Delta College international school

British Section
Mathematics Department Lesson Plan
Date: 24/9/2023 Subject: Math Year: 3
Topic: Chapter 1 Vocab.:
Lesson 4: Properties of odd and even even, odd,
numbers
CAIE Strands (code):

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

• Identify odd and even numbers
• State the properties of odd and even numbers
Materials
Resources: 1-Teacher’s resource.
2- learners Book.
3- Activity book
4- white\smart board

Ti
Content and teacher activity Active learning
me
Prior knowledge • Counting on in twos * Group 30
min
Properties of odd and even numbers discussions
Procedures * Independent
.
Activity:
Divide learners into pairs. Distribute 10 counters to each pair of learners. Work 30
Instruct them to pair the counters up and share with each other what they * Brainstorming min
notice. Lead learners to recall the following property of * Peer work .
odd and even numbers1. If all the counters can be paired upwithout any left, we * Interactive
can say that the Technology
number is even.2 If there are counters that are left over *Problem solving
after being paired up, we can say that the number is odd. *Critical Thinking
Repeat the above activity by varying the number of counters at a time. Allow *Analyzing
learners to put different numbers of counters into groups (eg. 6,
9, 4, 7and ask them if the number of counters is even or odd each time.
: Let us find out more about the properties of odd and even numbers to see if
Cyrus is right or wrong!
Get learners to look at the number cards that Cyrus has laid out on the table.
Give learners some time to describe the numbers
on the number cards that they see to their partner
Let us take out our mini whiteboards to write out the number bonds as shown
on Page 16.Go through one example to show learners how to decompose 2
numbers using a number bond. For example, for the number 79, we can 0
decompose it into 70 and 9. Prompt learners to identify what the value of the m
digits in the tens and ones places are before filling in the blanks. Then, ask
learners to look at each number and find out if it is even or odd. They in
may use counters to help them decide if each decomposed number is even or .
odd.

Assessment

Home work H.W in workbook

Teacher’s Notes
“Reflection “
Delta College international school
British Section
Mathematics Department Lesson Plan
Date: 25/9/2023 Subject: Math Year: 3
Topic: Chapter 1 Vocab.:
Lesson 4: Properties of odd and even, odd,
even numbers
CAIE Strands (code):

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

• Identify odd and even numbers
• State the properties of odd and even numbers
Materials
Resources: 1-Teacher’s resource.
2- learners Book.
3- Activity book
4- white\smart board

Ti
Content and teacher activity Active learning
me
Prior knowledge • Counting on in twos * Group 30
discussions min
Procedures Ask: • What is the value of the digit 7 in the number 70? [Ans: 70.] • Is the digit 7 * Independent .
odd or even? Why? [Ans: Odd because we cannot count in twos to get 7 / we Work
cannot put the number 7 equally into 2 groups, there will be one left over.] • Is * Brainstorming 30
70 an odd or even number? How do you know? [Ans: Even. If we share it into * Peer work min
groups of two, we can form 35 groups without any leftover.] • So, is 79 an odd or * Interactive .
even number? [Ans: It is an odd number.] Learners should conclude the Technology
following: Numbers that are even: 70, 72, 74, 76, 78 Numbers that are odd: 79, *Problem solving
71, 73, 75, 77 Ask learners to observe the numbers that they have put into each *Critical Thinking
group – odd and even numbers. Ask: • What do you notice about the numbers *Analyzing
on the table that are odd? [Ans: In the ones place, the digits are odd. 1, 3, 5, 7,
9.] • What do you notice about the numbers on the table that are even? [Ans: In
the ones place, the digits are even. 0, 2, 4, 6, 8.
So, which place value do we use to determine if number is odd or even? [Ans:
Ones place.] Lead learners to understand that odd numbers cannot be grouped
in twos. So, Cyrus’ conclusion is not correct since odd numbers have the digits 1,
3, 5, 7 and 9 in the ones place, while even numbers have the digits 0, 2, 4,6, 8 in
the ones place. The digit in the tens place does not help to determine whether a
number is even or odd. : Let us now sort out Cyrus’ numbers on his table into
numbers that odd and numbers that are not odd. Go through an example with 2
learners using the number 70. Guide learners to realise that the number 70 can 0
be sorted into both the ‘even’ category and the ‘not odd’ category. It cannot be m
sorted into the ‘odd’ and ‘not even’ categories. So, learners should be able to
conclude that a number can be even or odd. It can never be both even and odd in
at the same time. .
Let us now look at the number card that Cyrus is holding in his hands. What is the number
that you see on the card? [Ans: 104.] Ask: • What is the place value of the digit 1? [Ans:
Hundreds.] • What is the place value of the digit 0? [Ans: Tens.] • What is the place value
of the digit 4? [Ans: Ones.] • Which place value should we use to determine if number is
odd or even? [Ans: Ones place.] • Which of the digits are odd or even? [Ans: 1 is odd, 0 is
even, 4 is even.] • So, is 104 odd or even? [Ans: Even.] Help learners to arrive at the
conclusion that even numbers will always have an even number in the ones place.
Assessment

