Directorate: Curriculum GET

Grade 3 Mathematics Term 1 Lesson 4

Teachers
Do continue working at the skills and knowledge gaps as determined by the baseline assessments, do not lose hope and remember that
you cannot build new knowledge on a weak foundation. Strengthen the learning gaps, persistently provide good, varied practise activities
to deepen understanding which is key for further concept development. Keep alert, stay positive and focus on core teaching for
understanding. Provide the concrete/ physical apparatus and give the learners the time to talk about what they have learnt. In this way you
can check if the learners understand and can demonstrate the skills learnt. Always encourage learners to do their best. Acknowledge all
efforts big or small. Make Maths fun, foster positive mindsets. This will build confidence and encourage a love for Mathematics.
Whole Class Activity: Counting integrated with Mental Maths (5min + 10 min) and consolidation of concepts taught (20 min).
Counting must be meaningful. At this stage if the Grade 3 learners are chanting / chorus counting without noting the relevance / seeing the
increase in multiples, etc. then future mental calculations will be problematic. E.g. counting in 2s, 3s, 4s, 5s, etc. must take place from any
number. Where applicable links must be made to repeated addition and the multiplication tables. Teachers must always be mindful of the
relevance of the counting activities and that this skill is a huge building block for further development in number sense. Varied exercises, for
good practise is key as this will build confidence to explore further numberwork.
MENTAL CALCULATIONS: Remediate where applicable the baseline assessment knowledge and skill gaps before Grade 2 work is
taught. Also concentrate on the errors noted when marking learner books. Cultivate the practice of doing corrections.
Ask at least 10 short mental questions every day to assess the child’s mental calculation skills. Increase the questions by changing the
numbers. Work within the number range of 20. Consolidate this well. Check if the learners can recall + and – facts to 20; know the bonds of
10. Work at these core fundamentals to ensure that good mental calculation skills are being developed. Factor this knowledge into the
formative assessment and plan to improve understanding from these findings. Note that a solid foundation is key for good results, the
basics must be entrenched. Design more questions to allow learners to explore the numerosity of numbers.
• The 5th and 6 the months of the year have ___ days in • There are 3 rabbits in a cage. There are 6 cages. How many rabbits
total. are there?
• The month after May is? • How many buns are there in 2 dozen? In half a dozen?
• What month is between October and December? • 53+7; 63+7; 73+7; 83+7. (If the learners know the bonds of 10, they
• How many school days are there in 3 weeks … and in 5 will have the confidence to show off with the answers- see the easy
school weeks? 25+5 = ; 45+5 = ; 15+5+5 = pattern) 28+2; 36+4; 41+9
• How many days are there in 3 weeks…and in 5 weeks? • The odd number before 37 is… And the odd number after 59 is?
• How many months in 2 years? In a halve year. • Double 15 is the half of …; 18 roses are equal to ___ doz.
• 6 pairs of shoes is equivalent to ___ shoes. • How many months are there in 3 years? 4 years; 2 years.
• How many fingers do 6 girls have; and 8 girls? • How many tens are there in 20? How many fives 20? How many 2s in
• 4 less than 10 is…; 4 less than 20 is; 4 less than 30… 20?
• How many 20c pieces in R1, R2, R5, R10; How many • 14 + 24 + 12 =? 13+ 23 +14 = many are left?
R10 notes in R50, R100, R200, etc. • What is the sum of 11 and 29? The sum of 51 and 9 is?
• How many minutes are there in one hour? Double this. • What is double 6, multiplied by 2?
• If 3 tricycles have 9 wheels. 30 tricycles will have… • We experience a leap year once every 4 years, when will the next
wheels. leap year be?
• 6 litres of fill can fill 24 cups, how many cups can 12 Wednesday in 5 days’ time it will be?
litres fill. • If I share 32 chocolates between 2 boys, each will get… and if I share
• What is the half of 24 multiplied by 2? 15 amongst 4 boys, each will get?

