Week 3

Lesson Plan
Week Beginning
March 1, 2021
Monday
Subject: Mathematics Grade: 3 Duration: 1 hour
Unit title: Numbers Date: March 1, 2021
Lesson Topic: Proper Fractions
Pre-requisite knowledge:
Define the term ‘fraction.’
Specific Objectives:
 Define proper fractions. (cognitive)
 State which fraction is a proper fraction. (cognitive)
 Use the virtual fraction pieces to represent the fraction.
 Write the correct sign > greater than, <less than an = equal sign in the space provided.
Content Summary:
 A proper fraction numerator is always smaller than its denominator.
 A unit fraction can be defined as a fraction whose numerator is 1. It represents 1
shaded part of all the equal parts of the whole.
Instructional Materials Resource Materials
(What materials do the students (List the resources, including textbooks or
need to have to participate well in online worksheets, that the teacher will need to
the lesson?) execute this lesson well)
 A Modern Mathematics  Video, Fraction pieces
Textbook, Fraction pieces https://fractionpieces.

Key vocabulary: Fractions, proper fractions, unit fractions, numerator, denominator,
ascending order, < less than, > more than, equal =.

Key skills:
Identify, ascending, compare and collaborate.
Lesson Procedure:
Teacher will Students will
Engage The teacher will recap with the Expected Answers
students.
A fraction is a part of whole.
1. What are fractions?

A proper fraction
2
2. What type of fraction is
3
? A proper fraction numerator is always
smaller than its denominator.
3. Why?
Explore The teacher will share the virtual The students will be given 5 minutes to
manipulatives with the students. put the fractions in ascending order.

In groups of 2, the students will
put the fractions in ascending
order. The teacher will visit each
group and give them a task.
Afterwards, the teacher will time Students will work together to ascend
the students to complete it in 5 the fractions in order.
minutes.
Group 1
Arrange the following in
1 1 1 1 1
ascending order. , , , ,
5 9 2 7 12
Group 2
Arrange the following in
5 3 9 1 7
ascending order. , , , ,
9 9, 9 9 9
Explain The teacher will select a student Expected answers:
randomly from each group to
state their group answer to the Group 1
class. The teacher will listen
clearly to the students and

intervene to clear any 1 1 1 1 1
, , , ,
12 9 7 5 2
misconception.
First, we observed the fractions. Since
the numerators are all the same with 1
as their numerator, we realize these
fractions are unit fractions.
We then looked at the denominators
and arrange them from smallest to
biggest. The fraction with the greater
denominator will be the smaller
fraction. (this is because the greater
denominator is higher, the whole has
been spilt up into more parts)
The greater denominator is 12 …
9….7…5…2.
Group 2
1 3 5 7 9
, , , ,
9 9, 9 9 9
First, we observed the fractions listed.
We then recognize all the numerators
are different while all the denominators
are the same. Since the denominators
are the same, we look at the numerators
to tell which is smaller or bigger.
Because 1 is the smallest number. It
tells that 1 piece is shaded. Therefore,
1 3 5
is the smallest fractionthen … …
9 9, 9
7 9
…
9 9
Elaborate The teacher will share a fraction The students will use the fraction pieces
piece on the site to assist them as they
site(https://fractionpieces.com) to complete the activity.
the students as they complete the
activity.
one-fourths equals half.

s
3
seighths equal
8
Evaluate The teacher will give the students Students will complete the activity in
an activity to complete in their their textbook. Using the proper sign
textbook. Using the < less than, > <,>, = in the blank spaces.
more than an = sign. The teacher

1
4
will check to see if all students
understand the concept.
3 1
4 4
2 1 6
6 4 6
7 1 5
9 4 9
4 1 5
7 4 7
2 1 1
4 4 2
Evaluation:
The lesson went satisfactory. The students were eager to share what is a fraction. They were
also able to identify the type of fractions. The children expressed regularity in repeated
reasoning as they completed the activities and used their virtual fraction circles to compare the
fractions. One student did not grasp the concept using the fractions circles to assist her.
Therefore, she was given one to one attention until she grasped and was able to complete the
activities.
Teacher: Tahlia McLean
Grade: 3
Date: March 1, 2021
Subject: Integrated Studies
Duration: 45- 60 minutes
Topic: Rules
Focus question: How Do Rules Help Workers at the Workplace?
Attainment Target
 Know and value the contributions of communities and institutions in fostering
national, regional, and international integration.
 Use and adapt a range of sentence structures according to context, distinguishing
between SJE and JC.
 Use language and text forms appropriately and with imagination to create vibrant and
engaging texts.
Prior knowledge:
 Identify rules in their home, school.
Students should be able to:

 Define the term rules. (cognitive)
 Recognise the importance of rules in the workplace. (cognitive, affective)
 Identify rules that govern behaviour in the school. (cognitive)
Key Skills:
Collaborate in groups, make comparisons, communicate information.
Materials:
Grade 3 Integrated Studies Workbook,
Content Summary
Rules are guidelines or directions that help to keep order and discipline. All
the rules and laws have the same purpose. They organized the relations between individuals
and the society to make it clear what is right and wrong and what happens if someone breaks
the rules. They are designed to ensure fairness, safety, and respect for other people's right.
Engage:
The teacher will introduce the lesson by share screening a video on rules, rights, and
responsibilities (487) Rules, rights, and responsibilities – BBC Bitesize - YouTube. The
students will listen attentively afterwards the teacher will ask the students the following
questions.
What are rules?
Expected answer: a rule is an instruction that tells us what to do and what not to do.
Why is it important to have rules?

