CURRICULUM AND ASSESSMENT POLICY
STATEMENT
(CAPS)
MATHEMATICS – FOUNDATION PHASE
FINAL DRAFT
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SECTION 1
NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR
MATHEMATICS FOUNDATION PHASE
Background
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve its implementation, the National Curriculum Statement was amended, with the amendments coming
into effect in January 2011. A single comprehensive Curriculum and Assessment Policy document was
developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines in Grades R - 12.
The amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011)
replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades
10 - 12 (2004).
Overview
(a)
(b)
The National Curriculum Statement Grades R – 12 (January 2011) represents a policy statement for
learning and teaching in South African schools and comprises the following:
(i)
Curriculum and Assessment Policy documents for each approved school subject as listed in
the policy document National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF); and
(ii)
The policy document National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF).
The National Curriculum Statement Grades R – 12 (January 2011) should be read in conjunction with
the following documents:
(i)
An addendum to the policy document, the National Senior Certificate: A qualification at Level 4
on the National Qualifications Framework (NQF), regarding the National Protocol for
Assessment Grade R – 12, published in the Government Gazette, No. 29467 of 11 December
2006; and
(ii)
An addendum to the policy document, the National Senior Certificate: A qualification at Level 4
on the National Qualifications Framework (NQF), regarding learners with special needs,
published in the Government Gazette, No.29466 of 11 December 2006.
(c)
The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for
Grades R - 9 and Grades 10 - 12 are repealed and replaced by the Curriculum and Assessment Policy
documents for Grades R – 12 (January 2011).
(d)
The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this
document constitute the norms and standards of the National Curriculum Statement Grades R – 12 and
therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the
basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the
processes and procedures for the assessment of learner achievement to be applicable to public and
independent schools.
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General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to be
knowledge, skills and values worth learning. It will ensure that learners acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea
of grounding knowledge in local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R - 12 serves the purposes of:
ƒ
equipping learners, irrespective of their socio-economic background, race, gender, physical ability
or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and
meaningful participation in society as citizens of a free country;
ƒ
providing access to higher education;
ƒ
facilitating the transition of learners from education institutions to the workplace; and
ƒ
providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R - 12 is based on the following principles:
ƒ
Social transformation; ensuring that the educational imbalances of the past are redressed, and that
equal educational opportunities are provided for all sections of our population;
ƒ
Active and critical learning; encouraging an active and critical approach to learning, rather than rote
and uncritical learning of given truths;
ƒ
High knowledge and high skills; the minimum standards of knowledge and skills to be achieved at
each grade are specified and sets high, achievable standards in all subjects;
ƒ
Progression; content and context of each grade shows progression from simple to complex;
ƒ
Human rights, inclusivity, environmental and social justice; infusing the principles and practices of
social and environmental justice and human rights as defined in the Constitution of the Republic of
South Africa. The National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues of
diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
ƒ
Valuing indigenous knowledge systems; acknowledging the rich history and heritage of this country
as important contributors to nurturing the values contained in the Constitution; and
ƒ
Credibility, quality and efficiency; providing an education that is comparable in quality, breadth and
depth to those of other countries.
(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to:
ƒ identify and solve problems and make decisions using critical and creative thinking;
ƒ
work effectively as individuals and with others as members of a team;
ƒ
organise and manage themselves and their activities responsibly and effectively;
ƒ
collect, analyse, organise and critically evaluate information;
ƒ
communicate effectively using visual, symbolic and/or language skills in various modes;
ƒ
use science and technology effectively and critically showing responsibility towards the
environment and the health of others; and
ƒ
demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This
can only happen if all teachers have a sound understanding of how to recognise and address barriers to
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learning, and how to plan for diversity.
Time Allocation
1.4.1
Foundation Phase
(a)The instructional time for subjects in the Foundation Phase is as indicated in the table below:
Subject
I.
II.
III.
IV.
(b)
1.4.2
Home Language
First Additional Language
Mathematics
Life Skills
• Beginning Knowledge
• Arts and Craft
• Physical Education
• Health Education
Time allocation per
week (hours)
6
4 (5)
7
6
1 (2)
2
2
1
Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language is
allocated 5 hours and Beginning Knowledge is allocated 2 hours as indicated by the hours in
brackets in the table above.
Intermediate Phase
(a) The table below shows the subjects and instructional times in the Intermediate Phase.
Time allocation per
Subject
week (hours)
I. Home Language
6
II. First Additional Language
5
III. Mathematics
6
IV. Science and Technology
3.5
V. Social Sciences
3
VI. Life Skills
4
1.5
• Creative Arts
1.5
• Physical Education
1
• Religion Studies
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1.4.3
Senior Phase
(a)
1.4.4
The instructional time in the Senior Phase is as follows:
Time allocation per week
Subject
(hours)
i. Home Language
5
ii. First Additional Language
4
iii. Mathematics
4.5
iv. Natural Sciences
3
v. Social Sciences
3
vi. Technology
2
vii. Economic Management
2
Sciences
2
viii. Life Orientation
2
ix. Arts and Culture
Grades 10-12
(a)
The instructional time in Grades 10-12 is as follows:
Time allocation per week
Subject
(hours)
I. Home Language
4.5
II. First Additional Language
4.5
III. Mathematics
4.5
IV. Life Orientation
2
V. Three Electives
12 (3x4h)
The allocated time per week may be utilised only for the minimum required NCS subjects as specified
above, and may not be used for any additional subjects added to the list of minimum subjects. Should a
learner wish to offer additional subjects, additional time must be allocated for the offering of these
subjects.
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SECTION 2
2.1.
What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing, representing and
investigating patterns and qualitative relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental processes that enhance logical and critical
thinking, accuracy and problem solving that will contribute in decision-making.
2.2.
Specific Aims
The teaching and learning of Mathematics aims to develop the following in the learner:
• a critical awareness of how mathematical relationships are used in social, environmental, cultural
and economic relations;
• confidence and competence to deal with any mathematical situation without being hindered by a
fear of Mathematics;
• an appreciation for the beauty and elegance of Mathematics;
• a spirit of curiosity and a love for Mathematics;
• recognition that Mathematics is a creative part of human activity;
• deep conceptual understandings in order to make sense of Mathematics; and
• acquisition of specific knowledge and skills necessary for:
o the application of Mathematics to physical, social and mathematical problems,
o the study of related subject matter (e.g. other subjects), and
o further study in Mathematics.
2.3.
Overview of content topics
2.3.1.
What content knowledge will be learnt by a Intermediate Phase Mathematics learner?
Mathematics in the Intermediate Phase covers five main content areas. Each content area contributes
towards the acquisition of the skills specific skills. The table below shows the general content areas of
each topic as well as the specific content for grade 4 to 6. The skills which Intermediate Phase learners
are required to demonstrate are also included in the next table below.
2.3.2.
General notes for Grade R Mathematics
•
Teaching in a Grade R set-up is INFORMAL but with a structured daily programme to create a
set-up of “play with a purpose.”
•
The organisation and planning of the Grade R curriculum is considerably different from that of
a traditional formal Grade 1 class and the latter should be avoided. Learning is based on a
principle of integration and play-based learning. Use of focused learning in various ‘rings’
during the day, together with optimal time for free play, will be characteristic of this class.
Grade R should not be a ‘watered down’ Grade 1 class.
•
Each new concept should be presented according to these three stages.
a) Kinaesthetic stage (experience concepts with body and senses).
b) Concrete-stage (Use 3-Dimensional objects).
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c) Semi-concrete (Representation of 3-D object on paper e.g. drawings, matching pictures,
card games, worksheets etc.)
Note: Worksheets only to be given after the above stages have been presented and
mastered by the learners.
•
The Grade R teacher usually weaves her mathematics into the learners’ daily activities. It is
important to do so as it makes sense to the learners. There must, however, be times set aside
during the day when the teacher focuses exclusively on a mathematical activity, otherwise the
learners will not become aware of and develop the desired mathematical concepts and skills.
The CAPS curriculum document makes provision for the teacher-directed planned class
activities and many examples (that are merely suggestions) have been provided under the
Clarification / Notes / Activities / Examples column.
TOILET ROUTINE
11:50 12:15
(30 min)
12:15 12:45
(30
min)
12:45 13:00
(15
min)
REST AND DEPARTURE
11:4011:50
(10
min)
STORY EVERY DAY
11:30 11:40
(10
min)
TEACHER-DIRECTED PLANNED CLASS
ACTIVITY (Mathematics/General
Studies/Languages)
10:45 11:30
(45
min)
TIDY UP
10:25 10:45
(20 min)
FREE PLAY OUTSIDE
FRIDAY
10.15 10:25
(10 min)
REFRESHMENTS
THURSDAY
9:45 10:15
(30 min)
TOILET ROUTINE
WEDNESDAY
09:30 9:45
(15 min)
TEACHER-DIRECTED PLANNED CLASS
ACTIVITY (Mathematics/General
Studies/Languages)
TUESDAY
8:45 9:30
(45 min)
TIDY UP
REGISTER, WEATHER CHART,
BIRTHDAYS’ NEWS
MONDAY
8:15 8:45
(30 min)
ART ACTIVITY every day
8:00 8:15
(15
min)
TEACHER-DIRECTED PLANNED CLASS
ACTIVITY (Mathematics/General
Studies/Languages)
7:30 8:00
(30
min)
ARRIVAL AND FREE PLAY INSIDE
SUGGESTED DAILY PROGRAMME/TIMETABLE FOR GRADE R
•
Examples given in the column “Clarification / Notes / Activities / Examples” are intended to
guide the teacher on the content to be covered. The examples do not cover the whole content.
•
Orientation is done in the first 3 weeks to provide time to introduce the most important charts.
Actual teaching time commences only in the fourth week.
•
The examples of activities given are meant to achieve the minimum requirements. Expanded
opportunities must be provided according to the needs of the learners.
2.3.3.
General notes for grade 1 - 3 mathematics
•
All concepts should be thoroughly taught before moving on to the next.
•
The learners’ abilities should be taken into account while deciding upon possible alternative
teaching methods.
•
Activities are designed to consolidate knowledge on a concrete, semi-concrete and abstract
level.
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MATHEMATICS CONTENT KNOWLEDGE
Content Area
1.
2.
3.
Numbers,
Operations and
Relationships
Patterns,
Functions and
Algebra
Space and Shape
(Geometry)
4.
Measurement
5.
Data handling
General content focus
Development of number sense that includes:
•
the meaning of different kinds of numbers;
•
relationship between different kinds of numbers;
•
the relative size of different numbers;
•
representation of numbers in various ways; and
•
the effect of operating with numbers.
Algebra is the language for investigating and communicating most of Mathematics and
can be extended to the study of functions and other relationships between variables. A
central part of this content area is for the learner to achieve efficient manipulative skills in
the use of algebra. It also focuses on the:
•
description of patterns and relationships through the use of symbolic expressions,
graphs and tables; and
•
identification and analysis of regularities and change in patterns, and relationships
that enable learners to make predictions and solve problems.
The study of Space and Shape improves understanding and appreciation of the pattern,
precision, achievement and beauty in natural and cultural forms. It focuses on the
properties, relationships, orientations, positions and transformations of two-dimensional
shapes and three-dimensional objects.
Measurement focuses on the selection and use of appropriate units, instruments and
formulae to quantify characteristics of events, shapes, objects and the environment. It
relates directly to the learner’s scientific, technological and economic worlds, enabling
the learner to:
•
make sensible estimates; and
•
be alert to the reasonableness of measurements and results.
Through the study of data handling, the learner develops the skills to collect, organise,
display, analyse and interpret this information. The study of chance enables the learner
to develop skills and techniques for making informed choices, and coping with
randomness and uncertainty.
Foundation Phase specific content focus
The range of numbers developed by the end of Grade 3 includes whole numbers to at least 1 000, and unitary and non-unitary common fractions.
The number concept of the learner is developed through working with physical objects in order to count collections of objects, partition and combine
quantities, skip count in various ways, solve contextual (word) problems, and build up and break down numbers.
Therefore, the teacher should:
•
give the learner opportunities to work with number cards, number charts and number lines to recognise, read, write, count and order
numbers;
•
encourage the learner to say number names out aloud and to write numbers in words and symbols;
•
give the learner opportunities to practise mental calculations;
•
structure activities with an awareness that the learner can count by rote and recognise and say number names and symbols for larger
numbers than the learner is able to use for calculation and solving problems;
•
encourage the learner to appreciate and learn number names and symbols in the mother tongue (if not the language of instruction) and at
least one other local language; and
•
encourage the learner to judge the reasonableness of answers.
In this phase, the focus of this Learning Outcome is to lay the foundation for developing algebra in the Intermediate and Senior Phases.
This foundation can be established by helping the learner to use physical objects and drawings to copy, extend, create and describe:
•
geometric patterns (e.g. pictures); and
•
numeric patterns (e.g. skip counting).
The study of space and shape in the Foundation Phase is very practical and hands-on. The learner begins by recognising and describing objects
and shapes in the environment that resemble mathematical objects and shapes.
The learner should handle these objects and shapes, cut out and draw sketches, and describe them with appropriate and expanding vocabulary.
The learner should be given opportunities to follow and give directions as well as to describe his or her own position and the positions of objects in
space using appropriate vocabulary.
In this phase the learner’s concept of measurement is developed by working practically with different concrete objects and shapes. These
investigations should happen through making direct comparisons and using non-standardised measuring units (e.g. body parts, containers, pacing
on foot).
The learner should develop appropriate vocabulary to describe these comparisons (e.g. ‘shorter than’, ‘longer than’).
Activities relating to time should be structured with the awareness that the learner’s understanding of the passing of time should take place before
he or she reads time.
The focus in the teaching and learning of data handling in the Foundation Phase is on sorting objects and data in different ways, based on the
different features of the objects or data.
The learner should be able to represent data in different forms that involve a one-to-one correspondence between items in the data set and their
representation.
The learner should develop an awareness that the selection of attributes used for sorting data will influence:
•
how the data is represented; and
•
how conclusions and predictions are made.
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2.3.4. Weighting of content areas
The weighting of mathematics content areas serves two primary purposes: firstly the weighting gives guidance
on the amount of time needed to adequately address the content within each content area; secondly the
weighting gives guidance on the spread of content in the assessment.
WEIGHTING OF CONTENT AREAS
Content Area
Number, Operations and
Relations
Patterns and Functions
Space and Shape
Measurement
Data handling
2.3.5.
Grade R
Grade 1
Grade 2
Grade 3
55%
55%
55%
55%
7.5%
15%
7.5%
15%
7.5%
15%
7.5% 15%
15%
7.5%
15%
15%
15%
7.5%
7.5%
7.5% 100%
100%
100%
100%
Overview of content areas and topics to show progression
The primary purpose of the overview of content topics is to show progression in terms of content and skills from
grade R to 12. The transition between the phases was considered to minimise the content gaps and ensure
smooth content flow (where necessary). In trying to ensure seamlessness in Mathematics content, few changes
became unavoidable. This is mainly the case in the grades that start a new phase (excluding grade R) and those
that are the exit points in the phase.
The following critical aspects should be noted to avoid possible confusion in the contents of the overview:
Certain content topics and skills are similar in two or three successive grades. This does NOT always mean that
similar content should be taught in the affected grades. In instances where content is similar in two or more
successive grades in the Content Overview, progression of content is indicated in the content outline (Chapter
3). The overview (Chapter 2) should therefore be read in conjunction with the content outline (Chapter 3).
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1. NUMBERS, OPERATIONS AND RELATIONSHIPS
CONTENT
GRADE R
GRADE 1
GRADE 2
GRADE 3
R.1.1.1.
