[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-493597-en":3,"doc-seo-493597-105":31,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30,"preview_page_count":4},493597,962090769181,"Rainbow Cat","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",4,"Exam","Level 3 Numeracy Levels at a Glance Teaching Guide","Teaching guide for Level 3 numeracy, organized by weekly progression. Week 1 focuses on testing and placement, then introduces counting and matching, simple word problems, and weekly review. Weeks 2–4 outline clear objectives for identifying, writing, and counting within 20, then extending to 60 and 100. Lessons emphasize number lines, missing numbers, place value for two-digit numbers, and comparing numbers using symbols like \u003C, >, and =. Each week includes suggested activities, games, references, and assessment tasks.","| Level 3-Numeracy-Levels at a Glance Teaching Guide |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Week 1 | TESTING\u003Cbr>Pupils often trickle into school during the first week in small numbers. Use this as a time to test and place them into their correct levels. Do not wait for everyone to show up, do them one by one until you have captured them all. Teachers should familiarize themselves with the\u003Cbr>curriculum by reading pg. |  |  |  |  |\n| Week 2 | OBJECTIVES\u003Cbr>1. Pupils will be able to identify, write and count up to 20\u003Cbr>2. Pupils will be able to use a number line to chart number sequence and identify missing numbers\u003Cbr>3. Pupils will be able to compare numbers using \u003C,>, =\u003Cbr>Materials Needed: Slate, chalk, counters (pebbles, bottlecaps, straws, etc.) |  |  |  |  |\n|  | Monday | Tuesday | Wednesday | Thursday | Friday |\n|  | Teach: 1-5\u003Cbr>Activity: Counting and Matching 1\u003Cbr>Word Problem: Who is Right?\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-5\u003Cbr>Teach: 6-10\u003Cbr>Activity: Number Sequence 2\u003Cbr>Word Problem: Winner and Loser\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-10\u003Cbr>Teach: 11-15\u003Cbr>Activity: Comparing Numbers 3\u003Cbr>Game: All Aboard\u003Cbr>Word Problem: Who is Right?\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-15\u003Cbr>Teach: 16-20\u003Cbr>Activity: Number Sequence 3\u003Cbr>Word Problem: Winner and Loser\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-20\u003Cbr>Teach: 1-20\u003Cbr>Activity: Comparing Numbers 3\u003Cbr>Game: Board Races\u003Cbr>Word Problem: Who is Right?\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; |\n|  | ASSESSMENT |  |  |  |  |\n\n\n|  | 1. Write five numbers on the board, ask pupils to identify the numbers and draw that number of objects\u003Cbr>2. Write a number line with 3 or 4 digits missing and ask pupils to fill in the missing places.\u003Cbr>3. Write three pairs of numbers and have pupils compare them using \u003C,> or == |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Week 3 | OBJECTIVES\u003Cbr>1. Pupils will be able to identify, write and count up to 60\u003Cbr>2. Pupils will be able to use a number line to chart number sequence and identify missing numbers\u003Cbr>3. Pupils will be able to identify the place value of digits in two-digit numbers\u003Cbr>4. Pupils will be able to use place value to help them compare numbers using \u003C,>and =\u003Cbr> Materials Needed: Slate, chalk, counters (pebbles, bottlecaps, straws, etc.)  |  |  |  |  |\n|  | Monday | Tuesday | Wednesday | Thursday | Friday |\n|  | Review: 1-20\u003Cbr>Teach: 21-30\u003Cbr>Activity: Counting and Matching 4\u003Cbr>Word Problem: Winners and Losers\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-30\u003Cbr>Teach: 31-40\u003Cbr>Activity: Number Sequence 2\u003Cbr>Word Problem: Who is Right\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-40\u003Cbr>Teach: 41-50\u003Cbr>Activity: Comparing Numbers\u003Cbr>Game: All Aboard\u003Cbr>Word Problem: Winners and Losers\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-50\u003Cbr>Teach: 51-60\u003Cbr>Activity: Counting and Matching 1\u003Cbr>Word Problem: Who is Right\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; | Review: 1-60\u003Cbr>Teach: 1-60\u003Cbr>Activity: Number Sequence 3\u003Cbr>Game: Board Races\u003Cbr>Word Problem: Winners and Losers\u003Cbr>Reference:\u003Cbr>1. Teach; pg\u003Cbr>2. Activity;\u003Cbr>3. Word Problem; |\n|  | Assessment (Can be done on slates or in exercise books)\u003Cbr>1. Write three numbers on the board, ask pupils to identify the numbers and draw that number of objects |  |  |  |  |\n\n\n|  | 2. Write a number line with 3 or 4 digits missing and ask pupils to fill in the missing places.\u003Cbr>3. 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