ReSouRCe MANuAL FoR FouNDAtIoN PHASe

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1 ReSouRCe MANuAL FoR FouNDAtIoN PHASe Grade 3 english Mathematics Working Document February 2013 SCNPDI PRoJeCt

2 SADTU Curtis Nkondo Professional Development Institute 5th Floor, Braampark 33 Hoofd Street Braamfontein Johannesburg 2000 PO Box 178 WITS, 2050 ISBN: First Edition February 2013 All rights reserved. No part of this document may be reproduced in any form or any by means without permission in writing from the publisher with the exception of the resources, which accompany the lesson plans. These may be photocopied. While great care was taken to trace the copyright holders, many illustrations were sourced from the Internet. If we unknowingly used copyright illustrations, we request the copyright holder to bring it to our attention so that the matter can be rectified. The SADTU Curtis Nkondo Professional Development Institute (SCNPDI) serves as a vehicle through which SADTU contributes meaningfully to the professional development (PD) of teachers. A key aim of the Institute is to use the facilitation and education skills of SADTU to provide professional development training to SADTU members and other teachers. SADTU believes that the primary responsibility for advancing economic and broader social development outcomes is shared by teachers (both individually and through their organised formations) and the education departments (both national and provincial). It is also commonly held by these collectives that teachers are not only major role players in, but are central to these development imperatives. SADTU consequently wishes to demonstrate leadership in teacher development. SCNPDI would like to acknowledge the contributions of: Ms Dikeledi S Jodo (SADTU Northern Cape) Ms Galima Mohamed (SADTU Free State) Ms Gwen Skosana (SADTU Mpumalanga) Ms Thembisa Jompolo (SADTU Eastern Cape) Ms Roelien Herholdt (JET Education Services) Ms Marieta Miller (JET Education Services) Ms Janet van Heerden (JET Education Services) Ms Sonti Phala (JET Education Services) Ms Zaheda Mahomed (JET Education Services) Ms Darina Cilliers (JET Education Services)

3 Contents 1. Overview of Mathematics skills Background: Mathematics knowledge and skills:...2 COUNTING...2 ROTE COUNTING...2 RATIONAL COUNTING...2 DEVELOPING NUMBER SENSE...3 PROBLEM SOLVING Weekly timetable Assessment Overview of term Grade Grade Grade Lesson plans for term 1: Grade PLEASE FIND THE FOR GRADE 1 3 UNDER SEPARATE COVER

4 1. Overview of Mathematics skills 1.1 Background: The National Curriculum and Assessment Policy Statement (January 2012) Grades R-12 aims to produce learners that are able to: z identify and solve problems and make decisions using critical and creative thinking; z work effectively as individuals and with others as members of a team; z organise and manage themselves and their activities responsibly and effectively; z collect, analyse, organise and critically evaluate information; z communicate effectively using visual, symbolic and/or language skills in various modes; z use science and technology effectively and critically showing responsibility towards the environment and the health of others; and z demonstrate an understanding of the world as a set of related systems by recognising that problemsolving contexts do not exist in isolation. 1.2 Mathematics knowledge and skills: COUNTING Most children are introduced to numbers through counting. There are two different kinds of counting that teachers need to include in their everyday lessons. They are: z rote counting z rational counting. Limit the time for counting activities. Rather than having one long session of counting, do a counting exercise for a few minutes at a time several times a day. For example: Count the number of steps to the toilet, How far can you count before everyone is lined up? Count the number of boys in the line, and so on. ROTE COUNTING z Rote counting is what children do when they chant/sing numbers in sequence. z Most learners come to school at the beginning of Grade 1 already able to rote count to at least 10. This does not mean, however, that the child understands the value of numbers to 10 or can see any relationship between the numbers. z Rote counting (that is counting without objects), is important in Grade 1 as it teaches the learners the sequence (pattern) and language of the numbers e.g. 2 always follows 1 and 5 always follows 4, after a number ending in 9 comes the next whole ten, i.e. after 29 comes 30, after 49 comes 50. z Do not limit the learners in their rote counting exercises let them count as far as they can. z The aim of rote counting is to enable learners to calculate without having to reconstruct the meaning of the numbers. For example, they should be able to calculate that = 8 without having to reconstruct the numbers five and three. This is because the numbers have a meaning. Young children do not automatically have this same sense of numbers. Five is simply a word or a sound that follows four and precedes six in a rhyme. Until children have had extensive rote counting experiences, the word five will have no more meaning that the word blah does. RATIONAL COUNTING z Rational counting involves the counting of physical objects. It involves matching the number names to objects. z Rational counting activities help children to develop their early sense of number. z Rational counting involves touching objects one by one and simultaneously saying the numbers from the number rhyme in sequence. Therefore each class needs to have a large number of counters. If possible, these should all look the same e.g. all round, red buttons. z Rational counting helps children develop the sense that there is a one-to-one correspondence between the items in a collection and the words in the sequence. Learners with eye-hand co-ordination difficulties, or those not able to do one-to-one correspondence easily, might battle at first with counting out objects. 2

5 Overview of Mathematics skills z Counting out should always be in context. It is also a good idea to ask the question How many? when starting a counting out exercise e.g. How many steps from the table to the door? How many birds are in this picture? How many counters are in this packet? z When young children are asked How many beans are there? about the beans in a pile they will often count 1, 2 3 and so on and give an answer say 8, and when asked: So how many beans are there? they will start counting the beans again from the beginning. These children understand the question How many? as an instruction to count out. Only with time and after many repeated rational counting experiences will children reach a point where they understand that the last number named indicates the amount in the set. z Learners use rational counting to solve problems. Some examples are: { Here are some counters. I wonder how many each of you will get if we give the same number of counters to each of you? Children will share out the counters and each one will count their pile. Ask questions such as How many more counters do you need in order to have a total of 15 counters? or If you have 9 counters, how many do you need to give back so that you only have 5 counters? DEVELOPING NUMBER SENSE Many teachers are in a hurry for their learners to know facts off by heart. However, knowing facts off by heart is no indication that the learners understand what they are doing, or that they will be able to use these facts in different contexts. z It is important that you design activities which will help your learners develop a sense of number because it is this sense of number that learners use when trying to build up an understanding of computational strategies. z You cannot teach number sense, you can only help learners acquire it by exposing them to various activities which allow learners to construct knowledge for themselves. z Encouraging learners to reflect on what they are doing and then talking about it, helps these learners to develop a sense of number. Having a strong sense of number underpins all development in mathematics. A strong sense of number means that an individual has: a sense of the size or muchness of a number i.e. they have a sense that 25 is larger than 5 and 500 is much larger; the ability to: break a number down (decompose); reorganise it; and build it up again (recompose) in a range of different ways. For example they can think of 68 as: and as 70 2; 34 2 and as ; and as The ability to apply their knowledge of numbers to solve problems. z There are three developmental levels learners pass through counting all, counting on and breaking up numbers. You cannot teach these levels, you can only support the learners development by providing appropriate activities. As they move from one level to the other their sense of number increases. z Different kinds of knowledge (physical, social and logico-mathematical) form part of one s number sense and so it is important that these are clearly reflected in your teaching programme. Physical knowledge is the knowledge that the learner acquires from physical objects so you can see how important it is to use counters and objects and to count out, and not to just rote count! Social knowledge can only be learnt through interaction with people number names and symbols are an example of social knowledge acquired by learners. 3

6 Overview of Mathematics skills Logico-mathematical knowledge refers to the type of knowledge that learners construct for themselves e.g. noticing the pattern of the number names (forty one follows on forty) goes beyond social knowledge of the number names. The most important aspect of logico- mathematical knowledge which the young learner has to construct regarding numbers is numerosity. This means to have a feeling for the how many of a number to build up a profile of the number so as to know as much as possible about a number. z Children who leave the Foundation Phase with a weak sense of number will almost certainly never become strong in Mathematics. One of the most critical things to be achieved in the Foundation Phase is the development of a strong sense of number. PROBLEM SOLVING z Problems are central to mathematics to solve problems using mathematics requires the development of mathematical knowledge and skills. However, in order for young children to develop their mathematical knowledge and skills they must solve problems. By placing information in context, problem solving becomes a powerful activity and is one of the main vehicles for developing number sense. z A definition of a problem is A problem is a task that requires the person solving the problem to use knowledge, understanding and skills that he/she has acquired from other activities and to apply these to the new and unfamiliar situation and come up with a solution (DBE, 2012). z There are three key reasons for using problems as a vehicle for developing mathematical knowledge and skills: Problems can be used to introduce children to the so-called basic operations Problems contribute to the development of computational methods; and Problems make the mathematical experiences of the child meaningful and relevant. z In order to fulfil the purpose of word problems, learners should regularly be given problems which are new to them and for which they do not possess routine methods of finding the answer. The objective of giving word problems is to enable your learners to develop new knowledge, take note of how others solve the problem and to reflect on their own thinking. z Learners learn maths through solving problems by: thinking about how they solve problems themselves taking note of the ways in which other learners solve the same problem. z Characteristics of problem solving: Children can solve problems without knowing the words addition or subtraction or for that matter before they know the symbols representing these operations. Problems are not necessarily an addition or a subtraction problem but rather a problem that can be solved using both an addition and a subtraction approach. When children are asked to solve problems by making sense of the situations they develop a sense of what it is to add, to subtract, to multiply and to divide from the problem rather than being told the meaning of these operations by their teacher they are developing their conceptual knowledge. z For problem solving to be successful, learners should: understand the problems i.e. the problem must make sense to them have a positive attitude towards tackling problems i.e. feel confident to try feel safe to use primitive methods e.g. drawing marks rather than using numbers be given sufficient time to work undisturbed reflect on and explain how they solved the problem. 4

7 Overview of Mathematics skills z Problem solving is done during group teaching sessions. The teacher reads the problem to the learners and, if possible, the learners should be able to see the problem as the teacher reads it. Once the problem has been read, leave the learners to solve it in their own way. They should be able to discuss the problem with each other as this leads to an understanding of what the problem actually is. Learners are free to use concrete objects, drawings or numbers to solve the problem. However, they are not expected to write a number sentence for the problem. z Once the group has solved the problem, one or two learners explain what they did in order to solve the problem. z Learners should be constantly challenged with realistic, real-life problems without first being taught any supposedly prerequisite tools or operations. You will never again teach that the word altogether means you must add, and that how many are left means you must take away! Learners should be able to solve problems using all four operations before they even know what they are! When teachers pose problems for their learners to solve, they: z teach learners necessary mathematical skills z encourage learners to think creatively z help learners to develop their own methods of calculating z provide real-life contexts that help learners to generalize mathematical knowledge. Learners who struggle with problem solving can be classified into at least three groups: z Learners who become confused when reading through or listening to the problem z Learners who are so confident that they read too fast or act too fast and consequently miss important facts z Learners who approach the problem confidently but make mistakes when they try to tackle too many steps simultaneously. STEPS IN PROBLEM SOLVING: Step 1 Know the problem Step 2 Design a plan Step 3 Carry out your plan Step 4 Look back See what is given and try to determine exactly what you are expected to do. Think about what you have to do. Determine what operations to use and then determine where to start with the problem and which steps to follow. Solve the problem. Check your solution. Role of the teacher in problem solving: The teacher needs to ask effective questions that will assist the learners in solving the problem. z What is given? z What do you know after reading the question? z What is the question that needs to be answered? z Can you rewrite the problem in your own words? z Can you draw a sketch or picture to illustrate the question? Word problems should be used to illustrate all concepts, e.g. money, basic operations, equal sharing, doubling and halving, fractions, time, measurement, capacity, length and mass (non-standardised). 5

8 Overview of Mathematics skills REMINDER: z The examples with the different problem types may be used within any number range applicable to the specific grade. z Learners should draw the problem. z At a later stage learners should write the number sentence for the problem. There are different types of word problems for all four basic operations: 1. CHANGE WORD PROBLEMS z Join and Separate word problems Addition and Subtraction Three quantities are involved in both join and separate word problems. z initial quantity z change quantity z resulting quantity. JOIN: z Result unknown [ = ] Mpho has 18 marbles. Sam gives him 4 more marbles. How many marbles does Mpho have altogether? z Initial unknown [ + 4 = 18 ] Mpho has some marbles. Sam gives him 4 more. Now Mpho has 18 marbles. How many marbles did Sam give him? z Change unknown [ 8 + = 22 ] Mpho has 8 marbles. Sam gives him some more. Now Mpho has 22 marbles. How many marbles did Sam give him? 2. COMBINE WORD PROBLEMS PART-PART-WHOLE z Whole unknown [ = ] Thandi has 4 toffees and her mother gives her 6 jelly beans. How many sweets does she have now? z Part unknown [ 23 8 = ] Thandi has 23 sweets. Eight of the sweets are toffees, and the rest are jelly beans. How many jelly beans does Thandi have? SEPARATE z Result unknown [ 22 4 = ] Mpho has 22 marbles. He gives 4 marbles to Sam. How many marbles does Mpho have now? z Initial unknown [ 4 = 18 ] Popo has some marbles. He gives 4 to Sam. Popo has 18 marbles left. How many marbles did Popo have to begin with? z Change unknown [ 18 = 8 ] Popo has 18 marbles. He gives some to Sam. Popo has 8 marbles left. How many did he give to Sam? 3. COMPARE WORD PROBLEMS z Difference unknown [ 32 8 = ] Nikidi has 32 books and Joan has 8 books. How many more books does Nikidi have than Joan? or How many books less does Joan have than Nikidi? z Smaller unknown [ = ] Mary has 14 T-shirts less than Ben. Ben has 32 T-shirts. How many T-shirts does Mary have? or Ben has 4 more T-shirts than Mary. Ben has 12 T-shirts. How many T-shirts does Mary have? continued 6

9 Overview of Mathematics skills Addition and Subtraction 4. EQUALISE WORD PROBLEMS z Sam has 9 marbles. David has 5 marbles. How many marbles does David have to get to have the same number as Sam? z Sam has 9 cents. David has 5 cents. How much money must Sam spend to have the same amount left as David has? z Sam has R5. If he earns R9 more, he will have the same amount as David. How much money does David have? z Sam has R1, 50. If he spends 50 cents, he will have the same amount as David. How much money does David have? z Toffees are priced at 20c each. Joan buys 4 toffees. How much does she pay? Multiplication (Grade 1 Repeated addition) NOTE: Grade 1 learners do not do multiplication, but start with repeated addition that leads to multiplication. z Repeated addition [ = ] There are 4 rows of trees with 6 trees planted in each row. How many trees are there altogether? Division (Grade 1 and 2 Equal sharing) NOTE: Grade 1 and 2 learners do not deal with the division sign, but work practically with equal sharing. z Grouping How many packets of sweets can I make if I have 12 sweets and I put 3 sweets in each packet? z Sharing Father shares R20 equally amongst his 4 family members. How much money does each one get? Observation/Reflection Notes: 7

10 2. Weekly timetable Day Daily routine Counting Mental maths Whole class 1 5 min 5 min 10 min 10 min 2 5 min 5 min 10 min 10 min 3 5 min 5 min 10 min 10 min 4 5 min 5 min 10 min 10 min 5 5 min 5 min 10 min 10 min Concept development Group work Individual work 60 min Group teaching and individual work will be done simultaneously in the class. 60 min Group teaching and individual work will be done simultaneously in the class. 60 min Group teaching and individual work will be done simultaneously in the class. 60 min Group teaching and individual work will be done simultaneously in the class. 30 min Group teaching and individual work will be done simultaneously in the class. Time allocation per day 90 min 90 min 90 min 90 min 60 min What is whole class teaching? z The focus will be mainly on mental mathematics, consolidation of concepts and allocation of independent activities for 30 minutes per day at the start of the Mathematics lesson. z During this time the teacher works with the whole class to determine and record (where appropriate) the name of the day, the date, the number of learners present and absent, and the nature of the weather. z Mental mathematics will include mental starters such as the number after/before 7 is ; 2 more/less than. During the mental maths time content that has been taught in the previous weeks is consolidated. z The Mathematics period should also provide for supporting learners experiencing barriers to learning, enrichment activities for high flyers and assessment activities. z Both independent and small group focused lesson activities must be observed (practical, oral), marked and overseen (written recording) by the teacher as part of her informal and formal assessment activities. z Close tracking of learners responses (verbal, oral, practical, written) in learning and teaching situations enables the teacher to do continuous assessment on an ongoing basis, monitor learners progress and plan support accordingly for learners experiencing barriers to learning. 8

11 Weekly timetable Difference between group work and group teaching: Learners come to school with very different levels of readiness for formal teaching and learning due to variations in age, sex, ability and attendance at a grade R or pre-school. Teaching and working in groups is a powerful tool to cater for the many diverse needs in any class. Group teaching and group work are also ideal for multi-grade and multi-phase classes. However, teaching in ability groups as required in CAPS is not the same as group work. Let s look at each of these in turn. GROUP WORK z Group work differs from group teaching in that during group work the whole class is engaged in the same activity at the same time. z Groups for these lessons are generally randomly chosen and are mixed ability groups. The idea is that each group will work on one aspect related to the main topic and at the end of the lesson they will present their findings to the rest of the class. z As each group adds their information, a whole picture of the topic emerges. This type of work is suited to aspects such as measurement and data handling. GROUP TEACHING z Small group focused lessons are most effective when the teacher takes a small group of learners (8 10) who are of the same ability with her on the floor or at their tables, whilst the rest of the class is engaged in independent activities. The teacher works orally and practically with the learners, engaging in such activities as counting, estimation, concept development and problem solving activities which should be carefully planned for. z In order to reinforce learning, written work (work book, work sheet examples, work cards etc.) should form part of the group session where possible. Learners should have writing materials (class work books, etc.) available for problem-solving activities. INDEPENDENT ACTIVITIES z While the teacher is busy with the small group focused lesson, the rest of the class must be purposefully engaged in a variety of mathematical activities that focus on reinforcing and consolidating concepts and skills that have already been taught during small group focused lessons. Advantages: z Teaching learners of the same ability in one group means they are taught at a pace that is comfortable for them. z Learning is scaffolded because of the similar ability of the learners. z The quicker learners can be challenged and extended and the slower learners can benefit from more time, support and attention in a small group situation. z Teaching in groups means that learners in different groups may not all be at the same stage of learning. Therefore activities given to the learners can be varied to meet their needs. Those with special needs can be supported in this way. z Everyone benefits from group teaching as it accommodates the range of abilities in a class especially in large classes. Most teachers find that they can comfortably work with three or four groups in the class. z Teachers are often afraid of group teaching! It does mean that the teacher has to be very organised and have good classroom management skills. z You deal only with a group of about 10 learners at one time, while the learners learn self-discipline and take responsibility for their own learning. 9

12 Weekly timetable z Taking two or more groups will take about half an hour for each group every day. Learners not busy with the teacher need to be involved in independent written or practical activities. These activities need to be such that learners know what they have to do and be able do it without interrupting the teacher, or asking for help. Training learners to get on with work on their own takes considerable time and patience. The learners need to know which tasks they have to do and, possibly, the order in which they have to complete them. The level of difficulty of the tasks should be such that they don t need help from you. If you think your learners will battle with a particular task wait until you have time to help them or your group sessions will be continually interrupted. z During the first term keep the independent activities simple, short and quite repetitive. Often learners will be expected to complete two or at the most three tasks per day, copying numbers from the board and drawing a picture, completing a readiness activity, or doing a dot-to-dot activity. z It helps to have some routine initially so that the order of tasks remains the same and learners gain confidence in working through more than one activity independently, rather than having to continually ask the teacher, What do I do next? Explanation of different groups in Mathematics: Group 1 Group 2 Group 3 z Consists of learners that perform above the grade level. z Works with prescribed and above number ranges for the grade. z Solves problems at a semiabstract level. z Consists of learners that perform at the grade level. z Works with prescribed number ranges for the grade. z Relies on semi-concrete resources. z Needs support to grasp concepts. z Consists of learners that perform below the grade level. z Works with smaller number ranges. z Relies on concrete resources. z Needs support to grasp concepts. Observation/Reflection Notes: 10

13 Weekly timetable The implementation of group teaching in your classroom on a daily basis: DAY Time per day 4 days 90 min 1 day 60 min DAILY ROUTINE COUNTING MENTAL MATHS CONCEPT DEVELOPMENT WHOLE CLASS CONCEPT DEVELOPMENT/ PROBLEM SOLVING GROUP TEACHING 5 min 5 min 10 min 10 min 60 min Whole class will be taught as a group. New concepts or consolidation of concept or revision of concepts can be done. INDIVIDUAL WORK Group teaching and individual work will be done simultaneously in the classroom. Group teaching will focus on problem solving and teaching of new concepts. Group teaching will be done in three (3) ability groups. Learners will be engaged in individual activities based on concepts currently being taught or taught previously. Thus it involves consolidation. Day Group 1 Group 2 Group 3 Day 1 Day 2 Day 3 Day 4 Day 5 Independent work 30 min Group teaching 30 min Independent work 60 min Independent work 30 min Group teaching 30 min Independent work 60 min Independent work 60 min Independent work 30 min Group teaching 30 min Independent work 60 min Independent work 30 min Group teaching 30 min Group teaching 30 min Independent work 30 min Group teaching 30 min Independent work 30 min Group teaching 30 min Independent work 30 min Group teaching 30 min Independent work 30 min Day 5 no group teaching as time allocation for Mathematics is only 60 minutes. Thus, only whole class teaching takes place. 11

14 3. Assessment Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings, and using this information to understand and thereby assist the learner s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. In the daily lesson plans informal and formal assessment are clearly indicated under assessment. If the specific day does not have any assessment indicated the teacher is free to informally assess and observe her learners as it informs her teaching. The CAPS document provides the requirements for assessment in the Foundation Phase. The formal assessment requirements for Grades R-3 Mathematics are spelt out in the table below: Grades Term 1 Term 2 Term 3 Term 4 Total Grade R Informal observation, using a checklist Grade 1 Baseline Grade 2 Baseline Grade 3 Baseline The national codes and their descriptors should be used for recording and reporting in the Foundation Phase (Grade R 3). Achievement level ACHIEVEMENT DESCRIPTION MARKS % 7 Outstanding achievement Meritorious achievement Substantial achievement Adequate achievement Moderate achievement Elementary achievement Not achieved

15 4. Overview of term 1: Grade 1 WEEK CONTENT AREA 1 Numbers, Operations and Relationships Measurement 2 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement 3 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: Introduce daily classroom routine. Introduce calendar, birthday chart and weather chart NOTE: Learners need to be orientated towards all routine activities in their classroom and at school Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: yesterday and today Counting forwards: 1 10 Estimate and count objects: 1 5 One-to-one correspondence: 1 5 As many as: 1 5 Number symbol and name: 1 one Investigate 3-D shapes: ball shapes (spheres) Compare the colours of objects: red Compare the size of objects: big and small Position: up and down, left and right Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: yesterday and today Birthday graph TIME PER DAY ORIENTATION 90 min 2 days 90 min 1 day 60 min DAILY ROUTINE 15 min 4 days 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 15 min 60min 1 day 60 min DAILY ROUTINE 10 min 4 days 90 min 1 day 60 min continued 13

16 Overview of term 1: Grade 1 WEEK CONTENT AREA Measurement Data Handling 4 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Estimate and count: objects 1 5 Counting forwards: 1 10 One-to-one correspondence: 1 5 More and less than: 1 5 Biggest and smallest number of objects Number symbol and name: 2 two Investigate 3-D shapes: box shapes (prisms) Compare the colours of objects: blue Compare the size of objects: bigger than and smaller than Repeating shape pattern Same as and different Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: tomorrow Estimate and count objects: 1 10* Counting forwards and backwards: 1 10 Recognise number symbols: 1 5 Number line One-to-one correspondence: 1 5 More and less than: 1 5 Biggest and smallest number of objects COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 20 min 60 min TIME PER DAY DAILY ROUTINE 15 min 4 days 90 min COUNTING MENTAL MATHS 35 min 1 day 60 min continued 14

17 Overview of term 1: Grade 1 WEEK CONTENT AREA ASSESSMENT Activities in bold are to be assessed Baseline assessment: Biggest and smallest number of objects Estimate and count objects: 1 10 Read number symbols: 1 5 Forms of assessment: Oral and practical Record: Recording sheet/book 5 Numbers, Operations and Relationships Space and Shape Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Number symbol and name: 3 three Build up and break down numbers: bonds of 3 Investigate 3-D shapes: box shapes (prisms) Compare the colours of objects: yellow Compare the size of objects: tall and short, big and small Position: inside, up and down, behind and in front, left and right Same as and different Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: morning, afternoon and night Shorter, longer, faster and slower Order regular events in own life Estimate and count objects: 1 10 Counting forwards and backwards: 1 10 Number line One-to-one correspondence: 1 5 More and less than: 1 5 CONCEPT DEVELOPMENT Whole class 40 min TIME PER DAY DAILY ROUTINE 15 min 4 days 90 min COUNTING MENTAL MATHS 10 min 10 min 1 day 60 min continued 15

18 Overview of term 1: Grade 1 WEEK ASSESSMENT CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Counting forwards and backwards: 1 15 Number symbol and name: 4 four Build up and break down numbers: bonds of 4 Investigate 3-D objects: box shapes (prisms) Compare the colours of objects: green Compare the size of objects: taller and shorter Position: behind and in front, up, down, left, right and inside. Repeating pattern: 3-D objects Problem solving: addition and subtraction 1 5 Solve problems in context involving addition and subtraction (1 5) using apparatus and drawings TASK 1: z Problem solving: addition and subtraction 1 5 z Time: morning, afternoon and night z Compare size: taller and shorter z Position: behind and in front, up, down, left, right and inside CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT/ PROBLEM SOLVING Group teaching 30 min 25 min TIME PER DAY Forms of assessment: Written, practical and oral Oral/practical Record: Recording sheet/book 6 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: early and late DAILY ROUTINE 15 min 4 days 90 min 1 day 60 min continued 16

19 Overview of term 1: Grade 1 WEEK ASSESSMENT CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Estimate and count objects: 1 10 Order groups of objects: most to least and least to most Order numbers from greatest to smallest Counting forwards and backwards: 1 15 Recognise number symbols: 1 15 Introduce: ordinal numbers first fifth Number line Number symbol and name: 5 five Build up and break down numbers: bonds of 5 Mental mathematics: bonds of numbers 1 5 Position: top/bottom Pattern: shapes/objects Investigate 3-D objects: ball shapes (spheres) Compare the colours of objects: introduce orange Compare the size of objects: taller and shorter Mass: Heavy and light Problem solving: addition and subtraction 1 5 Data: Sort objects according to one attribute TASK 1: z Mass: heavy and light z Data: Sort objects according to one attribute z Count real objects: 1 10 z Write the number symbols from 1 5 COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 10 min 10 min 20 min 35 min TIME PER DAY Forms of assessment: Practical Oral and practical Record: Recording sheet/book continued 17

20 Overview of term 1: Grade 1 WEEK CONTENT AREA 7 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: early and late Estimate and count objects: 1 10 Counting forwards and backwards: 1 20 (10) Order groups of objects: most to least and least to most Order numbers: from smallest to greatest Recognise number symbols: 1 20 Order and compare numbers: before, after, between, more, less Mental mathematics: bonds of numbers 1 5 Position: top/bottom, under, over Pattern: shapes/objects Describe, sort and compare 3-D objects: ball shapes (spheres), box shapes (prisms), size and colour Compare the colours of objects: introduce purple Length: hand span, shorter and longer Problem solving: grouping and sharing TIME PER DAY DAILY ROUTINE 15 min 4 days 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 10 min 10 min 45 min 20 min 1 day 60 min continued 18

21 Overview of term 1: Grade 1 WEEK ASSESSMENT CONTENT AREA TASK 1: z Time: early and late z Counting forwards and backwards: 1 10 z Order numbers: from smallest to greatest CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT TIME PER DAY Forms of assessment: Practical Oral and practical Record: Recording sheet/book 8 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement Data Handling Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: Revise today, yesterday and tomorrow Estimate and count objects: 1 10 Counting forwards and backwards: 1 20 Recognise number symbols: 1 20 Biggest and smallest number: 1 10 Order groups of objects: most to least and least to most Number symbol and name: 1 one 5 five Build up and break down numbers: bonds of 2, 3, 4, 5 Number patterns in ones Ordinal numbers: first fifth Number line Compare the colours of objects: introduce brown Length: wide /narrow Problem solving: grouping and sharing Length: hand span, shorter and longer DAILY ROUTINE 3 5 min 4 days 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min 1 day 60 min continued 19