Counts to at least 10 everyday objects
reliably.
1.1.1.1.
Counts to at least 50 everyday objects
reliably.
2.1.1.1.
Counts to at least 100 everyday
objects reliably.
3.1.1.1.
R.1.1.2.
Counts forwards and backwards in 1s
from 1 to 10
1.1.1.2.
Count forwards and backwards in:
2.1.1.2.
Count forwards and backwards in 1s,
2s, 3s, 4s, 5s and 10s between 0 and 200.
3.1.1.2.
a)
b)
1.1.1.3.
R.1.1.3.
R.1.1.4.
Ones from any number between 0 and100.
2s, 5s and 10s from any multiple between
0 and100.
Knows number names and symbols
between 0 and 10.
1.1.1.4.
1.1. Whole numbers
2.1.1.3.
Knows, reads and writes number
symbols from 1 to at least 100 and number
names from 1 to at least 20.
2.1.1.4.
Recognise number symbols and
names between 0 and 200.
3.1.1.3.
Count forwards and
backwards in 20s, 25s, 50s and
100s between 0 and 1 000.
3.1.1.4.
Recognise and identify
number names and symbols
between 0 and 1 000.
Order, describe and compare
2-digit and 3-digit whole numbers.
R.1.1.5.
Orders and compares collections of
objects using the words ‘more’, ‘less’ and ‘equal’.
1.1.1.5.
Orders, describes and compares whole
numbers from 1 to 20.
2.1.1.5.
Order, describe and compare 2-digits
whole numbers.
3.1.1.5.
R.1.1.6.
1.1.1.6.
Represent odd and even numbers from 1
and 10.
1.1.1.7.
Recognise the place value of numbers
between 11 and 19.
1.1.1.8.
1.1.1.9.
Add and subtract whole numbers with
answers up to 20.
2.1.1.6.
Represent odd and even numbers
3.1.1.6.
2.1.1.7.
Recognise the place value to at least
2-digits.
R.1.1.10.
1.1.1.10.
2.1.1.10.
R.1.1.11.
1.1.1.11.
R.1.1.7.
R.1.1.8.
R.1.1.9.
Solves verbally-stated addition and
subtraction problems with single-digit
numbers and with answers up to at least10.
Repeated addition with whole
numbers and with answers to at least
20.
2.1.1.8.
2.1.1.9.
2.1.1.11.
Add and subtract whole numbers with
answers up to 100.
Multiplication of at least 2-digit by 1digit numbers
Division of at least whole 1-digit by 1-
Count forwards and backwards
in 2s, 5s and10s between 0 and
500.
Represent odd and even
numbers
3.1.1.7.
Recognise the place value of
3-digits.
3.1.1.8.
Round off to the nearest 10
3.1.1.9.
Add and subtract whole
numbers with at least 3 digits.
3.1.1.10.
3.1.1.11.
Multiplication of at least 2digit by 1-digit numbers
Division of at least whole 2-
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R.1.1.12.
1.1.1.12. Mental calculations with whole numbers
including: Addition and Subtraction to at least 20
2.1.1.12.
R.1.1.13.
1.1.1.13.
Problem-solving involving whole
numbers.
2.1.1.13.
1.1.1.14.
a)
b)
c)
d)
Uses the following techniques:
building up and breaking down numbers;
doubling and halving;
using concrete apparatus e.g. counters;
number lines.
2.1.1.14.
a)
b)
c)
d)
1.1.1.15.
Explains own solutions to problems.
2.1.1.15.
R.1.1.14.
R.1.2.1.
1.2. Fractions/sharing
Explains own solutions to problems.
Solves and explains solutions to
practical problems that involving equal
sharing and grouping with whole numbers of
at least 10 and with answers that include
remainders.
1.1.1.16.
Checks the solutions given to
problems by peers.
2.1.1.16.
1.1.2.1.
Solves and explains solutions to
practical problems that involving equal
sharing and grouping with whole numbers of
at least 20 and with answers that include
remainders.
2.1.2.1.
1.1.3.1.
1.3. Money
Recognise and identify the South
African coins and banknotes.
1.1.3.2.
Solve money problems involving
totals and change in rands and cents.
digit numbers.
Mental calculations with whole
numbers including: Addition, subtraction and
multiplication to at least 20
Problem-solving involving whole
Numbers
Uses the following techniques:
building up and breaking down numbers;
doubling and halving;
using concrete apparatus e.g. counters;
number lines
Explains own solutions to problems.
Checks solutions to problems given
by peers.
digit by 1-digit numbers.
Mental calculations with
whole numbers including: Addition,
subtraction, multiplication and
division to at least 50
3.1.1.13. Problem-solving involving
whole numbers
3.1.1.12.
3.1.1.14.
a)
b)
c)
d)
3.1.1.15.
3.1.1.16.
Common Fractions
•
Orders, describes and compares
common fractions including halves,
quarters, eighths, thirds and sixth.
•
Solves and explains solutions to
practical problems that involving
equal sharing and grouping and that
lead to solutions that also include
unitary fractions
3.1.2.1.
•
•
Building up and breaking
down numbers
building up and breaking down
numbers;
doubling and halving;
number lines
rounding off in tens.
Explains own solutions to
problems.
checks solutions to problems
given by peers.
Common Fractions
Orders, describes and compares
common fractions including
halves, quarters
Solves and explains solutions to
practical problems that involving
equal sharing and grouping and
that lead to solutions that also
include unitary and non-unitary
fractions.
3.1.3.1.
Recognise and identify the
South African coins and banknotes
3.1.3.2.
Solve money problems
involving totals and change in rands
and cents, including converting
between rands and cents.
2.1.3.1.
Recognise and identify the South
African coins and banknotes.
2.1.3.2.
Solve money problems involving totals
and change in rands and cents.
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2. PATTERNS, FUNCTIONS AND ALGEBRA
CONTENT
GRADE R
R.2.1.1.
Copy and extend simple patterns
using physical objects and drawings.
R.2.1.2.
R.2.1.3.
2.1. Numeric &
Geometric patterns
Creates own patterns
GRADE 1
GRADE 2
GRADE 3
1.2.1.1.
Copy and extend simple patterns
using physical objects and drawings
2.2.1.1.
Copy and extend simple patterns
using physical objects and drawings
3.2.1.1.
Copy and extend simple patterns
using physical objects and drawings
1.2.1.2.
Copy and extends simple number
sequences to at least 100.
2.2.1.2.
Copy and extends simple number
sequences to at least 200.
3.2.1.2.
Copy and extends simple number
sequences to at least 1 000.
1.2.1.3.
Creates own patterns
2.2.1.3.
Creates own patterns
3.2.1.3.
Creates own patterns
1.2.1.4.
Describes observed patterns
2.2.1.4.
Describes observed patterns
3.2.1.4.
Describes observed patterns
2.2.1.5.
Identify, describe and copy
geometric patterns in natural and
cultural artefacts of different cultures
and times.
3.2.1.5.
Identify, describe and copy
geometric patterns in natural and cultural
artefacts of different cultures and times.
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3. SPACE AND SHAPE (GEOMETRY)
CONTENT
GRADE R
R.3.1.1.
3.1. Properties of 2-D
shapes and 3-D
objects
Recognise, identifies and names
3-D objects in the classroom and in
pictures, including:
a)
boxes
b)
balls
GRADE 1
1.3.1.1.
Recognise, identifies and names
two-dimensional shapes and 3-D objects in
the classroom and in pictures, including:
a)
boxes (prisms) and balls (spheres);
b)
triangles and rectangles
c)
circles
GRADE 2
2.3.1.1.
Recognise, identifies and names
two-dimensional shapes and 3-D objects
in the classroom and in pictures,
including:
a)
boxes (prisms) and balls
(spheres) and cylinders;
b)
triangles, squares and rectangles
c)
circles
GRADE 3
3.3.1.1.
Recognise, identifies and names
two-dimensional shapes and 3-D objects
in the classroom and in pictures,
including:
a)
boxes (prisms) and balls
(spheres) and cylinders;
b)
triangles, squares and rectangles
c)
circles
d)
cones and pyramids
e)
3.3.1.2.
Describes, sorts and compares
physical two-dimensional and threedimensional objects in pictures and the
environment:
a)
two-dimensional shapes in/on the faces
of three-dimensional objects;
b)
flat/straight and round/curved surfaces
and edges.
R.3.1.2.
Describes, sorts and compares
physical 3-D objects according to:
a)
size;
b)
objects that roll;
c)
objects that slide.
1.3.1.2.
Describes, sorts and compares physical
two-dimensional and 3-D objects according to:
a)
size;
b)
objects that roll/slide;
c)
shapes that have straight or round
edges.
2.3.1.2.
Describes, sorts and compares
physical two-dimensional shapes and
three-dimensional objects according to
pictures and the environment:
a)
size;
b)
objects that roll/slide;
c)
shapes that have straight or
round edges
R.3.1.3.
Builds 3-D objects using concrete
materials (e.g. building blocks)
1.3.1.3.
Observes and builds given 3-D
objects using concrete materials (e.g.
building blocks and construction sets).
2.3.1.3.
Observes and creates given twodimensional shapes and 3-D objects
using concrete materials (e.g. building
blocks and construction sets and cut-outtwo-dimensional shapes).
3.3.1.3.
Observes and creates given and
described two-dimensional shapes and
3three-dimensional objects using concrete
materials (e.g. building blocks and
construction sets and cut-out-twodimensional shapes, clay, drinking
straws).
R.3.1.4.
Recognises symmetry in self and
own environment (with focus on front
and back).
1.3.1.4.
Recognises symmetry in self and
own environment (with focus on ‘left’, ‘right’,
‘front’ and ‘back’).
2.3.1.4.
Recognises symmetry in twodimensional shapes and 3-D objects.
3.3.1.4.
Determines lines of symmetry in
two-dimensional shapes using paper
folding and reflection.
R.3.1.5.
Describes one three-dimensional
object in relation to another ( e.g. ‘in
front of’ or ‘behind’).
1.3.1.5.
Describes one three-dimensional
object in relation to another (e.g. ‘in front of’
or ‘behind’).
2.3.1.5.
Recognise 3-dimensional objects
from different positions.
3.3.1.5.
Recognise 3-dimensional objects
from different positions.
13 | P a g e
R.3.1.6.
Follows directions ( alone and/or
as a member of a group or team) to
move/place self within the classroom
(e.g. ‘at the front’ or ‘at the back’).
1.3.1.6.
Follows directions (alone and/or as a
member of a group or team) to move/place
self within the classroom or threedimensional objects in relation to each other.
2.3.1.6.
Positions self within the classroom
or three-dimensional objects in relation to
each other.
3.3.1.6.
Reads, interprets and draws
informal maps of the school environment
or of an arrangement of three-dimensional
objects and locates objects on the map.
2.3.1.7.
Describes positional relationships
(alone and/or as a member of a group or
team ) between three-dimensional objects
or self and peer.
3.3.1.7.
Describes positional relationships
(alone and/or as a member of a group or
team ) between three-dimensional objects
or self and peer.
2.4.1.1.
Length
Estimates, measures, compares and
orders three-dimensional objects using
non-standard measures (e.g. hand spans,
foot-steps).
4. MEASUREMENT
CONTENT
GRADE R
R.4.1.1.
Length
Works concretely comparing and ordering
objects using appropriate vocabulary to
describe length (e.g. longer, shorter,
wider, tall, short)
GRADE 1
1.4.1.1.
Length
Estimates, measures, compares and orders
three-dimensional objects using nonstandard measures (e.g. hand spans, footsteps).
GRADE 2
GRADE 3
3.4.1.1.
Length
Estimates, measures, compares and
orders three-dimensional objects using
non-standard and standard measures
(e.g. desk lengths, metres).
3.4.1.2.
Investigate (alone and/or as a
member of a group or team)
approximates:
•
Distance around two-dimensional
shapes using string;
•
Area of two-dimensional shapes
using tiling.
3.4.1.2.
Mass
Estimates, measures, compares and
orders three-dimensional objects using
non-standard and standard measures
(e.g. packets, kilograms)
4.1. Length, mass and
capacity
R.4.1.2.
Mass
Works concretely comparing and ordering
objects using appropriate vocabulary to
describe mass (e.g. light, heavy, heavier)
1.4.1.2.
Mass
Estimates, measures, compares and orders
three-dimensional objects using nonstandard measures (e.g. bricks, sand bags).
2.4.1.2.
Mass
Estimates, measures, compares and
orders three-dimensional objects using
non-standard measures
(e.g. bricks, sand bags).
14 | P a g e
R.4.1.3.
Capacity
Works concretely comparing and
ordering objects using appropriate
vocabulary to describe capacity (e.g.
empty, full, less than, more than)
1.4.1.3.
Capacity
Estimates, measures, compares and orders
three-dimensional objects using nonstandard measures (e.g. spoons, cups).
2.4.1.3.
Capacity
Estimates, measures, compares and
orders three-dimensional objects using
non-standard measures
(e.g. spoons, cups).
3.4.1.3.
Capacity
Estimates, measures, compares and
orders three-dimensional objects using
non-standard and standard measures
(e.g. bottles, litres).
R.4.2.1.
Describes the time of day in terms
of day or night.
1.4.2.1.
Describes the time of day using
vocabulary such as ‘early’, ‘late’, ‘morning’,
‘afternoon’, ‘night’.
2.4.2.1.
Reads analogue time in hours and
minutes.
3.4.2.1.
Reads and writes analogue and
digital clock time in terms of hours, halfhours, quarters of an hour and minutes
R.4.2.2.
Orders recurring events in own
daily life.
1.4.2.2.
Compares events in terms of the
length of time they take (longer, shorter,
faster, slower).
2.4.2.2.
Names in order the days of the
week and months of the year.
3.4.2.2.
2.4.2.3.
1.4.2.3.
R.4.2.3.
Calculates elapsed time in:
a)
hours and minutes using clocks
b)
days, weeks and months using
calendars.
3.4.2.3.
4.2. Time
R.4.2.4.
Sequence events within one day.
1.4.2.4.
1.4.2.5.
Sequences events using language
such as ‘yesterday’, ‘today’ and ‘tomorrow’.
Places birthdays on a calendar.
2.4.2.4.
Sequences events according to
days, weeks, months and years
3.4.2.4.
2.4.2.5.
Identifies important dates on
calendars including dates of:
•
Learners birthdays
•
Religious festivals
•
Historical events
3.4.2.5.
3.4.2.6.
Solves problems involving
calculations with and conversions
between:
a)
minutes ↔ hours
b)
hours ↔days
c)
days ↔months
Identifies important dates on
calendars including dates of:
• religious festivals
• historical events
Recognises and describes
different calendars used in different
cultures.
15 | P a g e
5. DATA HANDLING
CONTENT
GRADE R
2.5.1.1.
Collects physical objects (alone and/or
as a member of a group or a team) in
the environment according to stated
features (e.g. collects 10 dead flowers)
Collects physical objects (alone
and/or as a member of a group or a team)
in the environment according to stated
features (e.g. collects 10 dead flowers)
1.5.1.1. Collects physical objects (alone
and/or as a member of a group or a team)
in the environment according to stated
features (e.g. collects 10 dead flowers)
R.5.2.1.
Sort physical objects according to
one attribute (property) (e.g. red shapes)
1.5.2.1. Sort physical objects according to
one attribute chosen for a reason
(e.g. ‘sort crayons into colours’)
2.5.2.1. Sort physical objects according to
one attribute chosen by teacher.
1.5.2.2. Gives reasons for collections being
grouped in particular ways
2.5.2.2. Gives reasons for collections being
grouped in particular ways
1.5.3.1. Draws a picture as a record of
collected objects
2.5.3.1. Draws pictures and construct pictographs
that have a 1-1 correspondence between
own data and representations.