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 1

Foci for Day 1-5 Consolidation of concepts taught. (20 min per day) and therefore × 2 groups are taught.
Resources: Counters, (straws, bottle tops) abacus, number chart, number line, classwork book, Maths Rainbow Book, flardcards/
place value cards, base ten blocks/ Dienes-blocks, etc.
Revision: Skills and Knowledge
(+ & - recall facts to 20 for Mental Maths; compare numbers -200 consolidate well.)
• Daily practice will help to consolidate number sense.
• Revise numbers 1 to 100. DBE Workbook
• Count objects; group count to 200
• Count forwards in 2s, 3s, 5s and 10s up to 200; count backwards in 2s, 3s, 5s and 10s, from 200. Showing patterns.
• Compare numbers: more, less, 1 more, 2 more, 3 more, 5 more, 1 less, 2 less, 3 less, 5 less up to 100
• Arrange numbers from the biggest to the smallest and from the smallest to biggest up to 100.
• Money shows coins equal to R1; R5; etc.
• Addition (+) and subtraction (-) up to 100.
• Combinations up to 20.
• Problem solving up to 100 (+, -); (× to 50)
• Concentrate on allowing the learner to show +, - on the number line.

Day 1:
Number, Operations and Relationships: Develop number concept.
Count in 2s, 5s, 10s, 3s, 4s up to 200 and do at least ten similar mental maths questions as on page 1.
Measurement: Time daily: Days of the week, months of the year, birthdays on the calendar, weather chart.
Place Value: H T O/ units
Problem Solving (in class work books)
• Ben is 8 years his dad is 42 years older. How old was Ben’s father?
• How old will Ben’s father be when Ben is 12 years old?
• Bens mom is 10 years younger than his father. How old is his mother?
• How old? Fill in the ages for Don, Sam and Luvo.

Age now + 3 years + years + years

Don 12 15 20

Sam 9 17 27

Luvo 6 9

Place Value:
Provide practise in interpreting and writing a 3 digit numbers in terms of 100s, 10s and 1s. Use sticks, base ten blocks to show
place value. See the connection with Money.

H T O/U
100 + 20 + 4 Expanded notation/ form.

124
100 + 20 + 4 100 + 20 + 4

Relate to Money + + = R124

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 2

 Activities for the learner classwork book.
1. Detective work! Write the correct word. Hundreds tens units/ ones

a) 127 The 2 digit is in the ____________________ place.

b) 20 The 2 digit is in the ____________________ place.

c) 145 The 5 digit is in the ____________________ place.

d) 109 The 1 digit is in the ____________________ place.

e) 106 The 0 digit is in the ____________________ place.

f) 4 The 4 digit is in the ____________________ place.

g) 198 The 9 digit is in the ____________________ place.
2. Circle the digit that has the same value as the written word.

a) 1 6 2 sixty b) 1 9 1 one hundred c) 1 9 5 five

d) 1 0 1 one unit e) 1 5 5 five tens f) 1 3 3 thirty

g) 1 1 1 ten h) 1 8 8 eighty i) 1 7 0 one hundred

j) 160 sixty k) 1 9 ten l) 91 ninety

3. Circle the digit that is …

a) … in the tens place: 2 2 2 b) … in the tens place: 1 3 5
c) … in the units place: 2 2 2 d) … in the units place: 1 3 5
e) … in the hundreds place: 2 2 2 f) … in the hundreds place: 1 3 5
4. Circle the 1 with the …
a) … highest value: 1 1 1 b) … lowest value: 1 1 1
5. Use the digits 2, 3 and 5 make as many 3 digit numbers as possible.

i. What was the biggest number you made?_______ a) b)

c) d)
ii. What was the smallest number you made?_______ e) f)

iii. What was the biggest even number you made?_______

iv.
47 90

Which number is the greatest : ________

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 3

6. Susan read the following number of pages over 4 months.

May- 170 June - 150 July – 187 August -250

a) In which month did she read the least pages? ___________________

b) In which month did she read the most pages? __________________

c) Order the number of pages read from most to least.

_________, _____________, _________, __________

7. The following number of apps were downloaded by the school last year.

Big Socks- 250 Sweet Crunch - 129 Block Puzzle- 182 Kind Kings - 200

a) Order the number of apps downloaded from least to most:

_______________, ______________, _______________

b) What was the most popular app?

c) What was the least popular app?

d) Write the value of the 2 in each number.

