curriculum and assessment policy statement (caps) - Department of ...

Contentt AreaContentClarification / Notes / Activities / ExamplesRecommended ResourcesApproximateDurationSuggested FormAssessmentExample of a Weather Chart12 13 14Weather 15 Chart 161718June2011ContinuedThe four seasons • Introduce the chart showing the four seasonss indicating:(Time)‣‣‣‣In which season we are at presentWhich season has just passed andWhich season is next?Display the picture of the present season linked with the relevantmonths.Four differentseasons on it.cards with a pictureof one of theSeasonsAdjust whenseasons changeSummerAutumnSpringWinterNotes:All new concepts should be presented according to these three stages.• Kinaesthetic stage (experience concepts with body and senses).• Concrete- stage (use 3-Dimensional objects).• Semi-concrete stage (representation of 3-D object on paper e.g. drawings, matching pictures, card games, worksheets etc).8 | Page

Continued‣ At home the learner should be encouraged to fetch all thespoons, or knifes, or forks out of the drawer.Semi-concrete using 2-D shapesShow the learners a picture and ask questions related to the picture.Examples:‣ “What is the little girl holding in her hand?”‣ “How many people are in the boat?” etc.A large picture to discuss (poster)Symmetry in selfwith focus on “one side/ theother side’’ leading to left andright• Develop the awareness that one’s body has two sidesKinaestheticEmphasize the concepts of “one side/the other side”Let the learners:‣ The teacher talks to the learners about the front of the bodyand the back of the body as well as the top and the bottom ofthe body.‣ Look at themselves in a mirror in which they can see theirwhole body.‣ Identify which of their body parts on the one side are also onthe other side of their body.‣ Touch parts of their bodies as required e.g. “Touch your toes,touch your feet, touch your legs” .Learners can also do thisexercise with their eyes closed.‣ Touch one part of his/her body with another part e.g. “Touchyour knee with your nose etc”Concrete using 3-D objects‣ Use the split pin figure /mannequin to demonstrate the twosides of the body that move independently.‣ Build puzzles with a body image picture on them.LearnersLong length mirrorThe teacher can make the split pinfigure/mannequin from hard cardboard1 dayPatterns and Functions Create own patterns • Create own patterns1 dayKinaestheticLet the learners create a pattern using:‣ Their bodies e.g. boy, girl, boy........‣ Sit, stand, sit ...Concrete using 3-D objects‣ Box, block, box......‣ Peg, counter, peg.....Semi –concrete using 2-D shapes‣ Their thumbs to print a colour border with paint e.g. blue, red,blue ......... along the top edge of their papers.Measurement Days of a week Teacher teaches learners a song or a rhyme about the days of the week.Repeat every day as weather chart is discussed.LearnersBoxes and blocksBlue and red paint or any other coloursyou have available.Song: Days of the week Continued10 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedKinaestheticThe teacher explains the two sides of one’s body.Let the learners:‣ Stand on one leg and then stand on the other leg.‣ Move rhythmically to the beat of the shaker to the one sideof the classroom. When the shaker stops, the learnersmove to the other side of the classroom.Concrete using 3-D objectsEach learner is given a beanbag.Let the learners:‣ Put the beanbag on the floor next to them.‣ Move the beanbag to the other side of their bodies usingtheir toes, hand etc.‣ Put the beanbag on the floor on the one side of their bodiesand then move it to the other side.Shaker can be homemade – a container with alid, filled with small stones.A beanbag for each learnerApproximateDurationSuggested FormalAssessmentRecognise and exploreobjects that roll• Introduce objects that rollColour • Introduce the colour blue‣ Discuss the “roundness” of objects. Put several objects withround sides in a “feely bag” (a cloth bag). Learners put theirhands into the bag, take an object from it and describe it`sroundness.‣ Learners demonstrate how various objects roll down a sloperaising the table with two bricks.“Feely bag” (A cloth bag with elastic at the top)Inside the bag are:Different sizes of balls, marbles, cylinders,empty cold drink tins, round plastic shapes orbottle tops plastic shape1 day1 dayPosition in space“on and under”‣ Recognise and identify the colour red in learner’s clothing.‣ Play “tippy, tippy touch I see”... blue. All learners run andtouch something blue.‣ Recognise and identify blue objects in the classroom.‣ Put different coloured objects on a table. Let learnersidentify the blue objects individually.‣ Recognise and identify 3-D objects in the environment thatare blue.‣ Recognise and identify the colour blue in pictures.‣ Without actually seeing the object, name a blue object inyour bedroom. Describe it.‣ Use the colour blue during creative art.Develop the concept of “on/ under”Kinaesthetic‣ Learners each sit on their own chair.‣ Learners listen to the teachers` instructions and follow whilstperforming actions e.g. sit on your chair, lie under yourchair.‣ Stand on top of your chair. Sit under the table etc.A variety of coloured objects in classroom andenvironmentPictures with the colour blue in themChair for each learner1 day12 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSemi-concrete using 2-D shapesThe teacher provides the learners with a variety of pictures where theconcept of “on” and “under” is illustrated e.g. a person sitting on ahorse, a baby lying under a blanket etc.Let the learners:‣ Identify the concepts of “on” and “under” from the pictures.Pictures illustrating “on” and “under” conceptsApproximateDurationContinuedSuggested FormalAssessmentPatterns and Functions Copy patterns • Copy patterns using two objects1 dayKinaestheticThe teacher ties a red ribbon and a blue ribbon on four learner’sarms. She creates a pattern by placing a learner with a red ribbon infront of the classroom, then a learner with a blue ribbon. Let thelearners complete the pattern.Concrete using 3-D objectsThe teacher designs a pattern with 3 blue and 3 red bottle tops.Let the learners:‣ Copy the teachers’ pattern.‣ Create their own pattern with the bottle tops.The teacher uses blue and red plastic geometric shapes to pack outa pattern in front of the learners on the carpet.‣ Let the learners copy the pattern.Red and blue ribbonsRed and blue bottle tops for each learnerRed plastic geometric shapes13 | P age

WEEK 6Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of the number 2 • Introduce the meaning of the number 2Count everyday objects up to 2.Count forwards.Reinforce concepts of “many” and “few”.Clap hands many times...STOP.Clap hands fewer times. The teacher claps up to 2 times.KinaestheticLet the learners:‣ Call 2 learners to the front. Count them‣ Count 2 chairs, tables etc.‣ Identify pairs of body parts such as eyes, ears, hands, legs, feet,knees, shoulders etc.‣ Do body percussion e.g. clap hands twice, nod their heads twice,tap on floor twice or jump twice etc.‣ Hold up 2 fingers, 2 hands, 2 feet.Concrete using 3-D objectsLet the learners:‣ Identify two of the same objects in the classroom e.g. two shoes,two crayons etc.Two pictures of birds for countingsong -“Two little Dickey birds”Learner’s bodiesFlash cards match real objects inclassroom.Approximate Suggested FormalDuration Assessment1 day By the end of week 6,assess and record whetherlearners can:Recognise the numbersymbol and number namefor the number 2.Link the same number ofobjects to the number ofdots and pictures.Identify and create apattern on a kinaesthetic,concrete and semi-concretelevel.Understand the concept‘’foreground andbackground’’.Identify symmetry in self.Semi-concrete using 2-D shapesLet the learners:‣ Match picture cards with 2 pictures on them with two cards withtwo dots on them.‣ Show flash cards with a picture of selected number of items on ite.g. a pair of shoes, two crayons etc.‣ Make number puzzles and allow learners to match them e.g.Number flash cards with two objects.Pictureof 2objectsObjects in class and environment.Identify the colour blue.Show an awareness of thedays of the week.2 two14 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesPatterns and Functions Creates own patterns • Learners create their own patternsApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objectsLet the learners:‣ Find patterns in their clothes, class and environment.‣ Copy pattern with objects e.g. one leaf one stick; one leaf onestick;........‣ Use blue and red round plastic shapes to create a pattern.‣ Apply a pattern during art activities by using red and blue paintwith bottle tops.Learner`s clothes e.g shoe, sock (onlytwo object patterns)Objects from the environment e.g.leaves and sticksPattern with concrete red and blueplastic shapes,Semi-concrete:‣ Provide the learners with picture cards.‣ Let the learners create their own patterns with the picture cards. Picture cardsShape and Space Position in space • Reinforce the concepts “on and under”‣ Refer to week 5‣ Each learner sits on a chair.‣ Learners demonstrate on top and under by following thecommands of the teacher e.g. sit on the box, lie under the box.‣ Take the learners outside and let them demonstrate the conceptsof “on’, “under”, and “on top” by showing their own initiative.LearnersBox15 | P age

WEEK 7Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsRecognise the number symboland the number name• Recognise and identify the number symbol and the number namethat involve the number 2ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to the number 2.Count forwards and backwards up to 2.Number songs and rhymesReinforce concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 2.KinaestheticLet the learners:‣ Bounce a ball once, in other words 1 time.‣ Bounce a ball twice, in other words 2 times.Concrete using 3-D objectsLet the learners:‣ Pick up one counter.‣ Pick up two counters.Semi – concrete using 2-D shapesLet the learners:‣ Identify picture flash and link them with the same number ofobjects‣ Identify flash cards marked with two dots and link them with thesame number of objects.‣ Identify the number symbol and number name flash cards andlink them to the same number of counters.‣ Identify the number symbol 2 on pictures provided by the teacher.BallsCountersFlash card with two pictures, dots,number symbol and number namePictureof 2objectsCountersPictures on which the number symbol 2appears2 twoDevelop the concepts “morethan”, “less than” and “equalto” (fewer than)• Order and compare collections of objects using “more than, lessthan” and “equal to”Count everyday objects up to the number 2.Number songs and rhymes1 dayReinforce concepts of “many” and “few”Clap your hands many times ...STOPClap your hands fewer times. The teacher claps up to 3 times.16 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedConcrete using 3-D objects‣ The teacher places 2 objects, e.g. blocks in a row on a table. Shegives two learners each a block. Ask the leaner to match each oftheir blocks with her blocks. “Now we each have 2 blocks. Wehave the same number of blocks”.BlocksApproximateDurationSuggested FormalAssessmentTeacher makes four strings of beads.Place 3 beads on the first string, 2 beads on the second string, one bead onthe third string and 3 beads on the fourth string.Four strings with a different number ofbeads.Story sums that involve thenumber 2 (Number bonds)AdditionSubtractionLet learners identify:‣ Which string has the least beads?‣ Which strings of beads have the same number of beads?‣ Which string of beads has 1 more than the string with 2 beads?‣ Which string of beads has one less than the string with 3 beads?• Use counters and orally solve problems that involve the number 2KinaestheticExamples1. Teacher calls 1 learner to the front. Learners count him/her.Teacher calls another 1 and asks: How many learnersaltogether?”1 and 1 → 2. (The teacher says: 1 and 1 makes 2)2. Teacher packs out 1 chair. Add 1 more. How many chairs arethere now? 1 and 1 → 2.3. Teacher holds up 2 fingers. And says: “Count my fingers. If I hideone finger, how many fingers can you see? 2 take away 1 → 1.4. Teacher holds up 2 fingers. And says: “Count my fingers. If I don’ttake away any fingers, how many fingers can you see? 2 takeaway 0 → 2.Concrete using 3-D objectsExamples:1. If you have one cookie and mommy gives you another one, howmany cookies will you have?2. Teacher has two counters in one hand and no counters in theother hand. How many counters does she have altogether?3. Cay has 2 balls and 1 ball hops away. How many balls does Cayhave left?4. If you have 2 blocks and you give 1 block to a friend, how manyblocks will each of you have?Number songs and rhymes 1 dayCounters (if you don’t have cookies)CountersBallsBlocks17 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesPatterns andFunctionsCopy patterns • Copy patterns using two objectsKinaestheticLet the learners:‣ Work in groups and copy a given pattern e.g. learner, chair,learner …….‣ Two learners, one chair, two learners …..LearnersChairsApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objectsThe teacher creates a pattern using counters and bottle tops e.g. counter,counter, bottle top, counter, counter,………‣ Let the learners copy the pattern.Space and Shape Sort and compare 3-D objects • Sort 3-D objects which differ in size according to sizesCountersBottle topsBuilding blocks and balls of different sizes 1 day‣ Learners sort and compare different objects according to size.Develop an understanding ofsymmetry in self (own body)Develop the awareness of symmetry in self (own body)Kinaesthetic‣ Let the learners name their body parts and sing any action songabout the body.‣ The teacher demonstrates to the learners the concept of symmetry byhanging a rope in front of a learner.‣ Learners should imagine that their bodies are divided into two sides.Song: “Head and shoulders, knees andtoes”A single rope to demonstrateLearner`s own bodies1 dayThe teacher talks to the learners about the concept that the body consists oftwo halves. The same body parts found on the one side of the body are alsoon the other side.Spatial Relationships • Introduce the concepts “up and down”1 dayKinaestheticLet the learners:‣ Demonstrate “up” and “down” by moving their bodies up anddown on instruction of the teacher.‣ Climb up two steps while counting the number of steps.‣ Climb down the two steps while counting.‣ Climb “up” and “down” on equipment outside.‣ Climb “up” and “down” a rope climbing ladder if the school hasone.Sing song , ”Oh the grand old duke ofYork”Make use of the stairs at the schoolJungle gym (climbing equipmentRope climbing ladder18 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSemi-concrete using 2-D shapesThe teacher provides the learners with a variety of pictures where theconcept of “up” and “down” is illustrated e.g. a person climbing up amountain, an air balloon going “up’ into the air and coming “down” etc.Let the learners:Identify the concepts of “up” and “down” from the pictures.Pictures illustrating “up” and “down”ApproximateDurationSuggested FormalAssessment19 | P age

WEEK 8Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumber 3• Introduce the meaning of the number 3Count everyday objects up to number 3.Count forwards and backwards up to 3.Reinforce the concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 3 times.Number songs and rhymes.ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Let learners form groups of three.‣ Ask learners whose family consists of only 3 members.‣ Learners stand in a row; Teacher asks ‘’who’s third in the row?’’Learners themselves.CountersConcrete using 3-D objects:Let the learners:‣ Identify 3 objects in the classroom.‣ Hold up 3 fingers.‣ Place 3 objects on the table. Individual learners come to the tableand count each object. The learner touches each object ashe/she counts. Repeat with other objects.Semi-concrete using 2-D shapes:‣ Show the picture card of 3 objects. The learners count out thecorresponding number of counters.‣ Do the same with the dot cards.‣ The learner matches the dot card with the picture cards.Picture flash cardsDot flash cardsCountersPictureof 3objectsRecognise the numbersymbol and the numbername• Recognise and identify the number symbol and the number namethat involves the number 3Count everyday objects up to number 3.Count forwards and backwards up to 3.Reinforce concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 3 times.1 day20 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinued Semi-concrete using 2-D shapesLet the learners:‣ Identify flash cards with different numbers of pictures on them.‣ Identify flash card with the number symbol 3.‣ Link the number symbol 3 with the number of objects and thenumber of dots.Pictureof 3objectsDifferent flash cards with a different number ofpictures on each.Flash card with the number symbol 3Flash card marked with 3 dots33ApproximateDurationSuggested FormalAssessmentAdd and subtractnumbers with answersup to 3 (Number bonds)AdditionSubtraction• Orally solve addition and subtraction problems that involve thenumbers 1 to 3Count everyday objects up to number 3.Count forwards and backwards up to 3.KinaestheticExamples1. Teacher calls 2 learners to the front. Learners count them.Teacher calls another 1 and asks: How many learnersaltogether?” 2 and 1 → 3. (The teacher says: 2 and 1 makes 3)2. Teacher packs out 3 chairs. She doesn’t add any more. Howmany chairs are there now? 3 and 0→ 3.3. Teacher packs out 3 chairs. She takes away 1. How many chairsare there now? 3 and 1→ 2.4. Teacher calls 3 learners to the front. Count them .She send s 2learners back. How many learners are left? 3 take away 2→1Number songs and rhymes.Chairs1 dayConcrete using 3-D objectsExamples:1. Anne has 2 oranges and Peter gives her another 1. How manyoranges does Anne have now? 2 and 1→3 (The teacher says: 2and 1 gives you 3).2. There is 1 branch on the tree and another 2 branches grow. Howmany branches are on the tree now? 1 and 2→3.CountersExamples:1. A monkey has 3 bananas and eats 1. How many bananas doeshe have left? 3 take away 2→1.2. There are 2 juicy apples on an apple tree. 1 apple falls off. Howmany apples are left on the tree? 2 take away 1 is →1.Patterns andFunctionsCreate own patterns • Create own patternsLet the learners create their own patterns using two objects e.g.‣ One crayon, one pritt, one crayon ….‣ Two crayons, one pritt, two crayons, one pritt …..CrayonsPrittAny other objects1 day21 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSpace and ShapeRecognise and exploreobjects that roll• Introduce objects that rollLet the learners play with plastic bottles, tins, balls, an orange, etc. andexplore the possibilities that they can roll.ApproximateDuration1 daySuggested FormalAssessmentDevelop a sense ofdirectionThe teacher asks:‣ Which blocks in the block corner can roll?‣ Blocks cannot roll because they only have straight sides.‣ Roll different objects and see which can roll and which can’t.‣ Learners should then realise that objects that are round can roll.• Develop a sense of direction by introducing both the concepts “atthe front/at the back” and “forward/backward”Plastic bottlesBlocksTins, plastic cups, toilet paper rolls, candles, anorange, balls etc1 dayKinaestheticLet the learners:Follow directions of the teacher (alone and/or as a member of a group) andmove or position themselves within the classroom e.g.‣ Stand “at the front “of the classroom.‣ Stand “at the back” of the classroom.‣ Walk forward and back.‣ Crawl forward and back.‣ Jump forward and back.LearnersThe teacher draws a pattern on the floor with chalk or on the ground e.g.Drawn on the ground.orLet the learners:‣ Walk and/or crawl on the lines of the pattern.‣ Put a piece of red paper on the corners to represent a trafficlight. When learners get to the corners they have to turn theirwhole body in order to get the sensation of direction.Red paper.Concrete using 3-D objectsLet the learners:‣ Make a road with the building blocks.‣ Push a toy car forwards and backwards on the “road” of buildingblocks.‣ Push a toy car by turning to the one side and turning to the otherside on the “road” of building blocks.Building blocks22 | P age

