Year 3

TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000

Pupils will be taught to: 1. Say and use the number names in familiar contexts. Pupils recite number sequence in tens, hundreds and thousands up to 10 000. Pupils sing number song to count systematically. e.g. From 5000 to 5100. Teacher shows different representation of numbers up to 10 000 using multi-based blocks or Cuisenaire rods and pupils say the numbers. Pupils count up to 10 000 using objects such as, beads, sticks, multi-based blocks and Cuisenaire rods.

Pupils will be able to: i. ii. Say the number names to 10 000. Recognise numerals to 10 000. Encourage pupils to pronounce the number names correctly. Check on pronunciation of number names. Overcome difficulties and recognise recitation errors. Pupils should count systematically to keep track of the count. Count a larger collection of objects by grouping them in thousands, hundreds, and tens. Emphasise skip counting in thousands, hundreds, tens, fives, twos and ones. Check for accuracy. number numerals recite one thousand, one thousand and one, one thousand and two, ten thousand count thousands hundreds

iii. Count up to 10 000 objects by grouping them in thousands, hundreds and tens.

Year 3
TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Read and write numbers to 10 000. Teacher says a number, pupils write the numerals. Pupils fill in the missing numbers in a sequence or missing digits in a number. Pupils write numerals for given number words or vice versa. Teacher flashes number word cards and pupils read the number words. Pupils read and spell the number words to ten thousand. Pupils match numerals with number words.

Pupils will be able to: i. Write numerals to 10 000. Read number words to 10 000. Write number words to 10 000. Check on pronunciation of number names. Overcome difficulties in spelling and check for accuracy. numerals number names number words one thousand and one, one thousand and two, nine thousand nine hundred and ninety-nine and ten thousand

ii.

iii.

Year 3
TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 3. Know what each digit in a number represents. Represent numbers with manipulatives such as Cuisenaire rods, multi-based blocks or place value material. e.g. 8069
Thousands Hundreds Tens Ones

Pupils will be able to: i. Recognise the place value of numbers. Emphasise the place value of numbers. Emphasise zero as a place holder. number digit thousands hundreds tens ones four-digit three-digit two-digit one-digit place value place holder partition 0 6 9

In 8069, 0 represents hundreds. Pupils partition three-digit or four-digit numbers into thousands, hundreds, tens and ones. e.g.1: 3450 3450 is 3 thousands, 4 hundreds, 5 tens and 0 ones. e.g.2: 1258 = 1000 + 200 + 50 + 8 Pupils recompose numbers. e.g: 9000 + 600 + 5 = 9605

Year 3
TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 4. Understand and use the vocabulary of comparing and arranging numbers or quantities to 10 000. Pupils count on and count back in thousands. e.g: 4000, 5000, 6000, 8240, 7240, 6240,

Pupils will be able to: i. Arrange numbers to 10 000: a. count on in ones, twos, fives, tens, hundreds and thousands. b. count back in ones, twos, fives, tens, hundreds and thousands. Arrange in order a complete set of numbers. Emphasise that a number following another number in the counting on sequence is larger. Emphasise that a number following another number in the counting back sequence is smaller. numbers count on count back next before after between

Year 3
TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils compare two numbers using concrete objects, such as Cuisenaire rods or multi- based blocks. e.g: Which is more? 7823 or 7238 Pupils compare two numbers based on place value. e.g.1: 3652 and 3552. 3652 3552 3652 is more than 3552. Pupils position a set of numbers on a number line. e.g: 1500, 500, 1000
0 2000

Pupils will be able to: ii. Compare two numbers and say which is more or less. Check for accuracy in positioning the numbers. Emphasise comparing two numbers based on place value. compare more less arrange order position number line smaller smallest larger largest ascending descending sequence

iii. Position numbers in order on a number line.

Year 3
TOPIC: NUMBERS LEARNING AREA: NUMBERS T0 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 5. Understand and use the vocabulary of estimation and approximation. Pupils dip into a bag of beans and take a handful and estimate. Pupils estimate the number of objects in a transparent container. Using number lines, pupils round numbers up or down to the nearest 10. Pupils play games or simulate situations to enhance their understanding of the concepts.

Pupils will be able to: i. Estimate quantities of objects up to 1000. Estimation should be done from smaller number of objects to larger number. Record estimates and find the difference between the estimate and the actual number to ensure the reasonableness of estimation. If the ones in the number is less than 5, round down to the lower 10. If the ones in the number is 5 or greater, round up to the higher 10. estimate estimation quantities actual difference objects handful approximation round whole numbers nearest less than lower greater higher

ii. Round whole numbers less than 10 000 to the nearest 10.

Year 3
TOPIC: NUMBERS LEARNING AREA: ADDITION WITH THE HIGHEST TOTAL OF 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand addition as combining two groups of objects. Pupils model concept of addition using concrete and manipulative materials such as multi-based blocks and Cuisenaire rods. Pupils add up to three numbers with and without regrouping. e.g. 516 + 29 =

Pupils will be able to: i. Add up to three numbers without regrouping, involving up to 4-digit numbers. Emphasise that adding zero to a number leaves the number unchanged. Emphasise mental calculation. ii. Add two numbers up to 4-digit, with regrouping. iii. Add three numbers up to 4-digit, with regrouping. Emphasise addition using standard written method. e.g. 627 + 85 numbers add addition plus total sum group regroup without regrouping with regrouping e.g. 3159 + 406 zero digit standardwritten method one-digit two-digit three-digit four-digit

Year 3
TOPIC: NUMBERS LEARNING AREA: ADDITION WITH THE HIGHEST TOTAL OF 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Use and apply knowledge of addition in real life. Pupils solve problems by simulating or modelling the situation. Pupils pose problems based on given information involving addition.

