GRADE 3 - Indonesia and Cambridge Combined (Syllabus) - English

Combined Sy
School name
Subjects
Lessons per year
Total lessons in syllabus
Class / Semester
Basic competencies (Indonesian) Cambridge Core Activities
1.1 Hundreds, tens and ones
1.1 Determine the location of the number on the

number line
1.2 To 1,000
1.4 Perform mixed count operations
1.3 Place value

1.3 Place value

number line
2.1 10 less and 10 more
1.2 Add and subtract up to 3 numbers

1.2 Add and subtract up to 3 numbers 3.1 Adding several small numbers
1.3 Perform multiplication which results in 3-digit

numbers and 3-digit division
4.1 Doubling and halving

1.2 Add and subtract up to 3 numbers 5.1 Fact families
1.3 Perform multiplication which results in 3-digit 5.2 Calculation strips

1.2 Add and subtract up to 3 numbers 6.1 Sorting multiples

1.2 Add and subtract up to 3 numbers 6.1 Sorting multiples
1.3 Perform multiplication which results in 3-digit 6.2 Multiple fact families
1.4 Perform mixed count operations 6.3 Multiple patterns
7.1 2D shapes
7.2 3D shapes
4.1 Identifying various simple shapes according to

their properties or elements
7.3 Nets of 3D shapes
4.1 Identifying various simple shapes according to 8.1 Symmetry

4.2 Identifying the various types and sizes of 8.2 Maze routes
angles
4.2 Identifying the various types and sizes of 8.2 Maze routes
angles
Combined Syllabus (Indonesian/Cambridge) 2021-2022 - GRAD
: SD Marie Joseph
: Math
; Approx 82
: 82
: 3 / 1 (Term 1)
1A.1 PLACE VALUE (1)

Cambridge Reference Prior Learning Vocabulary
3Nn1 Recite numbers 100 to 200 and beyond
3Nn2 Read and write numbers to at least 1,000 Experience of using place
value cards to at least 100
3Nn3 Count on and back in ones, tens and hundreds

from two- and three-digit numbers
3Nn5 Understand what each digit represents in three-

digit numbers
Counting on and back in

3Nn6 Find 1, 10, 100 more/less than two- and three- tens and ones from any abacus, hundreds,
digit numbers single digit number ones, place value,
tens, units
3Nn9 Place a three-digit number on a number line

marked off in multiples of 100

Finding one and ten less or

3Ps3 Explore and solve number problems and puzzles more than any two-digit
number
Finding one and ten less or
more than any two-digit
number
3Ps6 Identify simple relationships between numbers
1A.2 PLAYING WITH 10 AND 100

3Nn2 Read and write numbers to at least 1,000


digit numbers
tens from any two-digit
3Nc9 Add and subtract 10 and multiples of 10 to and number
3Nc10 Add 100 and multiples of 100 to three-digit

numbers
3Pt1 Choose appropriate mental strategies to carry

out calculations hundreds, multiple,
solve, tens
3Pt3 Make sense of and solve word problems and

begin to represent them
3Ps1 Make up a number story to go with a calculation
3Ps2 Explain a choice of calculation strategy and show Exploring three-digit

how the answer was worked out numbers
3Ps3 Explore and solve number problems and puzzles
1A.3 ADDING SEVERAL SMALL NUMBERS


Number pairs for 10
3Nc12 Add several small numbers
3Nc16 Re-order an addition to help with the
calculation
Doubles and near doubles
out calculations
addition, total
Place value
3Pt4 Check the results of adding two numbers using
subtraction, and several numbers by adding in a
different order
3Ps2 Explain a choice of calculation strategy and show

how the answer was worked out
Addition to at least 20
1A.4 DOUBLING AND HALVING


3Nn4 Count on and back in steps of 2, 3, 4 and 5 to at

least 50
Doubled numbers to at least
10
3Nc19 Understand the relationships between doubling
and halving

out calculations
double, half,
3Pt3 Make sense of and solve word problems and inverse

Halved even numbers to at
least 10
1A.5 NUMBER PAIRS

3Nc1 Know addition and subtraction facts for all

numbers to 20
3Nc2 Know the following addition and subtraction

facts: Mulitples of 100 with a total of 1,000 ; Multiples
of 5 with a total of 100
Explored addition and
3Nc11 Use the = sign to represent equality subtraction facts for
numbers to 20

out calculations

3Pt4 Check the results of adding two numbers using calculation, multiple
different order
3Pt5 Check subtraction by adding the answer to the

smaller number in the original calculation
3Pt12 Consider whether an answer is reasonale

Explored multiples of 10

1A.6 MULTIPLES

least 50
3Nc3 Know multiplication/division facts for 2x, 3x, 5x,

and 10x tables
3Nc4 Begin to know 4x table

steps of 2, 5 or 10 from any
two- or three-digit number
steps of 2, 5 or 10 from any
3Nc5 Recognise two- and three-digit multiples of 2, 5 two- or three-digit number
and 10
3Nc11 Use the = sign to represent equality
3Nc20 Understand the effect of multiplying two-digit

numbers by 10
3Nc25 Understand and apply the idea that

multiplication is commutative
commutative,
3Pt1 Choose appropriate mental strategies to carry divisable, by,
out calculations multiple, Venn
Explored counting in diagram
multiples of three from zero


Multiplication as an array
and grouping
3Ps5 Describe and continue patterns which count on
or back in steps of 2, 3, 4, 5, 10, or 100
1B.7 SHAPES, SHAPES AND MORE SHAPES

3Gs8 Identify right angles in 2D shapes
Names and properties of 2D

3Gs1 Identify, describe and draw regular and irregular shapes
2D shapes including pentagons, hexagons, octagons,
semi-circles
3Gs2 Classify 2D shapes according to the number of

sides, vertices and right angles
Knowledge and
understanding of right
angles
circular, cone, cube,
cuboid, cylinder,
edges/sides,
hexagon,
Knowledge and
understanding of right
3Gs3 Identify, describe and make 3D shapes including angles
ptramids and prisms, investigate which nets will make circular, cone, cube,
a cube cuboid, cylinder,
edges/sides,
hexagon,
hexagonal,
3Gs4 Classify 3D shapes according to the number of irregular, octagon,
faces, number of vertices and edges pentagon,
pentagonal, prism,
pyramid,
Some knowledge of quadrilateral,
classifying shapes rectangular,
3Gs6 Relate 2D shapes and 3D solids to drawings of regular, semi-circle,
them right angle, sphere,
symmetric,
triangular, vertices
3Pt8 Recognise the relationships between different 2D

shapes
Understanding how the net

of the shape builds into the
shape itself
3Pt9 Identify the differences and similarities between

different 3D shapes
1B.8 SYMMETRY AND MOVEMENT

Knowledge and
3Gs5 Draw and complete 2D shapes with reflective
understanding of names
symmetry, draw reflections of shapes
and properties of shape
(N, S, E, W), anti-