5.2. Sort and record data
5.4. Read and interpret
graphs
GRADE 2
R.5.1.1.
5.1. Collect data
5.3. Draw graphs to
display data
GRADE 1
R.5.3.1.
Draws a picture as a record of collected
objects
1.5.3.2. Construct pictographs where stickers or
stamps represent individual elements in a
collection of objects.
R.5.4.1.
Answer questions (e.g. ‘Which has the
most ….?’) based on own picture or own
sorted objects.
1.5.4.1. Describes own collection of objects,
explains how it was sorted, and answers
questions about it.
2.5.4.1. Describes own or peer’s collection of
objects, explains how it was sorted, and
answers questions about it.
GRADE 3
3.5.1.1.
Collects physical objects (alone and/or
as a member of a group or a team) in
the environment according to stated
features (e.g. collects 10 dead flowers)
3.5.2.1. Sorts, orders and organises own
and supplied data by one or two attributes
for a particular reason.
3.5.3.1. Draws pictures and construct pictographs
and bar graphs that have a 1-1
correspondence between own data and
representations..
3.5.4.1. Reads, interprets and reports on
information in own and peer’s
representation of data.
3.5.4.2. Reads and interprets data present in
simple tables and lists.
16 | P a g e
SECTION 3
TERM 1: Grade 1
CONTENT AREA
ORIENTATION
CONTENT
Orientation
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
•
•
NUMBERS AND
NUMBER
OPERATIONS
Whole number
counting
•
•
One-to-one
correspondence
•
NUMBERS AND
NUMBER
OPERATIONS
“as many as”
•
Complete register daily
Place the name of the day, month and weather conditions on weather chart daily. Children
recite the days of the week daily
Place the names of the learners on the birthday chart to indicate the month in which they
celebrate their birthdays.
Write the names of learners on cards and stick the cards on their tables.
Estimate and count a number of objects up to 5
Teacher places 1 to 5 objects on the table. Learners look at the objects. Teacher covers the
objects. Learners say how many objects they saw. Teacher uncovers the objects. Learners
count them. Teacher asks: Are there as many or more than you counted?
Develop one-to-one correspondence up to 5
a) Learners count as they push beads across the abacus.
b) Learners place counters on table while counting.
Count forwards up to 10
a) Learners clap their hands or stamp their feet while they count.
b) Teacher points to numbers on the number line while learners count.
Build awareness of the “as many as” concept
a) Learners take out objects to have “as many” as the teacher.
b) Learners match picture cards to have “as many” pictures as a friend.
c) Learners draw “as many” shapes or objects as a friend has or the teacher has drawn.
Learner
Teacher
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Weather chart
SUGGESTED
FORMAL
ASSESSMENT
Week 1
Birthday chart
Cardboard strips
Week 2
Toys, bottle tops,
cubes, objects, crayons
Abacus
Seeds, paper clips,
match sticks
Number line 1-10
Play dough
Picture cards
.
Worksheet
17 | P a g e
Number symbol and
name( 1)
•
•
SPACE AND SHAPE
Investigate 2D shapes
Compare the colours
and sizes of shapes
and objects
MEASUREMENT
Time
Write the number symbol 1 and draw a picture showing one object
a) Learners write the number “1” in the sand.
b) Learners use their fingers to practise writing number “1” on their tables.
c) Learners trace over a written number symbol.
d) Learners write the number using fingerprints.
e) Learners recognise the number name from given words.
Recognise and read number symbols up to 5
a) Teacher shows a number card and learners knock the same number of times on the
table.
b) Teacher holds up a number card. The learners carry out a number of actions,
corresponding to the number on the card.
c) Teacher says a number. Learners show the corresponding number with their fingers.
•
Recognise symmetry in self and own environment: left and right
a) Learners use body parts to indicate their understanding of left and right e.g.
b) Put your left hand on the right side of your desk or seating space.
c) Put your left hand over your right ear.
•
Identify and compare 2-D shapes
a) Learners identify and compare circles in objects and pictures.
b) Learners trace and draw circles.
•
•
Big and small
Colour red
a) Learners use a finger to write a big number 1 on friend’s back.
b) Learners pick up one big red circle from an assortment of shapes.
c) Learners draw one small red circle in the middle of a piece of paper
d) Teacher instructs learners to find a circular object in the “feely bag” and to describe it.
•
Yesterday and today (must be done every day)
a) Teacher refers to a calendar and asks questions such as: Which day is today?
b) What day was it yesterday?
c) Which weather symbol will you place on the calendar to indicate today’s weather
condition?
cloudy
windy
sunny
Shallow container filled
with sand.
Newspaper/ telephone
directory
Number cards
Shapes: plastic or
cardboard
Pillow case with plastic
shapes, lids, plates,
balls in it.
Calendar
18 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER
OPERATIONS
CONTENT
Whole number
counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
One-to-one
correspondence
Estimate and count a number of objects up to 5
a) Place a pile of counters on the learner’s table. Each learner counts out 5 counters.
b) Give each learner a small number of counters. They each estimate how many they have
and tell the teacher. Then they count them. Teacher asks: Are there as many or more
than you estimated?
Develop one-to-one correspondence up to 5
a) Learners place a counter on a number on the number line as they count.
b) Learners match objects in pictures e.g. a bone for each dog.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Week 3
Counters e.g. bottle
tops, unifix, beans.
Number line
SUGGESTED
FORMAL
ASSESSMENT
By the end of week
3 assess and
record:
Estimate and count
a number of objects
or pictures up to
number 5
Worksheet
Count forwards up
to 10
•
“more than”
•
Count forwards up to 10
a) Girls count to 10, and then boys count.
b) Learners count in groups or rows.
c) Learners count individually.
d) Learners say a counting rhyme.
Build awareness of “more than”
a) Teacher pastes 2 objects on the board. Learners put out more counters than the teacher
pasted on the board.
b) Learner matches cards with dots to have more dots on his/her card than his / her friend.
c) Learner draws 1 more shape in the one circle than in the other.
Show one-to-one
correspondence
Objects
Build and draw
repeated patterns
with objects and
shapes
Dot cards
Worksheets
Example:
Recognise and
draw the concepts:
big and small
19 | P a g e
Number symbol and
name
(2)
•
•
SPACE AND SHAPE
Symmetry
Investigate and
compare the colours
and sizes of 2-D
shapes and objects
Write the number symbol 2 and draw a picture showing two objects
a) Learners rainbow write over number symbol 2 in different colours.
b) Learners copy number symbol 2.
c) Learners recognise the number name.
Recognise and read number symbols up to 5
a) Teacher shows learners a number of fingers. They show the corresponding number
symbol.
b) A learner does a number of actions, the rest of the learners show the corresponding
number symbol.
c) Teacher says a number. Learners each hold up the corresponding number of fingers.
•
Recognise symmetry in self and own environment: left and right
a) Learners stand, on the left or right side of objects in the classroom, as instructed by
teacher.
b) Outside activity: Teacher instructs learners to stand on the left or right side of a circle or
square that was cut from a newspaper and placed on the ground.
c) One learner moves, and a partner mirrors the actions.
d) Learners blop runny paint on one side of folded paper. They re-fold the paper and press
carefully. They open it, let it dry and cut it out on the outlines.
•
•
Bigger than and smaller than.
Colour blue
a) Learner picks up a blue square that is bigger than his/her friend’s.
b) Learner draws a red circle, then a blue square that is smaller than the red circle.
c) Learner finds a friend with a shoe that is bigger than his/her shoe.
d) Learners use blue paper to cut out a square and red paper to cut out a circle that is
smaller than the square.
e) Teacher asks questions:
Is number 2 smaller or bigger than number 5?
Is number 4 smaller or bigger than number 1?
•
Identify squares in objects and pictures
Learners identify squares in photos, pictures and posters.
Explain the
meaning of
yesterday and
today
Mirror the action
of a friend.
Number cards
1 to 5
Plastic shapes
Magazines
20 | P a g e
PATTERNS
AND FUNCTIONS
Repeating pattern
•
Trace and draw squares
a) Trace over the outline of a square using different colours.
b) Learners draw a repeated pattern with big and small squares and use two colours to
colour them.
„…ƒƒ„…ƒƒ
MEASUREMENT
CONTENT AREA
•
Time
CONTENT
Yesterday and today
Learners draw a picture of an activity they did the previous day. (yesterday) They explain their
drawing to the class.
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Calendar
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 4
NUMBERS AND
NUMBER OPERATIONS
Whole number
counting
“less than”
Number symbol and
name (3)
•
Estimate and count a number of objects up to 10
a) Teacher gives each learner a small number of counters. Learners estimate how many they
have and tell the teacher. Learners count them. Teacher asks: Are there as many or more
than you estimated?
b) Learners say a number rhyme e.g. one, two, three, four, five. Once I caught a fish alive
•
Count backwards from 10 to 0
Learners count backwards from 10 or below to 0.
•
Build awareness of “less than”
a) Learners compare groups of counters or groups of children and show which group has
less.(fewer)
b) Learners compare two sets of pictures and cross out the one which has less.(fewer)
c) Teacher shows a number of fingers from 1 to 10. Learners show one finger less than the
teacher’s number of fingers.
•
Toys, bottle tops,
blocks, objects, crayons
Number line
1-10
Worksheet
Write the number symbol 3 and draw a picture showing three objects
a) Learners use their fingers to practise writing the number symbol 3 on their tables.
21 | P a g e
b)
c)
d)
Building up numbers
•
Learners fold A4 paper to create 4 lines and practise writing the digit 3 between these
lines.
Learners practise writing the number symbol and name e.g 3, three.
Teacher flashes number names from one to three. Learners identify and read the number
names.
3 3 3 3 3 3
three three
3 3 3 3 3 3
Three three
Express number 3 in different ways (bonds)
Learners build up the bonds of 3 using counters
Examples:
2+1
2+1
3+0
•
•
SPACE AND SHAPE
Investigate and
compare the colours
and sizes of 2-D
shapes and objects
•
PATTERNS AND
FUNCTIONS
Repeating
pattern
•
Recognise and read number symbols up to 10
a) Teacher points to the numbers on a number line as the class counts out loud.
b) Learners work on their number lines. Teacher calls out a number from 1 to 10. She asks
learners to place a specific cube on that number. Then she asks: E.g. Where is your blue
cube? (fifth)
Behind, front , left and right
a) Learners place a magazine or newspaper on the floor. They stand behind it, to the left of it,
in front of it, to the right of it.
b) Use a table or chair in the classroom to practise the same positions.
Identify and compare triangles in objects and pictures
a) Teacher takes learners outside to identify and to talk about triangles in nature.
b) Learners identify triangles in pictures.
c) Learners build triangles using sticks, matchsticks or drinking straws that are cut into
pieces. They paste their triangles on paper and compare the shapes and sizes.
Number line
Number chart
1 - 50
Trace and draw triangles
Learners draw and colour a diagram pattern with big and small triangles using two colours.
22 | P a g e
MEASUREMENT
Time
•
Tall / short
Learners divide into groups of 8. They arrange themselves to get the following pattern: tall,
short, tall, short.
•
Colour yellow
a) Learners tear small pieces of yellow paper from magazines and paste them inside a
triangle drawn on A4 paper. Teacher labels the picture and sticks it on the wall.
b) Learners find pictures of yellow objects in magazines and cut them out. They make a class
poster or “yellow book”
•
Tomorrow
Teacher refers to a calendar and asks questions such as:
a) Which day is today?
b) What day was yesterday?
c) What day will it be tomorrow?
Magazines
Calendar
23 | P a g e
CONTENT AREA
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 5
NUMBERS AND
NUMBER
OPERATIONS
Whole number
counting
Problem solvingaddition
Number symbol
and-name (4)
•
Count a number of objects up to 10
a) Learners count the objects in a plastic bag. They replace as many as the number
written on the bag.
b) Teacher gives one blank die to every two learners. They write any 6 numbers from 1
to 10 on the sides. They take turns to throw the die. They count out the number of
objects shown on the die.
c) Teacher shows a number symbol from 1 to 9. Learners count out 1 object more than
the number shown.
d) Teacher shows a number symbol from 1 to 10. Learners count out 1object less than
the number shown.
•
Count forwards up to 15
a) Learners clap their hands or stamp their feet as they count.
b) Teacher points to numbers on a number line as learners count.
•
Solve word problems that involve addition
Example: Peter bought 3 red cars and 2 blue cars with the money he saved. How many
cars did he buy altogether?
a) Teacher asks learners: Tell me what the story is about
b) Tell me what altogether means.
c) How can you use your counters to find the answer.
d) Draw a picture to show what the story is about.
•
Money bags
Small counters
Paper die
Number cards
0 to 10
Exercise books
Write the number symbol 4 and draw a picture showing four objects
a) Learners rainbow write over example with different colours.
b) Learners trace over written number symbol.
c) Learners draw 4 objects.
d) Learners recognise the number names. (Flash the number names. They read
number names one to four)
24 | P a g e
Building up
numbers
•
Express number 4 in different ways (bonds)
Learners build up the bonds of number 4 using counters
Example:
yy yy
2+2
yyy
SPACE AND SHAPE
PATTERNS AND
FUNCTIONS
Investigate and
compare the
colours and
sizes of 2-D
shapes and
objects
Repeating
pattern
y
3+1
•
Recognise and read number symbols up to 10
a) Teacher shows learners a number of fingers. They show the corresponding number
symbol.
b) A learner does actions, the rest of the learners show the corresponding number.
c) Teacher says a number. Learners show it with their fingers.
•
Behind and in front
a) Teacher takes learners outside. Learners look at objects behind and in front of each
other. She asks questions such as: Which part of the tree, behind the house, can
you see?
b) Teacher shows a picture or poster. She asks questions such as:
o Which object is in front of the tree?
o Who is standing behind the chair?
•
Rectangles
a) Learners make rectangles with play dough, rubber bands, straws or pieces of wool.
b) Learners draw rectangles and paste small pieces of green magazine paper inside.
c)
Label the picture and stick it on the wall.
d) Learners identify and compare rectangles in objects and pictures.
•
Taller and shorter
Learner finds one friend who is taller and another who is shorter than he/she is and they
line-up from the tallest to the shortest.
Bond-cards
4+0
Number cards
Magazines
25 | P a g e
•
MEASUREMEENT
Time
•
Colouur green
a) Learners build and draaw patterns with colourss and /or shapes learnt..
b) Learners find picture oof green objects from maagazines and cut them out. They make
a class poster.
“Morn
ning”, “afternoon” and “night”
o Learners discuss the aactivities that they do in the morning, afternoonn and at night.
o Learners discuss and ddraw differences betweeen night and day.
Î
CONTENT
T AREA
CONTE
ENT
NUMBERS ANND
NUMBER OPEERATIONS
mber
Whole num
counting
Problem solving
s
Î
CLARIFICATION / NOTES/ACTIV
VTIES/ EXAMPLES
•
Count a number of objects up to 10
a) TTeacher gives one blannk die to every two learnners. They write any 6 nnumbers from 1
to 10 on the sides. Theyy take turns to throw thee die. They count out a number of
oobjects to correlate withh the number on the diee.
b) TTeacher shows a numbber symbol from 1 to 9. Learners count out 2 objects more than
the number shown.
c) TTeacher shows a numbber symbol from 1 to 10. Learners count out 2 objects fewer
tthan the number shownn.
•
Count forwards up to 15
a) G
Girls count to 15, follow
wed by the boys.
b) LLearners count in groupps or rows.
c) LLearners count individually from a given numbber.
•
Solve w
word problems (+ bettween counters)
Examp
ple: Tom won 4 red maarbles and 2 green marrbles. How many marblees did he win
altogether?