Home work H.W in workbook

Teacher’s Notes
“Reflection “
Delta College international school
British Section
Mathematics Department Lesson Plan
Date: 26/9/2023 Subject: Math Year: 3
Topic: Vocab.:
Chapter 1 increase, decrease, rule, constant, pattern
Lesson 5: Number patterns
CAIE Strands (code):

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

• Recognise and complete number patterns

Materials
Resources: 1-Teacher’s resource.
2- learners Book.
3- Activity book
4- white\smart board

Ti
Content and teacher activity Active learning
me
Prior knowledge • Counting on and back in twos, fives and tens * Group 30
min
Number patterns : Let’s recap on counting on and back in ones, twos, fives and discussions
Procedures .
tens. Elicit responses from learners on what they can observe about the pattern * Independent
to help them identify what the missing numbers are. Go through the first pattern Work 30
with learners. Ask: • What do we count in as we move from 38 to 40 and to 42? * Brainstorming min
[Ans: Count on in twos.] • How about 55 to 60? [Ans: Count on in fives.] • From * Peer work .
90 we count back 4 times to 50. How much do we count back each time? [Ans: * Interactive
Count back in tens.] Once learners have identified the pattern, count on in two Technology
together with learners and ask them to write out the first pattern. 38, 40, 42, 44, *Problem solving
46, 48. *Critical Thinking
Differentiated instruction: For struggling learners, get them to draw arrows on *Analyzing
the pattern to indicate the change in value as the number increases from one
number to the next so that they can visually see the pattern and complete it.
55, 60, _____, ______, 75, ______ Give learners a few moments to fill in the
blanks on Page 18. 55, 60, 65, 70, 75, 80 90, 80, 70, 60, 50, 40, 30 Activity: Ask
learners to take out their mini whiteboards to write in a few number patterns to be solved
by their partner. Get learners to exchange the questions with their partner by writing out
the answers to the questions posed by their partner. If time permits, you may also
distribute a worksheet (Handout 1c) for learners to practise more number patterns so
that they can familiarise with this concept. Select some learners to come to the board in
front of the class to write down their patterns to share with the rest of the class. 2
Vera has a jar of sweets. She has taken out some sweets from the jar and put them on the 0
table. Let us find out how many sweets there will be as she takes some more sweets out m
of the jar. Are you ready? Help learners to understand that Vera has 102 sweets on the
table and she will be adding 4 sweets at a time to the pile. Ask: • Is the number of sweets in
on the table getting more or lesser? [Ans: The number of sweets is getting more as Vera .
takes more sweets out of the jar to add to the pile on the table.] • What do you observe
about the pattern of the number of sweets added to the table each time? [Ans: Add 4
more sweets each time.] • Is it increasing by the same number each time? [Ans: Yes.] •
How can we continue this pattern? [Ans: We can count on in fours each time to get the
next numbers.] • What will the final number of sweets on the table be if Vera stops taking
sweets
Assessment

Home work H.W in workbook

Teacher’s Notes
“Reflection “
Delta College international school
British Section
Mathematics Department Lesson Plan
Date: 27/9/2023 Subject: Math Year: 3
Topic: Vocab.:
Chapter 1 increase, decrease, rule, constant, pattern
Lesson 5: Number patterns
CAIE Strands (code):

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

• Recognise and complete number patterns.

Materials
Resources: 1-Teacher’s resource.
2- learners Book.
3- Activity book
4- white\smart board

Ti
Content and teacher activity Active learning
me
Prior knowledge • Counting on and back in twos, fives and tens * Group 30
discussions min
Procedures Get learners to complete Questions 1 and 2 of solve this individually. Then, go * Independent .
through the answers with learners: 1) a) 543, 548, 553, 558, 563 The rule is to Work
add 5 each time. b) 983, 980, 977, 974, 971, 968, 965 The rule is to subtract 3 * Brainstorming 30
each time. 2) 4th term: 348 6th term: 366 7th term: 375 Go through Question 3 * Peer work min
with learners by counting along with them to find out the number of squares. * Interactive .
Ask: • From Figure 1 to Figure 2, we need to add in how many more squares? Technology
[Ans: 2 squares.] • From Figure 2 to Figure 3, we need to add in how many more *Problem solving
squares? [Ans: 3 squares.] Lead learners to see that an extra row of squares has *Critical Thinking
to be drawn at the bottom of each figure when moving to the next term that *Analyzing
corresponds with the figure number.

To recap with the learners what they have learnt in this chapter, go through the
Word Wall on Page 22 with them. : In this chapter, we have learnt how to work
with numbers to 1000, compare, order and round numbers. We have also found
number patterns as well. Let us see how much we understood from this chapter!
Are you ready? Give learners some time to individually look at the questions on
the reflection page. You may ask these guiding questions to help learners make
their conclusions about Question 1: • An odd number has what digits in which
place value? • What is the smallest possible value when rounded to the nearest
ten gives 960? • What is the largest possible value when rounded to the nearest
ten gives 960?
Assessment

Home work H.W in workbook

Teacher’s Notes
“Reflection “