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/Examples Recommended ResourcesApproximateDurationSuggested FormalAssessmentNumbers &NumberOperationsThe meaning ofnumber 9• Reinforce the knowledge gained in week 34 that involves the number 9Count everyday objects up to 9.Count forwards and backwards up to 9.1 dayReinforce the concepts of “many” and “few”Clap hands many times …… STOP.Clap hands fewer times. Teacher claps up to 9 timesKinaestheticLet’s play a game:The teacher places the large cardboard number shapes or cards that involve numbers 1to 9 in order on the floor.The teacher gives the children instruction such as:‣ Sit on number 6.‣ Put your toe on number 3.‣ Run around number 2 three times.‣ Hop over number 1.The teacher can later scatter the number symbol cards.A set of large cardboard number symbolcards.You can also paint them on pieces ofthick plastic or hardboard7186 34592ContinuedUse numbers incontextConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom‣ Count with counters‣ The teacher places objects in a pile on the table. Let learners estimate howmany objects in the pile. Count them afterwards.CountersObjects in the classroomContinuedRecognise thenumber symbols andthe number namesSemi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number of counters with the number name, thenumber symbol, the dots and the picture cards.‣ Trace the number 9 with a crayon.‣ Ensure that the number symbol and the number name are always linkedwith the same number of objects.Flash card with number symbol andnumber name, dots and pictures e.g.Pictureof 9objects9 nineCountersCrayons98 | P age
Content Area Content Clarification / Notes / Activities/Examples Recommended ResourcesStory sums • Use counters and orally solve problems that involve number 1 to 9ApproximateDuration1 daySuggested FormalAssessmentKinaesthetic‣ Tell a story of about a tree with one bird in it. Another bird joins him. Howmany birds are there now? Learners act the story out with masks. 1 and 1gives 2.Repeat the story till there are 9 birds.Picture of a large treeConcrete using 3-D objects‣ One friend has 8 counters e.g. plastic animals and her friend has 1 more. Howmany plastic animals do they have together? 8 and 1 →99 CountersSpace and ShapeSemi-concrete using 2-D shapes‣ Give each learner a worksheet with a picture of a tree on it. Learners placeone counter on the tree. Continue, adding one more counter to the tree at atime.Spatial relationships • The position of two or more objects in relation to the learnerWorksheet with a tree and counters1 dayKinaesthetic‣ A learner asks a friend to stand between two objects / learners.‣ A learner asks a friend to stand next to the girl with the blue dress‣ A learner asks a friend to stand next to the boy with the brown sandalsConcrete using 3-D objects‣ Hang a line between two objects.‣ Learners hang actual clothes according to a specific command .e.g.“Hang the shirt on the left side of the clothes line”“Hang the dress on the right side of the shirt” “Hang the handkerchief next to..... etc.”“Hang the pants between the …. etc.”ContinuedSemi-concrete using 2-D shapes‣ Draw a picture of a house according to instructions e.g.o Draw the roof at the top of the pageo Draw the walls of the house in the middle of the page etc.o Draw a dog on the left hand side of the house.The sheet of paper should not be too large to ensure that the different shapes touch oneanother to form a picture of a house.Sheet of paperCrayons99 | P age
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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 FormalAssessmentNumbers &NumberOperationsThe meaning <strong>of</strong>number 9• Reinforce the knowledge gained in week 34 that involves the number 9Count everyday objects up to 9.Count forwards <strong>and</strong> backwards up to 9.1 dayReinforce 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 9 timesKinaestheticLet’s play a game:The teacher places the large cardboard number shapes or cards that involve numbers 1to 9 in order on the floor.The teacher gives the children instruction such as:‣ Sit on number 6.‣ Put your toe on number 3.‣ Run around number 2 three times.‣ Hop over number 1.The teacher can later scatter the number symbol cards.A set <strong>of</strong> large cardboard number symbolcards.You can also paint them on pieces <strong>of</strong>thick plastic or hardboard7186 34592ContinuedUse numbers incontextConcrete using 3-D objectsLet the learners:‣ Count objects in the classroom‣ Count with counters‣ The teacher places objects in a pile on the table. Let learners estimate howmany objects in the pile. Count them afterwards.CountersObjects in the classroomContinuedRecognise thenumber symbols <strong>and</strong>the number namesSemi-concrete using 2-D shapesLet the learners:‣ Play games by linking the number <strong>of</strong> counters with the number name, thenumber symbol, the dots <strong>and</strong> the picture cards.‣ Trace the number 9 with a crayon.‣ Ensure that the number symbol <strong>and</strong> the number name are always linkedwith the same number <strong>of</strong> objects.Flash card with number symbol <strong>and</strong>number name, dots <strong>and</strong> pictures e.g.Picture<strong>of</strong> 9objects9 nineCountersCrayons98 | P age
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