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MINISTRY OF EDUCATION, SPORT AND CULTURE

PRIMARY SCHOOL MATHEMATICS SYLLABUS

GRADES 1 – 3

Curriculum Development Unit P. O. Box MP 133 Mount Pleasant HARARE

All Rights Reserved 2006

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ACKNOWLEDGEMENTS

The Ministry of Education, Sport and Culture wishes to acknowledge the following for their valued contribution towards the production of this syllabus:

The National Primary Mathematics Syllabus Panel for their professional and technical support;

The Curriculum Development Unit for the finalisation of this syllabus.

The support staff at Education Services Centre for providing essential services.

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CONTENTS PAGE

Acknowledgement 1 Preamble 3 Aims 3 Assessment objectives 4 Scheme of Assessment 4 Methodology and Time Allocation 5 Presentation of the Syllabus 5 Scope and Sequence Chart 6 Grade 1: Topics 9 - 15

Grade 2: Topics 16 – 23 Grade 3: Topics 24 - 36

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1.0 PREAMBLE

The syllabus is designed to cover the first three years of primary school Mathematics which culminates in the grade seven examination. It provides a basic

foundation for Mathematics to be used in everyday life, secondary school and further studies. The syllabus also provides a grade by grade progression in each study area.

Grade One teachers are urged to study the Ministry of Education Handbook on Pre-Formal Learning for Grade 1 Teachers (1984) Curriculum Development

Unit, and implement its recommendations. It is particularly important that no formal work on number be started until section 4.8 of the pre-learning programme has been completed.

Although the objectives are organised on a grade by grade basis, no rigid treatment is intended. There should be no attempt to rush the class for the sake of

completing all the objectives listed for the grade. The pace should be determined by the needs of the class, assuming that all the pupils in the class are being encouraged to work as hard as possible.

It should not be assumed that all the pupils understand all the work previously taught. It is important to check that pupils have the necessary prerequisites for

any work before proceeding by using national diagnostic tests (1998), copies of which are in each school.

2.0 AIMS

The syllabus aims to help pupils to: 2.1 be literate and numerate; 2.2 understand, use and communicate mathematical information;

2.3 acquire mathematical concepts and skills for use as tools in study, work, leisure and everyday transactions;

2.4 develop sound mathematical skills that will enable them to interact more meaningfully with their environment;

2.5 develop a positive attitude towards Mathematics;

2.6 think and express themselves clearly and logically;

2.7 develop attributes of co-operation, confidence, honesty, neatness, self-reliance and perseverance through appropriately challenging mathematically - related tasks;

2.8 develop an inquiring mind through experimentation;

2.9 prepare for present and further studies in Mathematics and related subjects; and 2.10 grow intellectually.

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3.0 ASSESSMENT OBJECTIVES

Pupils will be assessed on their ability to: 3.1 recall, recognise and use mathematical symbols, terms and definitions; 3.2 carry out calculations accurately, checking the correctness of the solution; 3.3 estimate, approximate and use appropriate degrees of accuracy; 3.4 read, interpret and use tables, charts and graphs; 3.5 solve mathematical problems showing steps and necessary information; 3.6 choose and use appropriate formulae and/or algorithms to solve problems, and 3.7 interpret and apply Mathematics in life situations

4.0 SCHEME OF ASSESSMENT Primary School Mathematics will be examined at Grade 7 in two papers as follows:

PAPER DESCRIPTION DURATION MARKS PAPER WEIGHTING

1 50 Multiple Choice Questions 2 hours 50 60%

2 Structured Questions 2 hours 40 40%

PAPER 1: (2 hours) will consist of 50 multiple choice questions, all of which must be answered by the candidate. PAPER 2: (2 hours) will consist of two sections: Section A and Section B. Section A will consist of approximately 10 structured questions. Candidates must answer all questions. The total for this section is 25 marks. Section B will consist of 5 structured questions each worth 5 marks. Candidates must choose and answer 3 questions. The total for in this section is 15 marks.

4.1 SKILLS WEIGHTING

The weighting of the skills to be assessed will be as follows:

Knowledge 16%

Routine manipulation 38%

Understanding and application 36%

Problem solving 10%

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5.0 METHODOLOGY AND TIME ALLOCATION Teaching methods which build interest and confidence in tackling problems are recommended. The following are some of the methods that may be used: - discovery; - group work; - discussion; - project work; - problem solving; - question and answer; - demonstration. It is recommended that Mathematics be allocated 2½ hours for grades 1 to 2 and 3 hours for grades 3 to 7 per week.

