curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
Symmetry in theenvironment• Develop the awareness that there is symmetry in theenvironment with the focus on “front and back”KinaestheticLet the learners experience :‣ That people have a front and a back.‣ The concept front and back when standing in a row.1 dayConcrete using 3-D objectsLet learners experience that:‣ 3-D objects in the classroom have a front and a back.‣ Objects in the environment have a front and a back e.g. a tree,a leaf.‣ Real objects in the environment that will illustrate symmetry innature e.g. a butterfly, a flower, a leaf etc.Note:The learners should be able to complete at least an 18-piece puzzle at the end of Term 33-D objects in the classroomObjects in the environment such as a tree. a leaf, abutterfly58 | P age
WEEK 24Suggested 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 ResourcesNumbers & NumberOperationsThe meaning of thenumbers 1, 2, 3, 4, 5 and 6‣ Reinforce the knowledge gained in week 22 and 23 involvingthe numbers 1 to 6ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 6.Count forwards and backwards up to 6.Number rhymes and songsReinforce the concepts of “many “and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.KinaestheticLet the learners:‣ Form number symbols with their bodies.‣ Hold up the number of fingers on teacher’s instruction.‣ Form number symbols with pieces of string or play dough.‣ Feel cardboard number shapes in a bag and identify eachnumber.‣ Write the number symbols 1 to 6 on the ground or in the airetc.Two sets of cardboard number shapes in a “feelybag”.Make use of a variety of resource.s to give you ideasof how to apply different stategies.Concrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving numbers 1 to 6‣ Count counters up to number 6.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Objects in the classroomCountersUse the numbers 1, 2, 3,4, 5 and 6 in context• Use of the numbers 1 to 6 in familiar contextCount everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of many and fewClap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.Number songs and rhymes1 daySelect only oneor two of thekinaestheticConcrete andSemi-concreteactivities.59 | P age
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- Page 40: the first term.‣ Learners discove
- Page 44 and 45: ‣ Collect 5 placematsAdd and subt
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- Page 48 and 49: hips, hands on the head ...Concrete
- Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
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- 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
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- Page 74 and 75: ‣ Learners walk along the sides o
- Page 76 and 77: Teacher puts articles with differen
- Page 78 and 79: Content Area Content Clarification
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- Page 82 and 83: ContinuedUse the number 8 in contex
- Page 84 and 85: JanSiphoMarthaHelenDollyFebDavidBon
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WEEK 24Suggested contact time:7 hours per weekOne teacher- directed planned class activity (ring) <strong>of</strong> ± 30 min per day (± 5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesNumbers & NumberOperationsThe meaning <strong>of</strong> thenumbers 1, 2, 3, 4, 5 <strong>and</strong> 6‣ Reinforce the knowledge gained in week 22 <strong>and</strong> 23 involvingthe numbers 1 to 6ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 6.Count forwards <strong>and</strong> backwards up to 6.Number rhymes <strong>and</strong> songsReinforce the concepts <strong>of</strong> “many “<strong>and</strong>” few”.Clap your h<strong>and</strong>s many times…STOPClap your h<strong>and</strong>s fewer times. The teacher claps her h<strong>and</strong>s up to 6times.KinaestheticLet the learners:‣ Form number symbols with their bodies.‣ Hold up the number <strong>of</strong> fingers on teacher’s instruction.‣ Form number symbols with pieces <strong>of</strong> string or play dough.‣ Feel cardboard number shapes in a bag <strong>and</strong> identify eachnumber.‣ Write the number symbols 1 to 6 on the ground or in the airetc.Two sets <strong>of</strong> cardboard number shapes in a “feelybag”.Make use <strong>of</strong> a variety <strong>of</strong> resource.s to give you ideas<strong>of</strong> how to apply different stategies.Concrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving numbers 1 to 6‣ Count counters up to number 6.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Objects in the classroomCountersUse the numbers 1, 2, 3,4, 5 <strong>and</strong> 6 in context• Use <strong>of</strong> the numbers 1 to 6 in familiar contextCount everyday objects up to 6.Count forwards <strong>and</strong> backwards up to 6.Reinforce the concepts <strong>of</strong> many <strong>and</strong> fewClap your h<strong>and</strong>s many times…STOPClap your h<strong>and</strong>s fewer times. The teacher claps her h<strong>and</strong>s up to 6times.Number songs <strong>and</strong> rhymes1 daySelect only oneor two <strong>of</strong> thekinaestheticConcrete <strong>and</strong>Semi-concreteactivities.59 | P age
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