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

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Content Area Content Clarification / Notes / Activities / Examples Recommended Resources ApproximateDurationSemi – concrete using 2-D shapesFlash card of numbers 1,2,3 and 4ContinuedContinuedThe teacher holds up the dot number card of the number 2 and asks learners: Flash cards with dots‣ How many dots are on this card?‣ Which number do these dots represent?‣ Which number comes after this number?1‣ To draw the same number of dots on their papers.Suggested FormalAssessment234Add and subtract thenumbers with answers upto 4 (Number bonds)Addition and SubtractionDevelop the concepts“more than”,“less than” and“equal to” (fewer than)• Orally solve addition and subtraction problems that involve the numbers1 to 4Examples:1. Lindiwe’s dad has a car. How many wheels does his car have?2. If 1 wheel is flat and taken off the car, how many wheels are left?3. A hen has 4 chicks. Two of the chicks get lost. How many chicks are stillwith the hen?4. The mother hen finds her two lost chicks. How many chicks does shehave now?‣ Order and compare collections of objects using ‘’more than, less than’’and “equal to’’ up to number 4KinaestheticTeacher places various objects on a table for example, 2 crayons, 4 of the sameblocks, 3 tins, 2 books.CountersMake use of a variety of resources to give you ideasof how to apply different strategiesCrayons, blocks, tins, books.1 day1 dayLet the learners:‣ Count the number of crayons and the tins. Are there more crayons ormore tins?‣ Count the number of blocks and the books. Are there fewer blocks thanbooks? Are there more blocks than books?‣ Count the books and the crayons. Are there an equal number of objectsor not?36 | P age
Content AreaContentClarification / Notes / Activities / ExamplesConcrete using 3-D objectsLet the learners sit on the carpet and provide each learner with a number ofcounters. Learners should each have a different number of counters.Let the learners put the counters out in front of them. The teacher asks thelearners:‣ Who has the most counters?‣ Who has the least counters?‣ Which learners have the same number of counters?CountersRecommended ResourcesApproximateDurationSuggested FormaAssessmentShape andSpaceMake and complete own 4-piece puzzleThis activity can be integrated with an art activity. Teacher takes learners’drawingsand draws four lines on the back. Learners must cut on the lines and should havefour pieces. They must put the four pieces togetherto build their own puzzle.Learners own drawings1 dayMeasurementRecognise andexploreobjects that slideSequence events withinone day• Introduce objects that can slide‣ Provide learners with a variety of different shapes and sizes ofblocks,boxes, balls, etc. and‣ Allow learners to experiment through play by seeing which objects canslide and which objects can roll.‣ The learners can use the slide in the playground or the teacher can usea table to make a slope by placing 2 blocks underneath it.‣ Can any of the objects slide upwards?‣ Which objects slide downwards?‣ Why are these objects able to slide?• Develop an awareness of what happens between suppertime andbedtime.BlocksBallsBoxesSlide / Table with blocks1 day1 dayLet the learners:‣ Talk about what they do after they havehad supper.‣ Talk about what happens at home after suppertime.Pictures that show what happens from suppertime tobedtime.The teacher asks:‣ ‘’Do you come to school in the morning or evening?”‣ If Peter gets to school after the bell has rung, is Peter late or early forschool?‣ Where is the sun at night?”Semi-concrete using 2-D shapes‣ Learners draw a picture to show any event after supper.Paper and crayonsNote:The learners should be able to complete at least a 12- piece puzzle at the end of term 2.37 | Page
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