Exploring Maths

Teachers EEA
3

A joint publication of National Institute of Education, Maldives

and Cambridge University Press, India

4381/4 Ansari Road, Daryaganj, Delhi 110002, India

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Cambridge University Press 2015
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First published 2015
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acknowledgement in future editions of the book.

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Preface
Teachers are expected to play one of the most imperative role in implementing the
New National Curriculum.
This book intends to help teachers to bring the changes in the teaching and
learning process, based on the Mathematics Syllabus in the New National
Curriculum. The book focuses on giving ideas for teachers to carry out practical
activities by incorporating key competencies, skills and values for each strand in
the Mathematics Syllabus. The content of each unit includes outcomes, indicators,
incorporated key competencies, shared values and process skills. In addition,
prior knowledge, ideas to introduce the concept, pedagogy and planning followed
by integration is written. Furthermore, guiding materials to be used in assessment
for learning practices are included. We hope this book will serve as a support
for teachers in order to achieve the goals of Mathematics in the New National
Curriculum.
We extend our sincere thanks to Cambridge University Press for partnering with
us in this endeavour.
We are beholden to the members of the NIE Curriculum Team for the support
rendered.

Ali Adam
Education Development Officer Coordinator
Aishath Shiuny
Education Development Officer Coordinator

iii

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Contents
Strand: Numbers (N)
1. Number Concept

2. 

15

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Unit 1: N
 umber Concept (N1)

Outcome N1.1:
Count numbers up to 4-digits (9999) in Dhivehi and English. Skip-count
forwards or backwards.

Outcome N1.2:
Recognise the value of numbers up to 4-digits (9999).

Outcome N1.3:
Use the vocabulary of estimation; make and justify estimates of numbers.
Round off whole numbers.

Outcome N1.4:
Read and write other numerals.

1. Prior knowledge:
Count numbers up to 3-digits (999) in Dhivehi and English
Skip-count forwards or backwards
Count reliably a set of objects
Recognise the value of numbers up to 3-digits (999)
Use the vocabulary of estimation
Make and justify estimates of numbers
Round off whole numbers
Read and write other numerals

2. Indicators
N1.1 Counting
a. Skip-counts forwards or backwards by ones, twos, fives, tens, threes,
hundreds and thousands, from a given number.

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N1.2

Place Value and Ordering

a. Represents numbers up to 4-digits using pictorial and symbolic materials.

(Eg: Abacus, Number discs and place value charts).
b. Identify the number that comes after, before or between given numbers up
to 9999.

c. Compares numbers up to 9999 in different ways. (Eg: more than, less than
and equal to).
d. Orders and positions numbers up to 9999 on. (Eg: number line).

e. Forms different numbers, given any four number cards. (Eg: largest number
and smallest number).
f. Partitions 4-digit numbers in different ways, including into multiples of
1000, 100, 10 and 1.
g. Reads, writes and says numbers up to 4-digits in figures and words.

h. Records numbers up to four digits using expanded notation. (Eg: 6052 =

6000 + 50 + 2).
i. Recognises that the position of a digit gives its value, in relation to 4-digit
numbers and knows what each digit represents.
j. Says the name and writes the numeral for the number that is 1, 10, 100 or
1000 more or less than a given 1 to 4 digit number.

N1.3

Estimating and Rounding

a. Estimates a number of objects up to about 100.

b. Uses the appropriate vocabulary in estimation. (Eg: about, not less than,
not more than, almost).
c. Rounds any positive integer less than 1000 to nearest 10.

N1.4

Other Numerals

a. Reads and writes numbers in Arabic Indic(Hindu Arabic) numerals up to

30. (Eg: . . . . . . . . . ).
Process skills: Representing, communicating, problem solving, selecting tools,
reflecting, connecting, reasoning and proving
Key competencies: Understanding and managing self, Relating to people,
Thinking critically and creatively, living a healthy life, using sustainable practices
Shared values: Values related to self, others and the environment

3. Introduction to concept
Students learn number concepts through their day-to-day activities and using
manipulatives. In Grade 2, children learn to extend numbers from 2-digit (99)
to 3-digit (999) numbers. In Grade 3, the students revise these numbers and
learn to extend the number range to 4-digits (9999). The main focus here is to
represent numbers, visualise their quantity and associate with their number
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name. Counting large numbers is a challenge for some students but it can be
eased out if it is associated to their daily life experiences or with their prior
knowledge. Language is a tool which supports the development of number
skills. Use one-to-one correspondence of non-identical objects in play and
practical situations helps in building a better understanding of numbers.
The introduction of large numbers using their place values help the students
develop the number sense to relate to a given range of numbers. It makes it
easier to compare, order numbers and perform computations with the given
numbers. An understanding of place value acts a tool for learners to perform
operations without knowing the algorithm.
Using stories, songs and different activities help the students connect with
their learning and hence develop their interest that in turn brings clarity of
the concept.

Example
Notice the digits on the number plates of vehicles while coming to
school.
Divide the class into groups and plan an activity to role play to act a
vehicle with a certain number.
Discuss about why such a big number is given to that particular
vehicle, what each numeral represents (it can represent a state,
area code, etc.)

