Lesson Plans

Week Beginning

March 8, 2021
Monday
 Subject: Mathematics Grade: 3 Duration: 1hr
Strand: Numbers Date: March 8, 2021
Lesson Topic: Division (Repeated Subtraction)

Pre-requisite knowledge: Students should already know how to

 Partition a set to show division.

 Use division to tell how many members are in each set.

 Differentiate between multiplication and division in problem situations.

Specific Objectives: At the end of this lesson, students should be able to:

 Show division as repeated subtraction. (cognitive, psychomotor)

 Demonstrate repeated subtraction by incorporating counters or virtual counters.

(psychomotor)

 Use known division facts to find unknown factors. (cognitive, affective

Instructional Materials Resource Materials

 Objects (counters)  Counters

 Virtual counters  Laptop

 Laptop, desktop, tablet

 Activity sheet

Key vocabulary:

Groups. Division, number line, divided, shared, spilt.

Key skills:

solving problems, communicating, demonstrating.

Lesson Procedure:
 Teacher Student

Engage: The teacher recap what his division. Expected answer:

After which the teacher brainstorms 6–2=4
the students on
Expected answer:
The teacher will recap with the 6-2=4
students what is division. After which 4 – 2 = 2
the teacher repeated subtraction. 2–2=0
“How would I express 6 ÷ 2 in
repeated subtraction?”

Expected answer four (4) counters.

Students will be asked to gather six
(6) counters to assist them to do
repeated subtraction. The teacher will
Expected answer: two (2) counters.
then guide the students to do repeated
subtraction.

Expected answer; zero (0)

Students will be asked if they have
six (6) counters and you take two (2)
counters form it, how many counters
are left?

If you take one set to two (2) and

place it to one side how many
counters are you left with?

Teacher will ask the students if you

take two (2) counters from two (2)
counters how many counters do you
have left?

The students will watch a video that

 that will tell them more about
repeated subtraction.

Explore: Student will use counters to do the

repeated subtraction 32 ÷ 4.

Explain: The teacher will randomly select a Expected answer: The repeated

student to state how he/ she arrive at subtraction for

his/ her answer. 32 ÷ 4 is.

The teacher will listen and clear any 32- 4 = 28

misconception. 28 – 4 = 24

24 - 4 = 20

16 – 4 = 12

12 - 4 = 8

8–4=4

4 -4 = 0
Elaborate: Students will complete the following. The students will complete the

If 6 x 2 = 2 + 2 + 2 + 2 + 2 + 2 = 12. following.

Therefore 6 ÷ 2 = ____

Work it out by subtracting 2s.

Take away 2. 4 left

Take away 2. 2 left

Take away 2. 0 left

We took away 3 groups of 2s so 6 ÷ 2

=3

Evaluate: The students will complete the

following.
 I have 20 books I need to give each

child 4 books. How many children

will get a set of books? How many

times can I take 4 from 20?

Anna got 4 books: 20 – 4 = 16

Pam got 4 books: 16 – 4 = n

Sita got 4 books: 12 – 4 = n

Brian got 4 books: 8 – 4 = n

Mia got 4 books: 4 – 4 = n

Evaluation:
Lesson was not taught due to power outage. Therefore, the lesson will be taught on Tuesday,

March 9, 2021.

Content Page

What is Repeated Subtraction?

Repeated subtraction is a method of subtracting the equal number of items from a larger

group. It is also known as division.

If the same number is repeatedly subtracted from another larger number until the remainder is

zero or a number smaller than the number being subtracted, we can write that in the form of

division.

For example:

If there are 25 balls and we form a group of 5 balls each.

Here, the number 5 has been repeatedly subtracted 5 times. We can say that the number 5 has

been subtracted 5 times from 25. So, we can write this subtraction as 25 ÷ 5 = 5.

Similarly, to solve a division problem through repeated subtraction, we repetitively group and

subtract the same number again and again to find the answer. 

Here are a few examples of repeated subtraction. 

There are 34 stars. How many groups of 4 stars in each can be formed? 

In the given image we can see 34 stars. Now, using repeated subtraction, we can group them

in smaller groups of 4 stars in each group. We can start to subtract 4 stars repeatedly until we

are left with 0 or a number less than 4.

18 ÷ 6 18 ÷ 3
When the divisor is 6, we make groups When the divisor is 3, we make groups of

of 6. 3.

We get, 3 groups of 6. We get, 6 groups of 3.

So, 18 ÷ 6 = 3 So, 18 ÷ 3 = 6
 

Fun fact:

 Repeated subtraction is like jumping back from the bigger number until

you get a zero or a smaller number.

 

18 – 6 = 12       →          12 – 6 = 6         →      6 – 6 = 0

                                             or
                                     18 ÷ 6 = 3

Name: Tahlia McLean

Date: March 10, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What Types of Relations do we Have with People of Other Countries?

Attainment Targets

 Know and value the contributions of communities and institutions in fostering

national, regional, and international integration.

  Understand the relationship between personal attributes and interest and how

these could relate to various careers.

Specific Objectives:

Identify similarities and differences between yourself and classmates. (cognitive, affective)

Identify similarities and differences between Jamaica and some other countries. (cognitive,

affective)

Explain how understanding similarities and differences between countries can help people to

live in harmony (cognitive, affective)

Work cooperatively in groups.

Apply relevant decoding skills to the reading process. (cognitive)

Read for meaning, fluency and enjoyment. (cognitive)

Key Skills:

listening, viewing, speaking, sharing ideas, discussing, working cooperatively in groups,

Materials:

A Poem entitled, ‘We are One’, Grade 3 Integrated Studies Workbook.

Engage

1. Students will listen to poem read by teacher. Students and teacher will read poem

together.

Students will be asked questions from the poem.

Example:

Give a pair of rhyming words from the poem.

Expected answers: hands, lands.

Students will be asked ‘What is the day’s lesson about?”

Expected answer: families, neighbours.

Students will be told that today we will be focusing on similarities and differences between

each other.

Explore:

Students will view prompt on page 178. They will discuss the similarities and differences of

the prompt.

Students will be asked “How are you alike or similar?”

Expected answer: We attend the same school, in the same class, the same age, wear the same

uniform, in the same club, in the same house, attend the same church.

Students will be asked “What are their hobbies?”. They will be randomly chosen to answer.

The teacher will do a tally chart to show students hobbies in the class.

Students will be asked “Where is Jamaica located?”.

Explain:

Students will be asked the following questions:

“Who is a pen pal?”

“How do you communicate with your pen pals?

Students will be asked to use the raise hand icon who have a pen pal.

They will be asked how do they communicate with their pen pal?

“How are you like your pen pal?”

“How are you like your best friend?

Elaborate:

Students will be asked “What do Caribbean neighbours have in common?”

Expected answer: They share the same history, they are neighbours, they have a national

dish.
Evaluate

Students will write two ways we are alike or similar.

Evaluation:

Lesson was not taught due to power outage. Therefore, the lesson will be taught on Tuesday,

March 9, 2021.

Teacher: Tahlia McLean

Grade: 3

Date: March 8, 2021

Subject: Language Arts

Duration: 1 hour

Topic: Conjunction

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:

 Use the conjunction ‘and’ in written and oral work.

