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CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: Mathematics Grade 3Mathematics Grade 3Mathematics Grade 3Mathematics Grade 3

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GRADE 3_Term 1GRADE 3_Term 1GRADE 3_Term 1GRADE 3_Term 1

1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships

TOPICTOPICTOPICTOPIC CONTENTCONTENTCONTENTCONTENT CAMI KeysCAMI KeysCAMI KeysCAMI Keys

Count with whole numbers.Count with whole numbers.Count with whole numbers.Count with whole numbers.

1.11.11.11.1 Count objectsCount objectsCount objectsCount objects

Group at least 200 objects to estimate and count reliable.

Give a reasonable estimate of a number of

objects that can be checked by counting.

The strategy of grouping is encouraged.

Class activityClass activityClass activityClass activity

1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and backwardsbackwardsbackwardsbackwards

Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:

• 1s from any number between 0 and 200

• 10s from any multiple of 10 between 0 and 200





• 100s to at least 500

1.1.2.41.1.2.41.1.2.41.1.2.4

1.1.10.11.1.10.11.1.10.11.1.10.1 1.1.10.21.1.10.21.1.10.21.1.10.2

1.31.31.31.3

Number Number Number Number symbols and symbols and symbols and symbols and

number number number number namesnamesnamesnames

Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:

• Identify, recognize and read numbers 0 to 500.

• Write number symbols 0 to 500.

• Identify, recognize and read number names 0 to 250.

• Write number names 0 to 100.

1.1.6.81.1.6.81.1.6.81.1.6.8

Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.

1.41.41.41.4 Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order

numbersnumbersnumbersnumbers

Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:

• Compare whole numbers up to 99 using smaller than, greater than, more

than, less than and is equal to.

• Order whole numbers up to 99 from smallest to greatest, greatest to

smallest.

1.1.7.31.1.7.31.1.7.31.1.7.3

1.1.7.81.1.7.81.1.7.81.1.7.8

1.5.6.11.5.6.11.5.6.11.5.6.1

1.7.4.51.7.4.51.7.4.51.7.4.5

Place valuePlace valuePlace valuePlace value

1.51.51.51.5 Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:


- 2 -

Place valuePlace valuePlace valuePlace value • Know what each digit represents.

• Decompose 2-digit numbers up to 99 into multiples of tens and ones/units.

• Identify and state the value of each digit.

1.1.9.11.1.9.11.1.9.11.1.9.1

Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.

1.61.61.61.6

Problem Problem Problem Problem

solving solving solving solving techniquestechniquestechniquestechniques

Use the following techniques when solving

problems:

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines.

1.71.71.71.7 Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99.

3.8.1.43.8.1.43.8.1.43.8.1.4 1.8.8.31.8.8.31.8.8.31.8.8.3

1.81.81.81.8

Repeated Repeated Repeated Repeated addition addition addition addition

leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

Solve word problems in context and explain

own solution to problems involving multiplication with answers up to 50.

3.8.3.13.8.3.13.8.3.13.8.3.1

1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing leading up to leading up to leading up to leading up to

divisiondivisiondivisiondivision

Solve word problems in context and explain own solution to problems that involve equal

sharing and grouping up to 50 with answers that may include remainders.

3.8.2.33.8.2.33.8.2.33.8.2.3

1.101.101.101.10 Sharing Sharing Sharing Sharing


fractionsfractionsfractionsfractions

Solve and explain solutions to practical sharing leading to solutions that include

unitary and non-unitary fractions e.g.

;3

2;

4

1;

2

1etc.

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11 MoneyMoneyMoneyMoney

• Recognize and identify South African coins and bank notes.

• Solve money problems involving totals and change in rand or cents.

1.6.1.21.6.1.21.6.1.21.6.1.2

1.6.1.31.6.1.31.6.1.31.6.1.3 3.8.4.53.8.4.53.8.4.53.8.4.5

Context free calculations.Context free calculations.Context free calculations.Context free calculations.

1.121.121.121.12 Techniques Techniques Techniques Techniques

(method or (method or (method or (method or

strategies)strategies)strategies)strategies)

Use the following techniques when performing calculations:



• Number lines.

3.1.9.13.1.9.13.1.9.13.1.9.1

3.2.4.33.2.4.33.2.4.33.2.4.3


- 3 -

1.131.131.131.13

Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction

• Add up to 99.

• Subtract from 99.

• Use appropriate symbols (+;-;=;�)

• Practice number bonds to 20.

1.2.2.91.2.2.91.2.2.91.2.2.9 1.2.4.31.2.4.31.2.4.31.2.4.3

1.2.7.11.2.7.11.2.7.11.2.7.1

1.2.7.21.2.7.21.2.7.21.2.7.2 1.2.7.31.2.7.31.2.7.31.2.7.3

1.3.5.11.3.5.11.3.5.11.3.5.1 1.3.5.21.3.5.21.3.5.21.3.5.2

1.3.2.41.3.2.41.3.2.41.3.2.4

1.3.5.31.3.5.31.3.5.31.3.5.3

1.3.5.41.3.5.41.3.5.41.3.5.4

1.3.5.51.3.5.51.3.5.51.3.5.5 1.3.6.51.3.6.51.3.6.51.3.6.5 3.1.6.23.1.6.23.1.6.23.1.6.2

