CAPS GRADE 3 English - Caribbean Tan - CAMI EDUCATION Grade 3.pdf · CAMI Education linked to CAPS:...
Transcript of CAPS GRADE 3 English - Caribbean Tan - CAMI EDUCATION Grade 3.pdf · CAMI Education linked to CAPS:...
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GRADE 3_Term 1GRADE 3_Term 1GRADE 3_Term 1GRADE 3_Term 1
1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships
TOPICTOPICTOPICTOPIC CONTENTCONTENTCONTENTCONTENT CAMI KeysCAMI KeysCAMI KeysCAMI Keys
Count with whole numbers.Count with whole numbers.Count with whole numbers.Count with whole numbers.
1.11.11.11.1 Count objectsCount objectsCount objectsCount objects
Group at least 200 objects to estimate and count reliable.
Give a reasonable estimate of a number of
objects that can be checked by counting.
The strategy of grouping is encouraged.
Class activityClass activityClass activityClass activity
1.21.21.21.2
Count Count Count Count
forwards and forwards and forwards and forwards and backwardsbackwardsbackwardsbackwards
Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:
• 1s from any number between 0 and 200
• 10s from any multiple of 10 between 0 and 200
• 5s from any multiple of 5 between 0 and 200
• 2s from any multiple of 2 between 0 and 200
• 3s from any multiple of 3 between 0 and 200
• 4s from any multiple of 4 between 0 and 200
• 100s to at least 500
1.1.2.41.1.2.41.1.2.41.1.2.4
1.1.10.11.1.10.11.1.10.11.1.10.1 1.1.10.21.1.10.21.1.10.21.1.10.2
1.31.31.31.3
Number Number Number Number symbols and symbols and symbols and symbols and
number number number number namesnamesnamesnames
Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:
• Identify, recognize and read numbers 0 to 500.
• Write number symbols 0 to 500.
• Identify, recognize and read number names 0 to 250.
• Write number names 0 to 100.
1.1.6.81.1.6.81.1.6.81.1.6.8
Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.
1.41.41.41.4 Describe, Describe, Describe, Describe,
compare and compare and compare and compare and
order order order order
numbersnumbersnumbersnumbers
Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:Describe, compare and order numbers to 99:
• Compare whole numbers up to 99 using smaller than, greater than, more
than, less than and is equal to.
• Order whole numbers up to 99 from smallest to greatest, greatest to
smallest.
1.1.7.31.1.7.31.1.7.31.1.7.3
1.1.7.81.1.7.81.1.7.81.1.7.8
1.5.6.11.5.6.11.5.6.11.5.6.1
1.7.4.51.7.4.51.7.4.51.7.4.5
Place valuePlace valuePlace valuePlace value
1.51.51.51.5 Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:Recognize the place value of numbers to 99:
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Place valuePlace valuePlace valuePlace value • Know what each digit represents.
• Decompose 2-digit numbers up to 99 into multiples of tens and ones/units.
• Identify and state the value of each digit.
1.1.9.11.1.9.11.1.9.11.1.9.1
Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.
1.61.61.61.6
Problem Problem Problem Problem
solving solving solving solving techniquestechniquestechniquestechniques
Use the following techniques when solving
problems:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
1.71.71.71.7 Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction
Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 99.
3.8.1.43.8.1.43.8.1.43.8.1.4 1.8.8.31.8.8.31.8.8.31.8.8.3
1.81.81.81.8
Repeated Repeated Repeated Repeated addition addition addition addition
leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
Solve word problems in context and explain
own solution to problems involving multiplication with answers up to 50.
3.8.3.13.8.3.13.8.3.13.8.3.1
1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and
sharing sharing sharing sharing leading up to leading up to leading up to leading up to
divisiondivisiondivisiondivision
Solve word problems in context and explain own solution to problems that involve equal
sharing and grouping up to 50 with answers that may include remainders.
3.8.2.33.8.2.33.8.2.33.8.2.3
1.101.101.101.10 Sharing Sharing Sharing Sharing
leading to leading to leading to leading to
fractionsfractionsfractionsfractions
Solve and explain solutions to practical sharing leading to solutions that include
unitary and non-unitary fractions e.g.
;3
2;
4
1;
2
1etc.
3.8.5.13.8.5.13.8.5.13.8.5.1
1.111.111.111.11 MoneyMoneyMoneyMoney
• Recognize and identify South African coins and bank notes.
• Solve money problems involving totals and change in rand or cents.
1.6.1.21.6.1.21.6.1.21.6.1.2
1.6.1.31.6.1.31.6.1.31.6.1.3 3.8.4.53.8.4.53.8.4.53.8.4.5
Context free calculations.Context free calculations.Context free calculations.Context free calculations.
1.121.121.121.12 Techniques Techniques Techniques Techniques
(method or (method or (method or (method or
strategies)strategies)strategies)strategies)
Use the following techniques when performing calculations:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
3.1.9.13.1.9.13.1.9.13.1.9.1
3.2.4.33.2.4.33.2.4.33.2.4.3
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1.131.131.131.13
Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction
• Add up to 99.
• Subtract from 99.
• Use appropriate symbols (+;-;=;�)
• Practice number bonds to 20.
1.2.2.91.2.2.91.2.2.91.2.2.9 1.2.4.31.2.4.31.2.4.31.2.4.3
1.2.7.11.2.7.11.2.7.11.2.7.1
1.2.7.21.2.7.21.2.7.21.2.7.2 1.2.7.31.2.7.31.2.7.31.2.7.3
1.3.5.11.3.5.11.3.5.11.3.5.1 1.3.5.21.3.5.21.3.5.21.3.5.2
1.3.2.41.3.2.41.3.2.41.3.2.4
1.3.5.31.3.5.31.3.5.31.3.5.3
1.3.5.41.3.5.41.3.5.41.3.5.4
1.3.5.51.3.5.51.3.5.51.3.5.5 1.3.6.51.3.6.51.3.6.51.3.6.5 3.1.6.23.1.6.23.1.6.23.1.6.2
3.1.6.33.1.6.33.1.6.33.1.6.3
3.1.6.43.1.6.43.1.6.43.1.6.4
3.1.6.53.1.6.53.1.6.53.1.6.5 3.1.6.63.1.6.63.1.6.63.1.6.6
3.2.3.33.2.3.33.2.3.33.2.3.3
3.2.3.63.2.3.63.2.3.63.2.3.6
3.3.2.33.3.2.33.3.2.33.3.2.3 3.4.4.33.4.4.33.4.4.33.4.4.3 3.5.1.33.5.1.33.5.1.33.5.1.3
3.5.3.23.5.3.23.5.3.23.5.3.2
3.5.3.33.5.3.33.5.3.33.5.3.3
3.3.1.33.3.1.33.3.1.33.3.1.3
1.141.141.141.14
Repeated Repeated Repeated Repeated
addition addition addition addition leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
• Multiply numbers 1 to 10 by 2, 5, 3, 4.
• Use appropriate symbols (×; = ; �)
1.9.31.9.31.9.31.9.3
1.4.7.11.4.7.11.4.7.11.4.7.1 1.4.7.31.4.7.31.4.7.31.4.7.3
3.2.3.83.2.3.83.2.3.83.2.3.8
1.151.151.151.15
DivisionDivisionDivisionDivision • Divide numbers to 50 by 2, 5, 10.
• Use appropriate symbols (÷ ; = ; �)
1.9.41.9.41.9.41.9.4
1.5.1.11.5.1.11.5.1.11.5.1.1 1.4.5.11.4.5.11.4.5.11.4.5.1
1.4.5.21.4.5.21.4.5.21.4.5.2
1.161.161.161.16
Mental MathsMental MathsMental MathsMental Maths
Number concept:Number concept:Number concept:Number concept: range 200range 200range 200range 200
• Order a given set of selected numbers range 200.
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• Compare numbers to 200 and say which is:
- 1 more or 1 less
- 2 more or 2 less
- 3 more or 3 less
- 4 more or 4 less - 5 more or 5 less - 10 more or 10 less
Rapid reRapid reRapid reRapid recall:call:call:call:
• Addition and subtraction fact to 20.
• Add or subtract multiples of 10 from 0 to 200.
MentalMentalMentalMental strategies strategies strategies strategies
Use calculation strategies:
• Put the larger number first in order to count on or count back.
• Number line.
• Doubling / halving.
• Building up / breaking down.
• Use the relationship between addition
and subtraction.
1.171.171.171.17 FractionsFractionsFractionsFractions
• Use the name unitary fractions including halves, quarters, thirds, fifths.
• Write fractions as 1 half, 1 third.
2.1.1.12.1.1.12.1.1.12.1.1.1
2.1.1.22.1.1.22.1.1.22.1.1.2
2.1.1.62.1.1.62.1.1.62.1.1.6
2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra
2.12.12.12.1
Geometric Geometric Geometric Geometric
patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe
Copy, extend and describe in words.
• Single patterns made with physical objects.
• Simple patterns made with drawings of lines, shapes or objects.
Create and describe own patterns.
• Create own geometric patterns - with physical objects
- by drawing lines, shapes or objects.
• Describe own patterns.
4.1.1.24.1.1.24.1.1.24.1.1.2
4.1.1.44.1.1.44.1.1.44.1.1.4
2.22.22.22.2 Number Number Number Number
patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe simple number
sequences to at least 200.
Sequences should show counting forwards
4.1.2.24.1.2.24.1.2.24.1.2.2
4.1.2.34.1.2.34.1.2.34.1.2.3
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and backwards in:
• Intervals specified in Grade 2 with increased number range.
• 100s to at least 500.
3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
Range of shapesRange of shapesRange of shapesRange of shapes
• Circles
• Triangles
• Squares
• Rectangles Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes
Describe, sort and compare 2-D shapes in terms of :
• Shape
• Straight sides
• Round sides Suggested focus of activities for Term 1:
Name and group shapes. Focus on the kind of sides that each shape
has.
Distinguish shapes by talking about whether their sides are round or straight.
Draw circles, squares, rectangles and triangles.
Work is consolidated through written
exercises.
8.1.1.18.1.1.18.1.1.18.1.1.1
8.1.1.28.1.1.28.1.1.28.1.1.2
8.1.2.28.1.2.28.1.2.28.1.2.2
4. Measurement4. Measurement4. Measurement4. Measurement
4.14.14.14.1
TimeTimeTimeTime
Telling timeTelling timeTelling timeTelling time
• Read dates on calendars.
• Place birthdays, religious festivals, public holidays, historical events,
school events on a calendar.
• Tell 12 hour time in: - hours - half hours - quarter hours
- minutes
On analogue clocks and digital clocks and
other instruments that show time e.g. cell
phones.
9.2.4.19.2.4.19.2.4.19.2.4.1
9.2.1.49.2.1.49.2.1.49.2.1.4
9.2.1.29.2.1.29.2.1.29.2.1.2
9.2.1.39.2.1.39.2.1.39.2.1.3
9.2.1.19.2.1.19.2.1.19.2.1.1
4.44.44.44.4
Capacity / Capacity / Capacity / Capacity /
volumevolumevolumevolume
Informal measurementInformal measurementInformal measurementInformal measurement
• Estimate, measure, compare and order
9.5.1.29.5.1.29.5.1.29.5.1.2
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the capacity of containers (i.e. the
amount the container can hold if filled) by using nonstandard measures
e.g. spoons and cups.
• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the
capacity of four cups.
Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring
• Estimate, measure, compare, order and record the capacity of objects by
measuring in liters, half liters and
quarter liters.
- Using bottles of a capacity of 1 liter, or
containers whose capacity is stated in milliliters e.g. cool drink cans.
- Measuring jugs in which numbered
calibration lines show liters, half liters
and quarter liters.
- Measuring jugs which have numbered calibration lines for milliliters.
- Measuring cups and teaspoons which
include their capacity.
• Compare, order and record the capacity of commercially packaged objects whose capacity is stated in liters e.g. 2 liters of milk, 1 liter cool drink, 5
liters of paint, or in milliliters e.g. 500 ml
of milk, 340ml of cool drink, 750 ml of
oil.
• Know that a standard cup is 250 ml
• Know that a teaspoon is 5 ml. (No conversions between ml and liters
required).
Class activityClass activityClass activityClass activity
5. Data handling5. Data handling5. Data handling5. Data handling
5.45.45.45.4
Collect and Collect and Collect and Collect and
organize data organize data organize data organize data 5.55.55.55.5
Represent Represent Represent Represent datadatadatadata
Recommended:Recommended:Recommended:Recommended:
Whole data cycle to make bar graphs.
Collect data about the class or school to answer questions posed by the teacher.