Pupils will be able to: i. Solve problems involving addition in real life situations. Use and apply knowledge of addition in a variety of contexts Emphasise mental calculation. Select problems according to pupils ability and proficiency in language. Encourage pupils to express ideas and opinions clearly. add plus sum total number sentence solve problems modelling

Year 3
TOPIC: NUMBERS LEARNING AREA: SUBTRACTION WITHIN THE RANGE OF 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand subtraction as take away or difference between two groups of objects.

Pupils will be able to: Model concepts of i. Subtract two numbers up Emphasise that subtracting subtraction using concrete and to 4-digit, without zero from a number leaves manipulative materials such regrouping. the number unchanged. as chips, multi-based blocks and Cuisenaire rods. ii. Subtract two numbers up Emphasise mental calculation to 4-digit, with regrouping. Pupils subtract two Emphasise subtraction using numbers with regrouping. standard written method e.g. 7892 - 1253 ____ 648 59 subtract take away minus How many left? What is left? regrouping zero digit multiples standard written method one-digit two-digit three-digit four-digit

e.g. -

Year 3
TOPIC: NUMBERS LEARNING AREA: SUBTRACTION WITHIN THE RANGE OF 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils subtract three numbers without regrouping and with regrouping.

Pupils will be able to: iii. Subtract three numbers up to 4-digit, without regrouping. iv. Subtract three numbers up to 4-digit, with regrouping. Emphasise subtraction using standard written method. e.g. 7859 231 304 = 7859 231 7628 7628 304 7324

e.g. 95 6 7 = 95 6 89 89 7 82

10

Year 3
TOPIC: NUMBERS LEARNING AREA: SUBTRACTION WITHIN THE RANGE OF 10 000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Use and apply knowledge of subtraction in real life. Develop the concept of subtraction as the inverse of addition by doing these number sentences. e.g 3000 + 4000 = 7000 4000 + 3000 = 7000 7000 4000 = 3000 7000 3000 = 4000 Pupils write as many number sentences as they can using a set of three numbers. Discuss further and accept comments from pupils. Pupils solve problems by simulating or modelling situations. Pupils pose problems based on given information involving subtraction.

Pupils will be able to: i. Recognise subtraction as the inverse of addition. Use and apply knowledge of subtraction in a variety of contexts. Continue to develop the understanding of subtraction as taking away and finding the difference between two numbers. Select problems according to pupils ability and proficiency in language. Encourage pupils to express ideas and opinions clearly. subtract subtraction take away minus difference How many left? What is left? regrouping standard written method one-digit two-digit three-digit four-digit addition inverse solve problems modelling

ii. Solve problems involving subtraction in real life situations.

11

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand multiplication as repeated addition (6, 7, 8 and 9 times-tables). Pupils model concept of multiplication as repeated addition using concrete and manipulative materials. e.g. Pupils form 3 groups of 6 chips. Pupils count the number of groups and the number of chips in each group. Pupils write the number sentences to find the total number of chips in 3 groups. 6 + 6 + 6 = 18 3 x 6 = 18

Pupils will be able to: i. Recognise multiplication as repeated addition. Emphasise multiplication as repeated addition. repeated addition count in steps of skip counting equals times multiply multiplied by times-tables multiplication tables

Relate multiplication to repeated addition.

12

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils write number sentences for multiplication. e.g.1

Pupils will be able to: ii. Write number sentences for multiplication. iii. Build up the multiplication tables of 6, 7, 8 and 9. 2 x 7 = 14 e.g.2 iv. Multiply two 1-digit numbers. Emphasise x and = signs in number sentences. Relate x to times and multiply. Read number sentence 6 x 4 = 24 as six times four equals twenty-four or six multiplied by four is equal to twenty-four. Include activities such as making number patterns using manipulatives or ICT to build up multiplication tables. Emphasise multiplication using standard written method. e.g. 7 x6 times multiply multiplied by equal equals to count in steps of skip counting times-tables number sentence multiplication multiplication tables build up standard written method one-digit number

12

18

24

3 x 6 = 18 Pupils build up multiplication tables of 6, 7, 8 and 9 using concrete objects, manipulative materials or pictorial representations. 1x8=8 2 x 8 = 16 3 x 8 = 24

13

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Know by heart the multiplication tables of 6, 7, 8 and 9.

Pupils will be able to: Pupils list all i. Recall rapidly the possible combinations of two multiplication facts of 6, numbers that equals to a given 7, 8 and 9 times-tables. product. e.g. Product is 72 12 x 6 = 72 9 x 8 = 72 8 x 9 = 72 6 x 12 = 72 Pupils use flash cards and say aloud multiplication facts. Pupils memorise multiplication tables by singing or chanting. Pupils respond rapidly to oral and written questions such as: e.g: 8 times 7 Multiply 9 by 6 Pupils should know by heart the basic facts of multiplication involving 6, 7, 8 and 9 timestables. Relate counting in steps of six, seven, eight and nine to multiplication. Emphasise mental calculation. times multiply multiplied by equals is equal to multiplication recall count in steps of

14

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 3. Use and apply knowledge of multiplication in real life. Pupils find unknown numbers in number sentences. e.g. x 8 = 56 x = 81

Pupils will be able to: i. Find unknown numbers in number sentences. ii. Solve problems involving multiplication in real life situations. Use and apply knowledge of multiplication in a variety of contexts. Emphasise finding unknown numbers in number sentences as follows: a. 2 x 6 = a. 9 x b. c. d. f. x = =8x7 64 = x8 x = 63 x 8 = 24 = 49 unknown numbers times multiply multiplied by equals number sentence solve

Pupils solve problems by simulating or modelling situations. Pupils pose problems based on given information involving multiplication.

e. 72 = 9 x g. 54 =

Emphasise mental calculation. Select problems according to pupils ability and proficiency in language.