6.0 PRESENTATION OF THE SYLLABUS

6.1 The Primary Mathematics Syllabus is presented in three separate documents:

Grade 1, 2 and 3

Grade 4 and 5

Grade 6 and 7

6.2 Each of the documents has the same Introductory Section and a Scope and Sequence Chart.

6.3 There are four topics, namely:

Number;

Operations;

Measures;

Relationships (Grades 3-7).

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7.0 SCOPE AND SEQUENCE CHART

TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 NUMBER Whole numbers

(0 to 50) Ordinal numbers from first to tenth Number line (0 to 50) Numerical order Approximations and estimations

Whole numbers (0 to 100) Ordinal numbers from 1

st to

20th

Fractions - Proper fractions

(denominators 2 and 4)

Whole numbers (0 to 1000). Ordinal numbers from first to thirtieth.

Quantitativeness of

number (cardinal numbers), 0 to 1000. Proper fractions (denominators 2, 4, 5 and 10).

Whole numbers (0 to 10 000) Place value of digits Comparison and approximation. Place value of any digit.. Numeration systems (Arabic and Roman) Proper fractions (denominators 2, 10, 20, 50 and 100). Mixed numbers (with denominators 2 to 10, 20, 50 and 100) Decimals Percentages

Whole numbers (0 to 100 000) place value of digits Proper fractions (where denominators are 2 to 10, 20, 50 and 100) Mixed numbers Numeration systems (Arabic and Roman) Decimals (up to 3 places) Percentages

Whole numbers (0 to 1 000 000) place value of digits Decimals (with up to 6 digits including up to 3 decimal places) Proper fractions (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive) Mixed numbers (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive) Percentages Numeration systems (Roman numerals from 1 to 50 then 100, 500 and 1000)

Whole numbers (0 to 10 000 000) Place value of digits Roman numerals (0 to 1 000) Decimals (with up to 8 digit including up to 3 decimal places) Proper fractions (where denominators are 2 to 10 and multiples of 5 up to 1 000 inclusive) Mixed numbers (where denominators are 2 to 10 and multiples of 5 up to 100 inclusive.) Percentages

OPERATIONS Addition Subtraction

Addition (0 to 100) Subtraction Multiplication (with products less than or equal to 100) Division (where the dividend is 50 or less)

Addition of whole numbers (0 to 1000) whose sum is less than or equal to 1 000 Subtraction of whole numbers (0 to 1 000) Addition of proper fractions (fractions with the same denominators 2, 4, 5 and 10) Subtraction of proper fractions (two fractions with the same denominators( 2, 4, 5 and 10) Multiplication of whole numbers (up to 10 x 10) Division of whole numbers (0 to 1000 by single digits)

Addition of whole numbers (0 to 10 000) Multiplication of whole numbers (0 to 10 000) Division of whole numbers (by one digit numbers (0 to 10 000) Addition of proper fractions (where denominators are the same and no more than 3 terms are involved) Subtraction of proper fractions Multiplication of proper fractions (with denominators from 2 to 10 inclusive and 100 as improper fraction and vice versa) Addition of decimals (up

Addition of whole numbers (involving carrying in 4 places within the range 0 to 100 000) Subtraction of whole numbers (0 to 100 000) Multiplication of whole numbers (where the multipliers are two digit numbers made of 0, 1, 2,3,4 and 5, multiples of 100 up to 1000 within the range 0 to 100 000) Division of whole numbers (to include long division by two digit numbers and multiples of 10 and

Addition and subtraction of whole numbers, fractions and decimals (addition and subtraction in the range 0 to 100 000 for whole numbers and for fractions and mixed numbers) Multiplication and division of whole numbers, decimals and fractions Combined operations Ratio and scale

Revision of addition and subtraction of whole numbers, decimals and fractions (within the range 0 to 10 000 000) Multiplication and division of whole numbers, fractions and decimals. Processes of finding discount, commission, interest, percentage, hire purchase, sales tax, V.A.T. and proportion Combined operations Ratio and scale

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TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 Multiplication of fractions (with denominators 2, 4, 5 and 10.)

to two places) Subtraction of decimals (up to two places)

100 up to 1000 within the range 0 to 100 000) Addition and subtraction of decimals (up to 2 decimal places) Multiplication and division of decimals (by one and two digit whole numbers). Addition and subtraction of fractions (where no more than three terms are involved. Multiplication of fractions (by whole numbers not exceeding 10 and the use of percentages).

