Maths

1st Meeting

Topic: To 1000

Learning Objectives: Read and write numbers to at least 1000.

Activities:

• Review the previous lesson by challenging the students to do an online quiz about hundreds, tens, ones.

• Teacher shares screen and explains about numbers to 1000.

• Discuss “Let’s Investigate” activity as a class.

• Teacher explains about how to build towers of abacus to tell the number of hundreds, tens, ones.

• Teacher shows towers of abacus and challenges learners to say the list of the numbers shown and then to order them from the smallest to the largest.

• Teacher shares a list of numbers and ask learners to draw an abacus to show them.

Resources:

• Handout Week-2

• Worksheet

• Cambridge Math Learner’s Book p. 6-7

2nd Meeting

Topic: Place Value

Learning Objectives:

• 3Nn3 Count on and back in ones, tens and hundreds from two- and three-digit numbers.

• 3Nn5 Understand what each digit represents in three-digit numbers and partition into hundreds, tens and units.

Activities:

• Teacher explains how to make the biggest three-digit number and the smallest three-digit number from four digits.

• Discuss “Let’s Investigate” activity as a class.

• Teacher explains about expanded form.

• Learners answer questions 1-4.

• Check the answers as a class.

• Learners are challenged to do an extra online exercise about place value.

Resources:

• Cambridge Math Learner’s Book p. 8-9

• Handout

• Worksheet

3rd Meeting

Topic: Place Value

Learning Objectives: 3Nn5 Understand what each digit represents in three-digit numbers and partition into hundreds, tens and units.

Activities:

• Learners see the screen shared by the teacher and listen to explanation about place value.

• Discuss about question 5 as a class.

• Learners complete an online quiz about place value.

Resources:

• Cambridge Math Learner’s Book p. 9

• Quiz

Meeting I

Topic: 10 less and 10 more

Learning Objectives:

• 3Ps6 Identify simple relationships between numbers, e.g. each number is three more than the number before it.

• 3Nn3 Count on and back in ones, tens and hundreds from two- and three-digit numbers.

Activities:

• Learners are challenged to complete an online quiz as an introduction to the topic.

• Discuss the quiz as a class.

• Teacher shares screen and explains about addition and subtraction.

• Learners are challenged to answer questions 1-9 individually.

• Check the answers as a class.

• Learners make up a story for number sentences in question 10.

Resources:

• Cambridge Primary Math Learner's Book p. 10-11

• Quiz

Meeting II

Topic: Adding Several Numbers

Learning Objectives:

• 3Nc12 Add several small numbers.

• 3Pt4 Check the results of adding two numbers using subtraction, and several numbers by adding in a different order.

Activities:

• Learners name the animals in the wildlife puzzle shown by the teacher.

• Learners are challenged to find the number of legs in the puzzle.

• Discuss the ways they find the answer. Award the student who can answer fast and correctly.

• Learners share their ideas about how to find the value of each animal in the puzzle. Once it is solved, they are then challenged to answer questions 1-10 individually.

• Check the answer as a class.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 12-13

• Handout

Meeting III

Topic: Place Value

Learning Objectives: 3Ps6 Identify simple relationships between numbers, e.g. each number is three more than the number before it.

Activities:

• Teacher shares screen and challenges learners to solve some addition puzzles.

• Learners are challenged to make up some puzzles about addition and subtraction using pictures of something they are interested in.

• Learners shares their puzzles with the class and challenge one of their classmates to solve their puzzles in turns.

• Learners complete their worksheets.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 12-13

• Handout

Meeting I

Topic: Doubling and halving

Learning Objectives:

• 3Nc19 Understand the relationship between halving and doubling.

• 3Pt3 Make sense of and solve word problems, single (all four operations) and two-step (addition and subtraction), and begin to represent them, e.g. with drawings or on a number line.

Activities:

• Learners are challenged to do an online quiz to review the previous lesson.

• Teacher sets the objectives of the lesson.

• Watch the video about doubling and halving as a class.

• Teacher shares screen, explains and give more examples of doubling and halving. Learners are introduced to the term "inverses".

• Learners copy the grid on page 14 into their notebook and write the answers in the matching square.

• Learners find out which questions in the grid are inverses of each other and check the answers as a class.

• Learners are challenged to make up a story for one of the questions on page 14.

Resources:

• Quiz

• Video

• Cambridge Primary Mathematics Learner'sBook page 14

Meeting II

Topic: Doubling and halving

Learning Objectives:

• 3Nc12 Add several small numbers.

• 3Pt4 Check the results of adding two numbers using subtraction, and several numbers by adding in a different order.

Activities:

• Teacher asks learners several questions about previous lesson to check their understanding.

• Learners answer questions 1-4 on page 15 individually, then check the answers as a class.

• Learners complete the worksheet.

• Learner are introduced to the new topic which is about family facts.

• Discuss as a class the about Let's Investigate on page 15. Learners need to fill in the blank petals with the missing different multiples of 5.

Resources:

• Cambridge Primary Mathematics Learner's Book pages 14-15

• Worksheet

Meeting III

Topic: Fact Families

Learning Objectives:

• 3Nc1 Know addition and subtraction facts for all numbers to 20.

• 3Ps3 Explore and solve number problems and puzzles, e.g. logic problems.

Activities:

• Learners are challenged to do an online quiz about doubling and halving.

• Teacher tells that learners will continue learning about fact families to 100.

• Teacher shares screen and investigate as a class the missing different multiples of 3. Learners find out the numbers that add up to get the total of 45.

• They answer questions 1-2 on page 15. Check the answers as a class.

• Learners are challenged to make a fact family flower of multiple of 2 to 100.

Resources:

• Quiz

• Cambridge Primary Mathematics Learner's Book pages 14-15

Meeting I

Topic: Calculation Strips

Learning Objectives:

• 3Pt4 Check the results of adding two numbers using subtraction, and several numbers by adding in a different order.

• 3Nc11 Use the = sign to represent equality, e.g. 75 + 25 = 95 + 5

Activities:

• Teacher reviews the previous topic by asking some questions about double and half.

• Teacher introduces the term equality.

• Teacher shows some examples of equality.

• Teacher shares screen and shows the calculation strips.

• Learners are challenged to calculate the additions in the calculation strips.

• Learners circle additions with a total of 11.

• Learners find three different pairs of calculations with the same total by using equal sign to link them.

• Learners try to answer questions 3-5 individually.

• Check the answers as a class.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 16

Meeting II

Topic: Sorting Multiples

Learning Objectives: 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

Activities:

• Teacher begins by asking learners to count forward and backward in twos, tens and hundreds for any two or three digit number.

• Learners count in twos, fives, and tens till 100. Teacher records their answers.

• Learners explain how they can tell whether a number is a multiple of 2, 5, or 10 by looking at the patterns.

• Teacher shows a Venn Diagram and discusses with learners where a few single digit numbers belong.

• Learners are challenged to draw a Venn Diagram and write each number from 75 to 125 in the diagram.

• Conclude the lesson as a class.

Resource:

Cambridge Primary Mathematics Learner's Book p. 17

Meeting I

Topic: Sorting Multiples

Learning Objectives:

3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

Activities:

• Teacher shows a list of numbers and a Venn diagram.

• Learners are challenged to tell where each number belongs.

• Learners tell the patterns they notice that help them to classify the numbers easily.

• Learners answer questions 1-10 individually.

• Check the answers as a class.

• Learners are challenged to make up some questions like the ones they have just done.

Resources:

Cambridge Primary Mathematics Learner's Book p. 17

Meeting II

Topic: Multiple Fact Families

Learning Objectives:

• 3Ps5 Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10, or 100.

• 3Ps2 Explain a choice of calculation strategy and show how the answer was worked out.

Activities:

• Learners are challenged to count in 2s, 3s, 5s, an 10s. Teacher records their answers.

• Teacher asks what pattern learners can notice from the set of numbers they have mentioned.

• Learners answer questions 1-10 individually.

• Discuss the answers as a class.

Resource:

Cambridge Primary Mathematics Learner's Book p. 18-19

Meeting I

Topic: Multiple Patterns

Learning Objectives:

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

• 3Nc25 Understand and apply the idea that multiplication is commutative.

Activities:

• Teacher greets and sets the learning objectives.

• Learners get their handout and colour the top quarter of the box if the number is multiple of 2.

• They continue to colour the bottom quarter of the box if the number is a multiple of 5.

• They also colour the left hand quarter if the number is a multiple of 3 and colour the right hand quarter if the number is a multiple of 4.