3.1.6.33.1.6.33.1.6.33.1.6.3

3.1.6.43.1.6.43.1.6.43.1.6.4

3.1.6.53.1.6.53.1.6.53.1.6.5 3.1.6.63.1.6.63.1.6.63.1.6.6

3.2.3.33.2.3.33.2.3.33.2.3.3

3.2.3.63.2.3.63.2.3.63.2.3.6

3.3.2.33.3.2.33.3.2.33.3.2.3 3.4.4.33.4.4.33.4.4.33.4.4.3 3.5.1.33.5.1.33.5.1.33.5.1.3

3.5.3.23.5.3.23.5.3.23.5.3.2

3.5.3.33.5.3.33.5.3.33.5.3.3

3.3.1.33.3.1.33.3.1.33.3.1.3

1.141.141.141.14

Repeated Repeated Repeated Repeated

addition addition addition addition leading to leading to leading to leading to


• Multiply numbers 1 to 10 by 2, 5, 3, 4.

• Use appropriate symbols (×; = ; �)

1.9.31.9.31.9.31.9.3

1.4.7.11.4.7.11.4.7.11.4.7.1 1.4.7.31.4.7.31.4.7.31.4.7.3

3.2.3.83.2.3.83.2.3.83.2.3.8

1.151.151.151.15

DivisionDivisionDivisionDivision • Divide numbers to 50 by 2, 5, 10.

• Use appropriate symbols (÷ ; = ; �)

1.9.41.9.41.9.41.9.4

1.5.1.11.5.1.11.5.1.11.5.1.1 1.4.5.11.4.5.11.4.5.11.4.5.1

1.4.5.21.4.5.21.4.5.21.4.5.2

1.161.161.161.16

Mental MathsMental MathsMental MathsMental Maths

Number concept:Number concept:Number concept:Number concept: range 200range 200range 200range 200

• Order a given set of selected numbers range 200.


- 4 -

• Compare numbers to 200 and say which is:

- 1 more or 1 less

- 2 more or 2 less

- 3 more or 3 less

- 4 more or 4 less - 5 more or 5 less - 10 more or 10 less

Rapid reRapid reRapid reRapid recall:call:call:call:

• Addition and subtraction fact to 20.

• Add or subtract multiples of 10 from 0 to 200.

MentalMentalMentalMental strategies strategies strategies strategies

Use calculation strategies:

• Put the larger number first in order to count on or count back.

• Number line.

• Doubling / halving.

• Building up / breaking down.

• Use the relationship between addition

and subtraction.

1.171.171.171.17 FractionsFractionsFractionsFractions

• Use the name unitary fractions including halves, quarters, thirds, fifths.

• Write fractions as 1 half, 1 third.

2.1.1.12.1.1.12.1.1.12.1.1.1

2.1.1.22.1.1.22.1.1.22.1.1.2

2.1.1.62.1.1.62.1.1.62.1.1.6

2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra

2.12.12.12.1

Geometric Geometric Geometric Geometric

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe in words.

• Single patterns made with physical objects.

• Simple patterns made with drawings of lines, shapes or objects.

Create and describe own patterns.

• Create own geometric patterns - with physical objects

- by drawing lines, shapes or objects.

• Describe own patterns.

4.1.1.24.1.1.24.1.1.24.1.1.2

4.1.1.44.1.1.44.1.1.44.1.1.4

2.22.22.22.2 Number Number Number Number


Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe simple number

sequences to at least 200.

Sequences should show counting forwards

4.1.2.24.1.2.24.1.2.24.1.2.2

4.1.2.34.1.2.34.1.2.34.1.2.3


- 5 -

and backwards in:

• Intervals specified in Grade 2 with increased number range.

• 100s to at least 500.

3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)

3.33.33.33.3

2222----D shapesD shapesD shapesD shapes

Range of shapesRange of shapesRange of shapesRange of shapes

• Circles

• Triangles

• Squares

• Rectangles Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes

Describe, sort and compare 2-D shapes in terms of :

• Shape

• Straight sides

• Round sides Suggested focus of activities for Term 1:

Name and group shapes. Focus on the kind of sides that each shape

has.

Distinguish shapes by talking about whether their sides are round or straight.

Draw circles, squares, rectangles and triangles.

Work is consolidated through written

exercises.

8.1.1.18.1.1.18.1.1.18.1.1.1

8.1.1.28.1.1.28.1.1.28.1.1.2

8.1.2.28.1.2.28.1.2.28.1.2.2

4. Measurement4. Measurement4. Measurement4. Measurement

4.14.14.14.1

TimeTimeTimeTime

Telling timeTelling timeTelling timeTelling time

• Read dates on calendars.

• Place birthdays, religious festivals, public holidays, historical events,

school events on a calendar.

• Tell 12 hour time in: - hours - half hours - quarter hours

- minutes

On analogue clocks and digital clocks and

other instruments that show time e.g. cell

phones.

9.2.4.19.2.4.19.2.4.19.2.4.1

9.2.1.49.2.1.49.2.1.49.2.1.4

9.2.1.29.2.1.29.2.1.29.2.1.2

9.2.1.39.2.1.39.2.1.39.2.1.3

9.2.1.19.2.1.19.2.1.19.2.1.1

4.44.44.44.4

Capacity / Capacity / Capacity / Capacity /

volumevolumevolumevolume

Informal measurementInformal measurementInformal measurementInformal measurement

• Estimate, measure, compare and order

9.5.1.29.5.1.29.5.1.29.5.1.2


- 6 -

the capacity of containers (i.e. the

amount the container can hold if filled) by using nonstandard measures

e.g. spoons and cups.

• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the

capacity of four cups.

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

• Estimate, measure, compare, order and record the capacity of objects by

measuring in liters, half liters and

quarter liters.

- Using bottles of a capacity of 1 liter, or

containers whose capacity is stated in milliliters e.g. cool drink cans.

- Measuring jugs in which numbered

calibration lines show liters, half liters

and quarter liters.

- Measuring jugs which have numbered calibration lines for milliliters.

- Measuring cups and teaspoons which

include their capacity.

• Compare, order and record the capacity of commercially packaged objects whose capacity is stated in liters e.g. 2 liters of milk, 1 liter cool drink, 5

liters of paint, or in milliliters e.g. 500 ml

of milk, 340ml of cool drink, 750 ml of

oil.

• Know that a standard cup is 250 ml

• Know that a teaspoon is 5 ml. (No conversions between ml and liters

required).


5. Data handling5. Data handling5. Data handling5. Data handling

5.45.45.45.4

Collect and Collect and Collect and Collect and

organize data organize data organize data organize data 5.55.55.55.5

Represent Represent Represent Represent datadatadatadata

Recommended:Recommended:Recommended:Recommended:

Whole data cycle to make bar graphs.

Collect data about the class or school to answer questions posed by the teacher.

Use tallies to record data in categories provided:

10.1.1.110.1.1.110.1.1.110.1.1.1

10.1.1.210.1.1.210.1.1.210.1.1.2 10.1.2.210.1.2.210.1.2.210.1.2.2


- 7 -

5.65.65.65.6

AnalyzeAnalyzeAnalyzeAnalyze and and and and interpret datainterpret datainterpret datainterpret data

• Tables

• Bar graphs Talk about and answer questions about data

in tables and bar graphs.



Count withCount withCount withCount with whole numbers. whole numbers. whole numbers. whole numbers.

1.11.11.11.1

Count objectsCount objectsCount objectsCount objects

Group at least 500 objects to estimate and

count reliable. Give a reasonable estimate of a number of




1.21.21.21.2 Count Count Count Count

forwards andforwards andforwards andforwards and

backwardsbackwardsbackwardsbackwards








• 50s, 100s to at least 1 000

1.1.1.91.1.1.91.1.1.91.1.1.9

1.1.1.101.1.1.101.1.1.101.1.1.10

1.1.2.51.1.2.51.1.2.51.1.2.5

1.31.31.31.3

Number Number Number Number

symbols and symbols and symbols and symbols and numbenumbenumbenumber r r r

namesnamesnamesnames


• Identify, recognize and read numbers 0 to 1 000.

• Write number symbols 0 to 1 000.



1.1.6.91.1.6.91.1.6.91.1.6.9

1.1.9.21.1.9.21.1.9.21.1.9.2


1.41.41.41.4

Describe, Describe, Describe, Describe, compare and compare and compare and compare and

order order order order

numbersnumbersnumbersnumbers

Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to

500:500:500:500:




1.1.7.91.1.7.91.1.7.91.1.7.9


- 8 -

smallest.

1.51.51.51.5


Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:

• Know what each digit represents.

• Decompose 3-digit numbers up to 500 into multiples of hundreds, tens and ones/units.


1.1.9.61.1.9.61.1.9.61.1.9.6


1.61.61.61.6


solving solving solving solving

techniquestechniquestechniquestechniques


problems:



• Number lines.

• Rounding off tens.

1.71.71.71.7 Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain own solution to problems involving addition

and subtraction with answers up to 400.

3.8.1.53.8.1.53.8.1.53.8.1.5

1.81.81.81.8





own solution to problems involving multiplication with answers up to 75.

3.8.3.23.8.3.23.8.3.23.8.3.2

1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing leading up to leading up to leading up to leading up to


Solve word problems in context and explain own solution to problems that involve equal

sharing and grouping up to 75 with answers that may include remainders.

1.101.101.101.10 Sharing Sharing Sharing Sharing



Solve and explain solutions to practical sharing leading to solutions that include

unitary and non-unitary fractions e.g.

;3

2;

4

1;

2

1etc.

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11

MoneyMoneyMoneyMoney • Recognize and identify South African

coins and bank notes.

• Solve money problems involving totals

and change in rand or cents.

1.6.1.31.6.1.31.6.1.31.6.1.3

1.6.1.51.6.1.51.6.1.51.6.1.5 1.6.2.31.6.2.31.6.2.31.6.2.3

1.6.2.41.6.2.41.6.2.41.6.2.4

1.6.3.31.6.3.31.6.3.31.6.3.3

1.6.4.31.6.4.31.6.4.31.6.4.3


- 9 -


1.121.121.121.12

Techniques Techniques Techniques Techniques




problems:



• Number lines.


3.1.9.13.1.9.13.1.9.13.1.9.1

3.2.4.33.2.4.33.2.4.33.2.4.3



• Add up to 400.




