curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
Add and subtractnumbers with answersup to 10(number bonds)• Reinforcing addition and subtraction with answers up to 10Count everyday objects up to 10.Count forwards and backwards up to 10.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 10 times.AdditionKinaesthetic‣ The teacher calls 5 learners to the front and keeps on adding onemore learner up to the number 10. The learners count aloud.5 and 1→6. (Say: Five and one gives six)6 and 1→7.7 and 1→8.9 and 1 →9.9 and 1→10.SubtractionThe teacher sends the learners back and the learners count backwards.‣ 10 take way 1→9.‣ 10 take away 1→8 etc.Concrete using 3-D objectsThe learners sit on the carpet. Each learner has 10 counters and a plastic lid.Let the learners follow instructions:‣ Pack 4 counters on your lid. Add 4 more. How many altogether ?6 and 4 → 10 etc.Pack 10 counters. Take away 5. How many are left? etc.10 counters for each learnerPlastic lids e.g. lid of ice-cream containers.Develop the conceptsof “more than”, “lessthan” and “equal toSemi-concrete using 2-D shapes‣ Count the 8 objects on the picture card. If you add the picturecard with 2 objects on, how many will you have now? 8 and 2→10. Pack the same number of counters.‣ Count the 10 objects on the pictures card. If you cover 3 three ofthe objects, how many can you see? 10 take away 3→ 7. Packthe same number of counters.• Order and compare collections of objects using “more than/less than” and“equal to” up to 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.Picture flash cards that involve thenumbers 1 to 10Counters1 day By the end of week39 assess andrecord whetherlearners can:Identify andunderstand themeaning of thenumbers 1 to 10.Use and apply the116 | P age
Kinaesthetic‣ The teacher places 6 learners together in a hoop and 4 learners inanother hoop. The Teacher asks:” Are there more learners, lesslearners or the same number of learners in each group.” Thelearners identify which hoop has “More than” ” less than”, and“same” number of learners as the other.Concrete using 3-D objects‣ Place 10 counters, 6 counters and 4 counters on a table.‣ Without counting guess the number of counters/blocks on thetable‣ Teacher asks: “Are there more than 7 counters?” “Is it about thesame, just more than, just less than, just fewer than, enough, notenough?”‣ Teacher says: “Check your answer by counting the counters.”“How close were your guess?”Semi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.‣ Let the learners compare cards with pictures and dots on them andidentify the “more than”, “less than” and “equal to” concepts.Space and Shape Spatial relationships • Reinforce the position of two or more objects in relation to each otherand to one another leading to left and rightKinaesthetic‣ The teacher places left and right footsteps all around the classroom.The learners walk on them for example on their way to the washbasin.‣ Crawl with the same arm and the same knee moving simultaneously.HoopsCountersTwo cards with different number of dotsand pictures on themPaper foot prints marked “left’ and “right”number 1 to 10 infamiliar context.Ability to link thesame number ofobjects to thenumber of picturesand dots.Recognise andidentify the numbersymbol and numbername that involvenumber 1 to 10.Solve addition andsubtraction problemsorally, using storysums andcounters/objects withanswers up to thenumber 10.Understands toorder and comparecollections ofobjects using“more than/lessthan” and “equalto” that involvenumber 1-10‣ The teacher ties a piece of red wool on each learner’s right palm.The teacher gives instructions.‣ Lift your left leg.‣ Put your right foot on the chair.‣ Touch your left knee with your right elbow.‣ Pull your left ear with your right hand.‣ Put your right hand on your left shoulder and your left hand on yourright shoulder simultaneously. Hug yourself (crossing the midline).A piece of red woolDemonstrate theability to copy,extend, completeand create a pattern.Gain knowledge ofthe position of two ormore objects inrelation to each otherand to one another117 | P age
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Add <strong>and</strong> subtractnumbers with answersup to 10(number bonds)• Reinforcing addition <strong>and</strong> subtraction with answers up to 10Count everyday objects up to 10.Count forwards <strong>and</strong> backwards up to 10.Number songs <strong>and</strong> rhymes1 dayReinforce the concepts <strong>of</strong> “many” <strong>and</strong> “few”Clap h<strong>and</strong>s many times …… STOP.Clap h<strong>and</strong>s fewer times. Teacher claps up to 10 times.AdditionKinaesthetic‣ The teacher calls 5 learners to the front <strong>and</strong> keeps on adding onemore learner up to the number 10. The learners count aloud.5 <strong>and</strong> 1→6. (Say: Five <strong>and</strong> one gives six)6 <strong>and</strong> 1→7.7 <strong>and</strong> 1→8.9 <strong>and</strong> 1 →9.9 <strong>and</strong> 1→10.SubtractionThe teacher sends the learners back <strong>and</strong> the learners count backwards.‣ 10 take way 1→9.‣ 10 take away 1→8 etc.Concrete using 3-D objectsThe learners sit on the carpet. Each learner has 10 counters <strong>and</strong> a plastic lid.Let the learners follow instructions:‣ Pack 4 counters on your lid. Add 4 more. How many altogether ?6 <strong>and</strong> 4 → 10 etc.Pack 10 counters. Take away 5. How many are left? etc.10 counters for each learnerPlastic lids e.g. lid <strong>of</strong> ice-cream containers.Develop the concepts<strong>of</strong> “more than”, “lessthan” <strong>and</strong> “equal toSemi-concrete using 2-D shapes‣ Count the 8 objects on the picture card. If you add the picturecard with 2 objects on, how many will you have now? 8 <strong>and</strong> 2→10. Pack the same number <strong>of</strong> counters.‣ Count the 10 objects on the pictures card. If you cover 3 three <strong>of</strong>the objects, how many can you see? 10 take away 3→ 7. Packthe same number <strong>of</strong> counters.• Order <strong>and</strong> compare collections <strong>of</strong> objects using “more than/less than” <strong>and</strong>“equal to” up to number 10Count everyday objects up to 10.Count forwards <strong>and</strong> backwards up to 10.Reinforce the concepts <strong>of</strong> “many” <strong>and</strong> “few”.Clap h<strong>and</strong>s many times …… STOP.Clap h<strong>and</strong>s fewer times. Teacher claps up to 10 times.Picture flash cards that involve thenumbers 1 to 10Counters1 day By the end <strong>of</strong> week39 assess <strong>and</strong>record whetherlearners can:Identify <strong>and</strong>underst<strong>and</strong> themeaning <strong>of</strong> thenumbers 1 to 10.Use <strong>and</strong> apply the116 | P age
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