|
Week |
Lesson |
Strand |
Sub Strand |
Specific Learning Outcomes |
Learning Experiences |
Key Inquiry Questions |
Learning Resources |
Assessment |
Remarks |
|
1
|
1 |
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 |
Learners to add two 3-digit numbers with regrouping |
How do we add 3-digit numbers with regrouping? |
Chalk board Charts |
Written exercise |
|
|
|
2 |
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 |
Learners to add two 3-digit numbers with regrouping |
How do we add 3-digit numbers with regrouping? |
Chalk board charts Oxford mathematics activities learner’s grade 3 page 60 |
Written exercise |
|
|
|
3 |
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 |
Learners to add two 3-digit numbers with regrouping |
How do we add 3-digit numbers with regrouping |
Chalk board charts Oxford mathematics activities learner’s grade 3 page 61 |
Written exercise |
|
|
|
4 |
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 |
Learners to find the next number in the patterns |
What is the next number? |
Chalk board charts Oxford mathematics activities learner’s grade 3 page 64 |
Observation Written exercise |
|
|
|
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 |
Learners to find the next number in the pattern |
What is the next number in the pattern? |
Chalk board charts Oxford mathematics activities learner’s grade 3 page 65 |
Written exercise |
|
|
2 |
1 |
Number |
Addition |
By the end of the lesson the learner should be able to work out all problems on addition |
Learners to work out all problems on addition |
Can you work problems on addition? |
Chalk board charts Oxford mathematics activities learner’s grade 3 page 66-67 |
Written exercise |
|
|
|
2 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping |
Learners to work out subtraction of 3-digit numbers using a number line |
Can we work out subtraction using a number line? |
Oxford mathematics activities learner’s grade 3 page 68 |
Observation Written exercise |
|
|
|
3 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to3-digit numbers without regrouping |
Learners to work out subtraction using a place value chart |
How can we subtract using a place value? |
Charts Oxford mathematics activities learner’s grade 3 page 68 |
Oral questions Written exercise |
|
|
|
4 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to carry out subtraction of 2-digit number from a 3-digit number without regrouping |
Learners to subtract 2-digit numbers from 3-digit numbers without regrouping |
How do we subtract without regrouping? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 73 |
Observation Written exercise |
|
|
|
5 |
Number |
Subtraction |
By the end of the lesson the leaner should be able to subtract 2-digit numbers from 3-digit numbers |
Learners to subtract 2-digit numbers from 3-digit numbers horizontally |
How do we subtract horizontally? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 74 |
Written exercise |
|
|
3 |
1 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping |
Learners to subtract 1-digti numbers from 3-digit numbers with regrouping |
Can we subtract 1-digit numbers from 3-digti numbers with regrouping? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 70 |
Observation Written exercise |
|
|
|
2 |
Numbers |
subtraction |
By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping |
Learners to subtract 1-digti numbers from 3-digit numbers with regrouping |
Can we subtract 1-digit numbers from 3-digti numbers with regrouping? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 71 |
Written exercise |
|
|
|
3 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping |
Learners to read out loudly and then solve problems on subtraction |
Can you solve word problems on subtraction? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 71
|
Oral questions Written exercises |
|
|
|
4 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to 3- digit numbers involving missing numbers with single regrouping |
Learners to work out subtraction of 2-digit from 3digit numbers |
Can we subtract 2-digit numbers from 3-digit numbers? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 75 |
Observation Written exercise |
|
|
|
5 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to3- digit numbers involving missing numbers with single regrouping |
Learners to work out subtraction of 2-digit from 3digit numbers |
Can we subtract 2-digit numbers from 3-digit numbers? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 76 |
Written exercise |
|
|
4 |
1 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to 3-digit numbers by breaking apart |
Learners to work out subtraction of 2-digit from 3digit numbers by breaking apart |
How do we subtract by breaking apart? |
Chalk board Oxford mathematics activities learner’s grade 3 page 77 |
Observation Written exercise |
|
|
|
2 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract a 3-digit number from a 3-digti number |
Learners to work out subtraction of 3-digit numbers from 3-digit numbers |
Can we subtract 3-digti number from a 3-digit number? |
Charts Work books Oxford mathematics activities learner’s grade 3 page 79 |
Observation Written exercise |
|
|
|
3 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract horizontally |
Learners to subtract 3-digit numbers from 3-digti numbers horizontally |
How do we subtract 3-digit from a 3-digti number horizontally? |
Charts Work books Oxford mathematics activities learner’s grade 3 page 80-81 |
