GRADE 3

Mathematics
Teacher Toolkit:
CAPS Aligned Lesson Plans

2021 TERM 1
ii Grade 3 Mathematics
A MESSAGE FROM THE NECT

NATIONAL EDUCATION COLLABORATION TRUST (NECT)

Dear Teachers

This learning programme and training is provided by the National Education Collaboration Trust (NECT) on behalf of the
Department of Basic Education (DBE)! We hope that this programme provides you with additional skills, methodologies
and content knowledge that you can use to teach your learners more effectively.

What is NECT?
In 2012 our government launched the National Development Plan (NDP) as a way to eliminate poverty and reduce inequality
by the year 2030. Improving education is an important goal in the NDP which states that 90% of learners will pass Maths,
Science and languages with at least 50% by 2030. This is a very ambitious goal for the DBE to achieve on its own, so the
NECT was established in 2015 to assist in improving education.

The NECT has successfully brought together groups of people interested in education so that we can work collaboratively to
improve education. These groups include the teacher unions, businesses, religious groups, trusts, foundations and NGOs.

What are the learning programmes?

One of the programmes that the NECT implements on behalf of the DBE is the ‘District Development Programme’. This
programme works directly with district officials, principals, teachers, parents and learners; you are all part of this programme!

The programme began in 2015 with a small group of schools called the Fresh Start Schools (FSS). The FSS helped the DBE
trial the NECT Maths, Science and language learning programmes so that they could be improved and used by many more
teachers. NECT has already begun this scale-up process in its Provincialisation Programme. The FSS teachers remain part of
the programme, and we encourage them to mentor and share their experience with other teachers.

Teachers with more experience using the learning programmes will deepen their knowledge and understanding, while some
teachers will be experiencing the learning programmes for the first time.

Let’s work together constructively in the spirit of collaboration so that we can help South Africa eliminate poverty and
improve education!

www.nect.org.za

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 iii

iv Grade 3 Mathematics
CONTENTS
About the Lesson Plans and Resources 3

Lesson Plan Outline 6

Week 1: Revision Lesson Activities 9

Week 2 18
Lesson 1: Numbers 0 to 99 18
Lesson 2: Place value up to 99 21
Lesson 3: Compare and order numbers up to 99 24
Lesson 4: Numbers between 100 and 200 27

Week 3 30
Lesson 5: Numbers 200 to 300 30
Lesson 6: Numbers 300 to 400 33
Lesson 7: Numbers 400 to 500 36
Lesson 8: Addition on a number line 39

Week 4 42
Lesson 9: Subtraction on a number line 42
Lesson 10: Addition and subtraction 45
Lesson 11: Money 48
Lesson 12: Fives and repeated addition 51

Week 5 54
Lesson 13: Fives arrays 54
Lesson 14: Fives – sharing and grouping 57
Lesson 15: Twos and repeated addition 60
Lesson 16: Twos arrays 63

Week 6 66
Lesson 17: Twos – sharing and grouping 66
Lesson 18: 2-D shapes 69
Lesson 19: 2-D shapes: straight or round edges 72
Lesson 20: Data – tally tables 75

Week 7 78
Lesson 21: Data – bar graphs and tables 78
Lesson 22: Data – tallies and tables 81
Lesson 23: Threes and repeated addition 84
Lesson 24: Threes arrays 87

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 1

 Week 8 90
Lesson 25: Threes – sharing and grouping 90
Lesson 26: Fours and repeated addition 93
Lesson 27: Fours arrays 96
Lesson 28: Fours – sharing and grouping 99

Week 9 102
Lesson 29: Sharing leading to fractions 102
Lesson 30: Fractions as parts of a group 105
Lesson 31: Fraction shapes 108
Lesson 32: Capacity/volume 111

Week 10 114
Lesson 33: Capacity/volume 114
Lesson 34: Time – calendars 117
Lesson 35: Analogue time 120
Lesson 36: Time passed 123

Week 11 126
Lesson 37: Geometric patterns 126
Lesson 38: Number patterns in fives 129
Lesson 39: Number patterns in threes 132
Lesson 40: Number patterns in fours 135

Printable Resources ______________________________________ 138

2 Grade 3 Mathematics
ABOUT THE LESSON PLANS
AND RESOURCES
The lesson plans and resources in this book are part of
the Teacher Toolkit for Mathematics Grade 3 Term 1. 2. Links to the DBE workbooks
The other documents in the toolkit are:
Links are given in the lessons to all appropriate DBE
• a CAPS aligned Planner, Tracker and Assessment
worksheets. Note that the pages referred to are all
Resources
from the 2017 edition of the DBE workbook. This
A variety of printable resources that you can copy for changes very little from year to year, but if you use a
yourself and/or your learners are included at the end different edition of the workbook, you should check
of the lesson plans in this book. They include: that the worksheet on the same page in this different
edition is still appropriate for your purpose.
a) Resource sheets: These comprise a variety of
teaching and learning aids that are needed in Bilingual learner material is provided in the LoLT of
certain lessons. The specific resource sheet and the school in accordance with the Foundation Phase
the number of copies needed is noted in the language policy.
relevant lesson plan and in the tracker, so that you
can prepare them in advance. 3. Broad overview of the content of the
b) Mental mathematics challenge cards: A pack lesson plans
of eight mental mathematics challenge cards
Each lesson plan provides a set of steps to guide you
(solutions are provided) are included to allow for
in delivering the lesson. In addition, it contains learner
routine weekly mental mathematics activities that
activities that will help learners develop the concepts
you can record.
and skills set for the lesson. These include the required
c) Enrichment activity cards: A pack of 32
daily mental mathematics activity, whole class oral
enrichment activity cards (solutions are provided)
activities led by the teacher, classwork and homework
are included for learners who complete the day’s
activities, as well as answers for these. All the classwork
classwork activities ahead of the class.
and homework activities are given in the lesson plans,
d) Written tests and memos: These are provided
learners must either copy these into their books or
for each of the assessment tasks for the term.
teachers can photocopy the activity.

A. About the lesson plans

4. Assessment
The lesson plans give detailed information about how
to teach a CAPS-aligned lesson every day. By following The programme of assessment suggested in the
the lesson plans, you will ensure that you cover the lesson plans and tracker is adaptable and can be
content and assessment tasks specified in the adjusted to comply with the CAPS as amended by
curriculum and give your learners the best possible Circular S1 of 2017 and provincial responses to this.
chance of developing the knowledge and skills The lesson plans and tracker provide a number of
required for Mathematics in this grade. resources to support both formal and informal
assessment in this programme, as noted below:
• Oral and practical activities which you can
1. Curriculum alignment
use to assess learners as you observe and
The lessons are sequenced according to the topics in interact with them in class are provided in the
the CAPS and weighted according to requirements tracker. Rubrics and checklists with criteria for
given there, and the programme of assessment is this assessment are provided in the tracker, at
accommodated. Every lesson shows the CAPS content the end of the table for the week in which the
and skill being focussed on in the lesson. assessment is suggested.

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 3

 • There is an item bank of written assessment not skipped. Should you miss a Mathematics lesson for
questions, with marking memos in the tracker. any reason, you should continue the next day from
Items that are relevant to a specific lesson are where you last left off. Do not leave a lesson out. You
noted in the resources column for the lesson may need to speed up the pace of delivery to catch up
in the tracker. a missed lesson by covering the lesson concept content
• A complete overview of the programme of of two consecutive days in one day. To do this you could
assessment for the term is given in the tracker. cut out or cut back on some of the routine activities like
This shows you when it is suggested you carry mental mathematics or homework reflection to save
out both formal (and informal) assessment time until you are back on track with the expected
tasks which are oral, practical and written. This delivery of the plans. You need to prepare very well as
will assist you in planning and monitoring your this will help you to manage the full set of lessons at the
assessment programme. appropriate pace.
• There is also a recommended mark record
sheet in the tracker. This has been drawn up to 7. Lesson preparation
assist you as you record your marks on
SA-SAMS. The lesson plans provide a detailed lesson design for
you to follow. However, to deliver the lessons
successfully you must do the necessary preparation
5. Managing the lesson programme
yourself. The information below outlines some key
A set of orientation activities on eight different topics aspects of preparation.
aligned with the CAPS baseline assessment
requirements is provided for the start of the term. You a) Term focus: Start by looking at the CAPS
should use all or a selection of these activities in the first document and orientating yourself to the CAPS
week of term before the formal teaching of the content focus for the term. It is important that
numbered lesson plans begins. you are clear about the content focus, as this will
frame everything you do in your Mathematics
The formal curriculum for Term 1 of Grade 3 is covered lessons during the term.
in a set of 40 numbered, fully developed lesson plans, b) Prepare resources: The resources needed for
paced to cover a 50-day teaching term. There are four each lesson are listed in each lesson plan and
such lesson plans each week for ten weeks of the term. in the tracker. It is very important that you check
There is no formal numbered lesson plan for the fifth what is required for each lesson ahead of time,
lesson each week; instead, it is assigned for you to use so that you have all your resources ready for use
for a variety of purposes. You can use this time to catch every day (e.g. counters, number boards, paper
up, remediate or consolidate the content covered in cut-outs, examples of shapes, etc.).
the week’s formal lessons. Learners can complete the • Your lessons will not succeed if you have not
worksheets from the DBE workbook related to topics prepared properly for them.
taught in the week if they did not manage to do them • If you do not have all the necessary resources
in the course of the week. readily available, see how best you can
Each lesson is designed to last 90 minutes. If your improvise, e.g. get learners to collect bottle
school’s timetable has different period lengths, you will tops or small stones to be used for counting,
have to adjust the amount of work done in each lesson or make your own flard cards/number boards
to accommodate this. However, each school should using pieces of cardboard and a marker pen.
allow seven hours for Mathematics each week, and it • Collect empty cool drink cans, cereal boxes,
should be possible to fit in all the work for the week, washing powder boxes, plastic bottles, etc. for
even if the lengths of periods are not the same as in the the shop activity in the weeklong in advance,
lesson plans. so that you have all the necessary goods to
stock your shop.
• Use newspapers and magazines to cut out
6. Sequence adherence and pacing pictures that could be used in your teaching. If
Each lesson and its contents have been carefully you have access to the internet, search for and
sequenced. It is therefore important that lessons are print out pictures that you may need to use as

