Numbers

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

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

- Identify positions of objects from 1st to 5th
- Write positions in number symbols (1st to 5th)
- Show interest in learning about positions

- Study pictures showing positions of people in a queue
- Identify who is in first, second, third, fourth, and fifth positions
- Discuss how to write positions in symbols (1st, 2nd, 3rd, 4th, 5th)
- Record and discuss positions of 5 learners running a race

What is the position of each person in a line?

KLB Mathematical Activities Grade Three pg. 4
- Pictures showing positions
- Playing field for races

- Observation - Oral questions - Written assignments

Numbers

Number Concept - Identifying position of objects from 1st to 20th
Number Concept - Writing positions in number symbols and words

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

- Identify positions from 6th to 10th
- Write positions in number symbols (6th to 10th)
- Value the importance of order

- Observe tables showing athletes in different lanes (1-8)
- Write the lane of each athlete in number symbols
- Match positions written in words with their corresponding symbols
- Practice writing positions sixth to tenth in number symbols

How do we write positions from sixth to tenth?

KLB Mathematical Activities Grade Three pg. 5
- Charts showing positions
- Cards with position numbers and words
KLB Mathematical Activities Grade Three pg. 6
- Alphabet cards
- Position cards

- Observation - Oral questions - Written exercises

Numbers

Number Concept - Writing positions in number symbols and words
Whole Numbers - Counting forward up to 1000 from any point

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

- Write positions in words (first to twentieth)
- Match positions in words with their symbols
- Show interest in using ordinal numbers

- Match positions from first to fifth with their corresponding objects
- Identify positions of objects in pictures and write them in words
- Arrange objects according to size and label their positions in words
- Complete tables matching positions in words and symbols

How do we write positions in words?

KLB Mathematical Activities Grade Three pg. 7
- Position word cards
- Objects of different sizes
- Pictures showing positions
KLB Mathematical Activities Grade Three pg. 19
- Number charts
- Number cards

- Observation - Oral questions - Written exercises

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 100 to 500
- Count in tens and hundreds
- Enjoy counting larger numbers

- Count forward in sequences: 100, 101, 102... to 110
- Count in tens: 200, 210, 220... to 300
- Count in hundreds: 100, 200, 300, 400, 500
- Complete number sequences with missing numbers

How do we count forward from 100 to 500?

KLB Mathematical Activities Grade Three pg. 20
- Number charts
- 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

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

- Observation - Oral counting - 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 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

- 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 horizontally with regrouping from ones to tens
- Apply addition in solving real-life problems
- Appreciate addition in daily activities

- Arrange numbers vertically: 806 + 74
- Add ones (6 + 4 = 10) and regroup as 1 ten and 0 ones
- Add tens including the regrouped ten
- Solve word problems involving such addition

When do we need to regroup in addition?

KLB Mathematical Activities Grade Three pg. 54
- Place value charts
- Abacus
- 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

- 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 horizontally
- Apply addition in solving problems
- Value addition in everyday life

- Practice horizontal addition: 506 + 123 = 629
- Add ones, tens, and hundreds separately
- Solve word problems involving addition of two 3-digit numbers
- Create their own word problems for peers to solve

How can we add two 3-digit numbers horizontally?

KLB Mathematical Activities Grade Three pg. 60
- Place value charts
- 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

- 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 in different ways
- Compare vertical and horizontal addition
- Appreciate different addition strategies

- Add the same numbers vertically and horizontally
- Compare the processes and results
- Discuss advantages of different addition methods
- Solve addition problems using preferred methods

What are the different ways to add 3-digit numbers?

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

- Observation - Oral questions - Written exercises

Numbers

Addition - Adding two 3-digit numbers with single regrouping
Addition - Creating number patterns involving addition up to 1000

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

- 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 rules in addition patterns
- Apply rules to complete patterns
- Show enthusiasm for patterns

- Examine patterns like 10, 15, 20, 25, 30, 35 and identify the rule (add 5)
- Look at patterns like 35, 45, 55, 65, 75, 85 and identify the rule (add 10)
- Apply identified rules to extend patterns
- Create their own addition patterns with specific rules

How do we find and apply rules in number patterns?

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

- 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

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number without regrouping

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

- Subtract a single-digit number from a 3-digit number without regrouping
- Use place value charts for subtraction
- Show interest in subtraction

- Observe demonstration of subtraction on an abacus: 278 - 5 = 273
- Subtract vertically with place value understanding
- Practice similar subtraction problems
- Solve word problems involving such subtraction

How do we subtract a single-digit number from a 3-digit number?

