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 34Suggested 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 ResourcesApproximateDurationSuggested FormalAssessmentNumbers & NumberOperationsThe meaning of thenumber 9• Introduce the meaning of the number 9Count everyday objects up to 9.Count forwards and backwards up to 9.Reinforce the concepts of “many” and “few”Clap hands many times …… STOPClap hands fewer times. Teacher claps up to 9 timesKinaestheticLet the learners:‣ Count up to 9 while climbing the steps.‣ Draw number 9 in the sand/floor/ground and walk on it.‣ Clap hands 9 times.‣ Recognise numbers 1 to 9 with the set of large number symbols.‣ Make use of own ideas to let learners experience the meaning ofnumber 9 with their bodies.Concrete using 3-D objects‣ The teacher creates a number line or ladder on the floor or groundThe teacher gives instructions such as:‣ Always stand on the zero or start at the zero.‣ Always count while moving.‣ Move to number 5. Move back to number 2. Move forward to number8.‣ Move to number 8. Move 1 number forward. Move 2 numbersbackward.‣ What comes after 3?‣ What comes before 7?Number songs and rhymesSet of large number symbols54321067891 dayOr only select one ortwo activities from thekinaesthetic, concreteand semi-concreteUse the numbers incontextSemi-concrete using 2-D shapesUse the number 9 in familiar contextLet the learners‣ Match the picture flash card with the same number of dots. Packthe same number of counters.94 | P age
Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinuedRecognise thenumber symbols andthe number namesRecognise the number symbols and the number name.Let the learners:‣ Select the number 9 symbol and number name amongst otherflash cards.‣ Place the number symbol flash cards on the floor in the correctnumber order.‣ Place the number symbol flash cards in a scattered order.Divide the learners into smaller groups. The teacher gives each group aset of number symbol cards.‣ Give the learners instructions e.g.‣ Touch number 4, put your elbow on number 8, sit on number 3,run around number 5 five times etc.‣ Play games by linking the number of counters with the number name,the number symbol, the dots and the picture cards.‣ Ensure that the number symbol and number name is always linkedwith the same number of objects.CountersPictureof 9objectsA few set of number cards that involvesnumber 1 to 99 nineFlash cards with number symbol and numbername, dots and pictures e.g.9 nineContinuedPictureof 9objectsCountersSpace and ShapeDevelop a sense ofdirection• Develop a sense of direction by introducing both the concepts of “atthe front/at the back” and “forward/ backward”1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece of paper and put it on the floor.Let learners:‣ Push a toy car along the lines and let him/her tell you in what directionthe car is moving (forward/backward, left/right).Semi-concrete using 2-D shapesLet learners experience the concept of forwards/backwards by indicating thedirection in pictures.Large drawn shapes on a piece of paperToy carPictures that clearly show direction e.g. thedirection a car is travelling, the direction aperson is walking.ContinuedRecognise, identifyand name geometricshapes• Reinforce the knowledge gained in week 31Concrete using 3-D objectsLet the learners:‣ Sort geometric shapes e.g. circles, triangles, squares and rectangles‣ Provide geometric shapes of different sizes and thickness.A variety of shapes1 day95 | P age
- Page 44 and 45: ‣ Collect 5 placematsAdd and subt
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- Page 68 and 69: Continued Use numbers in context
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- Page 82 and 83: ContinuedUse the number 8 in contex
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Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentContinuedRecognise thenumber symbols <strong>and</strong>the number namesRecognise the number symbols <strong>and</strong> the number name.Let the learners:‣ Select the number 9 symbol <strong>and</strong> number name amongst otherflash cards.‣ Place the number symbol flash cards on the floor in the correctnumber order.‣ Place the number symbol flash cards in a scattered order.Divide the learners into smaller groups. The teacher gives each group aset <strong>of</strong> number symbol cards.‣ Give the learners instructions e.g.‣ Touch number 4, put your elbow on number 8, sit on number 3,run around number 5 five times etc.‣ Play games by linking the number <strong>of</strong> counters with the number name,the number symbol, the dots <strong>and</strong> the picture cards.‣ Ensure that the number symbol <strong>and</strong> number name is always linkedwith the same number <strong>of</strong> objects.CountersPicture<strong>of</strong> 9objectsA few set <strong>of</strong> number cards that involvesnumber 1 to 99 nineFlash cards with number symbol <strong>and</strong> numbername, dots <strong>and</strong> pictures e.g.9 nineContinuedPicture<strong>of</strong> 9objectsCountersSpace <strong>and</strong> ShapeDevelop a sense <strong>of</strong>direction• Develop a sense <strong>of</strong> direction by introducing both the concepts <strong>of</strong> “atthe front/at the back” <strong>and</strong> “forward/ backward”1 dayKinaestheticAs introduction, reinforce the knowledge gained in week 10.Concrete using 3-D objectsDraw a large circle, triangle, or square on a piece <strong>of</strong> paper <strong>and</strong> put it on the floor.Let learners:‣ Push a toy car along the lines <strong>and</strong> let him/her tell you in what directionthe car is moving (forward/backward, left/right).Semi-concrete using 2-D shapesLet learners experience the concept <strong>of</strong> forwards/backwards by indicating thedirection in pictures.Large drawn shapes on a piece <strong>of</strong> paperToy carPictures that clearly show direction e.g. thedirection a car is travelling, the direction aperson is walking.ContinuedRecognise, identify<strong>and</strong> name geometricshapes• Reinforce the knowledge gained in week 31Concrete using 3-D objectsLet the learners:‣ Sort geometric shapes e.g. circles, triangles, squares <strong>and</strong> rectangles‣ Provide geometric shapes <strong>of</strong> different sizes <strong>and</strong> thickness.A variety <strong>of</strong> shapes1 day95 | P age
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