Use tallies to record data in categories provided:
10.1.1.110.1.1.110.1.1.110.1.1.1
10.1.1.210.1.1.210.1.1.210.1.1.2 10.1.2.210.1.2.210.1.2.210.1.2.2
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5.65.65.65.6
AnalyzeAnalyzeAnalyzeAnalyze and and and and interpret datainterpret datainterpret datainterpret data
• Tables
• Bar graphs Talk about and answer questions about data
in tables and bar graphs.
GRADE 3_Term 2GRADE 3_Term 2GRADE 3_Term 2GRADE 3_Term 2
1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships
Count withCount withCount withCount with whole numbers. whole numbers. whole numbers. whole numbers.
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
Group at least 500 objects to estimate and
count reliable. Give a reasonable estimate of a number of
objects that can be checked by counting.
The strategy of grouping is encouraged.
Class activityClass activityClass activityClass activity
1.21.21.21.2 Count Count Count Count
forwards andforwards andforwards andforwards and
backwardsbackwardsbackwardsbackwards
Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:
• 1s from any number between 0 and 500
• 10s from any multiple of 10 between 0 and 500
• 5s from any multiple of 5 between 0 and 500
• 2s from any multiple of 2 between 0 and 500
• 3s from any multiple of 3 between 0 and 500
• 4s from any multiple of 4 between 0 and 500
• 50s, 100s to at least 1 000
1.1.1.91.1.1.91.1.1.91.1.1.9
1.1.1.101.1.1.101.1.1.101.1.1.10
1.1.2.51.1.2.51.1.2.51.1.2.5
1.31.31.31.3
Number Number Number Number
symbols and symbols and symbols and symbols and numbenumbenumbenumber r r r
namesnamesnamesnames
Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:
• Identify, recognize and read numbers 0 to 1 000.
• Write number symbols 0 to 1 000.
• Identify, recognize and read number names 0 to 250.
• Write number names 0 to 250.
1.1.6.91.1.6.91.1.6.91.1.6.9
1.1.9.21.1.9.21.1.9.21.1.9.2
Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.
1.41.41.41.4
Describe, Describe, Describe, Describe, compare and compare and compare and compare and
order order order order
numbersnumbersnumbersnumbers
Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to
500:500:500:500:
• Compare whole numbers up to 500 using smaller than, greater than, more
than, less than and is equal to.
• Order whole numbers up to 500 from smallest to greatest, greatest to
1.1.7.91.1.7.91.1.7.91.1.7.9
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smallest.
1.51.51.51.5
Place valuePlace valuePlace valuePlace value
Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:Recognize the place value of numbers to 500:
• Know what each digit represents.
• Decompose 3-digit numbers up to 500 into multiples of hundreds, tens and ones/units.
• Identify and state the value of each digit.
1.1.9.61.1.9.61.1.9.61.1.9.6
Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.
1.61.61.61.6
Problem Problem Problem Problem
solving solving solving solving
techniquestechniquestechniquestechniques
Use the following techniques when solving
problems:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off tens.
1.71.71.71.7 Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Solve word problems in context and explain own solution to problems involving addition
and subtraction with answers up to 400.
3.8.1.53.8.1.53.8.1.53.8.1.5
1.81.81.81.8
Repeated Repeated Repeated Repeated addition addition addition addition
leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
Solve word problems in context and explain
own solution to problems involving multiplication with answers up to 75.
3.8.3.23.8.3.23.8.3.23.8.3.2
1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and
sharing sharing sharing sharing leading up to leading up to leading up to leading up to
divisiondivisiondivisiondivision
Solve word problems in context and explain own solution to problems that involve equal
sharing and grouping up to 75 with answers that may include remainders.
1.101.101.101.10 Sharing Sharing Sharing Sharing
leading to leading to leading to leading to
fractionsfractionsfractionsfractions
Solve and explain solutions to practical sharing leading to solutions that include
unitary and non-unitary fractions e.g.
;3
2;
4
1;
2
1etc.
3.8.5.13.8.5.13.8.5.13.8.5.1
1.111.111.111.11
MoneyMoneyMoneyMoney • Recognize and identify South African
coins and bank notes.
• Solve money problems involving totals
and change in rand or cents.
1.6.1.31.6.1.31.6.1.31.6.1.3
1.6.1.51.6.1.51.6.1.51.6.1.5 1.6.2.31.6.2.31.6.2.31.6.2.3
1.6.2.41.6.2.41.6.2.41.6.2.4
1.6.3.31.6.3.31.6.3.31.6.3.3
1.6.4.31.6.4.31.6.4.31.6.4.3
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Context free calculations.Context free calculations.Context free calculations.Context free calculations.
1.121.121.121.12
Techniques Techniques Techniques Techniques
(method or (method or (method or (method or
strategies)strategies)strategies)strategies)
Use the following techniques when solving
problems:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off tens.
3.1.9.13.1.9.13.1.9.13.1.9.1
3.2.4.33.2.4.33.2.4.33.2.4.3
1.131.131.131.13 Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
• Add up to 400.
• Subtract from 400.
• Use appropriate symbols (+;-;=;�)
• Practice number bonds to 30.
1.9.11.9.11.9.11.9.1
1.2.4.41.2.4.41.2.4.41.2.4.4
3.1.6.73.1.6.73.1.6.73.1.6.7
3.1.6.83.1.6.83.1.6.83.1.6.8 3.1.6.93.1.6.93.1.6.93.1.6.9
3.1.6.103.1.6.103.1.6.103.1.6.10
1.141.141.141.14
Repeated Repeated Repeated Repeated addition addition addition addition
leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
• Multiply 2, 5, 3, 4 10 to a total of 50.
• Use appropriate symbols (×; = ; �)
1.9.31.9.31.9.31.9.3 1.4.1.11.4.1.11.4.1.11.4.1.1
1.4.1.31.4.1.31.4.1.31.4.1.3
1.4.1.71.4.1.71.4.1.71.4.1.7
1.5.21.5.21.5.21.5.2
3.2.2.13.2.2.13.2.2.13.2.2.1 3.2.3.93.2.3.93.2.3.93.2.3.9
3.7.3.13.7.3.13.7.3.13.7.3.1
3.7.4.13.7.4.13.7.4.13.7.4.1
1.151.151.151.15
DivisionDivisionDivisionDivision • Divide numbers to 50 by 2, 4; 5,10, 3.
