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

More documents

Recommendations

Info

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
Page 8:
Contentt AreaContentClarification /
Page 12 and 13:
Content Area Content Clarification
Page 14 and 15:
WEEK 6Suggested contact time:7 hour
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 26 and 27:
Content Area Content Suggested Form
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Space and shapeStory sums that invo
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
WEEK 16Suggested contact time:7 hou
Page 40:
the first term.‣ Learners discove
Page 44 and 45:
‣ Collect 5 placematsAdd and subt
Page 46 and 47:
WEEK 19Suggested contact time:7 hou
Page 48 and 49:
hips, hands on the head ...Concrete
Page 50 and 51:
WEEK 21Mathematics - Grade RTERM TH
Page 52 and 53:
Page 54 and 55: Content Area Content Clarification
Page 56 and 57: WEEK 23Suggested contact time:7 hou
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
Page 74 and 75: ‣ Learners walk along the sides o
Page 76 and 77: Teacher puts articles with differen
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
Page 116 and 117: Add and subtractnumbers with answer
Page 118 and 119: Understands thesense of direction o
Page 120: “More than, lessthan” and “eq
show all

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

Create successful ePaper yourself

Delete template?

Save as template?