22 Overview of term 1: Grade 1 WEEK ASSESSMENT CONTENT AREA TASK 1: z Length: hand span, shorter and longer z Problem solving: grouping and sharing CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT TIME PER DAY Forms of assessment: Practical Record: Recording sheet/book 9 Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement Register Class list Names of learners Time: calendar, birthday chart and weather chart Time: Revise early, late, day and night Estimate and count objects: 1 10 Counting forwards and backwards: 1 20 Number patterns: 1 10 in ones Number symbol and name: 1 one 5 five Build up and break down numbers: bonds of 5 Recognise number symbols: 1 20 Order and compare numbers: before, after, between, more, less Number line Ordinal numbers: first fifth Number line Compare the colours of objects: introduce black Mass: capacity full and empty Problem solving: repeated addition e.g. How many eyes do 2 boys have? Addition and subtraction: 1 5 DAILY ROUTINE 3 5 min 4 days 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min 1 day 60 min continued 20

23 Overview of term 1: Grade 1 WEEK 10 REVISION CONTENT AREA Numbers, Operations and Relationships Space and Shape Patterns, Functions and Algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart and weather chart Consolidation of all concepts and skills covered in the whole number counting of objects: 1 10 Estimate and count: 1 10 Number patterns: 1 10 in ones Counting forwards: 1 20 Count backwards: 20 1 Recognise number symbols: 1 20 Order and compare numbers: before, after, between, more, less Recognise number symbols: 1 20 Order and compare numbers: before, after, between, more, less Number symbol and name: 1 one 5 five Number bonds of 1 5 Ordinal numbers: first fifth Compare the colours of objects Revise colours: red, blue, yellow, green, orange, purple, black, white and brown Revise 3-D objects: ball shapes (spheres) and box shapes (prisms) Mass: heavy and light Problem solving: addition and subtraction up to 5 Grouping and sharing TIME PER DAY DAILY ROUTINE 3 5 min 4 days 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min 1 day 60 min 21

24 Overview of term 1: Grade 2 WEEK CONTENT AREA 1 Numbers, Operations and Relationships Measurement Data Handling 2 Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart and weather chart Count objects 1 30 Count forwards/backward in 1s, 2s and 5s up to 30 and in 10s up to 50 More and less Bigger and smaller After, before and between: Addition and subtraction facts: Read and know number symbols: Read and know number names: Revise shapes: circle, square, rectangle and triangle. Describe, sort and compare shapes. Count shapes on a graph. Weather chart Calendar work Problem solving: addition and subtraction Register Class list Names of learners Time: calendar, birthday chart Time: yesterday and today Count objects: Count forwards /backward in 1s, 2s, 5s and 10s up to 50. TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min DAILY ROUTINE 3 5 min 90 min COUNTING 5 min continued 22

25 Overview of term 1: Grade 2 WEEK CONTENT AREA 3 Numbers, Operations and Relationships Patterns, Functions and Algebra Shape and Space Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT More than and less than Bigger and smaller After, before and between: Addition and subtraction facts: Read and know number symbols: Read and know number names: Revise shapes: circle, square, rectangle and triangle. Describe, sort and compare shapes. Birthday chart Counting in 2s Problem solving: addition and subtraction Register Class list Names of learners Time: calendar, birthday chart Count objects: Count forwards /backward in 1s, 2s and 5s up to 50 and in 10s up to 100. More and less Bigger and smaller After, before and between: Addition and subtraction facts: Double/half of a number with answers up to 14. Read and know number symbols: Read and know number names: Revise numbers 13 and 14. Write number names: MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 10 min 10 min 60 min TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 5 min 10 min 10 min continued 23

26 Overview of term 1: Grade 2 WEEK CONTENT AREA 4 Numbers, Operations and Relationships Patterns, Functions and Algebra Space and Shape Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Properties of 2-D shapes. Identify 2-D shapes: circle, triangle, square and rectangle. Describe 3-D objects that roll and 3-D objects that slide. Answer questions on a graph. More and less Bigger and smaller After, before and between Addition and subtraction using a number line: Problem solving: Doubling and halving Register Class list Names of learners Time: calendar, birthday chart Estimate and count objects: Count forwards/backward in 1s, 2s and 5s up to 50 and in 10s up to 100. Making numbers 1, 2 or 10 more or less. After, before and between in range: Addition and subtraction facts: Double/half of a number with answers up to 20. Read and know number symbols Read and know number names: 0 16 Revise numbers 15 and 16. Write number names: D shapes and 3-D objects: circle, square, rectangle, triangle, boxes and balls. Length CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 60 min TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 5 min 10 min 10 min continued 24

27 Overview of term 1: Grade 2 WEEK CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Count in 1s forwards from 0 50 using real objects. Count in 1s backwards from Identify 2D shapes (circle, square, rectangle and triangle) and 3D objects (balls and boxes). Repeat shape patterns. Problem solving: doubling and halving. CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 60 min Baseline assessment: z Read and know number symbols z Count in 1s forwards from 0 50 using real objects. z Count in 1s backwards from z Identify 2-D shapes (circle, square, rectangle and triangle) and 3-D objects (balls and boxes). z Repeat shape patterns. TIME PER DAY 5 Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement Register Class list Names of learners Time: calendar, birthday chart Revise: early/late, day and night. Count objects: Count forwards /backward in 1s, 2s, 5s and 10s up to 100. Make numbers more or less byadding/subtracting 1, 2 and 5. Addition and subtraction facts: Double/half of a number with answers up to 30. Repeating number patterns forwards and backwards: z in 1s up to 60 z in 2s up to 50 z in 5s up to 50 z in 10s up to 100 Shape patterns Money DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 5 min 10 min 10 min continued 25

28 Overview of term 1: Grade 2 WEEK CONTENT AREA 6 Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Estimate using measurement Problem solving: Repeated addition, money Register Class list Names of learners Time: calendar, birthday chart Revise: morning, afternoon, evening, yesterday, today and tomorrow. Estimate and count objects: Complete number sequences of counting forwards /backwards in 1s, 2s and 5s up to 80 and in 10s up to 100. Order numbers before, after and between in range Make numbers more or less by adding/subtracting 1, 2 and 5. Double/half of a number with answers up to 30. Read number symbols: Write number symbols: Write number names Odd and even numbers Ordinal numbers 1st 10th Build up numbers Place value: tens and units Money Data weather chart: Collect, sort and organise data. Identifying coins and notes. Practical addition and subtraction using money. CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 60 min TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min continued 26

29 Overview of term 1: Grade 2 WEEK CONTENT AREA 7 Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart Estimate and count objects Complete number sequences of counting forwards /backwards in 1s, 2s, 5s and 10s up to 100. After, before and between in range Addition and subtraction facts: Read number symbols: Write number symbols: Write number names: Odd and even numbers: Geometric patterns Addition and subtraction: Building up and breaking down of two-digit numbers using flard cards. Place value: decompose a two-digit number in tens and units. 2D shapes and 3D objects: circle, square, rectangle, triangle, boxes and balls. Problem solving: Repeated addition, subtraction Measurement: taller/ higher, shorter/lower longer and shorter. TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min Assessment Task 1: z Complete number sequences of counting forwards /backwards in 1 s, 2 s, 5s and 10s up to 100. z 2D shapes and 3D objects: circle, square, rectangle, triangle, boxes and balls. continued 27

30 Overview of term 1: Grade 2 WEEK CONTENT AREA 8 Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart Revise: Months of the year, days of the week. Estimate and count objects: Count forwards /backward in 1s, 2s, 5s and 10s up to 100. Order numbers smallest to greatest. Compare numbers more/ less than and equal to. Addition and subtraction facts: Double/half of a number with answers up to 30. Read number symbols Write number symbols Write number names: Add the same number repeatedly to 20. Orders whole numbers to 25. Written addition and subtraction Problem solving: Repeated addition, subtraction Place value: tens and units TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching Assessment Task 1: z Read number symbols: z Write number symbols: z Orders whole numbers to 25 (before/after/between, smallest and greatest z Ordinal numbers first to tenth. z Written addition and subtraction: min 10 min 10 min 60 min continued 28

31 Overview of term 1: Grade 2 WEEK CONTENT AREA 9 Numbers, Operations and Relationships Measurement Assessment Task 1: z Read time in hour and half hours. z Write time in hour and half hours. CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart Count objects: Count forwards /backward in 1s, 2s, 5s and 10s up to 100. Addition and subtraction facts: Multiplication of 2 Repeated addition Read number symbols: Write number symbols: Write number names: Odd and even numbers: Time: Read and write analogue time in hours and half hours/talk about the passing of time. Building up and breaking down of two-digit numbers using flard cards. Place value Problem solving: Grouping and sharing. TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min continued 29

32 Overview of term 1: Grade 2 WEEK CONTENT AREA 10 Numbers, Operations and Relationships Patterns, Functions and algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart Count objects: Count forwards /backward in 1s, 2s, 5s and 10s up to 100. Addition and subtraction facts: Multiplication of 5. Ordinal numbers 1st to 10th Money: calculate change from R1, R2, R5, R10, R20, R50. Time: analogue time in hours and half hours Length: shorter/ tallest/ longest Shape: 3-D objects that roll and slide. Revision of time and money. Problem solving: Grouping and sharing. TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min 30

33 Overview of term 1: Grade 3 WEEK CONTENT AREA 1 Numbers, Operations and Relationships Measurement 2 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart and weather chart Revise: days of the week and months of the year Gr 2 Count in 1s,2s, 5s in range Count In 10s in range Ordering of numbers in range 0 99 Multiples of 10 in range Halving numbers between 0 99 Time: analogue clockshours, half hours and quarter hours Addition and subtraction Recognise number symbols: Read and write number names: Number line Problem solving: Addition and subtraction in range 0 99 Register Class list Names of learners Time: calendar, birthday chart Time: tomorrow, yesterday and today Estimate and count objects in range Count in 2s forwards and backwards in range Count in 10s forwards and backwards in range Odd and even numbers in range TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min DAILY ROUTINE 3 5 min 90 min COUNTING 5 min continued 31

34 Overview of term 1: Grade 3 WEEK CONTENT AREA 3 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Adding and subtraction in range Multiples of 10 in range Number patterns: Count in multiples of 2s and 10s. Money: Rands and cents Double and halve numbers in range Relationships between addition and subtraction. Compare numbers: smaller than/greater than, less/ more than. Problem solving: time and halving (sharing in 2s) Register Class list Names of learners Time: calendar, birthday chart Estimate and count objects in range Count in 2s forwards and backwards in range Count in 10s forwards and backwards in range Counting forwards and backwards in multiples of 2 and 5 starting from a number other than 2 or 5. Relationship between addition and subtraction. Addition and subtraction facts to 20. Geometric patterns: shapes and colours Time: analogue clockshours, half hours and quarter of an hour; calculate length of time and passing of time. Data handling: birthday chart and weather graph MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 10 min 10 min 60 min TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class 5 min 10 min 10 min continued 32

35 Overview of term 1: Grade 3 WEEK CONTENT AREA 4 Numbers, Operations and Relationships Patterns, Function and Algebra Space and Shape Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Breaking down and building up of numbers. Number recognition Problem solving: money, addition and subtraction. Register Class list Names of learners Time: calendar, birthday chart, days of the week, months of the year, early/ late Count in 2s forwards and backwards in range Count in 3 s forwards and backwards in range Count in 10s forwards and backwards in range Count objects by grouping in 2s, 3s, 5s and 10s up to 200. Addition and subtraction facts to 20. Order numbers Double and half of numbers in range D Shapes: circles, triangles, squares and rectangles Number line Number patterns in 2s, 3s, 5s and 10s Subtraction Problem solving: time, capacity CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 60 min TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS Assessment Task 1: z 2 D Shapes: identify circles, triangles, squares and rectangles CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min continued 33

36 Overview of term 1: Grade 3 WEEK CONTENT AREA 5 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart, seasons, weather change, public holidays Estimate and count objects by grouping in 2s, 3s, 5s and 10s in range Count in 2s in range Count in 3s in range Count in 10s in range Adding and subtracting multiples of 10. Double numbers on number lines. Read and write number symbols to 200. Counting in multiples of 3. Capacity Adding and subtracting multiples of 10. Doubling of numbers Breaking down and building up two-digit numbers. Problem solving: repeated addition, multiplication TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min Assessment Task 1: z Capacity: Non standardised measures e.g. spoons and cups: Practical measurement tasks z Estimate and count objects by grouping in 2s, 3s, 5s and 10s in range 0 200: Oral assessment. 6 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement Register Class list Names of learners Time: calendar, birthday chart, read dates on the calendar Estimate and count objects up to 200 by grouping. Count in 4s in range Count in 5s in range DAILY ROUTINE 3 5 min 90 min COUNTING 5 min continued 34

37 Overview of term 1: Grade 3 WEEK CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Counting forwards and backwards from any given number between in 1s, 2s, 5s and 10s. Read and write number symbols up to 250. Read number names of numbers up to 250. Write number names: Order numbers: 0 99; mere/less than, smallest/ greatest, after/before and between. Relationship between addition and subtraction Multiplication Place value: decompose a two-digit number in range Time: tell time on analogue clock in hours, half hours and quarter hours. Order numbers Multiplication Problem solving: money Problem solving: equal sharing and grouping that leads to fractions MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching Assessment Task 1: z Time calendar, birthday chart; read dates on the calendar. z Tell time on analogue clock in hours, half hours and quarter hours. z Problem solving: solve money problems. 10 min 10 min 60 min TIME PER DAY 7 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement Register Class list Names of learners Time: calendar, birthday chart Count forwards and backwards: Count in 3s in range Count in 4s in range DAILY ROUTINE 3 5 min 90 min COUNTING 5 min continued 35

38 Overview of term 1: Grade 3 WEEK CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Double numbers in range 1 20 Complete number sequences up to 200. Fractions: unitary and non-unitary fractions- half, quarters, three quarters, two quarters Compare and order numbers Place value: breaking down and building up two-digit numbers. Number patterns: 2s, 3 s, 4 s, 5s, 10s up to 200. Problem solving: addition and subtraction Assessment Task 1: z Complete number sequences to 200. z Compare and order numbers z Place Value: Break down and build up two-digit numbers. MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 10 min 10 min 60 min TIME PER DAY 8 Numbers, Operations and Relationships Measurement Data Handling Register Class list Names of learners Time: calendar, birthday chart Estimate and count by grouping. Count in 3s in range 3 99 Count in 100s up to 500. Number pattern of 3s and 100s. Read and write number symbols up to 200. Compare numbers to 200. DAILY ROUTINE 3 5 min 90 min COUNTING 5 min Compare numbers to 200. MENTAL MATHS 10 min Read and write number symbols to 200. Data handling: Organise, represent and analyse data. Write number sentences with addition up to 99. Use a number line. CONCEPT DEVELOPMENT Whole class 10 min continued 36

39 Overview of term 1: Grade 3 WEEK CONTENT AREA CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Use a number line. Place value: two-digit numbers Problem solving: addition and subtraction up to 99. CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching Assessment Task 1: z Read and write number symbols to 200- oral and written. z Write number sentences with addition up to 99 written task. z Problem solving: addition and subtraction up to 99- practical task. 60 min TIME PER DAY 9 Numbers, Operations and Relationships Space and Shape Measurement Register Class list Names of learners Time: calendar, birthday chart Count in 2s and 5s from Count in 10s up to 200. Count in 100s up to 500. Count in 4s in range Number patterns: multiples of 2s, 4s, 5s, 10s and 100s. Describe, compare and order numbers to 99. Double and halve numbers (revision) 2 D shapes Fractions: unitary and non-unitary fractions ½, ¼ and 2/3 Breaking down and building up two-digit numbers. Doubling numbers Addition and subtraction Problem solving: capacity DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 5 min 10 min 10 min 60 min continued 37

40 Overview of term 1: Grade 3 WEEK CONTENT AREA 10 Numbers, Operations and Relationships Patterns, Function and Algebra Measurement Data Handling CONTENT/TOPIC COMPONENT DAILY TIME PER COMPONENT Register Class list Names of learners Time: calendar, birthday chart Counting in 1s from forward and backward from any given number. Count in 100 s in range Describe, compare and order numbers to 200. Capacity: Nonstandardised measures e.g. spoons and cups. Data handling: Collect, represent and analyse data. Halving Place value Problem solving: addition and subtraction on number lines. TIME PER DAY DAILY ROUTINE 3 5 min 90 min COUNTING MENTAL MATHS CONCEPT DEVELOPMENT Whole class CONCEPT DEVELOPMENT /PROBLEM SOLVING Group teaching 30 min 15 min 20 min 20 min 38

41 7. Grade 3 Lesson plans for Term 1 WEEK 1 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Identify and read number symbols Count in 1s up to 50 (100). Count in multiples of 10s up to 200. Order numbers: more than, less than/ smallest and greatest, before, after and between in range Measurement Calendar: Days of the week and months of the year. Calendar: daily routines ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: days of the week and months of the year Possible questions to ask: Which day is it today? Which day was it yesterday? Which day will it be tomorrow? What will be the day the tomorrow? Which month is it? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many boys/ girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register ACTIVITY (5 min) COUNTING Whole class Do rote counting in 1s from 1 to 50. Count in 1s but start at any given number and count on. Count backwards from 50 to 0. Count backwards in 1s from any given number. MENTAL MATHS Whole Class ACTIVITY ( 10 min) Order numbers: Every learner gets their own numbers from a number box and puts it on their tables. Ask questions and ask learners to build their answers around the number. Ask questions such as: Which number comes before/ after your number? Which number is two/three/five more or less than your number? Learners take four numbers and order them from the smallest to the greatest number. Box with little number cards for every learner in the class. 39

42 Mathematics Grade 3 Term 1: Week 1 Day 1 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Number recognition: Read and write number symbols z Show a large 100 chart to the class. Learners take turns to come and show different numbers on the number chart. z Call out a number and learners must write the number on their board/ paper. You can make a competition of it e.g. who is the fastest, who wrote the numbers correctly. Large 100 chart for classwork Whiteboard/paper CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Identify, recognise and read numbers in range 0 to 50: z Pack out number flashcards in sequence, leaving out one number. Learners must say what number is left out. z Give three numbers to the group they must write all three numbers down. Problem solving (15 min) Ask the following problem. Learners solve it using their own method. Addition and subtraction problems: z There are 20 learners in our class. There are 11 girls. How many are boys? Concept development (10 min) Identify, recognise and read of numbers: 0 to 20: z Hand out the number flashcards to different learners. They identify the numbers by reading them to you. z Point to a number on the number chart. Learners pack out the correct number of counters. Problem solving (15 min) Ask the following problem. Learners solve it using their own method. z There are 11 girls in our class and 7 boys. How many learners do we have? Number flashcards Counters Number chart Blackboards Workbooks Observation/Reflection Notes: 40

43 Mathematics Grade 3 Term 1: Week 1 Day 1 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1,2 and 3 z Play a pack-out game at the back of the DBE Workbook cut-out 2. (If workbook is not available use an empty number grid). Group leader says a number and learners place a counter on the number. DBE Workbook page 2 Cut-out 2 1 Date: Count, sort and show! INDIVIDUAL WORK Term 1 Week 1 How many stars? Work in a group of four. Estimate how many stars. Now count them. Find the winner! Who made the best estimate? Fill in your names and answers in this table. Name Compare answers Estimate Number counted Difference between your estimate and your count z Complete DBE Workbook page 2 based on estimation and counting. Group 2 Learners write 10 number sentences where 20 is the answer. Own workbook or exercise book ACTIVITY HOMEWORK Fill in the missing numbers on the counting block. Blank number charts provided. Observation/Reflection Notes: 41

44 Mathematics Grade 3 Term 1: Week 1 Day 2 WEEK 1 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s up to 100. Addition and subtraction Adding multiples of ten. Problem solving: addition and subtraction. Patterns, Functions and Algebra Measurement Number patterns of 2s, 5s and 10s Calendar: days of the week and months of the year. Daily routines ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: What is today s date? How many days of January have passed? Which month is after January? Which month was before January? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? If 2 learners were absent, how many learners will be in the class today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Counting in 1s from 1 to 50: z Learners divide into groups of two. They turn to each other and play clapping hands across while counting in 1s. z Call out any number and learners count forward or backwards in 1s from the given number. MENTAL MATHS Whole Class ACTIVITY ( 10 min) Add in multiples of 10: z Learners use a 100 chart and count how many blocks are in each row. Ask if all the rows have the same number. z Tell learners to choose any number and put their finger on the number. They must now count on 10s and say the correct number. z Learners practice adding or subtracting in 10s starting from different numbers. Hundred chart 42

45 Mathematics Grade 3 Term 1: Week 1 Day 2 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) z Learners take out their homework cards from Day 1 and swop their cards to check each other s work. They do this while you do the counting with the learners on your chalkboard. z Learners count in multiples of ten pointing to the numbers on the block. Homework cards Hundred chart CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Point to numbers on the 100 chart and learners read the numbers. z Pack out number flashcards in sequence and leave out one number. Learners identify which number is left out. z Say two numbers and learners each write the numbers on a chalkboard/paper etc. Problem solving (15 min) Ask the following problem. Learners solve it in their own way. z We have 22 learners in our class. The 13 boys go out for PT. How many girls stay behind? Concept development (10 min) z Ask learners to explain what the term adding means. (When you add things together they become more) z Ask them to draw the symbol for add in the air and on their bodies. z Learners get into groups of 12. One learner holds a + symbol. Then ask other learners form groups of 14. The learners count how many learners are there in total. z Learners need 50 counters to pack out and do concrete plus sums. Say two numbers and learners pack out the concrete sum. z Lead learners to add the groups of tens first and then complete groups of tens using the units. Problem solving (15 min) Ask the following problem. Learners solve it in their own way. z Mother bought a packet with 44 sweets for our class. My teacher takes out 3 groups of 10 sweets. How much sweets are left? Number chart Small chalkboards/ paper, etc. Chalk/pencils/pens Workbooks/paper Pens/pencils 43

46 Mathematics Grade 3 Term 1: Week 1 Day 2 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 z Learners take 50 counters and pack them out on their 100 chart. Learners pick up all the counters in each row, counting the numbers as they go, and stack them on the whole ten at the end of the row until they have 5 stacks. Learners count their counters but in 10s. (Learners repeat this exercise with any multiple of 10). z Complete DBE Workbook page 8 based on number patterns counting in 2s, 5s and 10s. DBE Workbook page 8 3b Date: Number on a grid (continued) INDIVIDUAL WORK Term 1 Week 1 Looking for patterns Tick all the 10s. Tick all the 5s. Tick all the 2s. Write the numbers that are in both the 2s and the 5s pattern. Counters 100 chart Pens/pencils Workbooks Group 1 z Learners record the multiples of 10 in their workbooks. They build up the times table of 10 by grouping from their counting e.g. two tens is 2 10 = 20 10, 20, 30, 40, 30, 40, 50, 60, 70, 80, 90, = 20 HOMEWORK ACTIVITY Make a list of things at your house that come in groups of ten. Possible examples e.g: z Fingers z Toes z My pack of pencils z My mother s tea set 44

47 Mathematics Grade 3 Term 1: Week 1 Day 3 WEEK 1 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s up to 100. Count in multiples of 10s up to 200. Order numbers: more than, less than/ smallest and greatest, before, after and between in range 0 99 Patterns, Functions and Algebra Multiples of 2s, 5s and 10s (0 200) Measurement Time: read and write analogue time in hours and half hours. Calendar: daily routines ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: On which day was the 14 th of January? How many Sundays are in January? How many of you have birthdays in January? Which month comes after January? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many boys/ girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Learners count in 10s: z Learners put up both their hands and count as each one raises both their hands (ten fingers). z Call out 3 learners to the front of the classroom. Ask how many fingers there are. Learners will start counting on in 10s from that number as other learners join the line. MENTAL MATHS Whole Class ACTIVITY ( 10 min) Present a problem and the class will solve it using their number lines e.g. 5 more than 16, 4 less than 18, what are 5 fours? Observe what the learners are doing as you walk around the classroom. Strips of number lines 45

48 Mathematics Grade 3 Term 1: Week 1 Day 3 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Calendar Display the current calendar where all the learners can see it. Learners will take turns to: z Indicate their birthdays, school events, public holidays, historical events and religious festivals. z Prepare little name cards for learners to use to indicate their birthday on the calendar. Important school events, public holidays, historical events and religious festivals can be prepared on different colour cards to be placed on the calendar of the current year. Introduce the birthday chart Explain to the learners the following: z That there are 12 months in the year that is why there are 12 calendar pages on the wall. z Name the months of the year: January, February, March, April, May, June, July, August, September, October, November and December. z Place the names of the months at the top of each month s calendar, e.g. 25 JANUARY Sunday Monday Tuesday Wednesday Thursday Friday Saturday Lerato Current year s calendar Learner name cards small e.g. Lerato Birthday calendar Months of the year flashcards January February March April May June July August September October November December Learners receive a small name card to place on the birthday calendar. Starts at January and continue until all learners names are placed on the birthday calendar. Observation/Reflection Notes: 46

49 Mathematics Grade 3 Term 1: Week 1 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Time: z Learners tell time in hours and half hours using analogue clocks. z Give learners some addition number sentences and they will find the answer using counters or pictures. Only use numbers in the 1 50 range. Problem solving (15 min) Ask the following problem. Learners solve it in their own way z 23 learners went on an excursion today. There are still 35 learners at school. How many learners were there in the beginning? Concept development (10 min) Learners will continue to work on calendars placing all the events in the calendar under your guidance. Problem solving (15 min) Ask the following problems. Learners solve it in their own way z If Mpho s birthday is on the 14th January and mine is two days after Mpho s, when is my birthday? z If my birthday is on the 24th and Dolly s is 4 days before mine, when is Dolly s birthday? Note: Make sure that learners understand the problem first before they solve it. Allow learners to talk to each other about the problem as this helps them understand the problem and what is required. Analogue clock/s Calendars Counters Counting blocks Calendars Number squares Counters Observation/Reflection Notes: 47

50 Mathematics Grade 3 Term 1: Week 1 Day 3 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the activity in DBE Workbook page 7 based on counting and covering: count in 10s, 5s and 2s. DBE Workbook page 7 You will need: number grid. Counting and covering Cut out your Cut-out sheet 1 of counters. Place them in a neat pile. Get ready to count! Use your number grid and your counters (Cut-out sheet 2). Count and cover the 10s. Count in 10s from 10 to 100. Write the 10s from 10 to 100. Count and cover the 5s from 0 to 100. Count in 5s from 5 to 100. Write the 5s from 5 to 80. Count and cover the 2s. Count in 2s from 2 to 100. Write the 2s from 2 to 100. INDIVIDUAL WORK z Learners draw 3 clocks in their class workbooks and fill in 6 o clock, 2 o clock and 10 o clock. Teacher: Sign: Date: 7 Class workbooks or exercise books Pencils/pens Group 2 Using a number chart, learners place a counter on the multiples of ten. When they have covered all the multiples of 10, they record the number pattern in their class workbooks. Counters, number chart, workbooks ACTIVITY HOMEWORK On the worksheet learners will record the times they get home, eat supper and go to sleep. Learners should draw clocks and indicate the times on the clocks. Worksheet 48

51 Mathematics Grade 3 Term 1: Week 1 Day 4 WEEK 1 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in multiples of 10s up to 200. Addition and subtraction: add multiples of ten. Measurement Calendar: days of the week and months of the year Time: read and write analogue time in hours and half hours. Calendar: daily routines ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: In what season does January fall? How does the weather normally feel during this season? Does January fall in the rainy season in your province? REGISTER Complete the class register on a daily basis. Possible questions to ask: Why do you think a teacher should keep register? Weather chartcalendar format Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Counting in 10s from (forward and backwards) z Learners stand in a circle, holding hands keeping the palms upwards and taking turns to count in 10s, one at a time. As learners say their multiples, they clap the hand of the person on the left as if sending on the answer. Once every learner has had a turn to say a number the game is finished. Repeat the game this time counting backwards in 10s. MENTAL MATHS Whole Class ACTIVITY ( 10 min) Give learners a number between They must keep the number in their mind. Now give instructions such as plus 5, minus 2, plus 3, each time asking What is your answer? Repeat this with 4 other numbers. Slate/white boards Chalk/pens/pencils 49

