Unit 13 Adding numbers with a sum less than five · for pupils to understand the concept of joining ... Extension activity ... Unit 13: Adding numbers with a sum less than five 63

Unit 13: Adding numbers with a sum less than five 61

Unit 13 Adding numbers with a sum less than five

ObjectivesBy the end of this unit, pupils should be able to:• Add two whole numbers from 1 to 3 with sum less than 5.

Suggested resources• Small items to use as counters, such as beads,

buttons, coins• Pupil’s Book

Key word definitionsadd: combine two or more numbers to make a larger numberaddition: finding the total, or sum, by combining two or more numberssum: the result, or answer, when adding two or more numbersless: smallercounters: small items we use to help us count and work with numbersnumber line: a line with numbers placed in their correct positionsplus sign (+): the symbol used for additionequal sign (=): the symbol used to show when two things are the samevalue: an amount

Frequently asked questionsQ What prior knowledge do the pupils need?A Pupils need to be able to count forwards and

backwards from 1 to 5.Q Should I use mathematical symbols straight away?A Mathematical symbols represent a concept

and it is important that pupils understand the concept in a language they know well. When introducing the symbols it is important to use pupil-friendly language alongside the appropriate mathematical language, as the aim is to extend pupils’ language to include mathematical language.

Q Does it matter which number I start with when adding numbers?

A The principle is that it does not matter with which number you start, as the answer will be the same. It is a core mathematical notion that addition is commutative.

Common errors pupils makeWhen using a number line pupils count the jumps instead of saying the numbers on the number line: Pupils will often start the count from the first number in the equation instead of the number after it in the case of addition, so their answers are subsequently one too few. If you notice a pattern in pupils’ answers check their understanding of counting and the use of the number line.

Evaluation guidePupils to:1. Add two whole numbers from 1 to 3 with sum

less than 5.

Unit 13: Adding numbers with a sum less than five62

Lesson 1 Pupil’s book page 38

PreparationYou will need to have:• Small items to use as counters, such as beads,

buttons, coins• Pupil’ Book.

Starter activityLet pupils make up a group of three pupils and a group of two pupils. Ask: How many pupils are there altogether? Repeat this activity, using different numbers for the groups. Do not let the totals exceed 5.

Lesson focusGive pupils a handful of counters and ask them to start with 1 counter and to add or combine it to 2 counters – what is the total number of counters? Repeat starting with 1 counter and adding 1, 3 and then 4 counters, then start with 2 counters and add 1, 2, 3 and 4 counters etc. Explain that we are adding counters and when we add, numbers get larger. The sum, or total, is always larger than each of the numbers we added. Give the pupils plenty of opportunity to join two sets together. Make cards or write on the chalk board examples like 3 and 1 and then ask pupils to model the sum with their counters. Practical activity is very important for pupils to understand the concept of joining two sets together before introducing mathematical symbols.

Work through the example on page 38 in the PB and then ask pupils to practice a few more of their own addition sums using the counters, with sums not exceeding 5. Complete Exercise 1 on page 38 in the PB, allowing pupils to use counters to help them solve the problems. Ask them to illustrate their answer and write down a number for the sum each time.

Answers

Exercise 11. 22. 33. 44. 4

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add two whole numbers from 1 to 3 with a sum less than 5, and they should be able to count on to solve addition problems.

Extension activityPupils can complete the challenge on page 38 in the PB.

Support activitySet out an assortment of small objects and then guide pupils to group the objects in numbers less than five. Now guide them to combine different piles and count the total number of objects in the bigger pile, not letting the sum exceed five each time.

Unit 13: Adding numbers with a sum less than five 63

Lesson 2 Pupil’s Book page 39



Starter activityDraw a number line on the floor and allow pupils physically to move themselves forwards and back along the number line, for example, stand on number 2, make 2 jumps along the number line. The pupil physically jumps to number 3, and then to number 4. (If this is not possible then pupils can move their pencils along a number line drawn in their books or on the chalk board.)

Lesson focusIntroduce recording of 3 + 2 = 5 using pupil-friendly language and examples, such as 3 eggs and 2 more eggs give me a total of 5 eggs; 3 jumps and 2 more jumps take me to number 5 on the number line. Explain to pupils that the plus sign (+) shows that we are adding or combining two numbers and the equals sign (=) shows when we are writing the answer, or the sum. Demonstrate using the number line - start with your pencil on number 3 and jump along the number line saying the numbers on the number line and not counting the jumps. To add 3 + 2 on a number line, pupils need to be saying 4, 5, with the numbers 4 and 5 representing the +2. This is a significant step on from counting 3 objects as 1, 2, 3 and counting 2 objects as 1, 2 and then putting them together and counting 1, 2, 3, 4, 5.

Use the number line to interpret addition stories such as 3 pupils are in the playground and 2 more pupils come to play.

Model the mathematical equation and tell the number story. Write another equation and ask the pupils to make up a number story for that equation.

Complete Exercise 2 on page 39 in the PB.

Answers

Exercise 21. 2 + 1 = 32. 3 + 2 = 53. 3 + 1 = 44. 4 + 1 = 5

AssessmentObserve and listen to the pupils during the lesson. Ask them simple addition questions and listen to their responses, particularly how they solved the problem and not merely whether they got a correct answer. Look at their answers to the exercises in the PB. Pupils should be able to add two whole numbers from 1 to 3 with a sum less than 5.

Extension activityAsk pupils to make up their own sums with numbers between 1 and 5. They can illustrate them using pictures of items or using a number line.

Support activityUse of a number line provides a visual image of addition. Give pupils extra help with how to use it to add two numbers. Once they are proficient at using it they should be encouraged to use the image of the number line (that is, they should see the line in their heads) to solve addition problems.

Unit 13: Adding numbers with a sum less than five64

Lesson 3 Pupil's Book page 13; Workbook page 24

PreparationYou will need to have:• Workbook• Pupil’s Book

Lesson focusRevise the work covered in Unit 13:• Adding two whole numbers from 1 to 3 with

sum less than 5.• Make sure that pupils are familiar with the key

word definitions for this unit:• Add – combine two or more numbers to make a

larger number.• Addition – finding the total, or sum, by

combining two or more numbers.• Sum – the result, or answer, when adding two or

more numbers.• Less – smaller.• Counters – small items we use to help us count

and work with numbers.• Number line – a line with numbers placed in

their correct positions.• Plus sign (+) – the symbol used for addition.• Equal sign (=) – the symbol used to show when

two things are the same.• Value – an amount.

Complete worksheet 13 on page 24 in the WB.

Answers

Worksheet 131. a) 3

b) 4c) 4d) 4

2. a) 3b) 4c) 4d) 4

3. a) 4b) 4c) 3d) 4

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to add two whole numbers from 1 to 3 with sum less than 5.

Unit 14: Adding numbers with sum less than ten 65

Unit 14 Adding numbers with sum less than ten

ObjectivesBy the end of this unit, pupils should be able to: • Add two or three whole numbers from 1 to 8

with sum up to 10.