Value added tax (V.A.T.)

MEASURES Money (up to 50 cents) Time Mass Length Rate Volume and capacity Shapes

Money (up to $1,00) Time Mass Length Rate Area Volume and capacity Shapes

Money (up to $10,00) Time Mass Length (up to 100m) Rate Area Volume and capacity Direction, angle and lines Shapes

Money (up to $100,00) Time Mass Length (0 to 30cm), (1m to 10m) Rate Area Volume and capacity Direction, angles and lines Shapes

Money Time Mass (quantities up to 5kg) Length Rate Area Volume and capacity Direction, lines and angles Shapes

Money Buying, invoicing and change Time (second to a century) Mass (units from a gram up to a tonne) Length Rate Area (of rectangles and triangles) Volume and capacity Directions, angles and lines -cardinal points -angles on horizontal, vertical and perpendicular lines -geometrical properties of a circle -symmetry, Shapes

Money Mass (units from gram up to a tonne) Length (Standard units up to a km) Time (12 and 24 hour notation) Rate Area (involving square metres and hectares,) area of rectangles, triangles Volume and capacity Direction angles and lines - Cardinal

points - Angles on

horizontal and vertical and perpendicular lines

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TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 Properties of circles, triangles and rectangles Symmetry,

RELATIONSHIPS Data handling Data handling Data handling Data handling Data handling

GRADE 1 9

GRADE 1

SYLLABUS

GRADE 1 10

GRADE 1 / TOPIC : NUMBER

CONCEPT OBJECTIVES

Pupils will be able to:

SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Whole Numbers (0 TO 50)

say, read and write within the range;

count and tell the number of objects in a given set;

build a set with the same number of objects as a given number;

match a number with corresponding objects .

Counting, saying, reading and writing in numerals the numbers 0 to 50 inclusive.

Matching numbers and sets.

Counters and number strips, dice and number cards.

Ordinal numbers from first to tenth tell which is first, second, third in a sequence;

tell who is the first, second, third person in a queue;

say ordinal numbers in the given range.

Arranging and telling positions of objects according to some given order.

Pupils stand in a queue and the class identifies their positions.

Various objects in a sequence.

Number line

(0 to 50)

count forwards on the number line;

count backwards from 20 to 0;

identify missing numbers using their neighbours;

state neighbours of given numbers.

Counting forwards and backwards.

Playing a game of missing numbers.

Supplying missing numbers in a sequence.

Filling in blank neighbours of numbers.

Number line with numbers 0 to 50. Number line with some missing numbers.

GRADE 1 11

CONCEPT OBJECTIVES



Numerical order arrange numbers from smaller to bigger and vice versa;

compare numbers;

Arranging numbers in a correct order.

Comparing numbers using the terms greater than and less than or the signs >, <.

Counters, number lines and number cards.

Approximations and estimations

identify which ten is near to a given number;

estimate given quantities of objects.

Identifying and telling numbers nearer to 10 or 20, 20 or 30 and 40 or 50.

Estimating given quantities, then checking by counting.

Number line with numbers 0 to 50, coins. Counters.

GRADE 1 12

GRADE 1 / TOPIC: OPERATIONS

CONCEPT OBJECTIVES Pupils will be able to:


Addition

add any two or three numbers not exceeding 50;

use + and = signs;

add numbers mentally.

Combining/putting together of two given sets of objects (count all).

Finding the sum using the number line.

Adding on by counting from the first term for example 2+3, you say 3,4 and 5.

Using and writing + and = signs.

Practising mental addition.

Completing addition number stories.

Counters such as seeds, marbles, bottle tops coins, number lines, work cards, flash cards and counters.

GRADE 1 13



Subtraction

find the difference of any two numbers between 0 and 50 inclusive;

use the - and = signs;

subtract numbers between 0 and 10 mentally.

Using objects to demonstrate subtraction by taking away.

Finding the difference between two numbers by matching the objects.

Completing mathematical statements involving the minus sign for example 5- = 2.

Using the counting back method to find the difference between two numbers.

Practice mental subtraction using self corrective flash cards.

Using of the - and = signs.

Completing subtraction number stories.

