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
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.

1
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

2
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.

3
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%

4
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).

5
7.0 SCOPE AND SEQUENCE CHART
TOPIC GRADE 1 GRADE 2 GRADE 3
NUMBER Whole numbers Whole numbers Whole numbers (0 to
(0 to 50) (0 to 100) 1000).
Ordinal numbers from first to Ordinal numbers from 1st to Ordinal numbers from
tenth 20th first to thirtieth.
Number line (0 to 50) Quantitativeness of
Numerical order Fractions number (cardinal
Approximations and - Proper fractions numbers), 0 to 1000.
estimations (denominators 2 and 4) Proper fractions
(denominators 2, 4, 5
and 10).
OPERATIONS Addition Addition Addition of whole
Subtraction (0 to 100) numbers (0 to 1000)
Subtraction whose sum is less than
Multiplication (with products or equal to 1 000
less than or equal to 100) Subtraction of whole
Division (where the dividend numbers (0 to 1 000)
is 50 or less) 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)
6
GRADE 4 GRADE 5 GRADE 6 GRADE 7
Whole numbers (0 to 10 Whole numbers Whole numbers (0 Whole numbers (0
000) (0 to 100 000) place to 1 000 000) place to 10 000 000)
Place value of digits value of digits value of digits Place value of digits
Comparison and Proper fractions Decimals (with up Roman numerals (0
approximation. Place (where denominators to 6 digits including to 1 000)
value of any digit.. are 2 to 10, 20, 50 up to 3 decimal Decimals (with up to
Numeration systems and 100) places) 8 digit including up
(Arabic and Roman) Mixed numbers Proper fractions to 3 decimal places)
Proper fractions Numeration systems (where Proper fractions
(denominators 2, 10, 20, (Arabic and Roman) denominators are 2 (where
50 and 100). Decimals (up to 3 to 10 and multiples denominators are 2
Mixed numbers (with places) of 5 up to 100 to 10 and multiples
denominators 2 to 10, Percentages inclusive) of 5 up to 1 000
20, 50 and 100) Mixed numbers inclusive)
Decimals (where Mixed numbers
Percentages denominators are 2 (where
to 10 and multiples denominators are 2
of 5 up to 100 to 10 and multiples
inclusive) of 5 up to 100
Percentages inclusive.)
Numeration Percentages
systems (Roman
numerals from 1 to
50 then 100, 500
and 1000)
Addition of whole Addition of whole Addition and Revision of addition
numbers (0 to 10 000) numbers (involving subtraction of and subtraction of
Multiplication of whole carrying in 4 places whole numbers, whole numbers,
numbers (0 to 10 000) within the range 0 to fractions and decimals and
Division of whole 100 000) decimals fractions (within the
numbers (by one digit Subtraction of whole (addition and range 0 to 10 000
numbers (0 to 10 000) numbers (0 to 100 subtraction in the 000)
Addition of proper 000) range 0 to 100 000 Multiplication and
fractions (where Multiplication of whole for whole numbers division of whole
denominators are the numbers (where the and for fractions numbers, fractions
same and no more than multipliers are two and mixed and decimals.
3 terms are involved) digit numbers made numbers) Processes of finding
Subtraction of proper of 0, 1, 2,3,4 and 5, Multiplication and discount,
fractions multiples of 100 up to division of whole commission,
Multiplication of proper 1000 within the range numbers, decimals interest, percentage,
fractions (with 0 to 100 000) and fractions hire purchase, sales
denominators from 2 to Division of whole Combined tax, V.A.T. and
10 inclusive and 100 as numbers (to include operations proportion
improper fraction and long division by two Ratio and scale Combined
vice versa) digit numbers and operations
Addition of decimals (up multiples of 10 and Ratio and scale
TOPIC GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
Multiplication of fractions to two places) 100 up to 1000 within
(with denominators 2, 4, Subtraction of decimals the range 0 to 100 Value added tax
5 and 10.) (up to two places) 000) (V.A.T.)
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).

