Numeracy lesson plans

Primary 5,
term 1, weeks 1 —5
Shape and solving word problems
through calculation
kaduna-num-5-weeks-1-5-closeout.indd 1 11/8/16 2:28 PM
 Numeracy lesson plans
Primary 5,
term 1, weeks 1 —5
Shape and solving word problems
through calculation
kaduna-num-5-weeks-1-5-closeout.indd 2 11/8/16 2:28 PM
 Introduction
Good teaching can help
learners achieve positive
outcomes, even in difficult
circumstances. But learners
have little chance of
making progress where
the teaching is poor.
Throughout 2010 in
Kaduna State, the Ministry
of Education carried out
baseline surveys to assess
classroom teachers,
headteachers and pupil
learning outcomes.
Sadly, the findings were
alarmingly poor. It was
clear that despite substantial
inputs into education,
the majority of teachers
were themselves victims
of an education system
that was in a serious
downward spiral.
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Following this research, Alongside the lesson plans,
the State Ministry of structures and processes
Education, the State Universal have been put in place so
Basic Education Board and that teachers are continuously
local government education supported by the State
authorities, supported School Improvement Team
by the Education Sector and specially-trained school
Support Programme in support officers.
Nigeria (ESSPIN), embarked
I am confident that these Professor Andrew
on a series of reforms to
lesson plans will raise Jonathan Nok
strengthen schools.
standards in our schools. DSc, PhD, OON, FAS, NNOM
To improve the teaching I commend all those who Honourable Commissioner
of basic literacy and have worked hard to produce of Education, Science
numeracy in primary schools, these plans and train our and Technology, Kaduna State
Kaduna is introducing teachers to use them,
a carefully designed series and I offer thanks to the
of literacy and numeracy UK Department for
lesson plans for primary International Development
1—5 teachers. These (DFID) for its ongoing support
provide a step-by-step for education reform
guide to teachers, while in Kaduna State through
ensuring that teaching its ESSPIN programme.
and learning become
more exciting and children
become active learners.
11/8/16 2:28 PM
 Numeracy lesson
plans
The numeracy
lessons teach calculation,
shape, symmetry, fractions
and time. Each week focuses on
one of these topics.
How
How? This section illustrates
a key concept through simple
instructions and photographs.
A sign at the top of the
column shows you which
part of the lesson uses
this resource.
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Learning expectations
Every pupil in the class
will be at a different stage
of understanding in
maths. The first page of
each week outlines learning
expectations for the
week. These learning
expectations are broken
into three levels:
What all pupils will be
able to do.
What most pupils will be
able to do.
What some pupils will be
able to do.
Assessment
On each weekly page
there is an assessment task
for you to carry out with
five pupils at the end
of the week. This will help
you find out whether they
have met the learning
expectations.
Next to the task, there
is an example of a pupil's
work, which shows
what a pupil can do if they
have met the learning
expectations.
If most pupils have not met
the learning expectations,
you may have to teach some
of the week again.
11/8/16 2:28 PM
 Daily practice
Helps the pupils to practise
something they have
previously learned. It should
only last 15 minutes and
move at a fairly fast pace.
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Introduction
Provides the focus for
the lesson. Often involves
a variety of fun, quick
activities which prepare the
pupils for the main topic.
Main activity Plenary
Gives the pupils the Finishes the lesson
opportunity to explore the with different ways of
main topic in different reviewing learning.
ways. This usually involves
group, pair or individual
tasks. Your role as a teacher
during the main activity
is to work with groups
and individuals to help them
understand the ideas.
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 Grade/ Lesson Tens and Units bundles/
Type of lesson plan title Number cards/Game

Weekly page Week 1: Words/phrases Learning expectations

Primary 5, Number Write these words on the chalkboard By the end of the week:

numeracy and leave them there for the week.

Thousands
All pupils will be
able to:
lesson plans Hundreds Identify and order numbers
Tens up to 1000.
Units
Most pupils will be
digits
able to:
equal
Identify the place value of
order
four-digit numbers.
What is the value of this digit?
three-digit numbers Some pupils will be
four-digit numbers able to:
place value Read and write
ascending numbers up to 9999 in
descending digits and words.

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 Assessment task
Instructions:
Ask the individual pupils
to complete these tasks.
1 Order four-digit numbers
Hold up flash cards
with different numbers
from 0 —9999 and ask
individual pupils to
call out the numbers.
2
Give individual pupils a set
of five flash cards with
four-digit numbers and
ask them to place the cards
in ascending order.
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Example of a pupil's work
This pupil can:
3 Identify, order and write
Point to numbers on the a four-digit number.
four-digit flash cards
and ask, 'What is the value
correctly.
of this digit?'.
Identify the place value
4
of each digit in a four-
Give two flash cards
digit number.
with a four-digit number
to each individual Write out the expansion
pupil and ask them to of a four-digit number.
write them in their exercise
books, placing the
correct value on top of
each number.
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 Lesson 0—9 number cards
title

Week 1: Day 1: Learning outcomes Preparation

Number Revising place By the end of the lesson, Before the lesson:

values most pupils will be able to:

Recall the 2 and 4
Have ready a set of 0 —9 number cards
for each pair.
times tables.
Read How? Play the buzz game,
Identify the place value of as shown below.
four-digit numbers.

How?
Play the buzz game

Ask the pupils to Tell the pupils to When a pupil If anyone forgets This can be played
stand in a circle. count round in turn, reaches a multiple to say 'buzz', or says in small groups.
from 1. of 4, they should it in the wrong
say 'buzz'. place, they are out.

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 15 How 10 25 0 —9 number cards 10
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Choose some pupils to
help you write the 2 times
table on the chalkboard.
Ask them to help you write
the 4 times table.
Ask, 'What do you notice
about the 2 and 4 times
tables ?' (Answers in the 4
times table are double those
in the 2 times table.)
Teach How? Play the buzz
game, as shown left.
Whole class teaching
Write '3546' on the chalk-
board and ask the class to
say it with you.
Remind them that the
position of the digit
within a number is very
important.
Ask, 'How many Thousands
are in this number?',
'How many Hundreds?',
'How many Tens?',
'How many Units?'
Choose some pupils to
come and write
'Th', 'H', 'T' and 'U' above
each digit.
Write the number in its
expanded form:
3546 = 3000 + 500 + 40 + 6.
Repeat with 5821.
Pair task
Give each pair a set
of 0 —9 number cards.
Ask the pairs to make
four, four-digit numbers.
Ask them to write each
number they make, and
its expanded form, in
their exercise books, eg:
3748 = 3000 + 700 + 40 + 8.
Ask the pairs to choose
four number cards and
make the biggest and
then the smallest number
they can with the cards.
Tell them to repeat
this task with four different
number cards.
Pair task
Write the following four-
digit numbers on the
chalkboard and under-
line the following digit in
each number:
3546
2873
5832
9154
1432
Ask, 'What is the value of
the underlined digit?'
Ask the pairs to explain
the value of the underlined
digit to each other.

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 Lesson Place value grid
title

Week 1: Day 2: Learning outcomes Preparation

Number Revising place By the end of the lesson, Before the lesson:

values to 9999 most pupils will be able to:

Halve and double numbers.
Identify the place
value of numbers up
to 9999.
Draw the place value grid
from the main activity, shown right,
on the chalkboard.
Read How? Place value,
as shown below.

How?
Place value

Write '1000' in Choose some Change one digit Write other numbers Ask, 'How many
the place value grid. pupils to read the and ask, 'Which in the place value Thousands are in
number. Ask, 'How digit has changed?', grid and ask pupils this number?' Repeat
many digits are 'What is the to read them. with Hundreds,
in this number?' number now?' Tens and Units.