52 Mathematics Grade 3 Term 1: Week 1 Day 4 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) You will be dealing with combinations of numbers that make 10. Write the following exercise on the chalkboard. Learners record it in their class workbooks/exercise books and fill in the answers. Learners may use their counting blocks or counters if they need to = = = = = = = = = = 10 Counting blocks Counters Number lines Class workbooks/ exercise books Pens/pencils CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Ask learners what the term adding means. (When you add things together they get more). Ask them to show you what the addition symbol look like by drawing it in the air and on their bodies. z Give each learner a pile of counters. Give them two numbers to add together where the answer is not more than 50. They use the counters to work out the answer. Encourage learners to group counters into multiples rather than counting in 1s. Problem solving (15 min) Ask the following problems. Learners solve it in their own way. z We do maths, reading and writing before break. Our maths period is 25 min long, our reading period is 15 min long and our writing period is 12 min long. How many minutes of school are there before break? Concept development (10 min) z Give each learner a pile of counters. Give them two numbers to add together where the answer is not more than 20. They can use the counters or a number chart to work out the answer. Encourage learners to group counters into multiples rather than counting in 1s. z Revise time by using your class clock and setting it at different times. Learners read the time. z Give learners turns to set the clock on a given time Problem solving (15 min) Ask the following problems. Learners solve it in their own way. z It is Rita s birthday and she brought cookies to school. There is one box with 20 cookies and another box with 14 cookies. How many cookies did she bring altogether? Counters Number chart Class clock Counters Number cards Workbooks Pens/pencils 50

53 Mathematics Grade 3 Term 1: Week 1 Day 4 ACTIVITY (60 min) To be done at the same time as group teaching Group 1, 2, 3 Complete DBE Workbook pages 12 and 13 based on addition and subtraction Term 1 Week 2 5 Addition and subtraction Date: Lebo s stall In the morning Lebo has 19 packets of apples. By lunchtime she has 13 packets left. a. How many packets does Lebo sell? b. Write your answer as a number sentence. = Write five other numbers sentences to show the same answer = 6 Number drill Write the answers. Use + = Can you find all the number families of 14? = = = = = = = = = = DBE Workbook pages 12 and 13 Stamps of clocks if available Snakes and ladder games (or similar) INDIVIDUAL WORK = = 14 9 = 14 8 = = = 19 7 = 14 5 = = = 16 5 = = = = = 19 7 = Number families Here are examples of this number family = = = = I am going to do the same with Learners draw 8 clocks in their workbooks and fill in the times: 7 o clock 4 o clock Half past 8 Half past 3v Quarter past 10 Quarter past 6 Quarter to 5 Quarter to = Teacher: Sign: Date: 13 Play snakes and ladders (or similar game) in groups of 2. HOMEWORK ACTIVITY Learners practice the combinations of 10 at home by completing the worksheet. When complete, they paste it in their workbooks. Note: There are 6 blocks on the worksheet provided. Make enough copies of the worksheet so that each learner gets one block to complete at home. Worksheet Observation/Reflection Notes: 51

54 Mathematics Grade 3 Term 1: Week 1 Day 5 WEEK 1 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s up to 100. Count in multiples of 10s up to 200. Doubling and halving in range Patterns, Functions and Algebra Multiples of 10 (0 200) Measurement Calendar: Days of the week and months of the year Calendar: daily routines-weather chart ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the calendar. Possible questions to ask: z Who had their birthdays during this week? z Who had their birthday during this month? z How would we write their birthdays in number sequence? e.g z Why do we write 01? Because it is the first month of the year. REGISTER Complete the class register on a daily basis. Possible questions to ask: Was this a full school week? Explain your answer. Weather chart- (calendar format) Days of the week and months of the year flashcards Class register ACTIVITY (5 min) COUNTING Whole class Revise all the counting of the week z count in 1s to 50 z count in 10s to 100 z count backwards in 1s and 10s Rote counting MENTAL MATHS Whole Class ACTIVITY ( 10 min) z Combine mental maths with counting. Learners count forwards and backwards in groups of 10 while pointing to the correct number on their number charts. z Ask learners to indicate the number to questions such as: Which number is 10 more than 30? Which number shows 3 10s? Which number is 20 plus20? Number charts 52

55 Mathematics Grade 3 Term 1: Week 1 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY (40 min) Double and half z Give learners pieces of paper with different shapes. Learners fold their paper in half. Make sure learners understand that both halves must be exactly equal. z Ask if numbers can be halved. Encourage learners to explain how this happens and what it means e.g. I can share 10 sweets with my friend and we will each get the same number of sweets. A half of 10 is 5. z Learners take different numbers of counters then share them in 2 groups. z After sharing concretely, learners write the number with its half e.g. r r r r r r r / r r r r r r r Half of 14 is 7 z Complete DBE Workbook page 14 based on halves and doubles. Term 1 Week 2 6 Finding doubles or halves Doubles and halves Date: Do you remember? 2 is half of 4 20 is half of 40 4 is double 2 40 is double 20 We can show this in a drawing Coloured paper shapes Any objects that you can pack out like ice-cream sticks or plastic spoons Counters Workbooks DBE Workbook page 14 a. b. c d. 48 e. f Challenge Find one half of 3. Show as a number or number name. A drawing might help you Observation/Reflection Notes: 53

56 Mathematics Grade 3 Term 1: Week 1 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY Introduce the weather chart: Explain to the learners the following: That the weather chart is for the month and that a month has 30 or 31 days. A month has weeks and a week has 7 days. Introduce the days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. 25 JANUARY Sunday Monday Tuesday Wednesday Thursday Friday Saturday Lerato Teacher place the loose numbers on the calendar according to the dates for January. Introduce the weather symbols: Class list or temporary register Weather chart e.g. birthday chart of the month or a blank calendar with loose numbers can be used Flashcards: Monday Tuesday Wednesday Thursday Friday Saturday Sunday sunny partly cloudy rain storm cold wind cloudy Learners discuss the weather and the teacher place the correct weather symbol on the calendar. 54

57 Mathematics Grade 3 Term 1: Week 2 Day 1 WEEK 2 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s in range Count in 2s in range Odd and even numbers Compare numbers smaller than, bigger than, more than and less than. Adding and subtraction in range 0 99 Doubling and halving in range Money Equal sharing Problem Solving: Time: hours and half hours Patterns, Functions and Algebra Measurement Number patterns of 2s Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: What time does the school start each day? What time does the school gets out each day? How many hours are we at school? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many hours of school do the children who are absent miss? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Count in 1s- odd and even numbers z Learners count in 1s but clap their hands on every even number. Help them realise that this is the same as counting in groups of 2. z Learners take their number line or rulers and put their fingers on 0. Learners do skip counting on the number line, counting in 2s up to 50. Number lines Rulers MENTAL MATHS Whole Class ACTIVITY (10 min) Addition and subtraction Learners will still work on their number line or ruler. Start with smaller numbers and say Put your finger on 22. Add 4 to your number. Learners move 4 spaces forward on their number line and say the answer. When you say subtract 6 from your answer, learners will move backwards 6 spaces and say the answer. Continue with this activity till you get to bigger answers. Number lines Rulers 55

58 Mathematics Grade 3 Term 1: Week 2 Day 1 CONCEPT DEVELOPMENT Whole Class Money ACTIVITY (10 min) z Tell the class a short story of the history of money. Thousands of years ago people had no money. They produced everything they needed for themselves. As peoples skills developed they produced more than they needed. Some people also made nicer and better products. So it happened that they wanted each other s products. Then they started to swopped products. z Ask questions like: Do you think it was an easy way of buying? Do you think it was a fair system? z Play a short game with learners where they swop some of their belongings. Ask if they would be satisfied if this was a permanent swop. Tell them they have until the next day to think if this is a fair system. Pencils, pens, books, rulers, highlighters, lunchboxes, watches, clothes etc. (anything that the learners can swop) Observation/Reflection Notes: 56

59 Mathematics Grade 3 Term 1: Week 2 Day 1 CONCEPT DEVELOPMENT/PROBLEM SOLIVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) z Show the numbers 459 and 59 to the learners. Ask in what ways these numbers differ. z Pack out number cards between 0 and 100. Learners compare these numbers by using words like smaller than, bigger than, more than, less than, comes just before or after z Learners pack out 10 counters. They start by sharing the 10 counters, then use 9 counters, then 8 counters and so on. Learners should be able to tell you that some numbers could not be shared evenly. Ask them to describe the numbers that can and cannot be evenly shared i.e. odd and even numbers. z Repeat the activity and this time learners need to record what they are doing on their white/ black boards. Concept development (10 min) z Show the numbers 27 and 7 to the learners. Ask if these two numbers are the same. Ask learners which numbers can be used to build 27. Accept all correct answers. z Pack out number cards between 0 and 50. Learners compare these numbers by using words like smaller than, bigger than, more than, less than, comes just before or after. z Learners pack out 10 counters. They start by sharing the 10 counters, then use 9 counters, then 8 counters and so on. Learners should be able to tell you that some numbers could not be shared evenly. Ask them to describe the numbers that can and cannot be evenly shared i.e. odd and even numbers. z Repeat the activity and this time learners need to record what they are doing on their white/ black boards. Number cards Flard cards Counters Blackboards or whiteboards Pens Workbooks Chalk/markers Problem Solving (15 min) Ask the following problem. Learners solve it using their own method. z We are at school for 5½ hours. If we have 2 breaks of 20 minutes each, how long time do we spend in class? Problem Solving (15 min) Ask the following problem. Learners solve it using their own method. z If you drive to Cape Town it will take you 13½ hours. After 4½ hours we stopped for petrol. How many hours of driving are still left? Exercise books Observation/Reflection Notes: 57

60 Mathematics Grade 3 Term 1: Week 2 Day 1 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1,2 and 3 z Learners will complete the worksheet DBE Workbook page 15 based on doubling and halving. DBE Workbook page 15 Worksheet Double the number using a number line. The first example is given to you. a. Double = b. Double 5 + = INDIVIDUAL WORK c. Double 20 d. Double 40 Complete the following + = = a. Double 1 2 b. Double 6 c. Double 10 d. Double 30 e. Double 50 Complete the following a. Half 6 3 b. Half 8 c. Half 14 d. Half 60 e. Half 70 Teacher: Sign: Date: z Give learners the worksheet to complete by adding or subtracting from the first number. Complete the worm. Group 2 Learners play snakes and ladders (or similar game) in groups of two. They discover how you count forward and backwards in different numbers Snakes and ladders or similar game. ACTIVITY HOMEWORK Tell learners to write the multiples of 2 up to 50 in their homework books. Homework book Observation/Reflection Notes: 58

61 Mathematics Grade 3 Term 1: Week 2 Day 2 WEEK 2 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 2s 2 50 (link with number patterns). Addition and subtraction in range 0 99 Doubling and halving Patterns, Functions and Algebra Addition: repeated addition of 2 Measurement Problem solving: time Daily routine: days of the week ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the calendar. Revise: Days of the week Possible questions to ask: What day of the week is it today? Name the days of the week REGISTER Complete the class register on a daily basis. Possible questions to ask: How many days in one week? How many days in a school week? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (5 min) Counting in 2s from 2 to 50: z Learners take turns to count out loud in 2s. z Learners use their 100 charts to count in patterns of 2 showing the numbers as they count on. 100 chart Observation/Reflection Notes: 59

62 Mathematics Grade 3 Term 1: Week 2 Day 2 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Money Ask questions about the money instruction you gave the previous day. z Continue the story of money: As countries developed an economic system, money was invented to use instead of swopping. Every country has its own money currency e.g. America uses dollars and England uses the pound. In South Africa we use rands and cents. Every country s currency is not worth the same. You might need more than R10 to buy one pound z Tell the learners that they can watch the news every night or read in a newspaper what the currency of our country is in relation to the currency of other countries. Show learners an example from a newspaper. z Learners identify the different notes and coins that are currently in use in our country. Discuss the similarities and differences. Note: This lesson can be integrated with Language to develop learners vocabulary e.g. the animals on the different bank notes. CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Show the numbers 150 and 50 to the learners. Ask in what ways these numbers differ. z Pack out number cards between 0 and 100. Learners compare these numbers by using words like smaller than, bigger than, more than, less than, comes just before or after. z Learners pack out 10 counters. They start by sharing the 10 counters, then use 9 counters, then 8 counters and so on. Learners should be able to tell you that some numbers could not be shared evenly. Ask them to describe the numbers that can and cannot be evenly shared i.e. odd and even numbers. z Repeat the activity and this time learners need to record what they are doing on their white/ black boards. Concept development (10 min) z Put a pile of counters in the middle of the group. Each learner picks up a handful of counters in one hand. z Each learner now gets the chance to open his hand. The group estimates how many counters there are. Once the whole group has estimated, learners counts their counters and indicate the number on the number chart. z Ask questions like Whose answer was the closest? What number comes before/after? Make the number 5 more or 4 less. Problem Solving (15 min) Ask the following problem. Learners solve it in their own way. z We are at school for 5½ hours. Our break is 20 minutes. How much time do we spend in class? Number chart Counters 100 chart Whiteboards Blackboards Chalk/pencils 60

63 Mathematics Grade 3 Term 1: Week 2 Day 2 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the worksheet in the DBE Workbook page 18 based on money: estimate and count the money, and problems with money. z Learners will write the names of the days of the week in their class workbook. DBE Workbook page 18 8 Date: INDIVIDUAL WORK Term 1 Week 2 Sorting money At the stokvel Ma Lubisi counts and sorts the money from the group. Estimate the total amount. R Count the money. R Compare estimates and totals. Saving money Gugu saves for a pair of shoes that costs R89. So far she has half the amount. How much more does she need? Write a number sentence to show your answer Group 1 Give a calendar of the year to the group. They must count how many weeks are there in one year and record it in their class workbooks. Class workbook Pens/pencils Calendar HOMEWORK ACTIVITY Tell learners to watch the news tonight or look in a newspaper to find out the value of our currency today. Newspaper Observation/Reflection Notes: 61

64 Mathematics Grade 3 Term 1: Week 2 Day 3 WEEK 2 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Number, Operations and Relationships Counting in 10s from (link with number patterns). Multiples of 10 Addition and subtraction within range 0 99 Doubling and halving Comparing numbers in range 0 99 Place value: tens and units Problem solving: money and equal sharing. Patterns, Functions and Algebra Number pattern of 10s. Measurement Daily routine: Days of the week. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: days of the week Possible questions to ask: Repeat the days of the week Ask questions such as which day comes after Wednesday? REGISTER Complete the class register on a daily basis. Possible questions to ask: What day is it today? At which day must we fill in the register? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Learners will do counting in 10s: z Do rote counting in 10s 200. z Learners hold up both their hands and count as each one raises their hands with ten fingers. z Ask how many learners with 10 fingers each we need in order to count to 150/90/40/130? MENTAL MATHS Whole Class ACTIVITY (10 min) Say a number that is any multiple of 10. Learners count forwards or backwards in multiples of ten. 62

65 Mathematics Grade 3 Term 1: Week 2 Day 3 CONCEPT DEVELOPMENT Whole Class Money ACTIVITY (10 min) z Show learners all the different notes and coins. Explain the value of each note and coin. z Learners can correlate the counting with money by counting 10 R10 notes. Show them a R100 note and ask how many R10 notes you will need to have the same value. z Repeat the process with 10c coins and come to the answer of R1 which equals 100c (10 10c) Money: all notes and coins CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) z Learners put out their flard cards. Tell them to make the number 78. Ask what number will be left if they take 8 away. What number will they have if they add 8? z Let learners build a few numbers with their flard cards. Ask them to either add a whole 10, or subtract a whole 10. Each time ask them which number has changed e.g. 26, add 10, the new number is 36, the 20 changed to 30. Problem solving (15 min) Ask the following problem. Learners solve it in their own way. z Mary has 94 sweets and her mother said she must share it evenly with her sister. How many sweets will each sister get? Concept development (10 min) z Learners put out their flard cards. Tell them to make the number 78. Ask what number will be left if they take 8 away. What number will they have if they add 8? z Let learners build a few numbers with their flard cards. Ask them to either add a whole 10, or subtract a whole 10. Each time ask them which number has changed e.g. 26, add 10, the new number is 36, the 20 changed to 30. Problem solving (15 min) Ask the following problem. Learners solve it in their own way. z A farmer has 46 sheep which he has to put into 2 kraals. How many sheep will be put in each kraal? Counters Counting charts Flard cards Counters Number cards Observation/Reflection Notes: 63

66 Mathematics Grade 3 Term 1: Week 2 Day 3 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the activity in the DBE Workbook page 10 based on place value. 4 Date: DBE Workbook page 10 Flard cards Term 1 Week 1 Place value Showing your numbers Cut out the number cards from Cut-out sheet 3. Use the cards to build these numbers = = 43 INDIVIDUAL WORK Now do it yourself for these numbers using Cut-outs 1 and = 69 = z Learners choose a number that is more than 20. They write the number in their class workbooks and write down 10 number sentences where the number they chose is the answer. If they still have time, they may choose another number and do the same e.g. number selected = 20 Group 2 Learners work in pairs. They take turns to roll 2 or 3 dice. They record the numbers in their class workbooks and complete the number sentence by adding the two numbers. The learner who rolled the dice says what the answer is and both learners do their own work. Dice HOMEWORK ACTIVITY Tell learners to go to any shop and to write the price of 5 articles on a piece of paper. They must write the name of the articles next to the price. When they are back at home they must number the articles from the most expensive to the cheapest. Paper Homework book Observation/Reflection Notes: 64

67 Mathematics Grade 3 Term 1: Week 2 Day 4 WEEK 2 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count in range Counting in 10s from , link with number patterns). Add multiples of 10. Addition and subtraction in range Doubling and halving Comparing numbers in range Place value: tens and units Problem solving : money and equal sharing Patterns, Functions and Algebra Number pattern of 10s. Measurement Daily routine: days of the week. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: Months of the year Possible questions to ask: How many months are there in one year? Name the months of the year. REGISTER Complete the class register on a daily basis. Possible questions to ask: How many weeks are there in January? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (5 min) Learners count in 10s from (forwards and backwards). Learners take out their counters and pack them in stacks of 10. They investigate how many stacks they can build with 200 counters. They then count the stacks in multiples of 10. Unifix blocks or counters 65

68 Mathematics Grade 3 Term 1: Week 2 Day 4 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Money z Hand out play money. Learners must count their money. z Give learners oral sums like R20 + R50 and learners must build the sums with their play money. z Do the same activity with coins as well. Play money ACTIVITY (60 min) Concept development (10 min) Estimate and count z Put a pile of counters in the middle of the group. Each learner picks up a handful of counters in one hand. z Each learner now gets the chance to open his hand. The group estimates how many counters there are. Once the whole group has estimated, the learner counts his/her counters and indicates the number on the number chart. z Ask questions like Whose answer was the closest? What number comes before/after? Make the number 5 more or 4 less. Problem Solving (15 min) Ask the following problem. Learners solve it in their own way. z I am reading a book with 90 pages. If I am halfway now through my book, what page am I reading now? Concept development (10 min) z Revise subtraction with the learners by asking minus sums using numbers less than 20. Allow learners to calculate the answers using the teaching aid of their choice (concrete if still on that level, number charts or number lines if they can) z Take your class clock and set it at different times. Give learners turns to read the times. z Give learners turns to set the clock to a given time. Problem Solving (15 min) Ask the following problem. Learners solve it in their own way. z Mom s hen laid 34 eggs. Halve of the eggs have already hatched. How many chicks are there? Counters Clock Number charts Number lines Counters Number cards Workbooks Observation/Reflection Notes: 66

69 Mathematics Grade 3 Term 1: Week 2 Day 4 ACTIVITY (60 min) To be done at the same time as Group Teaching Group 1, 2, 3 Learners complete the worksheet in the DBE Workbook page 19 based on money DBE Workbook page 19 Exercise books At the bank Maria sorts the notes into piles of 10. She has some notes over. Write the totals for each picture. Amount INDIVIDUAL WORK Challenge A visit to the zoo Some adults and children go to the zoo. They buy tickets for R90. How many are children? R R R How many are adults? Is there another answer? Adults Children Children Adults R10 R20 Teacher: Sign: Date: Group 1 z Tell learners to write all the combinations of the number 12 in their exercise books. z Learners will practice writing the names of the days of the week in their class exercise books. HOMEWORK ACTIVITY z Learners write 10 amounts of money in their homework books. z Learners must draw the money they need to use to build up that amount of money e.g. R4,50 = R2 + R2 + 50c Note: Remember it must be notes or coins that we use in our country. z Remind learners to bring items like toys, fruit, sweets, magazines and story books for tomorrow s activity. Play money Homework books Observation/Reflection Notes: 67

70 Mathematics Grade 3 Term 1: Week 2 Day 5 WEEK 2 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement Counting in 10s from (link with number patterns). Add multiples of 10. Addition and subtraction in range Money Problem solving: money Number pattern of 10s Daily routine: Days of the week. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: z Who had their birthdays during this week? z Who had their birthday during this month? z How would we write their birthdays in number sequence e.g z Why will we write 01? Because it is the first month of the year REGISTER Complete the class register on a daily basis. Possible questions to ask: Was this a full school week? How many days did you come to school? Weather chartcalendar format Days of the week and Months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Revise all the counting of the week. Let learners rote count in 2s to 50 in 10s to 150 backwards in 1s and 10s Count in multiples of 10 up to 100. Use the play money to count in multiples of 10 e.g. Rote counting Workbooks Observation/Reflection Notes: 68

71 Mathematics Grade 3 Term 1: Week 2 Day 5 MENTAL MATHS Whole Class ACTIVITY (10 min) Give the learners a simple word problem to solve e.g. there are 17 birds in the tree and 5 join them. Then 4 fly away. How many birds are left on the fence? Ask a learner to write the number sentence on the board ( =). Repeat this activity a few times Chalk board CONCEPT DEVELOPMENT Whole Class ACTIVITY (40 min) Play Shop-Shop z Set up a Play shop with all the items that the learners have brought to school. z Price the items together with the class. z Give each learner the same amount of play money to shop with. z You can be the shop assistant to start the game, but later on the learners can take over. z Learners play shop-shop and use their play money to buy items from the shop. z Learners can also shop from one another. Play money Items to sell Observation/Reflection Notes: 69

72 Mathematics Grade 3 Term 1: Week 3 Day 1 WEEK 3 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count in range Counting in 5s up to100. Identify, recognise and read numbers in range Problem solving: money Patterns, Functions and Algebra Measurement Extend geometric patterns: shapes and colours Calendar: weather chart ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many rainy days have we recorded so far? How many sunny days have we recorded? How many days altogether? There has been what type of weather for the most days? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many boys/ girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners count in 5s to 100 while using an abacus. z Learners take a handful of counters and estimate how many there are. z They will then group them into groups of two or five and count them. z Show the learners a bottle filled with the same objects e.g. beans, marbles, beads. z Ask if they think they can estimate how many objects are in the bottle. z Tell each learner to write down how many they estimate are in the bottle. Abacus counters Bottle filled with the same type of object e.g. beans, buttons, marbles, etc. MENTAL MATHS Whole Class ACTIVITY (10 min) Count forwards and backwards Each learner will get a chance to take a number from a number box and count on and backwards in fives from the number the learner took. Number cards 70

73 Mathematics Grade 3 Term 1: Week 3 Day 1 CONCEPT DEVELOPMENT Whole Class z Geometric pattern ACTIVITY (10 min) z Working in pairs, each learner creates their own geometric patterns using physical objects e. g. shapes, coloured chalks, coloured pencils, match sticks, etc. Once the pattern has been made they: Describe their partner s pattern made with physical objects. Copy their partner s pattern with physical objects. Draw and extend the pattern using lines or shapes. Shapes, coloured chalks, coloured pencils, match sticks, crayons CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) z Learners play around with different patterns arranged vertically and horizontally, first with geometric shapes such as match sticks and then with coloured crayons. z Learners identify and describe the patterns. Problem solving (15 min) Learners solve money problems. Allow them to solve them using their own methods. z How many different ways can you make R100 using bank notes? z If Pinky has two 50 cent coins and Musa has four 20 cents coins, how much money do they have in total? Concept development (10 min) z Show the learners a pattern and they tell what is being repeated in that pattern e.g. square, triangle, square, triangle. z Learners copy and extend the given patterns. Problem solving (15 min) Learners count money in R5 coins and answer questions like : z How many R5 coins that make R20,R50, R100etc z Zozo has saved six R5 coins. How much money has she saved? Geometric shapes, coloured pencils and crayons Paper money, play R5 coins Observation/Reflection Notes: 71

74 Mathematics Grade 3 Term 1: Week 3 Day 1 ACTIVITY (60 min) To be done at the same time as group teaching Group 1,2,3 Complete the worksheet in the DBE Workbook on page 21. Learners will complete number patterns as well as geometric patterns. DBE Workbook page 21 Write the numbers that come next in each pattern. Then colour in the pattern. What do you notice about the numbers shaded with the same colour? Counting in fives. Counting in twos Counting in threes. 3 6 Counting in tens. 10 Extend the pattern. INDIVIDUAL WORK Teacher: Sign: Date: 21 Group 2 Learners draw objects from their environment that have patterns in them e.g. spoons, huts, traditional clothing, etc. Show learners some examples of patterns in the environment Coloured pencils, pencils and workbooks Zulu hut Material Leaf HOMEWORK ACTIVITY Photocopy the worksheet for learners to complete based on patterns. Learners extend patterns: Pencils, crayons, worksheet 72

75 Mathematics Grade 3 Term 1: Week 3 Day 2 WEEK 3 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count in range Counting in 5s up to 100. Identify, recognise and read numbers in range Problem solving: money Patterns, Functions and Algebra Measurement Extend geometric patterns: shapes and colours Calendar: weather chart ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: z We have recoded five rainy days so far, and if we double the rainy days, how many rainy days will we have in total? z 7 days were very hot. In 10 days how many days are not hot? z Which weather do you like most? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many girls are absent today? How many girls are at school? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners count in 2s to 100 while learners take turns to indicate the number on the abacus. z Learners will take a handful of counters and estimate how many there are. z They will then group them into groups of two or five and count them. z Show the learners a bottle filled with the same objects e.g. beans, marbles, beads. z Ask if they think the number they estimated is correct. Tell them to write down the number they estimate today. Abacus Counters 73

76 Mathematics Grade 3 Term 1: Week 3 Day 2 MENTAL MATHS Whole Class ACTIVITY (10 min) Learners give rapid answers on breaking down and building up of 2 digit numbers by indicating their answer with their flard cards: z 25 = , 72 = , 88 = z = 82, = 56, 40 = Flard cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) z Learners work in pairs to create their own patterns using geometric shapes where the number of patterns increase or decrease in a regular way e.g. z Learners create range of simple patterns where the shapes are repeated exactly the same way e. Geometric shapes, pencils, markers, black boards or piece of papers CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Learners play around with different patterns arranged vertically and horizontally, first with geometric shapes, then with match sticks and then with coloured crayons. They increase and decrease the patterns in a regular way. z Learners identify and describe the patterns. Problem solving (15 min) Learners solve money problems. Allow learners solve them using their own method. z How many different ways can you make R100 using bank notes? z If Pinky has 2 50 cents coins and Musa has 4 20 cents coins, how much money do they have in total? Concept development (10 min) z Learners play around with making different patterns, first with geometric shapes and then with match sticks. z Learners describe one other pattern and then extend it using concrete objects. Problem solving (15 min) Learners solve money problems. Learners solve them using their own method. z Mary saves two R5 coins. How much money does she have? z Mary spends four R5 coins. How much money does she spend? Note: Learners must be given a chance to use R5 coins to solve the problem. Geometric shapes, match sticks, coloured pencils and crayons Paper money, play R5 coins 74

77 Mathematics Grade 3 Term 1: Week 3 Day 2 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 Complete the work in the DBE Workbook on page 24. Learners must draw the given shapes as well as count the number of same shapes in the picture. DBE Workbook page Date: Draw, name and compare 2-D Term 1 Week 3 Triangle Draw the shapes. Circle Square Rectangle Counting the shapes. Count how many shapes like this you can find in the picture. INDIVIDUAL WORK Group 1 z Learners draw objects from their environment that have patterns in them e.g. spoons, huts, traditional clothing, etc. z Show learners some examples of patterns in the environment Coloured pencils, pencils and workbooks Zulu hut Material Leaf HOMEWORK ACTIVITY Learners cut out small pieces of cardboard and papers into geometric shapes and create their own patterns which will be described in class the next day. Cardboard or paper scissors Observation/Reflection Notes: 75

78 Mathematics Grade 3 Term 1: Week 3 Day 3 WEEK 3 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count in range Counting in 2s up to100. Identify, recognise and read numbers in range Expanded notation of numbers in range Problem solving: addition and subtraction Patterns, Functions and Algebra Measurement Extend geometric patterns: shapes and colours. Calendar: weather chart Time: read the time on an analogue clock in hour, half hours and quarter hours. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Today is Wednesday. How many more days are there to Saturday? Today is Wednesday. How many more days until next week Monday? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys are absent today? How many boys are at school? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners count in 2s to 100 as one learner pushes the correct number of beads across on the abacus. z Show the class the bottle with objects. z Ask a few learners how many objects they estimate are in the bottle. z Tip all the objects out of the bottle. Ask a few learners to come and put the objects into groups of two. z Let the class count in twos as you put each group back into the bottle. z Ask who estimated the same number, who estimated more and by how many, who estimated less and by how many. Abacus Counters 76