Key word definitionsequal: exactly the same amount or value

Frequently asked questionsQ What prior knowledge do the pupils need?A Pupils need to be able to add whole numbers

with sums up to 5 and count in whole numbers up to 10.

Common errors pupils makePupils do not yet fully understand what the mathematical symbols represent, so while they may be able to complete the sums they have little understanding of the underlying concept. For this reason, using pictures as a method of recording is important.

Evaluation guidePupils to:1. Add two or three whole numbers from 1 to 8

with sum up to 10.



buttons, bottle tops, coins• Pupil’s Book

Starter activityPupils all stand in the middle of an open space. Teacher says: The ship is sinking – get into groups of 3. All pupils must rush and find two partners. Pupils without partners sit out until all the different groupings have been exhausted.

Lesson focusHand out piles of counters, such as bottle tops, and ask pupils to form groups of the numbers 1 to 9. Ask pupils to combine two groups, such as 2 counters and 7 counters, and ask them what the total number of counters is. Encourage them to use counting on – to start with the number of the first pile and continue counting until they have added all of the second pile, and not to merely count the combined pile. Practice a few more examples, making sure the sums do not exceed 10. Let pupils make up their own examples too, as in unit one, as practical activity is very important for pupils to understand the concept of joining two sets together.

Complete Exercise 1 on page 40 in the PB, allowing pupils to use counters to model the problems if necessary.

Unit 14: Adding numbers with sum less than ten66

Answers

Exercise 11. 62. 83. 74. 9

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add two whole numbers from 1 to 8 with sums not exceeding 10.

Extension activityPlay the Sinking ship game with groupings more than 5. You may want to cut big circles from newspapers or use skipping ropes to make circles for pupils to stand in once you have given the instruction. This will clearly show which pupils did not get their partners in time.

Support activityShow pupils how they can use a number line to help them add numbers, as in unit 1. Give them a few more examples to practice, using pictures and a number line to illustrate each question – having two ways of illustrating a problem gives pupils options when they are struggling with a particular question.




Starter activityFingers are a useful piece of equipment that can be used for more than counting. It is relatively easy for pupils to ‘see’ a group of objects up to 5 without needing to count them. Fingers can be used to help pupils build instant recall of numbers facts involving 5 + by using both hands.

When pupils work with fingers, remind them to use all the fingers of one hand before starting with the fingers of the other. So 8 is shown as 5 + 3 rather than double 4 (4 on one hand and 4 on the other).

You can show the pupils that they can start with the double 4, but then need to replace the finger on one hand with a finger on the other hand, thus conserving the quantity, 8, but showing it as 5 + 3.

Ask pupils to use the fingers on both hands to show these addition sums:3 + 4 =2 + 7 = 4 + 5 = 1 + 5 =

Lesson focusReturn to the symbols introduced in unit one for addition (+) and equals (=). Write a few addition questions on the board and ask pupils to explain what the symbols mean for each question, such as 3 + 2 = 5; 4 + 3 = 7; 5 + 2 = 7 etc. Hand out piles of counters again and ask pupils to form a pile of 4 counters and a pile of 5 counters, and then to combine them. How many counters are in the combined pile? 9 counters. Now write on the board: 4 + 5 = 9, asking pupils to explain what the symbols used represent.


Ask pupils to illustrate each of these questions using their counters, and then to write down an addition sum:3 + 4 = 72 + 7 = 91 + 7 = 8


Answers

Exercise 21. 4 + 3 = 72. 7 + 1 = 83. 4 + 4 = 8

Extension activity1. 8 sheep2. 7 cows3. 8 pigs4. 9 chickens5. 2 cats

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Ask pupils to explain how they are finding the answer to each question, focusing particularly on whether they are using mathematical language and symbols appropriately. Pupils should be able to add two whole numbers from 1 to 8 to give a sum not greater than 10.

Extension activityPupils can complete these questions, this time using words instead of pictures, at first using counters to physically model the problems, but then trying to work out the answers without counters:1. 3 sheep + 5 sheep =2. 6 cows + 1 cow =3. 4 pigs + 4 pigs =4. 5 chickens + 4 chickens =5. 2 cats + 4 cats =

Support activityWhen pupils add more to a set, this is a slightly different concept than when they join two sets together, but the result is the same and both are represented mathematically by the addition sign. Pupils need to have an understanding of both concepts when introducing the addition sign to represent them both. Make up simple addition stories, for example, 3 pupils were in the classroom and 5 more pupils came in. How many pupils are in the classroom? Encourage the pupils to make up addition stories, with sums not exceeding 10.

Unit 14: Adding numbers with sum less than ten68

Lesson 3 Pupil’s Book pages 42 and 43



Starter activityLet pupils make up a group of three pupils and a group of five pupils. Ask: How many pupils are there altogether? Repeat this activity, using different numbers for the groups. Keep the totals below 10. Include some examples where there are three groups of pupils, such as a group of two, a group of four and a group of one pupil, still keeping the totals below 10.

Lesson focusWhen we add three numbers we start by adding two numbers and then add the third number to the first answer to get our final answer. Practice this using counters, for example give one pupil 3 counters, another pupil 4 counters and a third pupil one counter. Ask the first and second pupil to add their counters (to get 7 counters) and then ask the third pupil to add his or her counter to the total (to get 8 counters). Now ask the first and third pupils to first add their counters, and then ask the second pupil to add his or her counters to the total. Pupils should see that the order in which we add three numbers does not matter, the answer will always be the same.

Now ask pupils to form an addition sum to represent the example: 3 + 4 + 1 = 8Practice a few more examples, this time just calling out three numbers and asking pupils to use counters to find the sum, taking two numbers at a time (make sure the sum does not exceed 10). Ask them to write down the addition sum each time. Give them one or two examples including zero – they should realise that adding zero to a number does not change the number. Work through the example on page 42 in the PB.

Complete Exercise 2 on page 43 in the PB, allowing pupils to use counters if necessary and reminding them that the order in which they add the counters does not affect the answer.

Answers

Exercise 21. a) 8

b) 9c) 9d) 9e) 9f ) 9g) 8

h) 7i) 9j) 6k) 9l) 9m) 8n) 9

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add three numbers together, taking two at a time.

Extension activityComplete the challenge on page 43 in the PB.

Support activityWork in a small group with pupils who need extra support. Give them ten counters, and ask a pupil to make three piles of counters (they do not need to use all ten counters). Have another pupil add the total number of counters in the three piles. Repeat a few times, making sure pupils can write an addition sum to represent each example, correctly using addition and equals symbols.




Lesson focusRevise the work covered in unit 14:• Adding two or three whole numbers from 1 to 8

with totals less than 10.

Make sure that pupils are familiar with the key word definitions for this unit:• Equal: exactly the same amount or value.


Answers

Worksheet 141. a) 6

b) 9c) 9d) 8e) 9

2. a) correctb) incorrectc) incorrectd) incorrecte) correctf ) correct

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to add two or three whole numbers from 1 to 8 with totals less than 10.

