Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Beaconhouse School System

Scheme of Work (Up to: end of October 2023)
Mathematics
Class 3
Academic Year 2023 -2024

Introduction:

As a teacher, using a scheme of work at the beginning of the school year can help you plan and organize your lessons effectively. Here are
some instructions on how to use a scheme of work:

Familiarize Yourself with the Scheme of Work:

Review the scheme of work thoroughly to understand the content, objectives, and sequence of lessons for the entire year. Familiarizing
yourself with the document will give you an overview of what topics and skills you need to cover during the year.

Set Clear Learning Objectives:

Translate the Attainment Targets into Learning Outcomes for each lesson; which should be specific, measurable, achievable, relevant, and
time-bound (SMART). The learning outcomes will guide your lesson planning and assessment strategies.

Plan the Yearly Schedule based on the Scheme of Work:

It is always a good practice to design a yearly calendar or planner based on the scheme of work and the Academic Calendar (available on
Index). Consider holidays, exams, and other events that might affect the teaching schedule.

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Break-Down Units into Lessons:

For each unit in the scheme of work, break down the content into individual lessons. Consider the time required for each lesson and the
progression of topics. This will help you maintain a logical flow of learning throughout the year. You may want to refer to the Progression Matrix
for more clarity.

Gather Teaching Resources:

Identify the resources you will need for each lesson, such as textbooks, workbooks, multimedia materials, and any other relevant resources.
Collect or create these materials in advance to ensure smooth delivery during the school year.

Differentiate Instruction:
Pay attention to the diverse learning needs and abilities of your students. You may use the suggested strategies and activities in the scheme of
work to accommodate different learning styles and provide support for students who may need extra assistance.

Plan Assessment Strategies:

Plan your assessment strategies based on the scheme of work. Determine how you will evaluate student progress and understanding for each
unit and lesson. Use a variety of assessment methods, including formative and summative assessments.

Note: As part of our sustainability drive and digital transformation, photocopying/printing is highly discouraged.

Note: Teachers are encouraged to utilize the provided inquiry questions to stimulate student curiosity, critical thinking and drive their
exploration of the topics

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

For currency-related problems:

It is advised that wherever international money arises in any book being used in schools, schools must explain to students that each country in
the world has its own currency (money) and a name is given to its currency (money). For example money used in England is called ‘Pounds
and Pence’, money used in America is called ‘Dollars and Cents’ money used in Pakistan is called ‘Rupees and Paisas’.
Having clarified this, teachers are advised to present money-related problems to students in Pakistani currency ‘Rupees and Paisas’ (wherever
appropriate). However, it should be ensured that the skill being practiced in those questions is not changed.

Mathematic skills are developed through continued practice. Therefore reinforcement of skills is built in within the SOW and each concept is
revisited over a period of time.

The time mentioned for each unit is a suggested time-frame. Teachers have the flexibility to give more or less time to a unit ensuring
that they are not too far away from the suggested topics for each term.

ATs/SLOs highlighted in green are not part of RSM. Relevant resources for these will be shared on TLC.

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Below is the sample table which explains how to read and interpret the SOW:

Term 1 – 15 weeks
Unit 5: Different Numbers
5a. Counting in Steps
5b. Rounding, ordering and comparing
5c. Roman Numerals

Duration: 3 Weeks
Attainment Targets (Clarifying Statement – if and Suggested Suggested
where needed) Strategies Resources
 Count in multiples of
Corresponding to Unit 5a

 Recall recognizing the place value of each

digit in a 5-digit number (ten thousands, Corresponding to Unit 5b
thousands, hundreds, tens, and ones)

 Read and write Roman numerals up to 20 Corresponding to Unit 5c

Clarifying statement

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Term 1
Unit 1: Number and Place Value
1a. Counting
1b. Place Value

Duration: 2 Weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed)
 Recognize even and odd numbers up to 99
 Count in multiples of three, six and nine.
 Represent a given number on number line (up to 2 - digit numbers)
(negative numbers are not included)
 Identify the value of a number from number line (up to 2 - digit numbers)
(negative numbers are not included)
 Identify missing terms in a sequence (involving addition and subtraction
only)
Suggested Strategies Suggested
Resources
Convince Me: Students can be given statements
about even and odd numbers and asked to
convince the teacher of their correctness or
incorrectness based on their understanding of the
concept
Mini Whiteboards: Provide mini whiteboards and
markers to each student. Ask them to write down
whether a given number is even or odd. Then, hold
up their answers simultaneously for quick visual
assessment, providing immediate feedback