Counters, number lines, flash cards, work cards and number strips.

GRADE 1 14

GRADE 1 / TOPIC: MEASURES



Money (up to 50 cents)

identify all Zimbabwean coins and notes in use;

give compositions of coins up to 50 cents.

Identifying coins and notes by colour, size and other designs.

Wax rubbing using real coins.

Breaking down of bigger denominations into smaller denominations diagrammatically up to 50 cents.

Singing money rhymes such as "Buy my bun".

Real coins and notes,

paper coins and notes,

shopping articles.

Time

use terms ‘morning’, ‘afternoon’ and ‘evening’, before and ‘after’;

naming days of the week;

tell the present day, tomorrow and yesterday.

Using ‘before’, ‘after’, ‘morning’, ‘afternoon’ and ‘evening’ to ‘express’ time.

Reciting the names of days of the week in their correct sequence.

Using ‘yesterday’, ‘today’ and ‘tomorrow’.

Singing time rhymes.

Flash cards,

weather chart,

duty roster,

calendar

GRADE 1 15



Mass

compare masses of two objects and identify which one is heavier or lighter.

Comparing two masses of different objects and say which one is heavier or lighter.

Cotton wool, feathers, leaves, bricks, dry grass, sand, seeds, stones, classroom scales and see -saw.

Length

use non-standard units to compare lengths or heights of objects.

Laying non-standard units along length to be measured and counting up to 50.

Comparing two lengths or heights.

Pencils, pens, feet , books, arms belts, fingers, ropes, string, bottle tops and sticks.

Rate

use the words ‘quicker’ or ‘slower’ to describe movements and performing of tasks.

Observing swings of two pendulums and say which one is quicker or slower.

Pupils running, walking, eating, reading and comparing the rate of performing the task.

Seeds, sticks, bottle tops, oranges and pendulum.

Volume and Capacity

compare the capacities of two containers using ‘greater’ and ‘smaller’,

compare the volume of two containers using ‘more’ or ‘less’;

measure capacities using different non-standard equal units.

Comparing the sizes of containers.

Comparing the volume of water in two bottles.

Demonstrating the constancy of volume by pouring the same amount of water into vessels of different shapes.

Tins, bottles, water, sand and seeds.

Shapes

sort objects according to their shapes.

describe the given sets of solids.

Sorting objects according to some criteria such as number of faces, type of faces, number of corners, mass, colour, texture, thickness and kind.

Hoops, bottletops, blocks, tins, bottles, plastic containers and empty cartons.

GRADE 2 16

GRADE 2

SYLLABUS

GRADE 2 17

GRADE 2 / TOPIC : NUMBER

CONCEPT OBJECTIVES



Whole numbers 0 to 100

read, count and write numbers from 0 to 100;

read and write a given number;

represent given numbers on an abacus.

Counting, reading, writing from 0 to 100.

Counting in twos.

Representing given numbers in the range on an abacus.

Number lines, flash cards, pictures of objects, abacuses, sets of objects, charts of numbers, charts of <,> and = signs.

Ordinal numbers from first to twentieth

tell who is first, second, third in a given sequence;

compare any two numbers using < ,> and = signs;

read and write any given number in expanded notation;

count and write the number of objects in a given set;

approximate numbers as nearer 0,10; 20 up to 100;

estimate quantities and check by counting.

Forming a queue and identifying pupils' positions.

Arranging and filling the position of an object in relation to other objects.

Locating and filling the position of a numbered object in relation to other objects.

Locating numbers on a 0 to 100 number line.

Writing a number in expanded form.

Identifying a member of a group of numbers/objects in a row/column by its ordinal name from first to twentieth.

Comparing any two numbers using <, > and = signs.

GRADE 2 18

CONCEPT OBJECTIVES



Arranging a set of numbers in order of magnitude.

Assigning cardinal numbers of given objects.

Determining the place value of a digit in a given number.

Estimating and checking quantities of objects by counting.

Identifying numbers as nearer to 0, 10, 20 up to 100.

Fractions

(with denominators 2 and 4)

divide objects into halves and quarters;

draw shapes and shade to represent fractions;

compare fractions using <, > and = signs;

arrange and write fractions in order of magnitude.

Dividing objects into two equal parts.

Dividing objects into four equal parts.

Representing halves and quarters diagrammatically by colouring or shading.

Expressing the shaded part as a fraction.

Compare fractions using <, > and = signs.

