MATHEMATICS SCHEME OF WORK GRADE 3 TERM 1

NAME

TSC NO.

SCHOOL
 SCHOOL GRADE LEARNING AREA TERM YEAR

3 MATHEMATICS 1 2021
ACTIVITIES

Week Lesson Strand Sub Specific Learning Key Inquiry Learning Experiences Learning Assessment Remarks
Strand Outcomes Questions Resources
1 1 Numbers Number By the end of the lesson In which position Learners in groups /pairs Counters Observation
concept the learner should be were you when to arrange different items Charts Writing
able to use ordinal you came to class in order of size starting Oxford mathematics exercise
numbers to identify in the morning? with the smallest activities learner’s
number s from 1-20 book3 page 1
2 Numbers Number By the end of the lesson In which position Leaners in pairs/groups to School field Observation
concept the learner should be was your number get to the field and run in a Oxford mathematics Oral exercise
able to use ordinal in the race? race and identify their activities learner’s
numbers to identify positions book3 page 1
number s from 1-20
3 Numbers Number By the end of the lesson Which day of the Learners to match days, Charts Writing
concept the learner should be week is position months with their position Calendar exercise
able to use ordinal 1? Oxford mathematics Oral exercise
numbers to identify activities learner’s
number s from 1-20 book 3 page 3
4 Numbers Number By the end of the lesson Can we number Learners to identify the Charts Observation
concept the learner should be positions in the position of an object from Cards In class
able to use ordinal cards? a reference point using Oxford mathematics writing
numbers to identify first, second up to 20 activities learner’s exercise
number s from 1-20 book 3 page 3
5 Numbers Number By the end of the lesson Which position is Learners to identify the Charts In class
concept the learner should be your book? position of an object from Number Cards writing
able to use ordinal a reference point using Oxford mathematics exercise
numbers to identify first, second up to 20 activities learner’s
number s from 1-20 book 3 page 4-5
2 1 Numbers Number By the end of the lesson Can we find the Learners in pairs/groups to Number cards Oral questions
concept the learner should be position of each relate numbers 1-20 to Oxford mathematics Writing
able to use ordinal object? position first, second up to activities learner’s exercises
 numbers to identify 20th book 3 page 5
number s from 1-20
2 Numbers Number By the end of the lesson Can we find the Learners in pairs/groups to Number cards Observation
concept the learner should be position of each relate numbers 1-20 to Oxford mathematics Written
able to use ordinal object? position first, second up to activities learner’s exercise
numbers to identify 20th book 3 page 5-6
number s from 1-20
3 Numbers Number By the end of the lesson Can we find the Learners in pairs/groups to Number cards Observation
concept the learner should be position of each relate numbers 1-20 to Oxford mathematics Written
able to use ordinal object? position first, second up to activities learner’s exercise
numbers to identify 20th book 3 page 5-6
number s from 1-20
4 numbers Number By the end of the lesson Can we find the Learners to get out of the Number cards Observation
concept the learner should be position of each class and identify the Oxford mathematics Written
able to use ordinal object? position numbers of activities learner’s exercise
numbers to identify buildings within the school book 3 page 6
number s from 1-20 compound
5 Numbers Number By the end of the lesson Can we find the Learners to identify the Number cards Observation
concept the learner should be position of each position number of floors Oxford mathematics Writing
able to use ordinal floor of a storey in storey buildings activities learner’s exercises
numbers to identify building book 3 page 7-8
number s from 1-20
3 1 Numbers Number By the end of the lesson Can we find the Learners to identify the Number cards Observation
concept the learner should be position numbers position numbers of letters Oxford mathematics Writing
able to use ordinal of alphabets? A-Z activities learner’s exercise
numbers to identify book 3 page 10-11
number s from 1-20
2 Numbers Whole By the end of the lesson How would you Learner sin pairs/groups to Charts Observation
numbers the learner should be get the total count in 1’s forward and Chalkboard Oral exercise
able to count numbers number of people backwards starting from Number cards
forward and backwards in a group? any point Oxford mathematics
from 1-1000 activities learner’s
book 3 page 12
3 Numbers Whole By the end of the lesson How would you Learner sin pairs/groups to Charts Written
numbers the learner should be get the total count in 2’s forward and Chalkboard exercise
able to count numbers number of people backwards starting from Number cards Oral exercise
 forward and backwards in a group? any point from 1-1000 Oxford mathematics
from 1-1000 activities learner’s
book 3 page 13
4 Numbers Whole By the end of the lesson How do we count Learner sin pairs/groups to Chalkboard Observation
numbers the learner should be in 5’s? count in 5’s forward and Charts Oral exercise
able to count numbers backwards starting from Number cards
forward and backwards any point from1-1000 Oxford mathematics
from 1-1000 activities learner’s
book 3 page 14
5 Numbers Whole By the end of the lesson How do we count Learner sin pairs/groups to Chalkboard Observation
numbers the learner should be in 10’s? count in 10’s forward and Charts Written
able to count numbers backwards starting from Number cards exercise
forward and backwards any point from1-1000 Oxford mathematics
from 1-1000 activities learner’s
book 3 page 15
4 1 Numbers Whole by the end of the lesson Can we show the Learner sin pairs /groups Sticks and abacus Written
numbers the learner should be place value? to discuss place value up Oxford mathematics exercise
able to identify the place to thousands activities learner’s
value up to thousands book 3 page 16
2 Numbers Whole by the end of the lesson Can we show the Learner sin pairs /groups Sticks and abacus Observation
numbers the learner should be place value? to discuss place value up Oxford mathematics Written
able to identify the place to thousands activities learner’s exercise
value up to thousands book 3 page 17
3 Numbers Whole By the end of the lesson Can we show the Learner sin pairs /groups Sticks and abacus Observation
numbers the learner should be place value? to discuss place value up Oxford mathematics Written
able to identify the place to thousands activities learner’s exercise
value up to thousands book 3 page 18
4 Numbers Whole By the end of the lesson Can you read Learners in pairs/groups to Number cards Writing
numbers the learner should be from number 1- complete reading numbers Charts exercise
able to read numbers 1- 1000? 1-1000 in symbols Oxford mathematics Oral questions
1000 in symbols activities learner’s
book 3 page 19
5 Numbers Whole By the end of the lesson Can you read Learners in pairs/groups to Number cards Writing
numbers the learner should be from number complete reading numbers Charts exercise
able to read numbers 1- 301-500? 301-500 in symbols Oxford mathematics Oral questions
1000 in symbols activities learner’s
 book 3 page 20

5 1 Numbers Whole By the end of the lesson Can you read Learners in pairs/groups to Number cards Writing
numbers the learner should be from number complete reading numbers Charts exercise
able to read numbers 1- 501-1000? 501-1000 in symbols Oxford mathematics Oral questions
1000 in symbols activities learner’s
book 3 page 20
2 Numbers Whole By the end of the lesson Can you read and Learners to read and write Charts Oral question
numbers the learner should be write numbers1- numbers 1-20 in words Chalkboard Written
able to read and write 20? Oxford mathematics exercise
numbers from 1-1000 in activities learner’s
words book 3 page 21
3 Numbers Whole By the end of the lesson Can you read and Learners to read and write Charts Oral question
numbers the learner should be write numbers numbers 21-40 in words Chalkboard Written
able to read and write 21-40? Oxford mathematics exercise
numbers from 1-1000 in activities learner’s
words book 3 page 22
4 Numbers Whole By the end of the lesson Can you match Learners to match Work books Oral question
numbers the learner should be the numbers numbers with number Oxford mathematics Written
able to read and write with the number words activities learner’s exercise
numbers from 1-1000 in words? book 3 page 23
words
5 Numbers Whole By the end of the lesson Can you read and Learners to read and write Charts Observation
numbers the learner should be write numbers numbers 41-60 in words Chalkboard Written
able to read and write from 41-60? Oxford mathematics exercise
numbers from 1-1000 in activities learner’s
words book 3 page 24
6 1 Numbers Whole By the end of the lesson Can you read and Learners to read and write Charts Written
numbers the learner should be write numbers numbers 61-80 in words Chalkboard exercise
able to read and write from 61-80? Oxford mathematics
numbers from 1-1000 in activities learner’s
words book 3 page 25
2 Numbers Whole By the end of the lesson Can you read and Learners to read and write Charts Written
numbers the learner should be write numbers numbers 81-100 in words Chalkboard exercise
able to read and write from 81-100? Oxford mathematics
numbers from 1-1000 in activities learner’s
 words book 3 page 26-27

