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

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WEEK 8Suggested 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 thenumber 3• Introduce the meaning of the number 3Count everyday objects up to number 3.Count forwards and backwards up to 3.Reinforce the concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 3 times.Number songs and rhymes.ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Let learners form groups of three.‣ Ask learners whose family consists of only 3 members.‣ Learners stand in a row; Teacher asks ‘’who’s third in the row?’’Learners themselves.CountersConcrete using 3-D objects:Let the learners:‣ Identify 3 objects in the classroom.‣ Hold up 3 fingers.‣ Place 3 objects on the table. Individual learners come to the tableand count each object. The learner touches each object ashe/she counts. Repeat with other objects.Semi-concrete using 2-D shapes:‣ Show the picture card of 3 objects. The learners count out thecorresponding number of counters.‣ Do the same with the dot cards.‣ The learner matches the dot card with the picture cards.Picture flash cardsDot flash cardsCountersPictureof 3objectsRecognise the numbersymbol and the numbername• Recognise and identify the number symbol and the number namethat involves the number 3Count everyday objects up to number 3.Count forwards and backwards up to 3.Reinforce concepts of “many” and “few”.Clap your hands many times ...STOP.Clap your hands fewer times. The teacher claps up to 3 times.1 day20 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinued Semi-concrete using 2-D shapesLet the learners:‣ Identify flash cards with different numbers of pictures on them.‣ Identify flash card with the number symbol 3.‣ Link the number symbol 3 with the number of objects and thenumber of dots.Pictureof 3objectsDifferent flash cards with a different number ofpictures on each.Flash card with the number symbol 3Flash card marked with 3 dots33ApproximateDurationSuggested FormalAssessmentAdd and subtractnumbers with answersup to 3 (Number bonds)AdditionSubtraction• Orally solve addition and subtraction problems that involve thenumbers 1 to 3Count everyday objects up to number 3.Count forwards and backwards up to 3.KinaestheticExamples1. Teacher calls 2 learners to the front. Learners count them.Teacher calls another 1 and asks: How many learnersaltogether?” 2 and 1 → 3. (The teacher says: 2 and 1 makes 3)2. Teacher packs out 3 chairs. She doesn’t add any more. Howmany chairs are there now? 3 and 0→ 3.3. Teacher packs out 3 chairs. She takes away 1. How many chairsare there now? 3 and 1→ 2.4. Teacher calls 3 learners to the front. Count them .She send s 2learners back. How many learners are left? 3 take away 2→1Number songs and rhymes.Chairs1 dayConcrete using 3-D objectsExamples:1. Anne has 2 oranges and Peter gives her another 1. How manyoranges does Anne have now? 2 and 1→3 (The teacher says: 2and 1 gives you 3).2. There is 1 branch on the tree and another 2 branches grow. Howmany branches are on the tree now? 1 and 2→3.CountersExamples:1. A monkey has 3 bananas and eats 1. How many bananas doeshe have left? 3 take away 2→1.2. There are 2 juicy apples on an apple tree. 1 apple falls off. Howmany apples are left on the tree? 2 take away 1 is →1.Patterns andFunctionsCreate own patterns • Create own patternsLet the learners create their own patterns using two objects e.g.‣ One crayon, one pritt, one crayon ….‣ Two crayons, one pritt, two crayons, one pritt …..CrayonsPrittAny other objects1 day21 | P age
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