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 15 10 25 How 10
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Pair task Whole class teaching

Ask the pupils doubling Ask, 'What is double Write some three- Teach How? Place value,
questions, eg: this number?', 'What is digit numbers on the chalk- as shown left.
'What is double 3?' half this number?' board and choose some
Write the following
and 'How did you work pairs to read the numbers.
Remind them that to numbers on the chalkboard:
it out?'
'double' is the same as Point to each number 1923
multiplying by 2. and ask the following 6425
questions: 4281
Ask the pupils how they
'Which number is 10 more 3886
will find half of 12.
than this?' Choose some pupils to
Remind them to think
'Which number is 10 less say the value of the
about how many sets of
than this?' underlined digit, eg:
2 there are in 12.
'Which number is 100 1923 = 900.
Write some three- more than this?' Ask the pupils to write
and four-digit numbers
'Which number is 100 less the answers in
on the chalkboard
than this?' their exercise books.
and choose some pupils
to read them. Tell the pairs to discuss Place value grid
each answer, and
Th H T U
choose different pairs
to say the answers. 1 0 0 0

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 Lesson Place value grid/
title 1—9 number cards

Week 1: Day 3: Learning outcomes Preparation

Number Multiply by 10 By the end of the lesson, Before the lesson:

and 100 most pupils will be able to:

Find a quarter of a number.
Multiply numbers
by 10 and 100.
Write the 4 times table on the chalkboard.
Display the place value grid
from yesterday.
Have ready 1—9 number cards for
each pair of pupils.
Practise How? Card game, as
shown below.

How?
Card game

Write '45, 74, 82' on Multiply the numbers Multiply the numbers Give each pair a set Ask the pupils to
the chalkboard. by 10. by 100. of 1—9 number multiply each
cards and tell them number they make
to make a two-digit by 10 and 100.
number.

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 15 10 30 How Card game 5
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Tell the pupils to join you
in saying the 4 times table.
Ask, 'What is a quarter of 8?'
Explain how to use the
4 times table to solve
this, by asking how many
sets of 4 there are in 8.
Ask if anyone can remember
how to write a quarter.
Write on the chalkboard:
1 of 16 =
4 to the left.)
1 of 24 =
4
1 of 20 =
4 Ask the pupils to multiply
Ask the pairs to complete
these calculations in their
exercise books.
Whole class teaching
Ask the pupils to say
the 10 times table, up to
12 x 10.
Remind them that when
we multiply by 10 the
Unit moves one place to
the left.
Ask, 'What happens to
the 3 in 10 x 3?'
Ask, 'What happens when
we multiply 3 by 100?'
(The Unit moves two places
Write '28, 45, 3, 58, 16' on
the chalkboard.
each number by 100
and write the answer in
their exercise books.
Whole class teaching Pair task Whole class teaching
Teach How? Card game, Tell the pupils to play Call out a variety of numbers
as shown left. the card game. and ask the pupils to
multiply them by 10 without
Tell them to write their
using pencil and paper.
results in their exercise
books, eg: 32
32 x 10 = 320
32 x 100 = 3200
Tell them to repeat this
activity four or five times.

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 Lesson Number words chart/
title 0—9 number cards

Week 1: Day 4: Learning outcomes Preparation

Number Numbers in By the end of the lesson, Before the lesson:

figures most pupils will be able to:

Recall the 3 and 4 times
and words tables quickly.
Read and write numbers in
figures and words.
Copy the number words chart
from the introduction, shown right,
on the chalkboard.
Have ready a set of 0 —9 number cards
for each pair of pupils.
Read How? Numbers in figures and words,
as shown below.

How?
Numbers in figures
and words

Write some numbers Choose some pupils Ask the pupils to Choose some
on the chalkboard. to write 'Th', 'H', read the number pupils to write the
Choose pupils to 'T' and 'U' in the words chart. correct numbers to
read the numbers. correct place above match the words
the numbers. on the chalkboard.

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 15 Buzz game 10 How 25 0—9 number cards/ 10
minutes minutes minutes Number words chart minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Pair task Pair task Whole class teaching
Play the buzz game with Write the following numbers Teach How? Numbers Give a set of 0 —9 number Choose some pupils to
the 4 times table. on the chalkboard: in figures and words, as cards to each pair. share their work with the
'2164, 821, 547, 9053'. shown left. whole class.
Tell the pupils to think as Ask them to choose
quickly as they can and Remind the pupils that Number words chart four cards to make a four- Ask the rest of the class
ask them questions from the 0 in 9053 shows digit number. if they are correct. If they
1 One 16 Sixteen
the 4 times table, eg: that there are no are not, ask why.
2 Two 17 Seventeen Tell the pairs to write their
'What is 4 x 4?' Hundreds (nine thousand
number in a place value
'What is a quarter of 32?' and fifty three). 3 Three 18 Eighteen
chart in their exercise
Play the buzz game with 4 Four 19 Nineteen books and write the number
the 3 times table. 5 Five 20 Twenty in words next to it.
Ask questions from the 6 Six 10 Ten Remind the pupils to look
3 times table and choose 7 Seven 20 Twenty at the number words chart
some pupils to answer 8 Eight 30 Thirty to help them spell their
as quickly as they can. number in words and
9 Nine 40 Forty
to take care with the zero
10 Ten 50 Fifty if the number has one.
11 Eleven 60 Sixty
Repeat with four more
12 Twelve 70 Seventy four-digit numbers.
13 Thirteen 80 Eighty

14 Fourteen 90 Ninety

15 Fifteen 100 Hundred

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 Lesson Flash cards/
title Number sets

Week 1: Day 5: Learning outcomes Preparation

Number Order numbers By the end of the lesson,
most pupils will be able to:
Recall the 3 and 6
times tables.
Order numbers up to 1000.
Before the lesson:
Have ready large number sequence
flash cards.
Copy the number sets from the main
activity, shown right, onto the chalkboard
and large flash cards.
Read How? Ordering numbers,
as shown below.

How?
Ordering numbers

Give out the number Ask the pupils Ask the class to Ask the group to Ask the rest of
set flash cards to to hold up the flash discuss how to order arrange themselves the class if the
a group of pupils. cards and read the numbers. (with their flash cards) numbers are in the
the numbers to in ascending number correct order.
the class. order (going up).

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 10
minutes
Daily practice
Whole class teaching
Choose some pupils to
help you write the 3 times
table on the chalkboard.
Ask them to help you
to write the 6 times table
next to it.
Ask the pupils what they
notice about these
times tables (the answers
in the 6 times table
are double the answers
in the 3 times table).
Rub out the 6 times table
and ask the pupils to write it
in their exercise books.
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15 How 20 15
minutes minutes minutes
Introduction Main activity Plenary
Whole class teaching Individual task Whole class teaching
Teach How? Ordering Tell the pupils they are Look together at the first Write '6743' on the
numbers, as shown left. going to order numbers set of numbers. chalkboard.
from smallest to largest
Ask the pupils, 'Which Cover all the digits except
(ascending order).
is the smallest number?', the units and ask,
Look together at the 'Which number is next?' 'What is this number?'
following sets of numbers
Ask the pupils to write Uncover the Tens and ask,
on the chalkboard:
the sets in ascending order 'What is the number now?
a) in their exercise books.
473, 207, 512, 401, 675 Uncover the Hundreds
If any pupils finish early, and ask, 'What is
b)
ask them to arrange the number now?'
111, 101, 247, 145, 243
the sequence in
c) Uncover the Thousands
descending order, from
332, 323, 121, 303, 369 and ask, 'What is
largest to smallest.
the number now?'
d)
132, 412, 217, 421, 142 Repeat with other four-
digit numbers.
Remind the pupils to
look at the first digit in
each number. If there
is more than one number
with the same first
digit, they must look at
the second digit.
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 Grade/ Lesson
Type of lesson plan title

Weekly page Week 2: Words/phrases Learning expectations

Primary 5, Addition Write these words on the chalkboard By the end of the week:

numeracy and leave them there for the week.

square
All pupils will be
able to:
lesson plans circle Expand two-digit and
rectangle three-digit numbers.
triangle
Most pupils will be
pentagon
able to:
hexagon
Use the vertical addition
octagon
method to add two-
sphere
digit and three-digit
cube
numbers.
cuboid
cylinder Some pupils will be
cone able to:
square-based pyramid Solve word problems
kite involving two-digit
word problem and three-digit numbers.
vertical method
calculation

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 Assessment task Example of a pupil's work

Instructions: This pupil can:

Ask the individual pupils 2 Write out an addition
to complete these tasks in Solve this word problem: sum horizontally.
their exercise books. On Monday, Asabe
Place two- and three-
sells 426 yams. On Tuesday,
1 digit numbers under the
she sells 121 yams.
Solve these sums using right headings.
How many yams did she
the vertical method:
sell in total? Add up Hundreds,
342 + 54 =
Tens and Units vertically.
684 + 35 =
266 + 421 = Identify the key words
348 + 426 = to solve a word problem.

