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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Measurement
|
Capacity - Measuring capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Identify litre as a unit of measuring capacity - Measure capacity in litres - Record capacity measurements in litres - Appreciate measuring capacity in daily life |
- In pairs/groups, collect safe materials in their immediate environment to be used to measure capacity
- Identify a one-litre container as the standard unit of measuring capacity - Use the one litre container to measure capacity of various containers |
How can the capacity of a container be measured?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 117
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Practical activities
|
|
| 1 | 2 |
Measurement
|
Capacity - Measuring capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Measure capacity of different containers in litres - Record capacity measurements in litres - Show interest in measuring capacity in litres |
- In pairs or groups, discuss and measure capacity of different containers using a 1 litre container
- Count the number of one-litre containers needed to fill different containers - Record the capacity of each container in a table |
What strategy can you use to measure the capacity of a large container?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 118
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Practical activities
|
|
| 1 | 3 |
Measurement
|
Capacity - Adding capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Add capacity in litres - Solve problems involving addition of capacity - Value addition of capacity in real-life situations |
- In turns, practice addition of capacity in litres in real life situations
- Calculate the total capacity of different combinations of containers - Solve word problems involving addition of capacity |
How would you find the total capacity of several containers?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 119
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Written assignments
|
|
| 1 | 4 |
Measurement
|
Capacity - Adding capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Add capacity in litres - Solve problems involving addition of capacity - Value addition of capacity in real-life situations |
- In turns, practice addition of capacity in litres in real life situations
- Calculate the total capacity of different combinations of containers - Solve word problems involving addition of capacity |
How would you find the total capacity of several containers?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 119
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Written assignments
|
|
| 1 | 5 |
Measurement
|
Capacity - Subtracting capacity in litres
|
By the end of the
lesson, the learner
should be able to:
- Subtract capacity in litres - Solve problems involving subtraction of capacity - Appreciate subtraction of capacity in daily life |
- In turns, practice subtraction of capacity in litres in real life situations
- Calculate the difference in capacity between different containers - Solve word problems involving subtraction of capacity |
How can you find the difference in capacity between two containers?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 120
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Written exercises
|
|
| 2 | 1 |
Measurement
|
Capacity - Estimating capacity up to 5 litres
|
By the end of the
lesson, the learner
should be able to:
- Estimate capacity of containers up to 5 litres - Compare estimated and actual capacity measurements - Develop skills in estimation of capacity |
- Estimate capacity of containers up to 5 litres
- Measure the actual capacity of the containers to confirm their capacity in litres - Compare the estimated capacity with the actual capacity |
How can you estimate the capacity of a container without measuring?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 121
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Practical activities
|
|
| 2 | 2 |
Measurement
|
Capacity - Estimating capacity up to 5 litres
|
By the end of the
lesson, the learner
should be able to:
- Estimate capacity of various containers up to 5 litres - Compare estimated and actual measurements - Value the importance of estimation in daily life |
- Estimate the capacity of different containers and record in a table
- Measure the actual capacity and compare with estimates - Discuss the importance of estimation in daily life |
When is estimation of capacity useful in our daily lives?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 122
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Practical activities
|
|
| 2 | 3 |
Measurement
|
Capacity - Applying capacity measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply capacity measurement skills in real-life situations - Solve problems involving capacity in daily life - Show interest in measuring capacity in real-life situations |
- Play digital games involving capacity in real life situations
- Solve practical problems involving measurement of capacity in real-life contexts - Role-play scenarios requiring capacity measurement |
