|
Week |
Lesson |
Strand |
Sub-Strand |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experiences |
Learning Resources |
Assessment |
Remarks |
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1 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
In which position were you when you came to class in the morning? |
Learners in groups /pairs to arrange different items in order of size starting with the smallest |
Counters Charts Oxford mathematics activities learner’s book3 page 1 |
Observation Writing exercise |
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2 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
In which position was your number in the race? |
Leaners in pairs/groups to get to the field and run in a race and identify their positions |
School field Oxford mathematicsactivities learner’s book3 page 1 |
Observation Oral exercise |
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Which day of the week is position 1? |
Learners to match days, months with their position |
Charts Calendar Oxford mathematics activities learner’s book 3 page 3 |
Writing exercise Oral exercise |
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4 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we number positions in the cards? |
Learners to identify the position of an object from a reference point using first, second up to 20 |
Charts Cards Oxford mathematics activities learner’s book 3 page 3 |
Observation In class writing exercise |
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5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Which position is your book? |
Learners to identify the position of an object from a reference point using first, second up to 20 |
Charts Number Cards Oxford mathematics activities learner’s book 3 page 4-5 |
In class writing exercise
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2 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position of each object? |
Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th |
Number cards Oxford mathematics activities learner’s book 3 page 5 |
Oral questions Writing exercises |
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|
|
2 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position of each object? |
Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th |
Number cards Oxford mathematics activities learner’s book 3 page 5-6 |
Observation Written exercise |
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|
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3 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position of each object? |
Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th |
Number cards Oxford mathematics activities learner’s book 3 page 5-6 |
Observation Written exercise |
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4 |
numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position of each object? |
Learners to get out of the class and identify the position numbers of buildings within the school compound |
Number cards Oxford mathematics activities learner’s book 3 page 6 |
Observation Written exercise |
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|
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5 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position of each floor of a storey building |
Learners to identify the position number of floors in storey buildings |
Number cards Oxford mathematics activities learner’s book 3 page 7-8 |
Observation Writing exercises |
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|
3 |
1 |
Numbers |
Number concept |
By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20 |
Can we find the position numbers of alphabets? |
Learners to identify the position numbers of letters A-Z |
Number cards Oxford mathematics activities learner’s book 3 page 10-11 |
Observation Writing exercise |
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|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000 |
How would you get the total number of people in a group? |
Learner sin pairs/groups to count in 1’s forward and backwards starting from any point |
Charts Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 12 |
Observation Oral exercise |
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|
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000 |
How would you get the total number of people in a group? |
Learner sin pairs/groups to count in 2’s forward and backwards starting from any point from 1-1000 |
Charts Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 13 |
Written exercise Oral exercise |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000 |
How do we count in 5’s? |
Learner sin pairs/groups to count in 5’s forward and backwards starting from any point from1-1000 |
Chalkboard Charts Number cards Oxford mathematics activities learner’s book 3 page 14 |
Observation Oral exercise |
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|
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000 |
How do we count in 10’s? |
Learner sin pairs/groups to count in 10’s forward and backwards starting from any point from1-1000 |
Chalkboard Charts Number cards Oxford mathematics activities learner’s book 3 page 15 |
Observation Written exercise |
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|
4 |
1 |
Numbers |
Whole numbers |
by the end of the lesson the learner should be able to identify the place value up to thousands |
Can we show the place value? |
Learner sin pairs /groups to discuss place value up to thousands |
Sticks and abacus Oxford mathematics activities learner’s book 3 page 16 |
Written exercise |
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|
|
2 |
Numbers |
Whole numbers |
by the end of the lesson the learner should be able to identify the place value up to thousands |
Can we show the place value? |
Learner sin pairs /groups to discuss place value up to thousands |
