2021 Annual Teaching Plan – Term 1: MATHEMATICS: Grade 3

Mathematics time allocation: 7 hours per week.

1 hr 24 min × 5 = 7 hours OR (1hr 30 min lessons × 4 plus one, 60 min lesson = 7hours).
1. Whole Class Activity:
o Counting, Mental Maths (consolidation of concepts) 5 min +10 min
o New Concept teaching 20 min
o Classroom Management (allocation of independent activities)
2. Independent group teaching and independent work
24 × 2 groups = 48 min
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher must be mindful to plan well, for effective assessment (for learning and of learning). This will inform the remediation and teaching.
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
 Baseline
Assessment REVISION
NUMBER NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS
OPERATIONS &  Count objects  Addition and Subtraction  Addition and Subtraction  Multiplication
RELATIONSHIPS  Count forwards and backwards  Place value  Multiplication  Grouping and sharing
 Count objects  Number symbols and number names  Multiplication  Money
 Count forwards and  Describe, Order and Compare
backwards  Place value
CAPS Topic  Addition and Subtraction
 Number symbols
and number names
 Place value PATTERNS FUNCTIONS & ALGEBRA MEASUREMENT DATA HANDLING
Geometric Patterns Time  Collect data
 Represent data
 Analyse data
SPACE & SHAPE
 3-D objects
Counting: Counting: (Number Counting: (Number Counting: Counting: Counting: Counting: Counting: Counting: Counting:
 forwards and patterns integrated) pattern integrated)  forwards and  forwards and  forwards and  forwards and  forwards and  Forwards and  Forwards and
backwards in 2s, 5s  forwards and  forwards and backwards in 2s, backwards in 3s & backwards in 3s & backwards in 2s & backwards in 3s & backwards in 3s, backwards in 2s, 3s,
and 10s up to 100 backwards in 1s, backwards in 2s, 5s, 3s up to 200 5s up 200 (from 10s up 200 (from 4s up 200 (from 4s up 200 (from any 4s & 10s up 200 4s up 200 (from any
(from any multiples) 2s, 5s up to 150 10s up to 200 (from (from any any multiples) any multiples) any multiples) multiples) (from any multiples)
(from any any multiples) multiples) multiples)
multiples)
Core
Concepts, MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS MENTAL MATHS
 1 more/1 less  1 more/1 less  Order numbers  Which number is  Addition and  Multiplication (3  Addition and  Addition and  Addition and  Addition and
Skills and
 2 more/2 less  Smallest / biggest between? subtraction facts to times table) subtraction facts subtraction facts to subtraction facts to subtraction facts to 20
Values  5 more/ 5 less  Number bonds of 10  3 more/3 less 20  3 more/3 less to 20 20 20  Multiplication (2 - 5
 Number bonds of  Addition facts to 20  Subtraction facts  Multiplication (2  10 more/ 10 less  2 more/2 less  Multiplication (2 - 5  Multiplication (2 - 5 times table)
10 to 20 times and 5 times  4 more/ 4 less times table) times table)  Multiples of 10
table)  Multiplication (4
 Doubling and times table)
halving
 Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
NUMBER NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS NUMBER OPERATIONS & RELATIONSHIPS REVISION of Term 1
OPERATIONS &
RELATIONSHIPS  Recognise, identify, read and write number  Decompose two-digit numbers into multiples  Add and subtract up to 99 context free  Addition and
 Counting concrete symbols up to 200 of tens and units/ones up to 99 calculations  Context free multiplication with answers up to subtraction
objects by grouping  Write number names up to 100  Add and subtract problems of 2-digit  Solve number problems in context and 50.(5, 2, 3 and 4 times table)  Multiplication and
up to 100 (estimate  Order and compare (<, >, =) whole numbers up numbers with the answer up to 99 in context context free, explain own solution to problems division
and count reliably) to 99 and context free calculations. involving multiplication with answers up to 50. Grouping and sharing leading to division:
 Complete number  Arrange from greatest to smallest, less than and  Solve number problems in context and (5, 2, 3 and 4 times table)  Solve number problems in context and
sequence up to 100 is equal to up to 99 context free, explain own solution to explain own solutions to problems that
 Read and write  Decompose two-digit numbers into multiples of problems involving multiplication with involve equal sharing and grouping up
number symbol up tens and units/ones up to 99 answers up to 50.(5 times and 2 times table) Money: (integrated into addition and to 50 by 2, 5 and 10 with answers (without
 Identify and state the value of each digit  Relationships between repeated addition and subtraction, multiplication) remainder)
to 100
 Solve addition and subtraction problems up to multiplication  Recognise, identify SA money (5c, 10c, 20c,  Use appropriate symbols (÷, -; =, □)
 Write number
20 in context  Use appropriate symbols (+, =, ×, □) 50c, R1, R2, R5, and bank notes R10, R20,
names 1 to 30
 Use appropriate symbols (+, -, =, □) R50), and solve money problems up to R20.
 Know what each
digit represents
 Decompose two-
digit numbers up to DBE Workbook: DBE Workbook: DBE Workbook: DBE Workbook: DBE Workbook:
99 into multiples of Act 4, 17, 18, 19 Act 20 a & b, 24. Act 21 a & b, 26 Act 23, 30 a & b, Act 27, 28
tens and ones/units
 Identify and state PATTERNS FUNCTIONS & ALGEBRA MEASUREMENT DATA HANDLING
the value of each GEOMETRIC PATTERN: TIME:  Collect data about the class or school
digit.  Copy, extend and describe in words  Tell 12 hr time in hours, half hours, quarter to answer questions posed by the
simple patterns made with physical objects. hours and minutes in analogue clocks and teacher.
 Build own pattern using concrete objects. digital clocks  Use tallies to record data in categories
 Calculate length of time and passing of time provided.
- converting between days and weeks  Represent data in
- converting between weeks and months - tables
- use clocks to calculate length of time in - bar graphs
hours, half hours and quarter hours.  Talk about and answer questions about data in
tables and bar graphs (Drawing a conclusion-
interpretation of data).