• Use appropriate symbols (×; = ; �)
1.9.41.9.41.9.41.9.4
1.5.1.21.5.1.21.5.1.21.5.1.2
1.5.1.41.5.1.41.5.1.41.5.1.4
1.5.1.81.5.1.81.5.1.81.5.1.8
1.161.161.161.16
Mental MathsMental MathsMental MathsMental Maths
Number concNumber concNumber concNumber conceptepteptept:::: range 5 range 5 range 5 range 500000000
• Order a given set of selected numbers range 500.
• Compare numbers to 500 and say which is:
- 1 more or 1 less
- 2 more or 2 less
- 3 more or 3 less - 4 more or 4 less
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- 10 -
- 5 more or 5 less
- 10 more or 10 less Rapid recall:Rapid recall:Rapid recall:Rapid recall:
• Addition and subtraction fact to 20.
• Add or subtract multiples of 10 from 0 to 100.
Mental strategiesMental strategiesMental strategiesMental strategies
Use calculation strategies:
• Put the larger number first in order to count on or count back.
• Number line.
• Doubling / halving.
• Building up / breaking down.
• Use the relationship between addition and subtraction.
1.171.171.171.17
FractionsFractionsFractionsFractions • Use the name unitary fractions
including halves, quarters, thirds, fifths.
• Write fractions as 1 half, 1 third.
2.1.1.12.1.1.12.1.1.12.1.1.1
2.1.1.22.1.1.22.1.1.22.1.1.2 2.1.1.62.1.1.62.1.1.62.1.1.6
2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra
2.12.12.12.1 Geometric Geometric Geometric Geometric patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe in words.
• Single patterns made with physical
objects.
• Simple patterns made with drawings of lines, shapes or objects.
Create and describe own patterns.
• Create own geometric patterns - with physical objects - by drawing lines, shapes or objects.
• Describe own patterns.
4.1.1.24.1.1.24.1.1.24.1.1.2 4.1.1.44.1.1.44.1.1.44.1.1.4
2.22.22.22.2
Number Number Number Number patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe
Copy, extend and describe simple number sequences to at least 500.
Sequences should show counting forwards
and backwards in:
• Intervals specified in Grade 2 with increased number range.
• 50s, 100s to at least 1 000.
1.1.2.51.1.2.51.1.2.51.1.2.5
3. Space and shape3. Space and shape3. Space and shape3. Space and shape
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3.13.13.13.1
Position, Position, Position, Position, orientation orientation orientation orientation
and viewsand viewsand viewsand views
Position and viewsPosition and viewsPosition and viewsPosition and views
• Match different views of the same everyday objects.
• Name an everyday object when shown an unusual view of it.
Position and directionPosition and directionPosition and directionPosition and direction
• Follow directions to move around the classroom and school.
• Give directions to move around the classroom and school.
8.1.1.38.1.1.38.1.1.38.1.1.3 9.6.2.19.6.2.19.6.2.19.6.2.1
8.1.2.78.1.2.78.1.2.78.1.2.7
8.1.2.88.1.2.88.1.2.88.1.2.8
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
Range and objectsRange and objectsRange and objectsRange and objects
Recognize and name 3-D objects in the
classroom and in pictures:
• Ball shapes
• Box shapes
• Cylinders Features of objeFeatures of objeFeatures of objeFeatures of objectsctsctscts
Describe, sort and compare 3-D objects in terms of:
• 2-D shapes that make up the faces.
• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities Observe and build given 3-D objects using
concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric
objects.
Suggested focus and sequencing of activities for Term 2:
Work with spheres, prisms and cylinders as
they did in Grade 2; name and group them.
Focus on the kind of surfaces on each object.
Distinguish surfaces whether they are circular, square or flat.
Use cut-out cardboard squares to make a box.
Talk about the flat surfaces on prisms and
cylinders and describe them according to
whether they are circular, square or rectangular.
Work is consolidated through written
exercises.
8.1.2.18.1.2.18.1.2.18.1.2.1
3.43.43.43.4 SymmetrySymmetrySymmetrySymmetry
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SymmetrySymmetrySymmetrySymmetry Determine line of symmetry through paper
folding and reflection. Suggested focus of Term 2:
Paper folding activities that develop an
understanding of symmetry include:
• Activities in which wet paint is placed on a page before folding.
• Activities in which paper is cut or torn
from the fold line.
8.1.3.18.1.3.18.1.3.18.1.3.1
8.10.1.38.10.1.38.10.1.38.10.1.3
4. Measurement4. Measurement4. Measurement4. Measurement
4.4.4.4.1111
TimeTimeTimeTime
Telling timeTelling timeTelling timeTelling time
• Read dates on calendars.
• Place birthdays, religious festivals, public holidays, historical events, school events on a calendar.
• Tell 12 hour time in: - hours
- half hours - quarter hours
- minutes
On analogue clocks and digital clocks and
other instruments that show time e.g. cell
phones. Calculate length of time and passing of time.
Use calendars to calculate and describe lengths of time in days or weeks or months.
• Use clocks to calculate length of time in hours or half hours.
9.2.1.19.2.1.19.2.1.19.2.1.1 9.2.1.29.2.1.29.2.1.29.2.1.2
9.2.1.39.2.1.39.2.1.39.2.1.3
9.2.1.49.2.1.49.2.1.49.2.1.4 9.2.2.79.2.2.79.2.2.79.2.2.7
9.2.4.19.2.4.19.2.4.19.2.4.1
4.24.24.24.2 LengthLengthLengthLength
Informal measuringInformal measuringInformal measuringInformal measuring
• Estimate, measure, compare, order and
record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters, etc.
• Describe the length of objects by counting and stating the length in
formal units.
• Use language to talk about the comparison e.g. longer, shorter, taller
and wider.
Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring
• Estimate, measure, order and record length using meters (either meter sticks
9.1.1.19.1.1.19.1.1.19.1.1.1
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or meter lengths of string) as the
standard unit of length.
• Estimate and measure lengths in centimeters using a ruler.
(No conversions between meter and
centimeter required).
4.34.34.34.3
MassMassMassMass
Formal measuringFormal measuringFormal measuringFormal measuring
• Estimate, measure, compare, order and record mass using a balancing scale and
non-standard measures e.g. blocks, bricks, etc.
• Use language to talk about the comparison e.g. light, heavy, lighter,
heavier.
Introduce formal measuringIntroduce formal measuringIntroduce formal measuringIntroduce formal measuring
• Compare, order and record the mass of commercially packaged objects
which have their mass stated in kg e.g.