Sticks and abacus Oxford mathematics activities learner’s book 3 page 17 |
Observation Written exercise |
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|
|
3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify the place value up to thousands |
Can we show the place value? |
Learner sin pairs /groups to discuss place value up to thousands |
Sticks and abacus Oxford mathematics activities learner’s book 3 page 18 |
Observation Written exercise |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read numbers 1-1000 in symbols |
Can you read from number 11000? |
Learners in pairs/groups to complete reading numbers 1-1000 in symbols |
Number cards Charts Oxford mathematics activities learner’s book 3 page 19 |
Writing exercise Oral questions |
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read numbers 11000 in symbols |
Can you read from number 301-500? |
Learners in pairs/groups to complete reading numbers 301-500 in symbols |
Number cards Charts Oxford mathematics activities learner’s book 3 page 20 |
Writing exercise Oral questions |
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5 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read numbers 11000 in symbols |
Can you read from number 501-1000? |
Learners in pairs/groups to complete reading numbers 501-1000 in symbols |
Number cards Charts Oxford mathematics activities learner’s book 3 page 20 |
Writing exercise Oral questions |
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2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you read and write numbers120? |
Learners to read and write numbers 1-20 in words |
Charts Chalkboard Oxford mathematics activities learner’s book 3 page 21 |
Oral question Written exercise |
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you read and write numbers 21-40? |
Learners to read and write numbers 21-40 in words |
Charts Chalkboard Oxford mathematics activities learner’s book 3 page 22 |
Oral question Written exercise |
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you match the numbers with the number words? |
Learners to match numbers with number words |
Work books Oxford mathematics activities learner’s book 3 page 23 |
Oral question Written exercise |
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5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you read and write numbers from 41-60? |
Learners to read and write numbers 41-60 in words |
Charts Chalkboard Oxford mathematics activities learner’s book 3 page 24 |
Observation Written exercise |
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|
6 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you read and write numbers from 61-80? |
Learners to read and write numbers 61-80 in words |
Charts Chalkboard Oxford mathematics activities learner’s book 3 page 25 |
Written exercise |
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|
|
2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words |
Can you read and write numbers from 81-100? |
Learners to read and write numbers 81-100 in words |
Charts Chalkboard Oxford mathematics activities learner’s book 3 page 26-27 |
Written exercise |
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3 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000 |
Ca you find the missing numbers? |
Learners to identify the missing numbers |
Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 28 |
Observation Written exercise |
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|
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4 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000 |
What is the next number? |
Learners to identify the next number in the pattern |
Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 29 |
Written exercise |
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|
|
5 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000 |
What is the next number? |
Learners to identify the next number in the pattern |
Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 30 |
Written exercise |
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|
7 |
1 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000 |
What is the next number? |
Learners to identify the next number in the pattern |
Chalkboard Number cards Oxford mathematics activities learner’s book 3 page 31 |
Written exercises |
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|
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2 |
Numbers |
Whole numbers |
By the end of the lesson the learner should be able to appreciate number patterns as they skip on a number line By the end of the lesson the learner should be able to play games involving patterns |
How can we use a number line in patterns? Can you play patterns games? |
Learners to use a number line on identifying the next number in the pattern Learners in pairs/groups to play games involving patterns |
Charts Chalkboard Playing cards |
Written exercise Oral exercise Observation
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3 |
Numbers |
Fractions |
By the end of the lesson the learner should be able to identify ½ part of a whole |
Can you divide a shape into two halves? |
Learners in pairs/groups to make circular cut-outs |
Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 32 |
Observation Oral exercise |
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4 |
Numbers |
Fractions |
By the end of the lesson the learner should be able to identify ¼ part of a whole |
Can you divide a shape into four equal parts? |
Learners in pairs/groups to make rectangular cut-outs and fold them into 4 equal parts to get quarter of a whole and identify each part as ¼ of the whole |
Oxford mathematics activities learner’s book 3 page 33 Colours
|
Writing exercise Oral questions |
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5 |
Numbers |
Fractions |
By the end of the lesson the learner should be able to identify 1/8 part of a whole |