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 Lesson Calculations/
title Large 2D shapes

Week 2: Day 1: Learning outcomes Preparation

Addition Adding two- By the end of the lesson, Before the lesson:

and three- most pupils will be able to:

Recognise 2D shapes.
digit numbers Use the vertical method
to add two- and three-
digit numbers.
Write the addition calculations
from the main activity, shown right,
on the chalkboard.
Have ready a set of large 2D shapes
(a triangle, square, rectangle, kite, pentagon,
hexagon and octagon).
Read How? Vertical addition, as
shown below.

How?
Vertical addition

Remind the pupils Remind them to Remind the pupils Set out a calculation Tell the pupils
to keep digits in the expand the to add the Units, for pupils to do in to exchange books
correct place when numbers first. then the Tens, then their exercise books. and mark each
writing calculations. the Hundreds. other's work.

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 15 Large 2D shapes 15 How 20 10
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Show the pupils the large
2D shape cards.
Remind them that a 2D-
shape has two measure-
ments or dimensions
(length and width).
Ask if they can remember
the names of the shape
as you hold up each card.
Show the cards again
and ask the pupils to point
to the matching words
on the chalkboard.
Tell the pupils to draw
and name three 2D shapes
in their exercise books.
Whole class teaching Pair task Whole class teaching
Teach How? Vertical Ask the pairs to complete Remind the pupils that it When all the pupils
addition, as shown left. the following sums is important to line the have finished, tell the pairs
in their exercise book: digits in their place value. to exchange books.
H T U If the pupils finish early, Ask one pupil to read out
3 2 6 ask them to make the answers. If the class
+ 2 8 3 up their own addition agrees, they should mark it
calculations using with a small tick ( ).
H T U three-digit and two-
2 8 5 digit numbers.
+ 2 2 7
H T U
4 3 2
+ 2 4 6
H T U
6 5 2
+ 2 3 4

H T U
3 5 5
+ 2 4 1

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 Lesson Large 2D shapes/
title 3D shapes/Calculations

Week 2: Day 2: Learning outcomes Preparation

Addition Adding with By the end of the lesson, Before the lesson:

renaming most pupils will be able to:

Recognise the properties
of 3D shapes.
Use the vertical method
to add two- and three-
digit numbers.
Have ready the large 2D shapes
from yesterday and a set of 3D shapes
(a cube, cuboid, sphere, cyclinder
and square-based pyramid).
Write the calculations from the main
activity, shown right, on the chalkboard.
Read How? What am I?, as shown below.

How?
What am I?

Write the names of Show the pupils some Choose a shape Give clues to help Or, 'I am a 3D shape.
some shapes on the shapes and ask but don't let them answer, I have no edges,
chalkboard. them to name them. the pupils see it. eg: 'I am a 2D shape, no corners and
Ask, 'What am I?' I have six edges.' one curved face.'

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 15 How Large 2D shapes/ 10 25 10
minutes 3D shapes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching Whole class teaching Individual task Pair task
Show the pupils the large Revise vertical addition Write, '426 + 15 =' on Ask the pupils to Tell the pupils to
2D shapes in turn and ask, with the class. Remind the chalkboard and complete the following exchange books with
'What is this shape?' the pupils to expand demonstrate the vertical calculations in their a partner and mark
the numbers and make addition method. exercise books: each other's work.
Hold up the 3D shapes
sure the digits are in
and choose some Ask, 'What do we have to H T U
the correct place value.
pupils to write the names take care with when writing 4 2 7
of the shapes on the Write '328' on the calculations in the vertical + 2 6 4
chalkboard. chalkboard. method?' (Expanding
the numbers and lining H T U
Remind the pupils that Ask the pupils to help 4 7 2
up the digits in their correct
3D shapes have three you expand each digit: + 2 4 7
place value.)
dimensions (width, length 328 = 300 + 20 + 8
and height). Write, '226 + 47 =' on the H T U
In pairs, ask the
chalkboard. 5 4 2
Teach How? What am I?, pupils to expand the
+ 2 7 6
as shown left. following numbers: Choose some pairs to
459 complete the sum, H T U
784 asking them to explain 7 6 4
501 each step. + 2 5 6

H T U
5 2 1
+ 2 8 7

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 Lesson Large 2D shapes/
title 3D shapes/Calculations

Week 2: Day 3: Learning outcomes Preparation

Addition Adding three- By the end of the lesson, Before the lesson:

digit numbers most pupils will be able to:

Identify 2D and 3D shapes.
Use the vertical method
to add three-digit numbers.
Have ready the large 2D shapes
and 3D shapes.
Write the addition calculations
from the main activity, shown right,
on the chalkboard.
Read How? Differences between
2D and 3D shapes, as shown below.

How?
Differences between
2D and 3D shapes

Hold up some 2D Ask the pupils to Ask them to point Ask the pupils to Repeat with other
and 3D shapes. point out 2D shapes out 3D shapes in the look for 2D shapes in 3D shapes.
Ask the pupils to in the classroom. classroom. 3D shapes.
name them.

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 15 How 15 25 5 What am I? game
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching
Teach How? Differences Remind the pupils that
between 2D and 3D shapes, they have been doing
as shown left. addition calculations using
the vertical method.
Ask the pupils to
explain to a partner Tell them that today they
the difference between are going to add two three-
2D and 3D shapes. digit numbers.
Demonstrate the method
on the chalkboard.
Remind them to expand
the numbers carefully
and line up the digits in the
correct place value.
Pair task Whole class teaching
Ask the pairs to When the pairs have Play What am I? using
complete the following finished, tell them to give 2D and 3D shapes.
addition calculations their exercise books to
in their exercise books: their partner.
H T U Tell them to put a small
2 4 7 tick if they think the
+ 1 3 4 calculation is correct.
H T U Choose some pupils to
4 3 2 solve one of the calculations
+ 2 5 7 on the chalkboard.
Ask them to explain each
H T U
step of the calculation.
5 4 2
+ 3 3 6

H T U
4 5 8
+ 4 3 7

H T U
7 4 1
+ 1 9 7

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 Lesson Word problems/
title 3D shapes

Week 2: Day 4: Learning outcomes Preparation

Addition Solving word By the end of the lesson, Before the lesson:

problems most pupils will be able to:

Identify 2D and 3D shapes.
Solve word problems
by adding two- and three-
digit numbers.
Write the word problems from
the main activity, shown right, on
the chalkboard.
Have ready some everyday 3D shapes.
Read How? Solving word problems,
as shown below.

How?
Solving word
problems

Read the word Ask a pupil to under- Ask a pupil to write Choose another Ask a pupil to finish
problem and ask, line the key words the calculation pupil to expand the calculation.
'What do we need in the problem. on the chalkboard. the numbers.
to do first?'

