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

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‣ Learners walk along the sides of the shapes and experience thedifferent angles with their bodiesContinuedConcrete using 3-D objects‣ Use 7 twigs and place them in a straight line7 Twigs for each learner Continued‣ Use twigs to make a curved line.‣ Use twigs to make a zig-zag line.‣ Use the twigs to make a triangle.‣ Point out that each learner’s triangles are not identical but theshapes are all still triangles.Semi-concrete using 2-D shapes‣ The teacher draws 5 different circles, squares and triangles ona flash card e.g.The teacher divides the learners in groups.Let the learners:‣ Recognise the triangle flash cards from amongst the othershapesCards with 5 different circles, squares and triangles onthem74 | P age
Sense of direction • Develop a sense of direction by using the arrow flash cards andthe arrow chart1 dayConcrete using 3-D objectsLet the learners‣ Draw a horizontal figure eight on the chalkboard. Ensure thatlearners cross the midline e.g.ChalkboardSemi-concrete using 2-D shapesLet learners individually or in small groups:‣ Keep eyes on the flash card and move his/her arm in thedirection indicated by the arrow and speak while doing it e.g. Iflearner puts his/her arm out, he/she must say “right”.‣ For up and down movements the learner may use either arm.‣ Indicate directions on the arrow chart.Flash card with only one arrow. Turn flash card indifferent directionsArrow Chart (poster with arrows in different directions)ContinuedMeasurement Mass • Reinforce the knowledge gained in week 27 that involves mass- Lightest/heaviestKinaestheticLet learners:‣ Compare the masses of three to five identical containers (e.g.400g empty tins) containing different amounts of sand, so thattheir masses differ.‣ Put them in order from lightest to heaviest by feeling themasses. Afterwards a balancing scale may be used todetermine whether or not the learners were correct‣ Suggestion:Experiment to see how many metal washers or nails can bebalanced to have the same mass. Any other objects can beused.Terminology:up/down; in/out; top/bottom ; front/back ; in frontof/behind; on top or above/ under or below;the one side/the other side; next to ; left and rightEmpty tins which are the same sizeA balancing scaleObjects such as Lego blocks1 day75 | P age
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Content Area Content Clarification
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WEEK 6Suggested contact time:7 hour
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Page 24 and 25: Content Area Content Clarification
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Page 32 and 33: Space and shapeStory sums that invo
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 48 and 49: hips, hands on the head ...Concrete
Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
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 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 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
Page 120: “More than, lessthan” and “eq
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