15

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the operation of multiplication. Pupils use concrete materials and pictorial representations to develop the concept of multiplication. Pupils multiply two numbers without regrouping. e.g 1. 14 x 2 = 28 2. 80 x 10 = 800 3. 213 x 3 = 639 Pupils multiply two numbers with regrouping. e.g 1. 57 x 6 = 342 2. 199 x 5 = 995 Pupils multiply two numbers mentally by partitioning the multiplicand. e.g. 23 x 4 = 20 x 4 = 80 3 x 4 = 12

Pupils will be able to: i. Multiply 2-digit numbers by 1-digit numbers without regrouping. Multiply 2-digit numbers by 10. Introduce the terms, multiplicand, multiplier and product. For example in 37 x 8 = 296: 37 is the multiplicand; 8 is the multiplier; and 296 is the product. Emphasise that any number multiplied by zero results in zero. e.g. 6x0=0 0x6=0 Emphasise multiplication by one leaves a number unchanged. e.g. 18 x 1 = 18 1 x 18 = 18 Emphasise multiplication using standard written method. Emphasise mental calculation. times multiply multiplied by equals is equal to without regrouping with regrouping multiplication multiplicand multiplier product

ii.

iii. Multiply 2-digit numbers by 1-digit numbers with regrouping. iv. Multiply 3-digit numbers by 1-digit numbers without regrouping. v. Multiply 3-digit numbers by 1-digit numbers with regrouping.

16

Year 3
TOPIC: NUMBERS LEARNING AREA: MULTIPLICATION WITH THE HIGHEST PRODUCT OF 1000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils solve problems by simulating or modelling situations. Pupils pose problems based on given information involving multiplication.

Pupils will be able to: vi. Solve problems involving multiplication in real life situations. Use and apply knowledge of multiplication in a variety of contexts. Continue to develop the understanding of multiplication as repeated addition. Select problems according to pupils ability and proficiency in language. Encourage pupils to express ideas and opinions clearly. times multiply multiplied by equals is equal to without regrouping with regrouping multiplication multiplicand multiplier product solve problems

17

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand division as sharing equally or grouping. (Corresponding to 6, 7, 8 and 9 times-tables) Pupils model concept of division using concrete and manipulative materials. a: Sharing equally e.g. 14 flowers are shared equally among 7 girls. Each girl gets 2 flowers.

Pupils will be able to: i. Recognise division as sharing equally. Relate division as sharing equally or grouping. Use and = signs in number sentences. Relate to sharing equally or grouping in sixes, sevens, eights and nines. Read number sentence 21 7 = 3 as twenty-one divided by seven equals three or twenty-one divided by seven is equal to three. Use manipulatives to help pupils see the relationship between division and multiplication. e.g. 72 9 = 8 9 x 8 = 72 Use multiplication tables to develop division skills. 14 7 = 2 share sharing equally times-tables divide equals equal to division

18

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: b. Grouping

Pupils will be able to: ii. Recognise division as grouping. iii. Write number sentences for division. iv. Divide numbers within the multiplication tables. Emphasise division using standard written method. e.g. 8 24 Exclude division with remainders. share equally group in sixes group in sevens group in eights group in nines divide division divided by Pupils write number sentence for division. e.g. equals equal to standard written method multiplication tables number sentence 24 8 = 3

e.g. 12 6 = 2

19

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Derive quickly division facts. (Corresponding to 6, 7, 8 and 9 times-tables) Pupils use flash cards and say division facts aloud. Pupils respond rapidly to oral and written questions. e.g. Share 25 among 5. Divide 30 by 6.

Pupils will be able to: i. Derive quickly division facts of 6, 7, 8 and 9 timestables. Pupils should know by heart the division facts of 6, 7, 8 and 9 times-tables. Emphasise mental calculation. divide division share equally group number sentence derive

20

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITHIN 6, 7, 8 AND 9 TIMES-TABLES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 3. Use and apply knowledge of division in real life. Pupils solve problems by simulating or modelling the situation. e.g. Jeya has made a pattern using 12 tiles. One tile in every four is red. How many tiles are red? Pupils pose problems based on given information involving division. e.g. 30 5 = 6 I have 30 cakes. One box holds 5 cakes. So I need 6 boxes to hold all the cakes. Pupils find unknown numbers in number sentences. e.g: 48 =8

Pupils will be able to: i. Find unknown numbers in number sentences. Select problems according to pupils ability and proficiency in language. Use and apply knowledge of division in a variety of contexts. Emphasise finding unknown numbers in number sentences as follows. e.g: a. b. 40 8 = 49 =7 9=3 =9 divide share equally number sentence divide unknown numbers modeling simulating equals is equal to with remainder without remainders solve problems

ii. Solve problems involving division in real life situations.

a. b. c. d. e. f.
9= 8=

= 36 9 4 = 32 7

21

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITH THE HIGHEST DIVIDEND OF 1000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the operation of division. Pupils use concrete materials and pictorial representations to develop the concept of division. Pupils divide two numbers without remainders. e.g 1. 35 7 = 5 2. 60 10 = 6 3. 408 2 = 204 Pupils divide two numbers with remainders.

Pupils will be able to: i. Divide 2-digit numbers by 1-digit numbers without remainders. Introduce the terms, dividend, divisor and quotient. For example in 63 7 = 9, 63 is the dividend; ii. Divide 2-digit numbers 7 is the divisor; and by 10 without remainders. 9 is the quotient. iii. Divide 2-digit numbers by 1-digit numbers with remainders. iv. Divide 2-digit numbers by 10 with remainders. v. Divide 3-digit numbers by 1-digit numbers without remainders. Exclude zero as divisor. Emphasise that when divisor is one, dividend remains unchanged. Emphasise division using standard written method. Emphasise mental calculation. Continue to develop the understanding of division as sharing equally and grouping. Encourage pupils to express ideas and opinions clearly. divide divided by division sharing equally equals is equal to with remainder without remainders dividend divisor quotient

e.g 1. 37 6 = 6 remainder 1 2. 525 10 = 52 remainder 5 vi. Divide 3-digit numbers 3. 106 4 = 26 remainder 2 by 1-digit numbers with remainders.