clockwise,
clockwise, compass
point, diagonal,
equiangular,
3Gs7 Identify 2D, 3D shapes, lines of symmetry and
equilateral, grid,
right angles in the environment half turn,
Some knowledge and horizontal, line of
understanding of reflective symmetry, mirror
symmetry line, plan, quarter
turn, reflection
3Gp1 Use the language of position, direction and pattern, regular
movement including clockwise and anti-clockwise shape, repeating
pattern, right angle,
row, symmetrical,
vertical, whole turn
turn, reflection
pattern, regular
shape, repeating
pattern, right angle,
row, symmetrical,
vertical, whole turn
3Ps6 Identify simple relationships between shapes Beginning to understand the

such as: these shapes all have the same number of language of position and
lines of symmetry movement
21-2022 - GRADE 3
Learning Main Material Learning Activities Indicator
Learners recognise the

value of each digit in a
Learners identify which place
three-digit number and
value cards have not been
are beginning to count
used and which three-digit
on and back in
numbers could be made with
TEACHERS RESOURCE: Cambridge hundreds, tens and
the missing cards
Primary Mathematics Teachers ones from any teo- or
Resource, pages 1-14 three-digit number
Nine numbers were made

with place value cards and
pegged in the correct place Learners can mark a
on a number line. Some of the three-digit number on a
place value cards fell of the 0-1000 number line
line. Earners identify the marked in tens
missing cards for each
number.
LEARNERS: Cambridge Primary One game is trying to make

Mathematics Learners Book, pages 4-8 the higest number with place
Learners can estimate
value cards, one game was to
the position of a three-
make the lowest number, and
digit number on a
the other game is to make a
number line marked in
number closest to 500.
hundreds. They can
Learners use their
identify the value of
understanding of place value
each digit in a three
to identify which game is
digit number
which and explain how they
know
make the lowest number, and
digit number on a
the other game is to make a
number line marked in
number closest to 500.
hundreds. They can
Learners use their
identify the value of
understanding of place value
each digit in a three
to identify which game is
digit number
which and explain how they
know
TEACHERS RESOURCE: Cambridge

Primary Mathematics Teachers
Resource, pages 15-18
Learners can add 10,
multiples of 10, 100 or
multiples of 100 to a
Learners solve problems
two- or three-digit
involving changing quantities,
number, recognising
choosing which operation is
which digits change.
needed to find the answer.
They can subtract 10 or
Challenge some learners by
a multiple of 10 from a
telling that that there are 10
two- or three-digit
or 12 sweets in each pack,
number, recognising
and asking how many sweets
which digits change.
did the shop have before and
They can write the
after the delivery
matching number
sentence to their
calculation
LEARNERS: Cambridge Primary

Mathematics Learners Book, pages 10-
11

Learners add sall numbers

Learners add sall numbers

Learners use their
and reason about numbers to
understanding of
find the value of each animal.
numbers to add several
They can use the animals as
small numbers and to
shorthand for numbers in a
identify missing
range of addition and
numbers
subtraction calculations

Mathematics Learners Book, page 12-
13

Learners answer doubling and

Learners begin to
halving questions and match
understand that
up the inverse calculations.
doubling and halving
Challenge some learners to
are inverse operations,
make up a grid of doubles and
they each revers or
halves for a friend to identify
undo each other
inverses

Mathematics Learners Book, page 14
Learners can write the

Learners complete the fact family for an
multiples of 5 to 100 then addition or subtraction
write the fact families for number sentence. They
pairs of multiples of 5 to 100 can use the equals sign
to show equivalence
Learners draw their own 8 by

Learners have
8 grid on squared paper, and
developed a range of
find the addition number
LEARNERS: Cambridge Primary strategies to support
sentenceswhich total 11, then
Mathematics Learners Book, pages 15- addition and
link them with the equals
16 subtraction. They use
sign. They also find other
the equals sign to show
totals to link and explore
equivalence
subtraction of 11
Learners recognise two

Learners explore counting on
and three-digit
and back in twos, fives and
multiples of 2, 5 and 10,
tens, checking whether or not
including those which
they will say a particular
are multiples of more
number
than one of them
Learners recognise two
Learners explore counting on
and three-digit
and back in twos, fives and
multiples of 2, 5 and 10,
tens, checking whether or not
including those which
they will say a particular
are multiples of more
number
than one of them
Learners recognise the

link between
Learners work through multiplication and
various questions and division using arrays
problems about multiples and fact families. They
understand what
commutative means

23 Learners recognise the
patterns produced
Learners explore the patterns
when multiplying by 2,
when counting in multiples of
3, 4 and 5. They can use
2, 3, 4 and 5 from 0, including
the equals sign to show
multiples which occur in more
equivalence in
that one count
ultiplication and
division
Learners are able to

Learners begin by taking the
name 2D shapes, talk
core activity into a more
about their properties
practical context, allowing
and use that knowledge
learners to explore different
to solve a problem of
quadrilaterals using a
TEACHERS RESOURCE: Cambridge clssification using a
geoboard and elastic bands
Primary Mathematics Teachers Venn diagram
Learners have
Reinforce work done in the knowledge and
session, with a problem to understanding of 3D
solve followed by more closed solids and will have
questions which allow built on this when
learners to show what they constructing,
know about 3D shapes comparing and
discussing shapes
Learner can apply their

Challeng learners to draw the knowledge and
LEARNERS: Cambridge Primary net of a cube, the net of a understanding of 3D
Mathematics Learners Book, pages 24- cube with two red faces shapes by identifying,
28 opposite each other, two blue making and describing
faces opposite each other and prisms and pyramids.
two yellow face opposite They will be able to use
each other, two different nets correct mathematical
that make the same vocabulary and
rectangular prism and two language in order to
different nets that make the describe what they did
same triangular prism and what they found
out
Learners can explore

Learners will explore, as well line and reflective
as make, symmetrical shapes symmetry in 2D shapes
through the series of and related it to real
questions life examples in the
environment
Ask learners to find the

shortest route for the hippo Learners are able to use
to travel to the river. There the language of
are extension questions which position, giving and
use different size grids. following instructions
32
Learners will need to be using the language of
systematic in their recording position and movement
in order to find all the routes
Ask learners to find the
shortest route for the hippo Learners are able to use
to travel to the river. There the language of
are extension questions which position, giving and
use different size grids. following instructions
32
Learners will need to be using the language of
systematic in their recording position and movement
in order to find all the routes
Time Needed
3 X 35 minute lessons
Time Needed
2 x 35 minute lessons
Time Needed
2 x 35 minute lesson
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined Sy
School name
Subjects
Lessons per year
Class / Semester
9.1 Dollars and cents
1.5 Solve calculation problems including those

related to money.
10.1 Clock times
2.3 Know the relationship between units of time,

between units of length and between units of
weight
10.1 Clock times

weight
10.2 Time to grow
2.1 Choosing a measuring instrument according to

its function (meters, scales, hours)
11.1 Growing things

11.1 Growing things
2.2 Using measuring tools in problem solving
11.2 Growth and harvest

weight
12.1 Three-digit numbers

number line
12.1 Three-digit numbers

number line
12.2 Comparing numbers
12.3 Multiplying by 10
13.1 Rounding to the nearest 10 and 100

related to money.
13.2 Estimating

14.1 Doubling and halving

related to money.
15.1 Investigating addition

15.2 Investigating subtraction
15.3 Adding and subtracting with three-digit numbers
16.1 Multiples of 5 and 10


16.3 Mulitples of 3, 6 and 9

: SD Marie Joseph
: Math
; Approx 82
: 82
: 3 / 1 (Term 2)
1C.9 MONEY
3Mm1 Consolidate using money notation
Counting to 100 in 5's and