4. Details of Concept
Visualising helps in understanding the quantity of a number to carry out
meaningful counting. Students can find many opportunities in their daily life
to experience one-to-one correspondence with big numbers. They see and
read four-digit numbers on the number plated of bus, car and other vehicles
on the road. Once the students understand that large numbers are used
to count larger quantities, they will be look for more such examples, which
further strengthen their understanding of 4-digit numbers.

5. Pedagogy and Planning

Cut out pictures from old newspapers and magazines that have 4-digit
numbers. Discuss with them what all the numbers represent. Ask them to find
out what that numbers in the cut outs represent. Direct the discussion to the
information these values give us.
Since the students are already familiar with the concept of skip counting, use
this opportunity to help the students practice skip counts of 4-digit numbers
by 2s, 3s, 5s, 10s, 100s and 1000s using questions such as,
What if the number given in the cut out is increased by 2?
Will this change affect the data in any way? If yes, how?
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Extension
Help children make a collage using the newspaper cutting they have
on an A4 sheet of paper. Ask them to group themselves in such
a way that each group can be given a common theme name. For
example, vehicles on a road, problems in the city, households in the
city, students in schools, etc.
Turna 1000s ideainto a writing project. Ask children, What would
you do if you had MVR 1000? Have them write their response and
illustrate it as well.
Collect tickets used for local transport or from past travels and
observe their costs. The students can be taken for a ride in the local
or public transport system and asked to calculate the total cost of
travel of all the students in the class.
Cost of use of different means of transports available can be
explored, counted and compared.
Students can be encouraged to prepare their own travel tickets and
compare with the tickets prepared by other students.

ACTIVITY 1
This is activity on Dhivehi numbers. You need a set of ten cards having digits 0 to
9 written in Dhivehi for each student. Only one digit should be written on a card.
Let all the students sit in a circle. Ask them to keep their number cards, face down,
in front of them.
When you say ready, every student should pick up 4 cards at random and place
them face up. Then ask everyone to make the following numbers using their cards.
a. The greatest number b. The greatest even number c. The greatest odd number
d. The smallest number e. The smallest even number f. The smallest odd number
Now ask them to write the corresponding numbers using Hindu-Arabic numerals.
In Grade 3, student will also have to learn reading and writing Arabic-Indic
numerals up to 30. Following activity will help students learning Arabic-Indic
numerals.

ACTIVITY 2
This activity will help students to learn Arabic-Indic numerals.
Make around 20 number cards such that Hindu-Arabic numerals are written on
half of them and corresponding Arabic-Indic numerals are written on the other
half. Keep the number cards on your table with face down. Ask 20 students to
come forward and pick up one card each.
Now one student will show his/her number card to the group. The student which
has the number written in the other numeral will come forward and will stand
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beside the first student. If any student makes any mistake, ask other students in
the class to correct it.
At the end of this activity, students will learn 10 pairs of numbers thoroughly
written in both the number systems.
Now repeat this activity with remaining numbers.

Communicating:
Use understanding of the difference between counting of numbers forwards and
backwards and help the students practice problems related to 4-digit numbers.
Use skip counting by 2s, 3s, 5s, 10s, 100s and 1000s in practical situations.

Examples
The blue car has number 4356 and I saw a fruit shop around the corner
with the same shop number.
My house number is 50 while Ali lives 5 houses from ours, that is, 55.
Examples: Discussion would introduce new vocabulary:
a) Names of objects stairs, car, shop, etc.
b) Words associated with skip count together, by, from
c) Names of colours blue, orange
d) Names of various transport car, bus, truck, tankers, metro rail
or interstate rail system

6. Integration : Thematic Approach: Road Transport

Prepare a presentation with children using number of vehicles on the road.
This activity can be carried out after completing the whole strand.

Learning outcomes
Provide meaningful contexts for teaching mathematics.
Students can learn to work together collaboratively, with each student
engaging in tasks suited to his/her own level of ability/comfort.

Planning the presentation

Students discuss and plan to count the number of different types of vehicles at
different time intervals. For example, coming to school, while going back home,
going for an outing with family, going for shopping or to buy grocery with parents,
going to play in the park, etc.
Learning experiences include:
Identifying different types of transports for different needs
Making a list indicating the quantity of each type of vehicle
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 Allocating different tasks for presentation, to each student such as collecting

pictures of vehicles, collecting and keeping data for different types of vehicles
observed
Distance travelled by people
Cost of travel in terms of tickets, stay during the travel, etc.
Asking children to explore why a particular vehicle is used for a particular
type of activity such as the use of a bus to carry 40 children or people at a
time, trucks are used to carry heavy loads, 4-seater vehicles to carry four
passengers, use of railways and airways to cover long distances
Understanding the choice of a mode of transport based on the costs involved
Discussing the effect of increase in road traffic and pollution
Understanding the importance of use of public means of transport to reduce
problems related to road traffic

Travelling:
Learning experiences may include:
Using public means of transport and spreading awareness about its benefits
Finding out different means of road transport available in the city/island
Learning the traffic and driving rules followed in the country
Using appropriate social skills and behavior while sitting in the bus/dhoani/
ferry. For example, fastening the seat belt, stopping at the red light, use of
the horn, efficiently using the sitting space available in the public means of
transport, offering seat to the elderly and those in need
Learning measures to avoid accidents