RECOMMENDED
RESOURCES
APPROXIMAT
TE
DURATION
SUG
GGESTED
FO
ORMAL
ASSE
ESSMENT
Week 6
Paaper die
By the end of week
w
6 assess a
record:
Estimate and count numb
of objects up to 10
Nuumber cards
0 to 10
Rote countt forwards and
backwardss up to 10
Exxercise book
26 | P a g e
a)
b)
c)
Number symbol
and –name (5)
•
Building up
numbers
•
•
Mental
Mathematics
•
•
SPACE AND SHAPE
•
Teacher says:
Tell me what the story is about.
Show me how you will use your counters to answer the question.
yyyy + yy
Draw a picture to show what the story is about.
Counters
Write number symbols,
draw pictures and
recognise number
names up to 5
Write the number symbol and draw a picture showing five objects
a) Learners write 5 in the air.
b) Learners trace over dotted number 5.
c) Learners draw 5 objects.
d) Learners practise writing number 5 on a worksheet.
e) Teacher flashes the number names one to five and learners read the words.
Express number 5 in different ways (bonds)
Learners build up the bonds of number 5 using counters.
Example: yyy yy means 3+2 and yyyy y means 4+1
Mental Mathematics
Teacher flashes bond-cards of numbers 3 to 5 and learners give answers.
Recognise and read number symbols up to 15
a) Learners close their eyes. Teacher knocks on a table. Learners indicate how many
knocks they’ve heard by showing the answer with a number card.
b) Teacher places a number line with missing numbers on the board and gives the
missing numbers to a few learners. These learners place the missing numbers on the
number line in the correct order.
c) Learners fill in missing numbers on number lines.
Top and bottom
a) Teacher asks learners first to place a hand on the top of their heads and then to
touch the bottom of a desk.
b) Teacher draws a few ladders on the playground. She numbers the rungs from 1 to
10. Teacher gives instructions and asks questions: Learners stand in the space
before the first rung:
Teacher asks:
o Which number are you standing on?
o Climb to the top. How many steps did you take?
o Stand at the bottom and take 3 steps forward.
Recognise number symbols up
to 15
Bond cards
5+0
Worksheet
Draw growing patterns with
shapes.
Solve an addition story
sum: Explain orally, use
concrete objects to show
the operation, draw a
picture.
PVC number line
27 | P a g e
How many more steps must you take to reach the top?
Now climb four steps backwards. On which number are you standing
now?
Growing patterns with physical objects
a) Learners extend given “growing” patterns.
b) Learners create own patterns using orange and blue shapes e.g. bottle tops
c) Learners build and draw their own growing- pattern with squares.
„
„
„
„
„
„
„„
„„„ „„„„
o
o
PATTERNS AND
FUNCTIONS
Growing
patterns
•
„
MEASUREMENT
Time
„„
„„„
•
Taller and shorter
Learners draw pictures of themselves in the centre of a piece of paper. On the right side
they draw pictures of objects, animals or people taller than what they are and on the left
side things shorter than what they are.
shorter
taller
•
Colour orange
Learners each draw a picture, using an orange crayon, to show the meaning of top and
bottom.
Early and late
a) Learners tell what they did early in the morning or late in the afternoon. Discuss the
meaning of early and late.
b) Teacher asks learners who gets up first in their family. They show this in a time
sequence from earliest to latest.
•
Plastic shapes
Paper shapes
Any small objects e.g.
seeds, beans, noodles,
matchsticks.
28 | P a g e
CONTENT AREA
CONTENT
NUMBERS AND
NUMBER OPERATIONS
Whole number
counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
Addition up to 5
•
Count a number of objects or pictures up to 10
a) Teacher places a set of 1 to 10 pictures or counters on the board. Learners show the
corresponding number symbol.
b) Learners match dot cards and number cards with number names from 1 to 10.
c) Teacher gives 10 learners each a number symbol from 1 to 10. They place emselves
in order from one to ten in front of the class. Class counts forwards and backwards
while the learner shows the number that the class says.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 7
Counters/
Pictures
Number cards
0 to 10
Count forwards up to 20
a) Learners count to 20 while teacher points to the numbers on the number line.
b) Learners count on from a given number up to 20 while pointing to the number as they
count.
c) Learners count to 20, saying every second number out loud.
Number line
0 to 20
50 Chart
Addition with answers up to 5
Teacher first puts 2 cubes and then another cube in the left bucket of a scale. She asks:
How many cubes must we put in the bucket on the right to have an equal number of cubes
in both buckets? So 2 + 1 = 3
Unifix cubes
Scale
„
„
„+ „
=
„
„
Do more examples with learners with answers up to 5.
Learners place 2 groups of coloured cubes on their desk, placing a cut out “+”
symbol between them.
2 red cubes plus 3 red cubes makes 5 red cubes.
yy + yyy is equal to 5
2+3=5
b) Learners do addition with answers up to 5. First only with dots, then numbers and
dots, then only numbers.
a)
Number symbol
and name (6)
•
Exercise book
Worksheets
Write the number symbol 6 and draw a picture showing six objects
Learners practise number 6 in the same way they did numbers 1 to 5.
29 | P a g e
Building up
numbers
•
Express number 6 in different ways
Learners build up number 6 in the same way they did with numbers 1 to 5. It is very
important that children realise that 6 can be expressed in different ways (bonds) e.g. 5 + 1
or 4 + 2 or 3 + 3 etc.
•
Recognise and read number symbols up to 20
a) Teacher says a number and instructs learners to place a coloured cube of a specific
colour on the number she asks e.g. place your red cube on number 8, blue cube on
the number that is 2 more than 8, yellow cube on a number between 8 and 10 on a
number line.(colours may be used twice).
Learners name the colours of the cubes from number 1 to 20. (listening skills)
b) Teacher flashes cards with number symbols up to 20 and learners read them.
c) Learners play number recognition games e.g. bingo and snakes and ladders.
.
•
“Under” and “over”.
a) Teacher places number line 0 to 20 on the board. She places a picture of a rabbit at
0. It jumps over a number to the next. Learners read numbers as the rabbit jumps.
b) Let the learners climb over a chair and sit under a table to develop the “over and
under” concept.
c) Learners stand in a row. First learner hands a ball over his/her head to the second
learner. The second learner passes the ball between the legs to the third learner.
Continue until the last learner has the ball. He /she run to the front and the whole
process starts again.
SPACE AND SHAPE
PATTERNS AND
FUNCTIONS
•
a)
Repeating
patterns
Number line
0-20
Number line
0 to 20
Patterns with drawings (shapes, colour, objects)
Learners copy patterns and describe them.
555 UU 555 UU
b)
c)
•
3
2
Learners extend given patterns.
Learners create own patterns.
3
2
Colour: Purple
o Learners cut out pictures of purple objects from magazines and also bring purple
objects to school. They display the objects in the classroom.
o Learners use purple crayons to draw a pattern.
Plastic shapes
Paper shapes
Any small objects e.g.
seeds, beans, noodles,
match sticks.
30 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER
OPERATIONS
CONTENT
Whole number
counting
Addition up to 10
Number line
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
RECOMMENDED
RESOURCES
Count a number of objects or pictures up to 10
a) Teacher gives each group a pile of counters. Each learner counts out 10 counters.
Each learner builds and explains his/her pattern.
b) Learners cut out 10 pictures of brown objects from a magazine. They make their own
number chart showing the number name (ten), symbol (10) and ten brown pictures.
c) A learner throws 3 dice with dots from 1 to 6. Every time the total of the 3 dice adds
up to ten, the learner who added correctly shouts BINGO and takes a counter from a
pile in the middle. If the total of the 3 dice does not add up to 10 they throw again.
The learner with the most counters is the winner.
Counters
•
Count forwards and backwards up to 20
a) Learners count to 20 as teacher points to a number line.
b) Learners count forwards and backwards up to 20.
c) Learners stand behind their chairs. As each one says a number he/she sits down.
Number line
0 to 20
•
Addition with answers up to 10
a) Learners do addition on worksheets with solutions up to 10.
b) Learners build up their own numbers with answers up to 10.
Example: 2 + 3 + 3 = 8
c) Learners use dice with dots, dots and numbers and only numbers from 1 to 3.
d) Learners throw both dice and write a number sentence in their exercise books.
Example: 1 + 1 = 2
•
Introduce addition using a number line
a) Teacher puts a number line from 0 to10 on the board. She puts a picture of a rabbit
at 0. The rabbit jumps as the learners count the jumps e.g. 3 jumps and another jump
are 4 jumps in all.
b) Learners use their fingers to jump on their own desk number lines, as the teacher
gives number sentences e.g. 1 + 2 =3.
•
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 8
Empty dices and
counters
Worksheets
Unifix blocks or counters
Dices with dots, dots
and numbers and only
numbers
Desk number line
0 to10
31 | P a g e
PATTERNS AND
FUNCTIONS
Number symbol
and name (7)
•
Write the number symbol 7 and draw a picture showing seven objects
Learners practise number seven in the same way as they did numbers 1 – 5.
Building up
numbers
•
Express number 7 in different ways
Learners build up number 7 in the same way they did with numbers 1 – 5. It is very
important that children realise that 7 can be expressed in different ways Example: 5 + 2
or 3 + 4 or 6 + 1 etc.
•
Recognise and read number symbols up to 20
a) Teacher says a number. Learners show the number symbol.
b) Teacher claps hands. Learners count the number of claps and show the
corresponding number symbol.
c) Teacher shows a number of pictures, learners show the corresponding number
symbol.
Number patterns
•
Number patterns
a) Learners complete number patterns and read them.
b) Learners extend number patterns.
c) Learners create own number patterns and explain how they made them
Example: Complete the missing numbers:
a) 3, 7, 12, ____ , ____
b) 5, 7, 9, ____, ____
Compare the
colours and sizes
of shapes and
objects
•
Colour: Brown
a) Learners go outside and touch something that is brown.
b) Learners identify brown objects in the classroom.
c) Learners bring brown objects to school and display them.
Bond-cards
3 + 4 Brown objects
32 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
Ordinal numbers
(first to tenth)
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
•
Addition up to 10
•
Count a number of objects or pictures up to 10
a) Teacher gives each group a pile of counters. Each learner takes
out 10 counters. They each build their own pattern with the
counters.
b) Cut out 8 black and white pictures. The learners make their own
number chart of eight with number name, symbol and eight
pictures.
c) Throw 3 dice with dots from 1 to 6. Every time the total adds up
to ten, the learner who added correctly shouts BINGO and takes
a counter from the pile. The learner with most counters is the
winner.
Ordinal numbers
a) Teacher gives ten learners each a number symbol from 1 to 10.
They arrange themselves in a line from 1 to 10. Class count
forwards and backwards while the learner shows the number
they hear. Teacher asks: Who is standing first, fifth, before
number seven and last?
b) Teacher puts a number line with pictures on the board. She
asks: In which position is the ball, star, triangle?
c) Teacher puts a blank number line on the board. Learners put
pictures where teacher asks, e.g. put the dog in the ninth place.
Count forwards up to 25
a) Learners count to 25 as teacher points to numbers on the
number line.
b) Learners count to 10 and back.
c) Learners stand behind their chairs. They count from 1 to 25 as
they sit down.
d) Learners count individually to 25.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 9
Counters
By the end of week 9 assess
and record:
Magazines
Empty dices and
counters
Addition with solutions up
to 10
Recognise, identify and
name 2-D shapes
Number symbols
1 to 10
Solve word
problems)
Colours
Blank number line
10 pictures
Write number
names and
symbols from
one to five
Dice with dots, dots and
numbers and only
numbers
Addition with answers up to 10
Learners do addition on worksheets with answers up to 10.
Learners build up their own numbers with answers up to 10
33 | P a g e
Examples:
a)
3+3+2=8
b) 4+ 1 + 1 = 6
c) 2 + 2 + 3 =7
•
Number lines
•
Write the number symbol 8 and draw a picture showing eight
objects
Learners practise number eight in the same way they did numbers
1 to 5.
•
Express number 8 in different ways
Learners build up number 8 in the same way they did with numbers 1
to 5. It is very important that children realise that 8 can be expressed
in different ways
Number symbol and –name
(8)
Building up numbers
Learners use dice with dots, dots and numbers or only numbers from
1 to 4. Learner throw both dice, write the sum and answer in their
exercise book.
Example:
a) 2 + 1 = 3
b) 2 + 3 = 5
Addition using a number line
Teacher gives learners a worksheet with printed number lines. She
tells story sums. Learners show what the story says on their number
lines by writing number sentences.
A4 paper/ Exercise book
Worksheets
Bond-cards
Example:
5 + 3 or 4 + 4 or 7 + 1 etc.
•
Recognise and read number symbols up to 20
a) Teacher says the number, learners show the number symbol.
b) Teacher claps hands, learners count the number of claps and
show the corresponding number symbol.
c) Teacher shows a number of pictures.Learners show the
corresponding number symbol.
•
Order numbers
34 | P a g e
Learners are given a pack of number cards numbered from 1 to 10.
They must shuffle them and re-arrange them from the smallest
number to the biggest number.
PATTERNS AND FUNCTIONS
Number patterns
•
Number patterns
a) Learners complete number patterns and read them.
b)
Learners extend number patterns
c) Challenge the learners to create own number patterns and
explain how they made them
Example: Complete the missing numbers:
a) 1 + 1 = ___ , 2 + 1= ___, 3 + 1 = ___ (by adding one
more)
b) 5; __; __; 2; 1
(by counting backwards)
c) 0; __; 2; 3; __; 5 (by counting forwards)
•
Colour: Black and white
a) Learners collect pictures of black and white objects.
b) They create a poster
c)
Learners show that black paint makes colours darker and
white makes them lighter.
d) Learners create their own number 8 poster, using only
white and black paper e.g. newspaper.
35 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
PATTERNS
SPACE AND SHAPE
MEASUREMENT
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
•
•
•
•
•
•
•
Identify and attend to any conceptual weaknesses and/or lack of listening skills of
learners.
Estimate and count a number of objects or pictures up to 10
Ordinal numbers
Count forwards up to 25
Understanding one-to-one correspondence
Solve word problems orally
Recognise and read number names from one to five
Recognise and read number symbols up to 20
Addition with answers up to 10
•
•
•
Make patterns with objects and shapes
Number patterns up to 10
Colours: red, blue, green, yellow, orange, purple, brown, black and white
•
Shapes: circle, square, triangle, rectangle
•
Vocabulary: big, small, today, yesterday, tomorrow, bigger than, smaller than,
left, right, tall, short, behind, in front, top, bottom, under, over
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
36 | P a g e
TERM 2 – Grade 1
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Estimate and count a number of objects or pictures up to number15
a) Teacher pastes 3 to 7 pictures of people on a sheet of paper. Learners look at it.
b) Teacher covers the picture and asks questions:
o How many eyes did you see?
o How many legs did you see?
o How many ears did you see?
o How many fingers did you see?
•
Count forwards and backwards up to 30
Teacher gives instructions and asks learners to listen attentively:
Examples:
a) Learners start counting at 23 and count backwards to 15.
b) Learners start counting at 17 and count forwards to 25.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 11
Teacher asks any learner to count from 19 to 30. After he/she has counted only a short
time the teacher says “stop”. She calls on another learner to continue where the first
learner stopped.
Skip-counting using 2s
•
Introduce skip-counting using 2s up to 30
Teacher holds up a card showing any number from 2 to 30. Learners use cubes of two
different colours to build up the number shown e.g. card shows number 8.
paper chain links
unifix
counters
„„††„„††
Learners write a number sentence , example: 2+2+2+2=8
Learners count in 2s up to 8.