WEEK 9:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumbers 1, 2 and 3Story sums that involvethe number 3(Number bonds)Addition• Reinforce the knowledge gained that involves the numbers 1, 2and 3Count everyday objects up to number 3.Count forwards and backwards up to 3.Reinforce concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 3 times.KinaestheticLearners explore:‣ 1 Body part used for smelling e.g. the nose.‣ 2 body parts that can blink e.g. the eyes.‣ Play music and let learners in the class form groups of 3 whenthe music stops.Concrete 3-D using objectsLet the learners:‣ Find 3 objects in the class that are red.‣ Make a number 1, 2 and 3 with clay.‣ Find 2 learners in the class wearing the same colour.• Orally solve and explain solutions to problems that involve thenumber 3Count everyday objects up to number 3.Count forwards and backwards up to 3.KinaestheticExamples:1. The teacher calls 2 learners to the carpet then calls one morelearner. How many learners did teacher call to the carpet?Teacher says: 2 and 1 gives you 3.Number songs and rhymes.Learner’s bodies.MusicRed objects.ClayLearnersApproximateDurationSuggested FormalAssessment1 day By the end of week 9,assess and recordwhether learners can:Recognise thenumber symbol andnumber name for thenumber 3.Link the same numberof objects to thenumber of dots andpictures (semiconcretely).Identify and create apattern on akinaesthetic, concreteand semi-concretelevel.Identify ‘’foregroundand background’’perception.Identify symmetry inself.Identify the colourblue.Show an awarenessof the days of theweek.AdditionConcrete using 3-D objectsExamples:1. The teacher puts 3 counters on the table. She takes away 2counters. How many counters are left on the table? Teachersays 3 take away 1 gives you 2.Counters23 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSpace and ShapeSubtractionRecognise, identify andname a circle2. Pat has 2 cats and gets another 1 cat from Busi. How manycats does Pat have altogether? 1 and 2→3 (Teacher says 1and 2 gives you 3.3. If 1 cat has 1 tail, how many tails will three cats havealtogether? 1 and 1 and 1→3• Introduce a circleCount everyday objects up to number 3.Count forwards and backwards up to 3.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentKinaestheticLet the learners:‣ Hold hands and form a circle.‣ Walk around in the circle while singing the ‘’Mulberry bush”song.‣ Sit down in the circle and pass an object from one to the otherwhile singing “hot potato pass it on”. The learner still having theobject when the song stops must go and sit in the centre of thecircle.Concrete using 3-D objects‣ The teacher and the learners sit in a circle.‣ The teacher holds a box covered with a blanket.‣ The box contains objects that are different in shape in size.‣ Learners must touch the objects and describe and name theobject that they touch.Song, “Here we go round the Mulberry bush”.Game, ‘hot potato, pass it on”.BoxBlanket3- D objects e.g. balls, blocks, beadsRecognise, identify andname 3-D objectsConcrete 3-D using objectsThe above activity can be extended by grouping the objects that are thesame together.‣ Let learners feel all the 3-D objects that are round.3- D objects e.g. balls, blocks, beads1 day24 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesMeasurementHeight Chart(Length)• Introduce the concept of lengthKinaesthetic‣ The teacher calls up 4 learners and asks the class to help her toarrange them from tallest to shortest.‣ Let learners arrange themselves in their groups from tallest toshortest.‣ One learner stands with his/her back against the wall while theother members of his/her group measure his/her height usingtheir hands.LearnersHeight ChartAbby 6 handsSipho 5 handsApproximateDuration1 daySuggested FormalAssessment(Compare and order)Concrete 3-D using objectsTeacher puts a variety of objects on each group’s table.‣ Learners must arrange the objects from longest to shortest.Note: The learners should be able to at least complete a 6-piece puzzle at the end of term 1.Height Chart‣ The teacher has a height chart ready against the wall to ploteach learner’s height.‣ Use learners’ symbol cards for them to be able to determinetheir own height.WEEK 10Use week 20 to make sure you attend to conceptual weaknesses and/or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers & NumberOperationsDaily Routines • Demonstrate and understand the different routine activities.The meaning of the numbers 1 to 3 • Identify and understand the meaning of the numbers 1 to 3.• Recognise the number symbol and number name that involve the numbers 1 to 3.• Ability to link the same number of objects to the number of pictures and dots.Use numbers in contexts • Use and apply numbers 1 to 3 in familiar contexts.‘’More than, less than and equal to” • Understands to order and compare collections of objects using “more than/less than and equal to” that involve the numbers 1 to 3.Addition and subtraction • Solve addition and subtraction problems using story sums and counters/objects with answers up to 3.Patterns andFunctionsCreate and copy patterns • Identify class symbol, learner’s own symbol and class name.• Demonstrate the ability to create and copy patterns.25 | P age

Content Area Content Suggested Formal AssessmentSpace and Shape Spatial Relationships • Gain knowledge of “foreground and background’’ perception.• Understand the concepts of “on/ under “and “up/ down”.SymmetryGain knowledge of symmetry in:• Self• At the front and at the back.• “One side/other side’’.Colour • Recognise and identify colours blue and red.3-D Objects • Sort 3-D objects according to size.Objects that roll • Recognise objects that roll andGeometric Shapes • Recognise, identify and name a circle.MeasurementBirthday ChartWeather Chart• Demonstrate an awareness of activities of events through a day.• Demonstrate an awareness of days of the week.• Observations of weather conditions.Seasons ChartHeight Chart• Demonstrate an awareness of the four seasons.• Demonstrate an awareness of tall and short.Data Handling • Only dealt with in fourth term.26 | P age

WEEK 11Mathematics Grade RTERM TWOSuggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumbers 1, 2 and 3• Reinforce the knowledge gained involving the numbers 1, 2 and3 in term 11 dayCount everyday objects up to 3.Count forwards and backwards up to 3.Number songs and rhymesReinforce concepts of “many” and “few”.Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 3 times.KinaestheticEncourage learners to discover:‣ 1 body part that can move up or down, to one side or the otherside on its own e.g. the tongue.‣ 2 body parts that are used for jumping e.g. legs.Learners’ bodies.Singing and acting out a song e.g. ‘there were three inthe bed and .....’Counting rhyme e.g. “One two, buckle my shoe”.Concrete using 3-D objectsLet learners develop number sense by:‣ Using 3 blocks to build a tower.Finding 3 objects in the class that are red.BlocksRed objectsRecognise the numbersymbols and numbernames• Recognise and identify the number symbol and the numbername that involve the number 3Count everyday objects up to 3Count forwards and backwards up to 3.Reinforce concepts of “many” and “few”,Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 3 times,1 dayLet the learners:‣ Link number names to number symbols and the number ofobjects.Pictureof 3objectsNumber cards with number namesNumber cards with number symbols3-D objects3 three27 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentUse the numbers 1, 2and 3 in context• Use numbers 1, 2 and 3 in familiar contextsCount everyday objects up to 3,Count forwards and backwards up to 3.Number songs and rhymes1 dayReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 3 times.Shape and SpaceDevelop the concepts“more than”,“less than” and“equal to” (fewer than)ColourSemi-concrete using 2-D shapesLet the learners:‣ Look for pictures of the number 1 and paste the pictures onpaper.Match the number of objects to the number of dots on a flash card.‣ Order and compare collections of objects using ‘’more than, lessthan’’ and “equal to’’ up to number 3‣ Teacher whispers to each group asking them to make a groupof 3 or 2 or 1 objects.‣ Learners must identify which group has more than 1 object.‣ Which group has less than 3 objects?‣ Which group has the same number of objects?• Introduce the colour yellowMagazines, AdvertsFlash cards with dotsStringObjects1 dayMake use of a variety of resources to give you ideas ofhow to apply different strategies.Learners 1 dayKinaesthetic‣ Identify learners in the class who are wearing yellow clothes.(Compare and sort)Concrete using 3-D objects‣ Identify which objects in the class that are yellow.‣ Find all the books in the book corner that have the colour yellowon the cover.Yellow objectsYellow booksMeasurementSequence of events inone daySemi - concrete using 2-D shapes‣ Let the learners draw a picture using only yellow crayons.‣ Let learners name all the items that we eat that are yellow e.g.butter, cake etc.Look for pictures in magazines that are yellow.Develop an awareness of what the learner does from the time he/shewakes up until going to school.Yellow crayonsMagazinesCards with pictures showing the sequence of events fromwaking up until going to school e.g.1 day1. Learner getting out of bed.2. Learner brushing teeth.3. Learner eating breakfast, etc.Puzzles that show the sequence of events.28 | P age

WEEK 12Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumber 4• Introduce the meaning of the number 4Count everyday objects up to 4.Counts forwards and backwards up to 4.Counting rhymes and songsLearners’ bodies1 dayReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.KinaestheticWhat does the number four make you think of?Car - four wheelsChair - four legsDog - four pawsTable - four legsLet the learners:‣ Nod their heads 4 times.‣ Make the number 4 using their bodies.Concrete using 3-D objectsLet the learners:‣ Make a number 4 with play dough.‣ Find 4 friends who are wearing shoes.‣ Find 4 objects that are round.Semi-concrete using 2-D shapesLet the learners:‣ Look for 4 pictures and paste the pictures on paper.‣ Match the number of objects to the number of dots on a flashcard.Identify the flash card with four dots.Play doughObjects that are roundContinuedPictureof 4objectsUse the number 4 incontext• Use the number 4 in familiar contextTo develop memory, encourage learners to memorise their house numberand addressLearners’ home addresses1 day‣ Play games such as whose house number is more than 4?‣ If your house number has a 3 in it, clap 3 times.Learners29 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentSpace and ShapeRecognise, identify andname a circle‣ Find a friend in the class who has the same house number asyou.• Reinforce the circleKinaestheticLet the learners:‣ Make a circle using their fingers.‣ Make a circle using both hands.‣ Sit on a carpet, forming a circle while holding hands.‣ Walk on a big circle, made with string, on the carpet.LearnersString1 dayDevelop the concept of“big and small”Concrete using 3-D objectsLet the learners:‣ Find round objects in the classroom.• Introduce the concept of ‘’big and small”Kinaesthetic‣ Learners experience the concept big and small by curling theirbodies to make themselves as small as possible and thenstretching out as much as possible.Soccer ball, tennis ball, golf ball, apple, orange, hoolahoops,etcLearners1 dayConcrete using 3-D objects‣ Make big and small balls with play-dough.‣ Collect and sort big and small objects into groups.‣ Find big and small objects in the classroom.Play-doughBig and small objectsSemi – concrete using 2-D shapesApply the concept ‘big and small’ during art activities by:Looking for pictures of big and small objects and cutting them out.Magazines, newspaper, advertisements, scissorsColour(Compare and sort)• Introduce the colour green‣ Identify objects in the environment which are green.‣ Identify learners who are wearing green clothes.‣ Teacher poses the problem that she has no green paint. Sheasks the learners how they will get hold of green paint, whenthey need to paint the grass on their pictures.‣ Allow learners to come up with solutions and then explain tothem how they can make their own green paint.Leaves, plants, etcEgg boxes to mix paintBlue and yellow paint1 dayWEEK 13:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)30 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumber 4• Extend the knowledge gained of the meaning of the number 4Count everyday objects up to 4.Count forwards and backwards up to 4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.Number songs and rhymesApproximateDurationSuggested FormalAssessment1 day By the end of week 13,assess and recordwhether learners can:Recognise the numbersymbol and numbername for the numbers1, 2, 3 and 4.Use the number 4 incontextKinaestheticLet the learners:‣ Trace the number 4 in the air using their finger.‣ Sing song e.g. ‘Four green bottles hanging on the wall....’‣ Turn around 4 times.Concrete using 3-D objectsLet the learners develop number sense by:‣ Drawing the number 4 in sand.‣ Finding 4 3-D objects that can roll.Building puzzles with 4 pieces.• Use the number 4 in familiar contextCount everyday objects up to 4.Count forwards and backwards up to 4.Flat baking tray/box with sand3-D objects that can roll4-Piece PuzzleNumber songs and rhymes1 dayLink the same numberof objects to the numberof dots and pictures(Semi-concretely).Order and compare acollection of objectsaccording to the numberrange 4.Orally solve and explainsolutions to problemsthat involve the number4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 4 times.Semi-concrete using 2-D shapes‣ Show learners a flash card with four dots.Identify the flash card with four pictures on.Flash card with four dotsPictureof 4objectIdentify the colours,yellow and green.Recognise, identify andname a circle.Distinguish between bigand small.Recognise the numbersymbol and the numbername• Identify the number 4Count everyday objects up to 4.Count forwards and backwards up to 4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.Number songs and rhymes1 dayRecognise and name abox.Sort according tocolours red, blue, yellowand green.Show an awareness ofday and night.31 | P age

Space and shapeStory sums that involvethe number 4(Number bonds)AdditionSubtractionDevelop the concepts“more than”,“less than” and“equal to”(fewer than)Recognise, identify andname 3-D objectsSemi-concrete using 2-Dshapes‣ Show learners the flash card with the number symbol 4.‣ Identify the number name on number flash card.Link the number name to the same number of objects.• Orally solve and explain solutions to problems involving thenumber 4Examples:1. Teacher gives you 2 blocks and you already have 2 blocks.How many do you now have altogether?2. If you have 2 blue circles and 2 red circles, how many circlesdoyou have all together?3. Sipho has 4 crayons and Joy has 1 crayon. Who has morecrayons?4. If Jody has 4 dolls and she lost 1, howmany dolls will she haveleft?• Order and comparecollections of objects using ‘’more than, lessthan’’ and “equal to’’ up to number 4‣ The teacher provides each group withwool or string to maketheir own collection using buttons.‣ Each group must make three circles.‣ Each circle must have a different number of buttons.‣ Group members must identify which circle has more buttonsthan the other.‣ Which circle has less buttons than theother?‣ Which circle has the same number asobjects as the other?• Explore the shapess and sizes of boxesKinaestheticLetthe learners:‣ Climb into and out of a big cardboard box.‣ Explore the inside of the box by communicating what they seeinside the box e.g. the box has a floor/ bottom, four sides /walls and a lid.4Flash card withnumber symbolFlash card withnumber name four3-D objectsWool /stringButtonsfourBlocksCrayonsBlue and red circlesDolls1 day1 day1 dayIdentify and sort 3-Dobjects according tocoloursConcrete using 3-D objects‣ Use boxes to build structures e.g. a house, a garage, etc.• Identify and sort counters according to the colours red, blue,yellow, and green‣ The teacher provides learners with counters and a sorting tray.‣ Let learners sort counters according to different colours.A big box and a variety of other smaller boxesSorting tray or small containers for sortingRed, blue, yellow and green counters1 dayMeasurementDay and night/light anddark• Introduce both the concepts “day /night” and ”light /dark’’Kinaesthetic‣ Experience darkness by sitting under the table which has beencovered with a blanket.‣ Darken classroom by closing curtainsandTables and blanketsPoster of day and night1 day32 | Page

Continuedswitching off the light.‣ Learners talk about their experiences when the classroom wasdark and whenit was light.‣ Talk about activities which take place during the day and atnight.Semi-concrete using 2-Dshapes‣ The teacher prepares a poster of the sun and the moon andpictures showing what happened during the day and night time.‣ Learners must place their pictures under the sun and the moon.Pictures of day-time and night -time activitiesWEEK 14:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content AreaNumbers &NumberOperationsContentThe meaning of numbers 1,2, 3 and 4Clarification / Notes/ Activities / Examples• Reinforce the knowledge gained involving the numbers 1, 2, 3 and 4.Count everyday objects up to 4.Count forwards and backwards up to 4.Recommended ResourcesNumber songs and rhymesApproximateDuration1 daySuggested FormaAssessmentReinforce concepts of “ many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.LearnersKinaestheticLetthe learners:‣ Trace the number 1 in the air using their finger.‣ Learners touchtheir head 2 times.‣ Shake hands with 4 different learners.Tray/Boxwith sandConcrete using 3-D objectsLetthe learners:‣ Draw the number 1 in sand.‣ Find 3 of the same objects.‣ Jump on the spot 2 times.Build puzzles with 4-pieces.ObjectsLearners4-Piece PuzzlesUse numberscontextsin familiar• Recognise and identify South African coinsMake the learners aware of the different animal and plant pictures on each coin.This concept can be applied in the Life Skills corner where learners canplayshop.Through play learners areexposed to the different coins.5c,10c,20c,50c,R1,00,R2,00 and R5,00 coins (playmoney orreal money)1 day33 | Page

Content Area Content Clarification / Notes/ Activities / ExamplesRecommended ResourcesApproximateDuration1 daySuggested FormalAssessmentContinuedAdd and subtract thenumbers with answers up to4 (Number bonds)• Orally solve addition and subtraction problems that involve thenumbers from 1 to 4Count everyday objects up to 4.Count forwards and backwards up to 4.Number songs and rhymesReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.AdditionSubtractionKinaestheticExamples1. Teacher calls 1 learner to the front of the classroom. She then callsanother 3 learners. How many learners has she called altogether?2. Teacher packs out 3 counters. She adds another 1. How manycounters are on the table?3. 4 Learners stand in the front of the classroom. Teacher asks 1learner to sit down. How many learners are in the front of theclassroom now?4. Aidon has 4 pencils. He gives Justin 2 pencils. How many pencilsdoes Aidon have left?LearnersCountersPencilsMake use of a variety of resources to give you ideasof how to apply different strategies.ContinuedDevelop the concepts “morethan”,“less than” and“equal to”(fewer than)‣ Order and compare collections of objects using ‘’more than, lessthan’’ and “equal to’’ up to number 4‣ The teacher provides each member of the group with a certainnumber of crayons.‣ Group members must identify which learner has more crayons thanthe other learners.‣ Which learner has fewer crayons than the other learners?‣ Which learners have the same number of crayons?Crayons1 dayPatterns andFunctionsCopy patterns with coins • Develop an awareness of similarities and differences between coinse.g. sizes and coloursTeacher sets up a pattern using “ play money” e.g. 5c, 5c, 5c, 10c, 10c,10c,20c,20c, 20c‣ Let the learners copy the pattern.Play money or real money (5c,10c,20c) 1 day34 | P age