79 Mathematics Grade 3 Term 1: Week 3 Day 3 MENTAL MATHS Whole Class Expanded notation: ACTIVITY (10 min) z Call 4 learners to the chalkboard. Give them one number and they write the expanded notation e.g. say 72 and learners write , say 50 and learners write 50, say 98 and learners write z Give as many learners an opportunity to write on the board as possible z Repeat the activity, but this time give the expanded notation and learners write the number e.g. say 60+4 and learners write 64, say and learners write 57. z Working in pairs, learners show their partner the patterns they made for homework and the partner describes the pattern. chalkboard CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Time: hours, half hours and quarter hours z Ask learners to tell the time in hours, half hours, and quarter hours as you indicate it on an analogue clock. z Draw analogue clocks on the chalkboard and let learners write in their own time and then read the time to the whole class. z During the day ask learners to tell the time e.g. when school starts, at break times, when they finish maths, when the start reading, etc. z Choose a time when the clock shows an exact hour, quarter hour and half hours and ask what was the time in the last 30, 20, 10 minutes. Analogue clock model, real class clocks Observation/Reflection Notes: 77

80 Mathematics Grade 3 Term 1: Week 3 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) z Give each learner a pack of flard cards. Each pack will contain the numbers 1 to 9, 10 to 90 and 100 to 900. z Ask learners to set the cards out in sequence. Ask them to: z Identify single digit numbers by pointing to them as you say them. z Make a 2 digit number using the flard cards, e.g. 37. Learners will take the 30 and the 7, placing the 7 over the 0 of the 30 to show the number 37. z Ask them to show the cards they used (30 and 7), saying 30 and 7 makes 37. When they have finished with the number they put the cards back in the sequence of the other cards. Do this with other two-digit numbers. Problem solving (15 min) Ask the following problems. Learners solve them using their own method. z Dad had some cows.56 cows get lost and now there are only 23 cows left. How many cows did dad have in the beginning? z Mary and Lona have 75 sweets. Lona ate 34. How many sweets are left for Mary? Concept development (10 min) z Learners work in pairs and each one writes down a number. They compare their numbers and say which one is greater and which one is smaller. z They each tell you five facts about their number e.g. 54 is , 60-6, etc. Note: Learners must be allowed to use their number grid or counters when they compare numbers so that they come up with valid reasons for their answers. Problem solving (15 min) Ask the following problem. Learners solve it using their own method. z Dad had 43 cows. Then he bought some more cows. Now he has 55 cows. How many cows did Dad buy? Model clocks Flard cards Counters, flard cards, number grids, abacus Observation/Reflection Notes: 78

81 Mathematics Grade 3 Term 1: Week 3 Day 3 ACTIVITY (60 min) To be done at the same time as Group Teaching Group 1,2,3 Complete the work in the DBE Workbook on page 26 by filling in the correct time on the clocks. DBE Workbook page Date: INDIVIDUAL WORK Term 1 Week 3 Time passes Reading the time What times do these clocks show? o clock o clock o clock o clock Jump around the clock Help Minnie Mouse count the minutes in 5s. Start at the 12. Go all the way around. How many minutes do you count? How many minutes in 1 hour? Writing the time Draw the hands to show the times. 10 past 6 20 past 8 5 past 11 half past Group 2 Learners cut out their model clocks, paste them onto cardboard, colour them in to make their own clocks. Scissors, worksheets, glue sticks HOMEWORK ACTIVITY Learners use a clock or a watch to count in fives. Worksheet with blank clocks Observation/Reflection Notes: 79

82 Mathematics Grade 3 Term 1: Week 3 Day 4 WEEK 3 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 5s and 10s up to 100. Place value: building up and breaking down two digit numbers. Problem Solving: addition and subtraction Patterns, Functions and Algebra Measurement Data Handling Number patterns Time: calculate elapsed time. Make a weather graph. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the calendar. Possible questions to ask: Work with learners to make a graph on weather recorded up to date Weather graph REGISTER Complete the class register on a daily basis. Possible questions to ask: There are 35 learners in our class. Today there are 4 less learners. How many learners are in the class today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register sunny rainy cloudy partly cloudy windy 80

83 Mathematics Grade 3 Term 1: Week 3 Day 4 COUNTIN Whole class ACTIVITY (5 min) z Learners work in groups. Give each group a handful of counters (more than a hundred). Ask learners to count the counters. Encourage learners to group counters in 5s or 10s before counting in order to make it easier. z Learners count in 5s and 10s using their groups they packed out. Counters MENTAL MATHS Whole Class ACTIVITY (10 min) Learners choose a number between 0 and 20. Using addition and subtraction, they write down three facts about the number e.g. 16 = 20 4, 16 = , 16 = , 16 = , 16 = 21 5 Number cards Counters Slate/exercise book CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Time: elapsed time z Learners calculate elapsed time in minutes or hours to solve the following problems: Tumi leaves home at half past 5 and he gets to school at half past 7. How long does it take Tumi to get to school? Lulu bakes a cake from quarter past eleven and finishes at five past 12. For how long does she bake the cake? z Ask the problem and let learners discuss it. Ask one learner to point to the starting time on the clock. z Call another learner to point to the finish time. z Elicit from the learners how they will calculate the elapsed time. Learners model clocks, abacus Observation/Reflection Notes: 81

84 Mathematics Grade 3 Term 1: Week 3 Day 4 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Give each learner a pack of flard cards. Each pack will contain the numbers 1 to 9, 10 to 90 and 100 to 900. z Ask learners to set the cards out in sequence. Ask them to: Identify single digit numbers by pointing to them as you say them. Make a 2 digit number using the flard cards, e.g. 37. Learners will take the 30 and the 7, placing the 7 over the 0 of the 30 to show the number 37. Ask them to show the cards they used (30 and 7), saying 30 and 7 makes 37. When they have finished with the number they put the cards back in the sequence of the other cards. Do this with other two-digit numbers. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method. z Dad had some cows. 56 cows get lost and only 23 cows are left. How many cows did dad have in the beginning? z Mary and Lona have 75 sweets, Lona ate 34, how many sweets are left for Mary? Concept development (10 min) z Give each learner a pack of flard cards. Each pack will contain the numbers 1 to 9, 10 to 90 and 100 to 900. z Ask learners to set the cards out in sequence. Ask them to: Identify single digit numbers by pointing to them as you say them. Make a 2 digit number using the flard cards, e.g. 37. Learners will take the 30 and the 7, placing the 7 over the 0 of the 30 to show the number 37. Ask them to show the cards they used (30 and 7), saying 30 and 7 makes 37. When they have finished with the number they put the cards back in the sequence of the other cards. Do this with other two-digit numbers. Problem Solving (15 min) Learners solve problems z Tumi has 25 sweets and Jabu has 18. How many fewer sweets does Jabu have than Tumi? z Zimi has 5 less pencils than Odwa who has 27 pencils. How many pencils does Zimi have? Flard cards Counters, abacus Observation/Reflection Notes: 82

85 Mathematics Grade 3 Term 1: Week 3 Day 4 Groups 1, 2, 3 Complete the worksheet in the DBE Workbook on page 27 based on filling the time on the clocks. DBE Workbook page 27 Zander walks to school. He leaves home. He gets to school. How long does Zander take? INDIVIDUAL WORK Baking day Maria bakes bread. The bread goes into the oven. Challenge The bread comes out. The bread bakes for minutes. I can see a pattern. In double time a. Change the hours to minutes. Hours Minutes 60 Mandla takes minutes to school. Zander twice b. 45 to get takes as long. How many hours does Zander take to get to school? Teacher: Sign: Date: 27 Group 1 and 3 Learners cut out their model clocks, paste them onto cardboard, and colour them in, to make their own clocks. Scissors, cardboard, coloured pencils, glue ACTIVITY z Learners record the time they took to play with friends, wash their socks, polish their shoes and finish their supper. z Use the table provided. Clocks/cell phones at home HOMEWORK What I did Wash socks Polish shoes Finish supper Plays with friends How much time did it take? Observation/Reflection Notes: 83

86 Mathematics Grade 3 Term 1: Week 3 Day 5 WEEK 3 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 1s, 2s, 5s and 10s up to 200. Place value: building up and breaking down two digit numbers. Addition and subtraction Time: minutes in an hour, half hour and quarter of an hour Patterns, Functions and Algebra Measurement Number patterns Time: calculate elapsed time ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Work with learners to make a graph about learners birthdays. Prepare a birthday graph Birthday graph REGISTER Complete the class register on a daily basis. Possible questions to ask: There are 11 boys in the class. There are 2 boys absent today. How many boys are present? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register Cardboard Birthday graph January February March April May June July August September October November December 84

87 Mathematics Grade 3 Term 1: Week 3 Day 5 COUNTING Whole class ACTIVITY (5 min) z Learners do rote counting in 1s, starting at 100 and counting as far as they can. z Give each group a container of counters. Learners work in groups to estimate how many counters there are. They count them by making groups of 10s 5s and 2s. Counters MENTAL MATHS Whole Class ACTIVITY (15 min) z Call 3 learners to stand at the chalkboard. When you say Go, they must write the multiples of 2 as fast as they can. After a minute, say Stop. Count who has written the most numbers in the correct order. z Repeat the activity with other learners and using other multiples e.g. 5s and 10s. Chalk board Observation/Reflection Notes: 85

88 Mathematics Grade 3 Term 1: Week 3 Day 5 Time ACTIVITY (35 min) z Revise how many minutes there are in an hour, half hour and quarter of an hour. Use an analogue clock to assist learners to count the minutes. Count in 5 minute intervals on the clock. Class work books exercise books, pencils Concept development Whole Class z Write the following table on the board: z Discuss how to complete the table. They always start with the number on the left, and then add or subtract from this number e.g Allow some learners to come and fill in the numbers on the table. z Write five sums on the board and let learners copy them into their class work books and complete them = = = = = 86

89 Mathematics Grade 3 Term 1: Week 4 Day 1 WEEK 4 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Patterns, Functions and Algebra Shape and Space Measurement Count objects by grouping in 2s, 3s,5s, and 10s. Count in 1s within range Count in 3s up to 30. Double and halve numbers in range 0 99 Add and subtract facts of 20. Number patterns:3 s 2 D Shapes: circle, triangle, rectangle and square Time: days, weeks and months Problem solving: time ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: Days of the week, early and late in the week Possible questions to ask: Which day is it today? Is it early or late in the week? Which day was it yesterday? Which day will it be tomorrow? What will be the day after tomorrow? REGISTER Complete the class register on a daily basis. Possible questions to ask: Which week of the term starts today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Counting this week s revision of work done in Grade 2, but with expanding of the number range. i.e. z Learners count in 1s from 1 to 200. z Learners count in 2s to 50. z Learners count in 5s to 100. Number chart MENTAL MATHS Whole Class ACTIVITY (10 min) Use after, before, between, less/more than, half, double Let learners choose any number between 1 and 100. Each learner in the class tells a number fact about that number e.g. I have 18 it is double 9, I have 9 it is 1 less than 10. Chalk board 87

90 Mathematics Grade 3 Term 1: Week 4 Day 1 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) 2 D Shapes: circles, squares, triangles and rectangles z Give each seated group a box with at least 20 shapes these could be cardboard or plastic or cut from paper, but there should be a mix of sizes and colours of squares, rectangles, triangles and circles. z Ask them to sort their shapes according to colour, then according to size, then according to type of shape. With each round of sorting, learners discuss and check whether they have it correct within their groups. 3 boxes with 20 shapes in each box. CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Practice subtracting on a number line. Learners must each have a number line from 0 50 z Write a few two--digit numbers on the board z Learners take their number cards and find the numbers written on the board. z They sort these numbers from smallest to biggest. z Learners take their number line and put it under these numbers z Learners put a counter on the number line on the same numbers as their number cards Learners now use their number line to work out the difference between each number. Problem solving (15 min) Give the following word problem. Learners solve it using their own method. z There are seven days in a week and 10 weeks in a term. How many days are there in a term? Concept development (10 min) Practice subtracting on the number line. Learners must each have a number line from 0 50 z Learners put their fingers on a given number and practice jumping forwards and backwards on the number line. e.g. Tell learners to put their finger on 38, jump forward 7 numbers, what number did you get to? Let them say what they did: = 45 Give learners a few more numbers to practice subtracting on the number lines. Put a counter on your starting number, use your finger to show how you jump backwards and put another counter on the number where you stopped. Each time learners must say what they did. Problem solving (15 min) Give the following word problem. Learners solve it using their own method. z There are 12 months in one year. How many months will there be in 3 years? Number lines 0 50 White/black boards Pens Counters 88

91 Mathematics Grade 3 Term 1: Week 4 Day 1 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 INDIVIDUAL WORK z Learners open their DBE Workbook on page 6 and complete the worksheet. Learners count in 1s and fill in the missing numbers. Learners look for different patterns and write number names. Term 1 Week 1 3a 6 Numbers on a grid Talking numbers Count and say all the numbers from 1 to 100. Point as you go a. Write the missing number in each blue block. b. Write in the other numbers. c. What kind of numbers are the yellow numbers? Write the numbers in words. 90 ninety Date: z Using magazines or newspapers, learners use their crayons to mark all the different shapes they can find e.g. circles, rectangles etc. They can cut these shapes out and paste them in their class workbook. DBE Workbook page 6 Magazines Newspapers Scissors Glue Workbook/exercise books Group 2 Write addition and subtraction combinations of 13 on the chalkboard. Learners copy the sums in their exercise books and write the answers Chalkboard exercise books = = 13 3 = 13 7 = = = 13 2 = 13 4 = ACTIVITY HOMEWORK Tell the learners to make a list of things in their homes that have a round shape. Learners write the list in their homework books. Homework book 89

92 Mathematics Grade 3 Term 1: Week 4 Day 2 WEEK 4 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s in range Count in 3 s up to 30 on the number line. Recognise and read number symbols in range Number names in range Order numbers in range 0 200:before, after, between, more than/less than, smallest /greatest Subtraction Number lines: Patterns, Functions and Algebra Space and Shape Measurement Number patterns:3 s 2 D Shapes: Circle, triangle, rectangle, square Time: days, weeks and months Problem solving: time ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: months of the year Possible questions to ask: What is the 5 t /7 th month of the year? Which month is after June? Which month is before September? Which month is between November and September? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many learners are attending school today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Count in 1s by starting from any given number. Count forwards and backwards in range z Show learners the numbers that are multiples of 3 using the number chart. z Count in 1s but clap hands on all the multiples of 3. z Count in 1s but clap hands on every multiple of 3 and do not say the multiple out loud just clap hands i.e. say one, two and then clap. Number chart 90

93 Mathematics Grade 3 Term 1: Week 4 Day 2 MENTAL MATHS Whole Class ACTIVITY (10 min) Number symbols and names in range 0 50 z Give each learner a card. Half the learners will have cards with 2- digit numbers (e.g. 26, 48) and the other half of the class will have cards with the same 2-digit numbers, but written in words (twenty-six, forty-eight). z You know how many learners there are in the class so make the cards accordingly. z Shuffle the cards and give one card to each learner. They will be asked to move around the class and look for the learner who has the same number either in numbers or words. All learners will eventually find their partners. Sets of number cards and number names ACTIVITY (10 min) z 2-D Shapes: Sort colour and size z Hand out the same boxes with shapes as yesterday. z Demonstrate on the board how the sorting can be represented with sorting circles. Draw three big circles on the board labelled Big, Middle and Small. Some learners take turns to put a shape from their table into one of the three circles, attaching it with prestick to the board Size: big, middle and small shapes Box of shapes Prestic CONCEPT DEVELOPMENT Whole Class Colour: sort shapes according to colours: Blue, yellow and red shapes z Learners sort their own shapes according to size or colour naming them as they sort. Observation/Reflection Notes: 91

94 Mathematics Grade 3 Term 1: Week 4 Day 2 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) Practice subtracting on a number line. Learners must each have a number line from 0 to 50. z Write a few 2 digit numbers on the board z Learners take their number cards and find the numbers written on the board. z They sort these numbers from smallest to biggest. z Learners take their number line and put it under these numbers z They put a counter on the number line on the same numbers as their number cards z Learners now use their number line to work out the difference between each number. Problem solving (15 min) Give the following word problem. Learners solve it using their own method. z There are 99 pages in the book I am reading. I am now on page 67. How many pages do I still have to read? Concept development (10 min) Practice subtracting on a number line. Learners must have a number line from 0 to 50 z Learners put their fingers on any number bigger than 30. Tell them to jump 10 spaces backwards e.g = 24 and say what number they landed on. z Start at 49 and keep jumping backwards in 10s. Ask what pattern can be observed i.e. 39, 29,19, 9 z Repeat this using other numbers as the starting number. Problem solving (15 min) Give the following word problem. Learners solve it using their own method. z There are 61 days in two months. 23 days have already passed. How many days are there to the end of the 2nd month? 100 chart Number line Observation/Reflection Notes: 92

95 Mathematics Grade 3 Term 1: Week 4 Day 2 ACTIVITY (60 min) To be done at the same time as Group Teaching Group 1, 2, 3 z Learners open their DBE Workbook on pages 46 and 47. They subtract using a number line. z Learners write number combinations of 2-digit numbers e.g. 24, 51, 39, etc. in their class workbooks. DBE Workbook pages 46, 47 21a Date: Subtract on a number line a = INDIVIDUAL WORK Term 1 Week 6 One learner! One ruler! The class needs 53 rulers. We have only 35. How many more do we need? = Working with a partner Read how the same three learners use a number line here. Complete the sums using the example. I have to subtract from 53. Subtraction means to take away So, I will start at 53 and take away. I ll take away 10, 10, 10 that brings me to 23. Now to take away five. First I take away 3, and I come to 20. I take away 2 more and I get to 18. So we need 18 rulers. = = = b = c = Subtraction means to find the difference between 53 and I ll start at 53 and count down to 35 to find the difference. If I count back by 10, I get to 43. I can count back 3 more to get to 40. Then I count down 5 more to get to plus 3 plus five is 18. So we need 18 more rulers. = = 20 2 a = = 18 Teacher: Sign: Date: Group 1 z Learners write as many facts about 13 as they can in their exercise books/papers. z Learners swop exercise books/papers and mark each other s work Exercise books/ papers HOMEWORK ACTIVITY z Tell learners to collect objects at home with different shapes that they can use to make pictures with e.g. buttons, sweets papers, match boxes, bottle lids etc. z Tell learners to choose a shape and then find three different objects at home with that shape. Buttons, sweets papers, match boxes, bottle lids Observation/Reflection Notes: 93

96 Mathematics Grade 3 Term 1: Week 4 Day 3 WEEK 4 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 3 s up to 30. Order numbers in range 0 200: before, after, between, more than/less than, smallest /greatest /ordinal numbers Patterns, Functions and Algebra Number patterns: 3 s Shape and Space Measurement 2 D Shapes: Circle, triangle, rectangle and square. Time: days, weeks and months Problem solving: time and capacity ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: Months of the year, Days of the week Possible questions to ask: How many months are there in 2 years? How many days are there in one year? REGISTER Complete the class register on a daily basis. Possible questions to ask: Who was absent most often, boys or girls? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners work in pairs with their number cards and counters. One learner will do the activity while the other learner observes and corrects if necessary. z The learners sitting on the right will do the activity first. The learners count together in 3s and the learner doing the activity places a bean on every number the learner says. The partner observes and corrects the learner if necessary. Learners discuss the pattern they observe. Learners swop and repeat the activity. Number cards Beans/counters MENTAL MATH Whole Class ACTIVITY (10 min) Ordinal Numbers Let learners stand in a row in front of the class. Number the children in the row. z Ask learners if it would be correct to say The no 1 learner must go inside. z Starting at the beginning of the row, learners say their position i.e. I am first, I am second, etc. z As you call the number first, second, twenty-first, fifteen learners walk into the class. Ordinal number cards

97 Mathematics Grade 3 Term 1: Week 4 Day 3 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) 2-D shapes z Write the words square, rectangle, triangle and circle on the chalkboard. Ask different learners to read one of the words and describe that shape. z Have some shapes in a bag. Give the bag to one learner and ask him/her to find the triangle. z He/she may not look in the bag. They may only feel in the bag for the triangle. As the learner feels for the triangle, he/she describes what he/ she is looking for e.g. I am trying to feel a shape with three straight sides and three corners. z When the triangle is found, the learner places it under the correct word on the chalkboard. Repeat the activity until all the shapes are out of the bag. z Learners draw the shapes in their workbooks/exercise books and write the correct word next to each shape. Workbooks/ exercise books Bag with shapes CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) z Place a piece of string/wool/ rope in front of the group. Tell them this is a number line. Ask what the first number on a number line is and what the last number is. Accept all reasonable answers. z Hand out small number cards to each learner and ask them to place them on the number line in the correct order. z Once all the numbers have been placed, discuss whether the numbers are in the correct order and if they are in the correct place e.g. if there is no space between the 24 and the 34, they are not in the correct place. Problem solving (15 min) Give the following word problem. Learners solve it using their own method. z The king s cows provide 98 litres of milk per day. Each day they need to deliver 45 litres of milk to the king and 10 litres to the workers. How many litres of milk are left to sell to the people? Concept development (10 min) z Revise words like before, after, bigger than and smaller than with different numbers on the number chart z Place a sticker on two different numbers. Compare the numbers by asking which one is the bigger of the two numbers. Repeat with two other numbers. z Hand out five number cards to the learners. They must rearrange them from biggest to smallest or smallest to biggest. Problem solving (15 min) Give the following word problems. Learners solve them using their own method. z Mom went shopping and bought 7 bottles of cold drink, 3 bottles of water and 2 bottles of milk. How many bottles did she buy? z These are all 2 litre bottles. How many litres of liquid did mom buy? Number chart String/wool/rope Small cards with numbers

98 Mathematics Grade 3 Term 1: Week 4 Day 3 INDIVIDUAL WORK ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 Each group makes a shape poster using the material they brought from home. You may need to provide extra material such as paper plates, wool, buttons, etc. They must give the poster a title. Group 2 z Learners complete a worksheet containing the following: Fill in the missing numbers: Before After Material like cartons, wool, fabric, paper plates Glue Scissors Large cardboard for the poster Worksheet z 2 more than 35 is z 5 less than 99 is z Complete the pattern z Complete the pattern: 33, 36, 39,, 45,, 51, HOMEWORKK ACTIVITY Learners must write a number between 40 and 50 in their homework books. Learners write 10 number sentences where the number is the answer that they selected between 40 and 50. Homework book Observation/Reflection Notes: 96

99 Mathematics Grade 3 Term 1: Week 4 Day 4 WEEK 4 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Patterns, Functions and Algebra Space and Shape Measurement Count in 3s up to 30 Double and half in range Add and subtract facts of 20. Subtraction Number patterns:3s 2 D Shapes: Circle, triangle, rectangle and square. Time: days, weeks and months Problem solving: grouping ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: Months of the year Possible questions to ask: Which season is it? (Name all the seasons) Which months are summer months? Which months are autumn months? Which months are winter months? Which months are spring months? REGISTER Complete the class register on a daily basis. Possible questions to ask: Give me three reasons why you think a learner would be absent Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (15 min) Count in 3s z Give each learner 99 counters and ask them to arrange their counters in groups of 3. When everyone has done this, learners count in 3s pointing to each group as they count. z Learners estimate how many groups of 3 they could build if they had 27 counters and write their estimation down. z Learners count out 27 counters and put them into groups of 3 and count how many groups they have made. Ask who estimated the correct number, who estimated too few and who estimated too many. Counters 97

100 Mathematics Grade 3 Term 1: Week 4 Day 4 ACTIVITY (30 min) Assessment Task 1: Identify 2-D Shapes and sort according to size. (Written) Learners complete page 25 of the DBE Workbook as a written assessment task. Learners need to draw the shapes, count the different shapes and sort the shapes by size. Using a template of the different shapes, learners draw around the template on a piece of paper. They then cut out the shapes, identify each shape and place them in a box. DBE Workbook page 25 CONCEPT DEVELOPMENT Whole Class Colour all the big circles red, small circles green; big triangles blue, small triangles orange; big squares yellow, small squares purple; big rectangles brown, small rectangles pink. How many sides? How many sides does each shape have? Write the number in the block. We have done one for you. Are the sides straight or curved? Colour in the correct answer. Templates of the different shapes Paper Scissors A box 3 straight curved straight curved straight curved straight curved Teacher: Sign: straight curved straight curved straight curved straight curved Date: Note: Learners will use these shapes on Friday. ACTIVITY (40 min) Group 2 Group 3 Problem solving (20 min) Give the following word problems. Learners solve them using their own method. z How many wheels do 12 bicycles have? z The baker bakes 100 bread rolls. He puts 12 in a packet. How many packets can he make? Problem solving (20 min) Give the following word problems. Learners solve it using their own method. z All the children take off their shoes before they go into the classroom. There are 48 shoes outside the classroom. How many children are in the classroom? z Dad bought 36 screws. He wanted to put them into three packets. How many screws could he put in each packet? 98

101 Mathematics Grade 3 Term 1: Week 4 Day 4 INDIVIDUAL WORK ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 Write the number 36 on the chalkboard. Learners write this number in their class workbooks. Using counters, they work out how many groups of 2, 3, 5 and 10 there are in this number. Each time they record the answer in their books. z Fill in the missing numbers: Before Group After Class workbooks z More and less. 2 more than 35 is z 5 less than 99 is z Number patterns. Complete the pattern: 58, 60, 62, 66, 68, z Complete the pattern: 33, 36, 39, 45, 51, HOMEWORK ACTIVITY Give a piece of newspaper to each learner. Tell learners to circle as many 3 letter words as they can on the piece of paper. After circling they must count how many circles they have and then count in 3s. They must write the answer on their page. Newspapers ACTIVITY Assessment Task 1: Identify 2 D Shapes and sort according to size. (Written) Learners complete page 25 of the DBE Workbook as a written assessment task. Learners need to draw the shapes, count the different shapes and sort the shapes by its size. DBE Workbook page 25 Colour all the ASSESSMENT big circles red, small circles green; big triangles blue, small triangles orange; big squares yellow, small squares purple; big rectangles brown, small rectangles pink. How many sides? How many sides does each shape have? Write the number in the block. We have done one for you. Are the sides straight or curved? Colour in the correct answer. 3 straight curved straight curved straight curved straight curved Teacher: Sign: straight curved straight curved straight curved straight curved Date:

102 Mathematics Grade 3 Term 1: Week 4 Day 5 WEEK 4 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 1s in range Count in 3s up to 30. Number names in range Double and halving in range Addition and subtraction facts of 20. Patterns, Functions and Algebra Shape and Space Measurement Number patterns:3s 2-D shapes: circle, triangle, rectangle, square Time: days, weeks and months ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Name the days of the week. Name the months of the year. REGISTER Complete the class register on a daily basis. Possible questions to ask: If half of the class are absent, how many learners are at school? Weather chartcalendar format Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Revise all counting activities of the week: z Do rote counting in 1s in range z Count in 3s from z Count backwards and forward in 2s while the beads are pushed across on an abacus range: Abacus MENTAL MATHS Whole Class ACTIVITY (10 min) z Learners work on their blackboards/slates. Give each learner a number between 1 and 20. The learner writes the number in the middle of his/ her board. This number is the answer. z The learners see how many facts or calculations they can build around the number. e.g. Half of Double 9 Is smaller than 19 White or black boards 100

103 Mathematics Grade 3 Term 1: Week 4 Day 5 CONCEPT DEVELOPMENT Whole Class Double with shapes: ACTIVITY (40 min) z Give each learner 2 circles, 2 triangles, 2 rectangles and 2 squares cut out of paper. A number between 1 and 50 is written on each shape. z Learners must double the number on their shape and write the answer on the back of the shape. z Learners also write the name of the shape on the back of the shape. z Learners swop their cards and their partner checks if the answer is correct. Cut out shapes of a circle, triangle, rectangle and square done on Wednesday. Observation/Reflection Notes: 101