• Learners answer questions a, b, c once they have finished coloring.

• Learners are challenged to answer questions 1-4 individually.

• Check the answers as a class.

Resources:

• Cambridge Mathematics Learner's Book p. 20-21

• Handout

Meeting II

Topic: Multiple Patterns

Learning Objectives:

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

• 3Nc25 Understand and apply the idea that multiplication is commutative.

Activities:

• Teacher shows some numbers and challenges learners to identify if the numbers are multiples of 2, 3, 4, or 5.

• Learners explain how they find out by telling the pattern.

• Learners answer questions 5-11 individually.

• Check the answers as a class.

Resource: Cambridge Mathematics Learner's Book p. 22-23

Meeting II

Topic: Multiple Patterns

Learning Objectives:

3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

Activities:

• Teacher shares screen and shows learners some numbers. Learners identify which multiple each number belongs to.

• Learners get their handout and match the pattern with the multiplication.

• Learners draw 2 rectanges on a square paper and colour them.

• Learners write family facts for each rectangle.

• Conclude the lesson as a class.

Resource: Handout

Meeting I

Topic: Multiplying by 10

Learning Objectives: 3Nn7 Multiply two-digit numbers by 10 and understand the effect.

Activities:

• Teacher asks some questions about the five and ten times tables learned previously.

• Teacher sets the learning goals.

• Teacher shows some numbers and asks learners to identify which are multiples of 10.

• Learners tell how they find it out (they will tell the pattern).

• Teacher challenges learners to tell the numbers before they are multiplied by 10.

• Teacher asks learners to see the difference between the numbers before and after being multiplied by 10 (to let learners understand the effect of multiplying by 10).

• Teacher tells that multiplying by 10 makes a number 10 times bigger.

• Teacher challenges learners to solve questions 1 - 4 in Learner's Book then check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 90-91

Meeting II

Topic: Multiples of 5 and 10

Learning Objectives: 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

Activities:

• Teacher recalls about rules of multiples of 5 and 10.

• Teacher shares screen and reveals a number line. Learners are challenged to count in fives. Teacher fill in the number line as they mention the number.

• Once it is completed, teacher asks learners pairs of numbers on the line that make 100.

• Teacher reminds about the terms family facts and commutative.

• Learners tell the family facts of number pairs that make 100, teacher records their answers.

• Teacher shows two arrays and challenges learners to say family facts for them.

• Learners solve questions 1-11 individually.

• Check the answers as a class.

Resources:

Cambridge Mathematics Learner's Book p. 61-62

Meeting III

Topic: Multiples of 5 and 10

Learning Objective: 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

Activities:

• Teacher recalls the patterns of multiples of 5 and 10.

• Discuss as a class how multiples of 5 and multiples of 10 are the same and different.

• Learners continue solving questions 12-16 individually.

• Check the answers as a class.

• Learners are challenged to make a matching story for each number sentence in question 17.

Resource:

Cambridge Mathematics Learner's Book p. 62

Meeting I

Topic: Multiplying by 10, Multiples of 5 and 10

Learning Objectives:

• 3Nn7 Multiply two-digit numbers by 10 and understand the effect.

• 3Pt3 Make sense of and solve word problems, single (all fouroperations) and two-step (addition and subtraction), and begin to represent them, e.g. with drawings or on a number line.

Activities:

• Teacher challenges learners to solve an online quiz.

• Discuss the questions as a class.

• Teacher shares a video about the fastest way to learn multiplication.

• Teacher shares screen and explains about timetable 10.

• Learners solve questions 1-12 individually.

• Discuss the answers as a class.

Resources:

• Cambridge Mathematics Learner's Book p. 46-47

• Quiz

• Video

Meeting II

Topic: Multiples of 2 and 4

Learning Objectives:

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5× and 10× tables

• 3Nc4 Begin to know 4× table

Activities:

• Teacher shares screen and shows 0 x 10 = 0 and reminds learners that all numbers multiplied by 0 stay 0. Teacher asks learners to say the rest of the tens times table up to 10x10.

• Teacher asks several questions about the ten times table including the fact family for particular times tables facts.

• Teacher repeats the same way for the five times table.

• Teacher challenges learners to write out the two times table in their notebook.. When they have completed the table, remind them that double of two is four, so an easy way to work out the four times table is to double the two times table.

• Learners are challenged to say some statements about the two and four times table (for example "Answers to the four times table are double those in the two times table" or "Answers in the four times table can be divided by two with none left ove".

• Teacher asks learners to choose two different facts from the two and four times table to draw the array for and to write the fact family for.

• Learners answer questions 9-12 in Learner's Book.

Resource: Cambridge Primary Mathematics Learner's Book p. 63

Meeting III

Topic: Multiples of 2, 3, 4, 5, 10

Learning Objectives:

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5× and 10× tables.

• 3Nc4 Begin to know 4× table.

Activities:

• Teacher shares screen and explains about arrays for multiplication.

• Learners complete the worksheet.

• Check the answers as a class.

Resource: Worksheet

Meeting I

Learning Objective: 3Nc21 Multiply single-digit numbers and divide two-digit numbers by 2, 3, 4, 5, 6, 9 and 10

Activities:

• Learners are divided into 3 groups: groups of 2 times table, 4 times table, 10 times table.

• Teacher says some numbers 1 to 30. Each group claps if the number is the multiple of their group.

• Learners get their "3, 6, 9!" sheet. Then talk through the number line on the sheet, counting to 30 in threes.

• Teacher explains that learners can draw jumps from one number to another along the line to help them write the three times table.

• Learners take a coloured pencil and draw a ring around every other number, starting with six, then 12 and so on up to 60. Teacher explains then they have highlighted every other three, and two lots of three are six so these are the numbers in the six times table. Learners use the same coloured pencil to draw in the matching jumps of six.

• Learners take a coloured pencil and draw a ring around every other number, starting with nine, then 18 and so on up to 90. Teacher explains then they have highlighted every third three, and three lots of three are nine so these are the numbers in the nine times table. Learners use the same coloured pencil to draw in the matching jumps of nine.

• Learners write the three, six and nine times table in their notebook and draw a number line for each.

• Learners choose two facts from each multiple and write their fact families.

• Teacher asks learners to add the digits from each two-digit in the nine times table. Learners tell what they notice and explain why that happens.

• Teacher shows a table of multiples of three, six and nine. Learners copy and complete the table.

• Learners solve the word problems in their Learner's Book and write the matching calculation.

Resource: Cambridge Primary Mathematics Learner's Book p. 64-65 No. 1-5

Meeting II

Topic: Multiples of 3, 6 and 9

Learning Objective: 3Pt7 Check a division using multiplication, e.g. check 12 ÷ 4 = 3 by doing 4 × 3

Activities:

• Learners are divided into 3 groups; groups of multiples of 3, groups of multiples of 6, groups of multiples of 9.

• Teacher says some numbers 1 to 30. Each group claps if the number is the multiple of their group.

• Learners continue to solve word problems write the matching calculation (question 6 and 7).

• Learners complete the calculation in question 8a.

• Learners make up a story for two calculations from question 8a.

• Learners match the story to the calculation (question 9).

Resource: Cambridge Primary Mathematics Learner's Book p. 64-65 No. 6-9

Meeting III

Topic: Multiples of 3, 6 and 9

Learning Objectives: 3Pt7 Check a division using multiplication, e.g. check 12 ÷ 4 = 3 by doing 4 × 3

Activities:

• Teacher shares screen and explains about multiples of three, six and nine.

• Learners take and complete the worksheet.

• Check the answers as a class.

Resource: Worksheet

Meeting I

Topic: Math Review

Learning Objectives:

• 3Nn2 Read and write numbers to at least 1000.

• 3Nn3 Count on and back in ones, tens and hundreds from two- and three-digit numbers.

• 3Nn5 Understand what each digit represents in three-digit numbers.

• and partition into hundreds, tens and units.

• 3Nc19 Understand the relationship between halving and doubling.

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

• 3Nc25 Understand and apply the idea that multiplication is commutative.

• 3Nn7 Multiply two-digit numbers by 10 and understand the effect.

• 3Nc4 Begin to know 4× table.

• 3Ps3 Explore and solve number problems and puzzles, e.g. logic problems.

• 3Nc1 Know addition and subtraction facts for all numbers to 20.

• 3Pt4 Check the results of adding two numbers using subtraction, and several numbers by adding in a different order.

Activities:

• Teacher shares screen and leads a quick review of the topics that learners have learned (asking learners some questions about learned topics).

