Week 7

Lesson Plan
Week Beginning
March 29, 2021

Monday
Subject: Mathematics Grade: 3 Duration: 1hour
Strand: Numbers Date: March 29, 2021
Lesson Topic: Fraction – How to Find the Fraction of a Given Number?

Pre-requisite knowledge:
 Know what a fraction is.
 Know how to divide.
 Know to group.
Specific Objectives: At the end of this lesson, students should be able to:
 Solve a division problem (cognitive, psychomotor)
 Use counters to demonstrate a division problem. (cognitive)
 Demonstrate a given worded problem. (cognitive, affective, psychomotor)
Instructional Materials Resource Materials
Tablet, laptop, virtual whiteboard, Virtual whiteboard, virtual counters, laptop.
virtual counters.
Key vocabulary: long division, dividend, divisor, quotient, share, spilt, group, divide,
multiply, subtract, bring down, division statement.
Key skills: Communication, problem solving, reasoning.
Lesson Procedure:
Teacher will Students will
Engage 1 Expected answer:

The teacher will state what is of 8?
2
I have 8 counters and I want to share
1
of my counters with Kylie.
2
The teacher will select a student
randomly and ask how many counters
I need to gather in all to share 8
between Kylie and me?
The teacher will ask a student in how
many groups should I divide my 2 groups
counters?
The denominator which is 2
Why? tells us how many groups are
needed.
So, 8 ÷ 2 = 4
1
Therefore of 8 = 4.
2
So, to find a fraction of a given
number, we use division.
The teacher will ask the students,

1
what is of 16.
4
The teacher will reinforce, that the
denominator tells how many groups
are needed to solve the problem.
The teacher will ask the students how
many groups do I need?
Why?
So, 8 ÷ 2 = 4
1
Therefore of 8 = 4.
2
Explore Group1
Circle groups to help you divide.

1
of 15 =
3
Group 2
28 ÷ 4 =
1
of 28 =
4
Group 3
Patrice bought 35 apples. She gave
Janice one- fifth of the apples. How
many apples did Janice get?
Explain Group1 The students will demonstrate
Circle groups to help you divide. and share their answer to the
class.
1 Group 1
of 15 =
3
Circle groups to help you
divide.
Since the denominator states
3, we grouped the 15 counters
in 3 groups and in each we
have 5 counters.
1
Therefore, of 15 = 5
3
Group 2
28 ÷ 4 = Group 2
1 28 ÷ 4 = 7
of 28 =
4
equally in 4 groups and in
each we have 7 counters.
1
4
Group 3
Patrice bought 30 apples. She gave
Janice one- fifth of the apples. How Since the denominator states
many apples did Janice get? 5, we grouped the 30 apples
equally in 5 groups and in
each we have 6 apples.
1
5
Elaborate Use division to help you work out The students will complete the
these. following activity.
32 ÷ 4 =
1
of 32 =
4
18 ÷ 6 =
1
of 18 =
6
48 ÷ 8 =
1
of 48 =
8
36 ÷ 3 =
1
of 36 =
3
21 ÷ 7 =
1
of 21 =
7
Evaluate: Solve the following items.
1. Uncle Harry has 45 candies to
put in boxes. If each box can
hold one-ninth. How many
candies are in each box?
2. Billy and Bobby are going to
the beach. Billy has 12 bottles
of fruit drinks and gave Bobby

half of it. How many fruit
juices does Billy has now?
3. Mother has 24 cookies. She
gave brother a quarter of the
cookies. How many cookies
did brother get?
Evaluation:
The lesson was fairly good. The students were able use division to find the fraction of a
whole number. The students manipulated the virtual manipulatives well. The students were
encouraged to participate both individually and in groups. They were grouped and placed in
the breakout room to solve math equation. Appropriate feedback was given to the students
throughout the lesson. The lesson started and finished on time. A few students were not
present. Therefore, the lesson will be retaught so all students will grasp the content.
Content Page
What is a fraction?
Fractions represent equal parts of a whole or a collection.
Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the
whole.
For example,

