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

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Shape and SpaceRecognise, and identify atriangle• Introduce a triangleA triangle consists of three straight sides.Card games that develop the recognition of shapes.1 dayKinaestheticLet the learners:‣ Make/form shapes with their bodies e.g. 3 learners form atriangle with their bodies.‣ Form a triangle using their fingers.‣ Make/form a triangle with pieces of wool or play dough.‣ Walk on the outline of a triangular shape.‣ Feel the shapes. Use giant size shapes or place differentshapes in a “feely bag” Have a matching set of cards withshapes drawn on them. The learner “feels” the shape in thebag and matches it with the cards.‣ Draw the triangle shape in the air, on the ground/floor(chalk) and eventually on paper.Wool or play dough.“Feely bag” with different geometric shapes.Matching set of cards with shapes drawn on them.A4 paper and crayonConcrete using 3-D objects• Let learners look for triangular objects in the classroom. Triangular objects in the classroom.Measurement Capacity • Introduce the measuring concept of capacity by comparinghow much various containers hold e.g.‣ “empty/full”‣ “more than/less than”Introduced capacity to the learners by asking which container holdsmore. Learners often make the comparison on height rather than oncapacity. For example, when asked which holds more, a tall containeror a short container, most learners will choose the tall container even ifthe short container actually holds more liquid.Kinaesthetic“More than/less than”‣ Use one container as a standard measure e.g. a yoghurtcup. Provide the learners with a variety of containers.Let learners:‣ Find out which containers hold “more” and which hold “lessthan” the standard measure i.e. the yoghurt cup.Give the learners a tablespoon and bucket with sand to spoon thesand into a mug.Let learners:‣ Count how many spoons of sand he/she needs to fill themug. The experiment can be made more difficult by givingmore than one container e.g. a cup, a plastic glass and asmall jar.‣ Repeat the activity using cups.Water (during water play) and sand (during sand playin the sandpit) are ideal areas to develop capacity.A variety of containers in different shapes and sizes.Yoghurt cupA bucket with sandMugA Tablespoon1 dayOnly select oneortwoactivities62 | P age
WEEK 25Suggested 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 & NumberOperationsAdd and subtractnumbers withanswers up to 6• Reinforce addition and subtraction problems that involvenumbers 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…STOPClap your hands fewer times. The teacher claps her hands up to 6 times.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objects‣ Reinforce addition and subtraction sums that involve number 1 to6 using objects and/or counters. Refer to week 22 for ideas‣ Let the learners explain own solutions to problems.Objects and /or countersAddition andsubtraction(Number bonds)Let the learners;‣ Do addition sums with the counters e.g. Place 3 counters infront of you. Add 1 more. How many do you have now?‣ Do subtraction sums with the counters for example, place 6counters in front of you. Take 2 away. How many do you havenow?CountersMake use of a variety of resources to give you ideasof how to apply different strategiesDevelop the conceptsof “more than”, “lessthan” and “equal to”(fewer)• Order and compare collections of objects using “more than/lessthan” and “equal to” up to number 6Count everyday objects up to 6Count forward and backwardNumber songs and rhymes1 dayReinforce the concepts of “many” and” few”.Clap your hands many times……STOPClap your hands fewer times. The teacher claps up to 6 times.63 | P age
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