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

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‣ Collect 5 placematsAdd and subtract thenumbers with answersup to 5(Number bonds)AdditionSubtraction• Orally solve addition and subtraction problems that involve thenumbers 1 to 5KinaestheticExamples5. Teacher calls 3 learners to the front. Learners count them. Teachercalls another 2 and asks: How many learners altogether?”3 and 2 → 5. (The teacher says: 3 and 2 gives 5)6. Teacher packs out 2 chairs. Add 2 more. How many chairs are therenow? 2 and 2 → 4.7. Teacher holds up one hand. And says: “Count my fingers. If I hide mythumb, how many fingers can you see? 5 take away 1 → 4.8. Let the learners count the fingers on one of their hands. Hide yourthumb; how many fingers do you see? 5 take away 1 → 4.1 dayDevelop the concepts“more than”,“less than” and“equal to” (fewer than)Concrete using 3-D objectsExamples:1. Count four counters on your desk. Count one on. One on fromfour is?2. Count three counters on your desk. Count two on. Two on fromthree is?3. There were five children on the playground. Two children areleft. How many children went home?4. There were five biscuits in the packet. There is only one biscuitleft. How many did we eat?‣ Order and compare collections of objects using ‘’more than, lessthan’’ and “equal to” up to number 5KinaestheticThe teacher calls three groups of learners to the front of the class. The onegroup consists of three boys and two girls. The second group consists ofthree girls and three boys and the last group consists of 4 boys and 2 girls.Learners must identify:‣ The group which has more boys than girls.‣ The group which has the same number of boys and girls.‣ The group which has fewer girls than boys.‣ The group which has more girls than boys.Counters1 day44 | P age
Concrete using 3-D objects‣ Learners sit on the carpet and make two “nests” with the wool‣ The teacher tells the learners to place 2 counters in one nestand 3 in the other nest. Which nest has more? Which nest hasfewer?‣ The teacher calls 5 learners to the front. She puts a differentnumber of beads in each of the learner’s hands.‣ Which hand has more in it?‣ Which hand has less in it?Two pieces of wool for each learner5 counters for each learnerSums up to number 5BeadsContinuedSpace and ShapeRecognise, identify andname a square• Reinforce the knowledge gained in week 16 that involves asquare1 dayKinaesthetic‣ Draw a square on the play ground and let the learners skip allalong the square.‣ Let groups of learners lie down and form smaller squares.‣ Let learners lay head –to- toe on the grass to form one bigsquare.Square on the floor/groundLearners must differentiate between the sizes and colours of squaresteacher has prepared.Semi- concrete using 2-D shapesLet the learners:‣ Identify the squares according to the different sizes by sayingwhich squares are the biggest, which are the smallest andwhich squares are medium sized.Identify the colours of the different squares.2 large cardboard squares one blue and one green2 slightly smaller cardboard squares one yellow and onegreen (medium)2 cardboard squares that are the smallest, one red andone orange.Recognise and exploreobjects that can slideand roll• Objects that slide and rollThe teacher holds a ball and bounces it on the floor. She lets it roll on thefloor.BallBox1 dayThe teacher then takes a box and does the same.The teacher asks learners the following questions:‣ Which object could roll?‣ Why could the box not roll?‣ Which object could slide?Measurement The days of the week Teacher sings the song about the days of the week with the learners. Song e.g. ‘’There are 7 days in the week’’Compose your own songEvery day45 | P age
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