104 Mathematics Grade 3 Term 1: Week 5 Day 1 WEEK 5 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count objects up to 200 by grouping in 3s, and 10s. Count in 3s from 3 99 Adding and subtracting 10 from a two digit number. Problem solving: repeated addition, multiplication Patterns, Functions and Algebra Count in groups of 3 from 3 99 Count up to 200 by grouping in3s and 10s. Measurement Capacity: non-standard measures e.g. spoons and cups Calendar: seasons and weather change ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Discuss: Seasons and change of weather. Possible questions to ask: Why do we have more sunny and rainy days in this month? What season of the year is it now? Which season do you like most and why? What changes can you see early in the morning with regard to the weather? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and how many girls are in our class? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Revise counting in 3s. z Learners point to number 3 on their number charts and place a counter on every third number from 3. z Ask learners to count in 3s pointing to the counters as they count. Ask what the difference is between counting in threes and adding 3. z Call one learner to the chalkboard and ask the learner to count in 3s by pointing to the counters on the number chart as they count. The learner at the chalkboard records the numbers as they are said. z Learners count in 3s looking at the numbers written on the board. Counters, number chart 102

105 Mathematics Grade 3 Term 1: Week 5 Day 1 MENTAL MATHS Whole Class ACTIVITY (10 min) z Learners use their abacuses to rapidly recall answers to questions by adding and subtracting multiples of tens to a 2-digit numbers e.g. 27 plus ten, 56 plus ten, 72 plus twenty, 43 take away 20, etc. z Ask learners which number changes when they subtract or add a whole ten to a 2 digit number i.e. the ten changes, not the units. z Learners can be allowed to use number lines or number charts. Note: Observe learners level of number sense at this stage, in order to support each learner. Abacus number lines, number charts CONCEPT DEVELOPMENT Whole Class ACTIVITY (30 min) Capacity: non- standard measures e.g. spoons and cups z Learners measure capacity using a range of objects as informal units e.g. cups,(but not necessarily measuring cups),spoons, bottle tops, small cans and small bottles z Use measuring jugs in which numbered calibration lines show litres, half litres, and quarter litres, learners compare how many cups make half a jug. z Learners use measuring cups to see how many soup spoons can fill up a measuring cup. z Learners take turns to estimate, compare and record capacity of containers by using non- standard measures e.g. spoons and cups Note: Use clear containers so that all learners see the correct measurement. z Teachers can make their own measuring jugs with calibration lines using 2 litre containers of soft drinks bottles but make sure that correct measurement has been used. z This activity should preferable be done outside as it can be messy working with water. Soft drinks containers, soup spoons, measuring cups, Water Bucket CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (40 min) Group 1 Group 3 Problem solving (20 min) Ask the following problems. Learners solve them using their own method. z The farmer had some cattle in his kraal. He buys 2 herds of 10 cattle. He has 50 cattle. How many cattle did he have in the beginning? z In our school garden we harvest 40 cabbages. Only 10 cabbages are left. Mom cooks the cabbages in 3 big pots that are the same size. How many cabbages did she cook in each pot? Problem solving (20 min) Ask the following problems. Learners solve them using their own method. z Dolly has 25 sweets. She puts 10 into each packet. How many packets does she need? z Dad bought 4 packets of nails. Each packet contains ten nails. How many nails did Dad buy? Counters, stick bundles of ten 103

106 Mathematics Grade 3 Term 1: Week 5 Day 1 ACTIVITY (40 min) To be done at the same time as group teaching Groups 1, 2, 3 Learners complete the work on page 30 in the DBE Workbook. The worksheet is based on capacity using informal measurements. DBE Workbook page 30 Term 1 Week 4 14 Capacity Date: I have already put two cups into the measuring jug. How many more cups of water will fill the container? How many cups of water are in the container? How many cups more do we need to fill the container? a. b. INDIVIDUAL WORK 30 In the container: 1 Need more: 9 In the container: Need more: c. d. In the container: Need more: In the container: Need more: e. In the container: Need more: In the container: Need more: f. Group 2 Note: Prepare three plastic 2-litre bottles to cut into 1-litre containers. Mark the calibration lines with scissors and marking pens. Mark the level of each cup in a 1litre container as 1, 2, 3, 4, 5 etc. z Learners work in two to three smaller groups. z Learners measure how many cups of water can full a litre container. How many cups is equal to half a litre? z Learners can also work out how much one cup is in millilitres Teacher: Scissors, three 2 litre bottles of soft drinks or any other clear plastic container, marking pens Learners: Pre-prepared 1 litre containers HOMEWORK ACTIVITY z Let learners compare capacity of objects at home. z Learners draw the containers showing more or less capacity and different containers that hold the same capacity of water. Paper or homework book Observation/Reflection Notes: 104

107 Mathematics Grade 3 Term 1: Week 5 Day 2 WEEK 5 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count objects up to 200 by grouping in 3s and 10s. Count in 3s from 3 to 99. Identify, recognise and read numbers in range Adding and subtracting 10 from a two digit number. Problem solving: repeated addition, multiplication Patterns, Functions and Algebra Count up to 200 by grouping in 3s and 10s. Count in groups of 3 from 3 to 99. Measurement Capacity: nonstandard measures e.g. spoons and cups. Calendar: seasons and weather conditions ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the calendar. Revise: Weather conditions sunny, cloudy, windy, rainy and partly cloudy. REGISTER Complete the class register on a daily basis. Possible questions to ask: How many eyes are in our class today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register Possible questions to ask: How many rainy days have we recorded so far? How many sunny days have we recorded? How many days were there altogether? What type of weather have we had more of? COUNTING Whole class ACTIVITY (5 min) z Learners count in 3s up to 99. Learners use their number chart. z Work in pairs. Starting at 3 on the number chart, one learner places a counter on every third number from 3 while the other learner writes down the number on which a counter is placed. z Ask learners to count out 30 counters. They divide it in groups of 3. z Ask: how many groups of 3 could you make with 30 counters? Counters Number chart 105

108 Mathematics Grade 3 Term 1: Week 5 Day 2 MENTAL MATHS Whole Class ACTIVITY (10 min) Add and subtract 10 z Learners choose any 2-digit number between 11and 99 and write it on their slates. z They take turns to say their number to the whole class. They then say what the answer would be if 10 is added or subtracted from the chosen number e.g. my number is 49. If I add 10 the new number is 59. If I subtract 10 the new number is 39. z Let learners use counters, number charts or any other manipulates if they need to. z Learners repeat the activity with two more numbers on their own. Number cards Number grids Counters Flard cards Slate/white board CONCEPT DEVELOPMENT Whole Class ACTIVITY (30 min) Capacity: non- standard measures e.g. spoons and cups z Take the class outside. Make sure you have enough apparatus for each group. Learners work in groups and demonstrate their answers practically. z Each group has a worksheet on which they record their answers. Example of questions that can be asked: z How many cups make a half litre? z How many litres of water fill a two-litre container? z How many cups of water will you need to fill one litre? z What has more capacity a cup or a can of soft drink? Note: This information can be used to develop a graph at a later stage. Water, cups, 1 and 2 litre containers or small cans worksheet CONCEPT DEVELOPENT/PROBLEMSOLVING Group Teaching ACTIVITY (40 min) Group 2 Group 3 Problem solving (15 min) Ask the following problems. Learners solve them using their own method. z The farmer had some cattle in his kraal. He bought 2 herds of 10 cattle. He now has 30 cattle. How many cattle did he have in the beginning? z In our school garden we harvest 30 carrots. We sell them in bunches of 10. How many bunches do we have to sell? Problem solving (15 min) Ask the following problems. Learners solve them using their own method. z If I have 40 cattle in my herd and I want to put 10 in each kraal, how many kraals do I need? z Mummy s 5 hens lay eggs. There are 10 eggs in each nest. How many eggs were laid? Counters, flard cards, number chart. 106

109 Mathematics Grade 3 Term 1: Week 5 Day 2 ACTIVITY (40 min) To be done at the same time as Group Teaching Groups 1, 2, 3 z Learners complete the worksheet on page 31 in the DBE Workbook. This is consolidation of the work done on capacity. DBE Workbook page 31 Exercise books Write the intervals on this measuring jug. We have shown interval 5. Fill in the other intervals on the jug. If one cup fills the jug to the second interval, how many cups do you need to fill the jug to: a. 4 b. 6 c. 8 d. 10 Tick the containers which hold 1 litre of liquid. INDIVIDUAL WORK Teacher: Sign: Date: 31 z Learners complete the following number pattern in their exercise books = = = = = = = = = = = = Group 1 Note: Use the three plastic two- litre bottles that you prepared for day one. z Learners work in two to three smaller groups. z Learners measure how many cups of water can fill a litre container. How many cups is a half-litre? z Learners can also work out how much is one cup. Teacher: Scissors, three 2 litre bottles of soft drinks or any other clear plastic container, marking pens Learners: Pre-prepared 1 litre containers HOMEWORK ACTIVITY z Let learners fill bigger containers at home and see how much water they use to fill them: e. g. 5 two-litres containers to fill 10 litres, 2½ 2-litre containers to fill 5 litres, 2 1 litres to fill 2-litre containers. z Each learner will tell the class about one thing they measured. Containers of juice, milk, buckets, washing basins, bathing basins 107

110 Mathematics Grade 3 Term 1: Week 5 Day 3 WEEK 5 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Identify, recognise and read numbers in range Count in 3s from 3 to 99. Place value: building up and breaking down 2- digit numbers Adding and subtracting 10 from a two digit number. Problem solving: repeated addition, multiplication Patterns, Functions and Algebra Count in groups of 3s from 3 to 99. Count up to 200 by grouping in 2s, 3s, 5s and 10s. Measurement Capacity: non- standard measures e.g. spoons and cups Calendar: public holidays ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: Public holidays Possible questions to ask: How many holidays do we have in the first term? How do we know which days on a calendar are public holidays? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many weeks have we had so far this month? Weather chart- (calendar format) Days of the week and months of the year flashcards Class calendar Observation/Reflection Notes: 108

111 Mathematics Grade 3 Term 1: Week 5 Day 3 MENTAL MATHS Whole Class Add and subtract 10 ACTIVITY (10 min) z Take a number from a number box and show the whole class the number. Ask questions like add 10, take away 10, add 5, take away 5, etc. z Show another 2-digit number and tell learners that this is the number after 10 was added. Ask what the number was before the 10 was added. Do this with three more numbers. z Repeat the activity, but this time the number shown is the number after 10 has been taken away. Number cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) Count in 3s z Learners play outside with skipping ropes, held by two learners. The rest of the learners form a line and each learner skips 3 times and then jumps out, and the next learner skips in. All the learners count the skips quietly but shout out the multiples of 3. z You can stop the game at any number and ask how many learners had to skip to get to that number. z Choose any number and let learners still skip in threes to that number. Learners will count how many learners had to skip to get to that number Note: In classes with a few learners, the same learners will have a few turns to skip. Each time they take a turn to skip must be counted as though they are a different learner skipping. z In bigger classes learners can form 2 groups of learners or even more. Skipping ropes Observation/Reflection Notes: 109

112 Mathematics Grade 3 Term 1: Week 5 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development Place value: building up and breaking down numbers. z Give each learner a pack of flard cards and tell them to set them out in order. z Once everyone is ready ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.68 needs 60 and 8. z Ask learners to add whole 10 to the number, each time showing which number changed i.e is 88 because the 60 changed to 80. z Ask learners to make 2-digit numbers and then add a single digit e.g. 24 plus 5. The new number is 29 ask which number changed and why? Learners should be able to tell you that the 4 changed because is 9. Problem solving (20 min) Give the following word problems. Learners solve them using their own method. z A shopkeeper is selling tricycles. He had 69 wheels in his shop, how many tricycles are in the shop? z Our school had 8 new containers. There are 11 learners in each container. How many learners use the containers? Concept development z Give each learner a pack of flard cards and tell them to set them out in order. z Once everyone is ready ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e. 68 needs 60 and 8. z Ask learners to add a whole 10 to the number, each time showing which number changed i.e is 78 because the 60 changed to 70. z Ask learners to make 2-digit numbers and then add a single digit e.g. 24 plus 5 The new number is 29 ask which number changed and why? Learners should be able to tell you that the 4 changed because is 9. Problem solving (20 min) Give the following word problems. Learners solve them using their own method: z The farmer had some cattle in his kraal. Then he buys 2 herds of 10 cattle. He now has with 40 cattle. How many cattle did he have in the beginning? z In our school garden we picked 40 cabbage heads. We sell them in bags of 10. How many bags do we have to sell? Flard cards Counters, stick bundles of ten Observation/Reflection Notes: 110

113 Mathematics Grade 3 Term 1: Week 5 Day 3 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Give the learners a picture of four tricycles. They must write their own word problem. Exercise books Number line 0 30 INDIVIDUAL WORK z Give learners a blank number line (or let them draw it themselves). Learners must fill in the numbers counting in 3s. Group 3 Note: Use the three plastic 2litre bottles prepared for day 1. z Learners work in two to three smaller groups. z Learners measure how many cups of water can fill a litre container. How many cups is a half-litre? z Learners can also work out how much is a cup holds. Teacher: Scissors, three 2 litre bottles of soft drinks or any other clear plastic container, marking pens Learners: Pre-prepared 1 litre containers HOMEWORK ACTIVITY z Count in 3s z Learners complete the worksheet by filling in the missing numbers Worksheet Observation/Reflection Notes: 111

114 Mathematics Grade 3 Term 1: Week 5 Day 4 WEEK 5 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count objects up to 200 by grouping in 2s,3s, 5s and 10s. Identify, recognise, read and write numbers symbols Count in 3s from 3 to 99. Place value: building up and breaking down 2-digit numbers Adding and subtracting 10 from a 2-digit number Problem solving: repeated addition, multiplication Patterns, Functions and Algebra Count in groups of 3 from 3 to 99. Measurement Calendar: year ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Revise: A year Possible questions to ask: Which year is it this year What will be the year after two years from now? What was the year two years before this year? How many days are in one year? Why do some years have 365 and some year 366 days? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many boys/ girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Count in 10s z Give each group a container of 200 counters. Learners work in groups and group the 200 objects into 10s. Learners count the groups in multiples of 10 z Start from the fourth group of 10 and count on from that number i.e. 40, 50, 60, 70, etc. z Take away 4 groups of ten from 200 and count back from 160 in 10s. z Ask questions like: how many groups of ten have you counted to reach 150,100, 180, 200? Note: When counting backwards make sure learners look at the counters left not on those you are taking away. Counters, bottle tops,little stones, bread tags etc. 112

115 Mathematics Grade 3 Term 1: Week 5 Day 4 MENTAL MATHS Whole Class ACTIVITY (10 min) Add and subtract 10 Divide the class into two groups. Play a number game with them. The group that has the most correct answers wins the game. The focus is on how rapidly learners can recall the answers. Learners must just give the answers without repeating the question if he/she repeats she/he is down. z Simon says add 45 and z Simon says 57 take away z Simon says 50 add etc Note: Clearly explain the instructions of the game before you can play with the learners CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) z Each learner will have a piece of paper or slate and something to write with. z Play the game I spy with my little eye using numbers such as 52, 65, 67, 91, 19 etc. Each time you say a number the learners write the number down and show it to you. Let a few learners come to the chalk board and point out the number on the number chart as you call a number out. Ask learners which number is before, after or between two numbers. Note: The reading and writing of numbers is also practised during counting objects, ordering and comparing numbers and completing number sequence. Papers, slates, wax crayons Number chart Observation/Reflection Notes: 113

116 Mathematics Grade 3 Term 1: Week 5 Day 4 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) z Give each learner a pack of flard cards and tell them to set them out in order. z Once everyone is ready ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.68 needs 60 and 8. z Ask learners to add whole tens to the number, each time showing which number changed i.e is 88 because the 60 changed to 80. z Ask learners to make 2-digit numbers and then add a single digit e.g. 24 plus 5 The new number is 29 ask which number changed and why. Learners should be able to tell you that the 4 changed because 4+5 is 9. Problem solving (15 min) Give the following word problems. Learners solve it using their own way. z There are 5 Grade 7 classes. Each class has 15 learners. How many grade 7 learners are there? z Our school went on a tour and needed 8 buses. Each bus carries 9 learners. How many learners went on tour? Concept development (10 min) z Give each learner a pack of flard cards and tell them to set them out in order. z Once everyone is ready ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.68 needs 60 and 8. z Ask learners to add whole tens to the number, each time showing which number changed i.e is 88 because the 60 changed to 80. z Ask learners to make 2-digit numbers and then add a single digit e.g. 24 plus 5. The new number is 29 ask which number changed and why. Learners should be able to tell you that the 4 changed because 4+5 is 9. Problem solving (15 min) Give the learners following problem. Learners solve it using their own way. z Mum bought 10 trays of muffins. There were 3 muffins in each tray. How many muffins did mum bring home? Flard cards Counters, flard cards, pencils, workbooks Observation/Reflection Notes: 114

117 Mathematics Grade 3 Term 1: Week 5 Day 4 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Give learners 3 blank number charts (or use squared paper). They fill them in by counting in multiples of 3, 5 and 10. Learners may use different colour for each multiple they count in e.g. 3s in green, 5s in red, 10s in yellow. Learners can also observe which numbers are appearing in all three multiples e.g. Photocopy blank 100 number charts for each learner INDIVIDUAL WORK z Learners make up 10 number sentences of their own with answers Group 1 Pack out 200 counters into money bags putting ten in each. Learners use these bags to make up 5 number sentences of their own. Bottle tops, counters, money bags HOMEWORK ACTIVITY Learners number the bottom of the pages of their homework book from using pencils Pencils, homework book Observation/Reflection Notes: 115

118 Mathematics Grade 3 Term 1: Week 5 Day 5 WEEK 5 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count objects up to 200 by grouping in 2s and 10s. Double numbers Adding and subtracting 10 from a 2-digit number. Patterns, Functions and Algebra Count in groups of 2s and 10s up to 200. Measurement Calendar: year. ACTIVITY (3 5 min) DAILY ROUTINE Weather chart and birthday chart must be completed daily. Days of the week and months of the year must be repeated daily. Discuss whether there are any public holidays that week or any school events for the day. Learners record the correct weather symbols on the weather chart. Possible questions to ask: What was the year two years before this year? What will be the year, two years after this year? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many of boys and how many girls are present? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Count in 2s and 10s z Learners put 200 object/counters in groups of 10.They count as they make 10s and answer questions like: If you have 4 groups of ten, how many counters do you have? What is easier to count in 1s or in 10s and why? z Learners work in pairs. One learner chooses the number of groups e.g.10, 12, 6, 8 groups of 10. The partner estimates and checks by counting. z Ask in which multiple we count our eyes and legs and why? Learners estimate the number of eyes in the group and check by counting in groups of 2s Counters, Learners bodies, and a picture of tricycles MENTAL MATHS Whole Class ACTIVITY (10 min) Ask questions like: =, = =, = =, = =, = Learners write the answers in their class workbooks. Class workbook / exercise books 116

119 Mathematics Grade 3 Term 1: Week 5 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY (30 min) Double numbers z Learners use abacuses to double numbers with answers between 50 and 100. z Ask learners what double means. They should be able to say it means the same number is added to itself. Learners work in pairs. Give each pair one number. Both learners will have the same number and they use their abacuses to add the numbers together and get the answer. Example. double 25 means both learners make 25 on their abacuses and add them together. z Learners may be encourage to count in 10s and to count on from the other partners abacus, however, the level of number sense of each learner will be taken into account Abacus, piece of paper, pencils. ACTIVITY (10 min) Use number lines and identify the place that will show the doubled number. Worksheets INDIVIDUAL ACTIVITY Observation/Reflection Notes: 117

120 Mathematics Grade 3 Term 1: Week 6 Day 1 WEEK 6 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s between Read and write number symbols up to 250. Read number names up to 250. Problem solving: money Patterns, Functions and Algebra Measurement Count in a number pattern of multiples of Time: Read dates on a calendar. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Time: Read dates on a calendar Possible questions to ask: What is today s date? What was last Friday s date? How many days are in February? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many eyes are not at school? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (15 min) Introduce counting in 4s: z Learners pack out 20 counters and put them into groups of 4. z Learners count the counters in each group aloud: 1,2,3,4. Put the number 4 under the first group of counters. z Count on aloud from four, so count 5,6,7,8 Put the number 8 under the 2nd group z Continue till you have all 5 groups of 4. z Learners count aloud 4, 8, 12, 16, 20 and repeat this counting several times. z Make sure they understand that when they say four, this is because there are four counters in that group. When they say eight it is because they have two groups of four that give eight counters. z Learners take out the next 20 counters and repeat the exercise with the next group of counters. z After forming the 10 groups, the learners count aloud in 4 s from 4 to 40. z Ask how many counters in the ten groups, how many counters in five groups, how many counters in four groups etc. Counters 40 per learner Number cards up to 40 Number cards

121 Mathematics Grade 3 Term 1: Week 6 Day 1 CONCEPT DEVELOPMEN Whole Class ACTIVITY (10 min) Read and write number symbols to 200, recognise numbers 1 500: z Write a few numbers on the chalk board and let the learners read these number symbols. Range z Let learners write down their mother s cell phone number on their black/ white boards. Let them add all the numbers to get a total. z Learners arrange themselves according to the total of the cell phone numbers from smallest to greatest. Chalkboard Black/whiteboard Pens CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min Assessment Task 1: Time (Calendars) Oral z Show learners February using a calendar. Ask questions such as: z On what day did this month start? z What day is the 16th of February? z How many days in this month? z Show me the 8th of this month. z Which is the second month of the year? Each learner does not have to answer all the questions. This is a general assessment of learners understanding of what a calendar is and how to read it. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: Assessment Task 1: Problem solving involving money. (Written assessment) The farmer bought 4 chickens for R50.50 each. How much did the chickens cost him? Concept development (10 min) Assessment Task 1: Time (Calendars) Oral z Show learners February using a calendar. Ask questions such as: z On what day did this month start? z What day is the 16th of February? z How many days in this month? z Show me the 8th of this month. z Which is the second month of the year? Each learner does not have to answer all the questions. This is a general assessment of learners understanding of what a calendar is and how to read it. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: Assessment Task 1: Problem solving involving money. (Written assessment) I went to the shop and bought popcorn for R3.50 and a cold drink for R8.50. How much money did I spend? Assessment strips with a money problem provided 119

122 Mathematics Grade 3 Term 1: Week 6 Day 1 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the worksheet in the DBE Workbook on pages 30 and 31. DBE Workbook pages 30, 31 Term 1 Week 4 14 a. Capacity Date: I have already put two cups into the measuring jug. How many more cups of water will fill the container? How many cups of water are in the container? How many cups more do we need to fill the container? b. Write the intervals on this measuring jug. We have shown interval 5. Fill in the other intervals on the jug. If one cup fills the jug to the second interval, how many cups do you need to fill the jug to: a. 4 b. 6 c. 8 d. 10 In the container: 1 Need more: 9 In the container: Need more: Tick the containers which hold 1 litre of liquid. c. d. INDIVIDUAL WORK 30 In the container: Need more: In the container: Need more: e. In the container: Need more: In the container: Need more: f The worksheet is based on the capacity tasks that learners did practically the previous week. z Write the following table on the board. Learners copy it into their exercise books and complete the table Teacher: Sign: Date: 31 Chalk board Exercise book Group 2 z Learners write 10 numbers between 100 and 200 in their workbooks. z Write the number 1 more/1 less than that number e.g Observation/Reflection Notes: 120

123 Mathematics Grade 3 Term 1: Week 6 Day 1 HOMEWORK ACTIVITY Ask your parent your street address as well as your friends cell phone number. Write them in your homework book Homework books ASSESSMENT ACTIVITY Assessment Task 1: Time: read dates on a calendar Oral Problem solving involving money Written Give learners each a problem-solving sum to complete as a written assessment. Assessment Tasks The farmer bought 4 chickens at R50.50 each. How much did the chickens cost him? I went to the shop and bought popcorn for R3.50 and a cold drink for R8, 50. How much money did I spend? I went to the market and brought fruit for R15.50 and flowers for R How much did I spend? My brother has R6.50 and I have R How much money do we have altogether? Calendar Problem strips Observation/Reflection Notes: 121

124 Mathematics Grade 3 Term 1: Week 6 Day 2 WEEK 6 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement Read and write number symbols up to 250. Order numbers in range 0 99:more than/ less than, smallest/greatest, after/before and between Multiplication Problem solving: money Count in a number pattern of multiples of Time: Read dates on a calendar. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the calendar. Time: Read dates on a calendar Possible questions to ask: What date is it today? What was the date yesterday? What will the date be tomorrow? What will the date be in ten days time? What was the date ten days ago? REGISTER Complete the class register on a daily basis. Possible questions to ask: Do we have more boys or girls in the class? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (15 min) Revise counting in 4 s z Tell the learners to tip out half of their counters. z They estimate how many counters have been tipped out before counting them. z Learners pack out their groups of 4 using 40 counters as they did on day 1, putting the number card under each group z Learners revise the counting of day 1 by counting aloud in 4 to 40 z Learners complete the exercise with their counters and number cards until they have packed out groups of 4 s up to 100. z Repeat the counting as before as well as asking the questions. Counters 100 each Number cards up to

125 Mathematics Grade 3 Term 1: Week 6 Day 2 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) z Give each learner a blank number block with only the first number 101 filled in. Learners must complete these blocks. z Ask learners to point to different numbers on their number block e.g. 110, 121, 155, etc. z Tell learners to point to a number 5 more/5 less, 10 more/10 less than the number they are pointing at. Example. point to 136, show me the number that is 5 more. Number block added CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) Assessment Task 1: Time (Calendars) Oral z Show the group the month of February on the calendar. Ask questions such as: z On what day did this month start? z What day is the 16th of February? z How many days in this month? z Show me the 8th of this month? z Which is the second month of the year? Each learner does not have to answer all the questions. This is a general assessment of learners understanding of what a calendar is and how to read it. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: Assessment Task 1: Problem solving involving money. (Written assessment) z I went to the market and brought fruit for R15.50 and flowers for R20,00. How much did I spend? Concept development (10 min) z Give each learner a packet of flard cards to set out. z Ask learners to make two digit numbers. Check the numbers to make sure the learners have the correct cards i.e.68 needs 60 and 8. z Ask learners to add whole tens to the number, each time showing which number changed i.e is 88 because the 60 changed to 80. z Ask learners to add a single digit e.g. 24 plus 5. The new number is 29 ask which number changed and why. Learners should be able to tell you that the 4 changed because is 9. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: Assessment Task 1: Problem solving involving money. (Written assessment) z My brother has R6.0 and I have R How much money do we have together? Flard cards Assessment strips with problems to solve 123

126 Mathematics Grade 3 Term 1: Week 6 Day 2 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 z Learners open their DBE Workbook to pages 36 and 37 and complete the worksheets. The worksheet is based on comparing and ordering numbers. DBE Workbook pages 36 and Date: Term 1 Week 5 Compare and order numbers What number is What number is before 84? between 88 and What number is 90? after 84? Complete the table. Start with the given number. one more one less ten more ten less Circle the biggest number. Fill in the missing numbers Circle the smallest number If < means smaller than, and > means bigger than, complete: > > Use the number board to answer the questions. INDIVIDUAL WORK 36 Which number is before 68? Which number is after 68? Write down five numbers smaller than 71.,,,, Write down five numbers bigger than 71.,,,, What numbers are between 79 and 84? Write the numbers from the smallest to largest. 73, 52, 50, 59, 61 Write the numbers from the largest to smallest. 74, 96, 99, 91, Find 5 numbers in a newspaper between 50 and 99 and paste them here z Write the following table on the board. Learners copy it in to their exercise books and complete the table. Teacher: Sign: Date: Group 1 z Learners work in pairs and work on their black/white boards. One learner says a number and the other learner writes that number. They take turns until they have each written ten numbers. z Learners can also say a number and the other learner must write the number before/after that number. Black/white boards Observation/Reflection Notes: 124

127 Mathematics Grade 3 Term 1: Week 6 Day 2 HOMEWORK ACTIVITY Learners start a number book at home: z Learners start at the number 20. They write the number on the first page. z Learners need to search for 20 pictures and paste them or draw them on that page. Small exercise book ASSESSMENT ACTIVITY Assessment Task 1: Time: Read dates on a calendar Oral Problem solving involving money Written Calendar Problem strips Observation/Reflection Notes: 125