Fraction of a collection: Fractions also represent parts of a set or collection.
For example,
There are total of 5 children.
3 out of 5 are girls. So, the fraction of girls is three-fifths (3⁄5).
2 out of 5 are boys. So, the fraction of boys is two-fifths (2⁄5).
Fraction notation
A fraction has two parts. The number on the top of the line is called the numerator. It tells
how many equal parts of the whole or collection are taken. The number below the line is
called the denominator. It shows the total divisible number of equal parts the whole into or
the total number of equal parts which are there in a collection.
Unit Fraction
1
of 36
4
To find a fraction, we use division.
36 ÷ 4 = 9
1
of 36 = 9
4
Teacher: Tahlia McLean
Grade: 3
Date: March 29, 2021
Subject: Integrated Studies
Duration: 1 hour
Topic: Tourism
Focus question: Why is it important that we relate to other countries of the world?
Attainment Targets:
 Explore and create, exercising critical thinking skills throughout the dramatic process.
 Perform varied repertoire of music for an audience.
 Understand the relationship between personal attributes and interest and how these
could be connected with various careers.
Objectives: At the end of the lesson students should be able to
1 State what does “Fostering Good Relationship” means. (cognitive)
2 Recall the terms tourism, tourists, types of tourist. (cognitive, affective)
3 Collaborate in their group, to complete an activity whether (psychomotor)
Skills: Define terms, compose poem, write sentences, communicate online.
Materials:
Sharing and Providing Goods and Services Integrated Studies textbooks, computer, tablet,
laptop.
Engage:
The teacher will introduce the topic by selecting a student to unscramble the words:
Good Relationship Fostering
Expected answer: Fostering Good Relationship
The teacher will then, ask the students, what do they think the topic “Fostering Good
Relationship” means?
Expecting answer: interacting, having conversations, supporting each other, being respectful,
and spending time with family and friends.
The teacher will ask the students do you foster good relationship?
Yes/ no
If yes, the teacher will ask the students how do you foster good relationship?
Expected answer: calling my parents and talking to my friends.
The teacher will then ask the students, do you think Tourism provides opportunities for
people from different countries to meet and interact with one another.
Expected answer: Yes.
The teacher will ask the students what are these people called?
Expected answer: tourists.
The teacher will ask the students to state the names used to describe tourists.
Expected answer: domestic tourists, day trippers or excursionists, regional tourists, and
international tourists.
The students will be asked the following questions,
where do they think tourists meet?
Expected answers: beach, resorts, entertainment centres.
The teacher and students will have a class discussion.
Explore:
The students will observe two pictures and think about what is happening in each picture by
answering the following questions:
What do they think the tourists may have asked the tour guide on the right?
What do you think the tour guides could do to foster good relationships between tourists and
other Jamaicans?
What do you think is the relationship between the people in the pool?
Expected answer: They are a family, friends.
Explain:
The teacher and students will have a class discussion about the relationship of tourists and
harassment. (The teacher will listen to the students and clear any misconception.)
Elaborate:
The class will be divided in groups of 3. Each group will receive a task.
Group 1
Your friend Janay, lives in America. She wants to visit Jamaica. You are going to write a
letter to her telling her about an adventurous site.
Group 2
Create a dub-poem entitled “Why Tourist Come to Jamaica”. Highlight Jamaican culture
such as the music, dance, and food.
Group 3
You are visiting Jamaica for the first time. Dramatize you are a group of tourists being
harassed by a vendor. Tell us how you feel.
Evaluate:
The students will present their task to the class.
Evaluation:
The lesson was fairly good. The students collaborated in their groups, discussed and their
share ideas. The facial expressions of the students portrayed u joy and enthusiasm. All
students were actively engaged. They were able to view the pictures and correctly identify
what are happening in each picture. The students executed the task effectively and efficiently.
However, the lesson went overtime. The student – teacher will keep watch of the time so for
the next class the teacher will stop students and continue for their next class.
Name: Tahlia McLean
Grade: 3M
Duration: 1hour
Subject: Language Arts
Topic: Possessive Nouns
Sub-topic: Singular Possessive Nouns
Attainment Target:
1 Listen to, recall, understand and respond to speakers’ messages, whether implicit or
explicit.
2 Use and adapt a range of sentence structures according to context, distinguishing
between SJE and JC.
3 Use language and text forms appropriately and with imagination to create vibrant and
engaging texts.
Prior Learning:
 Know what nouns are.
Objective: By the end of the lesson, students should be able to.