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 15 3D shapes
minutes
Daily practice
Whole class teaching
Show the pupils the 3D
shapes and ask them to say
the names of each shape.
Ask them to name some
2D shapes.
Tell them to look at
the 3D shapes and ask
if they can see any
2D shapes on them,
eg: a circle on a cylinder,
a square on a cube.
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10
minutes
Introduction
Pair task
Write '5, 6, 2' on the
chalkboard.
Tell the pairs to use
these digits to make
the biggest three-digit
number they can.
Choose one pair to write
their number on the
chalkboard and read it
to the class.
Ask the pair to expand
the number and ask
the class if they are correct.
Repeat, asking pairs to
use the digits to make
the smallest three-digit
number they can.
25 How 10 What am I? game
minutes minutes
Main activity Plenary
Whole class teaching Pair task Whole class teaching
Remind the pupils that Read through the following Play What am I? using
they have been word problems and tell 2D and 3D shapes.
adding two- and three- the pupils to complete them
digit numbers using the in their exercise books:
vertical method.
'What is the sum of 436
Teach How? Solving word yams and 89 yams?'
problems, as shown left.
'Mrs Suleiman drives 467km
to visit her sister. She then
drives a further 64km to
visit her mother. How far did
she travel altogether?'
'Last season, Enyimba FC
scored 253 goals and
this season they scored
74 goals. How many
goals have they scored in
two seasons?'
'Mr Bala has 143 goats
and 74 chickens. How
many animals does he
have altogether?'
11/8/16 2:29 PM
 Lesson Word problems/
title Large 2D shapes/3D shapes

Week 2: Day 5: Learning outcomes Preparation

Addition Word problems By the end of the lesson,
most pupils will be able to:
Know the properties of
2D and 3D shapes.
Solve word problems by
adding three-digit numbers.
Before the lesson:
Write the word problems from
the main activity, shown right, on
the chalkboard.
Have ready the large 2D shapes
and 3D shapes.
Read How? Naming 2D and 3D shapes,
as shown below.

How?
Naming 2D
and 3D shapes

Draw two large circles Write '2D' above one Choose some pairs Choose some pairs to Ask the class if they
on the chalkboard. circle and '3D' to come and write come and write the are correct.
above the other. the names of 2D names of 3D shapes
shapes in the circle. in the other circle.

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 15 How Large 2D shapes/ 10
minutes 3D shapes minutes
Daily practice Introduction
Whole class teaching Whole class teaching
Ask the pupils to think Write the following
about the differences problem on the chalkboard:
between 2D and 3D shapes. 'There are 516 pupils at
school A and 162 at school B.
Teach How? Naming
How many pupils are
2D and 3D shapes, as
there in both schools?'
shown left.
Discuss the calculation
needed to solve this problem.
Choose some pupils
to help you demonstrate
the sum.
Remind them to take
care to line up the digits in
the correct place.
kaduna-num-5-weeks-1-5-closeout.indd 29
25 10
minutes minutes
Main activity Plenary
Pair task Whole class teaching
Read the word problems Tell the pairs to complete Mark the work together
on the chalkboard with the word problems in as a class.
the pupils. their exercise books using
the vertical method:
Ask, 'What do we need
to do to solve 'Sabo has 428 marbles.
these problems?' His friend gives him
187 more. How many
does he have altogether?'
'On Monday Amina read
153 pages of her book.
On Tuesday she read 174
pages. How many pages did
she read altogether?'
'Mr Musa baked 764 large
loaves and 153 small
loaves. How many did he
bake altogether?'
'Mrs Aboki picked 346
mangoes and her son,
Nura, picked 76 mangoes.
How many mangoes
did they pick altogether?'
11/8/16 2:29 PM
 Grade/ Lesson Tens and Units bundles/
Type of lesson plan title Number cards/Game

Weekly page Week 3: Words/phrases Learning expectations

Primary 5, Subtraction Write these words on the chalkboard By the end of the week:

numeracy and leave them there for the week.

multiple
All pupils will be
able to:
lesson plans subtract Subtract two-digit numbers
subtraction without renaming.
calculation
Most pupils will be
estimate
able to:
nearest Ten
Subtract two- and three-
expand
digit numbers with renaming
rename
of Tens and Units.
take away
how many are left/left over? Some pupils will be
difference between able to:
what is the difference? Solve subtraction
word problems using
mental as well
as written methods.

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 Assessment task Example of a pupil's work

Instructions: This pupil can:

Ask the individual pupils 3 Write out a subtraction
to complete these tasks in Solve this word problem: calculation horizontally.
their exercise books. Kehinde saved N836.
Subtract the Tens and
She buys some gifts for
1 the Units.
her friends. This will
Solve these sums using
cost her N479. How Expand numbers
the vertical method:
much money does she and place them under the
68 – 34 =
have left? correct place value.
689 – 234 =
Add up the expanded or
2
renamed number.
Solve these sums using
the vertical method: Write out the answer
365 – 137 = horizontally as a final result.
873 – 459 =

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 Lesson Times table/
title Calculations

Week 3: Day 1: Learning outcomes Preparation

Subtraction Estimating By the end of the lesson, Before the lesson:

answers most pupils will be able to:

Recall the 5 and 6 times
tables quickly.
Estimate answers to help
solve subtraction problems.
Write the 6 times table on the chalkboard
without the answers.
Write the subtraction calculations
from the main activity, shown right, on
the chalkboard.
Read How? Estimating, as shown below.

How?
Estimating

Write the sum on the Tell the pupils to Tell them to estimate Next, tell the pupils to Tell them to subtract
chalkboard. round the numbers the answer. expand the digits. the Units, then
to the nearest Ten. the Tens, then the
Hundreds.

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 10 Times table/ 10 30 How 10
minutes Buzz game minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Choose some pupils to
help you write the answers
to the 6 times table on
the chalkboard.
Ask them to say the 5 times
table with you.
Play the Buzz game with
the 6 and 5 times tables.
Whole class teaching
Explain to the pupils that
if they know their number
bonds to 100 it will help
them to solve calculations
quickly without using
paper and pencil.
Choose some pupils to
help you write the
number bonds to 100
on the chalkboard.
Demonstrate how to find:
100 – 72 =
100 – 70 = 30
30 – 2 = 28
100 – 72 = 28
Write six more calculations
on the chalkboard
and ask the pupils to
write the answers in their
exercise books.
Whole class teaching Individual task Whole class teaching
Explain that estimating Ask the pupils to Go through the answers
an answer can often estimate first, then solve together as a class.
help us check if the answer the following subtraction
Ask some pupils to
is correct. calculations in their
explain to the class how
exercise books:
Teach How? Estimating, they worked out some
as shown left. H T U of the calculations.
2 7 6
– 1 5 5
H T U
6 7 8
– 4 7 6
H T U
4 5 1
– 3 3 0
H T U
8 6 9
– 6 4 7
H T U
5 7 9
– 3 3 8

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 Lesson Calculations
title

Week 3: Day 2: Learning outcomes Preparation

Subtraction Three-digit By the end of the lesson, Before the lesson:

numbers without most pupils will be able to:

Say the 7 times table.
renaming Use the vertical
method to subtract three-
digit numbers.
Write the subtraction calculations
from the main activity, shown right, on
the chalkboard.
Practise How? Clock times tables,
as shown below.

How?
Clock times tables

Draw a clock face Write the times table Point to a number Point to a different Each pupil answers
and write the you want to use on the outside of number on the in turn until
numbers 1—12 inside the clock. the clock and ask outside of the clock one pupil answers
inside it. one pupil to answer each time. incorrectly.
the sum.

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 10 How 10 25 15 Buzz game
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching Whole class teaching Individual task Whole class teaching
Ask the pupils to write Remind the pupils they Remind the pupils that they Ask the pupils to complete Play the buzz game with
the 7 times table in their can do some calculations have been subtracting the following sums the 6 and 7 times tables.
exercise books. without using paper using the vertical method. in their exercise books:
and pencil. 395 – 280 =
Tell the pupils to check Write '356 – 235 =' on the
389 – 217 =
the times table in their Choose some pupils to chalkboard.
382 – 107 =
partner's book. write the number bonds to
Teach How? Estimating, 887 – 516 =
100 on the chalkboard.
Play How? Clock times from Week 3, Day 1
tables, as shown left. Look together at (yesterday).
800 – 400 =
Ask, 'What do you already
know that can help you
to work out the answer?'
(number bonds, rounding
and estimating).
Tell the pupils to write the
answers to the following
sums in their exercise books:
500 – 300 =
600 – 250 =
700 – 400 =
800 – 450 =

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 Lesson Hundred square/
title Word problems

Week 3: Day 3: Learning outcomes Preparation

Subtraction Solving word By the end of the lesson, Before the lesson:

problems most pupils will be able to:

Recall the 6 and 7
times tables.
Use the vertical
method to subtract three-
digit numbers.
Draw a Hundred square on a large
piece of paper or card, and keep it for
the week.
Write the word problems from
the main activity, shown right, on
the chalkboard.
Read How? Using a Hundred square,
as shown below.

