Course: 3rd Grade (Arkon Primary)

Lesson Duration: 40 minutes: 5 times a week in a week = 168 hours / 168 lessons
1st term(38 hours), 2nd term(35 hours), 3rd term( 50 hours),4th term(45 hours)
Materials:  Cambridge Primary Mathematics (2nd Edition)
 Learner’s book
 Teacher’s resource
 Worksheets
 Links

Week Lesson Core activities/material Extra activities Suggested Date

Materials homework completed
+
notes
Term 1 / 7 weeks 3 days / 5 times in a week/ 38
hours
1 Unit 1  Numbers CB p 10-15 3 hours
Unit 1 A 1 Numbers to 1000(1)  Learner’s Book p4 SB p 10-15
1.1 Hundreds, tens and ones https://yandex.ru/video/preview/?
Think like a mathematician filmId=3638374351663238874&from=tabbar&parent-
reqid=1661490755531500-8884495401691131541-vla1-4519-vla-l7-balancer-
• Learners explore three-digit 8080-BAL-5633&text=hundreds+tens+and+ones+3+grade
numbers using place value
cards.
Vocabulary
• Abacus, hundreds, ones, place
value, tens, units.
Summary
Learners recognize the value of
 each digit number and are
beginning to count on and back in
hundreds, tens and ones from any
two- or three-digit number
2 1.2 Comparing and ordering Numbers CB p 16-19 3 hours
Comparing two numbers Learner’s book p 16-19 SB p 16-19
Ordering numbers from Ex 1-7 p 16-18
greatest to smallest

Learners make three-digit

numbers and mark them
on a 0 to 1000 number line
marked in multiples of ten.
Summary
Learners can mark a three-
digit number on 0 to 1000
number line marked in
tens.

3 1.3 Estimating and rounding Numbers CB p 20-24 3 hours

Round numbers to 10 Learner’s book p 20-23 SB p 20-24
Round numbers to 100 Ex 1.3- 7 p 23
Learners take note of all three
digits when placing a number
on a number line. They develop
their understanding of the
value of each digit through a
range of activities.
Summary
Learners can estimate the
position of a three-digit
number.
4 2. Statistics. Tally charts and Statistics and probability CB p 24-25 3 hours
frequency tables SB p 24-25
Statistics and probability

5 2.1. Tally charts and frequency Statistics and probability CB p 26-36 3 hours
tables SB p 26-36
Learner’s book p 24-36
 Learners explore a range of
strategies for adding several
small numbers, including
finding unknown numbers.
Vocabulary
 Addition, total
Summary
Learners use their understanding of
numbers to add several small
numbers and to identify missing
numbers.
6 Unit 3 Addition, subtraction and CB p 36-37 3 hours
Addition, subtraction and money SB p 36-37
money
Subtraction Learner’s book p 36-37
Money
 Learners explore what
happens when they halve a
doubled number and double a
halved number.
Vocabulary
 Double • half • inverse
Summary
Learners begin to understand that
doubling and halving are inverse
operations; they each reverse or
undo the other.
7 Unit 3 CB p 38-41 3 hours
Addition, subtraction and money SB p 38-41
3.1. Addition
 Fact family flower Learner’s book p 38-41
 Learners revise addition and
subtraction facts to 20 and
explore other addition and
subtraction fact families.
Vocabulary
 Calculation, multiple
Summary
 Learners can write the fact
family for an addition or
subtraction number sentence.
They can use the equals sign to
show equivalence.

8 CB p 42-45 3 hours
Addition, subtraction and money SB p 42-45
3.2. Subtraction
 Learners explore the Learner’s book p 42-45
relationship between addition
and subtraction and
equivalence.
Summary
 Learners have developed a
range of strategies to support
addition and subtraction. They
use the equals sign to show
equivalence.