To prevent disorder and to keep things in order.
Explore:
Every workplace has rules or regulations for its workers and the public. Students will view a
picture of some persons at a gas station disobeying the rules.
Students should make notes in their book of the rules the people are disobeying in the picture.
State what they think would happen because of this and why is it important to have rules at
the workplace? If workers have rights, do they have a responsibility to obey rules?
Explain:
The teacher will select a student randomly to share their findings.
The rules disobeyed in the picture are:
The man is smoking.
A worker is using his cell phone.
The girl is throwing her garbage on the ground/ She is littering.
What do you think would happen because of this?

Cell phone batteries can explode.
Also, if you are pumping gas, and walk away from the pump and get back into your car, you
can build up static electricity. A gas station is a "class one" area. That means there are
explosive vapours (not fumes).
Elaborate:
Teacher and students will have a class discussion as they read page 120 in their Integrated
Studies Workbook.
Evaluate:
Students will complete the task on page 120.
Evaluation:
The lesson went satisfactory. The students grasped the concept and were all eager to
complete the activities. The class had a wonderful discussion that the teacher lost track of
time. The teacher will try to keep check of her time for the next lesson.
Tuesday
Lesson Topic: Division (Grouping)
 Understand basic number patterns, addition, subtraction, multiplication.
Specific Objectives: At the end of this lesson, students should be able to:
 Define the ‘term’ division. (cognitive)
 Use different term for division. (cognitive)
 Divide the total number of objects given equally. (affective, psychomotor)
 Represent the numbers using the symbol. ‘÷’. (cognitive)
Content Summary:
517) Maths Learning: Concept of Basic Division |

 A Modern Mathematics
iKen | iKen Edu | iKen App - YouTube
Textbook,
Key vocabulary: Divide, share, group, equal,
Key skills: Group the objects equally.
Lesson Procedure:
Engage The teacher will introduce a video the Students will watch the
students entitled ‘Division’. The teacher video attentively and make
will tell the students to watch the video note.
and note what type of fraction they saw
in the video.
The teacher will then ask the students, Expected Answers
the following questions.
We learn about Division.

4. What did you learn from the
video?
Division is when we share,

5. What is division?
split up or divide equally or
fairly.
Division
6. Multiplication is opposite of
__________.
7. Multiplication is repeated Repeated subtraction
addition while division is

Explore The teacher will give the students the The students will draw 4
following statement. circles to represent the
questions and share it
I have 4 cookies. How can I share it equally.
with my friend?
Explain The teacher will select a student
randomly from each group to state their Your friend will have 2
answer to the class. The teacher will cookies while you will have
listen clearly to the student and 2 cookies. Because 4 ÷ 2 =
intervene to clear any misconception. 2. Division can be used to
share the total number of
given objects equally.
Elaborate There are 20 balls. Put the balls into 5 So, 20 divided by 4 = 5
equal groups. How many balls are in
each group? Therefore, 4 balls should be
in each circle.
Evaluate There are 9 balls. Put the balls into 3
equal groups. How many balls are in
each group?
There are 14 sticks. Put the sticks into 3
equal groups. How many sticks are in
each group?
Evaluation:
The lesson went satisfactory. Most of the students were curious and eager to learn. They were
able to answer the questions asked as I included communicative activities to involve them.
So, they were able get more practice they need as they share their understanding of the
lesson. A student indicated he did not understand I end up spending a lot of time giving him
one to one attention that the time ran out. Next time, I will tell the student to remain after
class if he or she is having a hard time to comprehend what was taught so the delivery of the
lesson will be executed.

Grade: 3
Date: March 2, 2021
Topic: Rules
Attainment Target
between SJE and JC.
engaging texts.
Prior knowledge:

 Recognise the importance of rules in the workplace, home, and school. (cognitive,
affective)
 Discuss rules for workers. (affective, cognitive)
Key Skills:
Materials:
Grade 3 Integrated Studies Workbook, Video (487) Rules, rights, and responsibilities – BBC
Bitesize - YouTube
Content Summary
Rules are guidelines or directions that help to keep order and discipline. It is important to
keep rules as they help to make us safe. Work-place rules usually relate to the type of
activities that take place there. However, all the rules and laws have the same purpose. They
organized the relations between individuals and the society to make it clear what is right and
wrong and what happens if someone breaks the rules. They are designed to ensure fairness,
safety, and respect for other people's right.
Engage:
The teacher will introduce the lesson by share screening a video on rules, rights and
students will
listen attentively afterwards the teacher will recap with students.

