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SCHEME OF WORK
Mathematics
Grade 3 2024
TERM I
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 2
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the position of the pupils in the picture
Count aloud from number one to ten
Have fun running in the field in a line
Learners in groups /pairs to:
Run in the field in a line
What is your number in the race?
Counters
Charts
Let
1 3
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the position of the pupils in the picture
Count aloud from number one to ten
Have fun running in the field in a line
Learners in groups /pairs to:
Run in the field in a line
What is your number in the race?
Counters
Charts
Let
1 4
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the position of the pupils in the picture
Count aloud from number one to ten
Have fun running in the field in a line
Learners in groups /pairs to:
Run in the field in a line
What is your number in the race?
Counters
Charts
Let
1 5
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the number of different animals in the picture
Interpret numbers on the number cards
Enjoy writing the position of numbers on the number card and match correct numbers respectively
Learners in groups /pairs to:
Interpret numbers on the number cards
What is the number of the giraffe in the picture?
School field


Let
2 1
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify numbers 1-10 on the train
Arrange ten books in a systematic order
Have fun placing numbers in respective order on them
Learners in groups /pairs to:
Place numbers in respective order on the ten books
Where on the train is the number 6?
Charts
Calendar

Let
2 2
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the number of ants in the picture
Recognize numbers according to the colors attached to them
Enjoy arranging books and placing numbers in respective order on them
Learners in groups /pairs to:
Arrange books and place numbers in respective order
A pink leaf is represented by which number?
Charts
Cards


Let
2 3
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the number of ants in the picture
Recognize numbers according to the colors attached to them
Enjoy arranging books and placing numbers in respective order on them
Learners in groups /pairs to:
Arrange books and place numbers in respective order
A pink leaf is represented by which number?
Charts
Cards


Let
2 4
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the number of ants in the picture
Recognize numbers according to the colors attached to them
Enjoy arranging books and placing numbers in respective order on them
Learners in groups /pairs to:
Arrange books and place numbers in respective order
A pink leaf is represented by which number?
Charts
Cards


Let
2 5
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify the number of ants in the picture
Recognize numbers according to the colors attached to them
Enjoy arranging books and placing numbers in respective order on them
Learners in groups /pairs to:
Arrange books and place numbers in respective order
A pink leaf is represented by which number?
Charts
Cards


Let
3 1
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify different businesses are on what floors in the building
Match number cards or position number card
Appreciate team work by working in pairs to match number cards
Learners in groups /pairs to:
Work in groups to match number cards
The bank is on what floor?
Charts
Number Cards


Let
3 2
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify different businesses are on what floors in the building
Match number cards or position number card
Appreciate team work by working in pairs to match number cards
Learners in groups /pairs to:
Work in groups to match number cards
The bank is on what floor?
Charts
Number Cards


Let
3 3
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify different businesses are on what floors in the building
Match number cards or position number card
Appreciate team work by working in pairs to match number cards
Learners in groups /pairs to:
Work in groups to match number cards
The bank is on what floor?
Charts
Number Cards


Let
3 4
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify different businesses are on what floors in the building
Match the months of the year with their respective positions
Enjoy working in pairs to match the months to their respective numbers
Learners in groups /pairs to:
Match the months of the year with their respective positions
What is the position of June on the calendar?
Number cards

Let
3 5
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Identify different businesses are on what floors in the building
Match the months of the year with their respective positions
Enjoy working in pairs to match the months to their respective numbers
Learners in groups /pairs to:
Match the months of the year with their respective positions
What is the position of June on the calendar?
Number cards

Let
4 1
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name birds according to their positions on the electric lines
Count number 1
Learners in groups /pairs to:
Name birds according to their positions on the electric lines
What is the name of the bird on the 20th position?
Number cards


Let
4 2
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name birds according to their positions on the electric lines
Count number 1
Learners in groups /pairs to:
Name birds according to their positions on the electric lines
What is the name of the bird on the 20th position?
Number cards


