CBE · Lower Primary
Grade 3 Mathematics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Mathematics scheme of work for Grade 3 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 3
- Subject
- Mathematics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Number Concept · Whole Numbers · Addition
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: use ordinal numbers to. | The learner is guided to: The learner to be guided to:. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: order objects according size. | The learner is guided to: in pairs or groups, discuss and arrange real objects collected from the environment according to size starting with the smallest to the largest and from the largest to the smallest. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: identify position of objects from 1st to 20th. | The learner is guided to: name the position of an object from a reference point using 1st, 2nd up to 20th. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: write the position of objects in numbers symbols and in words. | The learner is guided to: in groups of 20, race for a distance and assign each other the correct position using the words first, second up to twentieth position depending on when they finish the race. Write their positions in the race in symbols and in words. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: appreciate use of positions of items in real life situations. | The learner is guided to: in pairs/groups, relate numbers 1 to 20 to positions first, second up to 20th and relate to real life situations. For example, birth order in a family; 1st born, 2nd born. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: use ordinal numbers to. | The learner is guided to: play games involving position 1 to 20 using digital devices and other resources. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: order objects according size. | The learner is guided to: The learner to be guided to:. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Number Concept | By the end of the lesson, the learner should be able to: identify position of objects from 1st to 20th. | The learner is guided to: in pairs or groups, discuss and arrange real objects collected from the environment according to size starting with the smallest to the largest and from the largest to the smallest. | How do we tell our positions in a competition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 1000 starting from any point. | The learner is guided to: in pairs/groups, count forward in 1’s, 10’s, and 100’s starting from any point up to 1000 using rope skipping game in a safe environment. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backward in multiples of 100 from 1000. | The learner is guided to: in pairs/groups, practise through play using number cards counting numbers backward in multiples of 100 from 1000. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify the place value of numbers up to hundreds. | The learner is guided to: in pairs / groups, discuss place value up to hundreds using place value apparatus in class. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read numbers 1 to 1000 in symbols. | The learner is guided to: in pairs / groups, read numbers 1 to 1000 in symbols starting from any point. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 100 in words. | The learner is guided to: in pairs and taking turns, read and write numbers 1 to 100 in words using number cards. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify missing numbers in number patterns up to 1000. | The learner is guided to: in pairs or groups, create number patterns up to 1000 and share with other groups. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: play games involving number patterns up to 1000. | The learner is guided to: play games involving whole numbers up to 1000 using digital devices and other resources. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 1000 starting from any point. | The learner is guided to: in pairs/groups, count forward in 1’s, 10’s, and 100’s starting from any point up to 1000 using rope skipping game in a safe environment. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backward in multiples of 100 from 1000. | The learner is guided to: in pairs/groups, practise through play using number cards counting numbers backward in multiples of 100 from 1000. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify the place value of numbers up to hundreds. | The learner is guided to: in pairs / groups, discuss place value up to hundreds using place value apparatus in class. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read numbers 1 to 1000 in symbols. | The learner is guided to: in pairs / groups, read numbers 1 to 1000 in symbols starting from any point. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: read and write numbers 1 to 100 in words. | The learner is guided to: in pairs and taking turns, read and write numbers 1 to 100 in words using number cards. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify missing numbers in number patterns up to 1000. | The learner is guided to: in pairs or groups, create number patterns up to 1000 and share with other groups. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: play games involving number patterns up to 1000. | The learner is guided to: play games involving whole numbers up to 1000 using digital devices and other resources. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers forward up to 1000 starting from any point. | The learner is guided to: in pairs/groups, count forward in 1’s, 10’s, and 100’s starting from any point up to 1000 using rope skipping game in a safe environment. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: count numbers backward in multiples of 100 from 1000. | The learner is guided to: in pairs/groups, practise through play using number cards counting numbers backward in multiples of 100 from 1000. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Whole Numbers | By the end of the lesson, the learner should be able to: identify the place value of numbers up to hundreds. | The learner is guided to: in pairs / groups, discuss place value up to hundreds using place value apparatus in class. | How would you get the total number of people in a group?; How do you tell the place value of a digit in a number? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 3 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Addition · Subtraction · Multiplication · Division · Fractions
