Grade 3 Mathematics — CAPS Lesson Plans, Worksheets & 2026 ATP
Complete Term 1–4 South African Department of Basic Education (DBE) Annual Teaching Plan (ATP) for Grade 3 Mathematics. Generate print-ready 60-minute lesson plans, toner-safe A4 worksheets, 20-mark cognitive SBA tests & memos, and 11-language MTbBE parent guides in 60 seconds.
Curriculum Phase
Foundation Phase
ATP Pacing
Terms 1–4 (40 Weeks)
Weekly Assessment
20-Mark SBA + Memo
MTbBE Languages
All 11 Official SA
Term 1 to Term 4 Annual Teaching Plan (ATP) — Grade 3 Mathematics
Click any week below to open the complete 5-in-1 classroom pack (Lesson Plan, A4 Worksheet, 20-Mark Assessment & Memo, and Parent Digest).
Term 1 — Grade 3 Mathematics ATP Pacing
Numbers 1 to 500 · Place Value (HTU) · 2D Shapes & Perimeter (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 1)
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I can read, write, and break down 3-digit numbers into Hundreds, Tens, and Units. Demonstrate Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Place value of 3-digit numbers: Hundreds, Tens, and Units (e.g., 348 = 300 + 40 + 8) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 2)
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I can calculate the perimeter of a shape by adding the lengths of all its sides. Demonstrate Place value of 3-digit numbers: Hundreds, Tens, and Units (e.g., 348 = 300 + 40 + 8) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Comparing and ordering 3-digit numbers using <, >, and = (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 3)
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I can add and subtract 3-digit numbers using breaking down. Demonstrate Comparing and ordering 3-digit numbers using <, >, and = using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Addition and subtraction of 3-digit numbers using decomposition and number lines (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 4)
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I can read, write, and break down 3-digit numbers into Hundreds, Tens, and Units. Demonstrate Addition and subtraction of 3-digit numbers using decomposition and number lines using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
2D shapes: Triangles, quadrilaterals (square, rectangle), pentagons, hexagons (Grade 3 Foundation Phase)
Formal SBA Task (Term 1 Week 5): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can calculate the perimeter of a shape by adding the lengths of all its sides. Demonstrate 2D shapes: Triangles, quadrilaterals (square, rectangle), pentagons, hexagons using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Perimeter of 2D shapes by counting unit squares on a grid (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 6)
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I can add and subtract 3-digit numbers using breaking down. Demonstrate Perimeter of 2D shapes by counting unit squares on a grid using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Length: Measuring in metres (m) and centimetres (cm) and converting lengths (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 7)
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I can read, write, and break down 3-digit numbers into Hundreds, Tens, and Units. Demonstrate Length: Measuring in metres (m) and centimetres (cm) and converting lengths using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Number patterns with constant difference and geometric growing patterns (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 1 Week 8)
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I can calculate the perimeter of a shape by adding the lengths of all its sides. Demonstrate Number patterns with constant difference and geometric growing patterns using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Term 1 Formal SBA Task: 3-Digit Place Value & Number Operations (Grade 3 Foundation Phase)
Formal SBA Task (Term 1 Week 9): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can add and subtract 3-digit numbers using breaking down. Demonstrate Term 1 Formal SBA Task: 3-Digit Place Value & Number Operations using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 1 Mathematics Controlled Test & Remediation (Grade 3 Foundation Phase)
Formal SBA Task (Term 1 Week 10): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can read, write, and break down 3-digit numbers into Hundreds, Tens, and Units. Demonstrate Term 1 Mathematics Controlled Test & Remediation using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 2 — Grade 3 Mathematics ATP Pacing
Numbers 1 to 750 · Formal Addition & Subtraction · Money to R100 (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Counting in multiples up to 750 forwards and backwards (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 1)
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I can use the column method to add and subtract 3-digit numbers. Demonstrate Counting in multiples up to 750 forwards and backwards using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Addition and subtraction of 3-digit numbers using the expanded column method (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 2)
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I can solve money word problems with Rands and cents up to R100. Demonstrate Addition and subtraction of 3-digit numbers using the expanded column method using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
South African money: Calculations with Rands and cents (e.g., R35,50 + R14,25) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 3)
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I can name 3D objects and count their faces, edges, and vertices. Demonstrate South African money: Calculations with Rands and cents (e.g., R35,50 + R14,25) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Solving multi-step financial word problems with change up to R100 (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 4)
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I can use the column method to add and subtract 3-digit numbers. Demonstrate Solving multi-step financial word problems with change up to R100 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
