LESSON PLAN

d{kk &3 fo"k;& xf.kr dk tknw &3

ikB dk uke & la[;kvksa dh mNy dwn eghuk& tqykbZ
vuqekfur la[;k vof/k;ksa dh & 5
ikB~; fcanq
 vf/kd&de rFkk ls vf/kd ls de ns[kdj la[;k dk vanktk yxkuk vkfn vo/kkj.kkvksa
dh iqujko`fÙkA
 3 vadh; la[;kvksa dk ifjp; rFkk mUgsa thou ds fofHkUu lanHkksZa ls tksM+ukA
 99 ds ckn dh ¼rhu vadh;½ la[;k,a] mudk uke o igpkuA
 10 o 50 ds lewg esa fxurhA ¼90] 100] 110 ----------@ 50] 100] 150 -------½
 la[;k NksM+dj fxuuk ¼Skip Counting½] lh/kh o mYVh fxurhA
 LFkkuh; eku dk ifjp; ¼rhu vadksa dh la[;k½A

mís'; &
laKkukRed vadh;
 3 vadh; la[;kvksa dh igpku dj ldsaxsA
 3 vadh; la[;kvksa dks le>dj fy[k ldsaxs rFkk nSfud thou esa bls iz;ksx esa yk
ldsaxsA
 10&10] 20&20] 30&30 bl izdkj ds varj ij fxurh fxudj fy[k ldsaxsA
 la[;k NksM+ dj fxuuk o lh/kh&mYVh fxurh dj ik;saxsA
 LFkkuh; eku dk vFkZ le>rs gq, la[;k dks i<+ o fy[k ik;saxsaA

iwoZKku
 vadksa dk Kku
 ewy la[;k lapkyu tSls tksM+ vkSj ?kVko dk Kku
izLrkfor f'k{k.k vf/kxe izfØ;k@mikxe
 d{kk izkjEHk ppkZ ls djsa &
 fdrus NksVs Mk;us CykWd ,d NM+h cukrs gSa\
 fdruh NM+sa ,d IysV cukrh gSa\
 fdruh IysVsa ,d ?ku cukrh gSa\

 blh rjg nwljs rjhds ls iwNsa &

 fdrus CykWd ,d 10 cukrs gSa\
 fdruh NM+sa 100 cukrh gSa\
 ge 999 dSls fn[kk ldrs gSa\

 vc ,d la[;k fn[kk,a] eku yhft, 845 eku@rhj dkMZ dk mi;ksx djds bl la[;k
esa çR;sd vad dk eku fn[kk,aA
 fof'k"V LFkku ij çR;sd vad ds eku dk fujh{k.k djus ds fy, LFkkuh; eku dk
mi;ksx djsa tSls 8 dk eku 834 esa vkSj 382 esa fHkUu gS
 tehu ij ,d uacj fxzM cuk,a vkSj uacj] 2 ;k 3 ;k 4 vkfn dh fLdi dkmaV ij
tafiax [ksysaA

izLrkfor fof/k;k¡
 fuxeu & mUgsa 9 NM+sa@eksrh@CykWd vkfn nsa vkSj mUgsa fxuus ds fy, dgsa] vc mUgsa ,d
vkSj nsa vkSj iwNsa fd ;g la[;k D;k gS\ blh rjg mUgsa jktek@vkblØhe dh NM+sa nsa
vkSj 99 dh la[;k rd igqapsa 99 esa ,d vkSj tksM+us ij dkSu lh la[;k curh gS\
 blh rjg uacj fxzM dk mi;ksx djrs gq, Nk= 2 dh fLdi dkmaV esa vkus okyh la[;k
dks fpfàr djsaxs] blh rjg 3 ds lkFk] ;k 4] 5 vkSj 10 ds lkFkA
 vUos"k.k & lewgksa esa mUgsa 100 ls de dh vyx&vyx ek=k,¡ fxuus ds fy, nsa tSls
fd gekjh d{kk esa MsLd dh la[;k] Nk=ksa dh la[;k] cksryksa dh la[;k] pkVZ dh la[;k]
d{kk esa miyC/k isaflyksa dh la[;k] gekjs Ldwy esa isM+ksa dh la[;kA vkfnA \
 voyksdu & mUgsa xf.kr ekyk@tksM+ks CykWd dks nl ds lewg esa fn[kk,a vkSj vk/kkj 10
dh le> cukus ds fy, muds lkFk fxusaA

izLRkkfor f'k{k.k vf/kxe lkexzh

 Mk;u CykWDl & ;g LFkkuh; eku dk mi;ksx djds cM+h ek=k dh
dYiuk djus esa enn djrk gS eku dkMZ

 uacj dkMZ & ;g LFkkuh; ewY; vkSj vafdr ewY; ds chp ds varj
dks le>us esa enn djrk gS
uacj dkMZ