10's
3Pt11 Make a sensible estimate to the answer to a

calculation dollar, cent
3Ps1 Make up a number story to go with a calculation,

Familiarity with 100 square
including the context of money
1C.10 TIME
3Ml5 Solve word problems involving measures
Some knowledge of time

using an analogue clock
3Mt1 Suggest and use suitable units to measure time
and know the relationships between them
day, week, month,

year, decade,
century
3Mt2 Read the time on analogue and digital clocks to
the nearest five minutes on an analogue clock and the day, week, month,
nearest minute on a digital clock year, decade,
Beginning to understand century
working with a digital clock

out calculations
3Pt10 Estimate and approximate when calculating and

check their working
Knowledge of the order of
days of the week and
months of the year
3Pt12 Consider whether an answer is reasonable
1C.11 MEASURES
3Ml1 Choose and use appropriate units and Knowledge of standard

equipment to estimate, measure and record ways to measure height:
measurements metres, centimetres
3Ml2 Know the relatonship between kilometers and Knowledge of standard

metres, metres and centimeters, kilograms and grams, terms for capacity: litre,
litres and mililitres half-litre
distance
apart/between,
distance to……
from……kilometre
(km), metre (m),
Knowledge of how to set
3Ml3 Read to the nearest division or half division, use
out a table for systematic
scales that are numbered or partially numbered
recording distance
apart/between,
distance to……
from……kilometre
(km), metre (m),
centimetre (cm),
litre (l), half-litre,
container
3Pt2 Begin to understand everyday systems of

measurement in length, weight, capacity, time and use
these to make measurements as appropriate
Being aware of problem

solcing startegies and the
vocabulary and language to
be used

calculation
3Ps2 Explain a choice of calculation strategy and how Know about the relationship
the answer was worked out. Use ordered lists and between doubling and
tables to help solve problems systematically halving
2A.12 PLACE VALUE (2)


Countinf forward and back
in ones, tens and hundreds
from any number
digit numbers
3Nn6 Find 1, 10, 100 more/less than two- and three-
digit numbers
Experience of making three-

digit numbers with place
value cards

order, hundreds,
tens, ones, multiply,
ten times table, is
3Nn11 Compare three-digit numbers, use < and > greater than, is less
signs, and find a number in between than, inequality
3Nn12 Order two- and three-digit numbers by 10 and

understand the effect Ordering two-digit numbers

out calculations

Some experience using <
and >
3Ps9 Explain methods and reasoning orally, including
initial thoughts about possible answers to a problem
2A.13 ESTIMATING AND ROUNDING


3Nn6 Find 1, 10, 100 more/less than two- and three-

digit numbers
3Nn8 Round two-digit numbers to the nearest 10 and

round three-digit numbers to the nearest 100
3Nc18 Find 20, 30, ….90, 100, 200, 300 more/less that Rounding to the nearest 10
three-digit numbers

out calculations

check their working

calculation rounding, estimate,
estimating, range

3Ps2 Explain a choice of calculation strategy and how

the answer was worked out. Use ordered lists and
tables to help solve problems systematically
Estimating amounts and
estimating by choosing
between 20, 50 and 100 (or
3Ps3 Explore and solve number problems and puzzles other numbers as
appropriate)
3Ps8 Investigate a simple general statement by finding

examples which do or do not satisfy it e.g. when
adding 10 to a number, the first digit remains the same

2A.14 DOUBLES AND HALVES

3Nc6 Work out quickly the doubles of numbers 1 to 20

and derive the related halves
3Nc7 Work out quickly the doubles of multiples of 5 Doubles to 10 and beyond
(<100) and derive the related halves
3Nc19 Understand the relationship between halving

and doubling
out calculations

Counting in fives
3Ps2 Explain a choice of calculation strategy and how double, half,
the answer was worked out. Use ordered lists and inverse

examples which do or do not satisfy it e.g. when Some expreience in finding
adding 10 to a number, the first digit remains the same half of a shape and number

2A.15 ADDITION AND SUBTRACTION

3Nc14 Add and subtract pairs of two-digit numbers
3Nc15 Add three-digit and two-digit numbers using

notes to support
3Nc17 Add/subtract single-digit numbers to/from

three-digit numbers
Adding and subtracting with
3Pt4 Check the results of adding two numbers using a range of single- and two-
subtraction, and several numbers by adding in a digit numbers
different order
3Pt5 Check subtraction by adding the answer to the

out calculations

addition, adding,
3Pt10 Estimate and approximate when calculating and subtraction,
check their working subtract, find the
difference, pattern,
multiple
calculation Using a number line to
calculate


adding 10 to a number, the first digit remains the same Place value

2A.16 MORE MULTIPLES

least 50

facts: Multiples of 100 with a total of 1,000. Multiples
of 5 with a total of 100 Number p+D92:D108atterns
such as odd, even and
counting in multiples of 2, 3,
4, and 5
3Nc3 Know multiplication/division facts for 2x, 3x, 5x
and 10x tables
counting in multiples of 2, 3,
4, and 5
3Nc21 Multiply single digit numbers and divide two-

digit numbers by 2, 3, 4, 5, 6, 9 and 10
3Nc24 Understand that division can leave a remainder

(initially as 'some left over')
3Nc26 Understand the relationship between

multiplication and division and write connected facts
Number pairs for 10
3Pt6 Check multiplication by reversing the order, e.g.

checking that 6x4=24 by doing 4x6
3Pt7 Check a division using multiplication, e.g. check

12÷4=3 by doing 4x3 commutative, fact
family, multiple,
remainder, times
3Pt1 Choose appropriate mental strategies to carry table
out calculations


