curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
Understands thesense of direction of:- “Left” and“right”Gain knowledge of atape measure as astandard measuringtoolUnderstand that thecollecting and sortingof objects caneventually berepresented in agraph.Concrete using 3-D objects‣ The teacher put 7 tins on the table. Let the learners say which numberis on the left of number 3, which numbers are on the right of number 6,which number is between 3 and 6. Which number is first and whichnumber is last.Numbered tins.1 2 3 4 5 6 7‣ The teacher places 3 dolls/cars with clearly distinguishable clothing orcolours on the table.‣ She asks questions such as:Which doll/car one is on the left?Which doll /car is on the right?Which doll/car is in middle?Which doll/car is first/last?Three dolls or cars.118 | P age
Patterns functions Create own pattern Create own pattern1 dayConcrete using 3-D objects‣ Learners initially copy patterns from given patterns.‣ Eventually learners create their own pattern and describe theirown pattern.Shapes and pattern cards.Pegboard work:Let the learner use first his right and then his left hand, then both hands togetherto place the pegs on the pegboard.Pegboards and pegs.Patterns for learners to copy from.Note:The learners should be able to complete at least a 24-piece puzzle at the end of Term 4.‣ Teacher tells the learners where to place the pegs e.g.In the top row.In the bottom row.On the left side.On the right side.In the middle.Let the learners:‣ Make shapes on the pegboard with the coloured pegs.‣ The teacher composes a simple pattern with the pegs on her pegboardand learners copy her pattern on his/her own pegboard.WEEK 40Use week 40 to make sure you attend to conceptual weaknesses and / or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers &NumberoperationsThe meaning of thenumbers 1 to 10Use numbers incontextRecognise and identifythe number symboland number name• Identify and understand the meaning of the numbers 1 to 10.• Ability to link the same number of objects to the number of pictures and dots.• Use and apply the numbers 1 to 10 in familiar contexts by identifying numbers in pictures• Recognise and identify the number symbol and number name that involve number 1 to 10.119 | P age
- 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
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- Page 94 and 95: WEEK 34Suggested contact time:7 hou
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- Page 116 and 117: Add and subtractnumbers with answer
- Page 120: “More than, lessthan” and “eq
Underst<strong>and</strong>s thesense <strong>of</strong> direction <strong>of</strong>:- “Left” <strong>and</strong>“right”Gain knowledge <strong>of</strong> atape measure as ast<strong>and</strong>ard measuringtoolUnderst<strong>and</strong> that thecollecting <strong>and</strong> sorting<strong>of</strong> objects caneventually berepresented in agraph.Concrete using 3-D objects‣ The teacher put 7 tins on the table. Let the learners say which numberis on the left <strong>of</strong> number 3, which numbers are on the right <strong>of</strong> number 6,which number is between 3 <strong>and</strong> 6. Which number is first <strong>and</strong> whichnumber is last.Numbered tins.1 2 3 4 5 6 7‣ The teacher places 3 dolls/cars with clearly distinguishable clothing orcolours on the table.‣ She asks questions such as:Which doll/car one is on the left?Which doll /car is on the right?Which doll/car is in middle?Which doll/car is first/last?Three dolls or cars.118 | P age
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