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MATHEMATICS LESSON PLAN
GRADE 4
TERM 1: January – March
PROVINCE:
DISTRICT:
SCHOOL:
TEACHER’S NAME:
DATE:
DURATION: 3 Hours
1. TOPIC: WHOLE NUMBERS: addition and subtraction.
2. CONCEPTS & SKILLS TO BE ACHIEVED:
By the end of the lesson, learners should be able to :
subtract whole numbers to at least 4 digits.
use range of techniques to perform and check written and mental calculations of whole numbers
including:
rounding off and compensating
addition and subtraction as inverse operations
Grade 4 Lesson Plan: Term 1
WHOLE NUMBERS: Addition and Subtraction (Lesson 5)
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DBE text book (TG & LB), DBE workbook 1, any other textbook.
3. RESOURCES:
Subtraction of whole numbers up to 3 digits
4. PRIOR KNOWLEDGE: Use strategies such as building up and breaking down, number
lines, rounding off in Tens and Hundreds
5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)
Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.
6. INTRODUCTION (Suggested time: 10 Minutes)
Rounding off can be used to estimate the answers for calculations. Introduce rounding off by
using the problem solving below:
A traveller has driven 268 kilometres of the 859 kilometres to his destination.
Approximately how far does he still have to drive?
Example
268 and 859 rounded off to the nearest hundred are 300 and 900. The traveller still has to drive
approximately 900 − 300 kilometres, that is 600 kilometres.
Round off the following numbers to nearest 10 and 100
a) 256
b) 716
c) 215
d) 892
e) 946
7. LESSON PRESENTATION/DEVELOPMENT (Suggested time: 20 minutes)
Learning activities
Teaching activities (Learners are expected
to:
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WHOLE NUMBERS: addition and Subtraction (Lesson 5)
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Activity 1
Follow the steps.
Learners may work in pairs
Introduce rounding off to subtract by explaining the following:
Three digits can be calculated by rounding off to the next multiple of ten or
hundred
1. Round off to the nearest 10 and calculate the difference of the
rounded number/approximate answer.
Example 1
a) 456 – 369
460 – 370 = 90
b) 886 – 278
c) 873 – 269
Give feedback on the
2. Round off (b&c) to the nearest 100 and get the difference of the board.
rounded number/approximate answer
Example 2 456 – 369
500– 400 = 100
Activity 2
Introduce method 2: Subtracting by breaking down and compensating. Follow the calculation
steps
Give learners steps to follow when subtracting:
Subtract the second number from the first number.
Break down both numbers
Group to subtract
Subtract those that can compensate for the smaller number.
Subtract
Compensate for the smaller number
Write the final answer
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WHOLE NUMBERS: addition and Subtraction (Lesson 5)
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Example : 456 – 369
= 400 + 50 + 6– 300 – 60 – 9 Work out the answers
in pairs.
=( 400 – 300) + (50– 60) + (6–9)
Give feedback on the
= 100 + (50– 60) + (6–9)
board
= (150 – 60) + (6–9)
= 90 + (16–9)
= 80 + 7
= 87
1. Calculate by compensating the answers in activity 1 ( b &c) by
Confirm the answer
subtracting to get the accurate answers.
2. Use the inverse of subtraction to check if the solutions are correct using addition as
inverse operation.
CLASSWORK (Suggested time: 15 minutes
Divide learners into manageable groups
Allocate different numbers in each group.
Each group must show their calculations on the board.
1. Calculate the difference of the following numbers by rounding off to the nearest 10 and 100
a) 346 – 237
b) 545 – 361
c) 468 – 179
d) 206 – 225
e) 670 – 561
2. Calculate the above numbers by compensating to get the correct answers
3. Use the inverse of subtraction to check if your solutions are correct.
CONSOLIDATION/CONCLUSION & HOMEWORK (Suggested time: 5 minutes)
a) Emphasise:
that calculation can be performed using different methods such as rounding off and
compensating.
the meaning of mathematical terminology and operations that are appropriately used.
that the steps are mathematically correct
that inverse operation are used to check whether solutions are correct.
b) Home work
The primary purpose of Homework is to give each learner an opportunity to demonstrate
mastery of mathematics skills taught in class. Therefore Homework should be purposeful and
the principle of ‘Less is more’ is recommended, i.e. give learners few high quality activities that
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WHOLE NUMBERS: addition and Subtraction (Lesson 5)
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address variety of skills than many activities that do not enhance learners’ conceptual
understanding.
Carefully select appropriate activities from the DBE text book ( LB & TG), workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive
levels.
Recommended Homework:
DBE textbook ( LB) DBE workbook 1 Any other textbook
Page 45 No:6 Page 35 Act.3 (c-d) and act. 4
Page 48 Act no. 11 (a-d) and 12 (a
& b)
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WHOLE NUMBERS: addition and Subtraction (Lesson 5)
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