Unit 2 Addition up to 100,000

Lesson plan 1 Addition without regrouping

Lesson plan 1
Addition without regrouping
Time 4 Hours
1. Learning standards/Indicators
MA 1.1 G.3/8 Add, subtract cardinal numbers not exceeding 1,000, and 0.

2. Learning objectives
1) Explain the method of two counting numbers and three counting numbers without
regrouping.(K)
2) Show the solution of adding two counting numbers and three counting numbers without
regrouping. (P)
3) Apply the knowledge about addition without regrouping in real life. (A)

3. Contents
Compulsory details Local-related content
Addition and subtraction According to the school curriculum

4. Key concept/Concept
Addition without regrouping means adding digit number in the same place together place
by place and write the sum in the same line with augend and addend by starting with the ones,
hundreds, thousands, tens thousands place respectively. For three counting numbers addition,
we will find the sum of two counting numbers first then adding the sum with another counting
number.
5. Learners’ Key Competencies and Desirable Characteristics
Learners’ Key Competencies Desirable Characteristics
1. Community Capability 1. Self-discipline
2. Thinking Capability 2. Avidity for learning
1) Observation skill 3. Dedication and commitment to work
2) Reading skill
3) Writing skill
4) Connection skill
5) Creative thinking skill
6) Processing skill in problem-solving
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Lesson plan 1 Addition without regrouping

Learners’ Key Competencies Desirable Characteristics

7) Analytical skill
8) Reasoning skill
3. Capability for applying life skills

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Lesson plan 1 Addition without regrouping
6. Learning activity
 Concept/Teaching model/Teaching method/ Technique : Discovery Method
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
Indicator
Hour 1
MA 1.1 G.3/8 Add, subtract
whole numbers not The teacher assigns the students to do pre-test Unit 2 - Pre-test Unit 2 - Check pre-test unit 2
exceeding 1,000, and 0. Addition up to 100,000.
Learning objective
1) Explain the method of two Introduction
counting numbers and Introduction to the lesson
- Sentence label - Observe student’s
three counting numbers 1. The teacher greets the students. Then the teacher - Observation skill
without regrouping. (K) encourages the students to review the lesson of - Connection skill desirable
2) Show the solution of place, place value and digit value in each place by - Writing skill Characteristics
adding two counting assigning the student to do the activity as follow: - Reading skill - Observe student’s
numbers and three 2. The teacher gives a sentence label to each student. individual working
counting numbers without - The teacher tells the students to write 5 digit behavior
regrouping (P) number on the sentence label and underline 1
3) Apply the knowledge about digit number, for example, 46,569
addition without regrouping 3. When the students finish writing the number, give the
in real life. (A)
sentence label to the teacher to check the
correctness.

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 Unit 2 Addition up to 100,000
Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
4. The teacher picks up the sentence label and calls
the students randomly to answer the question as
follow:
 What place is the underlined digit-number?
( The answer depends on the teacher.)
 What is the place value?
( The answer depends on the teacher.)
 How can we read this number? - Reasoning skill
( The answer depends on the teacher.) - Observe student’s
5. The teacher picks up the sentence label and calls the desirable
students randomly to answer the 4 -5 questions to Characteristics
review the previous knowledge.
6. The teacher and the students discuss the relationship
between place, place value, and digit value in each
place and the method of addition. (Suggested
answer: Addition without regrouping is adding the
digit number in the same place value, place by
place, and write the sum in the same line with
augend and addend by starting from the ones, tens,

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Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
hundreds, thousands and ten thousands,
respectively.)

Teaching
Teach
1. The teacher assigns the students to add up to 1,000
- Observation skill - Table tennis ball - Observe student’s
activity as these steps:
- Connection skill individual working
- The teacher asks for 6 volunteers to pick a table
tennis ball with the number. The augend and behavior
addend must be 3 digit numbers.
- The teacher calls the students randomly to find
the sum and the rest of the students check the
accuracy. The teacher reminds the students
about augend and addend that have to be in the
same line.
- The teacher repeats the activity 3-4 times to help
the students understand the lesson more.
2. The teacher and the students summarize addition up
to 1,000 together that to find the sum, we have to
write augend and addend in the same line by starting

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 Unit 2 Addition up to 100,000
Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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from the ones place, the tens place, the hundreds
place, the thousands place, and the ten thousands
place in order.
ชั่วHour
โมงที2่ 2

3. The teacher reviews the knowledge of addition up to - Connection skill - Targeting - Observe student’s
1,000 by giving the example from Targeting Mathematics - Reasoning skill Mathematics desirable
Work-Textbook P.3A page 42 then the teacher asks the Work-Textbook Characteristics
question as follow: P.3A
How many methods can we use to find the sum?
What are they?
(Suggested answer: There are 3 methods. Addition
using the place value table, Adding the number in the
expanded form, Adding the number using shortcut
method.)
4. The teacher separates the students in a group of 4 - Connection skill - Targeting - Observe student’s
(Each group must consist of varying mathematical - Reasoning skill Mathematics desirable
skill ability.) Then the teacher assigns the students to - Reading skill Work-Textbook Characteristics
study Addition without regrouping in Targeting P.3A
Mathematics Work-Textbook P.3A page 43-46.