4 Grade 3 Mathematics
 illustrations in your lessons. on this.
c) Prepare for the written classwork and g) Inclusive education: Consider the needs of any
homework activities: When preparing your learners with barriers to learning in your class, and
lessons, check the lesson activity requirements. In how best you can support them. The DBE has
some instances, you will need to write information published some excellent materials to support
or draw some diagrams on the board that you you in working with learners with learning barriers.
will use while you do the interactive whole-class- Two such publications are:
teaching component of the lesson. Also mark the • Directorate Inclusive Education, Department
homework activities as often as you can, so that of Basic Education (2011) Guidelines
you can give useful feedback to the learners each for Responding to Learner Diversity in
day and be aware of any difficulties learners are the Classroom Through Curriculum and
having as soon as they become apparent. Assessment Policy Statements. Pretoria.
d) Prepare to teach the concepts and skills www.education.gov.za, www.thutong.doe.gov.
associated with the lesson topic: Think carefully za/inclusive Education.
about what it is that you will teach your learners • Directorate Inclusive Education, Department of
in the lesson. Prepare a short introduction to the Basic Education (2010) Guidelines for Inclusive
topic, so that you can explain it in simple terms to Teaching and Learning. Education White
your learners. Make sure you have prepared for Paper 6. Special needs education: Building
the teaching of the concepts before you teach – an inclusive education and training system.
you need to be able to explain new Mathematics Pretoria. www.education.gov.za,
content and skills to the learners. Be sure you www.thutong.doe.gov.za/InclusiveEducation.
have gone through the oral teaching activities
provided in the lesson plans. Also make sure that
you have thought about how to use the resources
in the lesson effectively. This preparation needs
to be done in advance, so that you do not waste
time during the lesson. Be sure you are familiar
with the sequence of activities in the lesson plan.
Prepare yourself to assist learners with any
questions they might have during the lesson. Also
give some thought to how you will accommodate
learners with barriers to learning.
e) Lesson pace: Think about how much time you will
spend on each activity. It is important to plan how
you will manage the pace of the lesson carefully;
otherwise, you will not manage to cover all the
lesson content. Not all learners work at the same
pace. You need to determine the pace – be guided
by the average learner and the recommendations
in the lesson plans. Be careful not to slow down
to the pace of the slowest learners as this will
disadvantage the other learners.
f) Organisation of learners: Think about how you
will organise learners when they do the classwork
activities. Will they work alone, in pairs or in small
groups? How will you organise the pairs or groups
if you choose to use them? You need to organise
the learners quickly at the beginning of the
lesson, so that you do not waste too much time

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 5

LESSON PLAN OUTLINE
Lesson Plan Outline
Each lesson plan has several components. Information about each is given in the table below. This information tells
you how to use each of the components of the lesson plans and how they fit together to create a well-paced and
properly scaffolded Mathematics lesson each day. You need to read this outline as you prepare each lesson until
you are fully familiar with the general lesson plan components, pace and structure.
Lesson topic Each lesson has a topic with specific detail about the day’s lesson.
CAPS topics The CAPS content related to the day’s lesson is given here, together with the
reference number for this content in the expansion of content section in the CAPS
document for this term. You are encouraged to look at the CAPS to read about
the selected curricular topics for the day.
Lesson vocabulary A list of all mathematical terms used in the lesson is given here. Go through
the lesson vocabulary each day as you prepare for the lesson. These terms are
important, as they are the language of Mathematics that each learner needs to
learn and understand in order to build a solid foundation and understanding of
this subject. It is important to explain these words to your learners and to practise
using them with your learners during the lesson.
Prior knowledge and lesson The prior knowledge and lesson concept section gives information about content
concept that learners should have learnt in earlier grades that will be built on in this lesson.
• You need to read through this section when you do your lesson preparation.
• No time is allocated to this part of the plan because it does not form part of
the teaching of the day’s lesson.
• The information about prior knowledge may help you to assist learners who
struggle to understand the content of the lesson because there are gaps in
the prior knowledge on which the lesson is based. You can use the information
about prior knowledge to help you identify such gaps and to diagnose
learners’ needs in relation to content they do not yet know that may be
preventing them from understanding the day’s lesson.
• Remediation may be needed on prior knowledge that you notice is not
properly in place.
Assessment A reminder to refer to the tracker for the formal oral, practical or written
assessment activity for the day is given here.
• On-going formal oral and practical assessment should be done virtually every
day in your class. This means you will record a mark for a few learners for a
certain criterion from the curriculum each day. Decide how many learners to
assess every day, so that you assess your whole class in the time allocated to
each assessment activity.
• Rubrics and checklists to guide you in giving ratings for the oral and practical
assessments are given in the tracker at the end of the tracker table for each
week. Each day you need to use the appropriate rubric or checklist for the
assessment activity of that day.
• Written test items and their memos are provided in the tracker. Links to these
items are given in the resources column of the tracker to show you in which
lesson they should best be used.
• A Suggested Assessment Record Sheet that you can use to record your term
marks is given in the tracker. This sheet aligns with the SA-SAMS.
Remediation Optional as required. You could use these activities to assist slower learners.
You need to decide, based on your observation of the learners while you are
teaching the lesson content, whether to use this content and with which learners.
It will be done with a smaller group of learners/individual learners while the rest of
the class is working through the classwork activity.

6 Grade 3 Mathematics
 Lesson Plan Outline
Enrichment Optional as required. You could use these activities as extra work for fast learners
or others interested in doing them.
Activities that you can use for enrichment opportunities for learners who have
completed the lesson activities are provided in a set of enrichment activity cards
at the end of the lesson plan set. Ideally, you should photocopy the enrichment
cards, paste them onto cardboard and laminate them, so that they can be used as
a resource, not only this year, but in the future as well.
Learners should work on these cards independently or with their peers who have
also completed the classwork. They may work through the cards in any order.
You may need to explain some of the activities to the learners who use them. You
should tell them to ask questions it they have any.
All learners who show an interest in the enrichment activities should be
encouraged to work through the cards.
Mental mathematics This is the first component of the lesson. We recommend that you take at most
(15 minutes) 15 minutes to do the mental mathematics activity. There are two parts to the
mental mathematics activity, a counting activity and a set of questions to drill
recall and basic mathematical strategies.
Mental mathematics is not a concrete activity (as the title suggests). However, if
there are learners who need concrete aids to complete the mental mathematics
activities, we suggest that you allow them to use their fingers to count on.
• Observe which learners struggle with mental activities, and make sure you
spend time to assist them to reach the required level of competence by
offering remediation activities using concrete aids.
• The answers to the ten mental mathematics questions are given in the answer
column in the lesson plans.
• It would be far better to do all ten questions per day, but if you find that
your learners struggle to finish these in ten minutes, do a minimum of
five questions.
There is a set of mental mathematics challenge cards at the end of the lesson
plans. Learners write the answers to the questions given on these cards. We
recommend that learners only do written mental mathematics once a week and
oral mental mathematics on all the other days. You can use this work to obtain a
mental mathematics activity mark each week.
Homework/corrections This is the second component of the lesson. We recommend that you take
(15 minutes) 15 minutes to remediate and correct the previous day’s homework. Read out
answers to all of the homework questions. Let learners/peers mark the work.
Also try to check homework yourself as often as you can.
Choose one or two activities that you realise were problematic to work through in
full with the whole class. In this part of the lesson you may reflect on the previous
day’s work. Allow learners the opportunity to write corrections as needed.

Lesson content – concept This is the third component of the lesson. It is the body of the lesson, in which
development learners are introduced to the new work planned for the day. We recommend
that you actively teach your class for 30 minutes – going through the activities
(30 minutes)
interactively with your learners.
• Activities on the content that you will teach with worked examples and
suggested explanations are given. These activities have been carefully
sequenced and scaffolded so that they support the teaching of the concepts
for the day. You should work through each of these with your class.
• It is important to manage the pace of the lesson carefully otherwise you will
not manage to cover all the lesson content. Once you have introduced the
new concept, work through Activity 1 of the lesson with the whole class (or
with learners in groups). Then immediately move on to the next activity, and
provide a reasonable time for the learners to complete Activity 2, but do not
wait for the last learner to finish before moving on. If there are further activities,
continue pacing yourself in this way, so that you work through all of the
activities in each lesson. A few activities are marked as optional – these need
only be done if you have sufficient time.

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 7

 Lesson Plan Outline
Classwork activity This is the fourth component of the lesson. We recommend that you allocate
(25 minutes) 25 minutes to classwork. You could go over one or two of the classwork activities
orally with the whole class before allowing the class to complete the activities
independently (individually or in groups).
• Learners do most of the activities in their Mathematics books (an exercise
book for learner Mathematics writing activities). Some activities are done in
the DBE workbook.
• You should allow the learners opportunities to do these activities alone, in
pairs and in groups so that they experience working alone as well as with their
peers.
• Wrap up the lesson each day by giving the learners the answers to the
classwork and allow time for corrections to be written if and when necessary.
Homework activity This is the fifth and final component of the lesson. We have allocated five minutes
(5 minutes) to give you time to tell the learners about the homework each day. Here you find
a set of activities on the day’s content that you can set for your class to do for
homework. This is to consolidate the Mathematics that you have taught them
that day. Homework also promotes learner writing and development of their
mathematical knowledge.
Reflection Each day there is a reminder to note your thoughts about the day’s lesson.
You will use these notes as you plan and prepare for your teaching.