MEASURES Money (up to 50 cents) Money (up to $1,00) Money (up to $10,00) Money Money Money Money
Time Time Time (up to $100,00) Time Buying, invoicing Mass
Mass Mass Mass Time Mass (quantities up to and change (units from gram up
Length Length Length Mass 5kg) Time (second to a to a tonne)
Rate Rate (up to 100m) Length Length century) Length
Volume and capacity Area Rate (0 to 30cm), (1m to 10m) Rate Mass (Standard units up to
Shapes Volume and capacity Area Rate Area (units from a gram a km)
Shapes Volume and capacity Area Volume and capacity up to a tonne) Time
Direction, angle and Volume and capacity Direction, lines and Length (12 and 24 hour
lines Direction, angles and angles Rate notation)
Shapes lines Shapes Area (of rectangles Rate
Shapes and triangles) Area (involving
Volume and square metres and
capacity hectares,) area of
Directions, angles rectangles, triangles
and lines Volume and
-cardinal points capacity
-angles on Direction angles and
horizontal, vertical lines
and perpendicular - Cardinal
lines points
-geometrical - Angles on
properties of a horizontal and
circle vertical and
-symmetry, perpendicular
Shapes lines

7
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

8
GRADE 1

SYLLABUS

9 GRADE 1
GRADE 1 / TOPIC : NUMBER
CONCEPT OBJECTIVES
Pupils will be able to:
 say, read and write within the
Whole Numbers range;
(0 TO 50)
 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 .
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.
Number line  count forwards on the number line;
(0 to 50)
 count backwards from 20 to 0;
 identify missing numbers using
their neighbours;
 state neighbours of given
numbers.
10
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Counting, saying, reading and Counters and number strips, dice
writing in numerals the numbers 0 and number cards.
to 50 inclusive.
 Matching numbers and sets.
 Arranging and telling positions of Various objects in a sequence.
objects according to some given
order.
 Pupils stand in a queue and the
class identifies their positions.
 Counting forwards and backwards. Number line with numbers 0 to 50.
Number line with some missing
 Playing a game of missing numbers.
numbers.
 Supplying missing numbers in a
sequence.
 Filling in blank neighbours of
numbers.
GRADE 1
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:
Numerical order  arrange numbers from smaller to  Arranging numbers in a correct
Counters,
bigger and vice versa; number lines and
order.
number cards.
 compare numbers;  Comparing numbers using the
terms greater than and less than or
the signs >, <.
Approximations and estimations  identify which ten is near to a given  Identifying and telling numbers Number line with numbers 0 to 50,
number; nearer to 10 or 20, 20 or 30 and 40 coins.
or 50.
 estimate given quantities of
objects.  Estimating given quantities, then Counters.
checking by counting.

11 GRADE 1
GRADE 1 / TOPIC: OPERATIONS

CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS

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 Counters such as seeds, marbles,
given sets of objects (count all). bottle tops
 Finding the sum using the number coins,
line.
number lines,
 Adding on by counting from the first
term for example 2+3, you say 3,4 work cards,
and 5.
flash cards and
 Using and writing + and = signs.
counters.
 Practising mental addition.

 Completing addition number stories.

12 GRADE 1
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:
Subtraction  find the difference of any two  Using objects to demonstrate Counters,
numbers between 0 and 50 subtraction by taking away.
inclusive; number lines,
 Finding the difference between two
 use the - and = signs; numbers by matching the objects. flash cards,

 subtract numbers between 0 and  Completing mathematical work cards and

10 mentally. statements involving the minus sign
for example 5-  = 2. number strips.

 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.

13 GRADE 1
GRADE 1 / TOPIC: MEASURES

CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Pupils will be able to:
Money  identify all Zimbabwean coins and  Identifying coins and notes by Real coins and notes,
notes in use; colour, size and other designs.
(up to 50 cents) paper coins and notes,
 give compositions of coins up to 50  Wax rubbing using real coins. shopping articles.
cents.
 Breaking down of bigger
denominations into smaller
denominations diagrammatically up
to 50 cents.