• Teacher tells that learners will do a review about the topics they have learned. Teacher reminds learners to do it individually and submit it at the time given.

• Teacher shares the google form link.

• Learners do the review individually.

• Teacher reminds learners to submit it when the given time is over.

• Discuss the review questions as a class.

Resource: Google Form

Meeting II

Topic: Designing Multiplication House

Learning Objectives: 3Nc21 Multiply single-digit numbers and divide two-digit numbers by 2, 3, 4, 5, 6, 9 and 10

Activities:

• Teacher tells that learners will do Math project, designing a multiplication house.

• Learners prepare the materials needed to make a multiplication house:

a paperboard

a pack of colorful origami paper

a scissor

a glue

a ruler

a pencil

an eraser

• Teacher shows the video tutorial of designing the multiplication house.

• Learners start to design their multiplication house.

• Learners take a picture of their designs and send it to google classroom.

Resource: Video

Meeting III

Topic: 2D Shapes

Learning Objectives:

• 3Gs1 Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles.

• 3Gs2 Classify 2D shapes according to the number of sides, vertices and right angles.

Activities:

• Teacher introduces the topic (what the letter 'D' stands for and what it means).

• Teacher challenges learners to mention some 2D Shapes.

• Learners watch the video.

• Learners complete the table in their Learner's Book.

• Conclude the lesson as a class.

Resources:

• Video

• Cambridge Primary Mathematics Learner's Book p. 25 no. 1

Meeting I

Topic: 2D Shapes

Learning Objectives:

• 3Gs1 Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles.

• 3Gs2 Classify 2D shapes according to the number of sides, vertices and right angles.

Activities:

• Teacher explains about the terms 'quadrilateral' and 'right angles'.

• Teacher shows some pictures of 2D shapes and challenges learners to name the shapes.

• Teacher asks about properties of each shape.

• Learners identify the quadrilaterals from the pictures.

• Learners identify quadrilaterals with right angles.

• Learners draw and name the shapes based on the clues in their textbooks (no. 2 page 25).

Resources:

• Cambridge Primary Mathematics Learner's Book p. 25 no. 2 & p. 26 no. 1

• Handout

Meeting II

Topic: 2D & 3D Shapes

• 3Gs3 Identify, describe and make 3D shapes including pyramids and prisms; investigate which nets will make a cube.

• 3Pt9 Identify the differences and similarities between different 3D shapes.

Activities:

• Teacher shows some pictures and challenges learners to name them.

• Teacher explains about 3D Shapes.

• Teacher shows the video.

• Learners answer questions 1 in their textbooks.

• Teacher explains about the terms: pyramid and prisms.

• Learners construct a square based pyramids.

• Learners identify whether each shape in questions 1 in the textbook is a prism or a pyramid.

• Learners complete the tables on page 27 & 29.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 26-29

• Handout

• Video

Meeting III

Topic: 2D & 3D Shapes

• 3Gs3 Identify, describe and make 3D shapes including pyramids and prisms; investigate which nets will make a cube.

• 3Pt9 Identify the differences and similarities between different 3D shapes.

Activities:

• Learners construct some 3D Shapes.

• Learners tell the features of their constructed 3D Shapes.

• Learners complete the worksheet.

Resources:

• Handout

• Worksheet

Meeting I

Topic: 2D & 3D Shapes

Learning objectives:

3Gs1 Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles.

3Gs3 Identify, describe and make 3D shapes including pyramids and prisms; investigate which nets will make a cube.

Activities:

• Teacher shows some pictures and challenges learners to name them. Teacher asks how the students figure it out.

• Teacher asks the difference between 2D and 3D shapes.

• Teacher explains about features of 2D and 3D shapes.

• Teacher explains that rectangular prism is another name for cuboid.

• Learners do the worksheet. Then, check the answers as a class.

• Learners are challenged to do the quiz.

Resources:

• Worksheet

• Quiz

Meeting II

Topic: Symmetry

Learning Objectives:

• 3Gs7 Identify 2D and 3D shapes, lines of symmetry and right angles in the environment.

• 3Gs5 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side).

Activities:

• Teacher introduces the topic.

• Do "Let's investigate" as a class.

• Teacher shows the video.

• Teacher explains the terms used for symmetry.

• Discuss the worksheet as a class.

• Learners answer questions 1-4 in their textbooks individually.

• Check the answers as a class.

Resources:

• Video

• Worksheet

• Cambridge Primary Mathematics Learner's Book p. 30-31

Meeting III

Topic: Symmetry

Learning Objectives:

• 3Gs7 Identify 2D and 3D shapes, lines of symmetry and right angles in the environment.

• 3Gs5 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side).

Activities:

• Teacher shows some 2D shapes and challenges learners to identify the number of lines of symmetry each shape has.

• Learners complete the worksheet about lines of symmetry and mirror image.

• Learners identify 2D and 3D shapes, lines of symmetry and right angles in their environment.

• Conclude the lesson as a class.

Resources: Worksheet

Meeting I

Topic: Review

Learning Objectives:

• 3Gs1 Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles.

• 3Gs2 Classify 2D shapes according to the number of sides, vertices and right angles.

• 3Gs3 Identify, describe and make 3D shapes including pyramids and prisms; investigate which nets will make a cube.

• 3Pt9 Identify the differences and similarities between different 3D shapes.

• 3Gs7 Identify 2D and 3D shapes, lines of symmetry and right angles in the environment.

• 3Gs5 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side).

Activities:

• Teacher shares screen and leads a quick review of the topics that learners have learned by asking learners some questions about learned topics. (worksheet)

• Teacher tells that learners will do a review about geometry. Teacher reminds learners to do it individually and submit it at the time given.

• Teacher shares the google form link.

• Learners do the review individually.

• Teacher reminds learners to submit it when the given time is over.

• Discuss the review questions as a class.

Resources:

• Worksheet

• Google Form

Meeting II

Topic: Maze Route

Learning Objective: 3Gp1 Use the language of position, direction and movement, including clockwise and anti-clockwise.

Activities:

• Discuss "Let's Investigate" as a class.

• Teacher explains about compass direction; North, East, South, West.

• Teacher gives an example of maze route and challenges learners to say the directions.

• Learners answer questions 1-6 in their textbooks.

• Check the answers as a class.

Resources: Cambridge Primary Mathematics Learner's Book p. 32-33

Meeting I

Topic: Dollars and Cents

Learning Objectives:

• 3Mm1 Consolidate using money notation.

• 3Ps1 Make up a number story to go with a calculation, including in the context of money

Activities:

• Teacher introduces the topic.

• Talk about different units of money as a class.

• Teacher explains about dollars and cents.

• Learners answer questions 1-3 in their Learner's Book.

• Check the answers as a class.

• Learners make up a number story about money.

Resources: Cambridge Primary Mathematics Learner's Book p. 34-35

Meeting II

Topic: Clock Times

Learning Objectives:

• 3Ml3 Read to the nearest division or half division, use scales

• that are numbered or partially numbered.

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

Activities:

• Teacher explains about time.

• Teacher ask the students what the difference is between an analog clock and a digital clock and asks the students which clock is easier to use to tell time and why.

• Teacher shows the students the analog clock. Teacher explains to the students that an analog clock uses moving hands to show time. The long hand tells the minutes, and the short hand tells the hour. Teacher asks the students what time the analog clock is currently displaying.

• Teacher shows the students the digital clock and explains to the students that a digital clock shows the time with numbers. Teacher points to the colon on the clock and explain to the students that a colon is a punctuation mark that is used to separate the hours from the minutes in time, the numbers on the left of the colon show the hour, and the numbers on the right of the colon show the minutes.

• Learners answers questions 1 and 3.

• Learners are challenged to plan a day out to last 10 hours from beginning to end by using information on page 36.

Resource: Cambridge Primary Mathematics Learner's Book p. 36-37

Meeting I

Topic: Clock Times

Learning objectives:

• 3Ml3 Read to the nearest division or half division, use scales that are numbered or partially numbered.

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

Activities:

• Teacher asks questions about clocks, calendars, dates, and the times when things happen in a day or week or year.

• Teacher introduces the term century.

• Teacher shows the calendar and asks the class to chant the months of the year, the days of the week, for example What month is showing on our calendar? How many days does this month have?

• Learners are challenged to find today's date, yesterday's date, a date when we are not in school.

• Teacher shows the analogue clock and point out that the hour is split into five minute intervals. They count in fives round the clock.

• Learners read the time shown in each analogue clock.

• Learners complete the worksheet.