2 kg of rice, 1 kg of flour or in grams e.g. 500 g salt.
• Where bathroom scales are available, learners can measure their own mass in
kg. The expectation is that learners
only read to the nearest numbered gradation line. They describe their
mass as almost / more or less / or
exactly the number (of kg) they read
off the scale.
• Where balancing scales with mass pieces calibrated in grams are
available, learners can measure mass of
different objects.
(No conversions between kg and g required).
9.1.3.29.1.3.29.1.3.29.1.3.2
9.1.3.39.1.3.39.1.3.39.1.3.3
5. Data handling5. Data handling5. Data handling5. Data handling
5.65.65.65.6
Analyze and Analyze and Analyze and Analyze and interpret datainterpret datainterpret datainterpret data
Analyze data from representations provided.
Recommended:
• At least one pictograph with one-on-
one correspondence.
• At least one bar graph.
10.1.2.110.1.2.110.1.2.110.1.2.1
GRADE 3_Term 3GRADE 3_Term 3GRADE 3_Term 3GRADE 3_Term 3
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1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
Group at least 700 objects to estimate and
count reliable.
Give a reasonable estimate of a number of
objects that can be checked by counting.
The strategy of grouping is encouraged.
Class activityClass activityClass activityClass activity
1.21.21.21.2
Count Count Count Count forwards and forwards and forwards and forwards and
backwardsbackwardsbackwardsbackwards
Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:
• 1s from any number between 0 and 700
• 10s from any multiple of 10 between 0 and 700
• 5s from any multiple of 5 between 0 and 700
• 2s from any multiple of 2 between 0 and 700
• 3s from any multiple of 3 between 0 and 700
• 4s from any multiple of 4 between 0 and 700
• 20s, 25s, 50s, 100s to at least 1 000
Represent whole numbers.Represent whole numbers.Represent whole numbers.Represent whole numbers.
1.31.31.31.3
Number Number Number Number
symbols and symbols and symbols and symbols and number number number number
namesnamesnamesnames
Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:
• Identify, recognize and read numbers 0 to 1 000.
• Write number symbols 0 to 1 000.
• Identify, recognize and read number names 0 to 500.
• Write number names 0 to 500.
1.1.6.81.1.6.81.1.6.81.1.6.8
1.1.7.41.1.7.41.1.7.41.1.7.4
Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.
1.41.41.41.4
Describe, Describe, Describe, Describe,
compare and compare and compare and compare and
order order order order numbersnumbersnumbersnumbers
Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to Describe, compare and order numbers to
700:700:700:700:
• Compare whole numbers up to 700 using smaller than, greater than, more
than, less than and is equal to.
• Order whole numbers up to 700 from smallest to greatest, greatest to
smallest. Use ordinal numbers to show order, place or position.
• Use, read and write ordinal numbers , including abbreviated form up to 31st.
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1.51.51.51.5
Place valuePlace valuePlace valuePlace value
Recognize the place value of numbers to 700:Recognize the place value of numbers to 700:Recognize the place value of numbers to 700:Recognize the place value of numbers to 700:
• Know what each digit represents.
• Decompose 3-digit numbers up to 700 into multiples of hundreds, tens and
ones/units.
• Identify and state the value of each digit.
1.1.8.81.1.8.81.1.8.81.1.8.8 1.1.9.61.1.9.61.1.9.61.1.9.6
Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.
1.61.61.61.6 Problem Problem Problem Problem
solving solving solving solving
techniquestechniquestechniquestechniques
Use the following techniques when solving problems:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off tens
1.71.71.71.7 Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Solve word problems in context and explain own solution to problems involving addition
and subtraction with answers up to 800.
1.81.81.81.8
Repeated Repeated Repeated Repeated
addition addition addition addition leleleleading to ading to ading to ading to
multiplicationmultiplicationmultiplicationmultiplication
Solve word problems in context and explain
own solution to problems involving
multiplication with answers up to 75.
3.8.3.23.8.3.23.8.3.23.8.3.2
1.91.91.91.9
Grouping and Grouping and Grouping and Grouping and sharing sharing sharing sharing
leading up to leading up to leading up to leading up to
divisiondivisiondivisiondivision
Solve word problems in context and explain
own solution to problems that involve equal sharing and grouping up to 75 with answers that may include remainders.
1.101.101.101.10
Sharing Sharing Sharing Sharing leading to leading to leading to leading to
fractionsfractionsfractionsfractions
Solve and explain solutions to practical
sharing leading to solutions that include unitary and non-unitary fractions e.g.
;3
2;
4
1;
2
1etc.
3.8.5.13.8.5.13.8.5.13.8.5.1
1.111.111.111.11
MoneyMoneyMoneyMoney • Recognize and identify South African
coins and bank notes.
• Solve money problems involving totals and change in rand or cents.
• Convert between rand and cents.
3.8.4.53.8.4.53.8.4.53.8.4.5
Context free calculations.Context free calculations.Context free calculations.Context free calculations.
1.121.121.121.12
Techniques Techniques Techniques Techniques
Use the following techniques when
performing calculations:
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(method or (method or (method or (method or
strategies)strategies)strategies)strategies) • Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off tens.
1.131.131.131.13
Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction
• Add up to 800.
• Subtract from 400.
• Use appropriate symbols (+;-;=;�)
• Practice number bonds to 30.
1.141.141.141.14
Repeated Repeated Repeated Repeated addition addition addition addition
leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
• Multiply 2, 5, 3, 4, 10 to a total of 100.
• Use appropriate symbols (×; = ; �)
1.9.31.9.31.9.31.9.3 1.4.1.21.4.1.21.4.1.21.4.1.2
1.4.1.41.4.1.41.4.1.41.4.1.4
1.4.1.51.4.1.51.4.1.51.4.1.5
3.6.4.23.6.4.23.6.4.23.6.4.2
3.6.5.23.6.5.23.6.5.23.6.5.2 3.6.6.23.6.6.23.6.6.23.6.6.2 3.7.3.23.7.3.23.7.3.23.7.3.2
3.7.4.23.7.4.23.7.4.23.7.4.2
1.1.1.1.15151515 DivisionDivisionDivisionDivision
• Divide numbers to 99 by 2, 4, 5, 10, 3.
