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 7Suggested 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 & NumberOperationsRecognise the number symboland the number name• Recognise and identify the number symbol and the number namethat involve the number 2ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to the number 2.Count forwards and backwards up to 2.Number songs and rhymesReinforce concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 2.KinaestheticLet the learners:‣ Bounce a ball once, in other words 1 time.‣ Bounce a ball twice, in other words 2 times.Concrete using 3-D objectsLet the learners:‣ Pick up one counter.‣ Pick up two counters.Semi – concrete using 2-D shapesLet the learners:‣ Identify picture flash and link them with the same number ofobjects‣ Identify flash cards marked with two dots and link them with thesame number of objects.‣ Identify the number symbol and number name flash cards andlink them to the same number of counters.‣ Identify the number symbol 2 on pictures provided by the teacher.BallsCountersFlash card with two pictures, dots,number symbol and number namePictureof 2objectsCountersPictures on which the number symbol 2appears2 twoDevelop the concepts “morethan”, “less than” and “equalto” (fewer than)• Order and compare collections of objects using “more than, lessthan” and “equal to”Count everyday objects up to the number 2.Number songs and rhymes1 dayReinforce concepts of “many” and “few”Clap your hands many times ...STOPClap your hands fewer times. The teacher claps up to 3 times.16 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedConcrete using 3-D objects‣ The teacher places 2 objects, e.g. blocks in a row on a table. Shegives two learners each a block. Ask the leaner to match each oftheir blocks with her blocks. “Now we each have 2 blocks. Wehave the same number of blocks”.BlocksApproximateDurationSuggested FormalAssessmentTeacher makes four strings of beads.Place 3 beads on the first string, 2 beads on the second string, one bead onthe third string and 3 beads on the fourth string.Four strings with a different number ofbeads.Story sums that involve thenumber 2 (Number bonds)AdditionSubtractionLet learners identify:‣ Which string has the least beads?‣ Which strings of beads have the same number of beads?‣ Which string of beads has 1 more than the string with 2 beads?‣ Which string of beads has one less than the string with 3 beads?• Use counters and orally solve problems that involve the number 2KinaestheticExamples1. Teacher calls 1 learner to the front. Learners count him/her.Teacher calls another 1 and asks: How many learnersaltogether?”1 and 1 → 2. (The teacher says: 1 and 1 makes 2)2. Teacher packs out 1 chair. Add 1 more. How many chairs arethere now? 1 and 1 → 2.3. Teacher holds up 2 fingers. And says: “Count my fingers. If I hideone finger, how many fingers can you see? 2 take away 1 → 1.4. Teacher holds up 2 fingers. And says: “Count my fingers. If I don’ttake away any fingers, how many fingers can you see? 2 takeaway 0 → 2.Concrete using 3-D objectsExamples:1. If you have one cookie and mommy gives you another one, howmany cookies will you have?2. Teacher has two counters in one hand and no counters in theother hand. How many counters does she have altogether?3. Cay has 2 balls and 1 ball hops away. How many balls does Cayhave left?4. If you have 2 blocks and you give 1 block to a friend, how manyblocks will each of you have?Number songs and rhymes 1 dayCounters (if you don’t have cookies)CountersBallsBlocks17 | P age
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- Page 20 and 21: WEEK 8Suggested contact time:7 hour
- Page 22 and 23: Content Area Content Clarification
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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
- Page 64 and 65: ContinuedKinaestheticTeacher places
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedConcrete using 3-D objects‣ The teacher places 2 objects, e.g. blocks in a row on a table. Shegives two learners each a block. Ask the leaner to match each <strong>of</strong>their blocks with her blocks. “Now we each have 2 blocks. Wehave the same number <strong>of</strong> blocks”.BlocksApproximateDurationSuggested FormalAssessmentTeacher makes four strings <strong>of</strong> beads.Place 3 beads on the first string, 2 beads on the second string, one bead onthe third string <strong>and</strong> 3 beads on the fourth string.Four strings with a different number <strong>of</strong>beads.Story sums that involve thenumber 2 (Number bonds)AdditionSubtractionLet learners identify:‣ Which string has the least beads?‣ Which strings <strong>of</strong> beads have the same number <strong>of</strong> beads?‣ Which string <strong>of</strong> beads has 1 more than the string with 2 beads?‣ Which string <strong>of</strong> beads has one less than the string with 3 beads?• Use counters <strong>and</strong> orally solve problems that involve the number 2KinaestheticExamples1. Teacher calls 1 learner to the front. Learners count him/her.Teacher calls another 1 <strong>and</strong> asks: How many learnersaltogether?”1 <strong>and</strong> 1 → 2. (The teacher says: 1 <strong>and</strong> 1 makes 2)2. Teacher packs out 1 chair. Add 1 more. How many chairs arethere now? 1 <strong>and</strong> 1 → 2.3. Teacher holds up 2 fingers. And says: “Count my fingers. If I hideone finger, how many fingers can you see? 2 take away 1 → 1.4. Teacher holds up 2 fingers. And says: “Count my fingers. If I don’ttake away any fingers, how many fingers can you see? 2 takeaway 0 → 2.Concrete using 3-D objectsExamples:1. If you have one cookie <strong>and</strong> mommy gives you another one, howmany cookies will you have?2. Teacher has two counters in one h<strong>and</strong> <strong>and</strong> no counters in theother h<strong>and</strong>. How many counters does she have altogether?3. Cay has 2 balls <strong>and</strong> 1 ball hops away. How many balls does Cayhave left?4. If you have 2 blocks <strong>and</strong> you give 1 block to a friend, how manyblocks will each <strong>of</strong> you have?Number songs <strong>and</strong> rhymes 1 dayCounters (if you don’t have cookies)CountersBallsBlocks17 | P age
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