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