8 Grade 3 Mathematics
 WEEK 1: REVISION LESSON
ACTIVITIES
The lesson activities given below are for you to use on the first few days of school when the learners are still settling
down and you are not quite ready to start the formal CAPS lesson plans that follow. These revision lesson activities
will help you to keep learners occupied in a meaningful way at the beginning of the term and to make observation
notes on their mathematical knowledge development. The observation notes that you make will inform your
intervention strategies. It will also help you get to know the learners.
Activities are provided relating to eight CAPS topics. You do not need to use all of these activities.
• Choose the ones that you think would be best for your learners to work on in order to revise/recap on work done
in the previous year.
• You can do it in the order of your choice.
• For some of the activities you need to work with your learners interactively while learners can do the others
independently or in groups.
Keep a notebook where you write your observations on learners’ knowledge.

The CAPS baseline framework

Criteria: Can the learner Yes No
Write numbers symbols up to 100
Write number names up to 100
Count in 2s, 10s and 5s from any given number
Build numbers up to 99 using 10s and units
Decompose numbers up to 99 using tens and units
Add and subtract numbers to 20 mentally
Add and subtract numbers to 20
Start to notice that subtraction is the inverse of addition
Solve addition and subtraction problems in context (money) up to 99
Count in groups of 10 up to 100
Read the number symbols 1 to 100
Recognise halves and quarters
Describe if a 3-D object can roll or slide
Describe the edges of a 3-D object

Describe the position of a 3-D object

Estimate and measure length using non-standard measures

Estimate and measure capacity using non-standard measures

Estimate and measure mass using non-standard measures

Organise data using a table

Complete a pictograph

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 9

Topic 1: Number concept

Concepts and skills for today

• Count in 2s, 5s and 10s up to 100.
• Complete number sequences for counting forwards and backwards in 2, 5s and 10s up to 100.
• Extend 2s, 3s, 4s, 5s and 10s number sequences up to 100.
• Write numbers in symbols and words up to 100.

Warm-up activity
Give learners their DBE workbooks. Revise how we should look after a book, how we page through it and where to
find the DBE worksheet number and page number. Spend some time discussing why we should look after our books
well. Ask learners to complete the number grid on DBE worksheet 3a, Question 1 (p. 6). Remind the learners to work
neatly and in the blocks.

Draw a large 100 square on the board (or point to it if you have one hanging on the wall). Call on different learners to
come to the front and show you some different numbers.
• Choose pairs of numbers that you can discuss in terms of similarities and differences.
• Show 24. Ask: How many tens? (2) How many units? (7)
• Show 42. Ask: How many tens? (4) How many units? (2) How are 24 and 42 the same? (They are written
using the same two digits.) How are they different? (The tens and the units digits are different to each other.)
• Show 16. Ask: How many tens? (1) How many units? (6)
• Show 61. Ask: How many tens? (6) How many units? (1) Which is bigger? 16 or 61? (61) Why? (Because it
has 6 tens while 16 only has 1 ten.)
• Show 70. Ask: How many tens? (7) How many units? (0)
• Show 17. Ask: How many tens? (1) How many units? (7) How are 70 and 17 different? (They sound the
same but they are different numbers.)
• Etc.

Activities

Activity Can the learners Observation

1. Ask the learners to say all the numbers in the • Write number symbols up to
yellow squares on DBE worksheet 3a, Question 1 100?
(p. 6) (counting in 4s). • Write number names up to
100? (See classwork activity.)
2. Ask learners to cut out sheet 1 (counters) and • Count in 2s, 10s and 5s from
sheet 2 (number grid) from the back of the any given number?
DBE workbook.
3. On your 100 square worksheet, starting from
1, count 10 squares and place the counter on
the 10th square. Count on 10 squares again
and place another counter. Do the same until
you reach the end. Now let's say the numbers
aloud where the counters are. Ask: What do you
notice? (We are counting in 10s.) (DBE worksheet
3b, p. 8.)
4. Ask learner to start from a given number, e.g.
9, and count on 10, then place the counter.
Each time count on 10 and place the counter.
They continue this pattern till the end of the
worksheet. Ask: When we count in this way are
we counting on in 10s? (Yes, we can count in
10s from any number.)
5. Do the same counting on 2s and 5s.

10 Grade 3 Mathematics
Topic 2: Place value

Concepts and skills for today

• Decompose 2-digit numbers up to 99 into multiples of 10 and units/ones.
• Ordering numbers up to 99.

Warm-up activity
Ask learners to cut out the number cards (flard cards) from cut-out sheet 3 at the back of the DBE workbook in the
cut-out section. Tell learners that they will use these cards often during this term and should look after them and
place them in a container or bag to keep them safe. Ask the learners to sort the cards by placing the units in one group
and the tens in another group.

Use your own set of flard cards to revise place value in 2-digit numbers with the class. Make your set large enough so
that learners at the back of the class can also read them easily.
• Hold up a number, such as 79, using flard cards. Ask different learners questions to revise place value.
• What is the value of this number? (79)
• What is the value of the 7 in the number? (70)
• What is the value of the 9 in the number? (9)
• What is the tens digit in the number? (7)
• What is the units digit in the number? (9)
• Give me another 2-digit number. (Ask different learners to volunteer. One might say 54. You then discuss
the place value and values of the digits in the number 54 with the class.)
• Arrange from smallest to biggest: 62, 26, 43, 34. (Use tens and units to help you decide on the order. 26,
34, 43, 62.)
• Etc.

Activities

Activity Can the learners Observation

1. Ask the learners to build the numbers in DBE • Build numbers up to 99 using
worksheet 4, question 2 (p. 10) using their tens and units?
number cards.
Example.

25 2 0 5 2 5

2. Ask the learners to break down the numbers in • Decompose numbers up to

DBE worksheet 4, question 2 (p. 10), into tens 99 using tens and units?
and units using base ten blocks and number
cards to support their answers.
Example:
25 = 20 + 5 = 25 (Learners might make a
drawing to support their answers.)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 11

Topic 3: Addition and subtraction

Concepts and skills for today

• Solve word problems in context (money) involving addition and subtraction up to 99.
• Addition and subtraction up to 99.
• Write addition and subtraction number sentences using +, –, = and □.
• Double and halve numbers up to 99.

Warm-up activity
Write the two operation symbols (+ and – ) on the board and a few 2-digit numbers. Ask two groups of learners
to come to the front – a few learners in each group.
• Ask the class: When we count altogether, then we add. (Tell them to stand together and work out how
many of them there are altogether.) When we count altogether, then we add.
• So, adding means putting everything together to find the total.
• What is the symbol for addition? (+) Show me the symbol addition by writing it in the air.
• Let's add 49 and 34. Ask one learner from the front to show the working on the board. The others in front
can help. (49 + 34 = 83)
• Learners from the front go and sit at their desks.
• Ask: What do we do when we subtract? (We take away from a given number.)
• What is the symbol for subtraction? (–) Show me the symbol subtraction by writing it in the air.
• Let's subtract 51 from 87. Ask a learner to show the working on the board. (87 – 51 = 36)
• Talk about the way in which learners have shown their working and the way in which place value comes into
play when you add and subtract. You have to start adding/subtracting from the units position in the number.
The units work together and the tens work together, but sometimes we have to 'carry' or 'borrow' depending
on the numbers in the question.

Learners work in pairs to solve the word sum from DBE worksheet 5, question 1 (p. 12). Remind learners how to
behave when working in pairs. Discuss the ways in which learners will solve the word sum. You could use the following
questions: What is the question? (How many packets does Lebo sell?). What are the numbers? (19 packets
and 13 packets) What is the key word? (left, how many) What operation must I use? (subtraction/ minus).
After the discussion the learners should write a number sentence to express the solution of the problem: 19 – 13 =
□. They should use the number sentence to find the solution to the problem.

Activities

Activity Can the learners Observation

1. Do the number drill from DBE worksheet 5, • Add and subtract numbers to
question 2 (p. 12) orally with your learners, and 20 mentally?
then write the answers on the board.
Ask learners: How did you get the answer?
Encourage them to explain how they worked
out the answer mentally.
2. Work through DBE worksheet 5, question 3 • Add and subtract number
(p. 12) orally with your learners. Ask learners to to 20?
give you other family facts (in pairs). • Start to notice that
subtraction is the inverse of
addition?
3. Learners solve DBE worksheet 8, questions 1, 2 • Solve addition and
and 4 (pp. 18 and 19) in pairs. Allow a few pairs subtraction problems in
to explain how they got their answers. context (money) up to 99?

12 Grade 3 Mathematics
Topic 4: Repeated addition leading to multiplication

Concepts and skills for today

• Estimate and count out 200 objects reliably in groups.
• Count in 1s, 2s, 5s and 10s.
• Complete number sequences of counting in 1s, 2s, 5s and 10s up to 200.
• Solve word problems in context involving repeated addition.
• Write repeated addition number sentences using +, = and □
• Write multiplication number sentences using ×, = and □.