Resource: Worksheet

Meeting II

Topic: Mathematics Project

Learning objectives:

• 3Gs5 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side)

• 3Pt9 Identify the differences and similarities between different 3D shapes.

• 3Ps1 Make up a number story to go with a calculation, including in the context of money.

• 3Pt10 Estimate and approximate when calculating and check their working.

Activities:

• Teacher explains that learners will work on a project and checks learner's preparation for the project.

• Learners do their projects.

• Learners submit their work.

• Conclude the lesson as a class.

Resource: Handout

Meeting I

Topic: Growth and harvest

Learning objective:

• 3Mm1 Consolidate using money notation.

• 3Ml3 Read to the nearest division or half division, use scales that are numbered or partially numbered.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher asks questions about time and money.

• Teacher tells that learners will learn about growth and harvest. They will work with a bar chart and interpret the data in order to answer questions.

• Do 'Let's Investigate' as a class.

• Teacher asks some questions about the bar chart in Learner's Book page 40. Learner's record their answers in a table in the worksheet.

• Learners answer questions 1a-1e in Learner's Book on page 41.

• Conclude the lesson as a class.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 40-41

• Worksheet

Meeting II

Topic: Growth and harvest

Learning objective: 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher introduces the measurement units.

• Teacher says some objects and learners say the unit of measurement of each object.

• Teacher explains the relationship of the measurement units; kilograms and grams, metres and centimetres, centimetres and millimitres.

• Learners are challenged to answer questions 2-3 on pages 41-43.

• Discuss the answers as a class.

• Learners complete the worksheet.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 41-43

• Worksheet

Meeting I

Topic: Clock time and metric measurement

Learning Objectives:

• Mt2 Read the time on analogue and digital clocks to the nearest five minutes on an analogue clock and to the nearest minute on a digital clock.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher leads a discussion about time (telling time and elapsed time).

• Learners practise telling time and finding the length of time using a number line.

• Teacher leads a quick review of metric measurements; length and weight.

• Learners complete the worksheet about metric measurement.

• Teacher checks learner's answers.

• Discuss the worksheets as a class.

• Conclude the lesson as a class.

Resource: Worksheet

Meeting II

Topic: Exercises

Learning Objectives:

• 3Mm1 Consolidate using money notation.

• 3Ml3 Read to the nearest division or half division, use scales that are numbered or partially numbered.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher leads a quick review about time, money and metric measurement.

• Learners complete the form.

• Check the answers as a class.

Resource: Google Form

Meeting I

Topic: Three digit numbers

Learning Objective: 3Nn12 Order two- and three-digit numbers.

Activities:

• Teacher displays a Place value chart.

• Learners talk about what they notice from the chart. Teacher shares learners' ideas.

• Teacher points to one number from each group of hundreds, tens, ones, using a stick or a pointer and challenges learners to read the number.

• Teacher guides learners to read three digit numbers with and without 10, for example 200 then 10 then 8 or 200 and then 6.

• Once a list of three digit numbers is listed, teacher asks learners how they could put the numbers in order, starting from the smallest to the largest.

• Teacher shows some digits and challenges learners to make as many different three digit numbers from the digits and order them, starting with the smallest.

• Learners do "Let's Investigate" individually.

• Discuss the answers as a class.

• Learners complete the worksheet individually.

• Conclude the lesson as a class.

Resources:

• Cambridge Primary Mathematics Learner's Book p.44

• Worksheet

Meeting II

Topic: Comparing numbers

Learning objective: 3Nn11 Compare three-digit numbers, use < and > signs, and find a number in between.

Activities:

• Teacher displays the place value chart and challenges learners to read the numbers pointed by the teacher in the Place value chart.

• Teacher asks a learner to take a turn pointing to the numbers and others record in their notebooks. After 10 three digit numbers have been recorded, the teacher asks which the greatest number is, which the smallest number is and if they order the numbers from the smallest, which would be the second, the third, the last number.

• Teacher chooses two numbers from the list and challenges learners to compare them.

• Teacher revises the meaning of < and > and explains about the term inequality.

• Teacher chooses three numbers from the list and challenges learners to compare them and to mention the symbols needed in each space.

• Discuss "Let's Investigate" as a class.

• Learners answer questions 1 and 2, then check the answers as a class.

• Learners complete the worksheet.

• Conclude the lesson as a class.

Resources:

• Cambridge Primary Mathematics Learner's Book p. 45.

• Worksheet

Meeting I

Topic: Rounding to the nearest 10 and 100

Learning objective:

• 3Nn8 Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100.

• 3Pt11 Make a sensible estimate for the answer to a calculation, e.g. using rounding.

Activities:

• Teacher begins the lesson by asking learners to count on and back in ones, twos, fives, tens, and hundreds.

• Teacher asks learners what they can recall about rounding numbers.

• Teacher reminds learners about rules of rounding numbers and give examples.

• Teacher calls out several two and three digit numbers for learners to round to the nearest 10 or 100.

• Discuss "Let's Investigate" as a class.

• Learners answers questions 1-5 individually.

Resource: Cambridge Primary Mathematics Learner's Book p. 48-49

Meeting II

Topic: Estimating

Learning objective: 3Pt10 Estimate and approximate when calculating, and check working.

Activities:

• Teacher call out a few numbers for learners to round to the nearest 10 or 100.

• Teacher introduces the term "estimating" and how it is related to rounding.

• Teacher displays three strips of paper in different length and ask learners to estimate the length of each strip. They record their answers in their notebooks.

• Teacher draws two letters and asks learners to estimate the length of each letter. They record their answers in their notebooks.

• After a few moments, teacher tells learners the length of each paper strip and appreciates the best estimate or the closest.

• Learners answer questions 1-2, then check the answers as a class.

• Learners draw some lines using a straight edge but not a ruler. Then they estimate and measure the length of each line. They reward themselves a point for best estimation.

• Learners draw some letters with straight lines using a ruler for a friend to estimate. Learners tell which estimation is the best.

Resources: Cambridge Primary Mathematics Learner's Book p. 50-51

Meeting I

Topic: Doubling and Halving

Learning objectives:

• 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derive the related halves.

• 3Nc19 Understand the relationship between halving and doubling.

Activities:

• Teacher begins the lesson by asking learners to round some numbers.

• Teacher introduces today's topic and asks learners what they can recall about doubling and halving, how they are related.

• Teacher draws a double grid and fill in some of the doubles together. Then teacher asks learners to quickly copy and complete the grid. Once complete, talk with the learners about the patterns they notice.

• Teacher illustrates double and half with a ten frame cut into two fives to show that double 5 is 10, each five becomes two fives (a ten) when doubling.

• Learners answer questions 1-12 individually.

• Check the answers as class.

Resources: Cambridge Primary Mathematics Learner's Book p. 52-53

Meeting II

Topic: Doubling and Halving

Learning objectives:

• 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derive the related halves.

• 3Nc19 Understand the relationship between halving and doubling.

Activities:

• Teacher draws a few grids and challenges learners to mention half of each grid and make the doubling sentence.

• Teacher reminds learners how to find double and half of a number and give some examples.

• Teacher draws a half grid and fill in some of the halves together. Then teacher asks learners to quickly copy and complete the grid. Once complete, talk with the learners about the patterns they notice.

• Learners answer questions 13-24 individually.

• Check the answers as class.

Resource: Cambridge Primary Mathematics Learner's Book p. 53-54

Meeting III

Topic: Doubling and Halving

Learning objectives:

• 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derive the related halves.

• 3Nc19 Understand the relationship between halving and doubling.

Activities:

• Teacher calls out some numbers and challenges learners to double and half them.

• Learners complete the worksheet individually.

• Once complete, check the answers as a class.

Resource: Worksheet

Meeting I

Topic: Investigating Addition

Learning objective: Add/subtract single-digit or two-digit numbers to/from two or three-digit numbers.

Activities:

• Teacher writes an addition problem on the board and challenges learners to find the answer.

• Teacher asks how they work it out (learners may come up with different ways).

• Teacher explains some ways to add numbers and give examples.

• Discuss the ""Let's Investigate"" as a class.

• Learners solve addition word problem individually.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 55-56

Meeting II

Topic: Review

Learning objectives:

• 3Nn12 Order two- and three-digit numbers.

• 3Nn11 Compare three-digit numbers, use < and > signs, and find a number in between.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three- digit numbers to the nearest 100.

• 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derive the related halves. 3Nc19 Understand the relationship between halving and doubling.

• 3Nc17 Add/subtract single-digit or two-digit numbers to/from two or three-digit numbers.