Fact families for addition

and subtraction

or back in steps of 2, 3, 4, 5,, 10 or 100

adding 10 to a number, the first digit remains the same Doubling
Doubling

1-2022 - GRADE 3
TEACHERS RESOURCE: Cambridge Give learners the opportunity

Primary Mathematics Teachers to practise what has been
Learners can
Resource, pages 69-72 taught in the session and
consolidate using
answer other questions
money notation and will
related to money. Remind
have used addition and
learners that there are 100
subtraction facts with a
cents in a dollar so the
total of 100 to find
amounts of money can be
change
converted to cents before
they are added
35
Learners can read the

time to the nearest five
minutes on an analogue
clock and to the nearest
minute on a digital clock
Learners will look at different
activities that can be
performed within a specific
time limit. They will involve
decision making and
reasoning.
Learners will look at different
activities that can be
performed within a specific
time limit. They will involve
decision making and
reasoning.
Learners can suggest
and use suitable units to
measure time and know
the relationships
between them
Learners can use

Put the knowledge that measurements of time
LEARNERS: Cambridge Primary leasrners learnt in the in a practical way, and
Mathematics Learners Book, pages 36- previous sessions into a real consolidate their
38 life problem solving context knowledge and
involving the growth of plants understanding of the
passage of time
Learners have
reinforced their
knowledge of
relationships: metres
and centimetres. Litres
and mililitres
Learners begin to
understand everyday
Show information about systems of
different styles of fruit trews measurement in length
TEACHERS RESOURCE: Cambridge and ask the learners to and capacity, and be
Primary Mathematics Teachers answer questions and then able to use
Resource, pages 83-88 choose which tree they would measurements in
choose and give reasons for calculations
their choice
Primary Mathematics Teachers answer questions and then
Resource, pages 83-88 choose which tree they would
choose and give reasons for
their choice
Learners can make

sensible estimations of
the answer to a
caculation and explain a
choice of calculation
strategy and how the
answer was worked out
Learners can choose

and use appropriate
units and equipment to
estimate, measure and
record measurements
Learners can use their

Give learners the opportunity knowledge of
LEARNERS: Cambridge Primary relationships between
to work with a bar chart to
Mathematics Learners Book, pages 39- metres and
interpret the data in order to
43 centimetres, and
answer questions
kilograms and grams
Learners undertsand
everyday systems of
measurement in length,
weight, capacity and
use these in calculations
Learners create three-digit Learners know what

numbers from five digits and each digit in a three-
order them. OR, Learners put digit number represents
numbers in order, starting and can use this
with either the smalles or the information to order
largest three-digit numbers
Learners create three-digit Learners know what
numbers from five digits and each digit in a three-
order them. OR, Learners put digit number represents
numbers in order, starting and can use this
with either the smalles or the information to order
largest three-digit numbers
Learners write inequalites

Learners can use the <
using the weights and
and > signs to write
capacities illustrated.
inequalities comparing
Challenge learners to use
at least two numbers.
addition or subtraction either
They can also name a
side of the less than or
number in between
greater than signs

47
Learners solve questions
Learners can multiply
which involve multiplying by
teo-digit numbers by 10
10 or working out what must
and understand the
be multiplied by 10 to get the
effect on the number
right number
Learners round numbers and

TEACHERS RESOURCE: Cambridge Learners can round
explore the inaccuracies that
Primary Mathematics Teachers numbers to the nearest
can occur with repeated
Resource, pages 99-104 10 and 100
rounding
Learners can provide a
suitable range of
LEARNERS: Cambridge Primary Learners estimate the number
numbers as an
Mathematics Learners Book, pages 48- of marbles in a jar and the
estimate. Their
50 length of some lines
estimates are becoming
more accurate

Learners can find

double and half of an
Learners use the double and
increasing range of
half clues to identify the
numbers and are
original number. They identify
beginning to generalise.
where they have heard the
They understand that
words 'double' and 'half'
doubling and halving
are inverses

54
Learners explore finding the

highest and lowest totals
Learners can add two
after a series of additions.
two-digit numbers,
They solve some addition
using a variety of
problems. Some learners
methods and looking for
could go on to predict and
patterns
TEACHERS RESOURCE: Cambridge explore the totals made with
Primary Mathematics Teachers bigger walls.
Primary Mathematics Teachers bigger walls.
Learners can subtract

Learners subtract across and
two-digit numbers,
down a grid. They make up
using a variety of
their own grids and solve
methods and looking for
some subtraction problems
patterns

60
Learners explore how to make

Learners can add and
particular lengths by adding
subtract a single digit
and finding the difference.
from a two- or three-
They then answer some
digit number. They are
addition and subtraction
beginning to add three-
problems. Some learners
digit and two-digit
could explore which lengths
numbers by using what
could be made with three
they already know
ropes
Learners write out five and

ten times table. They write Learners can write the
fact families, draw and five and ten times table
interpret arrays, draw and the related division
number lines and solve facts. They can also
calculations for both tables. write the fact families
They also write their own for multiples of five with
story for some calculations. a total of 100 and
TEACHERS RESOURCE: Cambridge Give some learners higher multiples of 100 with a
Primary Mathematics Teachers multiples of 5 and 10 to total of 1,000
Resource, pages 119-130 calculate and write a story for
ten times table. They write Learners can write the
fact families, draw and five and ten times table
interpret arrays, draw and the related division
number lines and solve facts. They can also
calculations for both tables. write the fact families
They also write their own for multiples of five with
story for some calculations. a total of 100 and
TEACHERS RESOURCE: Cambridge Give some learners higher multiples of 100 with a
Primary Mathematics Teachers multiples of 5 and 10 to total of 1,000
Resource, pages 119-130 calculate and write a story for
Learners can find the

Learners explore the 2 and 4
four times table facts by
times tables, looking for
doubling the two times
patterns. They solve word
table facts. They are
problems and write a story to
beginning to find the
go with the calculation. Give
matching division facts,
some learners higher
Learners can give
multiples of 2 and 4 to
examples which satisfy
calculate and write a story
or disprove a general
for.
statement

65
Learners can find the six

Learners explore the 6 and 9 and nine times table
times table, looking for from the three times
patterns. They solve word table. They recognise
problems and write a story to that division can leave
go with a calculation some left over and that
re call this remainder
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined S
School name
Subjects
Lessons per year
Class / Semester
17.1 Digital clocks

between units of length and between units of weight 17.2 Time intervals
17.3 The calendar

2.1 Choosing a measuring instrument according to its
function (meters, scales, hours)
18.1 Estimating
18.2 Measuring

between units of length and between units of weight
19.1 Calculating with money

19.1 Calculating with money
1.5 Solve calculation problems including those related

to money.
19.2 More calculations with money (1)
19.3 More calculations with money (2)
20.1 Venn diangrams
20.2 Tallying
20.3 Pictograms and bar charts
1.1 Determine the location of the number on the 21.1 Comparing, ordering and rounding
number line

1.3 Perform multiplication which results in 3-digit 21.2 Miltiplying by 10
3.1 Recognizing simple fractions 22.1 Fractions
3.2 Comparing simple fractions 22.2 Fractions and division

3.2 Comparing simple fractions 22.2 Fractions and division
22.3 Fractions and numbers too
3.3 Solve problems related to simple fractions
22.4 More fractions

