SUGGESTED LEVELS OF ATTAINMENT IN MATHEMATICS FOR GRADE
THREE
NB: In a normal school year there
are about 200 school days (minus public holidays, school related breaks and
breaks caused by natural disasters)
The
curriculum guide is spiral i.e. key
concepts are introduced to children at a young age and repeatedly covered with
increasing degrees of difficulty. G2
indicates what the student should be able to do upon completing Grade 2. The
objectives below normally would be achieved during Term 1 and Term 2 of Grade
3.
Number
Concepts
1. Read numbers up
to 999 written in words and symbols (Grade 2 – up to 99)
2. Write numerals
up to 999 using words and symbols.
(Grade 2 – up to 99)
3. Read and write ordinals up to 31st
thirty-first
4. Identify the ordinal position of an object in an arranged test
5. Identify the object that is given ordinal position in an arranged set
6. Count by 2’s, 5’s, 10’s, 20’s, 25’s,
and 100’s. (Grade 2- by 2’s,
5’s, 10’s, 20’s, and 25’s)
7. Identify the pattern in a sequence of numbers.
8. Complete sequences in numbers. (Grade
2 – Which involve counting by 2’s, 5’s, 10’s, 20’s, 25’s)
9. Identify the place value and total value
of any digit in two- and three-digit numbers. (G2)
10.Explain the difference between place value and total value.
11.Write numbers with up to three digits
in expanded notation. (Grade
2 – two digit numbers)
12.Order two- and
three-digit numbers (Grade 2 – two digit numbers)
13. Explain the concepts of ‘even number’ and ‘odd number’.
14.Classify odd and even numbers.
15.Describe relationships between odd
and even numbers
16.Round off two-digit
numbers to the nearest ten.
17.Round off three-digit numbers to the nearest ten or hundred.
18.Represent fractions of a whole or
group, using concrete objects, pictures/diagrams, and numerals.
19.Identify fraction of a whole or group
(Grade 2 – ½ , 1/3, ¼, 1/5, 1/8, 2/3, ¾)
20.Explain the concept of a fraction.
21.Explain the concepts of ‘numerator’ and ‘denominator’
22.Identify the numerator and
denominator in a fraction.
23.Compare unit
fractions using the symbol ‘<’ and ‘>’. (Grade 2 compare pairs of
two-digit numbers)
24.Compare fractions with like
denominators using the symbols ‘<’ and ‘ >’
Statistics
1. Identify and describe situations in
everyday lice that involve data collection and data representation
2. State reasons why people collect
data.
3. Describe how to collect data using a)
observation and b) interviewing. (G2)
4. Explain why it is appropriate to use
observation and interviews to collect data.
5. Plan for data collection activities.
6. Display data in simple pictograph, bar graph (G2- complete
graphs)
7. Describe the characteristics of
pictographs in which one picture represents one unit of data.
8. Describe the characteristics of
pictographs in which one picture represents more than one unit of data.
9. Explain the concept of tally chart.
10.Use tallies to construct a table.
11.Use tally charts and tables
to organize collected data
12.Read data
presented in: tables, pictograph and bar graphs. (G2)
13.Interpret data
presented in: tables, pictographs and bar graphs. (G2)
Measurement
Money
1. Identify and describe the coins in
circulation. (G2)
2. Identify and describe the $5, $10,
$20.00 and $50. Notes. (G2)
3. Read and write amounts of money up to
$999
4. Use appropriate vocabulary to describe
situations involving money, e.g. change, total cost, cost per item etc.
5. Give coins and notes of equivalent
value for amounts up to $20/ Represent amounts of money up to $50 using various
combinations of notes, $1 coins, and other coins as necessary. (G2)
6. Create and solve problems involving
money e.g shop and make change.
·
Calculate
the change from amounts up to $20, (Grade 2 – from a $1.00)
·
Calculate
the cost of a set of similar items given the cost of 1 item.
·
Calculate
the cost of a set of items of similar, with totals up to $20. (G2 – up to total
of $1.00)
Time
7. Tell the time on the 12 hour clock.
(G2 – on the hour, half hour, and quarter hour)
8. Find the length of time in hours,
hours and half hours, hours and quarter hours that would elapse between given
times and leave (start) and arrive (end times)
9. State and write dates at weekly
intervals and in a variety of ways.
10. Use appropriate vocabulary in
description of real life situations involving time, e.g. earlier, later, now,
noon, next week, in a week’s time, in an hour time.
11. Represent time on the hour, half
hour, quarter hour and 5-minute intervals. (G2)
12. Select, name and sue appropriate
instruments to measure and record length, height, mass and capacity objects.
13. Identify and use (select) the most
appropriate unit to measure the length, mass, or capacity of given objects and
give reasons for selection. (G2)
14. Create and solve problems involving
linear measurement and measurement of mass, capacity, and temperature. (2)
15. Estimate and measure, distances,
length and height using the metre or the centimetre as the unit of measure.
(G2)
16. Explain why there is a need for a
smaller unit of measure.
17. Estimate and measure the mass of
objects in kilograms or grams/Use the scale of balance to determine the mass (G2)
18. Identify/describe situations in
everyday/real life where:
a) The kilogram and gram are used as units of measure. (G2)
b) The litre and the centilitre are used as units of measure.
19. Compare the mass of two or three objects in Kg or G, the linear
measures of two or three objects measured in metres or centimetres. (G2 – using
heavier, lightest, longer, highest etc, and for temperature hot, cold,
coldest…)
20. Estimate, measure and record capacity of containers in litres and
millimetres (G2)
21. Explain the concept of perimeter
22. Use measurement and addition to calculate the perimeter of objects.
Teachers,
kindly attend to outcome 21 and 22 earlier, maybe during the first week in Term
3. Thanks a lot.