2 5 0 = ________ 1 2 9 = _________ 182 = _______ 2 0 0 = _______

8. Complete and write the number sentences in your classwork book.

+4 +10 -5 -3

16 20 38 48 31 26 149 146

66 117 120 98

85 53 115 100

137 116 48 127

98 190 109 110

199 100 116 120

Adding Money: Addition - Regrouping

255
2 hundreds + 4 tens + 15 2 hundreds + 5 tens + 5units =

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 4

Day 2
Numbers, Operations and Relationships: Developing Number Sense.
Counting: Count forwards in 10s, 5s, 2s to 200 Count backwards in 1s, 10s, 5s, 2s from 200
link to number patterns.
Mental Calculations: Do at least ten similar mental questions as shown on page 1.
Addition- Regrouping using money.
Measurement: Time: Days of the week, months of the year, birthdays on calendar and the weather chart.
Whole Class Activity 20 min. for revision and consolidation of work taught.
Mental Maths and Counting (5 + 10 min)
Problem Solving.
• Kelly picked 25 blackberries. Zindi and Luvo picked 3 times the amount that she picked. How many blackberries are left if they sold 30
blackberries to the neighbour?
• The three worked hard and picked another 6 containers of berries. Below is the amount of profit made. Can you sort and calculate how
much profit were made after all the berries were sold?

Denomination R100 R50 R20 R10 R5 R2 R1 50c total

How many?

Total

• If they wish to use R150 to buy ingredients for the jam making process. What amount can they save?

• The jam normally sells the for R30 a jar. If they can sell ½ dozen jars of jam. How much money will they make from the sales?

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 5

Place Value - Number Puzzles
1. What number am I? Write.
a) I have 1 hundred, 3 tens and 4 units. b) I have 1 hundred, 6 tens and 0 units.

I am I am

c) I have no hundreds, 8 tens and 9 units. d) I have 1 ten more than 90 and 1 unit.

I am I am

e) I have 2 tens less than 160. f) I have 1 ten and

I have 5 units. 6 units more than 123.

I am I am

Write the numbers shown (use sticks/base 10 blocks)

1 hundred 5 tens 9 units 1 hundred 5 tens 9 units

Teach: Subtraction- taking away / renaming.

1. Ruth has 138 cubes. She gave 6 to Barry. How many are 2. Tina has 269 cubes. She gave 27 to Luvo. How many are left?
left?

252
132

Teach: Addition – Regrouping

2 hundreds + 3 tens + 18 units 2 hundreds + 3 tens + 8 units = 238

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 6

Activities for the classwork books.
1. Regroup the units as tens. Write.

a) 2 hundreds + 8 tens + 14 units = 2 hundreds + 9__ tens + ____ units.

b) 1 hundred + 4 tens + 18 units = 1 hundred + _____ tens + ____ units.

c) 2 hundreds + 7 tens + 12 units = 2 hundreds + _____ tens + ____ units.

d) 3 hundreds + 0 tens + 15 units = 3 hundreds + _____ tens + ____ units.

e) 1 hundred + 6 tens + 13 units = 1 hundred + ______ tens + ____ units.

f) 2 hundreds + 3 tens + 19 units = 2 hundreds + ____ tens + ____ units.

