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

More documents

Recommendations

Info

ContinuedActivities for SETS and GROUPSContinuedKinaestheticForm sets with the learners:Examples:1. Let learners form groups of 2, 3, 4, 5 and 6. Count howmany are in the group.2. Draw large shapes on the concrete or in the sand. Learnersmake a group of e.g. 4 learners inside the shape.3. During the refreshment routine the teacher says: “You cango in a group of four to wash your hands” instead of saying:“Four learners can go to wash their hands”.Concrete using 3-D objectsExamples:1. The teacher gives the learners counters. Let the learnersmake a set of 3 counters. Make another set of 2. “Howmany counters do you have in the new set?”2. On instructions from the teacher. let the learners draw twocircles on a piece of paper. The learners make two sets sothat there are more counters in the one set than in theother.3. Let the learners pretend to be birds and make a “pretendtree” using the climbing apparatus outside or chairs andtables inside. The teacher sends 2 birds to the “Pretendtree” (2 learners climb on the apparatus). One more birdgoes to the tree each time.Make use of a variety of resources to give you ideasof how to apply different stategies.CountersPiece of paper and a crayon for each learnercountersClimbing apparatus or tables and chairs.Semi-concrete using 2-D shapes‣ Show the flash cards with 1 to 6 dots and link them with thesame number of counters.‣ Identify from a variety of flash cards those with 6 dots onthem and link them with the same number of counters.‣ Identify from a variety of flash cards those with the numbersymbol 6 on them and link them with the number name andthe same number of counters.Pictureof 6objectsCounters6 six60 | P age
Recognise and identifythe number symbol andthe number name• Recognise and identify the number symbol and the numbername that involve the numbers 1 to 6Count everyday objects up to 6.Count forwards and backwards up to 6.Reinforce the concepts of” many” and “few”.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 6times.1 daySemi-concrete using 2-D shapesLet’s play a game:‣ The teacher writes the number name on one side of a cardand writes the number symbol on the other side of the cardinvolving numbers 1 to 6 (make a few sets).‣ Learners “read” the number name and guess the numbersymbol.They turn the card over and correct themselves.Cards that involve numbers 1-6 with the number nameon one side and the number symbol on the other side.(Make a few sets so that each learner can havehis/her own card).Story sums that involvenumbers 1, 2, 3, 4, 5 and6• Use counters and orally solve problems that involve thenumber 6Count everyday objects up to 6.Count forwards and backwards up to 6.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 6times.AdditionSubtractionExamples:1. There were 3 girls in the room. 3 more girls entered. Howmany are there now?3 and 3 → 6 (The teacher says: 3 and 3 gives 6)2. Count 2 counters. Count two on. Count one on. How manyaltogether?2 and 2 and 1 → 53. There were 6 counters on the table. There are only 4 left.How many have been removed? 6 take away 2 → 44. You have 5 marbles. Take away 3. How many do you haveleft?5 take away 3 → 25. One bird has one beak. How many beaks do three birdshave?6. One child has 2 arms. How many arms do two peoplehave?7. Explain own solutions to problems.6 counters for each learner61 | P age
Page 8:
Contentt AreaContentClarification /
Page 12 and 13: Content Area Content Clarification
Page 14 and 15: WEEK 6Suggested contact time:7 hour
Page 26 and 27: Content Area Content Suggested Form
Page 32 and 33: Space and shapeStory sums that invo
Page 38 and 39: WEEK 16Suggested contact time:7 hou
Page 40: the first term.‣ Learners discove
Page 44 and 45: ‣ Collect 5 placematsAdd and subt
Page 48 and 49: hips, hands on the head ...Concrete
Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
Page 58 and 59: Symmetry in theenvironment• Devel
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
Page 84 and 85: JanSiphoMarthaHelenDollyFebDavidBon
Page 110 and 111:
Content Area Content Clarification
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Add and subtractnumbers with answer
Page 118 and 119:
Understands thesense of direction o
Page 120:
“More than, lessthan” and “eq
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?