Preparing for the travel

Students make rules to travel by a motorbike. Students plan to prepare cards that
can be distributed in public.
Tasks can be organised at an appropriate level for each student. Tasks can
include cutting the paper for the card, writing the slogans, writing on the
card, writing the rules to be followed while travelling.
The importance of safety is emphasised while distributing the cards.
The students work independently and co-operatively and list down the
instructions/rules to be followed while travelling in a sequential manner (in
written form for advanced learners or in pictorial form for others).
Once the cards are made, students get involved in the distribution process
of the cards. Once again, the importance of interacting appropriately will be
emphasised.
A discussion can be conducted in the class on the kind of response received
from the people to whom the cards were given, the awareness lacking among
the masses.
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Measures

Number

Shape

Road
Transport

Data

Pattern and sequence

Early mathematical
activities

Exploring Mathematics Teachers Book 3

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Communication and language

Environment

ICT

Mapping
the school

Art

Social and personal health

education

Science SENSE

7. Lesson plan referring to work book: Number concepts:

Recall prior knowledge of numerals, two and three digit numbers and number
names using a number card game after that workbook can be taken; refer
counting in the workbook
To introduce students to 4-digit numbers, plan some activities with
manipulative such as number cards with 3 digits and more, make numbers
using 4 digits, introduce the term thousand as done in grade 2
Plan a visit to the local supermarket to buy grocery. With this the students
understand to read price tags on items and the total amount of money to be
paid at the cash counter (2- and 3-digit figures).
Representing numbers on the abacus, give pages with numbers having blanks
such as 4_32, 45_2, 489_ . asking the students to identify the place values
of digits in the numbers(refer activities to be completed in the workbook like
completing the grid with peer, etc.).
Use tickets made in the class, ask them who will sit where according to the
number on the ticket , discuss with smaller number first, what comes after,
before and in between, ascending and descending, more than 5 or 1, etc. can
be taken up. Do the task given in the workbook. Let them do it in groups or
with their peers.
Explain what is rounding off by 10, 100 and 1000 using number cards .Take
the numbers one by one. First make them understand about ones place, then
extend their learning towards 10, 100 and 1000.
Discuss how we write numbers in Arabic, introduce the numerals using one
to one correspondence, give them cards from 0 to 9 and let them match it,
ask them their number names, ask them to extend the numbers and take the
counting till 30 and ask to write it on a piece of paper with their group, ask
them to do it individually after some time on a piece of paper, ask them to do
the task in the workbook.
Give the students a few more numbers with blanks at thousands place and ask
them to do a group activity. Use these numbers for a comparison: greater than,
less than or equal to. Refer book for doing activities with number given in that.
Plan more activities according to the need from the integration in the theme

8. Assessment
1. Questioning

Sample questions
a. Can you count five numbers backwards of the number ______?
b. Can you count five numbers forwards of the number ______?
c. What number comes after skip count by ___?
d. What if I put five more in _______ and then add another 5 to it?

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e. What if I take away five from _________ and then take five more away
from it?
f. Represent the number _________ on the abacus.
g. Can you represent number ______________?
h. Write the number name of the number _________.
i. What will come in between these given numbers?
j. Which is bigger number out of the two given numbers?
k. Which is a smaller number out of the two given numbers?
l. What number will it become after it rounded off to 10, 100 or 1000?
m. What is the place value of the number _________ in the given number?
n. Can you write the Arabic-Indic number for the number _______.
2.

Sample Rubric for teachers:

Indicators

Score
1

N1.1 Topic: Counting

Uses number
names to
count orally
up to 3-digit
(999) in
Dhivehi and
English

Student
cannot use
number
names to
count orally
from numbers
given
between
100-999 in
Dhivehi and
English.

Student needs
constant
assistance to
use number
names to count
orally numbers
given between
100-99 in
Dhivehi and
English.

Student can use

number names
to count orally
numbers given
between 100999 in Dhivehi
and English with
no more than 2
errors.

Student
independently
uses number
names and
consistently
counts to 100999 in Dhivehi
and English with
no errors.

Counts
orally and
represents
numbers
backward and
forward using
number cards
for a given
number in 3-4
digits

Student
cannot use
number
names to
count orally
and represent
numbers
backward and
forward using
number cards
for a given
number 3-4
digits.

Student needs
constant
assistance to
use number
names to count
orally and
to represent
numbers
backward and
forward using
number cards
for a given
number 3-4
digits.

Student can use

number names
to consistently
count orally
and represent
numbers
backward and
forward using
number cards for
a given number
3-4 digits with
no more than 2
errors.

Student
independently
uses number
names to
consistently
count orally
and represent
numbers
backward and
forward using
number cards for
a given number
3-4 digits with no
errors.

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Indicators
Demonstrates
ability to
sort and skip
count by ones,
twos, threes,
fives, tens,
hundreds and
thousands
for a given
number

Score
1

Student
cannot sort
and skip
count by
ones, twos,
threes,
fives, tens,
hundreds and
thousands
for a given
number.

Students
needs constant
assistance to
sort and skip
count by ones,
twos, threes,
fives, tens,
hundreds and
thousands for a
given number.

Students can
consistently to
sort and skip count
by ones, twos,
threes, fives, tens,
hundreds and
thousands for a
given number with
no more than 2
errors.

