Numbers

Number Concept - Arranging objects according to size

By the end of the lesson, the learner should be able to:

- Arrange objects from the smallest to the largest
- Compare objects of different sizes
- Show interest in ordering objects

- In pairs/groups, collect 10 small stones of different sizes and arrange them from the smallest to the largest
- Discuss and share their arrangements with other groups
- Observe pictures of apples arranged from smallest to largest
- Arrange objects in their class in order of size from smallest to largest

How do we arrange objects according to size?

KLB Mathematical Activities Grade Three pg. 1
- Small stones of different sizes
- Objects in the classroom

- Observation - Oral questions - Written exercises

Numbers

Number Concept - Arranging objects according to size
Number Concept - Identifying position of objects from 1st to 20th
Number Concept - Identifying position of objects from 1st to 20th

By the end of the lesson, the learner should be able to:

- Arrange objects from the largest to the smallest
- Use appropriate vocabulary to describe size
- Show appreciation for order in the environment

- In pairs/groups, arrange six cards of different sizes from the largest to the smallest
- Match objects according to size from the largest to the smallest in tables
- Work in groups to arrange objects like cups, toy elephants, and houses according to size

How do we arrange objects from the largest to the smallest?

KLB Mathematical Activities Grade Three pg. 3
- Cards of different sizes
- Pictures of objects of different sizes
KLB Mathematical Activities Grade Three pg. 4
- Pictures showing positions
- Playing field for races
KLB Mathematical Activities Grade Three pg. 5
- Charts showing positions
- Cards with position numbers and words

- Observation - Oral questions - Written exercises

Numbers

Number Concept - Writing positions in number symbols and words
Number Concept - Application of ordinal numbers in real life situations
Number Concept - Application of ordinal numbers in real life situations

By the end of the lesson, the learner should be able to:

- Identify positions from 11th to 20th
- Write positions from 11th to 20th in number symbols
- Demonstrate interest in ordinal numbers

- Write letters of the alphabet in order from K to T
- Write the positions in symbols for each letter in the alphabet
- Learn that "eleventh" is written as 11th, "twelfth" as 12th, etc.
- Match positions written in words with their number symbols

How do we write positions from eleventh to twentieth?

KLB Mathematical Activities Grade Three pg. 6
- Alphabet cards
- Position cards
KLB Mathematical Activities Grade Three pg. 7
- Position word cards
- Objects of different sizes
- Pictures showing positions
KLB Mathematical Activities Grade Three pg. 8
- Charts showing daily routines
- Calendar showing months of the year
- Pictures showing positions in competitions
- Stories involving ordinal numbers

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Counting forward up to 1000 from any point

By the end of the lesson, the learner should be able to:

- Count forward from 10 to 100
- Count in ones starting from any point up to 100
- Show interest in counting numbers

- In groups, take turns to clap as they count numbers: 15, 16, 17...
- Count forward in sequences: 10, 11, 12, 13... to 20
- Count in tens: 20, 30, 40, 50... to 100
- Fill in missing numbers in counting sequences

How do we count forward from any number to 100?

KLB Mathematical Activities Grade Three pg. 19
- Number charts
- Number cards
KLB Mathematical Activities Grade Three pg. 20
- Number cards
- Counters

- Observation - Oral counting - Written exercises

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000

By the end of the lesson, the learner should be able to:

- Count backward from 1000 in multiples of 100
- Count backward in different intervals
- Show enthusiasm when counting backward

- In groups, take turns to rope skip as they count in turns: 1000, 900, 800...
- Count backward in hundreds: 1000, 900, 800, 700, 600, 500...
- Complete number sequences with missing numbers
- Play counting games involving backward counting

How do we count backward from 1000 in multiples of 100?

KLB Mathematical Activities Grade Three pg. 24
- Number cards
- Number charts
- Rope for skipping

- Observation - Oral counting - Written exercises

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000
Whole Numbers - Place value of numbers up to hundreds

By the end of the lesson, the learner should be able to:

- Count backward from 1000 to 500 in multiples of 100
- Count backward in multiples of 100 from any point
- Appreciate counting backward

- Take six cards with numbers 500-1000 and arrange them in descending order
- Count backward in hundreds: 1000, 900, 800, 700, 600, 500
- Count backward from different starting points in multiples of 100
- Complete number sequences with missing numbers

How do we count backward in hundreds from any number?

KLB Mathematical Activities Grade Three pg. 24
- Number cards
- Number charts
- Counters
- Abacus
- Place value charts
- Base ten blocks

- Observation - Oral counting - Written exercises

Numbers

Whole Numbers - Place value of numbers up to hundreds

By the end of the lesson, the learner should be able to:

- Identify place value of numbers up to hundreds
- Represent 3-digit numbers on an abacus
- Appreciate the importance of place value

- Identify how many ones, tens, and hundreds are shown on an abacus
- Represent 3-digit numbers on an abacus
- Complete sentences like "248 is _ hundreds _ tens _ ones"
- Write numbers represented on an abacus

How can we identify the place value of each digit in a 3-digit number?

KLB Mathematical Activities Grade Three pg. 26
- Abacus
- Place value charts
- Base ten blocks
KLB Mathematical Activities Grade Three pg. 30

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

By the end of the lesson, the learner should be able to:

- Read numbers 1 to 500 in symbols
- Write numbers 1 to 500 in symbols
- Show interest in reading numbers

- Write and read numbers between 1 and 100
- Write and read numbers between 100 and 200
- Write and read numbers between 200 and 500
- Read numbers like 101 as "one hundred one"

How do we read numbers from 1 to 500?

KLB Mathematical Activities Grade Three pg. 33
- Number charts
- Number cards
- Flash cards

- Observation - Oral reading - Written exercises

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols
Whole Numbers - Reading and writing numbers 1 to 100 in words

By the end of the lesson, the learner should be able to:

- Read numbers 501 to 1000 in symbols
- Write numbers 501 to 1000 in symbols
- Show enthusiasm in reading large numbers

- Write numbers on cards: 573, 592, 601, 659, 725, 748, 876, 998
- Read the numbers correctly
- Read numbers like 503 as "five hundred three"
- Practice reading various 3-digit numbers

How do we read numbers from 501 to 1000?

KLB Mathematical Activities Grade Three pg. 34
- Number charts
- Number cards
- Flash cards
KLB Mathematical Activities Grade Three pg. 35
- Word cards

- Observation - Oral reading - Written exercises

Numbers

Whole Numbers - Reading and writing numbers 1 to 100 in words

By the end of the lesson, the learner should be able to:

- Read numbers 51 to 100 in words
- Write numbers 51 to 100 in words
- Show interest in writing numbers in words

- Write five numbers between 51 and 100 on cards
- Read the numbers in turns
- Write the numbers in words
- Read and write numbers like 63 as "sixty-three" and 78 as "seventy-eight"

How do we write numbers from 51 to 100 in words?

KLB Mathematical Activities Grade Three pg. 36
- Number cards
- Word cards
- Flash cards

- Observation - Oral reading - Written exercises

Numbers

Whole Numbers - Reading and writing numbers 1 to 100 in words
Whole Numbers - Identifying missing numbers in patterns up to 1000

By the end of the lesson, the learner should be able to:

- Read and write numbers 1 to 100 in words
- Match numbers in symbols with their words
- Show enthusiasm for writing numbers in words

- Match number symbols with their corresponding words
- Fill in missing words in number names
- Write given numbers in words
- Read numbers written in words

How do we match numbers in symbols with their words?

KLB Mathematical Activities Grade Three pg. 36
- Number cards
- Word cards
- Matching games
KLB Mathematical Activities Grade Three pg. 37
- Number charts

- Observation - Oral reading - Written exercises

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

By the end of the lesson, the learner should be able to:

- Identify number patterns from 101 to 500
- Find missing numbers in patterns
- Show enthusiasm in creating patterns

- Find missing numbers in sequences like 101, 102, 103, _, _
- Identify patterns counting backward: 225, 224, 223, _, _
- Identify patterns counting by tens: 320, 330, 340, _, _
- Create their own number patterns within this range

How do we complete number patterns between 101 and 500?

KLB Mathematical Activities Grade Three pg. 38
- Number cards
- Number charts
KLB Mathematical Activities Grade Three pg. 39

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Creating number patterns up to 1000

By the end of the lesson, the learner should be able to:

- Create number patterns with specific rules
- Identify the rule in number patterns
- Enjoy creating and solving number patterns

- Create patterns starting from given numbers with specific rules
- Create patterns like "Starting from 5, add 3" to get 5, 8, 11, 14, 17
- Identify rules in given patterns (e.g., add 5, add 10, etc.)
- Share patterns with classmates and solve each other's patterns

How do we create our own number patterns?

KLB Mathematical Activities Grade Three pg. 40
- Number cards
- Number charts
- Worksheets

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Creating number patterns up to 1000
Whole Numbers - Playing games involving number patterns

By the end of the lesson, the learner should be able to:

- Create more complex number patterns
- Apply different rules to create patterns
- Value patterns in mathematics

- Create patterns with multiple operations (e.g., add 5, then subtract 2)
- Create patterns with skip counting (e.g., count by 3s, 5s, or 10s)
- Exchange patterns with peers to identify rules
- Discuss patterns found in the environment

How can we create more complex number patterns?

KLB Mathematical Activities Grade Three pg. 40
- Number cards
- Number charts
- Pattern examples
- Number pattern cards
- Game boards
- Pattern puzzles

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Playing games involving number patterns

By the end of the lesson, the learner should be able to:

- Play digital games involving number patterns
- Identify patterns in various contexts
- Appreciate patterns in daily life

- Use digital devices (if available) to play number pattern games
- Identify patterns in the environment (e.g., tile patterns, fabric designs)
- Create pattern projects using available materials
- Share and explain their pattern projects

Where do we see patterns in our environment?

KLB Mathematical Activities Grade Three pg. 40
- Digital devices (if available)
- Environmental patterns
- Craft materials

- Observation - Project assessment - Presentations

Numbers

Whole Numbers - Playing games involving number patterns
Addition - Adding a 3-digit number to a 2-digit number without regrouping

By the end of the lesson, the learner should be able to:

- Play games involving counting forward and backward
- Create counting games
- Show interest in mathematical games

- Play counting games (e.g., count by 2s, 5s, or 10s)
- Play "What comes next?" with number sequences
- Create their own counting games
- Play games involving counting forward and backward

How can we use games to practice counting?

KLB Mathematical Activities Grade Three pg. 40
- Number cards
- Counting games
- Game materials
KLB Mathematical Activities Grade Three pg. 46
- Abacus
- Place value charts
- Base ten blocks

- Observation - Practical tasks - Peer assessment

Numbers

Addition - Adding a 3-digit number to a 2-digit number without regrouping

By the end of the lesson, the learner should be able to:

- Add a 3-digit number to a 2-digit number horizontally
- Apply addition in solving problems
- Appreciate addition in daily life

- Practice horizontal addition: 147 + 21 = 168
- Draw place value charts to demonstrate addition
- Solve word problems like "Kantai had 123 goats. He bought 74 more. How many goats did he have altogether?"
- Share solution strategies with peers

How do we solve addition problems horizontally?

KLB Mathematical Activities Grade Three pg. 48
- Place value charts
- Number cards
- Word problem cards
KLB Mathematical Activities Grade Three pg. 43
- Abacus
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding a 3-digit number to a 2-digit number with single regrouping

By the end of the lesson, the learner should be able to:

- Add a 3-digit number to a 2-digit number with regrouping from ones to tens
- Use place value charts for addition with regrouping
- Show enthusiasm in solving addition problems

- Draw a place value chart and show 567 + 28
- Add ones (7 + 8 = 15) and regroup as 1 ten and 5 ones
- Add tens including the regrouped ten
- Solve word problems involving such addition

How do we regroup from ones to tens when adding?

KLB Mathematical Activities Grade Three pg. 52
- Place value charts
- Abacus
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding a 3-digit number to a 2-digit number with single regrouping

By the end of the lesson, the learner should be able to:

- Add horizontally with regrouping from ones to tens
- Apply addition in solving real-life problems
- Appreciate addition in daily activities

- Arrange numbers vertically: 806 + 74
- Add ones (6 + 4 = 10) and regroup as 1 ten and 0 ones
- Add tens including the regrouped ten
- Solve word problems involving such addition

When do we need to regroup in addition?

KLB Mathematical Activities Grade Three pg. 54
- Place value charts
- Abacus
- Word problem cards
KLB Mathematical Activities Grade Three pg. 55
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers without regrouping

By the end of the lesson, the learner should be able to:

- Add two 3-digit numbers without regrouping
- Use place value charts for addition
- Show interest in adding larger numbers

- Practice vertical addition: 403 + 245 = 648
- Add ones, tens, and hundreds separately
- Use place value charts to demonstrate addition
- Solve word problems involving addition of two 3-digit numbers

How do we add two 3-digit numbers?

KLB Mathematical Activities Grade Three pg. 59
- Place value charts
- Abacus
- Base ten blocks
KLB Mathematical Activities Grade Three pg. 60
- Number cards
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers without regrouping

By the end of the lesson, the learner should be able to:

- Add two 3-digit numbers with zeros
- Apply addition strategies appropriately
- Show interest in addition with zeros

- Practice addition with zeros: 300 + 200 = 500
- Add numbers like 207 + 302 = 509
- Use place value charts to show the role of zeros in addition
- Create their own addition problems with zeros

How do zeros affect addition?

KLB Mathematical Activities Grade Three pg. 60
- Place value charts
- Number cards
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers without regrouping
Addition - Adding two 3-digit numbers with single regrouping

By the end of the lesson, the learner should be able to:

- Add two 3-digit numbers in different ways
- Compare vertical and horizontal addition
- Appreciate different addition strategies

- Add the same numbers vertically and horizontally
- Compare the processes and results
- Discuss advantages of different addition methods
- Solve addition problems using preferred methods

What are the different ways to add 3-digit numbers?

KLB Mathematical Activities Grade Three pg. 60
- Place value charts
- Number cards
- Worksheets
KLB Mathematical Activities Grade Three pg. 61
- Abacus
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping

By the end of the lesson, the learner should be able to:

- Add two 3-digit numbers horizontally with regrouping
- Apply addition in solving problems
- Value addition in daily activities

- Practice horizontal addition: 538 + 297 = 835
- Add ones with regrouping
- Add tens and hundreds
- Solve word problems involving addition with regrouping
- Share solution strategies with peers

How can we solve horizontal addition problems with regrouping?

KLB Mathematical Activities Grade Three pg. 62
- Place value charts
- Abacus
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping

By the end of the lesson, the learner should be able to:

- Add two 3-digit numbers with regrouping from tens to hundreds
- Use place value charts
- Show interest in addition with regrouping

- Work out addition: 562 + 291
- Add ones: 2 + 1 = 3
- Add tens: 6 + 9 = 15, regroup as 1 hundred and 5 tens
- Add hundreds including the regrouped hundred
- Solve similar addition problems

How do we regroup from tens to hundreds when adding two 3-digit numbers?

KLB Mathematical Activities Grade Three pg. 63
- Place value charts
- Abacus
- Base ten blocks
KLB Mathematical Activities Grade Three pg. 64
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

By the end of the lesson, the learner should be able to:

- Identify patterns involving addition
- Find missing numbers in addition patterns
- Show interest in number patterns

- Find missing numbers in patterns like 20 + □ = 24, 24 + □ = 28
- Identify the rule in addition patterns (e.g., add 4, add 10)
- Complete patterns like 50 + □ = 60, 60 + □ = 70
- Create their own addition patterns

How do we identify the rule in addition patterns?

KLB Mathematical Activities Grade Three pg. 66
- Number cards
- Number charts
- Worksheets
KLB Mathematical Activities Grade Three pg. 67

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

By the end of the lesson, the learner should be able to:

- Find missing numbers in addition patterns
- Apply pattern rules to find missing numbers
- Appreciate patterns in mathematics

- Find missing numbers in patterns like 50, 70, 90, _, _, _
- Identify the rule (add 20) and complete the pattern: 110, 130, 150
- Find missing numbers in various patterns with different rules
- Share strategies for identifying pattern rules

How do we find missing numbers in addition patterns?

KLB Mathematical Activities Grade Three pg. 68
- Number cards
- Number charts
- Worksheets

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

By the end of the lesson, the learner should be able to:

- Create number patterns with addition rules
- Apply specific rules to create patterns
- Show creativity in making patterns

- Create patterns with specific rules, e.g., "Starting from 5, add 3" to get 5, 8, 11, 14, 17
- Create patterns starting from different numbers with various rules
- Exchange patterns with peers and identify the rules
- Design pattern puzzles for classmates to solve

How do we create our own addition patterns with specific rules?

KLB Mathematical Activities Grade Three pg. 69
- Number cards
- Number charts
- Worksheets
- Pattern examples

- Observation - Oral questions - Written exercises

Numbers

Addition - Practicing addition using digital devices or other resources

By the end of the lesson, the learner should be able to:

- Use digital devices for addition
- Apply addition skills in various contexts
- Appreciate technology in learning mathematics

- Use digital devices (calculators, tablets, computers) to practice addition
- Play digital games involving addition of numbers
- Compare manual calculation with digital calculation
- Solve addition problems using both methods

How can we use digital devices to practice addition?

KLB Mathematical Activities Grade Three pg. 69
- Calculators
- Tablets/computers (if available)
- Digital mathematical games
- Counters
- Abacus
- Base ten blocks
- Number charts
- Number lines

- Observation - Practical tasks - Digital assessments

Numbers
Measurement

Addition - Practicing addition using digital devices or other resources
Length - Measuring length in metres

By the end of the lesson, the learner should be able to:

- Practice addition using various resources
- Apply addition skills in diverse contexts
- Show creativity in addition activities

- Create addition puzzles and games for peers
- Use manipulatives to demonstrate different addition problems
- Design addition worksheets for classmates
- Engage in addition competitions using available resources

How can we practice addition in fun and engaging ways?

KLB Mathematical Activities Grade Three pg. 69
- Manipulatives
- Number cards
- Game boards
- Worksheets
- KLB Mathematical Activities Grade Three pg. 149
- Metre sticks
- String
- Rulers
- Chalk board

- Observation - Peer assessment - Performance tasks

Measurement

Length - Adding length in metres
Length - Subtracting length in metres
Length - Estimating length up to 10 metres (1)

By the end of the lesson, the learner should be able to:

- Add length in metres
- Solve real-life problems involving addition of length in metres
- Show interest in adding length measurements

- Learners in pairs/groups measure the length of the chalkboard and the teacher's table in metres and add the lengths
- Learners work out questions involving addition of length in real life situations
- Learners practice adding lengths horizontally and vertically

How do you arrange numbers when adding lengths downwards?

- KLB Mathematical Activities Grade Three pg. 153
- Metre sticks
- Manila paper
- Charts
- KLB Mathematical Activities Grade Three pg. 154
- Measuring tape
- School map
- KLB Mathematical Activities Grade Three pg. 157
- String
- Classroom objects

- Observation - Oral questions - Written assignments

Measurement

Length - Estimating length up to 10 metres (2)
Length - Applying length measurement in real-life situations
Mass - Measuring mass in kilograms

By the end of the lesson, the learner should be able to:

- Improve accuracy in estimating length up to 10 metres
- Record estimated and actual lengths in a table
- Value accuracy in estimation

- Learners in pairs/groups estimate distances of different items in and outside classroom
- Learners measure the actual distances and record in a table
- Learners compare their estimations with actual measurements
- Learners discuss strategies for improving estimation accuracy

How can we improve our length estimation skills?

- KLB Mathematical Activities Grade Three pg. 157
- Metre sticks
- String
- Measuring tape
- KLB Mathematical Activities Grade Three pg. 158
- Digital devices
- Charts
- KLB Mathematical Activities Grade Three pg. 159
- Beam balance
- Sand
- Soil
- 1kg standard weight

- Observation - Oral questions - Written exercises

Measurement

Mass - Adding mass in kilograms
Mass - Subtracting mass in kilograms
Mass - Estimating mass up to 5 kilograms (1)

By the end of the lesson, the learner should be able to:

- Add mass in kilograms
- Solve real-life problems involving addition of mass in kilograms
- Value accuracy in addition of mass measurements

- Learners in groups use a beam balance to measure 2kg of sand
- Learners measure another 3 kgs of sand and find the total mass
- Learners in pairs/groups role play addition of mass in kilograms using items in the classroom model shop
- Learners solve word problems involving addition of mass

How do we add mass measurements correctly?