Specific Objectives:

Students should be able to:

 Sing the song ‘Conjunction’ to the tune ‘Bites of paper’. (psychomotor)

 Define the term conjunction. (cognitive)

 Give example of a sentence using the conjunction ‘and’/ ‘but’. (cognitive)

 Use the conjunction ‘but’/ ‘and’ to join sentences. (affective, cognitive)

 Match the conjunction (‘but’/ ‘and’) to connect their sentences. (cognitive)

Key Skills:

Join sentences, use conjunction.

Materials:

Language Arts Workbook, Activity.

Content Summary

What is a Conjunction?

A conjunction is a part of speech that is used to connect words, phrases, clauses, or sentences.

They can be one word or a few words. They join words, phrases, and clauses together and are

made to convey two ideas in one sentence.

Conjunctions: ‘AND’ and ‘BUT’

The conjunctions and / but can be used to join two statements.

And: shows addition and is used when the statements are similar.

I called Jan and we talked for an hour.

But: is used to connect statements that express opposite ideas.

I also called Steve, but he was not home.

Engage:

The teacher will sing a song entitled Conjunction of the tune ‘Bits of Paper.’

Con-junc-tion x2

Join two words x2.

Or two or more sentences. x2

Con-junc-tion x2

Afterwards, the teacher will ask the students from the song. What do you think our topic is

for today?

Expected answer: conjunction.

What is a conjunction?

Expected answer: A conjunction join two words, or two or more sentences.

For today class, the conjunction that we will be focusing on are ‘and’/ ‘but’. The teacher will

share screen a document entitled ‘Conjunctions’.

The teacher will select a student randomly to share a sentence using the word ‘and’/ ‘but’

Example: Jacob is strong, and he is energetic.

Kathy loves to dance, but she is too shy.

Explore:

The class will be divided in groups of three (3). Each group will receive two (2) sentences to

complete with the correct conjunction (and, but).

Group 1

Supper was ready ______ the children were not home.

Uncle John is a plumber ____Auntie Joyce is a teacher.

Group 2

Dogs love bones ______cats love fish.

I wanted to call you last night ___my brother was on the phone.

Group 3

I tried to hit the nail ________ I hit my thumb instead.

Pam like chocolate pudding ________ potatoes pudding and black forest cake.

Explain:

The teacher will randomly select a student from each group to share their group findings.

Group 1

Supper was ready but the children were not home.

Uncle John is a plumber and Auntie Joyce is a teacher.

Group 2

Dogs love bones and cats love fish.

I wanted to call you last night, but my brother was on the phone.

Group 3

I tried to hit the nail, but I hit my thumb instead.

Pam like chocolate pudding and potatoes pudding and black forest cake.
Elaborate:

Match the following by joining the sentences with the correct conjunction.

My mom cooks ___ a. and David is her brother.

We waited, ___ b. but he was too shy to raise his hand.

Shanice is his sister ___ c. but I could not find it.

I looked for my dress ___ d. and I wash the dishes.

He knew the answer, ___ e. but the bus never came.

Evaluate:

The students will complete an activity in their Language Arts Workbook on page 132.

Evaluation:

Lesson was not taught due to power outage. Therefore, the lesson will be taught on Tuesday,

March 9, 2021.

Content Page

What Are Conjunctions?

Conjunctions are words that link other words, phrases, or clauses together.

I like cooking and eating, but I do not like washing dishes afterward. Sophie is clearly

exhausted, yet she insists on dancing till dawn.

Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of

multiple short sentences. Make sure that the phrases joined by conjunctions are parallel (share

the same structure).

I work quickly and careful.

I work quickly and carefully.

Your writing, at its best

Be the best writer in the office.

Coordinating Conjunctions

Coordinating conjunctions allow you to join words, phrases, and clauses of equal

grammatical rank in a sentence. The most common coordinating conjunctions are for, and,

nor, but, or, yet, and so; you can remember them by using the mnemonic device FANBOYS.

I would like pizza or a salad for lunch. We needed a place to concentrate, so we packed up

our things and went to the library. Jesse did not have much money, but she got by.

Notice the use of the comma when a coordinating conjunction is joining two independent

clauses.

Correlative Conjunctions

Correlative conjunctions are pairs of conjunctions that work together. Some examples

are either/or, neither/nor, and not only/but also.

Not only am I finished studying for English, but I am also finished writing my history essay. I

am finished with both my English essay and my history essay.

Subordinating Conjunctions
Subordinating conjunctions join independent and dependent clauses. A subordinating

conjunction can signal a cause-and-effect relationship, a contrast, or some other kind of

relationship between the clauses. Common subordinating conjunctions are because, since, as,

although, though, while, and whereas. Sometimes an adverb, such as until,

after, or before can function as a conjunction.

I can stay out until the clock strikes twelve.

Here, the adverb until functions as a coordinating conjunction to connect two ideas: I can

stay out (the independent clause), and the clock strikes twelve (the dependent clause). The

independent clause could stand alone as a sentence; the dependent clause depends on the

independent clause to make sense.

The subordinating conjunction does not need to go in the middle of the sentence. It must be

part of the dependent clause, but the dependent clause can come before the independent

clause.

Before he leaves, make sure his room is clean.

If the dependent clause comes first, use a comma before the independent clause.

I drank a glass of water because I was thirsty. Because I was thirsty, I drank a glass of water.

Starting a Sentence with a Conjunction

Many of us were taught in school that it is an error to begin a sentence with a conjunction, but

that rule is a myth. As mentioned above, a subordinating conjunction can begin a sentence if

the dependent clause comes before the independent clause. It is also correct to begin a

sentence with a coordinating conjunction. Often, it is a good way to add emphasis. Beginning
too many sentences with conjunctions will cause the device to lose its force, however, so use

this technique sparingly.

Have a safe trip. And do not forget to call when you get home. Gertie flung open the door.

But there was no one on the other side.

List of Conjunctions

Coordinating Conjunctions

for, and, nor, but, or, yet, so

Correlative Conjunctions

both/and, either/or, neither/nor, not only/but, whether/or

Some Subordinating Conjunctions

after, although, as, as if, as long as, as much as, as soon as, as though, because, before, by the

time, even if, even though, if, in order that, in case, in the event that, lest now that, once,

only, only if, provided that, since, so, supposing, that, than, though, till, unless, until, when,

whenever, where, whereas, wherever, whether or not, while.

 Tuesday

Subject: Mathematics Grade: 3 Duration: 1hr

Strand: Numbers Date: March 9, 2021
Lesson Topic: Division (Repeated Subtraction)

Pre-requisite knowledge: Students should already know how to

 Partition a set to show division.

 Use division to tell how many members are in each set.

 Differentiate between multiplication and division in problem situations.

Specific Objectives: At the end of this lesson, students should be able to:

 Show division as repeated subtraction. (cognitive, psychomotor)

 Demonstrate repeated subtraction by incorporating counters or virtual counters.