How?
Using a Hundred
square

Explain it can be used Use to round Counters can be Use to add numbers, Use to subtract
for counting in 7s numbers, eg: look used to find the eg: '63 + 19 =', numbers, eg: '63 –
or any other number. at 56 and ask, difference between starting at 63 count 19 =', starting at
'What is the nearest 75 and 100. on 19. 63 count back 19.
whole Ten?'

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 15 How Hundred square 10 25 10
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching Pair task Individual task Whole class teaching
Choose some pupils to Write the following on Read the following problem Ask the pairs to solve the Go through the answers
help you write the 7 times the chalkboard: on the chalkboard: following word problems together as a class.
table on the chalkboard. 800 – 500 = 'Mrs Abeke has N750 when in their exercise books
Ask some pupils to explain
650 – 250 = she goes to the market. using vertical subtraction:
Ask the class to say to the class how they
240 – 120 = She spends N420 on yams
the 6 times table with you. 'Temi picked 786 oranges worked out some of the
240 – 180 = and bananas. How much
but 125 were rotten. calculations.
Demonstrate how 490 – 420 = does she have left?'
How many good oranges
useful a Hundred square
Ask the pupils to discuss Ask, 'What are the key did she have?'
is to the pupils.
the answers in pairs, words? What calculations
' Samson has saved N875.
Teach How? Using without writing anything. do we need to do?'
He went to the bookshop
a Hundred square, as
Choose some pairs to Look together at the sum and spent N450. How
shown left.
share their answers 750 – 420 = much did he have left?'
and explain how they
Remind the pupils to 'Mr Duru has a plank of
worked them out.
estimate an answer, then wood that is 959cm long.
expand the numbers, He wants a piece of wood
then subtract the Units, which measures 625cm.
Tens and Hundreds. How much does he need
to cut off the plank?'
Ask the pairs to do
the calculation and solve 'There are 857 pupils in
the word problem. the local school. 421 are
girls. How many boys
are there at the school?'

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 Lesson Hundred square/
title Calculations

Week 3: Day 4: Learning outcomes Preparation

Subtraction Renaming By the end of the lesson, Before the lesson:

most pupils will be able to:
Have ready a Hundred square.
Recall the 7 and 8
Write the subtraction calculations
times tables.
from the main activity, shown right, on
Subtract three-digit the chalkboard.
numbers using renaming
Practise How? Subtracting three-digit
of Tens and Units.
numbers, as shown below.

How?
Subtracting three-
digit numbers

Write the sum on the Remind the pupils Invite some pupils Explain that 8 Units To complete the
chalkboard. to round the to expand cannot be taken calculation, add the
numbers to estimate the numbers. away from 3, Hundreds, Tens
the answer. so we rename. and Units together.

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 5 Hundred square
minutes
Daily practice
Whole class teaching
Show the pupils the
Hundred square.
Ask them to discuss
how the Hundred square
can help with sums.
Point to a number on
the Hundred square
and ask, 'What Ten do we
round this number to?'
Choose some pupils
to look for the 5 times
table pattern in
the Hundred square.
kaduna-num-5-weeks-1-5-closeout.indd 39
10 30 How 15 Clock times tables game
minutes minutes minutes
Introduction Main activity Plenary
Whole class teaching Whole class teaching Individual task Whole class teaching
Write the following three- Teach How? Subtracting Ask the pupils to Play clock times tables, as
digit numbers on the three-digit numbers, as complete the following in described in Week 3,
chalkboard: '831, 279, 164, shown left. their exercise books: Day 2, with the 7 and 8
973, 263'. 563 – 248 = times tables.
Ask the pupils to help
840 – 213 =
Tell the pupils they are you solve 273 – 190 =
871 – 636 =
going to practise renaming in the same way.
594 – 268 =
the Tens and Units, eg:
775 – 366 =
H T U
8 3 1 Remind them they
should remember to
8 Hundreds +
estimate, expand and
3 Tens +
rename the numbers.
1 Unit
8 Hundreds +
2 Tens +
11 Units
Choose some pupils to
help you rename
the Tens and Units
in the remaining three-
digit numbers.
11/8/16 2:29 PM
 Lesson Hundred square/
title Times tables/Word problems

Week 3: Day 5: Learning outcomes Preparation

Subtraction Solving word By the end of the lesson, Before the lesson:

problems most pupils will be able to:

Recall the 7 and 8 times
Have ready a Hundred square.
Write the 7 and 8 times tables
tables quickly.
on the chalkboard without answers.
Solve word problems
Write the word problems from
using subtraction.
the main activity, shown right, on
the chalkboard.
Read How? Solving word problems,
as shown below.

How?
Solving word
problems

Read a word problem Ask a pupil to Invite some pupils Remind the pupils To complete the
and ask a pupil estimate the answer to expand that 6 Units cannot calculation, add the
to underline the to the nearest Ten. the numbers. be taken away from Hundreds, Tens
key words. 5, so we rename. and Units together.

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 10 Hundred square
minutes
Daily practice
Whole class teaching
Look together at the
Hundred square.
Remind the pupils how to
make number bonds to 100.
Point to a number, eg: 62.
Ask, 'How many more
do we need to make 100?'
Repeat with another number.
kaduna-num-5-weeks-1-5-closeout.indd 41
15
minutes
Introduction
Whole class teaching
Remind the pupils that
they have been renaming
Tens and Units for
subtraction calculations.
Write '343, 280, 566, 781'
on the chalkboard.
In pairs, tell the pupils to
rename the Tens and
Units and write them in
their exercise book.
Ask some pairs to give
one of their answers.
Ask the class if they
are correct.
25 How
minutes
Main activity
Whole class teaching
Read the following word
problem on the chalkboard:
'In the school library there
are 895 books. 676 are
story books. How many are
not story books?'
Teach How? Solving
word problems, as
shown left.
10
minutes
Plenary
Individual task Whole class teaching
Ask the pupils to solve Go through the answers
the following problems: together as a class.
'A bus is carrying 182 Ask some pupils to explain
people. 68 people get off. to the class how they
How many are left?' worked out some of the
calculations.
'Mrs Bello is travelling
to Jigawa from Kano.
It is 655km. She has
travelled 236km. How
much further does she
have to travel?'
'A baker can bake 935
loaves a day. If he sells
728 loaves, how many
does he have left?'
'A school is collecting
vouchers. They need 755.
They have 449. How many
more do they need?'
11/8/16 2:29 PM
 Grade/ Lesson
Type of lesson plan title

Weekly page Week 4: Words/phrases Learning expectations

Primary 4, Multiplication Write these words on the chalkboard By the end of the week:

numeracy and leave them there for the week.

digits
All pupils will be
able to:
lesson plans times Use the grid method to
multiply multiply a two-digit number
multiplication by a single-digit number.
multiplied by
Most pupils will be
rounding to the nearest Hundred
able to:
grid method
Use the grid method to
Tens of thousands
multiply a two-digit number
by a two-digit number.
Some pupils will be
able to:
Use the grid method to
solve word problems.

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 Assessment task Example of a pupil's work

Instructions: This pupil can:

Ask the individual pupils 2 Identify the key information
to complete these tasks in Solve this word problem: to solve a word problem.
their exercise books. Yakubu has 46 class-
Set out a multiplication
mates. He wants to give
1 calculation using the grid
236 counters to each
Multiply these numbers method.
friend. How many counters
using the grid method:
does he have to collect Multiply the expanded
58 x 33 =
in total? numbers and write
76 x 48 =
the answers in the
correct boxes.
Add up the numbers.
Write the answer
horizontally.

