2022 RECOVERY ANNUAL TEACHING PLAN – CONTENT OVERVIEW: MATHEMATICS: GRADE R – 3

GRADE R GRADE 1 GRADE 2 GRADE 3

 Count concrete objects forwards and backwards up to  Count concrete objects forwards and backwards up to 100
10  Read and write number symbols and number names to 20
 Recognise and read and number symbols and number  Compare and order objects to up 20
names up to 10  Compare and order numbers up to 20 (<, >, =)
 Describe, compare and order objects up to 10  Recognise Place value: Tens and Ones up to 20
 Addition and subtraction in context and context free up  Practise number bonds up to 10
NUMBERS, to 10  Practise efficient Mental Maths techniques up to 10
OPERATIONS AND  Solve money problems up to R10  Use problem solving techniques for addition and subtraction in
RELATIONSHIPS context and context free up to 20 (+, -, =, □)
 Add the same number- repeated addition leading to
multiplication up to 20 (+, ×, =, □)
 Grouping and sharing up to 20, include remainders
 Solving money problems include totals and change up to R20
CONTENT AREA
 Count concrete objects forwards and backwards up to 200
 Read and write number symbols and number names up to 200
 Compare and order numbers up to 200 (<, >, =)
 Recognise Place value: Hundreds, Tens and Ones up to 200
 Practise number bonds up to 20
 Practise efficient Mental Maths techniques up to 100
 Use problem solving techniques for addition and subtraction in
context and context free up to 100 (+, -, =, □)
 Add the same number -repeated addition leading to multiplication
up to 50 (+, ×, =, □)
 Grouping and sharing up to 50, include remainders
 Sharing leading to fractions
 Solving money problems include totals and change up to R100
 Count concrete objects forwards and backwards up to 1000
 Read, write number symbols and number names to 1000
 Compare and order numbers up to 1000 (<, >, =)
 Recognise Place value: Thousands, Hundreds, Tens and Ones up
to 1000
 Practise number bonds up to 30
 Practise efficient Mental Maths techniques up to 1000
 Use problem solving techniques for addition and subtraction of 3-
digit numbers by 3 digits with crossing over to 10s and 100s up to
1000 in context and context free calculations
 Multiplication: 1-9 times tables; 1×10 to 100
 Grouping and sharing leading to division up to 100 (with and
without remainders – use appropriate signs (÷, =, □)
 Sharing leading to fractions

 Solve money problems and convert between rands and cents

PATTERNS,  Geometric patterns  Geometric patterns  Geometric patterns  Geometric patterns
FUNCTIONS AND  Number patterns up to 100  Number patterns up to 200  Number patterns up to 1 000
ALGEBRA
 3-D objects  3-D objects  3-D objects  3-D objects
SPACE AND  2-D shapes  2-D shapes  2-D shapes  2-D shapes
SHAPE  Position, orientation and views  Position, orientation and views  Position, orientation and views  Position, orientation and views
 Symmetry  Symmetry
 Time  Time  Time  Time
 Mass  Mass  Mass  Mass
MEASUREMENT  Length  Length  Length  Length
 Capacity / Volume  Capacity / Volume  Capacity / Volume  Capacity / Volume
 Perimeter and Area
 Collect and sort objects.  Collect and sort objects  Collect and organise data  Collect and organise data. (lists, tallies, tables)
 Represent sorted objects.  Represent sorted objects  Represent data (limited pictographs with one-to-one  Represent data (limited to pictographs, bar graphs)
 Discuss sorted collections, integrated with Time;  Discuss sorted collections, integrate with Time; Birthday correspondence)  Discuss sorted collections (pictographs with one-to-one
Birthday calendar, Helper’s chart, Height chart, calendar, Weather chart  Analyse and interpret data: answer questions about data in correspondence)
Weather chart (pictographs with one-to-one correspondence)  Analyse and interpret data: answer questions about data in
DATA HANDLING
 Collect and organise data (pictographs, bar graphs)
 Represent data (limited pictographs with one-to-one
correspondence)
 Analyse and interpret data: answer questions about data in
(pictographs with one-to-one correspondence)

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 GRADE 3 CONTENT OVERVIEW
GRADE 3 TERM 1 (10 WEEKS) TERM 2 (12 WEEKS) TERM 3 (11 WEEKS) TERM 4 (10 WEEKS and 3 days)
Baseline Assessment Diagnostic Assessment 1 Diagnostic Assessment 2 End-line Assessment: Preparing for Grade 4
 Count concrete objects to 200  Count concrete objects to 500  Count concrete objects to 700  Count concrete objects forwards and backwards to 1000
 Count forwards and backwards to 200  Count forwards and backwards to 500  Count forwards and backwards to 700  Read, write number symbols, number names up to 1000
 Read, write number symbols, number names up to 200  Read, write number symbols, number names up to 500  Read, write number symbols, number names up to 700  Compare and order numbers up to 1000 (>, <, =)
 Compare and order numbers to 200 (>, <, =)  Compare and order numbers to 500 (>, <, =)  Compare and order numbers to 700 (>, <, =)  Recognise Place value: Thousands, Hundreds, Tens and Ones
 Recognise Place value: HTO up to 200  Recognise Place value: HTO up to 500  Recognise Place value: HTO up to 700 (HTO) up to 1000
 Practise number bonds up to 20  Practise number bonds up to 30  Practise number bonds up to 30  Practise number bonds up to 30
NUMBERS,
OPERATIONS AND  Practise efficient Mental Maths techniques up to 200  Practise efficient Mental Maths techniques up to 500  Practise efficient Mental Maths techniques up to 700  Practise efficient Mental Maths techniques up to 1000
RELATIONSHIPS  Addition and subtraction in context and context free up to 200  Addition and subtraction in context and context free  Addition and subtraction in context and context free up to 700
 Use problem solving techniques for addition and subtraction in
 Repeated addition leading to multiplication with answers up to up to 500  Repeated addition leading to multiplication with answers up to
context and context free up to 999 (+, -, =, □)
CONTENT AREA

50 (+, ×, =, □)  Repeated addition leading to multiplication up to with 75 (+, ×, =, □)