Student
independently
sort and
consistently skip
count by ones,
twos, threes,
fives, tens,
hundreds and
thousands for a
given number with
no errors.

N1.2 Topic: Place Value and Ordering

Able to
present
numbers up
to 4-digits
(9999) using
pictorial and
symbolic
material such
as abacus,
number discs
and place
value charts

Student
cannot
present
numbers up
to 4-digits
(9999) using
pictorial and
symbolic
material such
as abacus,
number discs
and place
value charts.

Students
needs constant
assistance
to present
numbers up to
4-digits (9999)
using pictorial
and symbolic
material such
as abacus,
number discs
and place
value charts.

Student can use

number names
consistently to
present numbers
up to 4-digits
(9999) using
pictorial and
symbolic material
such as abacus,
number discs and
place value charts
with no more than
2 errors.

Student
independently
and consistently
presents numbers
up to 4-digits
(9999) using
pictorial and
symbolic material
such as abacus,
number discs
and place value
charts with no
errors.

Able to
identify
number that
comes after,
before or
between given
numbers up to
9999

Student
cannot
identify
number that
comes after,
before or
between given
numbers up
to 9999.

Student needs
constant
assistance to
identify number
that comes
after, before or
between given
numbers up to
9999.

Student can
identify number
that comes after,
before or between
given numbers
up to 9999
consistently with
no more than 2
errors.

Student
independently
and consistently
identifies number
that comes after,
before or between
given numbers up
to 9999 with no
errors.

Able to
compare up
to 9999 in
different
ways such as
more than,
less than and
equal to

Student
cannot
compare up
to 9999 in
different
ways such as
more than,
less than and
equal to,

Student needs
constant
assistance to
compare up
to 9999 in
different ways
such as more
than, less than
and equal to.

Student can
consistently
compare up to
9999 in different
ways such as more
than, less than
and equal to with
no more than 2
errors.

Student
independently
and consistently
compares
numbers up to
9999 in different
ways such as
more than, less
than and equal to
with no errors.

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Indicators

Score
1

Able to order
and position
numbers up to
9999 using a
number line

Student
cannot order
and position
numbers up
to 9999 using
a number
line.

Student needs
constant
assistance
to order
and position
numbers up
to 9999 using
number line.

Student can order

and position
numbers up
to 9999 using
number line
consistently with
no more than 2
errors.

Students
independently
orders and
positions
numbers up
to 9999 using
number line with
no errors.

Able to form
different
numbers,
given any four
number cards
(E.g.: largest
number and
smallest
number)

Student
cannot form
different
numbers,
given any
four number
cards (E.g.:
largest
number and
smallest
number).

Student needs
constant
assistance to
form different
numbers,
given any
four number
cards (E.g.:
largest number
and smallest
number).

Student can
consistently form
different numbers,
given any four
number cards
(E.g.: largest
number and
smallest number)
with no more than
2 errors.

Students
independently
and consistently
form different
numbers, given
any four number
cards (E.g.:
largest number
and smallest
number) with no
errors.

Able to
partition
4-digit
numbers in
different ways

Student
cannot
partition
4-digit
numbers in
different
ways.

Student needs
constant
assistance
to partition
4-digit
numbers in
different ways.

Student can
consistently
partition 4-digit
numbers in
different ways
with no more than
2 errors.

Student
independently
and consistently
partition 4-digit
numbers in
different ways
with no errors.

Demonstrates
understanding
by reading,
writing
and saying
numbers up
to 4-digit in
figures and
words

Student
cannot read,
write and say
numbers up
to 4-digit in
figures and
words.

Student needs
constant
assistance to
read, write and
say numbers
up to 4-digit
in figures and
words.

Student
consistently read,
write and say
numbers up to
4-digit in figures
and words with
no more than 2
errors.

Students
independently
and consistently
read, write and
say numbers
up to 4-digit in
figures and words
with no errors.

Able to record
expanded
notation of
numbers up to
4-digit

Student
cannot record
expanded
notation of
numbers up
to 4-digit.

Student needs
constant
assistance to
read, write and
say numbers
up to 4-digit
in figures and
words.

Student can
consistently read,
write and say
numbers up to
4-digit in figures
and words with
no more than 2
errors.

Students
independently
and consistently
read, write and
say numbers
up to 4-digit in
figures and words
with no errors.

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Indicators

Score
1

Able to
recognize the
place value of
each digit in a
given number
4-digits
number

Student
cannot
recognize the
place value of
each digit in a
given 4-digit
number.

Student needs
constant
assistance to
recognize the
place value of
each digit in a
given 4-digit
number.

Student can
consistently
recognize the
place value of
each digit in a
given number
of 4-digits with
no more than 2
errors.

Student
independently
and consistently
recognizes the
place value of
each digit in a
given 4-digit
number with no
errors.

Able to say
the number
name and
write the
numeral that
is 1, 10, 100
or 1000 more
or less than
that of a given
1 to 4 digit
number

Student
cannot say
the number
name and
write the
numeral
that is 1, 10,
100 or 1000
more or less
than a given
1 to 4-digit
number.

Student needs
constant
assistance
to say the
number name
and write the
numeral that
is 1, 10,100
or 1000
more or less
than a given
1 to 4-digit
number.