KLB Mathematical Activities Grade Three pg. 76
- Abacus
- Place value charts
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract with regrouping from tens to ones
- Use an abacus for subtraction with regrouping
- Show enthusiasm in learning subtraction

- Work in groups to subtract 764 - 9 using an abacus
- Recognize that 9 cannot be directly subtracted from 4
- Take one ring from tens spike and convert to 10 rings in ones spike
- Subtract 9 from 14 to get 5
- Practice similar subtraction problems

How do we regroup when subtracting a single-digit number?

KLB Mathematical Activities Grade Three pg. 83
- Abacus
- Place value charts
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 2-digit number from a 3-digit number with single regrouping

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

- Subtract a 2-digit number with regrouping from tens to ones
- Use place value charts
- Show interest in subtraction with regrouping

- Work out subtraction: 492 - 78
- Recognize that 8 cannot be directly subtracted from 2
- Regroup 1 ten as 10 ones, adding to 2 ones to get 12 ones
- Subtract 8 from 12 to get 4 ones
- Subtract 7 from 8 tens to get 1 ten
- Practice similar problems

How do we regroup from tens to ones when subtracting a 2-digit number?

KLB Mathematical Activities Grade Three pg. 86
- Place value charts
- Abacus
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract a 3-digit number from a 3-digit number without regrouping
- Use an abacus for subtraction
- Show interest in subtraction

- Work in groups to subtract 375 - 124 using an abacus
- Take away 4 rings from ones spike, 2 rings from tens spike, and 1 ring from hundreds spike
- Practice similar subtraction problems
- Solve word problems involving such subtraction

How do we subtract one 3-digit number from another?

KLB Mathematical Activities Grade Three pg. 80
- Abacus
- Place value charts
- Base ten blocks

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract 3-digit numbers with regrouping from tens to ones
- Use place value charts
- Show interest in subtraction

- Work out subtraction: 347 - 128 = 219
- Recognize that 8 cannot be directly subtracted from 7
- Regroup 1 ten as 10 ones, adding to 7 ones to get 17 ones
- Subtract 8 from 17 to get 9 ones
- Subtract 2 from 3 tens to get 1 ten
- Subtract 1 from 3 hundreds to get 2 hundreds
- Practice similar problems

How do we regroup when subtracting 3-digit numbers?

KLB Mathematical Activities Grade Three pg. 92
- Place value charts
- Abacus
- Base ten blocks
KLB Mathematical Activities Grade Three pg. 94

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting a 3-digit number from a 3-digit number with single regrouping

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

- Subtract 3-digit numbers horizontally with regrouping
- Apply subtraction in solving problems
- Value different subtraction methods

- Practice horizontal subtraction with regrouping
- Compare vertical and horizontal subtraction
- Solve word problems involving subtraction with regrouping
- Share solution strategies with peers

How can we subtract 3-digit numbers horizontally with regrouping?

KLB Mathematical Activities Grade Three pg. 96
- Place value charts
- Number cards
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Subtracting up to 3-digit numbers involving missing numbers with single regrouping

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

- Fill in missing numbers in subtraction
- Use inverse operations to find missing numbers
- Show interest in subtraction puzzles

- Complete exercises like: 320 - □ = 315 or 320 - 5 = □
- Use inverse operations to find missing numbers
- Create their own subtraction puzzles with missing numbers
- Exchange puzzles with peers to solve

How do we find missing numbers in subtraction?

KLB Mathematical Activities Grade Three pg. 97
- Number cards
- Worksheets
- Place value charts

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction up to 1000

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

- Find missing numbers in subtraction patterns
- Identify the rule in subtraction patterns
- Appreciate patterns in mathematics

- Complete patterns like: 90, 85, 80, _, _, _
- Identify the rule (subtract 5) and fill in: 75, 70, 65
- Work with various patterns with different rules
- Create their own subtraction patterns

How do we identify and complete subtraction patterns?

KLB Mathematical Activities Grade Three pg. 98
- Number charts
- Number cards
- Worksheets

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction up to 1000

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

- Create patterns with subtraction rules
- Apply specific rules to create patterns
- Show creativity in pattern creation

- Create patterns starting from 30 with the rule "subtract 2"
- Create patterns with various starting points and rules
- Exchange patterns with peers and solve each other's patterns
- Discuss different ways to create subtraction patterns

How do we create our own subtraction patterns?