Can you divide a shape into eight equal parts? |
Learners in pairs/groups to make rectangular cut-outs and fold them into 8 equal parts to get quarter of a whole and identify each part as 1/8 of the whole |
Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 35
|
Writing exercise Oral questions |
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8 |
1 |
Numbers |
Whole numbers
|
By the end of the lesson the learner should be able to identify which one is bigger between the ½, ¼ and 1/8 |
Which one is bigger? |
Learner to identify the biggest size between ½, ¼ and 1/8 |
Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 34 |
Writing exercise Oral questions |
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|
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2 |
Numbers |
Fractions |
By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups |
Can you identify a quarter of a group? |
Learners in pairs/groups to make rectangular cut-outs and fold to get 4 equal parts and identify one part as a ¼ of a whole |
Pieces of papers Pairs of scissors Oxford mathematics activities learner’s book 3 page 37-38
|
Written exercise |
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3 |
Numbers |
Fractions |
By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups |
Which has more? |
Learners to identify which fraction has more of a given whole number |
Work books Oxford mathematics activities learner’s book 3 page 39 |
Written exercise Observation |
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4 |
Numbers |
Fraction |
By the end of the lesson the learner should be able to work out word problems involving fractions |
Can you work out word problems involving fractions? |
Learners to read and solve word problems on fractions |
Work books Oxford mathematics activities learner’s book 3 page 41-42 |
Written exercise |
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5 |
Number |
Fractions |
By the end of the lesson the learner should be able to add by counting on a number line |
How do you add using a number line? |
Learners to practice adding number using a number line |
Chalkboard Oxford mathematics activities learner’s book 3 page 44 |
Written exercise |
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|
9 |
1 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add by counting on |
How do we add by counting on? |
Learners to add numbers by counting on |
Chalkboard Oxford mathematics activities learner’s book 3 page 45 |
Oral exercise Written exercise |
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|
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2 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add using a place value chart |
Can you add using a place value chart? |
Learners to practice using the place value chart in adding numbers |
Chalkboard Oxford mathematics activities learner’s book 3 page 46 |
Written exercise |
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|
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3 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add a 3-digit number to up to a 2-digit number without regrouping with sum not exceeding 1000 |
Can you add 3digit numbers to 1-digit number? |
Learners to add 3-digit numbers to 1-digit number |
Chalkboard Oxford mathematics activities learner’s book 3 page 46
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Written exercise Oral questions |
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4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000 |
How do we regroup numbers? |
Learners to practice adding horizontally and vertically |
Chalkboard Oxford mathematics activities learner’s book 3 page 46
|
Written exercise |
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5 |
Numbers |
addition |
By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000 |
How do we regroup numbers? |
Learners add multiples of 10 |
Chalkboard Oxford mathematics activities learner’s book 3 page 54
|
Observation Written exercises |
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10 |
1 |
Numbers |
Addition |
By the end of the lesson the learner should be able to solve word problems on addition of 3-digit numbers to 2digit number |
Can you solve word problems on addition? |
Learners to work out word problems on addition of 3digit numbers to 2-digit numbers |
Oxford mathematics activities learner’s book 3 page55 |
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2 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add three single digit numbers with sum up to 27 |
How do we add 3-single digit numbers? |
Learners to add three single digits with the sum not exceeding 27 |
Chalkboard Oxford mathematics activities learner’s book 3 page 56-57 |
Written exercise |
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|
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3 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add two 3-digit numbers without regrouping |
How do we add 3-digit numbers without regrouping? |
Learner should practice adding 3-digit numbers without regrouping |
Chalk board charts Oxford mathematics activities learner’s book 3 page 59 |
Written exercise |
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|
|
4 |
Numbers |
Addition |
By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000 |
How do we add 3-digit numbers with regrouping |
Learners to add two 3digit numbers with regrouping |
Chalk board charts Oxford mathematics activities learner’s book 3 page 61 |
Written exercise |
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|
|
5 |
Numbers |
Addition |
By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000 |
What is the next number? |
Learners to find the next number in the patterns |
Chalk board charts Oxford mathematics activities learner’s book 3 page 64 |
Observation Written exercise |
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