1.9.11.9.11.9.11.9.1

1.2.4.41.2.4.41.2.4.41.2.4.4

3.1.6.73.1.6.73.1.6.73.1.6.7

3.1.6.83.1.6.83.1.6.83.1.6.8 3.1.6.93.1.6.93.1.6.93.1.6.9

3.1.6.103.1.6.103.1.6.103.1.6.10

1.141.141.141.14




• Multiply 2, 5, 3, 4 10 to a total of 50.


1.9.31.9.31.9.31.9.3 1.4.1.11.4.1.11.4.1.11.4.1.1

1.4.1.31.4.1.31.4.1.31.4.1.3

1.4.1.71.4.1.71.4.1.71.4.1.7

1.5.21.5.21.5.21.5.2

3.2.2.13.2.2.13.2.2.13.2.2.1 3.2.3.93.2.3.93.2.3.93.2.3.9

3.7.3.13.7.3.13.7.3.13.7.3.1

3.7.4.13.7.4.13.7.4.13.7.4.1

1.151.151.151.15

DivisionDivisionDivisionDivision • Divide numbers to 50 by 2, 4; 5,10, 3.


1.9.41.9.41.9.41.9.4

1.5.1.21.5.1.21.5.1.21.5.1.2

1.5.1.41.5.1.41.5.1.41.5.1.4

1.5.1.81.5.1.81.5.1.81.5.1.8

1.161.161.161.16


Number concNumber concNumber concNumber conceptepteptept:::: range 5 range 5 range 5 range 500000000



- 1 more or 1 less

- 2 more or 2 less

- 3 more or 3 less - 4 more or 4 less


- 10 -

- 5 more or 5 less

- 10 more or 10 less Rapid recall:Rapid recall:Rapid recall:Rapid recall:



Mental strategiesMental strategiesMental strategiesMental strategies



• Number line.



• Use the relationship between addition and subtraction.

1.171.171.171.17

FractionsFractionsFractionsFractions • Use the name unitary fractions

including halves, quarters, thirds, fifths.

• Write fractions as 1 half, 1 third.

2.1.1.12.1.1.12.1.1.12.1.1.1

2.1.1.22.1.1.22.1.1.22.1.1.2 2.1.1.62.1.1.62.1.1.62.1.1.6


2.12.12.12.1 Geometric Geometric Geometric Geometric patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe in words.

• Single patterns made with physical

objects.


Create and describe own patterns.

• Create own geometric patterns - with physical objects - by drawing lines, shapes or objects.


4.1.1.24.1.1.24.1.1.24.1.1.2 4.1.1.44.1.1.44.1.1.44.1.1.4

2.22.22.22.2

Number Number Number Number patternspatternspatternspatterns


Copy, extend and describe simple number sequences to at least 500.


and backwards in:


• 50s, 100s to at least 1 000.

1.1.2.51.1.2.51.1.2.51.1.2.5

3. Space and shape3. Space and shape3. Space and shape3. Space and shape


- 11 -

3.13.13.13.1

Position, Position, Position, Position, orientation orientation orientation orientation

and viewsand viewsand viewsand views

Position and viewsPosition and viewsPosition and viewsPosition and views

• Match different views of the same everyday objects.

• Name an everyday object when shown an unusual view of it.

Position and directionPosition and directionPosition and directionPosition and direction

• Follow directions to move around the classroom and school.

• Give directions to move around the classroom and school.

8.1.1.38.1.1.38.1.1.38.1.1.3 9.6.2.19.6.2.19.6.2.19.6.2.1

8.1.2.78.1.2.78.1.2.78.1.2.7

8.1.2.88.1.2.88.1.2.88.1.2.8

3.23.23.23.2

3333----D objectsD objectsD objectsD objects

Range and objectsRange and objectsRange and objectsRange and objects

Recognize and name 3-D objects in the

classroom and in pictures:

• Ball shapes

• Box shapes

• Cylinders Features of objeFeatures of objeFeatures of objeFeatures of objectsctsctscts

Describe, sort and compare 3-D objects in terms of:

• 2-D shapes that make up the faces.

• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities Observe and build given 3-D objects using

concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric

objects.

Suggested focus and sequencing of activities for Term 2:

Work with spheres, prisms and cylinders as

they did in Grade 2; name and group them.

Focus on the kind of surfaces on each object.

Distinguish surfaces whether they are circular, square or flat.

Use cut-out cardboard squares to make a box.

Talk about the flat surfaces on prisms and

cylinders and describe them according to

whether they are circular, square or rectangular.

Work is consolidated through written

exercises.

8.1.2.18.1.2.18.1.2.18.1.2.1

3.43.43.43.4 SymmetrySymmetrySymmetrySymmetry


- 12 -

SymmetrySymmetrySymmetrySymmetry Determine line of symmetry through paper

folding and reflection. Suggested focus of Term 2:

Paper folding activities that develop an

understanding of symmetry include:

• Activities in which wet paint is placed on a page before folding.

• Activities in which paper is cut or torn

from the fold line.

8.1.3.18.1.3.18.1.3.18.1.3.1

8.10.1.38.10.1.38.10.1.38.10.1.3


4.4.4.4.1111

TimeTimeTimeTime



• Place birthdays, religious festivals, public holidays, historical events, school events on a calendar.