Unit 15: Adding numbers with sum less than 1870

Unit 15 Adding numbers with sum less than 18

ObjectivesBy the end of this unit, pupils should be able to:• Add two or three whole numbers from 0 to 9 with sum not greater than 18.



Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to add two or three whole

numbers to give sums less than 10. They should be familiar with numbers from 0 to 18 and be able to count forward to at least 18.

Common errors pupils makeWhen counting forwards to solve addition problems pupils often start with the starting number instead of the number after the starting number: This results in the answer always being one out. Make sure you give plenty of opportunities for adding zero and one from a number.

Evaluation guidePupils to:1. Add two or three whole numbers from 0 to 9

with sum not greater than 18.




Starter activityGive pupils this instruction: Put your hands behind your back. Now show me ... (call out any number between 1 and 10). The pupils have to bring their hands out from behind their backs as quickly as they can, showing a number. Initially pupils will count their fingers but you want them to be able to make the number without counting. Encourage pupils to play the game with each other, with one pupil being the caller.

Lesson focusStart by asking pupils to count forwards and backwards from 0 to 18. Explain that we are going to be working with numbers whose sum is less than 18. Remind pupils of the symbols used when adding (+ and =) and of how to write addition sums.

Work through the example on page 44 in the PB. Now hand out counters and ask pupils to model the example using the counters. They should first form two separate piles of 3 and 8 counters, and then combine them to form 11 counters. Discuss the different strategies for finding the sum – either counting all the counters in the new pile, or adding one pile to another and counting on, for example starting with 8 counters and counting on 3 to

Unit 15: Adding numbers with sum less than 18 71

reach 11. Ask pupils to start with 8 and count 3, and then to start with 3 and count 8 – they will see that the answer is the same regardless of which number they start with. This is an important property of addition (the commutative property). Practice a few more examples, writing an addition sum to represent each example, and give pupils the opportunity to make up their own examples using the counters. Include examples where three numbers are added to give a sum less than 18.

Complete Exercise 1 on page 44 in the PB. Ask pupils to write an addition sum to represent each question.

Answers

Exercise 11. 6 + 7 = 132. 4 + 7 = 113. 8 + 7 + 2 = 174. 2 + 9 + 6 = 17

AssessmentObserve and listen to the pupils during the lesson. Ask them questions about how they reached their answers and listen to the language they are using when explaining. Make sure they are using the + and = symbols correctly. Look at their answers to the exercises in the PB. Pupils should be able to add two or three whole numbers from 0 to 9 to give a sum less than 18.

Homework activityAsk pupils to add the following for homework:1. 5 + 9 =2. 7 + 8 =3. 3 + 5 + 2 =4. 4 + 9 + 1 =5. 7 + 2 + 6 =

Support activityUse a number line to provide a visual image of addition for pupils who need extra support. Show them how to use the number line to add two or three numbers, starting with the first number and adding on each time. Once pupils are proficient at using it they should be encouraged to use the image of the number line (that is, they should see the line in their heads) to solve addition problems.

Unit 15: Adding numbers with sum less than 1872




Starter activityAddition bingo: Each pupil draws a 4 × 4 grid in their book. They choose which 16 numbers (18 or less) to write on their grid. Put two copies of each of the digits 0–9 into a bag, and draw out two cards and read the two numbers as an addition. For example, 3 and 4: call out 3 + 4. Any pupil with the number 7 on their card will cross off the number 7. Return the cards to the bag, and repeat. The winner is whoever has a complete row, horizontal, vertical or diagonal if time permits or the winner could be the first completed grid.

Lesson focusGive pupils more opportunity to practice adding two or three numbers using word stories, such as the ones in the exercise on page 45 in the PB. Write the word stories on the board and draw the objects, such as: I have 5 pencils, 3 pens and 7 erasers in my pencil case – how many items do I have in total? I have 3 plums, 8 apples and 7 bananas in my fruit bowl – how many fruit are there altogether? Help them to first write an addition sum from the word story and then to work out the answer.

Read through exercise 2 on page 45 in the PB, once again giving pupils guidance as they write down an addition sum for each question. Allow them to work in pairs to complete the exercise.

Answers

Exercise 21. 5 + 6 = 112. 7 + 5 + 3 = 153. 2 + 9 = 114. 2 + 5 + 5 = 12

Extension activity1. 162. 163. 174. 15

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add two or three given whole numbers from 0 to 9 to give a sum less than 18.

Extension activityAsk pupils to add four numbers to give a sum less than 18, for example:1. 2 + 5 + 8 + 1 =2. 7 + 0 + 3 + 6 =3. 4 + 2 + 9 + 2 =4. 0 + 5 + 7 + 3 =

Support activitySpend time working through a few more word stories with pupils. Ask them to work in pairs and each make up two word stories, setting them out as in the questions to exercise 2 on page 45 in the PB. They can then exchange word stories and work out the sum for each other’s word stories. Monitor their work closely, asking them questions as they work and making sure that they can explain their answers and the methods they are using. Use pupil-friendly language to assist them, but encourage them to use the correct mathematical language too.

Unit 15: Adding numbers with sum less than 18 73

Lesson 3 Pupil's Book page 44; Workbook pages 26, 27


Lesson focusRevise the work covered in Unit 15:• Adding two or three whole numbers from 0 to 9

with sum not greater than 18.

Complete worksheet 15 on pages 26 and 27 in the WB.

Answers

Worksheet 151. a) 14 pebbles

b) 17 leavesc) 9 sweetsd) 12 boxes

2. a) 15b) 13c) 12

3. a) 11b) 15c) 16

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to add two or three whole numbers from 0 to 9 with sum not greater than 18.

Unit 16: Adding 2-digit whole numbers without regrouping74

Unit 16 Adding 2-digit whole numbers without regrouping

ObjectivesBy the end of this unit, pupils should be able to:• Add 2-digit whole numbers with sum not greater than 40 without exchanging or renaming.



Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to add one-digit numbers

with sums not exceeding 18. They should be familiar with numbers up to 40 and be able to count to 40. Pupils should understand that a two-digit number is made up of a tens component and a units component.

Common errors pupils makePupils may make computational mistakes when adding tens or units. Some pupils may confuse 3 + 4 with 13 + 4 and need extra support on the importance of ten, and the way numbers are written, supported with practical equipment to model the numbers.

Evaluation guidePupils to:1. Add two-digit whole numbers with sum not

greater than 40 and record their result.2. Mention three everyday activities where

accuracy is needed.


PreparationYou will need to have:• Straws, matchsticks or other items which can be

used to form bundles• Small objects such as pebbles, beans, buttons• Pupil’s Book

Starter activityPlay Round the world. Half of the pupils sit in a circle while one pupil stands behind each one sitting. Call out an addition sum involving two one-digit numbers between 0 and 9, with sum not more than 18. Both the pupil sitting and the one standing behind him or her must call out the answer as quickly as possible. If the pupil standing calls correctly first, he or she moves on to stand behind the next pupil in the circle. If the pupil sitting calls correctly first he or she stands up and moves on to the next pupil and the other pupil sits in their place. Keep going around the circle for a full circuit.

