curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSpace and ShapeRecognise and exploreobjects that roll• Introduce objects that rollLet the learners play with plastic bottles, tins, balls, an orange, etc. andexplore the possibilities that they can roll.ApproximateDuration1 daySuggested FormalAssessmentDevelop a sense ofdirectionThe teacher asks:‣ Which blocks in the block corner can roll?‣ Blocks cannot roll because they only have straight sides.‣ Roll different objects and see which can roll and which can’t.‣ Learners should then realise that objects that are round can roll.• Develop a sense of direction by introducing both the concepts “atthe front/at the back” and “forward/backward”Plastic bottlesBlocksTins, plastic cups, toilet paper rolls, candles, anorange, balls etc1 dayKinaestheticLet the learners:Follow directions of the teacher (alone and/or as a member of a group) andmove or position themselves within the classroom e.g.‣ Stand “at the front “of the classroom.‣ Stand “at the back” of the classroom.‣ Walk forward and back.‣ Crawl forward and back.‣ Jump forward and back.LearnersThe teacher draws a pattern on the floor with chalk or on the ground e.g.Drawn on the ground.orLet the learners:‣ Walk and/or crawl on the lines of the pattern.‣ Put a piece of red paper on the corners to represent a trafficlight. When learners get to the corners they have to turn theirwhole body in order to get the sensation of direction.Red paper.Concrete using 3-D objectsLet the learners:‣ Make a road with the building blocks.‣ Push a toy car forwards and backwards on the “road” of buildingblocks.‣ Push a toy car by turning to the one side and turning to the otherside on the “road” of building blocks.Building blocks22 | P age
WEEK 9:Suggested 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 thenumbers 1, 2 and 3Story sums that involvethe number 3(Number bonds)Addition• Reinforce the knowledge gained that involves the numbers 1, 2and 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.KinaestheticLearners explore:‣ 1 Body part used for smelling e.g. the nose.‣ 2 body parts that can blink e.g. the eyes.‣ Play music and let learners in the class form groups of 3 whenthe music stops.Concrete 3-D using objectsLet the learners:‣ Find 3 objects in the class that are red.‣ Make a number 1, 2 and 3 with clay.‣ Find 2 learners in the class wearing the same colour.• Orally solve and explain solutions to problems that involve thenumber 3Count everyday objects up to number 3.Count forwards and backwards up to 3.KinaestheticExamples:1. The teacher calls 2 learners to the carpet then calls one morelearner. How many learners did teacher call to the carpet?Teacher says: 2 and 1 gives you 3.Number songs and rhymes.Learner’s bodies.MusicRed objects.ClayLearnersApproximateDurationSuggested FormalAssessment1 day By the end of week 9,assess and recordwhether learners can:Recognise thenumber symbol andnumber name for thenumber 3.Link the same numberof objects to thenumber of dots andpictures (semiconcretely).Identify and create apattern on akinaesthetic, concreteand semi-concretelevel.Identify ‘’foregroundand background’’perception.Identify symmetry inself.Identify the colourblue.Show an awarenessof the days of theweek.AdditionConcrete using 3-D objectsExamples:1. The teacher puts 3 counters on the table. She takes away 2counters. How many counters are left on the table? Teachersays 3 take away 1 gives you 2.Counters23 | P age
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- Page 32 and 33: Space and shapeStory sums that invo
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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
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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
- Page 66 and 67: the teachers’ staff room).Pose qu
- Page 68 and 69: Continued Use numbers in context
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Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSpace <strong>and</strong> ShapeRecognise <strong>and</strong> exploreobjects that roll• Introduce objects that rollLet the learners play with plastic bottles, tins, balls, an orange, etc. <strong>and</strong>explore the possibilities that they can roll.ApproximateDuration1 daySuggested FormalAssessmentDevelop a sense <strong>of</strong>directionThe teacher asks:‣ Which blocks in the block corner can roll?‣ Blocks cannot roll because they only have straight sides.‣ Roll different objects <strong>and</strong> see which can roll <strong>and</strong> which can’t.‣ Learners should then realise that objects that are round can roll.• Develop a sense <strong>of</strong> direction by introducing both the concepts “atthe front/at the back” <strong>and</strong> “forward/backward”Plastic bottlesBlocksTins, plastic cups, toilet paper rolls, c<strong>and</strong>les, anorange, balls etc1 dayKinaestheticLet the learners:Follow directions <strong>of</strong> the teacher (alone <strong>and</strong>/or as a member <strong>of</strong> a group) <strong>and</strong>move or position themselves within the classroom e.g.‣ St<strong>and</strong> “at the front “<strong>of</strong> the classroom.‣ St<strong>and</strong> “at the back” <strong>of</strong> the classroom.‣ Walk forward <strong>and</strong> back.‣ Crawl forward <strong>and</strong> back.‣ Jump forward <strong>and</strong> back.LearnersThe teacher draws a pattern on the floor with chalk or on the ground e.g.Drawn on the ground.orLet the learners:‣ Walk <strong>and</strong>/or crawl on the lines <strong>of</strong> the pattern.‣ Put a piece <strong>of</strong> red paper on the corners to represent a trafficlight. When learners get to the corners they have to turn theirwhole body in order to get the sensation <strong>of</strong> direction.Red paper.Concrete using 3-D objectsLet the learners:‣ Make a road with the building blocks.‣ Push a toy car forwards <strong>and</strong> backwards on the “road” <strong>of</strong> buildingblocks.‣ Push a toy car by turning to the one side <strong>and</strong> turning to the otherside on the “road” <strong>of</strong> building blocks.Building blocks22 | P age
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