 Group and share leading to division up to 50 answers up to 75 (+, ×, =, □)  Group and share leading to division up to 75, include remainders  Add the same number - repeated addition leading to
 Solve money problems include totals and change  Group and share leading to division up to 75  Solve money problems include totals and change multiplication up to 100 (+, ×, =, □)
 Solve money problems include totals and change  Group & share leading to ÷ up to 100, include remainders
 Solve money problems include totals and change
PATTERNS, FUNCTIONS  Copy, extend, create geometric patterns  Copy, extend geometric patterns (integrate with 2-D  Copy, extend, describe geometric patterns (integrate with 2-D  Practise number patterns up to 1000
AND  Practise number patterns up to 200 (integrate with counting) shapes) shapes
ALGEBRA  Practise number patterns up to 500  Practise number patterns up to 700
 3-D objects (integrate with Data handling)  2-D shapes (integrate with Data handling)  Position and directions (around the classroom)  2-D shapes (integrate with Data handling)
SPACE AND SHAPE
 Position  Symmetry  3-D objects (integrate with Data handling)
 Time  Time  Time  Time; Perimeter and Area
MEASUREMENT
 Length (cm, metre)  Mass (g, kilograms)  Volume and Capacity (ml, litre)  Length, Mass, Capacity - integrate with problem solving
 Collect and sort data; Represent sorted data  Collect and sort data; Represent sorted data
 Discuss sorted collections  Discuss sorted collections (pictographs with one-to-one
DATA HANDLING
 Analyse and interpret data correspondence); Analyse and interpret data

REQUIRED KNOWLEDGE
‘
RESOURCES (other than
textbooks) to enhance learning.
See pg. 16 in CAPS for more
ideas.
 Count accurately in groups and multiples up to 200
 Compare less than, more than
 Arrange in ascending and descending order
 Describe, order numbers up to 100 (before, after, between)
 Do +; -; □ problems in context and context free calculations to
100
 Extend geometric patterns
 Bonds to 10
 DBE Workbook, classwork book, calendar and clock
 Counters, abacus, number board, number line.
 Flard cards, play money
 3-D objects
 String/ wool (informal measuring units)
 Count accurately in groups and multiples up to 200  Count accurately in groups and multiples up to 500  Count accurately in groups and multiples up to 700
 Vocabulary – smallest, greatest, from greatest to smallest,  Read, write number symbols up to 500  Compare and order numbers to 700 (>, <, =)
before, after, between  Compare and order numbers to 500 (>, <, =)  Place value to 700
 Bonds to 15  Place value to 500  Number bonds to 20
 Grouping and sharing up to 50  Number bonds to 20  Time
 Analogue and digital time  Grouping and sharing up to 75; fractions  Grouping and sharing up to 75; fractions
 Do +; -; □ problems in context and context free calculations  Do +; -; □ problems in context and context free calculations to  Do +; -; □ problems in context and context free calculations to
to 200 500 700
 Problems solving strategies  Problem solving techniques  Problem solving techniques
 DBE Workbook, classwork book, calendar and clock  DBE Workbook, classwork book, calendar and clock  DBE Workbook, classwork book, calendar and clock
 Counters, abacus, number board, number line  Counters, abacus, number board, number line  Counters, abacus, number board, number line
 Fraction board, strips, circles showing designated fractions  Flard cards, play money  Flard cards, play money
 Cut-out 2-D shapes  Simple maps to practise directions
 Balance scale  Bottles, cups, teaspoons

INFORMAL ASSESSMENT  Daily activities as in the Core Concepts

CONTENT NO. OF WEIGHTING
AREA TASKS % AS PER CAPS POSSIBLE NUMBER OF SKILLS POSSIBLE NUMBER OF SKILLS POSSIBLE NUMBER OF SKILLS

SBA NOR 58% 10 13 16

(Formal PFA 10% 1 2 3
Assess ONE
SS 13% 2 2 3
Ment) formal task
M
per term 14% 1 2 2
DH 5% 1 1 1
TOTAL: 100% 15 20 25
TASK FORMAT  Oral, Practical and /or written
ASSESSMENT
TERMS 1 - 3  Observation and continuous assessment (record observations daily) integrated into lesson time per DBE directive

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  Observation and continuous assessment (record observations daily) integrated into lesson time
TERM 4
 Final formative assessment at the end of term (recording and progression meetings -2 weeks)