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Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
5. The teacher gives a piece of A4 paper to each group. - Creative thinking - A4 Paper
Then the teacher assigns each group to create the skill
addition without regrouping problem that the sum is not
exceeded 100,000 then write the solution in 3 methods
on the given paper.
6. The teacher assigns the students in each group to - Analytical skill - INternet - Observe student’s
discuss the advantage and disadvantage of each - Connection skill - Library desirable
method. Then the teacher asks each group to send - Logical- Characteristics
the member to present in front of the class. The reasoning skill - Observe student’s
teacher and the rest of the students check the group working behavior
accuracy. - Reasoning skill - Observe student’s
7. The teacher explains that there are many methods for desirable
addition without regrouping but every method has the Characteristics
same point is adding the number in the same place. - Observe student’s
Besides, these 3 methods in Targeting Mathematics desirable
Work-Textbook P.3A, there are many other techniques Characteristics
to find the answer easily. Then the teacher assigns the
students to search from other learning sources for the
technique that help to find the sum of addition without
regrouping easily and correctly.

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 Unit 2 Addition up to 100,000
Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
media/source
8. The teacher and the students summarize the knowledge
about 3 methods of the additional solution: Addition
using the place value table, Adding the number in the
expanded form, Adding the number using shortcut
method.)
Hour 3

Doing - Observe student’s

1. The teacher separates the students into groups of 4- - Reasoning skill - A4 paper desirable
5. (Each group must consist of varying mathematical skill - Shopping Characteristics
ability.) Then the teacher lets the students to the activity catalog - Observe student’s
“ The weakness link” as these steps follow: group working behavior
- The teacher gives a piece of A4 paper to each group.
The teacher shows the solution of two counting
numbers and three counting numbers addition
without regrouping on the board. Then the teacher
encourages the students to see what is the mistake of
the solution on the board and write in down on the
A4 paper.
- The teacher encourages each group to send the

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member to present in front of the class and also
write down the correct solution on the board.
The teacher and the rest of the class check the
accuracy.
2. The teacher assigns the same group to do the activity - Observation skill
by giving them the shopping catalog and A4 paper.
The students in each group decide to buy 3 products
from the shopping catalog with 100,000 baht budget.
When they finished buying 3 products, they have to
show how to find the sum of the products on A4
paper. Which group can buy the products close to
the budget will be the winner. Then the teacher
compliments the winner and cheers up other groups.
3. The teacher assigns each group to present the
method of adding the price in front of the class. The
rest of the students check the accuracy.
4. The teacher assigns the same groups to do Play and - Connection skill - Targeting - Observe student’s
Learn and Do and Learn activity in Targeting - Reasoning skill Mathematics desirable
Mathematics Work-Textbook P.3A page 47. The Work-Textbook Characteristics
teacher and the students answer together. P.3A

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Lesson plan 1 Addition without regrouping
Indicator/Learning objective Learning activity Acquired skill Learning Assessment
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5. The teacher and the students summarize activity and
knowledge of addition up to 100,000 together.
ชั่Hour
วโมงที4่ 4
- Observe student’s
6. The teacher reviews the previous knowledge by desirable
asking the question to the students if the students Characteristics
have ever saved their money, how much they save
and how they save it. Then the students do role
play.

Teacher Manus’s money-saving

January he saved 10,031 baht.
February he saved 12,421 baht.
March he saved 23,113 baht.
April he saved 21,120 baht.
May he saved 31,214 baht.

7. The teacher assigns the students to discuss the

method to find the answer that how much money

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Teacher Manus saves.
8. The teacher calls the students randomly to write the - Reasoning skill
solution in front of the class. The teacher and the - Reading skill
students check the accuracy.
9. The teacher assigns the students to study adding - Problem-solving - Targeting - Observe student’s
numbers mentally in Targeting Mathematics Work- skill Mathematics desirable
Textbook P.3A page 45-46. Work-Textbook Characteristics -
10. The teacher writes an additional problem on the P.3A Observe student’s
board and lets the students calculate mentally. Then individual working
the teacher calls the students randomly to answer behavior
the question. The teacher repeats the activity 4-5
times to help the students to understand and
calculate fluently
11. The teacher assigns the students to do worksheet 2.1 - Connection skill - Worksheet 2.1 - Check worksheet 2.1
Addition without regrouping. Then the teacher and - Reasoning skill
the students answer together.