- KLB Mathematical Activities Grade Three pg. 161
- Beam balance
- Sand
- Classroom model shop items
- Charts
- KLB Mathematical Activities Grade Three pg. 163
- KLB Mathematical Activities Grade Three pg. 166
- 5kg mass
- Various classroom objects

- Observation - Oral questions - Written exercises

Measurement

Mass - Estimating mass up to 5 kilograms (2)

By the end of the lesson, the learner should be able to:

- Improve accuracy in estimating mass up to 5 kilograms
- Compare estimated and actual mass
- Appreciate the importance of accurate estimation

- Learners in groups estimate the mass of various objects
- Learners measure the actual mass and record in a table
- Learners compare estimated and actual masses
- Learners discuss strategies for improving estimation accuracy

How can we improve our mass estimation skills?

- KLB Mathematical Activities Grade Three pg. 167
- Beam balance
- Various objects
- Sand
- Soil

- Observation - Oral questions - Written exercises

Measurement

Mass - Applying mass measurement in real-life situations
Capacity - Measuring capacity in litres (1)

By the end of the lesson, the learner should be able to:

- Apply mass measurement in real-life situations
- Appreciate the use of mass measurements in daily activities
- Value accuracy in mass measurement

- Learners play digital games involving mass
- Learners discuss real-life situations where mass measurement is important
- Learners solve practical problems involving mass measurements

How is mass measurement important in our daily lives?

- KLB Mathematical Activities Grade Three pg. 168
- Digital devices
- Beam balance
- Various objects
- KLB Mathematical Activities Grade Three pg. 169
- One litre containers
- Locally available containers
- Water

- Observation - Oral questions - Written assignments

Measurement

Capacity - Measuring capacity in litres (2)

By the end of the lesson, the learner should be able to:

- Measure capacity in litres
- Determine the capacity of different containers in litres
- Show interest in measuring capacity

- Learners in groups of three use a one litre container to measure the capacity of various containers (jug, jerrycan, sufuria, pot, basin, bucket)
- Learners record their results in a table
- Learners determine how many one-litre bottles fill each container

How can the capacity of a container be measured?

- KLB Mathematical Activities Grade Three pg. 170
- One litre containers
- Various containers (jug, jerrycan, sufuria, pot, basin, bucket)
- Water

- Observation - Oral questions - Written exercises

Measurement

Capacity - Adding capacity in litres
Capacity - Subtracting capacity in litres

By the end of the lesson, the learner should be able to:

- Add capacity in litres
- Solve real-life problems involving addition of capacity in litres
- Value accuracy in addition of capacity

- Learners in groups take a 1 litre bottle and use it to fill a jerrycan with water
- Learners use 1 litre bottles to fill a basin with water
- Learners find the total number of litres of water in the two containers
- Learners practice addition of capacity in litres through exercises

How do we find the total capacity of two or more containers?

- KLB Mathematical Activities Grade Three pg. 173
- One litre containers
- Various containers
- Water
- KLB Mathematical Activities Grade Three pg. 175

- Observation - Oral questions - Written exercises

Measurement

Capacity - Estimating capacity up to 5 litres (1)
Capacity - Estimating capacity up to 5 litres (2)

By the end of the lesson, the learner should be able to:

- Compare capacity using a 5 litre container
- Identify containers that hold more than or less than 5 litres
- Show interest in comparing capacity

- Learners in groups work to show which containers hold more than or less than 5 litres
- Learners compare various containers like kettle, jug, basin, sufuria, jerrycan, and bucket with a 5 litre container
- Learners identify containers that hold more than or less than 5 litres

Which household containers hold more than 5 litres?

- KLB Mathematical Activities Grade Three pg. 176
- 5 litre container
- Various containers (kettle, jug, basin, sufuria, jerrycan, bucket)
- Water
- KLB Mathematical Activities Grade Three pg. 177
- Various containers
- One litre container

- Observation - Oral questions - Practical activities

Measurement

Capacity - Applying capacity measurement in real-life situations (1)

By the end of the lesson, the learner should be able to:

- Apply capacity measurement in real-life situations
- Appreciate the use of capacity measurements in daily activities
- Show interest in practical uses of capacity

- Learners play digital games involving capacity in real life situations
- Learners discuss real-life situations where capacity measurement is important
- Learners solve practical problems involving capacity measurements

Why is measuring capacity important in our daily lives?

- KLB Mathematical Activities Grade Three pg. 178
- Digital devices
- Various containers
- Water

- Observation - Oral questions - Written assignments

Measurement

Capacity - Applying capacity measurement in real-life situations (2)
Time - Identifying minute as a unit of measuring time

By the end of the lesson, the learner should be able to:

- Apply capacity measurement in home situations
- Solve real-life capacity problems
- Value accuracy in measuring capacity

- Learners in groups discuss everyday situations where capacity measurement is used at home
- Learners role play buying and selling liquids measured in litres
- Learners solve word problems involving capacity in real-life contexts

How do we use capacity measurement at home and in shops?

