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ANNUAL NATIONAL ASSESSMENT

MATHS GRADE 3

ADDITIONAL EXERCISES

 

The following list of “Curriculum Assessment Standards”mirrors the National Curriculum (CAPS) requirements.

National Curriculum (CAPS) demand that education for a learner should be addressed according to specific requirements. To evaluate any learning material (textbooks or workbooks) you should be aware of the progressive, per term, prerequisites as per the Educational Department Teacher Guidelines.

Definitions:
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Exercises:
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NUMBERS, OPERATIONS AND RELATIONSHIPS

NUMBER CONCEPT DEVELOPMENT: COUNT WITH WHOLE NUMBERS

1. Count objects
1.1. Estimate and count concrete objects to at least 1 000 everyday objects reliably. Count by grouping is encouraged.
2. Count forwards and backwards in:
2.1. 1s from any number between 0 and 1 000
2.2. 10s from any multiple of 10 between 0 and 1 000
2.3. 5s from any multiple of 5 between 0 and 1 000
2.4. 2s from any multiple of 2 between 0 and 1 000
2.5. 3s from any multiple of 3 between 0 and 1 000
2.6. 4s from any multiple of 4 between 0 and 1 000
2.7. in 20s, 25s, 50s and 100s to at least 1 000

NUMBER CONCEPT DEVELOPMENT: REPRESENT WHOLE NUMBERS

3. Recognise, identify and read number symbols
3.1. Recognise, identify and read number symbols 0 to 1 000
3.2. Write number symbols 0 to 1 000
3.3. Recognise, identify and read number names 0 to 1 000
3.4. Write number names 0 to 1 000

NUMBER CONCEPT DEVELOPMENT: DESCRIBE, COMPARE AND ORDER WHOLE NUMBERS TO 999

4. Describe, compare and order numbers
4.1. Describe, compare and order numbers to 9994.1.1. Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and equal to

4.1.2. Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest

4.2. Use ordinal numbers to show order, place or position4.2.1. Use, read and write ordinal numbers, including abbreviated form (1st, 2nd, 3rd up to 31st)

NUMBER CONCEPT DEVELOPMENT: PLACE VALUE

5. Place value
5.1. Recognise the place value of three- digit numbers to 9995.1.1. Decompose three-digit numbers up to 999 into multiples of 100, multiples of 10 and ones / units

5.1.2. Identify and state the value of each digit

SOLVE PROBLEMS IN CONTEXT

6. Use the following techniques when solving problems and explain solutions to problems:
6.1. building up and breaking down numbers
6.2. doubling and halving
6.3. number line
6.4. rounding off in tens
7. Addition and subtraction
7.1 Solve word problems in context and explain own solution to problems involving addition and subtraction leading answers up to 999
8. Repeated addition leading to multiplication
8.1. Solve word problems in context and explain own solutions to problems using multiplication with answers up to 100
9. Grouping and sharing leading to division
9.1. Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders
10. Sharing leading to fractions
10.1. Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions
11. Money
11.1. Recognise and identify all the South African bank notes
11.2. Solve money problems involving totals and change in Rands or cents
11.3. Convert between Rands and cents

CONTEXT-FREE CALCULATIONS

12. Techniques (methods or strategies): Use the following when performing calculations:
12.1. build up and breaking down number
12.2. doubling and halving
12.3. number lines
12.4. rounding off in tens
13. Addition and subtraction
13.1. Add to 999
13.2. Subtract from 999
13.3. Use appropriate symbols (+,-,=,□)
13.4. Practice number bonds to 30
14. Repeated addition leading to multiplication
14.1. Multiply any number by 2,3,4,5,10 to a total of 100
14.2. Use appropriate symbols (x, □)
15. Division
15.1. Divide numbers up to 100 by 2, 3, 4, 5, 10
15.2. Use appropriate symbols (÷,=, □)
16. Mental mathematics
16.1. Number concept: Range 100016.1.1. Order a given set of selected numbers

16.1.2. Compare numbers up to 1000 and say which is 1, 2,3,4,5 and 10 more or less

16.2. Rapidly recall:16.2.1. Recall addition and subtraction facts to 20

16.2.2. Add or subtract multiples of 10 from 0 to 100

16.2.3. Multiplication facts for the:

  • 2 x table with answers up to 20
  • 10 x table with answers up to 100

16.2.4. Divisions facts for numbers:

  • Up to 20 divisible by 2
  • Up to 100 divisible by 10
16.3. Calculation strategiesUse the following calculation strategies:

16.3.1 Put the larger number first in order to count on or count back

16.3.2. Number line

16.3.3. Doubling and halving

16.3.4. Building up and breaking down

16.3.5. Use the relationship between addition and subtraction

16.3.6. Use the relationship between multiplication and division

17. Fractions
17.1. Use and name unitary and non-unitary fractions including halves, quarters, eights, thirds, sixths, fifths
17.2. Recognise fractions in diagrammatic form
17.3. Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent
17.4. Write fractions as 1 half and 2 thirds