22

Year 3
TOPIC: NUMBERS LEARNING AREA: DIVISION WITH THE HIGHEST DIVIDEND OF 1000
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils solve problems by simulating or modelling situations. Pupils pose problems based on given information involving division.

Pupils will be able to: vii. Solve problems involving division in real life situations. Use and apply knowledge of division in a variety of contexts. Continue to develop the understanding of division as sharing equally or grouping. Select problems according to pupils ability and proficiency in language. Encourage pupils to express ideas and opinions clearly. divide divided by division equals is equal to with remainder without remainders dividend divisor quotient solve pose problems

23

Year 3
TOPIC: FRACTIONS LEARNING AREA: INTRODUCTION T0 FRACTIONS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the vocabulary related to fractions. Teacher introduces the concept of fractions using concrete objects and manipulative materials. Use ICT/ graphic to model fractions. Discuss by showing what is not one half or one quarter and explain why. e.g. 1. These shapes are not divided into halves.

Pupils will be able to: i. Recognise one whole, one half, one quarter and three quarters. Emphasise fractions as: a. equalled size portions of a whole. b. Equal shares of a whole set. one half, one quarter and three quarters. Limit fractions to 1 1 3 , and . 2 4 4 fractions parts one whole one half one quarter two quarters three quarters numerator denominator equal parts equal shares portions

ii. Say fractions, parts, one whole, one half, one quarter and three quarters in context. iii. Read fractions, parts, one whole, one half, one quarter and three quarters in context. iv. Write 1 1 3 , and in 2 4 4 context. 2 1 = and 4 2

1 is written as and 2 pronounced as half, one half or one over two.

v. Recognise 2. This jar is not half full. 4 = 1. 4

over Introduce the terms, numerator and denominator. For example in 1 , 1 is the numerator and 2 is the 2 denominator.

vi. Recognise fractions as equal shares of a whole set.

24

Year 3
TOPIC: MONEY LEARNING AREA: MONEY T0 RM100
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the vocabulary related to money. Pupils show different combinations of notes to represent a given amount of money. e.g. RM 57.00
RM50 RM5 RM 2

Pupils will be able to: i. Represent the value of money in RM and sen. Emphasise stating the value of money correctly. Introduce genuine RM100 note. ringgit sen RM coins notes value
RM1

or
RM50 RM5 RM 1

How much? combination money

Pupils show different combinations of notes and coins to represent a given amount of money. e.g. RM 68.55
RM50 RM1
20 se n

RM10 RM1
20 se n
10 se n

RM5 RM1

5 sen

25

Year 3
TOPIC: MONEY LEARNING AREA: MONEY T0 RM100
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Provide notes and coins (toy-money) of different denominations to show the different combinations for a certain amount of money.

Pupils will be able to: ii. Exchange: a. coins up to RM10; and b. notes up to RM100. iii. Convert ringgit to sen and vice versa. Check for accurate amount exchanged. Provide pupils with sufficient amount of toy money to carry out conversion activity. Emphasise 0 in the sen value. e.g. RM69.05 RM14.70 ringgit sen RM coins notes value How much? combinations money

Encourage pupils to use mental addition to convert ringgit to sen. e.g. RM52.80 = 5200 sen + 80 sen 4635 sen = RM46.00 + RM0.35 Pupils do conversion using toy money.

26

Year 3
TOPIC: MONEY LEARNING AREA: MONEY T0 RM100
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Use and apply knowledge of money in real life. Set up bargain counters with items priced up to RM100 for buying and selling activities.

Pupils will be able to: i. Add money up to RM100. Limit: a. addition to the highest ii. Subtract money up to total of RM100; and RM100. b. subtraction within the range of RM100. Emphasise addition and subtraction of money using standard written method. e.g. 1. RM32.45 + RM17.05 RM80.00 - RM20.00 money ringgit sen RM coins notes value add subtract How much more? e.g. 2. How much less? balance total Check for accuracy in addition and subtraction.

27

Year 3
TOPIC: MONEY LEARNING AREA: MONEY T0 RM100
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils model concept of multiplication and division using toy money. Pupils multiply and divide money in: a. RM only; and b. sen only. e.g. 1. RM7 x 3 = 2. 3. 4. 50 sen x 7 = RM45 9 = 85 sen 5 =

Pupils will be able to: iii. Multiply money to the highest product of RM100. iv. Divide money with dividend not more than RM100. Limit: a. multiplicand to 1-digit; b. divisor to 1-digit; and c. exclude remainders. Provide pupils with sufficient amount of toy money. Multiplication and division of money involves: a. RM only; and b. sen only. Emphasise multiplication and division of money using standard written method. e.g. 1. x RM14 8 money ringgit sen RM coins notes value amount multiply multiplied by multiplication repeated addition divide divided by division share sharing equally standard written method

2.

6 RM30

Exclude division with remainders.

28

Year 3
TOPIC: MONEY LEARNING AREA: MONEY T0 RM100
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to:

Pupils will be able to: Use any of the four operations v. Solve problems involving to solve story problems money in real life involving money in real life. situations. e.g.1: My mother gives me RM52.40 and my father gives me RM20.20. How much would I have? e.g.2: Three boys share RM36 equally. How much money does each boy get? Pupils pose problems related to the four operations involving money. Select problems according to pupils ability and proficiency in the language. Encourage pupils to explain methods used. money Ringgit coins notes sen RM value amount how much? solve problems

29

Year 3
TOPIC: TIME LEARNING AREA: READING AND WRITING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand, read and write the vocabulary related to time. Teacher uses a clock face to show half hour and quarter hour. Pupils say time accordingly after teacher.