How is capacity measurement important in our daily lives?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 123
-Digital devices -One-litre containers -Various containers |
Observation
-Oral questions
-Written assignments
-Digital activities
|
|
| 2 | 4 |
Measurement
|
Capacity - Applying capacity measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply capacity measurement skills in real-life situations - Solve problems involving capacity in daily life - Show interest in measuring capacity in real-life situations |
- Play digital games involving capacity in real life situations
- Solve practical problems involving measurement of capacity in real-life contexts - Role-play scenarios requiring capacity measurement |
How is capacity measurement important in our daily lives?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 123
-Digital devices -One-litre containers -Various containers |
Observation
-Oral questions
-Written assignments
-Digital activities
|
|
| 2 | 5 |
Measurement
|
Capacity - Applying capacity measurement in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply capacity measurement in different contexts - Solve word problems involving capacity - Appreciate the importance of capacity measurement in daily life |
- Discuss various professions that require capacity measurement
- Visit school kitchen to observe capacity measurement in cooking - Create and solve word problems involving capacity |
In what ways do we use capacity measurement at home and in school?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 124
-One-litre containers -Various containers -Water |
Observation
-Oral questions
-Written assignments
-Project work
|
|
| 3 | 1 |
Measurement
|
Time - Identifying minute as a unit of measuring time
|
By the end of the
lesson, the learner
should be able to:
- Identify minute as a unit of measuring time - Locate a minute on the clock face - Appreciate the minute as a unit of time |
- In groups, draw a clock face on a manila paper, divide the clock face into two equal parts using a line passing through the centre, and discuss what each division represents
- In pairs/groups, discuss the divisions on the clock face - Locate a minute on the clock face and discuss it as a unit of measuring time |
How do we identify minutes on a clock face?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 126
-Clock faces -Manila paper -Digital clocks |
Observation
-Oral questions
-Practical activities
|
|
| 3 | 2 |
Measurement
|
Time - Reading and telling time using 'past' and 'to' on clock face
|
By the end of the
lesson, the learner
should be able to:
- Read time using 'past' the hour on clock face - Tell time using 'past' the hour - Show interest in reading and telling time |
- In pairs/groups, discuss how to tell time on the clock face using "past" the hour
- In turns, read and tell time on an analog clock when the minute hand is on the right half of the clock - Practice reading time at quarter past and half past the hour |
How do we read time when the minute hand is between 12 and 6 on a clock?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 127
-Clock faces -Analog clocks -Manila paper |
Observation
-Oral questions
-Practical activities
|
|
| 3 | 3 |
Measurement
|
Time - Reading and telling time using 'past' and 'to' on clock face
|
By the end of the
lesson, the learner
should be able to:
- Read time using 'to' the hour on clock face - Tell time using 'to' the hour - Value the importance of reading time correctly |
- In pairs/groups, discuss how to tell time on the clock face using "to" the hour
- In turns, read and tell time on an analog clock when the minute hand is on the left half of the clock - Practice reading time at quarter to the hour |
How do we read time when the minute hand is between 6 and 12 on a clock?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 130
-Clock faces -Analog clocks -Manila paper |
Observation
-Oral questions
-Practical activities
|
|
| 3 | 4 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Read time on digital clocks - Read time on analogue clocks - Compare digital and analogue time displays - Show interest in reading time from different clock types |
- In groups, discuss how the digital clock operates and share their findings with others
- In turns, read and tell time on a digital clock - Compare time shown on digital and analogue clocks |
How do we read time on a digital clock compared to an analog clock?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 132
-Digital clocks -Analog clocks -Clock models |
Observation
-Oral questions
-Practical activities
|
|
| 3 | 5 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Read time on digital clocks - Read time on analogue clocks - Compare digital and analogue time displays - Show interest in reading time from different clock types |
- In groups, discuss how the digital clock operates and share their findings with others
- In turns, read and tell time on a digital clock - Compare time shown on digital and analogue clocks |
How do we read time on a digital clock compared to an analog clock?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 132
