SUBJECT: MATHEMATICS SCHEMES OF WORK GRADE 3 Term 1 2020

W IE STRANDS S- SPECIFIC LEARNING OUTCOMES KEY LEARNING EXPERIENCES LEARNING ASSESS REFL
E SS STRAND INQURY RESOURCES MENT
E O QUESTION
K N S
1 1-
5
2 1- Numbers By the end of the sub-strand, the In which Counters 1.Obser
5 Number learner should be able to: position Learners in pairs/groups to arrange charts vation
Concept use ordinal numbers to identify were you different items in order of size 2.Oral
position from 1-20 when you starting with the smallest. questio
came to ns
class in the an object from a reference point using 3.writte
morning? first, second up to 20th . n
questio
distance and each to identify their
ns
position using the words first, second
up to 20th position.

numbers 1 –20 to positions first,

second up to 20th using concrete
objects.

involving position 1st

3 1- Number By the end of the sub-strand, the In which Learners in pairs/groups to arrange Counters .Observ
5 Concept learner should be able to: position different items in order of size charts ation
use ordinal numbers to identify were you starting with the smallest. 2.Oral
position from 1-20 when you questio
came to an object from a reference point using ns
class in the first, second up to 20th . 3.writte
morning? n
distance and each to identify their
questio
position using the words first, second
ns
up to 20th position.
 numbers 1 –20 to positions first,
second up to 20th using concrete
objects.

involving position 1st

4 1- By the end of the sub-strand, the How would Counters .Observ

5 learner should be able to: you get the Learners in pairs/groups to count in Charts ation
a) count numbers forward and total 2’s and 5’s forward and backward 2.Oral
backward from 1-1000, number of starting from any point. questio
b) identify place value up to people in a ns
thousands, group? their fingers and toes in 2’s and 10’s 3.writte
c) read numbers 1-1000 in symbols, forward and backward starting from n
d) read and write numbers 1-100 in any point. questio
words,
ns
e) identify missing numbers in discuss place value up to thousands.
number patterns up to 1000,
f) appreciate number patterns as they compete reading numbers 1-1000 in
skip on a number line. symbols.

1-100 in words.

involving whole numbers.

number patterns up to 1000 and share

with other groups

5 1- By the end of the sub-strand, the How would Counters

5 learner should be able to: you get the Learners in pairs/groups to count in charts
a) count numbers forward and total 2’s and 5’s forward and backward
backward from 1-1000, number of starting from any point.
b) identify place value up to people in a
thousands, group? their fingers and toes in 2’s and 10’s
c) read numbers 1-1000 in symbols, forward and backward starting from
d) read and write numbers 1-100 in any point.
 words,
e) identify missing numbers in
number patterns up to 1000,
f) appreciate number patterns as they
skip on a number line.
discuss place value up to thousands.
compete reading numbers 1-1000 in
symbols.

1-100 in words.

involving whole numbers.

number patterns up to 1000 and share

with other groups

6 1- By the end of the sub-strand, the How would Learners in pairs/groups to count in Counters .Observ
5 learner should be able to: you get the 2’s and 5’s forward and backward Charts ation
a) count numbers forward and total starting from any point. 2.Oral
backward from 1-1000, number of questio
b) identify place value up to people in a their fingers and toes in 2’s and 10’s ns
thousands, group? forward and backward starting from 3.writte
c) read numbers 1-1000 in symbols, any point. n
d) read and write numbers 1-100 in
questio
words, discuss place value up to thousands.
ns
e) identify missing numbers in
number patterns up to 1000, compete reading numbers 1-1000 in
f) appreciate number patterns as they symbols.
skip on a number line.
1-100 in words.

involving whole numbers.

number patterns up to 1000 and share

with other groups

7 1- By the end of the sub-strand, the How would Learners in pairs/groups to count in Counters .Observ
5 learner should be able to: you get the 2’s and 5’s forward and backward charts ation
a) count numbers forward and total starting from any point. 2.Oral
 backward from 1-1000, number of questio
b) identify place value up to people in a their fingers and toes in 2’s and 10’s ns
thousands, group? forward and backward starting from 3.writte
c) read numbers 1-1000 in symbols, any point. n
d) read and write numbers 1-100 in questio
words, discuss place value up to thousands. ns
e) identify missing numbers in
number patterns up to 1000, compete reading numbers 1-1000 in
f) appreciate number patterns as they symbols.
skip on a number line.
1-100 in words.

involving whole numbers.