PATTERNS, FUNCTIONS AND ALGEBRA

GEOMETRIC PATTERNS

1. Copy, extend and describe
1.1. Copy, extend and describe in words:

  • Simple patterns made with physical objects
1.2. More complex patterns made with drawings of lines, shapes or objects
2. Create and describe own patterns
2.1. With physical objects
2.2 By drawing lines, shapes or objects
3. Patterns around us
3.1. Identify, describe in words and copy geometric patterns:

  • In Nature,
  • Form modern everyday life,
  • From our cultural heritage

NUMBER PATTERNS

4. Copy, extend and describe
4.1. Copy, extend and describe simple number sequences to at least 1000
5. Create and describe own patterns

SPACE AND SHAPE (GEOMETRY)

POSITION, ORIENTATION AND VIEWS

1. Position and views
1.1. Recognise and match different views of the same everyday objects
1.2. Name an everyday object when shown an unusual view of it
1.3. Read, interpret and draw informal maps, or top views of a collection of objects
1.4. Find objects on maps
2. Position and directions
2.1. Follow directions to move around the classroom and school
2.2. Give directions to move around the classroom and school
2.3. Follow directions from one place to another on an informal map

3-D OBJECTS

3. Range of objects
3.1. Recognise and name 3-D objects in the classroom and in pictures

  • Ball shape (sphere)
  • Box shape (Prisms)
  • Cylinders
  • Pyramids
  • Cones
4. Features of objects
4.1. Describe, sort and compare 3-D objects in terms of:

  • 2-D shapes that make up the faces of 3-D objects
  • Flat or curved surfaces
5. Focussed activities
5.1. Observe and build given 3-D objects using concrete materials such as cut-out 2-D shapes, clay, toothpicks, straws, other 3-D geometric objects

2-D SHAPES

6. Range of shapes
6.1. Recognise and name 2-D shapes

  • Circles
  • triangles
  • Squares
  • Rectangles
7. Features of shapes
7.1. Describes, sort and compare 2-D shapes in term of:

  • shapes
  • straight sides
  • round sides
8. Draw shapes:

  • Circles
  • Triangles
  • Squares
  • rectangles

SYMMETRY

9. Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes
10. Determine line of symmetry through paper folding and reflection

MEASUREMENT

TIME

1. Telling the time
1.1. Read dates on calendars
1.2. Place birthdays, religious festivals, public holidays, historical events, school events on a calendar
1.3. Tell 12-hour time in

  • hours
  • half hours
  • quarter hours
  • minutes

on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones

2. Calculate length of time and passing of time
2.1. Use calendars to calculate and describe lengths of time in:

  • Days
  • Weeks
  • Months
2.2. Converting between days and weeks
2.3. Converting between weeks and months
2.4. Use clocks to calculate length of time in:

  • Hours
  • Half hours
  • Quarter hours

LENGTH

3. Informal measuring
3.1. Estimate, measure , compare, order and record length using non-standard measures e.g. hand spans, paces, pencil lengths, counters
3.2. Describe the length of objects by counting and stating how many informal units long they are
4. Introducing formal measuring
4.1. Estimate, measure, compare, order and record length using meters (either metre sticks or metre lengths of string) as the standard unit of length
4.2. Estimate and measure lengths in centimetres using a ruler(No conversions between metres and centimetres required)

MASS

5. Informal measuring
5.1. Estimate, measure , compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks
5.2. Describe the mass of objects by counting and stating the mass in informal units
5.3. Use language to talk about comparison e.g. light, heavy, lighter, heavier
6. Introducing formal measuring
6.1. Compare, order and record the mass of commercially packaged objects which have their mass stated in:

  • Kilogram e.g. 2 kilograms of rice and I kg of flour
  • Gram e.g. 500 grams of salt
6.2. Measure own mass in kilograms using a bathroom scale(No conversions between grams and kilograms are required)

CAPACITY / VOLUME

7. Informal measuring
7.1. Estimate, measure, compare, order and record the capacity of containers (i.e. the amount the container can hold if filled) by using non-standard measures e.g. spoons and cups
7.2. Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups
8. Introducing formal measuring
8.1. Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres
8.2. Compare, order and record the capacity of commercially packaged objects whose capacity is stared in litres e.g. 2 litres of milk, 1 litre of cool drink, 5 litres of paint or stated in millilitres e.g. 500 millilitres of milk, 340 millilitres of cool drink, 750 millilitres of oil
8.3. Know that a standard cup is 250 millilitres.
8.4. Know that a standard teaspoon is 5 ml(No conversions between ml en litre required)

PERIMETER AND AREA

9. Perimeter:
9.1. Investigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units
10. Area
10.1. Investigate the area using tiling

DATA HANDLING

COLLECT AND ORGANISE DATA

1. Collect and organise data
1.1. Collect data about the class or school to answer questions posed by the teacher
1.2. Organise data supplied by teacher or workbook/textbook
1.3. Organise data in

  • lists
  • tally marks
  • tables

REPRESENT DATA

2. Represent data in

  • Pictograph (limited to pictographs with one-to-one correspondence)
  • Bar graphs

ANALYSE AND INTERPRET DATA

3. Answer questions about data presented in:

  • Pictograph (limited to pictographs with one-to-one correspondence)
  • Bar graphs

 

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