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

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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
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WEEK 6Suggested contact time:7 hour
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Add and subtractnumbers with answer
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Understands thesense of direction o
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