Mathematics Lessons Revision beginning June 13 -17, 2022

Subject: Mathematics
Grade: 3
Duration: 5x 1 hr
Unit Title:
Strand: Measurement
Topic: Money
Focus question:
Attainment Target:
● Students will demonstrate an understanding of numbers, types of numbers, numeration
systems, and the relationship among numbers, and apply number theory concepts to
compute fluently and solve problems.
● Demonstrate an understanding of the use and value of money.
Objectives:
The students will be able to:
● Write amounts of money using the symbol ‘$’ and the decimal point (use
● the point without any explanation at this time)
● Identify Jamaican notes and coins up to $1000.
● Tell the worth of a set of coins or notes using combinations up to $500
and $1000 notes.
● Count change from notes/ coins in common use as a cashier would in a purchasing
situation.
● Identify the value of coins and dollars and make change with coins.
● Establish equal value of different combinations of notes or coins.
● Create and solve word problems about money.

Skill: subtracting and adding numbers, constructing worded problems.

Vocabulary: money, dollars, one thousand, five hundred, one hundred, fifty, twenty, earn,
person, problem, solution, purchased items, listed prices
Materials: real/ fake Jamaican dollar paper note and coins, YouTube video
(https://www.youtube.com/watch?v=d25aexLEYPY ), flash cards, projector, pictures of various
items on sale, place value chart, teacher-made shop.

Content:
What is money? Money is anything that we use to buy goods and services. People get money for
the work they do. We say they earn money. Parents use money to meet the needs of their family.
Value: how much something is worth
Purchase: to buy something with money.
Shopping: going to the store to buy something or ordering it online.
Customer: a person who buys something from a store or business
Salesclerk: a person whose job is to sell things at a store

Day 1: Identifying various notes and coins

Engage
● Project the image of the beach ball on the whiteboard.
● Explain to the students that you’ve been wanting this beach ball for the coming summer
and you are hoping to go to the store to purchase the beach ball after school.
● Get out your wallet or purse and say, “Alright, let me see here. I need to figure out what I
can give to the salesclerk when I get to the store.”
● The teacher will then pull out three small balloons. Say to the students, “Do you think I
can purchase this beach ball with three small balloons? I see the tag says 3!”

Explain
● Have students think-pair-share their responses and provide the following sentence stems
for support:
Sentence stem
I think you can use balloons because ________.
I don't think you can use balloons because ________.

● Allow a few students to share their thoughts.

● The teacher will then explain that most people use money to purchase the things they
need or want.
● Ask students to turn and talk, explaining what money is to their paired partner.
● Tell the students that today they will be learning to identify types of coins and dollar
notes as well as their values or how much they are worth.

Explore
● Project the Comparing and Contrasting Money worksheet on the whiteboard. Ask
students, “What do these pictures show?” and allow them to share their ideas with the
class. Write some of their ideas on the whiteboard.
● Next, ask students, “Are any of these pictures different from the others? Or do all of the
pictures fit into the same group? Explain your answers!”
● Provide students with sentence stem/frames to support sharing.

Sentence stem
The ____ picture is different from the others because ____.
 I think the pictures all fit into the group ____ because ____.
All of these pictures show ____.

● Encourage a few students to explain their answers to the rest of the class. Allow them to
come up to the whiteboard to explain their thinking, using a pointer to act as the teacher.
● The teacher will clarify that the pictures are showing types of money used in Jamaica.
Circle the coins in red and circle the dollar bills/ note in blue. Explain to the students that
we can sort the money we see into two groups: coins and dollar bills.
Extend
● Show students examples of the real coins and dollar notes that correspond with the coins
and notes projected on the board. Write numerical values to represent the coins and notes.
● Encourage students to write sentence stems/frames on the board to support students in
sharing out. Examples include:

That is a ____ (name of coin or dollar bill) and it is worth ____ (value).

