Numbers

Number Concept - Arranging objects according to size

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

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

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

How do we arrange objects according to size?

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

- Observation - Oral questions - Written exercises

Numbers

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

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

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

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

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

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

- Observation - Oral questions - Written exercises

Numbers

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

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

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

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

How do we write positions from eleventh to twentieth?

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

- Observation - Oral questions - Written assignments

Numbers

Whole Numbers - Counting forward up to 1000 from any point

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

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

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

How do we count forward from any number to 100?

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

- Observation - Oral counting - Written exercises

Numbers

Whole Numbers - Counting backward in multiples of 100 from 1000

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

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

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

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

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

- Observation - Oral counting - Written exercises

Numbers

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

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

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

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

How do we count backward in hundreds from any number?

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

- Observation - Oral counting - Written exercises

Numbers

Whole Numbers - Place value of numbers up to hundreds

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

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

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

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

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Reading numbers 1 to 1000 in symbols

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

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

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

How do we read numbers from 1 to 500?

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

- Observation - Oral reading - Written exercises

Numbers

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

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

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

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

How do we read numbers from 501 to 1000?

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

- Observation - Oral reading - Written exercises

Numbers

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

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

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

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

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

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

- Observation - Oral reading - Written exercises

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

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

- Identify number patterns from 1 to 100
- Find missing numbers in patterns
- Show interest in number patterns

- Write numbers 1 to 20 on cards and arrange them to form different patterns
- Find missing numbers in sequences like 72, 73, 74, 75, _, _
- Identify the rule in patterns (e.g., adding 1, 5, or 10)
- Create their own number patterns

How do we identify the rule in a number pattern?

KLB Mathematical Activities Grade Three pg. 37
- Number cards
- Number charts

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Identifying missing numbers in patterns up to 1000

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

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

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

How do we complete number patterns between 101 and 500?

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Creating number patterns up to 1000

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

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

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

How do we create our own number patterns?

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

- Observation - Oral questions - Written exercises

Numbers

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

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

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

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

How can we create more complex number patterns?

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

- Observation - Oral questions - Written exercises

Numbers

Whole Numbers - Playing games involving number patterns

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

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

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

Where do we see patterns in our environment?

KLB Mathematical Activities Grade Three pg. 40
- Digital devices (if available)
- Environmental patterns
- Craft materials
- Number cards
- Counting games
- Game materials

- Observation - Project assessment - Presentations

Numbers

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

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

- Add a 3-digit number to a 2-digit number without regrouping
- Use place value charts for addition
- Show enthusiasm in addition

- Show 475 on an abacus and add 23 by putting 3 rings in the ones spike and 2 in the tens spike
- Practice vertical addition: 435 + 12 = 447
- Use place value charts to show addition
- Solve word problems involving such addition

How do we add a 3-digit number to a 2-digit number?

KLB Mathematical Activities Grade Three pg. 46
- Abacus
- Place value charts
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

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

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

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

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

How do we solve addition problems horizontally?

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

- Observation - Oral questions - Written exercises

Numbers

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

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

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

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

How do we regroup from ones to tens when adding?

KLB Mathematical Activities Grade Three pg. 52
- Place value charts
- Abacus
- Base ten blocks
KLB Mathematical Activities Grade Three pg. 54
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

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

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

- Add with regrouping from tens to hundreds
- Use place value charts for addition
- Show interest in addition with regrouping

- Add 451 + 82 vertically
- Add ones: 1 + 2 = 3
- Add tens: 5 + 8 = 13, regroup as 1 hundred and 3 tens
- Add hundreds including the regrouped hundred
- Solve exercises with similar addition

How do we regroup from tens to hundreds when adding?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers without regrouping

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

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

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

How do we add two 3-digit numbers?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers without regrouping

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

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

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

How do zeros affect addition?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping

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

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

- Draw a place value chart and show 637 + 248
- Add ones (7 + 8 = 15) and regroup as 1 ten and 5 ones
- Add tens including the regrouped ten
- Add hundreds
- Solve similar addition problems

How do we add two 3-digit numbers with regrouping from ones to tens?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping

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

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

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

How can we solve horizontal addition problems with regrouping?

KLB Mathematical Activities Grade Three pg. 62
- Place value charts
- Abacus
- Word problem cards
KLB Mathematical Activities Grade Three pg. 63
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping

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

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

- Practice horizontal addition: 581 + 294 = 875
- Add ones: 1 + 4 = 5
- Add tens with regrouping: 8 + 9 = 17
- Add hundreds including the regrouped hundred
- Solve word problems involving such addition

How can we add horizontally when regrouping from tens to hundreds is needed?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

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

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

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

How do we identify the rule in addition patterns?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

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

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

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

How do we find missing numbers in addition patterns?

KLB Mathematical Activities Grade Three pg. 68
- Number cards
- Number charts
- Worksheets
KLB Mathematical Activities Grade Three pg. 69

- Observation - Oral questions - Written exercises

Numbers

Addition - Creating number patterns involving addition up to 1000

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

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

- Create patterns with multiple operations (e.g., add 5, then add 10)
- Create patterns with varying intervals
- Exchange patterns with peers to identify rules
- Discuss patterns found in daily life

How can we create more complex addition patterns?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Practicing addition using digital devices or other resources

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

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

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

How can we use digital devices to practice addition?

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

- Observation - Practical tasks - Digital assessments

Numbers
Measurement
Measurement

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

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

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

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

How can we practice addition in fun and engaging ways?