3D objects: Prisms, spheres, cylinders, cones, and pyramids (faces, edges, vertices) (Grade 3 Foundation Phase)
Formal SBA Task (Term 2 Week 5): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can solve money word problems with Rands and cents up to R100. Demonstrate 3D objects: Prisms, spheres, cylinders, cones, and pyramids (faces, edges, vertices) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Symmetry: 2D shapes with more than one line of symmetry (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 6)
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I can name 3D objects and count their faces, edges, and vertices. Demonstrate Symmetry: 2D shapes with more than one line of symmetry using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Capacity: Reading litres and millilitres on graduated measuring cylinders (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 7)
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I can use the column method to add and subtract 3-digit numbers. Demonstrate Capacity: Reading litres and millilitres on graduated measuring cylinders using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Formal SBA Task 2: South African Money & Measurement Investigation (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 2 Week 8)
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I can solve money word problems with Rands and cents up to R100. Demonstrate Formal SBA Task 2: South African Money & Measurement Investigation using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Doubles and halves of 3-digit numbers (e.g., double 145 = 290) (Grade 3 Foundation Phase)
Formal SBA Task (Term 2 Week 9): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can name 3D objects and count their faces, edges, and vertices. Demonstrate Doubles and halves of 3-digit numbers (e.g., double 145 = 290) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 2 Mid-Year Mathematics Examination & Diagnostic Review (Grade 3 Foundation Phase)
Formal SBA Task (Term 2 Week 10): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can use the column method to add and subtract 3-digit numbers. Demonstrate Term 2 Mid-Year Mathematics Examination & Diagnostic Review using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 3 — Grade 3 Mathematics ATP Pacing
Numbers 1 to 999 · Multiplication & Division (2–10) · Fractions & Capacity (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Counting up to 999 across all intervals (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 1)
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I can multiply a 2-digit number by a 1-digit number using the grid method. Demonstrate Counting up to 999 across all intervals using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Multiplication tables: Rapid recall of 2, 3, 4, 5, 6, 8, 9, and 10 times tables (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 2)
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I can solve division problems with remainders. Demonstrate Multiplication tables: Rapid recall of 2, 3, 4, 5, 6, 8, 9, and 10 times tables using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Multiplication of 2-digit numbers by 1-digit numbers using the grid method (e.g., 24 × 4) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 3)
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I can find fractions of whole numbers (like 1/3 of 24). Demonstrate Multiplication of 2-digit numbers by 1-digit numbers using the grid method (e.g., 24 × 4) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Division with remainders using grouping and sharing (e.g., 47 ÷ 5 = 9 rem 2) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 4)
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I can multiply a 2-digit number by a 1-digit number using the grid method. Demonstrate Division with remainders using grouping and sharing (e.g., 47 ÷ 5 = 9 rem 2) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Fractions: Comparing fractions with like denominators (halves, quarters, thirds, sixths, eighths) (Grade 3 Foundation Phase)
Formal SBA Task (Term 3 Week 5): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can solve division problems with remainders. Demonstrate Fractions: Comparing fractions with like denominators (halves, quarters, thirds, sixths, eighths) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Fractions of whole numbers (e.g., 1/3 of 24 = 8) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 6)
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I can find fractions of whole numbers (like 1/3 of 24). Demonstrate Fractions of whole numbers (e.g., 1/3 of 24 = 8) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Mass: Measuring in grams (g) and kilograms (kg); solving mass word problems (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 7)
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I can multiply a 2-digit number by a 1-digit number using the grid method. Demonstrate Mass: Measuring in grams (g) and kilograms (kg); solving mass word problems using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
Formal SBA Task 3: Multiplication & Division Assignment (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 3 Week 8)
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I can solve division problems with remainders. Demonstrate Formal SBA Task 3: Multiplication & Division Assignment using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Mental maths fluency speed drills and error reflection (Grade 3 Foundation Phase)
Formal SBA Task (Term 3 Week 9): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can find fractions of whole numbers (like 1/3 of 24). Demonstrate Mental maths fluency speed drills and error reflection using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Term 3 Synthesis & Parent Guide review (Grade 3 Foundation Phase)
Formal SBA Task (Term 3 Week 10): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can multiply a 2-digit number by a 1-digit number using the grid method. Demonstrate Term 3 Synthesis & Parent Guide review using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Term 4 — Grade 3 Mathematics ATP Pacing