2022 Recovery Annual Teaching Plan – Term 1: MATHEMATICS: Grade 3

Mathematics time allocation: Per day is 1hr. 24 min × 5 (or 1hr 30 min x 4 days plus one 1hour lesson per week) The prescribed time of 7 hours for Mathematics per week must be observed.
1. Whole Class Activity: 17/19 JANUARY - 25 MARCH
o Count, Mental Maths (consolidation of concepts) 5 min +10 min
20 min (coastal)
o New Concept teaching
o Classroom Management (allocation of independent activities) 12/15 JANUARY - 17 MARCH
2. Independent group teaching and independent work 24 × 2 groups = 48 min (inland)
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective for assessment for learning to inform the remediation and teaching. 47/ 49 teaching days
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Public holidays: 21 March
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 1 (49 days) Week 1&2 Week 3&4 Week 5&6 Week 7&8 Week 9&10
NUMBERS, OPERATIONS AND RELATIONSHIPS (NOR)
 Count concrete objects to 200
 Count forwards and backwards to 200
 Read, write number symbols, number names up to 200
 Compare and order numbers to 200 (>, <, =)
 Recognise Place value: HTO up to 200
 Practise number bonds up to 20
 Practise efficient Mental Maths techniques up to 100
CONTENT AREAS
 Addition and subtraction in context and context free up to 100
AND TOPICS
 Repeated addition leading to multiplication with answers up to 50 (+, ×, =, □)
 Group and share leading to division up to 50
 Solve money problems include totals and change
MEASUREMENT (M) PATTERNS, FUNCTIONS AND ALGEBRA (PFA) MEASUREMENT (M)
 Time  Geometric patterns (Integrated with 3-D
 Time
objects)
SPACE & SHAPE (S&S) DATA HANDLING (DH) with integration
 3-D Object integrated geometric patterns)  Analyse data
Week 1&2 Week 3&4 Week 5&6 Week 7&8 Week 9&10 (4 days)
Complete the Baseline Assessment
NUMBERS, OPERATIONS AND RELATIONSHIPS
Mental Maths Number Range 200. (Counting Integrated with Number Patterns) Strategies used are: Number line, break down and build up, halving and doubling, relationship between + and -; × and ÷.
 Count forwards and backwards in 1s, 2s,  Count forwards and backwards in 1s, 2s, 5s  Count forwards and backwards in 1s, 2s, 5s  Count forwards and backwards in 1s, 3s, 4s  Count forwards and backwards in 2s, 3s,
CORE 5s and 10s up to 100 and from any multiple and 10s up to 150 and from any multiple of 2, and 10s up to 200 from any multiple of 2, 5,10 and 10s up to 200 from any multiple of 3, 4s, 5s, and 10s up to 200 from any multiple
CONCEPTS, of 2, 5,10 between 0 and 100 5,10 between 0 and 150 between 0 and 200 4,10 between 0 and 200 of 2, 3, 4, 5, 10 between 0 and 200
SKILLS AND  Compare numbers to 100 (<, >)  Compare numbers to 150  Compare numbers to 200  Compare numbers to 200  Multiplication (2 - 5 times table)
KNOWLEDGE – 1 more than, 1 less than – between, after, before – 4 more than and 4 less than (link to +, -) – 3 more and 3 less  Adding and subtracting multiples of 10 to
BUILDING – 2 more than, 2 less than – 3 more than and 3 less than (>, <) – 5 more than and 5 less than – 10 more and 10 less 200
NUMBER SENSE – 5 more than, 5 less than  Addition and Subtraction facts to 20  Addition and subtraction facts to 20 – 2 more and 2 less  Addition and subtraction facts to 20
 Addition and subtraction facts to 20  Add and subtract multiples of 10 from 10 to – 4 more and 4 less (link to +, -)
100
 Doubling and halving
NUMBERS, OPERATIONS AND RELATIONSHIPS
 Read, write number symbols, names up to  Add and subtract problems of 2-digit numbers  Add and subtract up to 99 context free  Context free multiplication with answers up to  Addition and subtraction to 200
100 with the answer up to 99 in context and context calculations 50. (5, 2, 3 and 4 times table)  Multiplication
 Decompose two-digit numbers up to 99 into free calculations  Solve number problems in context and context Grouping and sharing leading to division: Grouping and sharing leading to division:
multiples of tens and ones  Solve number problems in context and context free, explain own solution to problems  Solve number problems in context and  Solve number problems in context and
 Identify and state the value of each digit free, explain own solution to problems involving multiplication with answers up to 50. explain own solutions to problems that explain own solutions to problems that
involving multiplication with answers up to 50.
Pg.3
  Solve addition and subtraction problems up (5 times and 2 times table) (5, 2, 3 and 4 times table) involve equal sharing and grouping up involve equal sharing and grouping up
to 100 in context  Relationships between repeated addition and  Recognise, identify RSA money (5c, 10c, 20c, to 50 by 2, 5 and 10 with answers (without to 50 by 2, 5 and 10 with answers (without
 Use appropriate symbols (+, -, =, □) multiplication 50c, R1, R2, R5, and bank notes R10, R20, remainder) remainder)
 Practise number bonds to 20  Use appropriate symbols (+, =, ×, ⃞ ) R50), and solve money problems up to R20.  Use appropriate symbols (÷, =, □)  Use appropriate symbols (÷, =, □)
 Solve money problems involving totals and  Practise number bonds to 20
DATA HANDLING  Multiplication (3, 4 times table)
change in Rands and cents
 Collect data about the class or school  Context free multiplication with answers up
 Represent data in to 50
MEASUREMENT PATTERNS, FUNCTIONS AND ALGEBRA MEASUREMENT - Tables; Bar graphs (5, 2, 3 and 4 times table)
 Time - tell analogue and digital time  Geometric patterns (Integrated with 3-D  Time - tell analogue and digital time in hours  Analyse data from representations provided  Grouping and sharing leading to division:
objects) and half hours  Solve number problems in context and
SPACE AND SHAPE  Calculate length of time and passing of time
explain own solutions to problems that
- converting between days and weeks
involve equal sharing and grouping up
 Name, recognise, describe, sort, and compare - converting between weeks and months to 50 by 2, 5 and 10 with answers (without
3-D objects - use clocks to calculate length of time remainder)
 Length, estimate, measure, compare, order, and record length using non-standardised, e.g. hand  Collect, represent, discuss and analyse data Use appropriate symbols (÷, =, □)
spans, paces, pencil length, bottle tops etc. as part of informal measuring. -pictograph
 Estimate, measure, compare, order and record length using metres as the standard unit of length.
PROBLEM  Number lines  Number lines  Number lines  Number lines
SOLVING AND  Building up and breaking down numbers  Building up and breaking down numbers  Building up and breaking down numbers  Building up and breaking down numbers
CALCULATION  Doubling and halving  Doubling and halving  Doubling and halving
TECHNIQUES
 Accurate counting in multiples of 2, 5, 10  Accurate counting in multiples  Comparing number, >, <  Accurate counting in multiples  Accurate counting in multiples
 Number bonds of 10  Talk about 3-D objects: boxes, balls  Recognition of SA money  Interpret bar graphs  Position: in front of, behind, etc.
REQUIRED
 Problem solving strategies (+, -, ×)  Grouping and sharing leading to fractions  Name and sequence days of the week  Grouping and sharing leading to fractions  Number bonds of 10
KNOWLEDGE
 Grouping and sharing to 20  Problem solving strategies (+, -, ×, ÷)  Name and sequence months of the year  Addition and subtraction facts of 20  Talk about problem solving strategies
 Telling time  Talk about problem solving strategies
DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK
Activity 1: Counting pp.2-3 Activity 9: Number Patterns & Geometric Patterns Activity 8: Money pp.18-19 Activity 16: Data Handling pp. 34-35 Activity 27: Counting in 3s repeated addition
Activity 2: Clever Counting pp.4-5 pp. Activity 6: Doubles and halves – Number lines Activity 22: Data Handling pp.50-51 leading to multiplication and on
Activity 3a: Counting in 2s,5s,10s pp.6-7 20-21 pp.14-15 Activity 23: Counting up to 200 pg.52 number
Activity 3b: Counting pp.8-9 Activity 10: 3D objects- position pp. 22-23 Activity 12: Time pp.26-27 Activity 23: Group Counting leading to × pg.53 line pp.62-63
Activity 4: Place Value: tens & ones pp. 10-11 Activity 17: Comparing number pp.36-37 Activity 20a: Addition using the number line strategy Activity 24: Counting in 5s repeated addition Activity 28: Counting in 4s repeated addition
Activity 5: Addition and Subtraction fact families Activity 18: Place Value pp.38-39 pp.42-43 leading to multiplication pp.54-55 leading to multiplication and on
DBE WORKBOOK
pp. Activity 19: Place Value pp.40-41 Activity 20b: Addition – number line strategy pp.44- Activity 25a: Count 2s / pairs/ repeated addition number
ACTIVITIES AND
12-13 45 leading to multiplication pp.56-57 line pp.64-65
Activity 21a: Subtraction using the number line Activity 30a: Division sharing between 2, among Activity 29: Counting grid patterns in 2s, 5s, 4s,
pp.46- 5, 3s
47 3: pg.68 repeated addition leading to
RESOURCES (other Activity 21b: Subtraction using the number line Division with number blocks pg.69 multiplication pp.66-67
than textbooks) to
pp.48- Activity 30.b Division on the number line pp.70-71 Activity 31: Division sharing between 2,
enhance learning.
See pg. 16 in CAPS 49 among 5, 3: pg.73
for more ideas. Activity 32: Time – analogue clock; calendar pp.74-
75