 Sing the song entitled ‘Possessive Nouns- Singular Possessive Nouns’ (affective,
psychomotor)
 Define the term possessive nouns. (cognitive)
 State what are singular possessive nouns. (cognitive)
 Use the apostrophe (’) ‘s’ to show ownership. (cognitive)
 Identify the possessive nouns in the sentences. (cognitive)
 Write the singular possessive form of each noun by putting an apostrophe (’) before
the s. (psychomotor)
Key skills: listening attentively, speaking, writing.
Key Vocabulary: nouns, person, animal, place, thing, possessive nouns, singular possessive
nouns, apostrophe, ownership, belonging.
Materials: Grade 3 Integrated Language Arts Workbook, song entitled Possessive Nouns-
singular possessive nouns, computer, tablet, laptop, power point
Engage:
The teacher will introduce the lesson by using a rhythmical tune entitled ‘Possessive Nouns’,
the students will first listen then sing along.
Possessive noun, Possessive noun
Singular possessive noun, singular possessive noun
Use an apostrophe (repeat)
(s) To show ownership (repeat)

Possessive noun (repeat)
Singular possessive noun (repeat)
The teacher will ask the students, what are nouns?
Expected answer: Nouns is a name of a person, animal, place, or thing.
Afterwards, the teacher will ask the students from the song. What do you think our topic is
for today?
Expected answer: Possessive nouns, singular possessive nouns.
The teacher will then share screen power point.
The teacher will ask the students, when I say the word singular possessive noun, what comes
your mind?
Expected answer: a singular possessive noun shows that a person, an animal, place, or thing
has or owns something.
we add an apostrophe and -s to show ownership.
The teacher will then share an example showing ownership.
Example: the butcher shop.
The teacher will ask the students to identify the nouns in the sentence.
Expected answer: butcher and shop.
The teacher will ask the students where we should add the apostrophe (’s)
Expected answer:
Butcher, the students will be asked to reread the sentence adding the (’s).
Expected answer:
The butcher’s shop.
Explore:
The students will make the sentences possessive using an apostrophe (’s).
The game belonging to the The necklace belonging to The marker belonging to
boy. girl. Matt.
The paper belonging to the the drink belonging the The chair belonging to the
teacher. mom. dad.
Explain:
The teacher will select students randomly to share their answers. The teacher will listen and
clear any misconception.
The game belonging to the The necklace belonging to The marker belonging to
boy. girl. Matt.
The boy’s game. The girl’s necklace. Matt’s markers
The paper belonging to the the drink belonging the The chair belonging to the
teacher. mom. dad.
The teacher’s paper. Mom’s drink Dad’s chair
Elaborate:
The class will be divided in three (3) groups. Each group will receive an activity to
complete.
Group 1
1. We listen to the advice given by the teacher.
2. The speech of the lady was moving.
3. The parade of the Carnival is worth seeing.
4. We folded the clothes that belong to Josh together.
________________________________________________________________
5. The face of the baby was wet with tears.
________________________________________________________________
6. We did not see the signal of the policeman.
___________________________________________________________________
7. We spend three days on the farm of our cousin.
___________________________________________________________________
8. The leg of the cyclist was broken the accident.

___________________________________________________________________
Group 2
Insert the apostrophe (’s) where required in the sentences below
1. Mr. Morris said that the girls work was better than that of the boys.
2. The farmer disturbed a wasps nest.
3. The girls pulled a thorn out of the dogs paw.
4. Michael sometimes wears his fathers shoes.
5. Two apes were pulling the monkeys tail.
6. Ivory is obtained from the elephants tusks.
7. The schoolgirl admired the soldiers smart uniform.
8. The referees whistle was lost in the players dressing room.
9. The girls bag was on the desk
Write the possessive form of the singular noun, correctly on the line using an ‘s.
7. Douglas returned ___________________ sweater this morning. (Ben)
8. Please put the __________________ toy in the basket. (cat)
Group 3
Insert the apostrophe (’s) where required in the sentences below.
1. Mr. Morris said that the girls work was better than that of the boys.
2. The farmer disturbed a wasps nest.
3. The girls pulled a thorn out of the dogs paw.
4. Michael sometimes wears his fathers shoes.
5. Two apes were pulling the monkeys tail.
6. Ivory is obtained from the elephants tusks.
7. The schoolgirl admired the soldiers smart uniform.
8. The referees whistle was lost in the players dressing room.
9. The girls bag was on the desk.
Evaluate:
The students will complete the activities in their Grade Three Integrated Language Arts
Workbook (page 28).
Evaluation:
The lesson was fairly good. It began and ended on time. The introduction motivated the
students learn. The students were actively engaged as they state the dub- poem Singular
Possessive Nouns. The teacher listens carefully to student comments, questions and answer
and respond constructively. The students participated in the activities. They were eager to
share what belong to them and was able to state it as a singular possessive noun. It is evident,
the students grasped the concept. Some students were not clear how to do an activity so for
the future; the teacher will ensure the instructions given is clear and precise.
Content Page
Nouns are naming words. A noun is the name of a person, place, animal, or thing.
Possessive nouns show ownership or a relationship. A possessive noun must have an
apostrophe. Example: Mary’s coat.
Singular possessive nouns shows that a person, place, or thing owns something.
Examples:
Sandra’s dog is very cute.
The boss’s car is orange.
The jam’s ingredients are blackberry and blueberry.
Reference:
Walker, B. (n.d.) Basic English Composition. Possessive Nouns.