What are rules?
Explore:
Students will read page 121 in their Integrated Studies and complete the following tasks.
Tick the right class rules.
1. Steal and fight.
2. Obey the teacher.
3. Mark the desk
4. Take the toys to school.
5. Use garbage bin.
6. Go to school on time.
7. Bring weapons to school.
8. Keep the class clean.
9. Tease classmates
10. Shout out in class.
Explain:
The teacher will select students randomly to share their answers with the class. The teacher
will listen and clear any misconception.
Elaborate: The teacher and students will have a class discussion as they read page 122.
Evaluate:
David is one of the four attendants who works at the Mac Hill Service Station. Each attendant
gets $4, 650. 00 per week. The supervisor gets $5, 820 per week.
1. Answer the following questions in your exercise book.
Show your working.
a) Write in words the amount that supervisor gets each week.
b) Calculate how much the four attendants get for the week.
c) What is the difference between the amount the supervisor and an attendant get
each week?
d) What is the total amount of money the employer would pay to the five workers
each week?
Evaluation:
The lesson went satisfactory. All objectives were met. The students showed great interest in
the discussions and completing each activity. However, some students shared concerned
while doing the activity as they felt they were at a disadvantage as they had to wait for some
of the students to complete the activity. For the next lesson, the teacher will send the students
the activity sheet to complete instead of completing it has a whole class.

Wednesday
Lesson Topic: Division
 Define the ‘term’ division. (cognitive)
 Use different term for division. (cognitive)
 Divide the total number of objects given equally. (affective, psychomotor)
 A Modern Mathematics (517) Maths Learning: Concept of Basic Division
Textbook, activity sheets. | iKen | iKen Edu | iKen App - YouTube
Key vocabulary: Divide, share, group, equal
Key skills: representation, problem solving.

Lesson Procedure:
Engage The teacher will recap by introducing the video
to the students entitled ‘Division’. The teacher
will tell the students to watch the video.
The teacher will then ask the students, the
following questions. Expected Answers
What is division?
Division means to split, put
into equal groups, or set.
Another name for division is______.

Repeated subtraction
Explore The teacher will give the students the following The students will draw the
statement. diagram to represent the
statement.
18 eggs are sold at the market. Each customer

buys 6 eggs. How many customers buy eggs?
The carpenter buys 20 chair legs. There are 4
legs on each chair. How many chairs can she
build?
Explain The teacher will select a student randomly from
each group to state their answer to the class. 18 eggs are sold at the
The teacher will listen clearly to the student market. Each customer buys 6
and intervene to clear any misconception eggs. How many customers
buy eggs?
Since, we want to find out
how many customers buys 6
eggs. We draw 18 eggs and
shared it equally giving each
person an egg until they had
6. Therefore, 3 customers buy
eggs.
The carpenter buys 20 chair
legs. There are 4 legs on each
chair. How many chairs can
she build?
To find the answer, we draw
20 chair legs. Then, we
grouped 4 legs in a holder.
The number of holders
represent the number of
chairs the carpenter can
make. Therefore, the
carpenter can build 5 chairs.
Elaborat The teacher will share screen the activity sheet. Expected answers:
15 carrots. Make groups of 5.
How many groups? 3 groups.
How many 5’s is there in 15?
20 berries. Make groups of 4.
How many 4’s is there in 20?
5
9 apples. Make groups of 3.
How many 3’s is there in 9? 3
Evaluate The teacher will share screen the activity. Students will complete
activity.
Complete the following.
Evaluation:
The lesson was satisfactory. The students were engaged and were all eager to attempt the
activities. However, when asked a question they answered in chorus. Therefore, for my next
lesson I will remind the students of the rules before teaching the lesson.
Grade: 3
Date: March 3, 2021
Topic: Rules
Attainment Target
between SJE and JC.
engaging texts.
Prior knowledge:

affective)
Key Skills:
Materials:
Bitesize - YouTube
Content Summary
Engage:
students will listen attentively afterwards the teacher will recap with students.
What are rules?

Explore:
1. Steal and fight.
3. Mark the desk
5. Use garbage bin.
9. Tease classmates
Explain:
Elaborate:
The teacher and students will have a class discussion as they read page 12.
Evaluate:
Show your working.
e) Write in words the amount that supervisor gets each week.
f) Calculate how much the four attendants get for the week.
g) What is the difference between the amount the supervisor and an attendant get
each week?
h) What is the total amount of money the employer would pay to the five workers
each week?
Evaluation:

Grade: 3
Date: March 3, 2021
Subject: Language Arts
Duration: 60 minutes
Topic: Antonyms
Attainment Targets
 Communicate with confidence and competence for different purposes and audiences,
using SJE and JC appropriately and creatively.
 Automatically recognize words (including basic sight word lists) through repeated
exposure mnemonic.
 Define the term opposite (antonyms). (cognitive)
 List examples of opposites from the video. (cognitive, affective)
 State examples of opposites that was not mentioned in the video. (cognitive)
 Write the correct antonym to its pair. (psychomotor)
 Complete sentences using antonyms (cognitive)

