DATE . . . . . . . . . . . . . . . . . . . . . . . . . . . TIME . . . . . . . . . . . . . . . . . . . .
CLASS INFORMATION
| NUMBER OF STUDENTS | |||||
| REGISTERED | PRESENT | ||||
| GIRLS | BOYS | TOTAL | GIRLS | BOYS | TOTAL |
| . | |||||
2. Main Competence
1.0 Mastering basic mathematical foundations
3. Specific Competence
1.1 Demonstrate an understanding of the concept of numbers
4. Main Activity
Identify the place the place value of digits in whole numbers with more than one digit
5. Specific Activity
Identify the value each digit in whole numbers with more than one digit using various learning materials.
6. Teaching and Learning Resources
digit cards 1 up to 9 and 0, abacus, number tray, place-value chart and online applications related to identifying the place value of digits in whole numbers.
Teaching and Learning Resources::
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES: Mathematics For Primary Schools Pupils Book Standard Three, By T.I.E
TEACHING AND LEARNING PROCESS
| Stage | Time | Teaching Activities | Learning Activities | Assessment Criteria |
|---|---|---|---|---|
| Introduction | 10 Minutes | Guide students to mention numbers various they know and ask questions yanayowasaidia identify digits present in those numbers. Demonstrate digit cards and encourage students participate in the introductory lesson activities. | Mention various numbers, answer the teacher’s questions and identify digits present in numbers shown to them. | prior understanding about digits in whole numbers has been demonstrated accurately. |
| Competence Development | 30 Minutes | Demonstrate how to form numbers with more than one digit using digit cards and explain value each digit according to and its position. Guide students use abacus and number tray do various exercises. | Form numbers various using the provided materials, identify value each digit and collaborate discuss their answers in class. | the place value of digits in whole numbers with more than one digit has been identified accurately. |
| Design | 20 Minutes | Give students numbers difference and direct them to explain value each digit using place-value chart. Guide students to present their answers before the class. | analyse the numbers given to them, identify value each digit and present their answers confidently. | the place value of digits has been explained accurately in various examples. |
| Assessment | 20 Minutes | Assess students’ work by asking questions on-the-spot, correct errors that occurred and provide feedback. encourage use that skill in daily activities. | Answer assessment questions, correct errors and explain what they learned about the place value of digits. | understanding of identifying the place value of digits in whole numbers has been demonstrated accurately. |
REMARKS :
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .