RATIONALIZED KLB TUSOME MATHEMATICS GRADE 3 SCHEMES OF WORK – TERM 2
| SCHOOL | GRADE | LEARNING AREA | TERM | YEAR |
| 3 | MATHEMATICS | 2 |
| Week | Lesson | Strand | Sub Strand | Specific Learning Outcomes | Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
| 1 | 1 | Numbers | Number concept | By the end of the lesson, the learner should be able to:
a) Identify the position of the animals from first to fifteenth b) Name the positions of the animals from 1 to 15 c) Enjoy matching animals to their respective positions |
Learners are guided individually, in pairs or in groups to:
-Identify the position of the animals from first to fifteenth -Name the positions of the animals from 1 to 15
|
What is the position of the elephant in the picture? | Counters
Charts
KLB Tusome Learner’s Book Grade 3 Pg. 101-102 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Positions symbols | By the end of the lesson the learner should be able to:
a) Identify the positions of the people queuing at the shop b) Match the rally cars colors to the right positions c) Have fun matching the months of the year to their positions |
Learners are guided individually, in pairs or in groups to:
-Memorize the months of the year from January to December -Match the rally cars colors to the right positions -Say the positions of the people queuing at the shop
|
What is the position of the purple car in the picture? | Counters
Charts
KLB Tusome Learner’s Book Grade 3 Pg. 102
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Whole Numbers; Counting in fives | By the end of the lesson the learner should be able to:
a) Count numbers forwards in fives from 100 to 1000 b) Count numbers backwards in fives from 900 to 1000 c) Have fun writing the next two numbers in the sequence |
Learners are guided individually, in pairs or in groups to:
-Count forward and backward numbers from 100 to 1000 -Watch a video clip showing how one can count forward and backwards. -Play a game of writing the next two numbers in the sequence |
What is the next backward number from 995? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 103 |
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Place value | By the end of the lesson the learner should be able to:
a) Identify the number in the bundles of sticks and abacus b) Write how many ones, tens and hundreds to identify place value c) Have fun placing the value of numbers in ones, tens and hundreds |
Learners are guided individually, in pairs or in groups to:
-Select different number between 10 to 1000 and write their place value in ones, tens and hundreds -Identify the place value of given numbers.
|
What is place value? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 104-105 |
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Place value | By the end of the lesson the learner should be able to:
a) Fill in the missing numbers b) Play the game of number in the bundles of sticks and abacus c) Have fun placing the value of numbers in ones and tens |
Learners are guided individually, in pairs or in groups to:
– Select different number between 10 to 100 and write their place value in ones and tens – Identify the place value of given numbers. – Play the game of number in the bundles of sticks and abacus |
How can we show numbers using bundles of sticks? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 106-107 |
Oral questions Oral Report Observation
Written exercise
|
||
| 2 | 1 | Numbers | Reading in symbols | By the end of the lesson the learner should be able to:
a) Read number symbols 1-1000, both forward and backward. b) Pick number cards at random and read the numbers on them between 100-1000 c) Have fun reading numbers on the number chart between 100-1000 |
Learners are guided individually, in pairs or in groups to:
-Read number symbols 1-1000, both forward and backward. -Pick number cards at random and read the numbers on them between 100-1000
|
What numbers come before and after number 88? | Charts
Cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 108 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Reading numbers | By the end of the lesson the learner should be able to:
a) Read numbers in words from 1 to 50 b) Write the symbols of numbers written in words ranging from 1 to 50 c) Desire to read and write numbers in symbols and in words |
Learners are guided individually, in pairs or in groups to:
-Read and write numbers in words ranging from 1 to 50 -Write the symbols of numbers written in words ranging from 1 to 50 -Display numbers in symbols and in words |
How do we write this number in words 13? | Charts
Cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 109 |
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Whole Numbers; Number Patterns | By the end of the lesson the learner should be able to:
a) Identify the missing number in the pattern b) Fill in the missing number in the pattern c) Enjoy filling in missing numbers in the patterns |
Learners are guided individually, in pairs or in groups to:
-Create their own number patterns -Identify the missing number in the pattern -Play a game of filling in missing numbers in the patterns |
What is a pattern? | Charts
Cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 111 |