Sheets of paper,

fruits,

fraction charts, bread and sticks.

GRADE 2 19

GRADE 2 / TOPIC : OPERATIONS

CONCEPT OBJECTIVES:



Addition (0 TO 20)

recall basic addition facts;

add two or three numbers whose sum does not exceed 20;

demonstrate the addition process.

Reinforcing basic addition facts through mental work.

Adding two or three numbers by counting on.

Saying and writing equations, involving addition of two or three numbers for example 4 + 5 = 9 , 2 + 11 + 4 = 17

Explaining and using terms associated with addition for example total, sum, altogether, more than, equal to, 2 more than 7 is 9.

Exposing pupils to various methods of adding two or three numbers, for example:

8 + 3 = 11 8 + 2 + 1 = 10 + 1 = 11 or 8 + 5 + 2

= 8 + 2 + 5 = 15

Number lines counters, seeds flash cards work cards, abacuses and number strips.

Subtraction

recall basic subtraction facts;

find the difference between two numbers;

show necessary steps in calculations.

Introducing subtraction by demonstrating using objects and number lines.

Finding the difference between two numbers using counting down and counting up.

Finding the difference between two numbers by comparing.

Reinforcing basic subtraction facts through mental work.

Counters,

number lines, flash cards and work cards

GRADE 2 20

CONCEPT OBJECTIVES:



Multiplication (with products less than or equal to 100)

multiply using repeated addition;

find the products of two numbers by counting sets;

recall simple multiplication facts for tables of 2, 5 and 10.

Using sets to get products.

Finding products of two numbers up to 10 sets for example 2 sets of 2.

Writing exercises using the bracket notation to show multiplication process such as 2 (2) = 4, 3 (2) = 6.

Practising mental work and exercises on multiplication table of 2, 5 and 10.

Counters, work cards, sets of objects, number lines, flash cards.

Division (where the dividend is 50 or less)

find the quotient by sharing equally;

recall basic division facts for multiples of 2, 5 and 10 up to 100.

Discussing division by sharing equally a given number of objects among given number of pupils.

Using sets to demonstrate division, for example.

() = () + ()

Writing exercises on division using the bracket notation for example 2 ( ) = 18 or vice versa

9 ( ) = 18.

Reinforcing division facts through mental work.

Using a number line to demonstrate division as repeated subtraction for example

6 - 3 step 1

3 - 3 step 2

6 3 = 2

Counters, flash cards, number lines.

GRADE 2 21

GRADE 2 / TOPIC : MEASURES

CONCEPT OBJECTIVES



Money

(up to $1.00)

identify all Zimbabwean coins;

give composition of coins up to $1;

calculate change for amounts not exceeding $1.

Identifying coins by colour, size and other designs.

Giving possible compositions of 5c, 10c, 20c, 50c and $1 coins.

Breaking down of bigger denominations into smaller denominations diagrammatically.

Buying and selling activities.

Real coins, paper coins and priced items for sale

Time

say, read, write days of the week and months of the year in their correct order;

read and say time on the hour and half hourly from clock faces.

Stating days of the week and months of the year.

Reciting and singing time rhymes on days and months.

Identifying the hour hand, minute hand and the clockwise direction on the clock face.

Reading time to the hour and half hourly.

Calendars, clock faces and watches.

Mass

compare mass of given objects using non-standard units.

Comparing mass of objects using the hand and a balance, using non-standard units.

A balance, bricks, pieces of chalk bottle tops, hand and sand or soil

GRADE 2 22

CONCEPT OBJECTIVES



Length measure length in centimetres up to a metre;

find perimeter after measuring.

Using pace or stride or span in estimating and comparing distances up to 10metres.

Measuring a variety of lengths using a metre rule.

Measuring and comparing lengths in centimetres up to a metre.

Finding perimeter as distance around shapes for example classroom, table and books.

Tape measures, metre rules

Rulers, click wheels, trundle wheels, ropes.

Rate

compare rate of performed tasks.

Selecting pupils to perform tasks and then describing them as fast or slow, faster and/or slower, fastest or slowest.

Performing tasks and measuring rate of performance using time device for example pendulum.

sand bottles/timer pendulums and fruits

Area

measure and compare areas using non-standard equal units;

count up squares in given shapes.

Comparing surface areas of rectangular objects.

Squared, rectangular and triangular shapes.

