Measurement

Capacity - Measuring capacity in litres (1)

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

- Identify items measured in litres
- Collect containers labelled in litres
- Appreciate measurement of capacity in litres

- Learners in pairs/groups collect safe containers labelled litres from the environment
- Learners identify and write items that were stored in the containers
- Learners discuss that a litre is written in short as l

What things are measured in litres?

- KLB Mathematical Activities Grade Three pg. 169
- One litre containers
- Locally available containers
- Water

- Observation - Oral questions - Practical activities

Measurement

Capacity - Measuring capacity in litres (2)

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

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

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

How can the capacity of a container be measured?

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

- Observation - Oral questions - Written exercises

Measurement

Capacity - Adding capacity in litres

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

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

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

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

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

- Observation - Oral questions - Written exercises

Measurement

Capacity - Subtracting capacity in litres

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

- Subtract capacity in litres
- Solve real-life problems involving subtraction of capacity in litres
- Appreciate subtraction of capacity in daily life

- Learners in groups take a container with 8 litres of water
- Learners fill a three litre container with the water from the first container
- Learners find the amount of water remaining in the container
- Learners solve word problems involving subtraction of capacity

How do you find how much water remains in a container after some is removed?

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

- Observation - Oral questions - Written exercises

Measurement

Capacity - Estimating capacity up to 5 litres (1)

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

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

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

Which household containers hold more than 5 litres?

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

- Observation - Oral questions - Practical activities

Measurement

Capacity - Estimating capacity up to 5 litres (2)

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

- Estimate capacity up to 5 litres
- Compare estimated and actual capacity
- Value accuracy in estimation

- Learners in groups estimate the capacity of various containers up to 5 litres
- Learners measure the actual capacity and record in a table
- Learners compare their estimations with actual measurements
- Learners discuss strategies for improving estimation accuracy

How close can your estimation be to the actual capacity?

- KLB Mathematical Activities Grade Three pg. 177
- Various containers
- One litre container
- Water

- Observation - Oral questions - Written exercises

Measurement

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

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

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

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

Why is measuring capacity important in our daily lives?

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

- Observation - Oral questions - Written assignments

Measurement

Capacity - Applying capacity measurement in real-life situations (2)

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

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

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

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

- KLB Mathematical Activities Grade Three pg. 178
- One litre containers
- Various containers
- Charts
- Water

- Observation - Oral questions - Role play assessment

Measurement

Time - Identifying minute as a unit of measuring time
Time - Reading and telling time using 'past' and 'to' on clock face (1)

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

- Identify the minute as a unit of measuring time
- Identify the hands of a clock
- Appreciate time as a measure

- Learners in groups take a circular cut out and divide it into twelve equal parts
- Learners label the parts as shown in the analogue clock
- Learners show the arms of a clock face and identify them
- Learners identify that the clock face is divided into 60 equal parts, each part being a minute

How many minutes are there between the numbers on a clock face?

- KLB Mathematical Activities Grade Three pg. 179
- Clock faces
- Circular cut outs
- Digital clocks
- Charts showing clock face
- KLB Mathematical Activities Grade Three pg. 184
- Charts showing clock faces at different times

- Observation - Oral questions - Practical activities

Measurement

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

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

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

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

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

- KLB Mathematical Activities Grade Three pg. 188
- Clock faces
- Digital clocks
- Charts showing clock faces at different times

- Observation - Oral questions - Written exercises

Measurement

Time - Reading and telling time using digital and analogue clocks (1)

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

- Read time using the digital clock
- Convert time from analogue to digital clock
- Appreciate different ways of telling time

- Learners in groups discuss how the digital clock operates
- Learners read and tell time on a digital clock
- Learners compare time shown on digital and analogue clocks
- Learners convert time from analogue to digital format

How do we read time using a digital clock?

- KLB Mathematical Activities Grade Three pg. 192
- Digital clocks
- Analogue clocks
- Charts showing digital and analogue time

- Observation - Oral questions - Written exercises

Measurement

Time - Reading and telling time using digital and analogue clocks (2)

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

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

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

What are the advantages of digital and analogue clocks?

