curriculum and assessment policy statement (caps) - Department of ...
curriculum and assessment policy statement (caps) - Department of ... curriculum and assessment policy statement (caps) - Department of ...
Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentPatterns andFunctionsCopy and extend apatternSemi-concrete using 2-D objects‣ The teacher puts 2 pictures on the flannel board. She addsanother 5 pictures. How many pictures are there now? 2 and5→7.‣ Place 8 shapes on the flannel board. Take away 5. How manyare left. 8 take away 5→3.• Copy and extend an auditory pattern that involves the number 4KinaestheticThe learners move to the beat of the music with their whole body e.g.‣ Step, step, hop, hop .........‣ Jump one leg, Jump one leg, Jump two legs, Jump two legs......TwigsFlannel board pictures / shapes.CD PlayerWith music1 dayConcrete using 3-D objectsThe learners move to the beat of the music with only their hands and touchingtheir thighs e.g.‣ Clap, clap, tap, tap (clap hands and tap hands on thighs) .‣ The teacher makes rhythm cards and learners repeat them byclapping the rhythm (using hands to clap and feet to stamp)e.g.Body percussion π π π π‣ clap, clap, stamp, stamp ………‣ clap shout, clap, shout…….Semi-concrete using 2-D objects‣ The learners build patterns with pictures.A variety ofloose pictures86 | P age
Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentSpace and ShapeContinuedRecognise, identifyand name arectangle• Reinforce the knowledge of a rectangle gained in week 32KinaestheticLet the learners‣ Make/form shapes with their bodies e.g. 4 learners form a rectanglewith their bodies.‣ Form a rectangle using their fingers.‣ Form a rectangle using 6 match sticks.Card games that develop the recognition ofshapes.Wool or play dough.Matchsticks1 day‣ Make/form a rectangle with pieces of wool or play dough.‣ Walk on the outline of a rectangular shape.‣ Feel the shapes. Place different shapes in a “feely bag” Have amatching set of cards with shapes drawn on them. The learner“feels” the shape in the bag and matches it with the cards.‣ Draw the rectangle shape in the air, sand, on the floor/ground andeventually on paper.“Feely bag” with different geometric shapes.Include big and small shapes and triangles ofdifferent angles in the “feely bag” e.g.Matching set of cards with shapes drawn onthemA4 paper and crayon87 | P age
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- 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 46 and 47: WEEK 19Suggested contact time:7 hou
- 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
- 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 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
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- 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
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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
Content Area Content Clarification / Notes / Activities/ExamplesRecommended ResourcesApproximateDurationSuggested FormalAssessmentPatterns <strong>and</strong>FunctionsCopy <strong>and</strong> extend apatternSemi-concrete using 2-D objects‣ The teacher puts 2 pictures on the flannel board. She addsanother 5 pictures. How many pictures are there now? 2 <strong>and</strong>5→7.‣ Place 8 shapes on the flannel board. Take away 5. How manyare left. 8 take away 5→3.• Copy <strong>and</strong> extend an auditory pattern that involves the number 4KinaestheticThe learners move to the beat <strong>of</strong> the music with their whole body e.g.‣ Step, step, hop, hop .........‣ Jump one leg, Jump one leg, Jump two legs, Jump two legs......TwigsFlannel board pictures / shapes.CD PlayerWith music1 dayConcrete using 3-D objectsThe learners move to the beat <strong>of</strong> the music with only their h<strong>and</strong>s <strong>and</strong> touchingtheir thighs e.g.‣ Clap, clap, tap, tap (clap h<strong>and</strong>s <strong>and</strong> tap h<strong>and</strong>s on thighs) .‣ The teacher makes rhythm cards <strong>and</strong> learners repeat them byclapping the rhythm (using h<strong>and</strong>s to clap <strong>and</strong> feet to stamp)e.g.Body percussion π π π π‣ clap, clap, stamp, stamp ………‣ clap shout, clap, shout…….Semi-concrete using 2-D objects‣ The learners build patterns with pictures.A variety <strong>of</strong>loose pictures86 | P age
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