 eku dkMZ@rhj dkMZ & ;s dkMZ foLRkkfjr :Ik dk mi;ksx djds

LFkkuh; eku dks le>us esa enn djrs gSa
 vcsdl~ dk iz;ksx dj ldrs gSaA eku dkMZ

izLrkfor xfrfof/k;k¡
 lewgksa esa xqnkZ@CykWd@dadM+@eksrh nsa vkSj mUgsa 10 ds lewg cukus vkSj fxuus ds fy,
dgsa] blh rjg 100 ds lewg ds lkFk tk,a vkSj fxusa&
 ekfpl@vkblØhe dh NfM+;ksa dks ns[krs gq, cksMZ ij ,d uacj fy[ksa] Nk= 10 vkSj
100 ds caMy cukdj ml uacj dks fn[kk,axs&
 d{kk dks nks lewgksa esa foHkkftr djsa] ,d lewg rhu vadksa dh la[;k crk,xk vkSj
nwljk lewg eku@rhj dkMZ dk mi;ksx djds la[;k fn[kk,xk

 [ksy ds eSnku esa tk,a vkSj Q'kZ ij 100 uacj dh fxzM cuk,aA d{kk dks lewgksa esa foHkkftr djsaA
,d lewg 2 ds fLdi dkmaV ij dwn tk,xk] nwljk 3 dh fLdi dkmaV ij dwn tk,xk] vxyk 4
ij gksxk] vkSj 5 oka fLdi dkmaV 5 ij dwnus dk ç;kl djsxkA irk yxkvksa fd dkSu&lk lewg
100 ij lcls igys igq¡psxkA
izLrkfor cksMZ dk;Z
 LFkkuh; eku rkfydk fn[kk,a
 LFkkuh; eku ds vuqlkj foLr`r :i fn[kk,¡

iqujko`fÙk ,oa vkdyu

 ekSf[kd iz'u
 voyksdu
 dk;Zi=d - 1
ikB dk uke – la[;kvksa dh mNy dwn fnukad –

CykWdksa dks fxusa vkSj fn, x, LFkku esa la[;k fy[ksaA

fn, x, fxzM esa yqIr la[;k fyf[k,A

 dk;Zi=d - 2
ikB dk uke – la[;kvksa dh mNy dwn fnukad –

fuEufyf[kr la[;kvksa dk LFkkuh; eku fyf[k,A mnkgj.k ds fy, ,d dk gy vkids fy,

fd;k x;k gSA

vc nh xbZ la[;kvksa esa çR;sd vad dk eku fyf[k,A

fdlh la[;k ds foLrkfjr vkSj ekud :iksa dks ,d gh jax ls jaxsaA

200+60+9 32 800+50+2
532 363 500+30+2
700+40+7 852 300+60+3
269 30+2 747
 dk;Zi=d - 3
ikB dk uke – la[;kvksa dh mNy dwn fnukad –
[kkyh cDlksa dks HkjsaA vkids fy, ,d fd;k x;k gSA

nh xbZ la[;k ds uke ds vuqlkj la[;k fyf[k,A

çR;sd iafä esa lcls cM+h la[;k dks jax HkjsaA

1 899 889 998 988 901
2 645 656 676 456 661
3 312 213 321 313 413
4 290 199 219 141 212
 dk;Zi=d - 4
ikB dk uke – la[;kvksa dh mNy dwn fnukad –
1. fuEufyf[kr la[;kvksa dh rqyuk djus ds fy, mi;qä fpà ¼<, =, >½ dk ç;ksx dhft,

a. b.

c. d.

2. fuEufyf[kr la[;kvksa dks ?kVrs Øe esa yxkb,A

a. 250, 330, 445, 440, 300

b. 884, 768, 800, 888, 999

 dk;Zi=d - 5
ikB dk uke – la[;kvksa dh mNy dwn fnukad –

,d canj] ,d [kjxks'k vkSj ,d esa<d tafiax tSiSd xse [ksy jgs gSaA canj gj 5osa uacj
ij dwnrk gS] [kjxks'k gj rhljs uacj ij dwnrk gS vkSj esa<d gj nwljs uacj ij dwnrk gSA

yky Hkwjs jax ds canj] yky jax ds [kjxks'k vkSj uhys jax ds esa<d ds dwnus dh la[;k
fn[kk,aA

1- [kjxks'k dh 5oha Nykax _________ uacj ij gksxh

2- esa<d dh NBh Nykax _________ uacj ij gksxh

3- canj dh rhljh Nykax __________ uacj ij gksxh

4- canj dks vkf[kj rd fdruh ckj Nykax yxkuh pkfg,\

 LESSON PLAN
CLASS - 3 Subject- Math Magic -3
Name of the lesson – Fun with Numbers Month – July
Estimated no. of periods - 5

TEACHING POINTS
 Revising concept of more less, more than and less than and visual estimation of
number.
 Introduction of 3 digit numbers associating same familiar contexts.
 Numbers after 99 and number names & identifying them.
 Counting in 10's and 50's.
 Skip counting, forwards and back counting.
 Introduction of place value.

