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

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Teacher puts articles with different masses into identical closed containerse.g., two cottage cheese containers; one containing a block and one atennis ball.Let learners:‣ Feel the difference between the masses of the two objects andguess which one is the lightest or the heaviest.‣ Use a balancing scale to get to the actual answer.‣ Challenge learners to find objects in the classroom that have thesame mass.The sandpit and water play area are valuable areas which should be usedto reinforce concepts such as light/heavy/heavier using different sizecontainers a balancing scale, damp and dry sand.NB: Sit with the learners while talking, discussing and explaining.Objects with different masses such as metal washersor nailsTwo cottage cheese containers; one containing ablock and one a tennis ballSandpitWater play basin, container or troughContinuedWEEK 29Suggested 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 28 that involve thenumbers 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 songs and rhymesApproximateDuration1 daySuggested FormalAssessmentConcrete using 3-D objects‣ Refer to week 28.‣ Make use of your own ideas to let learners experience themeaning of the number 7 using objects.‣ The teacher places objects in a pile on the table. Let learnersestimate how many objects in the pile. Count them afterwards.Objects in the classroom76 | P age
Content Area Content Clarification / Notes / Activities / Examples Recommended ResourcesRecognise andidentify the numbersymbol and thenumber name• Recognise and identify the number symbol and the numbername that involve 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 up to 7 times.Number songs and rhymesApproximateDuration1 daySuggested FormalAssessmentSemi-concrete using 2-D shapesLet the learners:‣ Identify flash cards with different numbers of pictures on them‣ Link the number symbols 1 to 7 with the number of objects andthe number of dots.‣ Identify the number symbol and number name flash cardsinvolving the numbers 1 to 7‣ Play matching games with the number symbol and number nameflash cards.Picture and dot flash cards that involve number 1-7Number symbol and number name flash cards thatinvolve numbers 1 to 7 e.g.ContinuedPictureof 7objects7sevenBy the end of week 29,assess and recordwhether learners can:Develop the conceptsof “more than”, “lessthan” and “equal to”(fewer than)• Order and compare collections of objects using “more than/lessthan” and “equal to” up to 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.Kinaesthetic‣ The teacher places two hoops on the floor.She calls 3 learners to stand in the one “nest” and 2 learners tostand in the other “nest”.Which “nest” has more learners in it?Number songs and rhymes2 hoops1 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 up77 | P age
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