Exit Tickets: At the end of the lesson, have

students complete an exit ticket with a few

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24
 Read and write given numbers up to 10,000 (ten thousand) in numerals
and words
 Recognize the place value of each digit in a 4-digit number (thousands,
hundreds, tens, and ones), and in decimal numbers (up to 2 decimal
places)
 Identify, represent and estimate numbers using different representations
 Solve number and practical problems that involve all of the above and
with increasingly large positive numbers
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questions related to counting in multiples of 3, 6 and
9. Review their responses to identify areas of
improvement
Thumbs Up, Thumbs Down: Ask students to
indicate if they believe the given number is correctly
represented on the number line by giving a thumbs
up (correct) or thumbs down (incorrect). Use their
responses to address any misconceptions
Think-Pair-Share: Present a number, and have
students think individually about how to write it in
words. Then, pair them up to discuss their answers.
Finally, students share their responses with the
entire class
Traffic Light Cards: Provide students with red,
yellow, and green cards. Ask them to hold up the
card that corresponds to their understanding of the
place value of each digit (red for incorrect, yellow for
uncertain, and green for correct). Use this formative
feedback to guide further instruction
Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Unit 2: Addition and Subtraction

2a. Adding 4-digit numbers
2b. Subtracting 4-digit numbers

Duration: 3 Weeks
Suggested Enquiry Question(s):

 Imagine you have 1,000ml of water in a container. Each day, you drink 200ml. How many days will it take you to finish all the water, and how can
you use mental subtraction to calculate it?

Attainment Targets (Clarifying Statement – if and where needed)
 Add numbers up to 100 using mental calculations
 Add numbers with up to four digits using the formal written methods of
columnar addition where appropriate (with and without carrying)
 Estimate and use inverse operations to check answers to a calculation
 Solve addition problems involving money
 Subtract numbers up to 100 using mental calculations
 Subtract numbers with up to four digits using the formal written methods
of columnar subtraction where appropriate (with and without borrowing)
 Estimate and use inverse operations to check answers to a calculation
Suggested Strategies Suggested
Resources
Mental Math Challenges: Start the lesson with
mental math challenges, where students mentally
add or subtract numbers up to 100
Two-Minute Challenges: Conduct timed addition
and subtraction quizzes to improve students' fluency
in mental math and encourage quick recall of basic
facts
Think-Pair-Share: Present students with a
challenging addition or subtraction problem. Have
them think individually, discuss their strategies with

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24
 Solve addition and subtraction two-step problems in different contexts
(including money-related problems), deciding which operations and
methods to use and why
 Solve real-life situations involving same units of length for addition and
subtraction
 Solve real-life situations involving same units of capacity for addition and
subtraction
 Use standard metric units of length (km, m, cm) and capacity (l, ml) –
including abbreviations
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a partner, and then share their approaches with the
whole class
Error Analysis: Provide students with sample
addition or subtraction problems that include
common errors. Have them identify the mistakes
and explain how to correct them. This helps build a
deeper understanding of the concepts through error
recognition
Peer Teaching: Pair students to work
collaboratively on addition and subtraction tasks.
Encourage them to take turns explaining their
methods to each other, promoting a deeper
understanding of different solution approaches
Measuring Madness: Engage students in hands-
on measurement activities where they use rulers
and measuring tapes to practice addition and
subtraction with length. Measuring cups can be
used for practicing addition and subtraction with
capacity
Money Market: Set up a "Money Market" in the
classroom, where students pretend to buy and sell
Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1
items using play money. They can practice addition
and subtraction with money amounts and make
change

Unit 3: Factors and Calculating

3a. Counting in 6s, 9s and 12s
3b. Calculating Mentally
3c. Calculating on Paper

Duration: 3 Weeks
Suggested Enquiry Question(s):
Attainment Targets (Clarifying Statement – if and where needed) Suggested Strategies Suggested
Resources
 Count in multiples of six, nine and twelve Making Learning Visible: Use graphic organizers,
 Use multiplication and division facts for multiplication tables of three, six, diagrams, or charts for students to visualize and
nine and twelve in different problem solving contexts demonstrate their understanding of multiplication
 Convert between hours and minutes, and seconds and minutes tables

Manipulatives and Visual Aids: Use physical

 Multiply and divide mentally (including multiplying together three numbers) manipulatives like clocks to represent time
 Recognize and use factor pairs and commutativity in mental calculations conversions
 Convert between years and months
Real-Life Conversion Scenarios: Provide real-life
situations where students have to convert between