• Tell 12 hour time in: - hours

- half hours - quarter hours

- minutes

On analogue clocks and digital clocks and

other instruments that show time e.g. cell

phones. Calculate length of time and passing of time.

Use calendars to calculate and describe lengths of time in days or weeks or months.

• Use clocks to calculate length of time in hours or half hours.

9.2.1.19.2.1.19.2.1.19.2.1.1 9.2.1.29.2.1.29.2.1.29.2.1.2

9.2.1.39.2.1.39.2.1.39.2.1.3

9.2.1.49.2.1.49.2.1.49.2.1.4 9.2.2.79.2.2.79.2.2.79.2.2.7

9.2.4.19.2.4.19.2.4.19.2.4.1

4.24.24.24.2 LengthLengthLengthLength

Informal measuringInformal measuringInformal measuringInformal measuring

• Estimate, measure, compare, order and

record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc.

• Describe the length of objects by counting and stating the length in

formal units.

• Use language to talk about the comparison e.g. longer, shorter, taller

and wider.


• Estimate, measure, order and record length using meters (either meter sticks

9.1.1.19.1.1.19.1.1.19.1.1.1


- 13 -

or meter lengths of string) as the

standard unit of length.

• Estimate and measure lengths in centimeters using a ruler.

(No conversions between meter and

centimeter required).

4.34.34.34.3

MassMassMassMass

Formal measuringFormal measuringFormal measuringFormal measuring

• Estimate, measure, compare, order and record mass using a balancing scale and

non-standard measures e.g. blocks, bricks, etc.

• Use language to talk about the comparison e.g. light, heavy, lighter,

heavier.

Introduce formal measuringIntroduce formal measuringIntroduce formal measuringIntroduce formal measuring

• Compare, order and record the mass of commercially packaged objects

which have their mass stated in kg e.g.

2 kg of rice, 1 kg of flour or in grams e.g. 500 g salt.

• Where bathroom scales are available, learners can measure their own mass in

kg. The expectation is that learners

only read to the nearest numbered gradation line. They describe their

mass as almost / more or less / or

exactly the number (of kg) they read

off the scale.

• Where balancing scales with mass pieces calibrated in grams are

available, learners can measure mass of

different objects.

(No conversions between kg and g required).

9.1.3.29.1.3.29.1.3.29.1.3.2

9.1.3.39.1.3.39.1.3.39.1.3.3


5.65.65.65.6

Analyze and Analyze and Analyze and Analyze and interpret datainterpret datainterpret datainterpret data

Analyze data from representations provided.

Recommended:

• At least one pictograph with one-on-

one correspondence.

• At least one bar graph.

10.1.2.110.1.2.110.1.2.110.1.2.1



- 14 -


1.11.11.11.1


Group at least 700 objects to estimate and

count reliable.

Give a reasonable estimate of a number of




1.21.21.21.2

Count Count Count Count forwards and forwards and forwards and forwards and

backwardsbackwardsbackwardsbackwards








• 20s, 25s, 50s, 100s to at least 1 000

Represent whole numbers.Represent whole numbers.Represent whole numbers.Represent whole numbers.

1.31.31.31.3


symbols and symbols and symbols and symbols and number number number number







1.1.6.81.1.6.81.1.6.81.1.6.8

1.1.7.41.1.7.41.1.7.41.1.7.4


1.41.41.41.4

Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order numbersnumbersnumbersnumbers

Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to

700:700:700:700:




smallest. Use ordinal numbers to show order, place or position.

• Use, read and write ordinal numbers , including abbreviated form up to 31st.


- 15 -

1.51.51.51.5




• Decompose 3-digit numbers up to 700 into multiples of hundreds, tens and

ones/units.


1.1.8.81.1.8.81.1.8.81.1.8.8 1.1.9.61.1.9.61.1.9.61.1.9.6


1.61.61.61.6 Problem Problem Problem Problem

solving solving solving solving

techniquestechniquestechniquestechniques

Use the following techniques when solving problems:



• Number lines.

• Rounding off tens



Solve word problems in context and explain own solution to problems involving addition


1.81.81.81.8


addition addition addition addition leleleleading to ading to ading to ading to



own solution to problems involving

multiplication with answers up to 75.

3.8.3.23.8.3.23.8.3.23.8.3.2

1.91.91.91.9

Grouping and Grouping and Grouping and Grouping and sharing sharing sharing sharing

leading up to leading up to leading up to leading up to



own solution to problems that involve equal sharing and grouping up to 75 with answers that may include remainders.

1.101.101.101.10

Sharing Sharing Sharing Sharing leading to leading to leading to leading to


Solve and explain solutions to practical

sharing leading to solutions that include unitary and non-unitary fractions e.g.

;3

2;

4

1;

2

1etc.

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11




• Convert between rand and cents.

3.8.4.53.8.4.53.8.4.53.8.4.5


1.121.121.121.12

Techniques Techniques Techniques Techniques

Use the following techniques when

performing calculations:


- 16 -


strategies)strategies)strategies)strategies) • Building up/breaking down numbers.


• Number lines.


1.131.131.131.13


• Add up to 800.




1.141.141.141.14




• Multiply 2, 5, 3, 4, 10 to a total of 100.


