Mastering Skip Counting: Groups of 5, 7, 60, 100, and 1000 Mathematics Primary 4 First Term Lesson Notes Week 3

Mathematics Primary 4 First Term Lesson Notes Week 3

Subject: Mathematics
Class: Primary 4
Term: First Term
Week: 3
Age: 9 years
Topic: Whole Numbers – Skip Counting
Sub-topic: Counting in Groups
Duration: 1 hour

Behavioural Objectives:

• Count in groups of 5, 7, 60, 100, and 1000 up to 10,000.
• Relate skip counting to real-life situations.
• Solve quantitative reasoning problems involving skip counting.

Keywords: Skip counting, groups, multiples, quantitative reasoning.

Set Induction: Start with a brief discussion on how skip counting helps in everyday activities, such as counting money, scheduling, and measuring.

Entry Behaviour: Pupils should be familiar with basic counting and have experience with simple addition and multiplication.

Learning Resources and Materials:

• Number charts showing skip counting sequences
• Counters or objects for grouping
• Whiteboard and markers
• Worksheets with skip counting exercises

Building Background / Connection to Prior Knowledge: Review basic counting and introduce the concept of skip counting as a way to simplify counting in larger groups.

Embedded Core Skills:

• Multiplication
• Real-life application
• Problem-solving

Learning Materials:

• Number charts
• Counters or beads
• Worksheets
• Whiteboard and markers

Reference Books:

• Lagos State Scheme of Work

Instructional Materials:

• Number charts
• Counters or beads
• Whiteboard and markers

Content:

1. Counting in Groups of 5:
   • Explanation: Practice counting in groups of 5 (5, 10, 15, 20, etc.).
   • Example: Count objects in groups of 5 to find totals.
2. Counting in Groups of 7:
   • Explanation: Practice counting in groups of 7 (7, 14, 21, 28, etc.).
   • Example: Use scenarios like weeks in a month to show the relevance.
3. Counting in Groups of 60:
   • Explanation: Practice counting in groups of 60 (60, 120, 180, 240, etc.).
   • Example: Relate to real-life scenarios such as minutes in an hour.
4. Counting in Groups of 100 and 1000:
   • Explanation: Practice counting in groups of 100 (100, 200, 300, etc.) and 1000 (1000, 2000, 3000, etc.).
   • Example: Use examples like large amounts of money or large quantities of items.
5. Solving Quantitative Reasoning Problems:
   • Explanation: Apply skip counting to solve problems involving grouping and total amounts.
   • Example: Determine how many groups of 5 are in 25, or how many groups of 60 are in 360.

Evaluation (Fill-in-the-Blank Questions):

1. Counting in groups of 5, the number after 15 is ______. (a) 20 (b) 25 (c) 30 (d) 35
2. In skip counting by 7’s, the number after 35 is ______. (a) 42 (b) 45 (c) 50 (d) 55
3. The sequence of 60, 120, 180, and 240 is counting in groups of ______. (a) 50 (b) 60 (c) 70 (d) 100
4. Counting by 100’s, the number after 300 is ______. (a) 350 (b) 400 (c) 450 (d) 500
5. How many groups of 7 are there in 84? (a) 10 (b) 12 (c) 14 (d) 16
6. The number after 4000 in a sequence of 1000’s is ______. (a) 3000 (b) 5000 (c) 6000 (d) 7000
7. Counting in groups of 60, the number after 120 is ______. (a) 180 (b) 240 (c) 300 (d) 360
8. How many groups of 5 are in 25? (a) 5 (b) 10 (c) 15 (d) 20
9. The sequence of 1000, 2000, 3000 is counting in groups of ______. (a) 100 (b) 200 (c) 300 (d) 1000
10. Counting in groups of 7, what is the number after 56? (a) 63 (b) 70 (c) 77 (d) 84
11. How many groups of 60 are there in 360? (a) 5 (b) 6 (c) 7 (d) 8
12. In a sequence counting by 100’s, the number after 500 is ______. (a) 550 (b) 600 (c) 650 (d) 700
13. The number after 420 in a sequence of 60’s is ______. (a) 480 (b) 540 (c) 600 (d) 660
14. Counting in groups of 1000, the number after 2000 is ______. (a) 3000 (b) 3500 (c) 4000 (d) 4500
15. The number of groups of 7 in 49 is ______. (a) 5 (b) 6 (c) 7 (d) 8

Class Activity Discussion (FAQs with Answers):

1. Q: How do you count in groups of 5?
   A: Count by adding 5 each time: 5, 10, 15, 20, and so on.
2. Q: What are some real-life uses for counting in groups of 7?
   A: Examples include organizing weekly tasks or grouping items in sevens for packaging.
3. Q: How can skip counting in 60’s be useful?
   A: It helps in measuring time, such as counting minutes in an hour.
4. Q: How do you count in groups of 1000?
   A: Add 1000 each time: 1000, 2000, 3000, and so on.
5. Q: What is the benefit of skip counting?
   A: It makes it easier to count large numbers quickly and is useful for multiplication and division.
6. Q: How can you use skip counting to solve math problems?
   A: Use it to simplify finding totals or figuring out how many groups fit into a number.
7. Q: What is a practical example of counting in groups of 60?
   A: Counting minutes to see how many hours fit into a given time period.
8. Q: Why is it important to understand counting in groups of 100?
   A: It helps in handling large numbers and understanding financial or quantity calculations.
9. Q: How does counting in groups of 1000 help in real life?
   A: Useful for understanding large quantities, like population figures or large amounts of money.
10. Q: How do you relate skip counting to everyday activities?
    A: Use it to plan schedules, manage resources, and calculate expenses.

