Competencies Contents Learning Strategies Assessment

„smaller‟ and „same‟. and „same‟

 Read each digit in car plates
 use one-to-one correspondence to
solve problems by matching sets

Unit 2: Adding and subtracting three-digit numbers (34 periods)

Learning Outcomes
 Add and Subtract whole number up to 1,000
Competencies Contents Learning Strategies Assessment
 Add whole number up to 1,000 2.4. Addition of whole  Let the students to add with regrouping Teacher anecdote on
 Subtract whole numbers up to 1,000 number up to 1,000  Use the standard algorithm to add 3-digit number students progress of
 Solve real-word problems on 2.5. Subtraction of whole
 Use a range of mental strategies based on partitioning and
addition of number
addition and subtraction numbers up to 1,000
2.6. Word problems combining to solve addition and subtraction problems with multi-
involving addition digit whole numbers Oral question towards
and subtraction  Use the standard algorithm to add 3-digit number solving strategies of word
 Let students to subtract with trading eg. problems
 Provide simple word problems leading to addition of 2-digit
numbers for student solve.

Unit 3: Multiplication up to 100(28 periods)

Learning Outcomes
 Multiply 2-dgit numbers by 1-digit number

Competencies Contents Learning Strategies Assessment

 multiply numbers up to 100 by 2
and 10
 Multiply whole numbers by 5
 Multiply numbers up to 100 by
1-digit numbers
 Solve word problems involving
multiplication and division up to
3.1 Revision of numbers to
100
3.2 Multiplication by 2 up
to 20
3.3 Multiplication by 2 and
10 to 100
3.4 Multiplication of whole
 Support students to recall skip-counting and doubling Teacher anecdote on
 Use doubling concept for student to master multiplication by 2. students progress of
 Use hundred charts to skip count by 2 and 10 multiplication of number
Oral question towards
 Provide examples so that multiplying by 1 is clear for students to solving strategies of word
 Competencies Contents
1,000 numbers up to 100 by 1
3.5 Multiplication of whole
numbers up to 100 by
3, 4, 5, 6, 7, 8 and 9
3.6 Word problems
Learning Strategies Assessment
understand. problems
 Establish multiplications as a repetitive addition
 Use different strategies for developing multiplication skills like
• equal-sized groups, Paper test
• arrays,
• area models, and
• equal “jumps” on number lines,
 Provide word problems leading to multiplications and divisions

Unit 4: Halves and Quarters(20 Periods)

Learning Outcomes
 Understand equal sharing into halves and quarters
 Represent haves and quarters on number line
Competencies Contents Learning Strategies Assessment
 Recognize equal shares Unit 4: Halves and  Assist students to understand the concept sharing starting from
-Request the students to
 Separate groups of concrete objects Quarters equal and unequal parts of concrete objects like fruits; folding explain how they can share
4.1. Halves different shapes of papers and then proceed to pictorial
into halves objects into two.
 Represent haves using different representations.
presentations Observe students how they
fold papers and probe them
to fold in different
direction, for instance
squares shapes have been
folded vertically,
 Provide even number of objects like counters so that they put them horizontally or diagonally
in two separate groupsthrough adding one to each group one by one or even using two
until there are no more objects left, in sharing the objects it can be diagonals and vertically
opposite parts of the shape
saying as “one for me” and “one for you”
 Provide different shapes of paper so that the students fold to find
Provide number of objects
half of the given shapes. and observe students how
 Provide different pictures and guide the students to shade halves on they find half of them and
pictures like study them how they are
connecting their previous
experience of sharing.