1.9.31.9.31.9.31.9.3 1.4.1.21.4.1.21.4.1.21.4.1.2

1.4.1.41.4.1.41.4.1.41.4.1.4

1.4.1.51.4.1.51.4.1.51.4.1.5

3.6.4.23.6.4.23.6.4.23.6.4.2

3.6.5.23.6.5.23.6.5.23.6.5.2 3.6.6.23.6.6.23.6.6.23.6.6.2 3.7.3.23.7.3.23.7.3.23.7.3.2

3.7.4.23.7.4.23.7.4.23.7.4.2

1.1.1.1.15151515 DivisionDivisionDivisionDivision

• Divide numbers to 99 by 2, 4, 5, 10, 3.

• Use appropriate symbols (÷ ; = ; �)

1.9.41.9.41.9.41.9.4

1.5.1.81.5.1.81.5.1.81.5.1.8

1.161.161.161.16


Number conceptNumber conceptNumber conceptNumber concept: R: R: R: Range 750ange 750ange 750ange 750




- 3 more or 3 less

- 4 more or 4 less

- 5 more or 5 less




Mental strategiesMental strategiesMental strategiesMental strategies


• Put the larger number first in order to


- 17 -

count on or count back.

• Number line.




• Use the relationship between multiplication and division.


• Use the name unitary and non-unitary

fractions including halves, quarters, eighths, thirds, fifths and sixths.

• Recognize fractions in diagrammatic form.

• Begin to recognize that two halves or three thirds make one whole and that

1 half and 2 quarters are equivalent.

• Write fractions as 1 half, 2 thirds.

2.1.2.12.1.2.12.1.2.12.1.2.1

2.1.2.32.1.2.32.1.2.32.1.2.3

2.1.2.42.1.2.42.1.2.42.1.2.4


2.12.12.12.1 Geometric Geometric Geometric Geometric


Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe in words.

• Single patterns made with physical objects.


Range of patternsRange of patternsRange of patternsRange of patterns

• Patterns in which the number of shapes in each stage changes in a predictable

way i.e. regularly increasing patterns.

Create and describe own patternsCreate and describe own patternsCreate and describe own patternsCreate and describe own patterns

• Create own geometric patterns - with physical objects

- by drawing lines, shapes or objects


4.1.1.24.1.1.24.1.1.24.1.1.2

4.1.1.44.1.1.44.1.1.44.1.1.4

2.22.22.22.2




Copy, extend and describe simple number

sequences to at least 750.

Sequences should show counting forwards and backwards in:

• Intervals specified in Grade 2 with

increased number range.

• 20s, 25s, 50s, 100s to at least 1 000.


- 18 -

Create and describe own number patterns.


3.13.13.13.1

Position, Position, Position, Position,

orientation orientation orientation orientation

and viewsand viewsand viewsand views

Position and viewsPosition and viewsPosition and viewsPosition and views

• Read, interpret and draw informal maps, or top views of a collection of objects.

• Find objects on maps. Position and directionPosition and directionPosition and directionPosition and direction

• Follow directions from one place to another on an informal map.

8.1.2.88.1.2.88.1.2.88.1.2.8

3.23.23.23.2

3333----D objectsD objectsD objectsD objects

RanRanRanRange and objectsge and objectsge and objectsge and objects



• Ball shapes (spheres)

• Box shapes (prisms)

• Cylinders

• Pyramids

• Cones Features of objectsFeatures of objectsFeatures of objectsFeatures of objects

Describe, sort and compare 3-D objects in

terms of:

• 2-D shapes that make up the faces of the 3-D objects.

• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities Observe and build given 3-D objects using

concrete materials such as cut-out 2-D shapes,

clay, toothpicks, straws, other 3-D geometric

objects. Suggested focus and sequencing of activities for Term 3:

Work with spheres, prisms, cylinders

pyramids and cones.


Distinguish surfaces whether they are curved or flat.

Talk about the flat surfaces on prisms and cylinders and describe them according to

whether they are circular, square, rectangular

or triangular. Name and group the geometric objects

above.

8.1.2.28.1.2.28.1.2.28.1.2.2


- 19 -

Use toothpicks, straws or rolled paper to

make a pyramid. Work is consolidated through written

exercises.

3.33.33.33.3

2222----D shapesD shapesD shapesD shapes

Range of shapesRange of shapesRange of shapesRange of shapes

• Circles

• Triangles

• Squares

• Rectangles Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes

Describe, sort and compare 2-D shapes in

terms of :

• Shape

• Straight sides

• Round sides Suggested focus of activities for Term 3:

Name and group shapes.

Focus on the kind of sides that each shape has.

Distinguish shapes by talking about whether their sides are round or straight.

Draw circles, squares, rectangles and triangles.

Work is consolidated through written exercises.

8.1.1.38.1.1.38.1.1.38.1.1.3


4.14.14.14.1

TimeTimeTimeTime






- half hours

- quarter hours

- minutes On analogue clocks and digital clocks and

other instruments that show time e.g. cell phones.

Calculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of time

Use calendars to calculate and describe lengths of time in days or weeks or months

including:

9.2.4.19.2.4.19.2.4.19.2.4.1 9.2.1.39.2.1.39.2.1.39.2.1.3


- 20 -

• Converting between days and weeks.

• Converting between weeks and months.

Use clocks to calculate length of time in

hours, half hours and quarter hours.