Student can
consistently
say the number
name and write
the numeral that
is 1, 10,100 or
1000 more or less
than a given 1 to
4-digit number
with no more than
2 errors.

Student
independently
say the number
name and write
the numeral that
is 1, 10,100 or
1000 more or less
than a given 1 to
4-digit number
with no errors.

N1.3 Topic: Estimating and Rounding(up to 100)

Able to
use the
vocabulary
of estimation
to make
and justify
estimates of
number of
objects up to
about 100

Student
cannot use
vocabulary
of estimation
to make
and justify
estimates of
number of
objects up to
about 100.

Student needs
constant
assistance
to use the
vocabulary
of estimation
to make
and justify
estimates of
number of
objects up to
about 100.

Student
consistently uses
the vocabulary
of estimation to
make and justify
estimates of
number of objects
up to about 100
with no more than
2 errors.

Student
independently
and consistently
uses the
vocabulary of
estimation to
make and justify
estimates of
number of objects
up to about 100
with no errors.

Able to round
any positive
integer less
than 1000 to
nearest 10

Student
cannot round
any positive
integer less
than 1000 to
nearest 10.

Student needs
constant
assistance
to round
any positive
integer less
than 1000 to
nearest 10.

Student can
consistently
round any positive
integer less than
1000 to nearest
10 with no more
than 2 errors.

Student
independently
and consistently
rounds any
positive integer
less than 1000 to
nearest 10 with
no errors.

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Indicators

Score
1

N1.4 Other Numerals (Arabic Indic (Hindu Arabic) numerals up to 30)

Demonstrates
reading and
writing other
numerals (Eg:
.........)

Student
cannot
read and
write other
numerals.

Student needs
constant
assistance
to read and
write other
numerals.

Student can
consistently read
and write other
numerals with
no more than 2
errors.

Student
independently
and consistently
reads and writes
other numerals
with no errors.

3. Self assessment for students:

Expert

Practioner

Apprentice

Novice

Count
numbers
upto50

I understand
it well and
can teach
someone else

I can mostly do
it myself but
sometimes I get
stuck and need help

I am starting to
understand it but
need someone to
help me

I am starting to
learn this but
I do not really
understand it yet

Compare
and order
numbers
upto50

I understand
it well and
can teach
someone else

I can mostly do
it myself but
sometimes I get
stuck and need help

I am starting to
understand it but
need someone to
help me

I am starting to
learn this but
I do not really
understand it yet

I understand
place value of
numbers up
to50.

I understand
it well and
can teach
someone else

I can mostly do
it myself but
sometimes I get
stuck and need help

I am starting to
understand it but
need someone to
help me

I am starting to
learn this but
I do not really
understand it yet

I can skip
I understand
count by 2, 5, it well and
10 up to 50.
can teach
someone else

I can mostly do
it myself but
sometimes I get
stuck and need help

I am starting to
understand it but
need someone to
help me

I am starting to
learn this but
I do not really
understand it yet

Vocabulary Learnt
Dhivehi numbersEstimationRounding off numbers

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Unit 2: Addition and Subtraction

Outcome N2.1:
Demonstrate and use the operation of addition and subtraction and the related
vocabulary.

Outcome N2.2:
Derive and recall: doubles of all numbers up to 20, and doubles of multiples of 5
up to 100; all pairs of multiples of 5 or 100 that totals 100 or 1000 respectively.
Know by heart and recalls all addition and subtraction facts up to 20.

Outcome N2.3:
Count on to find the sum of two numbers. Partition into tens and ones to use
in addition. Add several numbers. Find a small difference by counting up.
Identify and uses near doubles in addition. Derive new facts using number
facts already known.

1. Indicators

N2.1

Understanding Addition and Subtraction

a. Relates addition to counting on steps along a number line.

b. Relates subtraction as finding the difference between and complementary
addition.
c. Recognises that subtraction is the inverse of addition and uses this to
check the results.
d. Recognises that adding and subtracting zero leaves a number unchanged.
e. Responds rapidly to oral or written questions phrased in a variety of ways.
(Eg: 94 add 10, add 60 to 14, 70 plus 50, what is the sum/total of 26 and 9?)

f. R
 esponds rapidly to oral or written questions phrased in a variety of ways.
(Eg: 15 take away 8, take 8 from 15, 63 subtract 40, subtract 8 from 15,
subtract 40 from 95).
g. Finds the value of the missing term(s) in addition or subtraction sentences.
h. Records addition and subtraction sentences using +, and =.
i. Recognises that addition can be done in any order but not subtraction.
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j. U
 ses the commutative principle (not the name) in addition and identifies
that this principle cannot be used in subtraction.
k. Uses associative principle Uses associative principle (not the name; pair up
in any order that is easier to add) in addition.
l. Creates simple addition and subtraction stories.
m. Solve 3 step word problems involving addition and subtraction.

N2.2

Rapid recall of addition and subtraction

a. Derives and recalls doubles of all numbers from 1+1 to 20+20.

b. Derives and recalls doubles of multiples of 5 from 5+5 to 100+100. (Eg: 85

+85=170).
c. Derives and recalls all pairs of numbers with a total of 30.

d. Derives and recalls all pairs of multiples of 5 that total 100. (Eg: 15 ).
e. Derives and recalls all pairs of multiples of 100 that total 1000. ().
f. Recalls all addition and subtraction facts for all numbers up to 20.