Key skills:
Materials:
Language Arts Workbook, Video – Antonyms (514) Antonyms | Opposite Words for Kids |
English Grammar | Periwinkle - YouTube
Engage:
The teacher will introduce the lesson by share screening a video on Antonym. The students
will listen attentively. Afterwards, the teacher will ask the students the following questions.
What is another word for opposite?
Expected answer: Antonyms.
What are Antonyms?
An antonym is a word having a meaning opposite to that of another word, such
as small and big, narrow, and wide. An antonym is the antonym of synonym.
Can you state examples of antonyms that was not mentioned in the video?
Up down, turn on turn off.
Explore:
Students will be given 10 minutes to complete the live worksheet on Opposites- Opposites
online exercise for Grade 3 (liveworksheets.com).
Explain:
An antonym are words that are opposite in meaning.

small…. big
pretty………ugly
tall………. short
adult…… child
strong…. weak
fat………. slim
Elaborate:
The students will complete Part A in their Language Arts Workbook on page 70. The teacher
will listen to the students and clear any misconception.
Find an ANTONYM in the second the column for each word in the first column.
Near ______________________ a. over
Under _______________________ b. long
Come _______________________ c. far.
Small _______________________ d. large
Short _______________________ e. go.
Up ________________________ f. out
In ________________________ g. down
Closed ______________________ h. sad.
Night _______________________ i. open
Happy _______________________ j. day
Draw lines to match the ANTONYMS.
Recent public
Rich old
Dead gentle
Fancy alive
Rough ancient
Private simple
Bold poor
Young nervous
Evaluate:
Write five (5) sentences using the following antonyms- hot, cold/ young, old/ large, small,
poor, rich/ sweet, sour, and full empty.
Evaluation:
The lesson was satisfactory. The students were all eager to share an example of a word
opposite in meaning and complete the activities. However, one or two students will share
their answers. In my next lesson I will randomly choose the students to share their answers.
Content page
Antonyms
Antonyms are words with opposite meanings.
Easy Examples of Antonyms
 Bad is an antonym of good.
 Coward is an antonym of hero.
More Examples of Antonyms
A word can have more than one antonym. The following are all antonyms of good:
 bad, corrupt, evil, evilness, malicious, sour, wicked

The first point is that good, like many words, can be a noun or an adjective, so its antonyms
are a mix of nouns and adjectives too. The second point is that antonyms do not have to be
exact opposites.
There are two main types of antonyms: graded antonyms and complementary antonyms.
Graded Antonyms
Graded antonyms do not have to be opposites of equal weighting. They allow for shades of
oppositeness. For example, the following are all antonyms for good:
 unsatisfactory, poor, bad, terrible
Here are some graded antonyms for thin:
 obese, chubby, plump, fat, overweight, stout, burly, brawny, well-built,
averagely built.
(Notice the scale from "very not thin" to "a little bit not thin.")
Complementary Antonyms
Complementary antonyms offer no middle ground. The antonyms are strongly paired,
meaning there is only one antonym for each word. (Complementary antonyms are often
called relational antonyms because a clear relationship exists between the words.) For
example:
 1/0
 before / after
 buy / sell.
 dead / alive
 doctor / patient
 husband / wife
 man / woman.
 off / on
 predator / prey
 yes / no
Grammar Monster, (n.d.). What Are Antonyms. Retrieved from Antonyms | What Are
Antonyms? (grammar-monster.com)
Thursday

Pre-requisite knowledge: Students should already know how to
 Define division as equal distribution of objects. (cognitive)
 State different term for division. (cognitive)
 Identify the division term for a numeral in a division fact.
 Write division examples using the signs ‘÷’. (cognitive)
Content Summary:
The opposite of multiplication is division.
Example:
7 x 2 =14
14 ÷ 7 = 2
The big number that is divided or split up in the division statement is the dividend. The
small number that we will divide each one by is the divisor and the answer is the
quotient.
Fact family
In multiplication we have factors and products while in division the amount that is
divided is the dividend, the number.

(What materials do the students need (List the resources, including textbooks or online
t0o1 have to participate well in the worksheets, that the teacher will need to execute
lesson?) this lesson well)
 A Modern Mathematics
(517) Maths Learning: Concept of Basic Division
Textbook,
| iKen | iKen Edu | iKen App - YouTube
Key vocabulary: Divide, share, group, equal, dividend, divisor, quotient
Key skills: collaborating, reasoning and problem solving.
Lesson Procedure:
Engage The teacher will introduce the lesson by Students will watch the
sharing a video to the students entitled video attentively and make
‘Learn Division for Kids (527) Learn notes.
Division for Kids - 2nd and 3rd Grade
Math Video - YouTube.
The teacher will then ask the students, Expected Answers
the following questions.
State the division problem you saw in
the video. 15 ÷ 3 = 5
The number 3 is the ____________. The number 3 is the divisor.
Why? The divisor is the number
you are dividing by. The
divisor takes the dividend
and break it into smaller
groups.
The number 15 is the