(psychomotor)

 Use known division facts to find unknown factors. (cognitive, affective)

Instructional Materials Resource Materials

 Objects (counters)  Counters

 Virtual counters  Laptop

 Laptop, desktop, tablet

 Activity sheet

Key vocabulary:

Groups. Division, number line, divided, shared, spilt.

Key skills:

solving problems, communicating, demonstrating.

Lesson Procedure:

Teacher Student

Engage: The teacher recap what his division. Expected answer:

After which the teacher brainstorms 6–2=4
the students on
Expected answer:
The teacher will recap with the 6-2=4
students what is division. After which 4 – 2 = 2
the teacher repeated subtraction. 2–2=0
“How would I express 6 ÷ 2 in
repeated subtraction?”
 Students will be asked to gather six
Expected answer four (4) counters.
(6) counters to assist them to do
repeated subtraction. The teacher will
then guide the students to do repeated Expected answer: two (2) counters.
subtraction.

Students will be asked if they have Expected answer; zero (0)

six (6) counters and you take two (2)
counters form it, how many counters
are left?

If you take one set to two (2) and

place it to one side how many
counters are you left with?

Teacher will ask the students if you

take two (2) counters from two (2)
counters how many counters do you
have left?

The students will watch a video that

will tell them more about repeated
subtraction.

Explore: Student will use counters to do the

repeated subtraction 32 ÷ 4.

Explain: The teacher will randomly select a Expected answer: The repeated

student to state how he/ she arrive at subtraction for

his/ her answer. 32 ÷ 4 is.

The teacher will listen and clear any 32- 4 = 28

misconception. 28 – 4 = 24
 24 - 4 = 20

16 – 4 = 12

12 - 4 = 8

8–4=4

4 -4 = 0
Elaborate: Students will complete the following. The students will complete the

If 6 x 2 = 2 + 2 + 2 + 2 + 2 + 2 = 12. following.

Therefore 6 ÷ 2 = ____

Work it out by subtracting 2s.

Take away 2. 4 left

Take away 2. 2 left

Take away 2. 0 left

We took away 3 groups of 2s so 6 ÷ 2

=3

Evaluate: The students will complete the

following.

I have 20 books I need to give each

child 4 books. How many children

will get a set of books? How many

times can I take 4 from 20?

Anna got 4 books: 20 – 4 = 16

Pam got 4 books: 16 – 4 = n

Sita got 4 books: 12 – 4 = n

Brian got 4 books: 8 – 4 = n

Mia got 4 books: 4 – 4 = n

Evaluation:

The lesson was very interactive. All objectives were met. The students were eager to learn.

Majority of the students grasped the concept taught. They were able to use their

manipulatives (counters, virtual counters) effectively to demonstrate repeated subtraction of a

given division statement. The students were given practice questions to sharpen their

reasoning on repeated subtraction.

Content Page

What is Repeated Subtraction?

Repeated subtraction is a method of subtracting the equal number of items from a larger

group. It is also known as division.

If the same number is repeatedly subtracted from another larger number until the remainder is

zero or a number smaller than the number being subtracted, we can write that in the form of

division.

For example:

If there are 25 balls and we form a group of 5 balls each.

Here, the number 5 has been repeatedly subtracted 5 times. We can say that the number 5 has

been subtracted 5 times from 25. So, we can write this subtraction as 25 ÷ 5 = 5.

Similarly, to solve a division problem through repeated subtraction, we repetitively group and

subtract the same number again and again to find the answer. 

Here are a few examples of repeated subtraction. 

There are 34 stars. How many groups of 4 stars in each can be formed? 

In the given image we can see 34 stars. Now, using repeated subtraction, we can group them

in smaller groups of 4 stars in each group. We can start to subtract 4 stars repeatedly until we

are left with 0 or a number less than 4.

18 ÷ 6 18 ÷ 3

When the divisor is 6, we make groups When the divisor is 3, we make groups of

of 6. 3.
We get, 3 groups of 6. We get, 6 groups of 3.

So, 18 ÷ 6 = 3 So, 18 ÷ 3 = 6
 

Fun fact:

 Repeated subtraction is like jumping back from the bigger number until

you get a zero or a smaller number.

 

18 – 6 = 12       →          12 – 6 = 6         →      6 – 6 = 0

                                             or

                                     18 ÷ 6 = 3
Teacher: Tahlia McLean

Grade: 3

Date: March 9, 2021

Subject: Language Arts

Duration: 1 hour

Topic: Conjunction

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:

 Use the conjunction ‘and’ in written and oral work.

Specific Objectives:

Students should be able to:

  Sing the song ‘Conjunction’ to the tune ‘Bites of paper’. (psychomotor)

 Define the term conjunction. (cognitive)

 Give example of a sentence using the conjunction ‘and’/ ‘but’. (cognitive)

 Use the conjunction ‘but’/ ‘and’ to join sentences. (affective, cognitive)

 Match the conjunction (‘but’/ ‘and’) to connect their sentences. (cognitive)

Key skills:

Join sentences, use conjunction.

Materials:

Language Arts Workbook, Activity.

Content Summary

What is a Conjunction?

A conjunction is a part of speech that is used to connect words, phrases, clauses, or sentences.

They can be one word or a few words. They join words, phrases, and clauses together and are

made to convey two ideas in one sentence.

Conjunctions: ‘AND’ and ‘BUT’

The conjunctions and/ but can be used to join two statements.

And: shows addition and is used when the statements are similar.

I called Jan and we talked for an hour.

But: is used to connect statements that express opposite ideas.

I also called Steve, but he was not home.

Engage:

The teacher will sing a song entitled Conjunction of the tune ‘Bits of Paper.’

Con-junc-tion x2

Join two words x2.

Or two or more sentences. x2

Con-junc-tion x2

Afterwards, the teacher will ask the students from the song. What do you think our topic is

for today?

Expected answer: conjunction.

What is a conjunction?

Expected answer: A conjunction join two words, or two or more sentences.

For today class, the conjunction that we will be focusing on are ‘and’/ ‘but’. The teacher will

share screen a document entitled ‘Conjunctions’.

The teacher will select a student randomly to share a sentence using the word ‘and’/ ‘but’

Example: Jacob is strong, and he is energetic.

Kathy loves to dance, but she is too shy.

Explore:

The class will be divided in groups of three (3). Each group will receive two (2) sentences to

complete with the correct conjunction (and, but).

Group 1

Supper was ready ______ the children were not home.

Uncle John is a plumber ____Auntie Joyce is a teacher.

Group 2
Dogs love bones ______cats love fish.

I wanted to call you last night ____my brother was on the phone.

Group 3

I tried to hit the nail ________ I hit my thumb instead.

Pam like chocolate pudding ________ potatoes pudding and black forest cake.

Explain:

The teacher will randomly select a student from each group to share their group findings.

Group 1

Supper was ready but the children were not home.

Uncle John is a plumber and Auntie Joyce is a teacher.

Group 2

Dogs love bones and cats love fish.

I wanted to call you last night, but my brother was on the phone.

Group 3

I tried to hit the nail, but I hit my thumb instead.

Pam like chocolate pudding and potatoes pudding and black forest cake.

Elaborate:

Match the following by joining the sentences with the correct conjunction.