- KLB Mathematical Activities Grade Three pg. 178
- One litre containers
- Various containers
- Charts
- Water
- KLB Mathematical Activities Grade Three pg. 179
- Clock faces
- Circular cut outs
- Digital clocks
- Charts showing clock face

- Observation - Oral questions - Role play assessment

Measurement

Time - Reading and telling time using 'past' and 'to' on clock face (1)

By the end of the lesson, the learner should be able to:

- Read and tell time using half past the hour
- Read and tell time using quarter past the hour
- Value punctuality

- Learners in groups read and tell time when the minute hand is pointing at 6 (half past the hour)
- Learners in groups read and tell time when the minute hand is pointing at 3 (quarter past the hour)
- Learners practice reading various times on clock faces

How do we read time when the minute hand points to 6?

- KLB Mathematical Activities Grade Three pg. 184
- Clock faces
- Digital clocks
- Charts showing clock faces at different times

- Observation - Oral questions - Written exercises

Measurement

Time - Reading and telling time using 'past' and 'to' on clock face (2)
Time - Reading and telling time using digital and analogue clocks (1)

By the end of the lesson, the learner should be able to:

- Read and tell time using quarter to the hour
- Read and tell time using minutes to the hour
- Show interest in reading time

- Learners in groups take a clock face and show a time when the minute hand is pointing at 9 (quarter to the hour)
- Learners read and tell the time using 'quarter to' and 'minutes to' the hour
- Learners practice reading various times on clock faces

How do we read time when the minute hand points to 9?

- KLB Mathematical Activities Grade Three pg. 188
- Clock faces
- Digital clocks
- Charts showing clock faces at different times
- KLB Mathematical Activities Grade Three pg. 192
- Analogue clocks
- Charts showing digital and analogue time

- Observation - Oral questions - Written exercises

Measurement

Time - Reading and telling time using digital and analogue clocks (2)
Time - Writing time using 'past' and 'to' the hour

By the end of the lesson, the learner should be able to:

- Tell time using both digital and analogue clocks
- Compare digital and analogue time displays
- Value time management

- Learners practice reading different times on digital clocks
- Learners match digital time displays with corresponding analogue clock faces
- Learners solve problems involving reading time on both types of clocks

What are the advantages of digital and analogue clocks?

- KLB Mathematical Activities Grade Three pg. 192
- Digital clocks
- Analogue clocks
- Charts showing digital and analogue time
- KLB Mathematical Activities Grade Three pg. 195
- Clock faces
- Charts showing different times
- Exercise books

- Observation - Oral questions - Written exercises

Measurement

Time - Estimating time in hours

By the end of the lesson, the learner should be able to:

- Estimate time in hours
- Round time to the nearest hour
- Value time management

- Learners in groups take a clock face and show a time with the minute hand pointing at a specific position
- Learners read the number which is nearest the hour hand
- Learners estimate and round time to the nearest hour
- Learners solve problems involving estimation of time

How do we estimate time to the nearest hour?

- KLB Mathematical Activities Grade Three pg. 196
- Clock faces
- Digital clocks
- Charts showing different times

- Observation - Oral questions - Written exercises

Measurement

Time - Adding time (hours and minutes without conversion)
Time - Subtracting time (hours and minutes without conversion)

By the end of the lesson, the learner should be able to:

- Add time involving hours and minutes without conversion
- Solve real-life problems involving addition of time
- Appreciate addition of time in daily activities

- Learners in groups write addition of time in vertical form
- Learners add the minutes
- Learners add the hours
- Learners solve word problems involving addition of time

How do we add hours and minutes separately?

- KLB Mathematical Activities Grade Three pg. 197
- Clock faces
- Digital clocks
- Charts showing addition of time
- Charts showing subtraction of time

- Observation - Oral questions - Written exercises

Measurement

Time - Appreciating time in real-life situations
Money - Identifying Kenyan currency notes up to Sh.1000

By the end of the lesson, the learner should be able to:

- Apply time concepts in real-life situations
- Appreciate the importance of time management
- Value punctuality

- Learners discuss the importance of keeping time in real life situations
- Learners create daily schedules with specific times for different activities
- Learners role play scenarios showing the importance of punctuality
- Learners solve real-life problems involving time

Why is keeping time important in our daily lives?