1.3 Perform multiplication which results in 3-digit 23.1 More doubles and halves
24.1 Complements to 100

24.2 Assorted addition and subtraction
24.3 Sums and differences

24.3 Sums and differences
: SD Marie Joseph
: Math
; Approx 82
: 82
: 3 / 2 (Term 1)
2B.17 TIME (2)


Being able to read an analogue

and digital clock
3Mt2 Read the time on analogue and digital clocks to
the nearest five minutes on an analogue clock and the
nearest minute on a digital clock
3Mt3 Begin to calculate simple time intervals in hours

and minutes Know the names of the
different units of time: second, time, intervals,
minutes, hour, day, week, minutes, analogue
month, year and the differences clock, digital clock
3Mt4 Read a calendar and calculate time intervals in between them
weeks or days

Know the sonstruction and
purpose of a calendar
2B.18 ESTIMATING AND MEASURING

3Ml1 Choose and use appropriate units and
equipment to estimate, measure and record
measurements
Understanding of the
vocabulary for measures
3Ml2 Know the relatonship between kilometers and approximately,

metres, metres and centimeters, kilograms and grams, compare, measuring
litres and mililitres scale, scale division,
guess, estimate,
about the same as,
length, width,
height, long, short,
3Ml3 Read to the nearest division or half division, use tall, high, low, wide,
scales that are numbered or partially numbered narrow, longer,
Knowledge of reading scales shorter, taller,
including rulers and tape higher, longest,
measures shortest, tallest,
highest, distance
3Ml4 Use a ruler to draw and measure lines to the apart/between,
nearest centimetre distance
to.......from.......,
kilometre (km),
metre (m),
centimetre (cm),
Knowledge of the relationship ruler, weigh,
between measures heavy/light,
heavier/lighter,
heaviest,lightest,
kilogram (kg), half-
kilogram, gram (g)
Know how to use a ruler

check their working
2B.19 ZOO SHOP AND CAFÉ

Knowledge of numbers to 100

3Mm2 Use addition and subtraction facts with a total
of 100 to find change
money, coin, price,

cost, buy, spent,
pay, change, how
much?, total,
amount,
more/most,
3Ml2 Know the relatonship between kilometers and
Knowledge of $ and cents and
metres, metres and centimeters, kilograms and grams,
the links between them
litres and mililitres
money, coin, price,
cost, buy, spent,
pay, change, how
much?, total,
amount,
more/most,
expensive/cheap,
3Pt1 Choose appropriate mental strategies to carry Addition and subtraction with a costs less, cheaper,
out calculations total of 100 less/least expensive,
spend, change price,
capacity, full, half
full, empty, holds,
contains, litre (l),
half-litre, mililitre
Some knowledge of litres and (ml), container
mililitres and the connection
calculation
between them
Understanding of problem
solving strategies
2C.20 HANDLING DATA

3Dh1 Answer a real-life question by collecting,

Understanding the order of
organising and interpreting data, e.g. investigating the
numbers when counting
population of mini-beast in different environments
axes, chart, tally

chart, bar chart,
table, frequency
table, Carroll
diangram, Venn
diagram label, title,
3Dh2 Use tally charts, frequency tables, pictograms diagram, most
Know the structure of a Venn popular, most
(symbol representing one or two units) and bar charts
diagram common, least
(intervals labelled in ones or twos)
popular least
common, sort, vote,
graph, block graph,
pictogram,
represent, group,
set, greater than,
less than, axis
popular least
common, sort, vote,
graph, block graph,
pictogram,
represent, group,
set, greater than,
less than, axis
3Dh3 Use Venn or Carroll diagrams to sort data and
objects using two criteria
Knowledge of block graphs will

be useful and pictograms and
the difference between them
3Ps4 Use ordered lists and tables to help to solve
problems systematically
3A.21 NUMBER SENSE

3Nn7 Multiply two-digit numbers by 10 and

understand the effect
3Nn8 Round two-digit numbers to the nearest 10 and

round three-digit numbers to the nearest 100
3Nn11 Compare three-digit numbers, use < and > Rounding to the nearest 10
signs, and find a number in between
3Nn12 Order two- and three-digit numbers by 10 and

understand the effect
3Nn13 Give a sensible estimate of a number as a range

(e.g. 30 to 50) by grouping in tens

out calculations


Comparing numbers using less rounding, ordering,
than < and greater than > less than <, greater
3Ps2 Explain a choice of calculation strategy and how than >, place holder

Ordering numbers

3A.22 FRACTIONS
3Nn14 Find half of odd and even numbers to 40, using

notation suck as 13 1/2
3Nn15 Understand and use fraction notation

recognising that fractions are several parts of one
whole, e.g. 3/4 is three quarters and 2/3 is two thirds
3Nn16 Recognise equivalence between 1 half, 2

quarters, 4 eighths, and 5 tenths using diagrams
3Nn17 Recognise simple mixed fractions, e.g. 1 1/2

and 2 1/4
Experience of halving a number
and a shape
3Nn18 Order simple or mixed fractions on a number
line, e.g. using the knowledge that 1/2 come half way
between 1/4 and 3/4, and that 1 1/2 comes halfway
between 1 and 2
3Nn19 Begin to relate finding fractions to division
3Nn20 Find halves, thirds, quarters and tenths of

shapes and numbers (whole number answers)
fraction, half,
quarter, third,
eighth, tenth, mixed
number
3Pt1 Choose appropriate mental strategies to carry fraction, half,
out calculations quarter, third,
eighth, tenth, mixed
number

3Ps5 Describe and continue patterns which count on Division as sharing



3A.23 MORE DOUBLES

3Nc6 Work out quickly the doubles of numbers 1 to 20

and derive the related halves
3Nc7 Work out quickly the doubles of multiples of 5

(<100) and derive the related halves
3Nc8 Work out quickly the doubles of multiples of 50

to 500
Doubles to at least double 10
3Pt1 Choose appropriate mental strategies to carry and the related halves
out calculations
Doubles to at least double 10
and the related halves


tables to help solve problems systematically double, half,
multiple, derive


Counting in multiples of 5


3A.24 MORE ADDITION AND SUBTRACTION


facts: Mulitples of 100 with a total of 1,000 ; Multiples
of 5 with a total of 100
3Nc13 Find complements to 100, solving number

equations such as 78+□=100
3Nc14 Add and subtract pairs of two-digit numbers

Number pairs for 10
3Nc15 Add three-digit and two-digit numbers using

notes to support
3Nc17 Add/subtract single-digit numbers to/from
three-digit numbers
3Nc18 Find 20, 30, ….90, 100, 200, 300 more/less that
three-digit numbers

out calculations

3Pt4 Check the results of adding two numbers using

different order
3Pt5 Check subtraction by adding the answer to the Multiples of 5 and 10

number pairs, sum,
diggerence
check their working

calculation


Addition and subtraction with

single and two-digit numbers
Addition and subtraction with
single and two-digit numbers