KLB Mathematical Activities Grade Three pg. 99
- Number charts
- Number cards
- Worksheets

- Observation - Oral questions - Written exercises

Numbers

Subtraction - Working out missing numbers in patterns involving subtraction up to 1000

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

- Identify complex subtraction patterns
- Find missing numbers in patterns
- Value patterns in mathematics

- Identify patterns involving larger numbers
- Complete patterns like: 900, 850, 800, _, _, _
- Create their own patterns with specific rules
- Discuss patterns found in the environment

How do we identify patterns in larger numbers?

KLB Mathematical Activities Grade Three pg. 98
- Number charts
- Number cards
- Environmental patterns

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Modeling multiplication as repeated addition using numbers 1, 2, 3, 4 and 5 by 4 and 5

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

- Model multiplication as repeated addition
- Use counters to represent multiplication
- Show interest in learning multiplication

- Use counters to form groups as shown in pictures
- Count the total number of counters
- Represent multiplication as repeated addition: 5 + 5 + 5 = 15 is 3 × 5 = 15
- Practice similar exercises using counters

How can we represent multiplication using repeated addition?

KLB Mathematical Activities Grade Three pg. 104
- Counters
- Pictures showing groups
- Base ten blocks

- Observation - Practical tasks - Oral questions

Numbers

Multiplication - Modeling multiplication as repeated addition using numbers 1, 2, 3, 4 and 5 by 4 and 5
Multiplication - Multiplying a single digit number by a single digit number

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

- Represent multiplication using counters
- Model multiplication of numbers 1-5 by 4
- Appreciate multiplication as repeated addition

- Use counters to show multiplication like 3 × 4
- Form 3 groups each having 4 counters
- Count the total number of counters
- Write the multiplication as repeated addition: 4 + 4 + 4 = 12
- Practice similar exercises

How do we use counters to show multiplication?

KLB Mathematical Activities Grade Three pg. 106
- Counters
- Base ten blocks
- Number cards
KLB Mathematical Activities Grade Three pg. 107
- Number cards
- Multiplication tables

- Observation - Practical tasks - Oral questions

Numbers

Multiplication - Multiplying a single digit number by a single digit number

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

- Multiply single-digit numbers
- Use multiplication tables
- Value multiplication as a quick way to add equal groups

- Practice multiplying numbers like 4 × 3, 2 × 7, 6 × 8, etc.
- Use multiplication tables to find products
- Solve multiplication problems
- Create multiplication fact cards

How do we use multiplication tables to multiply single-digit numbers?

KLB Mathematical Activities Grade Three pg. 108
- Multiplication tables
- Number cards
- Counters

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Multiplying a single digit number by a single digit number

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

- Multiply single-digit numbers fluently
- Apply multiplication in solving problems
- Show interest in using multiplication

- Practice multiplication facts
- Solve word problems involving multiplication
- Work in pairs to quiz each other on multiplication facts
- Play multiplication games to reinforce learning

How can we apply multiplication to solve problems?

KLB Mathematical Activities Grade Three pg. 110
- Multiplication fact cards
- Word problem cards
- Game materials

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Multiplying single digit numbers by 10

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

- Multiply single-digit numbers by 10
- Recognize patterns when multiplying by 10
- Show enthusiasm for multiplication

- Practice multiplying numbers by 10: 5 × 10 = 50, 6 × 10 = 60, etc.
- Identify the pattern when multiplying by 10 (add a zero)
- Complete exercises like 10 × 10 × 10 × 10 = 4 × _
- Solve multiplication problems involving 10

What happens when we multiply a number by 10?

KLB Mathematical Activities Grade Three pg. 111
- Place value charts
- Number cards
- Multiplication tables

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Multiplying single digit numbers by 10

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

- Multiply various single-digit numbers by 10
- Apply multiplication by 10 in solving problems
- Appreciate multiplication by 10

- Practice multiplying single-digit numbers by 10
- Use the pattern of adding a zero when multiplying by 10
- Solve word problems involving multiplication by 10
- Create their own problems involving multiplication by 10

Why is it easy to multiply by 10?

