SUGGESTED LEVELS OF ATTAINMENT IN
MATHEMATICS FOR GRADE THREE
NB: Consideration is given to loss of time due to the Corona
Virus. However, The curriculum guide is
spiral i.e. key concepts are introduced to students 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. In a
normal school year there are about 200 school days (minus public holidays, school
related breaks and breaks caused by natural disasters and pandemics)
The ninety five learning outcomes below represent minimum
standards at this level, as with the exception of perimeter, the third term outcomes
are not included.
Number Concepts
1. Read numbers up to 999 written in words and symbols (Grade
2 – up to 99)
2. Write numerals up to 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 set
5. Identify the object
that is in a 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, 3/4)
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 symbols ‘<’ and ‘>’. (Grade
2 compare pairs of two-digit numbers)
24. Compare fractions
with like denominators using the symbols ‘<’ and ‘>’.
Statistics
- Identify and describe
situations in everyday life that involve data collection and data
representation.
- State reasons why people
collect data.
- Describe how to collect data
using (a) observation and (b) interviewing. (G2)
- Explain when it is
appropriate to use observation and interviews to collect data.
- Plan for data collection
activities.
- Display data in simple pictograph, bar graphs (G2 – complete graphs)
- Describe the characteristics of
pictographs in which one picture represents one unit of data.
- Describe the characteristics
of pictographs in which one picture represents more than one unit of data.
- Explain the concept of ‘tally
chart’.
- Use tallies to construct a
table.
- Use tally charts and tables
to organize collected data.
- Read data presented in: tables, pictographs and bar graphs (G2)
- Interpret data presented in: tables, pictographs and bar graphs (G2)
Geometry
- Recognise / Identify and name single 3D shapes – cone, sphere, cylinder, cube, cuboid
- Identify the faces, edges, and vertices of three-dimensional shapes. (G2)
- Recognise / Identify and
name single 2D shapes – circle,
square, rectangle, triangle (G2)
- Describe 2D shapes (squares,
rectangles, and triangles) in terms of the number and length of their
sides. (G2)
- Identify the plane figures
(2D shapes) as seen in the faces of 3D shapes (cubes, cuboids, cylinders)
(G2)
- Describe 3-D shapes in terms
of the number of edges, vertices, and the number and type of faces.
- Sort examples of the cube,
cuboid, cylinder, cone, and sphere.
- Identify and name examples
of cubes, cuboids, cylinders, cones, and spheres. (G2)
- Identify similarities and
differences between (a) the cube and the cuboid (b) the cylinder and the
cone.
- Draw and label line segments
e.g. line segment AB. (G2 – Draw curves and straight lines)
- Identify (a) curves and (b) straight line segments
- Explain the concept of (a)
‘open curve’ (b) ‘closed curve’.
- Identify and draw (a) open curves and (b) closed curves.
Computation (Operation and
Relations)
1. Create and solve
problems involving addition of whole
numbers, with totals up to 999. (G2 99)
2. Determine the
reasonableness of answers obtained from any of the four operations.
3. Explain the regrouping
process for addition.
4. Add numbers with up to
3 digits, without regrouping. (G2 - 2 one-digit numbers or a two-digit to a
one-digit)
5. Add numbers with up to
3 digits, with regrouping in one column/place only.
6. Add numbers with up to
3 digits, with regrouping in two columns/places only.
7. Create and solve
problems involving subtraction of
numbers with up to three digits.(G2)
8. Recall the basic facts
for subtraction. (G2)
9. Carry out subtraction
involving numbers with up to three
digits with and without regrouping in
one place/column (G2)
10. Carry out subtraction
involving numbers with up to three digits with regrouping in two
places/columns.
11. Build
up multiplication tables (2 to 10)
12. Multiply
2 digit numbers by 2, 3, 4, 5, 6, 7, 8, 9,10 and 100 without regrouping (G2 -1 digit
numbers)
13. Multiply
2 digit numbers by 2, 3, 4, 5, 6, 7, 8, 9,10 and 100 with regrouping
14. Multiply
2 and 3 digit numbers by multiples
of 10 (up to 90), 2, 3, 4, 5
15. Create and solve
problems involving multiplication by
one-digit numbers.(G2)
16. Divide
a three-digit number by a one-digit
number, 10 and 20
(without regrouping and remainder)
17. Divide
a three-digit number by a one-digit number (with regrouping and remainder)
18.
Add two (or more) proper fractions (½, ¼, ⅛; ⅓, 1/6, 1/12) with
like denominators. (G2 totals up to 1)
19.
Subtract two proper fractions with like
denominators using (½, ¼, ⅛;
⅓, 1/6,
1/12)
20.
Calculate a fraction of a group of objects,
using concrete objects or pictures /diagrams
21.
Find ½, ¼, ⅛; ⅓, 1/6,
1/12 of a set
22.
Create and solve problems involving addition of
fractions and fractions of a group of
objects. (G2)
Measurement
Money
1.
Identify and describe the coins in
circulation. (G2)
2.
Identify and describe the $5, $10, $20,
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, with totals up to $20. (G2 - up to the total of a
$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.
11. Represent
time on the hour, half-hour, quarter hour and
5-minute intervals. (G2)
12. Select,
name and use appropriate instruments to
measure and record length, height, mass, and capacity of 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. (G2)
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, coldest…)
20. Estimate,
measure and record capacity of containers in litres and millilitres (G2)
- Explain the concept of perimeter. *
- Use measurement and addition to calculate
the perimeter of objects
e.g. a square *
Kindly attend to outcome 21 and 22 earlier.
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