GRADE 2 23



Volume and capacity

determine the capacity in non-standard units and litres, given a variety of containers of liquids;

determine that contents are equal by using containers of various shapes and sizes with equal quantities of sand.

Filling containers using the same non-standard unit at a time and comparing capacities of containers.

Determining the number of non-standard units in a litre and vice versa.

Showing that the quantity of a liquid or sand is not dependant on the size/shape of its container. For example by transferring liquids/fine particles from one container to another, and observing any changes in shape and capacity.

Various sizes of containers, graduated and non-graduated, Containers of varying shapes and sizes (preferably transparent), Different non-hazardous liquids and sand.

Shapes

identify and describe plane and solid shapes.

Identifying and labelling objects with triangular, circular, rectangular and square faces.

Modelling shapes.

Tracing out plane shapes from identified solid shapes.

Rectangular, circular, triangular and square shapes, for example, bricks, bottles, water reservoirs, drums, wheels, jugs and coins,

Clay

GRADE 3 24

GRADE 3

SYLLABUS

GRADE 3 25

GRADE 3 / TOPIC: NUMBER

CONCEPT OBJECTIVES



Whole numbers (0 to -1000)

say, read, write and count forwards and backwards within the given range;

read and write any number in numerals and words in the given range;

identify neighbours of a given number;

count in given multiples for example 5, 10, 15 ....;

supply missing numbers on a given part of a number line;

state the value of digits in given numbers;

expand given numbers for example 137 = 100 + 30 + 7;

tell which ten or hundred is nearest to the given number;

list numbers as even or odd from an assortment of numbers;

say, read and write even or odd numbers in a given range.

Saying, reading and writing in numerals and words using the numbers from 0 to1000 inclusive.

Counting forwards and backwards in the range from a given number.

Locating numbers on a number line in the range 0 to 1000.

Supplying neighbours of given numbers.

Counting in multiples of twos, threes, up to ten.

Giving missing numbers in a given sequence.

Determining a place value of a digit in a given number for example 3 in 137, represents tens.

Expressing numbers in the range in expanded notation and vice-versa for example 137 = 100 + 30 + 7 = 137.

Identifying numbers as odd or even.

Supplying odd or even numbers in a given range.

number lines, number strips with patterns, cards with numbers to be expanded, place value charts, abacuses.

GRADE 3 26

CONCEPT OBJECTIVES



Ordinal numbers from first to thirtieth. tell positions of objects in a row;

arrange in order a set of given numbers.

Arranging and telling positions of objects according to some given order.

Writing ordinal number denoting positions.

Sets of objects; number lines; vocabulary chart providing words for ordinary numbers

flash cards

Quantitativeness of number

(cardinal numbers)

(0 to 1000)

arrange in order a set of given numbers;

compare any two given numbers by inserting the correct sign between them;

estimate within reasonable range, then check by counting the number of objects in a given set.

Comparing any two given numbers in the range using <, > and = signs.

Ordering numbers from highest to lowest and vice versa.

Estimating number of elements in any given set such as books in a pile, school enrolments and check by counting and verifying from records.

sets of numbers, number lines, books and seeds.

Proper fractions (Denominators 2, 4 ,5 and 10)

say, read and write given fractions with denominators 2, 4, 5, and 10;

draw shapes and shade to represent given fractions and vice versa;

name fractions shaded in a given diagram and vice versa;

express fractions in their equivalent form;

compare any two given fractions by using <, > and = signs;

Arrange fractions in ascending and descending order.

Saying and reading fractions with 2, 4, 5 and 10 as denominators.

Interpreting diagrammatic representations of fractions.

Folding paper into equal parts and shading required parts.

Demonstrating what the numerator and the denominator of a fraction represent.

Matching fraction strips or number line charts to find equivalent fractions.

Comparing any two fractions using the equivalency charts and <, > and = signs.

Arranging fractions in order of size ascending and descending order.

Regular geometric shapes, fruits, paper strips, fraction charts and plastic materials

GRADE 3 27

GRADE 3 / TOPIC : OPERATIONS

CONCEPT OBJECTIVES



Addition of whole numbers 0 to 1000 (whose sum is less than or equal 1 000)

add numbers without carrying;

add given numbers which require one to carry once or twice;

do randomly chosen tasks on basic addition facts in a given time.