1-2022 - GRADE 3
Learners know digital

Investigate the light bars on a
numbers and the
digital clock and how
connection between
analogue clocks show the
analogue and digital
TEACHERS RESOURCE: Cambridge same time
times
Learners can calulate

Develop the learners' idea of simple time intervals to
using timetables and looking solve a problem and
at the importance of time record their thinking
and working out

Mathematics Learners Book, pages 66- Look at problems using a page Learners can
69 from a calendar. Learners will consolidate their
work forwards and backwards knowledge and
to find days and dates. Discuss understanding of the
possible strategies for format and content of a
answering the initial problem calendar and use it to
with learners. solve puzzles

Learners are asked to solve a
Learners can estimate
TEACHERS RESOURCE: Cambridge problem involving weight and
and the measure length,
Primary Mathematics Teachers then to use their own
weight and capacity by
Resource, pages 141-148 knowledge and understanding
reading scales for each
of conversion of units
Give the learners the facts Students can use a ruler

about the elephant so that to draw and measure
they can use this to answer lines to the nearest
73
questions centimetre
Slearners can calculate

costs to $1 and find
Learners will solve money
change, using their
problems and practice
knowledge and
calculating costs and finding
understanding of
change
addition and
subtraction to 100
Slearners can calculate
costs to $1 and find
Learners will solve money
change, using their
problems and practice
knowledge and
calculating costs and finding
understanding of
change
addition and
subtraction to 100
Set up a virtual café for each

group. Allow $100 to spend on
ingredients. Set prices. Students can work on
Imagine what sells and what costing, finding totals
doesn’t, how much profit can and giving change
be made in a day? A week?
Each group compares results

Mathematics Learners Book, pages 74- Learners can use their
79 Using learners' knowledge and knowledge and
understanding of liquid understanding of
measure, ask questions which money and liquid
can be used for assessment measures and the links
between the two
Learners can read and

complete number
Page 80 uses a Venn diagram
sentences for 'greater
as a starting point for an
than' and 'less than' and
investigation and develops
follow the structure of a
using the learners' own ideas.
Venn diagram to sort
numbers

Set questions such as: how did

you get to school today? What Students can use
is the favourite colour of the tallying and a frequency
class? The class collect and table to show and
represent the data as a tally interpret results
chart and requecy table
Learners know the
Interpret data shown in a tally difference between bar
chart and continue by charts and pictograms
allowing learners to interpret, as well as knowing the
87
solve and develop other data significant features of
both
Learners can round

Learners put numbers in
TEACHERS RESOURCE: Cambridge numbers compare and
order, compare numbers
Primary Mathematics Teachers order them. They are
using < and > and filling in the
Resource, pages 171-178 continuing to develop
missing numbers
their sense of number
Learners multiply by 10 and Learners can multiply

solve a range of problems two-digit numbers by
Learners multiply by 10 and Learners can multiply
solve a range of problems two-digit numbers by
which involve multiplying by ten and estimate using
91
10 a range
Learners understand
what is meant by thirds,
Learners use a fraction wall to eighths and tenths and
help them answer questions understand that the
about fractions, including larger the number on
some greater than and less the bottom of the
than statements about fraction, the smaller the
fractions fraction as the whole
has been cut into
smaller pieces

Learners use a fraction wall to

help them answer questions
about fractions and division, Learners can relate
including some greater than fractions to division
and less than statements
about fractions
including some greater than fractions to division
and less than statements
about fractions
Learners can mark

Learners represent a mixed
fractions on a number
number in three different
line. They read and
ways then answer wuestions
understand simple
about halves and quarters
mixed numbers

96
Learners make posters Learners can find halves

focusing on a chosen fraction. of odd numbers and a
They also solve some range of different
problems using fractions fractions of shapes
Learners can link

doubling with the two
times table and extend
their understanding of
doubling and halving to
three-digit numbers
Learners ask each other

double and half questions,
doubling with the two
times table and extend
their understanding of
doubling and halving to
three-digit numbers
Learners ask each other

double and half questions,
covering the number used on
their own page with a
counter. Some learners might
prefer to work on their own,
trying to use all the numbers
Learners can quickly

LEARNERS: Cambridge Primary calculate the double of
Mathematics Learners Book, pages 97- a multiple of five and 50
98 and derive the related
halves
Learners can find

Learners explore finding complements to 100
complements to 100 in and use number pairs
different ways for 10 to find other
number facts

different ways for 10 to find other
number facts

Learners choose whether to

add or subtract a range of
numbers. They identify the
subtract a range of
largest and smallest numbers
numbers using several
they can make and answer
different methods
some addition and subtraction
problems

103
Learners total sums and

differences aiming to find a
total of 1,000. Challenge some
subtract pairs of two-
learners to change their
digit numbers
chosen numbers until they
can total exactly 1,000
total of 1,000. Challenge some
subtract pairs of two-
learners to change their
digit numbers
chosen numbers until they
can total exactly 1,000
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Time Needed
Combined S
School name
Subjects
Lessons per year
Class / Semester
25.1 Multiplication with open arrays
25.2 Division with open arrays

25.2 Division with open arrays

25.3 Division stories

4.1 Identifying various simple shapes according to
26.1 Finding and drawing right angles
4.2 Identifying the various types and sizes of

angles
4.1 Identifying various simple shapes according to 27.1 Lines of symmetry

4.2 Identifying the various types and sizes of 27.2 Identifying symmetrical shapes
angles
4.2 Identifying the various types and sizes of 27.2 Identifying symmetrical shapes
angles
28.1 Moving and turning
28.2 Co-ordinates
29.1 Journey times

29.2 Time puzzles
30.1 Adding and subtracting money

related to money.
30.2 Double your money

2.1 Choosing a measuring instrument according to 31.1 Capacity
31.2 Measuring length
5.1 Calculate the perimeter of squares and

rectangles
5.2 Calculate the area of squares and rectangles
31.3 More length measuring
5.3 Solve problems related to the perimeter and

area of squares and rectangles

2.1 Choosing a measuring instrument according to
32.1 Units of weight
32.2 Using weight

weight
Combined Syllabus (Indonesian/Cambridge) 2021-2022 - GRA
: SD Marie Joseph
: Math
; Approx 82
: 82
: 3 / 2 (Term 2)
3A.25 MULTIPLYING AND DIVIDING

3Nc3 Know multiplication.division facts for 2x, 3x, 5x

and 10x tables
3Nc21 Multiply single-digit numbers and divide two-

digit numbers by 2, 3, 4, 5, 6, 9 and 10
2, 3, 5, 10 times tables
3Nc22 Multiply teens numbers by 3 and 5
3Nc23 Begin to divide two-digit numbers just beyond