N2.3

Mental calculation strategies of addition and subtraction

a. Counts on from the larger number to find the sum of two numbers. (Eg:
12+25 add 10 to 25 and say 35, now count and say 36, 37).

b. Adds several small numbers by using various strategies. (Eg: look for pairs
that make 10 and do these first, start with the largest number, look for
pairs that make 9 or 11, and add these to the total by adding 10 and then
adjusting by 1).
c. Partitions two digits numbers into tens and units, adds the tens first.
(TU+TU).
d. Finds a small difference by counting up (recognises that when two numbers
are close together, it is easier to find a difference by counting up, not
counting back). Eg: 504498
e. Identifies and uses near doubles using doubles already known to speed up
addition (up to 20).
f. Adds or subtracts 11 or 21, 9 or 19, to/from any three-digit number.

g. Develop and recognises a pattern. (Eg: 14 + 3 = 17, 14 + 13 = 27, 14 + 23

= 37, OR 68 5 = 63 OR 68 15 = 53, 68 25 = 43).
h. Recognise and use patterns. (Eg: 4 + 8 = 12, 40 + 80 = 120, 400 + 800 =
1200).

i. G
 iven three numbers, say or write four different sentences relating to
these numbers.(Eg: using only the numbers 15, 17, 32, 34, 49, write as
many different addition or subtraction sentences as you can).

N2.4

Pencil and paper procedures of addition and subtraction

a. Uses the method counting on in multiples of 10 or 1 in adding TU&U, TU&TU.

(Eg: 86+57 = 86+50+7 = 136+4+3 = 143)

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b. Uses the method counting on in multiples of 100, 10 or 1 in adding HTU&TU,

HTU&HTU (Eg: 356+427 = 356+400+20+7 = 756+20+7 =776+7 = 783).
c. Uses the method adding the most significant digits first in adding TU&U,
TU&TU. (Eg: 67+24 = 80+11 = 91).
d. Uses the method adding the least significant digits first in adding TU&U,
TU&TU (preparing for carrying)
e. Uses the method counting up from the smaller to the larger number
(complementary addition) in subtracting TU&U, TU&TU.
f. U
 ses the compensation (take too much, add back) method in subtracting
TU&U, TU&TU.

g. Uses the decomposition method in subtracting TU&U, TU&TU (preparing

for efficient standard method). (Eg: 81 57 = [(80+1) (50+7) = (70+11)
(50+7) = (20+4) = 24)]

2. Prior knowledge:
Demonstrate and use the operation of addition and subtraction and the
related vocabulary.
Derive and recall: doubles of all numbers up to 15, and doubles of multiples
of 5 up to 50; all pairs of numbers that totals 20, and all pairs of multiples
of 10 that totals 100.
Recalls all addition and subtraction facts up to 10.
Count on to find the sum of two numbers.
Partition into ones and uses in addition.
Add several numbers.
Find a small difference by counting up.
Identify and uses near doubles in addition.
Derive new facts using number facts already known.
Process skills: Representing, communicating, problem solving, selecting tools,
reflecting, connecting, reasoning and proving, Making and using strategies
Key competencies: Understanding and managing self, Relating to people, Thinking
critically and creatively, living a healthy life, using sustainable practices
Shared values: values related to self, others and the environment

4. 
Introduction of the Addition and Subtraction of 3-digit numbers
background information

Addition and Subtraction of 3-digit numbers:

Students learn addition and subtractions of 3-digit numbers by recalling and
connecting with their prior knowledge of addition and subtraction of 2-digit
numbers. To explore addition and subtraction, various activities from day-today life can be incorporated to make the connection visible and meaningful.

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The topic further strengthens with the usage of manipulative. In Grade 2,

students have learnt addition and subtraction of 2-digit numbers (99) using
various strategies. In Grade 3, they will explore and take their understanding
further by adding and subtracting 3-digit (999) numbers.
Using place value helps build understanding about quantifying sets of objects
by grouping them into tens and treating the groups as units and use written
notations to capture this information about groupings. Usage of physical
materials and written symbols in representing different numbers, highlight
different aspects of the grouping structure. Connections must be visible
between different representations for more clear understanding of place value.
Procedures for addition and subtraction of multi-digit numbers should be
taught in such way that it looks like as if they have developed them on their
own. It helps develop their independent thinking about procedure, which will
eventually transfer in usage.

Example
Daily- weekly parking of vehicles in a shopping mall (how many
vehicles are parked in a day? Then next day, then next to next day
or you can use Sunday, Monday, etc. Find total for three days.)
Understand the use of bigger denominations of money that add to
values up to 4-digit numbers and use them in everyday life.
Divide the class into groups and plan an activity to find out distance
between two places and calculate their total and difference. How
far is one place from another (describing/representing the distance
between two places)

5. 
Addition and subtraction help the students in understanding the application

of maths in their daily life. Students find many opportunities in their day-today life where 4-digit numbers are used. For example, utility bills, fee receipts,
shopping experiences with parents help build the procedures, which further
helps in metal calculations. Constantly using a mathematical procedures help
in making doing the calculations faster and more accurately.