Adding two or three whole numbers which do not involve carrying for example:

371 + 27 ______ ______

Adding two or three whole numbers where one must carry only once, for example

127 281 + 138 +172 ____ ___

Adding two or three whole numbers, where one must carry no more than twice, for example:

239 540 + 183 + 460 ___ ___

Adding two or three numbers within the range using the commutative and associative laws, for example

Commutative: 124 + 115 = 115 + 124 Associative: 112 + (152 + 101) = (112 + 152) + 101

Reinforcing basic facts through mental working.

Abacuses, work cards, flash cards.

number lines and

counters.

GRADE 3 28

CONCEPT OBJECTIVES



Subtraction of whole numbers 0 to 1000

subtract given numbers;

subtract given numbers with one and two decompositions or equal additions;

recall subtraction basic facts of randomly chosen tasks mentally.

Subtracting numbers such as 197 - 105 35 - 20 =

Subtracting numbers with one decomposition or equal addition

137 245 - 129 - 172

Subtracting numbers with two decompositions or two equal additions.

237 - 158

Reinforcing basic subtraction facts through mental work.

Abacuses work cards, flash cards.

Addition of proper fractions Fractions with the same denominators, 2,4,5 and 10.)

identify denominators and numerators in given fractions;

add any two proper fractions with the same denominators;

find missing numbers in open fraction sentences.

Adding proper fractions with the same denominators using diagrams.

Describing parts of a fraction. Putting missing numbers in open sentences involving addition for example: 2 + = 5 5 5 5

Fraction strips, diagrams charts, open sentences on workcards

counters

GRADE 3 29

CONCEPT OBJECTIVES



Subtraction of proper fractions (two fractions with the same denominators 2,4,5 and 10.)

subtract given proper fractions with the same denominators;

find missing numbers in open fractional sentences.

Demonstrate subtraction of proper fractions with same denominators within the range for example,

4 - 1 = 3 4 4 4

Putting missing numbers in open sentences involving subtraction for example;

3 - = 1

4 4 4

Fraction strips, regular diagrams charts, work cards,

fraction number lines,

counters.

Multiplication of whole numbers (up to 10x 10)

use multiplication sign correctly in repeated addition;

multiply any given number by one digit multiplier with or without carrying;

recall multiplication facts mentally;

find missing numbers in open sentences in the form 5 x = 40.

Using the multiplication sign in repeated addition, for example

2 + 2 + 2 = 3 (2) = 3 x 2 = 6

Constructing multiplication tables up to 10 x 10

Multiplying by one digit multiplier without carrying, for example:

423 x 2

Multiplying by one digit multiplier with one carry, for example.

425 x 2

Reinforcing basic multiplication facts mentally.

Number lines multiplication tables, work cards flash cards

GRADE 3 30

CONCEPT OBJECTIVES



Division of whole numbers (0 to 1000 by single digits)

share equally and give a remainder where applicable;

use the division sign;

divide by one digit divisors using repeated subtraction;

find missing numbers in open sentences.

Using of the division sign for example

12 2 = 6.

Dividing numbers with or without leaving remainder, for example:

50 5 = 10 and

11 6 = 1 r 5

Recalling basic division facts by heart through mental work.

Using number line to demonstrate division as repeated subtraction for example,

17 5 is 17 - 5 = 12 first step 12 - 5 = 7 second step Algorithm 7 - 5 = 2 third step Number of times is 3 r 2

Demonstrating division by sharing equally a number of objects among a number of pupils with or without a remainder.

Number lines,

counters pencils, books, flash cards, work cards.

GRADE 3 31

CONCEPT OBJECTIVES



Multiplication of fractions ((with denominators 2,4,5 and 10.)

multiply proper fractions by whole numbers or vice versa.

Illustrating multiplication of proper fractions by whole numbers as repeated addition for example:

4

1 +

4

1 +

4

1 =

4

13 =

4

3

Using diagrams to demonstrate multiplication of a whole numbers by a fractions and using the word "of" for example:

1 of 6 = 3 6 halves are 3 units 2 6 (½) = 3 1 of 12 = 3 12 (¼) = 3 4

Counters, fraction charts, regular diagrams for example rectangles

GRADE 3 32

GRADE 3 / TOPIC : MEASURES

CONCEPT OBJECTIVES



Money

(up to $10,00)

identify the Zimbabwean currency up to $10,00;

convert cents to dollars and vice-versa;

find composition of given amounts in terms of smaller notes and coins.