WEEK 15:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended Resources ApproximateDurationNumbers & The meaning of the • Reinforce the knowledge gained that involves the numbers 1, 2, 3 and 4.1 dayNumber numbers 1, 2, 3 and 4OperationsCount everyday objects up to 4.Count forwards and backwards up to 4.Number songs and rhymesSuggested FormalAssessmentReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.KinaestheticThe teacher holds up number card with the number symbol 3 and says to learners:‣ I need so many boys.‣ Holding up the number 2 saying, I need so many girls.‣ Form groups of (holding up a number 2).Number symbol card 33Mental MathsThe teacher holds up the number card 3 and asks learners:‣ Which number is this?‣ Which number comes before the number 3?‣ Which number comes after the number 3?‣ Can you show me a picture card that has the same number as thenumber of dots on this card?Concrete using 3-D objects‣ Let the learners put 1, 2, 3 or 4 beads in front of them.‣ Ask learners to show how many beads they have by matching theirnumber of beads with the same number flashcard e.g. 4 beads withnumber symbol 4.‣ Let them find a learner who has the same number of beads.Beads35 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended Resources ApproximateDurationSemi – concrete using 2-D shapesFlash card of numbers 1,2,3 and 4ContinuedContinuedThe teacher holds up the dot number card of the number 2 and asks learners: Flash cards with dots‣ How many dots are on this card?‣ Which number do these dots represent?‣ Which number comes after this number?1‣ To draw the same number of dots on their papers.Suggested FormalAssessment234Add and subtract thenumbers with answers upto 4 (Number bonds)Addition and SubtractionDevelop the concepts“more than”,“less than” and“equal to” (fewer than)• Orally solve addition and subtraction problems that involve the numbers1 to 4Examples:1. Lindiwe’s dad has a car. How many wheels does his car have?2. If 1 wheel is flat and taken off the car, how many wheels are left?3. A hen has 4 chicks. Two of the chicks get lost. How many chicks are stillwith the hen?4. The mother hen finds her two lost chicks. How many chicks does shehave now?‣ Order and compare collections of objects using ‘’more than, less than’’and “equal to’’ up to number 4KinaestheticTeacher places various objects on a table for example, 2 crayons, 4 of the sameblocks, 3 tins, 2 books.CountersMake use of a variety of resources to give you ideasof how to apply different strategiesCrayons, blocks, tins, books.1 day1 dayLet the learners:‣ Count the number of crayons and the tins. Are there more crayons ormore tins?‣ Count the number of blocks and the books. Are there fewer blocks thanbooks? Are there more blocks than books?‣ Count the books and the crayons. Are there an equal number of objectsor not?36 | P age

Content AreaContentClarification / Notes / Activities / ExamplesConcrete using 3-D objectsLet the learners sit on the carpet and provide each learner with a number ofcounters. Learners should each have a different number of counters.Let the learners put the counters out in front of them. The teacher asks thelearners:‣ Who has the most counters?‣ Who has the least counters?‣ Which learners have the same number of counters?CountersRecommended ResourcesApproximateDurationSuggested FormaAssessmentShape andSpaceMake and complete own 4-piece puzzleThis activity can be integrated with an art activity. Teacher takes learners’drawingsand draws four lines on the back. Learners must cut on the lines and should havefour pieces. They must put the four pieces togetherto build their own puzzle.Learners own drawings1 dayMeasurementRecognise andexploreobjects that slideSequence events withinone day• Introduce objects that can slide‣ Provide learners with a variety of different shapes and sizes ofblocks,boxes, balls, etc. and‣ Allow learners to experiment through play by seeing which objects canslide and which objects can roll.‣ The learners can use the slide in the playground or the teacher can usea table to make a slope by placing 2 blocks underneath it.‣ Can any of the objects slide upwards?‣ Which objects slide downwards?‣ Why are these objects able to slide?• Develop an awareness of what happens between suppertime andbedtime.BlocksBallsBoxesSlide / Table with blocks1 day1 dayLet the learners:‣ Talk about what they do after they havehad supper.‣ Talk about what happens at home after suppertime.Pictures that show what happens from suppertime tobedtime.The teacher asks:‣ ‘’Do you come to school in the morning or evening?”‣ If Peter gets to school after the bell has rung, is Peter late or early forschool?‣ Where is the sun at night?”Semi-concrete using 2-D shapes‣ Learners draw a picture to show any event after supper.Paper and crayonsNote:The learners should be able to complete at least a 12- piece puzzle at the end of term 2.37 | Page

WEEK 16Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumber 5• Introduce the meaning of the number 5Count everyday objects up to 5.Count forwards and backwards up to 5.Reinforce the concept of “many and few”.Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 5 times.Number songs and rhymesCounting rhymes and songs e.g.”Five little monkeysjumping on the bed”.ApproximateDurationSuggested FormalAssessment1 day By the end of week 16,assess and recordwhether learners can:Recognise the numbersymbol and numbername for the numbers1-5KinaestheticEncourage learners to discover the number 5 by:‣ Clapping their hands 5 times.‣ Finding out how many learners in the class are already 5 years–old.Learners’ bodiesLink the same numberof objects to the numberof dots and pictures(semi-concretely)Use the number 5 incontextMental Maths‣ What number comes before the number 5?‣ If you have 5 apples and you give 2 apples away. How manyapples will you have left?‣ Show me 5 fingers.‣ How many toes do you have on 1 foot?Concrete using 3-D objectsLearners develop number sense by:‣ Making a number 5 with play dough.‣ Picking up 5 leaves.Counting objects and linking them with countersSemi – concrete using 2-D shapesThe teacher shows learners:‣ Different types of media where she can find a 5 e.g. birthdaycards, newspapers, magazines.‣ The flash card with 5 dots‣ The flash card with 5 pictures‣ The flash cards with the number name five.‣ Make number puzzles that involve the number 5CountersClayLeavesBirthday cardsNewspapers , magazinesFlash card with 5 dotsFlash card with 5 picturesFlash card with number nameObjectsCounters1 dayOrally solve additionand subtractionproblems that involvethe numbers 1to 5.Show an awareness ofSouth African coinsCopy patterns on asemi-concrete levelOrally solve and explainsolutions to problemsthat involve the number5Recognise, objects thatslideIdentify the colour ,orangeLet the learner link the number symbol 5 and number name with number ofobjects.Pictureof 5objects5 fiveShow an awareness ofwhat events occur inthe dayPatterns andFunctionsCopy a given patternusing pictures• Copy given patternsSemi - concrete using 2-D shapes1 dayCompare growth on theheight chartPictures from advertisements from “Spar” / “Pick and38 | P age

Space and ShapeRecognise, identify andname a square‣ The teacher provides learners with a variety of already cut- outpictures of the same objects.‣ The teacher starts a pattern and learners must copy the givenpattern e.g. picture of coffee, picture of tea, picture of sugar…• Introduce a squareKinaesthetic‣ The whole class forms a square.‣ Let the learners walk on a square made with string on thecarpet.‣ Let groups of learners form smaller squares.Pay” ,etc.LearnersString1 dayConcrete using 3-D objects‣ The teacher shows the difference between a circle and a squareby holding up a lid of a tin and a square tile.‣ The lid feels round and the tile has edges and corners.A lid of a tinA square tileSemi- concrete using 2-D shapes‣ The teacher draws around the lid and around the tile.‣ The lid represents a circle and the tile represents a square.Let the learners trace around the lid and the tile using crayons.A variety of round lids and square shaped objectsNewsprintCrayonColour• Introduce the colour orange1 day(Compare and sort)KinaestheticLet’s play a game:‣ Tippy, tippy touch, touch the colour e.g. orange. Let learnersidentify all the colours learnt up to now.Orange objectsLet the learners:‣ Recognise and identify the colour orange in learners’ clothing.‣ Recognise and identify objects in the classroom which areorange.‣ Recognise and identify objects in the environment which areorange.‣ Recognise and identify the colour orange in pictures.‣ Without seeing the article, name an article in your house that isorange. Describe it.‣ Develop the colour orange by mixing red and yellow paint.‣ Apply the mixing of colours during creative art.Develop knowledge of colours by providing card games thatinvolve colours.Pictures with orange in themYellow and red paintEgg boxes to mix paintMeasurement Length • Reinforce the concept of lengthKinaesthetic‣ Learners explore length by comparing objects with one another.‣ They identify which object is the longest and which object is theshortest.Pencils, rope, string, pegs, etcHands-span height chartSemi-concrete using 2-D shapes‣ Teacher measures learners again using the height chart from39 | P age

the first term.‣ Learners discover whether they have grown since the last term.‣ Who did not grow at all?‣ Who grew the most since the first term?e.g Sipho grew one hand span taller.Abby’s height remained the same.Abby 6 handsSipho 6 handsHeight Chart40 | P age

Subtraction3. Jan has 5 marbles and loses 2. How many marbles does hehave left?4. Song, “Five little speckle frogs”, showing that frogs becomeless.Make use of a variety of resources to give you ideas ofhow to apply different strategies.Patterns andFunctionsCopy a given pattern • Copy a given patternKinaestheticLet the learners’ copy an action pattern e.g. skip, skip, jump, jump, skip,skip, jump........Learners1 dayConcrete using 3-D objectsLet the learners copy an object pattern e.g. bead, bead, stick, bead, bead,stick ...Any objectsSemi-concrete using 2-D shapese.g. Flower, leaf, flower.....Blue, red, green, blue.......A4 Paper and crayonsSpace and Shape Build 3-D objects • Explore with building blocksLet the learners:‣ Build a structure that is 3 blocks high and 5 blocks across.‣ Use as many blocks as they need to build a train.‣ Identify who built the longest train.‣ Build a tower.‣ Identify who built the highest tower.Building blocks e.g.1 day andthereafterongoing42 | P age

‣ Collect 5 placematsAdd and subtract thenumbers with answersup to 5(Number bonds)AdditionSubtraction• Orally solve addition and subtraction problems that involve thenumbers 1 to 5KinaestheticExamples5. Teacher calls 3 learners to the front. Learners count them. Teachercalls another 2 and asks: How many learners altogether?”3 and 2 → 5. (The teacher says: 3 and 2 gives 5)6. Teacher packs out 2 chairs. Add 2 more. How many chairs are therenow? 2 and 2 → 4.7. Teacher holds up one hand. And says: “Count my fingers. If I hide mythumb, how many fingers can you see? 5 take away 1 → 4.8. Let the learners count the fingers on one of their hands. Hide yourthumb; how many fingers do you see? 5 take away 1 → 4.1 dayDevelop the concepts“more than”,“less than” and“equal to” (fewer than)Concrete using 3-D objectsExamples:1. Count four counters on your desk. Count one on. One on fromfour is?2. Count three counters on your desk. Count two on. Two on fromthree is?3. There were five children on the playground. Two children areleft. How many children went home?4. There were five biscuits in the packet. There is only one biscuitleft. How many did we eat?‣ Order and compare collections of objects using ‘’more than, lessthan’’ and “equal to” up to number 5KinaestheticThe teacher calls three groups of learners to the front of the class. The onegroup consists of three boys and two girls. The second group consists ofthree girls and three boys and the last group consists of 4 boys and 2 girls.Learners must identify:‣ The group which has more boys than girls.‣ The group which has the same number of boys and girls.‣ The group which has fewer girls than boys.‣ The group which has more girls than boys.Counters1 day44 | P age

Concrete using 3-D objects‣ Learners sit on the carpet and make two “nests” with the wool‣ The teacher tells the learners to place 2 counters in one nestand 3 in the other nest. Which nest has more? Which nest hasfewer?‣ The teacher calls 5 learners to the front. She puts a differentnumber of beads in each of the learner’s hands.‣ Which hand has more in it?‣ Which hand has less in it?Two pieces of wool for each learner5 counters for each learnerSums up to number 5BeadsContinuedSpace and ShapeRecognise, identify andname a square• Reinforce the knowledge gained in week 16 that involves asquare1 dayKinaesthetic‣ Draw a square on the play ground and let the learners skip allalong the square.‣ Let groups of learners lie down and form smaller squares.‣ Let learners lay head –to- toe on the grass to form one bigsquare.Square on the floor/groundLearners must differentiate between the sizes and colours of squaresteacher has prepared.Semi- concrete using 2-D shapesLet the learners:‣ Identify the squares according to the different sizes by sayingwhich squares are the biggest, which are the smallest andwhich squares are medium sized.Identify the colours of the different squares.2 large cardboard squares one blue and one green2 slightly smaller cardboard squares one yellow and onegreen (medium)2 cardboard squares that are the smallest, one red andone orange.Recognise and exploreobjects that can slideand roll• Objects that slide and rollThe teacher holds a ball and bounces it on the floor. She lets it roll on thefloor.BallBox1 dayThe teacher then takes a box and does the same.The teacher asks learners the following questions:‣ Which object could roll?‣ Why could the box not roll?‣ Which object could slide?Measurement The days of the week Teacher sings the song about the days of the week with the learners. Song e.g. ‘’There are 7 days in the week’’Compose your own songEvery day45 | P age

WEEK 19Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers andNumber OperationsRecognise the numbersymbol and the numbername• Reinforce the number names and number symbols that involvenumbers 1 to 5Semi-concrete using 2-D shapesLet the learners on the teachers instructions:‣ Place objects into groups that involve numbers 1 to 5 and countthe objects aloud.‣ The teacher divides the learners into groups of 5 and lets themcount how many they are in the group.Let the learners:‣ Identify the number name and number symbol in the classroom.‣ Identify the number symbol on the number flash card.‣ Order and link the picture cards, the dot flash cards, the numbersymbols and the number names in the correct sequence up tothe number 5 e.g.Flash card with number symbol and number nameObjects5 sets of number cards that involve numbers 1 to 5 foreach group.5 counters for each group.ApproximateDuration1 daySuggested FormalAssessmentPictureof 1objectPictureof 2objectsPictureof 3objects123onetwothreeetc.Story sums that involvethe numbers 1, 2 , 3, 4and 5 (Number bonds)Link the number symbol and number name to the same number ofobjects• Orally solve and explain solutions to problems that involve thenumber 51 daySubtractionAdditionExamples:1. Kady made 5 cakes. She sold 3. How many cakes does Kadyhave left?2. Caleb has 4 puppies. He gives one to Khumo. How manypuppies does Caleb have left?3. There are 2 counters on the table. Teacher adds one more.How many counters are there on the table now?4. There are four fish in the pond and daddy adds one more. Howmany fish are there now?Make use of a variety of resources to give you ideas ofhow to apply different strategies46 | P age

Space and shapeShape Conservation(form constancy)• Shape conservation is the ability to distinguish between shapesin our environment, regardless of their size or angle sizes1 dayKinaestheticLet learners in groups of 4:‣ Lie on the floor and make a square with their bodies.‣ Teacher draws squares on the ground, but in different positionsExample‣ Let the learners walk along the sides of the shapes andexperience forming the shape with their bodies.Concrete using 3-D objects‣ The teacher provides learners with different square - shapedobjects.‣ Point out that objects are not identical but the shapes are all stillsquares.Margarine tubs, ice cream tubsShoe boxesSemi-concrete using 2-D shapes‣ The teacher shows the learners 5 different circles, squares andtriangles on a flashcard e.g.5 different circles, squares and triangles on a flashcardLet learners in groups:‣ Recognise the square flash cards from amongst the othershapes.Patterns andFunctionsComplete a given pattern • Teacher sets up a variety of patterns and learners mustcomplete the given patterns1 dayKinaesthetic‣ Learners complete patterns using their bodies e.g. standingnext to each other alternating hands on the head, hands on theLearners47 | P age

hips, hands on the head ...Concrete using 3-D objects‣ Complete pattern with bottle tops and beans, e.g. 2 bottle tops,2 beans, 2 bottle tops, 2 beans ... Bottle tops and beansMeasurementLongest and shortest,longer and shorter• Explore lengthKinaestheticLet one learner lie on the floor and the rest of the learner’s place the blocksin a line alongside his/her body. The teacher asks the rest of theclass/group to build something that is shorter than their friend or longerthan their friend.Building blocks1 dayLet the learners determine:‣ Which structure is longer?‣ Which structure is the longest?‣ Which structure is shorter?‣ Which structure is the shortest?Let learners arrange a variety of materials:‣ From longest to shortest‣ From shortest to longest‣ Let the learners compare the lengths of different objects.StringRopeStrips of materialThe teacher provides learners with pieces of wool or string. Encouragelearners to estimate before measuring.Let the learners measure:‣ each other’s heads.‣ each other’s feet.‣ their own ankles.‣ their own wrists.Wool or stringLearnersLet the learners compare the different lengths by seeing which piece ofstring is longer or shorter e.g. string measure around my head is longerthan the string measure around my wrist.Let the learners determine whether their estimation of which will be longerand shorter correct.48 | P age

WEEK 20Use week 20 to make sure you attend to conceptual weaknesses and/or identified barriers to learning.Concepts Content Suggested Formal AssessmentNumbers & NumberOperationsThe meaning of the numbers 1 to 5 • Identify and understand the meaning of the numbers 1 to 5.Use numbers in context • Use and apply the numbers 1 to 5 in familiar contexts.Recognise and identify the number symboland number name• Recognise and identify the number symbol and number name that involve numbers 1 to 5.‘’More than, less than and equal to” • Understands to order and compare collections of objects using “more than/less than and equal to” that involve the numbers 1 to 5.Addition and subtraction • Solve addition and subtraction problems orally, using story sums and counters/objects with answers up to number 5.Patterns andFunctionsComplete patterns • Demonstrate the ability to copy and complete a given pattern.Space and Shape Geometric Shapes • Recognise, identify and name a circles and squares.• Recognise visible properties of geometric shapes informally.Conservation of shape • Recognise, identify and name squares regardless of size or position.Colour • Identify colours yellow, green, orangeObjects that roll and slide • Recognise objects that slide and objects that rollConcepts of “big and small” • Distinguish between concepts such as “big and small”• Recognise and identify boxes3-D Objects• Explore with blocksMeasurement Day and night • Distinguish between day and nightLength • Compare growth from Term 1 on the height chartDistinguish between long / short / longer / shorterData Handling • Dealt with in term 449 | P age