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Number Patterns | By the end of the lesson the learner should be able to:
a) Count forwards numbers in hundreds to form a pattern between 100 -1000 b) Pick and play with cards to form various patterns forwards between 100-1000 c) Appreciate forming patterns forwards using number cards between 100-1000 |
Learners are guided individually, in pairs or in groups to:
-Count forwards numbers in hundreds to form a pattern between 100 -1000 -Pick and play with cards to form various patterns forwards between 100-1000
|
What is the backward number of 100 in fives? | Charts
Number Cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 112 |
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Fraction; Eighth as part of a whole | By the end of the lesson the learner should be able to:
a) Identify what is an eighth of a whole b) Draw and shade an eighth given a whole of various shapes c) Enjoy coloring eighths of different shapes |
Learners are guided individually, in pairs or in groups to:
-Identify what is an eighth of a whole. -Demonstrate what an eighth is given a whole. |
What is an eighth? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 113
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | 1 | Numbers | Comparing quarter and eighth | By the end of the lesson the learner should be able to:
a) Identify the difference between a quarter and an eighth. b) Compare a half from a quarter of a whole and determine which one is the bigger one c) Enjoy comparing quarters and eighth cut out from different shapes. |
Learners are guided individually, in pairs or in groups to:
-Compare quarter and eighth of different shapes -Discuss the difference between a quarter and a eighth
|
What is the difference between a quarter and an eighth? | Charts
Chalkboard Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 114 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Quarter as part of a group | By the end of the lesson the learner should be able to:
a) Identify what is a quarter of a group b) Demonstrate what a quarter of the group is given a whole group c) Enjoy dividing boxes containing different group of things into four equal groups |
Learners are guided individually, in pairs or in groups to:
-Identify what is a quarter of a group. -Demonstrate what a quarter of the group is given a whole group.
|
What is a quarter of a group? | Charts
Chalkboard Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 114 |
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Eighth as part of a group | By the end of the lesson the learner should be able to:
a) Identify what is an eighth of a group. b) Demonstrate what an eighth is given a group. c) Enjoy dividing a circle and other shapes into eight equal parts |
Learners are guided individually, in pairs or in groups to:
-Identify what is an eighth of a group. -Demonstrate what an eighth is given a group.
|
What is an eighth of the whole? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 117 |
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Addition; Adding a 3-digit number to a 2-dight number | By the end of the lesson the learner should be able to:
a) Arrange numbers in a place value chart then add b) Work out various sums using the place value chart c) Appreciate the place value chart in adding numbers |
Learners are guided individually, in pairs or in groups to:
-Work out various questions using the place value chart -Arrange numbers in a place value chart then add -Discuss importance of place value chart in adding numbers |
What is a place value chart? | Number cards
Place value chart
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 118-119
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Addition; Adding a 3-digit number to a 2-dight number | By the end of the lesson the learner should be able to:
a) Use the place value chart to add word problems b) Work out various sums in word problem using the place value chart c) Appreciate the place value chart in adding word problem |
Learners are guided individually, in pairs or in groups to:
-Add the sums of place value using a place value chart -Display place value chart while adding numbers -Work out various sums in word problem using the place value chart |
How do you use a place value chart to add sums of numbers? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 120-122
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | 1 | Numbers | Addition; Adding a 3-digit number to a 2-dight number | By the end of the lesson the learner should be able to:
a) Draw a number line labeling from 1 to 10 b) Work out questions from number 1 to 10 using a number line c) Have fun adding numbers from 1 to 10 using a number line |
Learners are guided individually, in pairs or in groups to:
-Work out questions using a number line -Draw a number line labeling from 1 to 10 -Watch a video clip showing how to work out sums using number line |
What is a number line? | Number cards
Number line
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 123-124
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Add 3 single digit number | By the end of the lesson the learner should be able to:
a) Draw a number line labeling from 1 to 20 b) Work out questions from number 1 to 20 using a number line c) Have fun adding numbers from 1 to 20 using a number line.