Activities:

• Teacher leads a quick review of the materials learned so far.

• Teacher shares the form.

• Learners complete and submit the form.

• Check the answers as a class.

Resource: G-Form

Meeting III

Topic: Investigating Subtraction

Learning objective: 3Pt5 Check subtraction by adding the answer to the smaller number in the original calculation.

Activities:

• Teacher writes a subtraction problem on the board and challenges learners to find the answer.

• Teacher asks how they work it out (learners may come up with different ways).

• Teacher explains some ways to subtract numbers and give examples.

• Discuss the "Let's Investigate" as a class.

• Learners solve subtraction word problem individually.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 57 no. 1-6

Meeting I

Topic: Adding and subtracting with three-digit numbers

Learning objective: 3Nc17 Add/subtract single-digit numbers to/from three-digit numbers.

Activities:

• Teacher leads learners to play "Add up to 15 Tic-Tac-Toe game"

• Learners continue solving word problems number 2-4 in their textbook.

• Check the answers as a class.

Resources:

• Tic-Tac-Toe game

• Cambridge Primary Mathematics Learner's Book p. 60

Meeting II

Topic: Review

Learning objectives:

• 3Nn12 Order two- and three-digit numbers.

• 3Nn11 Compare three-digit numbers, use < and > signs, and find a number in between.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three- digit numbers to the nearest 100.

• 3Nc6 Work out quickly the doubles of numbers 1 to 20 and derive the related halves. 3Nc19 Understand the relationship between halving and doubling.

• 3Nc17 Add/subtract single-digit or two-digit numbers to/from two or three-digit numbers.

Activities:

• Teacher leads a quick review of the materials learned so far.

• Teacher shares the form.

• Learners complete and submit the form.

• Check the answers as a class.

Resource: G-Form

Meeting III

Topic: Adding and subtracting with three-digit numbers

Learning objective: 3Nc17 Add/subtract single-digit numbers to/from three-digit numbers.

Activities:

• Learners complete the worksheet.

• Check the answers as a class.

Resource: Worksheet

Meeting I

Topic: The calendar

Learning objective: 3Mt4 Read a calendar and calculate time intervals in weeks or days.

Activities:

• Teacher displays a blank calendar with a date marked on it.

• Teacher circles some of the squares on the grid and have learners take turns say what the date of the circled square is.

• Learner explain how they work out the answer.

• Teacher shares a blank calendar grid (two dates marked on it) with learners.

• Learners work out what the dates of the circled squares on the grid are.

• Learners are challenged to fill in the complete dates for the calendar and answer some word problems about it.

Resource: Blank Calendar

Meeting II

Topic: The calendar

Learning objective:

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

• 3Pt2 Begin to understand everyday systems of measurement in length, weight, capacity and time and use these to make measurements as appropriate.

Activities:

• Teacher asks learners what day and date it is today and whether it is the first, the second, the third, the fourth, the fifth day of the month.

• Learners answer questions 1-5 in their Learner's Book.

• Check the answers as a class.

Resource: Learner's Book p. 68-69

Meeting III

Topic: The calendar

Learning objectives:

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

• 3Pt2 Begin to understand everyday systems of measurement in length, weight, capacity and time and use these to make measurements as appropriate.

Activities:

• Learners design a calendar.

• Learners write down 10 activities they will do in a month.

• Learners write some clues about the dates of their 10 activities.

• Learners challenge their friends to find out the dates of their 10 activities.

Resource: Calendar game reference

Meeting I

Topic: Estimating

Learning objectives:

• 3Ml1 Choose and use appropriate units and equipment to estimate, measure and record measurements.

• 3M12 Know the relationship between kilometre and metres, metres and centimetres, kilogram and grams litre and millitres.

Activities:

• Teacher starts the session by asking questions about measures, such as "How many centimetre in a kilometre?, How many grams in a kilogram, etc".

• Teacher tells the class that they will learn about estimating and asks for some responses from the class about what estimating means.

• Teacher recalls measurement units that learners have heard before.

• Teacher draws a line on the board and ask how long learners think it is. Then, check the length as a class.

• Teacher recalls the relationship between kilometre and metres, metres and centimetres, kilogram and grams litre and millitres.

• Learners practice converting the units.

• Learners answer questions 1-5.

Resource: Cambridge Primary Mathematics Learner's Book p. 70-71

Meeting II

Topic: Measuring

Learning objectives:

• 3Ml5 Solve word problems involving measures.

• 3Pt10 Estimate and approximate when calculating, and check working.

Activities:

• Teacher starts the lesson by asking what zoo keeper activities that includes maths.

• Teacher leads a discussion about elephants (its body parts and what they are for or what they eat and other facts about elephant as written in their textbooks).

• Learners answer questions 1-3 in their textbooks.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 72-73

Meeting III

Topic: Measuring

Learning objectives:

• 3Ml5 Solve word problems involving measures.

• 3Pt10 Estimate and approximate when calculating, and check working.

Activities:

• Teacher says some objects or activities and asks learners to estimate the proper unit for each.

• Teacher shares the worksheet.

• Learners practice estimating and converting units.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Worksheet

Meeting I

Topic: Calculating Money

Learning objectives:

• 3Mm2 Use addition and subtraction facts with a total of 100 to find change.

• 3Mm1 Consolidate using money notation.

• 3Pt1 Choose appropriate mental strategies to carry out calculations.

Activities:

• Teacher starts the class by challenging learners to choose things they can buy from the list in their textbook with $1.

• Teacher explains how dollars and cents are related ($1 equals 100 cents).

• Teacher mentions some things bought from the list with other amounts of money and challenges learners to find how much they cost and how much the change is.

• Learners answers questions in their textbooks individually.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 74-75

Meeting II

Topic: More calculations with money 1

Learning objectives:

• 3Mm2 Use addition and subtraction facts with a total of 100 to find change.

• 3Mm1 Consolidate using money notation

• 3Pt1 Choose appropriate mental strategies to carry out calculations.

Activities:

• Teacher tells learners that they are going to work with money in the context of zoo cafe.

• Teacher displays the price list of menu in the zoo cafe. Learners are divided into groups and challenged to order what they would like, as many items as they like with only $10. They keep a record of their order.

• Teacher checks their work and gives some feedback.

• Learners answers questions in their textbooks individually.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 76-77

Meeting III

Topic: Calculation with money 2

Learning objectives:

• 3Mm2 Use addition and subtraction facts with a total of 100 to find change.

• 3Mm1 Consolidate using money notation

• 3Pt1 Choose appropriate mental strategies to carry out calculations.

Activities:

• Teacher tells that the zoo cafe also has a Take aways drinks menu.

• Teacher displays the price list of take away drinks menu in the zoo cafe. Learners are divided into groups and challenged to order what they would like, as many items as they like with only $5. They keep a record of their order.

• Teacher checks their work and gives some feedback.

• Learners answers questions in their textbooks individually.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 78-79

Meeting I

Topic: Handling Data

Learning objectives:

• 3Pt11 Make a sensible estimate for the answer to a calculation.

• 3Dh3 Use Venn or Carroll diagrams to sort data and objects using two criteria.

• 3Dh2 Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals labelled in ones or twos).

Activities:

• Teacher introduces the topic.

• Teacher gives some examples of handing data using Venn Diagram and Tally Charts. Talk about the similarities and the differences between them.

• Discuss "Let's Investigate" as a class.

• Learners answers questions on pages 80-83 individually.

• Teacher checks their answers.

Resource: Cambridge Primary Mathematics Learner's Book p. 80-83

Meeting II

Topic: Handling Data

Learning objectives:

• 3Pt11 Make a sensible estimate for the answer to a calculation.

• 3Dh3 Use Venn or Carroll diagrams to sort data and objects using two criteria.

• 3Dh2 Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals labelled in ones or twos).

Activities:

• Teacher introduces the other way to handle data which is using pictograms.

• Teacher gives an example of using pictograms.

• Teacher leads the class discussion to answer questions 1-2.

• Learners are challenged to answer questions 3-4 individually.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 84-87

Meeting III

Topic: Handling Data

Learning objectives:

• 3Pt11 Make a sensible estimate for the answer to a calculation.

• 3Dh3 Use Venn or Carroll diagrams to sort data and objects using two criteria.

• 3Dh2 Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals labelled in ones or twos).

Activities:

• Teacher reviews about different ways to handle data.

• Teacher shares the worksheet.

• Learners complete the worksheet.

• Teacher checks the students' answers.