WEEK 21Mathematics - Grade RTERM THREESuggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4 and5• Reinforce the knowledge gained involving the numbers 1 to 5Count everyday objects up to 5.Count forwards and backwards up to 5.Number songs and rhymes1 dayReinforce the concepts of ” many and few”Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 5 times.KinaestheticLet’s play a game:‣ The teacher plays an instrument e.g. a drum.‣ The learners move around.‣ When the drum stops beating, the teacher calls out a numberbetween 1 and 5. The learners arrange themselves into smallgroups e.g. the teacher calls out 3 and learners arrangethemselves into groups of 3.Concrete using 3-D objectsLet’s play a game:The teacher creates a number line or ladder on the floor or ground. Thenumber on the number ladder is the number of the house the learner livesin.The teacher selects learners using a counting rhyme and gives instructionssuch as:‣ Always stand on the zero or start at the zero. Point out that zeromeans “nothing” and that counting actually starts at 1.‣ Always count while moving.‣ You are at house number 2, which house comes after number 2?‣ Move to house number 3. Move back to house number 2. Moveforward to house number 4.‣ I am at number 3, which house comes after mine?‣ Move to house number 4. Move 1 number forward. Move 2numbers backward.‣ Stand between house number 3 and 5.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile.‣ Count them afterwards.A drum012Counting rhyme:1, 2, 3, 4, 5,Once I caught a fish alive6, 7, 8, 9, 10Then I let it go again345Use numbers incontext• Develop memory and encourage learners to memorise theirhouse number, address and telephone numberPlay games such as:1 day50 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinued ‣ The teacher says a house number, address or telephone numberof a learner. The learner whose number or address it is mustrespond.‣ When completing the attendance register the teacher may askquestions such as: “Is the learner with the telephone number435-6256 here today?” “Is the learner that lives in Mandela drive123 here today?”‣ Learners use number symbol flash cards to pack their housenumber or telephone number in sequence.‣ Role-play conversations on a play telephone. Learners phonesomeone special.Space and Shape Build 3-D objects • Let learners build own construction by copying from a givenconstruction exampleMeasurement Length • Estimate the length of different objectsKinaesthetic‣ Learners arrange themselves from shortest to tallest. Comparetheir height with the heights of their friends.‣ Play “Follow the leader” games. The tallest performs an actionwhile others behind him/her copy. Turn the whole row around sothe shortest now is the leader.‣ Let learners compare their hands and feet to see whose are thelongest/shortest.Estimate and then measure:‣ Learners estimate which object is long and which one is shorte.g. the length of the table or the piece of string.‣ Estimate which object is the longest or shortest e.g. the pencil orthe wax crayon.‣ Let learners guess which objects would be longer e.g. 2 strawslaid end-to-end or three paperclips laid end -to-end.‣ Pose question such as: “Which is longer/longest, the pencil orthe piece of string?” etc.‣ Which chair is the farthest away from the teacher’s desk?‣ How many pencils can fit on the long side of the teacher’s desk?‣ How many steps do you have to take to the door?‣ How many matchboxes, filled with sand, will fill this box?‣ How many egg-cups full of water will fill this glass?‣ Here are four learners and three chairs. How many more chairsdo we need?The telephone number should be the contactnumber of the parent or guardian and could be a cellphone numberAttendance registerNumber symbol flash cardsorLarge number symbols made from cardboardPlay telephoneBuilding blocksLego blocksAny other construction equipment.Objects with different lengths such as:Pencils, wax crayon, pieces of string (of which one iscurled up), table, books, straws, paperclips (foldedopen and curled up) etc.1 dayThereafterongoing2 daysorOnly select afew activitiesData HandlingCollect and sortobjects (alone and/oras a member of agroup or team) in theenvironment• Introduce the concept of data handling by collecting objects inthe class or environment according to stated features forexample:‣ Collect items in the classroom and sort them according to specific Objects collected in the classroom such as books,1 day51 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentaccording to statedfeatures (e.g. collect10 dead flowers)characteristics e.g. books, building blocks, shapes etc.‣ Collect items in environment and sort into specific characteristicse.g. leaves, sticks and stones.Note:When measuring objects ensure that the measuring tool used is approximately the same length as the object to be measured.building blocks, shapes.Objects collected in the environment such as leaves,sticks and stones.52 | P age

WEEK 22Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers &NumberOperationsThe meaning of number6‣ Introduce the meaning of the number 6Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of “ many and few”Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6 times.Number songs and rhymes.ApproximateDurationI daySuggested FormalAssessmentKinaestheticLet the learners:‣ Count up to six while climbing the steps.‣ Draw number 6 in sand and walk on it.‣ Clap hands 6 times.‣ Recognise numbers 1 to 6 with the set of large number symbols.‣ Pack out his/her house number or telephone number with thelarge number symbol cards.Make your own large set of number symbols, whichchildren can handle. They can learn their personal agenumber, flat/house number, telephone or parent’s cellphone numbers and many more.The same number set can be used to recognisenumbers and pack the sequence of numbers.Concrete using 3-D objectsLet the learners:‣ Count objects in the class.‣ Ask questions such as: “Which number comes after three,which number comes after 5 etc?’”‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Objects in classroom and environment.Make use of a variety of resources to give you ideasof how to apply different stategies.Use the number 6 incontext• Use the number 6 in familiar contextCount everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymes1 dayReinforce the concepts of “ many and few”.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6 times.‣53 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedSemi- concrete using 2-D shapes‣ Identify from a mixture of flash cards those with 6 pictures onthem and link them with the same number of counters.‣ Show the flash cards with 6 pictures and link them with the samenumber of dots and counters.‣ Show the flash cards with 6 dots and link them with the samenumber symbol and the same numbers of counters.‣ Identify from a variety of flash cards those with the number namesix on them and link them with the number symbol and the samenumber of counters.Picture and dot flash cards involving the number 6 e.g.Pictureof 6objectsCounters or 3-D objects.Pictureof 6objects6 sixMake use of a variety of resources to give you ideasof how to apply different stategies.ApproximateDurationContinuedSuggested FormalAssessmentAdd and subtractnumbers with answersup to 6(Number bonds)• Orally solve addition and subtraction problems up to number 6Count everyday objects up to 6.Count forward and backward up to 6.Number songs and rhymes.1 dayAdditionSubtractionKinaestheticExamples9. Teacher calls 3 learners to the front. Learners count them.Teacher calls another 2 and asks: How many learnersaltogether?”3 and 2 → 5. (The teacher says: 3 and 2 gives 5)10. Teacher packs out 2 chairs. Add 2 more. How many chairs arethere now? 2 and 2 → 4.11. Teacher holds up one hand. And says: “Count my fingers. If Ihide my thumb, how many fingers can you see? 5 take away 1→ 4.12. Let the learners count the fingers on one of their hands. Hideyour thumb; how many fingers do you see? 5 take away 1 → 4LearnersChairsConcrete using 3-D objectsLet learners pack out 6 counters and do the following:1. The teacher gives each learner 6 counters. The teacher givesinstructions and learners respond e.g., pack out 2 counters, addanother 3. How many altogether?2 and 3 → 5.2. Count 4 counters. Count 2 on from four. How many do you havenow? 4 and 2 → 6.3. Count all the beads you have. If you cover two beads with yourhand, how many beads do you see?6 take away 2 → 4.Beads or counters.54 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedStory sums that involvenumber 6• Use counters and orally solve problems that involve the number6ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymesAdditionSubtractionReinforce the concepts of many and few.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6 times.Examples:1. Mpho has 4 cookies. Peter gives him 2 more. How manycookies does Mpho have altogether?2. Beauty has 3 dolls and Martha has 2 dolls. Who has moredolls? How many more dolls does Beauty have than Martha?3. There are 5 birds on the fence. 2 fly away. How many birds areleft?4. Patrick has 6 toy cars. Tiny has 4. How many toy cars does Tinyhave less than Patrick?CountersMake use of a variety of resources to give you ideasof how to apply different stategies.Space and ShapeColour• Introduce the colour brown1 day(compare and sort)KinaestheticLet’s play a game:‣ Tippy, tippy touch, touch the colour e.g. red. Let learnersidentify all the colours learnt up to now.Let the learners:‣ Recognise and identify the colour brown in learners’ clothing.‣ Recognise and identify objects in the classroom which arebrown.‣ Recognise and identify objects in the environment which arebrown.‣ Recognise and identify the colour brown in pictures.‣ Without seeing the article, name an article in your house that isbrown. Describe it.‣ Develop the colour brown by mixing green and red.‣ Apply the mixing of colours during creative art.‣ Develop knowledge of colours by providing card games thatinvolve colours.Objects that are brown in the classroom andenvironment.Pictures with brown in them.A variety of card games available on the market.55 | P age

WEEK 23Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers &NumberOperationsThe meaning of thenumber 6continuedRecognise andidentify the numbersymbol and the numbername• Reinforce the knowledge gained in week 22 that involves thenumber 6Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of “many” and few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6 times.KinaestheticLet’s play a game:The teacher places the large cardboard number shapes or cards thatinvolve numbers 1 to 6 in order on the floor.The teacher gives the children instruction such as:‣ Sit on number 6.‣ Put your toe on number 3.‣ Run around number 2 three times.‣ Hop over number 1.The teacher can later scatter the number symbol cards.Concrete using 3-D objectsLet learners:‣ Count objects in the classroom involving numbers 1 to 6.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.• Recognise and identify the number symbol and the numbername that involves the number 6Count everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymesA set of large cardboard number symbol cards.You can also paint them on pieces of thick plastic orcardboard16 34Number songs and rhymes25ApproximateDurationSuggested FormalAssessment1 day By the end of week 23,assess and recordwhether learners can:1 dayRecognise the numbersymbols and numbernames 1 to 6 on aconcrete and semiconcretelevel.Link the same number ofobjects to the number ofpictures and dots thatinvolve number 1 to 7.Recognise and identify thenumber symbol and thenumber name that involvenumbers 1 to 7Identify house number andown telephone number.Orally solve addition andsubtraction problemsusing story sums andcounters with answers upto 7.Copy from a givenconstruction.Identify the colour brown.Reinforce the concepts of “many” and”few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6 times.\Show an awareness ofsymmetry in him/her selfand the environment.56 | P age

ContinuedSpace and ShapeMake and complete ownpuzzle (5 pieces)Semi-concrete using 2-D shapesLet the learners:‣ Show learners the flash card with six dots and link it to the samenumber of counters.‣ Play games identifying a specific number symbol amongstothers and link it with the same number of counters.‣ Play games identifying a specific number name amongst othersand link it with the same number of counters.‣ Play games by linking the number of counters with the numbername, the number symbol and the picture cards.‣ Trace the number 6 with a crayon.Let the learners:‣ Draw a picture on an A4 paper.‣ The teacher draws the lines on the back of the learner’sdrawing.‣ The learner cuts his/her picture on the given lines.‣ The learner completes his/her own puzzle.Objects or countersFlash card with number symbol and number namee.g.Pictureof 6objects6 sixCrayonsA4 paperCrayonsScissorsEnvelope or self-made bag to place puzzle in (fold A4paper and glue sides)Continued1 dayDistinguish between“bigger and “smaller.”Understand that thecollecting and sorting ofobjects can eventually berepresented in a graph.Compare “shortest andtallest “.Estimate the length ofdifferent objectsDevelop the concept of“bigger and smaller”• Reinforce the concept of “bigger and smaller”KinaestheticLet the learners:‣ Make their bodies big by stretching their arms above their head.‣ Make bodies small by bending down and curling up.‣ Determine whether a dog is bigger than a mouse.Picture of a mouse and a dog (ensure that the pictureof the dog is bigger than the picture of the mouse)Concrete using 3-D objectsAlways present at least two objects for comparison.‣ Compare different sizes of the same type of block, balls, plates,buttons, table, chair etc. and determine which objects are“big/small, bigger/smaller” and” biggest/smallest”.‣ Build constructions with the building blocks and learnerscompare whose construction is the biggest and whose is thesmallest.Semi-concrete using 2-D shapes‣ Compare pictures illustrating the concepts of big/small andbigger/smaller.‣ Apply the concept of ‘big/small” during creative art.Objects in the classroom such as blocks, balls, plates,buttons, beads, sticks, pegs, matchboxes, tins,pebbles, corks, shells, bottle tops, etc.Pictures illustrating big/small57 | P age

Symmetry in theenvironment• Develop the awareness that there is symmetry in theenvironment with the focus on “front and back”KinaestheticLet the learners experience :‣ That people have a front and a back.‣ The concept front and back when standing in a row.1 dayConcrete using 3-D objectsLet learners experience that:‣ 3-D objects in the classroom have a front and a back.‣ Objects in the environment have a front and a back e.g. a tree,a leaf.‣ Real objects in the environment that will illustrate symmetry innature e.g. a butterfly, a flower, a leaf etc.Note:The learners should be able to complete at least an 18-piece puzzle at the end of Term 33-D objects in the classroomObjects in the environment such as a tree. a leaf, abutterfly58 | P age

WEEK 24Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4, 5 and 6‣ Reinforce the knowledge gained in week 22 and 23 involvingthe numbers 1 to 6ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 6.Count forwards and backwards up to 6.Number rhymes and songsReinforce the concepts of “many “and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.KinaestheticLet the learners:‣ Form number symbols with their bodies.‣ Hold up the number of fingers on teacher’s instruction.‣ Form number symbols with pieces of string or play dough.‣ Feel cardboard number shapes in a bag and identify eachnumber.‣ Write the number symbols 1 to 6 on the ground or in the airetc.Two sets of cardboard number shapes in a “feelybag”.Make use of a variety of resource.s to give you ideasof how to apply different stategies.Concrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving numbers 1 to 6‣ Count counters up to number 6.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Objects in the classroomCountersUse the numbers 1, 2, 3,4, 5 and 6 in context• Use of the numbers 1 to 6 in familiar contextCount everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of many and fewClap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.Number songs and rhymes1 daySelect only oneor two of thekinaestheticConcrete andSemi-concreteactivities.59 | P age

ContinuedActivities for SETS and GROUPSContinuedKinaestheticForm sets with the learners:Examples:1. Let learners form groups of 2, 3, 4, 5 and 6. Count howmany are in the group.2. Draw large shapes on the concrete or in the sand. Learnersmake a group of e.g. 4 learners inside the shape.3. During the refreshment routine the teacher says: “You cango in a group of four to wash your hands” instead of saying:“Four learners can go to wash their hands”.Concrete using 3-D objectsExamples:1. The teacher gives the learners counters. Let the learnersmake a set of 3 counters. Make another set of 2. “Howmany counters do you have in the new set?”2. On instructions from the teacher. let the learners draw twocircles on a piece of paper. The learners make two sets sothat there are more counters in the one set than in theother.3. Let the learners pretend to be birds and make a “pretendtree” using the climbing apparatus outside or chairs andtables inside. The teacher sends 2 birds to the “Pretendtree” (2 learners climb on the apparatus). One more birdgoes to the tree each time.Make use of a variety of resources to give you ideasof how to apply different stategies.CountersPiece of paper and a crayon for each learnercountersClimbing apparatus or tables and chairs.Semi-concrete using 2-D shapes‣ Show the flash cards with 1 to 6 dots and link them with thesame number of counters.‣ Identify from a variety of flash cards those with 6 dots onthem and link them with the same number of counters.‣ Identify from a variety of flash cards those with the numbersymbol 6 on them and link them with the number name andthe same number of counters.Pictureof 6objectsCounters6 six60 | P age

Recognise and identifythe number symbol andthe number name• Recognise and identify the number symbol and the numbername that involve the numbers 1 to 6Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of” many” and “few”.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6times.1 daySemi-concrete using 2-D shapesLet’s play a game:‣ The teacher writes the number name on one side of a cardand writes the number symbol on the other side of the cardinvolving numbers 1 to 6 (make a few sets).‣ Learners “read” the number name and guess the numbersymbol.They turn the card over and correct themselves.Cards that involve numbers 1-6 with the number nameon one side and the number symbol on the other side.(Make a few sets so that each learner can havehis/her own card).Story sums that involvenumbers 1, 2, 3, 4, 5 and6• Use counters and orally solve problems that involve thenumber 6Count everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.AdditionSubtractionExamples:1. There were 3 girls in the room. 3 more girls entered. Howmany are there now?3 and 3 → 6 (The teacher says: 3 and 3 gives 6)2. Count 2 counters. Count two on. Count one on. How manyaltogether?2 and 2 and 1 → 53. There were 6 counters on the table. There are only 4 left.How many have been removed? 6 take away 2 → 44. You have 5 marbles. Take away 3. How many do you haveleft?5 take away 3 → 25. One bird has one beak. How many beaks do three birdshave?6. One child has 2 arms. How many arms do two peoplehave?7. Explain own solutions to problems.6 counters for each learner61 | P age

Shape and SpaceRecognise, and identify atriangle• Introduce a triangleA triangle consists of three straight sides.Card games that develop the recognition of shapes.1 dayKinaestheticLet the learners:‣ Make/form shapes with their bodies e.g. 3 learners form atriangle with their bodies.‣ Form a triangle using their fingers.‣ Make/form a triangle with pieces of wool or play dough.‣ Walk on the outline of a triangular shape.‣ Feel the shapes. Use giant size shapes or place differentshapes in a “feely bag” Have a matching set of cards withshapes drawn on them. The learner “feels” the shape in thebag and matches it with the cards.‣ Draw the triangle shape in the air, on the ground/floor(chalk) and eventually on paper.Wool or play dough.“Feely bag” with different geometric shapes.Matching set of cards with shapes drawn on them.A4 paper and crayonConcrete using 3-D objects• Let learners look for triangular objects in the classroom. Triangular objects in the classroom.Measurement Capacity • Introduce the measuring concept of capacity by comparinghow much various containers hold e.g.‣ “empty/full”‣ “more than/less than”Introduced capacity to the learners by asking which container holdsmore. Learners often make the comparison on height rather than oncapacity. For example, when asked which holds more, a tall containeror a short container, most learners will choose the tall container even ifthe short container actually holds more liquid.Kinaesthetic“More than/less than”‣ Use one container as a standard measure e.g. a yoghurtcup. Provide the learners with a variety of containers.Let learners:‣ Find out which containers hold “more” and which hold “lessthan” the standard measure i.e. the yoghurt cup.Give the learners a tablespoon and bucket with sand to spoon thesand into a mug.Let learners:‣ Count how many spoons of sand he/she needs to fill themug. The experiment can be made more difficult by givingmore than one container e.g. a cup, a plastic glass and asmall jar.‣ Repeat the activity using cups.Water (during water play) and sand (during sand playin the sandpit) are ideal areas to develop capacity.A variety of containers in different shapes and sizes.Yoghurt cupA bucket with sandMugA Tablespoon1 dayOnly select oneortwoactivities62 | P age

WEEK 25Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsAdd and subtractnumbers withanswers up to 6• Reinforce addition and subtraction problems that involvenumbers 1 to 6Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6 times.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objects‣ Reinforce addition and subtraction sums that involve number 1 to6 using objects and/or counters. Refer to week 22 for ideas‣ Let the learners explain own solutions to problems.Objects and /or countersAddition andsubtraction(Number bonds)Let the learners;‣ Do addition sums with the counters e.g. Place 3 counters infront of you. Add 1 more. How many do you have now?‣ Do subtraction sums with the counters for example, place 6counters in front of you. Take 2 away. How many do you havenow?CountersMake use of a variety of resources to give you ideasof how to apply different strategiesDevelop the conceptsof “more than”, “lessthan” and “equal to”(fewer)• Order and compare collections of objects using “more than/lessthan” and “equal to” up to number 6Count everyday objects up to 6Count forward and backwardNumber songs and rhymes1 dayReinforce the concepts of “many” and” few”.Clap your hands many times……STOPClap your hands fewer times. The teacher claps up to 6 times.63 | P age