 Singing money rhymes such as

"Buy my bun".

Time  use terms ‘morning’, ‘afternoon’  Using ‘before’, ‘after’, ‘morning’,

Flash cards,
and ‘evening’, before and ‘after’; ‘afternoon’ and ‘evening’ to weather chart,
‘express’ time. duty roster,
 naming days of the week; calendar
 Reciting the names of days of the
 tell the present day, tomorrow and week in their correct sequence.
yesterday.
 Using ‘yesterday’, ‘today’ and
‘tomorrow’.

 Singing time rhymes.

14 GRADE 1
CONCEPT OBJECTIVES
Pupils will be able to:
Mass  compare masses of two objects
and identify which one is heavier
or lighter.
Length  use non-standard units to compare
lengths or heights of objects.
Rate  use the words ‘quicker’ or ‘slower’
to describe movements and
performing of tasks.
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.
Shapes  sort objects according to their
shapes.
 describe the given sets of solids.
15
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Comparing two masses of different Cotton wool, feathers, leaves,
objects and say which one is bricks, dry grass, sand, seeds,
heavier or lighter. stones, classroom scales and see -
saw.
 Laying non-standard units along Pencils, pens, feet , books, arms
length to be measured and counting belts, fingers, ropes, string, bottle
up to 50. tops and sticks.
 Comparing two lengths or heights.
 Observing swings of two pendulums Seeds, sticks, bottle tops, oranges
and say which one is quicker or and pendulum.
slower.
 Pupils running, walking, eating,
reading and comparing the rate of
performing the task.
 Comparing the sizes of containers. Tins, bottles, water, sand and
seeds.
 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.
 Sorting objects according to some Hoops, bottletops, blocks, tins,
criteria such as number of faces, bottles, plastic containers and
type of faces, number of corners, empty cartons.
mass, colour, texture, thickness
and kind.
GRADE 1
GRADE 2

SYLLABUS

16 GRADE 2
GRADE 2 / TOPIC : NUMBER
CONCEPT OBJECTIVES
Pupils will be able to:
Whole numbers  read, count and write numbers
from 0 to 100;
0 to 100
 read and write a given number;
 represent given numbers on an
abacus.
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.
17
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Counting, reading, writing from 0 to 100. Number lines, flash cards,
pictures of objects, abacuses,
 Counting in twos. sets of objects, charts of
numbers, charts of <,> and =
 Representing given numbers in the signs.
range on an abacus.
 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
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:
 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. Sheets of paper,
fruits,
 Dividing objects into four equal parts.
fraction charts, bread and
 Representing halves and quarters sticks.
diagrammatically by colouring or
shading.
 Expressing the shaded part as a
fraction.
 Compare fractions using <, > and =
signs.

18 GRADE 2
GRADE 2 / TOPIC : OPERATIONS

CONCEPT OBJECTIVES: SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Pupils will be able to:
 recall basic addition facts;
Addition
(0 TO 20)  add two or three numbers whose
sum does not exceed 20;
 demonstrate the addition process.
 Reinforcing basic addition facts through Number lines
mental work.
counters, seeds
 Adding two or three numbers by
counting on.
flash cards
 Saying and writing equations, involving
addition of two or three numbers for work cards, abacuses and number
example 4 + 5 = 9 , 2 + 11 + 4 = 17 strips.

 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
Subtraction  recall basic subtraction facts;  Introducing subtraction by Counters,
demonstrating using objects and number lines,
 find the difference between two number lines.
numbers;
flash cards and
 show necessary steps in  Finding the difference between two
calculations. numbers using counting down and work cards
counting up.

 Finding the difference between two

numbers by comparing.