4.24.24.24.2

LengthLengthLengthLength

Introducing formal Introducing formal Introducing formal Introducing formal measuringmeasuringmeasuringmeasuring

• Estimate, measure, order and record length using meters (either meter sticks

or meter lengths of string) as the

standard unit of length.

• Estimate and measure lengths in centimeters using a ruler.

9.1.1.19.1.1.19.1.1.19.1.1.1

4.54.54.54.5

PerimeterPerimeterPerimeterPerimeter

PerimeterPerimeterPerimeterPerimeter

Investigate the distance around 2-D shapes and 3-D objects using direct comparison or

informal units.

9.3.1.19.3.1.19.3.1.19.3.1.1 9.3.1.49.3.1.49.3.1.49.3.1.4


5.45.45.45.4 CCCCollect and ollect and ollect and ollect and

organize data organize data organize data organize data

5.55.55.55.5

Represent Represent Represent Represent

datadatadatadata 5.65.65.65.6

Analyze and Analyze and Analyze and Analyze and

interpret datainterpret datainterpret datainterpret data

RecommendedRecommendedRecommendedRecommended Re-organize data provided in a list or tally or

table in a bar graph.

Represent data on a bar graph.

Answer questions about data on a bar graph.

10.1.2.210.1.2.210.1.2.210.1.2.2

10.1.2.110.1.2.110.1.2.110.1.2.1



1.11.11.11.1


Group at least 1 000 objects to estimate and

count reliable. Give a reasonable estimate of a number of objects that can be checked by counting.



1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and backwardsbackwardsbackwardsbackwards


• 1s from any number between 0 and 1 000

• 10s from any multiple of 10 between 0 and 1 000



1.1.2.61.1.2.61.1.2.61.1.2.6

1.7.4.61.7.4.61.7.4.61.7.4.6 1.7.4.71.7.4.71.7.4.71.7.4.7


- 21 -



• 20s, 25s, 50s, 100s to at least 1 000

1.31.31.31.3


symbols and symbols and symbols and symbols and

number number number number





• Identify, recognize and read number names 0 to 1 000.

• Write number names 0 to 1 000.

1.1.8.11.1.8.11.1.8.11.1.8.1


1.41.41.41.4

Describe, Describe, Describe, Describe, compare and compare and compare and compare and

order order order order numbersnumbersnumbersnumbers

Describe, Describe, Describe, Describe, compare and order numbers to compare and order numbers to compare and order numbers to compare and order numbers to

999:999:999:999:

• Compare whole numbers up to 999 using smaller than, greater than, more than, less than and is equal to.


smallest.

1.1.7.101.1.7.101.1.7.101.1.7.10 1.7.8.31.7.8.31.7.8.31.7.8.3

1.51.51.51.5




• Decompose 3-digit numbers up to 999 into multiples of hundreds, tens and

ones/units.


1.1.9.61.1.9.61.1.9.61.1.9.6

1.7.9.11.7.9.11.7.9.11.7.9.1


1.61.61.61.6


solving solving solving solving techniquestechniquestechniquestechniques


problems:



• Number lines.

• Rounding off in tens

1.7.3.31.7.3.31.7.3.31.7.3.3

1.71.71.71.7

Addition and Addition and Addition and Addition and



own solution to problems involving addition


3.8.1.63.8.1.63.8.1.63.8.1.6

1.81.81.81.8 Solve word problems in context and explain


- 22 -


addition addition addition addition leading to leading to leading to leading to


own solution to problems involving

multiplication with answers up to 100.

3.8.3.33.8.3.33.8.3.33.8.3.3

1.91.91.91.9

Grouping and Grouping and Grouping and Grouping and sharing sharing sharing sharing

leading up to leading up to leading up to leading up to



own solution to problems that involve equal sharing and grouping up to 100 with answers that may include remainders.

3.8.2.43.8.2.43.8.2.43.8.2.4 3.8.2.53.8.2.53.8.2.53.8.2.5

1.101.101.101.10

Sharing Sharing Sharing Sharing leading to leading to leading to leading to


Solve and explain solutions to practical

sharing leading to solutions that include unitary and non-unitary fractions e.g.

;3

2;

4

1;

2

1etc.

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11




• Convert between rand and cents.

1.6.1.31.6.1.31.6.1.31.6.1.3

3.8.4.53.8.4.53.8.4.53.8.4.5

ContextContextContextContext----free calculations.free calculations.free calculations.free calculations.

1.121.121.121.12

Techniques Techniques Techniques Techniques (method or (method or (method or (method or


Use the following techniques when

performing calculations:



• Number lines.

• Rounding off in tens.

1.131.131.131.13


• Add up to 999.




1.2.2.101.2.2.101.2.2.101.2.2.10 1.3.4.31.3.4.31.3.4.31.3.4.3

1.3.7.11.3.7.11.3.7.11.3.7.1

1.141.141.141.14 Repeated Repeated Repeated Repeated addition addition addition addition



• Multiply numbers 1 to 10 by 2, 5, 3, 4, 10 to total of 100.

• Use appropriate symbols (× ; = ; �)

1.4.7.21.4.7.21.4.7.21.4.7.2 1.4.7.41.4.7.41.4.7.41.4.7.4

1.151.151.151.15 DivisionDivisionDivisionDivision

• Divide numbers to 99 by 2, 3, 4, 5, 10.