-Digital clocks -Analog clocks -Clock models |
Observation
-Oral questions
-Practical activities
|
|
| 4 | 1 |
Measurement
|
Time - Reading and telling time using digital and analogue clocks
|
By the end of the
lesson, the learner
should be able to:
- Read time on both digital and analogue clocks - Convert between digital and analogue time displays - Appreciate different ways of displaying time |
- Practice reading time from both digital and analogue clocks
- Match digital time displays with corresponding analogue clock faces - Discuss the advantages of each type of clock |
What are the similarities and differences between digital and analog clocks?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 133
-Digital clocks -Analog clocks -Clock models |
Observation
-Oral questions
-Written assignments
|
|
| 4 | 2 |
Measurement
|
Time - Writing time using 'past' and 'to' the hour
|
By the end of the
lesson, the learner
should be able to:
- Write time using 'past' the hour - Write time using 'to' the hour - Show interest in writing time correctly |
- Use a manila paper to make clock face showing different time
- Read the time on the clock face and write it using 'past' and 'to' - Write time shown on various clock faces in words using 'past' and 'to' |
How can we write time in words using 'past' and 'to'?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 134
-Clock faces -Manila paper -Clock models |
Observation
-Oral questions
-Written exercises
|
|
| 4 | 3 |
Measurement
|
Time - Estimating time in hours
|
By the end of the
lesson, the learner
should be able to:
- Estimate time in hours - Compare estimated and actual time - Value the importance of time estimation in daily life |
- In pairs/groups, estimate time in hours for different activities
- Time actual duration of activities and compare with estimates - Discuss strategies for better time estimation |
How can we estimate how long an activity will take?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 136
-Clocks -Stop watches -Activity cards |
Observation
-Oral questions
-Practical activities
|
|
| 4 | 4 |
Measurement
|
Time - Adding time involving hours and minutes without conversion
|
By the end of the
lesson, the learner
should be able to:
- Add time in hours and minutes without conversion - Solve problems involving addition of time - Appreciate addition of time in daily life |
- In pairs/groups, add time in hours and minutes without conversion
- Use number cards to practice addition of time - Solve word problems involving addition of time |
How can we find the total time for two or more activities?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 138
-Number cards -Clocks -Time worksheets |
Observation
-Oral questions
-Written assignments
|
|
| 4 | 5 |
Measurement
|
Time - Subtracting time involving hours and minutes without conversion
|
By the end of the
lesson, the learner
should be able to:
- Subtract time in hours and minutes without conversion - Solve problems involving subtraction of time - Show interest in subtracting time in real-life situations |
- In pairs/groups, subtract time in hours and minutes without conversion
- Use number cards to practice subtraction of time - Solve word problems involving subtraction of time |
How can we find the difference in time between two events?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 139
-Number cards -Clocks -Time worksheets |
Observation
-Oral questions
-Written exercises
|
|
| 5 | 1 |
Measurement
|
Time - Appreciating time in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply time measurement in real-life situations - Solve problems involving time in daily life - Appreciate the importance of time management |
- Discuss the importance of keeping time in real life situations
- Create a personal timetable for daily activities - Role-play scenarios involving time management |
Why is it important to manage time in our daily lives?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 141
-Clocks -Timetables -Charts |
Observation
-Oral questions
-Project work
|
|
| 5 | 2 |
Measurement
|
Time - Appreciating time in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Apply time measurement in real-life situations - Solve problems involving time in daily life - Appreciate the importance of time management |
- Discuss the importance of keeping time in real life situations
- Create a personal timetable for daily activities - Role-play scenarios involving time management |
Why is it important to manage time in our daily lives?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 141
-Clocks -Timetables -Charts |
Observation
-Oral questions
-Project work
|
|
| 5 | 3 |
Measurement
|
Money - Identifying Kenyan currency notes up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Identify Kenyan currency notes up to sh.1000 - Arrange notes according to their values - Show interest in recognizing different denominations |
- In pairs/groups, identify different Kenyan currency notes up to sh.1000
- Sort Kenyan currency notes according to their value up to sh.1000 - Discuss features that distinguish different currency notes |
