curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
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
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- Page 58 and 59: Symmetry in theenvironment• Devel
- Page 60 and 61: ContinuedActivities for SETS and GR
- Page 62 and 63: Shape and SpaceRecognise, and ident
- Page 64 and 65: ContinuedKinaestheticTeacher places
- Page 66 and 67: the teachers’ staff room).Pose qu
- Page 68 and 69: Continued Use numbers in context
- Page 70 and 71: e? Let me peep”‣ Learners peep
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- Page 74 and 75: ‣ Learners walk along the sides o
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- Page 80 and 81: WEEK 30Use week 30 to make sure you
- Page 82 and 83: ContinuedUse the number 8 in contex
- Page 84 and 85: JanSiphoMarthaHelenDollyFebDavidBon
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- Page 116 and 117: Add and subtractnumbers with answer
- Page 118 and 119: Understands thesense of direction o
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Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessment‣ The teacher gives each learner a piece <strong>of</strong> wool. The learners form arectangular shape with the wool.Piece <strong>of</strong> 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 <strong>of</strong> five differenttriangles, circles, squares <strong>and</strong> rectangles on it e.g.Cards with 20 different flash cards, eachwith one <strong>of</strong> five different triangles, circles,squares <strong>and</strong> 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 <strong>of</strong> trees <strong>and</strong> leaves etc.A variety <strong>of</strong> pictures learners can selectfrom according to an instruction from theteacher.101 | P age
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