My mom cooks ___ a. and David is her brother.

We waited, ___ b. but he was too shy to raise his hand.

Shanice is his sister ___ c. but I could not find it.

I looked for my dress ___ d. and I wash the dishes.

He knew the answer, ___ e. but the bus never came.

Evaluate:

The students will complete an activity in their Language Arts Workbook on page 132.

Evaluation:

The lesson was satisfactory. The students enjoyed the various activities and were actively

involved in the teaching and learning process. They collaborated in their groups effectively.

However, the activity should have been differentiated as one group happened to get the more

gifted students and as a result, they were able to complete the activity in a much shorter

period. Therefore, in the future I will manually select students when doing group work and

differentiate their activities.

 Content Page

What Are Conjunctions?

Conjunctions are words that link other words, phrases, or clauses together.

I like cooking and eating, but I do not like washing dishes afterward. Sophie is clearly

exhausted, yet she insists on dancing till dawn.

Conjunctions allow you to form complex, elegant sentences and avoid the choppiness of

multiple short sentences. Make sure that the phrases joined by conjunctions are parallel (share

the same structure).

I work quickly and careful.

I work quickly and carefully.

Your writing, at its best

Be the best writer in the office.

Coordinating Conjunctions
Coordinating conjunctions allow you to join words, phrases, and clauses of equal

grammatical rank in a sentence. The most common coordinating conjunctions are for, and,

nor, but, or, yet, and so; you can remember them by using the mnemonic device FANBOYS.

I would like pizza or a salad for lunch. We needed a place to concentrate, so we packed up

our things and went to the library. Jesse did not have much money, but she got by.

Notice the use of the comma when a coordinating conjunction is joining two independent

clauses.

Correlative Conjunctions

Correlative conjunctions are pairs of conjunctions that work together. Some examples

are either/or, neither/nor, and not only/but also.

Not only am I finished studying for English, but I am also finished writing my history essay. I

am finished with both my English essay and my history essay.

Subordinating Conjunctions

Subordinating conjunctions join independent and dependent clauses. A subordinating

conjunction can signal a cause-and-effect relationship, a contrast, or some other kind of

relationship between the clauses. Common subordinating conjunctions are because, since, as,

although, though, while, and whereas. Sometimes an adverb, such as until,

after, or before can function as a conjunction.

I can stay out until the clock strikes twelve.

Here, the adverb until functions as a coordinating conjunction to connect two ideas: I can

stay out (the independent clause), and the clock strikes twelve (the dependent clause). The

independent clause could stand alone as a sentence; the dependent clause depends on the

independent clause to make sense.

The subordinating conjunction does not need to go in the middle of the sentence. It must be

part of the dependent clause, but the dependent clause can come before the independent

clause.

Before he leaves, make sure his room is clean.

If the dependent clause comes first, use a comma before the independent clause.

I drank a glass of water because I was thirsty. Because I was thirsty, I drank a glass of water.

Starting a Sentence with a Conjunction

Many of us were taught in school that it is an error to begin a sentence with a conjunction, but

that rule is a myth. As mentioned above, a subordinating conjunction can begin a sentence if

the dependent clause comes before the independent clause. It is also correct to begin a

sentence with a coordinating conjunction. Often, it is a good way to add emphasis. Beginning

too many sentences with conjunctions will cause the device to lose its force, however, so use

this technique sparingly.

Have a safe trip. And do not forget to call when you get home. Gertie flung open the door.

But there was no one on the other side.

List of Conjunctions
Coordinating Conjunctions

for, and, nor, but, or, yet, so

Correlative Conjunctions

both/and, either/or, neither/nor, not only/but, whether/or

Some Subordinating Conjunctions

after, although, as, as if, as long as, as much as, as soon as, as though, because, before, by the

time, even if, even though, if, in order that, in case, in the event that, lest, now that, once,

only, only if, provided that, since, so, supposing, that, than, though, till, unless, until, when,

whenever, where, whereas, wherever, whether or not, while.

Name: Tahlia McLean

Date: March 10, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What Types of Relations do we Have with People of Other Countries?

Attainment Targets

 Know and value the contributions of communities and institutions in fostering

national, regional, and international integration.

 Understand the relationship between personal attributes and interest and how

these could be connected with various careers.

Specific Objectives:

 Identify similarities and differences between yourself and classmates. (cognitive,

affective)
  Identify similarities and differences between Jamaica and some other countries.

(cognitive, affective)

 Explain how understanding similarities and differences between countries can help

people to live in harmony (cognitive, affective)

 Work cooperatively in their groups and

 Apply relevant decoding skills to the reading process. (cognitive)

 Read for meaning, fluency and enjoyment. (cognitive)

Key Skills:

listening, viewing, speaking, sharing ideas, discussing, working cooperatively in groups,

Materials:

A Poem entitled, ‘We are One’, Grade 3 Integrated Studies Workbook.

Engage

Students will listen to poem read by teacher. Students and teacher will read poem together.

Students will be asked questions from the poem.

Example:

Give a pair of rhyming words from the poem.

Expected answers: hands, lands.

Students will be asked ‘What is the day’s lesson about?”

Expected answer: families, neighbours.

Students will be told that today we will be focusing on similarities and differences between

each other.

Explore:
Students will view prompt on page 178. They will discuss the similarities and differences of

the prompt.

Students will be asked “How are you alike or similar?”

Expected answer: We attend the same school, in the same class, the same age, wear the same

uniform, in the same club, in the same house, attend the same church.

Students will be asked “What are their hobbies?”. They will be randomly chosen to answer.

The teacher will do a tally chart to show students hobbies in the class.

Students will be asked “Where is Jamaica located?”.

Explain:

Students will be asked the following questions:

“Who is a pen pal?”

“How do you communicate with your pen pals?

Students will be asked to use the raise hand icon who have a pen pal.

They will be asked how do they communicate with their pen pal?

“How are you like your pen pal?”

“How are you like your best friend?

Elaborate:

Students will be asked “What do Caribbean neighbours have in common?”

Expected answer: They share the same history, they are neighbours, they have a national

dish.

Evaluate

Group 1 will complete activity on page 180.

Group 2 and 3 will write two ways they are alike or similar.
Evaluation:

The lesson was satisfactory. Enjoyment were present on the students’ faces as they say the

poem ‘We Are One’. The students were able to give two words that rhymed in the poem.

They were also able to identify their similarities such as they attend the same school, they are

the same age. It was evident the students were enthused as they answered the questions asked

for example, who is pen pal? How do you communicate with a pen pal? and completed their

activities.

Wednesday
 Subject: Mathematics Grade: 3 Duration: 1hr
Strand: Numbers Date: March 10, 2021
Lesson Topic: Division (Number Line)

Pre-requisite knowledge: Students should already know how to

 Differentiate between multiplication and division in problem.

Specific Objectives: At the end of this lesson, students should be able to:

 Use virtual number line to demonstrate a division problem. (cognitive, psychomotor)

 Complete the division statement in groups of three (3). (cognitive, affective)

 Show how the number line represents division statement. (cognitive)

 Instructional Materials Resource Materials
 Virtual number line  Virtual number line

 Laptop, desktop, tablet  Laptop

 Activity sheet, Integrated

Mathematics Approach

Key vocabulary:

Groups. Division, number line, divided, shared, spilt.

