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

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Continued Use numbers in context • Recognise and identify South Africanbanknotes‣ Use banknotes e.g. R10, R20, R50‣ Make the learners aware of the different animal pictures on thebanknotes‣ Role-play with money in the house corner.Space and ShapeRecognise, identify andname a triangleColour(Compare and sort)• Reinforce the knowledge gained in week 24 of a triangleConcrete using 3-D objectsLet the learners:‣ Count everyday objects up to 7.‣ Recognise and identify objects in the classroom that have atriangular shape.‣ Recognise and identify objects in nature that have a triangularshape.‣ Identify the triangle amongst other shapes using geometricshapes.Semi-concrete using 2-D shapesLet the learners:‣ Identify the triangle shape in pictures.‣ Draw pictures of triangles.‣ Copy the triangle from a given card.Draw a ring around all the circles on a worksheet.• Introduce the colour purple‣ Recognise and identify the colour purple in learners’ clothing.‣ Recognise and identify objects in the class which are purple.‣ Recognise and identify objects in the environment which arepurple.‣ Recognise and identify the colour purple in pictures.‣ Without seeing the object, name a purple article in your house.Describe it.‣ Develop the colour purple by mixing blue and red.‣ Apply the mixing of colours during creative art.Develop knowledge of colours by providing card games that involvecolours.Real examples of a R10, R20 and R50 banknotes (oruse play money)Triangular object in the classroom and environmentGeometric shapesPictures in which a triangle can be identified.Card games that develop recognition of shapes suchas “What’s in a square”.Objects that are purple in the classroom andenvironmentPictures with purple in themBlue and red paintContainer for each learner to mix paint in e.g. eggboxesA variety of card games are available on the market1 day By the end of week 26,assess and recordwhether learners can:1 day1 dayIdentify and understandthe meaning of thenumbers 1 to 7.Link the same number ofobjects to the number ofpictures and dots.Recognise and identifythe number symbol andthe number name thatinvolve numbers 1 to 7Orally solve addition andsubtraction problemsusing story sums andcounters with answers upto 7.Understands to order andcompare collections ofobjects using “morethan/less than” and“equal to” that involvenumbers 1 to 7.Recognise,Identify and name atriangle.Identify the colour purple.Can compare empty/full,more than/less than(capacity)Can compare long andshort.68 | P age
WEEK 27Suggested 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 ofnumber 7• Reinforce the knowledge gained in week 26 that involves thenumber 7ApproximateDuration1 daySuggested FormalAssessmentCount everyday objects up to 7.Count forwards and backwards up to 7.Number rhymes and songsReinforce the concepts of “many” and” few”.Clap your hands many times…STOP.Clap your hands fewer times. The teacher claps her hands up to 7 times.Kinaesthetic‣ Refer to week 22 and 23.‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.Make use of a variety of books to give you ideas ofhow to apply different stategies.Concrete using 3-D objects‣ Put 7 tins in a row.1 2 3 4 5 6 77 tins with the number symbol pasted on them‣ Let the learners put one seed in the first tin, two seeds in thesecond tin, three seeds in the third tin, and continue until the 7tins have the number of seeds in it as shown on the outside ofthe tin.‣ Refer to week 22 and 23.‣ Make use of your own ideas to let learners experience themeaning of the number 7 using objects.Recognise thenumber symbol andthe number name• Recognise the number symbol and the number name thatinvolve the number 7Semi-concrete using 2-D shapesPlay a game:‣ The learners sit in a circle. Place a number card face down infront of each learner. (It could be a number symbol, numbername, dot card or a picture card that involve the numbers 1 to 7)‣ Teach the learners to pass the card to the next learner by slidingthem face down on the floor.‣ Learners chant: “Pass, pass, pass... STOP.Or‣ Learners chant: “Secret number, secret number, what could itPictureof 7objects7seven1 day69 | P age
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WEEK 7Suggested contact time:7 hour
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Understands thesense of direction o
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