curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
WEEK 30Use week 30 to make sure you attend to conceptual weaknesses and / or identified barriers to learning.Content Area Content Suggested Formal AssessmentNumbers & NumberOperationsThe meaning of the numbers 1, 2, 3, 4, 5, 6and 7• Recognise the number symbols and number names 1 to 7 on a concrete and semi-concrete level.• Link the same number of objects to the number of pictures and dots.• Recognise and identify the number symbol and the number name that involve numbers 1 to 7Patterns andFunctionsUse numbers in context • Identify house number and own telephone number.• Gain knowledge of bank notes‘’More than, less than and equal to” • Understands to order and compare collections of objects using “more than/less than” and “equal to” that involve numbers 1 to 10.Addition and subtraction • Orally solve addition and subtraction problems using story sums and counters with answers up to 7.• Dealt with in terms 1 and 2Space and Shape Shapes • Recognise, identify and name a triangle regardless of position, size and angle sizes.• Can copy from a design or picture card.Symmetry • Distinguish between front and back.Size • Distinguish between bigger and smaller.Colour3-D objects• Identify the colours brown, purple and black.• Copy from a given construction.•Directionality • Indicate and identify direction according to an arrow chart.Measurement Capacity • Compare “empty/full; more than/ less than; long/short; light/heavy; lighter/heavier”.Mass • Compare the mass of different objectsLength • Estimate the length of different objects• Distinguish between longer and longest.Data Handling Collect and sort objects • Understand that the collecting and sorting of objects can eventually be represented in a graph.80 | P age
WEEK 31Mathematics - Grade RTERM FOURSuggested contact time:7 hours 30 min 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 8• Introduce the meaning of the number 8Count everyday objects up to 8.Count forwards and backwards up to 8.Reinforce the concepts of “many and few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.Number songs and rhymes.ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Ensure that learners always start on 0 (zero).‣ Let the learners count eight steps while moving around in theclassroom.‣ The teacher creates large number line on floor with maskingtape. Put number symbol flash cards on each segment.Number line with masking tape taped on thefloor of classroom.0 1 2 3 4 5 6 7 8Let the learners:‣ Identify the number symbols as they walk on the number line.‣ Walk on each segment while counting rhythmically.‣ Let the learners show eight fingers.A set of number symbol flash cards1 to 8.A set of 8 objects in the classroom.Use numbers incontextRecognise thenumber symbols andthe number namesConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving the numbers 1 to 8.‣ Count counters up to the number 8.Semi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number of counters with the numbername, the number symbol, the dots and the picture cards thatinvolves the number 8.‣ Trace the number 8 with a crayon.Objects or counters.Flash card with number symbol and numbername, dots and pictures e.g.Pictureof 8objectsCrayonsCounters8eight81 | P age
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- Page 32 and 33: Space and shapeStory sums that invo
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- Page 40: the first term.‣ Learners discove
- Page 44 and 45: ‣ Collect 5 placematsAdd and subt
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- Page 48 and 49: hips, hands on the head ...Concrete
- Page 50 and 51: WEEK 21Mathematics - Grade RTERM TH
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- Page 56 and 57: WEEK 23Suggested contact time:7 hou
- 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
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- Page 68 and 69: Continued Use numbers in context
- Page 70 and 71: e? Let me peep”‣ Learners peep
- Page 72 and 73: WEEK 28Suggested contact time:7 hou
- Page 74 and 75: ‣ Learners walk along the sides o
- Page 76 and 77: Teacher puts articles with differen
- Page 78 and 79: Content Area Content Clarification
- Page 82 and 83: ContinuedUse the number 8 in contex
- Page 84 and 85: JanSiphoMarthaHelenDollyFebDavidBon
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- Page 94 and 95: WEEK 34Suggested contact time:7 hou
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- 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
WEEK 31Mathematics - Grade RTERM FOURSuggested contact time:7 hours 30 min per weekOne teacher- directed planned class activity (ring) <strong>of</strong> ± 30 min per day (5 Mathematics activities per week)Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesNumbers & NumberOperationsThe meaning <strong>of</strong> thenumber 8• Introduce the meaning <strong>of</strong> the number 8Count everyday objects up to 8.Count forwards <strong>and</strong> backwards up to 8.Reinforce the concepts <strong>of</strong> “many <strong>and</strong> few”Clap h<strong>and</strong>s many times …… STOP.Clap h<strong>and</strong>s fewer times. Teacher claps up to 8 times.Number songs <strong>and</strong> rhymes.ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Ensure that learners always start on 0 (zero).‣ Let the learners count eight steps while moving around in theclassroom.‣ The teacher creates large number line on floor with maskingtape. Put number symbol flash cards on each segment.Number line with masking tape taped on thefloor <strong>of</strong> classroom.0 1 2 3 4 5 6 7 8Let the learners:‣ Identify the number symbols as they walk on the number line.‣ Walk on each segment while counting rhythmically.‣ Let the learners show eight fingers.A set <strong>of</strong> number symbol flash cards1 to 8.A set <strong>of</strong> 8 objects in the classroom.Use numbers incontextRecognise thenumber symbols <strong>and</strong>the number namesConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom involving the numbers 1 to 8.‣ Count counters up to the number 8.Semi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number <strong>of</strong> counters with the numbername, the number symbol, the dots <strong>and</strong> the picture cards thatinvolves the number 8.‣ Trace the number 8 with a crayon.Objects or counters.Flash card with number symbol <strong>and</strong> numbername, dots <strong>and</strong> pictures e.g.Picture<strong>of</strong> 8objectsCrayonsCounters8eight81 | P age
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