Evaluate
● Write 5 examples of numerical values on the board. Example: $120.00, $60.00, $25.00,
$6000.00, $4.00
● Have students use coins and dollar bills to find the equivalent of the numerical value by
displaying the money on their desk.
● The students will independently complete the following live worksheets.
(https://www.liveworksheets.com/gk1830618jo
https://www.liveworksheets.com/tm1551407ez )

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
Plan of Action Reteach Reinforce Concept Advance to
Next Topic

Additional Comments:
Day 2: Value combinations of notes and coins

Engage
● Demonstrate to the children that different coin combinations can be used to make the
same total.
● Have students watch the video on money for further illustrations
(https://www.youtube.com/watch?v=d25aexLEYPY).

Explain
● Give the children a tray of coins. Ensure that there is at least one of each coin 10c to $20
and that the children can correctly identify each of these. Having more than one of each
coin available that will extend the possible combinations.

● Ask the children to choose three coins and work out what the total value of these coins is.
The children should write this total down using the correct notation for dollars and cents.
● Ask them to repeat this by choosing another three coins. Ask students, “Is your new total
higher or lower than the first?”
● This activity can be repeated with students choosing different numbers of coins. Once the
students have made several different combinations, they could order their totals from
highest to lowest.

Explore
● Tell the children that you had $100.00 to spend at the shop. You spent $50.00 and the
cashier handed you back your change.
● Ask the children to calculate how much change you were given and to work out the
different ways that this amount could be made using coins and notes.
● To clear any misunderstandings, the teacher will use a value chart to write the amount of
money that will be calculated.
Extend
● For added practice, have the students use various amounts in dollars and cents. For
example, $20·10.

Evaluate
● Tell the students that you have found a purse which has 6 coins inside.

●
● Students will be asked to work out how much money might be in the purse by thinking
about different coin combinations.
● Students will write the combinations in their books. Students will be evaluated on the
amount of different combinations they can think of?
● The student will share their combinations with the class.

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
Plan of Action Reteach Reinforce Concept Advance to
 Next Topic

Additional Comments:

Day 3: Purchasing items and making change

Engage
 Gather students together and say, “Raise your hand if you have been shopping before!
What does it mean to go shopping? Turn and talk to your partner and share your idea."
 Provide a sentence stem to support student discussion:
When you go shopping, you ____.
 The teacher will ask students to think about some of the things they go shopping for.
Write their ideas on the board. Next, ask students what they use to purchase, or buy, the
items they are shopping for. Ask students to turn and talk to a partner to share their
answers. Allow a few students to share their answers aloud with the class.
 Explain to the students that when we go shopping, we use money to purchase the items
we want or need. Show the students a fake five-thousand-dollar bill, a thousand-dollar
bill, a hundred-dollar bill, a fifty-dollar bill, a twenty-dollar coin, ten-dollar coin, five-
dollar coin and a dollar coin. Say, “Do you remember what any of these items are? Turn
and talk to your elbow partner, telling your partner what you know about these items.”
Allow a student to share out their answer with the class and provide sentence
stems/frames as needed to support student discussion.
 Explain to the students that today they will be working with basic story problems where
people purchase items using various dollar bill and coins. Also share with students that
knowing how to make change is important for the salesclerk and the customer so they can
make sure to give and receive the right amount of change after purchasing something!
Explain
 Ask students to get out their math notebook. Pass out the Vocabulary Cards worksheet to
each student and project it on the whiteboard.
  Selective students will read through the student-friendly definitions, referring to the
visuals to support student understanding. Ask students to share a few of the definitions in
their own words with an elbow partner. Provide sentence stems and frames as needed.
 The teacher will then project the Money Math:
Shopping with Penelope!
Explain to the students that, “Penelope is shopping, and she has a certain amount of
dollars and coins to purchase things with.
 Encourage a student to explain what the word purchase means in their own words.
 Ask students to take a moment to look at the money shown on the screen. After their
responses, tell the students, “I see five different coins and two paper notes. Can anyone
help me figure out what the coins and paper notes names and values are?
Think-pair-share with an elbow partner, using this sentence frame to share your thoughts:

I see a ____. I know it is a ____ because ____.