KLB Mathematical Activities Grade Three pg. 112
- Place value charts
- Number cards
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Multiplication - Multiplying single digit numbers by 10

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

- Use multiplication tables to multiply by 10
- Solve various multiplication problems
- Show interest in multiplication

- Use the multiplication table on page 113 to multiply numbers
- Follow arrows to show multiplication facts
- Create their own multiplication tables
- Play multiplication games to reinforce learning

How do we use a multiplication table?

KLB Mathematical Activities Grade Three pg. 113
- Multiplication tables
- Number cards
- Game materials

- Observation - Oral questions - Written exercises

Numbers

Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)

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

- Represent division as repeated subtraction
- Use counters to model division
- Show interest in learning division

- Use counters to divide objects into equal groups
- Represent division as repeated subtraction: 20 ÷ 5 means subtract 5 from 20 repeatedly until 0 remains
- Count how many times 5 is subtracted
- Practice similar exercises with counters

How can we represent division as repeated subtraction?

KLB Mathematical Activities Grade Three pg. 118
- Counters
- Picture cards
- Number cards

- Observation - Practical tasks - Oral questions

Numbers

Division - Representing division as repeated subtraction (numbers up to 50 by 4 and 5)

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

- Divide numbers using repeated subtraction
- Model division as repeated subtraction
- Appreciate division as repeated subtraction

- Divide numbers like 20 ÷ 4 using repeated subtraction
- Count how many times the divisor is subtracted
- Use counters to model division
- Practice various division problems using repeated subtraction

How do we find how many groups we can make when dividing?

KLB Mathematical Activities Grade Three pg. 121
- Counters
- Number cards
- Worksheets

- Observation - Practical tasks - Written exercises

Numbers

Division - Dividing 2-digit numbers by single-digit numbers without remainder

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

- Divide 2-digit numbers by 2, 3, and 6
- Use repeated subtraction for division
- Show enthusiasm for division

- Divide numbers like 16 ÷ 2, 18 ÷ 3, 24 ÷ 6 using repeated subtraction
- Count how many times the divisor can be subtracted
- Practice similar division problems
- Solve word problems involving division

How do we divide using repeated subtraction?

KLB Mathematical Activities Grade Three pg. 122
- Counters
- Number cards
- Worksheets
KLB Mathematical Activities Grade Three pg. 123

- Observation - Oral questions - Written exercises

Numbers

Division - Dividing 2-digit numbers by 10 without remainder

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

- Divide 2-digit numbers by 10
- Recognize patterns when dividing by 10
- Show interest in division by 10

- Examine multiplication table to see division by 10
- Practice dividing numbers like 20 ÷ 10, 30 ÷ 10, 40 ÷ 10, etc.
- Identify the pattern when dividing by 10 (remove a zero)
- Solve division problems involving 10

What happens when we divide a 2-digit number by 10?

KLB Mathematical Activities Grade Three pg. 124
- Multiplication tables
- Number cards
- Worksheets

- Observation - Oral questions - Written exercises

Numbers

Division - Dividing 2-digit numbers by 10 without remainder

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

- Divide multiples of 10 by 10
- Apply division by 10 in solving problems
- Appreciate division by 10

- Practice dividing multiples of 10 by 10
- Use the pattern of removing a zero when dividing by 10
- Solve word problems involving division by 10
- Create their own problems involving division by 10

Why is it easy to divide by 10?

KLB Mathematical Activities Grade Three pg. 124
- Number cards
- Worksheets
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Division - Using division as repeated subtraction in real-life situations

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

- Apply division in daily life
- Solve word problems involving division
- Value division in real-life situations

- Solve problems like "John had 48 mangoes. He shared them equally among 6 children. How many mangoes did each get?"
- Identify situations where division is used
- Create their own word problems based on real-life scenarios
- Share their problems with peers

How is division used in our daily lives?

KLB Mathematical Activities Grade Three pg. 125
- Word problem cards
- Pictures
- Real-life objects

- Observation - Oral questions - Written exercises

Numbers

Division - Using division as repeated subtraction in real-life situations

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

- Recognize division in various contexts
- Apply division skills appropriately
- Show enthusiasm for using division

- Identify real-life situations involving division
- Create stories or role-plays showing division
- Solve varied word problems involving division
- Discuss the advantages of using division instead of repeated subtraction

Why is division faster than repeated subtraction?

