South Africa
Skills available for South Africa grade 3 maths curriculum
Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.
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- National Curriculum Statement (CAPS) National Curriculum Statement (CAPS)
Actions
3.1 Numbers, Operations and Relationships
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3. Count with whole numbers
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3.1.1 Count objects
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3.1.1.a Count concrete objects
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3.1.1.a.1 Estimate and counts to at least 1000 everyday objects reliably. Counting by grouping is encouraged.
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3.1.2 Count forwards and backwards
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3.1.2.a Counts forwards and backwards in:
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3.1.2.a.1 1s from any number between 0 and 1000
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3.1.2.a.2 10s from any multiple of 10 between 0 and 1000
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3.1.2.a.3 5s from any multiple of 5 between 0 and 1000
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3.1.2.a.4 2s from any multiple of 2 between 0 and 1000
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3.1.2.a.5 3s from any multiple of 3 between 0 and 1000
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3.1.2.a.6 4s from any multiple of 4 between 0 and 1000
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3.1.2.a.7 in 20s, 25s, 50s, 100s to at least 1000
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3. Represent whole numbers
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3.1.3 Number symbols and number names
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3.1.3.a Recognise, identify and read number
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3.1.3.a.1 Recognise, identify and read number symbols 0 to 1 000
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3.1.3.a.2 Write number symbols 0 to 1 000
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3.1.3.a.3 Recognise, identify and read number names 0 to 1 000.
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3.1.3.a.4 Write number names 0 to 1 000
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3. Describe, compare and order whole numbers
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3.1.4 Describe, compare and order numbers
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3.1.4.a Describe, compare and order numbers to 999
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3.1.4.a.1 Describe and compare whole numbers up to 999 using smaller than, greater than, more than, less than and equal to
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3.1.4.a.2 Describe and order whole numbers up to 999 from smallest to greatest, and greatest to smallest
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3.1.4.b Use ordinal numbers to show order, place or position
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3.1.4.b.1 Use, read and write ordinal numbers, including abbreviated form (1st, 2nd, 3rd up to 31st)
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3. Place value
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3.1.5 Place value
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3.1.5.a Recognise the place value of threedigit numbers to 999
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3.1.5.a.1 Decompose three-digit numbers up to 999 into multiples of 100, multiples of 10 and ones/units
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3.1.5.a.2 Identify and state the value of each digit
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3. Solve problems in context
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3.1.6 Problem-solving techniques
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3.1.6.a Use the following techniques when solving problems and explain solutions to problems:
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3.1.6.a.1 building up and breaking down numbers
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3.1.6.a.2 doubling and halving
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3.1.6.a.3 number lines
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3.1.6.a.4 rounding off in tens
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3.1.7 Addition and subtraction
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3.1.7.a Solve word problems in context and explain own solution to problems involving addition and subtraction leading answers up to 999.
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3.1.8 Repeated addition leading to multiplication
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3.1.8.a Solve word problems in context and explain own solution to problems using multiplication with answers up to 100
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3.1.9 Grouping and sharing leading to division
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3.1.9.a Solve and explain solutions to practical problems that involve equal sharing and grouping up to 100 with answers that may include remainders
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3.1.10 Sharing leading to fractions
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3.1.10.a Solve and explain solutions to practical problems that involve equal sharing leading to solutions that include unitary and non-unitary fractions.