MAKE SURE THE DBE WOOK BOOK ACTIVITIES ARE COMPLETED

 Number line, abacus, counters  Number line, abacus, counters  Counters, abacus, 3-D objects  Number line, abacus, counters  Classwork books, activity cards
 Place value cards / flard cards  Place value cards / flard cards  Classwork books, activity cards  100 grid / number chart  Place value cards / flard cards
 Classwork books, activity cards  Analogue clock and calendar  Paper, scissors, pencils, sticks, bottle tops.  Place value cards / flard cards
 100 board per learner  100 grid / number chart  Empty matchboxes, strings, rulers, tape  Analogue clock and calendar
measure
ORAL, PRACTICAL, WRITTEN: Assess Core Concepts, Skills and Values above
INFORMAL  Continuous assessment prevails through observations. The onus is on the teacher to be cognisant of learner progress and vigilant about whether the learner learns meaningfully and with understanding.
ASSESSMENT
 The teacher aptly records the observations made; this is integrated in the lesson time per DBE directive.
ORAL & WRITTEN PRACTICAL WRITTEN & ORAL PRACTICAL
SBA  NUMBERS, OPERATIONS AND RELATIONSHIPS  SPACE AND SHAPE  MEASUREMENT  NUMBERS, OPERATIONS AND
(Formal Assessment)  MEASUREMENT  PATTERNS, FUNCTIONS AND ALGEBRA WRITTEN RELATIONSHIPS
WRITTEN  NUMBERS, OPERATIONS AND

Pg.4
  NUMBERS, OPERATIONS AND RELATIONSHIPS RELATIONSHIPS
 DATA HANDLING
Formal Assessment must be fair, reliable, and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
 Teach and assess well for learning gains. (AfL)
 Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged, and the evidence of attainment can be justified at all times.

2022 Annual Teaching Plan – Term 2: MATHEMATICS: Grade 3

Mathematics time allocation: Per day is 1hr. 24 min × 5 (or 1hr 30 min x 4 days plus one 1hour lesson per week) The prescribed time of 7 hours for Mathematics per week must be observed. 5 APRIL- 24 JUNE
1. Whole Class Activity:
o Count, Mental Maths (consolidation of concepts) 5 min +10 min 53 teaching days 12 weeks
o New Concept teaching 20 min
School holidays: 15, 18, 27 April
o Classroom Management (allocation of independent activities)
2.Independent group teaching and independent work 24 × 2 groups = 48 min 2 May
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective for assessment for learning to inform the remediation and teaching. 16, 17 June
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 2 (53 days) Week 1& 2 (4days) Week 3(4days) & 4 (4 days) Week 5(4days) & 6 Week 7 & 8 Week 9 & 10 Week 11(4days) & 12
NUMBERS, OPERATIONS AND RELATIONSHIPS
 Count concrete objects to 500
 Count forwards and backwards to 500
 Read, write number symbols, number names up to 500
 Compare and order numbers to 500 (>, <, =)
 Recognise Place value: HTO up to 500
 Practise number bonds up to 30
 Practise efficient Mental Maths techniques up to 100
 Addition and subtraction in context and context free up to 500
CONTENT AREAS  Repeated addition leading to multiplication up to with answers up to 75 (+, ×, =, □)
AND TOPICS  Group and share leading to division up to 75
 Solve money problems include totals and change
SPACE & SHAPE MEASUREMENT PATTERNS, FUNCTIONS AND ALGEBRA
 2-D shapes  Mass  Time  Geometric Patterns
 Symmetry
DATA HANDLING DATA HANDLING
 Collect and sort data  Analyse and Interpret data
 Represent sorted data
Week 1& 2 (4days)  Week 3(4days) & 4 (4 days)  Week 5(4days) & 6 Week 7 & 8 Week 9 & 10 Week 11(4days) & 12
Complete the Diagnostic Assessment 1
NUMBERS, OPERATIONS AND RELATIONSHIPS
CORE Mental Maths Number Range 500. (Counting Integrated with Number Patterns) Strategies used are: Number line, break down and build up, halving and doubling, relationship between + and -; × and ÷.
CONCEPTS,  Count forwards and backwards in 1s,  Count forwards and backwards in 10s,  Count forwards and backwards in 1s,  Count forwards and backwards in  Count forwards and backwards in Revision
SKILLS AND 5s, 2s and 10s up to 200 and from any 5s, 2s, up to 300 and from any multiple 5s, 2s, 3s, 4s up to 400 and from any 10s, 5s, 2s, 3s, 4s up to 500 and 10s, 5s, 2s, 3s, 4s up to 500 and o Recognise, read, write number
KNOWLEDGE multiple of 2, 5,10 between 0 and 200 of 10, 5, 2 between 0 and 300 multiple of 5, 2, 3, 4 between 0 and from any multiple of 10, 5, 2, 3, 4 from any multiple of 10, 5, 2, 3, 4 symbols and number between 0
BUILDING 400 between 0 and 500 between 0 and 500 - 500
NUMBER SENSE
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  Compare numbers to 200
– 5 less than and 5 more than
– 4 less than and 4 more than
 Solve + and – problems in context and
out of context up to 200
 Recognise place value of numbers to
200 HTO, know the value of each digit
 Compare and order whole numbers
greater than, smaller than, (>, <)
 Arrange sequence of numbers in the
ascending and descending order
 Read and write number symbols and
names up to 200
PROBLEM  Building up and breaking down
SOLVING AND  Doubling and halving
CALCULATION  Number lines
TECHNIQUES
 Compare numbers less than, more
than etc. to 200
 Describe, order on number line to 200
 Solve problems in context involving
REQUIRED
Rands and cents
KNOWLEDGE
 Arrange numbers from smallest to
greatest and greatest to smallest
 Addition and subtraction in context and
context free to 100 on number line
DBE WORKBOOK DBE Workbook
ACTIVITIES AND Activity 33: Counting Target 200 pg. 76
Fill in the missing numbers pg.
77
Activity 34: Counting in groups pp. 78-79
Activity 35 (a – b) Place Value pp. 80-81
RESOURCES
(other than
textbooks) to
enhance learning.
See pg. 16 in CAPS
for more ideas.
 Compare numbers to 300
- 2 more than and 2 less than
- 4 more than and 4 less than
 Addition and subtraction facts to15
 Solve + and – problems in context and
out of context up to 300
 Solve word problems in context
involving grouping and sharing up to
50, answers may include remainders
 Solve (+, -) money problems in context
 Recognise place value of numbers to
300 HTO, know the value of each digit
SPACE AND SHAPE
 Range of 2D shapes (rectangles,
triangles, circles, squares)
 Features of shapes
 Symmetry
DATA HANDLING
 Collect and sort data
 Represent sorted data
 Building up and breaking down
 Doubling and halving
 Rounding off in tens
 Number line
 Use break down and build up method
for problems in context and context
free calculations up to 200
 Grouping and sharing to 30
 Addition and subtraction of 3digit and
2digit numbers
 Solve word problems: Money (R c)
DBE Workbook
Activity 36: Data Handling pp.84-85
Activity 37a: Context free calculations pp
86-88
Problem Solving pg. 89
Activity 38: Problems in context-
decomposing/
breakdown method pp.90-91
Activity 39: Addition and Subtraction
calculations pp. 92-93
Activity 41: Target 300 - calculations, pp
96-97
method pp.90-91
Activity 42: Adding &Subtracting with 100s,
 Compare numbers to 400
- 3 more than and 3 less than
- 2 more than and 2 less than
 Addition and subtraction facts to 20
 Solve + and – problems in context
and out of context up to 400
 Repeated addition leading to
multiplication up to 75 in context and
context free calculations
 Solving problems in context and
explain solutions involving equal
sharing and grouping up to 75 AND
leading to solutions that include
unitary fractions e.g., half, quarter,
third, fifth
MEASUREMENT
 Estimate, measure, compare, order,
record Mass using Balancing Scale
and non-standard measures e.g.
bricks, blocks.
 Use language of comparison light,
heavy, lighter, heavier etc.
 Introduce formal units of
measurement read scale: grams,
kilograms
 Building up and breaking down
 Doubling and halving
 Rounding off in tens
 Number lines
 Read, write number symbols up to
300
 Compare and order numbers up to
300
 Missing numbers on the number line
 Place value to 300
 Number bonds to 10
 Addition and subtraction in context
and context free to 300
DEB Workbook
Activity 47 Adding and subtracting pp.108-
109
Activity 49 Counting up to 500 pp.112-113
Activity 50: Multiplication pg. 119
Activity 53: Multiplication, counting in 5s,
linking 5s
to money, pp.120—121
Activity 63: Grouping. pp. 140-141
 Compare numbers to 500
- 10 more than and 10 less than
- 5 more than and 5 less than
- 2 more than and 2 less than
- 3 more than and 3 less than
 Addition and subtraction facts to 20
 Solve problems in context and
context free calculations +, -, □, =
to 500
 Fractions: half, third, quarters,
eights, in diagram form.
 Divide numbers to 50 by 2, 5, 4,
use ÷
 Compare and order number
sequences up to 500
 Recognise place value of numbers
to 500 HTO, know the values of
digits
 Read 12 hr time in hours and half
hours. Use analogue clock to tell
time.
 Calculate length of time and
passing of time
DATA HANDLING
 Analyse and Interpret data
 Building up and breaking down
 Doubling and halving
 Rounding off in tens
 Read analogue time: half hours,
hours
 Expanded notation to 400
 Addition and subtraction in context
and context free to 400
 Multiplication and division up to 20
 Sharing equally leading to fractions
DBE Workbook
Activity 43: Target 400 counting on and
backwards pp 100-101
Activity 44: Rounding off Mass pp.102 -
103
Activity 50: Multiplication & division. pp.
114-115
Activity 51: Counting in 2s, 5s. pp. 116-
117
Activity 55: Counting in 3s, 4s. pp. 124-
125
Activity 64: Fun. Find the Rule. pp. 142-
143
 Compare numbers to 500 and
say:
- 10 more than and 10 less
than
- 5 more than and 5 less than
- 2 more than and 2 less than
- 3 more than and 3 less than
 Addition and subtraction facts to
20
 Solving problems in context and
explain solutions involving equal
sharing and grouping up to 75
 Practice number bonds to 30
 Context free calculations +, - to
500
 Repeated addition leading to × to
75
 Build the fraction wall
PATTERNS, FUNCTIONS AND ALGEBRA
Geometric patterns
 Copy, extend and describe simple geometric patterns.
 Recognise, describe 2D shapes and features
 Time: hour, half hour analogue time
 Building up and breaking down
 Doubling and halving
 Rounding off in tens
 Addition and subtraction in
context and context free 400
 Place value to 400
 Number bonds to 12
 Unitary fractions- making 1 whole
DBE Workbook
Activity 45: Target 500 pp. 104-105
Activity 46: Adding and subtracting
pp.106-107
Activity 57: Halves and quarters. pp.
128-129
Activity 58: Halves and thirds. pp. 130-
131
Activity 61: Halves and doubles. pp.
136-137
o Count to at least 500 objects
reliably.
o Count in multiples of
- in 1s, 2s, 5s, 3s, 4s, 10s
o Compare number to 500
o Addition and subtraction facts to
20
Revision: Read, write number
symbols and number names to 200
Solve +, - to 500
 Word problems in context
 Calculations (context free)
 Money, totals and change
 Decompose numbers to 500
Solve
- Grouping and sharing to 75
- Repeated + to 75 leading to ×
- Equal sharing – unitary fractions
Round off, doubles and halves
 Addition and subtraction in
context and context free
 Place value to 400
 Repeated addition leading to ×
to 40
 Halving to 40
DBE Workbook
Activity 33: Counting Target 200 pg.
76
Fill in the missing
numbers pg. 77
Activity 34: Counting in groups pp.
78-79
Activity 35(a – b) Place Value pp. 80-
81
Pg.6
 pp 98-99
Activity 48: Symmetry pp.110-111

