AlHuda International School
Daily Lesson Plan
Teacher’s Name: Muzna Mumtaz Grade: III Date: 16th-20th Sep 2024
Week:6 Subject: Math
(L1+L2)
Chapter, Sub Unit 2: Addition and Subtraction
Topic and Page Addition and Subtraction up to 1000 SB (pg. 22 and 23)
number
Learning Objectives • Learners will understand and apply the concept of regrouping in addition.
• They will solve addition problems that require regrouping once or twice.
Success Criteria • Learners can set manipulatives to set up addition problems.
• They can correctly group and regroup the concrete materials to represent the sums correctly
• They can successfully solve addition problems that require regrouping.
Previous learning What is addition? Can you give me an example of a simple addition problem? What does each digit represent in the
number 345? Have you ever used objects like blocks or counters to help you solve math problems? How did you use
them? Why we need to borrow something?
Resources toothpicks (for ones), a bundle of 10 toothpicks (for tens), Cardboard squares (for hundreds) cube blocks (for thousands)
Whiteboard and markers, Textbook, Laminated Anchor chart on the softboard displaying regrouping strategy
New Vocabulary Addend, Sum, Regroup, Place value, borrow
in Focus
Islamic Integration Just as we add numbers to reach a sum, the Prophet Muhammad (peace be upon him) taught us to continually add to our
good deeds. So, consider every act of good deed as a number which is adding up for the day of judgement.
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Connection • When you’re setting up chairs for an event, and you have more than ten chairs in a row, you might start a new row
with Real to keep the setup organized and manageable.
World
Time in Planned Activities
minutes
12 min. Introducing the Lesson (Halaqa)
The teacher will:
• begin by explaining the objective of the lesson,
• introduce the vocabulary words: addend, sum, regroup, and place value,
• ask quick mental math questions to initiate the lesson
Main Activity:
12 min. Task # 1: Group Activity:
Activity for Addition: Each group of learners will use toothpicks, cardboard squares, and cube blocks to demonstrate simple addition
and subtraction problems that require regrouping.
• Learners will first build both the addends given in first part of Q 7 on pg. 23 using manipulatives (228 +7 , 228 +70 , 228 + 700)
they will make up these numbers using manipulatives.
• Then they will count the ones first, if there are more than 10, then they’ll regroup and do the same for tens, hundreds and
thousands.
• Learners will then physically count the manipulatives together to find the sum. They will write answers in their book.
12 min. Activity for Subtraction:
• Learners will be demonstrated how to "borrow" when there are not enough units in one place value to subtract (e.g., trying to
subtract 9 toothpicks when you only have 3; you would need to borrow a bundle of 10 toothpick, breaking it down into
separate ones).
• The teacher will simultaneously demonstrate it using the anchor chart.
• Learners will solve the first part in the subtraction problem on Q7 pg. 23 using this strategy.
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Task # 2: Classwork (Q no 7 on pg. 23 and Q 4 and 5 on pg. 22 in the book):
20 min. Learners will be moved to abstract number manipulation using only numerals and symbols.
Addition: They will individually solve the remaining parts of Q no 7 page 23 in the book.
20 min. Subtraction: They will solve Q 4 and 5 on page 22 in the book.
Extension Work for Early Finishers:
Early finishers will assist weak learners.
Differentiation
Struggling learners will use the laminated anchor chart to work out problems using regrouping strategy.
05 min Formative Assessment
Learners will be observed for their accuracy and ability to solve questions.
Homework: Solve these addition sums in the notebook:
a) 923+40 b) 620 + 66 c) 247 +124
Reflection:
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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AlHuda International School
Daily Lesson Plan
Teacher’s Name: Muzna Mumtaz Grade: III Date: 16th-20th Sep 2024
Week:6 (L3) Subject: Math
Chapter, Sub EUA of Unit 1 (Whole Numbers)
Topic and Page
number
Learning Objectives • Learners will accurately identify and use appropriate mathematical concepts to solve problems
Homework:
Do Q no. 6 on pg. 23 in the book.