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3.1.11 Money
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3.1.11.a Recognise and identify all the South African coins and bank notes
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3.1.11.b Solve money problems involving totals and change in rands or cents
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3.1.11.c Convert between rands and cents
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3. Context-free calculations
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3.1.12 Techniques (methods or strategies)
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3.1.12.a Use the following techniques when performing calculations:
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3.1.12.a.1 building up and breaking down numbers
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3.1.12.a.2 doubling and halving
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3.1.12.a.3 number lines
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3.1.12.a.4 rounding off in tens
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3.1.13 Addition and subtraction
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3.1.13.a Add to 999
- Add multiples of 100 (2-H.1)
- Addition with three-digit numbers (2-H.2)
- Complete the addition sentence - up to three digits (2-H.5)
- Balance addition equations - up to three digits (2-H.7)
- Addition input/output tables - up to three digits (3-D.2)
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3.1.13.a.1 Subtract from 999
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3.1.13.a.2 Use appropriate symbols (+, –, =, __)
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3.1.13.a.3 Practice number bonds to 30
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3.1.14 Repeated addition leading to multiplication
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3.1.14.a Multiply any number by 2, 3, 4, 5, 10 to a total of 100
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3.1.14.b Use appropriate symbols (x, __)
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3.1.15 Division
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3.1.15.a Divide numbers up to 100 by 2, 3, 4, 5, 10
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3.1.15.b Use appropriate symbols (÷, =, __)
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3.1.16 Mental mathematics
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3.1.16.a Number concept: Range 1000
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3.1.16.a.1 Order a given set of selected numbers
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3.1.16.a.2 Compare numbers up to 1000 and say which is 1, 2, 3, 4, 5 and 10 more or less
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3.1.16.b Rapidly recall:
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3.1.16.b.1 Recall addition and subtraction facts to 20
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3.1.16.b.2 Add or subtract multiples of 10 from 0 to 100
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3.1.16.b.3 Multiplication facts for the:
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3.1.16.b.3.1 2 times table with answers up to 20
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3.1.16.b.3.2 10 times table with answers up to 100
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3.1.16.b.4 Division facts for numbers:
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3.1.16.b.4.1 up to 20 divisible by 2
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3.1.16.b.4.2 up to 100 divisible by 10
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3.1.16.c Calculation strategies
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3.1.16.c.1 Use the following calculation strategies:
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3.1.16.c.1.1 Put the larger number first in order to count on or count back
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3.1.16.c.1.2 Number line
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3.1.16.c.1.3 Doubling and halving
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3.1.16.c.1.4 Building up and breaking down
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3.1.16.c.1.5 Use the relationship between addition and subtraction
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3.1.16.c.1.6 Use the relationship between multiplication and division.
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3.1.17 Fractions
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3.1.17.a Use and name unitary and nonunitary fractions in familiar contexts including halves, quarters, eighths, thirds, sixths, fifths.
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3.1.17.b Recognise fractions in diagrammatic form
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3.1.17.c Begin to recognise that two halves or three thirds make one whole and that one half and two quarters are equivalent
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3.1.17.d Write fractions as 1 half, 2 thirds
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3.2 Patterns, Functions and Algebra
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3.2.1 Geometric patterns
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3.2.1.a Copy and extend and describe
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3.2.1.a.a Copy, extend and describe in words
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3.2.1.a.a.1 simple patterns made with physical objects
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3.2.1.a.a.2 more complex patterns made with drawings of lines, shapes or objects
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3.2.1.b Create and describe own patterns
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3.2.1.b.a with physical objects
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3.2.1.b.b by drawing lines, shapes or objects
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3.2.1.c Patterns around us
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3.2.1.c.a Identify, describe in words and copy geometric patterns
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3.2.1.c.a.1 in nature
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3.2.1.c.a.2 from modern everyday life
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3.2.1.c.a.3 from our cultural heritage
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3.2.2 Number patterns
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3.2.2.a Copy, extend and describe
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3.2.2.a.a Copy, extend and describe simple number sequences to at least 999
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3.2.2.b Create and describe own patterns
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3.3 Space and shape (Geometry)
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3.3.1 Position, orientation and views
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3.3.1.a Position and views
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3.3.1.a.a Recognise and match different views of the same everyday object
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3.3.1.a.b Name an everyday object when shown an unusual view of it
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3.3.1.a.c Read, interpret and draw informal maps, or top views of a collection of objects
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3.3.1.a.d Find objects on maps
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3.3.1.b Position and directions
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3.3.1.b.a Follow directions to move around the classroom and school
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3.3.1.b.b Give directions to move around the classroom and school
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3.3.1.b.c Follow directions from one place to another on an informal map
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3.3.2 3-D objects
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3.3.2.a Range of objects
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3.3.2.a.a Recognise and name 3-D objects in the classroom and in pictures
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3.3.2.a.a.1 ball shapes (spheres)
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3.3.2.a.a.2 box shapes (prisms)
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3.3.2.a.a.3 cylinders
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3.3.2.a.a.4 pyramids
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3.3.2.a.a.5 cones
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3.3.2.b Features of objects
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3.3.2.b.a Describe, sort and compare 3-D objects in terms of:
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3.3.2.b.a.1 2-D shapes that make up the faces of 3-D objects
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3.3.2.b.a.2 flat or curved surfaces
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3.3.2.c Focused activities
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3.3.2.c.a 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
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3.3.3 2-D shapes
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3.3.3.a Range of shapes
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3.3.3.a.a Recognise and name 2-D shapes
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3.3.3.a.a.1 circles
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3.3.3.a.a.2 triangles
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3.3.3.a.a.3 squares
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3.3.3.a.a.4 rectangles
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3.3.3.b Features of shapes
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3.3.3.b.a Describe, sort and compare 2-D shapes in terms of:
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3.3.3.b.a.1 shape
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3.3.3.b.a.2 straight sides
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3.3.3.b.a.3 round sides
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3.3.3.b.b Draw shapes
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3.3.3.b.b.1 circles
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3.3.3.b.b.2 triangles
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3.3.3.b.b.3 squares
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3.3.3.b.b.4 rectangles
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3.3.4 Symmetry
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3.3.4.a Symmetry
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3.3.4.a.a Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes.