10x tables e.g. 60÷5, 33÷3
3Nc24 Understand that division can leave a remainder

(initially as 'some left over')
3Nc26 Understand the relationship between

multiplication and division and write connected facts

out calculations
3Pt3 Make sense of and solve word problems and Experience of the 4 times table
3Pt6 Check multiplication by reversing the order, e.g.

checking that 6x4=24 by doing 4x6
difference,
multiplication,
multiply, division,
3Pt7 Check a division using multiplication, e.g. check
12÷4=3 by doing 4x3
difference,
3Pt10 Estimate and approximate when calculating and multiplication,
check their working multiply, division,
divide, array, open
array, sum
calculation

Multiplication as an array



Some understanding of the link
between multiplication and
division


3B.26 RIGHT ANGLES

3Gs8 Identify right angles in 2D shapes
Knowledge and right angles in
2D shapes
3Gp3 Use a set square to draw right angles
3Gp4 Compare angles with a right angle and recognise

that a straight line is equivalent to two right angles make, build, draw,
straight line,
Knowledge of right angles in the triangle, square,
immediate environment greater/smaller than
3Gs1 Identify, describe and draw regular and irregular a right angle, right-
2D shapes including pentagons, hexagons, octagons angled
and semi-circles
3Gs2 Classify 2D shapes according to the number of

sides, vertices and right angles
Skill of using a ruler

3Gs3 Identify, describe and make 3D shapes including
pyramids and prisms; investigate which nets will make
a cube
3B.27 SYMMETRY
3Gs5 Draw and complete 2D shapes with reflective

symmetry and draw reflecions of shapes (mirror line
along one side)
3Gs7 Identify 2D and 3D shapes, lines of symmetry and

right angles in the environment
Knowledge and understanding symmetrical, line of
of symmetry and associated symmetry, mirror
vocabulary line, reflection
3Ps7 Identify simple relationships between shapes,

e.g. these shapes all have the same number of lines of
symmetry
3Ps7 Identify simple relationships between shapes,
e.g. these shapes all have the same number of lines of
symmetry
3B.28 MOVEMENT
3Gp1 Use the language of position, direction and co-ordinates, above,

movement, including clockwise and anti-clockwise below, top, bottom,
side, direction,
journey, route, map,
plan, up, down, grid,
row, column,
Knowledge and understanding clockwise, anti-
of the language and vocabulary clockwise, compass
associated with movement point, north, south,
east, west, N, S, E,
W, horizontal,
vertical, diagonal,
whole, turn, half
3Gp2 Find and describe the position of a square on a turn, quarter turn,
grid of squares where the rows and columns are angle
labelled
3B.29 TIME

Know how to represent times

digital and analogue clocks
3Mt2 Read the time on analogue and digital clocks to am, pm, time, days
the nearest five minutes on an analogue clock and the of the week:
nearest minute on a digital clock Monday-Saunday,
months of the year:
January - February,
day, week, fortnight,
month, year,
century, calendar,
date, morning,
afternoon, evening,
night, bedtime,
dinnertime,
playtime, today,
am, pm, time, days
of the week:
Monday-Saunday,
months of the year:
January - February,
day, week, fortnight,
3Mt3 Begin to calculate simple time intervals in hours month, year,
and minutes century, calendar,
date, morning,
afternoon, evening,
night, bedtime,
3Mt Read a calendar and calculate time intervals in dinnertime,
weeks or days playtime, today,
yesterday,
tomorrow
3Pt2 Begin to understand everyday systems of Understand simple passage of

measurement in length, weight, capacity, time and use time

check their working
3C.30 MONEY (2)

3Mm2 Use addition and subtraction facts with a total

of 100 to find change Counting to 100 in 5s and 10s

out calculations money, coin, note,
total, amount, value,
worth, dollar, cent,
3Ps1 Make up a number story to go with a calculation least

Familiarity with 100 square
calculation
3C.31 CAPACITY AND LENGTH

3Ml1 Choose and use appropriate units and
Skills of using measuring
equipment to estimate, measure and record
equipment
measurements
division,
approximately,
3Ml2 Know the relatonship between kilometers and Knowing the difference distance apart,
metres, metres and centimeters, kilograms and grams, between and relationships of distance between,
litres and mililitres different units of measure distance
to…..from…,
kilometre (km),
metre (m),
ventimetre (cm),
Kilogram (kg), half-
kilogram, gram (g),
litre (l), half-litre,
mililitre (ml),
capacity, full, half
full, empty, holds,
Knowledge and understanding contains litre (l),
of the language and vocabulary container scale
associated with capacity
3Ml4 Use a ruler to draw and measure lines to the

nearest centimetre
Knowledge of problem solving
strategies
3C.32 WEIGHT
3Ml1 Choose and use appropriate units and Knows or begins to know the
equipment to estimate, measure and record relationship between kilograms
measurements and grams
3Ml2 Know the relatonship between kilometers and weigh, weighs,

Knows or begins to know
metres, metres and centimeters, kilograms and grams, balances, heavy,
conversion of g to kg anf kg to g
litres and mililitres light, heaviest,
lightest, kilogram
(kg), half-kilogram,
gram (g), balance,
scales, weight
Can discuss and reason with at

least one other person

1-2022 - GRADE 3
Write a series of multiplication

number sentences with or
Learners can use a
without the answer on a small
rectangle as an open
piece of paper. Put them in a
array, to support
bag or envelope and invite
multiplying teen
learners to pick out a piece of
numbers by two, three,
paper without looking and tell
four, five, six, and nine
the group (or class) a matching
story

Write a series of division

Learners can use a
array to support
dividing by two, three,
four, five, six, nine and
ten
story
Write a series of division
Learners can use a
array to support
dividing by two, three,
four, five, six, nine and
ten
story

Mathematics Learners Book, pages
104-108
Give the learners a number
between 1 and 20 and a
remainder. Tell them that this
Learners can interpret
is the answer and ask them
the answer to a division
what the question could be.
problem that has a
Allow only division answers. So
remainder
if the number is 4 r1, the
question could have been
21÷5, 17÷4, 13÷3 and so on

Ask the learners to look

around their houses for
different angles and then draw
and lable them and estimate
Learners can use a set
their measure in degrees (e.g.
square to find and draw
they could draw the angle of
right angles
the corder of the kitchen
window, label it as a right
angle and estimate its
measure at 90 degrees
110-111
Learners can draw and

complete 2D shapes
with reflective
Allow learners to complete symmetry and draw
TEACHERS RESOURCE: Cambridge symmetrical patterns for reflection shapes. They
Primary Mathematics Teachers practice and assessment as can identify simple
Resource, pages 223-228 well as to design some of their relationships between
own shapes, e.g. these
shapes all have the
same number of lines of
symmetry
Fold a piece of paper in half

vertically, open it out. Put Learners can identify
paint blobs on one half, fold and draw 2D and 3D
LEARNERS: Cambridge Primary the paper over again and shapes with lines of
Mathematics Learners Book, pages gently press. When the paint is symmetry and right
112-115 dry, fold the paper horizontally angles from the
and repeat. What can you see immediate environment
when the paper is opened? of the classroom
Describe and discuss
Fold a piece of paper in half
vertically, open it out. Put Learners can identify
paint blobs on one half, fold and draw 2D and 3D
LEARNERS: Cambridge Primary the paper over again and shapes with lines of
Mathematics Learners Book, pages gently press. When the paint is symmetry and right
112-115 dry, fold the paper horizontally angles from the
and repeat. What can you see immediate environment
when the paper is opened? of the classroom
Describe and discuss
Learners can use the

language of position,
Give learners a puzzle to solve direction and
and then use what has been movement, including
learnt to reinforce, practice clockwise and anti-
and assess clockwise when giving
and receiving
instructions
Learners choose to colour any