9  3.3 Money Learners explore Addition, subtraction and money CB p 46-52 3 hours
two and three-digit multiplies SB p 46-52
of 2,5 and 10. Learner’s book p 46-52
Vocabulary
 Commutative, divisible by,
multiple, Venn diagram
Summary
  Learners recognize two and
three-digit multiples of 2, 5 and
10, including those which are
multiples of more than one of
them
10  Unit 4 Project 1 Surprising sums CB p 54-55 3 hours/30
 Surprising sums. SB p 54-55
 Learners explore the fact Learner’s book p 54-55
family triangles for
multiplication and division.
Summary
 Learners recognize the link
between multiplication and
division using arrays and fact
families. They understand what
commutative means.

11  Unit 4 3D Shapes Geometry and measure CB p 56-57 3 hours

 Learners explore patterns in Learner’s book p 56-57 SB p 56-57
multiplication and division.
Summary
Learners recognize the patterns
produced when multiplying by 2, 3,
4 and 5. They can use the equals
sign to show equivalence in
multiplication and division.
12 Unit 4.1 3D Shapes, Geometry and measure CB p 58-68 3 hours
 Learners revise 2D shape which Learner’s book p 58-68 SB p 58-68
leads on to recognizing and
drawing regular and irregular
2D shapes
Vocabulary
 Circular, cone, cube, cuboid,
cylinder, edges/sides, hexagon,
 hexagonal, irregular, octagon,
pentagon, pentagonal, prism,
pyramid, quadrilateral,
rectangular, semi-circle, right
angle, sphere, symmetric,
triangular, vertices.
Summary
By the end of this activity learners
will have revised and learnt new
3D shapes and will be able to
name them, talk about their
properties and use that knowledge
to solve a problem of classification
using a Venn diagram

13  Project 2 Prism to pyramid CB p 69-70 1 hour

SB p 69-70
 Unit 4
 Prism to pyramid
 Learners revise knowledge and
understanding of 3D solids and
build on this when
constructing, comparing and
discussing shapes.
Summary
By the end of the end of this
activity learners will have revised
their knowledge and understanding
of a 3D solids and will have built on
this when constructing, comparing
and discussing shapes
14 TEST Worksheets/ Papers 1 hour/ 38 hours

2 Term 7 weeks/ 35 hours 5 hours per

 week/ 35 hours
15 Unit 5 Multiplication and division Number CB p 71-72 3 hours
Learners apply knowledge and SB p 71-72
understanding of 3D. shape by Learner’s book p 71-72
identifying, making and describing
prisms and pyramids.
Summary
• By the end of this activity the
learners will have applied their
knowledge and understanding of 3D
shape by identifying, making and
describing prisms and pyramids. They
will be able to use correct
mathematical vocabulary and language
in order to describe what they did and
what they found.

16 Unit 5 Number CB p 71-77 3 hours

5.1 Exploring multiplication and Learner’s book p 71-77 SB p 71-77
division
The activity examines the idea of
line symmetry of regular shapes. It
explores between the number of
sides of regular shapes and the
number of lines of symmetry.
 Vocabulary
 (N,S,E,W), anti-clockwise,
clockwise, compass point,
diagonal, equilateral, grid, half
turn, horizontal, line of
symmetry, mirror line, plan,
quarter turn, reflection pattern,
regular shape, repeating
pattern, right angel, row,
symmetrical, vertical, whole
 turn.
Summary
At the end of this activity learners
will have explored line and
reflective symmetry in 2D shapes
and related it to real life examples
in the environment.

17 Unit 5 Number CB p 78-81 3 hours

 5.2 Connecting 2x, 4x and 8x Learner’s book p78-81 SB p 78-81
 This activity begins by looking
at position in relation to a
person or object and giving and
following instructions for
movement that involve
distances, direction and half or
quarter turns, and points of the
compass.
Summary
 At the end of this activity,
learners will be able to use the
language of position, giving
and following instructions
using the language of position
and movement.