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3.3.4.a.b Determine line of symmetry through paper folding and reflection
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3.4 Measurement
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3.4.1 Time
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3.4.1.a Telling the time
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3.4.1.a.a Read dates on calendars
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3.4.1.a.b Place birthdays, religious festivals, public holidays, historical events, school events on a calendar
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3.4.1.a.c Tell 12-hour time in
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3.4.1.a.c.1 hours
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3.4.1.a.c.2 half hours
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3.4.1.a.c.3 quarter hours
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3.4.1.a.c.4 minutes
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3.4.1.a.c.5 on analogue clocks and digital clocks and other digital instruments that show time e.g. cell phones
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3.4.1.b Calculate length of time and passing of time
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3.4.1.b.a Use calendars to calculate and describe lengths of time in:
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3.4.1.b.a.1 days
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3.4.1.b.a.2 weeks
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3.4.1.b.a.3 months
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3.4.1.b.b Converting between days and weeks
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3.4.1.b.c Converting between weeks and months
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3.4.1.b.d Use clocks to calculate length of time in:
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3.4.1.b.d.1 hours
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3.4.1.b.d.2 half hours
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3.4.1.b.d.3 quarter hours
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3.4.2 Length
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3.4.2.a Informal measuring
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3.4.2.a.a Estimate, measure, compare, order and record length using nonstandard measures e.g. hand spans, paces, pencil lengths, counters
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3.4.2.a.b Describe the length of objects by counting and stating how many informal units long they are.
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3.4.2.b Introducing formal measuring
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3.4.2.b.a Estimate, measure, compare, order and record length using metres (either metre sticks or metre lengths of string) as the standard unit of length
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3.4.2.b.b Estimate and measure lengths in centimetres using a ruler
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3.4.3 Mass
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3.4.3.a Informal measuring
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3.4.3.a.a Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks
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3.4.3.a.b Describe the mass of objects by counting and stating the mass in informal units
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3.4.3.a.c Use language to talk about comparison e.g. light, heavy, lighter, heavier
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3.4.3.b Introducing formal measuring
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3.4.3.b.a Compare, order and record the mass of commercially packaged objects which have their mass stated in:
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3.4.3.b.a.1 kilograms e.g. 2 kilograms of rice and 1 kilogram of flour
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3.4.3.b.a.2 grams e.g. 500 grams of salt
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3.4.3.b.b Measure own mass in kilograms using a bathroom scale
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3.4.4 Capacity/ Volume
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3.4.4.a Informal measuring
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3.4.4.a.a 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
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3.4.4.a.b 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
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3.4.4.b Introducing formal measuring
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3.4.4.b.a Estimate, measure, compare, order and record the capacity of objects by measuring in litres, half litres and quarter litres
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3.4.4.b.b Compare, order and record the capacity of commercially packaged objects whose capacity is stated 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.
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3.4.4.b.c Know that a standard cup is 250 millilitres
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3.4.4.b.d Know that a standard teaspoon is 5 millilitres
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3.4.5 Perimeter and Area
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3.4.5.a Perimeter
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3.4.5.a.a Investigate the distance around 2-D shapes and 3-D objects using direct comparison or informal units.
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3.4.5.b Area
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3.4.5.b.a Investigate the area using tiling.
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3.5 Data Handling
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3.5.1 Collect and sort objects
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3.5.2 Represent sorted collection of objects
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3.5.3 Discuss and report on sorted collection of objects
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3.5.4 Collect and organise data
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3.5.4.a Collect and organise data
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3.5.4.a.a Collect data about the class or school to answer questions posed by the teacher
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3.5.4.a.b Organise data supplied by teacher or workbook/textbook
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3.5.4.a.c Organise data in
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3.5.4.a.c.1 lists
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3.5.4.a.c.2 tally marks
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3.5.4.a.c.3 tables
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3.5.5 Represent data
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3.5.5.a Represent data
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3.5.5.a.a Represent data in
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3.5.5.a.a.1 pictograph (limited to pictographs with one-to-one correspondence)
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3.5.5.a.a.2 bar graphs
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3.5.6 Analyse and Interpret data
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3.5.6.a Analyse and interpret data
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3.5.6.a.a Answer questions about data presented in
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3.5.6.a.a.1 pictographs (limited to pictographs with one-to-one correspondence)
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3.5.6.a.a.2 bar graphs
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