curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
the teachers’ staff room).Pose question such as: “Which is longer/longest, the pencil or the piece ofstring?” etcWEEK 26Suggested 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 thenumber 7• Introduce the meaning of the number 7Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Number rhymes and songsApproximateDuration1 daySuggested FormalAssessmentUse the number 7 incontextKinaesthetic‣ Teacher divides learners into groups. Give each group 7 ballsmade out of newspaper.Let learners throw the balls into a basket. Learners mustcount aloud while throwing the balls.‣ Count the number of times the teacher taps on the table andcopy her.‣ Count in time to a regular beat while learners walk down steps,hop in and out of hoops.‣ Stamp feet in time to a regular beat.Concrete using 3-D objectsThe teacher places a pile of building blocks in the middle of the floor. Shegives instruction such as:‣ Take 3 blocks from the pile.‣ Take 4 blocks from the pile and put two back etc.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Count everyday objects up to 7.Count forwards and backwards up to 7.Reinforce the concepts of “many” and” few”.Clap your hands many times…STOPClap your hands fewer times. The teacher claps her hands up to 7 times.Newspaper ballsBasketsHoopsBuilding blocks or lego blocksNumber songs and rhymesPicture, dot and number symbol flash cards thatinvolve numbers 1 to 766 | P age
ContinuedSemi-concrete using 2-D shapesLet’s play a game:‣ The teacher draws or pastes pictures on one side of a card andwrites the number symbol on the other side of the card involvingnumbers 1 to 7 (make a few sets).‣ Learners count the number of pictures.‣ Turn the card around and count the number of dots.‣ The teacher holds up one of her cards with dots on it.‣ The learners match their card with her number of dots.‣ The learner with the correct card may stand up and count thenumber of pictures out aloud.Pictureof 7objects7Add and subtractnumbers with answersup to 7• Orally solve addition and subtraction problems that involve thenumber 7Count everyday objects up to 7.Count forwards and backwards up to 7.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 7 timesKinaesthetic‣ Use the number ladder. Always start at 0. Always count whilemoving.The teacher asks:‣ What number lies between 4 and 6? Learners experience usingthe number ladder.‣ What numbers lie between 2 and 5?‣ Refer to week 22 for more ideas.‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.01234567AdditionSubtractionConcrete using 3-D objectsGive each learner 7 beads or countersAsk questions such as:‣ Move 1 counter to the one side (left). If we add another counterto the counter on the left, how many do we have now?1 and 1→2 (The teacher says: 1 and 1 is 2)‣ Move 4 counters to the left. If we add another 2 more countersto the counters on the left, how many do we have?4 and 2→6‣ You have 5 counters and you take away 2, how many are left?Beads or countersCounters67 | P age
- Page 16 and 17: WEEK 7Suggested contact time:7 hour
- Page 18 and 19: Content Area Content Clarification
- Page 20 and 21: WEEK 8Suggested contact time:7 hour
- Page 22 and 23: Content Area Content Clarification
- Page 24 and 25: Content Area Content Clarification
- Page 26 and 27: Content Area Content Suggested Form
- Page 28 and 29: Content Area Content Clarification
- Page 30 and 31: Content Area Content Clarification
- Page 32 and 33: Space and shapeStory sums that invo
- Page 34 and 35: Content Area Content Clarification
- Page 36 and 37: Content Area Content Clarification
- 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 46 and 47: WEEK 19Suggested contact time:7 hou
- Page 48 and 49: hips, hands on the head ...Concrete
- Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
- Page 52 and 53: Content Area Content Clarification
- Page 54 and 55: Content Area Content Clarification
- Page 56 and 57: WEEK 23Suggested contact time:7 hou
- Page 58 and 59: Symmetry in theenvironment• Devel
- 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 68 and 69: Continued Use numbers in context
- Page 70 and 71: e? Let me peep”‣ Learners peep
- Page 72 and 73: WEEK 28Suggested contact time:7 hou
- 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
- 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 86 and 87: Content Area Content Clarification
- Page 88 and 89: Content Area Content Clarification
- Page 90 and 91: Content Area Content Clarification
- Page 92 and 93: Content Area Content Clarification
- Page 94 and 95: WEEK 34Suggested contact time:7 hou
- Page 96 and 97: Content Area Content Clarification
- Page 98 and 99: Content Area Content Clarification
- Page 100 and 101: Content Area Content Clarification
- Page 102 and 103: Content Area Content Clarification
- Page 104 and 105: Content Area Content Clarification
- Page 106 and 107: Content Area Content Clarification
- Page 108 and 109: Content Area Content Clarification
- Page 110 and 111: Content Area Content Clarification
- Page 112 and 113: Content Area Content Clarification
- Page 114 and 115: Content Area Content Clarification
the teachers’ staff room).Pose question such as: “Which is longer/longest, the pencil or the piece <strong>of</strong>string?” etcWEEK 26Suggested 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> thenumber 7• Introduce the meaning <strong>of</strong> the number 7Count everyday objects up to 7.Count forwards <strong>and</strong> backwards up to 7.Reinforce 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 7 times.Number rhymes <strong>and</strong> songsApproximateDuration1 daySuggested FormalAssessmentUse the number 7 incontextKinaesthetic‣ Teacher divides learners into groups. Give each group 7 ballsmade out <strong>of</strong> newspaper.Let learners throw the balls into a basket. Learners mustcount aloud while throwing the balls.‣ Count the number <strong>of</strong> times the teacher taps on the table <strong>and</strong>copy her.‣ Count in time to a regular beat while learners walk down steps,hop in <strong>and</strong> out <strong>of</strong> hoops.‣ Stamp feet in time to a regular beat.Concrete using 3-D objectsThe teacher places a pile <strong>of</strong> building blocks in the middle <strong>of</strong> the floor. Shegives instruction such as:‣ Take 3 blocks from the pile.‣ Take 4 blocks from the pile <strong>and</strong> put two back etc.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects are in the pile. Count themafterwards.Count everyday objects up to 7.Count forwards <strong>and</strong> backwards up to 7.Reinforce 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 7 times.Newspaper ballsBasketsHoopsBuilding blocks or lego blocksNumber songs <strong>and</strong> rhymesPicture, dot <strong>and</strong> number symbol flash cards thatinvolve numbers 1 to 766 | P age
Change language