• Use appropriate symbols (÷ ; = ; �)
1.9.41.9.41.9.41.9.4
1.5.1.81.5.1.81.5.1.81.5.1.8
1.161.161.161.16
Mental MathsMental MathsMental MathsMental Maths
Number conceptNumber conceptNumber conceptNumber concept: R: R: R: Range 750ange 750ange 750ange 750
• Order a given set of selected numbers range 750.
• Compare numbers to 200 and say which is:
- 1 more or 1 less - 2 more or 2 less
- 3 more or 3 less
- 4 more or 4 less
- 5 more or 5 less
- 10 more or 10 less Rapid recall:Rapid recall:Rapid recall:Rapid recall:
• Addition and subtraction fact to 20.
• Add or subtract multiples of 10 from 0 to 100.
Mental strategiesMental strategiesMental strategiesMental strategies
Use calculation strategies:
• Put the larger number first in order to
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count on or count back.
• Number line.
• Doubling / halving.
• Building up / breaking down.
• Use the relationship between addition and subtraction.
• Use the relationship between multiplication and division.
1.1.1.1.11117777 FractionsFractionsFractionsFractions
• Use the name unitary and non-unitary
fractions including halves, quarters, eighths, thirds, fifths and sixths.
• Recognize fractions in diagrammatic form.
• Begin to recognize that two halves or three thirds make one whole and that
1 half and 2 quarters are equivalent.
• Write fractions as 1 half, 2 thirds.
2.1.2.12.1.2.12.1.2.12.1.2.1
2.1.2.32.1.2.32.1.2.32.1.2.3
2.1.2.42.1.2.42.1.2.42.1.2.4
2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra
2.12.12.12.1 Geometric Geometric Geometric Geometric
patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe Copy, extend and describe in words.
• Single patterns made with physical objects.
• Simple patterns made with drawings of lines, shapes or objects.
Range of patternsRange of patternsRange of patternsRange of patterns
• Patterns in which the number of shapes in each stage changes in a predictable
way i.e. regularly increasing patterns.
Create and describe own patternsCreate and describe own patternsCreate and describe own patternsCreate and describe own patterns
• Create own geometric patterns - with physical objects
- by drawing lines, shapes or objects
• Describe own patterns.
4.1.1.24.1.1.24.1.1.24.1.1.2
4.1.1.44.1.1.44.1.1.44.1.1.4
2.22.22.22.2
Number Number Number Number
patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe
Copy, extend and describe simple number
sequences to at least 750.
Sequences should show counting forwards and backwards in:
• Intervals specified in Grade 2 with
increased number range.
• 20s, 25s, 50s, 100s to at least 1 000.
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Create and describe own number patterns.
3. Space and shape3. Space and shape3. Space and shape3. Space and shape
3.13.13.13.1
Position, Position, Position, Position,
orientation orientation orientation orientation
and viewsand viewsand viewsand views
Position and viewsPosition and viewsPosition and viewsPosition and views
• Read, interpret and draw informal maps, or top views of a collection of objects.
• Find objects on maps. Position and directionPosition and directionPosition and directionPosition and direction
• Follow directions from one place to another on an informal map.
8.1.2.88.1.2.88.1.2.88.1.2.8
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
RanRanRanRange and objectsge and objectsge and objectsge and objects
Recognize and name 3-D objects in the
classroom and in pictures:
• Ball shapes (spheres)
• Box shapes (prisms)
• Cylinders
• Pyramids
• Cones Features of objectsFeatures of objectsFeatures of objectsFeatures of objects
Describe, sort and compare 3-D objects in
terms of:
• 2-D shapes that make up the faces of the 3-D objects.
• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities Observe and build given 3-D objects using
concrete materials such as cut-out 2-D shapes,
clay, toothpicks, straws, other 3-D geometric
objects. Suggested focus and sequencing of activities for Term 3:
Work with spheres, prisms, cylinders
pyramids and cones.
Focus on the kind of surfaces on each object.
Distinguish surfaces whether they are curved or flat.
Talk about the flat surfaces on prisms and cylinders and describe them according to
whether they are circular, square, rectangular
or triangular. Name and group the geometric objects
above.
8.1.2.28.1.2.28.1.2.28.1.2.2
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Use toothpicks, straws or rolled paper to
make a pyramid. Work is consolidated through written
exercises.
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
Range of shapesRange of shapesRange of shapesRange of shapes
• Circles
• Triangles
• Squares
• Rectangles Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes
Describe, sort and compare 2-D shapes in
terms of :
• Shape
• Straight sides
• Round sides Suggested focus of activities for Term 3:
Name and group shapes.
Focus on the kind of sides that each shape has.
Distinguish shapes by talking about whether their sides are round or straight.
Draw circles, squares, rectangles and triangles.
Work is consolidated through written exercises.
8.1.1.38.1.1.38.1.1.38.1.1.3
4. Measurement4. Measurement4. Measurement4. Measurement
4.14.14.14.1
TimeTimeTimeTime
Telling timeTelling timeTelling timeTelling time
• Read dates on calendars.
• Place birthdays, religious festivals, public holidays, historical events,
school events on a calendar.
• Tell 12 hour time in: - hours
- half hours
- quarter hours
- minutes On analogue clocks and digital clocks and
other instruments that show time e.g. cell phones.
Calculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of time
Use calendars to calculate and describe lengths of time in days or weeks or months
including:
9.2.4.19.2.4.19.2.4.19.2.4.1 9.2.1.39.2.1.39.2.1.39.2.1.3
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• Converting between days and weeks.
• Converting between weeks and months.
Use clocks to calculate length of time in
hours, half hours and quarter hours.
4.24.24.24.2
LengthLengthLengthLength
Introducing formal Introducing formal Introducing formal Introducing formal measuringmeasuringmeasuringmeasuring
• Estimate, measure, order and record length using meters (either meter sticks
or meter lengths of string) as the
standard unit of length.
• Estimate and measure lengths in centimeters using a ruler.
9.1.1.19.1.1.19.1.1.19.1.1.1
4.54.54.54.5
PerimeterPerimeterPerimeterPerimeter
PerimeterPerimeterPerimeterPerimeter
Investigate the distance around 2-D shapes and 3-D objects using direct comparison or
informal units.
9.3.1.19.3.1.19.3.1.19.3.1.1 9.3.1.49.3.1.49.3.1.49.3.1.4
5. Data handling5. Data handling5. Data handling5. Data handling
5.45.45.45.4 CCCCollect and ollect and ollect and ollect and
organize data organize data organize data organize data
5.55.55.55.5
Represent Represent Represent Represent
datadatadatadata 5.65.65.65.6
Analyze and Analyze and Analyze and Analyze and
interpret datainterpret datainterpret datainterpret data
RecommendedRecommendedRecommendedRecommended Re-organize data provided in a list or tally or
table in a bar graph.