 Number board: 200
 Classwork book, activity cards
 Counters, abacus, number line, flard
cards
 2-D shapes (cut-outs)
 Counters, abacus, number line  Fraction board, fraction wall and  Clock, calendar  Classwork book  Classwork book
 Classwork book, activity cards fraction circles  Counters, number line, flard cards  Multiplication tables
 Number board up to 200  Clock, calendar  Classwork book, activity cards  Array Diagrams
 2-D Shapes cut-out and posters  Number line, flard cards

ORAL, PRACTICAL, WRITTEN

INFORMAL
 Continuous assessment prevails through observations. The onus is on the teacher to be cognisant of learner progress and vigilant about whether the learner learns meaningfully and with understanding.
ASSESSMENT
 The teacher aptly records the observations made; this is integrated in the lesson time per DBE directive.
ORAL WRITTEN PRACTICAL WRITTEN WRITTEN
SBA  NUMBERS, OPERATIONS &  PATTERNS, FUNCTIONS & ALGEBRA  SPACE AND SHAPE  NUMBERS, OPERATIONS &  MEASUREMENT
(Formal Assessment) RELATIONSHIPS  NUMBERS, OPERATIONS & RELATIONSHIPS.  NUMBERS, OPERATIONS & RELATIONSHIPS
RELATIONSHIPS  DATA HANDLING
Formal Assessment must be fair, reliable, and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
 Teach and assess well for learning gains. (AfL)
 Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged, and the evidence of attainment can be justified at all times.