Warm-up activity
Write the two operation symbols (+ and x ) on the board.
• Ask the class: What do these symbols mean? (+ means add and x means multiply.)
• What is the difference between + and x? (Discuss the meaning of the signs and what we do when we do
each of the operations. Use examples to demonstrate what you are saying.)
• For example: + means add. When we add we combine two numbers at a time and we find the sum of those
two numbers. We find how much we have altogether. We can also add more than 2 numbers together, but to
do this we add them in pairs.
• If we just had a few items, this would mean we count how many we have altogether. But if we are working
with bigger numbers, we work with the numbers and place value to find out how much we have altogether.
4 + 5 = 9; 34 + 61 = 95; 17 + 27 = 44; etc.
• x means multiply. When we multiply, we also find out how much we have altogether. But this involves
multiplication of two numbers which can also be written as repeated addition. 4 x 5 = 5 + 5 + 5+ 5 = 20.
We don't have to write the repeated addition – it's better and quicker, once we know it, just to be able to
say 4 x 5 = 20.
• Motivate your learners. Explain to them: In Grade 3 you are going to learn how to add 3-digit numbers
and multiply 2-digit numbers. You need to know your basic bonds and multiples really well to do this –
start learning them now!

Learners work in groups of 4. Learners write their names in the table from DBE worksheet 1, question 2 (p. 2). They
then estimate and count the stars shown in DBE worksheet 1, question 1 (p. 2). Learners should complete the table.
Have a class discussion in which learners share their estimations, counts and the differences between these numbers.
In the same groups of four, learners choose a character from question 3 on p. 2. They should discuss the different
ways the stars have been counted.

Activities

Activity Can the learners Observation

1. Learners answer the questions in DBE worksheet • Count in groups of 10 up
2, questions 1 and 2 (p. 4). Ask the learners: to 100?
What is an easy way to count the pumpkins?
Did you all count it in this way? How many
bags could you fill with pumpkins? How did
you work this out?
2. Ask the learners to go to DBE worksheet • Read the number symbols
2, question 3. Ask: How many bags with 1-100?
pumpkins do you see in question 3? There are
3 bags with 10 pumpkins in each bag. We can
also say there are 3 groups of 10 pumpkins.
We can write it as an addition number sentence:
10 + 10 + 10 = □. Explain that since we also
say that this is 3 groups of 10, we can write it in a
number sentence as: 3 × 10 = □.

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 13

Topic 5: Shapes and fractions

Concepts and skills for today

• Name 2-D shapes (triangle, circle, square and rectangle).
• Describe 2 shapes using size and sides.
• Recognise and use fractions as part of a whole.
• Recognise and use fractions a part of a set.
• Recognise fractions in diagrammatic form.
• Name fractions as one half and one quarter (unitary fractions).

Warm-up activity
Draw a triangle, circle, square and rectangle on the board, and ask learners to name each shape.
• Call on several individual learners to name the shape. While you do this, try to see if all of the learners are
able to identify the shapes.
• Rub off the shapes that you have drawn and call up several learners to come and draw shapes – there can be
more than one of each shape drawn. Each learner must be able to name the shape they have drawn.
• Ask some of the other learners to tell you what they notice about the different shapes that have been drawn:
How are they the same and how are they different? (The triangle, square and rectangle all have straight
sides. The circle has a curved side. The triangle, square and rectangle have different numbers of sides –
count them. Etc.)
• Give the learners some time to do the activity on 2-D shapes in DBE worksheet 11, Question 2 (p. 24). Make
this a fun activity where groups compete against each other counting the shapes. Learners then go to
Question 4 (p. 25) and describe each shape in terms of straight or curved sides.

Activities

Activity Can the learners Observation

1. Ask learners to identify the shapes that are • Recognise halves and
divided into halves in DBE worksheet 7, quarters?
question 1 (p. 16). Ask: What does it mean to
divide a shape into halves? Look at question 2.
Ask: What does it mean to divide a shape into
quarters?
2. Ask learners to identify the shapes in DBE • Read the number symbols
worksheet 7, questions 3 and 4. Ask: How many 1-100?
squares are there? What is a half of 6 squares?
Do the same with the circles and rectangles.

14 Grade 3 Mathematics
Topic 6: 3-D objects

Concepts and skills for today

• Recognise 3-D objects: balls (spheres), boxes (prisms) and cylinders.
• Describe 3-D objects.
• Describe the position of the 3-D object.

Warm-up activity
Collect as many different 3-D objects as you can to use in this lesson. You will be able to use them many times in
your lessons so it is worth the effort taken in collecting the shapes. Learners will understand and remember the
names and properties of the shapes much better if they have seen real examples of these shapes.
• Give each group of learners at least one ball shape (sphere), one cylinder and one box (prism) shape.
• Ask the learners in their groups to hold and feel the edges and vertices of the shapes so that they can tell
you about the properties of the shapes. Practice the vocabulary with the learners and try to see who already
knows it and who is struggling.
• Which shapes have straight edges? (prisms)
• Which shapes have round edges? (sphere and cylinder)
• Which shapes have pointed corners (vertices)? (prism) How many? (Depends on the prism you gave
them.)
• What is the name of each of your shapes? (Name them one by one.)
• Etc.

Ask the learners to go to DBE worksheet 10 (p. 22), and ask them to describe the pictures. As the learner says the
words ball and box write them on the board. Ask the learners to look at question 1 and identify all the balls and
boxes. Ask: Do you see any other objects? (cylinders) Do you see any cylinders in the classroom? (Identify other
shapes in your classroom.)

Activities

Activity Can the learners: Observation

1. For this activity you need a ball, a box and a • Say if a 3-D object can roll or
cylinder (cool drink can). Revise characteristics slide?
of shapes with learners by showing them how a
box can slide, a cylinder can roll and slide and a
ball can roll.
2. Hold up a box. Ask: What is an edge of a • Describe the edges of a
shape? Write curved and straight edge on 3-D object?
the board. Ask: Which words can be used to
describe a ball/box/cylinder? Discuss.
3. Ask learners to describe the position of the balls • Describe the position of a
in relation to the boxes in DBE worksheet 10, 3-D object?
question 4 (p. 23). Discuss.

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 15

Topic 7: Measurement

Concepts and skills for today

• Estimate, measure, compare, order and record length using non-standard measures.
• Estimate, measure, compare, order and record mass using non-standard measures.
• Estimate, measure, compare, order and record capacity using non-standard measures.

Warm-up activity
Prepare a collection of some objects for this lesson that you can use to talk about length, mass and capacity to revise
the vocabulary. (For example, a large empty bottle; a large full bottle and cup; some books of different thickness and
size; etc.) You will first do a quick revision of some of the vocabulary and then allow your learners to do the group
work, using the objects that you have used while revising the vocabulary.

Place a few different objects on the tables of each group of learners. Ask the learners to show you some of the
objects according to different criteria that you name. For example:
• Show me a full bottle. Show me an empty bottle. (This is the vocabulary of capacity.)
• Show me two books – one should be heavier and one lighter than the other. (This is the vocabulary of
mass.)
• Please can two learners in your group stand up – one shorter and one taller than the other. (This is the
vocabulary of length.)
• Etc.

Tell learners that for this lesson you are going to divide them into three groups. The groups will each work on a
different measuring concept and then rotate. The topics are length, capacity and mass. While they are working in
different groups, you need to move between the groups to support them.

Activities
Tell the learners that they are going to do hands-on activities. You need to recap with learners what to do when they
do hands-on activities: The table describes the three group stations. (Learners rotate in groups so that each group has
a chance to do all of the activities.)

Activity Can the learners Observation

1. Group 1: Give the group an A4 page and ask • Estimate and measure
them to use a pencil to measure the lengths of length using non-standard
the sides of the page. Learners first estimate measures?
and then measure. They should record their
findings.
2. Group 2: Give the group an empty 2-litre bottle • Estimate and measure
of water and a cup (250 ml). Ask: How many capacity using non-standard
cups do you think will fill the bottle? (Do not measures?
use words such as litres and millilitres.). Learners
first estimate and then measure. They should
record their findings.
3. Group 3: Give the group a ruler and a book and • Estimate and measure
ask them to make a balance scale. (You might mass using non-standard
have to help.) Give them two objects with a measures?
similar mass. Ask them to estimate which object
is heavier. Learners place the two objects on the
balance scale to check their estimation. They
record their findings.

16 Grade 3 Mathematics
Topic 8: Data handling

Concepts and skills for today

• Collect and organise data.
• Complete a table.
• Draw a pictograph.
• Answer questions about data.

Warm-up activities
Ask the learners to go to DBE worksheet 16, question 1 (p. 34). Ask them to read the story and then read it through
together with the class.
• Ask the learners to call out their shoe sizes one by one and write these on the board.
• Ask: Now that we have collected the shoe sizes, how should we sort them?
• Give learners enough time to think how they will organise the data, and then discuss their ideas.

Activities

Activity Can the learners Observation

1. Following on from the warm-up activity, learners • Organise data using a table?
should now organise the data by filling in the
table on DBE worksheet 16, question 1 (p. 34).
After the learners have filled the table, ask them,
How did the table help you to organise the
data? Discuss their ideas as a class.
2. Tell the learners that Mrs Khoza’s class started • Complete a pictograph?
the pictograph for them on DBE worksheet 16,
question 2 (p. 35). Ask: Do you know what a
pictograph is? Explain that a pictograph is a
way of representing data (drawing a graph to
show what data you have collected). Ask: What
does the picture of the shoe = to one learner
mean? It is the key of the pictograph. Explain
the meaning and use of a key in a pictograph.

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 17

WEEK 2
LESSON 2: PLACE VALUE UP TO 99

Teacher’s notes
CAPS topics: 1.2 Count forwards and backwards, 1.3 Number symbols and number names, 1.5 Place value
Lesson vocabulary: Place value, digit, number, tens, units, greatest
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Build up and break numbers up to 99.
Concepts:
• Recognise the place value of numbers to 99.
Resources: Flard cards (see Printable Resources), base ten blocks (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 18 (pp. 38 and 39)
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation: For learners who struggle with this area of work, do more revision with concrete apparatus. Ask
learners to show the following numbers with their base ten blocks (see Printable Resources): 14, 26, 60, 7 and 99.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 1s from any number between 0 and 200.
• Count backwards in 1s from any number between 200 and 0.