128 Mathematics Grade 3 Term 1: Week 6 Day 3 WEEK 6 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s from Counting forwards and backwards from any given number between in 1s, 2s, 5s and 10s. Read and writes number symbols up to 250. Order numbers in range 0 99: more than/ less than, smallest/greatest; after/before and between. Place value- decompose a two-digit number Expanded notation Patterns, Functions and Algebra Measurement Count in a number pattern of multiples of 4 from Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: If it is the 22nd of February today, what will next Wednesday s date be? REGISTER Complete the class register on a daily basis. Possible questions to ask: If you are sick for a whole week, how many days of school are you missing? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Count in 4 s z Learners pack out multiples of 4 with their number cards, counting in 4s as they place the numbers. Start by not using the counters. However, if some of learners cannot do it they may use their counters. z Ask questions based on the number line learners have made e.g. what is 4 more than 16? What is 4 less than 24? How much are three fours? Number cards 100 MENTAL MATHS Whole Class ACTIVITY (10 min) Let learners choose any number between 1 and 100. Each learner in the class tells a number fact about that number. e.g. I have 18 it is double 9, I have 9 it is 1 less than

129 Mathematics Grade 3 Term 1: Week 6 Day 3 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) z Write a 2-digit number e.g. 65 on the chalkboard. Ask the learners which 2 numbers make up this number i.e. 60 and 5. Do this with at least three other numbers. z Call three learners at a time to the board to write the expanded notation of the numbers you give them e.g. 73 learners write 73 = CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Place value: z Give each learner a pack of flard cards to set out. z Ask learners to make 2- and 3-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 172 needs 110 and 70 and 2 z Ask learners to add whole tens to the number, each time showing which number changed. i.e is 92 because the 70 changed to 90 or is 192 because the 70 changed to 90. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: z Mother bought 17 sausages. There are four people in the family. They were hungry and shared the sausages evenly between them. How much did each one get? Concept development (10 min) Place value: z Give each learner a pack of flard cards to set out. z Ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 z Now ask them to make a 3-digit number e.g Check the numbers to make sure the learners have the correct cards i.e.147 needs 100 and 40 and 7. Ask what the difference is between 47 and 147. Learners should be able to tell you that 147 is 100 more than 47. Do this with at least 5 3-digit numbers. Problem solving (15 min) Ask the following problem. Learners solve it using their own method: z Mom went to the shop and she bought 13 cup-cakes. She took them home and gave them to her two children and said they must share them equally. How many cup-cakes did each child get? Unifix blocks 127

130 Num Gr3 Book1.indb /05/27 9:29 AM Num Gr3 Book1.indb /05/27 9:29 AM Mathematics Grade 3 Term 1: Week 6 Day 3 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 Give a 100 chart to each learner. Learners colour the multiples of 4 s to 100 on the chart. Learners paste this chart in their workbooks for further use Complete DBE Workbook pages 66 and 67. Worksheet is based on counting in 2s, 3s, 4s and 5s and the pattern it forms on a 100 chart. It also includes making your own number patterns Number chart DBE Workbook pages 66 and 67 Worksheet 29 Date: Patterns in numbers Making your own patterns INDIVIDUAL WORK Term 1 Week 8 Grid patterns Which number pattern do the circles in each 100 grid show? Draw more circles to complete each pattern. Write a name for each pattern. a. Pattern: b. Pattern: a. In this number pattern all the numbers are even. What can the other numbers be? Write them in. 74 b. In this number pattern the numbers are all odd. What can the other numbers be? Write them in. 65 Where do they belong? The 3s and 4s pattern The 3s and 5s pattern The 4s and 5s pattern e. g. 48 c. Pattern: d. Pattern: At the sea Thembi collects between 60 and 70 sea shells. When she counts them in 3s, she has 1 left over. Teacher: When she counts them in 5s, she has 4 left over. How many shells does Thembi have? Sign: Date: Group 2 Complete the worksheet on expanded notation. Worksheet attached in resource section. ACTIVITY HOMEWORK Complete the next page of the number book. Learners write 21 in their books and paste or draw 21 pictures in their book. Number book Observation/Reflection Notes: 128

131 Mathematics Grade 3 Term 1: Week 6 Day 4 WEEK 6 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s between Counting forwards and backwards from any given number between in 1s, 2s, 5s and 10s. Place value multiples of tens Multiplication Number sequence Problem solving: sharing leading to fractions. Patterns, Functions and Algebra Measurement Count in a number pattern of multiples of 4 between Time: Read dates on a calendar, read time on analogue clock: hours, half hours and quarter hours ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: What day did we celebrate on 14 February? REGISTER Complete the class register on a daily basis. Possible question to ask: How many schooldays are there in February? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Count in 1s, clapping on the multiples of 4. One learner pushes groups of 4 beads on the abacus while the class counts in 4s. Repeat this activity, this time counting in 3s, 5s and 10s. Abacus Observation/Reflection Notes: 129

132 Mathematics Grade 3 Term 1: Week 6 Day 4 METAL MATHS Whole Class ACTIVITY (10 min) Comparing numbers z Using your number chart, point to any numbers between Ask learners to read the number. Then ask questions such as: 1 more than, 1 less than? 2 more than, 2 less than? 3 more than, 3 less than? z Give the learners 2 numbers that they can compare with each other e.g. 125 and 130. Ask questions like which one is more/less. How much more than and how much less than? Big number chart for class use CONCEPT DEVELOPMEN Whole Class ACTIVITY (10 min) Place value: Decompose 2-digit numbers in multiples of tens and units z Draw a table on the board similar to the following Number Cards I have Cards I need z Tell the class that you have some flard cards, but that some are missing. You want them to help you find the cards you need. z Talk about the number you have and what number is missing. Ask learners to fill in the missing numbers. Flard cards Observation/Reflection Notes: 130

133 Mathematics Grade 3 Term 1: Week 6 Day 4 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) Multiplication: z Tell learners pack out two groups of 4. Ask if anyone can show you two different ways you can write this i.e = 8 or 2 4 = 8. Discuss what the different signs mean and why they both make 8. z Tell learners to pack out another two groups of 4. Let the learners count in fours, pointing to the groups. Ask if anyone can write it in two different ways i.e = 16 or 4 4 = 16 z Discuss the meaning of both number sentences. z Repeat this until learners have made 10 groups of 4, each time writing the repeated addition as well as the multiplication. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method: Sharing leading to fractions Dad gives me a slab of chocolate and I share it with my 3 friends. We count the blocks and there are 26 blocks. How many blocks do we each get? Concept development (10 min) Multiplication: z Tell learners pack out two groups of 2. Ask if anyone can show you two different ways you can write this i.e = 4 or 2 2 = 4. Discuss what the different signs mean and why they both make 4. z Tell learners to pack out another 2 groups of 2. Let the learners count in 2s, pointing to the groups. Ask if anyone can write it in two different ways i.e = 8 or 4 2 = 8 z Discuss the meaning of both number sentences. z Repeat this until learners have made 10 groups of 2, each time writing the repeated addition as well as the multiplication. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method: Sharing leading to fractions I have a bag with 17 oranges. I share them evenly with my 3 friends. How many oranges do we each get? Slates Counters Number lines Unifix blocks Observation/Reflection Notes: 131

134 Mathematics Grade 3 Term 1: Week 6 Day 4 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete pages 52 and 53 in the DBE Workbook. The pages include counting to 200, multiples of 10, multiplication 23 Date: DBE Workbook pages 52 and 53 Worksheet Term 1 Week 6 Count the apples Counting up to lots of 10 make 5 lots of 10 make 2 lots of 10 make = 3 0 or 10 3 = 3 0 = or = or = = INDIVIDUAL WORK Fill in the numbers 1 Box has apples 1 Row has apples 1 Row has boxes 4 Rows has apples How many apples can we pack in these boxes? a. b. c. Count on the number line. a. How many apples will there be in five boxes? How many apples there be in seven boxes? b. will 5 Pairs of feet. How many toes altogether? = 5 0 Do these in the same way. Count in 10s. 5 10= or 10 5= 4 Pair of feet. How many toes? = = or = 9 Pairs of feet. How many toes? = = or = 10, 20, 30, 40, 50,,,,,, Teacher: ,,,,,,,,, 200 Sign: Date: z Learners pack out counters into groups of two, writing the repeated addition as well as the multiplication number sentences each time. Group 1 Completes number sequence: Complete the work card on number sequences HOMEWORK ACTIVITY Complete next page of number book. Learners write 22 in their books. Learners must paste or draw 22 pictures in their book. Number book Observation/Reflection Notes: 132

135 Mathematics Grade 3 Term 1: Week 6 Day 5 WEEK 6 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s from Counting forwards and backwards from any given number between in 1s, 2s, 5s and 10s. Order numbers in range 0 99: more than/ less than; smallest/greatest; after/before and between. Patterns, Functions and Algebra Measurement Count in a number pattern of multiples of 4 from Time: Read time on analogue clock: hours, half hours and quarter hours. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Why does February have fewer days than the other months? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners were absent this whole week? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (10 min) Count in 4s and 5s z Learners stand in one big circle. One learner starts counting in 4s and each learner counts on the next multiple i.e. 8. Learners continue counting in 4s until the learner who started is reached. z Learners count multiples of 5 but count aloud in ones. Every time a number is a multiple of 5, that learner must click his/her fingers and not say the number aloud e.g. 1, 2, 3, 4, click, 6, 7, 8, 9, click. Keep going around the circle until someone makes a mistake and then start again. Observation/Reflection Notes: 133

136 Mathematics Grade 3 Term 1: Week 6 Day 5 METAL MATHS Whole Class ACTIVITY (10 min) Comparing numbers z Using your class number chart, point to any number between 1 and 200. Ask learners to read the number. Then ask how much is 1 more than, 1 less than? 2 more than, 2 less than? 3 more than, 3 less than? z Give learners 2 numbers that they compare e.g. 125 and 130. Ask questions like -which one is more/less. How much more than and how much less than. Big 100 chart for class use ACTIVITY (35 min) Assessment Task 1: Time - Fill in the time on an analogue clock (Written) z Learners complete the worksheet as part of Assessment Task 1. z Learners complete pages 64 and 65 in the DBE Workbook. The pages include counting in 4s, repeated addition of 4s leading to multiplication. Worksheet with Clocks DBE Workbook page 64, 65 CONCEPT DEVELOPMENT Whole Class Term 1 Week 6 23 Counting up to 200 Count the apples Fill in the numbers 1 Box has apples 1 Row has apples 1 Row has boxes 4 Rows has apples How many apples can we pack in these boxes? a. b. c. Count on the number line. a. How many apples will there be in five boxes? b. How many apples will there be in seven boxes? Date: 3 lots of 10 make 5 lots of 10 make 2 lots of 10 make 5 Pairs of feet. How many toes altogether? = 5 0 Do these in the same way. Count in 10s = 3 0 or 10 3 = 3 0 = or = or = = 5 10= or 10 5= 4 Pair of feet. How many toes? = = or = 9 Pairs of feet. How many toes? = = or = 10, 20, 30, 40, 50,,,,,,,,,,,,,,, 200 Teacher: Sign: Date: ASSESSMENT ACTIVITY Assessment Task 1: Time: Read time on analogue clock: hours, half hours and quarter hours Written Problem solving involving money Written Analogue clock worksheet Problem strips 134

137 Mathematics Grade 3 TERM 1: Week 7 Day 1 WEEK 7 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 3s up to 99. Count in 4s up to 100. Count forward and backwards in 2s, 5s, 10s up to 200. Double numbers in range Building up and breaking down 2-digit numbers up to 99. Multiplication 2s and 4s Patterns, Functions and Algebra Measurement Number patterns -2s, 3s, 4 s, 5s, 10s up to 200 Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How days are left till the end of February? How many weeks are left in February? What will the first day of the next month be? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and how many girls in our class? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners revise rote counting in 3s, 2s 5s and 10s. z Ask learners to stand up and count all the legs in their group. As soon as they have counted, they must sit down. The first group sitting down and able to give the correct number is the winner. z Ask learners to put up both hands and then ask learners in which multiples they have to count. The whole class counts together in 10s. z Ask each learner to put up one hand and ask in which multiple we will count. The whole class counts together in 5s. MENTAL MATHS Whole Class ACTIVITY (10 min) z Learners count how many letters are in their name. They double the number and give the answer. z Learners identify patterns in doubles like = 8 and = 80, = 4 and = 40 etc. Abacus, learner s names 135

138 Mathematics Grade 3 TERM 1: Week 7 Day 1 CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) z Ask learners which things we can count in groups of 4. Give examples such as: legs of animals, corners of squares, corners of our rooms, edge of crosses etc. z Learners use desks and, starting with the first group, they count the legs of the desks and only the 4th number will be written down on the chalkboard The next group will count on, from the last number of the previous group, until all the legs of the desks have been counted. z Let the learners read the numbers you have written on the board i.e. 4, 8, 12, 16, etc. Ask how many desks in the classroom and how many legs. z Revise: Multiples of 4 between 0 and 200 Learners now focus on counting faster using the following strategies: z Pictorial representation z Grouping of counters/pictures in fours Abacus Pictures counters Count in 4s on the number chart up to 100. z Learners group counters on their abacuses and count in 4s. Revise multiplication in 2s and 4s 2 4 = 8 Observation/Reflection Notes: 136

139 Mathematics Grade 3 TERM 1: Week 7 Day 1 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Place value: z Give each learner a packet of flard cards to set out. z Ask learners to make 2- and 3-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 172 needs 110 and 70 and 2 z Ask learners to add whole 10s to the number, each time showing which number changed i.e is 92 because the 70 changed to 90 or is 192 because the 70 changed to 90. Problem solving (20 min) Ask the following problems. Learners solve them using their own method. z Uncle Joe brought home 16 oranges. He wanted to share them equally amongst his 4 nephews. How many will each one get? z Mrs Dube buys 1 big watermelon and she wants to share equally with her three friends. How will she do this and how much will each person get? Concept development (10 min) Multiplication: z Tell learners to pack out 2 groups of 2. Ask if anyone can show you 2 different ways you can write this i.e = 4 or 2 2 = 4. Discuss what the different signs mean and why they both make 4. z Tell learners to pack out another 2 groups of 2. Let the learners count in 2s, pointing to the groups. Ask if anyone can write it in two different ways i.e = 8 or 4 2 = 8 z Discuss the meaning of both number sentences. z Repeat this until learners have made 10 groups of 2, each time writing the repeated addition as well as the multiplication. Problem solving (15 min) Ask the following problem. Learners solve it using their own method. z Mrs Mbambo sells packets with four sweets in. If she has 36 sweets, how many packets can she make to sell? Counters, number cards Observation/Reflection Notes: 137

140 Mathematics Grade 3 TERM 1: Week 7 Day 1 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1,2,3 z Learners complete page 64 in the DBE Workbooks. It is about counting in ours. DBE Workbook page What comes in 4s? Date: Term 1 Week 7 Some 4 number facts Four legs = 8; 2 4 = 8 Cows legs come in 4s. What else comes in fours? Counting the legs Share answers. Explain what you did. Use the facts you know about 4s to answer these questions cow legs 2 cows legs 3 cows legs 4 cows legs INDIVIDUAL WORK 64 5 cows legs 6 cows legs 7 cows legs 8 cows legs 9 cows legs 10 cows legs z Write the following type of table on the chalkboard for learners to copy and complete. Number Use 3 numbers Use 4 numbers Use 5 numbers Group 2 z Using 40 objects learners put four buttons/stones/paper clips etc. into each money packet. They record how many packets of four they have and how many counters they used. z Learners write multiplication sums with 4. Counters HOMEWORK ACTIVITY z Learners count cattle/dogs/cats at home. They write the number of animals and the number of legs. z Learners draw the cattle/dogs/cats and write the numbers in sequence in multiples of

141 Mathematics Grade 3 TERM 1: Week 7 Day 2 WEEK 7 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s up to 100. Order and compare numbers up to 200: more than/less than before/after/between Fractions: 1 2 and 1 4 Problem solving: equal sharing leading to fractions Patterns, Functions and Algebra Measurement Number patterns 2s, 3s, 4s, 5s, 10s up to 200. Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Give the sequence of months, starting at July. Give the sequence of days, starting at Tuesday. REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and how many girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners use packets of 4 objects (or strings of 4 bottle tops) to count in 4 s. z Learners use their number charts, putting a counter on every fourth number. They then count in fours, pointing to the counters as they say the number. Number grids, number cards MENTAL MATHS Whole Class ACTIVITY (10 min) z Give learners number line strips with missing numbers. z Learners fill in the missing numbers. They identify the pattern e.g. counting in 2. z Write a sequence of numbers on the chalkboard e.g. 110, 120,130 or 95, 90, 85, 80, or 66, 69, 72, 75. As soon as a learner can identify the pattern, he/she carries on counting in that multiple. z Give each group a set of randomly picked numbers. Learners arrange the numbers from smallest to greatest or from greatest to smallest. Number lines, number symbol cards 139

142 Mathematics Grade 3 TERM 1: Week 7 Day 2 CONCEPT DEVELOPMENT Whole Class ACTIVITY (20 min) z Give each learner a piece of paper and ask them to fold it in half. Discuss what half means i.e. two equal pieces. on each of the halves. They then cut the paper into two pieces and paste them next to each other in their class workbooks. z Learners write one half 1 2 z Repeat this activity, but folding the paper into quarters and writing one quarter 1 in each of the four pieces. 4 Blank pages CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (50 min) Group 2 Group 3 Concept development (10 min) Place value: z Give each learner a packet of flard cards to set out. z Ask learners to make 2- and 3-digit numbers. Check the numbers to make sure the learners have the correct cards i.e. 72 needs 70 and 2 and 172 needs 110 and 70 and 2 z Ask learners to add whole 10s to the number, each time showing which number changed i.e is 92 because the 70 changed to 90 or is 192 because the 70 changed to 90. Problem solving (15 min) Ask the following problems. Learners solve them using their own method. z Uncle Joe brought home only 1 orange. He wanted to share equally amongst his 4 nephews. How much will each nephew get? z Granny bakes cupcakes to sell. She puts four in a packet. If she has enough to fill six packets, how many cupcakes did she make? Concept development (10 min) z Learners group 40 counters in 4s and count them. z Repeat this with other numbers that are multiples of 4. z Learners take three groups of four and write the repeated addition = 12. Ask if there is another way to write it. Learners should be able to tell you that you can write 3x4 as it means the same thing. Do this with a few other multiples of four. z Learners compare numbers that are the same in different multiples. For example the number 20 is a multiple of 2, 10, 5 and 4. Problem solving (15 min) Ask the following problem. Learners solve it using their own method. z Lucy has 13 slices of bread. She shares them equally with her three friends. How much bread does each child get? Flard cards Counters Drawing or diagrams in drawn in papers 140

143 Mathematics Grade 3 TERM 1: Week 7 Day 2 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 z Learners complete the work in the DBE Workbook on page 9. Learners complete the number lines counting in patterns. DBE Workbook page 9 Exercise board Counting patterns Fill in the missing numbers. 0; 10; 20; ; ; 50; ; ; 80; ; 100; ; ; 130; ; ; 160; ; ; ; 200 0; 5; 10; ; ; 25; ; ; 40; ; 50; 55; ; ; 70; ; ; 85; ; ; 100 0; 2; 4; 6; ; ; 12; ; ; 18; ; 22; 24; ; ; 30; ; ; 36; 38; ; ; ; 46; ; INDIVIDUAL WORK 0; ; 8; ; 16; 20; ; 28; ; 36; ; ; ; 52; ; ; 64; ; 72; ; 80 0; ; 10; ; 20; ;30; ; 40; ; ; 55; 60; ; 70; 75; ; 85; ; ; 100 0; 3; ; 9; ; 15; 18; ; 24; ; ; 33; ; 39; ; 45; ; ; 54; 57; ; 63; ; ; 72; z Draw a table on the board similar to the following Teacher: Sign: Date: 9 Number Cards I have Cards I need Group 1 Using 40 objects learners put 4 buttons/stones/paper clips etc. into each money packet. They record how many packets of 4 they have and how many counters they used. Counters HOMEWORK ACTIVITY z Learners count cattle/dogs/cats at home. They write the number of animals and the number of legs. z Learners draw the cattle/dogs/cats and write the numbers in sequence in multiples of

144 Mathematics Grade 3 TERM 1: Week 7 Day 3 WEEK 7 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s up to 100 Number order up to 200. Order and compare numbers up to 200 more/less than, before/after/between Building up and breaking down 2-digit numbers up to 99. Patterns, Functions and Algebra Measurement Number patterns 2s, 3s, 4 s, 5s, 10s up to 200. Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: What is the date today? What will the date be tomorrow? What will the date be in ten days time? What day will that be? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and how many girls are not at school today? Weather chartcalendar format Days of the week and Months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners compare numbers between 1 and 200. Give learners 2 different numbers and ask learners which one is more and which one is less. z Learners stand behind their desks/chairs. They are going to count in 3s, each learner saying one number e.g. 3, 6, 9, etc. As the learner says his/ her number, he/she sits down. When someone says the wrong number, they stay standing, but start the sequence again. Number charts, number lines Observation/Reflection Notes: 142

145 Mathematics Grade 3 TERM 1: Week 7 Day 3 MENTAL MATHS Whole Class ACTIVITY (15 min) Assessment Task 1: Number sequence (oral and practical) z Give learners number line strips with missing numbers. Learners must identify the pattern e.g. counting in 2 and say the next five numbers in the pattern z Write a sequence of numbers on the chalkboard e.g. 110, 120,130 or 95, 90, 85, 80, or 66, 69, 72, 75. As soon as a learner can identify the pattern, he/she carries on counting in that multiple. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed Number lines, number cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) Assessment Task 1: Compare and order numbers (Oral) z Ask questions about numbers. Learners use their number charts and number lines to answer. Ask questions of comparison: What is 4 more than 84? What is 4 less than 84? What is 3 more/less than 73? What is 5 more/less than 55? z Hand out random numbers on number symbol cards. Learners with the cards come to the front and order themselves correctly from smallest to greatest. When the order is correct, learners give their cards to another learner and the activity is repeated. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed. Flard cards Number charts Number lines Number symbol cards Observation/Reflection Notes: 143

146 Mathematics Grade 3 TERM 1: Week 7 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (50 min) Group 1 Group 3 Concept development (15 min) Assessment Task 1: Building up and breaking down two digit numbers (Practical) z Give each learner a pack of flard cards to set out. z Ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 84 needs 80 and 4 z Tell learners to make their own two-digit number and the learner on the right must say what numbers make that number. Problem Solving (10 min) Ask the following problem. Learners solve it using their own method. z Lucy has 17 slices of bread. She shares them equally with her three friends. How much bread does each child get? Concept development (15 min) Assessment Task 1: Building up and breaking down two digit numbers (Practical) z Give each learner a pack of flard cards to set out. z Ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 84 needs 80 and 4 z Tell learners to make their own two-digit number and the learner on the right must say what numbers make that number Problem Solving (10 min) Ask the following problem. Learners solve it using their own method. z Zama has 10 books and his sister has 25 books. How many books do they have altogether? Flard cards Counters Drawing or diagrams in drawn in papers Observation/Reflection Notes: 144

147 Mathematics Grade 3 TERM 1: Week 7 Day 3 ACTIVITY (50 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the work in the DBE Workbook on page 10. Learners complete the addition number sentences. DBE Workbook page10 4 Date: Term 1 Week 1 Place value Showing your numbers Cut out the number cards from Cut-out sheet 3. Use the cards to build these numbers = = 43 Now do it yourself for these numbers using Cut-outs 1 and = INDIVIDUAL WORK = z Write the following type of table on the chalkboard for learners to copy and complete. Number Use 3 numbers Use 4 numbers Use 5 numbers Group 2 z Learners play in pairs and count out 50 counters. They guess how many counters each will get if the counters are: shared between two learners shared among 3 learners shared among 4 learners shared among 5 learners. z Each time the learners put the counters into the correct groups to see who guessed the closest. The learner who guessed the closest gets 5 points and the other gets 1 point. Learners total up their scores and the winner eats lunch with the teacher. counters 145

148 Mathematics Grade 3 TERM 1: Week 7 Day 3 HOMEWORK ACTIVITY Learners cut out two-digit numbers from magazines, newspapers and advertisements. They paste the two-digit numbers into their homework books and break the numbers down using expanded notation. Scissors, glue sticks, pencils, homework books magazines ASSESSMENT ACTIVITY Assessment Task 1: Oral. Compare and order numbers Assessment Task 1: Oral and Practical Complete number sequences Assessment Task 1: Practical Building up and breaking down two-digit numbers Assessment recording book or sheet Observation/Reflection Notes: 146

149 Mathematics Grade 3 TERM 1: Week 7 Day 4 WEEK 7 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4s up to 100. Number order up to 200. Order and compare numbers up to 200 more/less than, before/after/between. Building up and breaking down twodigit numbers up to 99. Patterns, Functions and Algebra Measurement Number patterns 2s, 3s, 4 s, 5s, 10s up to 200. Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Who has a birthday today? Who has had a birthday this month? Who will have a birthday next month? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys have a name beginning with S? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) z Learners compare numbers between 1 and 200. Give learners 2 different numbers and ask learners which one is more and which one is less. z Learners stand behind their desks/chairs. They are going to count in 4s, each learner saying one number e.g. 4, 8, 12, etc. As the learner says his/ her number, he/she sits down. When someone says the wrong number, they stay standing, but start the sequence again. Number charts, number lines Observation/Reflection Notes: 147

150 Mathematics Grade 3 TERM 1: Week 7 Day 4 MENTAL MATHS Whole Class ACTIVITY (15 min) Assessment Task 1: Number sequence (oral and practical) z Give learners number line strips with missing numbers. Learners must identify the pattern e.g. counting in 2. and say the next five numbers in the pattern z Write a sequence of numbers on the chalkboard e.g. 110, 120,130 or 95, 90, 85, 80, or 66, 69, 72, 75. As soon as a learner can identify the pattern, he/she carries on counting in that multiple. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed. Number lines, number cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) Assessment Task 1: Compares and orders numbers (Oral) z Ask questions about numbers, Learners use their number charts and number lines to answer. Ask questions of comparison: What is 4 more than 84? What is 4 less than 84? What is 3 more/less than 73? What is 5 more/less than 55? z Hand out random numbers on number cards. Learners with the cards come to the front and order themselves correctly from smallest to greatest. When the order is correct, learners give their cards to another learner and the activity is repeated. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed. Flard cards Number symbol cards Observation/Reflection Notes: 148

151 Mathematics Grade 3 TERM 1: Week 7 Day 4 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (50 min) Group 2 Group 3 Concept development (15 mins) Assessment Task 1: Building up and breaking down two digit numbers (Practical) z Give each learner a pack of flard cards to set out. z Ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 84 needs 80 and 4 z Tell learners to make their own two-digit number and the learner on the right must say what numbers make that number. Problem solving (10 min) Ask the following problem. Learners solve it using their own method. z Lucy has 17 slices of bread. She shares them equally with her three friends. How much bread does each child get? Concept development (15 mins) Assessment Task 1: Building up and breaking down two digit numbers (Practical) z Give each learner a packof flard cards to set out. z Ask learners to make 2-digit numbers. Check the numbers to make sure the learners have the correct cards i.e.72 needs 70 and 2 and 84 needs 80 and 4 z Tell learners to make their own two-digit number and the learner on the right must say what numbers make that number. Problem solving (10 min) Ask the following problem. Learners solve it using their own method. z Phila has four packets of cards. Each packet has ten cards. How many cards does he have? Flard cards Counters Drawing or diagrams in drawn in papers Observation/Reflection Notes: 149

152 Mathematics Grade 3 TERM 1: Week 7 Day 4 ACTIVITY (50 min) To be done at the same time as group teaching Groups 1, 2, 3 z Write the following type of tables on the chalkboard for learners to copy and complete. Exercise book Chalk board Number Use 3 numbers Use 4 numbers Use 5 numbers number I have missing 68 8 INDIVIDUAL WORK Group 1 z Learners play in pairs and count out 50 counters. They guess how many counters each will get if the counters are: shared between two learners shared among 3 learners shared among 4 learners shared among 5 learners. z Each time the learners put the counters into the correct groups to see who guessed the closest. The learner who guessed the closest gets 5 points and the other gets 1 point. Learners total up their scores and the winner eats lunch with the teacher. Counters HOMEWORK ACTIVITY Learners cut out numbers of prices of goods from shops advertisement and paste 5 in their books. They next break down those prices in their homework books Price tags Homework books ASSESSMENT ACTIVITY Assessment Task 1: Oral. Compare and order numbers Assessment Task 1: Oral and Practical Complete number sequences Assessment Task 1: Practical Building up and breaking down two-digit numbers Assessment recording book or sheet 150