•
Recognise and read number symbols up to 30
Teacher puts a counter or picture on a square on a number chart for example: number
16 and then she asks:
50 chart
37 | P a g e
o
o
o
o
Number symbol and name
(9)
Building up numbers
Which number is 2 more than this number?
Which number is 5 less than this number?
Which number comes just before this number?
Which number comes just after this number?
•
Write the number symbol, number name and draw a picture showing nine dots
a) Learners rainbow write over example of 9 with different colours.
b) Learners trace over written number symbol.
c) Learners draw 9 objects.
d) Learners recognise the number names. (Flash the number names. They read
number names one to nine)
•
Write the number symbol and number name of zero
a) Learners rainbow write over example of 0 with different colours.
b) Learners trace over written number symbol
c) Learners recognise the number names. (Flash the number names. They read
number names zero to nine)
•
Express number 9 in different ways
yyyyy yyyy
yyy yyyyyy
Odd and even numbers up
to 10
5 + 4 ( bonds of 9)
Bond-cards
7+2
3+6
•
Revise addition with answers up to 10.
Teacher shows cards with number bonds up to 10. The learner who says the answer first
may stand at the back of the class. Learners who are last to answer are the ones who
need individual support.
•
Introduce even numbers and odd numbers
Learners place 6 counters on their tables and group them into twos. There is an even
number of counters if the given number of counters can be grouped into exact groups of
twos.
Example:
This shows that 6 is an even number.
38 | P a g e
Learners place seven counters on their tables and group them into twos. There is an odd
number of counters if the given number of counters cannot be grouped into exact groups of
twos.
Example:
This shows that seven is an odd number. Learners continue the exercise putting a random
number of counters on their desks.
Subtraction 1 to 5
•
Introduce subtraction on a concrete level up to number 5
Teacher shows the opposite of addition, for learners to understand subtraction.
Example:
a) Learners take 2 red cubes. They add 3 blue cubes. How many cubes are there
altogether?
b) Now learners take away 3 cubes from the 5 cubes. How many cubes are left?
39 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Whole number counting
•
Count a number of objects or pictures up to 20
Teacher shows a picture of bicycles. Learners look at it. Teacher covers the picture.
Learners must say how many wheels they saw.
Skip-count
•
Skip-count up to 30
a) Learners count on from any number up to 30 e.g. count 0, skip 1, count 2, skip 3,
and count 4.
b) Learners start at any number between 0 and 20 and skip-count forwards and
backwards.
Multiples of 2
• Multiples of 2 up to 30
Teacher writes 3 different numbers between 2 and 30 on the board. Learners must use cubes
of two different colours to build up the number shown e.g. 9
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 12
„„††„„††„
Learners write the number sentence. Example:
Number symbol and name
(10)
2+2+2+2+1=9
•
Recognise and read number symbols up to 30
a) Teacher says a number name, learners show number symbol.
b) Teacher claps her hands. Learners count claps and show number symbol.
c) Teacher puts a counter or picture on a blank number chart from 1 to 30. Learners
write down the hidden number symbol.
•
Write the number symbol, number name and draw a picture showing ten dots
a) Learners rainbow write over example with different colours.
b) Learners trace over written number symbol.
c) Learners draw 10 objects.
d) Learners recognise the number names. (Flash the number names. They read
number names one to ten)
40 | P a g e
Subtraction 1 to 10
PATTERNS AND FUNCTIONS
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
Number patterns
•
Express number 10 in different ways
Learners draw dominoes with spots totalling 10.
•
Introduce subtraction on a concrete level up to 10
a) Teacher shows the opposite of addition for learners to understand subtraction.
b) Teacher asks learners to take 7 green cubes. Add 2 blue cubes. How many cubes
in all? (9) Now take away 4 cubes from the 9 cubes. How many cubes are left? (5)
Practise more examples.
c) Teacher tells some stories and learners do operations with counters e.g. There are
four fish in the pond. Three died. How many are left?
The learners take 4 cubes. They take away 3 and say how many are left over.
•
Number patterns
Learners complete given number sentences and sequences e.g.
a)
2+ + 2 + + = 10
b)
5 – 1=; 4 – 1=;
c)
1 – 1= (One less than)
d)
5; ; ; 2; 1
(Counting backwards)
e)
0; ; 2; 3; ; 5
(Counting forwards)
f)
2; ; 6; ; 10
(Counting in multiples of 2)
CONTENT
Whole number counting
Skip-count using 2s
(Repeated addition)
3 – 1=; 2 – 1=
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
Count a number of objects or pictures up to 25
a) Learners count out given objects; they draw the set of objects in their
exercise books and write down the total number of objects.
b) Learners complete worksheets with different sets of objects. They count
each set and write down how many there are.
Skip-count up to 30
Learners skip-count in 2s up to 30 individually using a number chart.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 13
32
By the end of week
13 assess and
record:
Count a number of
objects up to 25
41 | P a g e
Multiples of 2
•
•
•
Multiples of 2 up to 30
Teacher asks learners to place 7 groups of 2 cubes on their tables. Learners
count the cubes in 2s.
Teacher asks
Example:
a) How many do 7 groups of 2 cubes each make?
b) How many do 5 groups of 2 cubes each make?
c) Learners count in 2s from 0 to 30.
Recognise and read number symbols up to 30
a) Teacher uses terminology such as: number before, after, in
between, 3 more, 2 less, double the number and next multiple of 2.
b) Learners use number cards to show the answer e.g.
o Which whole number comes just before 20?
o Which odd number comes just after 15?
o Write down the even numbers between 1 and 9.
o Which number is 2 less than 7? Is it an even or odd number?
Even and odd numbers
a) Learners use counters to discover what happens if they add even
numbers to even numbers, odd numbers to odd numbers and even
numbers with odd numbers.
b)
†
††
†
†
††
††
4
+
2
n even + an even
number
number
c)
Count orally in 2s
from 0 to 30
Identify even and
odd numbers up to
10
Number patterns up
to 10
††
†††
3
+ 2
=
an odd + an even =
number
number
††
††
Skip count in 2s up
to 30. Start at
number 3
5
an odd
number
††
††
=
=
6
an even
number
Learners circle even numbers on number line with one colour and odd
numbers with another colour.
42 | P a g e
d)
Number symbol and name
(11)
•
Problem solving involving
subtraction
•
Learners complete worksheets to show understanding of even and odd
numbers
Write the number symbol, number name and draw a picture showing
eleven objects
a) Learners practise writing the number symbol and the number name of 11
in their books.
b) Learners draw 11 objects.
c) Learners recognise the number names.
d) Teacher flashes the number names. The learners read the number
names one to eleven. Learners play BINGO with number names and
symbols. (0 to 11)
Solve word problems that involve subtraction and up to 10. Semi concrete
level
Example: There are 4 birds sitting on a chimney. Three birds fly away. How
many birds are on the chimney now?
a) Teacher says: Tell me what the story is about?
b) Draw a picture to show what the story is about?
Learners draw pictures or symbols to explain how they found their answer.
Learners write the number sentence e.g. 4 – 3 = 1
c)
Teacher draws pictures to show subtraction and asks learners to make
up a story about the subtraction picture.
43 | P a g e
Number line
•
Introduce the number line (subtraction up to 10)
Teacher uses the number line to subtract numbers up to ten.
Example: Rabbit jumps to 5, then jumps 2 back and stops at 3.
0
1
2
3
4
5
6
Teacher gives more examples and learners use their fingers to show jumps on their
on own desk number lines.
PATTERNS AND FUNCTIONS
Number patterns
•
Number patterns
a) Start with any number from 1 to 10. Add 1 or 2 to the number
Example: 5 + 2 = __;
6 + 2 = __ ;
7 + 2 =___;
b)
8+2
Start with any number from 1 to 10. Subtract 1 or 2 from the number
Example: 10 – 1=___;
9 – 1=___;
8 – 1=___; 7 – 1=___
44 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 14
Count a number of objects or pictures up to 25
Learners count out the number of objects asked by the teacher. She instructs them
to put the counters in groups of 2.
She asks: Do you have an even or odd number of counters?
•
Count forwards and backwards up to 40
a) Teacher points to a number on a number line as learners count.
b) Learners count forwards up to 40 and then backwards.
c) Learners start and stop at any number between 0 and 40. Teacher asks: How
many numbers did you count?
d) Learners start skip-counting from a given number.
Example:
a) 15; 17; 19; 21
b) 10; 8; 6; 4; 2; 0
c) 7; 10; 13; 16; 19
Teacher asks: Did you count forwards or backwards? Learners use a number chart to
work out their skip counting pattern.
Multiples of 2
Place value
•
Count in multiples of 2 from 0 to 30
a) Teacher gives a number e.g. 15. Learners count in 2s up to 15.Teacher asks
whether 15 is an odd or even number. Learners must give reasons for their
answers. How many groups of 2 are there in 14?
b) Learners write the multiples of 2, e.g. 2, 4, 6, 8 ,10
•
Recognise and read number symbols up to 40
Teacher points to a number on the number chart and learners show the number
symbols or number name of the corresponding number, e.g. number before, after,
between, 3 more, 2 less, the next multiple of 2.
50 chart
•
Place value of number 11 to 19 ( abstract)
a) Learners use flard (spray) cards to build numbers asked, e.g. 15
b) They copy the number, without using the flard cards in exercise books
15 = 10 + 5
Teacher shows learners that in the number 15, the value of the digit 1 is ten or 1T or 1ten,
and the value of the digit 5 is 5 ones or 5 units or 5U.
45 | P a g e
Number symbol and name (12)
MEASUREMENT
•
Write the number symbol, number name and draw a picture showing twelve
objects
a) Learners use their fingers to practise writing the number symbol 12 on their
tables.
b) Learners fold A4 paper to create 4 lines and practise writing number 12
between these lines.
c) Learners practise writing the number symbol and name, e.g. 12 and twelve
Teacher flashes number names from one to twelve
Even and odd numbers
•
Even and odd numbers
a) Game: Divide class into two teams and name them the odd and even teams.
The first two learners in each team stand back to back. They each show a
number of fingers. The first learner to say how many fingers there are
altogether, and whether the number is an even or an odd number, will score 2
points for his/her team. The team with the highest score wins.
b) Write subtraction number sentences with odd and
even numbers.
Example:
a) 10 – 4 = 6
even–even = even
b) 9 – 5 = 4
odd – odd = even
c) 10 – 3 = 7
even – odd = odd
Subtraction 1-10
•
Subtraction with solutions up to 10 ( abstract)
a) Learners do subtraction sums with solutions up to 10 on worksheets.
b) Learners can choose any number from 5 to 10. they break down the
numbers with answers up to 10
Example:
a) 8 – 2 = 8–1–1 = 7–1 = 6
b) 10 –5 –3 = 10 – 8 = 10 –5 –3 = 5 – 3 = 2
c) 6 –2 –1 = 6–3 = 6–2–1 = 4–1 =3
Number line
•
Number line (subtraction)
Learners work on desk number lines. Teacher tells or reads a story about
subtraction. Learners use a number line to do the calculation.
Estimate and measure the
length of
3-D objects
•
Estimate and measure the length of 3-D objects using non-standards units
a) Learners first estimate then measure around their heads with a strip of paper.
They make headbands with geometrical patterns on them. Which learner used
the longest strip of paper?
10
5
46 | P a g e
b)
c)
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
Multiples of 2
Learners use hand spans to measure the length of their tables, from their
heads to the seat of their chairs, their knees to the floor. Discuss how many
hand spans were used.
How many of your foot lengths will be as long as a metre stick?
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 25
a) Learners count given objects. They draw pictures of their objects in their
exercise books and then write the total.
b) Learners complete worksheets showing different sets of objects. They count
each set and write down how many there are in each.
•
Count forwards and backwards up to 40
Teacher points to the numbers on the number chart while learners count forwards or
backwards in 2s, e.g. 5; 7; 9; ……
•
Count in multiples of 2 from 0 to 30
a) Learners count forwards and backwards.
b) Learners use a well-known tune to sing 2, 4, 6 up to 30.
•
Recognise and read number symbols up to 40
Learners work on a number chart. Teacher calls out a number, less than 30, which
they find e.g. number 8. Then she gives instructions e.g.
a) Find the number just before 8
b) The number that is 3 more than 7
c) The number that is 1 less than 10
d) The number you get if you double 9
e) The multiple of 2 just after 18
f) Learners show the answers using flard cards
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 15
Counters
47 | P a g e
Place value
•
Introduce place value of number 10 to 19 ( concrete)
Method 1:
Teacher says a 2 digit number e.g. 10.
Teacher counts out 10 unifix cubes.
She shows the learners that 10 separated cubes are the same as when she puts them
together as 1rod of ten.
So in the number 10 the digit 1 shows 1 ten and the 0 digit shows 0 ones.
1 ten (1T) and 0 ones or units (0U) equals 10
Teacher says: Let us look build number 16. How many tens and ones are there in number
16?
1 ten
and
6 ones
Learners build all the numbers from 11 to 19 using unifix cubes.
48 | P a g e
Method 2:
Learners use flard cards to show 2 digit numbers.
Teacher asks learners to show number 10.
10
It means:
It is the same as 1 rod with 10 cubes.
Now she asks them to say how many rods and ones they used for number eleven.
So if they used 1 rod of ten and 1 separate cube they need to take the number card with
number 10 and the number card with number 1.
10
1
They replace the 0 units with 1 unit.
1 0 1
Learners build all the numbers from 11 to 19 using flard cards.
Number symbol and name (13)
•
Write the number symbol, number name and draw a picture showing thirteen
objects
a) Learners practise writing the number name and number symbol 13 in their
books.
b) Learners play “BINGO” where they work with number names and number
symbols- 0 to 13.
c) Learners each give a number fact about number 13
By the end of
week 16 assess
and record:
Addition and
subtraction
up to 10
Doubling
numbers with
answers up to
20
Solve word
problems with
answers up to 10
Write number
sentences with
answers up to 10
Example: 3 + 10 = 13; 13 – 3 = 10; 5 + 5 + 3 =13
Addition and Subtraction
•
•
Addition or Subtraction with solutions up to 10
Learners answer addition and subtraction sums, with answers up to ten on
worksheets.
49 | P a g e
Examples:
a)
5+4= , 8–5=
b)
5 + = 9,
c)
8– =3
d)
10 – 2 =
e)
MEASUREMENT
Orders the length of 3-D
objects
•
10 = 5 + (using bonds)
(building up numbers)
(breaking down numbers)
; 9 – 2 = ; 8 – 2 = ; 7 – 2 = 2 + 1 = ; 3 + 1 = ; 4 + 1 =; 5 + 1=
Order the length of 3-D objects using non-standard units
a) Learners draw family members according to their heights- shortest person first
and tallest person last.
b) Learners each make one footprint and one handprint. They cut out their foot
and hand shapes and in small groups, order them according to their lengths.
Learners make posters and stick them on the wall. They use them in the next
term to count in 5s and 10s.
50 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Count a number of objects or pictures up to 25
Learners choose any number of counters between10 and 25. They build “repeating
and growing” patterns with objects and then copy the patterns in their books.
Example 1
Each learner takes out objects of 2 different colours.
50 chart
The learner builds a “repeating” pattern and reads the pattern.
2 blue 1 yellow 2blue 1 yellow
Example 2
Learners use objects and build a “growing” pattern.
•
Count up to 40
a) Learners count forwards and backwards.
b) Teacher points to the numbers on the 50 chart as learners count to 40.
c) Learners play on home-made instruments or on empty tins as they count
forwards or backwards rhythmically from any number.