• Use the appropriate symbols (÷ ; = ; �)

1.9.41.9.41.9.41.9.4

1.5.6.21.5.6.21.5.6.21.5.6.2

1.5.6.31.5.6.31.5.6.31.5.6.3


- 23 -

1.161.161.161.16


Number concept:Number concept:Number concept:Number concept: range 999range 999range 999range 999




- 3 more or 3 less





• Multiplication and division facts for the :

- two times table up to 2 × 10

- ten times table up to 10 × 10 Mental strategiesMental strategiesMental strategiesMental strategies



• Number line.


• Building up / breaking down numbers.


• Use the relationship between multiplication and division.


• Use the name unitary and non-unitary fractions including halves, quarters,

eighths, thirds, fifths and sixths.

• Recognize fractions in diagrammatic form.

• Begin to recognize that two halves or three thirds make one whole and that

1 half and 2 quarters are equivalent.

• Write fractions as 1 half, 2 thirds.

2.1.1.22.1.1.22.1.1.22.1.1.2

2.1.2.42.1.2.42.1.2.42.1.2.4


2.12.12.12.1 Patterns around usPatterns around usPatterns around usPatterns around us Class activityClass activityClass activityClass activity


- 24 -

GeometrGeometrGeometrGeometric ic ic ic


Identify, describe in words and copy

geometric patterns,

• In nature

• From modern everyday life

• From our cultural heritage

2.22.22.22.2




Copy, extend and describe simple number

sequences to at least 1 000.


and backwards in:


• 20s, 25s, 50s, 100s to at least 1 000. Create and describe own number patterns.


3.23.23.23.2

3333----DDDD objects objects objects objects

Range and objectsRange and objectsRange and objectsRange and objects



• Ball shapes (spheres)

• Box shapes (prisms)

• Cylinders

• Cone Features of objectsFeatures of objectsFeatures of objectsFeatures of objects

Describe, sort and compare 3-D objects in

terms of:

• 2-D shapes that make up the faces.

• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities

Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes,

clay, toothpicks, straws, other 3-D geometric objects.

Suggested focus and sequencing of activities

for Term 4:

Work with spheres, prisms and cylinders as they did in Grade 2; name and group them.


Distinguish surfaces whether they are circular, square or flat.

Use cut-out cardboard squares to make a box. Talk about the flat surfaces on prisms and

cylinders and describe them according to

8.1.2.28.1.2.28.1.2.28.1.2.2


- 25 -

whether they are circular, square or

rectangular. Work is consolidated through written

exercises.

3.43.43.43.4

SymmetrySymmetrySymmetrySymmetry

SymmetrySymmetrySymmetrySymmetry

Recognize and draw line symmetry in 2-D geometrical and non-geometrical shapes. Suggested focus of term 4Suggested focus of term 4Suggested focus of term 4Suggested focus of term 4

Written exercises should include examples

where:

• The line of symmetry is not always a vertical line.

• There is more than one line of symmetry in the shape or object.

Features ofFeatures ofFeatures ofFeatures of objects objects objects objects Describe, sort and compare 3-D objects in

terms of:

• 2-D shapes that make up the faces of 3-D objects.

• Flat or curved surfaces.

8.1.3.18.1.3.18.1.3.18.1.3.1


4.14.14.14.1

TimeTimeTimeTime






- half hours

- quarter hours

- minutes On analogue clocks and digital clocks and other instruments that show time e.g. cell

phones.

Calculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of time

Use calendars to calculate and describe

lengths of time in days or weeks or months including:

• Converting between days and weeks.

• Converting between weeks and months.

• Use clocks to calculate length of time

9.2.1.39.2.1.39.2.1.39.2.1.3


- 26 -

in hours, half hours and quarter hours.

4.34.34.34.3

MassMassMassMass


Learners do written tasks to consolidate the

following, including reading pictures of

• Products with mass written on them.

• Bathroom scales where the needle points to numbered gradation lines.

9.1.3.29.1.3.29.1.3.29.1.3.2

9.1.3.39.1.3.39.1.3.39.1.3.3

4.44.44.44.4

Capacity / Capacity / Capacity / Capacity /

volumevolumevolumevolume


Written tasks to consolidate the following,

including reading pictures of

• Products with their capacity written on them in order to sequence in order.

• Jugs where the volume is near to a numbered 1 liter or 2 liter gradation lines of half liter or quarter liter.

• Jugs where the volume is near to a numbered millimeter gradation line.

The expectation is that learners only read to the nearest numbered

gradation line. They describe their

volume as almost / nearly / close to / a

bit more than / more or less / or

exactly the number (of liters) they read off the jug.,

(No conversions between milliliters and liters required).

9.5.1.29.5.1.29.5.1.29.5.1.2

4.64.64.64.6 AreaAreaAreaArea

AreaAreaAreaArea Investigate the area using tiles.

9.3.2.19.3.2.19.3.2.19.3.2.1 9.3.2.29.3.2.29.3.2.29.3.2.2


5.65.65.65.6 Analyze and Analyze and Analyze and Analyze and

interpret datainterpret datainterpret datainterpret data

Analyze data from representations provided. RecommendedRecommendedRecommendedRecommended

• At least one pictograph with one-on-one correspondence.

• At least one bar graph.

10.1.2.210.1.2.210.1.2.210.1.2.2

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