OBJECTIVES
 Students will be able to identify 3 digit number.
 Students will be able to understand write 3 digit numbers and use them in daily life.
 Students will be able to count in 10's, 20's, 50's etc.
 Students will be able to understand concept of place value and find the place value
of a digit in a given number.
 Students will be able to do skip count, forwards and back count.

PREVIOUS KNOWLEDGE
 Knowledge of digits
 Knowledge of basic number operations such as addition and subtraction

SUGGESTIVE TEACHING/LEARNING PROCESS/APPROACH

 Begin with discussion:
 How many small Dienes blocks make a stick?
 How many sticks make a plate?
 How many plates make a cube?

 Similarly ask other way round as:

 How many blocks makes a 10?
  How many sticks makes a 100?
 How can we show 999?

 Now show a number, let’s say 845. Using maan/arrow cards show the value of each
digit in this number.
 Use place value to observe the value of each digit on specific place such as the value
of 8 is different in 834 and in 382
 Make a number grid on ground and play as jumping on skip count of number, 2 or 3
or 4 etc.

SUGGESTIVE METHODS
 Inductive: Given them 9 sticks/beads/blocks etc. and ask them to count, now give
them one more and ask what is this number? Similarly give them kidney beans/ice-
cream sticks and reach to the number 99, one more makes which number?
Using number grid students will mark numbers which come in the skip count of 2,
similarly with 3, or with 4,5 & 10.
 Exploration: in groups give them different quantities (under 100 to count) such as
count the number of desk in our class, number of students, number of bottles,
number of charts, number of pencils available in the class, number of trees in our
school etc. ?
 Observations: Show them ganit mala/ jodo block in groups of ten and count with
them to build the understanding of base 10.

SUGGESTIVE TEACHING LEARNING MATERIALS

 Diene’s blocks: It help to visualize the bigger quantity using
place value
Diene’s blocks

 Number cards: It helps to understand the difference between

place value and face value
Number cards

 Maan cards/arrow cards: These cards also help to understand

the place value using expanded form
 Use of Abacus.
Maan card
SUGGESTIVE ACTIVITIES
 In groups give Rajma seeds/blocks/pebbles/beads and ask them to make groups of
10 and count, similarly go with groups of 100 and count.
 Given the matchsticks/ice-cream sticks and write a number on board, students will
show that number by making the bundles of 10 and 100.
 Divide the class into two groups, one group will tell a three digit number and other
group will show the number using maan/arrow card

 Go to the play ground and make a 100 number grid on floor. Divide the class into
groups. One group will jump over the skip count of 2, other will jump on the skip
count of 3, next will be on 4, and the 5th one will try to jump on skip count of 5. Find
which groups reaches at 100 First.

SUGGESTIVE BOARD WORK

 Show place value table.
 Show expanded form according to the place value

RECAPITULATIONS AND ASSESSMENT

 Oral questions
 worksheets
 WORKSHEET - 1
Name of the lesson – Fun with Numbers Date –

Count the blocks and write the number in the given space.

Write the missing number in the given grid.

 WORKSHEET - 2
Name of the lesson – Fun with Numbers Date –

Write the place value of the following numbers. One has been done for you.

Now write the value of each digit in the given numbers.

Colour the expanded and standard forms of a number with the same colour.
200+60+9 32 800+50+2
532 363 500+30+2
700+40+7 852 300+60+3
269 30+2 747
 WORKSHEET - 3
Name of the lesson – Fun with Numbers Date –

Fill the empty boxes. One has been done for you.

Write the number according to the given number name.

Colour the biggest number in each row.

A. 899 889 998 988 901

B. 645 656 676 456 661
C. 312 213 321 313 413
D. 290 199 219 141 212
 WORKSHEET - 4
Name of the lesson – Fun with Numbers Date –

1. Use appropriate sign (<, =, >) to compare the following numbers

a. b.

c. d.

2. Arrange the following numbers in decreasing order.

a. 250, 330, 445, 440, 300

b. 884, 768, 800, 888, 999

 WORKSHEET - 5
Name of the lesson – Fun with Numbers Date –

A monkey, a rabbit and a frog are playing a 'Jumping-Japack' game. Monkey jumps on
every 5th number, rabbit jumps on every 3rd number and the frog jumps on every 2nd
number.

Show the jumping numbers of monkey with brown, rabbit with red colour and the frog
with the blue colour.
1. Rabbit’s 5th jump will be on the number _____________

2. Frogs’s 6th jump will be on number _________

3. Monkey’s 3rd jump will be on number __________

4. How many times should monkey jump to reach the end?