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

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Content Area Content Clarification / Notes/ Activities / ExamplesRecommended ResourcesApproximateDuration1 daySuggested FormalAssessmentContinuedAdd and subtract thenumbers with answers up to4 (Number bonds)• Orally solve addition and subtraction problems that involve thenumbers from 1 to 4Count everyday objects up to 4.Count forwards and backwards up to 4.Number songs and rhymesReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.AdditionSubtractionKinaestheticExamples1. Teacher calls 1 learner to the front of the classroom. She then callsanother 3 learners. How many learners has she called altogether?2. Teacher packs out 3 counters. She adds another 1. How manycounters are on the table?3. 4 Learners stand in the front of the classroom. Teacher asks 1learner to sit down. How many learners are in the front of theclassroom now?4. Aidon has 4 pencils. He gives Justin 2 pencils. How many pencilsdoes Aidon have left?LearnersCountersPencilsMake use of a variety of resources to give you ideasof how to apply different strategies.ContinuedDevelop the concepts “morethan”,“less than” and“equal to”(fewer than)‣ Order and compare collections of objects using ‘’more than, lessthan’’ and “equal to’’ up to number 4‣ The teacher provides each member of the group with a certainnumber of crayons.‣ Group members must identify which learner has more crayons thanthe other learners.‣ Which learner has fewer crayons than the other learners?‣ Which learners have the same number of crayons?Crayons1 dayPatterns andFunctionsCopy patterns with coins • Develop an awareness of similarities and differences between coinse.g. sizes and coloursTeacher sets up a pattern using “ play money” e.g. 5c, 5c, 5c, 10c, 10c,10c,20c,20c, 20c‣ Let the learners copy the pattern.Play money or real money (5c,10c,20c) 1 day34 | P age
WEEK 15: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 Resources ApproximateDurationNumbers & The meaning of the • Reinforce the knowledge gained that involves the numbers 1, 2, 3 and 4.1 dayNumber numbers 1, 2, 3 and 4OperationsCount everyday objects up to 4.Count forwards and backwards up to 4.Number songs and rhymesSuggested FormalAssessmentReinforce concepts of “many” and “few”.Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 4 times.KinaestheticThe teacher holds up number card with the number symbol 3 and says to learners:‣ I need so many boys.‣ Holding up the number 2 saying, I need so many girls.‣ Form groups of (holding up a number 2).Number symbol card 33Mental MathsThe teacher holds up the number card 3 and asks learners:‣ Which number is this?‣ Which number comes before the number 3?‣ Which number comes after the number 3?‣ Can you show me a picture card that has the same number as thenumber of dots on this card?Concrete using 3-D objects‣ Let the learners put 1, 2, 3 or 4 beads in front of them.‣ Ask learners to show how many beads they have by matching theirnumber of beads with the same number flashcard e.g. 4 beads withnumber symbol 4.‣ Let them find a learner who has the same number of beads.Beads35 | P age
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