- KLB Mathematical Activities Grade Three pg. 192
- Digital clocks
- Analogue clocks
- Charts showing digital and analogue time

- Observation - Oral questions - Written exercises

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
- Appreciate different ways of writing time

- Learners in groups take a clock face and use it to show specific times
- Learners write times shown using 'past' and 'to' the hour
- Learners practice writing time shown on clock faces
- Learners convert between different ways of writing time

How do we write time using 'past' and 'to' the hour?

- KLB Mathematical Activities Grade Three pg. 195
- Clock faces
- Charts showing different times
- Exercise books

- Observation - Oral questions - Written exercises

Measurement

Time - Estimating time in hours

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

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

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

How do we estimate time to the nearest hour?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Adding time (hours and minutes without conversion)

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

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

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

How do we add hours and minutes separately?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Subtracting time (hours and minutes without conversion)

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

- Subtract time involving hours and minutes without conversion
- Solve real-life problems involving subtraction of time
- Value time management

- Learners in groups arrange subtraction of time in vertical form
- Learners subtract the minutes
- Learners subtract the hours
- Learners solve word problems involving subtraction of time

How do we subtract hours and minutes separately?

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

- Observation - Oral questions - Written exercises

Measurement

Time - Appreciating time in real-life situations

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

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

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

Why is keeping time important in our daily lives?

- KLB Mathematical Activities Grade Three pg. 197
- Clock faces
- Digital clocks
- Charts showing daily schedules

- Observation - Oral questions - Role play assessment

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
- Discuss features of Kenyan currency
- Value honesty when handling money

- Learners in groups look at pictures of Kenyan currency notes and discuss their features
- Learners identify and name Kenyan currency notes up to sh.1000
- Learners identify key features on different currency notes
- Learners use locally available materials to model Kenyan currency denominations

What features can you identify on Kenyan currency notes?

- KLB Mathematical Activities Grade Three pg. 198
- Kenyan currency notes (real or imitations)
- Charts showing currency notes
- Manila paper

- Observation - Oral questions - Practical activities

Measurement

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

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

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

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

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

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

- Observation - Oral questions - Practical activities

Measurement

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

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

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

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

How do we add money with both shillings and cents?

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

- Observation - Oral questions - Written exercises

Measurement

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

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

- Add money in different denominations with regrouping
- Solve real-life problems involving addition of money
- Show interest in adding money

- Learners in groups practice adding money with regrouping from cents to shillings
- Learners solve addition problems involving money in real-life situations
- Learners use a price list to calculate the total cost of multiple items

How do we regroup when adding money with cents?

- KLB Mathematical Activities Grade Three pg. 202
- Kenyan currency (real or imitations)
- Price lists
- Classroom model shop

- Observation - Oral questions - Written exercises

Measurement

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

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

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

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

How do we subtract money with both shillings and cents?

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

- Observation - Oral questions - Written exercises

Measurement

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

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

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

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

How do we find change when buying items?

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

- Observation - Oral questions - Written exercises

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
- Identify equivalent combinations of notes and coins
- Value flexibility in handling money

- Learners in groups take different currency notes and represent them using other denominations
- Learners write the amount of money represented by different combinations of notes and coins
- Learners create different ways to represent the same amount of money

How can money be represented in different denominations?

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

- Observation - Oral questions - Practical activities

Measurement

Money - Converting money into different denominations

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

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

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

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

- KLB Mathematical Activities Grade Three pg. 209
- Kenyan currency (real or imitations)
- Charts showing conversion of denominations
- Classroom model shop

- Observation - Oral questions - Written exercises

Measurement

Money - Using money to buy up to 3 items involving balance
Money - Appreciating spending and saving money

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

- Use money to buy up to 3 items involving balance
- Calculate total cost and change when buying items
- Value honesty when handling money

- Learners use a price list to select items to buy
- Learners calculate the total cost of up to 3 items
- Learners determine the balance (change) to be received after payment
- Learners role play buying and selling scenarios in a model shop

How do you calculate the balance after buying multiple items?

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

- Observation - Oral questions - Role play assessment

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 point
- Identify starting and ending points on a straight line
- Appreciate moving along a straight line in daily activities

- Learners in groups draw a straight line on a level ground outside the classroom
- Learners move along the straight line in turns
- Learners move along the straight line from one end to the other in turns
- Learners move along straight paths in the school compound

What is the importance of moving in a straight line?