 Reinforcing basic subtraction facts

through mental work.
19 GRADE 2
CONCEPT OBJECTIVES:
Pupils will be able to:
Multiplication  multiply using repeated addition;
(with products less than or equal to 100)
 find the products of two numbers
by counting sets;
 recall simple multiplication facts for
tables of 2, 5 and 10.
Division  find the quotient by sharing
(where the dividend is 50 or less) equally;
 recall basic division facts for
multiples of 2, 5 and 10 up to 100.
20
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Using sets to get products. Counters, work cards, sets of
objects, number lines, flash cards.
 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.
 Discussing division by sharing equally a Counters, flash cards, number
given number of objects among given lines.
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
GRADE 2
GRADE 2 / TOPIC : MEASURES
CONCEPT OBJECTIVES
Pupils will be able to:
Money  identify all Zimbabwean coins;
(up to $1.00)
 give composition of coins up to $1;
 calculate change for amounts not
exceeding $1.
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.
Mass  compare mass of given objects
using non-standard units.
21
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Identifying coins by colour, size and Real coins,
other designs.
paper coins and
 Giving possible compositions of 5c, 10c,
20c, 50c and $1 coins. priced items for sale
 Breaking down of bigger denominations
into smaller denominations
diagrammatically.
 Buying and selling activities.
 Stating days of the week and months of Calendars, clock faces and
the year. watches.
 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.
 Comparing mass of objects using the A balance, bricks, pieces of
hand and a balance, using non- chalk
standard units. bottle tops, hand and sand or
soil
GRADE 2
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:

Length  measure length in centimetres up
to a metre;
 find perimeter after measuring.
 Using pace or stride or span in Tape measures, metre rules
estimating and comparing distances up
to 10metres. Rulers, click wheels, trundle
wheels, ropes.
 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.

Rate  compare rate of performed tasks.  Selecting pupils to perform tasks and sand bottles/timer
then describing them as fast or slow,
faster and/or slower, fastest or slowest. pendulums and

 Performing tasks and measuring rate of fruits

Area  measure and compare areas using
non-standard equal units;
 count up squares in given shapes.
performance using time device for
example pendulum.
 Comparing surface areas of rectangular Squared, rectangular and
objects. triangular shapes.

22 GRADE 2
CONCEPT OBJECTIVES
Pupils will be able to:
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.
Shapes  identify and describe plane and
solid shapes.
23
SUGGESTED ACTIVITIES
 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.
 Identifying and labelling objects with
triangular, circular, rectangular and
square faces.
 Modelling shapes.
 Tracing out plane shapes from identified
solid shapes.
SUGGESTED MATERIALS
Various sizes of containers,
graduated and non-graduated,
Containers of varying shapes
and sizes (preferably
transparent),
Different non-hazardous
liquids and sand.
Rectangular, circular,
triangular and square shapes,
for example, bricks, bottles,
water reservoirs, drums,
wheels, jugs and coins,
Clay
GRADE 2
GRADE 3

SYLLABUS

24 GRADE 3
GRADE 3 / TOPIC: NUMBER
CONCEPT OBJECTIVES
Pupils will be able to:
Whole numbers  say, read, write and count forwards and
backwards within the given range;
(0 to -1000)
 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.
25
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Saying, reading and writing in numerals number lines,
and words using the numbers from 0
number strips with patterns,
to1000 inclusive.
 Counting forwards and backwards in cards with numbers to be
the range from a given number. expanded,
 Locating numbers on a number line in place value charts,
the range 0 to 1000.
abacuses.
 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.
GRADE 3
CONCEPT OBJECTIVES
Pupils will be able to:
Ordinal numbers from first to thirtieth.  tell positions of objects in a row;
 arrange in order a set of given
numbers.
Quantitativeness of number  arrange in order a set of given numbers;
(cardinal numbers)  compare any two given numbers by
inserting the correct sign between them;
(0 to 1000)
 estimate within reasonable range, then
check by counting the number of
objects in a given set.
Proper fractions  say, read and write given fractions with
denominators 2, 4, 5, and 10;
(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.
26
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Arranging and telling positions of Sets of objects;
objects according to some given order. number lines;
vocabulary chart providing words
 Writing ordinal number denoting for ordinary numbers
positions. flash cards
 Comparing any two given numbers in sets of numbers,
the range using <, > and = signs. number lines,
books and seeds.
 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.
 Saying and reading fractions with 2, 4, 5 Regular geometric shapes,
and 10 as denominators. fruits,
paper strips,
 Interpreting diagrammatic fraction charts and plastic
representations of fractions. materials
 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.
GRADE 3
GRADE 3 / TOPIC : OPERATIONS

CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Pupils will be able to:

Addition of whole numbers  add numbers without carrying;  Adding two or three whole numbers Abacuses,
which do not involve carrying for
0 to 1000  add given numbers which require one to example: work cards,
(whose sum is less than or equal carry once or twice;
1 000) 371 flash cards.
 do randomly chosen tasks on basic + 27
addition facts in a given time. ______ number lines and
______

 Adding two or three whole numbers counters.

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.

27 GRADE 3
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:

Subtraction of  subtract given numbers;  Subtracting numbers such as Abacuses

whole numbers
 subtract given numbers with one and 197 work cards,
0 to 1000 two decompositions or equal additions; - 105
flash cards.
 recall subtraction basic facts of
randomly chosen tasks mentally. 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.
Addition of proper fractions  identify denominators and numerators  Adding proper fractions with the same Fraction strips,
in given fractions; denominators using diagrams.
Fractions with the same denominators, diagrams
2,4,5 and 10.)  add any two proper fractions with the  Describing parts of a fraction.
same denominators; Putting missing numbers in open charts,
sentences involving addition for
 find missing numbers in open fraction example: open sentences on workcards
sentences.
counters
2+= 5
5 5 5

28 GRADE 3
CONCEPT
Subtraction of proper fractions
(two fractions with the same
denominators 2,4,5 and 10.)
Multiplication of
whole numbers
(up to 10x 10)
OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:
 subtract given proper fractions with the  Demonstrate subtraction of proper Fraction strips, regular diagrams
same denominators; fractions with same denominators
within the range for example, charts,
 find missing numbers in open fractional
sentences. 4- 1 = 3 work cards,
4 4 4
fraction number lines,
 Putting missing numbers in open
sentences involving subtraction for
example; counters.
3-  = 1
4 4 4
 use multiplication sign correctly in  Using the multiplication sign in Number lines
repeated addition; repeated addition, for example
multiplication tables,
 multiply any given number by one digit 2 + 2 + 2 = 3 (2) = 3 x 2 = 6 work cards
multiplier with or without carrying;
 Constructing multiplication tables up flash cards
 recall multiplication facts mentally; to 10 x 10
 find missing numbers in open  Multiplying by one digit multiplier
sentences in the form 5 x  = 40. without carrying, for example:
423
x2
 Multiplying by one digit multiplier with
one carry, for example.
425
x 2
 Reinforcing basic multiplication facts
mentally.
29 GRADE 3
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:

Division of  share equally and give a remainder  Using of the division sign for example Number lines,
where applicable;
whole numbers 12  2 = 6.
 use the division sign; counters pencils, books,
(0 to 1000 by single digits)  Dividing numbers with or without
leaving remainder, for example: flash cards,
 divide by one digit divisors using
repeated subtraction;
50  5 = 10 and work cards.
11  6 = 1 r 5
 find missing numbers in open
sentences.
 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.

30 GRADE 3
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:

Multiplication of fractions  multiply proper fractions by whole  Illustrating multiplication of proper Counters,
numbers or vice versa. fractions by whole numbers as
((with denominators 2,4,5 and 10.) repeated addition for example: fraction charts, regular

diagrams for example rectangles

1 1 1 1 3
+ + = 3 =
4 4 4 4 4

 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

31 GRADE 3
GRADE 3 / TOPIC : MEASURES

CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Pupils will be able to:
Money  identify the Zimbabwean currency up to  Identifying all Zimbabwean coins and Real coins and notes,
$10,00; notes.
(up to $10,00)
paper money,
 convert cents to dollars and vice-versa;  Reading inscriptions on coins and
notes. conversion tables or ready
 find composition of given amounts in reckoners,
terms of smaller notes and coins.  Describing the features on different
coins and notes. shopping items.