153 Mathematics Grade 3 TERM 1: Week 7 Day 5 WEEK 7 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 4 s up to 100. Number order up to 200. Order and compare numbers up to 200- more/less than, before/after/between Building up and breaking down two-digit numbers up to 99. Fractions: 1 2, 1 4, 1 3 Patterns, Functions and Algebra Measurement Number patterns 2s, 3s, 4s, 5s, 10s up to 200. Calendar ACTIVITY (3 5 min) DAILY ROUTINE Weather chart and birthday chart must be completed daily. Days of the week and months of the year must be repeated daily. Discuss whether there are any public holidays that week or any school events for the day. Learners record the correct weather symbols on the weather chart. Possible questions to ask: What day is it today? What will the day be in ten days time? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many girls are wearing jerseys? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register MENTAL MATHS Whole Class ACTIVITY (15 min) Assessment Task 1: Number sequence (oral and practical) z Give learners number line strips with missing numbers. Learners must identify the pattern e.g. counting in 2 and say the next five numbers in the pattern. z Write a sequence of numbers on the chalkboard e.g. 110, 120,130 or 95, 90, 85, 80, or 66, 69, 72, 75. As soon as a learner can identify the pattern, he/she carries on counting in that multiple. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed. Number lines, number cards Observation/Reflection Notes: 151

154 Mathematics Grade 3 TERM 1: Week 7 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) Assessment Task 1: Compares and orders numbers (Oral) z Ask questions about numbers. Learners use their number charts and number lines to answer. Ask questions of comparison: What is 4 more than 84? What is 4 less than 84? What is 3 more/less than 73? What is 5 more/less than 55? z Hand out random numbers on number cards. Learners with the cards come to the front and order themselves correctly from smallest to greatest. When the order is correct, learners give their cards to another learner and the activity is repeated. Note: This is an assessment activity, so although it is a whole class activity, only assess about 8 learners a day. Repeat the activity this whole week until all learners have been assessed. Flard cards Number charts Number lines Number symbol cards ACTIVITY (25 min) To be done at the same time as group teaching Group 1,2,3 Colour the fraction: Show learners different shaped objects on the board and colour the fractions to ensure they must understand what a fraction of a whole is: a part. (The teacher can also use paper shapes and cut it in different parts) The part of the whole can be a 1 2, 1 4, Slate or White board Half 1 2 Quarter 1 4 Whole class Make learners aware that the fraction is smaller if you divide it into more parts. 1 2 is bigger than a 1 4. Learners must look at the size of the 1 2 and 1 4. Let learners draw four fraction strip/ rectangles on their slates. Divide the first one in half, quarters, thirds and fifth

155 Mathematics Grade 3 TERM 1: Week 7 Day 5 ASSESSMENT ACTIVITY Assessment Task 1: Oral. Compare and order numbers Assessment Task 1: Oral and Practical Complete number sequences Assessment recording book / sheet Observation/Reflection Notes: 153

156 Mathematics Grade 3 TERM 1: Week 8 Day 1 WEEK 8 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 3s from Read and write number symbols up to 200. Compare numbers to 100. Writes number sentences with addition to 99. Use a number line. Problem solving: Repeated addition leading to multiplication. Patterns, Functions and Algebra Number pattern of 3s and 100 s Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Which month of the year is it? What month of the year is March? REGISTER Complete the class register on a daily basis. Possible questions to ask: On what day does a school week starts? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (15 min) Revise: Count in 3s from 3 99: z Start counting at a concrete level. Each learner counts out 99 counters. Tell them to group the counters into groups of 3. z Tell them to pack their groups of counters in lines of 10 groups per line. Learners count these groups. SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS SSS Compare numbers to 100: z Using the same line of counters, ask learners to compare whether there is an even numbers of counters in each line. Ask: How many lines were even? Which lines have more counters? Which lines have fewer counters? z Lines can also be compared downwards and the same questions can be asked. Counters Workbooks 154

157 Mathematics Grade 3 TERM 1: Week 8 Day 1 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Write number sentences with addition to 99. z Learners use their counters that are packed out on their tables. z Ask learners how many counters they need to add to have 100 counters. Add that 1 counter. How many do we have now? z Tell learners to scramble up the counters and then divide them into 2 different groups i.e. not evenly. z Count the one group and write the number on your slate. Count the other group and write down the number. z Learners now need to write the number sentences on their slates e. g = 100 Repeat a few times using different numbers. Counters Slates Chalk/markers CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 1 Group 3 Concept development (10 min) Number line z Place a long number line (1 100) between the learners Ask the learners to show how they will use the number line to add 25 and 20. Learners use their fingers to show how to start at 25 and then jump 20 places to the right on the line. z Use the number line to add 35 and 20, 45 and 20 etc. z Repeat this with subtraction. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method z Mother sends me to roll up my socks after they had been washed. There were 9 day s socks in the washing. How many socks did I roll? Concept development (10 min) Number line z Place a long number line (1 100) between the learners. Ask the learners to show how they will use the number to add 25 and 20. Learners use their fingers to show how to start at 25 and then jump 20 places to the right on the line. z Use the number line to add 35 and 20, 45 and 20 etc. z Repeat this with subtraction. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method z Mother sends me to pack away my toy animals. I counted 7 cows, 7 chickens, 7 pigs and 7sheep. How many animals do I have? Number line Slates Flard cards Workbooks Observation/Reflection Notes: 155

158 Mathematics Grade 3 TERM 1: Week 8 Day 1 ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete pages 42 and 43 in the DBE Workbook. These pages include addition on a number line. DBE Workbook pages 42 and 43 20a Date: Add on a number line b = Term 1 Week 5 Sit at your desk! In our school each learner has their own desk. There are 46 learners in Grade 3A and 24 in Grade 3B. How many desks do we need for both classes? c = INDIVIDUAL WORK Working with a partner Look at how these three learners used a number line to solve the problem. Complete the sums using the example This is what I do: I first add 10. This brings me to 56. Then I jump another 10 to get to 66. I must add And lastly, l jump 4 more to land at to 46. = = = = 70 a = I must add 24 to This is what I do: First I will jump 4. That will bring me to 50. I can jump 20 more, which brings me to 70. = = = 70 a = Teacher: Sign: Date: z Learners write 10 number sentences where 14 is the answer. Group 2 Give the learners an empty 100 chart. Write in the numbers and colour the multiples of chart ACTIVITY HOMEWORK Tell the learners to collect autumn leaves and bring them to school at least 5 leaves each. Autumn leaves Observation/Reflection Notes: 156

159 Mathematics Grade 3 TERM 1: Week 8 Day 2 WEEK 8 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Patterns, Functions and Algebra Measurement Estimate and count by grouping. Count in 3s from Compare numbers to 100. Use a number line. Problem solving : repeated addition leading to multiplication Number pattern of 3s and 100s Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many days are there in March? What is today s date? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners are absent today? How many boys/ girls are absent? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING/MENTAL MATHS Whole class ACTIVITY (15 min) Count in 3s from 3 120: Estimate and count by grouping: z Learners put all the leaves that they collected into a bag. Ask them to estimate how many leaves are in the bag. Learners must write their estimated numbers in their books (or loose pages). z Tell every learner to come and take three leaves from the bag and put them on their tables. z Learners take turns to count 3 leaves, writing with koki pens on the leaves: 1 2 3; 4 5 6; 7 8 9; , etc. z Learners pack their leaves in groups of 3 in a line on the carpet. (You can also hang them on a line) Learners count in 3s as they pack them. z Ask the learners to estimate how many leaves in the line, and also write their answers in their books Leaves Rope Pegs Workbooks Observation/Reflection Notes: 157

160 Mathematics Grade 3 TERM 1: Week 8 Day 2 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Money recognition: z Revise recognition of South African coins and notes. z Learners open their DBE Workbook to page 60. Read the story together. z Discuss page 61 as this will be done during independent activity time. 26 Term 1 Week 7 Date: Money then and now Count the cents Count the 1 cents. The story of our money How many cents are there? In South Africa we use rands and cents as our money. We started to use rands and cents in How many more cents do you need to In those days the 1 cent coin had the lowest value, then the 2 cent coin and then the 5 cent coin. make R1,00? Draw them in the block. Yes, you re I used these small coins How many cents? right, they are to pay for a lot of things. no longer being Things were so cheap made! then! R1,00 = c R2,00 = c But, Gogo, I R3,00 = c R1,50 = c have not seen 1 and 2 cent coins. What does the fruit cost? About 50 years ago we Yes, I remember! 1 pound was still used pounds, shillings 20 shillings, and 1 shilling was 12 and pence. pence. 2 cost R4,00. 2 cost R2,00. DBE Workbook page 60 and 61 South African money notes and coins. How many bananas for R20,00? How many apples for R9,00? Teacher: Sign: Date: CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) Number line z Place a long number line between the learners. z Ask the learners to show how they will use the number line to add 25 and 20. Learners show with their fingers on the line how they start at 25 and jump 20 places to the right. z Use the number line to add 35 and 20, 45 and 20 etc. z Repeat this with subtraction. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method: z We visited the farm and there were 15 donkeys, 15 cows, 15 hens and 15 sheep. How many animals were there altogether? Concept development (10 min) Number line z Place a long number line between the learners (1 100) z Ask the learners to show how they will use the number line to add 25 and 20. Learners show with their fingers on the line how they start at 25 and jump 20 places to the right Use the number line to add 35 and 20, 45 and 20 etc. z Repeat this with subtraction. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method z Mother gives me 4 cookies on Monday, 4 cookies on Tuesday, 4 cookies on Wednesday, 4 cookies on Thursday and 4 cookies on Friday. How many cookies did she give me by Friday? Number line Number lines 158

161 Mathematics Grade 3 TERM 1: Week 8 Day 2 ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 Comparing of numbers: Group activity correlates with counting activity: z Ask each group to count all the leaves that the learners have brought. They write the number next to the estimated answer. Now work out the difference between what was estimated and the real number of leaves. Compare these numbers using terms such as more/less/most/ biggest/ smallest etc. z Continue working on pages 44 and 45 in the DBE Workbook. The pages are a follow up from Day 1 s worksheet and includes addition on number lines. Leaves Workbooks DBE Workbook page 44 and 45 20b INDIVIDUAL WORK Term 1 Week 6 b = I must add 24 to This is what I do: From 46, I can jump 20. That brings me to 66. Now I have to jump 4 more and then I reach 70. = = Date: How many loaves? The baker delivers 54 brown and 68 white loaves. a. How many loaves altogether? b. Find the total on a number line. Show the numbers the size of and the jumps = 70 a = Add the following without using a number line. Use any other method you like = = b = = = Teacher: Sign: Date: Group 1 z Give the learners a blank 100 chart. Write in the numbers and colour the multiples of 3 z When they have completed all the work they may take the playing cards and play Snap. They say Snap when the two cards turned over make 14. Blank 100 s charts Playing cards HOMEWORK ACTIVITY Tell learners to make their own number lines between 100 and 200 using any recycled material Observation/Reflection Notes: 159

162 Mathematics Grade 3 TERM 1: Week 8 Day 3 WEEK 8 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 3s from Count in 100s up to 500. Read and write number symbols up to 200. Write number sentences with addition to 99. Place Value Problem solving: Repeated addition leading to multiplication. Patterns, Functions and Algebra Measurement Number pattern of 3s and 100s Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks are there in March? How many Friday s, Wednesday s etc. are there in March? REGISTER Complete the class register on a daily basis. Possible questions to ask: Tell one learner to ask the other Gr 3 teachers how many learners are absent in their classes. Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Count in 3s from 3 198, count in 100s from z Learners count in 3s while clapping their hands and stamping their feet in the pattern of 3 e.g. z 3(clap), 6(clap), 9(stamp) 12(clap), 15(clap), 18(stamp) z 21(clap), 24(clap), 27(stamp) and so on. See how far learners can count before they make a mistake. z Repeat the game with counting in 100 s. Observation/Reflection Notes: 160

163 Mathematics Grade 3 TERM 1: Week 8 Day 3 MENTAL MATHS Whole Class ACTIVITY (10 min) Addition and subtraction facts to 20: z Tell learners that you have a magic number. You will give them clues that they must work out in their heads. They must be careful not to let anyone know what they are thinking! z Tell them the number started as 14, then 4 was added, the number was halved and 4 taken away. What is the magic number? It is 5. z Repeat the game using other numbers less than 20. CONCEPT DEVELOPMENT Whole Class ACTIVITY (15 min) Assessment Task 1: Write number sentences with addition up to 99. Written task. Learners start the worksheet (in the resources section). If they do not finish, they can finish it as part of their independent activities. Worksheet Observation/Reflection Notes: 161

164 Mathematics Grade 3 TERM 1: Week 8 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (55 min) Group 1 Group 3 Concept development (10 min) z Place value z Learners set out their flard cards and build two- and three- digit numbers. z They then add whole 10s to the numbers they make, always showing the new number e.g. the first number is 28 which is made up of 20 and 8. z Learners add 10 to 28 and make the new number 38. Ask which number changed the 20 changed and became 30 because 20 plus 10 is 30. So is 38 z Learners make the number 62, which is made up of 60 and 2. Learners subtract 20, and show the new number 42. Ask which number changed the 60 changed to 40 because 40 is 20 less than 60. z Try this with three digit numbers, and see how the learners manage. Problem Solving (15 min) Ask the following problems. Learners solve them using their own method Assessment Task 1. Practical. Problem solving: Repeated addition leading to multiplication Mom cooks some sausages. She puts four on each plate and there are six plates. How many sausages did Mom cook? The farmer planted 4 rows of tomatoes. In each row he planted 5 tomatoes. How many tomatoes did he plant? Concept development (10 min) Place value z Learners set out their flard cards and build two- and three- digit numbers. z They then add whole 10s to the numbers they make, always showing the new number e.g. the first number is 28 which is made up of 20 and 8. z Learners add 10 to 28 and make the new number 38. Ask which number changed the 20 changed and became 30 because 20 plus 10 is 30. So is 38 z Learners make the number 62, which is made up of 60 and 2. Learners subtract 20, and show the new number 42. Ask which number changed the 60 changed to 40 because 40 is 20 less than 60. Problem Solving (15 min) Ask the following problem. Learners solve it using their own method Assessment Task 1. Practical. Problem solving: Repeated addition leading to multiplication Father bought me 6 little toy cars. Each car has 4 wheels. How many wheels do the cars have? Flard cards Slate/white board 162

165 Mathematics Grade 3 TERM 1: Week 8 Day 3 INDIVIDUAL WORK ACTIVITY (60 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete the table using numbers The table is attached. z Learners complete the worksheet on addition and subtraction number sentences Group 2 z Learners complete pages 62 and 63 in the DBE Workbook. These pages include counting in 3s and repeated addition leading to multiplication. Term 1 Week 7 27 Wheels in 3s Count in 3s 1 tricycle has wheels. Date: 5 tricycles have wheels = 5 3 = 2 tricycles have wheels = 2 3 = 4 tricycles have wheels. 6 tricycles have wheels. 9 tricycles have wheels. 8 tricycles have wheels. b = = = c. d Bicycles and tricycles = = 6 3 = = = 10 3 = Worksheet DBE Workbook pages 62 and 63 Number lines Follow the example. At the cycle shop Busi counts bicycle and tricycle wheels. There are 14 wheels altogether How many bicycles are there? Teacher: Sign: a = = 4 3 = How many tricycles are there? Date: HOMEWORK ACTIVITY Learners work in their number books. Write the number 24. Make 3 lines of 24 dots. Circle each line of dots with different numbers that are multiples of 24. Number book ASSESSMENT ACTIVITY Assessment Task 1: Written Writes number sentences with addition up to 99. Assessment Task 1: Practical Problem solving: Repeated addition leading to multiplication in range Assessment recording book / sheet Observation/Reflection Notes: 163

166 Mathematics Grade 3 TERM 1: Week 8 Day 4 WEEK 8 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Estimate and count by grouping. Count in 100s up to 500. Read and write number symbols up to 200. Place value Problem solving: Addition and subtraction up to 99. Patterns, Functions and Algebra Number pattern of 3s and 100s. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: March is part of which season? Name the four seasons. REGISTER Complete the class register on a daily basis. Possible questions to ask: Tell one learner to ask the secretary how many learners are absent in the whole school today. Weather chartcalendar format Days of the week and Months of the year flashcards Class register COUNTIN Whole class ACTIVITY (5 min) z Tell learners to count in 2s but every time they say a number which is a multiple of 5, they clap their hands e.g. 2, 4, 6, 8, 10 (clap). Make it fun, but observe who manages and who doesn t. z Repeat counting in 2s, but this time they clap when the number is also a multiple of 10. MENTAL MATH Whole Class ACTIVITY (10 min) Addition and subtraction facts to 20: z Play I spy with my eye game e. g. I spy with my eye a number that is 2 more than 10 but 2 less than 14. I spy with my eye that is half of 19 less 2. I spy with my eye a number that is 5 less than 20 but 5 more than 10. I spy with my eye a number that when doubled is 16. Learner must write the answers on their slates/white boards. Slate/white boards 164

167 Mathematics Grade 3 TERM 1: Week 8 Day 4 CONCEPT DEVELOPMENT Whole Class ACTIVITY (10 min) Assessment Task 1. Read and write number symbols to 200. Oral. Using a big 200 chart, point to different numbers and the learners must read them make sure every learner gets a turn. Learners use their slates/boards and write the number symbol for the word you say. 200 chart slates CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (60 min) Group 2 Group 3 Concept development (10 min) Place value: z Learners set out their flard cards and build two- and three- digit numbers. z They then add whole 10s to the numbers they make, always showing the new number e.g. the first number is 28 which is made up of 20 and 8. z Learners add 10 to 28 and make the new number 38. Ask which number changed the 20 changed and became 30 because 20 plus 10 is 30. So is 38 z Learners make the number 62, which is made up of 60 and 2. Learners subtract 20, and show the new number 42. Ask which number changed the 60 changed to 40 because 40 is 20 less than 60. Problem solving (15 min) Ask the following problems. Learners solve them using their own method Assessment Task 1. Practical. Problem solving: Repeated addition leading to multiplication z There were 6 taxis at the taxi rank. How many tyres were there? z The farmer planted 5 rows of cabbages. In each row he planted 6 cabbages. How many cabbages did he plant? Concept development (10 min) Place value: z Learners set out their flard cards. z Tell them to make the number you point to with the cards. They then tell you what numbers make up the two digit number they made e.g. 57 is made up of 50 and 7. z Repeat this with a few other numbers, each time making sure the learners use the correct cards. Problem solving (15 min) Ask the following problem. Learners solve it using their own method Assessment Task 1. Practical. Problem solving: Repeated addition leading to multiplication z The farmer planted 4 rows of tomatoes. In each row he planted 5 tomatoes. How many tomatoes did he plant? Worksheet Flard cards 165

168 Mathematics Grade 3 TERM 1: Week 8 Day 4 INDIVIDUAL WORK ACTIVITY (60 min) To be done at the same time as Group Teaching Groups 1, 2, 3 z Give the learners a page with a lot of faces on. They must estimate how many faces they see and write the answer next to the chart. They then count the faces and say if they estimated too many, too few or the exact number. z Using the same page, count the faces by grouping them in 3s. Count in 3s and write the repeated addition number sentence. Group 1 z Learners complete pages 62 and 63 in the DBE Workbook. These pages include counting in 3s and repeated addition leading to multiplication. Term 1 Week 7 27 Wheels in 3s Count in 3s 1 tricycle has wheels. Date: b = = = c = = 6 3 = DBE Workbook pages 62 and 63 5 tricycles have wheels = 5 3 = 2 tricycles have wheels = 2 3 = 4 tricycles have wheels. 6 tricycles have wheels. 9 tricycles have wheels. 8 tricycles have wheels. d Bicycles and tricycles = = 10 3 = Number lines Follow the example. At the cycle shop Busi counts bicycle and tricycle wheels. There are 14 wheels altogether How many bicycles are there? Teacher: Sign: a = = 4 3 = How many tricycles are there? Date: HOMEWORK ACTIVITY Learners need to collect the information for the data handling activity on day 5. z Find out what size shoe you are wearing. z Bring one of your shoes to school tomorrow. ASSESSMENT ACTIVITY Assessment Task 1: Written Write number sentences with addition up to 99. Assessment Task 1: Practical Problem solving: Repeated addition leading to multiplication Assessment recording book/ sheet 166

169 Mathematics Grade 3 TERM 1: Week 8 Day 5 WEEK 8 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 3s from 3 99 and 4s up to 100. Count in 100s up to 500. Compare numbers up to 100. Problem solving: Addition and subtraction up to 99. Patterns, Functions and Algebra Measurement Data Handling Number pattern of 3s and 100s Calendar Organise, represent and analyse data. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Name the 3 months of autumn. REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners were absent this week? How many boys/ girls were absent this week? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register ACTIVITY (5 min) COUNTING Whole class Count in 3s from Count in 100s from : z Count in 3s starting at 99. z Count in 100s to 500. z Count in 4s to 88. Number chart MENTAL MATHS Whole Class ACTIVITY (15 min) Give each learner a small piece of paper. They write any number between 50 and 100. Working in groups of four, they compare their numbers and say which one is the most, which one is the least, what the order is and what the difference is between each of the numbers. Pieces of paper 167

170 Mathematics Grade 3 TERM 1: Week 8 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY (35 min) Data handling: z Take learners outside and sit in a big circle. Ask learners to put one of their shoes in a row in the middle of the circle. z Ask learners to tell you any similarities they can see. Then talk about the differences. z Ask the learners the sizes of their shoes. Sort the shoes according to size. Pack them in rows according to size. Count every row and how many shoes there are per size. z Back in the classroom, learners complete pages 34 and 35 in the DBE Workbook. The pages include data handling on shoe sizes of learners. Term 1 Week 4 16 Shoes in the class Data handling The learners call out their sizes, one by one. Mrs Khoza writes the sizes on the board. Mrs Khoza: Count, then write how many of each size. Date: Read the story. Thabo: Wow, Miss! Jack is a giant! He wears size 6 shoes! Mrs Khoza: Well! Yes, Thabo, that is big for a nine year old! What size shoe do you wear Thabo? What sizes do the rest of the class wear? Let s do a survey! Now draw a pictograph = one learner Size 1 Size 2 Size 3 Size 4 Size 5 Size 6 DBE Workbook page 34 and Now answer these questions. a. Most learners wear shoe size. b. The fewest number wear size. c. children took part in this survey. Fill in the table below. What about you? Find out what shoe sizes you and your friends wear! Shoe sizes in the class Size 1 Size 2 Size 3 Size 4 Size 5 Size 6 Work in a group of 6 to 8. Collect your data. Write the number of shoe sizes in a table. Compare answers with other groups. Teacher: Sign: Date: Observation/Reflection Notes: 168

171 Mathematics Grade 3 TERM 1: Week 9 Day 1 WEEK 9 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 2s and 5s from Fractions: unitary and non-unitary fractions 1 2, 1 4 and 2 3 Describe, compare and order numbers to 99. Doubling numbers (revision) Patterns, Functions and Algebra Number patterns: multiples of 2s and 5s. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks do we have in March? Which month is three months after March? In which season is March? REGISTER Completes the class register on a daily basis. Possible questions to ask: How many boys and girls are present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Revise counting in 2s and 5s from forward and backward z Learners count in 2s from any given number. Explain that when you clap, learners must stop counting. z Learners stop when you clap. Ask the how many groups of 2 they have counted up to the number they stopped at. z Learners start at 200 and count backwards in multiples of 2. When you clap your hands they stop and say how many multiples of 2 they have taken away from where they started. z Repeat the activity but count in 5s. Learners Observation/Reflection Notes: 169

172 Mathematics Grade 3 TERM 1: Week 9 Day 1 MENTAL MATHS Whole Class ACTIVITY (10 min) Describe, compare and order numbers to 99 Learners give reasons as to why 65 is more than 52, 45 is less than 67, 58 equals 58 etc. Encourage learners to answer this way: 65 is greater than 56 because I know that 65 has 6 multiples of ten and 52 has 5 multiples of 10. CONCEPT DEVELOPMENT Whole Class ACTIVITY (30 min) Revision of fractions z Learners revise unitary names of fractions and compare fractions they have done in week 7. z Let learners draw their own shapes in their books. Give the following instructions : Draw a line to divide the circle in half and colour one half red. Draw a line to divide the square into quarters and colour each quarter a different colour. Draw a line to divide the triangle in half and colour one half green and the other half yellow. Diagrams, drawings Concept: Revise unitary Fractions 1 2, 1 4, 1 3 and 1 5 z Remind learners that a fraction is a part of the whole. Ask learners if they remember that the more parts you divide a fraction into, the smaller it gets. 1 2 is bigger than a 1 because a half is only divided into two 4 parts but a quarter is divided into 4 parts. z Remind learners that the bottom number indicates the parts you have divided the whole into e.g. 2, 3, 4, 5. The top number indicates the part you getting of the whole. It means that 1 is one of the three 3 pieces. The correct method for writing fractions should be used at all times. z Ask learners to draw 4 circles on their slates and divide the circle in 1 2, 1 3, 1 4 and 1 5 z Learners discuss what they can see. z Make learners aware that they must look at the size of the pieces in a 1 2, 1 3, 1 z What fraction is the biggest? Which fraction is the smallest? 4 and 1 5. is the smallest. z Learners must observe that the 1 2 is the biggest fraction and the 1 5 z Order fractions from smallest to biggest or biggest to smallest: z Fraction pattern: smallest to biggest 1 5, 1 4, 1 3, 1 2 z The part of the whole can be a one half, one quarter, one third or one fifth. Learners must understand that a fraction can be of any shape or number. z Let learners draw four fraction strips/rectangles on their slates. Divide the first one in half, quarters, thirds and fifth

173 Mathematics Grade 3 TERM 1: Week 9 Day 1 z Explain to learners that if you have a whole it can be written as 2/2 or 1, which is easier and also correct. z Make sure learners understand that a half is half of the whole shape. If the shape is divided into 4 pieces then two pieces will be half. If the shape is divided into 6 pieces then three pieces will behalf of that shape. Illustrate this on the blackboard by dividing shapes in more than 2 pieces and then colouring in half. z Also show learners shapes where different fractions have been coloured in. They must write the fraction on their slates. Concept: Non-unitary fractions 1 2, 1 3, 2 3, 3 3, 1 4, 2 4, 3 4, 4 4, 1 5, 2 5, 3 5, 4 5, and 5 5 z Revise non-unitary fractions done the previous day. Learners have been made aware that fractions are equal parts of a whole. z Activities to divide the remainder in non-unitary fractions: Divide a whole into four equal parts. Indicate that one unit of the whole is called a 1 4. Two parts of the whole in other words 2 of the 4 pieces is called 2 quarters and written as 2 4 Three parts of the whole, it is three of the four pieces, is called three quarters and written as 3 4 Four parts of the four pieces is a whole and can be written as 4 4. Divide a whole into three equal parts. Indicate that one unit of the whole is called a 1 3. Two parts of the whole in other words 2 of the 3 pieces is called 2 thirds and written as 2 3 Three parts of the whole it is a whole and can be written as 3 3 Divide a whole into five equal parts. Indicate that one unit of the whole is called a 1 5. Two parts of the whole in other words 2 of the 5 pieces is called 2 fifths and written as 2 5 Three parts of the whole it is three of the five pieces is called three fifths and written as 3 5 Four parts of the five it is four of the five pieces is called four fifths and written as 4 5. Five parts of the five pieces is a whole and can be written as 5 5. z Teacher explains the non unitary fractions by shading a piece and then writing the fraction. z The same can now be done with circles. z Shade pictures and ask learners what fraction is shaded. z Ask learners to copy shapes divided into fractions from the board and then to shade them as instructed. Observation/Reflection Notes: 171

174 Mathematics Grade 3 TERM 1: Week 9 Day 1 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (40 min) Group 1 Group 3 Concept development (10 mins) z Learners each take a handful of counters estimate how many counters they have taken, record and then count and record. Let the learners make piles of 10 so that you and the learners can see the total. z Let one learner choose a number between 40 and 50. Each one in the group must tell a different number fact about the chosen number. Problem solving (20 min) Ask the following problems. Learners solve them using their own method. z Linda is 8 years old. His older brother is twice as old. How old is Linda s brother? z Linda s father is 4 times as old as his brother. How old is his father? Concept development (10 miins) z Learners each take a handful of counters estimate how many counters they have taken, record and then count and record. Let the learners make piles of 10 so that you and the learners can see the total. z Let one learner choose a number between 20 and 30. Each one in the group must tell a different number fact about the chosen number. Problem solving (20 min) Ask the following problems. Learners solve them using their own method. z Mummy has 12 chickens. Our neighbour has double the number of our chickens. How many chickens does our neighbour have? z Londi is 7 years, how old will he be after another 7 years? Counters slates/boards Observation/Reflection Notes: 172

