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

More documents

Recommendations

Info

Space and shapeStory sums that involvethe number 4(Number bonds)AdditionSubtractionDevelop the concepts“more than”,“less than” and“equal to”(fewer than)Recognise, identify andname 3-D objectsSemi-concrete using 2-Dshapes‣ Show learners the flash card with the number symbol 4.‣ Identify the number name on number flash card.Link the number name to the same number of objects.• Orally solve and explain solutions to problems involving thenumber 4Examples:1. Teacher gives you 2 blocks and you already have 2 blocks.How many do you now have altogether?2. If you have 2 blue circles and 2 red circles, how many circlesdoyou have all together?3. Sipho has 4 crayons and Joy has 1 crayon. Who has morecrayons?4. If Jody has 4 dolls and she lost 1, howmany dolls will she haveleft?• Order and comparecollections of objects using ‘’more than, lessthan’’ and “equal to’’ up to number 4‣ The teacher provides each group withwool or string to maketheir own collection using buttons.‣ Each group must make three circles.‣ Each circle must have a different number of buttons.‣ Group members must identify which circle has more buttonsthan the other.‣ Which circle has less buttons than theother?‣ Which circle has the same number asobjects as the other?• Explore the shapess and sizes of boxesKinaestheticLetthe learners:‣ Climb into and out of a big cardboard box.‣ Explore the inside of the box by communicating what they seeinside the box e.g. the box has a floor/ bottom, four sides /walls and a lid.4Flash card withnumber symbolFlash card withnumber name four3-D objectsWool /stringButtonsfourBlocksCrayonsBlue and red circlesDolls1 day1 day1 dayIdentify and sort 3-Dobjects according tocoloursConcrete using 3-D objects‣ Use boxes to build structures e.g. a house, a garage, etc.• Identify and sort counters according to the colours red, blue,yellow, and green‣ The teacher provides learners with counters and a sorting tray.‣ Let learners sort counters according to different colours.A big box and a variety of other smaller boxesSorting tray or small containers for sortingRed, blue, yellow and green counters1 dayMeasurementDay and night/light anddark• Introduce both the concepts “day /night” and ”light /dark’’Kinaesthetic‣ Experience darkness by sitting under the table which has beencovered with a blanket.‣ Darken classroom by closing curtainsandTables and blanketsPoster of day and night1 day32 | Page
Continuedswitching off the light.‣ Learners talk about their experiences when the classroom wasdark and whenit was light.‣ Talk about activities which take place during the day and atnight.Semi-concrete using 2-Dshapes‣ The teacher prepares a poster of the sun and the moon andpictures showing what happened during the day and night time.‣ Learners must place their pictures under the sun and the moon.Pictures of day-time and night -time activitiesWEEK 14:Suggested contact time:7 hours per weekOne teacher-directed planned class activity (ring) of ± 30 minutes per day (± 5 Mathematics activities per week)Content AreaNumbers &NumberOperationsContentThe meaning of numbers 1,2, 3 and 4Clarification / Notes/ Activities / Examples• Reinforce the knowledge gained involving the numbers 1, 2, 3 and 4.Count everyday objects up to 4.Count forwards and backwards up to 4.Recommended ResourcesNumber songs and rhymesApproximateDuration1 daySuggested FormaAssessmentReinforce concepts of “ many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.LearnersKinaestheticLetthe learners:‣ Trace the number 1 in the air using their finger.‣ Learners touchtheir head 2 times.‣ Shake hands with 4 different learners.Tray/Boxwith sandConcrete using 3-D objectsLetthe learners:‣ Draw the number 1 in sand.‣ Find 3 of the same objects.‣ Jump on the spot 2 times.Build puzzles with 4-pieces.ObjectsLearners4-Piece PuzzlesUse numberscontextsin familiar• Recognise and identify South African coinsMake the learners aware of the different animal and plant pictures on each coin.This concept can be applied in the Life Skills corner where learners canplayshop.Through play learners areexposed to the different coins.5c,10c,20c,50c,R1,00,R2,00 and R5,00 coins (playmoney orreal money)1 day33 | Page
Page 8: Contentt AreaContentClarification /
Page 12 and 13: Content Area Content Clarification
Page 14 and 15: WEEK 6Suggested contact time:7 hour
Page 26 and 27: Content Area Content Suggested Form
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 48 and 49: hips, hands on the head ...Concrete
Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
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 74 and 75: ‣ Learners walk along the sides o
Page 76 and 77: Teacher puts articles with differen
Page 80 and 81: WEEK 30Use week 30 to make sure you
Page 82 and 83:
ContinuedUse the number 8 in contex
Page 84 and 85:
JanSiphoMarthaHelenDollyFebDavidBon
Page 86 and 87:
Content Area Content Clarification
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
WEEK 34Suggested contact time:7 hou
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Add and subtractnumbers with answer
Page 118 and 119:
Understands thesense of direction o
Page 120:
“More than, lessthan” and “eq
show all

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

Create successful ePaper yourself

Delete template?

Save as template?