Tuesday
Lesson Topic: Fraction – How to Find the Fraction of a Given Number?
 Know to group.
virtual counters.
Lesson Procedure:
Engage 1 Expected answer:

The teacher will state what is of
5
40? Tom has 40 teddy bears and he
1
want to share of my teddy bears
5
with Jamie.
randomly and ask how many teddy
bears do Tom need to gather in all to
share with Jamie?
5 sets of teddy bears.

The teacher will ask a student how
sets teddy bears are in each group?

The denominator which is 5
tells us how many sets of

Why?
teddy bears are in each group.
So, 40 ÷ 5 = 8
1
Therefore of 40 = 8.
5
The teacher will ask the students,
1
what is of 39.
3
The teacher will reinforce, that the
denominator tells how many sets are
needed to solve the problem.
randomly to demonstrate.
So, 39 ÷ 3 = 13
1
Therefore of 39 = 13.
3
So, the fraction of a given number, we
use division.
Explore Group 1
Pam bought 50 sweets. She gave Jane
two- fifth of the sweets. How many

sweets did Jane get?
Group 2
Roy has 48 marbles. He gave Tim
one- eighth of the marbles. How
many marbles did Tim get?
Group 3
72 ÷ 6 =
1
of 72 =
6
Explain Group1 The students will demonstrate
Pam bought 50 sweets. She gave Jane and share their answer to the
two- fifth of the sweets. How many class.
sweets did Jane get?
in sets of 5.
2
So, of 50 = 20
5
Therefore, Jane got 20 sweets.

Group 2
Roy has 48 marbles. He gave Tim

Group 2
one- eighth of the marbles. How
many marbles did Tim get?
equally with 6 sets.
1
So, of 48 = 6
8
Therefore, Tim got 6 groups of
marbles.
Group 3
72 ÷ 6 =
6, we grouped the 72 equally
1
of 72 =
6 with 6 sets in each group.
1
So of 72 = 12
6
Elaborate Use division to help you work out The students will complete the
these. following activity.
20 ÷ 4 =
1
of 20=
4
30 ÷ 6 =
1
of 30 =
6
49 ÷ 7 =
1
of 49 =
7
24 ÷ 8 =
1
of 24 =
8
4. Tamara has 55 marshmallows
to put in boxes. If each box
can hold one-ninth. How
many marshmallows are in
each box?
5. Kevin and Kevon are going
home. Kevin has 36 bags of
strawberry milks and gave
Kevon one-third of it. How
many strawberry milks does
Kevin has now?
6. Mother has 24 cookies. She
gave brother a quarter of the
cookies. How many cookies
did brother get?

Evaluation:
The lesson was fairly good. The students were able use division to find the fraction of a
whole number. The students manipulated the virtual manipulatives well. The students were
encouraged to participate both individually and in groups. They were grouped and placed in
the breakout room to solve math equation. Appropriate feedback was given to the students
throughout the lesson. The lesson started and finished on time. A few students were not
present. Therefore, the lesson will be retaught so all students will grasp the content.
Content Page
What is a fraction?
whole.
For example,

For example,
Fraction notation

Unit Fraction
1
of 36
4
36 ÷ 4 = 9
1
of 36 = 9
4
Name: Tahlia McLean
Grade: 3M
Duration: 1hour
Topic: Comprehension
Attainment Target:
explicit.
between SJE and JC.
engaging texts.
Prior Learning:
 State foods that are exported and imported in Jamaica.
 Read the passage ‘A Great Grain’. (cognitive)
 Select the correct answer. (cognitive)
 Write the name of another food which complete a meal. (cognitive, affective)
 Create a word square, using clues. (psychomotor)
Key skills: reading, listening attentively, speaking, writing.
Key Vocabulary: A Great Grain, wholesalers, warehouse, supermarkets, Jamaica, export,
import, Kingston Harbour, Georgetown, Guyana, word square.
Materials: Passage- A Great Grain
Engage:
The teacher will select a student randomly to read the passage ‘A Great Grain’ while the
other students follow in their books. After which the teacher and students will talk about the
passage.
The teacher will ask the students the following questions.
What is the title of the passage?
What is the passage about?
Explore:
Students will reread the passage on their own and state the correct answer.
1. In which parishes in Jamaica was rice grown?
2. What is the first thing a farmer has to do?
3. What is the fourth thing the farmer has to do?
4. What happens to the rice after the sixth process?
5. Which two country capitals are mentioned in the passage?
6. Where does the rice go after it is harvested in Guyana?
7. What happens to the rice after reaching Kingston Harbour?