The number 15 is the ___________.
dividend.
The dividend is the number

Why?
you are dividing.
Four (4)
Which number is the quotient?
Explore The teacher will group the students in The students will identify
groups of 2. Each group will receive a the dividend, the divisor,
division fact. and the quotient in their
division fact.
Group 1
25 ÷ 5 = 5
Group 2
32 ÷ 4 = 8
Group 3
27 ÷ 3 = 9
Group 4
44 ÷ 11 = 4
Explain The teacher will select a student Group 1
randomly from each group to state their 25 ÷ 5 = 5
division fact and answer to the class.
The teacher will listen and intervene to The dividend is the numeral
clear any misconception. 25, it is the number we are
dividing. The divisor is the
numeral 5 it is the number
we are dividing by and the
quotient is 5 it is the answer.
Group 2
32 ÷ 4 = 8
The dividend is the numeral
32, it is the number we are

Group 3
27 ÷ 3 = 9
Group 4
44 ÷ 11 = 4

Elaborate Write the correct division term. Expected answer.
The number 4 is the

1. 36 ÷ 9 = 4
quotient.
The number 4 is the ______.
2. 18 ÷ 3 = 6
The number 18 is the

The number 18 is the _____.
dividend.
3. 10 ÷ 2 = 5
The number 2 is the
The number 2 is the ______. quotient.
Evaluate Match the term to its meaning. Students will complete
activity.
A B
Division is the answer of
the division fact.

Divisor is the number
you.
are dividing by.
Quotient is the number.
that is being.
divided.
Dividend is when we share,
group and spilt.
equally or fairly.
Evaluation:
The lesson was satisfactory. The students were enthused. Majority of the students grasped the
concept and were able to identify the division terms. However, a few students incorrectly
used the term but as I recapped the lesson allowing these students to tell me what they learnt
they got a better understanding and was able to use the term correctly.
Name: Tahlia McLean
Date: March 4, 2021
Time: 60 minutes
Grade: 3
Subject: Language Arts
Topic: Making Inferences

Strand: Comprehension
Attainment Targets:
 Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain
information and identify ideas and events.
 Use deduction and inference to interpret information and ideas to predict outcomes.
 Write sentences which are grammatically accurate and correctly punctuated, using SJE and
JC appropriately.
Prerequisite skills: Students should be able to
 Reason and use background knowledge.
 Use story map to state the setting, characters, problem, events, and solution in a story.
Key Vocabulary:
Inferences, prediction, scenarios, characters, setting, event, problem, and resolution
Materials:
 A story entitled ‘The Clever Fox’, chart, a passage entitled ‘Kyle’s report’ and a picture.
Objectives: At the end of this lesson pupils should be able to:
 Define the word inferences after reading the chart. (cognitive)
 Make inferences during and after reading the story entitled ‘The Clever Fox’. (cognitive)
 Relate to background experience, using information available to conclude where the passage
is taking place incorporating keywords. (affective)

 Write a story sequencing what happened before, what is now happening and what might
happen next. (cognitive, affective)
 Incorporate a story map to identify the characters, setting, problem, events, and solution.
(psychomotor)
Engage:
The teacher will introduce the lesson, to the class by incorporating a chart entitled ‘Inferences’.
After the teacher will read a story entitled ‘The Clever Fox’ to the students. As the teacher reads 2
or more lines of the story, students will be asked what they think is going to happen next? Students
will give their estimations and reasons. The teacher will continue to question the students until she
finishes reading the story to them.
Example:
Once a fox was walking through the forest. He had a good meal. Class how do think the fox felt
since he had a good meal?
Expected answers: great, happy, full.
He was very happy. On the way he saw a well. He looked into it. Class, what do you think the fox is
going to see in the well?

Expected answers: his reflection, image.
He saw his image in the water. Suddenly, he fell into the well. There was plenty of water in the
well.
Class, since the fox is in the well what do think, the fox is going to try and do?
Expected answer: come out.
Explore:
Students will work together as group of 3. However, there will be 2 pairs. To complete this activity
entitled ‘Guess me this setting’. Each group will be given a scenario. They will be given the
instruction to read and state where this scenario took place and the keywords that assist them to
come to that conclusion.
Activity - ‘Guess Me This Setting’
Instruction: Read the passage. Write where you think it took place and the words that
help you to come to that conclusion.
Group 1
The water felt so good on such a hot day. I heard the other children laughing and yelling across the
way. The concrete was wet from a group of teenagers splashing each other in the corner. The
lifeguard watched closely to keep children from running.
__________________________________________________________________________
Group 2
It felt wonderful to be outside, even if only for little while! All the swings were already taken,
and a group was playing softball on the diamond. Casey and I decided to use the monkey bars
until the teacher called us.

___________________________________________________________________________
Group 3
As we entered, a large blast of water hit the windshield. Huge flopping sponges began to slap
at the hood as we slowly moved forward. Soon, there were suds spilling over the sides. I was
glad the windows were rolled up!
_______________________________________________________________________
Group 4
I was allowed to push the cart. The front left wheel was broken, so the cart wobbled down the
aisle. Mother put various packages and boxes in the cart, but I didn’t notice. I was trying to
keep the cart going straight as it got heavier and heavier.
___________________________________________________________________________
Explain:
Each group will share their inferences, meanwhile the other students will listen if they have similar
or different predictions. The students with different conclusions will also be asked to share or give
reasons for their answers by stating key words. (Teacher will intervene to clear misconceptions)
Example:
Group 1: The water felt so good on such a hot day. I heard the other children laughing and yelling
across the way. The concrete was wet from a group of teenagers splashing each other in the corner.
The lifeguard watched closely to keep children from running.