18 Unit 5 Number CB p 82-88 3 hours

5.3 Connecting Learner’s book p82-88 SB p 82-88
3x,6x, and 9x.
Unit 6 Measurement, area and
perimeter
 This activity introduces
 American currency: dollars and
cents.
Vocabulary
 Cent, dollar
Summary
By the end of the session learners
will have consolidated using money
notation and some will have used
addition and subtraction facts with
total of 100 to find change.

19 Unit 6 CB p 82-88 3 hours

Measurement, area and
Geometry and measure SB p 82-88
perimeter Learner’s book p 89-90
20 6.1 Measurement CB p 91-101 3 hours
Geometry and measure SB p 91-101
This activity revises days of the
Learner’s book p 90-101
week and months of the year
before going on to look at specific
time using both analogue and
digital clocks.
Vocabulary
 Century
 Summary
 By the end of this activity the
class will have read the time to
the nearest five minutes on an
analogue clock and to the
nearest minute on a digital
clock.
They will also have had
opportunities to suggest and use
suitable units to measure time and
know the relationships between
them
21  Unit 6 Geometry and measure CB p 101-110 3 hours
 6.2 2 D Shapes and perimeter SB p 101-110
Learner’s book p 101-110
This activity puts the concept of
time into a practical concept where
learners can begin to understand
why we need to know about the
measurements of different time
intervals.
Summary
 By the end of this session
learners will have used
measurements of time in a
practical way, and consolidated
their knowledge and
understanding of the passage
of time.

22 Unit 6 CB p 111-114 3 hours

Geometry and measure WB p 111-114
6.3 Introducing area
Learner’s book p 111-114
This activity cover everyday
systems of measurement in
length and capacity, how to
make sensible estimations and
provides experiences of using a
table.
Vocabulary
Distance apart/between,
distance to…from…kilometer
(km), meter (m), centimeter
(cm), half-liter, container
Summary
 By the end of this activity
learners will have reinforced
 their knowledge of
relationships: meters and
centimeters, liters and
milliliters.
 They will begin to understand
everyday system of
measurement in length and
capacity, and be able to use
measurements in calculations.
 They will be making sensible
estimation of the answer to a
calculation and explaining a
choice of calculation strategy
and how the answer was
worked out.
They will have had experience of
using a table to help solve
problems systematically.

23  Project 3 Geometry and measure CB p 115-116 3 hours

 Chalky shapes SB p 115-116
Learner’s book p 115-116
 This activity puts the concept
of units into a practical concept
by estimating, measuring and
recording.
Summary
 By the end of the activity
learners will be able to choose
and use appropriate units and
equipment to estimate,
measure and record
measurements.
 They will use their knowledge
of relationships between
 metres and centimetres and
kilograms and grams.
 They will have begun to
understand everyday system of
measurement in length,
weight, capacity and use these
in calculations.
They will have had opportunities to
explain a choice of calculation
strategy and how the answer was
worked out, using ordered lists and
tables to help solve problems
systematically and making a
sensible estimate of the answer to
a calculation
24 Unit 7 Number L.B. p 117 3 hours/30 hours
Fraction of shapes Learner’s book p 117 W.B. P 117
Learners explore reading, writing
and ordering three-digit numbers.
Vocabulary
 Order, hundreds, tens, ones,
multiply, ten times table, is
greater than, is less than,
inequality.
Summary
 Learners know what each digit
in a three- digit number
represents and can use this
information to order three-digit
numbers.

25  Unit 7 Number L.B. p 118-124 3 hours

 7.1 Fractions and equivalence W.B. P 118-124
Learner’s book p 118-124
of shapes
  Learners compare and order
numbers using < and >, and
find numbers in between.
Summary
 Learners can use the < and >
signs to write inequalities
comparing at least two
numbers. They can also name a
number in between.