6. Pedagogy and Planning

Ask the students to bring some bills related to shopping, buying tickets and
receipts from home.
Ask them to list some more items and find out their prices. Make a bill using
the information gathered and then ask them to delete some items and add
any other items in that. Find the total and difference when some items are
added or deleted.
Discuss different mental strategies which can be used to add or subtract
faster which they already know from Grade 2.
Ask them to develop their own mental strategies using the numbers which
total up to 100 or 1000.
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Extension
Help children make a bill using any old bills for reference. Ask them
to group themselves in such a way that can be given a common theme
name. For example, shopping of clothes, daily utility items, make-up
items, house decorative items, etc.
Turn a 1000s idea into a writing project. Ask children, What would
you do if you had 4 MVR 1000 notes? How would you like to spend
them and find out prices of those items? Ask them to do the task in
groups.
Collect tickets used for local transport or from their past journey.
Ask to find out recent price of those tickets and find out the total
amount spent now.

Communicating:
Understanding of regrouping while adding and subtracting numbers

Examples
To subtract 3 from 2, I take 10 from the tens place and add it to the digit
in the units place (2) to make it 12.
While adding number such as 289 + 341, I immediately find that two
digits in the units place add up to 10.
Examples: Discussion would introduce a lot of vocabulary:
a) Names of objects related to different types of clothes, items
on bills, etc.
b) Words associated with grouping and regrouping
c) Names of different modes of transport car, bus, truck, boat,
dhoni, etc.
d) Words related to addition and subtraction: add, total, sum,
increase/decrease, more/less than, in all, take away, all, left,
added to, etc.

7. Integration : Thematic Approach: Road Transport

Prepare a presentation with children using cost and distance travelled by
different types of vehicles on road such as motorcycle, car, local transport, etc.

Learning outcomes
Provides meaningful context for teaching mathematics.
Students can learn to work together collaboratively, with each student
engaging in tasks suited to his/her own level of ability.

19

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Planning the presentation

Students discuss and plan to count the number of different types of vehicles at
different time interval, for example motorbike and bicycle to reach a particular
destination.
Learning experiences include:
Identifying different destinations and distance between them
Making a list indicating each type of vehicle
Allocating different tasks for presentation, to each student such as collecting
pictures of vehicles, collecting and keeping data daily for different types of
vehicles
Distance travelled to different destinations
Cost of travel in terms of 3- and 4-digit numbers
Exploring why some modes of transportation are more used than the others
and the reason for this preference
Learning different means of road transport that are available for travel to
the same destination
Learning with sensitivity that some people cannot afford due to budget, lack
of money and various other factor
Discussing to choose transport to reduce time of travel
Exploring how to choose different type of vehicles

Travelling:
Learning experiences may include:
Finding out different modes of road transport and discussing about it
Using appropriate social skills and behavior while gathering the information
about cost of different types of tickets for one destination

Planning for the travel

Students can make a plan to travel to different states. They can make different
travel plans and write on the brochure to give to their parents for different
destinations.
Tasks can be organized at an appropriate level for each student. Tasks can
include cutting the paper for the card, writing the information related to
place of travel, its climate and clothes needed, different destinations covered,
distance from each other, daily distance covered, can be organized group
wise.
The cost of travel and local sightseeing can be included. The work can be
divided equally so as children get equal opportunity to perform.
The final activity can be a sharing about what happened and what was the
response of the people.

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21

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Measures

Number

Shape

Road
Transport

Data

Pattern and sequence

Mathematical activities

Exploring Mathematics Teachers Book 3

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Communication and language

Economics

ICT

Road
Transport

Art

Social and personal safety

education

Science SENSE

8. Lesson plan referring to work book:

Addition and subtraction:

Recall prior knowledge of zero adding to 2 and 3 1-digit numbers orally or
using Dienes bloc or sticks or buttons
Use sticks or tens block to perform addition and then confirm by doing the
sum orally for vertical addition in class for 2- and 3-digit numbers or viceversa. It can be a peer activity. Refer to 3-digit vertical addition questions in
the workbook.
To introduce them to different strategies in such a way that they think it is
developed by them. Ask them to do it in such a way that it makes 10 or 100
first and do more questions using strategies. Ask them to do activities related
in the book.
Use tickets made in the class, ask them to write
cost on it. Ask them to do a peer activity to add
2 tickets, what will be the total cost, difference
between cost of 2 tickets.
Plan more activities according to need from the
integration in the theme.
Give them some 2- and 3-digit numbers and ask
them to find the total orally and then give tasks
related in the workbook.
Give them Dienes block ready to use to give them
more clarity.
Ideas to make Dienes blocks or base ten block

You can make your own and laminate them.

 ttp://www.havefunteaching.com/worksheets/math-worksheets/placeh
value-worksheets/printable-base-10-blocks

lrt.ednet.ns.ca/PD/BLM/pdf_files/base-10_blocks/base10_all.pdf

http://www.mathworksheets4kids.com/blocks/thousand-block-large.png

You can download the material required for your class and make many more
using the same blocks.

23

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 Art activity for children to make their own Dienes blocks and use them in
addition and subtraction activities (give them for home to keep practicing
addition and subtraction)
After making many blocks in class use, ask them to make questions in groups
and share in class group wise.
Give them some more practice by using all the Dienes block in class which can
cater to thousands position for addition and subtraction problems.
Use daily items with tags to create stories in class. For example, A dress
costs MVR 345 and another costs MVR 456. What is the total cost of the two
dresses?