KLB Mathematical Activities Grade Three pg. 128
- Real-life scenarios
- Role-play materials
- Word problem cards

- Observation - Oral questions - Written exercises

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Identify ⅛ as part of a whole
- Use cut-outs to demonstrate an eighth
- Show interest in fractions

- In groups, fold rectangular cut-outs into eight equal parts
- Shade one part and identify it as an eighth of the whole
- Observe various shapes divided into eight equal parts
- Identify which shapes are shaded an eighth

How can we show an eighth of a whole?

KLB Mathematical Activities Grade Three pg. 134
- Rectangular and circular cut-outs
- Manila papers
- Scissors
- Colored pencils

- Observation - Practical tasks - Oral questions

Numbers

Fractions - Identifying ⅛ as part of a whole

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

- Represent an eighth in different shapes
- Shade an eighth of given shapes
- Value fractions in representing parts of a whole

- Identify shapes divided into eight equal parts
- Copy shapes and shade an eighth of each
- Create their own shapes and shade an eighth
- Write ⅛ as the fraction representing an eighth

How do we write an eighth as a fraction?

KLB Mathematical Activities Grade Three pg. 136
- Shape cut-outs
- Manila papers
- Scissors
- Colored pencils

- Observation - Practical tasks - Written exercises

Numbers

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Identify ½ as part of a group
- Divide groups of objects into two equal parts
- Show interest in fractions as part of a group

- Observe pictures of oranges put into 2 equal groups
- Identify that each group is half of the whole group
- Find half of various groups of objects
- Complete sentences like "A half of 4 apples is _"

How can we find half of a group of objects?

KLB Mathematical Activities Grade Three pg. 137
- Counters
- Real objects
- Pictures of grouped objects
KLB Mathematical Activities Grade Three pg. 140

- Observation - Practical tasks - Oral questions

Numbers

Fractions - Identifying fractions as part of a group (½, ¼, ⅛)

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

- Identify ⅛ as part of a group
- Divide groups of objects into eight equal parts
- Show interest in fractions as part of a group

- Use counters to get an eighth of a group
- Count 16 objects and divide them into eight equal groups
- Identify that each group is an eighth of the whole
- Complete sentences like "An eighth of 16 objects is _"

How can we find an eighth of a group of objects?

KLB Mathematical Activities Grade Three pg. 141
- Counters
- Real objects
- Pictures of grouped objects

- Observation - Practical tasks - Oral questions

Measurement

Length - Measuring length in metres
Length - Adding length in metres

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

- Measure length in metres
- Identify items that can be measured in metres
- Appreciate measuring length in metres in real life situations

- Learners in pairs/groups use metre sticks to measure various distances and record their results
- Learners prepare 5 metres long strings with knots at intervals of one metre to measure long distances
- Learners in groups measure the lengths of the 4 walls in their classroom and record their findings
- Learners identify items that can be measured in metres

How can the length of a chalkboard be measured using a metre stick?

- KLB Mathematical Activities Grade Three pg. 149
- Metre sticks
- String
- Rulers
- Chalk board
- KLB Mathematical Activities Grade Three pg. 153
- Manila paper
- Charts

- Observation - Oral questions - Written assignments

Measurement

Length - Subtracting length in metres
Mass - Measuring mass in kilograms

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. 159
- Beam balance
- Sand
- Soil
- 1kg standard weight

- Observation - Oral questions - Written exercises

Measurement

Mass - Adding mass in kilograms
Mass - Subtracting mass in kilograms

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

- Add mass in kilograms
- Solve real-life problems involving addition of mass in kilograms
- Value accuracy in addition of mass measurements

- Learners in groups use a beam balance to measure 2kg of sand
- Learners measure another 3 kgs of sand and find the total mass
- Learners in pairs/groups role play addition of mass in kilograms using items in the classroom model shop
- Learners solve word problems involving addition of mass

How do we add mass measurements correctly?

- KLB Mathematical Activities Grade Three pg. 161
- Beam balance
- Sand
- Classroom model shop items
- Charts
- KLB Mathematical Activities Grade Three pg. 163

- 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)

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
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

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)

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

- Observation - Oral questions - Written exercises

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 - 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

Money - Identifying Kenyan currency notes 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:

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

- Observation - Oral questions - Practical activities

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

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
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

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
Shapes - Modeling a combined shape made of two 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
- KLB Mathematical Activities Grade Three pg. 226
- Plasticine
- Sticks
- String

- Observation - Oral questions - Practical activities