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

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Content Area Content Clarification / Notes / Activities/Examples Recommended Resourcesthe answer has come from his/her classmates. Proceed up to the number 6.ApproximateDurationSuggested FormalAssessmentStory sums thatinvolve number 10• Use counters and orally solve problems that involve the number 10Count 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.Examples:8. There were 5 girls in the room. 5 more girls entered. How many arethere now? 5 and 5 → 10.9. Count 7 counters. Count two on. Count one on. How many altogether?7 and 2 and 1 → 10.10. There were 10 counters on the table. There are only 4 left. How manyhave been removed? 10 take away 6 → 4.11. You have 10 marbles. Take away 3. How many do you have left?10 take away 3→712. You made 10 cakes. You sold 2 cakes. How many do you haveleft?13. There were 10 counters on the table. There are only six counters left.How many are gone?1 daySpace and Shape Spatial relationships • The position of two or more objects in relation to each other and to oneanother1 dayKinaesthetic‣ The teacher asks the learner’s to stand at the back of the classroom.‣ The teacher asks the learners to stand at the one side of theclassroom / other side of the classroom.‣ The teacher asks the learner to stand in the front of the classroom.112 | P age
Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesConcrete using 3-D objectsSound has meaning.Learners listen to:‣ A bell.‣ A whistle.‣ A musical instrument.‣ Bang two blocks against each other.The learners close their eyes and identify the sound of the bell, or the whistle orthe musical instrument.‣ The learners close their eyes and identify where the sound comesfrom.‣ The teacher instructs 4 learners to stand against the side walls of theclassroom. 4 learners in four sides of the classroom, each with adifferent instrument (bell, whistle, musical instrument and two blocks).‣ The teacher indicates with her hand to individual learners to make anoise with their instrument e.g. only the bell.‣ The rest of the class indicates where the sounds come from bypointing in the direction of, for example, the bell .To reinforce the left and right concept, send the two learners standing in the frontand at the back of the classroom back to the rest of the group.‣ Repeat the same activity focusing on sounds coming from the left andthe right side of the classroom.‣ The learners say “left” when the sound comes from the left handside and “right “when the sound comes from the right hand side.A bellA whistleAny musical instrumentTwo wooden blocksApproximateDurationSuggested FormalAssessmentConcrete using 3-D objects‣ The learners use a block. e.g. Move the block in relation to thechairooMove backward / move forward.Stand on the right side of the chair / Stand on the left side ofthe chair.‣ Stand between two chairs.Semi-concrete using 2-D shapesLet the learners complete a worksheet using a crayon to draw a line betweenlines e.g.A block and a chairWorksheet and a crayon113 | 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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ContinuedActivities for SETS and GR
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Page 68 and 69: Continued Use numbers in context
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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
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Page 116 and 117: Add and subtractnumbers with answer
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