Ordering of Whole Numbers Using Symbols >, <, and = Mathematics Primary 3 First Term Lesson Notes Week 4

Mathematics Lesson Plan for Primary 3

Subject: Mathematics

Class: Primary 3

Term: First Term

Week: 4

Age: 8 years

Topic: Ordering of Whole Numbers

Sub-topic: Using Symbols >, <, and =

Duration: 60 minutes

Behavioural Objectives:

By the end of the lesson, pupils should be able to:

1. Identify numbers from 641-660.
2. Order numbers from 1-750.
3. Count from 1-660.
4. Write numbers from 600-660 in numerals and words.
5. Skip count by 6s, 7s, and 9s.
6. Express inequalities of 2 or 3-digit numbers using >, <, and =.
7. Interpret and use the symbols >, <, and = to compare numbers.
8. Group numbers into hundreds, tens, and units.

Keywords:

• Greater than
• Less than
• Equal to
• Place value
• Ordering
• Grouping

Set Induction:

The teacher will use a number line to demonstrate how to compare numbers and introduce the symbols >, <, and =.

Entry Behaviour:

Pupils should be familiar with counting numbers and writing them in numerals and words.

Learning Resources and Materials:

• Number line
• Flashcards
• Place value chart
• Counters

Building Background/Connection to Prior Knowledge:

Pupils have learned counting and writing numbers up to 620 and basic place value concepts.

Embedded Core Skills:

• Numeracy
• Critical thinking
• Problem-solving

Learning Materials:

• Mathematics Textbook
• Workbooks

Reference Books:

• Lagos State Scheme of Work
• Mathematics Textbook for Primary 3

Instructional Materials:

• Whiteboard and marker
• Number line
• Flashcards
• Place value charts
• Counters

Content:

1. Identifying Numbers 641-660:
   • Recite and write numbers from 641 to 660 in numerals and words.
2. Ordering Numbers:
   • Arrange numbers from 1 to 750 in ascending and descending order.
   • Use >, <, and = to compare numbers.
   • Example: 645 < 650.
3. Writing Numbers 600-660:
   • Write numbers from 600 to 660 in numerals and words.
4. Skip Counting:
   • Count by 6s: 600, 606, 612, …, 660.
   • Count by 7s: 607, 614, 621, …, 658.
   • Count by 9s: 609, 618, 627, …, 657.
5. Using Symbols >, <, and =:
   • Compare two numbers and express their relationship using >, <, or =.
   • Example: 648 > 642.
6. Grouping Numbers:
   • Group numbers into hundreds, tens, and units.
   • Example: 678 has 6 hundreds, 7 tens, and 8 units.

Evaluation

1. 650 __ 655
   a) <
   b) >
   c) =
   d) None
2. 641 is __ 660
   a) <
   b) >
   c) =
   d) None
3. 625 __ 625
   a) <
   b) >
   c) =
   d) None
4. In the number 652, the digit 5 is in the __ place.
   a) Units
   b) Tens
   c) Hundreds
   d) Thousands
5. 654 __ 648
   a) <
   b) >
   c) =
   d) None
6. The number 609 is written as __ in words.
   a) Six hundred and nine
   b) Six hundred and nineteen
   c) Six hundred and ninety
   d) Six hundred and eighty
7. 660 __ 650
   a) <
   b) >
   c) =
   d) None
8. The number 578 can be grouped into __ hundreds, __ tens, and __ units.
   a) 5, 7, 8
   b) 5, 8, 7
   c) 8, 7, 5
   d) 7, 5, 8
9. Skip count by 6s from 648. What is the next number?
   a) 654
   b) 660
   c) 672
   d) 684
10. In 652, the digit 2 is in the __ place.
    a) Units
    b) Tens
    c) Hundreds
    d) Thousands
11. The number 600 __ 610
    a) <
    b) >
    c) =
    d) None
12. 621 __ 617
    a) <
    b) >
    c) =
    d) None
13. The digit 3 in 731 is in the __ place.
    a) Units
    b) Tens
    c) Hundreds
    d) Thousands
14. Write 670 in expanded form.
    a) 600 + 70
    b) 600 + 7 + 0
    c) 600 + 60 + 10
    d) 600 + 70 + 0
15. 639 __ 645
    a) <
    b) >
    c) =
    d) None

Class Activity Discussion

1. Q: How do you compare 650 and 655?
   A: 650 < 655
2. Q: What is the place value of 6 in 641?
   A: Hundreds
3. Q: How do you write 609 in words?
   A: Six hundred and nine
4. Q: What is 654 compared to 648?
   A: 654 > 648
5. Q: How do you compare 660 and 650?
   A: 660 > 650
6. Q: How do you group the number 578?
   A: 5 hundreds, 7 tens, and 8 units
7. Q: What is the next number when skip counting by 6s from 648?
   A: 654
8. Q: What is the place value of 2 in 652?
   A: Units
9. Q: How do you write 600 in expanded form?
   A: 600 + 0 + 0
10. Q: What is 621 compared to 617?
    A: 621 > 617
11. Q: What is the place value of 3 in 731?
    A: Tens
12. Q: How do you write 670 in expanded form?
    A: 600 + 70
13. Q: How do you write 600 in words?
    A: Six hundred
14. Q: What is the place value of 7 in 782?
    A: Tens
15. Q: How do you compare 639 and 645?
    A: 639 < 645

Presentation:

Step 1:
The teacher revises the previous topic on place value and introduces the concept of ordering numbers using symbols.

Step 2:
The teacher explains how to use symbols >, <, and = to compare and order numbers.

Step 3:
The teacher allows pupils to practice comparing numbers, skip counting, and ordering numbers. The teacher provides corrections as needed.

Teacher’s Activities:

• Demonstrate how to compare numbers using >, <, and =.
• Guide pupils in skip counting by 6s, 7s, and 9s.
• Facilitate group activities for ordering numbers and using symbols.

Learners’ Activities:

• Identify and compare numbers using symbols.
• Write numbers in numerals and words.
• Skip count by 6s, 7s, and 9s.
• Participate in group activities.

Assessment:

• Pupils will write numbers from 641-660 in numerals and words, and use >, <, and = to compare numbers.

Evaluation Questions:

1. Compare 641 and 660 using <, >, or =.
2. Write 645 in words.
3. What is the next number when skip counting by 7s from 641?
4. Compare 650 and 655 using <, >, or =.
5. Write 657 in expanded form.
6. What is the place value of 4 in 452?
7. Compare 620 and 612 using <, >, or =.
8. Write 670 in words.
9. Skip count by 9s from 660.
10. Compare 699 and 700 using <, >, or =.

Conclusion:

The teacher reviews pupils’ work, provides feedback, and clarifies any misunderstandings.

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