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

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JanSiphoMarthaHelenDollyFebDavidBongiClaireMarchAprilNelsonJacobTimMayKabeloPatThandiJunSelinaLizTitusJulThaboJaneDraw 12 columns on a large strip ofpaper. Indicate with a name card inwhich months the learners have theirbirthday’s .Use ± 3 sheets of A2 paperwith 12 columns drawn on it.4 3 0 3 3 3 2‣ The learners count the names and write the total number of birthdaysunder each month.‣ The learners compare the number of birthdays in the different months.The teacher asks questions such as:o “Which month has the most birthdays?”o “Which month has the least birthdays?”o “Which months have the same number of birthdays? Theyare equal.” The number of birthdays is equal.o “Which months have the most boys celebrating theirobirthdays”?“Which months have the most girls celebrating theirbirthdays”?Learners discuss the following conclusions:‣ January has the most birthdays. Four learners have their birthdaysthen.‣ There are zero (none) birthdays during March. There is only 1month when no learners have a birthday.‣ Some months have equal number s of birthdays etc..WEEK 32Suggested 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/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers andNumber OperationsThe meaning of thenumber 8• Reinforce the knowledge gained in week 31 that involves thenumber 8Count everyday objects up to 8.Count forwards and backwards up to 8.Number songs and rhymes1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 8 times.84 | P age
Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentKinaestheticLet’s play a game:‣ The teacher plays an instrument e.g. a drum.‣ The learners move around.‣ When the drum stops, the teacher calls out a number between 1and 8 and learners arrange themselves in small groups e.g. theteacher calls out 8 and learners arrange themselves in groups of 8.‣ Show 8 fingers on your two hands.‣ Form sets with the learners. Draw large circles in the sand. Letlearners form groups of 8 inside the circles. The groups of eightlearners can perform certain tasks together during the day e.g. playin block corner; go to the art area etc.DrumUse numbers incontextConcrete using 3-D objectsLet the learners:‣ Use counters to recognise which number comes before 8 andafter 5? Which number is between 6 and 8?Semi-concrete using 2-D shapes‣ When taking the attendance register the teacher asks:“Is the learner with the house number or address …… here?” Thelearner must respond by indicating that he /she is “here”.‣ Repeat the next day with telephone or cell phone numbers.CountersCards with learner’s telephone numbers andaddresses onStory sums• Use counters and orally solve problems that involve the number 81 dayContinuedAdditionSubtractionKinaesthetic‣ The teacher assists the learners to make a group of 6 learnersand another group of 2 learners.‣ Combine the two groups to make one group.‣ Ask the learners how many learners are in the combinedgroup? 6 and 2→8.(The teacher says: 6 and 2 gives 8)‣ Group 8 learners together. Take 3 learners away in a smallergroup. How many learners remain in the large group? 8 takeway 3→5.Pick two learners using a counting rhyme.‣ Place 4 twigs in the one learner’s hands and 4 twigs in the otherlearner’s hands. How many twigs altogether now? 4 and 4 →8.Concrete using 3- D objectsGive each learner 8 twigs.‣ Tsidi has 6 twigs and her friend has 2 twigs. How many twigsdo they have altogether? 6 and 2→8.‣ Monica has 8 twigs. She lost 2 twigs. How any twigs doesMonica have left?8 take away 2→8.Groups of learnersTwigsCounting rhyme:1, 2, 3, 4, 5Once I caught a fish alive6, 7, 8, 9, 10Then I let it go again85 | P age
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