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add a 3 digit number to up to a 2 digit number without regrouping with sum not exceeding 1000; add a 3 digit number to up to a 2 digit number with single regrouping with sum not exceeding 1000. | The learner is guided to: add a 3 digit number to up to 2 digit number without regrouping with sum not exceeding 1000 using place value apparatus; practice addition horizontally and vertically using place value apparatus. | How do you arrange numbers when adding downwards?; How can you get the next number in a given pattern? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: add two 3 digit numbers without regrouping; add two 3 digit numbers with single regrouping with sum not exceeding 1000. | The learner is guided to: in pairs or groups or individually, practise adding a 3 digit number to up to a 2 digit number with single regrouping with sum not exceeding 1000; practise adding two 3 digit numbers without regrouping with sum not exceeding 1000 using place value apparatus (abacus and place value tins). | How do you arrange numbers when adding downwards?; How can you get the next number in a given pattern? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | NUMBERS | Addition | By the end of the lesson, the learner should be able to: create number patterns involving addition up to 1000; practice addition of numbers using digital devices or other resources. | The learner is guided to: create and work out missing numbers in patterns involving addition up to 1000; use digital devices or other resources for activities involving additions. | How do you arrange numbers when adding downwards?; How can you get the next number in a given pattern? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2-digit number from a 3 digit number without regrouping. | The learner is guided to: in groups, work out subtraction of up to 3 digit numbers without regrouping using place value apparatus and share findings with others. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: Subtract a 2 digit number from a three digit number with single regrouping. | The learner is guided to: in turns, work out subtraction of up to 3 digit numbers with single regrouping using place value chart. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 3 digit number from a 3 digit number with single regrouping. | The learner is guided to: work out missing numbers in subtraction of up to 3 digit numbers with single regrouping using a variety of strategies. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 3 digit numbers involving missing numbers with single regrouping. | The learner is guided to: play games involving subtraction using digital devices and other resources. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in number patterns involving subtraction up to 1000. | The learner is guided to: discuss how to work out missing numbers in patterns involving subtraction up to 1000. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction in real life situations. | The learner is guided to: in groups, work out subtraction of up to 3 digit numbers without regrouping using place value apparatus and share findings with others. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2-digit number from a 3 digit number without regrouping. | The learner is guided to: in turns, work out subtraction of up to 3 digit numbers with single regrouping using place value chart. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: Subtract a 2 digit number from a three digit number with single regrouping. | The learner is guided to: work out missing numbers in subtraction of up to 3 digit numbers with single regrouping using a variety of strategies. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 3 digit number from a 3 digit number with single regrouping. | The learner is guided to: play games involving subtraction using digital devices and other resources. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 3 digit numbers involving missing numbers with single regrouping. | The learner is guided to: discuss how to work out missing numbers in patterns involving subtraction up to 1000. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in number patterns involving subtraction up to 1000. | The learner is guided to: in groups, work out subtraction of up to 3 digit numbers without regrouping using place value apparatus and share findings with others. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction in real life situations. | The learner is guided to: in turns, work out subtraction of up to 3 digit numbers with single regrouping using place value chart. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2-digit number from a 3 digit number without regrouping. | The learner is guided to: work out missing numbers in subtraction of up to 3 digit numbers with single regrouping using a variety of strategies. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: Subtract a 2 digit number from a three digit number with single regrouping. | The learner is guided to: play games involving subtraction using digital devices and other resources. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 3 digit number from a 3 digit number with single regrouping. | The learner is guided to: discuss how to work out missing numbers in patterns involving subtraction up to 1000. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract up to 3 digit numbers involving missing numbers with single regrouping. | The learner is guided to: in groups, work out subtraction of up to 3 digit numbers without regrouping using place value apparatus and share findings with others. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: work out missing numbers in number patterns involving subtraction up to 1000. | The learner is guided to: in turns, work out subtraction of up to 3 digit numbers with single regrouping using place value chart. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: appreciate subtraction in real life situations. | The learner is guided to: work out missing numbers in subtraction of up to 3 digit numbers with single regrouping using a variety of strategies. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: subtract a 2-digit number from a 3 digit number without regrouping. | The learner is guided to: play games involving subtraction using digital devices and other resources. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | NUMBERS | Subtraction | By the end of the lesson, the learner should be able to: Subtract a 2 digit number from a three digit number with single regrouping. | The learner is guided to: discuss how to work out missing numbers in patterns involving subtraction up to 1000. | When do you regroup during subtraction?; How do you identify the missing number in a number pattern involving subtraction? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: model multiplication as repeated addition using numbers 1,2,3,4 and 5 by 4 and 5. | The learner is guided to: in pairs/groups, model multiplication as repeated addition of numbers 1, 2, 3, 4 and 5 by 4 and 5 using counters. | How can you work out multiplication using repeated addition?; How do model multiplication as repeated addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | NUMBERS | Multiplication | By the end of the lesson, the learner should be able to: multiply a single digit number by a single digit number. | The learner is guided to: in groups, multiply a single digit number by a single digit number using multiplication chart. | How can you work out multiplication using repeated addition?; How do model multiplication as repeated addition? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 3 Mathematics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
NUMBERS
Fractions
MEASUREMENT
Length · Mass · Capacity · Time · Money
GEOMERY
Position and Direction · Shapes