 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.

Time  tell time up to the hour, half hour and  Reading time on clock faces by the Clock faces
quarter hour; hour, half hour and quarter hour. calendars
scissors
 to convert units of time to other units in  Converting hours to days, days to
the range hour to year. manila
weeks, months and years and vice-
versa pens
pencils
 Making the clock faces and showing
time on clock faces.

32 GRADE 3
CONCEPT OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS
Pupils will be able to:
Mass  estimate and verify masses of objects  Estimating masses of objects as more Conversion table,
by weighing; or less than a kilogramme.
Scale weights of 100g, 200g, 500g
 change grammes to kilogram and vice  Balancing masses with 100g, 200g, and 1kg.
versa. 500g and 1kg.
 Converting grammes to kgs and vice- Balance, sand, fruits,
versa. work cards.

Length  express centimetres in metres and vice-  Converting cm to m and vice-versa Metre rules,
versa; and millimetres to centimetres and
vice versa. Conversion tables,
(0 to 30cm)  measure lengths of objects and lines
accurately;  Measuring given lines of different metre sticks,
lengths, in cm.
(1m to 10m)  find perimeters of given shapes. strings,
 Measuring lengths up to 10m using
sticks, tapes and string. tape measures,

 Finding perimeter by measuring 30cm rulers,

Rate  use fixed periods of time to express
rate;
 compare given rates using the words
‘faster’ and ‘slower’.
Area  measure and compare area using
standard and non-standard equal units;

2
count square centimetre (cm ) squares
covering rectangular or square
surfaces.
lengths of sides. click wheels
 Performing tasks within a given time Clocks,
for example: (one can water a
vegetable bed in ¼ hour). timing devices for example stop
watch timers.
 Showing distance run in a given time
for example: 50 m in 1 minute and
comparing the rates.
 Finding area by covering surfaces
Tables, books,
using square non-standard equal units
squared paper, floors,
and counting the squares.
tiled floor.
 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.
33 GRADE 3
CONCEPT
Volume and capacity
Directions, angles and lines
OBJECTIVES
Pupils will be able to:
 find volume and capacity of given
containers using litre and half litre
containers;
 compare volumes of solid objects by
displacement..
 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.
34
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Finding volume and capacity of containers of various sizes, one litre
containers by filling them using ½ litre and half litre containers.
and 1 litre jugs and counting.
liquids sand,
 Comparing solid irregular objects by
placing them in water whose level has solid irregular objects.
been marked and reading the new
water level.
 Identifying directions of familiar places Compass, improvised compass,
by pointing and indicating the position indicating North, South, East, West.
in terms of the four cardinal points
(N,S,E,W). squared paper, dice.
 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.
GRADE 3
CONCEPT OBJECTIVES
Pupils will be able to:
Shapes  identify solid shapes;
 draw plane shapes;
 model solid shapes.
35
SUGGESTED ACTIVITIES SUGGESTED MATERIALS
 Identifying cylinders, cubes Solid shapes,
rectangular prisms from an
assortment of solid shapes.
plane shapes,
pairs of scissors
 Identifying and drawing
representations of squares, rectangles plasticine or clay and sheets of
and circles. paper.
 Modelling the solid shapes, for
example, cubes, cylinders and prisms.
 Cutting out plane shapes.
 Describing and filling in properties of
plane and solid shapes.
GRADE 3
GRADE 3 / TOPIC : RELATIONSHIPS

CONCEPTS OBJECTIVES SUGGESTED ACTIVITIES SUGGESTED MATERIALS

Data collecting and handling
Pupils will be able to:
 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 time tables,
charts and tables. graphs,
newspaper cuttings of tables and
 Classifying and reading information graphs
from graphs and tables, interpreting pictograms
data in order to answer questions. calendars
 Collecting data on ages, shoe sizes,
months of birth etc as a project and
draw graphs.

36 GRADE 3