This is taking place at a swimming pool as key words such as concrete, splashing, lifeguard
gave a hint to where it is taking place.
Group 2: It felt wonderful to be outside, even if only for little while! All the swings were
already taken, and a group was playing football on the field. Casey and I decided to use the
monkey bars until the teacher called us.
This is taking place on a playground as key words such as outside, swing, playing
football on the field, monkey bars and teacher gave a hint to where it is taking place.
Group 3: As we entered, a large blast of water hit the windshield. Huge flopping sponges
began to slap at the hood as we slowly moved forward. Soon, there were suds spilling over
the sides. I was glad the windows were rolled up!
This is taking place at a car wash as key words such as large blast of water hit the wind
shields, huge flopping sponges slap at the hood, suds spilling over the sides gave a hint
to where the scenario is taking place.
Group 4: I was allowed to push the cart. The front left wheel was broken, so the cart
wobbled down the aisle. Mother put various packages and boxes in the cart, but I didn’t
notice. I was trying to keep the cart going straight as it got heavier and heavier.
This is taking place at the supermarket as key words such as cart, aisle, packages, and
boxes gave a hint to where it is taking place.

Elaborate:
Students will receive a passage to read aloud as a class. After reading the passage together, students
will be asked questions by their teacher.
Kyle’s Report
Kyle ran into his house, slamming the door behind him. He threw his bag on the floor
and plopped onto the couch. After six hours of playing Grand Larceny VII, he ate
some pizza and fell asleep with a slice on his stomach and his feet on his bag. When
Kyle came home from school the next day, he was noticeably distraught. He balled up
his report and placed it inside a soup can in the garbage. He then flipped the soup can
upside down in the garbage can and arranged loose pieces of trash over it. As he
plopped down on the couch, he let out a sigh and picked up his controller.
1. Why was Kyle distraught?
______________________________________________________________________
How do you know this?
Was Kyle’s report card good or bad? Give reasons you’re your answer.
________________________________________________________________
How do you know this?
Evaluate:
Students will be given the task to observe a picture. They are to think carefully about this
picture and tell what they think happened before, what is now happening and what might
happen next using a story map.

Story Map
Setting
Characters
Problem
Events
Solution
Evaluation:
The lesson went fairly well. It was evident the students enjoyed the lesson and was so
enthused from beginning to end. They were engaged and participated in the discussions and
activities. However, when asked a question some students answered in chorus. In the next
lesson, at the beginning of the class the teacher will remind the students to keep their mics
mute and to raise and wait until acknowledged.

Content Page
What is inference?
Inference is the process of reaching a conclusion from information available.
Inference in reading is the ability to understand the meaning of a passage of a text without all
the information being spelled out. From context clues within a passage, the author gives
information about plot, characters, setting, time period and other elements of story by the
things he or she infers. Word choice and word order give clues about the story as it unfolds to
the reader. Readers take the clues they are given and draw conclusions based on their own
worldview and personal experiences.
General Sense
The concept of general sense helps students infer the meaning of words or passages of text
based on context clues. According to Cuesta College (2009), general sense activities help
students understand implied word meanings even though the words themselves may be new
or unfamiliar. One way to teach this is to give students a sentence with a new vocabulary
word that then lists the meaning of the word within the remaining text.
Steps to follow when inferencing:

1. We need to find clues to get some answers.
2. We need to add those clues to what we already know or have read.
3. There can be more than one correct answer.
4. We need to be able to support our inferences.
References
Richards, P. (2020). How to Make Inferences in Reading Comprehension. Retrieved from
https://education.seattlepi.com/make-inferences-reading-comprehension-1696.html
Wishhart, C. (2009). Reading Comprehension Strategy: Making Inferences. Retrieved from
https://education.seattlepi.com/make-inferences-reading-comprehension-1696.html
Grade 3
Date: March 4, 2021
Focus question: Who are the providers of goods and services that we need?
Topic: Providers of Good and Services
Prior Learning:
 Identify workers in the community.
Attainment Target
 Develop an understanding of the interdependent relationship between man and his