Lesson focusShow pupils collections of straws, some in bundles of ten and others as singles or units. Ask them which number is represented each time. For example two bundles of ten and 4 units represents 24. Repeat with a few two-digit numbers. Now ask them to find the sum of two such collections of straws, for example, a bundle of ten and two units, and a bundle of two tens and 5 units. The sum is 37. Make sure the sums do not exceed 40. Show

Unit 16: Adding 2-digit whole numbers without regrouping 75

pupils that they can first combine the bundles of ten and then combine the singles or units, as shown in the example on page 46 in the PB. Repeat with a number of examples, without the need for exchanging or renaming.

Give pupils the opportunity to make up their own examples using the straws.

Complete Exercise 1 on page 46 in the PB. Make sure pupils are adding the tens and the units separately, and then combining them to find the sum. They should write down each step of their working out.

Answers

Exercise 11. 15 + 24 = 392. 15 + 24 = 393. 12 + 23 = 354. 13 + 16 = 29

Part 2 - teacher to check drawings1. 382. 403. 374. 25

Challenge1. 292. 283. 35

AssessmentObserve and listen to the pupils during the lesson. Ask them questions as they work on the exercise. Look at their answers to the exercises in the PB. Pupils should be able to add two-digit whole numbers with sum not exceeding 40 without exchanging or renaming. They should first add the tens and then the units, and then combine the two to get the sum.


Support activityUse small objects such as pebbles, beans, buttons etc to help pupils who need extra support with addition of two-digit numbers. Group objects into piles containing two-digit numbers, with sums not exceeding 40, and ask pupils to combine the piles and work out the sum.

Unit 16: Adding 2-digit whole numbers without regrouping76


PreparationYou will need to have:• Abacuses• Pupil’s Book

Starter activityDiscuss with pupils the ways we can use addition in everyday life. You can start the discussion by asking pupils leading questions, such as how do we know the amount of money we need to pay when we buy groceries? Ask them to think of as many examples as they can of addition in everyday life.

Lesson focusIntroduce the abacus. Either a real bead abacus if you have one, or a simple drawing on the board: a base line with three perpendicular lines representing ones column, tens column and hundreds column. The number of beads in each column represents the ones, tens or hundreds digit of a number. In this unit we only work with two-digit numbers. Remind pupils that the largest digit you can have in each column is a 9. Show them a few two-digit numbers on the abacus, such as 14, 21, 28 etc. and ask them to call out which number is represented.

Explain that we can use abacuses to help us with addition. Show them how to use an abacus to add two-digit numbers, such as 13 and 16, which give a sum of 29. They should first add the beads in the tens columns (10 + 10 = 20) and then the beads in the units columns (3 + 6 = 9). Repeat with a few more examples, asking pupils to write the addition sums each time using plus and equals signs.

Complete Exercise 2 on page 47 in the PB. Pupils can use actual abacuses to help them or they can draw abacuses in their books as they work.

Answers

Exercise 21. 252. 283. 374. 37

The sum is 127.

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add two-digit whole numbers with sum not exceeding 40 using an abacus. They should be able to explain their reasoning as they work and accurately use the plus and equals symbols.

Extension activityGive pupils the opportunity to try and add two three-digit numbers without exchanging or renaming using an abacus, for example 124 + 213.

Support activityGive pupils who need extra practice the opportunity to work with an abacus to form their own two-digit numbers. Ask them to explain to you what each row of beads represents. If necessary allow them to use bundles of straws alongside the abacus to illustrate the same two-digit number, as in the previous lesson.

Unit 16: Adding 2-digit whole numbers without regrouping 77



Lesson focusRevise the work covered in Unit 16:• Adding two-digit whole numbers with sum

not greater than 40 without exchanging or renaming.


Answers

Worksheet 161. a) 14

b) 16c) 28d) 12e) 30f ) 29g) 21

2. a) 23b) 36c) 39d) 28e) 28

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to add two-digit whole numbers with sum not greater than 40 without exchanging or renaming.

Unit 17: Subtracting from whole numbers not greater than 978

Unit 17 Subtracting from whole numbers not greater than 9

ObjectivesBy the end of this unit, pupils should be able to:• Subtract from whole numbers not greater than 9.



Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils must be able to count a set of objects

to at least 10. They should be able to count forwards and back in the range 1 to 10 and be able to say the number before and after a given number in the range 1 to 10.

Q Does it matter with which number I start when subtracting numbers?

A Yes it does, as subtraction is not commutative.

Common errors pupils makeWhen using a number line pupils may count the jumps instead of saying the numbers on the number line: Pupils will often start the count from the first number in the equation instead of the number before in the case of subtraction, so their answers are subsequently one too many. If you notice a pattern in pupils’ answers check their understanding of counting and the use of the number line.

Evaluation guidePupils to:1. Subtract from given whole numbers not greater

than 9.




Starter activityLet the pupils stand in groups of 7 and give instructions to separate themselves into two groups, for example take 3 pupils away from the group; take 4 pupils away from the group etc. Use everyday language of the pupils to give instructions about taking a part of a group away. You could ask them to find out how in many different ways they could sort themselves. You can repeat this activity for other numbers less than 9.

Lesson focusPupils usually do not find taking away from a set a difficult concept to grasp, especially if it is in a familiar context, such as giving something away or eating something. ‘Take away’ is represented by the subtraction sign which also represents the concept of difference, which is introduced at a later stage in a pupil’s learning. At this stage, explain that when we subtract from a number that number becomes smaller. Work through the example on page 48 in the PB to illustrate this. Make up simple take-away stories, for example, 5 pupils were in the classroom and 2 pupils went home. How many are left in the classroom? Encourage the pupils to make up take-away stories.

Unit 17: Subtracting from whole numbers not greater than 9 79


Answers

Exercise 11. 22. 33. 54. 4 – 1 = 35. 7 – 3 = 46. 5 – 1 = 4

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to subtract from given whole numbers not greater than 9.


Support activityGive pupils the opportunity to practice subtraction using objects to illustrate the concept. Place any number of objects below 9 in a bowl e.g. 8 bottle tops and then ask pupils to remove 3 bottle tops from the bowl. Ask pupils to count the number of remaining bottle tops. Practice with a few more examples, then ask pupils to make up their own examples.




Starter activityAsk pupils quick-fire subtraction questions using whole numbers less than 9. Make sure you give all pupils a chance to give an answer.

Lesson focusWork through a few examples using counters to illustrate subtraction. For example start with 8 counters and take away 3, how many are left? Start with 7 counters and take away 1, how many are left? Start with 5 counters and take away 4, how many are left? Start with 6 counters and take away 6, how many are left? Ask pupils to make up their own examples using counters.


