Counting, Representation… · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.1.1.3.1 - Describe situations using positive and negative values

By the end of the lesson, learners can:

Describe everyday situations in Ghana that involve opposite values, such as money gained and money spent, or floors above and below ground.
Identify positive numbers as values greater than zero and negative numbers as values less than zero on a number line from -10 to 10.
Match given situations to their correct positive or negative value representation.
Explain in their own words what a negative number means in a real-life context.
Work in pairs to act out or demonstrate a situation that uses both positive and negative values.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation, Cardinality & Ordinality (1.1)
Content standard: B3.1.1.3 - Identify negative numbers up to -10
Indicator: B3.1.1.3.1 - Describe situations using positive and negative values
Suggested placement: Term 1, Week 6 (Week 6 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 47
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Draw a number line on the floor or any convenient place. Ask a pair to stand on the cross (centre) with their back facing. The learners then move in the opposite direction a straight line on the number line.
Have learners move on the opposite direction on the number line and name the numbers as shown:

Number line labelled -6 to 6. Visible labels, values, and notation include: 1; 2.

Learners also build their own number line to include -10

Blank number line learners build. Visible labels, values, and notation include: 6-5-4-3-2-1; 1; 2; 3 — The blank number line learners build. Visible labels, values, and notation include: 6-5-4-3-2-1; 1; 2; 3.

A blank number line