51 | P a g e
Multiples of 2
•
Count in multiples of 2 from number 0 to 30
a) Teacher gives a number to the learners and asks:
b) How many sets of 2 will be in that number?
c) Is the number an even or an odd number?
d) Learners may use their own method to solve the
e) problem. They may use cubes or drawings or mental
f) calculations
1 ten and 2 ones
Problem solving:
Addition
•
Solve word problems that involve addition. Write a number sentence
At this stage learners are on different levels of understanding regarding listening,
addition and subtraction skills. The teacher should read the story sums aloud to the
learners. Some learners will use counters, draw pictures , use number lines and
others will do mental calculations.
a)
Teacher tells story sums while learners listen and follow.
Example:
o Dolly has 4 flowers. She picks another 6 flowers. How many flowers does
Dolly have now?
o Desmond had 9 pencils. He lost 5 of his pencils in the classroom. How
many pencils does he have left?
Children use their own method to show their understanding of the story. They write a
number sentence to show their thinking. Teacher asks learners who used different ways of
solving the problem to explain their thinking and reasoning to the class.
52 | P a g e
PATTERNS AND FUNCTIONS
Number symbol and –name
(14)
•
Number patterns
•
Write the number symbol, number name and draw a picture showing fourteen
objects.
a) Learners practise writing the number name and number symbol 14 in their
books.
b) Each child gives a number fact about number 14 orally.
Example:
o 7+7 = 14
o 10 + 4 = 14
o 5 + 5 + 4 =14
o 2 weeks equal 14 days
a)
Number patterns
Learners use the bonds of 14 to write a pattern,
Example:
14 – 1 =___, 14 – 2 =___, 14– 3 =___ , 14 – 4 =___ , 14 – 5 =___
b)
Learners use doubling of single digit numbers to write a pattern.
Example:
1 + 1 =2, 2 + 2 =4, 3 + 3 =6, 4 + 4 =8, 5 + 5 =10
c)
Learners use the multiples of 2 to write a number pattern.
Example:
2; 4; 6; 8; 10; 12; 14; 16; 18; 20
53 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
a)
b)
c)
Place value
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 17
Count a number of objects or pictures up to 25
Learners first estimate how many counters they have given and then write this number
down. Then they divide their counters into groups of 2 and count the number of groups.
They write down the number of cubes counted.
•
Multiples of 2
RECOMMENDED
RESOURCES
Count forwards up to 50
Teacher points to the numbers on the number chart as learners count to 50.
Girls count to 50 and then boys count.
Learners count in groups or rows until teacher stops them and the next group or row
continues counting.
•
Count in multiples of 2 from 0 to 30
•
Recognise and read number symbols up to 50
Learners close their eyes. Teacher knocks on a table. Learners indicate how many
knocks they’ve heard by showing the answer with a number card.
The first learner to show the correct answer may knock the next number.
•
Recognise the values of digits in whole numbers
with 2 digits
Teacher uses rods of ten and loose cubes to build two different numbers as follows:
Unifix cubes
Teacher asks:
Which numbers have I built here?
Which number is the biggest?
54 | P a g e
Learners randomly choose 2 numbers from 0 to 50. They draw the tens and ones of every
number and circle the bigger number of the 2 every time.
Doubling
•
•
Solve word problems that involve addition or subtraction(Write a number
sentence)
Teacher tells story sums while learners listen carefully.
They write a number sentence for every story sum.
Examples:
a) Rodney had 9 balloons. If seven of the balloons popped, how many balloons does
Rodney have left?
b) There were 8 crows, 1 bluebird and 1 Robin sitting in a tree. How many birds
were there altogether?
c) Jerry caught 5 insects in his net and 4 insects in a box. How many insects did
Jerry catch altogether?
Number symbol and name
(15)
•
Write the number symbol, number name and draw a picture showing fifteen
objects
a) Learners write 4 facts about number 15.
b) Learners practise writing number 15 in their books using the number name and
number symbol.
Number pattern
•
Number patterns
Learners complete given number patterns.
a) 2+ __ + 2 + __ +___ = 10
(repeated addition)
b) 10 -2 - __ - __ - __ = ___ (repeated subtraction)
c) Calculate 5 – 1; 4 – 1; 3 – 1; 2 – 1 (one less than)
d) 5; __; __; 2; 1
(counting backwards)
e) 0; __; 2; 3; __; 5
(counting forwards)
f) 2; __; 6; __; 10
(counting in multiples)
Problem solving
PATTERNS AND
FUNCTIONS
Double numbers with solutions up to 20. Semi – concrete.
a) Teacher gives each pair of learners 2 dice. Every time they throw the dice and
they land on double numbers they copy these onto domino cards.
b) Learners draw dots on dominoes to make double numbers. They write a number
sentence under each dominoe, e.g. 3 + 3 =
Dice
55 | P a g e
MEASUREMENT
Length
•
a)
b)
c)
d)
Length: Measure, compare and orders 3-D objects using non-standard units
Each learner draws a picture of himself/herself in the middle of a piece of paper.
Paste pictures of taller objects to the right and shorter objects to the left.
Learners make groups of 5. Each child throws a beanbag from the same starting
point and the learners compare who threw it the furthest.
Learners stand in a line. The children jump one jump forward using both feet.
Teacher marks where each child lands. Learners compare the length of their jumps.
Teacher asks questions: Who jumped as far as you? Who jumped the furthest?
Who jumped the shortest distance?
Learners use small units e.g. paper clips to measure longer objects like pencils and
rulers. They need to estimate how many paper clips lengths the pencil is and then
measure the pencil by moving the paper clip along the pencil.
56 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 25
Teacher gives each learner the same number of counters. Teacher instructs half the
class to divide their counters into groups of 2 before they count them. Teacher and
class discuss which group counted most accurately and the fastest.
•
Count forwards up to 50
Learners start to count at 1 while they stand up one by one as they count on. When
the whole class stood up, but have not yet reached 50, they go on counting while
sitting down one by one.
•
Count in multiples of 2s from 0 to 30
a) Learners count in twos and when teacher claps her hands they count on in ones.
b) Teacher points to a multiple of 2 on the number chart and learners say the
multiple of 2 that is 2 more or 2 less than that number shown by the teacher.
c) Learners count forwards and backwards in 2s.
•
Double numbers with answers up to 20 (abstract)
a) Teacher gives learners numbers to double. Learners give answers orally.
b) Learners write down what double the given numbers is equal to. e.g. 3 + 3 =__
4 + 4 =__ 8 = 4 +__
Problem solving
•
Solve word problems that involve addition and subtraction up to 10. (Write a
number sentence)
Teacher tells story sums while learners listen carefully. They write a number sentence
for every word problem. (story sum)
Examples:
a) Becky is 5 years old. If her sister is double her age, how old is her sister?
b) Tammy had 10 biscuits. She ate 2 biscuits and gave 3 to her sister. How many
biscuits does she have left?
Number symbol and name
(16)
•
Write the number symbol, number name and draw the picture showing sixteen
objects
a) Learners write 4 facts about number 16.
b) Learners use their fingers to practise writing the number symbol 16 on their
tables.
c) Learners fold A4 paper to create 4 lines and practise writing the digit 16 between
these lines.
Multiples of 2s
Doubling
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 18
16 16 16 16
sixteen
16 16 16 16
sixteen
57 | P a g e
d)
e)
Place value
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
•
Recognise and read number symbols up to 50
Teacher puts numbers symbols 0 to 50 randomly on the board. She says a number.
The first learner to recognise it stands up and takes and keeps the number symbol. At
the end of the exercise, the learner with the most numbers symbol is the winner.
•
Recognise the values of digits in whole numbers with 2 digits
Teacher shows a number and learners say how many tens and how many ones there
are in the 2- digit number.
CONTENT
Whole number counting
Problem solving
Learners practise writing the number symbol and name e.g 16, sixteen
Teacher flashes number names from one to sixteen
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 25
Each learner gets a chance to count out 25 objects from a pile of counters.
•
Count forwards up to 50
Each learner counts individually from a given number up to 50.
•
Count in 2s from 0 to 30
Each learner counts individually in multiples of 2 from 2 up to 30.
•
Solve a word problem that involves addition and subtraction up to 10. (Write a
number sentence)
a) Teacher reads or tells stories while learners listen attentively.
Example:
o Dolly has 3 flowers. She picks another 5 flowers. How many flowers does
Dolly have now?
o Desmond had 10 pencils. He lost 6 of his pencils in classroom. How many
pencils does he have left?
b) The children use their own method to show their understanding of the story.
c) They write a number sentence. Teacher asks learners who used different ways
of solving the problem to explain their thinking and reasoning to the class.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 19
By the end of week
19 assess and
record:Count
objects up to 25
Rote count up to
50
Double numbers
with answers up to
20
Write number
names and
symbols from six
to ten.
Recognise the
values of digits in
whole numbers
58 | P a g e
Number symbol and name
(17)
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
•
Write the number symbol, number name and draw a picture showing seventeen
objects
a) Learners write 4 facts about number 17.
b) Learners practise writing the number symbol and name e.g. 17, seventeen
•
Recognise and read number symbols up to 50
Teacher flashes one and two digit numbers to individual learners. They give the
number name.
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
PATTERNS AND
FUNCTIONS
•
•
•
Identify and attend to any conceptual weaknesses and/or lack of listening skills of
learners.
Estimate and count a number of objects or pictures up to 25
Count in multiples of 2 up to 30
Count forwards and backwards up to 50
Double numbers with answers up to 20
Doubles for addition and subtraction up to number 10
Solve problems – write number sentences up to 10
Recognise and read number symbols up to 50
Recognise, read and write number names from one to eighteen
Know and recognise even and odd numbers up to 10
Recognise the values of digits in whole numbers with 2 digits. Use the number
range from 1 - 20
Use a 1 to 10 number line
Addition and subtraction with answers up to 10
Number patterns
MEASUREMENT
•
Estimate, measure, compare and order the length of 3-D objects
•
•
•
•
•
•
•
•
•
•
with 2 digits up to
20 e.g. In the
number 18 the
value of the digit 1
is 10 or 1T and the
value of the digit 8
is 8 or 8 ones.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 20
59 | P a g e
TERM 3 – Grade 1
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Whole number counting
•
Count a number of objects or pictures up to 30
Learners count the number of objects on worksheet and write the total number. They
may use various ways of counting e.g. count in 1s or 2s.
Even and odd numbers
•
Count even and odd numbers up to 50
a) Learners count even and odd numbers forwards and backwards from a given
number.
b) Learners chant even and odd numbers, saying:
2; 4; 6; 8; 10 even numbers let’s say it again!
1; 3; 5; 7; 9 odd numbers, oh my!
Skip-count using 5s and
10s
•
Skip-count using 5s and 10s up to 50
a) Teacher asks learners to skip count and colour the fifth, tenth and fifteenth square
on a 50 chart.
b) Learners’ skip-count in 5s up to 50 as they point to the numbers on their number
charts.
c) Teacher asks learners to skip-count and colour the tenth, twentieth and thirtieth
number square on a 50 chart using different colours. Learners skip-count in 10’s up
to 50 as they point to the numbers on their number charts.
•
Recognise and read number symbols up to 50
Teacher flashes cards showing one-and two-digit numbers to individual learners.
Learners say the number names. Teacher flashes cards showing number names and
learners say the numbers.
Number symbol and
name(18)
•
Addition and Subtraction
•
Write the number symbol, number name and draw the picture showing eighteen
objects
a) Learners write 4 facts about number 18.
b) Learners practise writing number 18 in their books using the number name and
number symbol.
Revise addition and subtraction up to 10.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 21
50 Chart
60 | P a g e
Learners write the answers of addition and subtraction sums given on worksheets which
include:
Examples
a) 4 + 5 = ____
(addition/bonds)
b) 3 + 1 + __ = 9
(building up numbers)
c) 2 + 2 + __ = 6
(repeated addition)
61 | P a g e
d)
e)
f)
g)
h)
Addition and subtraction on number lines
8 – 4 = __-subtraction / bonds
9 – 4 – 2 =__ - breaking down numbers
10 – 2 – 3 =__ -repeated subtraction
Solving word problems.
Order numbers
•
Order numbers from 1 to 20
a) Learners use number cards from 1 to 20 and pack them in the correct order from
number 1 up to number 20.
b) Teacher asks learners to choose any 6 numbers between 0 and 20. They order
them from the smallest to the biggest number.
Building groups
•
Introduce “building” groups of 5s and 10s up to 50
Let each learner take approximately 50 counters.
Example 1:
Step 1: Teacher asks learners to make 2 groups of 5 counters in each group.
„„„„„†††††
Teacher asks: How many cubes did you use in all?
Step 2: Learners count in 5s up to 10 pointing to the groups of 5.
Step 3: Learners count in 10’s up to 10pointing to the groups of 5.
Step 4: Learners write the number sentences for groups of 5 and groups of 10
e.g. 5+5=10
10=10
Example 2:
Step 1: Teacher asks learners to make 3 groups with 5 cubes in each group.
„„„„„†††††
„„„„„†††††
„„„„„†††††
Teacher asks: How many cubes did you use in all?
Step 2: Learners count in 5s up to 20 pointing to the groups of 5.
Step 3 Learners count in 10’s up to 20 pointing to the groups of 5.
Step 4 Learners write the number sentences for groups of 5 and
groups of 10 e.g. 5+5+5+5+5+5=30
10+10+10=30
62 | P a g e
Problem solving
•
Solve problems which involves building groups
Example: There are 3 boxes of apples with 5 apples in each box. How many
apples are there altogether?
Teacher asks: Tell me what the story is about.
Draw a picture to show what the story is about.
‡‡‡‡‡
‡‡‡‡‡
‡‡‡‡‡
Teacher tells more stories about building groups e.g.There are 3 rows of cars.
There are 4 cars in each row. How many cars are there altogether?
MEASUREMENT
Estimate and measure
mass of
3-D objects
•
Mass
a)
b)
c)
d)
Estimate and measure 3D objects with non-standard units
Learners bring heavy and light objects to school.
Teacher picks up an object and asks whether it is heavy or light.
Learners pick up their object and say whether it is heavy or light.
Each pair of learners receives two non-transparent bags and the teacher asks
them to put objects of different masses into them. Have them exchange the bags
with another pair, and ask each pair to decide which bag is heavier.
63 | P a g e
CONTENT AREA
NUMBERS AND NUMBER
OPERATIONS
CONTENT
Whole number counting
Skip-count using 5s and 10s
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 30
•
Learners count objects drawn on paper and write the total number.They may
use various ways of counting e.g grouping objects in 2s, 5s or 10s before
counting them.
•
Count up to 50
a) Teacher asks a learner to count from number 1 to 5, then moves on to the
second learner who counts from 6 to 10. She continues up to number 50.
Next learner starts again at number 1.
b) Teacher asks a learner to count from number 1 to 10 then move on to the
second learner who counts from 11 to 20. The learner continues up to
number 50. Next learner starts again at number 1.
•
Skip-count using 5s and 10s up to 50
a) Learners click with their fingers as they count from 1 to 4 silently and say
number 5 out loud. Then click again as they count on from number 6 to 9
and say number 10 out loud. Continue up to number 50.
b) Learners clap their hands as they count from 1 to 9 silently and say number
10 out loud. Then clap again as they count on from number 11 to19 silently
and say number 20 out loud. Continue up to number 50.