Key skills: collaboration, communication, problem solving.

Lesson Procedure:

Teacher Student
The teacher will recap repeated

subtraction with the students. Expected answer:

What is repeated subtraction? Repeated subtraction is

when you subtract the same

number again and again to

find the answer to a division

problem.

We learnt that division is the

inverse of ____ Multiplication

Example:

3x3=9

9÷3=3

2 x 6 = 12

12 ÷ 2 = 6

The teacher will state do you

know we can also use number

line to represent a division

problem.

Teacher will demonstrate how

we can use number line to

divide.

The teacher will state do you

know we can also use number

line to represent a division

problem.

Teacher will demonstrate how

we can use number line to

divide.

For example:

12 ÷ 4 =?

How many groups of 4 are in

 12?

Using the number line. These

groups can be shown jumping

back from 12 subtracting 4 each

time.

Number line are used to solve

division statement.

Example:

When dividing by 2 you jump

back in group of 2

When dividing by 3 you jump

back in groups of 3.
Explore: The class will be divided in Students will work together

groups of 3. to demonstrate the division

Each group will receive a statement using the number

division statement. line.

1. 27 ÷ 3 =?

2. 32 ÷ 8 =?

3. 24 ÷ 6 =?

Using the number line

manipulative students will

complete the following.

Explain: The teacher will listen to the Each group will choose a

students and clear any representative to represent

misconception. them in sharing their

answers to the class.

Group 1: 27 ÷ 3 =

Since number 27 is the

dividend we start at 27 on

the number line. The divisor

is 3 so we are going to

jumped 3 numbers at a time

until we get to 0. We then

count each jump. Therefore,

the quotient is 9.

Group 2: 32 ÷ 4 =?

Since number 32 is the

dividend we start at 32 on

the number line. The divisor

is 4. So, we are going to

jumped 4 numbers at a time

until we get to 0. We then

count each jump. Therefore,

the quotient is 8.

Group 3: 24 ÷ 2 =?

Since number 24 is the

dividend we start at 24 on

the number line. The divisor

is 2. So, we are going to

 jumped 2 numbers at a time

until we get to 0. We then

count each jump. Therefore,

the quotient is 12.

Elaborate: The teacher will guide the Solve the following.

students to complete the Complete activity in their

activity. Mathematics Workbook on

page 135.
Evaluate: Use repeated subtraction to find Students will complete the

each quotient. following.

Evaluation:

The lesson was satisfactory. It stared on time. The students enjoyed the lesson as they

watched a video about using number line for division. It is evident they grasped the concept

and were able to link repeated subtraction to repeated addition using the number line. The

students were also encouraged to use their virtual number line to complete the activities
which most of them mastered using it effectively. However, the internet connection was

unstable, and the bandwidth was low causing glitches therefore students was given a task in

their Mathematics workbook to complete to strengthen their understanding.

What is Repeated Subtraction?

Repeated subtraction is a method of subtracting the equal number of items from a larger
group. It is also known as division.
If the same number is repeatedly subtracted from another larger number until the remainder is
zero or a number smaller than the number being subtracted, we can write that in the form of
division.
For example:
If there are 25 balls and we form a group of 5 balls each.

Here, the number 5 has been repeatedly subtracted 5 times. We can say that the number 5 has
been subtracted 5 times from 25. So, we can write this subtraction as 25 ÷ 5 = 5.
Similarly, to solve a division problem through repeated subtraction, we repetitively group and
subtract the same number again and again to find the answer. 
Here are a few examples of repeated subtraction. 
There are 34 stars. How many groups of 4 stars in each can be formed? 
In the given image we can see 34 stars. Now, using repeated subtraction, we can group them
in smaller groups of 4 stars in each group. We can start to subtract 4 stars repeatedly until we
are left with 0 or a number less than 4.

 
      34 - 4 = 30     30 - 4 = 26   26 - 4 = 22    22 - 4 = 18  18 - 4 = 14   14 - 4 = 10  10 - 4 = 6   
6-4=2
We get 8 groups of 4 and with 2 stars remaining.
This example can be mathematically written as 34 ÷ 4. Where 34 is the dividend. The divisor
is the number of stars in each group, that is, 4. The number of times 4 is subtracted is the
quotient. So, 8 is the quotient and the leftover stars are the remainder. So, 2 is the remainder.

Since repeated subtraction is division, it can be written in 2 ways.

Example: Let’s say there are 18 items. These can be written in 2 ways as shown.
18 ÷ 6 18 ÷ 3

When the divisor is 6, we make groups of 6. When the divisor is 3, we make groups of 3.
We get, 3 groups of 6.
We get, 6 groups of 3.
So, 18 ÷ 6 = 3
So, 18 ÷ 3 = 6
 
Fun fact:
 Repeated subtraction is like jumping back from the bigger number until you get a zero or a smalle
 

18 – 6 = 12       →          12 – 6 = 6         →      6 – 6 = 0

                                             or
                                     18 ÷ 6 = 3 
Teacher: Tahlia McLean

Grade: 3

Date: March 10, 2021

Subject: Language Arts

Duration: 1 hour

Topic: Exports

Attainment Target:

 Read for meaning, fluency and enjoyment of texts, using a variety of clues to gain

information and identify ideas and event.

 Read fluently and with appreciation.

Prior knowledge:

 Identify goods exported from Jamaica.

Specific Objectives:

 Read a comprehension text ‘Export’ on page 118 in their Language Arts Workbook.

(cognitive)

 Choose the correct answers for comprehension text ‘Export’ in 30 minutes.

(cognitive)

 Unscramble the name of the goods Jamaica exports. (cognitive, affective)

 Find the words they unscrambled in the word search. (psychomotor)

Key Skills:

Monitor own reading, engage in discussion,

Materials: Grade Three Integrated Language Arts Workbook.

Engage:

The teacher and students will read a comprehension entitled ‘Exports’ on page 118 in their

‘Grade Three Integrated Language Arts Workbook. and answer the questions on page 118

and 119. Students will be given 30 minutes to complete the activity.

Explore:

The students will be given 30 minutes to answer the questions on page 118 and 119.

Explain:

Students will be selected randomly to share their answer. The teacher will listen to the

students and clear any misconception. When we export bauxite or alumina that means we sell

it to other countries. Jamaica use foreign exchange earnings to buy goods we need but do not

make. The non-agricultural product used to make cars is aluminium. The “foreign exchange”

Jamaica depend on most is U.S. dollars. Non-agricultural mean things that are not planted.

The source of foreign exchange not mentioned in the passage is that earned from tourism.

Elaborate:

Students will unscramble the words below in groups of three.

gsrau ___________________
kimsnupp ________________

asyms ____________________

fefeco ____________________

lassomes __________________

nabana ___________________

qliuerus __________________

gevetables ________________

ursm ____________________

xebiaut __________________

sewetattopoes ____________

cristu ___________________

Evaluate

Find the words unscramble in the Word Search.