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 Lesson Number line
title

Week 4: Day 1: Learning outcomes Preparation

Multiplication Grid method By the end of the lesson, Before the lesson:
most pupils will be able to:
Draw a 0 —1000 number line
Round numbers to the on the chalkboard.
nearest Ten and Hundred.
Practise How? Grid method,
Use the grid method to as shown below.
multiply three-digit numbers
by single-digit numbers.

How?
Grid method

Write the calculation Draw a grid and write Ask the pupils, Choose some pupils Ask a pupil to
on the chalkboard. in '325 x 6'. 'What do you do first?' to help fill the calculate the answer.
answers in the grid.

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 10 Number line 15 How 25 10 Buzz game
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Pair task Whole class teaching Individual task Whole class teaching
Ask the pairs to round Remind the pupils that Remind the pupils that they Write the following on Play the buzz game using
the following numbers to this is called 'rounding have used the grid the chalkboard: the 5 and 6 times tables.
the nearest Ten: to the nearest Hundred'. method for multiplication. 175 x 6 =
28 Numbers ending in 50 246 x 3 =
Teach How? Grid method,
67 are rounded up to the 562 x 4 =
as shown left.
16 next Hundred, eg: 250 is 297 x 4 =
47 rounded to 300. Ask the pupils to use 632 x 5 =
51 the grid method to help
Choose some pairs to Ask the pupils to complete
85 you calculate 236 x 7 =
use the number line these calculations,
99 on the chalkboard.
to round some numbers to using the grid method, in
Choose a pupil to point the nearest Hundred, eg: their exercise books.
to where they think 470 is 280
Ask the pupils to share
on the number line. 560
their work with
440
Ask, 'What is the nearest a partner and check
750
Hundred?' (500) that they have used the
930
correct method.
190

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 Lesson Counters
title

Week 4: Day 2: Learning outcomes Preparation

Multiplication Two-digit By the end of the lesson, Before the lesson:

numbers most pupils will be able to:

Recall the nine times
Have ready six counters for each pupil.
Read How? Grid method from Week 4,
table quickly.
Day 1 (yesterday).
Use the grid method to
Read How? Multiplication bingo,
multiply two-digit numbers
as shown below.
by two-digit numbers.

How?
Multiplication bingo

Write multiples of Give out six counters Ask the pupils to Ask questions from The first pupil to
9 on the chalkboard. to each pupil and choose six numbers the 9 times table cover all their
ask them to draw from the chalk- and tell pupils to numbers correctly
a 2 x 3 grid in their board and write one cover the answer if shouts 'bingo'.
exercise books. in each square. it is in their grid.

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 15 How 10 25 10 Clock times tables game
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching
Play How? Multiplication Remind the pupils that they
bingo, as shown left. have used the grid method
for multiplication.
Write '325 x 6 =' on the
chalkboard.
Choose some pupils
to draw a grid and set the
calculation out.
Ask, 'What do you do first?',
'What happens next?'
Complete the calculation
together and work
through another sum,
eg: 43 x 24 =
Individual task Whole class teaching
Write the following sums Play clock times tables with
on the chalkboard: the 4 and 7 times tables.
43 x 48 =
34 x 25 =
23 x 14 =
29 x 36 =
63 x 24 =
Ask the pupils to complete
these calculations using
the grid method in
their exercise books.
Go through the answers
together as a class.

kaduna-num-5-weeks-1-5-closeout.indd 47 11/8/16 2:30 PM

 Lesson Chart
title

Week 4: Day 3: Learning outcomes Preparation

Multiplication Multiplication By the end of the lesson, Before the lesson:

using the most pupils will be able to:

Read numbers up
grid method to 99999.
Use the grid method to
multiply two-digit numbers
by two-digit numbers.
Read How? Grid method from
Week 4, Day 1.
Display the number words chart
from Week 1, Day 4.
Read How? Titanic game, as
shown below.

How?
Titanic game

Make a space for Explain they are Explain that when you Pupils that are The game is over
the pupils to move on a boat that is say 'go', pupils will not in a group are when only one boat
around, either sinking and the life- have to make groups out and need to is left.
inside or outside. boats only take of four to survive. stand to the side.
four people each.

kaduna-num-5-weeks-1-5-closeout.indd 48 11/8/16 2:30 PM

 10 10 25 15 How
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Write the following on
the chalkboard:
Th H T U
45 6 7 1
Ask, 'Can anyone say
this number?'
Point to each digit in turn
and ask, 'What is this worth?'
(4 = forty thousand).
Tell the pupils to write
a five-digit number in
their exercise books for
their partner to read.
Choose some pupils
to write their numbers on
the chalkboard.
Ask the pupils, 'What is
this digit worth?'
Whole class teaching
Remind the pupils that if
they know the answer
to 7 x 5 they also know
the following:
7 x 50 =
70 x 50 =
5x7=
5 x 70 =
Write '4 x 3 =' on the
chalkboard.
Ask, 'What else do I know?'
Write '72 x 51 =' on the
chalkboard.
Invite some pupils to help
you calculate the sum using
the grid method.
Pair task Whole class teaching Whole class teaching
Write the following on Write the following word Play How? Titanic game,
the chalkboard: problem on the chalk- as shown left.
61 x 43 = board: 'Rabiu earns N65
44 x 36 = a day. How much does he
84 x 32 = earn in 24 days?'
32 x 57 =
Choose a pupil to under-
51 x 37 =
line the key information
Ask the pairs to complete needed to calculate
these calculations in the answer.
their exercise books using
Choose some pupils
the grid method.
to help solve the problem
Mark this work together using the grid method.
as a class.

kaduna-num-5-weeks-1-5-closeout.indd 49 11/8/16 2:30 PM

 Lesson Arrow cards/
title Word problems

Week 4: Day 4: Learning outcomes Preparation

Multiplication Solving word By the end of the lesson, Before the lesson:

problems most pupils will be able to:

Identify place value up
to 99999.
Use the grid method to solve
word problems.
Make a set of arrow cards for each
group (Tens of thousands, Thousands,
Hundreds, Tens and Units).
Write the word problems from
the main activity, shown right, on
the chalkboard.
Read How? Using arrow cards,
as shown below.

How?
Using arrow cards

Show the pupils Ask the groups to Tell the groups to Ask the pupils Repeat with a
the sets of take a Unit, Ten, place the cards on to say the different set of cards.
arrow cards. Hundred, Thousand top of each other. numbers made.
and a Tens of
thousands cards.

kaduna-num-5-weeks-1-5-closeout.indd 50 11/8/16 2:30 PM

 15 How Arrow cards
minutes
Daily practice
Whole class teaching
Teach How? Using arrow
cards, as shown left.
Write some five-digit
numbers on the chalkboard,
eg: 10834, 72012, 57345.
Use the arrow cards to
demonstrate expanding
the numbers, eg:
10834 =
10000 + 800 + 30 + 4
Ask the pupils to write
the expanded numbers in
their exercise books.
kaduna-num-5-weeks-1-5-closeout.indd 51
10 20 15
minutes minutes minutes
Introduction Main activity Plenary
Pair task Whole class teaching Individual task Whole class teaching
Remind the pupils to Look at the first word Ask the pupils to solve Go through the answers
use what they already problem on the chalkboard the following problems: together as a class.
know to work out together. Ask, 'What are
'Rakiya takes 37 paces Ask the pupils to make
multiplication facts, eg: the key words?', 'What
in a minute. How many up a word problem for
If they know that calculation is needed?'
paces will she take in 8 x 20 =
6 x 6 = 36, they also
Write '37 x 32 =' on 32 minutes?'
know that: Choose some pupils to
the chalkboard and draw
60 x 6 = 360 'There are 35 eggs in share their word problem
a multiplication grid.
60 x 60 = 3600 a box. How many eggs with the class.
600 x 60 = 36000 Tell the pupils to expand are there in 47 boxes?'
the numbers and use their
Tell the pairs to write 'A train travels 64km in
times tables knowledge
what the following one hour. What distance
to work out the answers.
helps them to know: does it cover in 15 hours?'
5 x 5 = 25 Tell them to write the
'If there are 32 pupils
9 x 6 = 54 answers in the grid
in each of the 15 classes
and add them up to get
Choose some pupils in a school, how
the final answer, eg:
to share their answers many pupils are in the
'Rakiya will take 1184 paces
with the class. whole school?'
in 32 minutes.'
Ask the pairs to mark 'Find the cost of 24 lemons
each other's work. at N55 each.'
11/8/16 2:30 PM
 Lesson Multiplication grids
title

Week 4: Day 5: Learning outcomes Preparation

Multiplication Multiplication By the end of the lesson, Before the lesson:

to find square most pupils will be able to:

Use times tables knowledge
Draw 2 x 2, 3 x 3 and 4 x 4
multiplication grids on the chalkboard.
numbers to write sums.
Practise How? Square numbers,
Use the grid method to find as shown below.
square numbers.