Pupils will be able to: i. Read the time to the half or quarter hour on a clock. Use analogue and digital clocks. Emphasise the correct ways of reading time. e.g.1: 4:15 a. Quarter past four. b. Fifteen minutes past four. c. Fifteen past four. d. Four fifteen. e.g.2: 10:45 a. Quarter to eleven. b. Fifteen minutes to eleven. c. Fifteen to eleven. d. Ten forty-five. e.g.3: a. b. c. 2:30 Half past two. Thirty minutes past two. Two thirty. half quarter hour quarter past quarter to half past minutes past past minutes to to

30

Year 3
TOPIC: TIME LEARNING AREA: READING AND WRITING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils write time to the half and quarter hour based on times shown on clock faces. Pupils read the class timetable, bus schedules, radio or television programmes.

Pupils will be able to: ii. Write the time to the half and quarter hour. iii. Read simple timetables. Emphasise the correct ways of writing time. e.g.1: a. b. c. d. 2:45 Quarter to three. Fifteen minutes to three. Fifteen to three. Two forty-five. half quarter hour quarter past quarter to half past minutes past past minutes to to

e.g.2: 7:15 a. Quarter past seven. b. Fifteen minutes past seven. c. Fifteen past seven d. Seven fifteen. e.g.3: 11.30 a. Half past eleven. b. Thirty minutes past eleven. c. Eleven thirty. Check on the correct spelling.

31

Year 3
TOPIC: TIME LEARNING AREA: READING AND WRITING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils read calendars.

Pupils will be able to: iv. Read calendars. Emphasise the correct ways of reading dates. e.g. 1. 1 April 1st of April First of April. 2. 2 May 2nd of May Second of May. 3 June 3rd of June Third of June. 4 July 4th of July Fourth of July. rows columns am pm date calendars month day week

32

Year 3
TOPIC: TIME LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to:

Pupils will be able to: Teacher uses clocks with i. Use units of time and know the relationship the second hand to show the relationship between minutes between: and seconds. a. minute and seconds; b. week and days; and Teacher uses calendar to c. year and months. engage pupils in activities to understand the relationship ii. Convert weeks to days between: and vice versa. a. week and days; and b. year and months. Pupils convert larger units to smaller units and vice versa. e.g. 5 weeks = 35 days 28 days = 4 weeks Pupils respond rapidly to oral and written questions involving conversion. Emphasise the standard units for time and show the relationship between them. 1 minute = 60 seconds 1 week = 7 days 1 year = 12 months Start conversion from larger to smaller units. minute minutes second seconds day days week weeks month months year years second hand minute hand hour hand units convert

1. Understand the relationship between units of time.

33

Year 3
TOPIC: TIME LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Add, subtract, multiply and divide units of time. Pupils add and subtract units of time in: a. hours; and b. minutes. e.g. 1. 3 hours + 2 hours = 5 hours 2. 20 minutes + 10 minutes + 35 minutes = 65 minutes 3. 14 hours 9 hours = 5 hours 4. 130 minutes 45 minutes = 85 minutes

Pupils will be able to: i. Add units of time in: a. hours; and b. minutes. ii. Subtract units of time in: a. hours; and b. minutes. Exclude compound units. Exclude conversion of units. Emphasise mental calculation. Include standard written method. e.g. 1. 15 minutes 30 minutes + 25 minutes hour hours minute minutes add plus total sum equals is equal to altogether subtract 2. 14 hours - 8 hours minus take away equals is equal to hours left? minutes left?

34

Year 3
TOPIC: TIME LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils multiply and divide units of time in: a. hours; b. minutes. e.g. 1. 15 hours x 4 = 60 hours 2. 49 minutes x 3 = 147 minutes 3. 18 hours 9 = 2 hours 4. 240 minutes 6 = 40 minutes

Pupils will be able to: iii. Multiply units of time in: a. b. hours; and minutes. Limit: a. multiplicand to 1-digit; b. divisor to 1-digit; and exclude remainders. Exclude conversion of units. Emphasise mental calculation. Include standard written method. e.g. 1. 13 hours x 7 hour hours minute minutes times multiply multiplied by share share equally division divide divided by recall times- tables 2.
6 42 minutes

iv. Divide units of time in: a. b. hours; and minutes.

equals is equal to

35

Year 3
TOPIC: TIME LEARNING AREA: SOLVING PROBLEMS INVOLVING TIME
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Use and apply knowledge of time in real life. Pupils solve problems involving time in real life situations. e.g. 1. Shanti got into the pool at 3 oclock. She came out at 5 oclock. How long did she swim? 2. Hon Meng takes 15 minutes to answer 5 questions. How long does he take to answer 1 question? Pupils pose problems related to the four operations involving time.

Pupils will be able to: i. Solve problems involving time in real life situations. Select problems according to pupils ability and proficiency in language. Exclude conversion of units. hour hours minute minutes add plus take away minus times multiply multiplied by share share equally divide divided by equals is equal to solve pose

36

Year 3
TOPIC: LENGTH LEARNING AREA: MEASURING AND COMPARING LENGTHS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Measure and compare lengths using standard units. Teacher shows and explains reading of scales to the nearest division. Pupils read scales on metre and centimetre rulers. Pupils measure and record lengths of objects using metre or centimetre rulers. Pupils measure and compare lengths of objects using standard units. e.g.

Pupils will be able to: i. Read scales to the nearest division. Emphasise that measuring should start from the 0 mark of the ruler. read scales measure

ii. Measure and record lengths of objects using the standard units a. metres; and b. centimetres. iii. Compare the lengths of two objects using standard units a. metres; and b. centimetres.

Introduce the abbreviations: metres a. m for metre; and m b. cm for centimetre. centimetres Ensure that diagrams or pictures cm given are of exact measurements, length for example 3 m, 10 cm and height 18 cm. length Exclude compound units. height Measurements are made to the nearest metre and centimetre. Emphasise that depth is equivalent to height. width depth measure compare measurement depth

I I I I I I I I I I I I I I I I I I I I 0 5 10 15 20

The pencil is 15 cm long. The crayon is 10 cm long. The pencil is 5 cm longer than the crayon.