number patterns up to 1000 and share

with other groups

8 1- Numbers By the end of the sub-strand the How can .Observ

5 Fraction learner should be able to: you Learners in pairs /groups to make ation
s a) identify 1/2, 1/4 and 1/8 as part of a represent a circular cut-outs. 2.Oral
whole. half, a questio
b) identify 1/2, 1/4 and 18 as part of a quarter or circular cut-outs into 2 equal parts ns
group. an eighth and identify one part as 12 of the 3.writte
of a group? whole. n
questio
rectangular cut-outs and fold them ns
into 4 equal parts to get a quarter of a
whole and identify each part as 1/4 of
the whole.

rectangular cut-outs and fold to get 8

equal parts and identify one part as 18
of the whole.

a number of objects into 2 equal

groups and identify each of the small
 groups as 1/2 of the whole group.

a number of objects into 4 equal

groups and identify each of the small
groups as 14 of the whole group.

a number of objects into 8 equal

groups and identify each of the small
groups 18 of the

9 1- Fractions By the end of the sub-strand the How can Counters .Observ
5 learner should be able to: you Learners in pairs /groups to make charts ation
a) identify 1/2, 1/4 and 1/8 as part of a represent a circular cut-outs. 2.Oral
whole. half, a questio
b) identify 1/2, 1/4 and 18 as part of a quarter or circular cut-outs into 2 equal parts ns
group. an eighth and identify one part as 12 of the 3.writte
of a group? whole. n
questio
rectangular cut-outs and fold them ns
into 4 equal parts to get a quarter of a
whole and identify each part as 1/4 of
the whole.

rectangular cut-outs and fold to get 8

equal parts and identify one part as 18
of the whole.

a number of objects into 2 equal

groups and identify each of the small
groups as 1/2 of the whole group.

a number of objects into 4 equal

groups and identify each of the small
groups as 14 of the whole group.

a number of objects into 8 equal

 groups and identify each of the small
groups 18 of the

1 1- By the end of the sub-strand, the Counters .Observ

0 5 Addition learner should be able to: 1) How do Learners to add up to two 3- digit Charts ation
a) add a 3- digit number to up to a 2 - you numbers without and with regrouping 2.Oral
Numbers digit number without regrouping with arrange with sum not exceeding 1000. questio
sum not exceeding 1000, numbers ns
b) add a 3- digit number to up to a 2- when horizontally and vertically. 3.writte
digit number with single regrouping adding n
with sum not exceeding 1000, vertically different ways of adding 3- single questio
c) add three single digit numbers with 2) How do digit numbers.
ns
sum up to 27, you
d) add two 3- digit numbers without identify the involving addition.
regrouping, first two earners to create and work out
numbers to missing numbers in patterns involving
add when addition up to 1000.
adding
three single
digit
numbers?
3) How can
you get the
next
number in
a given
pattern?

1 1- Numbers Addition By the end of the sub-strand, the Counters .Observ

1 5 learner should be able to: 1) How do Learners to add up to two 3- digit charts ation
a) add a 3- digit number to up to a 2 - you numbers without and with regrouping 2.Oral
digit number without regrouping with arrange with sum not exceeding 1000. questio
sum not exceeding 1000, numbers ns
b) add a 3- digit number to up to a 2- when horizontally and vertically. 3.writte
digit number with single regrouping adding n
with sum not exceeding 1000, vertically different ways of adding 3- single questio
 c) add three single digit numbers with 2) How do digit numbers. ns
sum up to 27, you rs to play digital games
d) add two 3- digit numbers without identify the involving addition.
regrouping, first two
e) add two 3- digit numbers with numbers to missing numbers in patterns involving
single regrouping with sum not add when addition up to 1000.
exceeding 1000, adding
f) work out missing numbers in three single
patterns involving addition up to digit
1000, numbers?
g) create number patterns involving 3) How can
addition up to 1000 you get the
next
number in
a given
pattern?

1 1- Addition By the end of the sub-strand, the Learners to add up to two 3- digit Counters .Observ
2 5 learner should be able to: 1) How do numbers without and with regrouping charts ation
you with sum not exceeding 1000. 2.Oral
a) add two 3- digit numbers without arrange questio
regrouping, numbers horizontally and vertically. ns
b) add two 3- digit numbers with when 3.writte
single regrouping with sum not adding different ways of adding 3- single n
exceeding 1000,b vertically digit numbers.
questio
c) work out missing numbers in 2) How do ns
patterns involving addition up to you involving addition.
1000, identify the
d) create number patterns involving first two missing numbers in patterns involving
addition up to 1000 numbers to addition up to 1000.
add when
adding
three single
digit
numbers?
3) How can
 you get the
next
number in
a given
pattern?

1 1- CAT CAT CAT

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