|
Learners are guided individually, in pairs or in groups to:
-Work out questions using a number line -Draw a number line labeling from 1 to 10 -Watch a video clip showing how to work out sums using number line |
How do you use a number line to find the sums of numbers? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 125-127
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Add two 3- digit numbers | By the end of the lesson the learner should be able to:
a) Arrange numbers in a place value chart then add two 3-digit numbers b) Work out various sums of two 3 –digit numbers using the place value chart c) Appreciate the place value chart in adding two 3-digit numbers |
Learners are guided individually, in pairs or in groups to:
-Work the addition of two 3-digit numbers of different questions using a place value chart -Arrange numbers in a place value chart then add two 3-digit numbers
|
Which method can you use to add two 3-digit numbers? | Charts
Chalkboard Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 128-129
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Add two 3- digit numbers | By the end of the lesson the learner should be able to:
a) Work out word questions involving addition of numbers using various methods b) Use a computer to play games involving addition of numbers c) Enjoy playing various games on addition |
Learners are guided individually, in pairs or in groups to:
-Work out word questions involving addition of numbers using various methods -Use a computer to play games involving addition of numbers
|
What digital games do you know that involves addition of numbers?
|
Charts
Chalkboard Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 130-131
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Number Patterns | By the end of the lesson the learner should be able to:
a) Fill in the missing numbers from 1 to 1000 b) Identify the rule used in different number patterns and fill them up c) Appreciate the rules used in making patterns |
Learners are guided individually, in pairs or in groups to:
-Create various number patterns using different rules -Fill in the missing numbers from 1 to 1000 -Identify the rule used in different number patterns and fill them up |
What is a number pattern? | Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 132-133 |
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | 1 | Numbers | Subtraction; Subtracting Two 2-digit Numbers | By the end of the lesson the learner should be able to:
a) Identify the formula to subtract numbers horizontally.
b) Subtract numbers horizontally.
c) Have fun and enjoy subtracting numbers horizontally |
Learners are guided individually, in pairs or in groups to:
-Identify the formula to subtract numbers horizontally. -Subtract numbers horizontally |
How do you subtract numbers horizontally? | Chalkboard
Charts Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 134-136
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Subtracting a single digit number from a 3-digit number | By the end of the lesson the learner should be able to:
a) Identify the formula to subtract numbers vertically.
b) Subtract a three-digit number from a three-digit number vertically
c) Have fun and enjoy subtracting numbers vertically.
|
Learners are guided individually, in pairs or in groups to:
-Identify the formula to subtract numbers vertically. -Subtract a three-digit number from a three-digit number vertically
|
What do you consider when subtracting numbers? | Chalkboard
Charts Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 136-137
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Subtract two 2-digit numbers | By the end of the lesson the learner should be able to:
a) Outline the steps to subtract two 2-digit numbers.
b) Work out different questions following the steps. c) Appreciate the use of abacus to subtract numbers |
Learners are guided individually, in pairs or in groups to:
-Outline the steps to subtract two 2-digit numbers.
-Work out different questions following the steps. |
How do you use an abacus to subtract numbers? | Work books
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 138-139
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Subtract a single digit number from a 3-digit number | By the end of the lesson the learner should be able to:
a) Outline the steps to subtract single digit number from a 3-digit number.
b) Work out different questions following the steps. c) Have fun and enjoy subtracting single digit number from a 3-digit number. |
Learners are guided individually, in pairs or in groups to:
-Outline the steps to subtract single digit number from a 3-digit number.
-Work out different questions following the steps.
|
What do you consider when subtracting numbers? | Charts
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 140-141
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Subtracting two 3- digit numbers | By the end of the lesson the learner should be able to:
a) Outline the steps to subtract two 3- digit numbers. b) Subtract two 3- digit numbers.
c) Enjoy subtracting two 3- digit numbers. |
Learners are guided individually, in pairs or in groups to:
-Outline the steps to subtract two 3- digit numbers. -Subtract two 3- digit numbers |
How do you subtract two 3- digit numbers? | Charts
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 142-143
|
Oral questions Oral Report Observation
Written exercise
|
||
| 6 | 1 | Numbers | Subtract 2- digit numbers from 3- digit numbers | By the end of the lesson the learner should be able to:
a) Outline the steps to subtract 2- digit numbers from 3- digit numbers b) Subtract 2- digit numbers from 3- digit numbers c) Enjoy subtract 2- digit numbers from 3- digit numbers. |
Learners are guided individually, in pairs or in groups to:
-Outline the steps to subtract 2- digit numbers from 3- digit numbers.