Evaluation:

The lesson was satisfactory. The lesson started on time. The students enjoyed completing

each activity. Majority of the students answered the comprehension correctly. The

unscrambling and word search were a brain teaser for each student. However, they showed

interest and assisted each other in their groups as they tried earnestly to unscramble each

word and find each word in the word search.

Name: Tahlia McLean

Date: March 10, 2021

Subject: Integrated Studies

Duration: 1 hour

Focus question: What Types of Relations do we Have with People of Other Countries?

Attainment Targets

 Know and value the contributions of communities and institutions in fostering

national, regional, and international integration.

  Understand the relationship between personal attributes and interest and how

these could be connected with various careers.

Specific Objectives:

 Draw a relationship web. (cognitive, psychomotor, affective)

 Write ways in which they form relations with friends, school, and community.

(affective)

 Define the terms relationship, relations, culture, interdependence. (cognitive)

 Create a drawing of a family tree.

 Write six (6) ways you can build a good relationship with the members of

your household.

Key Skills:

Observe pictures, define relationship, define terms.

Materials:

Pictures, Grade 3 Integrated Studies Workbook.

Engage:

The teacher will ask the students the following questions.

Rectangle, square, triangle is ______.

Expected answer: They are shapes.

What relationship a brother, father, sister, and a mother share?

Expected answer: They are a nuclear family.

Are car, bus, van, ship, and plane related? __.

Expected answer: yes, they are all forms of transportation.

Do countries as relationship with each other?

Expected answer:

Yes, countries have relationship with each other.

Are relationships important?

Expected answer: the way in which two or more people or things are connected, or the state

of being connected.

Explore:

Students will observe a picture and read a passage about Karen in their Integrated Studies

Workbook pages 128 and 130. Students will state the relationship Karen shares orally, after

reading the passage.

Explain:

The teacher and students will have a class discussion. The teacher will listen and clear any

misconceptions. The teacher will select students randomly to state the relationship Karen

shares.

Expected answer? Karen is a student at Grace Primary School. She is a brownie, a perfect in

her Grade 3 class, the only girl in a single parent family, she is also a member of children’s

church, reads to Mrs. Crawford, the blind old lady in the community and is the Leah’s best

friend.

Who is Karen relative? Her mother and brother.

Who is a relative?

Expected answer: A relative is connected or related to an individual by blood.

What is a part of Karen’s culture? The art, reggae and dancehall music, Jamaican dishes, and

the house she lives in forms a part of her culture.

Karen also shows, interdependence. How does she show this?

Karen depends on the choir director to train the choir.

Do you depend on your choir director?

Expected answer?

Yes / no.

Karen depends on the school crossing warden for safety.

Karen depends on the Brownie leader for guidance and direction.

Karen depends on teacher to help her learn new things.

The school janitor keeps the school clean to protect Karen from diseases.

Elaborate:

Students will draw their own relationship web. They will write ways in which they form

relations with friends, school, and community.

Students will use their dictionary or search on the web to find and write the meaning of these

words and their parts of speech.

Relations:

___________________________________________________________________________

___________________________________________________________________________

Relationships:

___________________________________________________________________________

___________________________________________________________________________

Culture:

___________________________________________________________________________

___________________________________________________________________________

Interdependence:

___________________________________________________________________________

___________________________________________________________________________

Evaluate:

Draw your family tree in your scrap books. Write six (6) ways you can build a good

relationship with the members of your household.

Evaluation:
The lesson was satisfactory. I encouraged my students’ understanding through effective

communication and appropriate activities. The students were enthused and posed a lot of

questions about relationships. They were also able to relate to Karen’s relationship web and

listed similar relationship in their web. Some students used their dictionary meanwhile, those

who do not own a dictionary was instructed to use the search web to keep everyone involved

and occupied. Each student drew a creative family tree and shared six interesting ways they

can build a good relationship with the members of their household. The activities were

student centred and was done in whole group. The next lesson I will differentiate the

activities to put each types of learner in their respective groups (auditory, kinestic, visual).
 Thursday

Teacher: Tahlia McLean

Grade: 3

Date: March 11., 2021

Subject: Language Arts

Duration: 1 hour

Topic: Diphthongs ‘ou’

Attainment Target

 Automatically recognise words (including basic sight word lists) through repeated

exposure and mnemonic devices.

Prior knowledge:

 Identify the vowels a, e, i, o, u.

 Know what opposites are.

Specific Objectives:

 Practise correct pronunciation of the ‘ou’ vowel by applying appropriate articulation

of the sounds. (cognitive)

 Identify the pictures that have ‘ou’ sound. (cognitive, affective)

 Complete the fill in the blanks. (cognitive)

 Read words with vowel diphthongs ‘ou’. (psychomotor)

Key Skills:

Pronounce vowel sounds, spell words.

Materials:

 Power point, pictures, fill in the blanks.

Engage:

The teacher will introduce the lesson by asking the students what are vowels?

Expected answer: a, e, i, o, u.

Students will make the sound of each vowel.

The teacher will then share with the students our topic for today is Diphthongs ‘ou’. The

students will be instructed to look for the meaning of the word ‘diphthongs.

Expected answer:

Two vowels sound joined in one syllable to form one speech sound.

The teacher will ask the students what is diphthongs?

Expected answer:

Diphthongs are 2 vowels blended to form one sound.

The teacher will then ask the students to make ‘ou’ sound.

Students will be selected randomly to give an example of a word that has the letters ‘ou’.

Examples: house, out, cloud, south

Explore:

Students will be shown pictures. Students will say the name of the picture and identify by

drawing a line across the picture which has the ‘ou’ sounds.

Explain:

The teacher will select students randomly to share their answers.

Elaborate:

Students will be asked to finish the sentences with one of the words below.
found, blouse, ground, around, bouncy, shout,

1. My mom said,” don’t ________ I can hear you”.

2. For my birthday, I got a red ____________ ball.

3. I spilled juice all over my new ___________.

4. During recess, I tripped and fell to the _________.

5. I like to run ___________ outside.

6. I ____________ a coin on the ground.

Evaluate:

Students will choose the word below that is the opposite.

cloudy, sour, grouchy, loud, pout, south

smile _____________ north ___________ sweet ___________

cheerful ___________ sunny ____________ quiet ____________

Evaluation:

The lesson was fairly good. It started on time. The students were engaged as they make the

‘ou’ sound. The students were able to identify most of the pictures. However, they were

unable to associate the picture of the speaker to the sound which is ‘loud. The picture of the

speaker was used to test the students’ critical thinking skills as we were focusing on the ‘ou’

sound. The students enjoyed the lesson. They were able to complete the activities within the

given time. It was evident the students grasped the concept taught as most of the students

answered the questions asked correctly. The feedback was good throughout the lesson.
 Subject: Mathematics Grade: 3 Duration: 1 hr
Strand: Numbers March 11, 2021
Lesson Topic: Division

Pre-requisite knowledge: Students should already know how to

 What is multiplication?

 Identify multiplication facts.

Specific Objectives: At the end of this lesson, students should be able to:

 Define the terminology associated with division such as divisor, dividend, and

quotient. (cognitive)

 Use counters/ virtual counters/number line to represent division problem.