Represent data on a bar graph.
Answer questions about data on a bar graph.
10.1.2.210.1.2.210.1.2.210.1.2.2
10.1.2.110.1.2.110.1.2.110.1.2.1
GRADE 3_Term 4GRADE 3_Term 4GRADE 3_Term 4GRADE 3_Term 4
1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
Group at least 1 000 objects to estimate and
count reliable. Give a reasonable estimate of a number of objects that can be checked by counting.
The strategy of grouping is encouraged.
Class activityClass activityClass activityClass activity
1.21.21.21.2
Count Count Count Count
forwards and forwards and forwards and forwards and backwardsbackwardsbackwardsbackwards
Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:
• 1s from any number between 0 and 1 000
• 10s from any multiple of 10 between 0 and 1 000
• 5s from any multiple of 5 between 0 and 1 000
• 2s from any multiple of 2 between 0 and 1 000
1.1.2.61.1.2.61.1.2.61.1.2.6
1.7.4.61.7.4.61.7.4.61.7.4.6 1.7.4.71.7.4.71.7.4.71.7.4.7
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• 3s from any multiple of 3 between 0 and 1 000
• 4s from any multiple of 4 between 0 and 1 000
• 20s, 25s, 50s, 100s to at least 1 000
1.31.31.31.3
Number Number Number Number
symbols and symbols and symbols and symbols and
number number number number
namesnamesnamesnames
Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:
• Identify, recognize and read numbers 0 to 1 000.
• Write number symbols 0 to 1 000.
• Identify, recognize and read number names 0 to 1 000.
• Write number names 0 to 1 000.
1.1.8.11.1.8.11.1.8.11.1.8.1
Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.
1.41.41.41.4
Describe, Describe, Describe, Describe, compare and compare and compare and compare and
order order order order numbersnumbersnumbersnumbers
Describe, Describe, Describe, Describe, compare and order numbers to compare and order numbers to compare and order numbers to compare and order numbers to
999:999:999:999:
• Compare whole numbers up to 999 using smaller than, greater than, more than, less than and is equal to.
• Order whole numbers up to 999 from smallest to greatest, greatest to
smallest.
1.1.7.101.1.7.101.1.7.101.1.7.10 1.7.8.31.7.8.31.7.8.31.7.8.3
1.51.51.51.5
Place valuePlace valuePlace valuePlace value
Recognize the place value of numbers to 999:Recognize the place value of numbers to 999:Recognize the place value of numbers to 999:Recognize the place value of numbers to 999:
• Know what each digit represents.
• Decompose 3-digit numbers up to 999 into multiples of hundreds, tens and
ones/units.
• Identify and state the value of each digit.
1.1.9.61.1.9.61.1.9.61.1.9.6
1.7.9.11.7.9.11.7.9.11.7.9.1
Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.
1.61.61.61.6
Problem Problem Problem Problem
solving solving solving solving techniquestechniquestechniquestechniques
Use the following techniques when solving
problems:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off in tens
1.7.3.31.7.3.31.7.3.31.7.3.3
1.71.71.71.7
Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Solve word problems in context and explain
own solution to problems involving addition
and subtraction with answers up to 999.
3.8.1.63.8.1.63.8.1.63.8.1.6
1.81.81.81.8 Solve word problems in context and explain
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Repeated Repeated Repeated Repeated
addition addition addition addition leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
own solution to problems involving
multiplication with answers up to 100.
3.8.3.33.8.3.33.8.3.33.8.3.3
1.91.91.91.9
Grouping and Grouping and Grouping and Grouping and sharing sharing sharing sharing
leading up to leading up to leading up to leading up to
divisiondivisiondivisiondivision
Solve word problems in context and explain
own solution to problems that involve equal sharing and grouping up to 100 with answers that may include remainders.
3.8.2.43.8.2.43.8.2.43.8.2.4 3.8.2.53.8.2.53.8.2.53.8.2.5
1.101.101.101.10
Sharing Sharing Sharing Sharing leading to leading to leading to leading to
fractionsfractionsfractionsfractions
Solve and explain solutions to practical
sharing leading to solutions that include unitary and non-unitary fractions e.g.
;3
2;
4
1;
2
1etc.
3.8.5.13.8.5.13.8.5.13.8.5.1
1.111.111.111.11
MoneyMoneyMoneyMoney • Recognize and identify South African
coins and bank notes.
• Solve money problems involving totals and change in rand or cents.
• Convert between rand and cents.
1.6.1.31.6.1.31.6.1.31.6.1.3
3.8.4.53.8.4.53.8.4.53.8.4.5
ContextContextContextContext----free calculations.free calculations.free calculations.free calculations.
1.121.121.121.12
Techniques Techniques Techniques Techniques (method or (method or (method or (method or
strategies)strategies)strategies)strategies)
Use the following techniques when
performing calculations:
• Building up/breaking down numbers.
• Doubling and halving.
• Number lines.
• Rounding off in tens.
1.131.131.131.13
Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction
• Add up to 999.
• Subtract from 999.
• Use appropriate symbols (+;-;=;�)
• Practice number bonds to 30.
1.2.2.101.2.2.101.2.2.101.2.2.10 1.3.4.31.3.4.31.3.4.31.3.4.3
1.3.7.11.3.7.11.3.7.11.3.7.1
1.141.141.141.14 Repeated Repeated Repeated Repeated addition addition addition addition
leading to leading to leading to leading to
multiplicationmultiplicationmultiplicationmultiplication
• Multiply numbers 1 to 10 by 2, 5, 3, 4, 10 to total of 100.
• Use appropriate symbols (× ; = ; �)
1.4.7.21.4.7.21.4.7.21.4.7.2 1.4.7.41.4.7.41.4.7.41.4.7.4
1.151.151.151.15 DivisionDivisionDivisionDivision
• Divide numbers to 99 by 2, 3, 4, 5, 10.
• Use the appropriate symbols (÷ ; = ; �)
1.9.41.9.41.9.41.9.4
1.5.6.21.5.6.21.5.6.21.5.6.2
1.5.6.31.5.6.31.5.6.31.5.6.3
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1.161.161.161.16
Mental MathsMental MathsMental MathsMental Maths
Number concept:Number concept:Number concept:Number concept: range 999range 999range 999range 999
• Order a given set of selected numbers range 999.