Explore
 Have students draw a picture of each of the coins in their math notebook (twenty-dollar
coin, ten-dollar coin, five-dollar coin, a dollar coin and a twenty-five cents).
 Write the values of the coins above each coin projected on the whiteboard (do not use
decimals or the dollar sign, just the values, e.g. 5, 20, etc.)
 Ask students to choral chant the coin names and values as you point to them: A ____
(coin name) is worth ____ (coin value).
 Continue with the Money Math: ‘Shopping with Penelope!’ Model how to combine, or
add, the coin values using addition, to find the total value of all the coins.
 Next, reveal the other part of the math problem about ‘shopping with Penelope.
 Penelope has a $100 note, $50 note, $20 coin, $10 coin, $5 coin, $1 coin and a 25₵ coin
She spent $150 on three pencils and ruler. How much money will she receive for her
change?
 Ask student to help you figure out how much money in total Penelope has using the math
operation, addition. the Finally, encourage students to think-pair-share to figure out the
value of the change Penelope has left after spending $150. Ask a partnership to share
their thinking aloud, using sequencing words to explain their process (first, next, then,
finally). Support students as they model detailing their steps.

Extend
● The teacher will then set conditions such as the number of notes or coins used to purchase
items from the teacher- made shop for students to have added practice of making change
after a purchase.
Evaluate
 Students will be place in pairs to roleplay interchangeable roles of being a customer and a
salesclerk. Each student will be given a shopping list of two items value less than $100 to
be purchased along with a $100.
 The salesclerk will have in his/her position a teacher-made cash register containing (10)
fake $50 note, (20) real $20 coin, (25) real $10 coin, (25) real $5 coin, (50) real $1 coin.
 A check list will be used to evaluate each pair.

Sample of checklist
Activities Yes No
Purchase correct items
Make correct change after
purchase(salesclerk)
Check for correct change
received(customer)

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
Plan of Action Reteach Reinforce Concept Advance to
Next Topic
 Additional Comments:

Day 4: Solving worded problems

Engage
● Tell the students that today they are going to continue learning about money through
word problems similar to the one done in the previous lesson.
● Use an analogy explaining that in life and real-world situations, math is not always a
given equation. Rather, it is often in the form of word problems.
● Explain that if you have $50 and go to the store to buy an item for $35, then you have to
figure out if there is enough money, how much will be spent, and how much change will
be left over.
Explain
● The teacher will demonstrate the difference between a word problem and a given
equation by placing an example of each next to each other.
● Ask students to rephrase the key ideas to think about when solving money word
problems. Have them share with a partner before sharing with the whole group.
Explore
● The teacher will display a sample word problem.

Word Problem One:

Lashawn needs school supplies. Lashawn's mom gave him $100.00 to go to the store to
buy school supplies. Lashawn bought a pencil for $25.25 cents, paper for $10.00, and an ice
cream bar for $60.00 cents at the store. How much money did Pedro spend at the store?
● Before students provide a response, explain that in money word problems, there is often a
person, a problem, a solution, purchased items with listed prices, and a question to
answer.
● Instruct students to identify the different components listed above in the word problem.
Read the first sample word problem, noting that the person in this problem is Lashawn.
Continue reading the word problem and point out that the problem is that Lashawn needs
school supplies.
 ● Read and stop to explain the solution in this problem, which is that Lashawn’s mom gave
him $100.00 to go to the store to purchase school supplies.
● Note the items that Lashawn purchased as well as the price. Point out that Lashawn
bought a pencil for $25.25, paper for $10.00, and an ice cream bar for $60.00.
● Ask students to calculate then tell if Lashawn has enough money to purchase is items and
how much will he received.