2 hundreds + 14 tens + 7 units 3 hundreds + 4 tens + 7 units = 346

2. Regroup the tens as hundreds. Write.

a) 1 hundred + 14 tens + 6 units = 2 hundreds + _____ tens + _____ units =

b) 3 hundreds + 15 tens + 1 unit = _______ hundreds + ___ tens + _____ unit =

c) 1 hundred + 11 tens + 3 units = ______ hundreds + ____ten + _____ units =

d) 1 hundred + 17 tens + 9 units = _______ hundreds + ____ tens + _____units =

e) 2 hundreds + 16 tens + 2 units = _______ hundreds + _____ tens + ____ units =

f) 2 hundreds + 19 tens + 8 units = _______hundreds + _____ tens + ____units =

Challenge: 1 hundred + 25 tens + 3 units

= _______hundreds + __________ tens + ____________ units =

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 7

Day 3
Numbers, Operations and Relationships: Developing Number Sense.
Repeated Addition that leads to Multiplication.
Counting: Count forwards in 10s, 5s, 3s 2s to 200; Count backwards in 1s, 10s, 5s, 2s from 200, link to number patterns.
Mental Calculations: Do at least ten similar mental questions as on page1.
Measurement: Days of the week months of the year, birthdays on calendar, weather chart
Patterns, Functions and Algebra: Number Patterns, Geometric Patterns
Multiplication 1- by 2
Each bicycle has 2 wheels. How many wheels are there altogether?

There are 2 ways to do this:

a) Addition sentence: Count and add all the 2s 2+2+2+2=8
b) Multiplication sentence: Count the number of times we find 2 4×2=8

1. Complete these addition sentences. Write a multiplication sentence for each one.

a) 2 + 2 = 4 2 × 2 = _____

b) 2 + 2 + 2 = 3 × ____ = ____

c) 2 + 2 + 2 + 2 = ______× ____= ___

d) 2 + 2 + 2 + 2 + 2 = _____ × ____ = ____

e) 2 + 2 + 2 + 2 + 2 + 2 = _____ × ____ = ____

f) 2+2+2+2+2+2+2= _____× ____ = ____

g) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = _____× ____= ____

h) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = _____ × _____ = _____

i) 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = _____ × _____ = _____

Do these using Addition and Multiplication sentences.

a) Each bottle holds 2 litres of coke. How many litres are there altogether?

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = ____ × 2 =______

b) A player rolled a 2 each time on a dice. What was the total score?

2 + 2 + 2 + 2 + 2 = ____ × 2 =______

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 8

1. Groups of 2

a) Write the missing numbers in the number line.

0, 1 3 5 7 9 11 13 15 17 19

b) Shade the circle that has the number 2.

c) Shade all the multiples of 2 the same colour.

d) List the numbers you have coloured. _____, ______, ______, _______, _______, ________, _______, ______, _____, _____

e) 4 sets of 2 is equal to _________.

f) 7 sets of 2 is equal to _________

2. Complete the grid.

a) Write the missing numbers on this section of the 1 3 5 7 9

hundred square.
11 13 15 17 19
b) List the numbers you wrote in order. 21 23 25 27 29
2, 4, 6, ____, _______ , _______,________ ,_________ ,_______ , ________, ______,_________,______, _______, _______,

________, _______; _________

3. Complete the multiple of 2 patterns in each row.

a) 2, ______, 6 b) 10, ____, 14 c) 18, ______ , 22 d) 22, _______, 26

e) 14, _____, 18 f) 20, _____, 24 g) 8, ______, 12 h) 12, ______, 16

i) 26, _____. 30 j) 16, _____, 20 k) 4, _______, 8 l) 28, _______, 32

4. Problem Solving.

a) Lions can’t roar until they reach the age of 2.

What is the combined age of 6 lions cubs who have just learnt how to roar? ______ years.

b) Elephants, sleep for an average of 2 hours each day. For how many hours will an elephant sleep in a week? ______ hours.

c) A toaster can toast 2 slices of bread at a time.

How many slices altogether will 4 toasters toast at a time? ______ × ______ = ________

How many slices altogether will 7 toasters toast at a time? ________ × _______ = ________

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 9

Multiplying by 2

1. Complete these multiplication sentences.

a) 4 × 2 =______ b) 5 × 2 =______ c) 9 × 2 =______ d) 8 × 2 =______

e) 7 × 2 =______ f) 10 × 2 =______ g) 3 × 2 =______ h) 6 × 2 =______

2. Write a multiplication sentence for each of the following:

a) two twos: ______ × ______ = ________ b) three twos: ______ × ______ = ________

c) ten twos: ______ × ______ = ________ d) eight twos: ______ × ______ = ________

e) f) g)

3. How many socks are there in: A pair is another name for a grouping
of 2.

a) 6 pairs? __________ d) 3 pairs? __________ g) 4 pairs? _____________

b) 10 pairs? ____________ e) 7 pairs? __________ h) 8 pairs? ____________

c) 9 pairs? ____________ f) 5 pairs? __________ i) 2 pairs? ____________

4. Hundred Chart
a) Circle the multiples of 2 in the top 4 rows
b) Write down the smallest and the biggest multiple if
two that you can see on the hundred chart.

