Period:
Lesson plan for the week ending September 22, 2017
Subject:
Mathematics
Grade:
9I
Duration:
80*4 minutes per session
Topic:
Addition and Subtraction
Teachers:
Mrs. Gallant, Mrs. Dixon
General Objectives: Students should be able to perform the basic operations of addition and
subtraction
Specific Objectives: students should be able to
1. Explain the following terms: Addition, subtraction, addend, sum, difference, minuend,
subtrahend
2. Arrange the digits of whole and decimal numbers in their correct places before adding
and subtracting.
3. Add and subtract whole and decimal numbers both mentally and with pen and paper
4. Give reasonable estimates of results
5. Solve related word problems
6. Actively participate in class activities and discussions
Resources:
1. Mathematics for Caribbean Schools bk.1 by Althea A Foster, Terry Tomlinson pp 30-31.
Previous knowledge: Check that students can:
Write numbers in correct place value;
Read numbers
Instructional Strategies: questioning, problem solving, discussion
Instructional Materials: White board, markers, textbook
Content Summary: ADDITION is the process of calculating the total of two or more numbers
or amounts. When you add numbers you use the plus sign. The answer is called the SUM. The
numbers that are being added are called ADDENDS.
SUBTRACTION is the process or skill of taking one number or amount away from another. In a
subtraction problem, the part you start with is called the MINUEND. The part being taken away
is called the SUBTRAHEND. The part that is left after subtraction (the result) is called the
DIFFERENCE.
Procedure
The day’s objective/s will be written on the board.
Introduction: Students will be asked to place a digit in a column of their choice on the board.
They will be asked to say which is more and why they think it is so.
Hundreds of
Thousand
Tens of
Thousand
6
Thousand Hundred
4
4
7
3
9
Tens
Ones
0
3
0
4
8
2
.
Step1: Students will be engaged in a brief discussion on the number of digits in a telephone
number.
Discussion questions: What if a person making a call dialed only 5 digits in a 7-digit zone? What
if a caller dialed 927-6341 instead of 972-6341?
Based on students’ response, this discussion will be linked to place value and the importance of
placing digits in their correct positions.
Step2: Students will attempt to explain the following terms: place value, face value, true value.
Teacher will write their responses on the board and make any necessary clarification.
Step3: Students will be given 2-7 digit numbers to write on a place value table and give the three
values of selected digits. Teacher will guide students in this activity.
Step4: Students will listen to a song about expanding numbers and then join in singing the song.
They will be asked to explain what the song is saying (which is – to expand a number you write
the true value of each digit).
Based on their explanation, students will be asked to attempt expanding given numbers. Teacher
will make any necessary corrections. They will be asked what should be done to get back the
original number.
Students will be asked to expand the following numbers:
(a) 7,562=7000+500+60+2
(b) 89,786=80000+9000+700+80+6
Step5: Students will be engaged in another discussion about the different ways to write a
number. Selected students will be given strips of paper with number names. They will be asked
to match a number with its name.
A large number will be placed on the board and students will attempt to write the number in
words using the number names that they have. Teacher will guide students in this activity.
Students will be asked to write numbers given previously in word and vice versa.
Culminating Activity:
Students will be given related activities to work independently.
Students will do independent practice from Mathematics for Caribbean Schools bk.1 pp 2
Exercise 16
Evaluation2: