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

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Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesSpace and ShapeSubtractionRecognise, identify andname a circle2. Pat has 2 cats and gets another 1 cat from Busi. How manycats does Pat have altogether? 1 and 2→3 (Teacher says 1and 2 gives you 3.3. If 1 cat has 1 tail, how many tails will three cats havealtogether? 1 and 1 and 1→3• Introduce a circleCount everyday objects up to number 3.Count forwards and backwards up to 3.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentKinaestheticLet the learners:‣ Hold hands and form a circle.‣ Walk around in the circle while singing the ‘’Mulberry bush”song.‣ Sit down in the circle and pass an object from one to the otherwhile singing “hot potato pass it on”. The learner still having theobject when the song stops must go and sit in the centre of thecircle.Concrete using 3-D objects‣ The teacher and the learners sit in a circle.‣ The teacher holds a box covered with a blanket.‣ The box contains objects that are different in shape in size.‣ Learners must touch the objects and describe and name theobject that they touch.Song, “Here we go round the Mulberry bush”.Game, ‘hot potato, pass it on”.BoxBlanket3- D objects e.g. balls, blocks, beadsRecognise, identify andname 3-D objectsConcrete 3-D using objectsThe above activity can be extended by grouping the objects that are thesame together.‣ Let learners feel all the 3-D objects that are round.3- D objects e.g. balls, blocks, beads1 day24 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesMeasurementHeight Chart(Length)• Introduce the concept of lengthKinaesthetic‣ The teacher calls up 4 learners and asks the class to help her toarrange them from tallest to shortest.‣ Let learners arrange themselves in their groups from tallest toshortest.‣ One learner stands with his/her back against the wall while theother members of his/her group measure his/her height usingtheir hands.LearnersHeight ChartAbby 6 handsSipho 5 handsApproximateDuration1 daySuggested FormalAssessment(Compare and order)Concrete 3-D using objectsTeacher puts a variety of objects on each group’s table.‣ Learners must arrange the objects from longest to shortest.Note: The learners should be able to at least complete a 6-piece puzzle at the end of term 1.Height Chart‣ The teacher has a height chart ready against the wall to ploteach learner’s height.‣ Use learners’ symbol cards for them to be able to determinetheir own height.WEEK 10Use week 20 to make sure you attend to conceptual weaknesses and/or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers & NumberOperationsDaily Routines • Demonstrate and understand the different routine activities.The meaning of the numbers 1 to 3 • Identify and understand the meaning of the numbers 1 to 3.• Recognise the number symbol and number name that involve the numbers 1 to 3.• Ability to link the same number of objects to the number of pictures and dots.Use numbers in contexts • Use and apply numbers 1 to 3 in familiar contexts.‘’More than, less than and equal to” • Understands to order and compare collections of objects using “more than/less than and equal to” that involve the numbers 1 to 3.Addition and subtraction • Solve addition and subtraction problems using story sums and counters/objects with answers up to 3.Patterns andFunctionsCreate and copy patterns • Identify class symbol, learner’s own symbol and class name.• Demonstrate the ability to create and copy patterns.25 | P age
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WEEK 30Use week 30 to make sure you
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