How can you identify different Kenyan currency notes?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 143
-Models of currency notes -Charts showing currency notes |
Observation
-Oral questions
-Practical activities
|
|
| 5 | 4 |
Measurement
|
Money - Counting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Count money in different denominations up to sh.1000 - Record amounts of money in figures - Value the importance of counting money correctly |
- In pairs/groups, count Kenyan currency notes in different denominations up to sh1000
- Put together models of notes of different values and count the total - Record the total amount in figures |
How do you count money of different denominations?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 145
-Models of currency notes -Money charts |
Observation
-Oral questions
-Practical activities
|
|
| 5 | 5 |
Measurement
|
Money - Adding money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Add money involving different denominations up to sh.1000 - Solve problems involving addition of money - Show interest in adding money correctly |
- In pairs/groups, add money up to sh.1000 in real life situations
- Calculate the total value of different notes - Solve word problems involving addition of money |
How would you find the total amount when adding different denominations of money?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 146
-Models of currency notes -Money charts |
Observation
-Oral questions
-Written assignments
|
|
| 6 | 1 |
Measurement
|
Money - Adding money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Add amounts of money in different denominations - Solve complex problems involving addition of money - Appreciate addition of money in real-life contexts |
- Calculate the total value of multiple notes of different denominations
- Solve multi-step word problems involving addition of money - Role-play shopping scenarios involving addition of money |
How is addition of money used in shopping?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 147
-Models of currency notes -Money charts -Price tags |
Observation
-Oral questions
-Written assignments
|
|
| 6 | 2 |
Measurement
|
Money - Adding money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Add amounts of money in different denominations - Solve complex problems involving addition of money - Appreciate addition of money in real-life contexts |
- Calculate the total value of multiple notes of different denominations
- Solve multi-step word problems involving addition of money - Role-play shopping scenarios involving addition of money |
How is addition of money used in shopping?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 147
-Models of currency notes -Money charts -Price tags |
Observation
-Oral questions
-Written assignments
|
|
| 6 | 3 |
Measurement
|
Money - Subtracting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Subtract money involving different denominations up to sh.1000 - Solve problems involving subtraction of money - Value the importance of calculating change correctly |
- In pairs/groups, subtract money up to sh.1000 in real life situations
- Calculate the difference between amounts of money - Solve word problems involving subtraction of money |
How do you find the difference between two amounts of money?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 148
-Models of currency notes -Money charts |
Observation
-Oral questions
-Written exercises
|
|
| 6 | 4 |
Measurement
|
Money - Subtracting money in different denominations up to Sh.1000
|
By the end of the
lesson, the learner
should be able to:
- Subtract from large denominations to find balance - Calculate correct change in shopping scenarios - Show interest in subtraction of money in real-life situations |
- Choose any two models of different Kenyan notes and subtract the lower value from the larger value
- Role-play shopping activities involving giving change - Solve multi-step word problems involving subtraction of money |
How is subtraction of money used when calculating change?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 149
-Models of currency notes -Classroom model shop -Price tags |
Observation
-Oral questions
-Practical activities
|
|
| 6 | 5 |
Measurement
|
Money - Representing the same amount in different denominations
|
By the end of the
lesson, the learner
should be able to:
- Represent the same amount of money in different denominations - Convert money into equivalent values - Appreciate multiple ways of representing money |
- In pairs/groups, role play changing money into different denominations up to sh. 1000 in the classroom model shop
- Show different combinations of notes that equal the same amount - Create equivalent representations of money amounts |
How can you represent the same amount of money using different notes?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 150
-Models of currency notes -Money charts |
Observation
-Oral questions
-Practical activities
|
|
| 7 | 1 |
Measurement
|
Money - Converting money into different denominations
|
By the end of the
lesson, the learner
should be able to:
- Convert money into different denominations - Exchange notes for equivalent values - Value the importance of currency conversion in daily life |
- Convert large denominations into smaller ones and vice versa
- Practice exchanging notes for equivalent values - Solve problems involving conversion of money |
How can larger denomination notes be exchanged for smaller ones of equal value?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 151
-Models of currency notes -Money charts |
Observation
-Oral questions
-Written exercises
|
|
| 7 | 2 |
Measurement
|
Money - Converting money into different denominations
|
By the end of the
lesson, the learner
should be able to:
- Convert money into different denominations - Exchange notes for equivalent values - Value the importance of currency conversion in daily life |
- Convert large denominations into smaller ones and vice versa
- Practice exchanging notes for equivalent values - Solve problems involving conversion of money |
How can larger denomination notes be exchanged for smaller ones of equal value?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 151
-Models of currency notes -Money charts |
Observation
-Oral questions
-Written exercises
|
|
| 7 | 3 |
Measurement
|
Money - Using money to buy up to 3 items involving balance
|
By the end of the
lesson, the learner
should be able to:
- Use money to buy up to 3 items involving balance - Calculate total cost and balance correctly - Show interest in handling money responsibly |
- In pairs/groups, role play buying up to 3 items involving balance using the money models up to sh.1000 in the classroom model shop
- Calculate the total cost of multiple items and determine the balance - Solve word problems involving shopping with balance |
How do you calculate the balance when buying multiple items?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 152
-Models of currency notes -Classroom model shop -Price tags |
Observation
-Oral questions
-Practical activities
|
|
| 7 | 4 |
Measurement
|
Money - Appreciating spending and saving money
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between spending and saving money - Make simple budgets for spending and saving - Appreciate the importance of saving money |
- Share own experiences in relation to shopping activities
- Discuss the importance of saving money - Create a simple personal budget showing spending and saving - Role-play scenarios involving money decisions |
Why is it important to save money?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 153
-Models of currency notes -Budget charts -Savings charts |
Observation
-Oral questions
-Project work
|
|
| 7 | 5 |
Geometry
|
Position and Direction - Moving along a straight line from a point
|
By the end of the
lesson, the learner
should be able to:
- Move along a straight line from a given point - Follow directions to move along a straight path - Show interest in moving along a straight line |
- In pairs/groups, move along a straight line from a given point outside the classroom
- Practice moving in straight lines in different directions - Discuss the importance of moving in straight lines in various contexts |
What is the importance of moving in a straight line?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 155
-Playground -Directional markers |
Observation
-Oral questions
-Practical activities
|
|
| 8 | 1 |
Geometry
|
Position and Direction - Identifying right and left side from a point
|
By the end of the
lesson, the learner
should be able to:
- Identify the right side from a point - Identify the left side from a point - Appreciate the importance of directional awareness |
- In pairs/groups, play a game of moving to the right and left sides from a point
- Place different items on the opposite sides of the teacher's table and identify whether they are on the right or left side - Use directional language to describe positions of objects |
How can we tell the right side from the left side from a given point?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 156
-Directional markers -Various objects |
Observation
-Oral questions
-Practical activities
|
|
| 8 | 2 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of turning right in daily life |
- Look at pictures showing learners turning to the right and discuss
- Move in a straight line along the outside wall of the classroom, then turn to the right - Play games involving turning to the right from various starting points |
How do you know when to turn to the right?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 158
-Directional markers -Pictures showing right turns |
Observation
-Oral questions
-Practical activities
|
|
| 8 | 3 |
Geometry
|
Position and Direction - Turning to the right from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the right from a point - Follow instructions involving turning right - Value the importance of turning right in daily life |
- Look at pictures showing learners turning to the right and discuss
- Move in a straight line along the outside wall of the classroom, then turn to the right - Play games involving turning to the right from various starting points |