9. Assessment Questioning:

Sample questions
a. Can you add these numbers?
b. Can you find any other method to solve the question?
c. What will happen if I reverse the question? Will I get the same answer?
d. What number comes after subtracting or adding the two numbers?
e. Are you sure? How can you make sure that your answer is correct?
f. O
 bserve childrens responses, probe further, and adapt with a smaller
quantity when they make a mistake.
g. Can you show me how these numbers can be added using abacus?
h. Can you subtract or add and represent number ______________ on
number line?
i. C
 an you show me your working? Can you explain your working of addition
or subtraction to the class?
j. W
 hy is the understanding of mathematical operations on large numbers
beneficial in our daily life?

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Sample Rubric for teachers:

Strand: Numbers
Sub Strand: Addition and Subtraction
Score

Indicators
1

Understand
operations of
addition and
subtraction
and the related
vocabulary for
3-digit numbers

Student cannot
understand
operations of
addition and
subtraction
and use
the related
vocabulary
for 3-digit
numbers.

Student needs
constant
assistance to
understand
operations of
addition and
subtraction and
use the related
vocabulary for
3-digit numbers.

Student can
understand
operations of
addition and
subtraction and
use the related
vocabulary for
3-digit numbers
with some
assistance.

Student
understands
operations of
addition and
subtraction and
use the related
vocabulary for
3-digit numbers

Derive and
recall doubles
of all numbers
from 1+1 to
20+20 and
doubles of
multiples of 5
from 5+5 to
100+10

Student cannot
derive and
recall doubles
of all numbers
and doubles of
multiples of 5.

Student needs
constant
assistance to
derive and
recall doubles
of all numbers
and doubles of
multiples of 5.

Student can
consistently
derive and
recall doubles
of all numbers,
and doubles of
multiples of 5
with no more
than 2 errors.

Student
independently
and
consistently
derives and
recall doubles
of all numbers
and doubles of
multiples of 5
with no errors.

Derive and
recall pairs of
multiples of 100
that total 1000
and recall all
addition and
subtraction
facts for all
numbers up to
20

Student cannot
derive and
recall pairs
of multiples
of 100 that
total 1000
and recalls all
addition and
subtraction
facts for all
numbers up to
20.

Student needs
constant
assistance to
derive and
recall pairs of
multiples of 100
that total 1000
and recalls all
addition and
subtraction
facts for all
numbers up to
20.

Student can
consistently
derive and
recall pairs of
multiples of 100
that total 1000
and recalls all
addition and
subtraction
facts for all
numbers up
to 20 with no
more than 2
errors.

Student
independently
and
consistently
derives and
recalls pairs of
multiples of 100
that total 1000
and recalls all
addition and
subtraction
facts for all
numbers up
to 20 with no
errors.

25

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Score

Indicators
1

Add several
small numbers
by using various
strategies

Student
cannot add
several small
numbers by
using various
strategies.

Student needs
constant
assistance to
add several
small numbers
by using various
strategies.

Student can
consistently
add several
small numbers
by using various
strategies with
no more than 2
errors.

Student
independently
and consistently
adds several
small numbers
by using various
strategies with
no errors.

Identify and use

near doubles
using doubles
already known
to speed up
addition

Student cannot
identify and
use near
doubles
already known
to speed up
addition.

Student needs
constant
assistance to
identify and use
near doubles
already known
to speed up
addition.

Student can
consistently
identify and use
near doubles
already known
to speed up
addition with
no more than 2
errors.

Student can
independently
and consistently
identify and use
near doubles
already known
to speed up
addition with no
errors.

Recognise and
use number
patterns

Student cannot
recognise and
use number
patterns.

Student needs
constant
assistance to
recognise and
use number
patterns.

Student can
consistently
recognise and
use number
patterns with
no more than 2
errors.

Student can
independently
and consistently
recognise and
use number
patterns with
no errors.

Use known
number facts
of addition and
subtraction to
derive new facts

Student cannot
use known
number facts
of addition and
subtraction
to derive new
facts.

Student needs
constant
assistance
to use known
number facts
of addition and
subtraction
to derive new
facts.

Student can
consistently
use known
number facts
of addition and
subtraction
to derive new
facts with no
more than 2
errors.

Student can
independently
and consistently
use known
number facts
of addition and
subtraction
to derive new
facts with no
errors.

Develop written
methods for
addition and
subtraction

Student
cannot develop
written
methods for
addition and
subtraction

Student needs
constant
assistance to
develop written
methods for
addition and
subtraction

Student can
consistently
develop written
methods for
addition and
subtraction

Student can
independently
and
consistently
develop written
methods for
addition and
subtraction

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1. Self Assessment for students:

I am
confident

I need some
help

I am
confused

Understand operations of
addition and subtraction and
the related vocabulary for
3-digit numbers
Derive and recall: doubles
of all numbers up to 20, and
doubles of multiples of 5 up
to 100; all pairs of multiples
of 5 or 100 that totals 100
or 1000 respectively. Know
by heart and recalls all
addition and subtraction
facts up to 20.
Derive new addition facts
using number facts already
known
Subtract numbers by
countingup
Develoing written methods
for addition and subtraction,
and building on mental
methods

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