26  Unit 8 Geometry and measure L.B. p 125 1 hours

 Time W.B. P 125
Learner’s book p 125
 Learners explore the effect of
multiplying by 10.
Summary
Learners can multiply two-digit
and understand the effect on
the number.
27  Test Test 1 hour/35
hours/73 hours
 3rd term / 50 hours / 10 weeks / 7 times in a
week
28 Unit 8 L.B. p 126-132 3 hours
Geometry and measure W.B. P 126-132
8.1 Time
Learner’s book p 126-132
Learners round numbers to the
nearest 10 and 100, exploring how
to know whether to round up or
down.
 Vocabulary Rounding,
estimate, estimating, range.
Summary
 Learners can round numbers to
the nearest 10 and 100.
29  Unit 9 Number L.B. p 133-134 3 hours/
 More addition and subtraction W.B. P 133-134
 Learners explore giving Learner’s book p 133-134
estimates in the format of a
range.
Summary
Learners will be able to provide a
suitable range of numbers as an
estimate. Their estimates are
becoming more accurate.
30 L.B. p 135-139 3 hours
Number W.B. P 135-139
Unit 9
9.1 Addition: regrouping tens and Learner’s book p 135-139
reordering
Learners explore doubling, halving
and the relationship between
them.
Vocabulary
 Double, half, inverse
Summary
Learners can find double and half
of an increasing range of numbers
and are beginning to generalize.
They understand that doubling and
are inverses.


31 Unit 9 L.B. p 140-144 3 hours

Number W.B. P 140-144
9.2 Subtraction; regrouping tens
Learners explore adding two two- Learner’s book p 140-144
digit numbers by choosing a
number, reversing the digits and
adding.
Vocabulary
  Addition, adding, subtraction,
subtract, find the difference,
pattern multiple.
 Summary
 Learners have explored adding
two two-digit numbers, using
of methods and looking for
patterns.

32 9.3 Complements L.B. p 144-149 3 hours

Number W.B. P 144-149
Learner’s book p 144-149
33 Unit 10 Graphs L.B. p 150-151 3 hours
Number W.B. P 150-151
Learners explore subtraction by
choosing a two-digit number, Learner’s book p 150-151
reversing the digits and
subtracting the smaller number
from the larger number
Summary
 Learners have explored
subtracting two-digit numbers,
using a variety of methods and
looking for patterns.

34  10.1.Pictograms and bar Statistics and probability L.B. p 152-159 3 hours
charts W.B. P 152-159
 Learners explore adding Learner’s book p 152-159
and subtracting a single
digit from two- or three-
digit numbers. They also
begin to explore adding
three-digit
Summary
 Learners can add and subtract a
single digit from a two- or three-
digit number. They are beginning to
add three-digit and two- digit
numbers by using what they
already know.
35 Unit 10.2 L.B. p 162-167 3 hours
Statistics and probability W.B. P 162-167
Venn and Carroll diagrams
Learners use a number line marked Learner’s book p 162-167
in fives to help them explore the 5
times table and the matching
division facts.
Vocabulary
 Commutative, fact family,
multiple, remainder, times
table.
Summary
Learners can write the five and 10
times tables and the related
division facts. They can also write
the fact families for multiples of
five with a total of 100 and
multiples of 100 with total of 1000.

36  Unit 11 More multiplication L.B. p 168-172 3 hours
Number W.B. P 168-172
and division
 Learners double the 2 times Learner’s book p 168-169
table to find the 4 times table
and matching division facts.
Summary
Learners can find the four times
table facts by doubling the two
times table facts. They are
beginning to find the matching
 division facts. Learners can give
examples which satisfy or disprove
a general statement.
37  11.1 Revisiting multiplication L.B. p 173-183 3 hours/30
Number W.B. P 173-183
and division
 Learners use the 3 times table Learner’s book p 173-183
to find the 6 and 9 times table.
Summary
 Learners can find the six and
nine times table. They
recognize that division can
leave some left over and that
we call this the remainder.