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | NUMBERS | Fractions | By the end of the lesson, the learner should be able to: identify , and as part of a whole; identify , and as part of a group; appreciate fractions as part of a whole in daily activities. | The learner is guided to: in pairs /groups, safely make circular cut-outs from manila papers; in pairs /groups, fold circular cut-outs into 2 equal parts and identify one part as of the whole; in pairs /groups, make rectangular cut-outs and fold them into 4 equal parts to get a quarter of a whole and identify each part as of the whole; in pairs /groups, make rectangular cut-outs and fold to get 8 equal parts and identify one part as of the whole; in pairs /groups, divide a number of objects into 2 equal groups and identify each of the small groups as of the whole group; in pairs /groups, divide a number of objects into 4 equal groups and identify each of the small groups as of the whole group; in pairs /groups, divide a number of objects into 8 equal groups and identify each of the small groups as of the whole group; play games involving , and using digital devices or other resources. | How can you represent a half, a quarter or an eighth of a group? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: measure length in metres. | The learner is guided to: in pairs/groups, use metre sticks to measure various distances and record their results. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: add length in metres. | The learner is guided to: prepare 5 metres long strings with knots at intervals of one metre to measure long distances; in groups, measure the lengths of the 4 walls in their classroom and add the lengths. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: subtract length in metres. | The learner is guided to: measure the length of the chalkboard and the teacher’s table in metres and work out the difference in length. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: estimate length up to 10 metres. | The learner is guided to: work out questions involving addition of length in real life situations. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: appreciate measuring length in metres in real life situations. | The learner is guided to: work out subtraction of length in metres based on real life situations; in pairs/groups, estimate distances around the school compound up to 10 metres, measure and compare results. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MEASUREMENT | Length | By the end of the lesson, the learner should be able to: measure length in metres. | The learner is guided to: record videos of classmates measuring length then play back the video and share experiences. | 1) How can the length of a chalkboard be measured using a metre stick? 2) How can the distance between the flag post and the staffroom be measured using a 5 metres long string? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: measure mass in kilograms. | The learner is guided to: collect safe materials to be used to measure mass in their immediate environment; make masses of 1kg using sand or soil by measuring against the kilogram standard unit. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: add mass in kilograms. | The learner is guided to: in groups, measure mass of different objects in kilograms using a beam balance and share experiences. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: subtract mass in kilograms. | The learner is guided to: in pairs/groups, role play addition of mass in kilograms using items in the classroom model shop. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: estimate mass up to 5 kilograms. | The learner is guided to: work out the differences between the masses of items in the classroom model shop; compare the masses of items in the classroom model shop with a 5kg mass. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: appreciate measuring mass of objects in kilograms. | The learner is guided to: estimate mass of items up to 5kg; measure the masses of items to confirm their actual mass. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MEASUREMENT | Mass | By the end of the lesson, the learner should be able to: measure mass in kilograms. | The learner is guided to: play digital games involving mass. | How can you make a 1kg mass using a beam balance? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: measure capacity in litres. | The learner is guided to: in pairs /groups, collect safe materials in their immediate environment to be used to measure capacity. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: add capacity in litres. | The learner is guided to: in pairs or groups, discuss and measure capacity of different containers using a 1 litre containers. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: subtract capacity in litres. | The learner is guided to: in turns, practice addition of capacity in litres in real life situations. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: estimate capacity up to 5 litres. | The learner is guided to: in turns, practice subtraction of capacity in litres in real life situations. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: appreciate measuring capacity of containers in litres. | The learner is guided to: estimate capacity of containers up to 5 litres. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: measure capacity in litres. | The learner is guided to: measure the actual capacity of the containers to confirm their capacity in litres. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: add capacity in litres. | The learner is guided to: play digital games involving capacity in real life situations. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MEASUREMENT | Capacity | By the end of the lesson, the learner should be able to: subtract capacity in litres. | The learner is guided to: in pairs /groups, collect safe materials in their immediate environment to be used to measure capacity. | How can the capacity of a container be measured? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: identify the minute as a unit of measuring time. | The learner is guided to: in groups, draw a clock face on a manila paper or any other resource, divide the clock face into two equal parts using a line passing through the centre, and discuss what each division represents. | How do we read and tell time using digital and analog clocks? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: read and tell time using ‘past’ and ‘to’ the hour using the clock face. | The learner is guided to: in pairs/groups, discuss the divisions on the clock face. | How do we read and tell time using digital and analog clocks? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: read and tell time using the digital clock or analogue clock. | The learner is guided to: locate a minute on the clock face and discuss it as a unit of measuring time. | How do we read and tell time using digital and analog clocks? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MEASUREMENT | Time | By the end of the lesson, the learner should be able to: write time using ‘past’ and ‘to’ the hour. | The learner is guided to: in pairs/groups, discuss how to tell time on the clock face using “past” and “to” the hour. | How do we read and tell time using digital and analog clocks? | Counters, place value charts, number cards, geometric models, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 3 Mathematics so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
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