ContinuedKinaestheticTeacher places various objects on a table for example, 2 mugs, 6 of thesame blocks, 4 tins, 2 books.Let the learners:‣ Count the number of mugs and the tins. Are there more cups ormore tins?‣ Count the number of blocks and the books. Are there fewerblocks than books? Are there more blocks than books?‣ Count the books and the mugs. Are there an equal number ofobjects or not?Concrete using 3-D objects‣ Learners sit on the carpet and make two “nests” with the wool‣ The teacher gives an instruction e.g. the learners place 2counters in one nest and 4 in the other nest. Which nest hasmore? Which nest has fewer?‣ The teacher calls 6 learners to the front. She puts a differentnumber of beads in each of the learner’s hands.‣ Which hand has more in it?‣ Which hand has less in it?2 mugs, 6 of the same blocks, 4 tins, 2 books. ContinuedTwo pieces of wool for each learner6 counters for each learnerBeadsSemi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.‣ Let the learners compare cards with pictures and dots on themand identify the “more than”, “less/fewer than” and “equal to”concepts.Picture cards and dot cards involving numbers 1 to 6Space and Shape Build 3-DobjectsDevelop a sense ofdirection• Copy the same construction from a designed or picture cardLet the learners:‣ Build a construction from a design or picture.‣ Learners thread beads according to the sequence in a givenpicture.• Develop a sense of direction by introducing both the conceptsof “at the front/at the back” and “forward/ backward”“Logi Shapes” skill blocksAny construction equipmentBeads, shoestringA variety of drawn card illustrating the sequence of thebeadsOngoing1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece of paper and put it on thefloor.Let learners:‣ Push a toy car along the lines and let him/her tell you in whatdirection the car is moving (forward/backward ( left and right isaddressed in term 4.Large drawn shapes on a piece of paperToy car64 | P age

Semi-concrete using 2-D shapesLet learners experience the concept of forwards/backwards by indicatingthe direction in pictures.Pictures that clearly show direction e.g. the direction acar is travelling, the direction a person is walking.MeasurementContinuedCapacity • Reinforce the knowledge gained involving capacity in week 24Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6 times.Water (during water play) and sand (during sand playin the sandpit) are ideal areas to develop capacity.Number song and rhymes2 daysOr only selecttwo or threeactivitiesKinaestheticLet the learners:‣ Arrange two to three different empty containers in order ofcapacity. In other words which container will take the most orleast? The learners can test their guesses by pouring cups ofwater into the empty containers and counting which one takesthe most cups. Increase the number of empty containers tomake it more difficult.‣ The learners can use the same cup as a measure anddetermine how many cups of rice or beans it would take to fillthe same containers used above.‣ Order the similar kinds of containers (e.g., buckets in thesandpit) from small to big.‣ Give learners an variety of containers (different sizes andshapes) and ask questions such as:o “Which of these containers do you think holds theomost sand/water?If you pour water from one container to anotherguess whether you will fill it?”‣ Let learners discover what happens to a partially filled containerof water when small items are added e.g. add clean pebbles,Lego bricks, plastic blocks e.g. learners enjoy guessing games inwhich they guess which container holds more and then check theresults to see who wins.(Items that float will not influence theheight of the water).An variety of containers in different shapes and sizesCupCupRiceBeansDifferent size buckets from the sandpitA variety of containers in different shapes and sizesWaterSandItems such as clean pebbles, Lego bricks, plasticblocksLength • Estimate and measure the length of different objects using feet,hands, a piece of string, a stick etc.KinaestheticLet the learners:‣ Compare the length of their feet and hands.‣ Learners estimate which object is long and which one is shortby measuring them with their feet or hands e.g. the table or thebroken piece of hose from home.‣ Estimate which object is the longest or shortest e.g. a footpathor a row of bricks.‣ Let learners guess which would be longer e.g. the classroom orObjects with different lengths which can be measuredwith a hand or a foot e.g.Ruler, row of bricks, one pole of the soccer goal post,classroom, library etc.1 day65 | P age

the teachers’ staff room).Pose question such as: “Which is longer/longest, the pencil or the piece ofstring?” etcWEEK 26Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers &NumberOperationsThe meaning of thenumber 7• Introduce the meaning of the number 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Number rhymes and songsApproximateDuration1 daySuggested FormalAssessmentUse the number 7 incontextKinaesthetic‣ Teacher divides learners into groups. Give each group 7 ballsmade out of newspaper.Let learners throw the balls into a basket. Learners mustcount aloud while throwing the balls.‣ Count the number of times the teacher taps on the table andcopy her.‣ Count in time to a regular beat while learners walk down steps,hop in and out of hoops.‣ Stamp feet in time to a regular beat.Concrete using 3-D objectsThe teacher places a pile of building blocks in the middle of the floor. Shegives instruction such as:‣ Take 3 blocks from the pile.‣ Take 4 blocks from the pile and put two back etc.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Newspaper ballsBasketsHoopsBuilding blocks or lego blocksNumber songs and rhymesPicture, dot and number symbol flash cards thatinvolve numbers 1 to 766 | P age

ContinuedSemi-concrete using 2-D shapesLet’s play a game:‣ The teacher draws or pastes pictures on one side of a card andwrites the number symbol on the other side of the card involvingnumbers 1 to 7 (make a few sets).‣ Learners count the number of pictures.‣ Turn the card around and count the number of dots.‣ The teacher holds up one of her cards with dots on it.‣ The learners match their card with her number of dots.‣ The learner with the correct card may stand up and count thenumber of pictures out aloud.Pictureof 7objects7Add and subtractnumbers with answersup to 7• Orally solve addition and subtraction problems that involve thenumber 7Count everyday objects up to 7.Count forwards and backwards up to 7.Number songs and rhymes1 dayReinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 timesKinaesthetic‣ Use the number ladder. Always start at 0. Always count whilemoving.The teacher asks:‣ What number lies between 4 and 6? Learners experience usingthe number ladder.‣ What numbers lie between 2 and 5?‣ Refer to week 22 for more ideas.‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.01234567AdditionSubtractionConcrete using 3-D objectsGive each learner 7 beads or countersAsk questions such as:‣ Move 1 counter to the one side (left). If we add another counterto the counter on the left, how many do we have now?1 and 1→2 (The teacher says: 1 and 1 is 2)‣ Move 4 counters to the left. If we add another 2 more countersto the counters on the left, how many do we have?4 and 2→6‣ You have 5 counters and you take away 2, how many are left?Beads or countersCounters67 | P age

Continued Use numbers in context • Recognise and identify South Africanbanknotes‣ Use banknotes e.g. R10, R20, R50‣ Make the learners aware of the different animal pictures on thebanknotes‣ Role-play with money in the house corner.Space and ShapeRecognise, identify andname a triangleColour(Compare and sort)• Reinforce the knowledge gained in week 24 of a triangleConcrete using 3-D objectsLet the learners:‣ Count everyday objects up to 7.‣ Recognise and identify objects in the classroom that have atriangular shape.‣ Recognise and identify objects in nature that have a triangularshape.‣ Identify the triangle amongst other shapes using geometricshapes.Semi-concrete using 2-D shapesLet the learners:‣ Identify the triangle shape in pictures.‣ Draw pictures of triangles.‣ Copy the triangle from a given card.Draw a ring around all the circles on a worksheet.• Introduce the colour purple‣ Recognise and identify the colour purple in learners’ clothing.‣ Recognise and identify objects in the class which are purple.‣ Recognise and identify objects in the environment which arepurple.‣ Recognise and identify the colour purple in pictures.‣ Without seeing the object, name a purple article in your house.Describe it.‣ Develop the colour purple by mixing blue and red.‣ Apply the mixing of colours during creative art.Develop knowledge of colours by providing card games that involvecolours.Real examples of a R10, R20 and R50 banknotes (oruse play money)Triangular object in the classroom and environmentGeometric shapesPictures in which a triangle can be identified.Card games that develop recognition of shapes suchas “What’s in a square”.Objects that are purple in the classroom andenvironmentPictures with purple in themBlue and red paintContainer for each learner to mix paint in e.g. eggboxesA variety of card games are available on the market1 day By the end of week 26,assess and recordwhether learners can:1 day1 dayIdentify and understandthe meaning of thenumbers 1 to 7.Link the same number ofobjects to the number ofpictures and dots.Recognise and identifythe number symbol andthe number name thatinvolve numbers 1 to 7Orally solve addition andsubtraction problemsusing story sums andcounters with answers upto 7.Understands to order andcompare collections ofobjects using “morethan/less than” and“equal to” that involvenumbers 1 to 7.Recognise,Identify and name atriangle.Identify the colour purple.Can compare empty/full,more than/less than(capacity)Can compare long andshort.68 | P age

WEEK 27Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning ofnumber 7• Reinforce the knowledge gained in week 26 that involves thenumber 7ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 7.Count forwards and backwards up to 7.Number rhymes and songsReinforce the concepts of “many” and” few”.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 7 times.Kinaesthetic‣ Refer to week 22 and 23.‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.Make use of a variety of books to give you ideas ofhow to apply different stategies.Concrete using 3-D objects‣ Put 7 tins in a row.1 2 3 4 5 6 77 tins with the number symbol pasted on them‣ Let the learners put one seed in the first tin, two seeds in thesecond tin, three seeds in the third tin, and continue until the 7tins have the number of seeds in it as shown on the outside ofthe tin.‣ Refer to week 22 and 23.‣ Make use of your own ideas to let learners experience themeaning of the number 7 using objects.Recognise thenumber symbol andthe number name• Recognise the number symbol and the number name thatinvolve the number 7Semi-concrete using 2-D shapesPlay a game:‣ The learners sit in a circle. Place a number card face down infront of each learner. (It could be a number symbol, numbername, dot card or a picture card that involve the numbers 1 to 7)‣ Teach the learners to pass the card to the next learner by slidingthem face down on the floor.‣ Learners chant: “Pass, pass, pass... STOP.Or‣ Learners chant: “Secret number, secret number, what could itPictureof 7objects7seven1 day69 | P age

e? Let me peep”‣ Learners peep at their cards.‣ The teacher holds up her number card.‣ The learners with the card that matches the teachers’ card, holdhis/her card up high and says: “I will hold my card up high, soeveryone can see”.Space and Shape Build 3-D objects • Copy the same construction from a designed or picture card e.g.‣ The learner builds the same construction from a design orpicture.‣ Copy the same design from a picture using the pegboard.Develop the ability tocross the mid-line• Develop the ability to cross the midlineKinaestheticLet the learners:‣ Review previous knowledge gained; touch the different bodyparts on instruction. Play “Simple Simon says: Touch your....”‣ Give further instructions where learners need to cross their midlinesuch as: “Touch your knee with your nose. Touch yourshoulder with your ear. Touch your left knee with your right foot.Touch your elbow with your one hand etc.Concrete using 3-D objectsLet learners:‣ Draw big circles on the chalkboard.‣ Draw straight lines on the chalkboard. Ensure that learnercrosses his/her midline.‣ Draw a line from one dot to the other dot on the chalkboard thatis far apart.‣ Draw a horizontal figure eight on the chalkboard. Use bigmovements to ensure that the learner crosses his/her midline.(The learner uses both left and right hands).Semi-concrete using 2-D shapesLet learners:‣ Paint on a double sheet of newspaper from left to right.Measurement Mass • Introduce the concept of mass by comparing the masses ofdifferent objects e.g.‣ light/heavy‣ lighter/heavierMeasuring mass means finding how much something weighs.KinaestheticLet learners guess the masses of objects:‣ Hold the following objects, one in each hand to be able to guesswhich is heavier or lighter e.g.o A stone and a building block.o A plastic toy car and a metal toy car.o A coffee tin and a toilet roll.o A large rubber ball and a cricket ball.Learners usually judge the larger object to be heavier when asked to guess“Logi shapes” skill blocks“Brainy Blocks”Any construction equipment.PegboardGame: “Simple Simon says, touch your.......”Learners draw on the chalkboardA double sheet of newspaper for each learnerPaint and brush3-D objects of different weights and sizes e.g. Legoblocks, toys, building blocks, tins, containers etc.Balancing Scale1 day andOngoing1 dayOnly select oneortwokinaesthetic,concrete andsemi-concreteactivities1 dayOnly select twoor threeactivities70 | P age

the mass of two objects.‣ Introduce the balancing scale e.g. weigh the objects to see whichlearners were correct.‣ Ask questions such as: “Which object is heavier/lighter? Letlearners find an object in the classroom that they think isheavier/lighter than the objects that they weighed.‣ Make the balancing scale available during free play so thatlearners can continue with the weighing activity.‣ Provide a balancing scale in the “house corner” so that thelearners can see how many Lego blocks weigh the same as, forexample, an apple.‣ You can devise a simple scale: you will need aplastic coat hanger, two small round margarinetubs or coke bottles and some string. Punch twoholes opposite each other in the margarinetubs/coke bottles. Attach the tubs/bottles to thetwo ends of the hanger - you will have a scale.Hang the hanger on a nail or a hook and thelearners can start weighing - show the learnersthat the hanger must first be in balance each timethey start weighing.71 | P age

WEEK 28Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4, 5, 6and 7• Reinforce the knowledge gained in week 26 and 27 that involvethe numbers 1 to 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Number rhymes and songsApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objectsLet the learners:Collect twigs. Keep them in the class to use again. Use yourtwigs e.g. to write the number 5 symbol.TwigsLet the learners:‣ Make use of your set of flash cards that involve numbers 1 to 7.‣ Draw the number of objects on the teacher’s instruction e.g. draw2 circles.‣ Count on from a given number e.g. the teacher says the numberthree. The learner would count on:..... four, five, six.‣ During refreshment time the teacher would ask: “How manylearners have brown bread sandwiches? How many have whitebread sandwiches? Do more children have white breadsandwiches? Which is more/less?”Picture and dot flash cards that involve number 1 to 7Number symbol and number name flash cards thatinvolve numbers 1 to 7 e.g.Picture of7objectsPaper and crayon7sevenRecognise thenumber symbol andnumber name• Recognise the number symbol and the number name thatinvolve the number 1 to 7Count everyday objects up to 7.Count forwards and backwards up to 7.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Large number symbols cards.72 | P age

Continued KinaestheticPlace large number symbol cards around the room or outdoor play area.Call the area “Number Land’ and the learners are “The Numeral Kingand/or Queen” Place a crown on a boy and a girl’s head. Give instructionssuch as:‣ All children wearing red skip to 2.‣ All children with long hair, tip-toe to 6.Enough number crowns for each learner made ofcardboard with numbers written over it.Semi-concrete using 2-D shapesLet the learners:‣ Draw the number of dots on the teacher’s instruction e.g. draw 2dots.‣ Have two sets of number symbol and number name cards. Giveeach learner one card. The teacher holds up a card and thoselearners with the matching card hold theirs up.Suggestion: Involve learners in making their own cards.More than one set of number cardsPaper and crayonMake use of a variety of resources to give you ideasof how to apply different stategies.Add and subtractnumbers withanswers up to 7• Add and subtract numbers with answers up to 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Kinaesthetic‣ Refer to week 22 and 26‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.Number songs and rhymesCounters1 dayConcrete using 3-D objects‣ Refer to week 22 and 26‣ Make use of your own ideas to let learners experience themeaning of number 7 concretely using 3-D objects.Semi-concrete using 2-D shapesUse picture flash cards to do adding and subtraction problems.Shape and SpaceShape Conservation(Form constancy)• Shape conservation is the ability to distinguish between shapesin our environment, regardless of their size or angle sizes1 dayKinaestheticLet the learners in groups of 3:‣ Lie on the floor and make a triangle with their bodies. Point outthat although each group’s triangle shape looks different, theshape still remains that of a triangle.‣ The teacher draws different triangles on the floor/ground e.g.LearnersOnly select onekinaesthetic,concrete andsemi-concreteactivity73 | P age

‣ Learners walk along the sides of the shapes and experience thedifferent angles with their bodiesContinuedConcrete using 3-D objects‣ Use 7 twigs and place them in a straight line7 Twigs for each learner Continued‣ Use twigs to make a curved line.‣ Use twigs to make a zig-zag line.‣ Use the twigs to make a triangle.‣ Point out that each learner’s triangles are not identical but theshapes are all still triangles.Semi-concrete using 2-D shapes‣ The teacher draws 5 different circles, squares and triangles ona flash card e.g.The teacher divides the learners in groups.Let the learners:‣ Recognise the triangle flash cards from amongst the othershapesCards with 5 different circles, squares and triangles onthem74 | P age

Sense of direction • Develop a sense of direction by using the arrow flash cards andthe arrow chart1 dayConcrete using 3-D objectsLet the learners‣ Draw a horizontal figure eight on the chalkboard. Ensure thatlearners cross the midline e.g.ChalkboardSemi-concrete using 2-D shapesLet learners individually or in small groups:‣ Keep eyes on the flash card and move his/her arm in thedirection indicated by the arrow and speak while doing it e.g. Iflearner puts his/her arm out, he/she must say “right”.‣ For up and down movements the learner may use either arm.‣ Indicate directions on the arrow chart.Flash card with only one arrow. Turn flash card indifferent directionsArrow Chart (poster with arrows in different directions)ContinuedMeasurement Mass • Reinforce the knowledge gained in week 27 that involves mass- Lightest/heaviestKinaestheticLet learners:‣ Compare the masses of three to five identical containers (e.g.400g empty tins) containing different amounts of sand, so thattheir masses differ.‣ Put them in order from lightest to heaviest by feeling themasses. Afterwards a balancing scale may be used todetermine whether or not the learners were correct‣ Suggestion:Experiment to see how many metal washers or nails can bebalanced to have the same mass. Any other objects can beused.Terminology:up/down; in/out; top/bottom ; front/back ; in frontof/behind; on top or above/ under or below;the one side/the other side; next to ; left and rightEmpty tins which are the same sizeA balancing scaleObjects such as Lego blocks1 day75 | P age

Teacher puts articles with different masses into identical closed containerse.g., two cottage cheese containers; one containing a block and one atennis ball.Let learners:‣ Feel the difference between the masses of the two objects andguess which one is the lightest or the heaviest.‣ Use a balancing scale to get to the actual answer.‣ Challenge learners to find objects in the classroom that have thesame mass.The sandpit and water play area are valuable areas which should be usedto reinforce concepts such as light/heavy/heavier using different sizecontainers a balancing scale, damp and dry sand.NB: Sit with the learners while talking, discussing and explaining.Objects with different masses such as metal washersor nailsTwo cottage cheese containers; one containing ablock and one a tennis ballSandpitWater play basin, container or troughContinuedWEEK 29Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4, 5, 6and 7• Reinforce the knowledge gained in week 28 that involve thenumbers 1 to 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of”many “and “few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objects‣ Refer to week 28.‣ Make use of your own ideas to let learners experience themeaning of the number 7 using objects.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects in the pile. Count them afterwards.Objects in the classroom76 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesRecognise andidentify the numbersymbol and thenumber name• Recognise and identify the number symbol and the numbername that involve numbers 1 to 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many “and “few”.Clap your hands many times……STOPClap your hands fewer times. The teacher claps up to 7 times.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentSemi-concrete using 2-D shapesLet the learners:‣ Identify flash cards with different numbers of pictures on them‣ Link the number symbols 1 to 7 with the number of objects andthe number of dots.‣ Identify the number symbol and number name flash cardsinvolving the numbers 1 to 7‣ Play matching games with the number symbol and number nameflash cards.Picture and dot flash cards that involve number 1-7Number symbol and number name flash cards thatinvolve numbers 1 to 7 e.g.ContinuedPictureof 7objects7sevenBy the end of week 29,assess and recordwhether learners can:Develop the conceptsof “more than”, “lessthan” and “equal to”(fewer than)• Order and compare collections of objects using “more than/lessthan” and “equal to” up to number 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of ”many“ and “few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Kinaesthetic‣ The teacher places two hoops on the floor.She calls 3 learners to stand in the one “nest” and 2 learners tostand in the other “nest”.Which “nest” has more learners in it?Number songs and rhymes2 hoops1 dayIdentify and understandthe meaning of thenumbers 1 to 7.Link the same number ofobjects to the number ofpictures and dots.Recognise and identifythe number symbol andthe number name thatinvolve numbers 1 to 7Orally solve addition andsubtraction problemsusing story sums andcounters with answers up77 | P age

Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesConcrete using 3-D objects‣ Learners sit on the carpet and make two “nests” with the woolThe teacher gives instruction e.g. the learners place 2 countersin one “nest” and 3 in the other “nest”. Which “nest” has morecounters? Which “nest “has less (fewer)?‣ The teacher uses the lid of an ice-cream container. She pegs 3clothes pegs on the top side of the lid and 3 clothes pegs on theright side of the lid. Which number of pegs are more than theother, or are they equal?‣ The learners can perform this activity in groups each with theirown lid and clothes pegs.2 pieces of wool for each learnerCountersApproximateDurationSuggested FormalAssessmentto 7.Understands to order andcompare collections ofobjects using “morethan/less than” and“equal to” that involvenumbers 1 to 7Copy from a givenconstruction (3-D).Semi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.‣ Let the learners compare cards with pictures and dots on themand identify the “more than”, “less than” and “equal to”concepts.Space and Shape Sense of direction KinaestheticLet the learners:‣ Play “follow the leader” where the teacher demonstrates aposition and the learners copy him/her.‣ Play “follow the leader” where the learner demonstrates aposition and the rest copy him/her.Clothes pegsSuare lid of any containerContinued1 daysThereafter on acontinuousbasis duringfree playIdentify the colour black.Compare the mass ofdifferent objects (mass)Recognise,identify and name atriangle regardless ofsize and angle (Formconservation)Concrete using 3-D objectsLet the learners:‣ Copy a pattern with beads according to the teacher’s pattern.‣ Copy a pattern with beads according to a given pattern on acard.Beads and cards which have the sequence of patternsdrawn on it.78 | P age

ContenAreaContentClarification / Notes / Activities / ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentPegboard work:Letthe learner use first hisright and then his lefthand, then both handstogether to place the pegson the board.A pegboard foreach learner or work ingroups.Cards which have a pattern drawn on it.‣ Teacher tells thelearners where to place the pegs e.g.:In the top rowIn the bottom rowOn the left sideOn the right sideIn the middleLetthe learners:‣ Make shapes onthe pegboard with thecoloured pegs‣ The teacher composes a simple pattern with the pegs on herpegboard and learners copy her pattern on his/her ownpegboard.‣ Learners copy the pattern from a card which has a pattern drawnon it.A pegboard foreach learner or work ingroupsCard which hasa pattern drawn on itSpace and ShapeColour• Introduce the colour black1 day(Compare and sort)‣ Recognise and identify the colour black in learner’sclothing.‣ Recognise and identify objects in the class that are black.‣ Recognise and identify objects in the environment ornature that are black.‣ Recognise and identify the colour black in pictures.‣ Without actually seeing the object, name a black article inyour house. Describe it.‣ Apply thecolour black during creative art together with allthe other colours taught up to now.Objects that areblack in the classroomandenvironment.Pictures with black in them.79 | Page

WEEK 30Use week 30 to make sure you attend to conceptual weaknesses and / or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers & NumberOperationsThe meaning of the numbers 1, 2, 3, 4, 5, 6and 7• Recognise the number symbols and number names 1 to 7 on a concrete and semi-concrete level.• Link the same number of objects to the number of pictures and dots.• Recognise and identify the number symbol and the number name that involve numbers 1 to 7Patterns andFunctionsUse numbers in context • Identify house number and own telephone number.• Gain knowledge of bank notes‘’More than, less than and equal to” • Understands to order and compare collections of objects using “more than/less than” and “equal to” that involve numbers 1 to 10.Addition and subtraction • Orally solve addition and subtraction problems using story sums and counters with answers up to 7.• Dealt with in terms 1 and 2Space and Shape Shapes • Recognise, identify and name a triangle regardless of position, size and angle sizes.• Can copy from a design or picture card.Symmetry • Distinguish between front and back.Size • Distinguish between bigger and smaller.Colour3-D objects• Identify the colours brown, purple and black.• Copy from a given construction.•Directionality • Indicate and identify direction according to an arrow chart.Measurement Capacity • Compare “empty/full; more than/ less than; long/short; light/heavy; lighter/heavier”.Mass • Compare the mass of different objectsLength • Estimate the length of different objects• Distinguish between longer and longest.Data Handling Collect and sort objects • Understand that the collecting and sorting of objects can eventually be represented in a graph.80 | P age

WEEK 31Mathematics - Grade RTERM FOURSuggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumber 8• Introduce the meaning of the number 8Count everyday objects up to 8.Count forwards and backwards up to 8.Reinforce the concepts of “many and few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.Number songs and rhymes.ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Ensure that learners always start on 0 (zero).‣ Let the learners count eight steps while moving around in theclassroom.‣ The teacher creates large number line on floor with maskingtape. Put number symbol flash cards on each segment.Number line with masking tape taped on thefloor of classroom.0 1 2 3 4 5 6 7 8Let the learners:‣ Identify the number symbols as they walk on the number line.‣ Walk on each segment while counting rhythmically.‣ Let the learners show eight fingers.A set of number symbol flash cards1 to 8.A set of 8 objects in the classroom.Use numbers incontextRecognise thenumber symbols andthe number namesConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving the numbers 1 to 8.‣ Count counters up to the number 8.Semi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number of counters with the numbername, the number symbol, the dots and the picture cards thatinvolves the number 8.‣ Trace the number 8 with a crayon.Objects or counters.Flash card with number symbol and numbername, dots and pictures e.g.Pictureof 8objectsCrayonsCounters8eight81 | P age

ContinuedUse the number 8 in context • Use the number 8 in familiar context1 dayCount everyday objects up to 8.Count forwards and backwards up to 8.Reinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps 8 times.KinaestheticLet the learners:‣ Make the number 8 with their fingers.‣ Form the number with pieces of string or play dough.‣ Write the number symbols in a tray with sand.‣ Place the large number symbol cards in consecutive order onthe floor up to 8.Concrete using 3-D objectsThe teacher gives each learner 8 beans and a flash card with 8 dots on itLet the learners:‣ Pack a bean on each dot of the flash card.‣ Count the beans.‣ Link the dot flash card to the number name flash card and thecounters.Number songs and rhymes8 beans for each learner.String/wool or play dough.A tray with sandSet of large number symbol cardsThe dot flash card, the name flashcard and counterseight82 | P age

Space and ShapeRecognise, and identify arectangle• Introduce a rectangleKinaestheticLet learners‣ A rectangle consists of four straight sides.‣ Form shapes with their bodies e.g. 3 learners form a rectangle withtheir bodies (6 learners).‣ Form a rectangle using their fingers.‣ Make/form a rectangle with pieces of wool or play dough.‣ Walk on the outline of a rectangular shape.‣ Feel the shapes. Use giant size shapes or place different shapes ina “feely bag” Have a matching set of cards with shapes drawn onthem. The learner “feels” the shape in the bag and matches it withthe cards.‣ Draw the rectangle shape in the air, on the ground/floor (chalk) andeventually on paper.Card games that develop therecognition of shapes.Wool or play dough.“Feely bag” with different geometricshapes.Matching set of cards with shapesdrawn on them.A4 paper and crayon.1 dayConcrete using 3-D objects‣ Let learners look for rectangular objects in the classroom.‣ Look for all the different shapes learnt up to date.Rectangular objects in the classroomAll the shapes learnt up to date:Colour• Introduce white1 dayContinuedData Handling(Compare and sort)Collect and sort objects (aloneand/or as a member of a groupor team) in the environmentaccording to stated features(e.g. collect 10 dead flowers)KinaestheticLet’s play a game:‣ Tippy, tippy touch, touch the colour e.g. red. Let learner’s identifyall the colours learnt up to now.Let the learners:‣ Recognise and identify white in learners’ clothing.‣ Recognise and identify objects in the classroom which are white.‣ Recognise and identify objects in the environment which are white.‣ Recognise and identify white in pictures.‣ Without seeing the article, name an article that is white, in yourhouse. Describe it.Develop knowledge of colours by providing card games that involve colours.• Reinforce the concept of data handling by collecting objects in theclass or environment according to stated features for example thelearners’ birthdaysConcrete using 3-D objects‣ The learners assist to make a graph to see in which month of the yearthe most birthdays appear.‣ The teacher draws a graph of the 12 months of the year.‣ With the assistance of the teacher the learners plot the graph accordingto the status of each learner’s birthday month.Objects that are white in theclassroom and environment.Pictures with white in them.A variety of card games available onthe market such as “What’s in aSquare”.The birthday chartOctoberNovemberDecember1 dayA card with learner’s names on it.83 | P age

JanSiphoMarthaHelenDollyFebDavidBongiClaireMarchAprilNelsonJacobTimMayKabeloPatThandiJunSelinaLizTitusJulThaboJaneDraw 12 columns on a large strip ofpaper. Indicate with a name card inwhich months the learners have theirbirthday’s .Use ± 3 sheets of A2 paperwith 12 columns drawn on it.4 3 0 3 3 3 2‣ The learners count the names and write the total number of birthdaysunder each month.‣ The learners compare the number of birthdays in the different months.The teacher asks questions such as:o “Which month has the most birthdays?”o “Which month has the least birthdays?”o “Which months have the same number of birthdays? Theyare equal.” The number of birthdays is equal.o “Which months have the most boys celebrating theirobirthdays”?“Which months have the most girls celebrating theirbirthdays”?Learners discuss the following conclusions:‣ January has the most birthdays. Four learners have their birthdaysthen.‣ There are zero (none) birthdays during March. There is only 1month when no learners have a birthday.‣ Some months have equal number s of birthdays etc..WEEK 32Suggested contact time:7 hours 30 min per weekOne teacher-directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers andNumber OperationsThe meaning of thenumber 8• Reinforce the knowledge gained in week 31 that involves thenumber 8Count everyday objects up to 8.Count forwards and backwards up to 8.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.84 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentKinaestheticLet’s play a game:‣ The teacher plays an instrument e.g. a drum.‣ The learners move around.‣ When the drum stops, the teacher calls out a number between 1and 8 and learners arrange themselves in small groups e.g. theteacher calls out 8 and learners arrange themselves in groups of 8.‣ Show 8 fingers on your two hands.‣ Form sets with the learners. Draw large circles in the sand. Letlearners form groups of 8 inside the circles. The groups of eightlearners can perform certain tasks together during the day e.g. playin block corner; go to the art area etc.DrumUse numbers incontextConcrete using 3-D objectsLet the learners:‣ Use counters to recognise which number comes before 8 andafter 5? Which number is between 6 and 8?Semi-concrete using 2-D shapes‣ When taking the attendance register the teacher asks:“Is the learner with the house number or address …… here?” Thelearner must respond by indicating that he /she is “here”.‣ Repeat the next day with telephone or cell phone numbers.CountersCards with learner’s telephone numbers andaddresses onStory sums• Use counters and orally solve problems that involve the number 81 dayContinuedAdditionSubtractionKinaesthetic‣ The teacher assists the learners to make a group of 6 learnersand another group of 2 learners.‣ Combine the two groups to make one group.‣ Ask the learners how many learners are in the combinedgroup? 6 and 2→8.(The teacher says: 6 and 2 gives 8)‣ Group 8 learners together. Take 3 learners away in a smallergroup. How many learners remain in the large group? 8 takeway 3→5.Pick two learners using a counting rhyme.‣ Place 4 twigs in the one learner’s hands and 4 twigs in the otherlearner’s hands. How many twigs altogether now? 4 and 4 →8.Concrete using 3- D objectsGive each learner 8 twigs.‣ Tsidi has 6 twigs and her friend has 2 twigs. How many twigsdo they have altogether? 6 and 2→8.‣ Monica has 8 twigs. She lost 2 twigs. How any twigs doesMonica have left?8 take away 2→8.Groups of learnersTwigsCounting rhyme:1, 2, 3, 4, 5Once I caught a fish alive6, 7, 8, 9, 10Then I let it go again85 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentPatterns andFunctionsCopy and extend apatternSemi-concrete using 2-D objects‣ The teacher puts 2 pictures on the flannel board. She addsanother 5 pictures. How many pictures are there now? 2 and5→7.‣ Place 8 shapes on the flannel board. Take away 5. How manyare left. 8 take away 5→3.• Copy and extend an auditory pattern that involves the number 4KinaestheticThe learners move to the beat of the music with their whole body e.g.‣ Step, step, hop, hop .........‣ Jump one leg, Jump one leg, Jump two legs, Jump two legs......TwigsFlannel board pictures / shapes.CD PlayerWith music1 dayConcrete using 3-D objectsThe learners move to the beat of the music with only their hands and touchingtheir thighs e.g.‣ Clap, clap, tap, tap (clap hands and tap hands on thighs) .‣ The teacher makes rhythm cards and learners repeat them byclapping the rhythm (using hands to clap and feet to stamp)e.g.Body percussion π π π π‣ clap, clap, stamp, stamp ………‣ clap shout, clap, shout…….Semi-concrete using 2-D objects‣ The learners build patterns with pictures.A variety ofloose pictures86 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentSpace and ShapeContinuedRecognise, identifyand name arectangle• Reinforce the knowledge of a rectangle gained in week 32KinaestheticLet the learners‣ Make/form shapes with their bodies e.g. 4 learners form a rectanglewith their bodies.‣ Form a rectangle using their fingers.‣ Form a rectangle using 6 match sticks.Card games that develop the recognition ofshapes.Wool or play dough.Matchsticks1 day‣ Make/form a rectangle with pieces of wool or play dough.‣ Walk on the outline of a rectangular shape.‣ Feel the shapes. Place different shapes in a “feely bag” Have amatching set of cards with shapes drawn on them. The learner“feels” the shape in the bag and matches it with the cards.‣ Draw the rectangle shape in the air, sand, on the floor/ground andeventually on paper.“Feely bag” with different geometric shapes.Include big and small shapes and triangles ofdifferent angles in the “feely bag” e.g.Matching set of cards with shapes drawn onthemA4 paper and crayon87 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentConcrete using 3-D objects‣ Let learners look for rectangular objects in the classroom.Rectangular objects in the classroom.ContinuedPlay a game “Which one is missing?”‣ Put a number of 2-D shapes (not more than 5 shapes) on apiece of paper in the middle of the carpet e.g. the shapes fromthe game “Logi-Shapes”.‣ Discuss each shape with the learners.‣ Give the learners opportunity to memorise the type of shapeson the piece of paper.‣ The learners close their eyes.‣ The teacher removes one of the shapes.‣ The learners must open their eyes and identify which shape ismissing.‣ Repeat the process.‣ Promote the development of geometric shapes by providing avariety of card games such as “What’s in a square?” or anyother available.Variety of shapes e.g. Logi-shapes.Spatial Relationships • The position of two or more objects in relation to the learner1 dayKinaestheticLet the learners:‣ Stand between two objects or two learners.‣ Stand next to the girl with the blue dress.‣ Stand next to the boy with the brown sandals.‣ Walk between the boxes.‣ Crawl round the table.‣ Crawl under the chair.‣ Put the chair in front of you.‣ Put the chair behind you.‣ Stand on your chair.‣ Sit on the floor.‣ Put the chair on top of you.‣ Put the chair next to you.‣ Put the chair on your left side/right side.2 chairs.88 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentConcrete using 3-D objects‣ Let the learner complete puzzles with pictures of people or animals.‣ Thread beads according to instructions of the teacher e.g. thread ared bead. Put a green bead next to the red bead etc.‣ Thread beads according to a given picture sequence.PuzzlesBeads to threadWork in small groups. The teacher gives each learner a pegboard and ahandful of pegs.Give the following instructions:‣ Put two red pegs in the top left corner.‣ Put one green peg to the right of the red peg.‣ Put one blue peg below the green peg etc.Pegboards and pegsSemi-concrete with 2-D shapes‣ Draw people or animals without arms or legs and ask thelearners to complete the drawing.Worksheets with drawingsNote:Each new concept should be presented according to these three stages.• Kinaesthetic stage (experience concepts with body and senses).• Concrete-stage (Use 3-Dimensional objects).• Semi-concrete (Representation of 3-D object on paper e.g. drawings, matching pictures, card games, worksheets etc.)NB! Worksheets only to be given after the above stages have been presented and mastered by the learners.WEEK 33Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessment89 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsUse numbers infamiliar context• Reinforce the knowledge gained in week 31 and 32 that involves thenumbers 1 to 81 dayCount everyday objects up to 8.Count forwards and backwards up to 8.Number songs and rhymesReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.Kinaesthetic‣ The learners use their bodies to form number symbols.‣ The teacher makes numbers from different materials that learners can feele.g. sandpaper clay/ string.‣ Say number rhymes/songs.Large number symbols made ofsandpaperConcrete using 3-D objects‣ Use concrete objects such as blocks and plastic animals.‣ Count them, sort them, place eight in a row etc.Blocks and plastic animalsRecognise andidentify the numbersymbol and thenumber nameSemi-concrete using 2-D shapes‣ Match the number symbols to the correct pictures.‣ The learner must understand that a group of objects can contain thesame number of objects.Picture and number symbol flash cardsCountersCountersContinuedDevelop theconcepts of “morethan”, “less than”and “equal to(fewer)‣ The learners must point to each object as they count.‣ Learners must be able to match each object to each other e.g. One heartto one sun.‣ Match the picture flash cards, dot flash cards, the number symbol and thenumber name flash cards with the same number of counters.• Order and compare collections of objects using “more than/less than” and “equalto” up to number 8Count everyday objects up to 8.Count forwards and backwards up to 8.Reinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.Pictureof 8objectsNumber songs and rhymes8eight1 day90 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentKinaesthetic‣ The teacher places 8 blocks on a table. Without counting the learnersmust estimate (guess) the number of blocks.‣ The teacher asks:o “Are there more than 3 blocks?”o The learners check your answer by counting the blocks.”o “How close was your guess?BlocksConcrete using 3-D objects‣ Form a group of four learners. Give each group 8 counters and a page withtwo large circles drawn on it. Call the circles nests.‣ On the teacher’s instructions the learners put counters in each nest and sayhow many there are.‣ The learners compare the “nests” and determine which nest has “morethan, “”less than”, and the “same” or an “equal” number of counters.CountersA4 page with two” nests” drawn on it.Semi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.Let the learners compare cards with pictures and dots on them to identify the “morethan”, “less than” and “equal to”.Dot and picture flash cards.Pictureof 8objectsAdd and subtractnumbers withanswers up to 8(number bonds)• Orally solve addition and subtraction problems up to number 8Count everyday objects up to 8.Count forwards and backwards up to 8.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.91 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentAdditionSubtractionKinaestheticExamples13. Teacher calls 3 learners to the front. Learners count them. Teacher calls another2 and asks: How many learners altogether?”3 and 2 → 5. (The teacher says: 3 and 2 makes 5)Teacher packs out 2 chairs. Add 2 more. How many chairs are there now? 2and 2 → 4.14. Teacher holds up one hand. And says: “Count my fingers. If I hide my thumb,how many fingers can you see? 5 take away 1 → 4.15. Let the learners count the fingers on one of their hands. Hide your thumb; howmany fingers do you see? 5 take away 1 → 4.Concrete using 3-D objectsLet learners pack out 6 counters and do the following:4. The teacher gives each learner 6 counters. The teacher gives instructions andlearners respond e.g., pack out 2 counters, add another 3. How manyaltogether. 2 and 3 → 5.5. Count 4 counters. Count 2 on from four. How many do you have now?4 and 2 → 6.6. Count all the beads you have. If you cover two beads with your hand, how manybeads do you see?6 take away 2 → 4.Objects and /or countersSemi-concrete using 2-D shapesMake number puzzles and allow the learners to explore with the puzzles.6 3 9 7 2 9Number puzzlesSpace and ShapeDevelop theconcepts of “biggestand smallest”• Reinforce the concept of “biggest/smallest”Kinaesthetic1 day By the end of week 33assess and record whetherlearners can:The teacher draws a small circle in the sand, on the ground/floor.‣ The learners walk on the outline of the small circleThe teacher draws a bigger circle on the outside of the circle‣ The learners walk on the outline of the bigger circle‣ The teacher asks:o Which circle is the smallest?”o “Which circle is biggest ”o “Walk on the small circle”o Walk on the big circleIdentify and understand themeaning of the numbers 1 to8.Ability to link the samenumber of objects to thenumber of pictures anddots.The teacher draws an even bigger circle on the outside of the circle.‣ The learners walk on the outline of the biggest circle as well‣ The teacher asks questions such as:o Which of the circles is the biggest?” Big and small circles drawn in theUse and apply the number1 to 8 in familiar context.92 | P age