- KLB Mathematical Activities Grade Three pg. 197
- Clock faces
- Digital clocks
- Charts showing daily schedules
- KLB Mathematical Activities Grade Three pg. 198
- Kenyan currency notes (real or imitations)
- Charts showing currency notes
- Manila paper

- Observation - Oral questions - Role play assessment

Measurement

Money - Counting money in different denominations up to Sh.1000

By the end of the lesson, the learner should be able to:

- Count money in different denominations up to sh.1000
- Identify the total value of a collection of notes and coins
- Appreciate the importance of counting money accurately

- Learners in groups take different combinations of currency notes and coins
- Learners count the total value of money in each group
- Learners count and record the value of different combinations of notes and coins
- Learners solve problems involving counting money

How do you count a combination of different currency notes and coins?

- KLB Mathematical Activities Grade Three pg. 200
- Kenyan currency notes and coins (real or imitations)
- Charts showing currency
- Classroom model shop

- Observation - Oral questions - Practical activities

Measurement

Money - Adding money in different denominations up to Sh.1000 (1)
Money - Adding money in different denominations up to Sh.1000 (2)

By the end of the lesson, the learner should be able to:

- Add money in different denominations up to a sh.1000
- Solve problems involving addition of money
- Value accuracy when adding money

- Learners in groups write addition of money in vertical form
- Learners add the cents
- Learners add the shillings
- Learners solve word problems involving addition of money

How do we add money with both shillings and cents?

- KLB Mathematical Activities Grade Three pg. 201
- Kenyan currency (real or imitations)
- Charts showing addition of money
- Classroom model shop
- KLB Mathematical Activities Grade Three pg. 202
- Price lists

- Observation - Oral questions - Written exercises

Measurement

Money - Subtracting money in different denominations up to Sh.1000 (1)

By the end of the lesson, the learner should be able to:

- Subtract money involving different denominations up to a sh.1000
- Solve problems involving subtraction of money
- Value accuracy when subtracting money

- Learners in groups write subtraction of money in vertical form
- Learners subtract the cents
- Learners subtract the shillings
- Learners solve word problems involving subtraction of money

How do we subtract money with both shillings and cents?

- KLB Mathematical Activities Grade Three pg. 203
- Kenyan currency (real or imitations)
- Charts showing subtraction of money
- Classroom model shop

- Observation - Oral questions - Written exercises

Measurement

Money - Subtracting money in different denominations up to Sh.1000 (2)
Money - Representing the same amount in different denominations

By the end of the lesson, the learner should be able to:

- Subtract money in different denominations with regrouping
- Solve real-life problems involving subtraction of money
- Appreciate subtraction of money in daily activities

- Learners in groups practice subtracting money with regrouping
- Learners solve subtraction problems involving money in real-life situations
- Learners calculate change when buying items from a price list

How do we find change when buying items?

- KLB Mathematical Activities Grade Three pg. 204
- Kenyan currency (real or imitations)
- Price lists
- Classroom model shop
- KLB Mathematical Activities Grade Three pg. 208
- Charts showing equivalent denominations

- Observation - Oral questions - Written exercises

Measurement

Money - Converting money into different denominations
Money - Using money to buy up to 3 items involving balance
Money - Appreciating spending and saving money

By the end of the lesson, the learner should be able to:

- Convert money into different denominations
- Solve problems involving conversion of denominations
- Show interest in handling money

- Learners in groups convert specific currency notes into smaller denominations
- Learners determine how many coins or smaller notes can be converted from larger denominations
- Learners solve problems involving conversion of money

How many twenty shilling coins can be converted to one hundred shilling note?

- KLB Mathematical Activities Grade Three pg. 209
- Kenyan currency (real or imitations)
- Charts showing conversion of denominations
- Classroom model shop
- KLB Mathematical Activities Grade Three pg. 211
- Price lists
- KLB Mathematical Activities Grade Three pg. 214
- Charts showing saving methods
- Pictures of banks and saving institutions
- Pictures of items to buy

- Observation - Oral questions - Written exercises