environment.
 Use technology to communicate ideas and information and work collaboratively to
support individual needs and contribute to the learning of others.
Classify different workers in the community. (cognitive)
Define the term ‘services.’
Give the meaning of the word ‘goods.’
Differentiate between goods and services.
Key Skills:
Listen to storyteller, discuss ideas, classify workers, construct table.
Materials:
Reggae Readers 3, Video
Content Summary
Goods are material things wanted by human beings. They can be seen or touched. Services
are non-material things. These cannot be seen or touched only their effects are felt. When we
are hungry, we take food. When we fall sick, we take medicines. When we study, we use
book, notebook, pen, paper etc. All these are examples of goods which satisfy some of our
wants. All the things which satisfy human wants are good.
However, wants for haircut, washing of cloths, mending of shoes, stitching of cloths,
studying in a school or a college etc. are not satisfied by goods. These are satisfied by the
services performed by a barber, washer man, cobbler, tailor, and teacher etc. So, some of our
wants are satisfied by goods and some by services. Hence, all the human wants can be
satisfied by goods and services.
Retrieved from
https://www.economicsdiscussion.net/articles/goods-and-services-meaning-and-
classification-of-goods-and-services/2014
Engage:
The teacher will read a story entitled ‘Community Workers’ from the Reggae Reader 3 as the
students follow in their book. The teacher will read 3 to 4 lines of the story and ask the
students the following questions.
What is the difference between goods and services?
Expected answers: Goods are items or products.
State the community workers who provides ‘goods?
Expected answers: dressmakers, tailors, and farmers.
What are the goods these community workers provide?
Expected answers: dressmakers and tailors provide clothes and farmers provides fruit and
vegetables.
State the community workers who provides services.
Expected answer: teachers, policeman and doctors.
What are the services theses community workers provide?
Expected answers: The teacher teaches the students, so they can get a good education, the
policeman protects us from danger and the nurse take care of us when we are sick.
Explore:
The students will make a table of the workers in their school and community and the
various goods and services they provide.
Example:
Community workers Goods/ Services provided
Explain: Students will share their findings to the class as the teacher listen and clear
any misconception.
Community workers Goods/ Services provided

Janitor Clean our surrounding
Firefighter Protect us when there is a fire
Construction worker Flies a plane
Doctor Keep person healthy
Elaborate:
The students will state other community workers that was not mention in their Reggae
Readers 3, by playing a game on the tune, ‘There are 26 letters in the alphabet. You better
know them; you better say them, and this is the way we do them so A…B…
The students will say ‘We are doing community workers, you better know them, you better
say them, let us go….
Expected answers: pharmacist, solider, electrician, mechanic, engineer, gardener.
Evaluate:
Students will complete an activity in their Reggae Readers on page 24 by completing the
sentences by writing the vowels that are missing in the words.
Evaluation:
The lesson went satisfactorily. The children were eager to complete all the activities given.
They were able to state what are goods and services, identify the different community
members and the services or goods they provide. However, when asked a question a few of
the students kept chorusing the answers. In the next lesson the teacher will first stress the
importance of raising your hands by using the raise hand icon to reduce a chorus and for
everyone to hear what they are saying.

Friday
Pre-requisite knowledge: Students should already know how to
 Share objects into a given number of equivalent sets. (psychomotor)
 Identify the dividend, divisor, and quotient in a division fact. (cognitive)
 In groups of two (2) complete a division worded problem. (affective, psychomotor)

Content summary:
Division means to share an amount equally. Division by sharing equally is a method used to
introduce the concept of division. It involves sharing an amount equally between groups one
at a time until there is the same amount in each group. Division by sharing is often taught
using physical objects such as counters.
For example, 8 divided by 2. We will share 8 counters so that there is the same number of
counters in each of the pots. There are no more counters left and each of the pots has the
same number of counters inside it. There are 4 counters in each box. 8 shared equally
between 2 is 4. We can say that 8 divided by 2 equals 4.
(What materials do the students need (List the resources, including textbooks or online
to have to participate well in the worksheets, that the teacher will need to execute
lesson?) this lesson well)
 Objects (clothes pins, coins

Counters, activity sheet,
crayons)
Key vocabulary: Divide, share, group, equal, split up.
Key skills:
Communicating, collaboration, critical thinking, creativity
Lesson Procedure:
(What will the teacher do?) (What will the appropriate

response from student’s
look like?)
Engage The teacher will tell the students, today Expected Answers
we will be talking about division as
equal sharing using objects. I can use
these counters to demonstrate the
problem 10 divided by 2. So, I have 10
counters and I want to divide them
equally among 2 groups.
Class, can I group 6 here and 4 there? Is No
this equal?
What does equal sharing means? Because one group as more
Equal sharing means each group should counters than the other.
have the same number of counters.
I am going to share my counters one at
a time.
Class is this equal sharing? Yes
Why? Because each group as 5
counters
So, when I have 10 and divided it
equally by 2 groups my answer is 5. 10
divided by 2 equals 5.
What number is the dividend…. the The dividend is the numeral
divisor and the quotient? 10, the divisor is the
numeral 2 and the quotient
What is the inverse of this division is numeral 5.
statement?
Explore The teacher will ask the students to use Students will demonstrate a
their objects to demonstrate a division division problem. State the
problem of their choice and state the inverse of the division
inverse of their division problem. problem.
Explain The teacher will select students Example:
randomly share their demonstration and I have 20 ÷ 4. I grouped
answer to the class. The teacher will each objects in four equal
listen clearly to the student and groups. Therefore, I have 5
intervene to clear any misconception. objects in each group.
Elaborate In groups of two (2). Solve the