Presentation:

1. Step 1: The teacher revises counting in hundreds and thousands from previous lessons.
2. Step 2: The teacher introduces skip counting in groups of 5, 7, 60, 100, and 1000.
3. Step 3: The teacher facilitates practice exercises and problem-solving activities related to skip counting, providing corrections and support.

Teacher’s Activities:

• Demonstrate skip counting using number charts and counters.
• Facilitate exercises involving skip counting in different groups.
• Relate skip counting to real-life scenarios.

Whole Numbers: Skip Counting

Grade 4

Topic: Skip Counting in Various Groups

1. Counting in Groups of 5s

• Counting Objects in Groups of 5:
  • Arrange objects in groups of 5 and count them.
  • Example: If you have 3 groups of 5 apples each, you count them as: 5, 10, 15.
• Practice Exercise:
  • Count the number of pencils if you have 4 groups of 5 pencils each.
  • Solution: 5, 10, 15, 20.

2. Counting in Groups of 7s

• Counting in Groups of 7:
  • Skip count by 7 starting from 7.
  • Example: 7, 14, 21, 28, 35.
• Real-Life Situation:
  • If you have 7 days in a week, and you want to know how many days in 3 weeks, you count: 7, 14, 21.
• Practice Exercise:
  • Count the number of students if there are 6 groups of 7 students each.
  • Solution: 7, 14, 21, 28, 35, 42.

3. Counting in Groups of 60s

• Counting in Groups of 60:
  • Skip count by 60 starting from 60.
  • Example: 60, 120, 180, 240, 300.
• Real-Life Situation:
  • If you save 60 naira every day, and you want to know how much you save in 4 days, you count: 60, 120, 180, 240.
• Practice Exercise:
  • How many total days if you have 5 groups of 60 days?
  • Solution: 60, 120, 180, 240, 300.

4. Counting in Groups of 100s and 1000s Up to 10,000

• Counting in Groups of 100s:
  • Skip count by 100 starting from 100.
  • Example: 100, 200, 300, 400, 500.
• Counting in Groups of 1000s:
  • Skip count by 1000 starting from 1000.
  • Example: 1000, 2000, 3000, 4000, 5000.
• Practice Exercise:
  • Count the total number of pages if you have 4 groups of 1000 pages.
  • Solution: 1000, 2000, 3000, 4000.

5. Solving Quantitative Reasoning on Whole Numbers

• Practice Problems:
  • If you have 3 packs of 60 pencils each, how many pencils do you have in total?
    • Solution: 60, 120, 180 pencils.
  • If you are given 5 groups of 7 sweets each, how many sweets do you have in total?
    • Solution: 7, 14, 21, 28, 35 sweets.

Practice Questions

1. Count in groups of 5s up to 30.
   • a) 5, 10, 15, 20, 25, 30
   • b) 5, 10, 20, 30, 40
   • c) 5, 15, 25, 35
2. How many groups of 7 are there in 35?
   • a) 5
   • b) 6
   • c) 7
3. If you count in groups of 60 up to 240, what numbers do you get?
   • a) 60, 120, 180, 240
   • b) 60, 120, 240, 300
   • c) 60, 180, 240, 300
4. What is the total if you have 3 groups of 1000?
   • a) 2000
   • b) 3000
   • c) 1000
5. Count in groups of 100 from 100 to 500.
   • a) 100, 200, 300, 400, 500
   • b) 100, 200, 300, 350, 400
   • c) 100, 150, 200, 250, 300

Learners’ Activities:

• Practice counting in groups of 5, 7, 60, 100, and 1000.
• Participate in problem-solving exercises.
• Discuss real-life applications of skip counting.

Assessment:

• Observe pupils’ ability to skip count in various groups.
• Evaluate understanding through class exercises and discussions.

Evaluation Questions:

1. What is the number after 20 when counting in groups of 5? (a) 25 (b) 30 (c) 35 (d) 40
2. How many groups of 7 are there in 42? (a) 5 (b) 6 (c) 7 (d) 8
3. Counting by 60’s, what is the next number after 360? (a) 420 (b) 480 (c) 540 (d) 600
4. The number after 3000 in a sequence of 1000’s is ______. (a) 3500 (b) 4000 (c) 4500 (d) 5000
5. In counting by 5’s, how many groups are there in 50? (a) 5 (b) 10 (c) 15 (d) 20
6. What is the sequence of 100, 200, 300, and 400? (a) Counting by 50’s (b) Counting by 100’s (c) Counting by 150’s (d) Counting by 200’s
7. How many groups of 60 are in 720? (a) 10 (b) 12 (c) 14 (d) 15
8. Counting in groups of 100’s, what number comes after 700? (a) 800 (b) 900 (c) 1000 (d) 1100
9. The number after 1500 in a sequence of 1000’s is ______. (a) 2000 (b) 2500 (c) 3000 (d) 3500
10. How many groups of 5 are in 45? (a) 9 (b) 10 (c) 11 (d) 12

Conclusion: The teacher reviews pupils’ skip counting practice, providing feedback and ensuring understanding. Pupils will show proficiency in counting in various group sizes and apply this skill to real-life problems.

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