Answers

Exercise 21. 12. 23. 74. 55. 26. 4

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to subtract from given numbers not greater than 9.

Unit 17: Subtracting from whole numbers not greater than 980

Extension activityMake a game: Create a set of cards with + 1, + 2, + 3 , – 1, – 2 , – 3, 1 more, 2 more, 3 more, 1 less, 2 less, 3 less. Shuffle the cards. Draw a number line on the ground marked from 0 to 5 or up to 10 (this can be chalked or scratched into the earth.) Players place their counter (or themselves) on any number they choose on the line. They pick a card (without seeing it first) and follow what is on the card. The winner is the last person to fall off the number line at either end.

Support activityUse a number line to illustrate subtraction to those pupils who need extra support. Start on a particular number (smaller than 9) for example, 7, and ask pupils questions like: if I take away 2 from 7 where on the number line will I be? (5) If I take away 4 from 7 where on the number line will I be? (3) etc. The number line helps them to visualise the process of subtraction.



Lesson focusRevise the work covered in unit 17:• Subtracting from whole numbers not greater

than 9.


Answers

Worksheet 171. a) 3

b) 3c) 3d) 5

2. a) 1b) 5c) 0d) 2

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to subtract from given whole numbers not greater than 9.

Unit 18: Subtracting whole numbers not greater than 18 81

Unit 18 Subtracting whole numbers not greater than 18

ObjectivesBy the end of this unit, pupils should be able to:• Subtract from whole numbers not greater than 18.



Key word definitionsremain: what remains is what is left behindless: smaller than

Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to understand the concept of

subtraction as taking away, and be able to subtract from whole numbers up to 9. They need to be able to count forward and backwards up to 18.

Common errors pupils makePupils may make errors when counting backwards to work out the answer to a subtraction by skipping a number or counting incorrectly. Give them plenty of opportunities to practice counting backwards if this is their chosen method of working out subtraction questions.

Evaluation guidePupils to:1. Subtract from whole numbers not greater

than 18.2. Give examples of everyday activities where

accuracy in subtraction is needed.




Starter activityPlay subtraction bingo. Have pupils draw a three by three grid in their books and fill in any numbers smaller than 10. Call out subtraction questions (from whole numbers less than 10) and pupils can cross out the answer if it appears in their grid. For example, if you call out 7 – 3, pupils can cross out 4 if it appears in their grid. The first pupil to cross out a row or column can shout bingo and is the winner. If time permits, continue until the first pupil has crossed out all of their squares.

Lesson focusIf you have access to a flight of stairs, take pupils to the staircase and ask a pupil to stand on a certain step (for example, the 11th step). Have them walk down 5 steps, and ask them which step they are now on? (the 6th step). Explain that 11 – 5 = 6. Repeat with a number of examples, subtracting from whole numbers not exceeding 18. If you do not have access to a flight of stairs, draw a staircase or ladder on the board and ask the same questions using the picture.

Unit 18: Subtracting whole numbers not greater than 1882

Work through the examples on page 50 in the PB and complete Exercise 1.

Answers

Exercise 11. 11 2. 123. 64. 75. 46. 16

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to subtract from whole numbers not exceeding 18.

Extension activityHave pupils make up subtraction word stories and exchange with a friend.

Support activityGuide pupils to group sets of objects not exceeding 18. Ask pupils to take away a certain number of objects from a set and to tell you the remainder. For example, in a group of 17 beans if you take away 10 beans you will have 7 left. Repeat with a number of examples then ask pupils to make up their own examples.




Starter activityHave a discussion with pupils about the importance of subtraction and how it can be applied in everyday life, for example how to correctly calculate change when shopping. Lead pupils to think of other everyday examples and have them make up subtraction word stories using these examples.

Lesson focusRemind pupils that subtracting is the same as taking away. Illustrate a few examples of subtraction using counters, for example starting with 15 counters and taking away 8, how many are left? 7 counters. Have pupils work in pairs and make up their own examples, some using counters and others without.

Read through the questions in exercise 2 on page 51 in the PB and guide pupils to write down a subtraction equation for each question. They can complete the exercise working in pairs.

Answers

Exercise 21. 9 – 5 = 42. 16 – 6 = 103. 13 – 2 = 114. 7 sweets5. 4 sweets6. 0 oranges

Challenge page 510, 1, 2, 4, 8, 10, 12, 14

Unit 18: Subtracting whole numbers not greater than 18 83

Homework activity1. 82. 43. 9

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to subtract from whole numbers not greater than 18. Pupils should be able to give examples of everyday activities where accuracy in subtraction is needed.


Homework activity1. Moses had 15 apples. He ate 7 over a week,

how many apples does he have left?2. Mary borrowed 12 books from the library.

She has read 8 of the books, how many does she still have to read?

3. Joseph grows 17 tomatoes in his garden. He gives 8 to his friend, how many tomatoes does he have left?



Lesson focusRevise the work covered in Unit 18:• Subtract from whole numbers not greater

than 18.

Make sure that pupils are familiar with the key word definitions for this unit:Remain: what remains is what is left behindLess: smaller than


Answers

Worksheet 181. a) 3

b) 7c) 6

2. a) 2b) 8c) 8d) 6e) 6f ) 1g) 8h) 8i) 2j) 0

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to subtract from whole numbers not greater than 18.

Unit 19: Open sentences with addition84

Unit 19 Open sentences with addition

ObjectivesBy the end of this unit, pupils should be able to:• Find missing numbers in an addition

statement

• Cross-check the correctness of addition in everyday life.



Key word definitionsopen sentences: a mathematical statement which can be either true or false depending on what numbers are usedbonds: familiar addition sums which you know the answer to instantly

Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to add whole numbers

with sums not exceeding 18. They need to have good recall of number bonds with sums up to 10.

Common errors pupils makeWhen faced with having to fill in the missing number in an equation pupils will often add the two numbers given and put the total in the empty space: This is an indication that they do not fully understand an equation as a mathematical representation of a real situation. It is therefore very important to use pupils’ everyday language alongside mathematical language to make sure that they have complete understanding of the mathematical representation of an equation.

Evaluation guidePupils to:1. Find missing numbers in a given statement.2. Mention areas where accuracy of addition is

required in daily life.

Unit 19: Open sentences with addition 85


PreparationYou will need to have:• Pupil’s Book

Starter activityThis is the first time that pupils meet a ‘change unknown’ type equation. In this case they do not need to find the result of adding two numbers, but the number that needs to be added to a number to produce a given result. The mathematical representation must be clearly understood. Plenty of practice in using everyday language and modelling the equations is required. Give the pupils story problems such as I have 5 sweets in my hand and some more in my pockets. Altogether I have 7 sweets. How many are in my pocket? I have 3 oranges in my bag and I need 8 oranges for my family. How many oranges do I need to buy? Record the equations for the problems on the chalk board before answering them and then fill in the answer in the missing space.