Extend
 Have students complete an additional word questions from their math textbook on
page 83 for added practice.

Evaluate
 The students will complete the activity on page 84.
 The students will be asked to underline the key components discussed when solving a
money word problem (you have to figure out if there is enough money, how much
will be spent, and how much change will be left over).
 The students will then select any two of the questions to solve (group B will solve one
problem only).

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
 Plan of Action Reteach Reinforce Concept Advance to
Next Topic

Additional Comments:

Day 5: Revision
 The teacher will revise and summarize the key components from subtopics of the lessons
 Lesson Plan for Week beginning June 13-17, 2022

Subject: Mathematics

Grade: 3

Duration: 5x1hr

Unit Title: Providers of Goods and Services

Strand: Number

Topic: Division

Focus Question 1: Who are the providers of goods and services that we need?

Attainment Targets: Use the basic operations with numbers and number patterns

Skills: dividing numbers, sharing ideas, constructing worded problems

Key Vocabulary: division, divide, dividend, quotient, divisor, remainder, vinculum, share
disperse, factor, fact family, multiply, opposite, problem, subtraction, inverse

Materials: counters, textbook, laptop, tablet

Content:

Symbols

÷ We use the ÷ symbol, or sometimes the / symbol to mean

/ divide:

12 ÷ 3 = 4

12 / 3 = 4

Opposite of Multiplying

Division is the opposite of multiplying. When we know a multiplication fact, we can find a
division fact:

Example: 3 × 5 = 15, so 15 ÷ 5 = 3.
Also 15 ÷ 3 = 5.

There are special names for each number in a division:

dividend ÷ divisor = quotient

Example: in 12 ÷ 3 = 4:
12 is the dividend, the number being divided

3 is the divisor, the number by which the dividend is being divided

4 is the quotient, the result obtained in the division process

Day 1

Objectives: Students will

1. Identify the quotient, divisor and dividend

2. Make groups of certain sizes using counters

3. Draw objects to match the division sentences

Activities

Engage:

The teacher will present the following situation to the class and ask them to individually devise a
plan of action to solve, and then share with the class.

There are 16 balls and 4 boxes, how do we put 16 balls into four equal sized boxes?

Therefore, 16 divided by 4 =?

Using their counters students will determine how many balls would go into each box.

Expected responses: share the balls individually, giving one to each box each time until none
was left, so each box contains 4 balls.

Teacher will explain that sharing, which was used to arrive at the equal groups is called
“Division” and that this can be represented as 16 ÷ 4 = 4
Explore

Students will watch a video retrieved from https://www.youtube.com/watch?

v=irfMCIgFJZY&t=88s

to explore parts of a division equation. They will discuss what they learnt from the video. The
video will be replayed and paused at intervals to clarify misconceptions.

Teacher will go back to the engagement activity and explain that 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.

Explain

Students will be asked to prepare a set of 20 counters before class for this activity. They will be
given the following scenario:

“It is the beginning of a new school year! Six students have one pack of 18 pencils. Share
the pencils equally among each other. How many pencils will each child get?” _____

Students will select 18 counters. Explain that to solve this problem, you must divide, or
separate the pencils into equal groups, each with the same number of pencils. Students will be
asked to distribute the pencils among the pretend students.

Explain that you have just solved the division problem. You started with 18 pencils, and
shared them equally between six students, proving that 18 divided by 6 is 3.

They will be given other examples to solve orally.

Extend

Using 20 counters, model the process of distributing five (5) counters each time. How many
groups of 5 were made? Write the equation 20 ÷5 = 4. Identify the different parts of the equation.

Teacher will move around, as students demonstrate how they solve their problems given.