•
Recognise and read number symbols up to 50
a) Teacher asks learners to find and colour the numbers she calls out on a
number chart to 50. If she says 43 the learners point to 3 and then slide
down their fingers until they reach 43.
b) Learners work on number chart to 50. Teacher calls out a number, less than
50, which they find. Then she gives an instruction e.g. plus 10, minus 5, add
7, minus 2. Learners say on which numbers they stopped.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMEN
T
Week 22
64 | P a g e
Number symbol and –name(19)
•
Write the number symbol, number name and draw the picture showing
nineteen objects
a) Learners write 4 facts about number 19.
b) Learners practise number 19 in their books using number symbol and
number name
•
Revise place value of numbers 11 up to 19
Teacher shows a number between 10 and 20 e.g. 13.= Learners say which digits
were used to make up e.g 13 =1 ten (1T) and 3 units or ones (U).
Practise adding a whole ten and a 1-digit number up to 19.
Example: 10+1, 10 + 5, 10 + 9
Order numbers
•
Order numbers from 1 to 20
a) Learners use number cards from 1 to 20. They pack them in the correct
order from number 20 backwards to number 1.
b) Teacher asks learners to choose any 6 numbers between 0 and 20. They
order them from the biggest to the smallest number.
Build groups of 5s and 10s
•
Build groups of 5s and 10s up to 50
a) Teacher instructs learners to pack counters in groups of 5s or 10s.
Examples:
Make 7 groups of 5s. How many counters do you have altogether?
Make 4 groups of 10 s. How many counters do you have altogether?
b)
Also revise groups of 2s.
•
Mass
Compare and order 3-D objects using non-standard units
a) Learners pick up 2 objects. They say which one is heavier and why?
b) Learners work in small groups. They use the objects they brought to school
and order them from the heaviest to the lightest.
c) Learners divide a page in their books into half. On the left side of the page
they copy the word heavy. They copy and draw all the heavy objects they
brought to school. Then they copy the word light on the right side of the
page and draw all the objects that are light.
d) Learners cut out pictures from magazines and order them, showing, from
the lightest to the heaviest object.
MEASUREMENT
Estimate and measure mass of
3-D objects
65 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 30
Learners count objects drawn on a worksheet and write the total number. They
may use various ways of counting e.g grouping objects in 2s, 5s and 10s before
counting them.
RECOMMENDED
RESOURCES
SUGGESTED
FORMAL
ASSESSMENT
APPROXIMATE
DURATION
Week 23
By the end of week
23 assess and
record:
Even and odd numbers
•
Count even and odd numbers up to 55
a) Learners count even numbers from a given number.
b) Learners count odd numbers from a given number.
Recognise and read
numbers up to 55
Skip-count using 5s and 10s
•
Skip-count using 5s and 10s up to 50
a) Teacher asks a learner to count from 5, flashing five fingers on one hand
and then the other hand saying number 10. Then move on to the second
learner who continues to count in 5s saying 15 while flashing 5 fingers.
Continues up to number 50. Next learner starts again at number 1.
b) Learners count in 10s up to 50 as teacher points to number chart
Skip count using 5s,
10s and up to 50
•
Number symbol and –name(20)
•
Recognise and read number symbols up to 55
a) Teacher flashes cards showing number symbols to individual learners. They
read and say the numbers.
b) Teacher writes numbers randomly on the board. She asks individual
learners to point to the number asked.
Write the number symbol, number name and draw the picture showing
twenty objects
a) Learners write 4 facts about number 20
b) Learners practise number 20 in their books using the number symbol and
number name
c) Practise numbers names from eleven to ninteen
Addition and
subtraction up to 10
Solve word problems
that involve building
groups of 2s, 5s
and10s
Measure, order and
compare the mass of
3-D objects using
non-standard units
.
66 | P a g e
Addition
•
Addition with answers greater than 10 (concrete)
a) Learners know that 10 + 3 = 13 etc. They will use this knowledge when they
start adding numbers with answers greater than 10. They first build up the
numbers to 10 and then add the ones.
b) Learners use 2 different coloured unifix cubes or counters e.g. blue and
yellow.
Example1:
Teacher asks them to add 8 and 4
Learners take out 8 blue cubes and 4 yellow cubes which they put next to the
blue cubes.
„„„„„„„„
††††
8+4
They can use 2 of the yellow cubes to put the blue
cubes to complete the set of ten.
„„„„„„„„††
††
10 + 2
Learners should see that 8 + 4 = 10 + 2, so 8 + 4 = 12
Example 2:
Teacher asks them to add 13 + 5
Learners take 13 counters of one colour and 5 of another colour.
„„„„„„„„„„„„„†††††
13 + 5
They first make a set of ten and add the rest.
„„„„„„„„„„
„„„†††††
10 + 8
They show that 13 + 5 is the same as 10 + 8, so 13 + 5 = 18
Use this practical method to practise many addition sums with answers reater
than 10 and smaller than 20.
67 | P a g e
MEASUREMENT
Estimate and measure capacity
of 3-D objects
•
a)
b)
c)
d)
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
Capacity
Estimate and measure the capacity of 3-D objects using non -standard
units.
Vocabulary: empty, full, half-full, overflowing, more, less, most,
Teacher uses containers with different shapes and of different sizes. She
pours the same amount of water into each container and asks learners to
choose the container holding the most liquid.
They explain why they made certain choices. Teacher shows that all the
containers contain the same amount of liquid.
Learners use any 2 containers of different sizes. They draw a picture to
show how many small containers of liquid they can pour into the big
container to fill or half fill it. They empty the water over plants when they are
finished.
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 35
Learners draw any number of objects less than 30. They place them into sets/
groups of 2s,5s,and 10s
•
Count on from a specific number.
a) Teacher asks learners to point to number 13 on desk number lines. They
count on 8 numbers. They say the answer.
b) Teacher gives a number orally e.g. 6. She asks learners to count on 9
numbers. They say 6 out loud and count on 7, 8, 9, up to 15 using their
fingers or number line
c) Learners work in pairs. Learners receive a pack of number cards from 1 to
50. Teacher instructs the learners to pack out the cards using:
Examples:
Even numbers from 4 to 18.
Learners write down the numbers which they have packed out in their
books. Teacher asks learners to read the numbers in order from first the to
the last. Repeat this after each activity.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 24
68 | P a g e
a)
b)
c)
d)
Addition
Odd numbers from 9 to 31
Counting in 1’s from 1 to 55
Counting in 5’s from 5 to 30
Counting in 10’s from 20 to 50
•
Recognise and read number symbols up to 55
Teacher points to numbers on number chart and learners read them individually.
•
Addition with solutions greater than 10 (semi-concrete)
Teacher writes an addition problem on the board e.g. 7 + 5.
Learners draw counters e.g. 7 red and 5 green counters in books.
Example:
€€€€€€€zzz
zz
They circle a set of 10 and see how many are left.
7+5=7+3+2
= 10 + 2
so 7 + 5 = 12
When working with numbers larger than 10 learners also practise how to break up
numbers with flard cards.
Example: 14 and 5
Show
10 4 5 14 + 5 = 10 + 4 + 5
= 10 + 9
so 14 + 5 = 10
MEASUREMENT
Number names
•
Write the number names from 0 to 20
Learners match the number names and number symbols.
Estimate and measure capacity
of 3-D objects
•
Capacity: Compare and order the capacity of 3-D objects non- standard units
a) Learners bring containers of different sizes to school. They sort them
according to their capacity, from those that hold the least liquid to those that
hold the most liquid.
69 | P a g e
b)
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
Learners divide an A4 paper in 3 equal parts. In the middle section they
draw or paste pictures of a container ,e.g. a milk container. On the right they
draw or paste containers that will hold more liquid than the milk container
and on the left, containers that hold less liquid.
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 40
Teacher uses 2 boxes. In one she puts small counters e.g. beans and leaves the
other box empty. When a learner finished his/her work he/she takes the box, sits
and counts the beans putting them into the empty box. Each learner writes down
the total number of beans counted and his/her name on a piece of paper. At the
end of the school-day the teacher announces who counted correctly.
•
Count up to 60
a) Learners bounce a ball 60 times as they count out loud.
b) Teacher blindfolds a learner. The rest of learners walk in a circle around the
blindfolded learner until she says “stop”. She points to a learner in the circle
who starts counting in 2s, 5s or 10,s. She guesses who was counting. If she
is correct, they change places and start the game again. If incorrect, the
learner on the right side of the learner who was counting counts on until the
learner in the middle says “stop” and guesses again.
•
Count backwards from a specific number
Learners work in pairs. Learners receive a pack of number cards from 1 to 50.
Teacher instructs the learners to pack out the cards using:
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 25
Example:
Even numbers from 48 to 18
Learners write down the numbers which they have packed out in their books.
Teacher asks learners to read the numbers in order from first to last. Repeats
this activity.
70 | P a g e
a)
b)
c)
d)
Addition
Odd numbers from 29 to 9
Counting backwards in to 15
Counting backwards in 5s from 55 to 5
Counting backwards in 10s from 50 to 1
•
Recognise and read number symbols up to 60
Teacher points to numbers on a number chart and individual learners read them.
•
Addition with answers greater than 10 (abstract)
Learners complete an addition worksheet with answers greater than 10 and less
than 20
Example:
9+6=
9+1+5 =15
10+5 = 15
so 9+ 6 = 15
Money /coins
•
•
Money
a) Recognition of coins
b) Teacher or learners bring South African coins, which are in use to school.
Learners feel the rims of the coins and discuss how they differ. They discuss
the symbols that are on each coin.
c) Learners put coins under a thin piece of paper and use a soft writing
medium to rub over them e.g. colouring pencils or pastels. They cut the
copies out, paste them in their exercise books and name the coins.
Totals up to 20c – only coins (Practical)
a) Learners already know how to count in 5s and 10s and will use this
knowledge to find totals.
b) Teacher gives each learner paper copies of 5c, 10c and 20c coins.
She tells them which coins to take out e.g. three 5c coins.
They count in 5s or do repeated addition 5c+5c+5c
c) Teacher asks learners to take out 20c using different coins. They should see
that they each take out two 5c coins and one 10c coin.
d) Learners complete worksheets where they show which coins they need to
make a total of 20 cents.
Example: 20c = 10c + 10c or 5c+ 5c + 5c + 5c= 20c or 5c+5c + 10c =20c
71 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
Subtraction
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 40
Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g. grouping objects in 2s, 5s or 10s before counting
them.
•
Count forwards or backwards up to 60
a) Learners count whole numbers from 36 to 42
b) Learners count even numbers between 0 to 20
c) Learners count odd numbers backwards from 19 to 3
d) Learners count in fives from 25 to 60
e) Learners count in tens forwards from 0 to 60
•
Skip-count using 5s and 10s up to 50
a) Learners count in 5s up to 50 as teacher points to number chart e.g. 2, 7,
12, 17, 23
b) Learners count in 10s up to 50 as teacher points to the number chart e.g. 3,
13, 23, 33, 43
•
Recognise and read number symbols up to 60
Teacher flashes cards showing one and two digit numbers to individual learners.
They say the number names.
•
Subtraction of numbers with answers from 11 up to 19 (concrete)
Method 1:
Step 1: Teacher asks learners to subtract 4 from 18.
Learners take 10 counters of one colour and 8 of another colour to make 18.
„„„„„„„„„„ ††††††††
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Week 26
SUGGESTED
FORMAL
ASSESSMENT
By the end of week
26 assess and
record:
Count forwards and
backwards using odd
and even numbers
up to 30
Addition with
answers greater than
10 and smaller than
20.
Measure, compare
and order the
capacity of 3-D
objects using nonstandard units
Step 2: They take 4 cubes away.
They did not touch the set of ten. They only took
4cubes away from 8 cubes. They see that 10 and 4
cubes are left which means that 14 are left. So 18 – 4 = 14
Solve money
72 | P a g e
Method 2:
Learners use 2 different coloured unifix cubes or counters e.g. blue and yellow.
Teacher asks them to subtract 5 from 13.
Step 1: They know that 13 equal 10 and 3. They take 10 blue and 3 yellow cubes.
problems involving
totals and change in
cents.
Step 2: They work with separated cubes which can easily be grouped. The 5 that
must be taken away can be broken down into 3 and 2.
Now it is easier to take away 3 from 13, so 13 – 3 =10
Step 3: Then take the 2 cubes away from the 10 cubes leaving 8 cubes
so 13 – 5 =8
Money- coins
•
•
Practise subtracting numbers using both the above methods.
Example:
a) 19 – 7 =
b) 15 – 6 =
Money
Give change using only coins
a) Teacher does subtraction of coins practically with learners e.g. they take out
5c coins to make 20c
b) Teacher asks: If you pay a cashier 15c, how much money is left? Learners,
who find it difficult to work only with coins, use counters to support them.
c) Learners complete worksheets where they work out the change for items
that they bought for 20c or less.
Example:
o 10c - 5c = 5c
o 20c - 10c =10c - whole tens
o 20 -5c – 5c - 5c = 5c -repeated subtraction
73 | P a g e
Problem solving
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
•
CONTENT
Whole number counting
Subtraction
Learners solve word problems (story sums)
Example:
Fred bought a bat for 15c.He paid for it with a 20c coin. How much change did he
get?
a) Pam bought a sweet for 5c and a ball for 5c.
b) She paid with a 50c coin. How much change did she get?
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 45
Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting
them.
•
Count forwards and backwards up to 65
a) Learners count forwards and backwards from a given number.
b) Teacher points to numbers on the number chart as learners count to 50.
•
Recognise and read number symbols up to 65
Teacher flashes cards showing one and two digit numbers to individual learners.
They say the number name.
•
Subtraction with numbers from 11 up to 20 (semi-concrete)
Method 1:
Teacher asks learners to solve the word problem.
Mike has 19 marbles. He lost 5 to his friend. How
many marbles does he have left?
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 27
Step 1: Learners draw 19 marbles. They colour 10
of the nineteen green and the 9 brown.
74 | P a g e
Step 2:Learners must show how they take away 5
of the brown marbles
They see the set of ten and 4 separate cubes that are left.
so 19 – 5 =14
Or use flard cards to subtract these numbers.
Step 1:
Step 2:
10 and
10
and
9 and
4
and
5 Break up number 9 into 4 and 5
Step 3:
10
Step 4:
10
and
4
take away 5
4
Method 2:
Teacher asks learners to solve the word problem:
Sam planted 13 cabbage seeds. The naughty birds ate 7 of the seeds.
How many cabbage seeds are left?
Step 1: Learners draw 13 cabbage seeds. They
colour 10 of the thirteen green and 3 brown.
75 | P a g e
Step 2:The 7 that must taken away can be broken
down into 3 and 4
Now it is easier to take away 3 from 13.
So 13 - 3 =10
Step 3: Now take away 4 from the 10 that is left
over
10 – 4 = 6
So 13 – 7 = 6
Money - Rands
•
•
Money
Recognition of rands
Teacher or learners bring South African banknotes that are in use, to school or
use a poster showing banknotes. Teacher discusses the colour, symbols, value
and safety precautions that are imprinted on the notes.
•
Totals – only rands
a) Learners work with R1, R2, R5, R10 and R20 banknotes. They add amounts
up to R20 practically by using play money.
Examples:
o R5 + R10 = R15
o R10 + R10 + R10 =R30 - repeated addition
o R5 +R2 + R8 = R15 - filling up 10
b) Teacher tells a story.
Examples:
o John bought bread for R8. He paid for it with a R10 note. How much
change did he get?
o Rosy’s mum bought a dress for R17.She paid with 2 ten rand notes.
How much change she get?
o Judy’s birthday was on Sunday. She received R5 from her sister, R2
from her brother and R10 from her cousin. How much money did she
get altogether?
76 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 45
Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting
them.
•
Count forwards and backwards up to 70
a) Learners count forwards and backwards.
b) Teacher points to the numbers on the number chart as learners count to 70.
c) Learners play on home -made instruments as they count to 70 rhythmically.
