curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
WEEK 6Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of the number 2 • Introduce the meaning of the number 2Count everyday objects up to 2.Count forwards.Reinforce concepts of “many” and “few”.Clap hands many times...STOP.Clap hands fewer times. The teacher claps up to 2 times.KinaestheticLet the learners:‣ Call 2 learners to the front. Count them‣ Count 2 chairs, tables etc.‣ Identify pairs of body parts such as eyes, ears, hands, legs, feet,knees, shoulders etc.‣ Do body percussion e.g. clap hands twice, nod their heads twice,tap on floor twice or jump twice etc.‣ Hold up 2 fingers, 2 hands, 2 feet.Concrete using 3-D objectsLet the learners:‣ Identify two of the same objects in the classroom e.g. two shoes,two crayons etc.Two pictures of birds for countingsong -“Two little Dickey birds”Learner’s bodiesFlash cards match real objects inclassroom.Approximate Suggested FormalDuration Assessment1 day By the end of week 6,assess and record whetherlearners can:Recognise the numbersymbol and number namefor the number 2.Link the same number ofobjects to the number ofdots and pictures.Identify and create apattern on a kinaesthetic,concrete and semi-concretelevel.Understand the concept‘’foreground andbackground’’.Identify symmetry in self.Semi-concrete using 2-D shapesLet the learners:‣ Match picture cards with 2 pictures on them with two cards withtwo dots on them.‣ Show flash cards with a picture of selected number of items on ite.g. a pair of shoes, two crayons etc.‣ Make number puzzles and allow learners to match them e.g.Number flash cards with two objects.Pictureof 2objectsObjects in class and environment.Identify the colour blue.Show an awareness of thedays of the week.2 two14 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesPatterns and Functions Creates own patterns • Learners create their own patternsApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objectsLet the learners:‣ Find patterns in their clothes, class and environment.‣ Copy pattern with objects e.g. one leaf one stick; one leaf onestick;........‣ Use blue and red round plastic shapes to create a pattern.‣ Apply a pattern during art activities by using red and blue paintwith bottle tops.Learner`s clothes e.g shoe, sock (onlytwo object patterns)Objects from the environment e.g.leaves and sticksPattern with concrete red and blueplastic shapes,Semi-concrete:‣ Provide the learners with picture cards.‣ Let the learners create their own patterns with the picture cards. Picture cardsShape and Space Position in space • Reinforce the concepts “on and under”‣ Refer to week 5‣ Each learner sits on a chair.‣ Learners demonstrate on top and under by following thecommands of the teacher e.g. sit on the box, lie under the box.‣ Take the learners outside and let them demonstrate the conceptsof “on’, “under”, and “on top” by showing their own initiative.LearnersBox15 | P age
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- Page 16 and 17: WEEK 7Suggested contact time:7 hour
- Page 18 and 19: Content Area Content Clarification
- Page 20 and 21: WEEK 8Suggested contact time:7 hour
- Page 22 and 23: Content Area Content Clarification
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- Page 26 and 27: Content Area Content Suggested Form
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- Page 32 and 33: Space and shapeStory sums that invo
- Page 34 and 35: Content Area Content Clarification
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- Page 38 and 39: WEEK 16Suggested contact time:7 hou
- Page 40: the first term.‣ Learners discove
- Page 44 and 45: ‣ Collect 5 placematsAdd and subt
- Page 46 and 47: WEEK 19Suggested contact time:7 hou
- Page 48 and 49: hips, hands on the head ...Concrete
- Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
- Page 52 and 53: Content Area Content Clarification
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- Page 56 and 57: WEEK 23Suggested contact time:7 hou
- Page 58 and 59: Symmetry in theenvironment• Devel
- Page 60 and 61: ContinuedActivities for SETS and GR
- Page 62 and 63: Shape and SpaceRecognise, and ident
WEEK 6Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) <strong>of</strong> ± 30 minutes per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning <strong>of</strong> the number 2 • Introduce the meaning <strong>of</strong> the number 2Count everyday objects up to 2.Count forwards.Reinforce 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. The teacher claps up to 2 times.KinaestheticLet the learners:‣ Call 2 learners to the front. Count them‣ Count 2 chairs, tables etc.‣ Identify pairs <strong>of</strong> body parts such as eyes, ears, h<strong>and</strong>s, legs, feet,knees, shoulders etc.‣ Do body percussion e.g. clap h<strong>and</strong>s twice, nod their heads twice,tap on floor twice or jump twice etc.‣ Hold up 2 fingers, 2 h<strong>and</strong>s, 2 feet.Concrete using 3-D objectsLet the learners:‣ Identify two <strong>of</strong> the same objects in the classroom e.g. two shoes,two crayons etc.Two pictures <strong>of</strong> birds for countingsong -“Two little Dickey birds”Learner’s bodiesFlash cards match real objects inclassroom.Approximate Suggested FormalDuration Assessment1 day By the end <strong>of</strong> week 6,assess <strong>and</strong> record whetherlearners can:Recognise the numbersymbol <strong>and</strong> number namefor the number 2.Link the same number <strong>of</strong>objects to the number <strong>of</strong>dots <strong>and</strong> pictures.Identify <strong>and</strong> create apattern on a kinaesthetic,concrete <strong>and</strong> semi-concretelevel.Underst<strong>and</strong> the concept‘’foreground <strong>and</strong>background’’.Identify symmetry in self.Semi-concrete using 2-D shapesLet the learners:‣ Match picture cards with 2 pictures on them with two cards withtwo dots on them.‣ Show flash cards with a picture <strong>of</strong> selected number <strong>of</strong> items on ite.g. a pair <strong>of</strong> shoes, two crayons etc.‣ Make number puzzles <strong>and</strong> allow learners to match them e.g.Number flash cards with two objects.Picture<strong>of</strong> 2objectsObjects in class <strong>and</strong> environment.Identify the colour blue.Show an awareness <strong>of</strong> thedays <strong>of</strong> the week.2 two14 | P age
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