Identifying all Zimbabwean coins and notes.

Reading inscriptions on coins and notes.

Describing the features on different coins and notes.

Reading ready reckoners and tables.

Breaking down amounts into smaller denominations, for example $10= $5 + $2 + $2 + $1.

Buying and selling exercises using the shop corner in the classroom.

Real coins and notes, paper money, conversion tables or ready reckoners, shopping items.

Time

tell time up to the hour, half hour and quarter hour;

to convert units of time to other units in the range hour to year.

Reading time on clock faces by the hour, half hour and quarter hour.

Converting hours to days, days to weeks, months and years and vice-versa

Making the clock faces and showing time on clock faces.

Clock faces calendars

scissors

manila

pens

pencils

GRADE 3 33

CONCEPT OBJECTIVES



Mass

estimate and verify masses of objects by weighing;

change grammes to kilogram and vice versa.

Estimating masses of objects as more or less than a kilogramme.

Balancing masses with 100g, 200g, 500g and 1kg.

Converting grammes to kgs and vice-versa.

Conversion table, Scale weights of 100g, 200g, 500g and 1kg. Balance, sand, fruits, work cards.

Length

(0 to 30cm)

(1m to 10m)

express centimetres in metres and vice-versa;

measure lengths of objects and lines accurately;

find perimeters of given shapes.

Converting cm to m and vice-versa and millimetres to centimetres and vice versa.

Measuring given lines of different lengths, in cm.

Measuring lengths up to 10m using sticks, tapes and string.

Finding perimeter by measuring lengths of sides.

Metre rules, Conversion tables, metre sticks, strings, tape measures, 30cm rulers,

click wheels

Rate

use fixed periods of time to express rate;

compare given rates using the words ‘faster’ and ‘slower’.

Performing tasks within a given time for example: (one can water a vegetable bed in ¼ hour).

Showing distance run in a given time for example: 50 m in 1 minute and comparing the rates.

Clocks, timing devices for example stop watch timers.

Area

measure and compare area using standard and non-standard equal units;

count square centimetre (cm2) squares

covering rectangular or square surfaces.

Finding area by covering surfaces using square non-standard equal units and counting the squares.

Finding area by covering the same surfaces using standard units and counting the squares.

Finding area and comparing areas by counting squares using non-standard equal units and square centimetres.

Tables, books, squared paper, floors,

tiled floor.

GRADE 3 34

CONCEPT OBJECTIVES



Volume and capacity

find volume and capacity of given containers using litre and half litre containers;

compare volumes of solid objects by displacement..

Finding volume and capacity of containers by filling them using ½ litre and 1 litre jugs and counting.

Comparing solid irregular objects by placing them in water whose level has been marked and reading the new water level.

containers of various sizes, one litre and half litre containers. liquids sand, solid irregular objects.

Directions, angles and lines

give directions of objects in a given picture using the cardinal points;

fill in number of squares and find direction shown by arrows on given grids.

Identifying directions of familiar places by pointing and indicating the position in terms of the four cardinal points (N,S,E,W).

Playing games involving the following directions for example" Treasure hunting with instructions like-two steps facing East, 10 steps facing North, then two steps facing South.

Writing exercises showing positions and movements on a grid for example; route from A to X following lines on

the grid.

Compass, improvised compass, indicating North, South, East, West. squared paper, dice.

GRADE 3 35

CONCEPT OBJECTIVES



Shapes

identify solid shapes;

draw plane shapes;

model solid shapes.

Identifying cylinders, cubes rectangular prisms from an assortment of solid shapes.

Identifying and drawing representations of squares, rectangles and circles.

Modelling the solid shapes, for example, cubes, cylinders and prisms.

Cutting out plane shapes.

Describing and filling in properties of plane and solid shapes.

Solid shapes,

plane shapes,

pairs of scissors

plasticine or clay and sheets of paper.

GRADE 3 36

GRADE 3 / TOPIC : RELATIONSHIPS

CONCEPTS OBJECTIVES



Data collecting and handling

read information from given tables and graphs;

interpret information from graphs or tables;

draw bar graphs or column graphs to represent given data.

Reading time-tables, pictographs, bar charts and tables.

Classifying and reading information from graphs and tables, interpreting data in order to answer questions.

Collecting data on ages, shoe sizes, months of birth etc as a project and draw graphs.

time tables, graphs, newspaper cuttings of tables and graphs pictograms calendars

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