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

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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
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Content Area Content Clarification
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WEEK 6Suggested contact time:7 hour
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Content Area Content Suggested Form
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Space and shapeStory sums that invo
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WEEK 16Suggested contact time:7 hou
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the first term.‣ Learners discove
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‣ Collect 5 placematsAdd and subt
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WEEK 19Suggested contact time:7 hou
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hips, hands on the head ...Concrete
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WEEK 21Mathematics - Grade RTERM TH
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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
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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 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
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