2022 Annual Teaching Plan – Term 3: MATHEMATICS: Grade 3

Mathematics time allocation: Per day is 1hr. 24 min × 5 (or 1hr 30 min x 4 days plus one 1hour lesson per week) The prescribed time of 7 hours for Mathematics per week must be observed.
PER DAY: 1 hour 24 min × 5 = 7 hours. (or 1hr 30 min x 4 days plus one 1hour lesson per week) The prescribed time of 7 hours for Maths per week must be observed.
1. Whole Class Activity:
19 JULY- 30 SEPTEMBER
a. Count, Mental Maths (consolidation of concepts) 5 min +10 min 52 teaching days 11 weeks
b. New Concept teaching 20 min
c. Classroom Management (allocation of independent activities) School holidays: 8, 9 August
2. Independent group teaching and independent work
24 × 2 groups = 48 min
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective for assessment for learning to inform the remediation and teaching.
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 3 (52 days) Week 1 & 2 Week 3 & 4 (3 days) Week 5 & 6 Week 7 & 8 Week 9 & 10 Week 11
NUMBERS OPERATIONS RELATIONSHIPS
 Count concrete objects to 700
 Count forwards and backwards to 700
 Read, write number symbols, number names up to 700
 Compare and order numbers to 700 (>, <, =)
 Recognise Place value: HTO up to 700
 Practise number bonds up to 30
 Practise efficient Mental Maths techniques up to 100
 Addition and subtraction in context and context free up to 800
CONTENT AREAS  Repeated addition leading to multiplication with answers up to 75 (+, ×, =, □)
AND TOPICS  Group and share leading to division up to 75, include remainders
 Solve money problems include totals and change.
MEASUREMENT SPACE & SHAPE MEASUREMENT
 Time  Time  Position and directions (informal map)  Time
 Length (m, cm)  Perimeter
DATA HANDLING
 Collect and sort data
 Represent sorted data
 Analyse and Interpret data
Pg.7
 Week 1 & 2 Week 3 & 4 (3 days) Week 5 & 6 Week 7 & 8 Week 9 & 10 Week 11
Complete the Diagnostic Assessment 2
NUMBERS, OPERATIONS AND RELATIONSHIPS
Mental Maths Number Range 700. (Counting Integrated with Number Patterns) Strategies used are: Number line, break down and build up, halving and doubling, relationship between + and - ; × and ÷.
 Count forwards and backwards in  Count forwards and backwards in 1s, 2s,  Count forwards and backwards in multiples  Count forwards and backwards in 1s, 10s,  Count forwards and backwards in Revision
multiples of 2, 4 from any multiple of 2, 4 5s and 10s from any number between 0 of 3 and 4 from any multiple of 3, 4 between 20s 50s from any number between 0- 700 multiples of 10s and 20s from any o Recognise, read, write number
between 0 and 500 – and 600 0 - 600  use relationship between +&- multiple of 10, 20 between 0 - 700 symbols and number names to
 Compare numbers to 500  Compare numbers to 600  Compare numbers to 600  Compare numbers to 700  Compare numbers to 700 700
- 2 more and 2 less - 5 more and 5 less - 3 more and 3 less - 10 more or 10 less  10 more or 10 less o Compare number to 700
- 4 more and 4 less - 10 more and 10 less - 4 more and 4 less - 20 more or 20 less  20 more or 20 less
 Order a given set of numbers  Addition and subtraction facts to 20  Addition and subtraction facts to 20  Addition and subtraction facts to 20
 Addition and subtraction facts to 30  Order a given set of numbers
NUMBERS OPERATIONS & RELATIONSHIPS
CORE  Read and write number symbols and  Read and write number symbols and  Read and write number symbols to 600  Solve word problems in context and  Read and write number symbols 700  Read, write number symbols
CONCEPTS, names to 500 names to 600  Solve word problems in context and explain own solution to problems  Compare whole numbers using and number names to 700
SKILLS AND  Order a given set of numbers  Arrange from greatest to smallest and explain own solution to problems involving multiplication and division smaller than, greater than, more than,  Solve +, - word problems in
KNOWLEDGE  Solve money problems with totals and smallest to greatest involving addition and subtraction with answers up to 75 less than and is equal to. context -and context free to
BUILDING change to R500  Solve and explain solutions to practical with answers up to 600 Add and subtract to 700 – context free  Order whole numbers from smallest 700
NUMBER SENSE  Solve problems and talk about solutions problems with equal sharing leading to  Add to subtract from 600 context free (+, -, =, □) to greatest, and greatest to smallest  Money totals and change
of problems with equal sharing and solutions that include unitary fractions calculations (+, -, =, □)  Solve money problems with totals and  Practise number bonds up to 30 - Decompose 2 and 3 digit
grouping up to 50 answers can include i.e., halves, quarters, thirds, and fifths  Solve word problems in context involving change numbers up to 800
remainders  Recognise fractions in diagrammatic grouping and sharing up to 75, answers may  Solve word problems in context involving Solve
 Decompose three-digit numbers into form include remainders. grouping and sharing with answers up to - Grouping and sharing to 75
HTO to 500 identify and state the value  Practise context free +, - calculations of  Repeated addition leading to × up to 75 75, may include remainders - Repeated + leading to × to 75
of each digit 2- and 3-digit numbers up to 600  Practise number bonds up to 20  Repeated addition leading to × up to 75 - Equal sharing – unitary
 Practise number bonds up to 20  Practise number bonds up to 20  Practise number bonds up to 30 fractions
MEASUREMENT MEASUREMENT SPACE AND SHAPE MEASUREMENT
Time: use calendars to calculate and Time Position, Orientation, and views:  Use clocks to calculate length and passing
describe length of time in days or weeks - Telling time (dealt with during whole  Position and directions (on an informal map) of time in hours or half hours
class teaching)  Perimeter
- Use calendars to calculate and describe DATA HANDLING
length of time in days or weeks  Collect and sort data
- Length (m, cm)
 Represent sorted data
 Analyse and Interpret data
PROBLEM  Building up and breaking down  Building up and breaking down  Building up and breaking down  Building up and breaking down  Building up and breaking down
SOLVING AND  Number line  Number line  Rounding off in tens  Doubling and halving  Number line
CALCULATION  Rounding off in tens  Rounding off in tens
TECHNIQUES
 Count in multiples of 2, 5 and 10 to 50  Count in multiples of 2, 5 and 10 to 50  Count in multiples of 5 and 10 to 60  Addition to 30  Relationship of addition and
 Copy and extend simple Geometric  Bonds to 10  Bonds to 10  Grouping and sharing to 30 subtraction
REQUIRED
patterns  Grouping and Sharing up to 20  Sharing up to 20 with remainders  Order, compare and describe
KNOWLEDGE
 using physical objects and drawings.  Number names and symbols to 20  Fractions: Half and quarters numbers to 50
 Grouping and Sharing up to 20
RESOURCES DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK DBE WORKBOOK
(OTHER THAN Activity 75 Addition and Subtraction: Activity 65 More numbers 500 to 600 pp.2-3 Activity 78 Multiplication in 5s to 75 pp.28-29 Activity 67 Numbers 600 to 700 pp.6-7 Activity 67 Numbers 650 to 750 pp.12-13
TEXTBOOK) TO Numbers families pp.22-23 Activity 66 Place Value pp.4-5 Activity 81 Multiplication in 2s up to 75 pp.34-35 Activity 69 Place Value 600-700 pp.10-11 Activity 89 Multiplication and division:
ENHANCE
Activity 77 Rounding off in 10s pp.26-27 Activity 93 Sharing leading to fractions pp.58- Activity 83 Multiplication: 2s and 5s up to 75 Activity 72 Data Handling pp.15—16 2s, 3s, 4s and 5s up to 75
LEARNING
Activity 80 Day time and night-time pp.32-33 59 pp.38-39 Activity 94 The distance around pp.60-61 pp.50-51
Activity 97 Working in centimetres pg. 68 Activity 84 Multiplication: threes up to 75 pp. 40- Activity 95a & b money pg.64 Activity 97 Working in centimetrespg.69
41 Activity 96 More about data pp.66-67
Activity 85 Multiplication: 2s, 3s and 4s up to 75
pp.42-43
Activity 87 Multiplication in 4s up to 75 pp. 46-47
Activity 68 Mapwork pp.8- 9
 Number line, counters, abacus  Number line, counters, abacus  Number line, counters, abacus  Number line, counters, abacus  200 number board/ grid
 Place value cards /flard cards  Place value cards /flard cards  200 number board/ grid  3-D objects, shapes  Place value cards /flard cards, base
 200 number board/ grid  Measuring cups, bottles  Place value cards /flard cards  200 number board/ grid ten blocks
 Money  200 number board/ grid  Clock, calendar  Place value cards /flard cards  Number line, counters, abacus