8. Where does the rice go after leaving Guyana?
9. Where does most of our rice come from?
Explain:
The students will complete the following.
Name one BRAND of rice found in the supermarkets. ___________________
Write the name of another food which completes each meal.
Ackee and _____________
Mackerel and __________
Curry goat and _________
Bulla and ______________
Fry fish and ____________
Elaborate:
The students will answer each clue so they can form a word square.
a. A big boat (top)
b. Travel by water (left)
c. End of the pack (bottom)
d. Where a ship anchor (right)
Use these clues and make your own word square.
a. White grain to be cooked.

b. To pick when ripe.
c. This can be cooked with rice.
d. Hens lay these.
Arrange the following words in order to show how rice gets from the warehouse to our plates.
Mother’s grocery wholesalers on our plate’s supermarkets warehouse
1st _______________
2nd ______________
3rd ______________
4th ______________
5th ______________
Evaluate:
The teacher and students will have a discussion. Students will be selected randomly to state
the answers. The teacher will listen and clear any misconception.
Evaluation:
The lesson was fairly good. The students worked earnestly to complete the activities.
However, a student was not able to write another name of another food to complete each
meal such as ackee. Probing questions were asked such as what is the national dish of
Jamaica? The student immediately answered stating another food to complete the meal. The
students were selected randomly to answer each question. However, it was time-consuming
as the students hesitate to share their answers to the class. So, the teacher stated the correct
answers for the others and ask the students to follow and tick in their books.
Name: Tahlia McLean
Grade: 3
Duration: 1 hour
Topic: Tourism
Objectives: At the end of the lesson, students should be able to:
 Read a passage entitled ‘Day Tripping’. (cognitive)
 Complete a bill for a day- tripper. (cognitive, affective)
 Create a KWL chart in 3 groups. (psychomotor)

Skills: speaking, working cooperatively in groups, dramatizing, reciting poems, sing songs,
discussing, researching information.
Key vocabulary: vendor, tourism, tourist, hotel, resort, visit, receptionist, doorman,
bartender, waitress, waiters, entertainment coordinators, chef, manager, bell hop, banqueting
manager.
Materials: laptop, Carlong Primary Integrated Studies, Sharing and Providing Goods and
Services, KWL chart, videos https://www.youtube.com/watch?v=YonstK1OJIA, Jamaica
Overwater Bungalows Jamaica - Sandals South Coast Room Tour
https://www.youtube.com/watch?v=BrsHrtgCeL4
Engage:
Students will read a passage.
Day-Tripping
A cruise ship arrived at the pier in Ocho Rios at six o’ clock on a Wednesday morning. At
eight fifteen, one group took a taxi to shop and sight – see. The group arrived at the craft
market an hour later.
Explore:
One vendor had these items on display:

One day -tripper bought: one straw basket, two T-shirts and a dress. Finish the bill which the
vendor gave the day – tripper.
Craft Market
(Today’s Date)
Amount Description of item Unit price Total
1 Straw basket $ $
Grand Total
The day- tripper gave the vendor $40, 000.00 to pay the bill. Write a number sentence to
show how much change the day tripper should get.
Explain:
The teacher will select a student randomly to share with the class. The teacher will listen and
clear any misconception.
Elaborate:
The class will be divided in 3 groups. The students will complete the following in their
respective groups.
A Trip to Crystal Bay Hotel
Mrs. Mayfair’s Grade 3 class is planning to visit a hotel in a resort town to learn more about
tourism in Jamaica.
Read the ‘KWL’ chart that they made (K= Know already, W= Want to know, and L=Learnt).
We Know already We Want to know We Learnt
 Who tourists are.  What services resorts
 What tourism is provide for guests?
 Some countries from  What kinds of jobs
which tourists come. are available in the
 Some disadvantages tourist industry?
of tourism  How tourism affects
 Why tourists come to our lives
Jamaica.
 Some benefits of
tourism
Make a similar chart for your group. In the left column, list the things that you already know
about tourism. Decide what else your group would want to know about tourism. Decide what
else your group would want to know about tourism, then write it in the middle column.
Evaluate:
The class will go on a virtual trip to a hotel in Jamaica.
https://www.youtube.com/watch?v=BrsHrtgCeL4
After which, the students will complete the right column on their chart.
Evaluation:
The lesson was satisfactory. It started on time. The students were eager to complete the
activities. All objectives were met. The students collaborated in their groups and completed
their ‘KWL’ chart appropriately. They were enthused as they went on a virtual trip to a hotel
and learn about the different workers and culture in Jamaica. They enjoyed listening to the
reggae music. The students were excited and wanted to learn more, so they were given the
opportunity to watch another video https://www.youtube.com/watch?v=YonstK1OJIA
.
Wednesday
Name: Tahlia McLean
Grade: 3M
Duration: 1hour
Topic: Punctuation
Attainment Target:
explicit.
between SJE and JC.
engaging texts.
Prior Learning:
 Know what punctuations are.
 Use question sign at the end of an asking sentence. (cognitive)
 Use full stop at the end of a telling sentence. (cognitive affective)
 Use a comma to correctly punctuate a sentence. (cognitive, affective)
 Arrange the words in alphabetical order. (psychomotor)
Key skills: reading, listening attentively, speaking, writing.
Key Vocabulary: punctuation, full stop, coma, question mark, punctuated, alphabetical
order.
Materials: Activity sheet
Engage:
The students will complete the following by using the appropriate punctuation marks.
1. What is the weather like in your community ______

2. Where did you go last night_____
3. Are you going hiking or are you going to the beach_____
4. Which mountains will you find in Manchester _______
5. Was the trip as exciting as it sounded ______ No it wasn’t ______
6. “Are you coming ______” asked Sammy _____
Explore:
The students will use full stop (.) or comma (,) to correctly punctuate these sentences.
1. Mary came to visit the farm on Friday
2. Mr Barnes has goats cows sheep and pigs on his farm
3. I like to visit my aunts uncles and cousins during the Christmas Holiday
4. Mother goes to the market to buy oranges pears mangoes plums bananas and
sweetsops.
5. The four seasons of the year are Spring Summer Autumn and Winter
Explain:
The teacher and students will discuss the answers.
The students will use full stop (.) or comma (,) to correctly punctuate these sentences.
1. Mary came to visit the farm on Friday.
2. Mr Barnes has goats, cows, sheep, and pigs on his farm.
3. I like to visit my aunts, uncles, and cousins during the Christmas Holiday.
4. Mother goes to the market to buy oranges, pears, mangoes, plums, bananas, and
sweetsops.
5. The four seasons of the year are Spring, Summer, Autumn, and Winter.
Elaborate:
Arrange each set of words in Alphabetical Order. Use the third letter of each word as a
guide.
Crunch creep crust crisp crow
_______ ______ _____ _____ ______
Front fritters frail free fruit
_______ _______ _______ _______ _______
Trust track trick trouble treat.
_______ ________ ________ _______ ________
Evaluate:
Students will be selected randomly to share their answers.
Evaluation:
The lesson was fairly good. The students worked earnestly to complete the activities. They
used the question mark at the end of an asking sentence and a full stop at the end of a telling
sentence. The students also used comma to correctly punctuate the sentences. Therefore, all
objectives were met. Most students arranged the words in alphabetical order appropriately.
The other students were reminded to look on the third letters of each word to arrange the
words in alphabetical order.

Lesson Topic: Dividing using the Fraction Bar
 Know to group.
virtual counters.
Lesson Procedure:
Engage Complete the following items. Expected answer:
8
=
2
12
=
6
21
=
3
24
=
4
27
=
3
25
=
5
16
=
4
36
=
3
Explore Draw shapes to represent the whole
numbers and circles around the
objects to show division of fraction.
1
of 9 =
3
1
of 20 =
4
1
of 15 =
3
Explain Draw shapes to represent the whole
numbers and circles around the
objects to show division of fraction. Therefore,
1 1
of 9 = of 9 = 3
3 3
1
of 20 =
4
1
4
1
of 15 =
3
1
3
Elaborate Complete the following items. The students will complete the
In the following, following activity.
12
6⟌72
a) The number 6 is the _____.
b) The number 72 is the ____.
c) Which number is called the
quotient? ______.
Circle the numbers that can be
divided by 3 without leaving a
remainder.
3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23
Circle the numbers that can be
divided by 2 without leaving a
remainder.
4, 16, 19, 24, 30,35, 42, 71, 93, 64