Observation Written exercise |
|
|
|
4 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract 3-digit numbers from 3-digit numbers with regrouping |
Learners to subtract 3-digit numbers from 3-digti numbers with regrouping |
Can we subtract up to 3-digti numbers with regrouping? |
Charts Work books Oxford mathematics activities learner’s grade 3 page 81-82 |
Written exercises |
|
|
|
5 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to subtract up to3-digit numbers by breaking apart |
Learners to subtract 3-digit numbers from 3-digti numbers by breaking apart |
Can we subtract up to 3-digit numbers by breaking apart? |
Charts Work books Oxford mathematics activities learner’s grade 3 page 84 |
Observation Written exercises |
|
|
5 |
1 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to work out word problems that involves subtraction up to 3-digit numbers |
Learners to work out word problems on subtraction up to 3-digit number |
Can you work out word problems on subtraction? |
Charts Work books Oxford mathematics activities learner’s grade 3 page 85 |
Oral exercise Written exercises |
|
|
|
2 |
Numbers |
Subtraction |
By the end of the lesson the learner should be able to work out missing numbers in number patterns involving subtraction up to 1000 |
Learner in pairs to discuss how to work out missing numbers in patterns involving subtraction up to 1000 |
How do you identify the missing number in a pattern? |
Number cards Oxford mathematics activities learner’s grade 3 page 87 |
Observation written exercise Oral questions |
|
|
|
3 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts |
Learners in pairs/groups to multiply single digit numbers by numbers 110using repeated addition |
How can we demonstrate multiplication as repeated addition? |
Number cards Oxford mathematics activities learner’s grade 3 page 90-91 |
Observation Written exercise Oral questions |
|
|
|
4 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts |
Learners to multiply using a number line |
How can we multiply be using a number line? |
Number cards Oxford mathematics activities learner’s grade 3 page 92 |
Written exercise |
|
|
|
5 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts |
Learners to practice cards with arrays in carrying out multiplication |
How ca we multiply using arrays? |
Cards with arrays Oxford mathematics activities learner’s grade 3 page 93 |
Oral exercise Written exercise |
|
|
6 |
1 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to work out multiplication using the multiplication table |
Learners to practice using the multiplication table |
How do we use the multiplication table? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 94-95 |
Oral exercises Written exercises |
|
|
|
2 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to work out word problems on multiplication |
Learners to solve word problems on multiplication |
How can we solve word problems on multiplication? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 95-96 |
Written exercise Oral exercises |
|
|
|
3 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to multiply single digit numbers by numbers 1-10 in different contexts |
Learners to multiply different single numbers with 6 and 7 |
Can we carry out the multiplication of 6 and 7? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 96 |
Written exercises |
|
|
|
4 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to work out word problems on multiplication |
Learners to multiply different single numbers up to 10 |
Can we carry out the multiplication of 10? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 98 |
Oral exercises Written exercises |
|
|
|
5 |
Numbers |
Multiplication |
By the end of the lesson the learner should be able to fill the multiplication table |
Learners to fil the multiplication tables |
How can we fill the multiplication table? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 99 |
Written exercise |
|
|
7 |
1 |
Numbers |
Division |
By the end of the lesson the learner should be able to represent division as repeated subtraction up to 5 times divide by sharing equally |
Learners in pairs/groups to share objects equally as a way of dividing |
How can we divide by sharing equally? |
Chalkboard Oxford mathematics activities learner’s grade 3 page 103 |
Written exercise |
|
|
|
2 |
Numbers |
Division |
By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90 |
Learners to discuss the relationship between division and multiplication using the multiplication table |
How do we show the relationship between division and multiplication? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 104
|
Observation Written exercises |
|
|
|
3 |
Numbers |
Division |
By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90 |
Learners to discuss the relationship between division and multiplication using the multiplication table |
How do we show the relationship between division and multiplication? |
Multiplication table Oxford mathematics activities learner’s grade 3 page 105
|
Observation Written exercises |
|
|
|
4 |
Numbers |
Division |
By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90 |
Learners to practice using division wheel in division |
How do we use a division wheel for division? |
Oxford mathematics activities learner’s grade 3 page 105
|
Observation Written exercise |
|
|
|
5 |
Numbers |
Division |