AlHuda International School
Daily Lesson Plan
Teacher’s Name: Muzna Mumtaz Grade: III Date: 16th-20th Sep 2024
Week:6 (L4+L5) Subject: Math
Chapter, Sub Unit 2: Addition and Subtraction
Topic and Page Addition and Subtraction up to 1000 SB (pg. 24 and 28)
number
4
Learning Objectives • Learners will be able to quickly and accurately add four-digit numbers by using split strategy
• They will perform Four-Digit addition (Using Vertical Addition strategy)
Success Criteria • Learners can quickly and accurately add four-digit numbers mentally by focusing on place value
• They can perform Four-Digit addition (Using Vertical Addition)
Previous learning What do you notice by adding 3 + 5 and adding 300 + 500? Why quick math is important? How do you add a number in
your mind? When we add 150 + 20, which part of the number changes? The hundreds or the tens?
What do you do when the numbers in one column add up to more than 9? What to do if it’s 12?
Resources Whiteboard, task cards (M.3.1) (M.3.2), Laminated Anchor chart displaying the split strategy, textbook
New Vocabulary Addition, quick math, mental, strategy, vertical, split
in Focus
Islamic Integration Like in vertical addition, we give carry to the next number if it exceeds 9, we should also practice generosity by giving out
others what we have in surplus, be it time, money or possessions.
Connection Adding large numbers quickly is an essential skill in daily life, such as calculating the total cost when shopping, managing
with Real money, or keeping track of savings.
World
Time in Planned Activities
minutes
3 min. Introducing the Lesson (Halaqa):
The teacher will start the lesson by asking, "Have you ever had to quickly add numbers in your head? Today, we’re going to
learn a quick way to do that by using split strategy i.e. breaking numbers apart!"
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05 min. Main Activity:
Task # 1: Pictorial Representation Using Anchor Chart
The teacher will refer to the anchor chart displaying the split strategy
• Visual Layout:
o Step 1: She will write numbers 356 and 423, and break the numbers into place values (Hundreds, Tens, Ones).(e.g
356 into 300 , 50 and 6 and 423 into 400 , 20 and 3)
o Step 2: Then she will add the hundreds, tens, and ones separately (300+400, 50 +20 and 6+3)
o Step 3: She will write the combined sum i.e. 779
15 min. Task # 2: Classwork (pg. 24 in book)
Learners will use their whiteboards to practice two sums (complex ones in part c of Q2) using the split strategy and will write down
the answers in the book.
They will complete the remaining questions on page 24 in the book.
02 min. Task # 3: Demonstration:
The teacher will write an example problem on the whiteboard:
3808 + 1624
She will proceed through the steps of vertical addition:
• Line the numbers up by place values (thousands, hundreds, tens, ones).
• Add the ones place first: 8 + 4 = 12 (write 2, regroup the 1).
• Add the tens place: 0 + 2 = 2, plus the regrouped 1 = 3.
• Add the hundreds place: 8 + 6 = 14 (write 4, regroup the 1).
• Add the thousands place: 3 + 1 = 4, plus the regrouped 1 = 5.
• Final sum = 5432
She will show the steps clearly on the board, emphasizing regrouping when necessary.
Task # 4: Classwork (Q1 on page 28 in the book)
15 min.
Learners will independently solve Q1 on page 28 in their notebooks.
The teacher will circulate around the classroom, offer guidance and check for understanding.
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Extension Work for Early Finishers:
They will be solving problems on the task cards M.3.1
Differentiation
Struggling learners will be using whiteboards for visual representations. (Make dots to represent numbers on place values and then
regroup across place values)
For example, to add 356 and 432 they will be making dots in each place instead of numbers. The answer must be 7 dots in hundreds,
8 dots in tens and 8 dots in one’s place.
Formative Assessment
Learners will be observed while they solve problems on their whiteboards and in books.
Homework: Do Q 3 and 4 on SB page 25 and Spiral review for Week 6
Reflection:
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?