-Subtract 2- digit numbers from 3- digit numbers.
|
How do you subtract 2- digit numbers from 3- digit numbers? | Number cards
Charts
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 144-145 |
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Subtract multiples of 10 | By the end of the lesson the learner should be able to:
a) Draw a number line in multiples of 10 b) Work out the difference of questions in multiples of 10 using the number line c) Appreciate the use of a number line in subtracting multiples of 10 |
Learners are guided individually, in pairs or in groups to:
-Find the difference of various questions in multiples of 10 using a number line -Draw a number line in multiples of 10 -Demonstrate use of a number line in subtracting multiples of 10 |
What’s the answer to 50 – 30? | Number cards
Charts
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 146-147 |
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Number patterns | By the end of the lesson the learner should be able to:
a) Identify the next number in the pattern b) Get the rule of different patterns and use them to find the missing numbers in the patterns c) Enjoy filling in the missing numbers in the patterns |
Learners are guided individually, in pairs or in groups to:
-Create patterns with different rules and work them out using subtraction -Identify the next number in the pattern -Get the rule of different patterns and use them to find the missing numbers in the patterns |
What is the next number in this pattern 12, 10, 8, 6,–? | Number cards
Charts
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 148-149
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Multiplication; Multiplying numbers | By the end of the lesson the learner should be able to:
a) Multiply numbers using addition method b) Fill in the missing numbers using addition method c) Appreciate the use of addition to perform multiplication |
Learners are guided individually, in pairs or in groups to:
-Multiply numbers using the addition method -Fill in the missing numbers using addition method -Discuss real life occasions when addition is applied. |
How can you multiply numbers using addition? | Charts
Chalkboard
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 150-151
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Multiplying numbers | By the end of the lesson the learner should be able to:
a) Memorize the multiplication table from 1 to 10 b) Follow multiplication steps to work out various questions c) Appreciate the use of multiplication table to multiply numbers |
Learners are guided individually, in pairs or in groups to:
-Follow multiplication steps to work out various questions. -Memorize the multiplication table from 1 to 10 -Demonstrate the use of multiplication table to multiply numbers |
What is a multiplication table? | Charts
Chalkboard Apples
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 152-153
|
Oral questions Oral Report Observation
Written exercise
|
||
| 7 | 1 | Numbers | Multiplying numbers | By the end of the lesson the learner should be able to:
a) Memorize the multiplication table of 10 b) Follow multiplication steps to work out various questions on multiplication of 10 c) Appreciate the use of multiplication table to multiply numbers |
Learners are guided individually, in pairs or in groups to:
-Work out various questions on multiplication of 10 -Memorize the multiplication table of 10 -Follow multiplication steps to work out various questions on multiplication of 10 |
What is the multiplication table of 10? | Charts
Chalkboard Apples
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 154-155
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Numbers | Multiplying numbers | By the end of the lesson the learner should be able to:
a) Work out multiplication questions involving single digits b) Work out word questions involving multiplication. c) Appreciate importance of multiplication.
|
Learners are guided individually, in pairs or in groups to:
-Work out multiplication questions involving single digits -Work out word questions involving multiplication.
|
What is 7 x 5? | Charts
Chalkboard Multiplication table
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 156-157
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Numbers | Division; Dividing numbers | By the end of the lesson the learner should be able to:
a) Explain the meaning of division. b) Outline the steps used to divide numbers.
c) Appreciate division used in real life.
|
Learners are guided individually, in pairs or in groups to:
-Explain the meaning of division. -Outline the steps used to divide numbers |
What is division? | Work books
Multiplication table
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 158-159
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Numbers | Dividing numbers | By the end of the lesson the learner should be able to:
a) Say the multiplication table from 1 to 9 from memory b) Work out different questions on division and multiplication c) Appreciate the relationship between multiplication and division |
Learners are guided individually, in pairs or in groups to:
-Work out different questions on division and multiplication -Say the multiplication table from 1 to 9 from memory -Demonstrate the relationship between multiplication and division |
Can you recite the multiplication table from 1 to 9? | Work books
Multiplication table
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 160-161
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Numbers | Dividing numbers | By the end of the lesson the learner should be able to:
a) Draw a multiplication table. b) Divide numbers using multiplication tables.