- KLB Mathematical Activities Grade Three pg. 215
- Chalk
- String
- Outdoor space
- Charts showing straight lines

- Observation - Oral questions - Practical activities

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 use of right and left directions in daily life

- Learners in turns identify objects that are on their left side
- Learners in turns identify objects that are on their right side
- Learners describe the position of objects using 'to the right of' and 'to the left of'
- Learners play games involving identification of right and left sides

How can you identify if an object is to your right or left?

- KLB Mathematical Activities Grade Three pg. 216
- Pictures showing objects in different positions
- Classroom objects
- School environment

- Observation - Oral questions - Practical activities

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
- Identify objects seen after turning right
- Value positional awareness

- Learners observe pictures showing turning right
- Learners practice turning to the right from a standing position
- Learners identify objects they can see after turning right
- Learners follow instructions to turn right at specific points

What do you see when you turn to the right?

- KLB Mathematical Activities Grade Three pg. 219
- Pictures showing turning right
- Outdoor space
- Classroom objects

- Observation - Oral questions - Practical activities

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
- Identify objects seen after turning left
- Appreciate positional awareness in daily activities

- Learners observe pictures showing turning left
- Learners practice turning to the left from a standing position
- Learners identify objects they can see after turning left
- Learners follow instructions to turn left at specific points

What do you see when you turn to the left?

- KLB Mathematical Activities Grade Three pg. 219
- Pictures showing turning left
- Outdoor space
- Classroom objects

- Observation - Oral questions - Practical activities

Geometry

Position and Direction - Using directions in real-life situations

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

- Apply knowledge of directions in real-life situations
- Follow directions to move from one point to another
- Value the importance of directions in daily life

- Learners use a map to follow directions from one location to another
- Learners describe how to move from one place to another using terms like 'move straight', 'turn right', and 'turn left'
- Learners create and follow simple direction maps within the school compound

Why are directions important in real life?

- KLB Mathematical Activities Grade Three pg. 221
- Maps of school compound
- Village map shown in textbook
- Charts showing directions

- Observation - Oral questions - Practical activities

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 the shapes in a combined shape made of two different shapes
- Name individual shapes within combined shapes
- Appreciate shapes in the environment

- Learners in groups trace different shapes
- Learners write the name of each shape
- Learners identify component shapes in combined shapes like a hut (triangle and rectangle)
- Learners identify combined shapes in their environment

What shapes can you identify in your school?

- KLB Mathematical Activities Grade Three pg. 224
- Cut-outs of various shapes
- Pictures of combined shapes
- Real objects showing combined shapes

- Observation - Oral questions - Written exercises

Geometry

Shapes - Drawing a combined shape made of 2 shapes

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

- Draw a combined shape made of 2 shapes
- Create different combinations of shapes
- Show creativity in drawing combined shapes

- Learners draw combined shapes made of two different shapes (e.g., oval and triangle)
- Learners form combined shapes using cut-outs of 2 circles and a rectangle
- Learners form combined shapes using cut-outs of 2 triangles and a rectangle
- Learners draw combined shapes made of 2 circles and 2 squares

How can we combine different shapes to create new shapes?

- KLB Mathematical Activities Grade Three pg. 225
- Paper
- Cut-outs of various shapes
- Pictures of combined shapes

- Observation - Oral questions - Practical activities

Geometry

Shapes - Modeling a combined shape made of two shapes

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

- Model a combined shape made of two shapes
- Create three-dimensional combined shapes
- Appreciate modeling as an artistic expression

- Learners use plasticine to model a circle and an oval
- Learners form a combined shape from the two shapes
- Learners use sticks to model combined shapes
- Learners use strings or plasticine to model various combined shapes

How can we model combined shapes using different materials?

- KLB Mathematical Activities Grade Three pg. 226
- Plasticine
- Sticks
- String
- Paper

- Observation - Oral questions - Practical activities

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
- Describe real-life objects using combined shapes
- Value observation of shapes in daily life

- Learners identify combined shapes on desks, classroom roof, windows, and doors
- Learners discuss and name items made of 2 combined shapes found in school
- Learners draw objects from their environment that show combined shapes
- Learners create a display of combined shapes from their environment

Where can we find combined shapes in our environment?

- KLB Mathematical Activities Grade Three pg. 227
- School environment
- Pictures showing combined shapes
- Real objects showing combined shapes

- Observation - Oral questions - Project work