Let
4 3
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name birds according to their positions on the electric lines
Count number 1
Learners in groups /pairs to:
Name birds according to their positions on the electric lines
What is the name of the bird on the 20th position?
Number cards


Let
4 4
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name birds according to their positions on the electric lines
Count number 1
Learners in groups /pairs to:
Name birds according to their positions on the electric lines
What is the name of the bird on the 20th position?
Number cards


Let
4 5
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name birds according to their positions on the electric lines
Count number 1
Learners in groups /pairs to:
Name birds according to their positions on the electric lines
What is the name of the bird on the 20th position?
Number cards


Let
5 1
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name the birds on the picture according to their umber position
Count number 16-20 in a systematic order
Enjoy taking part in filling I the correct numbers in the blank
Learners in groups /pairs to:
Count number 16-20 in a systematic order
What position is the crane in the picture?
Number cards


Let
5 2
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name the birds on the picture according to their umber position
Count number 16-20 in a systematic order
Enjoy taking part in filling I the correct numbers in the blank
Learners in groups /pairs to:
Count number 16-20 in a systematic order
What position is the crane in the picture?
Number cards


Let
5 3
NUMBERS
Position numbers
By the end of the lesson, the learner should be able to:
able to:
Name the birds on the picture according to their umber position
Count number 16-20 in a systematic order
Enjoy taking part in filling I the correct numbers in the blank
Learners in groups /pairs to:
Count number 16-20 in a systematic order
What position is the crane in the picture?
Number cards


Let
5 4
WHOLE NUMBERS
Counting in ones
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward ones
Arrange the number cards to count in forward and backward ones
Appreciate number forward and backward ones
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward ones
What is the next number after 100?
Number cards


Let
5 5
WHOLE NUMBERS
Counting in ones
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward ones
Arrange the number cards to count in forward and backward ones
Appreciate number forward and backward ones
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward ones
What is the next number after 100?
Number cards


Let
6 1
WHOLE NUMBERS
Counting in twos
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward twos
Arrange the number cards to count in forward and backward twos
Appreciate number forward and backward twos
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos
What is the next number after 702 having added 2?
Number cards


Let
6 2
WHOLE NUMBERS
Counting in twos
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward twos
Arrange the number cards to count in forward and backward twos
Appreciate number forward and backward twos
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos
What is the next number after 702 having added 2?
Number cards


Let
6 3
WHOLE NUMBERS
Counting in twos
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward twos
Arrange the number cards to count in forward and backward twos
Appreciate number forward and backward twos
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos
What is the next number after 702 having added 2?
Number cards


Let
6 4
WHOLE NUMBERS
Counting in twos
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward twos
Arrange the number cards to count in forward and backward twos
Appreciate number forward and backward twos
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos
What is the next number after 702 having added 2?
Number cards


Let
6 5
WHOLE NUMBERS
Counting in twos
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward twos
Arrange the number cards to count in forward and backward twos
Appreciate number forward and backward twos
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward twos
What is the next number after 702 having added 2?
Number cards


Let
7 1
WHOLE NUMBERS
Counting in fives
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward fives
Arrange the number cards to count in forward and backward fives
Appreciate number forward and backward fives
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward fives
What is the next number after 105 having added a 5?
Number cards


Let
7 2
WHOLE NUMBERS
Counting in fives
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward fives
Arrange the number cards to count in forward and backward fives
Appreciate number forward and backward fives
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward fives
What is the next number after 105 having added a 5?
Number cards


Let
7 3
WHOLE NUMBERS
Counting in fives
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward fives
Arrange the number cards to count in forward and backward fives
Appreciate number forward and backward fives
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward fives
What is the next number after 105 having added a 5?
Number cards


Let
7 4
WHOLE NUMBERS
Counting in tens
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward tens
Arrange the number cards to count in forward and backward tens
Appreciate number forward and backward tens
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward tens
What is the next number after 90 having added a 10?
Charts
Chalkboard
Number cards