How?
Square numbers

Show the pupils Ask, 'How many Choose a pupil Ask a pupil to Ask a pupil
the square grid squares are there to count the draw the next to draw the next
for 3 x 3. across?', 'How number of squares square number in square number.
many squares are altogether. the pattern.
there down?'

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 10
minutes
Daily practice
Pair task
Ask the class, 'If the
answer is 42, what could
the question be?'
Tell the pupils to
write a calculation using
+, –, x or ÷, eg:
30 + 12 = 42
2 x 21 = 42
Record the pupils' answers
on the chalkboard.
Give each pair a two-
digit number.
Tell them to write as
many calculations using
that number as they
can in their exercise books,
in 2 minutes.
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15 How 25 10 Titanic game
minutes minutes minutes
Introduction Main activity Plenary
Whole class teaching Pair task Whole class teaching Whole class teaching
Teach How? Square Tell the pupils they are Choose some pairs to Play the Titanic game.
numbers, as shown left. going to find the tell the class their square
This time, call out a simple
square numbers of large numbers.
Ask, 'Can anyone explain multiplication sum instead
numbers by using the
what a square number Discuss the different of a number, eg: '2 x 3'
grid method.
is?' (It is the answer methods the pairs (pupils must form groups
we get when we multiply Demonstrate how to used to find their square of 6) or '5 x 1' (pupils
a number by itself.) calculate 25 x 25 using numbers. must form groups of 5).
this method.
Remind the pupils to
estimate the answer first,
eg: 30 x 30 = 900
Ask the pairs to multiply
any two-digit number
by itself to make their own
square numbers.
Tell them to write
their calculations in their
exercise books.
11/8/16 2:30 PM
 Grade/ Lesson
Type of lesson plan title

Weekly page Week 5: Words/phrases Learning expectations

Primary 4, Division Write these words on the chalkboard By the end of the week:

numeracy and leave them there for the week.

decimal
All pupils will be
able to:
lesson plans fraction Divide a two-digit number
place value by a single-digit number.
double
Most pupils will be
divide
able to:
division
Divide a three-digit
repeated subtraction
number by a single-digit
share
number, using
repeated addition.
Some pupils will be
able to:
Solve problems using
repeated subtraction.

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 Assessment task Example of a pupil's work

Instructions: This pupil can:

Ask the individual pupils 2 Set out the calculation
to complete these tasks in If they can do the above vertically using the
their exercise books. calculations easily, ask Hundreds, Tens and Units
them to solve the following headings.
1
word problem: Yemi
Solve these sums using Subtract larger multiples
saved 104 milk cans to play
repeated subtraction: of a number.
a game. He needs eight
78 ÷ 6 =
cans for every game. How Follow the steps for
64 ÷ 8 =
many games can Yemi repeated subtraction.
192 ÷ 4 =
play with his saved cans?
476 ÷ 7 = Add up the answers for
repeated subtraction.
Write the answer horizontally.

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 Lesson Decimal place value grid
title

Week 5: Day 1: Learning outcomes Preparation

Division Using repeated By the end of the lesson, Before the lesson:

subtraction most pupils will be able to:

Identify the place value
of decimals.
Divide a two-digit number
by a single-digit number.
Draw the decimal place value grid
from today's daily practice, opposite,
on the chalkboard.
Read How? Repeated subtraction,
as shown below.

How?
Repeated
subtraction

To solve 340 ÷ 4, Remind the pupils Explain that larger Remind pupils Ask the pupils to write
ask the pupils how to set out the multiples of 4 to add the answers the answer.
to think about the calculation, sub- can be subtracted. together.
4 times table. tracting multiples
of 4.

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 10 Decimal place value grid 10 How 30 10 Titanic game
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching
Write '1.46' in the
decimal place value grid
(shown below).
Remind the pupils that
1.46 = 1 Unit + 4 tenths +
6 hundredths.
Repeat with 2.89, asking
the pupils to help you
write it in the decimal place
value grid.
Write these numbers on
the chalkboard, tell pupils
to write them in a chart in
their exercise books:
6.95
4.30
5.03
Decimal place value grid
T U . t
Whole class teaching
Remind the pupils that they
can divide numbers
using repeated subtraction
and that knowing the
times tables is very useful
when dividing.
Teach How? Repeated
subtraction, as shown left.
Repeat with 98 ÷ 7 =
Remind the pupils that
it is important to line
up the digits in their correct
place value.
h
Pair task Whole class teaching
Write the following Discuss the following Play the Titanic game.
sums on the chalkboard: word problem with
Call out any simple
91 ÷ 7 = the pupils: 'Mrs Jala
number sums, eg:
92 ÷ 4 = shares 48 sweets between
5+3=
84 ÷ 6 = her three children.
(pupils form groups of 8)
96 ÷ 8 = How many sweets do
they get each?' 12 – 7 =
Ask the pairs to complete
(pupils form groups of 5)
these in their exercise Ask, 'What are the key
2x3=
books using repeated words to help you solve
(pupils form groups of 6)
subtraction. the problem?'
Ask the pairs to solve the
problem using any method.
Ask one pair to explain
how they worked out
their answer.
Ask, 'Did anyone do it
a different way?'
Discuss other methods used.

1 . 4 6

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 Lesson Decimal place value grid
title

Week 5: Day 2: Learning outcomes Preparation

Division Times tables By the end of the lesson, Before the lesson:

for repeated most pupils will be able to:

Double decimal numbers.
subtraction Divide a three-digit number
by a single-digit number
using repeated subtraction.
Read How? Repeated subtraction,
from Week 5, Day 1 (yesterday).
Draw a decimal place value grid
on the chalkboard.
Read How? Double decimals,
as shown below.

How?
Double decimals

Write '4.38' in the Write each place Write the doubled Choose a pupil to Ask a pupil to write
correct place in value as a fraction fractions as decimals. add these decimals the answer in
the decimal place and double them. together to the decimal grid.
value grid. find the answer.