• Compare numbers to 200 and say which is:
- 1 more or 1 less - 2 more or 2 less
- 3 more or 3 less
- 4 more or 4 less - 5 more or 5 less
- 10 more or 10 less Rapid recall:Rapid recall:Rapid recall:Rapid recall:
• Addition and subtraction fact to 20.
• Add or subtract multiples of 10 from 0 to 100.
• Multiplication and division facts for the :
- two times table up to 2 × 10
- ten times table up to 10 × 10 Mental strategiesMental strategiesMental strategiesMental strategies
Use calculation strategies:
• Put the larger number first in order to count on or count back.
• Number line.
• Doubling / halving.
• Building up / breaking down numbers.
• Use the relationship between addition and subtraction.
• Use the relationship between multiplication and division.
1.171.171.171.17 FractionsFractionsFractionsFractions
• Use the name unitary and non-unitary fractions including halves, quarters,
eighths, thirds, fifths and sixths.
• Recognize fractions in diagrammatic form.
• Begin to recognize that two halves or three thirds make one whole and that
1 half and 2 quarters are equivalent.
• Write fractions as 1 half, 2 thirds.
2.1.1.22.1.1.22.1.1.22.1.1.2
2.1.2.42.1.2.42.1.2.42.1.2.4
2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra
2.12.12.12.1 Patterns around usPatterns around usPatterns around usPatterns around us Class activityClass activityClass activityClass activity
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GeometrGeometrGeometrGeometric ic ic ic
patternspatternspatternspatterns
Identify, describe in words and copy
geometric patterns,
• In nature
• From modern everyday life
• From our cultural heritage
2.22.22.22.2
Number Number Number Number
patternspatternspatternspatterns
Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe
Copy, extend and describe simple number
sequences to at least 1 000.
Sequences should show counting forwards
and backwards in:
• Intervals specified in Grade 2 with increased number range.
• 20s, 25s, 50s, 100s to at least 1 000. Create and describe own number patterns.
3. Space and shape3. Space and shape3. Space and shape3. Space and shape
3.23.23.23.2
3333----DDDD objects objects objects objects
Range and objectsRange and objectsRange and objectsRange and objects
Recognize and name 3-D objects in the
classroom and in pictures:
• Ball shapes (spheres)
• Box shapes (prisms)
• Cylinders
• Cone Features of objectsFeatures of objectsFeatures of objectsFeatures of objects
Describe, sort and compare 3-D objects in
terms of:
• 2-D shapes that make up the faces.
• Flat or curved surfaces. Focused activitiesFocused activitiesFocused activitiesFocused activities
Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes,
clay, toothpicks, straws, other 3-D geometric objects.
Suggested focus and sequencing of activities
for Term 4:
Work with spheres, prisms and cylinders as they did in Grade 2; name and group them.
Focus on the kind of surfaces on each object.
Distinguish surfaces whether they are circular, square or flat.
Use cut-out cardboard squares to make a box. Talk about the flat surfaces on prisms and
cylinders and describe them according to
8.1.2.28.1.2.28.1.2.28.1.2.2
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whether they are circular, square or
rectangular. Work is consolidated through written
exercises.
3.43.43.43.4
SymmetrySymmetrySymmetrySymmetry
SymmetrySymmetrySymmetrySymmetry
Recognize and draw line symmetry in 2-D geometrical and non-geometrical shapes. Suggested focus of term 4Suggested focus of term 4Suggested focus of term 4Suggested focus of term 4
Written exercises should include examples
where:
• The line of symmetry is not always a vertical line.
• There is more than one line of symmetry in the shape or object.
Features ofFeatures ofFeatures ofFeatures of objects objects objects objects Describe, sort and compare 3-D objects in
terms of:
• 2-D shapes that make up the faces of 3-D objects.
• Flat or curved surfaces.
8.1.3.18.1.3.18.1.3.18.1.3.1
4. Measurement4. Measurement4. Measurement4. Measurement
4.14.14.14.1
TimeTimeTimeTime
Telling timeTelling timeTelling timeTelling time
• Read dates on calendars.
• Place birthdays, religious festivals, public holidays, historical events,
school events on a calendar.
• Tell 12 hour time in: - hours
- half hours
- quarter hours
- minutes On analogue clocks and digital clocks and other instruments that show time e.g. cell
phones.
Calculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of time
Use calendars to calculate and describe
lengths of time in days or weeks or months including:
• Converting between days and weeks.
• Converting between weeks and months.
• Use clocks to calculate length of time
9.2.1.39.2.1.39.2.1.39.2.1.3
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in hours, half hours and quarter hours.
4.34.34.34.3
MassMassMassMass
Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring
Learners do written tasks to consolidate the
following, including reading pictures of
• Products with mass written on them.
• Bathroom scales where the needle points to numbered gradation lines.
9.1.3.29.1.3.29.1.3.29.1.3.2
9.1.3.39.1.3.39.1.3.39.1.3.3
4.44.44.44.4
Capacity / Capacity / Capacity / Capacity /
volumevolumevolumevolume
Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring
Written tasks to consolidate the following,
including reading pictures of
• Products with their capacity written on them in order to sequence in order.
• Jugs where the volume is near to a numbered 1 liter or 2 liter gradation lines of half liter or quarter liter.
• Jugs where the volume is near to a numbered millimeter gradation line.
The expectation is that learners only read to the nearest numbered
gradation line. They describe their
volume as almost / nearly / close to / a
bit more than / more or less / or
exactly the number (of liters) they read off the jug.,
(No conversions between milliliters and liters required).
9.5.1.29.5.1.29.5.1.29.5.1.2
4.64.64.64.6 AreaAreaAreaArea
AreaAreaAreaArea Investigate the area using tiles.
9.3.2.19.3.2.19.3.2.19.3.2.1 9.3.2.29.3.2.29.3.2.29.3.2.2
5. Data handling5. Data handling5. Data handling5. Data handling
5.65.65.65.6 Analyze and Analyze and Analyze and Analyze and
interpret datainterpret datainterpret datainterpret data
Analyze data from representations provided. RecommendedRecommendedRecommendedRecommended
• At least one pictograph with one-on-one correspondence.
• At least one bar graph.
10.1.2.210.1.2.210.1.2.210.1.2.2