving numbers with millions (M), hundred thousands (H.Th), tens of thousands (T.Th), thousands (Th), hundreds (H), tens (T), and units (U) place values. You can apply similar methods to solve similar problems.

Evaluation

  1. What is the result of Example 2’s subtraction in the hundreds place? a) 12H.Th b) 8Th c) 1T.Th d) 8U
  2. In Example 3’s addition, the sum in millions is ____. a) 9M b) 8H.Th c) 3T.Th d) 7U
  3. Example 4’s subtraction result in the thousands place is ____. a) 2T.Th b) 11Th c) 0H d) 8U
  4. What’s the subtraction result in Example 5’s hundred thousands place? a) 5H.Th b) 3T.Th c) 7Th d) 4U
  5. In Example 1’s addition, the sum in the units place is ____. a) 4U b) 8Th c) 9H.Th d) 0T
  6. What’s the difference in the millions place in Example 4’s subtraction? a) 2M b) 11Th c) 0H d) 8U
  7. In Example 2’s addition, what is the sum in the tens of thousands place? a) 12T.Th b) 8Th c) 9H d) 1T
  8. The subtraction result in the hundreds place in Example 5 is ____. a) 5H b) 3T c) 7U d) 4M
  9. What’s the sum in the tens place in Example 3’s addition? a) 9U b) 3T c) 7H d) 5T
  10. In Example 2’s subtraction, what is the result in the hundred thousands place? a) 12H.Th b) 12U c) 7T.Th d) 9Th
  11. What’s the difference in the units place in Example 3’s subtraction? a) 1U b) 8M c) 7T d) 3H.Th
  12. In Example 4’s addition, the sum in the millions place is ____. a) 2M b) 5Th c) 2H.Th d) 11U
  13. What’s the subtraction result in the tens place in Example 5? a) 7T b) 3H c) 4M d) 8Th
  14. In Example 1’s subtraction, what is the result in the tens of thousands place? a) 2T.Th b) 11Th c) 8H d) 0T

Step 1: Review of Addition (15 minutes)

  • Begin by revising addition with whole numbers, including those up to tens of thousands.
  • Present a few addition problems on the board and ask students to solve them.
  • Encourage the students to discuss their methods and answers.

Step 2: Introduction to Subtraction (15 minutes)

  • Introduce the concept of subtraction with whole numbers up to tens of thousands.
  • Provide practical examples of subtraction problems.
  • Ask students to work on subtraction exercises individually or in pairs.

Step 3: Problem Solving (20 minutes)

  • Present real-life problems that require both addition and subtraction.
  • Guide students in solving these problems step by step.
  • Discuss the solutions as a class and emphasize the application of these skills in everyday life.

Teacher’s Activities:

  • Facilitate problem-solving sessions.
  • Provide explanations and guidance.
  • Encourage active participation and discussion.

Learners’ Activities:

  • Solve addition and subtraction problems.
  • Collaborate in group discussions.
  • Apply mathematical operations to practical problems.

Evaluation:

  • Assess students’ ability to perform addition and subtraction operations.
  • Evaluate their problem-solving skills by reviewing their responses to real-life problems.

Conclusion:

  • Summarize the importance of addition and subtraction in mathematics.
  • Reinforce the idea that these skills are essential for solving everyday problems and making calculations
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