Pg.8
  Fractions: fraction wall, halves, quarters  Informal maps, empty grids  Flard cards, base 10
Informal Assessment Assess Core Concepts, Skills and Values above
SBA ORAL WRITTEN PRACTICAL WRITTEN WRITTEN
(Formal  NUMBERS, OPERATIONS &  PATTERNS, FUNCTIONS & ALGEBRA  MEASUREMENT  DATA HANDLING  NUMBERS, OPERATIONS &
Assessment RELATIONSHIPS  NUMBERS, OPERATIONS &  MEASUREMENT RELATIONSHIPS
RELATIONSHIPS  SPACE AND SHAPE

2022 Recovery Annual Teaching Plan – Term 4: MATHEMATICS: Grade 3

Mathematics time allocation: Per day is 1hr. 24 min × 5 (or 1hr 30 min x 4 days plus one 1hour lesson per week) The prescribed time of 7 hours for Mathematics per week must be observed.
1. Whole Class Activity:
o Count, Mental Maths (consolidation of concepts) 5 min +10 min
o New Concept teaching 20 min
o Classroom Management (allocation of independent activities)
2. Independent group teaching and independent work 24 × 2 groups = 48 min
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective for assessment for learning to inform the remediation and teaching.
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 4 (47/48 days) Week 1&2 Week 3&4 Week 5&6 Week 7&8 Week 9 &10 (3 / 4 days)
NUMBERS, OPERATIONS AND RELATIONSHIPS
 Count concrete objects forwards and backwards to 1000 11 October -14 / 15 December
 Read and write number symbols, number names up to 1000
 Compare and order numbers up to 1000 (>, <, =)
 Recognise Place value: Thousands, Hundreds, Tens and Ones (HTO) up to 900
47/48 teaching days 10 weeks
 Practise number bonds up to 30
 Practise efficient Mental Maths techniques up to 100
school holidays: 0
CONTENT AREAS
 Use problem solving techniques for addition and subtraction in context and context free up to 900 (+, -, =, □)
AND TOPICS
 Add the same number - repeated addition leading to multiplication up to 100 (+, ×, =, □)
 Group and share leading to division up to 100, include remainders
 Solve money problems include totals and change.

MEASUREMENT MEASUREMENT SPACE AND SHAPE

 Capacity and volume (l, ml)  Area  Position, orientation and views
 (Measurement integrated with 4 basic operations  Time DATA HANDLING
through word problems) Integrated with NOR and MEASUREMENT.
Week 1 & 2 Week 3 & 4 Week 5 & 6 Week 7 & 8 Week 9 &10 (3 / 4 days)
Complete End-line Assessment
NUMBERS, OPERATIONS AND RELATIONSHIPS
Mental Maths Number Range 999. (Counting Integrated with Number Patterns) Strategies used are: Number line, break down and build up, halving and doubling, relationship between + and -; × and ÷.
 Count forwards and backwards in multiples of 2,  Count forwards and backwards in 1s, 2s, 5s  Count forwards and backwards in multiples of  Count forwards and backwards in 1s, 10s, 20s 50s from any number between 0- 1000 (link +;
5, 10 from any multiple of 2, 5, 10 between 0 and and 10s from any number between 0 – 800 3 and 4 from any multiple of 3, 4 between 0 - –)
700  Compare numbers to 800 (>, <) 900  Compare numbers to 1000 (>, <)
CORE  Compare numbers to 700 (>, <) - 4 more and 4 less  Compare numbers to 1000 (>, <) - 4 more or 4 less
CONCEPTS, SKILLS  2 more and 2 less - 5 more and 5 less  5 more and 5 less - 5 more or 5 less
AND KNOWLEDGE  3 more and 3 less  Count in 25, 50, 100 to 800  10 more and 10 less  Practise addition and subtraction facts to 20
BUILDING NUMBER  Order a given set of numbers  Rapid recall of + and – and × facts up to 30  Count in 25, 50, 100 to 900  Add and subtract multiples of 10 from 10 to 1000
SENSE  Rapid recall of + and – and × facts up to 30  × and ÷ facts for the 2times tables  Rapid recall of + and – and × facts up to 30  Rapid recall of + and – and × facts up to 30
 × and ÷ facts for the 2times tables