c) Have fun and enjoy using a multiplication table to divide numbers.
|
Learners are guided individually, in pairs or in groups to:
-Draw a multiplication table. -Divide numbers using multiplication tables |
How do you use multiplication table to divide numbers? | Charts
Chalkboard Multiplication table
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 162-163 |
Oral questions Oral Report Observation
Written exercise
|
||
| 8 | MIDTERM BREAK | ||||||||
| 9 | 1 | Measurement | Measurement; Length | By the end of the lesson the learner should be able to:
a) Identify places outside the classroom to measure length in metres.
b) Use the five-metres rope to measure the length of the classroom block.
c) Have fun and enjoy measuring length in metres.
|
Learners are guided individually, in pairs or in groups to:
-Identify places outside the classroom to measure length in metres. -Use the five-metres rope to measure the length of the classroom block |
How do you determine the longer length and the shorter length? | Charts
Chalkboard Metre
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 164-166
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Measurement | Estimating length | By the end of the lesson the learner should be able to:
a) Estimate the length of the school playground b) Estimate and measure distances of different distances c) Enjoy estimating and measuring the distances of various places |
Learners are guided individually, in pairs or in groups to:
-Estimate the length of the school playground -Estimate and measure distances of different distances
|
What is your height in meters? | Charts
Chalkboard
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 167-168
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Measurement | Mass; Adding mass in kilograms | By the end of the lesson the learner should be able to:
a) Explain the meaning of mass. b) Add mass in kilograms.
c) Appreciate adding mass in kilograms.
|
Learners are guided individually, in pairs or in groups to:
-Explain the meaning of mass. -Add mass in kilograms
|
How do you add mass in kilograms? | Chalkboard
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 169
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Measurement | Subtracting mass in kilograms | By the end of the lesson the learner should be able to:
a) Identify the steps to subtract mass in kilograms. b) Subtract mass in kilograms.
c) Enjoy subtracting mass in kilograms.
|
Learners are guided individually, in pairs or in groups to:
-Identify the steps to subtract mass in kilograms. -Subtract mass in kilograms |
How do you subtract mass in kilograms? | Chalkboard
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 170
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Measurement | Estimating mass | By the end of the lesson the learner should be able to:
a) Estimate the mass of books and woods then use a beam balance to measure b) Estimate and measure the mass of different objects c) Display an understanding of the difference between estimation and measuring |
Learners are guided individually, in pairs or in groups to:
-Estimate and measure the mass of different objects -Discuss the mass of pebbles and oranges then use a beam balance to measure |
How do we estimate mass in kilograms?
|
Chalkboard
Number cards Beam balance
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 171-172
|
Oral questions Oral Report Observation
Written exercise
|
||
| 10 | 1 | Measurement | Capacity;
Adding capacity |
By the end of the lesson the learner should be able to:
a) Explain the meaning of capacity. b) Add capacity in litres.
c) Appreciate adding capacity in litres. |
Learners are guided individually, in pairs or in groups to:
-Explain the meaning of capacity. -Add capacity in litres |
What is capacity? | Chalkboard
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 173
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Measurement | Subtracting capacity | By the end of the lesson the learner should be able to:
a) Identify the steps to subtract capacity in litres. b) Subtract capacity in litres. c) Enjoy subtracting capacity in litres. |
Learners are guided individually, in pairs or in groups to:
-Identify the steps to subtract capacity in litres. -Subtract capacity in litres |
How do you subtract capacity in litres? | Work books
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 174
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Measurement | Estimating capacity | By the end of the lesson the learner should be able to:
a) Estimate the capacity of various containers and record their estimation b) Estimate capacity of up to 5 litres in pairs and record other findings c) Have fun playing digital games involving capacity.