KLB Mathematical Activities Grade Three pg. 69
- Manipulatives
- Number cards
- Game boards
- Worksheets
- KLB Mathematical Activities Grade Three pg. 149
- Metre sticks
- String
- Rulers
- Chalk board
- KLB Mathematical Activities Grade Three pg. 153
- Manila paper
- Charts

- Observation - Peer assessment - Performance tasks

Measurement

Length - Subtracting length in metres
Length - Estimating length up to 10 metres (1)
Length - Estimating length up to 10 metres (2)

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

- Subtract length in metres
- Solve real-life problems involving subtraction of length in metres
- Appreciate subtraction of lengths in real life situations

- Learners in pairs/groups measure the length of the chalkboard and the teacher's table in metres and work out the difference
- Learners work out subtraction of length in metres based on real life situations
- Learners solve word problems involving subtraction of lengths

When do you regroup during subtraction of lengths?

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

- Observation - Oral questions - Written exercises

Measurement

Length - Applying length measurement in real-life situations
Mass - Measuring mass in kilograms
Mass - Adding mass in kilograms

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

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

- Learners record videos of classmates measuring length then play back the video and share experiences
- Learners in groups discuss real-life situations where length measurements are used
- Learners solve practical problems involving length measurements

How is length measurement useful in our daily lives?

- KLB Mathematical Activities Grade Three pg. 158
- Digital devices
- Metre sticks
- Charts
- KLB Mathematical Activities Grade Three pg. 159
- Beam balance
- Sand
- Soil
- 1kg standard weight
- KLB Mathematical Activities Grade Three pg. 161
- Classroom model shop items

- Observation - Oral questions - Practical activities

Measurement

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

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

- Subtract mass in kilograms
- Solve real-life problems involving subtraction of mass in kilograms
- Appreciate subtraction of mass in real life situations

- Learners in groups measure 6kgs of sand
- Learners remove 4kgs of sand and measure the remaining sand
- Learners work out the differences between the masses of items in the classroom model shop
- Learners solve word problems involving subtraction of mass

How do you find the difference between two masses?

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

- Observation - Oral questions - Written exercises

Measurement

Mass - Estimating mass up to 5 kilograms (2)
Mass - Applying mass measurement in real-life situations

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

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

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

How can we improve our mass estimation skills?

- KLB Mathematical Activities Grade Three pg. 167
- Beam balance
- Various objects
- Sand
- Soil
- KLB Mathematical Activities Grade Three pg. 168
- Digital devices

- Observation - Oral questions - Written exercises

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)
Capacity - Adding capacity in litres

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
- KLB Mathematical Activities Grade Three pg. 173
- Various containers

- Observation - Oral questions - Written exercises

Measurement

Capacity - Subtracting capacity in litres
Capacity - Estimating capacity up to 5 litres (1)

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

- Observation - Oral questions - Written exercises

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)
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 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
- One litre containers
- Charts

- Observation - Oral questions - Written assignments

Measurement

Time - Identifying minute as a unit of measuring time

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

- Observation - Oral questions - Practical activities

Measurement

Time - Reading and telling time using 'past' and 'to' on clock face (1)
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 half past the hour
- Read and tell time using quarter past the hour
- Value punctuality

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

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

- KLB Mathematical Activities Grade Three pg. 184
- Clock faces
- Digital clocks
- Charts showing clock faces at different times
- KLB Mathematical Activities Grade Three pg. 188

- Observation - Oral questions - Written exercises

Measurement

Time - Reading and telling time using digital and analogue clocks (1)
Time - Reading and telling time using digital and analogue clocks (2)

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

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
- KLB Mathematical Activities Grade Three pg. 197
- Charts showing addition of time

- Observation - Oral questions - Written exercises

Measurement

Time - Subtracting time (hours and minutes without conversion)
Time - Appreciating time in real-life situations

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
- Charts showing daily schedules

- Observation - Oral questions - Written exercises

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

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

- Observation - Oral questions - Practical activities

Measurement

Money - Adding money in different denominations up to Sh.1000 (2)
Money - Subtracting 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 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
- KLB Mathematical Activities Grade Three pg. 203
- Charts showing subtraction of money

- 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
Money - Converting money into 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
- KLB Mathematical Activities Grade Three pg. 209
- Charts showing conversion of denominations

- Observation - Oral questions - Practical activities

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 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

- Observation - Oral questions - Role play assessment

Measurement
Geometry

Money - Appreciating spending and saving money
Position and Direction - Moving along a straight line from a point

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

- Understand the importance of saving money
- Identify ways to save money
- Appreciate spending and saving money wisely

- Learners discuss why we save money
- Learners identify different places where money can be saved
- Learners discuss items they would like to buy with saved money
- Learners discuss the importance of making spending plans

Why is it important to save money?

- KLB Mathematical Activities Grade Three pg. 214
- Charts showing saving methods
- Pictures of banks and saving institutions
- Pictures of items to buy
- KLB Mathematical Activities Grade Three pg. 215
- Chalk
- String
- Outdoor space
- Charts showing straight lines

- Observation - Oral questions - Written assignments

Geometry

Position and Direction - Identifying right and left side from a point
Position and Direction - Turning to the right 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
- KLB Mathematical Activities Grade Three pg. 219
- Pictures showing turning right
- Outdoor space

- 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
Shapes - Identifying shapes in a combined shape made of two different shapes

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

- Observation - Oral questions - Practical activities

Geometry

Shapes - Drawing a combined shape made of 2 shapes
Shapes - Modeling a combined shape made of two shapes
Shapes - Appreciating combined shapes in the environment

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
- KLB Mathematical Activities Grade Three pg. 226
- Plasticine
- Sticks
- String
- KLB Mathematical Activities Grade Three pg. 227
- School environment
- Pictures showing combined shapes
- Real objects showing combined shapes

- Observation - Oral questions - Practical activities