38 L.B. p 172-176 3 hours/

Number W.B. P 172-176
Unit 11
11.2 Playing multiplication and Learner’s book p 172-176
division
 This activity gives students the
opportunity to construct digital
numbers and arrange them on
a digital clock face. It also
involves changing time on a
digital to an analogue clock.
Vocabulary
Time/ intervals/ minutes/
analogue clock/ digital clock
Summary
By the end of this activity students
will have experience of digital
numbers and the connection
between analogue and digital
times.
39  Unit 11 L.B. p 177-182 3 hours
Number
  11.3 Extending multiplication W.B. P 177-182
Learner’s book p 177-182
and division
 Learners are asked here to
solve a problem involving the
calculation of time intervals in
hours and minutes using a
simple timetable.
Summary
 By the end of this activity
students will have begun to
calculate simple time intervals
to solve a problem and
recorded their thinking and
working.
40  Unit 12 More fractions L.B. p 183-184 3 hours
Number W.B. P 183-184
 This activity uses what students
already know about months on Learner’s book p 183-184
a calendar in order to solve
number problems and puzzles.
Summary
By the end of this activity students
will have consolidated their
knowledge and understanding of
the format and content of a
calendar and used it to solve
number puzzles.
Summary
By the end of this session learners
will have had opportunities to
estimate and then measure length,
weight and capacity by reading
scales for each.

41  Unit 12.2 L.B. p 188-198 3 hours

Number
  Ordering and comparing W.B. P 188-198
Learner’s book p 188-198
fractions
 This activity looks at the use of
measures in a real-life context
and requires learners to make a
drawing of an elephant
enclosure, measuring
accurately to the nearest cm.
Summary
By the end of this activity, students
will have used a ruler to draw and
measure lines to the nearest
centimeter
42 Unit 12 L.B. p 192-198 3 hours
Number W.B. P 192-198
12.3 Calculating with fractions
This activity works with giving Learner’s book p 192-198
change from $1. It uses different
combinations of coins to add and
then subtract from $1.
Vocabulary
Money, coin, price, cost, buy, spent,
pay, change, how much?, total,
amount, more/most,
expensive/cheap, costs less,
cheaper, spend, change price,
capacity, full, half full, empty,
holds, contains, litre (l), half-litre,
milliliter (ml), container
43  Project 4 Dicey fractions Learner’s book p 199 L.B. p 199 2 hours
 This activity uses the theme of W.B. P 199
a café to give experience of
using money in a real life
context. Students are asked to
budget and calculate total costs
 and change given.
Summary
 By the end of this activity
students will have worked on
costing, finding totals and
giving change.


44  Unit 13 Measure L.B. p 200 2 hours
Geometry and measure W.B. P 200
 This activity uses what
students know about money Learner’s book p 200
and liquid measures to solve
problems about “best buys”. It
challenges students to use
different amounts of liquid
measures in as many different
ways as possible to solve the
final problem.
 Summary
By the end of this activity students
will have had experience of using
learners’ knowledge and
understanding of money and
liquid measures and the links
between the two.
45  Test 1 hours/50

 4th term / 5 times in a week / 45 hours / 9 weeks

46  Unit 13 Geometry and measure L.B. p 201-206 3 hours
 13.1 Mass W.B. P 201-206
 This activity reviews previous Learner’s book p 201-206
work on Venn diagrams, with
learners choosing their own
rules for others to interpret.
  Vocabulary
• Axes, chart, Tally chart, bar
chart, table, frequency table,
Carroll diagram, Venn diagram
label, title diagram, most popular,
most common, least popular, least
common, sort, vote, graph, block
graph, pictogram, represent,
group, set, greater than, less than,
axis
Summary
 By the end of this activity,
learners will be able to read
and complete number
sentences for ‘greater than’
and follow the structure of a
Venn diagram to sort numbers.

47  13.2 Capacity L.B. p 207-214 3 hours

Geometry and measure W.B. P 207-214
 This activity introduces tally
charts and frequency tables in Learner’s book p 207-214
the context of a game.
Summary
 By the end of this activity,
students will have learnt how
to use tallying and a frequency
table to show and interpret
results.