Lesson focusWrite these open number sentences on the board:5 + ___ = 105 + ___ = 95 + ___ = 85 + ___ = 75 + ___ = 65 + ___ = 5

Guide pupils to find a number which when added to 5 gives the number in the right side of each number sentence. These numbers found are called the missing numbers. Guide pupils to see that the numbers on the right side minus missing numbers equals 5, highlighting the relationship between addition and subtraction and showing them how to use subtraction to find the missing number in an open number sentence involving addition.

Work through the example on page 52 in the PB, which uses concrete objects to illustrate the concept of an open number sentence.

Complete Exercises 1 and 2 on page 52 and 53 in the PB

Answers

Exercise 11. 12. 0

3. 34. 2

Exercise 21. 52. 3

3. 24. 4

Homework activity1. 32. 43. 3

4. 35. 5

AssessmentObserve and listen to the pupils during the lesson. Listen to the language they are using when discussing their answers to determine whether they understand the equal to symbol and the notion of an open number sentence. Look at their answers to the exercises in the PB. Pupils should be able to find the missing number in a given open number sentence involving addition.

Homework activityAsk pupils to complete these open number sentences:1. 3 + ___ = 62. 1 + ___ = 53. 4 + ___ = 74. ___ + 2 = 55. ___ + 3 = 8

Suppot activityPractice number bonds with pupils who need extra support, making sure they are able to recall number bonds with sums up to at least 5. Show them how they can use number bonds to solve open number sentences.

Unit 19: Open sentences with addition86




Starter activityGive partitioning of the number 5 special attention, as it is useful knowledge for building other addition and subtraction facts. Systematic recording should be provided by the teacher to make the resulting pattern explicit to the pupils: 5 and 0; 4 and 1; 3 and 2; 2 and 3; 1 and 4; 0 and 5.

Discuss this one-up and one-down pattern with the pupils. Does it work for every number? To build pupils’ understanding of the conservation of number, pupils should be given the opportunity to repeat the activity with all numbers up to 10.

Lesson focusGive pupils piles of small objects and guide them to group the objects into two sets of unequal numbers. Ask pupils to count the objects in the smaller group and then determine the number of objects to be added to obtain the number of the bigger group.

Each time, write the appropriate open number sentence on the board and fill in the missing number once pupils have determined what it is.

Now move on to word stories involving open number sentences, using the same approach as above. Tell pupils that you have 8 bananas and 3 of them are ripe. Write on the board: 3 + ___ = 8. Ask them to work out how many bananas are not ripe in order to complete the open number sentence. Do a few more similar examples, writing an open number sentence for each one.


Answers

Exercise 32 short dresses (2 + 2 = 4)4 red marbles (1 + 4 = 5)2 short pencils (1 + 2 = 3)7 sweets altogether (2 + 4 + 1 = 7)

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to use equations to record addition stories and create addition stories from equations. Pupils should be able to recognise and use addition in a real-world situation. Pupils should be able to write and solve open number sentences from word stories.

Extension activityEncourage pupils to make up missing-number stories themselves and to exchange with a friend and work out the missing number in each other’s stories.

Support activityPupils may need extra assistance when working with word stories. Help them to translate the word story into a number sentence. Usually once they have managed that step they are able to solve the number sentence and find the missing number.

Extra word story examples to use:1. Michael buys 7 sweets. He gives 5 to his

little brother and keeps the rest.(5 + 2 = 7)

2. Abeke brings 4 cakes to school. She keeps 1 and gives the rest away to her friends.(1 + 3 = 4)

3. Idowu has 6 t-shirts. 2 of them are blue and the rest are red.(2 + 4 = 6)

Unit 19: Open sentences with addition 87



Lesson focusRevise the work covered in Unit 19:• Finding missing numbers in an addition

statement• Cross-checking the correctness of addition in

everyday life.Make sure that pupils are familiar with the key word definitions for this unit:open sentences: a mathematical statement which can be either true or false depending on what numbers are used.bonds: familiar addition sums which you know the answer to instantly.


Answers

Worksheet 191. 12. 23. 44. 15. 16. 27. 18. 29. 310. 2

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to find missing numbers in a given statement; and mention areas where accuracy of addition is required in daily life.

Unit 20: Open sentences with subtraction88

Unit 20 Open sentences with subtraction

ObjectivesBy the end of this unit, pupils should be able to:• Find missing numbers in a subtraction

statement;

• Cross-check the correctness of subtraction in everyday life.


buttons, coins • Pupil’s Book

Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to subtract from whole

numbers up to 10. They should have some grasp of the concept of a mathematical equation or open number sentence.

Common errors pupils makePupils do not yet fully understand what the equals symbol represents, so while they may be able to complete the sums they have little understanding of the underlying concept. For this reason, using pictures as a method of recording is important.

Evaluation guidePupils to:1. Find missing numbers in a given subtraction

statement.2. Give examples of the importance of accuracy in

subtraction in everyday life.

Lesson 1 Pupil’s Book page 54 and 55

PreparationYou will need to have:• Small items to use as counters, such as pebbles,

beads, buttons, coins • Pupil’s Book

Starter activityShow the pupils a handful of pebbles, for example, 8 pebbles. Put some under a pot and show the pupils 2 left in your hand. Ask them: I had 8 pebbles altogether, I have 2 in my hand, so how many pebbles are under the pot? Let pupils play this as a game in pairs to practise number bonds.

Lesson focusHand out piles of small items and guide pupils to group them into two sets of unequal numbers, for example grouping 8 items into a group of 5 and a group of 3. Ask pupils to count the items in the larger group and then determine the number of objects to be subtracted to obtain the number of the smaller group. For example 2 needs to be subtracted from 5 to obtain 3. Write on the board:5 – ___ = 35 – 2 = 3

Repeat with a number of examples, writing an open number sentence each time and asking pupils to fill in the missing number. Explain that these examples all involve subtraction, and show pupils that in order to find the missing number we need to subtract the smaller number (on the right hand side) from the larger number. Also show them how

Unit 20: Open sentences with subtraction 89

to check their answers using addition, for example 2 + 3 = 5.

Complete Exercises 1 and 2 on pages 54 and 55 in the PB.

Answers

Exercise 11. 22. 43. 54. 55. 1

Exercise 21. 22. 83. 14. 25. 12

AssessmentObserve how pupils are solving equations. Are they using their fingers to count, are they able to count in their heads, or do they simply know the answer? You may need to ask the pupils to explain how they worked out the answer if you are unable to observe their method. Look at their answers to the exercises in the PB. Pupils should be able to find the missing number in a given number sentence involving subtraction.

Extension activityEncourage pupils to play number bond games at home with other family members. Number cards can be made out of any available paper or cardboard, or they can use a deck of playing cards. Games encourage instant recall rather than counting to work out an answer.

Support activityGive pupils extra practice with subtraction until they can recall the answers to subtractions from whole numbers up to at least 5. Now show them how useful it is to be able to recall these subtractions when solving open number sentences, rather than having to work out the answer each time.