Resource: Worksheet

Meeting I

Topic: Comparing, Ordering, rounding

Learning objectives:

• 3Ps4 Use ordered lists and tables to help to solve problems systematically.

• 3Nn12 Order two- and three-digit numbers.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100.

Activities:

• Teacher shows some three digit numbers and challenge learners to order them.

• Teacher asks how they order the numbers. (They may tell that they they compare the numbers starting from the hundreds, tens and ones)

• Teacher explains about rounding numbers and gives some examples.

• Solve Let's Investigate as a class.

• Learners round numbers (no 1-3).

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 88-89

Meeting II

Topic: Comparing, Ordering, rounding

Learning objectives:

• 3Ps4 Use ordered lists and tables to help to solve problems systematically.

• 3Nn12 Order two- and three-digit numbers.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three- digit numbers to the nearest 100.

Activities:

• Teacher shows some numbers and challenge learners to round them to the nearest 100 and 10.

• Teacher reviews the use of < and > to order two or three numbers.

• Teacher shows some numbers and ask learners to compare them using < and >.

• Learners compare and order numbers using < and > (no 4-6).

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 89

Meeting III

Topic: Introduction to Fractions

Learning objective: 3Nn17 Recognise simple mixed fractions e.g 1 1/2 and 2 1/4

Activities:

• Teacher starts the lesson by asking learners to count back in ones, twos, tens, fives, and hundreds from any two- and three digit numbers.

• Teacher asks what learners remember about half and a quarter.

• Teacher challenges learners to find a half of a number and remind learners that half is fraction.

• Teacher explains the meaning of fraction and introduces some terms or vocabulary related to fraction.

• Learners get their fraction circles and cut them. Learners try to mix them to explore about fractions equivalence for example 1/4 + 1/4 = 1/2 and record them in their notebooks.

• Learners do Let's Investigate in their notebooks.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource:

• Cambridge Primary Mathematics Learner's Book p. 92

• Handout

Meeting I

Topic: Comparing, Ordering, rounding

Learning objectives:

• 3Ps4 Use ordered lists and tables to help to solve problems systematically.

• 3Nn12 Order two- and three-digit numbers.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three-digit numbers to the nearest 100.

Activities:

• Teacher shows some three digit numbers and challenge learners to order them.

• Teacher asks how they order the numbers. (They may tell that they they compare the numbers starting from the hundreds, tens and ones)

• Teacher explains about rounding numbers and gives some examples.

• Solve Let's Investigate as a class.

• Learners round numbers (no 1-3).

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 88-89

Meeting II

Topic: Comparing, Ordering, rounding

Learning objectives:

• 3Ps4 Use ordered lists and tables to help to solve problems systematically.

• 3Nn12 Order two- and three-digit numbers.

• 3Nn8 Round two-digit numbers to the nearest 10 and round three- digit numbers to the nearest 100.

Activities:

• Teacher shows some numbers and challenge learners to round them to the nearest 100 and 10.

• Teacher reviews the use of < and > to order two or three numbers.

• Teacher shows some numbers and ask learners to compare them using < and >.

• Learners compare and order numbers using < and > (no 4-6).

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 89

Meeting III

Topic: Introduction to Fractions

Learning objective: 3Nn17 Recognise simple mixed fractions e.g 1 1/2 and 2 1/4

Activities:

• Teacher starts the lesson by asking learners to count back in ones, twos, tens, fives, and hundreds from any two- and three digit numbers.

• Teacher asks what learners remember about half and a quarter.

• Teacher challenges learners to find a half of a number and remind learners that half is fraction.

• Teacher explains the meaning of fraction and introduces some terms or vocabulary related to fraction.

• Learners get their fraction circles and cut them. Learners try to mix them to explore about fractions equivalence for example 1/4 + 1/4 = 1/2 and record them in their notebooks.

• Learners do Let's Investigate in their notebooks.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource:

• Cambridge Primary Mathematics Learner's Book p. 92

• Handout

Meeting I

Topic: Fraction Wall

Learning objectives:

• 3Nn16 Recognise equivalent between 1 half, 2 quarters, 4 eights, and 5 tenths using diagrams.

• 3Nn19 Begin to relate finding fractions to division.

Activities:

• Teacher shows some fractions and have learners read them aloud.

• Teacher displays fraction strips and explains about equivalent fractions.

• Teacher writes some fractions from the fraction strips and have learners compare them.

• Teacher explains different ways to compare fractions.

• Learners try to compare fractions shown by the teacher by using any ways they prefer.

• Learners answer questions 1-7.

• Teacher explains how to relate fractions to division for example 1/4 of 12 is 3.

• Learners answer questions 8-22.

• Check the answers as a class.

• Teacher and learners conclude the lesson.

Resource: Cambridge Primary Mathematics Learner's Book p. 94-95

Meeting II

Topic: Review

Learning objectives:

• 3Mt2 Read the time on analogue and digital clocks, to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock.

• 3Mt4 Read a calendar and calculate time intervals in weeks or days.

• 3Ml1 Choose and use appropriate units and equipment to estimate, measure and record measurements.

• 3M12 Know the relationship between kilometre and metres, metres and centimetres, kilogram and grams litre and millitres.

• 3Ml5 Solve word problems involving measures.

• 3Mm2 Use addition and subtraction facts with a total of 100 to find change.

• 3Dh3 Use Venn or Carroll diagrams to sort data and objects using two criteria.

• 3Dh2 Use tally charts, frequency tables, pictograms (symbol representing one or two units) and bar charts (intervals labelled in ones or twos).

• 3Nn12 Order two- and three-digit numbers.

• 3Nn17 Recognise simple mixed fractions e.g 1 1/2 and 2 1/4.

Activities:

• Teacher leads a quick discussion to review the topics learners have learned.

• Teacher shares the link of the review.

• Learners complete the form.

• Teacher checks their submissions.

• Teacher gives feedback.

Resource: Google Form

Meeting III

Topic: Fraction Poster

Learning objectives:

• 3Nn16 Recognise equivalent between 1 half, 2 quarters, 4 eights, and 5 tenths using diagrams.

• 3Nn19 Begin to relate finding fractions to division.

Activities:

• Teacher displays some models of fractions.

• Learners are challenged to make fraction poster (any fractions acceptable).

• Learners submit their posters.

• Discuss questions 1-3 as a class.

• Conclude the lessons as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 96

Meeting I

Topic: Complements to 100

Learning objectives: 3Nc13 Find complements to 100, solving number equations such as 78 +…. = 100.

Activities:

• Teacher write two- or three- digit numbers and asks questions such as, "What is 1, 2, 3, 4, ........ more (or less)?"

• Teacher asks learners if they can remember their multiples of 10 with a total of 100, then move on to the multiples of 100 with a total of 1000.

• Teacher writes subtraction facts to start three "subtraction list". Then learners copy and complete it. They are reminded of how useful it is to know the number bonds to 10.

• Teacher explains about the use of 100 square to help to see complements to 100.

• Discuss questions 1-10 as a class.

• Learners try to answer questions 11-15 individually.

• Teacher checks their answers and give feedback.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 99-101

Meeting II

Topic: Math Project

Learning objectives: 3Nn19 Begin to relate finding fractions to division.

Materials needed:

• 3 different colours of origami paper

• a pencil

• a glue stick

• a cup (or any object to trace a circle)

• an asturo paper

• a scissor

• colour pencils

Activities:

• Teacher tells that learners will work on a fraction project.

• Learners prepare the materials needed to make the fraction fish.

• Teacher plays the video and guides learners to make the fraction fish.

• Learners label each part of the the fraction fish body with the correct fraction.

• Once they have finished with their designs, teacher asks some questions about relating finding fraction to division for example "What is one third of 9?, What is one half of 12?, etc""

• Teacher shares some questions about relating finding fractions to division with learners.

• Learners cut the squared paper (the number of the squares is based on the question). Then they stick them on a piece of paper.

• Learners write the calculation next to the model. Then they colour or shade part of the squares based on the result of their calculation.

• Learners write the fraction shown by the model and its equivalence (the fraction in the question).

• Teacher checks learners' answers.

• Conclude the lesson as a class.

Resources:

• Video

• Handout
  

Meeting III

Topic: More Doubles

Learning objectives:

• 3Nc7 Work out quickly the doubles of 5 (<100) and derive the related halves.

• 3Ps2 Explain a choice of calculation strategy and show how the answer was worked out.

Activities:

• Teacher asks a few questions about double for example "What is double five? What is half of 18?, etc".