3 Numbers Whole By the end of the lesson Ca you find the Learners to identify the Chalkboard Observation
numbers the learner should be missing missing numbers Number cards Written
able to identify missing numbers? Oxford mathematics exercise
numbers in number activities learner’s
patterns up to 1000 book 3 page 28
4 Numbers Whole By the end of the lesson What is the next Learners to identify the Chalkboard Written
numbers the learner should be number? next number in the pattern Number cards exercise
able to identify missing Oxford mathematics
numbers in number activities learner’s
patterns up to 1000 book 3 page 29
5 Numbers Whole By the end of the lesson What is the next Learners to identify the Chalkboard Written
numbers the learner should be number? next number in the pattern Number cards exercise
able to identify missing Oxford mathematics
numbers in number activities learner’s
patterns up to 1000 book 3 page 30
7 1 Numbers Whole By the end of the lesson What is the next Learners to identify the Chalkboard Written
numbers the learner should be number? next number in the pattern Number cards exercises
able to identify missing Oxford mathematics
numbers in number activities learner’s
patterns up to 1000 book 3 page 31
2 Numbers Whole By the end of the lesson How can we use Learners to use a number Charts Written
numbers the learner should be a number line in line on identifying the next Chalkboard exercise
able to appreciate patterns? number in the pattern
number patterns as they
skip on a number line
numbers Whole By the end of the lesson Can you play Learners in pairs/groups to Playing cards Oral exercise
numbers the learner should be patterns games? play games involving Observation
able to play games patterns
involving patterns
3 Numbers Fractions By the end of the lesson Can you divide a Learners in Pieces of papers Observation
the learner should be shape into two pairs/groups to make Pairs of scissors Oral exercise
able to identify ½ part of halves? circular cut-outs Oxford mathematics
a whole activities learner’s
book 3 page 32
 4 Numbers Fractions By the end of the lesson Can you divide a Learners in pairs/groups to Oxford mathematics Writing
the learner should be shape into four make rectangular cut-outs activities learner’s exercise
able to identify ¼ part of equal parts? and fold them into 4 equal book 3 page 33 Oral questions
a whole parts to get quarter of a Colours
whole and identify each
part as ¼ of the whole
5 Numbers Fractions By the end of the lesson Can you divide a Learners in pairs/groups to Pieces of papers Writing
the learner should be shape into eight make rectangular cut-outs Pairs of scissors exercise
able to identify 1/8 part equal parts? and fold them into 8 equal Oxford mathematics Oral questions
of a whole parts to get quarter of a activities learner’s
whole and identify each book 3 page 35
part as 1/8 of the whole
8 1 Numbers Whole By the end of the lesson Which one is Learner to identify the Pieces of papers Writing
numbers the learner should be bigger? biggest size between ½, ¼ Pairs of scissors exercise
able to identify which and 1/8 Oxford mathematics Oral questions
one is bigger between activities learner’s
the ½, ¼ and 1/8 book 3 page 34
2 Numbers Fractions By the end of the lesson Can you identify Learners in pairs/groups to Pieces of papers Written
the learner should be a quarter of a make rectangular cut-outs Pairs of scissors exercise
able to ½, ¼ and 1/8 as group? and fold to get 4 equal Oxford mathematics
part of a groups parts and identify one part activities learner’s
as a ¼ of a whole book 3 page 37-38