Pg.9
  Count forwards and backwards in 2s, 4s, 5s,
from any number between 0 – 700
 Count in 20s, 50s, 100s to at least 700
 Practise number bonds up to 20
NUMBERS, OPERATIONS AND RELATIONSHIPS
 Read and write number symbols and number
names to 800
 Know place value number up to 800 (Hundreds,
Tens, Ones)
 Solve number problems in context and context
free involving +, -, □ with 3-digit numbers up to
800 inclusive of money problems with change
 Solve repeated addition problems in context
leading to multiplication with answers up to 75
 Multiply numbers 1 to 10 by 2, 5, 3, 4 (×, =, □) up
to 80
 Division (÷) up to 100 with and without
remainders
MEASUREMENT
 Capacity and volume (l, ml)
 (Measurement integrated into 4 basic operations
through word problems)
 Number line
PROBLEM SOLVING
 Build up and break down numbers
AND CALCULATION
 Doubling and halving
TECHNIQUES
 Rounding off in tens
 Count in multiples up to 700
 Compare and order objects and numbers up to
700
 Solve grouping and sharing to 75
REQUIRED  Number names 0- 700
KNOWLEDGE  Place value Hundreds, Tens and ones
 Solve number problems in context and context
free involving addition and subtraction up to 700
 Division up to 70 (with and without remainders)
RESOURCES (other DBE WORKBOOK
than textbooks) to Activity 82: Number Patterns: twos up to 800 pp.36-37 Activity 86: Number Patterns: threes to 800
enhance learning. Activity 79: Day time and night-time pp.32-33
Activity 91: Fraction strip kits pp.55-56
See pg. 16 in CAPS
for more ideas. Activity 92: More fractions pp.57-58
Activity 95: Money 62-65
Activity 98: Numbers 700-800 pp.70-71
Activity 99: More Numbers 700-800 pp.72-73
Activity 110: Measurement pp.96-97
Activity 128a&b: Capacity pp130-131
Activity 113: Multiplication and Division to 100 pp.102- Activity 100: Numbers 800-900 pp.74-75
103
Activity 122-123: Equal parts: halves, etc. pp.118-122 Activity 112: Rounding off to nearest 10 pp.100-
MAKE SURE ALL THE DBE WOOK BOOK ACTIVITIES ARE COMPLETED
 Count forwards and backwards in 5s and
10s from any number between 0 – 800
 Count in 20s, 25s, 50s to at least 800
 Read and write number symbols and
number names to 900
 Know place value number up to 900
(Hundreds, Tens, Ones)
 Solve number problems in context and
context free involving +, -, □ with 3-digit
numbers up to 900
Integrate:
o money problems
o time problems
o grouping and sharing up to 100
 Sharing leading to fractions
 Perimeter
 Area
 Count, compare and order objects and
numbers up to 700
 Solve grouping and sharing problems in
context and context free leading to division
up to 75
 Recognise fractions in diagram and fraction
wall
 Practise number bonds to 20
 Multiply numbers 1 to 10 by 2, 5, 3, 4 (×, =,
□) up to 80
DBE WORKBOOK
pp.44-45
Activity 80: Day time and Night time pp.32-33
Activity 87: Multiplication and division in 4s up to
75
pp.46-47
Activity 88: Number Patterns: 4s to 800 pp.48-49
Activity 93: Sharing leading to fractions pp. 58-
59
Activity 101: More Numbers 800-900 pp.76-77
101
Activity 117: Multiplication and Division: 2s to
100
pp.109-110
Activity 125: More Fractions pg. 126
Activity 126: More Grouping and sharing pg. 128
 Count forwards and backwards in 3s, 4s,
from any number between 0 – 900
 Practise number bonds up to 30
 Read and write number symbols and number
names to 1000
 Solve repeated addition problems in context
leading to multiplication with answers up to
100
 Multiply numbers 1 to 10 by 2, 5, 3, 4 (×, =,
□) up to 100
 Grouping and sharing up to 100
 Division (÷) up to 100 with and without
remainders
 Sharing leading to fractions
SPACE AND SHAPE
 Position, orientation and views
DATA HANDLING
Analyse data from representations provided
 Count, compare and order objects and
numbers up to 800
 Place value: Hundreds, Tens and Ones up to
800
 Solve repeated addition problems in context
leading to multiplication with answers up to
80
Practise number bonds to 20
DBE WORKBOOK
Activity 79: Number Patterns: fives to 800 pp.30-
31
Activity 111: Number Patterns: 10s to 900 pp.98-
99
Activity 78: Multiplication in 5s to 75 pp.28-29
Activity 90: Properties of 3-D objects pp.52-53
Activity 102a -b: Weighing pp. 78-81
Activity 103: Numbers 900 to 1000 pp.82-83
Activity 104: More Numbers 900 to 1000 pp.84-85
Activity 105: Addition and Subtraction to 999
pp.86-87
Activity 116: Number Patterns: 2s to 900 pp.108-
109
Activity 118: Multiplication and Division: 3s to 100
pp.112-113
Activity 120: Multiplication and Division: 4s to 100
pp.109-110
 Count forwards and backwards in multiples  Count forwards and backwards in
of 3, 4 from any multiple of 3, 4 between 0 multiples of 5, 10, from any multiple of
and 1000 5,10, 20, 25 between 0 and 1000
 Practise number bonds up to 30  Practise number bonds up to 30
 Read and write number symbols and
number names to 1000
 Know place value number up to 1000
(Hundreds, Tens, Ones)
 Solve number problems in context and
context free involving +, -, □ with 3-digit
numbers up to 1000
Integrate:
o money problems
o time problems
o grouping and sharing up to 100
 Count, compare and order objects and
numbers up to 800 using smaller than,
greater than, more than, less than, equal to
 Solve number problems in context and
context free involving addition and
subtraction up to 600
 Solve money problems.
 Practise number bonds to 25
 Work with halves and whole in fractions
DBE WORKBOOK
Activity 90: Properties of 3-D objects pp.52-53
Activity 114: Number Patterns: 5s to 1000
pp.104-
105
Activity 106: Problem Solving: Time pp.88-89
Activity 107: Problem Solving: Working with
Money
pp.90-91
Activity 108-109: Addition and Subtraction pp.92-
95
Activity 119: Number Patterns: 3s to 1000
pp.114-
115
Activity 121: Number Patterns: 4s to 1000
pp.118-
119
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  Number line, abacus, counters  Number line, abacus, counters  Number line, abacus, counters  Number line, abacus, counters
 Place value cards / flard cards  Place value cards / flard cards  Place value cards / flard cards  Place value cards / flard cards
 100 Grid / number chart  Analogue clock and calendar  Play money  3-D objects
 Clock and calendars  100 Grid / number Chart  Clock and calendars  100 Grid / Number chart
 Fractions: unitary and non-unitary
 Clock and calendars
Assess Core Concepts, Skills and Values above
INFORMAL ORAL, PRACTICAL, WRITTEN
ASSESSMENT  Continuous assessment prevails through observations. The onus is on the teacher to be cognisant of learner progress and vigilant about whether the learner learns meaningfully and with understanding.
 The teacher aptly records the observations made; this is integrated in the lesson time per DBE directive.
ORAL WRITTEN ORAL WRITTEN
 NUMBERS, OPERATIONS AND RELATIONSHIPS  NUMBERS, OPERATIONS AND  SPACE AND SHAPE  MEASUREMENT
RELATIONSHIPS  NUMBERS, OPERATIONS AND RELATIONSHIPS
PRACTICAL  MEASUREMENT WRITTEN
SBA NUMBERS, OPERATIONS AND
 MEASUREMENT
(Formal Assessment) RELATIONSHIPS
Formal Assessment must be fair, reliable, and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
 Teach and assess well for learning gains. (AfL)
 Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged, and the evidence of attainment can be justified at all times.

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