following items.
Benjamin has 16 sweets.
He shares the sweets equally and puts
them in 2 bags. Expected answer:
How many mangoes does he put in Benjamin put 8 mangoes in
each bag? each bag.
12 apples to be shared equally among 4
of us. What is my share of apples? My share is 5 apples.
Evaluate Complete activity
18 ÷ 3 =
27 ÷ 9 =
35 ÷ 5 =
Evaluation:
The lesson went fairly well. The students grasped the concept. All students were prepared
with their objects to represent a division statement of their choice. The students were all
willing to learn and showed interest in their learning. Each student got a chance to share their
division statement and identified the dividend, the divisor and quotient. It was evident, the
students were enjoying the lesson as they were active participants. However, due to an issue
that arose as my computer was frozen; I had to teach this lesson using my phone as the device
to reach the students. Hopefully, for the next lesson I will not have this problem so the
teacher- student rapport will be more effective as I will be able to see all students instead of
searching through to view each student’s progress.
Content Page
Division (÷)
The division is a method of distributing a group of things into equal parts. It is one of the four
basic operations of arithmetic, which gives a fair result of sharing.
The division is an operation inverse of multiplication. If 3 groups of 4 make 12 in
multiplication; 12 divided into 3 equal groups give 4 in each group in division.
The main goal of the division is to see how many equal groups or how many in each group
when sharing fairly.
For example:
There are 16 balls and 4 boxes, how to put 16 balls into four equal sized boxes.
Therefore, 4 balls should be kept in each box.
Mathematical notation for division
There are various signs which can be used to indicate division such as ÷, /.
For example:
 8÷2
 8/2
Special names for each character in Division
Each part involved in a division equation has a special name.
Dividend ÷ divisor = quotient
Dividend: The dividend is the number that is being divided in the division process.
Divisor: The number by which dividend is being divided by is called divisor.
Quotient: A quotient is a result obtained in the division process.
16 ÷ 4 = 4

Dividend divisor quotient
So, in the above process where we divided 16 balls into 4 equal groups.
The dividend is 16, the divisor is 4 and thus the quotient is 4.
Special facts about division:
 When dividing something by 1, the answer will always be the original number. It
means if the divisor is 1, the quotient will always be equal to the dividend such as
10 ÷ 1= 10.
 Division by 0 is undefined.
 The division of the same dividend and divisor is always 1. For example: 4 ÷ 4 =
1.
Grade: 3
Date: March 5, 2021
Topic: Rules
Attainment Target
between SJE and JC.
engaging texts.
Prior knowledge:
affective)
Key Skills:
Materials:
Bitesize - YouTube
Content Summary
Engage:
students will
listen attentively afterwards the teacher will recap with students.
What are rules?
Explore:
11. Steal and fight.
13. Mark the desk

15. Use garbage bin.
19. Tease classmates
Explain:
Elaborate
The teacher and students will have a class discussion as they read page 122.
Evaluate:
Show your working.
i) Write in words the amount that supervisor gets each week.
j) Calculate how much the four attendants get for the week.
k) What is the difference between the amount the supervisor and an attendant get
each week?
l) What is the total amount of money the employer would pay to the five workers
each week?
Evaluation:

Week 3

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Lesson Plan

Unit title: Numbers Date: March 1, 2021

Lesson Topic: Proper Fractions

Define the term ‘fraction.’

 Define proper fractions. (cognitive)

 State which fraction is a proper fraction. (cognitive)

 Use the virtual fraction pieces to represent the fraction.

 A proper fraction numerator is always smaller than its denominator.

shaded part of all the equal parts of the whole.

Instructional Materials Resource Materials

(What materials do the students (List the resources, including textbooks or

the lesson?) execute this lesson well)

 A Modern Mathematics  Video, Fraction pieces

Textbook, Fraction pieces https://fractionpieces.

ascending order, < less than, > more than, equal =.

Identify, ascending, compare and collaborate.

Teacher will Students will

Engage The teacher will recap with the Expected Answers

A fraction is a part of whole.

1. What are fractions?

? A proper fraction numerator is always

smaller than its denominator.

manipulatives with the students. put the fractions in ascending order.

put the fractions in ascending

order. The teacher will visit each

group and give them a task.

the students to complete it in 5 the fractions in order.

Arrange the following in

Arrange the following in

Explain The teacher will select a student Expected answers:

randomly from each group to

state their group answer to the Group 1

class. The teacher will listen

clearly to the students and

First, we observed the fractions. Since

the numerators are all the same with 1

as their numerator, we realize these

fractions are unit fractions.

We then looked at the denominators

and arrange them from smallest to

biggest. The fraction with the greater

denominator will be the smaller

fraction. (this is because the greater

denominator is higher, the whole has

been spilt up into more parts)

The greater denominator is 12 …

First, we observed the fractions listed.

We then recognize all the numerators

are different while all the denominators

are the same. Since the denominators

are the same, we look at the numerators

to tell which is smaller or bigger.

Because 1 is the smallest number. It

tells that 1 piece is shaded. Therefore,

piece on the site to assist them as they

site(https://fractionpieces.com) to complete the activity.

the students as they complete the

one-fourths equals half.

an activity to complete in their their textbook. Using the proper sign

more than an = sign. The teacher

understand the concept.

Date: March 1, 2021

Subject: Integrated Studies