1.2 Recall and strategies (10 minutes)

Write down the numbers from the smallest to the greatest.

Answer Answer
1. 8, 5, 9 5, 8, 9 6. 39, 9, 29 9, 29, 39
2. 14, 11, 15 11, 14, 15 7. 34, 43, 33 33, 34, 43
3. 21, 19, 23 19, 21, 23 8. 29, 11, 37 11, 29, 37
4. 40, 14, 41 14, 40, 41 9. 50, 38, 47 38, 47, 50
5. 24, 42, 41 24, 41, 42 10. 24, 31, 9 9, 24, 31

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 21

Activity 1: Whole class activity
• Place flard cards up to 99 on the learners' desks.
• Ask the learners to show you 43. Ask the learners to show you 53.
• Ask the learners what they did to change the 43 into 53 and why. (Possible answer: I swopped the 40 card for
a 50 card because I wanted to change the tens digit from a 5 to a 4. I know that 40 is ten less than 50.)
• Do the same with 75 and 55/63 and 66/40 and 30.

Activity 2: Whole class activity

• Revise breaking down of numbers into tens and units – writing out the tens and units.
• 53 = 5 tens and 3 units.
• 70 = 7 tens and 3 units.
• Etc.

Activity 3: Whole class activity

• Write 72 on the board and ask:
− What is the value of the 7 in 70? (7 tens or 70)
− What is the value of the 2? (2 units or 2)
• Do the same with 60, 46, 78.

Activity 4: Learners work in groups

• Ask the learners to show the following numbers using flard cards and to give you the total value of the
number they have shown:
− 8 tens and 3 units (83)
− 6 tens and 1 unit (61)
− 9 tens and 3 units (93)
− Etc.

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

22 Grade 3 Mathematics
Term 1 Lesson 2: Place value up to 99

Classwork

1. Copy and complete the following.

a) 45 = (40) + (5)
b) 45 = (4) tens + (5) units
c) 5 units + 3 tens = (35)
d) 3 tens + 0 units = (30)
e) 0 tens + 8 units = (8)
f) (2) tens + (4)units = 24
g) (7) tens +(0) units = 70
h) (0) tens + (8) units = 8

2. What is the value of the underlined digit?

a) 75 (7) tens = (70)

b) 34 (4) units =(4)
c) 99 (9) units = (9)

Homework

1. Copy and complete the following.

a) 38 = (30) + (8)
b) 64 = (6) tens + (4) units
c) 3 units + 9 tens = (39)
d) 4 tens + 0 units = (40)
e) (1) ten + (7) units = 17
f) (7) tens + (0) units = 70

2. What is the value of the underlined digit?

a) 64 (6) tens = (60)
b) 5 (5) units = (5)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 23

LESSON 3: COMPARE AND ORDER NUMBERS UP TO 99

Teacher’s notes
CAPS topics: 1.1 Count objects 1.2 Count forwards and backwards 1.4 Describe, compare and order numbers.
Lesson vocabulary: Smaller than, greater than, more than, less than, equal, comparing, ordering, biggest, largest,
smallest, least, bigger, greatest, number line, forwards, backwards.
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to.
• Order whole numbers from 0 to 99 from smallest to greatest, and greatest to smallest.
Concepts:
• Describe and compare whole numbers up to 99 using smaller than, greater than, more than, less than and is
equal to.
• Describe and order whole numbers up to 99 from smallest to greatest, and greatest to smallest.
Resources: Base ten blocks (see Printable Resources) (remediation only), blank 100 square (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 17 (pp. 36 and 37).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation: Give learners base ten blocks (see Printable Resources). Ask them to show you 39 and then 36.
Ask them which group is smaller. (Possible answer: Thirty-six blocks, because this group has less ones/units than
that group.) Do the same with the numbers that follow by asking which numbers are bigger or which numbers are
smaller (39 and 59, 34 and 43, 19 and 91).
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 1s from any number between 110 and 300.
• Count backwards in 1s from any number between 300 and 110.

1.2 Recall and strategies (10 minutes)

What is one more than…?

Answer Answer
1. 16 17 6. 33 34
2. 25 26 7. 78 79
3. 45 46 8. 91 92
4. 66 67 9. 89 90
5. 49 50 10. 100 101

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

24 Grade 3 Mathematics
Activity 1: Whole class activity
Draw a number line from 30, 31, 32…40 on the board.

30 31 32 33 34 35 36 37 38 39 40
Circle number 34. Ask the learners to read the number. Ask them to give you a number that is:
• Smaller than 34 (possible answer: 33) and then a number that is bigger than 34 (possible answer: 35).
• Ask: Are those the only two answers? (No, those are not the only two answers. Thirty, 31 and 32 are smaller
than 34, and 36, 37, 38, 39 and 40 are greater than 34.)
• Cover the number line. Write 30 to 40 randomly on the board. Ask the learners to give you the numbers
from the smallest to the greatest. (Uncover the number line for learners to check their answers.). Then do the
same from the greatest to the smallest.

Activity 2: Learners work in groups

• Give each group of learners a blank 100 grid.
• Write 42 and 24 on the board.
• Ask learners to place these numbers on a blank grid.

24

42

• Ask learners how they decided on where to put the numbers. (Their explanations must describe the values of
the tens digits and the unit’s digits and how this helped them find the position on the grid.)
• Do the same with 71 and 17, 38 and 83, 45 and 54.
• Compare the numbers in terms of their make-up of tens and units.

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 25

Term 1 Lesson 3: Compare and order numbers up to 99

Classwork

1. Which number is smaller? 92 or 29? (29)

Why do you say so? (92 has 9 tens, and 29 has 2 tens. 9 tens are more than 2 tens)

2. Which number is greater? 28 or 82? (82)

Why do you say so? (28 has 2 tens and 82 has 8 tens. 2 tens are less than 8 tens)

3. Write these numbers from the smallest to the biggest: 34, 37, 35, 36, 33
(33, 34, 35, 36, 37)

4. Which answer is smaller? 30 + 4 = (34) or 4 + 30 = (34)?

What do you notice? (They are both the same.)

5. Give two numbers that are more than 167 but less than 175. (various e.g. 169, 174)

6. Copy this table into your Mathematics book and complete.

one more one less ten more ten less

53 (54) (52) (63) (43)
67 (68) (66) (77) (57)
89 (90) (88) (99) (79)
30 (31) (29) (40) (20)

Homework

1. Fill in >, < or =

a) 18 (<) 81
b) 45 (=) 45
c) 73 (>) 37

2. Write the numbers from the greatest to the smallest: 62, 26, 2, 20, (62, 26, 20, 2)

3. Which number is smaller? 73 or 79? (73)

4. Which number is greater? 59 or 50? (59)

5. Which number is greater? 10 tens or 1 hundred? (1 hundred)

26 Grade 3 Mathematics
LESSON 4: NUMBERS BETWEEN 100 AND 200

Teacher’s notes
CAPS topics: 1.2 Count forwards and backwards 1.3 Number symbols and number names
1.5 Place value
Lesson vocabulary: Number name, number word, number symbols, hundreds, tens, units, place value, build up,
break down
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Identify, recognise, read and write number symbols 0 to 200.
Concepts:
• Recognise, identify, read and write number symbols from 100 to 200.
Resources: Number board (101–200), flard cards (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 33 (pp. 76 and 77).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation:
• Prepare a hand-out for each learner with the numbers 113, 114, 115...119 and 130,140, 150...190 written
randomly on the page. Call these numbers out in no particular order and ask learners to point to the relevant
number. Then point to the numbers on the board and get learners to read the numbers. Ask them to write down
what they have read.
• Learners who still need to use their flard cards (see Printable Resources) can do so.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 1s from any number between 165 and 400.
• Count backwards in 1s from any number between 400 and 165.

1.2 Recall and strategies (10 minutes)

What is one less than…?

Answer Answer
1. 16 15 6. 33 32
2. 25 24 7. 78 77
3. 45 44 8. 91 90
4. 66 65 9. 89 88
5. 49 48 10. 69 68

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 27

Activity 1: Learners work in groups
• Place a 101–200 number board and some counters on each group’s table.
• Talk to the class about 3-digit numbers (hundreds). In this lesson you are formally introducing hundreds.
• Ask the learners to count from: 101 to 110, 116 to 124, 129 to 135, 146 to 156 and 189 to 199.
• Ask learners to put a green counter on number 144, then a blue counter on 104 and a red counter on 141.
(If you don't have coloured counters don't worry about the colours, just use the counters that you have.)
• Talk about the place values in the three different places – there are tens and units which they should be
familiar with from Grade 2, but now there is a third place, the hundreds place. Numbers in that place are
hundreds. All of the numbers that you are working with in this lesson have a 1 in the hundreds place and so
the value of the digit in the hundreds place is 100.
• Take note if learners recognise the number symbols and their values according to their place.
• Do the same with 171, 117, 170, 107 and 177 using a different colour for each number. (If you have
different coloured counters, use them as it helps with checking.)
• Ask learners to tell you the values of the digits in the different places each time.
• Take special care with the number 107. Allow learners the chance to say it out loud: one hundred and seven
(not 'ten seven'). Make up other similar umbers to give learners more practice.