Smallest ______________

Biggest _______________
c) Write the multiplication sentence for the pairs of
socks below. _________________

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 10

Multiplication on the number line. Record the 2 and 5 times table in your classwork book. Notice the patterns of 2 and 5.

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 11

Day 4
Numbers, Operations and Relationships: Developing Number Sense.
Division- Sharing 2 and 4
Counting: Count forwards in 10s, 5s and 2s to 50; Count backwards in 1s, 10s, 5s, 2s from 50.
Mental calculations: Ask at least ten similar mental questions as on page 1.
Problem Solving in context.
Measurement: Time: Days of the week months of the year, birthdays on the calendar, weather chart.
Patterns, Functions and Algebra: Number Patterns: Multiplication and division patterns.
Whole Class Activity
Mental Maths and Counting (5 + 10 min) When we divide, we want to make equal groups.
Problem Solving
• Share 10 sweets between 2 boys. Each will get…
• Share 5 sweets between 2 boys. Each will get … and there are ___ left.
• 6 boys are standing in a line at the tuck shop. How can you put them into 2 equal groups?
Number Patterns: Multiplied by 2
❖ Revise Day 3’s multiplication work.
❖ Make sure that the learners are learning the 2× table, once they know this well, they will be able to connect this with the 4 times table
and see the patterns involved.
❖ Be sure to use concrete apparatus if required.

Division by 2, 4

1. Share this pack of 6 balls equally between Lara and Luvo. 2. Share these 12 sweets equally between Jaya and Mayah.
Draw the sweets on each plate.

a) Lara received _______ marbles.

b) Luvo received ________ marbles.
c) There were ______ marbles left over.
d) Division sentence: 6 ÷ 2 =

3. At the zoo there are 4 lions and two cages. How many lions can they put in each cage? _______

4. How many squares can you make with 12 rulers, using one ruler for each side? __________

5. How many relay teams of two can we make with 12 children.

Groupwork × 2. Work through these problems during group teaching time. Allow for good engagement.

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 12

Division - Sharing between 2.

1. Eight children are queuing at the tuck-shop. Divide them into 2 equal groups. Draw the children in each row.
a) There are ____ children altogether.
b) There are ____ children on the left side.
c) There are _____children on the right side.
d) There are ______ children left over.
e) Division sentence: ________÷ 2 = _______

2. There are 10 apples and 12 bananas in a fruit bowl.

a) How many children can get 2 bananas each?

b) How many children can get 2 apples each?

c) How many children will get 2 bananas and two apples each?

d) How many apples and bananas will be left over?

3. Share this pile of 16 oranges equally amongst 4 packs. Draw.

Pack A Pack B

a) There are ___ oranges altogether.

b) There are ___ packs.
c) Each pack will get ____ oranges. Pack c Pack D
d) There are ____ oranges left over.

e) Write a division sentence for.

4. Make 24 rulers into separate squares using 1 ruler for each side.

a) How many rulers are there altogether?

b) How many rulers make each square?

c) How many squares can you make?

d) How many rulers are left over?

e) Write a division sentence for this: ______ ÷ ______ = ________

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 13

Division- Sharing 2 and 4.

1. A trailer has 24 bales of hay. Farmer Brown’s jeep can carry 2 bales on each trip. Farmer Green’s jeep can carry 4 bales on
each trip.
(a) There are _____ bales on each trailer.

(b) Farmer Brown’s jeep can carry _______ bales.

(c) Farmer Brown must make________ trips to carry all the bales.

(d) There are ________ bales left over.