Unit 20: Open sentences with subtraction90


PreparationYou will need to have:• Pupil’s Book

Starter activityComplete quick-fire questions with subtraction equations in the number range from 5 to 10. Make sure you give all pupils a chance to give an answer.

Lesson focusPupils need to experience mathematics as part of their daily lives and be able to see where everyday events require mathematical knowledge. When pupils solve these problems, encourage them to make use of instant recall of facts. If they do need to use a method for solving, then they should be using a counting-on or counting-back strategy. Encourage pupils to count on or back in their heads rather than use their fingers. Counting on fingers can become a strategy that is used out of habit and requires no thinking. The wording of the story problems is kept as simple as possible for beginning readers. If assistance with reading the problem is required, this should be given. The ability to read a problem and to know what to do requires reading comprehension as well as what mathematics to apply.

Read carefully through the word stories in Exercise 3 on page 55 in the PB, helping pupils to interpret the questions where necessary. Allow them to work in pairs to complete the exercise.

Answers

Exercise 31. 2 books (5 – 3 = 2)2. 2 sandwiches (3 – 2 = 1)3. 4 flowers (4 – 4 = 0)4. 5 cats (5 – 1 = 4)

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to use equations to record subtraction stories and create subtraction stories from equations. Pupils should be able to recognise and use subtraction in a real-world situation. Pupils should be able to solve word stories involving open number sentences using subtraction.

Extension activityHave pupils make up three subtraction word stories. They can exchange with a friend and solve each other’s word stories by drawing diagrams and writing open number sentences.

Support activityPupils who are struggling may require more time and practice but still need to be encouraged to use imaging in their minds. It may help them if you remind them of the image of the number line.

Unit 20: Open sentences with subtraction 91

Lesson 3 Pupil’s Book page 54; Workbook page 32


Lesson focusRevise the work covered in unit 20:• Finding missing numbers in a subtraction

statement;• Cross-checking the correctness of subtraction in

everyday life.


Answers

Worksheet 201. 22. 43. 14. 45. 46. 17. 38. 19. 210. 1

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to find missing numbers in a given subtraction statement; and give examples of the importance of accuracy in subtraction in everyday life.

Unit 21: Recognising money92

Unit 21 Recognising money

ObjectivesBy the end of this unit, pupils should be able to:• Recognise different denominations of Nigerian coins.

Suggested resources• Actual coins, model coins or paper coins• Pupil’s Book

Key word definitionsdenomination: the value of a particular coinhighest: the biggest or largest valuevalue: how much

Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to add and subtract

numbers easily. Pupils need to understand that money-coins are what they use to buy items. They also need to know values of numbers.

Common errors pupils makeSome pupils may be confused by the fact that 50k is smaller than 1, even though 50 is a bigger number. They need to know that even though 50 kobo has a number value of 50, it is less that 1 or 2 which have the values of 100k and 200k respectively.

Evaluation guideAssess whether pupils can:

Identify specified coins from a collection of coins.

Lesson 1 Pupils’ book page 56

PreparationYou will need to have:• Real or model Nigerian Coins• Brown paper and Cardboard• Pupils’ Book

Starter activityPlace pupils in small groups and give each group a pile of coins of different denominations, including 1/2k, 1k, 5k, 10k, 25k. Ask them to sort the coins into smaller piles according to denomination. Check whether they are able to name each denomination.

Lesson focusShow the pupils different denominations of Nigerian coins. Let the pupils see and touch the real coins. Let them differentiate the coins by the pictures/symbols on them, the sizes, as well as the colour of each. Show the pupils both the front and the back of the coins. Pupils should use white or brown paper to trace the coins then write the value of each on the tracings. Ask them how many 1k are in 2k, 5k, 10k etc.

Assist the pupils to count the number of ½ k in 1k, 5k and 10k, paying particular attention to the fact that two ½ k coins are worth the same as one 1k coin.

Pupils can complete Exercise 1 on page 56 in the PB.

Unit 21: Recognising money 93

Answers

Exercise 11. 52. Bronze3. Silver4. 105. 10

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to identify the Nigerian coins and differentiate them according to size, colour and value.

Extension activityPupils should draw the three Nigerian coins 50k, 1, 2. They should also cut out brown paper or cardboard to the size of each coin and then draw the correct symbols of each of the coins on the corresponding cardboard cut-outs.

Support activityShow pupils a collection of Nigerian coins of different denominations. Have them sort them into piles, grouping them according to denomination. Now ask them questions to help them familiarise themselves with the value of each denomination:• How many 1k in a 5k coin?• How many ½ k in a 1k coin?• How many 5k in a 10k coin? etc


PreparationYou will need to have:• Real or model Nigerian Coins• Pupils’ Book

Starter activityShow the pupils the coins spent in Nigeria. Ask them to pick out specific coins from a pile of mixed coins.

Lesson focusGroup coins into three piles, each containing a different number of coins of different denominations. You could either stick the coins on the board so that pupils can all see them, or you can draw them on the board or use pictures of coins. For example, the first pile could contain four ½ k, two 1k and one 5k; the second pile could contain four 1k and two 2k; and the third pile could contain one 10k.

Ask pupils to work out the value of each pile, and to say which pile has the highest value and which pile has the lowest value (in the example above, the first pile contains 9k, the second 8k and the third 10k). Repeat with a number of different examples, making sure that pupils can work out the value of a group of coins of different denominations.

Pupils can complete Exercise 2 on page 57 in the PB.

Answers

Exercise 21. B2. B3. A4. A

Unit 21: Recognising money94

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to work out the value of a group of coins of different denominations.

Extension activityPupils can work in pairs and each form three of their own piles containing coins of different denominations. Their partner should work out which pile has the highest value.

Support activityPractice working out the value of a pile of coins with pupils who need extra support. Help them to count each coin’s value and to combine the values to find the value of the pile. Quiz them to make sure they know how many ½ k in 1k, how many 1k in 5k etc.


PreparationYou will need to have:• Workbook• Pupils’ Book

Lesson focusRevise the work covered in Unit 21:• Recognising different denominations of

Nigerian coins.

Make sure that pupils are familiar with the key word definitions for this unit:• Denomination – the value of a particular coin.• Highest – the biggest or largest value.• Value – how much something is worth.


Answers

Worksheet 211. a) 16k b) 16k2. 1k3. a) 5k b) 10k4. a) fruit

b) towersc) palm tree

5. a) 1kb) 25kc) 10k

d) 5ke) ½ k

6. a) greyb) silverc) brownd) bronzee) gold

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the WB. Pupils should be able to identify specified coins from a collection of coins.

Unit 22: Adding and subtracting money 95

Unit 22 Adding and subtracting money

ObjectivesBy the end of this unit, pupils should be able to:• Add coins to obtain sums not exceeding 25k

• Calculate change obtainable from 10k or less.