175 Mathematics Grade 3 TERM 1: Week 9 Day 1 ACTIVITY (40 min) To be done at the same time as Group Teaching Groups 1, 2, 3 Learners complete a worksheet. They identify the fraction that is coloured. Here is an example. Work sheets INDIVIDUAL WORK Group 2 Learners draw objects in the classroom such as windows and doors. They divide the picture into fractions and colour the fractions. Class work books, pencils and coloured pencils HOMEWORK ACTIVITY Learners compare some fractions of objects and state reasons for differences such as half of a sofa is bigger than half of a chair, one half of a mirror is smaller than half of a door etc. Pencils, crayons, worksheet Observation/Reflection Notes: 173

176 Mathematics Grade 3 TERM 1: Week 9 Day 2 WEEK 9 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 2s and 4s from Comparing and ordering numbers (more than, less than and smallest to greatest) Double and half of numbers. Fractions Patterns, Functions and Algebra Count in 2s and 4s from Shape and Space Measurement 2-D shapes Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks do we have in March? Which month is three months after March? In which season is March? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Revision of counting in 2s and 4 s forward and backward from z Learners count in 4s, stopping when you clap your hands. Ask how many groups of 4 they have counted. Ask what one more/one less group of four will make. z Learners start at 52 and count backwards in multiples of 4. Allow them to use a number chart if they need to. Number chart MENTAL MATHS Whole Class ACTIVITY (10 min) Describe, compare and order numbers to 99. Learners give reasons as to why 65 is more than 52, 45 is less than 67, 58 equals 58 etc. Encourage learners to answer in this way: 65 is greater than 56 because I know that 65 has 6 multiples of ten and 52 has 5 multiples of

177 Mathematics Grade 3 TERM 1: Week 9 Day 2 CONCEPT DEVELOPMENT Whole Class Revision of fractions ACTIVITY (30 min) z Learners revise unitary names of fractions and compare fractions they coloured the previous day. z Put a pile of magazines, a few pairs of scissors and some glue in the middle of each group. Learners cut out a picture, then either cut it in half or into quarters, glue the pieces into their books and write the correct fraction next to each piece. Discuss the meaning of cutting the picture into two or four pieces. The pieces must be pasted so that the picture can be recognised! Diagrams, drawings CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (40 min) Group 2 Group 3 Concept development (10 min) z Learners each take a handful of counters then estimate and record how many counters they have taken. They then count and record. Let the learners make piles of 10 so that you and the learners can see the total. z Let one learner choose a number between 40 and 50. Each one in the group must tell a different number fact about the chosen number. Problem solving (10 min) Ask the following problems. Learners solve them using their own method. z Mom picked 12 flowers but Gran picked twice as many flowers. How many flowers did Gran pick? z Dad cut 30 pieces of wood. Granddad cut only half that amount. How many did Granddad cut? Concept development (10 min) z Learners each take a handful of counters then estimate and record how many counters they have taken. They then count and record. Let the learners make piles of 10 so that you and the learners can see the total. z Let one learner choose a number between 40 and 50. Each one in the group must tell a different number fact about the chosen number. Problem solving (10 min) Ask the following problem. Learners solve them using their own method. z Mummy has 20 peaches and Aunty Ann has the half of what mummy has. How many peaches does Aunty Ann have? z My upper jaw has 12 teeth and that is half of my teeth. How many teeth do I have? Apples Counters papers Counters, stick bundles of ten Observation/Reflection Notes: 175

178 1 1 Mathematics Grade 3 TERM 1: Week 9 Day 2 ACTIVITY (40 min) To be done at the same time as Group Teaching Groups 1, 2, 3 Learners complete page 73 in the DBE Workbook. It is about grouping and sharing. DBE Workbook page 73 Share the counters between the two children. We got 2 counters We got each. counters each. ½ of 4 counters of is 2. counters is. We got counters each. of counters is. We got counters each. of counters is. INDIVIDUAL WORK 4 2 = 2 = = = Share the sweets between the children. ¼ of the sweets = 3 2 ¼ of the sweets = 6 ¾ of the sweets = 9 4 ¼ of the sweets = 12 3 of the sweets = 5 of the sweets = 2 2 of the sweets = of the sweets = of the sweets = of the sweets = 5 4 of the sweets = of the sweets = Teacher: Sign: Date: Double and half z Write some numbers on the chalkboard. Learners copy them into their class workbooks and double them, then halve them. Group 1 Learners draw objects in the classroom such as windows and doors. They divide the picture into fractions and colour the fractions. Class work books, pencils and coloured pencils Observation/Reflection Notes: 176

179 Mathematics Grade 3 TERM 1: Week 9 Day 3 WEEK 9 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 2s and 4s from Comparing and ordering numbers (more than, less than and smallest to greatest). Grouping and sharing leading to division. Shape and Space Measurement 2-D shapes-fractions Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks do we have in March? Which month is five months after March? Which season comes next? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many learners have more than 6 people in their family? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Learners revise counting in 2s and 4 s. z Give each group a container of objects grouped into 4 e.g. buttons in a bank packet. Each learner picks a handful of groups of 4 and estimates how many objects they have. z Learners check their answers by counting the 4 s. They say: we estimated 32, but when we counted there were 48. z The difference between our estimation and our calculations is 16. z Give groups the following table to fill in. estimation counting difference Counters Workbooks Pens/pencils Observation/Reflection Notes: 177

180 Mathematics Grade 3 TERM 1: Week 9 Day 3 MENTAL MATHS Whole Class ACTIVITY (10 min) Describe order and compare numbers to 99. z Give learners a small piece of paper. They write any two digit number they like. z Working in groups of four, they compare their numbers saying what the difference is. z They order their numbers from smallest to greatest. z Learners now make groups of 8 and must order the numbers from smallest to greatest. Piece of paper Pens/pencils CONCEPT DEVELOPMENT Whole Class ACTIVITY (20 min) Revision of 2-D shapes and fractions. z Learners colour in fractions of 2-D geometric shapes. They recognise those shapes that cannot be divided equally. z Learners identify all the 2-D shapes that can be divided into fractions and into which fraction it can be divided. z Learners identify which shapes are divided into fractions and which are not. Diagrams, drawings Observation/Reflection Notes: 178

181 Mathematics Grade 3 TERM 1: Week 9 Day 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching ACTIVITY (40 min) Group 1 Group 3 Concept development (10 mins) z Learners work in pairs to describe how 2-D shapes differ from each other for example a triangle has 3 corners and 3 sides; a square has 4 corners and 4 sides. z Give each learner a packet of flard cards and tell them to set them out in order. Ask learners to make three-digit numbers. Check the numbers each time to make sure the learners have the correct cards i.e. 268 needs 200 and 60 and 8. Let them tell you that 268 is two hundred and sixty and eight. z Ask learners add whole tens to the three digit number, each time showing which number changed. i.e is 288 because the 60 changed to 80. Problem solving (10 min) Ask the following problems. Learners solve them using their own method. z Our school has 36 netball players. How many netball teams can we have if each team has 7 players? z Six new classrooms have been built at our school for our 54 grade ones. How many learners will be put into each class? Concept development (10 mins) z Learners work in pairs to describe how 2-D shapes differ from each other for example a triangle has 3 corners and 3 sides; a square has 4 corners and 4 sides. z Give each learner a packet of flard cards and tell them to set them out in order. Ask learners to make two-digit numbers. Check the numbers each time to make sure the learners have the correct cards i.e. 68 needs 60 and 8. Let them tell you that 68 is sixty and eight. z Ask learners to make add whole tens to the two digit number, each time showing which number changed. i.e is 88 because the 60 changed to 80. Problem solving (10 min) Ask the following problem. Learners solve it using their own method. z There are 24 eggs and mom only has 4 baskets to put eggs in. How many eggs will she put in each basket? Flard cards, 2 D shapes Counters, stick bundles of ten Observation/Reflection Notes: 179

182 Mathematics Grade 3 TERM 1: Week 9 Day 3 ACTIVITY (40 min) To be done at the same time as Group Teaching Group 1,2,3 z Learners complete page 68 in the DBE Workbooks 30a Division Date: DBE Workbook page 68 Term 1 Week 8 Share the sweets: INDIVIDUAL WORK a. Share 30 sweets between 2 children. b. Share the sweets between 3 children. c. Divide the sweets between 5 children. We can write it as 30 2 = 15 = = z Learners draw different shapes, divide them into fractions and colour in quarters, halves and thirds. Group 1 Problems based on equal sharing z Learners work in groups, and write their own problems such as: I have 48 counters. I share them amongst 6 people. How many does each one get? Counters, class work books HOMEWORK ACTIVITY Learners bring 3-D objects from home such as boxes, tins, etc. Learners identify all the 2-D shapes that make up the object. Boxes, tins Observation/Reflection Notes: 180

183 Mathematics Grade 3 TERM 1: Week 9 Day 4 WEEK 9 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 2s and 4s from Comparing and ordering numbers (more than, less than and smallest to greatest). Place value: Breaking down and building up numbers. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks do we have in March? How many weeks do we have in February? What is the difference between February and March? Which month is two months before March? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys are absent today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (5 min) Revise rote counting in 2s and 4s forward and backward : z Learners complete the table as they count in 2s and 4s Number of cows Number of legs Number of eyes z Learners must be allowed to use their groups of 4s and 2s to calculate answers. Counters Workbooks Pens/pencils Observation/Reflection Notes: 181

184 Mathematics Grade 3 TERM 1: Week 9 Day 4 ACTIVITY (10 min) Describe order and compare numbers. Ask learners to complete this table. They must work out how many 100s, 50s etc. go into the numbers in the left-hand column. They can use their number charts and counters if they like. Number charts Counters Workbooks Pens/pencils 100s 50s 25s 20s 10s 5s MENTAL MATHS Whole Class Once the table is complete, tell learners you are going to clap a number and they must find it. Start off by telling them each clap is 100. Therefore if you clap 4 times, that is times, so they point to 400. Try this with the other numbers e.g. a clap is 20, so 5 claps are 100. CONCEPT DEVELOPMENT Whole Class ACTIVITY (20 min) Revision of fractions. z Draw some shapes on the chalkboard. Learners divide and colour the shapes to show the fraction of one half, one third, one quarter and one fifth. z Learners show fractions of sweets by drawing a line around the correct number of sweets. z Learners share the counters (12, 16, 20) amongst others in their group and say what the third, quarter, half and even the fifth of these numbers is. Learners must use their counters to solve the problem. Diagrams drawings Observation/Reflection Notes: 182

185 Mathematics Grade 3 TERM 1: Week 9 Day 4 ACTIVITY (50 min) Group 2 Group 3 CONCEPT DEVELOPMENT/PROBLEM SOLVING Group Teaching Concept development (15 min) z Give each learner a pack of flard cards and tell them to set them out in order. Ask learners to make 3-digit numbers. Check the numbers each time to make sure the learners have the correct cards i.e. 268 needs 200 and 60 and 8. Let them tell you that 268 is two hundred and sixty and eight. z Ask learners add whole 10s to the 3-digit number, each time showing which number changed. i.e is 288 because the 60 changed to 80. Problem solving (10 min) Give learners a problem. Learners use their own way to solve the problem z Our school has two netball teams, a red team and a blue team. The principal brought 48 oranges for them. How many oranges does each team get? z The local football club bought 36 balls to use in training. However, two other teams have no balls. The local team decided to share their balls. How many balls did each team get? Concept development (15 min) z Give each learner a pack of flard cards and tell them to set them out in order. Ask learners to make 2-digit numbers. Check the numbers each time to make sure the learners have the correct cards i.e. 68 needs 60 and 8. Let them tell you that 68 is sixty and eight. z Ask learners to make add whole 10s to the 2-digit number, each time showing which number changed. i.e is 88 because the 60 changed to 80. Problem solving (10 min) Give learners the following problem. Learners use their own way to solve the problem. z The local football club bought 36 balls to use in training. However, the other team had no balls. The local team decided to share their balls. How many balls did each team get? z Our school has 36 netball players. How many netball teams can we have if each team has 7 players? Counters Number line Flard cards Counters Number line Number square Observation/Reflection Notes: 183

186 1 1 Mathematics Grade 3 TERM 1: Week 9 Day 4 ACTIVITY (50 min) To be done at the same time as group teaching Groups 1, 2, 3 z Learners complete page 73 in the DBE Workbooks DBE Workbook page 73 Share the counters between the two children. INDIVIDUAL WORK We got 2 counters We got We got We got each. counters each. counters each. counters each. ½ of 4 counters of of of is 2. counters is. counters is. counters is. 4 2 = 2 = = = Share the sweets between the children. ¼ of the sweets = 3 2 ¼ of the sweets = 6 ¾ of the sweets = 9 4 ¼ of the sweets = 12 3 of the sweets = 5 of the sweets = 2 2 of the sweets = of the sweets = of the sweets = of the sweets = 5 4 of the sweets = of the sweets = Teacher: Sign: Date: z Learners work in groups, to break down and build-up 3 digit numbers Group 2 z Provide the learners with two dice with numbers between 20 and 50. One learner must throw the dice. Everyone writes an addition number sentence using the numbers shown. Dice ACTIVITY Learners complete a worksheet where they break down and build-up 3 digit numbers. Worksheet HOMEWOK number how many 100 how many Observation/Reflection Notes: 184

187 Mathematics Grade 3 TERM 1: Week 9 Day 5 WEEK 9 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Count in 2s and 4s from Comparing and ordering numbers (more than, less than and smallest to greatest) Double and half Place value: Breaking down and building up numbers. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: How many weeks have we been at school this term? How many weeks till the end of the term? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (10 min) Learners revise rote counting in 2s and 4s forward and backward: Learners complete the table as they count in 2s and 4s. number of cows number of legs number of eyes Learners must be allowed to use their groups of 4s and 2s to calculate answers. Counters Workbook Pens/pencils MENTAL MATHS Whole Class ACTIVITY (15 min) Describe order and compare numbers to 99. z Learners identify which number comes first, second, third in a sequence by arranging numbers from greatest to smallest and from smallest to greatest Number cards 185

188 Mathematics Grade 3 TERM 1: Week 9 Day 5 CONCEPT DEVELOPMENT Whole Class ACTIVITY (30 min) Revision of doubling and halving. z Learners use abacuses to double and halve numbers. Working in pairs, they each make groups of 20, 30,15,42,28 on their abacus. They count the number on both abacuses, as this is double, and record what they did e.g. 20 doubled is 40. z Learners repeat this activity, but halve the number. They record: half of 20 is 10. z Draw the following table on the chalkboard. Learners copy it into their class workbooks and complete it. number double half Abacus Workbooks Pens/pencils Observation/Reflection Notes: 186

189 Mathematics Grade 3 TERM 1: Week 10 Day 1 WEEK 10 DAY 1 DATE CONTENT COVERED IN LESSON (CAPS): Numbers, Operations and Relationships Measurement Counting in 1s from forward and backward from any given number. Describe, compare and order numbers to 99. Capacity Note: Revision week, note that the lessons do not make provision for group teaching during this week. ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Which Christian holidays are we celebrating these coming holidays? Identify these dates on a calendar. How many holidays do we have in March and April altogether? What are these holidays called? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are Shorter than the teacher? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (30 min) Revise: rote counting in 1s from forward and backward and counting on from any given number: z Learners revise rote counting in 1s from 300 to 400. z Take learners outside and play the following game: Learners work in two groups to play the game. They take turns to respond to the questions and the other group counts to 10. Say a number e.g. I m number 134 and I have 12 more people after me. Who are they? The playing group must have 12 learners stand up as quickly as possible, so that they will count on from 134. Each one says the next number i.e. 135, 136, 137, etc. If they do not respond by the time the other group has counted to 10, the playing group is out and they change positions. Use as many numbers as you can, going forwards and backwards. Learners 187

190 Mathematics Grade 3 TERM 1: Week 10 Day 1 MENTAL MATHS Whole Class ACTIVITY (15 min) Describe order and compare numbers to 99. z Ask the learners questions such as: { I have the number bigger than 125 and smaller than127 what is the number? I have a number that has 11 multiples of ten and 5 more. I have two numbers bigger than 70 and less than 73. z Give learners a set of cards. They arrange the numbers from biggest to smallest and from smallest to biggest Number charts number symbol cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (40 min) Revision: Capacity z Learners determine the capacity of different objects either through filling or displacement (placing into a measuring cylinder) with water. z Learners measure capacity using a range of objects as informal units. z Learners count how many times you pour and you fill from the chosen unit whose volume is being measured. z Learners can also estimate capacity of containers using non- standard measuring units. z Learners complete the worksheet based on capacity. Buckets Water Cups, bottles Worksheet on capacity ACTIVITY Learners count in ones from the resources page at the back of their DBE Workbooks in 1s from DBE Workbook page 101 and Date: Count forwards and backwards Weighing in HOMEWORK a. Counting forward from 300 in tens. Start End b. Count back from 400 in tens. Start Term 2 Week A special number Add and write the answers Rounding off and adding! I know what the special number is! Do you? 97 Think smart! End Jackal 25 kg Tortoise 98 kg Baboon 59 kg Baby zebra 88 kg Pelican 9 kg Round off the mass of each aminal to the nearest 10 kg. Write as one number = = = = Write the mass of each animal in order from light to heavy = = = =,,,,,,, Write the numbers in order from smallest to biggest. Teacher: Sign: Date: Estimate the total mass of the 5 animals

191 Mathematics Grade 3 TERM 1: Week 10 Day 2 WEEK 10 DAY 2 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Data Handling Counting in 100s to 500, forward and backward from any given number. Describe, compare and order numbers to 99. Data handling ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Which Christian holidays are we celebrating these coming holidays? Identify these dates on a calendar. How many holidays do we have in March and April altogether? What are these holidays called? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (30 min) Revise rote counting in 1s from 1 200, and counting on from a given number. z Learners revise rote counting in 1s from 300 to 400. z Take learners outside and play the following game: Learners work in two groups to play the game. They take turns to respond to the questions and the other group counts to 10. Say a number e.g. I m number 134 and I have 12 more people after me. Who are they? The playing group must have 12 learners stand up as quickly as possible, so that they will count from 134. Each one says the next number i.e. 135, 136, 137, etc. If they do not respond by the time the other groups has counted to 10, the playing group is out and they change positions. z Use as many numbers as you can, going forwards and backwards. 189

192 Mathematics Grade 3 TERM 1: Week 10 Day 2 MENTAL MATHS Whole Class ACTIVITY (15 min) Describe, order and compare numbers to 99. z Ask the learners questions such as: I have the number bigger than 125 and smaller than127 what is the number? I have a number that has 11 multiples of ten and 5 more. I have two numbers bigger than 70 and less than 73. z Give learners a set of cards. They arrange the numbers from biggest to smallest and from smallest to biggest Number charts Number symbol cards CONCEPT DEVELOPMENT Whole Class ACTIVITY (35 min) Data handling z Learners take a walk to a school garden. They make notes of the data in the garden, recording the number of different vegetables e.g. 12 spinaches,10 cabbages, 18 beetroots and 16 onions z Back in the classroom they record their findings as a pictograph. Learners make up questions based on their graphs for others to answer. The teacher may also use the graph attached based on capacity. z Capacity- of 3-D objects using non-standard units: Measure with spoons and cups Teacher shows learners that if you use a spoon to fill a container, there can be a difference in the number of spoons that fill each container. Note: This is an example. You can come up with your own way of how learners can collect information for a graph if you don t have a functioning school garden. Graph attached or own graph Observation/Reflection Notes: 190

193 Mathematics Grade 3 TERM 1: Week 10 Day 3 WEEK 10 DAY 3 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 10s, 100 s from 500 forward and backward from any given number. Describe, compare and order numbers to 99. Place value Patterns, Functions and Algebra Count in multiples of 100. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Which Christian holidays are we celebrating these coming holidays? Identify these dates on a calendar. How many holidays do we have in March and April altogether? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are absent today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (15 min) Revise counting in 100 from forward and backward from any given number: z Learners put together bundles of multiples of 10 to form 100. Ask learners how many multiples of 10 we need to make 100. Learners can also use their abacuses to make 100s. They can count in multiples of ten to make sure that an abacus contains 100 beads. z Learners count in multiples of 100 to 500 forward and backward. Ask if they can identify the pattern in counting in 1s and in 100s. Observation/Reflection Notes: 191

194 Mathematics Grade 3 TERM 1: Week 10 Day 3 MENTAL MATHS Whole Class ACTIVITY (20 min) z Ask learners to put these numbers in the right order from biggest to smallest. You could write them on the board. Let learners write the numbers down in the right order. Also ask some questions that ask for the order from smallest to biggest. 180; 150; 130; 200; ; 104; 44; ; 123; 113; 122; ; 168; 173; ; 105; 115; 151 z Ask learners which are bigger 198 or 189? 145 or 154? 154 or 146? They can look on their number charts if they need to. z Ask questions and learners use their number charts to count = = = 78 Learners complete the addition and subtraction worksheet. Number charts, Number symbol cards Worksheet Pens/pencils CONCEPT DEVELOPMENT Whole Class ACTIVITY (50 min) z Count in 10s z Make sure each learner has a pencil and a piece of paper to write on. Take them outside and put them into 4 random groups. Explain the game as follows: { Each group has a waste-paper basket (or bucket), a sheet of newspaper, a ruler and 5 bean-bags. The basket is placed on the newspaper in the middle. The leader counts 5 big steps from the edge of the newspaper and places the ruler on the group. The group sits around the newspaper, but not touching it. The leader starts the game. S/he stands behind the ruler and throws the 5 bean-bags, one at a time, into the basket. Some may land in the basket and some may land on the paper or even on the grass. Scoring is as follows: Each bean bag counts 10. If it lands in the basket, the value doubles. If it lands on the newspaper, the value remains the same. If it lands off the newspaper and on the ground, the value is halved. All the other learners record the scores and check to see if they all got the same. { Learners take turns until everyone has had a turn to throw the bean-bags and record a score. The learner with the highest score gets a prize can be first out for break, can be the leader of the boys or girls going back into the classroom, can chose a book for you to read, etc. Bucket Paper Rulers 5 beanbags per group Newspaper HOMEWORK ACTIVITY Learners will complete calculations on addition and subtraction sums using their own method to calculate their answers 192

195 Mathematics Grade 3 TERM 1: Week 10 Day 4 WEEK 10 DAY 4 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 100s from 500 forward and backward from any given number. Describe, compare and order numbers to 99. Addition and subtraction- number line. Patterns, Functions and Algebra Count in multiples of 100s. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: Why do we have holidays? How long will we not be at school? REGISTER Complete the class register on a daily basis. Possible questions to ask: How many boys and girls are present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (15 min) Revise counting in 100 from forward and backward from any given number: z Learners put together bundles of multiples of 10 to form 100. Ask learners how many multiples of 10 we need to make 100. Learners can also use their abacuses to make 100s. They can count in multiples of 10 to make sure that an abacus holds 100 beads. z Learners count in multiples of 100 to 500, forward backward. Ask if they can identify the pattern in counting in 1s and in 100s. Abacuses MENTAL MATHS Whole Class ACTIVITY (15 min) Describe order and compare numbers to 99. z Ask the learners questions such as: { I have a number bigger than 125 and smaller than 127 what is the number? I have a number that has 11 multiples of ten and 5 more. I have two numbers bigger than 70 and less than 73. z Give learners a set of cards. They arrange the numbers from biggest to smallest and from smallest to biggest. Number charts, number symbol cards 193

196 Sign: Date: Sign: Date: Mathematics Grade 3 TERM 1: Week 10 Day 4 CONCEPT DEVELOPMENT Whole Class ACTIVITY (50 min) Addition and subtraction z Learners play the following game. Put down a small doormat and on top of it place a class workbook. Then on top of the book place a jug. Give all these object numbers e.g. the mat is 5, the book is 20 and the jug is 100. Learners take turns to throw three counters and add their score. If a counter lands on the mat it counts as 5, if it lands on the book it is 20 and it counts 100 if it lands in the jug. The learners add or subtract the 3 numbers together and that gives the score. Learners can play in groups of four. Once each learner has had a turn, the group adds their numbers together. The group with the greatest number is the winner. z Give learners a worksheet to fill in the missing numbers of 1s between 100 and 200 e.g. 110,,,,,115,, ,,,,183,,,180,,,177,, ,,195,,,,,200. Addition on a number line z Learners complete the worksheets in the DBE Workbook pages 42, 43, 44 and 45 based on addition on a number line Worksheet Doormat Jug Counters DBE Workbook pages 42, 43, 44 and 45 Term 1 Week 5 20a Add on a number line Sit at your desk! Date: In our school each learner has their own desk. There are 46 learners in Grade 3A and 24 in Grade 3B. How many desks do we need for both classes? Working with a partner Look at how these three learners used a number line to solve the problem. Complete the sums using the example. b = c = This is what I do: I first add 10. This brings me to 56. Then I jump another 10 to get to 66. And lastly, l jump 4 more to land at 70. I must add 24 to I must add 24 to This is what I do: First I will jump 4. That will bring me to 50. I can jump 20 more, which brings me to 70. INDIVIDUAL WORK 42 20b = = = = 70 a = Date: = = = 70 a = Teacher: Term 1 Week 6 b = I must add 24 to This is what I do: From 46, I can jump 20. That brings me to 66. Now I have to jump 4 more and then I reach 70. How many loaves? The baker delivers 54 brown and 68 white loaves. a. How many loaves altogether? b. Find the total on a number line. Show the numbers the size of and the jumps. = = = a = Add the following without using a number line. Use any other method you like = = b = = = Teacher:

197 Mathematics Grade 3 TERM 1: Week 10 Day 5 WEEK 10 DAY 5 DATE CONTENT COVERED IN LESSON (CAPS) Numbers, Operations and Relationships Counting in 100s from 500 forward and backward from any given number. Describe, compare and order numbers to 99. Addition and subtraction Patterns, Functions and Algebra Count in multiples of 100s. Measurement Calendar ACTIVITY (3 5 min) DAILY ROUTINE z Weather chart and birthday chart must be completed daily. z Days of the week and months of the year must be repeated daily. z Discuss whether there are any public holidays that week or any school events for the day. z Learners record the correct weather symbols on the weather chart. Possible questions to ask: What are you going to do during holidays? REGISTER Complete the class register on a daily basis. Possible questions to ask: Are all the learners present today? Weather chart- (calendar format) Days of the week and months of the year flashcards Class register COUNTING Whole class ACTIVITY (15 min) z Put learners into groups of six. Each group can decide on their own counting activity. z Once all the groups have practiced their counting, one group at a time does the activity and the other groups have to identify what counting is being done. MENTAL MATHS Whole Class ACTIVITY (15 min) Describe, order and compare numbers to 99. z Ask learners questions such as: { I have the number bigger than 132 and smaller than133 what is the number? I have a number that has 7 multiples of ten and 5 more. I have two numbers bigger than 110 and less than 115. z Write some numbers on the board. Learners arrange numbers from biggest to smallest and from smallest to biggest. Number charts, number symbol cards 195

198 Mathematics Grade 3 TERM 1: Week 10 Day 5 ACTIVITY (50 min) Subtraction on a number line z Learners complete the worksheets in the DBE Workbook pages 46, 47, 48 and 49 based on addition on a number line. DBE Workbook pages 46, 47, 48 and 49 Term 1 Week 6 21a Subtract on a number line Date: One learner! One ruler! The class needs 53 rulers. We have only 35. How many more do we need? = Working with a partner Read how the same three learners use a number line here. Complete the sums using the example. a = b = I have to subtract 35 from 53. Subtraction means to take away. c = CONCEPT DEVELOPMENT Whole Class 46 21b So, I will start at 53 and take away. I ll take away 10, 10, 10 that brings me to 23. Now to take away five. First I take away 3, and I come to 20. I take away 2 more and I get to 18. So we need 18 rulers. = = = = = 20 2 = Date: b = Subtraction means to find the difference between 53 and I ll start at 53 and count down to 35 to find the difference. If I count back by 10, I get to 43. I can count back 3 more to get to 40. Then I count down 5 more to get to plus 3 plus five is 18. So we need 18 more rulers. a = b = Teacher: Sign: Date: 47 Term 1 Week 6 c = c = d = d = I can start at 35 and see how many jumps it takes me to count up to 53. I can start at 35 and see how many jumps it takes me to count up to 53. Ten plus five plus three is 18. We need 18 more rulers. Going by taxi The journey by taxi to town is 65 km. So far the taxi has travelled 38 km. How much further to go? Use the number line to solve this problem. a = Teacher: km Sign: Date:

199 Observation/Reflection Notes: 197

200 Observation/Reflection Notes: 198