(e) Division sentence: 24 ÷ _____ = ______

f) Farmer Green’s jeep can carry _____ bales.

g) Farmer Green must make trips to carry all the bales,

h) There are ____ bales left over.

i) Division sentences: 24 ÷ _____=_______

Use repeated subtraction to solve these. Write a division number sentence for each.

a) 10 – 2 – 2 – 2 – 2 – 2 = _______ 10 ÷ 2 =

b) 8 – 2 – 2 – 2 – 2 = _______ 8÷ 2=

c) 6 – 2 – 2 – 2 = _______ 10 ÷ ____ =

d) 16 – 4 – 4 – 4 – 4 = __________ 16 ÷ 4 =

e) 12 – 4 – 4 – 4 = __________ 12 ÷ 4 =

f) 20 – 4 - _____ - _____- _____- _____ = _______ 20 ÷ _______ = ________

g) 24 – 4 - _____ - _____- _____- _____ - _________ = _______ 24 ÷ _______ = ________

Division and Multiplication are closely linked. Complete.

a) ×2 ÷2 b) ×4 ÷4

2 4 4 1

4 8 3 3

5 5 6 24

14 10

8 44

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 14

Division number sentences

1. Complete these 2. True or False

a) 2 groups of 4 = a) 28 ÷ 4 = 3 × 8 _________

b) 4 groups if 4 = b) 24 ÷ 4 < 3 × 2 _________

c) 6 groups of 4 = c) 36 ÷ 4 > 9 × 2 _________

d) 9 groups of 2 = d) 2 × 4 = 32 ÷ 4 _________

Write a division number sentence for each of these pictures.

_______ ÷ _______ = _______ 24 ÷ 4 = ______

_______ ÷ _______ = _______

_______ ÷ _______ = _______

_______ ÷ _______ = _______ _______ ÷ _______ = _______

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 15

Complete the table below. Learners can write the multiplication annd division sums in their class work books.

16 33
1

16 × 2 = 32
32 ÷ 2 = 16

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 16

Draw at least 10 number lines in your classwork book, do the numbers in 2s. See example below and do the following
multiplication and division sums detailed below.

Show the division on the number line as well.

5 × 2 = 10 10 ÷ 2 = 5

3×2= ______

______÷ _______ =

6×2=

______÷ _______ =

8×2=
______÷ _______ =

9×2=
______÷ _______ =

10 × 2 =
______÷ _______ =

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 17

Day 5
• Revise the work taught during the week and complete any outstanding activities.
• Consult the DBE Workbook for more revision activities, regarding the work taught.
• Remediate or reteach any learning gaps the learners may have experienced as noted when you marked the books or posed
questioned for clarity and understanding.
• Work about solidifying rapid recall of + & - facts to 20, as well as the number bonds.
Problem Solving
Revise the work completed. Make sure the learners have a good understanding before you progress to teach other topics.
Activities to do in classwork books.
Each group must at least complete 2 written activities per day in their classwork/ workbooks on Numbers, Operations and
Relationships.
Suggested written activities for learner books must be related to the work the learner is familiar with and this must be completed
independently by the learner.
Teachers are advised to consult the DBE workbook carefully for the activities that relate to the skills and knowledge revised or
taught.
Reflection: Make sure that the learners can:

Count in groups of 2s, 3s, 5s, 10s to support their addition and subtraction calculations.
Rapid recall of + & - to 20
Do number work to at least 150 (HTO)
Do greater than and less than (>, <).
Add 3 more than do 3 less than; 5 more than, 5 less than.
Do halving and doubling
Do number patterns.
Multiplication and Division to 2, 4,
Problem Solving (+, -, ×, ÷)

Do a quick mental exercise to gauge what the learners understanding of the work taught.
The activities as mentioned below in the DBE Workbook will also help to assess what was taught thus far.

Teachers
The aim is to teach Maths for understanding and to develop the learner numerically. The onus is on the
Use the DBE Rainbow Workbook 1
teacher to provide the opportunity for much practise, teach well and remediate the learning gaps.
for more practice activities on
Be sure to document your findings and keep track of the learners progress at all times. Keep the parents
pages 50 -64.
updated and involved as well. Good relationships will build confidence, support, and stimulate the child’s
love for Mathematics.

FP Grade 3 English Mathematics Term 1 LP4 Week 7&8 pg. 18