Content Area Content Clarification / Notes / Activities/ExamplesRecommended Resourceso “Which of the circles is the smallest? sand/on the floor/groundApproximateDurationSuggested FormalAssessmentRecognise and identify thenumber symbol andnumber name that involvenumber 1 to 8.ContinuedSymmetry in selfwith focus on the“front and back”concepts• Develop the awareness that one’s body has two sides and that each sidecan move independentlyExamples:1. Explain how the body is divided into two through the middle. Allow the learnersto experience this in a mirror.2. A rope could also be hung from the top of the learner’s head to the bottom ofhis/her toes to show that the body is divided in to two parts.3. Point out all the body parts that a person has two of (the one side/the other sideor the left / the right).4. Point out all the body parts that a person has only one of e.g. mouth, nose, andnavel but cut in half the parts look exactly the same.5. Learners execute instructions e.g. “place the hand of one side on the knee of theother side” or “place the left foot on the chair”.6. Point out that people and objects have a front and a back.7. Symmetrical control: The learners will be able to control both sides of the bodyby doing the following exercises:- Marching, lifting the knees high, stiff ‘tin soldier’ marching.- Cross arms, cross legs while marching.- Moving in response to music or an imaginary situation e.g. walking in mud,on ice, on hot bricks, etc.- Moving with a partner i.e. sitting on the carpet, feet together e.g. sawing atree, pushing/pulling a heavy load, rowing a boat.Learners should perform instructions with closed eyes.Action songs/rhymes e.g. “I put my leftfoot in”MirrorRope1 daysSolve addition andsubtraction problems orally,using story sums andcounters/objects withanswers up to the number 8.Understands to order andcompare collections ofobjects using “morethan/less than” and “equalto” that involve number 1-10Distinguish the location of asound (auditory pattern)Recognise, identify andname a rectangle.Recognise visible propertiesof a rectangle informally.Recognise and identify whiteGain knowledge of theposition of two or moreobjects in relation to thelearner.Understand that thecollecting and sorting ofobjects can eventually berepresented in a graph.93 | P age

WEEK 34Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumber 9• Introduce the meaning of the number 9Count everyday objects up to 9.Count forwards and backwards up to 9.Reinforce the concepts of “many” and “few”Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 9 timesKinaestheticLet the learners:‣ Count up to 9 while climbing the steps.‣ Draw number 9 in the sand/floor/ground and walk on it.‣ Clap hands 9 times.‣ Recognise numbers 1 to 9 with the set of large number symbols.‣ Make use of own ideas to let learners experience the meaning ofnumber 9 with their bodies.Concrete using 3-D objects‣ The teacher creates a number line or ladder on the floor or groundThe teacher gives instructions such as:‣ Always stand on the zero or start at the zero.‣ Always count while moving.‣ Move to number 5. Move back to number 2. Move forward to number8.‣ Move to number 8. Move 1 number forward. Move 2 numbersbackward.‣ What comes after 3?‣ What comes before 7?Number songs and rhymesSet of large number symbols54321067891 dayOr only select one ortwo activities from thekinaesthetic, concreteand semi-concreteUse the numbers incontextSemi-concrete using 2-D shapesUse the number 9 in familiar contextLet the learners‣ Match the picture flash card with the same number of dots. Packthe same number of counters.94 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinuedRecognise thenumber symbols andthe number namesRecognise the number symbols and the number name.Let the learners:‣ Select the number 9 symbol and number name amongst otherflash cards.‣ Place the number symbol flash cards on the floor in the correctnumber order.‣ Place the number symbol flash cards in a scattered order.Divide the learners into smaller groups. The teacher gives each group aset of number symbol cards.‣ Give the learners instructions e.g.‣ Touch number 4, put your elbow on number 8, sit on number 3,run around number 5 five times etc.‣ Play games by linking the number of counters with the number name,the number symbol, the dots and the picture cards.‣ Ensure that the number symbol and number name is always linkedwith the same number of objects.CountersPictureof 9objectsA few set of number cards that involvesnumber 1 to 99 nineFlash cards with number symbol and numbername, dots and pictures e.g.9 nineContinuedPictureof 9objectsCountersSpace and ShapeDevelop a sense ofdirection• Develop a sense of direction by introducing both the concepts of “atthe front/at the back” and “forward/ backward”1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece of paper and put it on the floor.Let learners:‣ Push a toy car along the lines and let him/her tell you in what directionthe car is moving (forward/backward, left/right).Semi-concrete using 2-D shapesLet learners experience the concept of forwards/backwards by indicating thedirection in pictures.Large drawn shapes on a piece of paperToy carPictures that clearly show direction e.g. thedirection a car is travelling, the direction aperson is walking.ContinuedRecognise, identifyand name geometricshapes• Reinforce the knowledge gained in week 31Concrete using 3-D objectsLet the learners:‣ Sort geometric shapes e.g. circles, triangles, squares and rectangles‣ Provide geometric shapes of different sizes and thickness.A variety of shapes1 day95 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentSemi-concrete using 2-D shapesLet the learners:‣ Cut out the abovementioned shapes from a sheet of paper.Include big and small shapes and triangles of different angles.‣ Sort the different shapes together.‣ Plan a picture with the cut-out shapes and use them during artactivity.A sheet of paper with circles, triangles andsquares and rectangles on it e.g.Include big and small shapes and triangles ofdifferent angles e.g.Symmetry in objects • Develop the awareness that there is symmetry in objects1 dayConcrete using 3-D objects‣ Look for real objects that will illustrate symmetry. (The one sidelooks the same as the other side) e.g. butterfly, flower leaf etc.‣ The teacher and learners collect pictures of designs that aresymmetrical .e.g. the designs painted on houses, designs ontiles, designs on vases and parachutes.Semi-concrete using 2-D objects‣ The learners cut out the shape of a heart or flower vase from a paperfolded in half.→→A piece of paper folded in half96 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentData handlingCollect and sortobjects (alone and/oras a member of agroup or team) in theenvironmentaccording to statedfeatures (e.g. collect10 dead flowers)• Reinforce the concept of data handlingConcrete using 3-D objectsLet’s play a game:Classify and group the choice of the colour of the play dough for the followingweek e.g.‣ The problem to be solved is to determine what colour the play doughshould be for the following week.‣ Make use of real objects to make a graph such as blocks, stackingcubes, Lego or Duplo blocks representing the colours of dough youplan to make e.g. blue, yellow, and green.‣ Each child selects one block representing the colour of his/herchoice of play dough for the week.‣ The blocks are stacked according to colours.‣ According to the choice of the learners the colour of the playdough for the week will be yellow.Blue, yellow and green Lego-, Dduplo- or unifixblocks. (Only one kind to be used)blue yellow green2 4 31 day\WEEK 35Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessment97 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers &NumberOperationsThe meaning ofnumber 9• Reinforce the knowledge gained in week 34 that involves the number 9Count everyday objects up to 9.Count forwards and backwards up to 9.1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 9 timesKinaestheticLet’s play a game:The teacher places the large cardboard number shapes or cards that involve numbers 1to 9 in order on the floor.The teacher gives the children instruction such as:‣ Sit on number 6.‣ Put your toe on number 3.‣ Run around number 2 three times.‣ Hop over number 1.The teacher can later scatter the number symbol cards.A set of large cardboard number symbolcards.You can also paint them on pieces ofthick plastic or hardboard7186 34592ContinuedUse numbers incontextConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom‣ Count with counters‣ The teacher places objects in a pile on the table. Let learners estimate howmany objects in the pile. Count them afterwards.CountersObjects in the classroomContinuedRecognise thenumber symbols andthe number namesSemi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number of counters with the number name, thenumber symbol, the dots and the picture cards.‣ Trace the number 9 with a crayon.‣ Ensure that the number symbol and the number name are always linkedwith the same number of objects.Flash card with number symbol andnumber name, dots and pictures e.g.Pictureof 9objects9 nineCountersCrayons98 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesStory sums • Use counters and orally solve problems that involve number 1 to 9ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Tell a story of about a tree with one bird in it. Another bird joins him. Howmany birds are there now? Learners act the story out with masks. 1 and 1gives 2.Repeat the story till there are 9 birds.Picture of a large treeConcrete using 3-D objects‣ One friend has 8 counters e.g. plastic animals and her friend has 1 more. Howmany plastic animals do they have together? 8 and 1 →99 CountersSpace and ShapeSemi-concrete using 2-D shapes‣ Give each learner a worksheet with a picture of a tree on it. Learners placeone counter on the tree. Continue, adding one more counter to the tree at atime.Spatial relationships • The position of two or more objects in relation to the learnerWorksheet with a tree and counters1 dayKinaesthetic‣ A learner asks a friend to stand between two objects / learners.‣ A learner asks a friend to stand next to the girl with the blue dress‣ A learner asks a friend to stand next to the boy with the brown sandalsConcrete using 3-D objects‣ Hang a line between two objects.‣ Learners hang actual clothes according to a specific command .e.g.“Hang the shirt on the left side of the clothes line”“Hang the dress on the right side of the shirt” “Hang the handkerchief next to..... etc.”“Hang the pants between the …. etc.”ContinuedSemi-concrete using 2-D shapes‣ Draw a picture of a house according to instructions e.g.o Draw the roof at the top of the pageo Draw the walls of the house in the middle of the page etc.o Draw a dog on the left hand side of the house.The sheet of paper should not be too large to ensure that the different shapes touch oneanother to form a picture of a house.Sheet of paperCrayons99 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentShape Conservation(Form constancy)• Shape conservation is the ability to distinguish between shapes in ourenvironment, regardless of their size or angle sizes- The rectangleConcrete using 3-D objectsDivide learners into groups.‣ Give each group 9 rectangular shaped building blocks of different sizes.1 dayOr select onlysome of theactivitiesContinuedLet the learners:‣ Sort the different rectangular-shaped building blocks into groups of thesame size.‣ Count the number of building blocks.The teacher gives the following instructions:‣ Place the rectangular-shaped building blocks in a straight line.Each group receives 9 rectangularshaped building blocks of differentsizes‣ Place the rectangular-shaped building blocks in a upright position.‣ Place the rectangular-shaped building blocks in a zig-zag line.Continued100 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessment‣ The teacher gives each learner a piece of wool. The learners form arectangular shape with the wool.Piece of wool‣ Point out that each learner’s rectangle is not identical but the shapes are allstill rectangles.Semi-concrete using 2-D shapes‣ The teacher draws 20 different flash cards, each with one of five differenttriangles, circles, squares and rectangles on it e.g.Cards with 20 different flash cards, eachwith one of five different triangles, circles,squares and rectangles on it.The teacher divides the learners in groups.Let the learners:‣ Select the rectangle flash cards from among the other shapes.Let the learners:• Select all the pictures with flowers among pictures of trees and leaves etc.A variety of pictures learners can selectfrom according to an instruction from theteacher.101 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentData HandlingCollect and sortobjects (alone and/oras a member of agroup or team) in theenvironmentaccording to statedfeatures (e.g. collect10 dead flowers)• Reinforce the concept of data handlingConcrete using 3-D objects‣ Let the learners collect 9 twigs.‣ Sort twigs according to small and large size.Semi-concrete using 2-D shapes‣ Make a pictograph with the twigs.‣ The learners pack the twigs onthesmall twigslarge twigspictographaccording tosize i.e. small andlarge.Worksheet pictographLearners make own collection of twigs1 day5 3‣ Talk about the results.WEEK 36Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers &NumberOperationsThe meaning of thenumber 9• Reinforce the knowledge gained from week 31 to 35 that involve numbers 1to 9Count everyday objects up to 9.Count forwards and backwards up to 9.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 9 times.‣102 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinuedSemi-concrete using 2-D shapesLet the learners on the teachers instructions:‣ Place objects into groups that involve numbers 1 to 9 and count the objectsaloud.The teacher divides the learners into 5 groups.Let the learners:‣ Order and link the picture cards, the dot flash cards, the number symbolsand the number names in the correct sequence up to the number 9 e.g.Pictureof 1objectPictureof 2objectsPictureof 3objectsObjects in the classroom.5 sets of number cards that involvenumbers 1 to 9 for each group.Nine counters for each group.123onetwothreeetc.‣ Pack the correct number of counters on each dot card.Develop theconcepts of “morethan”, “less than”and “equal to”• Order and compare collections of objects using “more than/less than” and “equalto”Concrete using 3-D objects‣ The teacher provides a variety of objects such as leaves, stones, bottlecaps, crayons, blocks, etc.Let the learners:‣ Sort them into “groups” e.g. all the stones together.‣ Count the amount of objects in each “group”.‣ Indicating which “group” is “more than”, “less than” and “equal to”.Sets that involve numbers up to 9:‣ Learners sit on the carpet and make two “nests” with the wool.‣ Teacher gives instruction to the learners to place 2 counters in onenest and 4 in the other nest.‣ Ask questions such as: “Which nest has “more than”, “less than” andthe “same” number of counters?” e.g. the “nest” with 2 counters isless than the “nest” with 4 counters.Two pieces of wool for each learner9 counters for each learner1 day By the end of week 36assess and record whetherlearners can:Identify and understand themeaning of the numbers 1 to9.Use and apply the number1 to 9 in familiar context.Ability to link the samenumber of objects to thenumber of pictures anddots.Continued‣ Form “more than, less than” and ‘equal” sets with numbers up to 9.Recognise and identify thenumber symbol andnumber name that involvenumber 1 to 9.103 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentAdd and subtractnumbers withanswers up to 9(number bonds)• Reinforce the knowledge gained in week 33 solving addition andsubtraction problems that involve the numbers 1 to 9Count everyday objects up to 9.Count forwards and backwards up to 9.Reinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 9 times.Kinaesthetic‣ The teacher calls 1 learner to the front.‣ The teacher puts a different number of beads (up to 9) in each of thelearner`s hands e.g. 4 in the one hand and 5 in the other.The teacher arranges the learners in groups of nine.‣ The learners sit on the floor.‣ The teacher asks 2 learners to stand up.‣ The teacher asks: “How many learners are sitting on the floor?”Number song and rhymesBeads or counters1 daySolve addition andsubtraction problems orally,using story sums andcounters/objects withanswers up to the number 9.Understands to order andcompare collections ofobjects using “morethan/less than” and “equalto” that involve number 1-10Demonstrate the ability tocopy, extend, an auditorypattern.Patterns andFunctionsConcrete using 3-D objects‣ The learners sit on the carpet.‣ Each learner receives 8 beads placed in a cup with a saucer.‣ Take 6 beads from the cup and put them into the saucer. Take another 3beads and add to the beads in the saucer. How many beads are in the cup?6 and 3→9.‣ Take 4 beads from the plastic cup and put them into the saucer. Takeanother 4 beads and add to the beads in the saucer. How many beads arein the cup? 8 take away 4 take away 4→0.‣ Move 4 beads from the saucer to the cup. How many are left in the saucer?8 take away 4 →4.‣ Move 5 beads from the saucer to the cup. How many are left in the saucer?8 take away 5 →3.Semi-concrete with 2-D shapesDivide learners into groups. Give each group a set of picture flash cards‣ Count the 6 pictures on the flash card. If you add a flash card with 2pictures on it, how many will you have now? 6 and 2 →8.‣ Count the 8 objects on the picture card. If you cover 3 of the pictures,how many can you see? 8 take away 3→ 5.‣ Pack the same number of counters.Copy a pattern • Copy a noise patternKinaesthetic‣ The teacher divides the learners into three groups. Whisper anddemonstrate to each group which vehicle’s sound they will represent.Improvise if you don’t have cups andsaucers.A few sets of picture flash cardsPictures of three different vehicles or1 dayRecognise, identify andname a triangle, a circle, asquare and a rectangle.Recognise visible propertiesof the geometric shapesinformally.Recognise and identify pastelcoloursUnderstands the sense ofdirection of:- “At the front” and “atthe back”- “Forward” and“backward”Gain knowledge of theposition of two or moreobjects in relation to eachother and to one anotherGain knowledge of symmetryin:- own body104 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentSpace and ShapeColours‣ Each group makes their sound allocated to them as the teacher pointsto them e.g.‣ Woosh, brrrm, zonk / Woosh, brrrm, zonk.• Introduce pastel coloursmachines. - 3-D objects inclassroom andenvironment- 2-D shapes inclassroom and1 dayenvironment(Compare and sort)‣ Discuss the colours of an ice-cream cone with pink and mint colour.‣ Develop the pastel colour by adding white to red, blue, green and yellowwhile learners are looking on e.g.Red → pinkGreen → light green (mint)Blue → light blueYellow → light yellow‣ Recognise and identify the colour pink, light green, light blue, light yellow inlearners’ clothing.‣ Recognise and identify objects in the class with the colour pink, light green,light blue, light yellow in them.‣ Recognise and identify objects in the environment which are pink, lightgreen, light blue, light yellow.‣ Recognise and identify the colour pink, light green, light blue, light yellow inpictures.‣ Apply the adding of white to basic colours during creative art.• Develop knowledge of colours by providing card games that involve colours.A picture of an ice-cream cone withpastel colours in it. Make your ownRed, blue, geen andYellow paintWhite paintPaint brushesEgg containers for mixing the paintPictures with the pastel colours in them.Understand that thecollecting and sorting ofobjects can eventually berepresented in a graph.WEEK 37Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/ Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers &NumberOperationsThe meaning of thenumber 10• Introduce the meaning of the number 10Number 0Count everyday objects up to 10.Count forwards and backwards up to 10.Number songs and rhymesReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.105 | P age

