Lesson Plan Chapter 2: 3‐digit numbers Objectives Expected learning outcomes Materials required Key words/terms Warm up Teaching the lesson • To introduce 3‐digit numbers and their place values Students should be able to: • count, read and write 3‐digit numbers • express 3‐digit numbers in terms of hundreds, tens and ones • represent 3‐digit numbers on the abacus • compare two 3‐digit numbers, and state which is larger Abacus, beads, note cards with numbers 0‐9 written on them 2‐digit numbers, place values – ones, tens, comparison of 2‐digit numbers Revise the concept of place value – tens and ones. Ask the students to do the Let’s begin activity of the chapter. Smallest and greatest 3‐digit number (Page 15): Write 99 on the board. Ask the students what will be the next number after 99. Tell them that we can obtain the next number by adding one to it. Explain to students that 100 is the smallest 3‐digit number. Tell them that 3‐digit number continues till 999 and 999 is the greatest 3 digit number. Numbers in hundreds (page 16): Let the students sit in groups of four each. Give the paper strips representing hundreds, tens and ones. Demonstrate the representation of 3‐digits numbers as explained on page 19. Then let the students sit in groups of four and practice making and reading 3‐digit numbers. Let them practice making numbers till they are comfortable with 3‐digit numbers. Note to the teacher: To make the resources used for the above activity cut out a square of 10"x 10" for a hundred, a rectangular strip of 1"x10" for a strip of ten and a small square of 1"x 1" for a slip of 1. Representing 3‐digit numbers on abacus: The abacus is another way of representing numbers. Show 99 on the abacus and then 100. Writing numbers from 101 to 999 (Page 18, 19, 20, 21, 22): After discussing this ask the students speak the numbers from 101 to 999 aloud and write them in the exercise given on pages 18, 19, 20, 21, 22. The students should complete one grid at a time. Place value and face value (Page 23): Use the link given below to explain the face value and place value of a digit: http://www.bbc.co.uk/learningzone/clips/understanding‐
hundreds‐tens‐and‐units‐dave‐and‐the‐penguins‐
animation/2918.html Explain the concept of place value by asking students what do they understand by word ‘place’ and what their place in the class is. Accept all responses. Conclude through their responses that ‘place’ means a special spot or area. Explain that everybody in a class has a special place. Similarly every digit has a special place in a number. Draw an abacus on the board. Make different numbers and have them identify the place value of different digits in a number. Give them a fair amount of oral practice before moving to the paper exercise given on page 24. Expanded and standard form (page 25): Ask a few volunteer students to come and write down the largest 3‐digit number that they could think of on the board and read it aloud. Many students will want to put endless numerals on the board, but being able to read the number aloud is a more difficult task! Give each student a sheet of paper or large note card with a numeral between 0 ‐ 10. Call any two students with the place value cards such that both of them are not holding a 0 card. Let the students stand next to each other and let the rest of the class tell what does that number represent? For example, one student is holding a 2 and the other is holding a 4 card. Depending on what is the position of two students, the new number will be 24 or 42. Have students tell you what the numbers mean. For example, with 24, the ‘4’ means 4 ones, and the ‘2’ is really 20. Repeat this process with several other students. Now invite three students such that 3‐digit number is formed. For example, their number is 723. As in the above examples, ask the following questions: Suggestions for follow up and further activities Worksheet for summative assessment What does the 7 mean? What does the 2 mean? What does the 3 mean? As the students give their responses write 700 + 20 + 3 = 723. Explain that this is called “expanded notation” or "expanded form". The term “expanded” should make sense to many students because we are taking a number and expanding it into its parts. Ask the students to do the practice exercise on page 25. Comparing 3‐digit Numbers (page 26): Use the examples given on page 26 to explain the concept. Use an abacus for the same and explain the procedure of comparing numbers in a step‐by‐step format. Let the students solve the practice questions. Discuss where you see 3‐digit numbers, e.g. house numbers. Make a list. Choose your favourite 3‐digit number. Make a poster to show the number in as many different ways as you can – e.g. 3‐digit number, number names, as hundreds, tens and ones, on an abacus, in another language, etc. Who Has The Largest? Divide the class into groups. Give each group a set of 3‐digit number cards. For every round the students pick up a card each. Let them compare the numbers in their groups. The child with the largest number gets all the cards. Repeat till all the cards have been used up. The player with the largest number of cards is the winner. The same activity can be extended to arranging all four numbers in either ascending or descending order. The group to arrange their numbers correctly first, is the winner. The practice time has though provoking questions, MCQs, HOTS questions and a fun activity. Most of these questions involve thinking and cannot be answered correctly if students have not understood the concepts. The worksheet therefore can be used to assess if the students have understood the necessary concepts and can apply the knowledge and skills gained