(pyscohonotor, cognitive)

 Demonstrate an understanding of these terms by correctly labeling them in five

division facts. (cognitive)

 Use grouping to solve the division statement. (cognitive)

 Instructional Materials Resource Materials
Laptop, Virtual number line Laptop, virtual counters, and number line

Virtual counter

counters

Key vocabulary: Dividend, Divisor, Quotient.

Key skills:

Understanding that division involves having a large number being shared by a lesser number,

accurately following the right to left pattern when dividing, understand the concept of

sharing, knowledge of timetable, grouping.

Lesson Procedure:

Teacher will Students will

Engage Teacher will write the vocabulary on In groups student will find

the white board associated with the definition of the

division. following terms: dividend,

divisor, and quotient. The

dividend is the number that

is being divided. The divisor

is the number that the

dividend will be divided by.

The quotient is the number

of times the divisor will go

into the dividend.

Explore the teacher will share screen, an activity Students will use their
 for each group. virtual number line to

20 ÷ 5 = represent the division fact.

35 ÷ 7 =

40 ÷ 8 =
Explain The teacher will listen to the students Students will demonstrate

and clear any misconceptions. on number line their division

statement.
Elaborate The teacher will have the students Students will recite their

recite their timetable in groups. Each timetable in groups. Each

group will stand and recite a different group will stand and recite a

timetable. different timetable.

Teacher will also ask individual

students to recite the timetable as well.

Teacher will ask for example, if the

dividend is 56 and the divisor is 7, what The quotient is 8

is the quotient?

The teacher r will demonstrate as

follows.

7 x 8 = 56 56 ÷ 7 = 8

Evaluate The teacher will observe the students’ Students will do a few

progress as they complete the examples of the relationship

following. between multiplication and

 division in their

Mathematics Workbook

page 138

Evaluation:
The lesson was satisfactory. The students grasped the concept and manipulated the virtual tools

such as counters and number line to represent the division problems. It is evident the student

grasped and enjoyed the lesson taught as they eagerly used their countries. Some of the students

were able to recite their timetables without fluently. Students will be encouraged to continue to

recite their timetable.

Teacher: Tahlia McLean

Grade: 3

Date: March 11, 2021

Subject: Integrated Studies

Duration: 1 hour

Topic: Relationship Between Jamaica and Other Regions of the World

Focus question: What types of relations do we have with people of other countries?

Attainment Targets

 Know and value the contributions of communities and instructions in fostering

national, regional, and international integration.

 Understand the relationship between personal attributes and interest and how these

could relate to various careers.

Prior knowledge:

 Identify the types of relationship that exist between themselves, their families, the

school, and the community.

Specific Objectives:

 Define the term relationship, trade, export, import (cognitive)

 Sort the information from the label under the correct heading in groups of two export/

import. (cognitive)

 Discuss what is foreign exchange after reading, their Integrated Studies Workbook.

(cognitive, affective)
  Choose and write the correct country in the correct (currency) category. (cognitive,

psychomotor)

Key Skills:

Sort information, define terms, observe labels.

Materials:

A video ‘Why do Nations Trade? – YouTube, Grade 3 Integrated Studies Workbook.

Engage:

Students will observe a video Why do Nations Trade? - YouTube, showing countries trading

relationships. Afterwards, the teacher and students will discuss how countries relate to each

other.

What is trade?

Expected answer: Trade is the buying and selling of goods and services between countries.

Why do Jamaica trade?

Expected answer: Jamaica trade because they are unable to produce all things we need or

want.

How does Jamaica trade?

Expected answer: Jamaica trade by the buying and selling of goods and services between

countries.

What is imports?

Expected answers: Imports are the goods and services Jamaica buy from other countries.

What are exports?

Expected answer: Exports are goods and services Jamaica sell to other countries.

Explore:
The class will be divided in groups of two (2) imports and exports. Each group will receive

labels of goods Jamaica export and import. Students will make a table and use the

information from all the labels they collected to complete the table.

cars, saltfish, wheat, tractors, medicine, sardines

Example:

Imported goods Category Country where it is from

sardines food Canada

Alumina, sugar, coffee, bananas

Goods exported Category Destination

coffee Drink/beverages Japan

Explain:

The class will have a class, the students will share their findings has the teacher will

listens and clear any misconceptions.

Imported goods Category Country where it is from

sardines food Canada
cars vehicle Japan
tractor vehicle United Kingdom
wheat food USA
medicine antibiotics USA, England, Hungary

Exported goods Category Destination

 coffee Drink/ beverages Japan
alumina Canada
rum Drink/ beverages Japan
bananas food United Kingdom

Elaborate:

The students will read their Grade 3 Integrated Studies Workbook page 132.

Jamaica relates to other countries through trade. Jamaica does not produce everything that the

people need and want. To satisfy those needs and wants, Jamaica must trade with other

countries. The money earned from the export of goods and services is called foreign

exchange. This money is used to buy the goods and services that Jamaica needs and wants.

The money used in each country is called its currency. In Jamaica we use the Jamaican dollar.

Some countries do not refer to their money as dollar. The currency used in some countries are

the pound in the UK, the Yen in Japan, the Euro in France, and the Euro in Germany.

Evaluate:

Choose and write the correct country in the correct (currency) category.

United Kingdom Haiti France Cuba

Barbados Canada Puerto Rico

Language Language Currency- Currency

English Spanish Euro Dollar
Evaluation:

Evaluation:

The lesson was satisfactory. The lesson started on time. The students enjoyed completing

each activity. The students used the information from the label to sort the pictures under the

appropriate heading (import/ export). The students also tried earnestly to put the different

countries under the correct currency category.

 Friday

Name: Tahlia McLean

Subject: Language Arts

Date: March 12, 2021

Grade: 3

Topic: Common nouns

Attainment Targets:

 Write sentences which are grammatically accurate and correctly punctuated, using

SJE and JC appropriately

 Use and adapt a range of sentence structures according to context, distinguishing

between SJE and JC.

Prior learning

 What are nouns?

Materials:
 Power point, activities (checklist, multiple choice)

Objectives:

Students should be able to:

 Recall what are common nouns. (affective)

 Identify a common nouns of community workers, fruits, places (cognitive)

(psychomotor)

 Tell why the noun is a common noun. (cognitive)

 Arrange the common noun to make the sentence complete. (affective) (cognitive)

 Use what they have learn to write sentences incorporating common nouns of people,

places, or things (affective)

Engage:

Students will read a power point about ‘common nouns. Students will be then asked.

What are common nouns?

Expected answer: A common noun name any person, place, thing, or idea.

Give examples of a common noun:

Expected answer: girl, boy, animal, car, country.

Explore:

Students will play a quiz where they will compete in teams to see how many common nouns,

they can generate from given categories, e.g. community workers, fruits, places etc. by the

letter the teacher call.

Example:

Community workers which letter begins with ‘t’.

Expected answer: teacher, technician.

Fruits

Expected answer: grape, banana, apple.

Explain:

Students will pick a representative from their team to represent them in stating their answers

giving reasons for each.

Example:

Common nouns are used to describe people giving general description.