Let
7 4-5
WHOLE NUMBERS
Counting in tens
By the end of the lesson, the learner should be able to:
able to:
Count numbers from 100 in forward and backward tens
Arrange the number cards to count in forward and backward tens
Appreciate number forward and backward tens
Learners in groups /pairs to:
Arrange the number cards to count in forward and backward tens
What is the next number after 90 having added a 10?
Charts
Chalkboard
Number cards


Let
8

Exams and Midterm

9 1
WHOLE NUMBERS
Place value
By the end of the lesson, the learner should be able to:
able to:
Identify the number of sticks in a bundle by counting
Use an abacus to show various numbers
Have fun counting numbers in a bundle of sticks
Learners in groups /pairs to:
Use an abacus to show various numbers
How many bundles of stick are in the picture?
Charts
Chalkboard
Number cards

Let
9 2
WHOLE NUMBERS
Place value
By the end of the lesson, the learner should be able to:
able to:
Identify the number of sticks in a bundle by counting
Use an abacus to show various numbers
Have fun counting numbers in a bundle of sticks
Learners in groups /pairs to:
Use an abacus to show various numbers
How many bundles of stick are in the picture?
Charts
Chalkboard
Number cards

Let
9 3
WHOLE NUMBERS
Place value
By the end of the lesson, the learner should be able to:
able to:
Identify the number of sticks in a bundle by counting
Use an abacus to show various numbers
Have fun counting numbers in a bundle of sticks
Learners in groups /pairs to:
Use an abacus to show various numbers
How many bundles of stick are in the picture?
Charts
Chalkboard
Number cards

Let
9 4
WHOLE NUMBERS
Place value
By the end of the lesson, the learner should be able to:
able to:
Identify the number of sticks in a bundle by counting
Use an abacus to show various numbers
Have fun counting numbers in a bundle of sticks
Learners in groups /pairs to:
Use an abacus to show various numbers
How many bundles of stick are in the picture?
Charts
Chalkboard
Number cards

Let
9 5
WHOLE NUMBERS
Place value
By the end of the lesson, the learner should be able to:
able to:
Identify the number of sticks in a bundle by counting
Use an abacus to show various numbers
Have fun counting numbers in a bundle of sticks
Learners in groups /pairs to:
Use an abacus to show various numbers
How many bundles of stick are in the picture?
Charts
Chalkboard
Number cards

Let
10 1
WHOLE NUMBERS
Place Value
By the end of the lesson, the learner should be able to:
able to:
Identify ones, tens and hundreds from an abacus containing 126
Place tins according to place value
Enjoy placing tins according to their respective place value
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126
How many ones are in the blue tin?
Chalkboard
Charts
Number cards


Let
10 2
WHOLE NUMBERS
Place Value
By the end of the lesson, the learner should be able to:
able to:
Identify ones, tens and hundreds from an abacus containing 126
Place tins according to place value
Enjoy placing tins according to their respective place value
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126
How many ones are in the blue tin?
Chalkboard
Charts
Number cards


Let
10 3
WHOLE NUMBERS
Place Value
By the end of the lesson, the learner should be able to:
able to:
Identify ones, tens and hundreds from an abacus containing 126
Place tins according to place value
Enjoy placing tins according to their respective place value
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126
How many ones are in the blue tin?
Chalkboard
Charts
Number cards


Let
10 4
WHOLE NUMBERS
Place Value
By the end of the lesson, the learner should be able to:
able to:
Identify ones, tens and hundreds from an abacus containing 126
Place tins according to place value
Enjoy placing tins according to their respective place value
Learners in groups /pairs to:
Use an abacus to show the place value of the number 126
How many ones are in the blue tin?
Chalkboard
Charts
Number cards


Let
10 5
WHOLE NUMBERS
Place Value
By the end of the lesson, the learner should be able to:
able to:
Identify the different place values for the number 999 in the abacus
Use an abacus to show the place value of different numbers
Enjoy filling the table with the respective place values for the numbers
Learners in groups /pairs to:
Use an abacus to show the place value of the number 999
What is the place value of 1 in the number 1000?
Chalkboard
Charts
Number cards

Let

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