By the end of the lesson the learner should be able to show relationship between multiplication and division using mathematical sentences up to 9*10=90 |
Learners to practice using division wheel in division |
How do we use a division wheel for division? |
Oxford mathematics activities learner’s grade 3 page 105 Workbooks |
Observation Written exercise |
|
|
8 |
1 |
Measurement |
Length |
By the end of the lesson the learner should be able to measure length in meters |
Learners in pairs/groups to use Metre sticks to measure various distances and record their results |
How do you measure the chalkboard using a Metre stick? |
Metre stick Oxford mathematics activities learner’s grade 3 page 109 Work books |
Observation Written exercise |
|
|
|
2 |
Measurement
|
Length |
By the end of the lesson the learner should be able to add and subtract length in meters |
Learners in groups to measure the lengths of the 4 walls in their classroom and add the lengths |
How many meters do you get? |
Metre stick Oxford mathematics activities learner’s grade 3 page 111 Work grades |
Oral exercise Observation |
|
|
|
3 |
measurement |
Length |
By the end of the lesson the learner should be able to add and subtract length in meters |
Learners to measure the length of the chalkboard and the wall if it is fixed and work out the difference in length |
How do we add and subtract lengths |
Metre stick Oxford mathematics activities learner’s grade 3 page 113 Work grades |
Observation Written exercise |
|
|
|
4 |
Measurement |
Mass |
By the end of the lesson the learner should be able to measure mass in kilograms |
Learners to measure mass in kg using a beam balance |
How can you make a 1-kg mass using a beam balance? |
Beam balance Mass Oxford mathematics activities learner’s grade 3 page 114 Work grades |
Observation Written exercise |
|
|
|
5 |
Measurement |
mass |
By the end of the lesson the learner should be able to estimate mass up to 5 kilograms |
Learners to estimate mass up to 5 kg and measure to confirm |
How do you estimate length? |
Beam balance Mass Oxford mathematics activities learner’s grade 3 page 117 Work grades |
Observation Written exercise |
|
|
9 |
1 |
Measurement |
Mass |
By the end of the lesson the learner should be able to add and subtract mass in kilograms |
Learners to add and subtract mass in kilograms in real life situations |
How do you add mass? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 118 |
Observation Written exercise |
|
|
|
2 |
Measurement |
Mass |
By the end of the lesson the learner should be able to add and subtract mass in kilograms |
Learners to add and subtract mass in kilograms in real life situations |
How do you subtract mass? |
Chalkboard Charts Oxford mathematics activities learner’s grade 3 page 120 |
Observation Written exercise |
|
|
|
3 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
Learners in pairs/groups measure capacity of different containers in liters |
What can we use to measure capacity? |
Buckets/liter bottles Water Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 121122 |
Observation Written exercise |
|
|
|
4 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to measure capacity in liters |
Learners in pairs/groups measure capacity of different containers in liters |
What can we use to measure capacity? |
Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 123 |
Observation Oral exercise |
|
|
|
5 |
Measurement |
capacity |
By the end of the lesson the learner should be able to estimate capacity up to 5 liters |
Learners to estimate capacity up to 5 liters and measure to confirm |
How can we estimate capacity? |
Buckets/liter bottles Water Oxford mathematics activities learner’s grade 3 page 124 |
Observation Written exercise |
|
|
10 |
1 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to add and subtract capacity in liters |
Learners to add and subtract capacity in liters in real life situations |
What can we use to measure capacity? |
Containers Water Oxford mathematics activities learners grade 3 page 124125 |
Observation Written exercise Oral questions |
|
|
|
2 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to add and subtract capacity in liters |
Learners to work out word problems that involves capacity in real life situations |
How can we solve word problems on capacity? |
Chalkboard Oxford mathematics activities learners grade 3 page 126 |
Written questions Oral exercises |
|
|
|
3 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to add and subtract capacity in liters |
Learners to add and subtract capacity in liters in real life situations |
How can you subtract capacity? |
Chalkboard Oxford mathematics activities learners grade 3 page 127 |
Written exercise Oral question |
|
|
|
4 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to add and subtract capacity in liters |
Learners to work out word problems that involves capacity in real life situations |
Can you work out the word problems on capacity? |
Chalkboard Oxford mathematics activities learners grade 3 page 128 |
Written exercise Oral question |
|
|
|
5 |
Measurement |
Capacity |
By the end of the lesson the learner should be able to work out mixed exercises on capacity |
Learners to add and subtract capacity in liters in real life situations |
How can we work out problems on capacity? |
Chalkboard charts Oxford mathematics activities learners grade 3 page 128 |
Observation Written exercise |
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
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