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

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WEEK 28Suggested 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 thenumbers 1, 2, 3, 4, 5, 6and 7• Reinforce the knowledge gained in week 26 and 27 that involvethe numbers 1 to 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 FormalAssessmentConcrete using 3-D objectsLet the learners:Collect twigs. Keep them in the class to use again. Use yourtwigs e.g. to write the number 5 symbol.TwigsLet the learners:‣ Make use of your set of flash cards that involve numbers 1 to 7.‣ Draw the number of objects on the teacher’s instruction e.g. draw2 circles.‣ Count on from a given number e.g. the teacher says the numberthree. The learner would count on:..... four, five, six.‣ During refreshment time the teacher would ask: “How manylearners have brown bread sandwiches? How many have whitebread sandwiches? Do more children have white breadsandwiches? Which is more/less?”Picture and dot flash cards that involve number 1 to 7Number symbol and number name flash cards thatinvolve numbers 1 to 7 e.g.Picture of7objectsPaper and crayon7sevenRecognise thenumber symbol andnumber name• Recognise the number symbol and the number name thatinvolve the number 1 to 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 times.Large number symbols cards.72 | P age
Continued KinaestheticPlace large number symbol cards around the room or outdoor play area.Call the area “Number Land’ and the learners are “The Numeral Kingand/or Queen” Place a crown on a boy and a girl’s head. Give instructionssuch as:‣ All children wearing red skip to 2.‣ All children with long hair, tip-toe to 6.Enough number crowns for each learner made ofcardboard with numbers written over it.Semi-concrete using 2-D shapesLet the learners:‣ Draw the number of dots on the teacher’s instruction e.g. draw 2dots.‣ Have two sets of number symbol and number name cards. Giveeach learner one card. The teacher holds up a card and thoselearners with the matching card hold theirs up.Suggestion: Involve learners in making their own cards.More than one set of number cardsPaper and crayonMake use of a variety of resources to give you ideasof how to apply different stategies.Add and subtractnumbers withanswers up to 7• Add and subtract numbers with answers up to 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.Kinaesthetic‣ Refer to week 22 and 26‣ Make use of your own ideas to let learners experience themeaning of the number 7 kinaesthetically with their bodies.Number songs and rhymesCounters1 dayConcrete using 3-D objects‣ Refer to week 22 and 26‣ Make use of your own ideas to let learners experience themeaning of number 7 concretely using 3-D objects.Semi-concrete using 2-D shapesUse picture flash cards to do adding and subtraction problems.Shape and SpaceShape Conservation(Form constancy)• Shape conservation is the ability to distinguish between shapesin our environment, regardless of their size or angle sizes1 dayKinaestheticLet the learners in groups of 3:‣ Lie on the floor and make a triangle with their bodies. Point outthat although each group’s triangle shape looks different, theshape still remains that of a triangle.‣ The teacher draws different triangles on the floor/ground e.g.LearnersOnly select onekinaesthetic,concrete andsemi-concreteactivity73 | P age
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WEEK 6Suggested contact time:7 hour
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Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
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Page 64 and 65: ContinuedKinaestheticTeacher places
Page 66 and 67: the teachers’ staff room).Pose qu
Page 68 and 69: Continued Use numbers in context
Page 70 and 71: e? Let me peep”‣ Learners peep
Page 74 and 75: ‣ Learners walk along the sides o
Page 76 and 77: Teacher puts articles with differen
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 116 and 117: Add and subtractnumbers with answer
Page 118 and 119: Understands thesense of direction o
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