• Teacher asks learners to remind the link between doubling and halving. (that they are inverse of each other)

• Teacher shows some doubling and halving grid and explains about it.

• Learners draw some grids to represent double and half in their notebooks.

• Learners answer questions in their textbooks.

• Check the answers as a class.

• Learners complete a quiz about double and half.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 97-98

Meeting I

Topic: Complements to 100

Learning objectives: 3Nc13 Find complements to 100, solving number equations such as 78 +…. = 100.

Activities:

• Teacher write two- or three- digit numbers and asks questions such as, "What is 1, 2, 3, 4, ........ more (or less)?"

• Teacher asks learners if they can remember their multiples of 10 with a total of 100, then move on to the multiples of 100 with a total of 1000.

• Teacher writes subtraction facts to start three "subtraction list". Then learners copy and complete it. They are reminded of how useful it is to know the number bonds to 10.

• Teacher explains about the use of 100 square to help to see complements to 100.

• Discuss questions 1-10 as a class.

• Learners try to answer questions 11-15 individually.

• Teacher checks their answers and give feedback.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 99-101

Meeting II

Topic: Math Project

Learning objectives: 3Nn19 Begin to relate finding fractions to division.

Materials needed:

• 3 different colours of origami paper

• a pencil

• a glue stick

• a cup (or any object to trace a circle)

• an asturo paper

• a scissor

• colour pencils

Activities:

• Teacher tells that learners will work on a fraction project.

• Learners prepare the materials needed to make the fraction fish.

• Teacher plays the video and guides learners to make the fraction fish.

• Learners label each part of the the fraction fish body with the correct fraction.

• Once they have finished with their designs, teacher asks some questions about relating finding fraction to division for example "What is one third of 9?, What is one half of 12?, etc""

• Teacher shares some questions about relating finding fractions to division with learners.

• Learners cut the squared paper (the number of the squares is based on the question). Then they stick them on a piece of paper.

• Learners write the calculation next to the model. Then they colour or shade part of the squares based on the result of their calculation.

• Learners write the fraction shown by the model and its equivalence (the fraction in the question).

• Teacher checks learners' answers.

• Conclude the lesson as a class.

Resources:

• Video

• Handout
  

Meeting III

Topic: More Doubles

Learning objectives:

• 3Nc7 Work out quickly the doubles of 5 (<100) and derive the related halves.

• 3Ps2 Explain a choice of calculation strategy and show how the answer was worked out.

Activities:

• Teacher asks a few questions about double for example "What is double five? What is half of 18?, etc".

• Teacher asks learners to remind the link between doubling and halving. (that they are inverse of each other)

• Teacher shows some doubling and halving grid and explains about it.

• Learners draw some grids to represent double and half in their notebooks.

• Learners answer questions in their textbooks.

• Check the answers as a class.

• Learners complete a quiz about double and half.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 97-98

Meeting I

Topic: Assorted Addition & Subtraction

Learning objectives:

• 3Nc14 Add and subtract pairs of two-digit numbers.

• 3Pt11 Make a sensible estimate for the answer to a calculation, e.g. using rounding.

Activities:

• Teacher greets and sets learning objectives.

• Learners are challenged with an online quiz about addition and subtraction.

• Teacher invites learners to count in multiples of 2, 3, 4 to at least 50.

• Learners get their 100 square handout. Teacher asks them to count in the multiples of five. Once they have done it, they ring pairs of multiples of five which make 100 (they can use different colours for each pair).

• Teacher asks learners to make statements from what they can see (patterns).

• After discussing about the patterns, they are challenged to write one of the subtraction pairs for each of the multiples of five totalling 100 (e.g. 100-5=95)

• Teacher tells learners that they are going to practise adding and subtracting one- and two-digit numbers to a three-digit number. Teacher explains some different methods to do addition and subtraction.

• Discuss question 1 as a class.

• Learners answer questions 2-3.

• Check the answers as a class.

• Learners complete an online quiz about addition and subtraction.

Resources:

• Handout

• Cambridge Primary Mathematics Learner's Book p. 102

Meeting II

Topic: More Addition & Subtraction

Learning objectives:

• 3Nc14 Add and subtract pairs of two-digit numbers.

• 3Ps5 Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10, or 100.

Activities:

• Teacher sets learning objectives.

• Teacher asks learner to give two digit numbers and records them. Teacher draws two columns next to the numbers, label 'sum' and 'difference'.

• Teacher asks learners to explain what sum and difference mean and check their answers.

• Complete the columns for the numbers given as a class. Then, add the sum and difference together.

• Teacher challenges learners to find a sum and difference greater than 100 using two-digit numbers. Once someone finds a total above 100, teacher tells that they cannnot make a total over 200. Learners keep exploring and find the largest total they can.

• Teacher finds out the highest and lowest totals made. Then check as a class to see if the numbers can be changed to make the total even higher or lower.

• Teacher asks learners if they have noticed anything about their results. If they haven't, teacher asks if any of their totals are even, then asks if any of their totals are odd. (Teacher draws up a chart with learners to help them understand why this happens.)

• Learners answer questions 1-2 in their Learners Book.

• Check the answers as a class.

Resources:

• Handout

• Cambridge Primary Mathematics Learner's Book p. 103
  

Meeting III

Topic: Review 2

Learning objectives:

• 3Nn16 Recognise equivalent between 1 half, 2 quarters, 4 eights, and 5 tenths using diagrams.

• 3Nn19 Begin to relate finding fractions to division.

• 3Nc13 Find complements to 100, solving number equations such as 78 +…. = 100.

• 3Nc7 Work out quickly the doubles of 5 (<100) and derive the related halves.

Activities:

• Teacher challenges learners with an online quiz about the topics to be reviewed.

• Discuss and check the answers as a class.

• Teacher reminds about the rule of review and shares the review with learners.

• Learners complete the review.

• Once everyone has submitted, the teacher leads discussion to check the answers as a class.

Resource: Google Form

Meeting I

Topic: Multiplication

Learning objectives:

• 3Nc3 Know multiplication/division facts for 2×, 3×, 5×, and 10× tables.

• 3Ps5 Describe and continue patterns which count on or back in steps of 2, 3, 4, 5, 10, or 100.

Activities:

• Teacher greets and shares the success criteria.

• Teacher challenges learners to count on and back in steps of two, three, four, five, 10 or 100.

• Teacher asks the patterns of the numbers they have just said.

• Teacher asks learners some quick times tables questions from the two, three, five and 10 times table.

• Teacher asks what an array is and checks learners' answers.

• Teacher asks learners to tell the related multiplication and division facts.

• Teacher explains about open array (labelling a rectangle) to help to multiply bigger numbers.

• Teacher challenges learners to work out 17 x 5 using open array and talks through what they did.

• Discuss the "Let's investigate" and questions 1-2 as a class.

• Learners answers question 3-15 individually. Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 104-105

Meeting II

Topic: Division with open array

Learning objectives:

• 3Nc23 Begin to divide two-digit numbers just beyond 10× tables, e.g. 60 ÷ 5, 33 ÷ 3."

• 3Pt6 Check multiplication by reversing the order, e.g. checking that 6 × 4 = 24 by doing 4 × 6.

Activities:

• Teacher asks learners about the related multiplication and division facts.

• Teacher introduces the topic.

• Teacher gives some examples of dividing with open array.

• Teacher reminds learners of the term remainder.

• Teacher leads a class discussion to solve the "Let's Investigate" and questions on page 107.

• Learners are challenged to solve questions 1-7 on page 108.

• Teacher checks their answers.

• Conclude the lesson as a class.

• Resource: Cambridge Primary Mathematics Learner's Book p. 107-108
  

Meeting III

Topic: Review 2

Learning objectives:

• 3Nn16 Recognise equivalent between 1 half, 2 quarters, 4 eights, and 5 tenths using diagrams.

• 3Nn19 Begin to relate finding fractions to division.

• 3Nc13 Find complements to 100, solving number equations such as 78 +…. = 100.

• 3Nc7 Work out quickly the doubles of 5 (<100) and derive the related halves.

Activities:

• Teacher challenges learners with an online quiz about the topics to be reviewed.

• Discuss and check the answers as a class.

• Teacher reminds about the rule of review and shares the review with learners.

• Learners complete the review.

• Once everyone has submitted, the teacher leads discussion to check the answers as a class.

Resource: Google Form

Meeting I

Topic: Finding and Drawing Right Angles

Learning objectives:

• 3Gs8 Identify right angles in 2D shapes.

• 3Gs2 Classify 2D shapes according to the number of sides, vertices and right angles.