Evaluation

Draw objects. Divide them into groups to fit problems.

 a. 18 ÷ 3 = ______ b. 24 ÷ 2 = ______

c. 21 ÷ 3 = ______ f. 24 ÷ 8 = ______

Home Work:

Complete the following live worksheet retrieved from

https://www.liveworksheets.com/xq1277954xe
Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
Plan of Action Reteach Reinforce Concept Advance to
Next Topic

Additional Comments:
Day 2

Objectives: By the end of the lesson students should be able to:

1. Show division as repeated subtraction and as the inverse of multiplication.

2. Use division to tell how many numbers are in each set into which objects have been
placed.

Engage:

Students will watch the following video retrieved from https://youtu.be/auqhVhaX_Zo

Students will discuss what the video was about to recap previous lessons.

After reviewing the previous lesson, students will be asked to tell what the opposite of
multiplication is. Expected Response: (division).

Explore

Teacher will ask students to give a definition of multiplication based on the activities presented
in the video.

After the students have provided their definitions, the teacher will summarize what the students
have supplied by adding that repeated subtraction is one way to solve division problems. Guided
by the teacher, students will use their counters to show this.

Students will view sets of pictures or drawings on the board. Example:

Selected students will be asked to explain the image shown.

Students will supply similar examples which show the relationship between subtraction and
division.

Explain:

Discuss and solve, orally:

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.
Teacher will provide additional examples.

Extend:
Students will be guided through the following:

For each of the following make equal groups. Use your counters to represent each diagram.

Take away groups of three.

How many groups of 3 did you make? ______

9 hearts shared into groups of 3 is _______

______ ÷ _______ = ________

Evaluate

Students will use the same concept of repeated subtraction to solve the following.

Students will complete the following live worksheet retrieved from

https://www.liveworksheets.com/up840091bp

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy
Student participation
Effectiveness of instructional material
Objectives met
% that grasped the content taught
% that did not grasp the content taught
Plan of Action Reteach Reinforce Concept Advance to
Next Topic
 Additional Comments:

Day 3

Objectives: students will

1. Recognize the relationship between multiplication and division

2. Show division as the inverse of multiplication

3. Solve problems which require the use of division

4. Use known division facts to find unknown factor

Activities

Engage:

Teacher and students will review the previous lesson. Students will watch a video
https://www.youtube.com/watch?v=irfMCIgFJZY&t=37s

From the video students will discuss with the class what they had learnt.

Expected Answer: Dividend- the number being divided

Divisor- the number dividing the dividend

Quotient- the answer to a division problem.

Explore:

The students will be asked: What do you think multiplication and division have in common?

Students will be asked if they know that they can use their knowledge of multiplication number
facts to work out a division problem.

Students will watch a video that shows division as the inverse of multiplication, retrieved from

https://www.youtube.com/watch?v=9mrpXjc4nfgThe video will be paused at intervals to

facilitate discussion.

Explain:

Teacher will review the dividend, divisor and quotient by relating them to balls. The dividend
stands for the total number of stamps (18). What does the divisor stand for? How many groups?
Quotient? How many in each group?

Teacher will place 6 balls in a row. On the board teacher will write 3 ✕6=18, also 18 ÷3=6. This
is showing multiplication and division are inverse operations.

This means that these two processes are opposites. Multiplication puts equal groups together and
division separates equal groups.
These are examples of the fact families (a set of related multiplication and division number
sentences).

Extend:

Students will complete the worksheet below, and explain how they arrived at their answer.

Evaluate:

Students will complete the following:

Day 4: Revision
 The teacher will revise and summarize the key components from subtopics of the lessons
and have students practice similar worksheets as well as activities in the math textbook.

Teacher’s Evaluation:

Areas Excellent Good Satisfactory Unsatisfactory

Effectiveness of strategy yes
Student participation yes
Effectiveness of instructional material yes
Objectives met yes
% that grasped the content taught 50%
% that did not grasp the content taught 50%
Plan of Action Reteach Reinforce Concept Advance to
Next Topic
yes no

Additional Comments:
Find other strategies to bring across concepts.

Use a variety of YouTube video.

Seek additional assistance from co-workers.