3 Numbers Fractions By the end of the lesson Which has more? Learners to identify which Work books Written
the learner should be fraction has more of a Oxford mathematics exercise
able to ½, ¼ and 1/8 as given whole number activities learner’s Observation
part of a groups book 3 page 39
4 Numbers Fraction By the end of the lesson Can you work out Learners to read and solve Work books Written
the learner should be word problems word problems on Oxford mathematics exercise
able to work out word involving fractions activities learner’s
problems involving fractions? book 3 page 41-42
fractions
5 Number Fractions By the end of the lesson How do you add Learners to practice Chalkboard Written
the learner should be using a number adding number using a Oxford mathematics exercise
able to add by counting line? number line activities learner’s
on a number line book 3 page 44
9 1 Numbers Addition By the end of the lesson How do we add Learners to add numbers Chalkboard Oral exercise
the learner should be by counting on? by counting on Oxford mathematics Written
able to add by counting activities learner’s exercise
on book 3 page 45
2 Numbers Addition By the end of the lesson Can you add Learners to practice using Chalkboard Written
the learner should be using a place the place value chart in Oxford mathematics exercise
able to add using a place value chart? adding numbers activities learner’s
value chart book 3 page 46
3 Numbers Addition By the end of the lesson Can you add 3- Learners to add 3-digit Chalkboard Written
the learner should be digit numbers to numbers to 1-digit number Oxford mathematics exercise
able to add a 3-digit 1-digit number? activities learner’s Oral questions
number to up to a 2-digit book 3 page 46
number without
regrouping with sum not
exceeding 1000
4 Numbers Addition By the end of the lesson How do we Learners to practice Chalkboard Written
the learner should be regroup adding horizontally and Oxford mathematics exercise
able to add a 3-digit numbers? vertically activities learner’s
number to up to 2-digit book 3 page 46
number with single
regrouping with sum not
exceeding 1000
5 Numbers addition By the end of the lesson How do we Learners add multiples of Chalkboard Observation
the learner should be regroup 10 Oxford mathematics Written
able to add a 3-digit numbers? activities learner’s exercises
number to up to 2-digit book 3 page 54
number with single
regrouping with sum not
exceeding 1000
10 1 Numbers addition By the end of the lesson Can you solve Learners to work out word Oxford mathematics
the learner should be word problems problems on addition of 3- activities learner’s
able to solve word on addition? digit numbers to 2-digit book 3 page55
problems on addition of numbers
3-digit numbers to 2-
digit number
2 Numbers Addition By the end of the lesson How do we add Learners to add three Chalkboard Written
the learner should be 3-single digit single digits with the sum Oxford mathematics exercise
able to add three single numbers? not exceeding 27 activities learner’s
digit numbers with sum book 3 page 56-57
up to 27
3 Numbers Addition By the end of the lesson How do we add Learner should practice Chalk board charts Written
the learner should be 3-digit numbers adding 3-digit numbers Oxford mathematics exercise
able to add two 3-digit without without regrouping activities learner’s
numbers without regrouping? book 3 page 59
regrouping
4 Numbers Addition By the end of the lesson How do we add Learners to add two 3- Chalk board charts Written
the learner should be 3-digit numbers digit numbers with Oxford mathematics exercise
able to add two 3-digit with regrouping regrouping activities learner’s
numbers with book 3 page 61
regrouping with sum not
exceeding 1000
5 Numbers Addition By the end of the lesson What is the next Learners to find the next Chalk board charts Observation
the learner should be number? number in the patterns Oxford mathematics Written
able to work out missing activities learner’s exercise
numbers in patterns book 3 page 64
involving addition up to
1000