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 ResourcesApproximateDurationSuggested FormalAssessmentSpace and ShapeRecognise, identify andname a circle‣ Find a friend in the class who has the same house number asyou.• Reinforce the circleKinaestheticLet the learners:‣ Make a circle using their fingers.‣ Make a circle using both hands.‣ Sit on a carpet, forming a circle while holding hands.‣ Walk on a big circle, made with string, on the carpet.LearnersString1 dayDevelop the concept of“big and small”Concrete using 3-D objectsLet the learners:‣ Find round objects in the classroom.• Introduce the concept of ‘’big and small”Kinaesthetic‣ Learners experience the concept big and small by curling theirbodies to make themselves as small as possible and thenstretching out as much as possible.Soccer ball, tennis ball, golf ball, apple, orange, hoolahoops,etcLearners1 dayConcrete using 3-D objects‣ Make big and small balls with play-dough.‣ Collect and sort big and small objects into groups.‣ Find big and small objects in the classroom.Play-doughBig and small objectsSemi – concrete using 2-D shapesApply the concept ‘big and small’ during art activities by:Looking for pictures of big and small objects and cutting them out.Magazines, newspaper, advertisements, scissorsColour(Compare and sort)• Introduce the colour green‣ Identify objects in the environment which are green.‣ Identify learners who are wearing green clothes.‣ Teacher poses the problem that she has no green paint. Sheasks the learners how they will get hold of green paint, whenthey need to paint the grass on their pictures.‣ Allow learners to come up with solutions and then explain tothem how they can make their own green paint.Leaves, plants, etcEgg boxes to mix paintBlue and yellow paint1 dayWEEK 13:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)30 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning of thenumber 4• Extend the knowledge gained of the meaning of the number 4Count everyday objects up to 4.Count forwards and backwards up to 4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.Number songs and rhymesApproximateDurationSuggested FormalAssessment1 day By the end of week 13,assess and recordwhether learners can:Recognise the numbersymbol and numbername for the numbers1, 2, 3 and 4.Use the number 4 incontextKinaestheticLet the learners:‣ Trace the number 4 in the air using their finger.‣ Sing song e.g. ‘Four green bottles hanging on the wall....’‣ Turn around 4 times.Concrete using 3-D objectsLet the learners develop number sense by:‣ Drawing the number 4 in sand.‣ Finding 4 3-D objects that can roll.Building puzzles with 4 pieces.• Use the number 4 in familiar contextCount everyday objects up to 4.Count forwards and backwards up to 4.Flat baking tray/box with sand3-D objects that can roll4-Piece PuzzleNumber songs and rhymes1 dayLink the same numberof objects to the numberof dots and pictures(Semi-concretely).Order and compare acollection of objectsaccording to the numberrange 4.Orally solve and explainsolutions to problemsthat involve the number4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 4 times.Semi-concrete using 2-D shapes‣ Show learners a flash card with four dots.Identify the flash card with four pictures on.Flash card with four dotsPictureof 4objectIdentify the colours,yellow and green.Recognise, identify andname a circle.Distinguish between bigand small.Recognise the numbersymbol and the numbername• Identify the number 4Count everyday objects up to 4.Count forwards and backwards up to 4.Reinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.Number songs and rhymes1 dayRecognise and name abox.Sort according tocolours red, blue, yellowand green.Show an awareness ofday and night.31 | P age
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- Page 38 and 39: WEEK 16Suggested contact time:7 hou
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- 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
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- Page 64 and 65: ContinuedKinaestheticTeacher places
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- 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
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Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning <strong>of</strong> thenumber 4• Extend the knowledge gained <strong>of</strong> the meaning <strong>of</strong> the number 4Count everyday objects up to 4.Count forwards <strong>and</strong> backwards up to 4.Reinforce concepts <strong>of</strong> “many” <strong>and</strong> “few”.Clap h<strong>and</strong>s many times …… STOP.Clap h<strong>and</strong>s fewer times. Teacher claps up to 4 times.Number songs <strong>and</strong> rhymesApproximateDurationSuggested FormalAssessment1 day By the end <strong>of</strong> week 13,assess <strong>and</strong> recordwhether learners can:Recognise the numbersymbol <strong>and</strong> numbername for the numbers1, 2, 3 <strong>and</strong> 4.Use the number 4 incontextKinaestheticLet the learners:‣ Trace the number 4 in the air using their finger.‣ Sing song e.g. ‘Four green bottles hanging on the wall....’‣ Turn around 4 times.Concrete using 3-D objectsLet the learners develop number sense by:‣ Drawing the number 4 in s<strong>and</strong>.‣ Finding 4 3-D objects that can roll.Building puzzles with 4 pieces.• Use the number 4 in familiar contextCount everyday objects up to 4.Count forwards <strong>and</strong> backwards up to 4.Flat baking tray/box with s<strong>and</strong>3-D objects that can roll4-Piece PuzzleNumber songs <strong>and</strong> rhymes1 dayLink the same number<strong>of</strong> objects to the number<strong>of</strong> dots <strong>and</strong> pictures(Semi-concretely).Order <strong>and</strong> compare acollection <strong>of</strong> objectsaccording to the numberrange 4.Orally solve <strong>and</strong> explainsolutions to problemsthat involve the number4.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 4 times.Semi-concrete using 2-D shapes‣ Show learners a flash card with four dots.Identify the flash card with four pictures on.Flash card with four dotsPicture<strong>of</strong> 4objectIdentify the colours,yellow <strong>and</strong> green.Recognise, identify <strong>and</strong>name a circle.Distinguish between big<strong>and</strong> small.Recognise the numbersymbol <strong>and</strong> the numbername• Identify the number 4Count everyday objects up to 4.Count forwards <strong>and</strong> backwards up to 4.Reinforce concepts <strong>of</strong> “many” <strong>and</strong> “few”.Clap h<strong>and</strong>s many times …… STOP.Clap h<strong>and</strong>s fewer times. Teacher claps up to 4 times.Number songs <strong>and</strong> rhymes1 dayRecognise <strong>and</strong> name abox.Sort according tocolours red, blue, yellow<strong>and</strong> green.Show an awareness <strong>of</strong>day <strong>and</strong> night.31 | P age
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