Activity 2: Whole class activity

• Write the following number symbols and names randomly on the board: 161, 114, 175, 137, 149, 109
and 190 one hundred and sixty-one, one hundred and fourteen, one hundred and seventy-five, one
hundred and thirty-seven, one hundred and forty-nine, one hundred and nine and one hundred and
ninety. (Prepare flash cards with these numbers and use them in this activity if you are able to. This will save
time in the lesson.)
• Ask the learners to match the number symbols with the number names. Make sure that learners read the
numbers correctly – they should read the total values, not just the face values of the digits that they see.

Activity 3: Whole class activity

• Write the following on the board and ask the learners to build up or break down the numbers as required.
Here learners are using expanded notation – writing out the number using a sum of hundreds, tens and
units.
• Each time ask the learners to show the numbers using their flard cards to help them to write the expanded
notation.
200 + 30 + 4 = … (234)
200 + 40 + 9 = … (249)
… + … + … = 276 (200 + 70 + 6)
100 + … + 3 = 173 (70)
40 + 3 + 200 = … (243)

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

28 Grade 3 Mathematics
Term 1 Lesson 4: Numbers between 100 and 200

Note that number 3 in this activity goes beyond the number range – it anticipates the next lesson in which 200s
are introduced. You might allow your learners to skip this question if you think it will confuse them.

Classwork
1. Write the following as number symbols:
a) one hundred and eight (108)
b) one hundred and eighteen (118)
c) one hundred and eleven (111)

2. Write the following as number names:

a) 106 (one hundred and six)
b) the number between 178 and 180 (one hundred and seventy-nine)
c) the number that is one more than 199 (two hundred)
d) the number that is one less than 100 (ninety-nine)

3. Complete:
a) 200+ 50+ 4 =(254)
b) 200+ 60+ 5 =(265)
c) 200+ 70+ 9 =(279)
d) (200)+(80) +(1)= 281
e) (200)+(0)+(2)= 202

Homework

1. Write the following as number names:

a) 145 (one hundred and forty-five)
b) 106 (one hundred and six)

2. Write the following as number symbols:

a) One hundred and fifty-four (154)
b) One hundred and twelve (112)
c) One hundred and one (101)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 29

WEEK 3
LESSON 5: NUMBERS 200 TO 300

Teacher’s notes
CAPS topics: 1.2 Count forwards and backwards, 1.3 Number symbols and number names, 1.5 Place value
Lesson vocabulary: Number symbols, number names, tens, units, digit, backwards, forwards, match, more than,
before, less than, even number, most, least
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Recognise, identify, read and write number symbols up to 300.
Concepts:
• Recognise, identify, read and write number symbols from 200 to 300.
• Recognise, identify, read and write number names from 200 to 300.
Resources: Number cards and number name cards 200–300, flard cards (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 23 (pp. 52 and 53).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation: For learners who struggle to read three-digit numbers, use flard cards (see Printable Resources). Ask
the learner to make a number, e.g. two hundred and sixty-eight. Expand the cards. Point to the hundreds, tens and
units, asking each time what the learner sees. Ask the learner to write the number using symbols. The learner should
write 268. Point to each digit (in each place) asking for the total value of the numbers according to their place values
(uncover the flard cards to show the total values if necessary). Ask the learner to read the number name.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 10s from any number between 100 and 200, e.g. 120, 130, 140… and 121, 131, 141…
etc.
• Count backwards in 10s from any number between 100 and 200.

1.2 Recall and strategies (10 minutes)

Write down the next numbers in order from the most to the least.

Answer Answer
1. 8, 5, 9 9, 8, 5 6. 134, 136, 135 136, 135, 134
2. 14, 11, 15 15, 14, 11 7. 156, 158, 157 158, 157, 156
3. 21, 19, 23 23, 21, 19 8. 134, 143, 123 143, 134, 123
4. 12, 14, 10 14, 12, 10 9. 179, 199, 189 199, 189, 179
5. 67, 50, 82 82, 67, 50 10. 129, 130, 131 131, 130, 129

2. Homework/corrections (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

30 Grade 3 Mathematics
Activity 1: Learners work in groups
• Place a few different 3-digit numbers with values between 200 and 300 written on cards randomly on each
group’s table.
• Ask the learners questions about their cards, e.g. Which group has number 245? (Be careful to say the
number correctly and do not say two forty-five or two four five.) Ask the group/learners to lift up the card to
show the class. Ask the rest of the class if the card is correct. Ask: How do you know? Can anybody write
the number name on the board? Is this correct?
• Ask questions until each group has had the chance to respond to a question relating to at least one card on
their desks.

Activity 2: Whole class activity

• Ask learners to write the following numbers on their whiteboards/scrap paper.
• For each pair of numbers: Discuss the difference in the values of the two numbers using place value to speak
about the difference between the digits in each of the three places and how the position of the digits affects
the value of the number being shown.
− 219 and 290
− 219 and 291, etc.
− the number that is five more than 160 (165)
− the number just before 300 (299)
− ten less than 271 (261)

Activity 3: Whole class activity

• Ask learners to write down any numbers between 200 and 300, guided by the following prompts.
• Each time discuss the answers as there are MANY different options. Learners can use place value to talk
about their different choices of examples.
• The number should have:
− 6 as the units digit (various options, e.g. 206, 266, 296)
− no tens (various options, e.g. 200, 201, 202)
− no units (various options, e.g. 200, 210, 220)
− a ten that is an even number (various options, e.g. 220, 240)
− etc.

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 31

Term 1 Lesson 5: Numbers 200 to 300

Classwork

1. Write the following as number names:

a) 274 (two hundred and seventy-four)
b) 290 (two hundred and ninety)
c) the number between 241 and 243 (two hundred and forty-two)
d) the number that is one more than 215 (two hundred and sixteen)
e) the number that is one less than 297 (two hundred and ninety-six)

2. Write the following as number symbols:

a) two hundred and eighteen (218)
b) two hundred and eighty (280)
c) two hundred and eight (208)

3. Complete the following

a) 200 + 30 + 6 = (236)
b) 200 +(70) + 4 = 274
c) (200) + (10) + (1) = 211

Homework

1. Write the following as number names:

a) 208 (two hundred and eight)
b) 219 (two hundred and nineteen)
c) 288 (two hundred and eighty-eight)

2. Write the following as number symbols:

a) the number one less than two hundred and forty (239)
b) the number ten less than two hundred and forty (230)
c) the number ten more than two hundred and forty (250)
d) the number twenty more than two hundred and forty (260)
e) the number thirty more than two hundred and forty (270)

32 Grade 3 Mathematics
LESSON 8: ADDITION ON A NUMBER LINE
Teacher’s notes
CAPS topics: 1.1 Count objects ,1.2 Count forwards and backwards, 1.6 Problem-solving techniques
Lesson vocabulary: Number line, add, jumps, next to, middle, left, right, tens (10s), ones (1s), number sentence,
multiple, bigger, first, equidistant, between, calculate, forwards.
Prior knowledge:
In Grade 2 the learners should have learnt how to use the following techniques when performing calculations:
• Building up and breaking down numbers.
• Number lines.
Concepts:
• Use a number line to add on in 10s and 1s.
Resources: Number lines (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 19 (pp. 40 and 41).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation: For learners who struggle with this concept, work with simpler numbers, e.g. 21 + 10 =…,
21 + 30 =…, 21 + 50 =…, etc. Only after addition with multiples of 10 has been established, introduce addition of
numbers with 10s and 1s.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 10s from any number between 100 and 400, e.g. 187, 197, 207.
• Count backwards in 10s from any number between 400 and 100 e.g. 285, 275, 265…

1.2 Recall and strategies (10 minutes)

Calculate

Answer Answer
1. 51 + 10 = 61 6. 77 + 10 + 1 = 88
2. 51 + 10 + 1 = 62 7. 63 + 10 = 73
3. 43 + 10 = 53 8. 63 + 10 + 1 = 74
4. 43 + 10 + 1 = 54 9. 48 + 10 = 58
5. 77 + 10 = 87 10. 48 + 10 + 1 = 59

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

Activity 1: Whole class activity
• Draw a number line on the board. Point out the two arrowheads as you draw the number line.
• Mark the number line in equidistant markings, and write the numbers in multiples of ten from 30 to 110.

30 40 50 60 70 80 90 100 110
• Ask learners to tell you where you should write the following numbers:
− 45 (exactly between the 40 and the 50)
− 59 (on the left of 60, right next to it)
− 67 (between 60 and 70 but more towards the right of where the 65 would go)
− 32, 86, 101, 105, etc.

Activity 2: Whole class activity

• This activity consolidates learners' skills of adding multiples of ten and ones on a number line.
• Write the following number sentence on the board: 35 + 43 = … Draw an open number line on the board.
• Ask: What is the first number in the number sentence? (35)
• Ask: Where should we write 35 on the number line? (Since the number sentence is addition, and the
numbers will get bigger when we add, it should be somewhere on the left hand side.) Find a place for 35,
mark the place and write 35.

35
• Say: So we need to add. How many jumps of 10s and 1s will we take from 35? (4 tens and 3 ones)
• As you take the jump, say aloud the numbers aloud and point to them.
• Say: We needed to add 43. First we added 4 tens. We jumped from 35, to 45, to 55, to 65 and then to
75. We still need to add the 3 ones. We take one jump at a time. The first jump gets us to 76, the
second jump gets us to 77 and the third jump gets us to 78.
+10 +10 +10 +10 +1 +1 +1

35 40 45 50 55 60 65 70 75 76 77 78
• Say: Let’s complete the number sentence: 35 + 43 = 78 (Write the number sentence on the board.)
• Do the same with: 27 + 42 = (69), 56 + 24 = (80), 27 + 47 = (74), 56 + 25 = (81)

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

40 Grade 3 Mathematics
Term 1 Lesson 8: Addition on a number line

Classwork

1. Draw a 10s number line from 50 to 100 in your Mathematics books.

(Learners draw the number line with equal spaces between the numbers marked. The number line is shown
below, with the other numbers labelled in their correct places between the tens.)