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 10 How Decimal place 15 25 10
minutes value grid minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching
Call out the following Remind the pupils
numbers and choose some that they have been
pupils to write them in dividing using repeated
the correct place in the subtraction.
decimal place value grid:
Explain that they are
30.78
now going to divide three-
4.88
digit numbers by single-
13.02
digit numbers.
45.09
Write '294 ÷ 6 =' on the
Teach How? Double
chalkboard.
decimals, as shown left.
Ask, 'What times table will
Ask the pairs to use
we need to use?'
this method to double 1.48
in their exercise books. Demonstrate how to
solve this using
repeated subtraction.
Pair task Whole class teaching Whole class teaching
Write '266 ÷ 7 =' on the Write the following on Give each group a number
chalkboard. the chalkboard: between 1 and 100.
244 ÷ 4 =
Choose some pairs to Tell them to write down
165 ÷ 5 =
work out the answer using as many calculations
246 ÷ 6 =
repeated subtraction: as they can where
364 ÷ 7 =
the answer is the number
H T U 216 ÷ 6 =
they have.
2 6 6
Ask the pairs to complete
– 2 5 6 (8 x 7 = 56) Tell the groups they can
the calculations in
2 1 0 use +, −, x and ÷
their exercise books.
– 2 1 0 (30 x 7 = 210)
– 0 0 0 Tell them to check their
method and answers
30 + 8 = 38
with their partner.
266 ÷ 7 = 38

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 Lesson Decimal place value grid
title

Week 5: Day 3: Learning outcomes Preparation

Division Solving a word By the end of the lesson, Before the lesson:

problem most pupils will be able to:

Double decimal numbers.
Divide a three-digit number
by a single-digit number
using repeated subtraction.
Draw a decimal place value grid
on the chalkboard.
Read How? Double decimals from
Week 5, Day 2 (yesterday).
Read How? Titanic game, as
shown below.

How?
Titanic game

Make a space for Call out a simple Call out a simple Invite the pupils Any pupils not
the pupils to move multiplication, eg: division sum, eg: to take turns calling in groups are out.
around, either '2 x 4'. Tell pupils '12 ÷ 4'. Tell pupils out the sums. The winners are
inside or outside. to get into groups of to get in groups of the last group
that number. that number. left in the game.

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 10 Decimal place value grid 10 25 15 How
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching Pair task Whole class teaching
Write the following on Remind the pupils that Write the following on Write the following word Play the game explained
the chalkboard: they have been dividing the chalkboard: problem on the chalkboard: in How? Titanic game,
7.09 using repeated subtraction 348 ÷ 3 = 'Farmer Abeke shares shown left.
22.38 and times tables. 390 ÷ 6 = 357 yams equally among
30.48 336 ÷ 7 = seven goats. How many
Write '275 ÷ 5 =' on
yams will each goat get?'
Demonstrate how to double the chalkboard. Ask the pairs to complete
3.29 using the decimal these sums in their exercise Discuss the key information
Choose some pupils to
place value grid. books using repeated with the pupils.
help you answer the sum.
subtraction.
Ask the pupils to double Ask the pairs to solve the
Remind them that it is
the numbers on the problem using any method.
important to line up
chalkboard in their exercise
the digits in their correct Choose some pairs to
books using a decimal
place value. explain how they solved
place value grid.
the problem to the rest
of the class.

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 Lesson Decimal place value grid/
title Calculations

Week 5: Day 4: Learning outcomes Preparation

Division Dividing numbers By the end of the lesson,
most pupils will be able to:
Halve decimal numbers.
Divide numbers by
10 and 100 and explain
what happens.
Before the lesson:
Draw the decimal place value grid,
from Week 5, Day 2 (earlier this week)
on the chalkboard.
Write the division calculations
from the main activity, shown right,
on the chalkboard.
Read How? Divide decimals,
as shown below.

How?
Divide decimals

Write '4560' in the Ask, 'What happens Choose a pupil Ask, 'What happens Choose a pupil
decimal place when we to write the when we to write the
value grid on the divide by 10?' answer: 456.0 divide by 100?' answer: 45.60
chalkboard.

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 10 15 How 25 10
minutes minutes minutes minutes

Daily practice Introduction Main activity Plenary

Whole class teaching Whole class teaching Individual task Whole class teaching Whole class teaching
Ask, 'How do we Ask the pupils, 'What Read the following division Choose some pupils to Write this problem on the
find half of a number?' happens when we divide calculations on the share the method chalkboard: 'There are
(divide it by 2). a number by 10?' chalkboard with the pupils: they used to solve the 3400 books in a library.
678 ÷ 10 = calculations. The teacher arranges them
Write the following Teach How? Divide
2345 ÷ 10 = on shelves. Each shelf
decimal numbers on decimals, as shown left. Ask, 'Does anyone have
983 ÷ 100 = holds 100 books. How many
the chalkboard: a different method of
3840 ÷ 100 = shelves are needed?'
4.86 solving this calculation?'
5067 ÷ 100 =
2.68 Discuss the problem
8.64 Ask the pupils to complete with the class.
6.84 these calculations
Ask the pupils to explain
in their exercise books.
Demonstrate how the quickest method to
to halve 4.86 on the Remind them that they solve this problem (move
chalkboard. can use either repeated the digits two places).
subtraction or a place
Tell the pupils to halve Work out the answer.
value grid.
the other decimal
numbers in their exercise
books using a decimal
place value grid.

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 Lesson Word problems
title

Week 5: Day 5: Learning outcomes Preparation

Division Solving division By the end of the lesson, Before the lesson:

problems most pupils will be able to:

Halve decimals.
Use repeated subtraction
to answer division
word problems.
Write the word problems from
the main activity, shown right, on
the chalkboard.
Read How? Solving word problems,
as shown below.

How?
Solving word
problems

Choose a pupil Ask the pupils, Demonstrate Invite a pupil Remember to

to read out 'What are the key using repeated to complete the write the answer.
the word problem. words to help subtraction to solve calculation.
us work out the the problem.
calculation?'

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 15
minutes
Daily practice
Whole class teaching
Remind the pupils that
they have been halving
decimal numbers (dividing
them by 2).
Write the following
numbers on the chalkboard:
687.22
865.48
843.20
Tell the pupils to draw
a place value grid in their
exercise books.
Ask them to halve
the decimal numbers.
kaduna-num-5-weeks-1-5-closeout.indd 65
15 How 25 5
minutes minutes minutes
Introduction Main activity Plenary
Whole class teaching Pair task Individual task Whole class teaching
Teach How? Solving word Read through the word Ask the pupils to solve Call out numbers between
problems, as shown left. problems on the chalkboard the following problems: 1 and 100 and ask the
with the pupils. pupils to tell you a calculation
'328 cakes have been
which has that number
Ask the pupils to complete delivered to a primary school.
as its answer.
these problems in There are eight classes.
their exercise books using How many cakes are there If you call out the number
repeated subtraction. for each class?' 100, these are some
of the possible answers:
Choose some pairs to 'There are 296 people.
75 + 25 = 100
come to the chalkboard There are eight seats in
200 – 100 = 100
to explain how they a row. How many rows
25 x 4 = 100
worked out the answer. are needed for everyone?'
400 ÷ 4 = 100
'Grace knows there are
91 days until her birthday.
How many weeks is that?'
'328 oranges have been
picked. They are sold in
packs of four. How many
packs will there be?'
11/8/16 2:30 PM
 Credits
Many different stakeholders
have contributed to the
development and production
of these lesson plans.
Much of the work was
done by the Kwara State
School Improvement Team.
kaduna-num-5-weeks-1-5-closeout.indd 66
Special thanks go to
Honourable Commissioner
of Education and Human
Capital Development
(MOEHCD), Alhaji
Mohammed Atolagbe Raji,
the Executive Chairman
of the State Universal Basic
Education Board (SUBEB),
Alhaji (Barr) Lanre Daibu
and their staff for their time
and valuable input.
The Teacher Development
Division School, MOEHCD,
School Improvement Unit,
SUBEB and the State School
Improvement Team (SSIT)
for their contributions.
Thanks also go to all
the teachers who have used
these plans and started
to bring about change in
their classrooms.
This document is issued These materials were
for the party which produced with UKaid
commissioned it and for technical assistance from
specific purposes connected DFID under ESSPIN.
with the captioned project
Copyright © Cambridge
only. It should not be
Education Limited 2016.
relied upon by any other
party or used for any
other purpose.
We accept no responsibility
for the consequences of
this document being relied
upon by any other party,
or being used for any other
purpose, or containing
any error or omission which
is due to an error or omission
in data supplied to us by
other parties.
11/8/16 2:30 PM
kaduna-num-5-weeks-1-5-closeout.indd 67 11/8/16 2:30 PM
 This publication is not for sale These numeracy lesson plans belong to:

Kaduna State Government

Produced with the

support of

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