Whole Numbers 1 to 999 · Time (Digital & Analogue) · Mass & Data (Foundation Phase Grades R–3)| Week | CAPS Topic & Formal SBA | Weekly Learning Intention | 5-in-1 Pack |
|---|---|---|---|
| Week 1 |
Whole numbers 1 to 999: Rounding off to the nearest 10 and nearest 100 (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 1)
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I can convert between analogue clock faces and 12-hour digital time. Demonstrate Whole numbers 1 to 999: Rounding off to the nearest 10 and nearest 100 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 2 |
Formal column addition and subtraction with regrouping (carrying and borrowing) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 2)
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I can round off 3-digit numbers to the nearest 10 and 100. Demonstrate Formal column addition and subtraction with regrouping (carrying and borrowing) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 3 |
Time: Reading 12-hour digital time and converting between analogue and digital (e.g., 03:45 = quarter to 4) (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 3)
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I can read and draw a bar graph with a scale. Demonstrate Time: Reading 12-hour digital time and converting between analogue and digital (e.g., 03:45 = quarter to 4) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 4 |
Calculating duration and elapsed time in hours and minutes (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 4)
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I can convert between analogue clock faces and 12-hour digital time. Demonstrate Calculating duration and elapsed time in hours and minutes using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 5 |
Data handling: Tally charts, frequency tables, bar graphs with a scale (many-to-one) (Grade 3 Foundation Phase)
Formal SBA Task (Term 4 Week 5): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can round off 3-digit numbers to the nearest 10 and 100. Demonstrate Data handling: Tally charts, frequency tables, bar graphs with a scale (many-to-one) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 6 |
Multi-step word problems integrating money, measurement, and operations (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 6)
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I can read and draw a bar graph with a scale. Demonstrate Multi-step word problems integrating money, measurement, and operations using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 7 |
Area: Estimating and measuring surface area by counting unit squares (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 7)
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I can convert between analogue clock faces and 12-hour digital time. Demonstrate Area: Estimating and measuring surface area by counting unit squares using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 8 |
End-of-Year SBA Examination: Grade 3 Mathematics Final Assessment (Grade 3 Foundation Phase)
Continuous Informal Classroom Assessment (Term 4 Week 8)
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I can round off 3-digit numbers to the nearest 10 and 100. Demonstrate End-of-Year SBA Examination: Grade 3 Mathematics Final Assessment using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 9 |
Year-end moderation, report preparation, and curriculum sign-off (Grade 3 Foundation Phase)
Formal SBA Task (Term 4 Week 9): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can read and draw a bar graph with a scale. Demonstrate Year-end moderation, report preparation, and curriculum sign-off using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
| Week 10 |
Grade 4 Intermediate Phase transition readiness bridges (Grade 3 Foundation Phase)
Formal SBA Task (Term 4 Week 10): Grade 3 Mathematics Foundation Phase Practical & Written Assessment
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I can convert between analogue clock faces and 12-hour digital time. Demonstrate Grade 4 Intermediate Phase transition readiness bridges using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language. | Generate Pack → |
Sample 5-in-1 Pack Preview: Term 1 Week 1 (Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 (Grade 3 Foundation Phase))
Every weekly topic in Grade 3 Mathematics generates a structured lesson plan, cognitive-weighted questions, and a bilingual parent guide.
1. 60-Minute CAPS Lesson Plan
Source: DBE Official Foundation Phase CAPS Recovery ATP 2026 (Circular S19 of 2025) (Term 1 · Week 1 · Grades R–3 Recovery Curriculum)
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10 min Phase 1: Multisensory Hook & Rhyme (Hook & Prior Knowledge)Activate prior knowledge using quick mental maths flashcards and an everyday community scenario for Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500. Sing the welcome song and introduce today's target vocabulary in English and Mother-Tongue.
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20 min Phase 2: Teacher Modelling & Carpet Demonstration ("I Do" Explicit Modelling)Explicitly model Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 using big demonstration manipulatives, visual chart cards, and bilingual home-language terms. Check understanding with finger signals. Model common mistakes (e.g. counting the same object twice or reversing digits) and show how to fix them.
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20 min Phase 3: Guided Pair & Small-Group Stations ("We Do" Guided & Pair Work)Learners work in ability-differentiated groups with concrete counters, chalkboards, or structured workbooks on Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500. Teacher provides targeted small-group intervention. Rotate to support struggling learners with concrete bead strings while advancing fast finishers.
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10 min Phase 4: Independent Exercise Application ("You Do" Worksheet Practice)Learners complete the levelled 20-mark CAPS exercises on "Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 (Grade 3 Foundation Phase)". Teacher circulates with the scoring rubric to check Method [M] and Accuracy [A] steps in real time.