2. Write the following numbers in their correct places on the number line:
a) 55
b) 78
c) 81
d) 93
e) 97
f) 64

( 50 55 60 64 70 78 80 81 90 93 97 100 )

3. Draw and use number lines to calculate.

(Number line solutions are not drawn here – check that learners position the numbers correctly on the
number lines and show the jumps on the number line to indicate the addition. Learners must write a correct
number sentence to give the solution.)

a) 56 + 10 = (66)
b) 56 + 30 = (86)
c) 56 + 35 = (91)
d) 47 + 24 = (71)
e) 37 + 42 = (79)

Homework

Solutions not drawn here – as above.

Draw and use number lines to calculate:

1. 78 + 10 = (88)

2. 78 + 20 = (98)

3. 78 + 22 = (100)

4. 36 + 12 = (48)

5. 49 + 36 = (85)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 41

WEEK 4
LESSON 9: SUBTRACTION ON A NUMBER LINE

Teacher’s notes
CAPS topics: 1.1 Count objects, 1.2 Count forwards and backwards, 1.6 Problem-solving techniques
Lesson vocabulary: Number line, subtract, jumps, tens, ones, number sentence, multiple, smaller, first, equidistant,
between, calculate, backwards.
Prior knowledge:
In Grade 2 the learners should have learnt how to use the following techniques when performing calculations:
• Building up and breaking down numbers.
• Number lines.
Concepts:
• Use a number line to subtract numbers.
Resources: Number lines (see Printable Resources)
DBE workbook activities relevant to this lesson:
• DBE worksheet 20a & 20b (pp. 42 and 45).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation: For learners who struggle with this concept, work with simpler numbers, e.g. 24 – 10 =…,
54 + 30 =…, 84 + 50 =…. Only after subtraction with multiples of 10 has been established, introduce subtraction of
numbers with tens and ones.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 2s from any number between 100 and 400, e.g. 230, 232, 234… etc.
• Count backwards in 2s from any number between 100 and 400, e.g. 184, 182, 180… and 389, 387, 385… etc.

1.2 Recall and strategies (10 minutes)

What is eleven more than…?

Answer Answer
1. 51 62 6. 37 48
2. 43 54 7. 71 82
3. 77 88 8. 40 51
4. 63 74 9. 23 34
5. 48 59 10. 54 65

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

42 Grade 3 Mathematics
Activity 1: Whole class activity
• Subtraction with multiples of ten on a number line:
• Write the following number sentence on the board: 142 – 50 = …
• Tell learners that they are going to use a number line to solve this problem. Draw an open number line
(a number line with no numbers).

• Ask: What is the first number in the number sentence? (142)

• Ask: Where should we write 142 on the number line? (Since the number sentence is subtraction, and the
numbers will get smaller when we subtract, the number 142 should be somewhere on the right hand side.) Find
a place for 142, mark the place, and write 142.
• Ask learners to read the rest of the number sentence. ( – 50 = …)
• Say: We need to subtract. This means that we are jumping backwards. How many jumps of 10 will we
take backwards from 142? (5)
Start here
142

• As you take the jump, say the numbers aloud and point to them, e.g. That’s one jump of 10 backwards
from 142. It gets us to… (132), then another jump of ten, and we landed on… (122) (Write down the
next number in the appropriate spaces below the number line as you jump.) Another jump takes us to…
(122). Continue until you have taken 5 jumps of ten. Also write the –10 above the jumps to show that you
are subtracting.
–10 –10 –10 –10 –10

92 102 112 122 132 142

• Write down the answer to 142 – 50. (92)
• Do the same with 135 – 40 (95) and 165 – 60. (105)

Activity 2: Whole class activity

• Write the following number sentence on the board: 135 – 46 = … Draw an open number line on the board.
• Ask: What is the first number in the number sentence? (135)
• Ask: Where should we write 135 on the number line? (It should be somewhere on the right hand side
since the number sentence is a subtraction one, and the numbers will get smaller when we subtract.) Find a
place for 135, mark the place, and write 35.

135
• Ask learners to read the rest of the number sentence. ( – 46 = …)

• Say: We need to subtract. How many jumps of 10s and 1s will we take from 135? (4 tens and 6 ones)

98 90 91 92 93 94 95 105 115 125 135

• Say: Let’s complete the number sentence 135 – 46. (89)
• Do the same with 156 – 24 (70), 127 – 42 (69) and 127 – 49 (74).

4. Classwork activity (25 minutes)

5. Homework activity (5 minutes)
6. Reflection on lesson

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 43

Term 1 Lesson 9: Subtraction on a number line

Classwork
1. Draw a 10s number line from 90 to 130 in your Mathematics books.
(Learners draw the number line with equal spaces between the numbers marked. The number line is shown
below, with the other numbers labelled in their correct places between the tens.)

2. Write the following numbers in their correct places on the number line:
a) 105
b) 95
c) 97
d) 131
e) 118

( )

3. Draw and use number lines to calculate:

(Number line solutions are not drawn here – check that learners position the numbers correctly on the
number lines and show the jumps on the number line to indicate the addition. Learners must write a correct
number sentence to give the solution.)
a) 56 – 10 = (46)
b) 56 – 30 = (26)
c) 56 – 35 = (21)
d) 147 – 30 = (117)
e) 147 – 38 = (109)

Homework

Solutions not drawn here – as above.

Draw and use number lines to calculate:

1. 78 – 10 = (68)
2. 78 – 20 = (58)
3. 78 – 22 = (56)
4. 149 – 30= (119)
5. 149 – 36 = (113)

44 Grade 3 Mathematics
LESSON 10: ADDITION AND SUBTRACTION

Teacher’s notes
CAPS topics: 1.2 Count forwards and backwards, 1.16 Mental mathematics, 1.6 Problem-solving techniques,
1.12 Techniques (methods or strategies), 1.13 Addition and subtraction
Lesson vocabulary: Add, subtract, break down, build up, breaking down, building up, smallest, greatest, hundreds,
tens, units, number sentence, minus.
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Use appropriate symbols (+, −, =, □).
• Use the following techniques when performing calculations: building up and breaking down numbers, number
lines and drawings or concrete apparatus.
Concepts:
• Add and subtract from 99, and use appropriate symbols (+, –, =, □).
• Building up and breaking down numbers.
Resources: n/a
DBE workbook activities relevant to this lesson:
• DBE worksheet 21a and 21b (pp. 46–49).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation:
• Give the learners base ten blocks (see Printable Resources) – tens and units.
• Tell them that they are going to add 63 and 19. Ask: Is it easier to add 19 or 20?
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 2s from any number between 100 and 400, e.g. 230, 232, 234… and 231, 233, 235… etc.
• Count backwards in 2s from any number between 100 and 400, e.g. 184, 182, 180… and 389, 387, 385 etc.

1.2 Recall and strategies (10 minutes)

Write down the numbers in order from the smallest to the greatest.

Answer Answer
1. 103, 105, 104 103, 104, 105 6. 167, 165, 166 165, 166, 167
2. 113, 112, 114 112, 113, 114 7. 176, 178, 177 176, 177, 178
3. 131, 133, 132 131, 132, 133 8. 182, 181, 183 181, 182, 183
4. 145, 147, 146 145, 146, 147 9. 199, 197, 198 197, 198, 199
5. 155, 157, 156 155, 156, 157 10. 139, 138, 140 138, 139, 140

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 45

Activity 1: Whole class activity
• This activity is about addition using breaking down of numbers. It builds on learners' knowledge of place
value when adding numbers.
• Write the following on the board, and do it step by step with your learners: 136 + 23 =…
• Ask: How can we break these numbers into tens and units? (100 + 30 + 6) + (20+3)
• Then write = (100) + (30 + 20) + (6 + 3) and say: First, let’s add the tens and then add the units.
= (100) + 50 + 9 = 159.
• Do some more practice examples on the board, e.g. 123 + 10 =…, 40 + 42 =… etc.

Activity 2: Whole class activity

• This activity is about subtraction using breaking down of numbers. (Once learners understand the
addition strategy, you can do the same with subtraction.)
• Write 168 – 20 =… on the board.
• Then say: Break up each number into tens and units. = (100 + 60 + 8) – (20 + 0). Group the tens and the
units for subtraction (there is only one hundred, it remains unchanged).
• Write = (100) + (60 – 20) + (8 – 0) on the board. Say: Now first let's subtract the tens and then subtract
the units. This gives us 100 + 40 + 8 = 148.
• Do some more practice examples on the board, e.g. 78 – 10 =…, 155 – 140 =… , etc.

Activity 3: Whole class activity

• In this activity you spend time working on addition using the technique of rounding off.
• Say: Now let’s look at another way of breaking down the numbers. WE do this by looking at the
numbers and changing them (or one of them) in a way that makes the operation easier.
• Write the following number sentence on the board: 58 + 19 = □.
• Ask: Is it easier to say 58 + 19 or 58 + 20? (Learners should say 58 + 20 – why? Because 20 is a round
number.)
• Then say: But the number sentence on the board says 58 + 19. I have added too much. What should
I do? We know that 19 less one is 20, so can I say 78 minus 1 is 77? So my answer is 77. Write on the
board 58 + 19 = 77.
• Do some other examples, asking learners to identify the change that you should make to make the operation
(addition or subtraction) easier.
• E.g. 63 + 19; 85 – 49; 27 + 48; 46 – 28.

