curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
ContinuedKinaestheticTeacher places various objects on a table for example, 2 mugs, 6 of thesame blocks, 4 tins, 2 books.Let the learners:‣ Count the number of mugs and the tins. Are there more cups ormore tins?‣ Count the number of blocks and the books. Are there fewerblocks than books? Are there more blocks than books?‣ Count the books and the mugs. Are there an equal number ofobjects or not?Concrete using 3-D objects‣ Learners sit on the carpet and make two “nests” with the wool‣ The teacher gives an instruction e.g. the learners place 2counters in one nest and 4 in the other nest. Which nest hasmore? Which nest has fewer?‣ The teacher calls 6 learners to the front. She puts a differentnumber of beads in each of the learner’s hands.‣ Which hand has more in it?‣ Which hand has less in it?2 mugs, 6 of the same blocks, 4 tins, 2 books. ContinuedTwo pieces of wool for each learner6 counters for each learnerBeadsSemi-concrete using 2-D shapes‣ The teacher shows two cards with different number of dots andpictures on them.‣ Let the learners compare cards with pictures and dots on themand identify the “more than”, “less/fewer than” and “equal to”concepts.Picture cards and dot cards involving numbers 1 to 6Space and Shape Build 3-DobjectsDevelop a sense ofdirection• Copy the same construction from a designed or picture cardLet the learners:‣ Build a construction from a design or picture.‣ Learners thread beads according to the sequence in a givenpicture.• Develop a sense of direction by introducing both the conceptsof “at the front/at the back” and “forward/ backward”“Logi Shapes” skill blocksAny construction equipmentBeads, shoestringA variety of drawn card illustrating the sequence of thebeadsOngoing1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece of paper and put it on thefloor.Let learners:‣ Push a toy car along the lines and let him/her tell you in whatdirection the car is moving (forward/backward ( left and right isaddressed in term 4.Large drawn shapes on a piece of paperToy car64 | P age
Semi-concrete using 2-D shapesLet learners experience the concept of forwards/backwards by indicatingthe direction in pictures.Pictures that clearly show direction e.g. the direction acar is travelling, the direction a person is walking.MeasurementContinuedCapacity • Reinforce the knowledge gained involving capacity in week 24Count 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.Water (during water play) and sand (during sand playin the sandpit) are ideal areas to develop capacity.Number song and rhymes2 daysOr only selecttwo or threeactivitiesKinaestheticLet the learners:‣ Arrange two to three different empty containers in order ofcapacity. In other words which container will take the most orleast? The learners can test their guesses by pouring cups ofwater into the empty containers and counting which one takesthe most cups. Increase the number of empty containers tomake it more difficult.‣ The learners can use the same cup as a measure anddetermine how many cups of rice or beans it would take to fillthe same containers used above.‣ Order the similar kinds of containers (e.g., buckets in thesandpit) from small to big.‣ Give learners an variety of containers (different sizes andshapes) and ask questions such as:o “Which of these containers do you think holds theomost sand/water?If you pour water from one container to anotherguess whether you will fill it?”‣ Let learners discover what happens to a partially filled containerof water when small items are added e.g. add clean pebbles,Lego bricks, plastic blocks e.g. learners enjoy guessing games inwhich they guess which container holds more and then check theresults to see who wins.(Items that float will not influence theheight of the water).An variety of containers in different shapes and sizesCupCupRiceBeansDifferent size buckets from the sandpitA variety of containers in different shapes and sizesWaterSandItems such as clean pebbles, Lego bricks, plasticblocksLength • Estimate and measure the length of different objects using feet,hands, a piece of string, a stick etc.KinaestheticLet the learners:‣ Compare the length of their feet and hands.‣ Learners estimate which object is long and which one is shortby measuring them with their feet or hands e.g. the table or thebroken piece of hose from home.‣ Estimate which object is the longest or shortest e.g. a footpathor a row of bricks.‣ Let learners guess which would be longer e.g. the classroom orObjects with different lengths which can be measuredwith a hand or a foot e.g.Ruler, row of bricks, one pole of the soccer goal post,classroom, library etc.1 day65 | P age
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ContinuedKinaestheticTeacher places various objects on a table for example, 2 mugs, 6 <strong>of</strong> thesame blocks, 4 tins, 2 books.Let the learners:‣ Count the number <strong>of</strong> mugs <strong>and</strong> the tins. Are there more cups ormore tins?‣ Count the number <strong>of</strong> blocks <strong>and</strong> the books. Are there fewerblocks than books? Are there more blocks than books?‣ Count the books <strong>and</strong> the mugs. Are there an equal number <strong>of</strong>objects or not?Concrete using 3-D objects‣ Learners sit on the carpet <strong>and</strong> make two “nests” with the wool‣ The teacher gives an instruction e.g. the learners place 2counters in one nest <strong>and</strong> 4 in the other nest. Which nest hasmore? Which nest has fewer?‣ The teacher calls 6 learners to the front. She puts a differentnumber <strong>of</strong> beads in each <strong>of</strong> the learner’s h<strong>and</strong>s.‣ Which h<strong>and</strong> has more in it?‣ Which h<strong>and</strong> has less in it?2 mugs, 6 <strong>of</strong> the same blocks, 4 tins, 2 books. ContinuedTwo pieces <strong>of</strong> wool for each learner6 counters for each learnerBeadsSemi-concrete using 2-D shapes‣ The teacher shows two cards with different number <strong>of</strong> dots <strong>and</strong>pictures on them.‣ Let the learners compare cards with pictures <strong>and</strong> dots on them<strong>and</strong> identify the “more than”, “less/fewer than” <strong>and</strong> “equal to”concepts.Picture cards <strong>and</strong> dot cards involving numbers 1 to 6Space <strong>and</strong> Shape Build 3-DobjectsDevelop a sense <strong>of</strong>direction• Copy the same construction from a designed or picture cardLet the learners:‣ Build a construction from a design or picture.‣ Learners thread beads according to the sequence in a givenpicture.• Develop a sense <strong>of</strong> direction by introducing both the concepts<strong>of</strong> “at the front/at the back” <strong>and</strong> “forward/ backward”“Logi Shapes” skill blocksAny construction equipmentBeads, shoestringA variety <strong>of</strong> drawn card illustrating the sequence <strong>of</strong> thebeadsOngoing1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece <strong>of</strong> paper <strong>and</strong> put it on thefloor.Let learners:‣ Push a toy car along the lines <strong>and</strong> let him/her tell you in whatdirection the car is moving (forward/backward ( left <strong>and</strong> right isaddressed in term 4.Large drawn shapes on a piece <strong>of</strong> paperToy car64 | P age
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