DBE Workbook: DBE Workbook: DBE Workbook: DBE Workbook:

Act 1, 2, 3 Act 9, 29 Act 12, 32 Act 16, 22
SPACE & SHAPE
3-D objects:
 Recognise and name 3-D objects in the
classroom and in pictures
• ball shapes, (spheres)
• box shapes (prisms)
• cylinders
DBE Workbook:
Act 10
Counting objects in more Expanded Notation, Number line Number line Array diagram
than 1 way: Breaking down and building up Breaking down and building up Breaking down and building up Multiplication tables
Clever counting Number line Array diagram Array diagram Counting in 5s-Tally tables
Strategies (grouping): Multiplication tables Multiplication tables,
Counting in multiples: Doubling and halving
Number line Counting in 2s, 3s, 4s 5s, 10s
In Grade 2, the learners In Grade 2, the learners should have learnt how to:  Use apparatus, pictures, number lines,  Tell 12 hr time in hours and half hours  Solve and explain solutions to practical
should have learnt how  Copy, extend and describe simple number breaking down and building up of numbers  Name and sequence days of the week problems that involve equal sharing and
to: sequences to at least 200, which should include when solving and explaining problems and  Name and sequence months of the year grouping
 Count forwards and counting forwards and backwards in ones. performing calculations.  Number bonds to 10  Addition and subtraction for interpretation of
Requisite backwards from 0  Counting forwards in 10s, 5s, 4s, 3s and 2s up  Solve word problems in context and explain  Knowledge of morning, afternoon, and graphs
Pre- to 200. to 200. own solution to problems involving addition evening  Represent data in pictographs with one-to-one
 Recognise, read  Use apparatus, pictures, number lines, breaking and subtraction with answers up to 20. correspondence
Knowledge and write number down and building up of numbers when solving  Number bonds to 10 as well as using the
 Knowledge of SA money

symbols to 200. and explaining problems and performing appropriate symbols: +, –, ×, =, □

 Write number calculations.  Use language to talk about 3-D objects.
names to 100
 Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
 Solve word problems in context and explain own
solution to problems involving addition and
subtraction with answers to 99.
 Number bonds to 10 as well as using the
appropriate symbols: +, –, = , □
 Worksheets  100 board  Counters, abacus  Array diagram  Counters, plastic plates, circles drawn on the  DBE Workbook
Resources /classwork book  Worksheets / classwork book  Array diagram  Calendars floor  Worksheets /
(other than  Concrete apparatus  Counters, abacus,  Worksheets/classwork book  Analogue clock  Worksheets / classwork book classwork book
 100 board per  DBE Workbook  Paper, scissors, pencils, sticks, bottle tops.  Worksheets / classwork book  DBE Workbook
textbook) to learner  Empty matchboxes, strings, rulers,  DBE Workbook
enhance  Activity cards measuring tape
learning  DBE Workbook  DBE Workbook

Informal Assess as Core Concepts, Skills and Values above

Assessment
NUMBER OPERATIONS NUMBER PATTERNS NUMBER MEASUREMENT NUMBER OPERATIONS NUMBER
SBA & RELATIONSHIPS OPERATIONS & FUNCTIONS & OPERATIONS &  Oral & RELATIONSHIPS OPERATIONS &
(Formal  Oral RELATIONSHIPS ALGEBRA RELATIONSHIPS MEASUREMENT RELATIONSHIPS
Assessment  Written SPACE & SHAPE SPACE & SHAPE DATA HANDLING  Practical
 Practical  Written  Written
)