|
Learners are guided individually, in pairs or in groups to:
-Estimate capacity of up to 5 liters -Estimate the capacity of various containers and record their estimation -Play digital games involving capacity
|
How do we estimate capacity? | Chalkboard
Number cards
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 175
|
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Measurement | Time; Reading and telling time “to” the hour | By the end of the lesson the learner should be able to:
a) Draw the clock face and mark time by the hour b) Read and tell time to the hour. c) Appreciate the need to read and tell time to the hour correctly.
|
Learners are guided individually, in pairs or in groups to:
-Draw the clock face and mark time by the hour -Read and tell time to the hour -Role play reading and tell time to the hour. |
How do you read and tell time to the hour? | Number cards
Clock
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 176-178
|
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Measurement | Writing time “past” the hour | By the end of the lesson the learner should be able to:
a) Use clock faces to mark and write time past the hour b) Write time past the hour. c) Enjoy playing digital games involving time. |
Learners are guided individually, in pairs or in groups to:
-Read and tell time past the hour -Use clock faces to mark and write time past the hour. -Play digital games involving time
|
How do write time ‘past’ the hour? | Number cards
Clock
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 179
|
Oral questions Oral Report Observation
Written exercise
|
||
| 11 | 1 | Measurement | Writing time “to” the hour | By the end of the lesson the learner should be able to:
a) Use clock faces to mark and write time to the hour. b) Write time “to” the hour.
c) Appreciate the importance of time.
|
Learners are guided individually, in pairs or in groups to:
-Use clock faces to mark and write time to the hour. -Write time “to” the hour.
|
How do write time ‘to’ the hour? | Number cards
Clock
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 180
|
Oral questions Oral Report Observation
Written exercise
|
|
| 2 | Measurement | Money; Shopping activities involving change. | By the end of the lesson the learner should be able to:
a) Explain the meaning of change.
b) Role play giving change in class c) Carry out shopping activities involving change |
Learners are guided individually, in pairs or in groups to:
-Role play giving change in class -Carry out shopping activities involving change -Play digital games involving money |
What is change? | Money
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 181-182
|
Oral questions Oral Report Observation
Written exercise
|
||
| 3 | Measurement | Shopping activities involving balance | By the end of the lesson the learner should be able to:
a) Count money in different denominations up to sh.1000 b) Carry out shopping activities involving balance.
c) Enjoy playing digital games involving money |
Learners are guided individually, in pairs or in groups to:
-Count money in different denominations up to sh.1000 -Carry out shopping activities involving balance |
How do you calculate the balance after buying an item? | Money
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 183 |
Oral questions Oral Report Observation
Written exercise
|
||
| 4 | Measurement | Adding and subtracting money | By the end of the lesson the learner should be able to:
a) Outline the process of adding and subtracting money. b) Add and subtract money.
c) Appreciate the importance of adding and subtracting money.
|
Learners are guided individually, in pairs or in groups to:
-Outline the process of adding and subtracting money. -Add and subtract money |
How do you add or subtract money? | Work books
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 184-185 |
Oral questions Oral Report Observation
Written exercise
|
||
| 5 | Measurement | Geometry; Position and direction | By the end of the lesson the learner should be able to:
a) Discuss the direction to take after reaching a road junction b) Move along a straight line from a point and turn to the right c) Play digital games involving position and direction. |
Learners are guided individually, in pairs or in groups to:
-Move along a straight line from a point and turn to the right -Discuss the direction to take after reaching a road junction -Play digital games involving position and direction |
Which hand is your right hand? | Work books
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 186
|
Oral questions Oral Report Observation
Written exercise
|
||
| 12 | 1 | Measurement | Turning to the left | By the end of the lesson the learner should be able to:
a) Discuss the direction to take after reaching a road junction b) Move along a straight line from a point and turn to the left c) Play digital games involving position and direction |
Learners are guided individually, in pairs or in groups to:
-Move along a straight line from a point and turn to the left -Discuss the direction to take after reaching a road junction -Play digital games involving position and direction |
Which hand is your left hand? | Work books
KLB Tusome Learner’s Book Mathematics Activities Grade 3 Pg. 187
|
Oral questions Oral Report Observation
Written exercise
|
|
| 13 – 14 | REVISION & END OF TERM TWO ASSESSMENT | ||||||||