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24
 Multiply 2-digit and 3-digit numbers by a single-digit number using formal
written layout
 Solve problems involving multiplying and adding, including using the
distributive law to multiply 2-digit numbers by single-digit numbers (in
different problem solving contexts)
 Solve real-life situations involving same units of mass involving addition
and subtraction
 Solve multiplication, addition and subtraction problems involving money
 Use standard metric units of mass (kg, g) – including abbreviations
 Solve problems involving converting from hours to minutes; minutes to
seconds; years to months; weeks to days
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years and months, such as calculating someone's
age in months
Think-Aloud: Model the process of multiplying 2-
digit and 3-digit numbers by a single-digit number
using formal written layout while verbalizing each
step. Have students think-aloud in pairs to reinforce
the process
Manipulatives for Mass: Use measuring scales or
manipulatives to physically represent and solve
real-life mass problems, making the concept more
tangible
Role-Playing: Organize role-playing activities
where students act out scenarios related to money
transactions, time management, or measuring mass
to reinforce practical applications
Gallery Walk: Display various multiplication,
addition, and subtraction problems or conversion
scenarios around the classroom. Students walk
around, solve the problems, and provide written
explanations or solutions
Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1

Unit 4: 2-D shapes, angles and symmetry

4a. Three types of angle
4b. Triangles
4c. Quadrilaterals
4d. Symmetry

Duration: 2 Weeks
Suggested Enquiry Question(s):

 How are angles useful in engineering design?

 Examine traditional Pakistani art and architecture. How do artists use symmetry to enhance the beauty of these works?

Attainment Targets (Clarifying Statement – if and where needed)
 Recognize point, line, ray, and line segment
 Draw and measure line segments to the nearest centimeter and millimeter
 Recognize that angles are measured in degrees
 Recognize that a right angle measures 90° and a complete turn
comprises of 360°
 Identify acute, obtuse and right angles (from simple drawn angles)
 Identify acute, obtuse and right angles in 2-D shapes
Suggested Strategies Suggested
Resources
Show and Tell: Have students identify and explain
different geometric figures (point, line, ray, line
segment) using manipulatives or drawings
Concrete Representations: Use physical materials
like wooden sticks or straws to build different
angles, allowing students to manipulate and explore
them

Angle Hunt in 2-D Shapes: Present various 2-D

shapes and have students identify and label the

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1
angles within each shape, specifically recognizing
acute, obtuse, and right angles

Always, Sometimes, Never: Present statements

about angle properties (e.g., "An acute angle
measures less than 90°.") and ask students to
determine if they are always true, sometimes true,
or never true

Effective Questioning: Ask students questions to

 Recognize, compare and classify equilateral, isosceles and scalene
identify and differentiate between equilateral,
triangles
isosceles, and scalene triangles, such as "How
many sides of an equilateral triangle are of equal
length?" or "What makes an isosceles triangle
different from a scalene triangle?"

Triangle Hunt: Organize a classroom or school-

wide "triangle hunt" where students search for
examples of equilateral, isosceles, and scalene
triangles in their surroundings

Convince Me: Present a set of shapes and ask

 Recognize the properties of square, rectangle and triangle, and classify
students to convince you why each shape belongs
shapes accordingly (Rhombus and Parallelogram are not included)
to a specific category (e.g., why Shape A is a
 Classify geometric shapes, including quadrilaterals and triangles
square)
according to number of sides

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Beaconhouse – Scheme of Work – Mathematics - Class 3 – AY 2023-24 v1
If this is the answer, what’s the question?: Give
the answer (e.g., 4 equal sides) and ask students to
come up with possible questions that lead to the
identification of a square

Real-World Examples: Show students pictures or

 Identify and draw lines of symmetry in 2-D shapes
diagrams of real-world objects or patterns that have
 Complete a simple symmetrical figure with respect to a specific line of
lines of symmetry, such as flags or logos
symmetry

Thumbs Up/Down: After explaining the concept of

lines of symmetry, ask students to show a thumbs
up if they understand how to identify lines of
symmetry in 2-D shapes and a thumbs down if they
need further clarification

Muddiest Point: As part of the unit closure, ask

students to write down the aspect of angles,
triangles, 2-D shapes and symmetry that they found
most confusing. This helps address specific points
of confusion and provides targeted support to
students

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