How do you know when to turn to the right?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 158
-Directional markers -Pictures showing right turns |
Observation
-Oral questions
-Practical activities
|
|
| 8 | 4 |
Geometry
|
Position and Direction - Turning to the left from a point
|
By the end of the
lesson, the learner
should be able to:
- Turn to the left from a point - Follow instructions involving turning left - Show interest in turning left in various contexts |
- Look at pictures showing learners turning to the left and discuss
- Move in a straight line along the outside wall of the classroom, then turn to the left - Play games involving turning to the left from various starting points |
How do you know when to turn to the left?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 159
-Directional markers -Pictures showing left turns |
Observation
-Oral questions
-Practical activities
|
|
| 8 | 5 |
Geometry
|
Position and Direction - Using directions in real-life situations
|
By the end of the
lesson, the learner
should be able to:
- Use directions to navigate in the environment - Follow instructions involving multiple directions - Appreciate the use of directions in real life situations |
- Use a diagram to follow directions to various locations
- Play games involving movement using digital devices - Discuss real-life situations where directions are important - Create simple maps with directions |
What is the importance of directions in real life situations?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 160
-Digital devices -Maps -Directional diagrams |
Observation
-Oral questions
-Project work
|
|
| 9 | 1 |
Geometry
|
Shapes - Identifying shapes in a combined shape made of two different shapes
|
By the end of the
lesson, the learner
should be able to:
- Identify different basic shapes - Identify shapes in a combined shape made of two different shapes - Show interest in identifying shapes in combined shapes |
- Trace and cut out different basic shapes (rectangles, circles, triangles, etc.)
- Sort out the paper cut-outs according to their shapes - Identify component shapes in combined shapes found in classroom objects |
What shapes can you identify in your school?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 162
-Paper cut-outs of shapes -Manila paper -Scissors |
Observation
-Oral questions
-Practical activities
|
|
| 9 | 2 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic shapes correctly - Combine two shapes to create a new shape - Appreciate the creativity in combining shapes |
- In pairs/groups, name and discuss shapes in their immediate environment
- Draw combined shapes found in the environment that are made of 2 different shapes, e.g. the hut - Share and discuss their drawings with classmates |
How can we create new shapes by combining two different shapes?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 163
-Drawing paper -Pencils -Rulers |
Observation
-Oral questions
-Practical work
|
|
| 9 | 3 |
Geometry
|
Shapes - Drawing a combined shape made of 2 shapes
|
By the end of the
lesson, the learner
should be able to:
- Draw basic shapes correctly - Combine two shapes to create a new shape - Appreciate the creativity in combining shapes |
- In pairs/groups, name and discuss shapes in their immediate environment
- Draw combined shapes found in the environment that are made of 2 different shapes, e.g. the hut - Share and discuss their drawings with classmates |
How can we create new shapes by combining two different shapes?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 163
-Drawing paper -Pencils -Rulers |
Observation
-Oral questions
-Practical work
|
|
| 9 | 4 |
Geometry
|
Shapes - Modeling a combined shape made of two shapes
|
By the end of the
lesson, the learner
should be able to:
- Create models of basic shapes - Model a combined shape made of 2 different shapes - Show creativity in modeling combined shapes |
- In groups, use locally available materials to model a combined shape made of 2 different shapes
- Trace and cut out shapes, then join them using glue or tape to create combined shapes - Display and explain their models to the class |
How can we model combined shapes using local materials?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 164
-Modeling clay -Paper -Scissors -Glue/tape |
Observation
-Oral questions
-Project work
|
|
| 9 | 5 |
Geometry
|
Shapes - Appreciating combined shapes in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify combined shapes in the environment - Explain how shapes are combined in objects - Appreciate the use of combined shapes in the environment |
- With the guidance of the teacher, take a walk outside the classroom to identify combined shapes in the school compound
- Play digital games involving shapes - Discuss how combined shapes are used in buildings, furniture, and other objects |
How are combined shapes used in our environment?
|
Mentor Mathematical Activities Grade 3 Learner's Book pg. 165
-Digital devices -School environment -Pictures of objects |
Observation
-Oral questions
-Digital activities
|
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