Content Area Content Clarification / Notes / Activities/ Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinuedKinaestheticLet the learners:‣ Form the number 10 with their bodies (4 learners).‣ Count up to 10 while moving to the beat of a drum.‣ Hold up 10 fingers.‣ Draw the number 10 in the sand/floor/ground and walk on it.‣ Jump 10 times.‣ Place cut-out cardboard numbers in a” feely bag”.Have a set of flash cards with pictures representing the number e.g. twoballs on a card with number 2. The learner “feels” the numbers in the bagand matches them with the cardsConcrete using 3-D objectsLet the learners:‣ Pack out their telephone numbers using the large number symbolcards. Make them aware of the zero which represents the number10.Cut-out cardboard numbersLarge number symbol flash cards.Cards with learner’s telephone numbers on1 7804 3569 2106 | P age

Content Area Content Clarification / Notes / Activities/ Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentRecognise andidentify the numbersymbol and thenumber nameSemi-concrete using 2-D shapesLet the learners on the teacher’s instructions:‣ Place objects into groups that involve numbers 1 to 10 and count theobjects aloud.The teacher divides the learners into 5 groups.Let the learners:‣ Order and link the picture cards, the dot flash cards, the numbersymbols and the number names in the correct sequence up to thenumber 10 e.g.Objects in the classroom.A set of picture cards up to the number 101 dayPictureof 1objectPictureof 2objectsPictureof 3objects123onetwothreeetc.Patterns andFunctions‣ Pack the number of counters on each dot cardComplete the pattern • Complete a given patternKinaesthetic‣ Move around the room. On a signal, or when the music stops, theteacher calls out the name of a shape. The learners form that shapewith their fingers. They can also form groups and form the shapewith their bodies.‣ Draw the pattern below on the floor/ ground or the veranda for thelearners to move in a specific way.CountersThe example of the given pattern drawn on thefloor/ground/verandah1 dayLearners follow the pattern in the following way:‣ Jump with both feet on the rectangle.‣ Jump with left foot on the triangle.‣ Jump with right foot on the square.‣ Jump with both feet on circle and turn your body around while standingin the circle.‣ Complete the pattern.107 | P age

Content Area Content Clarification / Notes / Activities/ Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentConcrete using 3-D objectsEach learner receives the following shapes:‣ Each learner receives the following shapes:Let the learners:‣ Copy the teacher’s pattern using the above shapes.‣ Develop their own pattern with the given shapes.Space and Shape Sense of direction • Develop a sense of direction by executing instructions leading to left and right1 dayKinaestheticLet the learners follow instruction of the teacher:o Look up /look down/look upwards.o Bend down / bend downwards.o Lift left leg / lift right leg.o Crawl around the table.o Walk forward/walk backward.o Put your hand in/out.o Stand on the right side of the chair / Stand on the left side ofthe chair.o Stand in front of your chair/behind your chair.o Stand between two chairs.o Look to the right/look to the left.Instructions from the teacher.Terminology:Up/downIn/outTop/bottomFront/backIn front of/behindOn top/above/under/belowThe one side/the other sideNext toLeft/rightIn between108 | P age

Content Area Content Clarification / Notes / Activities/ Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentConcrete using 3-D objectsLet the learners do the following on the chalkboard:‣ Draw circles and continue going around and aroundChalkboard‣ Draw straight lines and continue forwards and backwards.‣ The teacher draws two dots and the learners draw a line to jointhem.Data HandlingCollect and sortobjects according tostated• Reinforce the concept of data handlingConcrete using 3-D objects‣ The teacher discusses and finds out how each learner comes to school.‣ She compiles a pictograph representing the learners walking, coming bytaxi, with a parent’s car and arriving by bus e.g.1 dayMagazine pictures of a taxi, a bus, a car and alearner walking. If you don’t have picturesimprovise and draw your own4 2 3 1109 | P age

Content Area Content Clarification / Notes / Activities/ Examples Recommended Resources‣ Analyse the results through questionsApproximateDurationSuggested FormalAssessmentWEEK 38Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesNumbers & NumberOperationsThe meaning ofnumber 10• Reinforce the knowledge gained in week 37 that involves the number10ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 10.Count forwards and backwards up to 10.Reinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.Number rhymes and songsoronly select some ofthe activities110 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesRecognise andidentify the numbersymbol and thenumber nameKinaesthetic‣ The teacher draws 10 circles on the playground. Write numbers insidethe circles. The teacher calls a number and a learner throws his beanbag into the circle nominated.‣ The learner throws his/her bean bag into the circle shown on the dotand/or picture card shown by the teacher.‣ The learner throws his/her bean bag into the circle shown on thenumber symbol card shown by the teacher.‣ Proceed by using the number name cards the same way.‣ Learners throw the same number of bean bags written inside thecircle, into the drawn circle e.g. if the number 5 is written inside thecircle the learners throw 5 beanbags into the circle.Semi-concrete using 2-D shapesLet’s play a game:‣ The teacher writes the number name on one side of a card and writes.the number symbol on the other side of the card involving numbers1 to 10 (Use a few sets).‣ Learners “read” the number name and guess the number symbol.‣ They turn the card over and correct themselves.10 beanbagsDrawn circles in the sand/ground or on thefloor.A set of number cards that involve number 1-10Cards that involve numbers1-10 with the number name on one side andthe number symbol on the other side. (Make afew sets so that each learner have his/her owncard).ApproximateDurationSuggested FormalAssessmentContinuedOrdinal Numbers • Introduce ordinal numbers - first, second, third, up the sixth‣ This concept is best developed over time and through the useand labelling of natural situations as they occur in the classroome.g. lining up to go outside “Siya is first, Helen is second .......”Kinaesthetic‣ Let learners run a race. Who came first, who came second, whocame last?1 dayPlay a game – “Which one is it”?‣ Ask five learners to sit in a row on five chairs.‣ The teacher says: “I`m thinking of one of these learners. Thelearner is wearing a red jersey.”‣ Starting with the learner sitting in front, she moves along the row,touches each learner and asks: “Is it the first, the second, thethird......... learner?Let 5 learners stand on the steps outside. The teacher places the correctnumber symbol card under each child on the steps.Show me which learner is standing on the:‣ First step.‣ Second step.‣ Third step etc.The learner on the first step holds up the number symbol card up only afterFive chairsA set of number symbol cards that involve thenumbers 1 to 10Improvise if there are no steps111 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended Resourcesthe answer has come from his/her classmates. Proceed up to the number 6.ApproximateDurationSuggested FormalAssessmentStory sums thatinvolve number 10• Use counters and orally solve problems that involve the number 10Count everyday objects up to 10.Count forwards and backwards up to 10.Reinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.Examples:8. There were 5 girls in the room. 5 more girls entered. How many arethere now? 5 and 5 → 10.9. Count 7 counters. Count two on. Count one on. How many altogether?7 and 2 and 1 → 10.10. There were 10 counters on the table. There are only 4 left. How manyhave been removed? 10 take away 6 → 4.11. You have 10 marbles. Take away 3. How many do you have left?10 take away 3→712. You made 10 cakes. You sold 2 cakes. How many do you haveleft?13. There were 10 counters on the table. There are only six counters left.How many are gone?1 daySpace and Shape Spatial relationships • The position of two or more objects in relation to each other and to oneanother1 dayKinaesthetic‣ The teacher asks the learner’s to stand at the back of the classroom.‣ The teacher asks the learners to stand at the one side of theclassroom / other side of the classroom.‣ The teacher asks the learner to stand in the front of the classroom.112 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesConcrete using 3-D objectsSound has meaning.Learners listen to:‣ A bell.‣ A whistle.‣ A musical instrument.‣ Bang two blocks against each other.The learners close their eyes and identify the sound of the bell, or the whistle orthe musical instrument.‣ The learners close their eyes and identify where the sound comesfrom.‣ The teacher instructs 4 learners to stand against the side walls of theclassroom. 4 learners in four sides of the classroom, each with adifferent instrument (bell, whistle, musical instrument and two blocks).‣ The teacher indicates with her hand to individual learners to make anoise with their instrument e.g. only the bell.‣ The rest of the class indicates where the sounds come from bypointing in the direction of, for example, the bell .To reinforce the left and right concept, send the two learners standing in the frontand at the back of the classroom back to the rest of the group.‣ Repeat the same activity focusing on sounds coming from the left andthe right side of the classroom.‣ The learners say “left” when the sound comes from the left handside and “right “when the sound comes from the right hand side.A bellA whistleAny musical instrumentTwo wooden blocksApproximateDurationSuggested FormalAssessmentConcrete using 3-D objects‣ The learners use a block. e.g. Move the block in relation to thechairooMove backward / move forward.Stand on the right side of the chair / Stand on the left side ofthe chair.‣ Stand between two chairs.Semi-concrete using 2-D shapesLet the learners complete a worksheet using a crayon to draw a line betweenlines e.g.A block and a chairWorksheet and a crayon113 | P age

Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesMeasurement Height Chart • Measure the height of the learners with a tape measureKinaestheticA height chartA tape measureApproximateDurationSuggested FormalAssessment‣ Refer to the first and third terms when the learner’s heights weremeasured using hands on the height chart .‣ Measure the height of the learners again.‣ The teacher puts a tape measure next to the pictures of handson the height chart.‣ Learners’ heights are measured once again..‣ Make learners aware that we are using a standard measuringtool and this is what mommy uses when making dresses.‣ Now they are not 10 hands tall but one meter 10 cm tall .‣ Learners can compare their height. Who is the tallest/ shortestin the class?Height ChartWEEK 39Suggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessment114 | P age

Numbers & NumberoperationsThe meaning of number10• Reinforce the meaning of number 10Count everyday objects up to 10.Count forwards and backwards up to 10.Number songs and rhymes1 daycontinuedReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 timesKinaestheticLet the learners:‣ Say a number rhyme using ten fingers.‣ Count the number of times the teacher taps on the table and copy her.‣ Clap your hand ten times.‣ Count in time to a regular beat while learners walk down steps, hop inand out of hoops.‣ Stamp feet in time to a regular beat.‣ Ten learners stand in a circle with a basket in the centre each with abeanbag. Let the learners throw their beanbag into a basket andcontinue up to the number 10. Learners must count aloud whilethrowing. Repeat the activity until all the learners have had a turn.‣ Make use of your own ides to reinforce the number 10 kinaesthetically.Bean bags and a basketSymbols and numbername 10Semi-concrete using 2-D shapes‣ Divide learners into smaller groups.‣ The teacher provides learners with number puzzles.‣ The learners discover and investigate all the possibilities.‣ Learners can throw a dice to determine which number puzzle to build.Make number puzzles that involve thenumber s 1 up to 106 6 pictures2twofive 55objects1 2 3 4 5Continued115 | P age

Add and subtractnumbers with answersup to 10(number bonds)• Reinforcing addition and subtraction with answers up to 10Count everyday objects up to 10.Count forwards and backwards up to 10.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.AdditionKinaesthetic‣ The teacher calls 5 learners to the front and keeps on adding onemore learner up to the number 10. The learners count aloud.5 and 1→6. (Say: Five and one gives six)6 and 1→7.7 and 1→8.9 and 1 →9.9 and 1→10.SubtractionThe teacher sends the learners back and the learners count backwards.‣ 10 take way 1→9.‣ 10 take away 1→8 etc.Concrete using 3-D objectsThe learners sit on the carpet. Each learner has 10 counters and a plastic lid.Let the learners follow instructions:‣ Pack 4 counters on your lid. Add 4 more. How many altogether ?6 and 4 → 10 etc.Pack 10 counters. Take away 5. How many are left? etc.10 counters for each learnerPlastic lids e.g. lid of ice-cream containers.Develop the conceptsof “more than”, “lessthan” and “equal toSemi-concrete using 2-D shapes‣ Count the 8 objects on the picture card. If you add the picturecard with 2 objects on, how many will you have now? 8 and 2→10. Pack the same number of counters.‣ Count the 10 objects on the pictures card. If you cover 3 three ofthe objects, how many can you see? 10 take away 3→ 7. Packthe same number of counters.• Order and compare collections of objects using “more than/less than” and“equal to” up to number 10Count everyday objects up to 10.Count forwards and backwards up to 10.Reinforce the concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.Picture flash cards that involve thenumbers 1 to 10Counters1 day By the end of week39 assess andrecord whetherlearners can:Identify andunderstand themeaning of thenumbers 1 to 10.Use and apply the116 | P age

Kinaesthetic‣ The teacher places 6 learners together in a hoop and 4 learners inanother hoop. The Teacher asks:” Are there more learners, lesslearners or the same number of learners in each group.” Thelearners identify which hoop has “More than” ” less than”, and“same” number of learners as the other.Concrete using 3-D objects‣ Place 10 counters, 6 counters and 4 counters on a table.‣ Without counting guess the number of counters/blocks on thetable‣ Teacher asks: “Are there more than 7 counters?” “Is it about thesame, just more than, just less than, just fewer than, enough, notenough?”‣ Teacher says: “Check your answer by counting the counters.”“How close were your guess?”Semi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.‣ Let the learners compare cards with pictures and dots on them andidentify the “more than”, “less than” and “equal to” concepts.Space and Shape Spatial relationships • Reinforce the position of two or more objects in relation to each otherand to one another leading to left and rightKinaesthetic‣ The teacher places left and right footsteps all around the classroom.The learners walk on them for example on their way to the washbasin.‣ Crawl with the same arm and the same knee moving simultaneously.HoopsCountersTwo cards with different number of dotsand pictures on themPaper foot prints marked “left’ and “right”number 1 to 10 infamiliar context.Ability to link thesame number ofobjects to thenumber of picturesand dots.Recognise andidentify the numbersymbol and numbername that involvenumber 1 to 10.Solve addition andsubtraction problemsorally, using storysums andcounters/objects withanswers up to thenumber 10.Understands toorder and comparecollections ofobjects using“more than/lessthan” and “equalto” that involvenumber 1-10‣ The teacher ties a piece of red wool on each learner’s right palm.The teacher gives instructions.‣ Lift your left leg.‣ Put your right foot on the chair.‣ Touch your left knee with your right elbow.‣ Pull your left ear with your right hand.‣ Put your right hand on your left shoulder and your left hand on yourright shoulder simultaneously. Hug yourself (crossing the midline).A piece of red woolDemonstrate theability to copy,extend, completeand create a pattern.Gain knowledge ofthe position of two ormore objects inrelation to each otherand to one another117 | P age

Understands thesense of direction of:- “Left” and“right”Gain knowledge of atape measure as astandard measuringtoolUnderstand that thecollecting and sortingof objects caneventually berepresented in agraph.Concrete using 3-D objects‣ The teacher put 7 tins on the table. Let the learners say which numberis on the left of number 3, which numbers are on the right of number 6,which number is between 3 and 6. Which number is first and whichnumber is last.Numbered tins.1 2 3 4 5 6 7‣ The teacher places 3 dolls/cars with clearly distinguishable clothing orcolours on the table.‣ She asks questions such as:Which doll/car one is on the left?Which doll /car is on the right?Which doll/car is in middle?Which doll/car is first/last?Three dolls or cars.118 | P age

Patterns functions Create own pattern Create own pattern1 dayConcrete using 3-D objects‣ Learners initially copy patterns from given patterns.‣ Eventually learners create their own pattern and describe theirown pattern.Shapes and pattern cards.Pegboard work:Let the learner use first his right and then his left hand, then both hands togetherto place the pegs on the pegboard.Pegboards and pegs.Patterns for learners to copy from.Note:The learners should be able to complete at least a 24-piece puzzle at the end of Term 4.‣ Teacher tells the learners where to place the pegs e.g.In the top row.In the bottom row.On the left side.On the right side.In the middle.Let the learners:‣ Make shapes on the pegboard with the coloured pegs.‣ The teacher composes a simple pattern with the pegs on her pegboardand learners copy her pattern on his/her own pegboard.WEEK 40Use week 40 to make sure you attend to conceptual weaknesses and / or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers &NumberoperationsThe meaning of thenumbers 1 to 10Use numbers incontextRecognise and identifythe number symboland number name• Identify and understand the meaning of the numbers 1 to 10.• Ability to link the same number of objects to the number of pictures and dots.• Use and apply the numbers 1 to 10 in familiar contexts by identifying numbers in pictures• Recognise and identify the number symbol and number name that involve number 1 to 10.119 | P age

“More than, lessthan” and “equal to”Addition andsubtraction• Understands to order and compare collections of objects using “more than/less than” and “equal to” that involve numbers 1 to 10.• Solve addition and subtraction problems orally, using story sums and counters/objects with answers up to 10.Patterns andFunctionsCopy, extend,complete and createa pattern• Demonstrate the ability to copy, extend, complete and create a pattern.Space and Shape Geometric Shapes • Recognise, identify and name triangles, circles, squares and rectangles.• Recognise visible properties of geometric shapes informally.Conservation ofshapes• Recognise, identify and name a triangle triangles, circles, squares and rectangles regardless of size and position.-Symmetry • Gain knowledge of symmetry in:- Own body- 3-D objects in classroom and environment.- 2-D shapes in classroom and environment.Colour • Recognise and identify white and pastel coloursDirectionality • Understands the sense of direction of:- “At the front” and “at the back”.- “Forward” and “backward”.- “Left” and “right”Concepts of “bigsmall”• Distinguish between concepts such as:- “Biggest” and “smallest”.Spatial relationships • Gain knowledge of the position of two or more objects in relation to the learner and• Gain knowledge of the position of two or more objects in relation to each other and to one another• Distinguish the location of a soundMeasurement Length • Gain knowledge of a tape measure as a standard measuring toolData HandlingCollect and sortobjects and recorddata• Understand that the collecting and sorting of objects can eventually be represented in a graph120 | P age