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

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Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesMeasurement Height Chart • Measure the height of the learners with a tape measureKinaestheticA height chartA tape measureApproximateDurationSuggested FormalAssessment‣ Refer to the first and third terms when the learner’s heights weremeasured using hands on the height chart .‣ Measure the height of the learners again.‣ The teacher puts a tape measure next to the pictures of handson the height chart.‣ Learners’ heights are measured once again..‣ Make learners aware that we are using a standard measuringtool and this is what mommy uses when making dresses.‣ Now they are not 10 hands tall but one meter 10 cm tall .‣ Learners can compare their height. Who is the tallest/ shortestin the class?Height ChartWEEK 39Suggested 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 FormalAssessment114 | P age
Numbers & NumberoperationsThe meaning of number10• Reinforce the meaning of number 10Count everyday objects up to 10.Count forwards and backwards up to 10.Number songs and rhymes1 daycontinuedReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 timesKinaestheticLet the learners:‣ Say a number rhyme using ten fingers.‣ Count the number of times the teacher taps on the table and copy her.‣ Clap your hand ten times.‣ Count in time to a regular beat while learners walk down steps, hop inand out of hoops.‣ Stamp feet in time to a regular beat.‣ Ten learners stand in a circle with a basket in the centre each with abeanbag. Let the learners throw their beanbag into a basket andcontinue up to the number 10. Learners must count aloud whilethrowing. Repeat the activity until all the learners have had a turn.‣ Make use of your own ides to reinforce the number 10 kinaesthetically.Bean bags and a basketSymbols and numbername 10Semi-concrete using 2-D shapes‣ Divide learners into smaller groups.‣ The teacher provides learners with number puzzles.‣ The learners discover and investigate all the possibilities.‣ Learners can throw a dice to determine which number puzzle to build.Make number puzzles that involve thenumber s 1 up to 106 6 pictures2twofive 55objects1 2 3 4 5Continued115 | 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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Shape and SpaceRecognise, and ident
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Page 68 and 69: Continued Use numbers in context
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Page 72 and 73: WEEK 28Suggested contact time:7 hou
Page 74 and 75: ‣ Learners walk along the sides o
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Page 82 and 83: ContinuedUse the number 8 in contex
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