Learners can find and
10 squares. The teacher calls
describe the position of
LEARNERS: Cambridge Primary out grid refrences such as (2,
a square on a grid of
Mathematics Learners Book, pages 5) and learners cross it out if
squares where the rows
116-119 they have that one coloured.
and columns are
The first learner to cross the
labelled
10 squares is the winner

knowledge of time to
plan and answer
questions about flight
Explore the idea of the

TEACHERS RESOURCE: Cambridge passage of time by asking
Primary Mathematics Teachers learners to calculate time
Resource, pages 237-248 intervals through word
problems
Learners can record
times on both digital
and analogue clocks
Resource, pages 237-248 intervals through word
problems
Learners can record
times on both digital
and analogue clocks
Plan a journey (on earth) that

will take one week from the
Learners can explain the
day you leave till the day you
passage of time and
LEARNERS: Cambridge Primary get home. Make a timetable
solve problems
Mathematics Learners Book, pages showing travel times, where
involving time,
120-123 you visit, how long you stay.
calculating and checking
How long in total did you
their working
travel? How long was spent on
each of the other activities?
Learners can
give learners the opportunity
consolidate using
TEACHERS RESOURCE: Cambridge to solve problems relating to
money notation and
Primary Mathematics Teachers money as well as closed
using addition and
Resource, pages 249-258 questions to find out what
subtraction facts with a
they know and understand
total of 100
Learners can choose

Use money in real life
appropriate mental
LEARNERS: Cambridge Primary contexts, as well as in
strategies to carry out
Mathematics Learners Book, pages problems to solve using
calculations within a
124-127 knowledge and understanding
number story in the
of cents and dollars
context of money

Learners can use
Give problems to solve as appropriate units and
aswell as closed questions equipment to measure
which use what the learners and record
learnt in the session. Their measurements using
answers can be used as the their knowledge of the
basis of some assessment relationship between
metres and mililitres
Learners can choose

and use appropriate
units and equipment to
measure and record
measurements
Each runner in a race runs (or
walks) until he/she thinks the
distance from the starting line
is 10/20/30/40/50 metres.
When runner stops, a marker
is placed at the stopping point.
Runners measure the distance, Learners can read the
and whoever is closest to nearest division or half
10/20/30/40/50 metres, wins division, and use scales
the race that are numbered or
partially numbered
whilst solving word
problems involving
length
128-133

Give further experience of knowledge of metres
measuring themselves and and centimetres and
look at relationships between use that to solve
different measurements problems. They can also
use a ruler

Each learner fills a bag with Learners can use
items found in the classroom, appropriate units and
until the learner thinks the bag equipment to measure
weighs one kilogram. Each bag and record
is then weighed and the measurements using
weight recorded on the bag. their knowledge of the
The learner whos bag weighs relationship between
closest to 1kg is the winner kilograms and grams
Learners can read the

nearest division or half
Explore, to an increasing division, and use scales
extent, doubling, quadrupling that are numbered or
(x 4 or doubling again) and partially numbered
124-127
coversion of kg and g. whilst solving word
problems involving
weight
Time Needed
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GRADE 3 - Indonesia and Cambridge Combined (Syllabus) - English

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Basic competencies (Indonesian) Cambridge Core Activities

1.1 Hundreds, tens and ones

1.1 Determine the location of the number on the

1.4 Perform mixed count operations

1.3 Place value

Basic competencies (Indonesian) Cambridge Core Activities

1.1 Determine the location of the number on the

2.1 10 less and 10 more

1.2 Add and subtract up to 3 numbers

Basic competencies (Indonesian) Cambridge Core Activities

Basic competencies (Indonesian) Cambridge Core Activities

1.3 Perform multiplication which results in 3-digit

4.1 Doubling and halving

1.4 Perform mixed count operations

1.2 Add and subtract up to 3 numbers 5.1 Fact families

1.3 Perform multiplication which results in 3-digit 5.2 Calculation strips

Basic competencies (Indonesian) Cambridge Core Activities

1.2 Add and subtract up to 3 numbers 6.1 Sorting multiples

1.4 Perform mixed count operations 6.3 Multiple patterns

Basic competencies (Indonesian) Cambridge Core Activities

4.1 Identifying various simple shapes according to

7.3 Nets of 3D shapes

Basic competencies (Indonesian) Cambridge Core Activities

4.1 Identifying various simple shapes according to 8.1 Symmetry

1A.1 PLACE VALUE (1)

3Nn1 Recite numbers 100 to 200 and beyond

3Nn3 Count on and back in ones, tens and hundreds

3Nn5 Understand what each digit represents in three-

Counting on and back in

3Nn9 Place a three-digit number on a number line

3Nn10 Place a three-digit number on a number line

Finding one and ten less or

3Ps6 Identify simple relationships between numbers

1A.2 PLAYING WITH 10 AND 100

3Nn2 Read and write numbers to at least 1,000

3Nn3 Count on and back in ones, tens and hundreds

3Nn5 Understand what each digit represents in three-

3Nc10 Add 100 and multiples of 100 to three-digit

3Pt1 Choose appropriate mental strategies to carry

3Pt3 Make sense of and solve word problems and

3Ps1 Make up a number story to go with a calculation

3Ps2 Explain a choice of calculation strategy and show Exploring three-digit

3Ps3 Explore and solve number problems and puzzles

3Ps6 Identify simple relationships between numbers

1A.3 ADDING SEVERAL SMALL NUMBERS

3Nn3 Count on and back in ones, tens and hundreds

3Ps2 Explain a choice of calculation strategy and show

1A.4 DOUBLING AND HALVING

3Nn3 Count on and back in ones, tens and hundreds

3Nn4 Count on and back in steps of 2, 3, 4 and 5 to at

3Pt1 Choose appropriate mental strategies to carry

3Ps1 Make up a number story to go with a calculation

3Ps6 Identify simple relationships between numbers

1A.5 NUMBER PAIRS

3Nc1 Know addition and subtraction facts for all

3Nc2 Know the following addition and subtraction

3Pt1 Choose appropriate mental strategies to carry