48  13.3 Temperature L.B. p 214-222 3 hours
Geometry and measure W.B. P 214-222
 This activity builds on previous
knowledge of pictograms and Learner’s book p 214-222
bar charts and develops it into
solving problems.
  Summary
 By the end of this activity
students will have
consolidated their knowledge
and understanding of bar
charts and pictograms and will
know the difference between
them as well as knowing the
significant features of both.
 Unit 14 Time(2) Geometry and measure L.B. p 223-224 3 hours
49  Learners compare order and W.B. P 223-224
round two- and three-digit Learner’s book p 223-224
numbers.
 Vocabulary
 Rounding, ordering, less than
<, greater than >, place holder.
 Summary
 Learners can round numbers,
compare and order them.
They are continuing to develop
their sense of number.

50  14.1 Time L.B. p 225-229 3 hours
Geometry and measure W.B. P 225-229
 Learners revise multiplying by
10 and use tens numbers to Learner’s book p 225-229
estimate a quantity as a range.
 Summary
 Learners can multiply two-
digit numbers by 10 and
estimate using a range.
51  14.2 Timetables L.B. p 230-235 3 hours
Geometry and measure W.B. P 230-235
Learner’s book p 230-235
52 Unit 15 Angles and movements L.B. p 236-237 3 hours
Geometry and measure
 Learners explore fractions of a W.B. P 236-237
Learner’s book p 236-237
circle and begin to explore
equivalent fractions.
 Learners explore marking
fractions and mixed numbers
on a number line, focusing on
halves and quarters initially.
They begin to explore other
fractions.
Vocabulary
 Fraction, half, quarter, third,
eighth, tenth, mixed number.
Summary
 Learners understand what is
meant by thirds, eighths and
tenths and understand that the
larger the number on the
bottom of the fraction, the
smaller the fraction as the
whole has been cut into more
pieces.
 Learners can mark fractions on
a number line. They read and
understand simple mixed
numbers.
53  Unit 15 L.B. p 230-235 3 hours
Geometry and measure W.B. P 230-235
 15.1 Angles, direction ,
position and movement Learner’s book p 238-248
 Learners explore other
fractions of a circle and an
amount. They begin to relate
fractions to division.
 Summary
 Learners begin to relate
 fractions to division.
54  Unit 16 3 hours
 Chance
 Learners find halves of odd
numbers and explore fractions
of shapes.
 Summary
 Learners can find halves of
odd numbers and a range of
different fraction of shapes.
55  Unit 16 L.B. p 249-257 3 hours/30
Statistics and probability W.B. P 249-257
 16.1 Chance
 Learners revise doubling and Learner’s book p 249-257
halving and extend their
understanding to three-digit
numbers.
 Vocabulary
 Double, half, multiple, derive.
 Summary
 Learners link doubling with
the two times table and
extend their understanding of
doubling and halving to three-
digit numbers.
 They can quickly calculate the
double of a multiple of five
and 50 and derive the related
halves
56  Project 5 L.B. p 230-235 3 hours
Number W.B. P 230-235
 Venn variety
 Learners explore adding and Learner’s book p 258-259
subtracting one- and two-digit
numbers to three-digit
numbers
  Vocabulary
 Number pairs, sum, difference
 Summary
 Learners can find
complements to 100 and use
number pairs for 10 to find
other number facts.
57  Unit 17 Pattern and symmetry L.B. p 260 3 hours
Number W.B. P 260
 Learners explore adding and
subtracting one and two-digit Learner’s book p 260
numbers to three digit
numbers.
 Summary
 Learners can add and subtract
a range of numbers using
several different method of
two-digit numbers.
58  Unit 17 L.B. p 260 3 hours
Geometry and measure W.B. P 260
 17.1 Shape and symmetry
Learner’s book p 261-266
59  Unit 17 L.B. p 260 3 hours
Geometry and measure W.B. P 260
 17.2 Pattern and symmetry
Learner’s book p 267-274
60  Project 6 L.B. p 260 3 hours
Learner’s book p 275-276 W.B. P 260
 How likely.
61  Test Paper 1 hours /45 hour
62  Review 1 hour/ 168 hours
in all