37

Year 3
TOPIC: LENGTH LEARNING AREA: MEASURING AND COMPARING LENGTHS LEARNING OBJECTIVES Pupils will be taught to: Pupils estimate lengths of objects then check with the actual measurements.
Objects Height of door Length pupils arm Width of room Depth of pail Estimate Actual Difference

SUGGESTED TEACHING AND LEARNING ACTIVITIES

LEARNING OUTCOMES Pupils will be able to: iv. Estimate the lengths of objects in a. b. metres; and centimetres.

POINTS TO NOTE

VOCABULARY

Encourage pupils to analyse how close their estimates were. Emphasise the suitable units to estimate.

estimate estimation actual measure measurements metres m centimetres cm height length depth record check difference

38

Year 3
TOPIC: LENGTH LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF LENGTH
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Understand the relationship between units of length. Engage pupils in activities that will create an awareness of relationship. e.g: How many teddies need to join hands to make a metre-long line?

Pupils will be able to: i. Know and use the relationship between metres and centimetres. Emphasise the standard units for lengths and show the relationship between metres and centimetres. 1 m = 100 cm 450 cm = 4 m 50 cm Emphasise mental calculation. measure metres m centimetres cm length wi height
20cm

depth relationship units

39

Year 3
TOPIC: LENGTH LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING LENGTH
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Add, subtract, multiply and divide units of length. Pupils add units of length in metres and centimetres. Pupils subtract units of length in metres and centimetres.

Pupils will be able to: i. Add units of length in: a. metres; and b. centimetres. Exclude compound units. metres m centimetres cm add subtract units lengths take away minus 2. 150 cm 80 cm total sum altogether difference what is left? standard written method

Include addition and subtraction of lengths using standard written ii. Subtract units of length in: method. a. metre s; and e.g. b. centi metres. 1. 12 m + 13 m

40

Year 3
TOPIC: LENGTH LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING LENGTH
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils multiply units of length in metres and centimetres. e.g: 785 m x 5 = Pupils divide units of length in metres and centimetres. e.g: 200 cm 4 =

Pupils will be able to: iii. Multiply units of length in: metres; and centimetres. iv. Divide units of length in: a. metres; and b. centimetres. Exclude compound units. Limit multiplicand to 1-digit. Limit divisor to 1-digit and exclude remainders. Include multiplication and division of lengths using standard written method. e.g. 1. x 37 m 4 metres m centimetres cm multiply divide lengths units standard written method

2.

8 72 m

41

Year 3
TOPIC: LENGTH LEARNING AREA: SOLVING PROBLEMS INVOLVING LENGTH
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Use and apply knowledge of length in real life. Pupils solve problems by simulating and modelling the situation. e.g. A child throws a bean bag. 1st throw = 3 m 2nd throw = 5 m What is the difference between the two throws? Pupils pose problems related to the four operations involving length.

Pupils will be able to: i. Solve problems involving length in real life situations. Select problems according to pupils ability and proficiency in language. Encourage pupils to explain methods used. solve problems length How many left? add plus take away minus times multiply multiplied by share share equally divide divided by pose

42

Year 3
TOPIC: MASS LEARNING AREA: MEASURING AND COMPARING MASSES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Measure and compare masses using standard units. pils read scales using weighing scales. Pu

Pupils will be able to: i. Read scales to the nearest division. Emphasise that measuring should start from the 0 mark of the weighing scale. a. mass kilograms kg

ii. Measure and record Tea masses of objects using cher shows and explains the standard units: reading of scales to the c. kilograms; and nearest division. d. grams. Pupils measure masses of objects such as a book, an egg or an empty box using weighing scales and record them in kilograms and grams. Pu pils measure and compare masses of objects using standard units in kilograms and grams. e.g. An apple weighs 180 g. An orange weighs 200 g. The orange is 20 g heavier than the apple. iii. Compare the masses of two objects using standard units: a. kilograms, and b. grams.

Introduce the abbreviations: grams kg for kilogram; and g b. g for gram. weigh weight weighing scale measure compare heavy heavier light lighter

Exclude compound units. Measurements are made to the nearest kilogram and gram.

43

Year 3
TOPIC: MASS LEARNING AREA: MEASURING AND COMPARING MASSES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils estimate masses and check with the actual measurements.
Objects

Pupils will be able to: iv. Estimate masses of objects in kilograms and grams. Emphasise that measuring should start from the 0 mark on the weighing scale. Encourage pupils to use try, check and improve procedure to narrow down differences between estimates and actual measurements. weighing nearest spring scales bathroom scales balance scales weighing scales estimate kilograms kg grams g nearest mass estimate estimation

e.g.

Estimate Actual Difference

marbles plasticine box

44

Year 3
TOPIC: MASS LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF MASS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand the relationship between units of mass.

Pupils will be able to: Teac i. Know and use the her prepares a few 1 kg and relationship between 100 g sand bags. Using kilograms and grams. the equal arm balance, pupils balance a 1 kg sand bag with the equivalent number of 100 g sandbags.
100g 100g 100g 100g 100g 100g 100g

Emphasise the standard units for mass and show the relationship between kilograms and grams. 1 kg = 1000 g 2 kg = 2000 g Emphasise mental calculation.

measure kilograms kg grams g weighing balance weigh scales units mass relationship spring balance

1 kg

100g 100g

100g

Pupils then weigh the sand bags on weighing scale to see the relationship between kilograms and grams.

equal arm balance

45

Year 3
TOPIC: MASS LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING MASS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Add, subtract, multiply and divide units of mass. Pupils add and subtract units of masses in a. kilograms; and b. grams. e.g: a. 25 kg + 40 kg = b. 10 kg + 68 kg + 30 kg = c. 200g + 300 g = d. 500 g + 150 g + 70 g = e.g: a. 75 kg 14 kg = b. 100 kg 80 kg 40 kg= c. 550 g 200 g = d. 780 g 150 g 200 g =