Danny has 24 mangoes.
He shares the mangoes equally and
puts them in 2 bags.
How many mangoes does he put in
each bag?
Father has 35 marbles. He shares the
marbles equally among 5 sons. How
many marbles does each son get?
Evaluation:
The lesson was fairly good. The students grasped the concept and were able to complete each
activity. They draw circles around the objects to show division of fractions. The students also
did division using sets or groups. They identified the dividend, the divisor, and the quotient of
a division equation. The students used long division to solve the problems. All objectives
were met. The students worked individually and as a whole group. Some students were
absent. The teacher will revise with the students at the next lesson.
Content Page
What is a fraction?
whole.
For example,

For example,

Fraction notation
Unit Fraction
1
of 36
4
36 ÷ 4 = 9
1
of 36 = 9
4
Name: Tahlia McLean
Grade: 3
Duration: 1 hour
Topic: Tourism
Objectives: At the end of the lesson, students should be able to:
 Identify and discuss factors that may attract tourists to Jamaica. (cognitive)
 State Jamaica’s main sources of foreign exchange. (cognitive)
 Identify career /employment opportunities in the tourist sector. (cognitive)
 Read a passage, “At the Hotel”. (cognitive)
 Identify the different types of hotel workers. (affective, cognitive)
 Find words in the passage that are opposite in meaning. (cognitive)
 Rewrite the report with the correct punctuation marks. (psychomotor)
Skills: speaking, working cooperatively in groups, dramatizing, reciting poems, sing songs,
discussing, researching information.
Key vocabulary: hotel, resort, visit, receptionist, doorman, bartender, waitress, waiters,
entertainment coordinators, chef, manager, bell hop, banqueting manager, punctuation marks,
tourism, tourist
Materials: laptop, Carlong Primary Integrated Studies, Sharing and Providing Goods and
Services,
Engage:
The students will read a passage entitled, “At the Hotel”.

Explore:
The students will read about Marsha- Gaye’s class visit to the hotel again and answer
these questions in their exercise book.
Write the names of the different categories or types of hotel workers that the children met or
saw in the hotel.
Name two types of entertainment that the hotel offers.
Choose any one of the workers mentioned. Write one or two sentences to tell about the
worker’s job.
Explain:
The teacher will select students randomly to share their answer.
Write the names of the different categories or types of hotel workers that the children met or
saw in the hotel.
Doorman
Bellhop
Receptionist
Manager
Entertainment coordinators
Waiters
Waitress
Bartender
Chef
Name two types of entertainment that the hotel offers.

Children’s beach volleyball game and jet skiing
Choose any one of the workers mentioned. Write one or two sentences to tell about the
worker’s job.
Example: The chef job is to prepare delicious foods.
Elaborate:
Find a word in the passage that is opposite in meaning to
Exit ______________
Departed _______________
Slowly _______________
Colourless _______________
Tasteless _______________
Evaluate:
Timothy wrote a report of the interview he did with the banqueting manager at the hotel. He
made many punctuation errors in the report.
The students will find the errors in the report below and rewrite it with the correct
punctuation marks in their exercise book.
The banqueting manager at the hotel has a very important job He is in charge of making the
arrangements for all the function at the hotel, Some of these functions are weddings birthday
parties? conventions meetings and workshops. He has to make sure that there are enough
tables and chairs and, that they are properly arranged He also has to ensure that the right
meals, are served at the agreed time.