Activities:

• Teacher starts the lesson by revising the properties of 2D and 3D shapes, focusing on right angles.

• Teacher introduces the topic.

• Learner match the number and the words in the worksheet. Then discuss it as a class.

• Teacher explains about angle.

• Teacher shows a set square and explains about what it is for.

• Discuss 'Let's Investigate" as a class.

• Learners answer questions 1-7 and check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 110-111

Meeting II

Topic: Symmetry

Learning objectives:

• 3Gs5 Draw and complete 2D shapes with reflective symmetry and draw reflections of shapes (mirror line along one side).

• 3Ps7 Identify simple relationships between shapes, e.g. these shapes all have the same number of lines of symmetry.

Activities:

• Teacher asks what learners remember about lines of symmetry.

• Teacher shows some pictures and asks learners to tell the number of lines of symmetry each has.

• Learners are challenged to find lines of symmetry in symmetrical shapes.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 112-115

Meeting I

Topic: Moving and turning

Learning objectives:

• 3Gp1 Use the language of position, direction and movement, including clockwise and anti-clockwise.

• 3Gp2 Find and describe the position of a square on a grid of squares where the rows and columns are labelled.

Activities:

• Teacher draws a compass and asks learners what it is used for.

• Teacher explains how to read compass.

• Teacher asks for ideas about telling positions of objects (for example using prepositions).

• Learners answer questions 1-3 individually.

• Check learners' answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 116-117

Meeting II

Topic: Coordinates

Learning objectives:

• 3Gp1 Use the language of position, direction and movement, including clockwise and anti-clockwise.

• 3Gp2 Find and describe the position of a square on a grid of squares where the rows and columns are labelled.

Activities:

• Teacher asks learners some questions about positions and movement by suggesting learners to answer using prepositions or compass directions.

• Teacher introduces the new topic which is about coordinates.

• Teacher gives some examples about using coordinates.

• Teacher challenges learners to give instructions to get somewhere using compass direction, for example move one south to (1.3).

• Discuss questions 1-3 as a class.

• Learners answer questions 4-8.

• Teacher checks their answer.

• Conclude the lesson as a class.

Resources: Cambridge Primary Mathematics Learner's Book p. 118-119

Meeting I

Topic: Time puzzles

Learning objectives:

• 3Mt1 Suggest and use suitable units to measure time and know the relationships between them (second, minute, hour, day, week, month, year).

• 3Mt2 Read the time on analogue and digital clocks, to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock.

Activities:

• Teacher asks learners about time (how to tell time, what time it is, how many hours in a day, how many minutes in an hour, how many seconds in a minute, what is the difference between analogue and digital clock, etc).

• Teacher tells that the clock is 5 minutes faster and asks learner to tell the real time.

• Teacher asks how they work the answer out.

• Teacher asks learners what if the clock is slower, how to find the real time.

• Discuss questions 1-2 as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 120-121

Meeting II

Topic: Coordinates

Learning objectives:

• 3Gp1 Use the language of position, direction and movement, including clockwise and anti-clockwise.

• 3Gp2 Find and describe the position of a square on a grid of squares where the rows and columns are labelled.

Activities:

• Teacher asks learners some questions about positions and movement by suggesting learners to answer using prepositions or compass directions.

• Teacher introduces the new topic which is about coordinates.

• Teacher gives some examples about using coordinates.

• Teacher challenges learners to give instructions to get somewhere using compass direction, for example move one south to (1.3).

• Discuss questions 1-3 as a class.

• Learners answer questions 4-8.

• Teacher checks their answer.

• Conclude the lesson as a class.

Resources: Cambridge Primary Mathematics Learner's Book p. 118-119

Meeting I

Topic: Time puzzles

Learning objectives:

• 3Mt1 Suggest and use suitable units to measure time and know the relationships between them (second, minute, hour, day, week, month, year).

• 3Mt2 Read the time on analogue and digital clocks, to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock.

Activities:

• Teacher asks learners about time (how to tell time, what time it is, how many hours in a day, how many minutes in an hour, how many seconds in a minute, what is the difference between analogue and digital clock, etc).

• Teacher tells that the clock is 5 minutes faster and asks learner to tell the real time.

• Teacher asks how they work the answer out.

• Teacher asks learners what if the clock is slower, how to find the real time.

• Discuss questions 1-2 as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 120-121

Meeting II

Topic: Coordinates

Learning objectives:

• 3Gp1 Use the language of position, direction and movement, including clockwise and anti-clockwise.

• 3Gp2 Find and describe the position of a square on a grid of squares where the rows and columns are labelled.

Activities:

• Teacher asks learners some questions about positions and movement by suggesting learners to answer using prepositions or compass directions.

• Teacher introduces the new topic which is about coordinates.

• Teacher gives some examples about using coordinates.

• Teacher challenges learners to give instructions to get somewhere using compass direction, for example move one south to (1.3).

• Discuss questions 1-3 as a class.

• Learners answer questions 4-8.

• Teacher checks their answer.

• Conclude the lesson as a class.

Resources: Cambridge Primary Mathematics Learner's Book p. 118-119

Meeting III

Topic: Time

Learning objectives:

• 3Mt1 Suggest and use suitable units to measure time and know the relationships between them (second, minute, hour, day, week, month, year).

• 3Mt2 Read the time on analogue and digital clocks, to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock.

Activities:

• Teacher shares the worksheet about time.

• Learners complete the worksheet.

• Check the answers as a class.

Resource: Worksheet

Meeting I

Topic: Adding and Subtracting Money

Learning objectives:

• 3Mm1 Consolidate using money notation.

• 3Pt1 Choose appropriate mental strategies to carry out calculations.

Activities:

• Teacher asks some questions about money (for example, Is 25 cents more or less than a hundred? How do you know?, I have $1, I spend 50 cents, how much will I have left?, A pair of socks cost $5, I have 505 cents, is my money enough to buy a pair of socks? etc.)

• Discuss 'the pocket money rule' activity as a class.

• Teacher guides learners to answer questions 1-5 in their Learner's Book.

• Learners are challenged to complete the receipts in their Learner's Book.

• Check the answers as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 124 - 125

Meeting II

Topic: Double your money

Learning objectives:

• 3Mm1 Consolidate using money notation.

• 3Pt1 Choose appropriate mental strategies to carry out calculations.

Activities:

• Teacher displays the class a list of price and asks learners some questions about adding and subtracting money.

• Learners are challenged to solve the Let's Investigate.

• Discuss questions 1-4 as a class.

• Learners answers some questions about money individually.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 126 - 127

Meeting III

Topic: Time

Learning objectives:

• 3Mt1 Suggest and use suitable units to measure time and know the relationships between them (second, minute, hour, day, week, month, year).

• 3Mt2 Read the time on analogue and digital clocks, to the nearest 5 minutes on an analogue clock and to the nearest minute on a digital clock.

Activities:

• Teacher shares the worksheet about time.

• Learners complete the worksheet.

• Check the answers as a class.

Resource: Worksheet

HOLIDAY

Meeting I

Topic: Capacity

Learning Objectives:

• 3Ml1 Choose and use appropriate units and equipment to estimate, measure and record measurements.

• 3Pt2 Begin to understand everyday systems of measurement in length, weight, capacity and time and use these to make measurements as appropriate.

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher challenges learners to recall measurement units and leads a class discussion about what each unit is used for.

• Discuss questions 1-5 on pages 128-129 as a class.

• Learners are challenged to answer questions 1-4 on pages 130-131.

• Teacher checks their answers.

Resource: Cambridge Primary Mathematics Learner's Book p. 128-131

Meeting II

Topic: Weight

Learning objectives:

• 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

• 3mI4 Use a ruler to draw and measure lines to the nearest centimetres.

Activities:

• Teacher asks learners how many grams in a kilogram.

• Teacher leads a class discussion to solve the "Let's Investigate" as a class.

• Teacher explains how to convert grams to kilograms or vice versa.

• Discuss questions 1a-g as a class.

• Learners answer questions 1h - 5.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 134-135

Meeting III

Topic: Weight

Learning objective: 3Ml2 Know the relationship between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres.

Activities:

• Teacher challenges learners to choose the correct unit of different objects.

• Learners are challenged to solve the "Let's Investigate" as a class and explain their reasoning. Teacher gives feedback.

• Discuss questions 1a-b as a class.

• Learners answer question 1c-2 individually.

• Teacher checks their answers.

• Conclude the lesson as a class.

Resource: Cambridge Primary Mathematics Learner's Book p. 136-137