Pupils will be able to: i. Add units of mass in: a. kilograms; and b. grams. ii. Subtract units of mass in: a. kilograms; and b. grams. Exclude compound units. Include addition and subtraction of masses using standard written method. e.g. 1. 25 kg 6 kg + 40 kg add plus total weight subtract take away kilograms kg grams g 2. 500 g 150 g standard written method

46

Year 3
TOPIC: MASS LEARNING AREA: ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION INVOLVING MASS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils multiply and divide units of masses in a. kilograms b. grams. e.g: a. 25 kg x 5 = b. 120 g x 3 = e.g: a. 56 kg 7 = b. 720 g 6 =

Pupils will be able to: iii. Multiply units of mass in: Exclude compound units. a. kilograms; and b. grams. Limit multiplicand to 1-digit. iv. Divide units of mass in: a. kilograms; and b. grams. Limit divisor to 1-digit and exclude remainders. Include multiplication and division of masses using standard written method. e.g: 1. x 84 kg 4 multiply divide kilograms kg grams g standard written method

2.

8 640 g

47

Year 3
TOPIC: MASS LEARNING AREA: SOLVING PROBLEMS INVOLVING MASS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Use and apply knowledge of mass in real life. Pupils solve problems. e.g. A book weighs 90 g? What is the weight of 6 books? Pupils pose problems related to the four operations involving mass.

Pupils will be able to: i. Solve problems involving Select problems according to mass in real life situations. pupils ability and proficiency in the language. Encourage pupils to explain methods used. solve problems mass weigh weighs weight add plus take away minus times multiply multiplied by share share equally divide divided by pose

48

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Measure and compare volumes of liquid using standard units. Teacher shows picture of measuring jugs which are calibrated at 100 m division (with every division marked with reading in m . Jugs should contain water at different levels. Pupils read scales to the nearest division.

Pupils will be able to: i. Read scales to the nearest division. Emphasise that measuring should start from the 0 mark of the measuring cylinder. measuring jug water level litres

b.

Introduce the abbreviations: millilitres for litre; and m b. m for millilitre.

Exclude compound units. Measurements are made to the nearest litre and millilitre.

49

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils fill uncalibrated containers with water (up to any level) and display their containers. Teacher gives pupils 1 litre measuring cylinders that are calibrated into 10 divisions and explain that each division represents 100 m . Ask pupils to pour water from uncalibrated containers into 1 measuring cylinders in 100 m progressions. For every 100 m they say out the volume. e.g. 100 m , 200 m , Teacher explains that the last marked division represents 1000 m or 1 . Pupils measure and record volumes of liquid.

Pupils will be able to: ii. Measure and record volumes of liquids using the standard units: a. litres; and b. millilitres. Exclude compound units. Provide pupils with sufficient materials for activities. litres millilitres m measure measuring cylinder capacity volume holds contains container

50

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils compare the volumes of two liquids using standard units. e.g: Pupils pour 1 of water into the first container and 2 into the second container.

Pupils will be able to: iii. Compare the volumes of two liquids using standard units: c. litres; and d. millilitres. Compare and record the volumes of two liquids. 1 measuring cylinders can be replaced by any other containers that would accurately contain the volume of 1 . litres millilitres m measuring cylinder more less lesser how much?

Repeat activity with smaller containers and 100 m measuring cylinders.

51

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: MEASURING AND COMPARING VOLUMES OF LIQUIDS
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Pupils are given plastic cups and rubber bands. Pupils place a rubber band around the plastic cup and move it to estimate the line where the volume of 100 m would reach. Check the closest estimate. Pupils are given a large uncalibrated jug. Pupils estimate the line where the volume of 1 would reach. Check the closest estimate.

Pupils will be able to: iv. Estimate volumes of liquids in litres and millilitres. Provide pupils with sufficient materials for activities. Emphasise accuracy when checking volumes. estimate uncalibrated jug volume capacity liquid litres millilitres m

52

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: RELATIONSHIP BETWEEN UNITS OF VOLUME OF LIQUID
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand the relationship between units of volume of liquid. Pupils are given containers of 100 m and 1 capacities. Pupils fill up 100 m container with water and pour it into the 1 container. (Do not reveal the capacities of the containers). Pupils report how many 100 m containers are needed to fill up the 1 container. Pupils repeat activity for 1 2 , 1 , 2

Pupils will be able to: i. Know and use the relationship between litres and millilitres. Emphasise the standard units for volume and show the relationship between litres and millilitres. 1 = 1000 m 3 = 3000 m Emphasise mental calculation. litre millilitres m capacity liquid

53

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: ADDITION, SUBTRACTION, MUTIPLICATION AND DIVISION INVOLVING VOLUME OF LIQUID
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Add, subtract, multiply and divide units of volume of liquid. Pupils add and subtract units of volume of liquids in a. litres; and b. millilitres e.g.1 a. 1 + 2 = b. 500 m + 250 m = e.g.2 a. 60 - 15 = b. 750 m - 30 m =

Pupils will be able to: i. Add units of volume of liquid in: a. litres; and b. millilitres ii. Subtract units of volume of liquid in: a. litres; and b. millilitres Exclude compound units. Emphasise mental calculation. Check on accuracy in adding units of volume of liquid. Include addition and subtraction of volumes of liquid using standard written method. e.g. 1. 14 + 5 add volume liquid litre millilitres m subtract how much? how much left? remainder

2.

420 m + 280 m

54

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: ADDITION, SUBTRACTION, MUTIPLICATION AND DIVISION INVOLVING VOLUME OF LIQUID
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to:

Pupils will be able to: Pupils multiply units volume iii. Multiply units of volume of liquid in: of liquid in: a. litres a. litres; and b. millilitres b. millilitres e.g: 40 x 2 = 165 m x 3 = iv. Divide units of volume of liquid in: a. litres; and b. millilitres Limit multiplicand to 1-digit. Limit divisor to 1-digit and exclude remainders. Emphasise on accuracy. Include multiplication and division of volumes of liquid using standard written method. Encourage mental calculation. e.g. 1. 3 60 volume liquid litre millilitres m multiplication

Pupils divide units of volume of liquid: a. litres b. millilitres e.g: 60 3 = 175 5 =

2.