Evaluation:
The lesson was fair good. The lesson started on time and ended on time. All objectives were
met. The students identified the hotel workers from the passage. They stated the
entertainment provided by the hotel. They also found word in the passage that is opposite in
meaning to exit, departed, tasteless, odourless. The students correctly punctuated the report
putting the full stop, commas, and capital letters at the appropriate places. The explore could
have been more challenging instead of reading the passage and stating the hotel workers the
students could complete a crossword puzzle.
Content Page
Foreign exchange is the money we use to trade goods and services from other countries. The
money receive is usually in that country’s currency.
Tourism also plays a major part in a country earning of foreign exchange. Tourists are the
people travelling to or visiting a place for recreation mainly. There are several types of
tourism. Cultural Tourism, Adventure Tourism, Community Tourism and Eco tourism.
All-year long sunshine, warm white sand beaches, rich flora, beautiful fauna, and the spirit of
the Caribbean people are what attracts visitors to the Caribbean. A nestled in the midst of
this, is the “land of wood and water”, Jamaica. Tourism in Jamaica has ballooned from an
annual trip made by visitors to a must-do on any hiatus someone wants to take. Jamaica has
become the hub for weddings, holidays, anniversary celebrations, vacation and even business
outings. This has resulted in tourism being one of the major contributors to the economy in
Jamaica. As a result, every sector in Jamaica benefits to some extent from tourism activities.
The main one being jobs. The tourism sector accounts for approximately 60% of jobs in
Jamaica with the major hotels and resorts located in Montego Bay, Ocho Rios and Negril.
The availability of jobs is not limited to working in the hotels, resorts, and inns as, through
tourism, jobs have become available in various sectors.
There are tour operators, car rental enterprises, craft vendors, tour guides, duty free shops,
attractions, taxi drivers and farmers - just to name a few.
So beneficial is tourism to the employment industry in Jamaica that the government has
invested millions in providing top of the line hospitality industry training for persons as well
a very active Tourism Product Development Company (TPDCo) that focuses on informing,
educating and sensitizing the Jamaican people on our very vital tourism product.
Tourism in Jamaica has impacted heavily on governmental revenues. Due to the travel
industry and the vibrancy of tourism in Jamaica, there has been great increases in foreign
exchange receipts into the country.

This has benefited the economy tremendously resulting in the economy functioning at a
surplus allowing them the affordability to pay off debts.
Apart from these financial benefits, tourism in Jamaica has also benefited the socio-cultural
part of our economy.
We are viewed as one of the most sociable, friendly, and loving people in the Caribbean. So
impactful it has been that Jamaica is being mentioned in songs and movies as being
synonymous with happiness, relaxation and a cool laid back personality.
Eco-tourism has increasingly become a very vital part of our economy.
With persons buying into environmental sustainability, our rich vegetation and myriads of
rivers has attracted tourists who are passionate about saving the planet from destruction.
As such, Jamaica benefits from scores of eco-tourists who visits not only with a plan and
vision in mind to aid in the sustainability of the eco-system (mangroves, rivers, indigenous
plants and animal life) but will also lend themselves through physical and financial assistance
to this sector. The benefits of tourism in Jamaica are unlimited, irrefutable, awe-inspiring,
and unarguable.
Easter Break
(April 1- April 9)

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Lesson Plan

March 29, 2021

Subject: Mathematics Grade: 3 Duration: 1hour

Strand: Numbers Date: March 29, 2021

Lesson Topic: Fraction – How to Find the Fraction of a Given Number?

 Know what a fraction is.

 Know how to divide.

 Solve a division problem (cognitive, psychomotor)

 Use counters to demonstrate a division problem. (cognitive)

 Demonstrate a given worded problem. (cognitive, affective, psychomotor)

Instructional Materials Resource Materials

Tablet, laptop, virtual whiteboard, Virtual whiteboard, virtual counters, laptop.

multiply, subtract, bring down, division statement.

Key skills: Communication, problem solving, reasoning.

Teacher will Students will

Engage 1 Expected answer:

The teacher will select a student

randomly and ask how many counters

I need to gather in all to share 8

between Kylie and me?

The teacher will ask a student in how

many groups should I divide my 2 groups

The denominator which is 2

Why? tells us how many groups are

So, to find a fraction of a given

number, we use division.

The teacher will ask the students,

The teacher will reinforce, that the

denominator tells how many groups

are needed to solve the problem.

The teacher will ask the students how

many groups do I need?

So, to find a fraction of a given

number, we use division.

Circle groups to help you divide.

Patrice bought 35 apples. She gave

Janice one- fifth of the apples. How

many apples did Janice get?

Explain Group1 The students will demonstrate

Since the denominator states

3, we grouped the 15 counters

in 3 groups and in each we

4, we grouped the 28 counters

equally in 4 groups and in

each we have 7 counters.

Patrice bought 30 apples. She gave

many apples did Janice get? 5, we grouped the 30 apples

equally in 5 groups and in

each we have 6 apples.

these. following activity.

Evaluate: Solve the following items.

1. Uncle Harry has 45 candies to

put in boxes. If each box can

hold one-ninth. How many

candies are in each box?

2. Billy and Bobby are going to

the beach. Billy has 12 bottles