Elaborate:

Activity 1:

Label the correct common der the correct heading by drawing a tick.

a place a thing a person

shoe

frog
 village

tree

doctor

church

teacher

dentist

cup

Activity 2:

1. I really like some ____________ after lunch.

A. Entenmann’s chocolate cake
B. Vanilla pudding with coconut
C. Marie Smit’s peach pie
D. Breyer’s ice cream

2. I received ______________ from my grandmother today.

A. A copy of War and Peace
B. A photo of Abraham Lincoln
C. A handmade sweater
D. A pack of Trident gum

3. Please call ____________.

A. Jennifer
B. The police
C. Aunt Sally
D. Smith’s department store

4. _______________ brought our drinks promptly.

A. Simon
 B. Rinaldi
C. The waiter
D. A flight attendant named Sarah.

5. I heard that ________________ is going to San Francisco in May.

A. My cousin
B. Bernard
C. Wilson
D. The whole Nuggets baseball team

Evaluate:

Students should write sentences of their own that include common nouns of people, place, or
thing.

Evaluation:

The lesson was good. The students enjoyed the activities. They were able to recall what are

common nouns, give examples of common nouns and select the appropriate common noun to

make the sentences complete. It evident the students grasped the concept as they where also

able to identify common nouns at their home.

Content Page

Nouns
Nouns are the words that names people, place, animal, and things. Around us we see so many
things. Everything that we see has some name. Example: computer, blackboard, chalk, book,
teacher etc.
 
Common Noun
Common nouns are the general or generic name of person, place, animal, and
things. Example: tree, man, mountain, box etc. Common noun is only capitalized if it is part
of a title or it is used in the beginning of sentence.
 
Proper Noun

Proper nouns are the specific or name of person, place, animal, and things. Example: Dia, Mt.
Everest, Delhi etc. Proper noun is always capitalized.

Let us notice the difference in the below table:

Common Noun Proper Noun

coffee shop Coffee home

jeans Oxford

river Rio Cobre

country Barbados

school Quest Prep

Teacher: Tahlia McLean

Grade: 3

Date: March 12, 2021

Subject: Integrated Studies

Duration: 1 hour

Topic: Relationship Between Jamaica and Other Regions of the World

Focus question: What types of relations do we have with people of other countries?

Attainment Targets

 Know and value the contributions of communities and instructions in fostering

national, regional, and international integration.

 Understand the relationship between personal attributes and interest and how these

could relate to various careers.

Prior knowledge:

 Identify the types of relationship that exist between themselves, their families, the

school, and the community.

Specific Objectives:

 Sing the song entitled ‘It’s a small, small world’. (psychomotor, affective)

 Identify what countries have in common. (cognitive)

 State the main religion in Jamaica. (cognitive)

 Name the main religion for other countries. (cognitive)

Key Skills:

Listening, viewing, speaking, sharing ideas, discussing, researching information.

Materials:

Song entitled ‘It’s a small, small world, Grade 3 Integrated Studies Workbook.

Engage:

Teacher will recap previous lesson through questioning.

Students will listen to song ‘It’s a small, small world’ on cellular phone.

Students and teacher will sing the song together.

Explore:

Students will be asked “What do countries have in common?”

Expected answers: They have a national anthem, they have a flag, national dish, prime

minister, money, languages, history, religion, they are located in the same region, they are in

the Caribbean, they have excellent beaches, they have the same climate, many tourist visit the

countries

Students will be asked “Do all countries have prime ministers?”, “Why?”.

Expected answer:

No. Some countries have presidents.

Students will be asked “Do you know a country that have a president?”. Give the name of the

president.

Expected answer: The United States of America, President Biden

Explain:

Students will be asked “What is the main religion of Jamaica?”

Expected Response: Christianity

Students will be asked “What is the main religion of India?”

Teacher will inform students that Hinduism is the main religion of India and Hindus worship

in a temple or a mandir.

Elaborate:

“Students will be asked to give the name of another religion.

Expected answers: Rastafarianism, Judaism, Islam

Students will be asked “What is the symbol for Judaism?”

Evaluate

Complete activity on page 182 in their Integrated Studies Workbook.

Evaluation:

The lesson was good. The students enjoyed singing the song ‘It’s a small, small world’. The

students were able to identify the similarities and differences between countries and the main

religion of Jamaica. The students were eager to do their research when asked about the main

religion of India. It is evident, the students were enthused in the discussion presented. The

lesson was mostly catered to auditory learners as we discussed valuable information.

However, the lesson did not cater to kinetics and visual learners. For future lesson I will use

activities that will cater to all learners.

Subject: Mathematics Grade: 3 Duration: 1 hr

Strand: Numbers March 11, 2021
Lesson Topic: Division

Pre-requisite knowledge: Students should already know how to

  What is multiplication?

 Identify multiplication facts.

Specific Objectives: At the end of this lesson, students should be able to:

 Define the terminology associated with division such as divisor, dividend, and

quotient. (cognitive)

 Use counters/ virtual counters/number line to represent division problem.

(pyscohonotor, cognitive)

 Demonstrate an understanding of these terms by correctly labeling them in five

division facts. (cognitive)

 Use grouping to solve the division statement. (cognitive)

Instructional Materials Resource Materials

Pencil, Exercise book, laptop Whiteboard, markers, laptop

Key vocabulary: Dividend, Divisor, Quotient.

Key skills:

Understanding that division involves having a large number being shared by a lesser number,

accurately following the right to left pattern when dividing, understand the concept of

sharing, knowledge of timetable, grouping.

Lesson Procedure:
 Teacher will Students will
Engage The teacher will remind the students

that division facts comes in pairs just

like multiplication, subtraction facts

and addition.

The teacher will ask the students the

other fact: Expected answer:

Give me the other fact of 12 ÷ 3 = 4 4 x 3 = 12

20 ÷ 5 = 4 4 x 5 = 20

28÷ 2 = 14 14 x 2 = 28

Explore 36 students of a class were divided in 4

equal groups?

24 divided by 4

40 ÷ 8 =
Explain Students when you set out the division Students will demonstrate

statement as a short division. on number line their division

The teacher will first show the students statement.

1. Draw a bracket then a line going

across.

Outside the bracket is the divisor, in the

bracket is the dividend.

The teacher will be asking the students The divisor is 4 and the
dividend is 24.
to state the divisor. The teacher will use

the division fact to represent the short

 division.

Example:

4⟌24

The teacher will state to the students 4

into 24 goes how many times? 6 times 6 times

After we divide, we are going to

multiply and subtract.

24
4x6=

4⟌24

- 24

00

We multiply the divisor times the

quotient.

The teacher will ask the students where Below the 24.

they will put 24.

Elaborate The teacher will and students will do The student will tell the

short division together. teacher the procedure to do

short division.

Evaluate The teacher will observe the students’ The students will do the
 progress as they complete the following short division.

following. 2⟌36

5⟌45

6⟌42

Complete page 42 in their

Mathematics Workbook.

Evaluation:
The lesson was satisfactory. The students were able to identify the dividend, the divisor,

and the quotient. However, the lesson will be revised so the students will have a better

understanding to do short division.