5 175

55

Year 3
TOPIC: VOLUME OF LIQUID LEARNING AREA: SOLVING PROBLEMS INVOLVING VOLUME OF LIQUID
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Use and apply knowledge of volume of liquid in real life. solve problems. e.g. A bottle holds 1 of mango juice. Imran and his 3 friends share the amount of mango juice equally. How much does each one get to drink? Pupils pose problems related to the four operations involving volume of liquid. Pupils

Pupils will be able to: i. Solve problems involving volume of liquid in real life situations. Check for accuracy in calculation. Select problems according to pupils ability and proficiency in the language. Encourage pupils to explain methods used. solve problems volume liquid capacity how much? add plus take away minus times multiply multiplied by share equally divide divided by pose

56

Year 3
TOPIC: SHAPE LEARNING AREA: THREE-DIMENSIONAL SHAPES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the vocabulary related to 3-D shapes. Pupils are shown various types of prisms and they say out the names accordingly. Pupils label parts of prisms.
vertex

Pupils will be able to: i. I dentify various types of prisms. L abel parts of prisms. Emphasise that each prism is named according to the shape of its base: a. tria ngular prism b. rec tangular prism c. cub e d. squ are prism Emphasise that a prism has the same cross-section along its length, and that its two end faces are identical. prisms hemisphere models face surface vertex edge base

ii.

face

edge

base

e.g. A triangular prism.

57

Year 3
TOPIC: SHAPE LEARNING AREA: THREE-DIMENSIONAL SHAPES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Describe and classify 3-D shapes. Pupils examine prisms and describe their features. Pupils sort out a variety of solid shapes into prisms and non-prisms.

Pupils will be able to: i. D Emphasise that all prisms have at least five faces, two bases of the same shape and all other faces are rectangular. C ompare prisms and nonprisms. escribe features of prisms. ii. prisms end faces identical flat surface non-prisms

58

Year 3
TOPIC: SHAPE LEARNING AREA: THREE-DIMENSIONAL SHAPES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: Build 3-D shapes.

Pupils will be able to: Pupils make i. B uild 3-D shapes using skeleton shapes from a construction kit or straws and suitable materials. count the number of faces, edges or corners. ii. Build 3-D shapes from given nets. Pupils build 3-D shapes from given nets. iii. Identify simple nets of 3-D shapes. e.g. Provide nets of solids that pupils are familiar with. Emphasise features of 3-D shapes when identifying nets. Emphasise that a square is a rectangle but a rectangle is not a square. Encourage ICT based activities. build shapes concrete simple nets identify rectangle square ICT

Pupils identify various 3-D shapes based on given nets.

59

Year 3
TOPIC: SHAPE LEARNING AREA: TWO-DIMENSIONAL SHAPES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Understand and use the vocabulary related to 2-D shapes. Teacher shows labeled pictures of quadrilateral, semi- circles and regular polygons. Pupils say names of shapes after teacher. Teacher shows unlabeled pictures of quadrilateral, semi- circles and regular polygons. Pupils say names of shapes. Using cut out shapes, pupils form semi circles, quadrilaterals, pentagons, hexagons, heptagons and octagons and name them.

Pupils will be able to: i. Identify shapes of semicircles and regular polygons. Check for accuracy in: a. identification of shapes; and b. pronunciation of names of shapes. semi-circles quadrilaterals regular polygons pentagon hexagon heptagon octagon

60

Year 3
TOPIC: SHAPE LEARNING AREA: TWO-DIMENSIONAL SHAPES
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 2. Describe and classify 2-D shapes.

Pupils will be able to: Pupils are i. provided with a variety of 2-D shapes. They examine the a. shapes and list down the features. b. Describe features of two-dimensional shapes: semi-circles; and regular polygons. Check for accuracy in description of features of various 2-D shapes. Emphasise features such as faces, sides and angles. semi-circles quadrilaterals regular polygon pentagon hexagon heptagon octagon describe features

ii. Compare and sort polygons and nonpolygons.

61

Year 3
TOPIC: SHAPE LEARNING AREA: SYMMETRY
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Recognise and sketch lines of symmetry. Teacher explains and shows lines of symmetry: a. in the environment e.g. butterfly, kites, leaves, and human body. b. in two-dimensional shapes e.g. paper folding or cutting. Use paper folding or mirrors (shiny surfaces) to show lines of symmetry. Discuss the lines of symmetry traced. Pupils sketch lines of symmetry on given shapes or pictures.

Pupils will be able to: i. Recognise lines of symmetry: a. in the environment; and b. in two-dimensional shapes. ii. Sketch lines of symmetry. Lines of symmetry are lines that divide a regular shape or picture identically. Emphasise that line mirror is the line of symmetry. Encourage pupils to trace lines of symmetry. symmetry lines of symmetry identical two-dimensional shapes symmetrical line mirror sketch

62

Year 3
TOPIC: DATA HANDLING LEARNING AREA: COLLECTING AND ORGANISING DATA
LEARNING OBJECTIVES SUGGESTED TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES POINTS TO NOTE VOCABULARY

Pupils will be taught to: 1. Collect and organise data.

Pupils will be able to: Pupils collect data by carrying i. Collect data based on out simple surveys such as: given situations. a. modes of transport to school. ii. Sort and classify data. b. favourite cartoon shows. c. birth months. iii. Organise data in a table. Use situations that pupils are familiar with. Emphasise making and organising a table. Emphasise the use of tally in organising data and table. collect data sort list count label organise information classify tally

63