Suggested resourcesYou will need to have:• Small items to use as counters, such as beads,

buttons, coins • Pupils’ Book

Key word definitionscalculate: to work out the answercalculating: working out the answer

Frequently asked questionsQ What prior knowledge do the Pupils need?A Pupils need to be able to identify all coins used.

Pupils need to be confident adding numbers to 25 and subtracting numbers from 10.

Common errors pupils makePupils may struggle when subtracting ½ k to find change. Remind them that two ½ k coins make 1k.

Evaluation guideAssess whether pupils can:• Do simple exercises on the addition of money

not exceeding 25k;• Calculate change from 10k or less when buying

or selling something.


PreparationYou will need to have:• Items to sell in pretend shops• Pretend, real or paper coins• Brown paper• Pupils’ Book

Starter activityAsk a variety of quick-fire addition questions with sums not exceeding 25, such as: what is double 12? 9 plus 13? 17 add 7? 6 and 8? etc.

Lesson focusDraw a collection of coins on the board and ask pupils to find the total. Such as: 5k, 5k, 10k and 2k, or 5k, 25k, 5k and 1k.

Set up several stalls with a variety of objects priced from ½ k to 25k. Ask two pupils to stand by each stall as the sellers. Give the pupils pretend money to pay with and ask them to go to a stall and buy three items. Stall sellers must give the total price of the three items. Customers must have the exact money. Provide a piece of paper and a pencil to help them add the total. Swap round some customers and sellers to allow everyone to have a turn. Wander round to each stall and listen to pupils. If some pupils find adding three items too challenging ask them to choose just two.

Work through the examples on page 58 in the PB.

Ask pupils to complete Exercise 1 on page 58 In the PB.

Unit 22: Adding and subtracting money96

Answers

Exercise 11. 3 ½ k2. 3k3. 11k4. 20k5. 16k6. 25k

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to add money with sums not exceeding 25k.

Extension activityPupils should make ten units of each type of coins with brown paper. They can then form groups with different combinations of coins and say the value of the sum of each group of coins. The teacher should supervise and assist where necessary.

Support activityGive your pupils extra practice adding amounts of money. Encourage pupils who are struggling to group coins of the same denomination together and add those first, and then to combine different denominations.

Lesson 2 Pupils’ book page 59; Workbook page 35

PreparationYou will need to have:• Items to sell in pretend shops• Pretend, paper or real coins• Pupils’ Book

Starter activityAsk quick-fire subtraction questions with numbers to 10, such as: What is 7 minus 3? 5 take away 2? 2 subtract 1? 5 take away 4? 9 minus 4? etc.

Lesson focusExplain to pupils that we don’t always have the exact money to pay for items. Sometimes we need to get change. For example: If I buy a sweet that costs 2k and I give the seller a 5k coin, how much change would I need? We can work out the change needed by putting it into a simple subtraction calculation. 5 – 2 = 3. So I need 3k change. How can I make 3k? Maybe 2k and 1k coins.

Set up the stalls again with objects priced from 1 to 10. Ask two pupils to stand on each stall as the sellers and ask the rest of the class to be the customers. Customers may choose one or two items to buy. This time the customers do not need to give the exact amount as the seller can work out the change to give them. Again provide paper and pencil to help their calculations if necessary.

Work through the example on page 59 in the PB and then ask pupils to complete Exercise 2 on page 59 in the PB.

Answers

Exercise 21. You will get 3k change.2. 3k3. 1k

Unit 22: Adding and subtracting money 97

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the PB. Pupils should be able to calculate change when they buy or sell something for not more than 10k.

Support activityGive pupils extra practice with subtraction from whole numbers not exceeding 10. Have a quiz to test their subtraction and have them write down the questions they get wrong and redo them.


PreparationYou will need to have:• Workbook• Pupils’ Book

Lesson focusRevise the work covered in Unit 22:• Adding coins to obtain sums not exceeding 25k;• Calculating change obtainable from 10k or less.

Make sure that pupils are familiar with the key word definitions for this unit:• Calculate – to work out the answer• Calculating – working out the answer.


Answers

Worksheet 221. a) 3k

b) 20kc) 16k

d) 17ke) 30kf ) 25k

2. a) 15kb) 11kc) 7k

3. 15k4. 8k5. B6. a) 15k

b) 2kc) 1 ½ k

d) 10ke) 4k

AssessmentObserve and listen to the pupils during the lesson. Look at their answers to the exercises in the Workbook. Pupils should be able to do simple exercises on the addition of money not exceeding 25k; calculate change from 10k or less when buying or selling something.

Term 2: Project: Tracing coins98

Term 2 Project: Tracing coins

ObjectivesPupils should be able to:• Distinguish between the denominations of Nigerian coins• Create accurate rubbings of coins.

Preparation Pupil’s Book page 60

You will need to have:• Real Nigerian Coins• Tracing paper• Pencils• Pupils’ Book

Starter activityShow pupils a selection of coins and ask them to name and describe each coin. They should be familiar with the coins used and able to identify them and distinguish between them.

Lesson focusRead through the instructions on page 60 in the PB and guide pupils as they trace their coins. They should trace the front and back of each coin, and each pupil should trace at least one of each type of coin. The traced coins could be used for display within the classroom or they can be pasted into PBs.

AssessmentAs pupils trace their coins, listen to the language they use to describe them. Are they familiar with the different coin denominations? This project is meant as an independent task to give the opportunity to observe and question pupils as they work. Pupils should be able to trace coins.

Pupils should be able to identify the coins used in Nigeria.

Term 2: Assessment 99

Term 2 Assessment

ObjectivesThis assessment is a summative assessment of work covered in Units 13 to 22. It is designed to assess pupils’ mathematical understanding and not their reading ability. It is important that it is completed by individuals and without support from other pupils, as this would cover up any difficulties a pupil may be having with particular concepts. It is therefore best carried out with small groups of pupils under the guidance of

the teacher. Teachers should read each question carefully to the pupils and give them enough time to complete it before moving on to the next question.

A more able group within the class may be able to complete the assessment without the teacher needing to read the questions. However, observe pupils while they complete the questions, as this provides further information about them.

Guidelines Pupil’s Book page 62

On completion of the assessment teachers should look for correct answers and mistakes individual pupils make. They should also check to see if there is a pattern that indicates that any particular question is causing a significant number of pupils’ difficulties.

An analysis of the results of an assessment enables teachers to identify any weaknesses, so that they can provide the necessary support, and strengths, so that they can provide more challenging activities. Teachers are also able to identify any weaknesses in their teaching programme and make adjustments as necessary.

Answers1. a) eighteen

b) twelvec) twenty sevend) thirty fivee) forty four

2. a) 4 eggsb) 5 eggsc) 3 eggsd) 3 eggs

3. a) halfb) quarter

Assessment

Pupils should be able to complete the three questions without assistance. Take note of where pupils struggle or ask for help, and revise those topics as needed.

Documents

Unit 13 Adding numbers with a sum less than five · for pupils to understand the concept of joining ... Extension activity ... Unit 13: Adding numbers with a sum less than five 63