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

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WEEK 21Mathematics - Grade RTERM THREESuggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) of ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4 and5• Reinforce the knowledge gained involving the numbers 1 to 5Count everyday objects up to 5.Count forwards and backwards up to 5.Number songs and rhymes1 dayReinforce the concepts of ” many and few”Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 5 times.KinaestheticLet’s play a game:‣ The teacher plays an instrument e.g. a drum.‣ The learners move around.‣ When the drum stops beating, the teacher calls out a numberbetween 1 and 5. The learners arrange themselves into smallgroups e.g. the teacher calls out 3 and learners arrangethemselves into groups of 3.Concrete using 3-D objectsLet’s play a game:The teacher creates a number line or ladder on the floor or ground. Thenumber on the number ladder is the number of the house the learner livesin.The teacher selects learners using a counting rhyme and gives instructionssuch as:‣ Always stand on the zero or start at the zero. Point out that zeromeans “nothing” and that counting actually starts at 1.‣ Always count while moving.‣ You are at house number 2, which house comes after number 2?‣ Move to house number 3. Move back to house number 2. Moveforward to house number 4.‣ I am at number 3, which house comes after mine?‣ Move to house number 4. Move 1 number forward. Move 2numbers backward.‣ Stand between house number 3 and 5.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile.‣ Count them afterwards.A drum012Counting rhyme:1, 2, 3, 4, 5,Once I caught a fish alive6, 7, 8, 9, 10Then I let it go again345Use numbers incontext• Develop memory and encourage learners to memorise theirhouse number, address and telephone numberPlay games such as:1 day50 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinued ‣ The teacher says a house number, address or telephone numberof a learner. The learner whose number or address it is mustrespond.‣ When completing the attendance register the teacher may askquestions such as: “Is the learner with the telephone number435-6256 here today?” “Is the learner that lives in Mandela drive123 here today?”‣ Learners use number symbol flash cards to pack their housenumber or telephone number in sequence.‣ Role-play conversations on a play telephone. Learners phonesomeone special.Space and Shape Build 3-D objects • Let learners build own construction by copying from a givenconstruction exampleMeasurement Length • Estimate the length of different objectsKinaesthetic‣ Learners arrange themselves from shortest to tallest. Comparetheir height with the heights of their friends.‣ Play “Follow the leader” games. The tallest performs an actionwhile others behind him/her copy. Turn the whole row around sothe shortest now is the leader.‣ Let learners compare their hands and feet to see whose are thelongest/shortest.Estimate and then measure:‣ Learners estimate which object is long and which one is shorte.g. the length of the table or the piece of string.‣ Estimate which object is the longest or shortest e.g. the pencil orthe wax crayon.‣ Let learners guess which objects would be longer e.g. 2 strawslaid end-to-end or three paperclips laid end -to-end.‣ Pose question such as: “Which is longer/longest, the pencil orthe piece of string?” etc.‣ Which chair is the farthest away from the teacher’s desk?‣ How many pencils can fit on the long side of the teacher’s desk?‣ How many steps do you have to take to the door?‣ How many matchboxes, filled with sand, will fill this box?‣ How many egg-cups full of water will fill this glass?‣ Here are four learners and three chairs. How many more chairsdo we need?The telephone number should be the contactnumber of the parent or guardian and could be a cellphone numberAttendance registerNumber symbol flash cardsorLarge number symbols made from cardboardPlay telephoneBuilding blocksLego blocksAny other construction equipment.Objects with different lengths such as:Pencils, wax crayon, pieces of string (of which one iscurled up), table, books, straws, paperclips (foldedopen and curled up) etc.1 dayThereafterongoing2 daysorOnly select afew activitiesData HandlingCollect and sortobjects (alone and/oras a member of agroup or team) in theenvironment• Introduce the concept of data handling by collecting objects inthe class or environment according to stated features forexample:‣ Collect items in the classroom and sort them according to specific Objects collected in the classroom such as books,1 day51 | P age
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Page 32 and 33: Space and shapeStory sums that invo
Page 38 and 39: WEEK 16Suggested contact time:7 hou
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Page 44 and 45: ‣ Collect 5 placematsAdd and subt
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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
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Add and subtractnumbers with answer
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Understands thesense of direction o
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“More than, lessthan” and “eq
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