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Conclusion
1. The teacher assigns the students to do worksheet 2.1
Addition without regrouping. Then the teacher and
the students answer together. - Observe student’s
- Targeting
2. The teacher assigns the students to do the exercise in desirable
Mathematics
Targeting Mathematics Work-Textbook P.3A page 48- Characteristics
Work-Textbook
50 as homework to check individual understanding. - Observe student’s
P.3A
The teacher and the students summarize addition individual working
without regrouping that When we find a sum, we add behavior
up the digits in the same place value starting from - Check exercise
the ones, tens, hundreds, thousands and ten
thousands, respectively.

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Lesson plan 1 Addition without regrouping

7. Assessment
List Methods Tools Assessment
7.1 Pre-test
- Pre-test - Check pre-test - Pre-test - Authentic
Unit 2 Addition assessment
up to 100,000 และ 0
7.2 Evaluation during
learning activity
1) Addition
without regrouping - Worksheet 2.1 - Worksheet 2.1 - 60 %: pass
- Check exercise - Exercise - 60 %: pass
2)Presentation/ - Evaluate - Presentation - Quality level 2:
Activity result presentation/activity evaluation form pass
result
3) Individual - Observe students’ - Individual behavior - Quality level 2:
working behavior behavior when they evaluation form pass
work individually.
4) Group working - Observe students’ - Group behavior - Quality level 2:
behavior behavior when they evaluation form pass
work in group.
5) Desirable - Observe students’ - Desirable - Quality level 2:
characteristics self-discipline, avidity characteristics pass
for learning and evaluation
dedication and
commitment to work

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8. Learning media/source
8.1 Learning media
1) Targeting Mathematics Work-Textbook P.3A Unit 2 Addition up to 100,000
2) Worksheet 2.1 Topic: Addition up to 100,000
3) Flyer/Shopping catalog
4) A4 Paper
5) Table tennis ball
6) Sentence label
8.2 Learning source
1) Classroom
2) Library
3) Internet

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Worksheet 2.1
Addition without regrouping

Instruction: Add the numbers by showing the solution.

Addition using the place value table
1. 23,402 + 32,474 =  2. 25,801 + 41,018 = 
Solution Solution

Answer Answer

Adding the number in the expanded form

3. 18,430 + 30,363 = 4. 12,340 + 32,310 + 11,105 = 
Solution Solution

Answer Answer

Adding the number using shortcut method

5. 24,410 + 13,403 + 30,081 =  6. 45,003 + 22,834 + 11,021 =
Solution Solution

Answer Answer
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Worksheet 2.1 Key

Addition without regrouping
Instruction: Add the numbers by showing the solution.
Addition using the place value table
1. 23,402 + 32,474 =  2. 25,801 + 41,018 = 
Solution Solution
Ten ThousandsHundreds Tens Ones Ten ThousandsHundreds Tens Ones
thousands thousands

Answer 55,876 Answer 66,819

Adding the number in the expanded form

3. 18,430 + 30,363 =
Solution 10,000 + 8,000 + 400 + 30 + 0
+
30,000 + 0 + 300 + 60 + 3
____________________________
40,000 + 8,000 + 700 + 90 + 3
____________________________
4. 12,340 + 32,310 = 
Solution 10,000 + 2,000 + 300 + 40 + 0+
30,000 + 2,000 + 300 + 10 + 0
____________________________
40,000 + 4,000 + 600 + 50 + 0
____________________________
____________________________

Answer 48,793 Answer 44,650

Adding the number using shortcut method

5. 24,410 + 13,403 + 30,081 =  6. 45,003 + 22,834 + 11,021 =
Solution 24,410 Solution 45,003+
+
13,403
________ 22,834
________
37,813
________
________ 67,837
________
________
Add the sum with the number left Add the sum with the
37,813
number left
+ +
30,081
________ 11,021
________
67,894
________
________ 78,858
________
________
Answer 67,894 Answer 78,858

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Sentence label

...........................................................

...........................................................

...........................................................

Table tennis ball

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9. School’s executive or the assigned person’s comments.

Suggest

Signature .................................
( ................................ )
Position .......

10. Post-teaching record

 Knowledge

 Learners’ Key Competencies

 Desirable Characteristics

 Mathematical Competence

 Others (Student’s outstanding behavior or problem (If any))

 Problem/difficulty

 Solution

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