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 Suggested Formal AssessmentSpace and Shape Spatial Relationships • Gain knowledge of “foreground and background’’ perception.• Understand the concepts of “on/ under “and “up/ down”.SymmetryGain knowledge of symmetry in:• Self• At the front and at the back.• “One side/other side’’.Colour • Recognise and identify colours blue and red.3-D Objects • Sort 3-D objects according to size.Objects that roll • Recognise objects that roll andGeometric Shapes • Recognise, identify and name a circle.MeasurementBirthday ChartWeather Chart• Demonstrate an awareness of activities of events through a day.• Demonstrate an awareness of days of the week.• Observations of weather conditions.Seasons ChartHeight Chart• Demonstrate an awareness of the four seasons.• Demonstrate an awareness of tall and short.Data Handling • Only dealt with in fourth term.26 | P age
WEEK 11Mathematics Grade RTERM TWOSuggested 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 ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumbers 1, 2 and 3• Reinforce the knowledge gained involving the numbers 1, 2 and3 in term 11 dayCount everyday objects up to 3.Count forwards and backwards up to 3.Number songs and rhymesReinforce concepts of “many” and “few”.Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 3 times.KinaestheticEncourage learners to discover:‣ 1 body part that can move up or down, to one side or the otherside on its own e.g. the tongue.‣ 2 body parts that are used for jumping e.g. legs.Learners’ bodies.Singing and acting out a song e.g. ‘there were three inthe bed and .....’Counting rhyme e.g. “One two, buckle my shoe”.Concrete using 3-D objectsLet learners develop number sense by:‣ Using 3 blocks to build a tower.Finding 3 objects in the class that are red.BlocksRed objectsRecognise the numbersymbols and numbernames• Recognise and identify the number symbol and the numbername that involve the number 3Count everyday objects up to 3Count forwards and backwards up to 3.Reinforce concepts of “many” and “few”,Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 3 times,1 dayLet the learners:‣ Link number names to number symbols and the number ofobjects.Pictureof 3objectsNumber cards with number namesNumber cards with number symbols3-D objects3 three27 | P age
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- Page 14 and 15: WEEK 6Suggested contact time:7 hour
- Page 16 and 17: WEEK 7Suggested contact time:7 hour
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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
- 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
- Page 66 and 67: the teachers’ staff room).Pose qu
- Page 68 and 69: Continued Use numbers in context
- Page 70 and 71: e? Let me peep”‣ Learners peep
- Page 72 and 73: WEEK 28Suggested contact time:7 hou
- Page 74 and 75: ‣ Learners walk along the sides o
WEEK 11Mathematics Grade RTERM TWOSuggested 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 ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning <strong>of</strong> thenumbers 1, 2 <strong>and</strong> 3• Reinforce the knowledge gained involving the numbers 1, 2 <strong>and</strong>3 in term 11 dayCount everyday objects up to 3.Count forwards <strong>and</strong> backwards up to 3.Number songs <strong>and</strong> rhymesReinforce concepts <strong>of</strong> “many” <strong>and</strong> “few”.Clap h<strong>and</strong>s many times …… STOPClap h<strong>and</strong>s fewer times. Teacher claps up to 3 times.KinaestheticEncourage learners to discover:‣ 1 body part that can move up or down, to one side or the otherside on its own e.g. the tongue.‣ 2 body parts that are used for jumping e.g. legs.Learners’ bodies.Singing <strong>and</strong> acting out a song e.g. ‘there were three inthe bed <strong>and</strong> .....’Counting rhyme e.g. “One two, buckle my shoe”.Concrete using 3-D objectsLet learners develop number sense by:‣ Using 3 blocks to build a tower.Finding 3 objects in the class that are red.BlocksRed objectsRecognise the numbersymbols <strong>and</strong> numbernames• Recognise <strong>and</strong> identify the number symbol <strong>and</strong> the numbername that involve the number 3Count everyday objects up to 3Count forwards <strong>and</strong> backwards up to 3.Reinforce concepts <strong>of</strong> “many” <strong>and</strong> “few”,Clap h<strong>and</strong>s many times …… STOPClap h<strong>and</strong>s fewer times. Teacher claps up to 3 times,1 dayLet the learners:‣ Link number names to number symbols <strong>and</strong> the number <strong>of</strong>objects.Picture<strong>of</strong> 3objectsNumber cards with number namesNumber cards with number symbols3-D objects3 three27 | P age
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