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

46 Grade 3 Mathematics
Term 1 Lesson 10: Addition and subtraction

Classwork

Calculate:
a) 56 + 30 = (86)
b) 85 + 70 = (155)
c) 187 – 50 = (137)
d) 147 + 40 = (187)
e) 85 + 72 = (157)
f) 147 – 44 =(103)
g) 147 + 56 = (203)
h) 167 – 35 = (132)

Homework

Calculate:
a) 43 +30 = (73)
b) 35 + 60 = (95)
c) 172 +50 = (222)
d) 172 – 50 = (122)
e) 56 – 30 = (26)

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 47

LESSON 11: MONEY

Teacher’s notes
CAPS topics: 1.1 Count objects, 1.2 Count forwards and backwards, 1.16 Metal mathematics, 1.11 Money
Lesson vocabulary: Money, rand, cents, change, afford, total (cost)
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Recognise and identify the SA coins and bank notes up to R50.
• Solve money problems involving totals and change in cents up to 90c and rand to R99.
Concepts:
• Recognise and identify the South African coins and bank notes.
• Solve money problems involving totals and change in rand or cents.
Resources: Goods/products for shop, e.g. empty containers (cereal boxes, cool drink cans, tins, washing powder
boxes, plastic milk bottles, etc.); pictures and cut-outs from supermarket fliers; range of play coins and notes to the
value of R50.
DBE workbook activities relevant to this lesson:
• DBE worksheet 26 (pp. 60 and 61).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity.
Remediation:
• Give learners coins and notes to recognise.
• Ask learners to show you combinations of rand and cents that would make up the following amounts: R70
(Example: Only notes: R50, R10, R10. Notes and coins: R50, R10, R5, R2, R2, R1.) R100 (Example: Only notes: R50,
R20, R20 and R10. Notes and coins: R50, R20, R20, R5 and R5.)
• Practise calculating the total cost of the purchase using breaking down of numbers and doubling as strategies.
Learners can make purchases to the value of R20.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
Count forwards and backwards in 5s: 5, 10, 15…50.

1.2 Recall and strategies (10 minutes)

Calculate:

Answer Answer
1. 6 + □ = 20 14 6. 5 + □ = 20 15
2. 3 + □ =20 17 7. 9 + □ = 20 11
3. 2 + □ = 20 18 8. 4 + □ = 20 16
4. 1 + □ = 20 19 9. 0 + □ = 20 20
5. 7 + □ = 20 13 10. 8 + □ = 20 12

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

48 Grade 3 Mathematics
Activity 1: Learners work in groups
• Set up a shop in your classroom.
• Give each group a range of play coins and notes to the value of R50,00.
• Prepare and mark products as follows: R4; R42,50; R5; R10; R30,50; R20; R1; R7,60; R9; R5 and R25. (Note that
the products do not have to represent real life prices, but they should give the learners the chance to shop
within the known number range.)
• You will be the shopkeeper.
• Learners will come in groups to shop. Each group should buy products for R50. Each group must make sure
that their products do not exceed R50.
• Each group should add up the cost of their items and calculate their change and report back.
• Ask questions such as:
− What was the total cost of all your products?
− Do you have enough money to pay for everything?
− If you do not have enough money, what can you do?
− If you can afford everything you want to buy, will you get any change from your R50?
− How much?
− How did you calculate that?
− Etc.

4. Classwork activity (25 minutes) (See next page)

5. Homework activity (5 minutes) (See next page)

6. Reflection on lesson

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 49

Term 1 Lesson 11: Money

Classwork

1. Write 325c in rand and cents. (R3,25)

2. What national symbol is on the 20c coin? (protea)

3. Write down all the different ways you can make R400 using only bank notes.
(various e.g. R200 + R100 + R50 + R20 + R20 + R10)
How do you know whether you have all the solutions? (various e.g. make a list)

4. If a school tracksuit costs R150, what will 2 tracksuits cost? (R300)

5. Toffees cost R1,10 each. Neo has one 50c coin and four 20c coins.
a) Which coins should Neo use to pay for one toffee? (one 50c coin and three 20c coins)
b) How much money will he have left? (10c)

6. These are the prices of sweets in the tuck shop:

choc chuckles R2,70;
gums R1,80;
sour worms R1,40;
peach treats R1,60;
magic mints R2,20;
toffees R1,20.
Pedro’s granny gave him R5. Which 3 sweets can he buy with his money?
(various, e.g. sour worms, peach treats and toffees)

Homework

1. Nora bought three books at R80 each. She paid with R300. How much change will she get? (R60)

2. One chewing gum costs 44c. Mavis has R8. She wants to buy 20 chewing gums for her party.
How much more does she need to save? (80c)

3. Which animal is on the R20 note? (elephant)

50 Grade 3 Mathematics
LESSON 13: FIVES ARRAYS
Teacher’s notes
CAPS topics: 1.1 Count objects, 1.2 Count forwards and backwards, 1.16 Mental mathematics, 1.6 Problem-solving
techniques, 1.8 Repeated addition leading to multiplication, 1.12 Techniques (methods or strategies),
1.14 Repeated addition leading to multiplication.
Lesson vocabulary: Repeated addition, arrays, grid, fives (5s), times tables, number sentence, row, number line,
multiplication
Prior knowledge:
In Grade 2 the learners should have learnt how to:
• Solve word problems in context and explain own solutions to problems involving repeated addition and to
multiplication with answers up to 50.
In the previous lesson, the learners should have learnt how to:
• Use repeated addition, groups and multiplication by 5 up to 50.
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Concepts:
• Solve repeated addition problems up to 50 using 5s.
• Multiply numbers 1 to 10 by 5 and use appropriate symbols (×, =, □).
Resources: n/a
DBE workbook activities relevant to this lesson:
• DBE worksheet 24 (p. 55).
Assessment: Refer to the tracker for today’s formal/informal oral, practical or written assessment activity
Remediation:
• Give learners 15 counters. Ask them to take 5 counters and pack them in a row. Ask: How many counters do
you have?
• Ask the learners to add another row below the first row. Ask: How many counters do you have now? Then say:
Let us count: 5, 10… Carry on until there are 3 rows. Then say: Let us count: 5, 10, 15. How many rows do
we have? (3) We can say we have 3 rows of 5.
• Write it as an addition number sentence: 5 + 5 + 5 = □.
• Repeat and say: We have 3 rows of 5. Let us write it as a multiplication number sentence: 3 (rows)
× 5 (counters) = □.
Enrichment: See enrichment activity cards.

1. Mental mathematics
1.1 Counting (5 minutes)
• Count forwards in 5s from any number between 0 and 400, e.g. 305, 310, 315… etc.
• Count backwards in 5s from any number between 400 and 0 e.g. 400, 395, 390… etc.
1.2 Recall and strategies (10 minutes)
Which number is 10 less than…?
Answer Answer
1. 34 24 6. 54 44
2. 45 35 7. 99 89
3. 13 3 8. 95 85
4. 22 12 9. 70 60
5. 29 19 10. 50 40

2. Correction/reflection on homework (15 minutes)

Reflection/remediation based on previous day’s work/homework.

3. Lesson content – concept development (30 minutes)

CAPS talks about arrays. These are number grids, like the one used in this lesson to show repeated addition of 5.

54 Grade 3 Mathematics
Activity 1: Whole class activity
Remind learners about how they worked out their five times tables on the previous
day. Explain that we can also use a grid to work out our tables.
• Draw a grid like this on the board. Shade the top row.
• Show the learners what a row is and ask them to count the rows. (3)
• Ask them to count the squares in each row. (5)
• On the board write an addition number sentence: 5 + 5 + 5 = □.
• Ask: How many squares are there altogether? How did you get the answer?
• Say: We can say: 3 rows of 5. How can we write it as a multiplication
number sentence? 3 x 5 = □.
• Ask: What is the answer? (15). Learners can check the answer by counting:
5, 10, 15. or by adding 5 + 5 + 5 = 15.
• Do the same with 6 x 5.

Activity 2: Whole class activity

• Write this problem on the board: Mrs Pink plants 7 rows of potatoes. There are 5 plants in a row.
• Draw a grid to show how many potato plants there are altogether.

• Write two number sentences. (7 x 5 = 35 and 5 + 5 + 5 + 5 +5 + 5 + 5 = 35)

• Draw a number line to show how many potato plants there are altogether.
5 5 5 5 5 5 5

0 5 10 15 20 25 30 35 40 45 50

• Write the number sentence. (7 × 5 = 35 or 5 + 5 + 5 + 5 +5 + 5 + 5 = 35)

• Count the jumps to show the multiplication and the repeated addition.

4. Classwork activity (25 minutes)

5. Homework activity (5 minutes)

6. Reflection on lesson

Teacher Toolkit: CAPS Aligned Lesson Plans Term 1 55

 Term
Term 1 Lesson
1 Lesson 40:Fives
13: Number patterns in fours
arrays

Classwork

1. Using the tables below, answer the questions for each one:
a) Number of rows: (1. 4 rows 2. 7 rows 3. 5 rows)
b) Squares per row: (1. 5 squares 2. 5 squares 3. 5 squares)
c) Write a multiplication number sentence: (1. 4 × 5 = 20 2. 7 × 5 = 35 3. 5 × 5 =25)

1. 2. 3.

2. Mr Tshabalala plants 10 rows of cabbage plants.

There are 5 plants in a row.
a) Draw a grid to show how many cabbage
plants there are altogether.
Write the number sentence.
(10 × 5 = 50 cabbages)
b) Draw a number line to show how many cabbage
plants there are altogether.
Write the number sentence.
(10 × 5 = 50 cabbages)

Homework

(9 × 5 = 45 tiles)

(9 × 5 = 45 tiles)

56 Grade 3 Mathematics