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

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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
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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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hips, hands on the head ...Concrete
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WEEK 21Mathematics - Grade RTERM TH
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Symmetry in theenvironment• Devel
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Page 68 and 69: Continued Use numbers in context
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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
Page 94 and 95: WEEK 34Suggested contact time:7 hou
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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