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10 min Phase 5: Reflection & High-Five Consolidation (Exit Ticket & Family Bridge)Review the core lesson outcome. Learners share their discovery with a peer and complete a 2-minute visual exit ticket or thumbs-up check. Explain the Family & Home Learning guide prompt so learners share their lesson at home.
Differentiation & Support: Provide physical counters (bottle tops, unifix cubes), ten-frames, and paired buddy support for Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500.
2. 20-Mark Cognitive Worksheet & Memo
Cognitive Weighting: Aligned to CAPS Barrett / Bloom Taxonomy
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Question 1 · Level 1: Knowing (25%) [2 Marks]Write 479 in expanded notation: 479 = ___ + ___ + ___.Memo: 400 + 70 + 9 (2 marks).
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Question 2 · Level 2: Understanding (45%) [4 Marks]Calculate using the expanded column or breaking down method: 346 + 218.Memo: 300 + 200 = 500 (1); 40 + 10 = 50 (1); 6 + 8 = 14 (1); 500 + 50 + 14 = 564 (1) = 4 marks.
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Question 3 · Level 1: Knowing (25%) [3 Marks]Calculate: (a) 6 × 7 = __, (b) 48 ÷ 6 = __, (c) 1/4 of 24 = __.Memo: (a) 42 (1); (b) 8 (1); (c) 6 (1) = 3 marks.
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Question 4 · Level 3: Applying (20%) [4 Marks]A baker bakes 75 cupcakes and packs them into boxes of 6. (a) How many full boxes can she pack? (b) How many cupcakes are left over?Memo: 75 ÷ 6 = 12 boxes (2 marks); remainder 3 cupcakes left over (2 marks). Total = 4 marks.
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Question 5 · Level 3: Applying (20%) [4 Marks]Sipho buys a book for R45,50 and a pen for R18,25. If he pays with a R100 note, how much change should he receive? Show all your working.Memo: Total cost: R45,50 + R18,25 = R63,75 (2 marks). Change: R100,00 - R63,75 = R36,25 (2 marks). Total = 4 marks.
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Question 6 · Level 4: Evaluating (10%) [3 Marks]Convert 08:45 in digital time to words on an analogue clock face.Memo: Quarter to 9 (or fifteen minutes to nine) (3 marks). Total = 20 marks.
3. Sunday WhatsApp Family Guide & Resources
This week in Grade 3 Mathematics, your child is exploring: "Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500". At this age, learning happens best through play, talking, and touching real objects!
Dinner-Table Coaching Prompts:
- "Can you show me what you counted or made at school today?"
- "How does this connect to what we see at home or on the way to school?"
- "Tell me the story of what your teacher and friends did together today."
Required Classroom Resources: Flard cards (HTU), Dienes base-10 blocks, 1 000-number charts, graduated measuring jugs · Analogue demonstration clocks with digital flip displays, balance scales, weights · Grid exercise books, South African play currency (coins and notes up to R200)
Frequently Asked Questions — Grade 3 Mathematics
What is covered in the Grade 3 Mathematics 2026 CAPS Annual Teaching Plan (ATP)?
The Grade 3 Mathematics (Foundation Phase) curriculum covers 40 weeks across Terms 1 to 4, starting with "Counting in 1s, 2s, 3s, 4s, 5s, 10s, 20s, 25s, and 50s up to 500 (Grade 3 Foundation Phase)" under the "Numbers 1 to 500 · Place Value (HTU) · 2D Shapes & Perimeter (Foundation Phase Grades R–3)" strand, including weekly informal classwork and formal School-Based Assessment (SBA) tasks in Weeks 5 and 9.
Can I download printable A4 worksheets and marking memorandums for Grade 3 Mathematics?
Yes. Every week in Grade 3 Mathematics includes a print-ready 60-minute CAPS lesson plan, a toner-safe A4 learner worksheet, a 20-mark cognitive-weighted assessment with a complete teacher marking memorandum, and a Sunday WhatsApp parent guide.
Are Grade 3 Mathematics worksheets available with bilingual South African language support?
Yes. Grasp includes built-in Mother Tongue-based Bilingual Education (MTbBE) vocabulary bridges across all 11 official languages (English, Afrikaans, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, isiNdebele) to help learners master Grade 3 Mathematics terminology.
Other Grade 3 CAPS Subjects (Foundation Phase)
Grade 3 MathematicsGrade 3 English Home LanguageGrade 3 Afrikaans FALGrade 3 isiXhosa HL / FALGrade 3 isiZulu HL / FALGrade 3 Life Skills / Life OrientationGrade 3 Coding & Robotics