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

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Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedSemi- concrete using 2-D shapes‣ Identify from a mixture of flash cards those with 6 pictures onthem and link them with the same number of counters.‣ Show the flash cards with 6 pictures and link them with the samenumber of dots and counters.‣ Show the flash cards with 6 dots and link them with the samenumber symbol and the same numbers of counters.‣ Identify from a variety of flash cards those with the number namesix on them and link them with the number symbol and the samenumber of counters.Picture and dot flash cards involving the number 6 e.g.Pictureof 6objectsCounters or 3-D objects.Pictureof 6objects6 sixMake use of a variety of resources to give you ideasof how to apply different stategies.ApproximateDurationContinuedSuggested FormalAssessmentAdd and subtractnumbers with answersup to 6(Number bonds)• Orally solve addition and subtraction problems up to number 6Count everyday objects up to 6.Count forward and backward up to 6.Number songs and rhymes.1 dayAdditionSubtractionKinaestheticExamples9. Teacher calls 3 learners to the front. Learners count them.Teacher calls another 2 and asks: How many learnersaltogether?”3 and 2 → 5. (The teacher says: 3 and 2 gives 5)10. Teacher packs out 2 chairs. Add 2 more. How many chairs arethere now? 2 and 2 → 4.11. Teacher holds up one hand. And says: “Count my fingers. If Ihide my thumb, how many fingers can you see? 5 take away 1→ 4.12. Let the learners count the fingers on one of their hands. Hideyour thumb; how many fingers do you see? 5 take away 1 → 4LearnersChairsConcrete using 3-D objectsLet learners pack out 6 counters and do the following:1. The teacher gives each learner 6 counters. The teacher givesinstructions and learners respond e.g., pack out 2 counters, addanother 3. How many altogether?2 and 3 → 5.2. Count 4 counters. Count 2 on from four. How many do you havenow? 4 and 2 → 6.3. Count all the beads you have. If you cover two beads with yourhand, how many beads do you see?6 take away 2 → 4.Beads or counters.54 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesContinuedStory sums that involvenumber 6• Use counters and orally solve problems that involve the number6ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymesAdditionSubtractionReinforce the concepts of many and few.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6 times.Examples:1. Mpho has 4 cookies. Peter gives him 2 more. How manycookies does Mpho have altogether?2. Beauty has 3 dolls and Martha has 2 dolls. Who has moredolls? How many more dolls does Beauty have than Martha?3. There are 5 birds on the fence. 2 fly away. How many birds areleft?4. Patrick has 6 toy cars. Tiny has 4. How many toy cars does Tinyhave less than Patrick?CountersMake use of a variety of resources to give you ideasof how to apply different stategies.Space and ShapeColour• Introduce the colour brown1 day(compare and sort)KinaestheticLet’s play a game:‣ Tippy, tippy touch, touch the colour e.g. red. Let learnersidentify all the colours learnt up to now.Let the learners:‣ Recognise and identify the colour brown in learners’ clothing.‣ Recognise and identify objects in the classroom which arebrown.‣ Recognise and identify objects in the environment which arebrown.‣ Recognise and identify the colour brown in pictures.‣ Without seeing the article, name an article in your house that isbrown. Describe it.‣ Develop the colour brown by mixing green and red.‣ Apply the mixing of colours during creative art.‣ Develop knowledge of colours by providing card games thatinvolve colours.Objects that are brown in the classroom andenvironment.Pictures with brown in them.A variety of card games available on the market.55 | P age
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Page 68 and 69: Continued Use numbers in context
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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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