•
Skip-count using 5s and 10s up to number 50
a) Learners count in 10s and when teacher claps her hands they count on in
5s.
b) Teacher points to a multiple of 5 on a 100 chart and learners name the
multiple of 5 just before and after it.
c) Learners count forwards and backwards in 5s.
•
Recognise and read number symbols up to 70
Teacher flashes cards showing one and two digit numbers to individual learners.
They say the number names.
•
Subtraction with numbers from 11 up to 20 (abstract)
Learners complete worksheets with answers up to number 19.
Skip-count using 5s and 10s
Subtraction
Examples:
a) 16 – 3
16 – 3 = 10 + 6 – 3
= 10 + 3
= 13
So 16 – 3 = 13
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 28
(break 16 down into 10 +6)
(minus 3 from 6)
77 | P a g e
Money: Change
•
•
b)
12 – 8
2 – 8 = 10 + 2 – 8
= 10 – 8 + 2
=2+2
=4
so 12 – 8 = 4
c)
d)
15 – 3 = ___
15 – 5 – 5 – 5 = ___
- counting back
-repeated subtraction
Money
Change – only rands
a) Learners work with R1, R2, R5, R10 and R20 notes. They do subtraction
practically by using paper notes.
b) Learners complete worksheets where they work out the change for items
they buy for R20 or less
Examples:
o R10 – R8 =R2
o R15 – R5 =R10
o R10 – R5 – R2 =R5 – R2 = R3
o R20 – R2 – R2 =R18 – R2 = R16
78 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
Skip-count using 5s and 10s
Addition and subtraction
•
Count a number of objects or pictures up to 50
Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting
them.
Count forwards and backwards up to 70
a) Learners count forwards and backwards.
b) Teacher points to the numbers on the number grid as learners count to 70.
c) Learners play on home -made instruments as they count to 70 rhythmically.
Skip-count using 5s and 10s up to number 50
a) Learners count in 5s up to 50 as teacher points to the number chart.
b) Teacher points to a multiple of 5 on a 100 chart and learners count.
c) Learners count forwards and backwards in 10s.
•
Recognise and read number symbols up to 75
Teacher flashes cards showing one and two digit numbers to individual learners.
They give the number names.
•
Addition with numbers up to 19 and subtraction from number 19
Examples:
a)
3 +3 =
6–3=
b) 8 + 4 =
12 – 8 =
c) 10 + 8 =
18 – 10 =
d) 5 + 7 + 3 =
15 – 7 – 3 =
e)
8+
=17
17 –
=8
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 29
By the end of week
29 assess and
record:
Estimate and
count objects up
to 50
Write number
names from 11-15
Solve money
problems
involving totals up
to R20 and change
from R20.
Subtraction with
numbers from 11
up to 20
Skip count using
5s and 10s up to
50
79 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
•
•
•
•
•
•
•
MEASUREMENT
•
•
Identify and attend to any conceptual weaknesses and/or lack of listening
skills of learners.
Estimate and count objects up to 50
Count up to 75
Skip-count in 5s and 10s up to number 50
Recognise and read number symbols up to 75
Addition and Subtraction with numbers from 11 up to 20
Write the number names from 11-15
Recognise coins and rands
Solve money problems that involve addition and subtraction
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 30
Estimate, measure, compare and order the mass of 3-D objects using nonstandard units
Estimate, measure, compare and order the capacity of 3-D objects-non
standard units
80 | P a g e
TERM 4 – Grade 1
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Whole number counting
•
Recognise, read and write number symbols up to 75
Learners write 5 number symbols, every day, over the next few weeks, until they have
written all the numbers up to 75.
Problem solving
•
Solve word problems which involve sharing without remainders.
a) Teacher asks every two learners to count out 18 counters and to share them
equally between them.
Teacher asks: How many counters did each one of you
receive? Are there any left?
b) Teacher tells story sums using even numbers. e.g. Mom bought 10 pencils and her
2 sons shared them equally.
How many pencils did each son get?
c) Teacher says: Tell me what the story is about.
d) Show me how you will use your counters to find the answer.
Draw a picture to show what the story is about.
e)
Addition and Subtraction
•
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 31
Learners solve more word problems given by the teacher. Learners must share
their understanding of the word problems with the other learners.
Addition and Subtraction with numbers smaller than 20
(fill tens and /or break down numbers)
Examples of calculations that should be done by each learner individually.
5+7+3
19 – 9 – 3
= 5 + 10
=10 – 3
=15
=7
81 | P a g e
9+6
=9 + 1 + 5
=10 + 5
= 15
16 – 9
=10 – 9 + 6
=1+6
=7
Number names
•
Write the number names up to 20
Practise writing number names from fifteen to twenty.
Number lines
•
Addition using a number line from 0 to 20
Teacher gives learners a worksheet with printed number lines and story sums. Learners
show what the story says on their number lines by writing number sentences.
Example: Today John saw 5 cats, 6 dogs and 7 puppies in the park. How many animals
did he see altogether?
82 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count a number of objects or pictures up to 50
a) Count forwards and backwards from any number up to 80
b) Skip-count using 1s, 2s, 5s and 10s up to 60
•
Recognise and read number symbols up to 75
Learners write 5 number symbols every day.
•
Solve word problems that involve sharing with remainders.
a) Teacher tells story sums using odd numbers.
Mom bought 13 pears and her 2 sons shared them equally.
How many pears did each son get?
b) Teacher says: Tell me what the story is about.
c) Show me how you use your counters to find the answer.
d) Draw a picture to show what the story is about.
e) Learners solve more word problems given by the teacher. Learners must share
their understanding of the word problems with the other learners.
Addition and Subtraction
•
Addition and Subtraction with answers up to 20
Examples:
a) 3 + 1 + __ = 9
(building up numbers)
b) 2 + 2 + __ = 6
(repeated addition)
c) 8 – 4 or 12 – 8
d) Addition and subtraction on number lines
e) 9 – 4 – 2 =___
(breaking down numbers)
f) 10 – 2 – 3 = __
(repeated subtraction)
g) Solve word problems (story sums)
Number line
•
Subtraction using a number line from 0 to 20
Teacher gives learners a worksheet with printed number lines and story sums. Learners
show what the story says on their number lines by writing number sentences.
Example: Mary baked 15 cupcakes for her class. Her brother ate 4 of the cupcakes and
her dog ate 9. How many cupcakes does Mary have left?
Problem solving
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 32
83 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Whole number counting
Mental calculations
Halving
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Week 33
•
Count forwards and backwards from any number up to 80
•
Skip-count using 1s, 2s, 5s and 10s up to number 70
•
Mental calculations
Example:
a) Add 13 and 5.
b) How much is 11 and 7 in total?
c) I think of a number. I add 8. The answer is 17. What is my number?
d) What is 2 + 2+ 2+ 2 + 2 + 7 equal to?
e) Is 1 + 8 more, less or equal to 7+2?
f) Double 5
g) What does 11 + 4 + 5 equal?
•
Recognise, read and write number symbols up to 80
Learners write 5 number symbols every day.
•
Halving
a) Revise doubling. Learners use cubes of 2 different colours to double numbers e.g.
Double 4.
Example: „„„„………… 4 + 4 = 8
Then the teacher shows learners that if you take the 4 away again they have
halved 8. So half of 8 is 4
b) Learners use counters to halve even numbers up to 30.
c) Teacher says an even number between 0 and 31. The first learner to say half the
number may stand in front of the class and choose the next even number for
learners to halve.
SUGGESTED
FORMAL
ASSESSMENT
By the end of week
33 assess and
record:
Count objects from
a specific number
Solve word
problems that
involve sharing
with remainders.
Skip-count using
1s, 2s, 5s and 10s
up to 60
Mental calculations
with answers up to
20
Halve numbers that
are 30 or less
Addition and
subtraction with
answers from 1 to
20
84 | P a g e
Addition and Subtraction
•
Addition and Subtraction with answers up to 20
Examples:
12 + 2 = __
19 – 9 = ___
15 + 5 = __
15 – 5 = ___
2 + 10 = __
20 – 10 = ___
Build up numbers:
Example:
a)
13 + ___ = 19
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
Halving
b)
__ + __ = 15
c)
__ + 11 = 17
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count forwards up to 85
Learners count even and odd numbers forwards and backwards from a given number.
•
Skip-count using 1s, 2s, 5s and 10s up to number 70
•
Recognise and read number symbols up to 85
Learners write number symbols from 75 up to 80.
•
Halving
a)
b)
c)
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 34
Teacher gives each pair of learners a bag with counters. They must halve it
and write: Half of ____ is ____.
Teacher asks half the group to pick up papers.
Teacher asks learners to halve and double the numbers she is calling out.
85 | P a g e
Addition and subtraction
•
Addition and subtraction with answers up to 20
Examples:
a) 4 + 5 = __ 6 + 9 = __
b) 3 + 1 + __ = 9
- building up numbers
c) 2 + 2 + __ = 6
- repeated addition
d) Addition and subtraction on number lines
e) 8 – 4=__ or 12 – 8= __ - subtraction / bonds
f) 9 – 4 – 2 =__
- breaking down numbers
g) 10 – 2 – 3 = __
- repeated subtraction
h) Solve word problems (story sums)
Problem solving
•
Solve word problems that involves addition
a) Teacher tells story sums to learners.
b) Learners write number sentences and solve the word problems.
Examples:
o John had R19 in his lunch bag. He gave R5 to his friend and R7 to his brother. How
much money does he has left in his lunch bag?
o Lin bought 5 candy bars on Tuesday. On Thursday she bought 14 more. How
many candy bars did Lin buy altogether?
o Eight friends each decorated 2 eggs. How many eggs did they decorate
altogether?
o James has 4 coins in his pocket. Together the coins make R10. What coins does
James have in his pocket?
o Ruco played 6 rounds and won 5 marbles in each round. How many marbles did
Ruco win altogether?
86 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
Count forwards and backwards from any number up to 85
Count forwards and backwards from any number up to 85
•
Skip-count using 1s, 2s, 5s and 10s up to number 80
Mental Calculations
•
Mental Calculations
Examples:
a) Jack thinks of a number. The number has a 3 in the tens place and a 4 in the
ones place. What is Jack’s number?
b) Double 10
c) Josh has 4 ten cent-coins. How much money does Josh has altogether?
d) What is the total of 5 and 9?
e) What is the difference between 9 and 4?
f) Which whole number comes just before 40?
g) Which whole number comes just after 29?
Time
•
Time
Learners compare activities to see which ones take the longest to complete e.g.
a) To skip 30 times or bounce a ball 30 times.
b) To finish eating an apple or an orange.
c) To tie a shoe lace or a buckle.
d) To count bottle tops in 5s or in 10s.
•
Recognise and read number symbols up to 85
Learners write number symbols from 80 up to 85.
•
Data Handling
Examples:
a) Teacher asks questions to make learners curious about the world around them e.g.
I wonder who of you can tell how how many different shapes leaves can have
.(Gather different leaves)
b) They say red pencils are sharpened most often in the average grade 1 classroom
and always are the shortest. Do you think it’s true? (Gather red coloring pencils)
Data Handling
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 35
87 | P a g e
c)
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
Addition and subtraction
How many children in our class have their birthdays this month, last month, next
month? Are there any months with no birthdays at all?
Step 1: Learners collect objects that will help them to answer the questions or to
prove a statement e.g leaves, faces of learners in classroom, red pencils.
Step 2: Learners sort their collected objects and give reasons why they were
sorted in that way.
Step 3: Learners construct pictographs by one-to-one correspondence.
Step 4: Learners discuss their findings with educator. They answer the questions
posed at the beginning.
•
Count forwards and backwards from any number up to 90
a) Learners count whole numbers from 52-75
b) Learners count even numbers between 0-30
c) Learners count backwards from 90 -70
d) Learners count in fives from 25-90
e) Learners count in tens forwards from 0-90
Recognise and read number symbols up to 90
Learners write number symbols from 80 up to 85.
Addition and subtraction with answers up to 20
Examples:
a) 6+ 9 = __ 7 + 5 = __
b) 4 + 2 + __ = 18
(building up numbers)
c) 2 + 2 +2+ __ = 8
(repeated addition)
d) Addition and subtraction on number lines
e) 9– 4=__ or 16 – 7= __ (subtraction / bonds)
f)
13 – 4 – 2 =__
(breaking down numbers)
g) 10 – 2 – 3 = __
(repeated subtraction)
h) Solve word problems (story sums)
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Week 36
SUGGESTED
FORMAL
ASSESSMENT
By the end of week
36 assess and
record:
Time
Data Handling
Addition and
subtraction with
answers up to 20
Copy and extend
simple number
sequences to at
least 100
88 | P a g e
TTime
•
Time
a) Maake learners aware of tthe length of an hour. S
Start telling them the tim
me every
hoour. Teacher shows learners that the long arm of the clock is on 12 att every new
hoour. The short arm of the clock shows which hoour it is e.g. 5 o’ clock.
b)
c)
d)
e)
D
Data handling
•
Leearners play the game “Wolf,
“
Wolf “what is thee time? It will help them to say
“o‘clock”
Leearners use paper platees and cardboard to maake clocks. Teacher gives a time
e.gg. 3 o’clock. The learneers move the arm of theeir clocks to show the time on their
cloocks.
Thhey point the long arm to
t 12. They point the shhort arm to 3 to show 3 o’clock.
Leearners practise showinng 4 ‘clock, 7 o’clock etcc.
Solve word
problems that
involve additio
subtraction an
building group
Write the num
names from 16
20
Data handling
Exxamples:
a) Teeacher asks questions: What do you think causes the playground to be
b so dirty?
Is it something specific thhat the tuck shop sells?? (Learners must gatherr papers
thrrown on the playgroundd)
b) Leearners find out which ssolid shapes roll down a gentle slope. Do they all roll or
slide in the same way? Which
W
objects roll and w
which slide?
c) Leearners find out which tyype of grain used for brreakfast is most populaar.
89 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
Whole number counting
•
Estimate and count objects up to 100
Learners first estimate how many counters they have given and then write this number
down. Then they divide their counters into groups of 5 and count the number of groups.
They write down the number of cubes counted.
Skip-count
•
Skip-count using 1s, 2s, 5s and 10s up to number 100
Learners count forwards and backwards from a given number e.g. 2; 7; 12; 17; 22 (skipcount using 5s).
•
Count forwards and backwards from any number up to 90
a) Teacher asks a learner to count from number 1 to 5, then moves on to the second
learner who counts from 6 to 10. She continues up to number 90. Next learner
starts again at number 1.
b) Teacher asks a learner to count from number 1 to 10 then move on to the second
learner who counts from 11 to 20. The learner continues up to number 90. Next
learner starts again at number 1.
•
Recognise and read number symbols up to 95
Learners work on number chart to 100. Teacher calls out a number, less than 100, which
they find. Then she gives an instruction e.g. plus 10, minus 5, add 7, minus 2, plus 20,
plus 3. Learners say on which numbers they stopped.
•
Mental calculations
Examples:
a) Take 5 away from 16.
b) What number is ten more than 30?
c) Give 3 numbers that will add up to 18.
d) What does double 7 equal?
e) What is half of 18?
f) What is the odd number just after 12?
g) What is the even number just before 13?
Mental calculations
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Week 37
90 | P a g e
Addition and Subtraction
•
Addition and Subtraction with numbers from 1 up to 20
Examples that should be done by each learner working on his/or her own.
2+4+6
18 - 8 – 5
= 2 + 10
=10 – 5
= 12
=5
9+7
=9+1+6
= 10 + 6
= 16
•
Copy and extend simple number sequences to at least 100
Learners copy and extend different number sequences e.g.
a) 76; 75; 74; __; 72; __; __; __; 68 (backwards)
b) 27; 28; 29; __; __; 32; __
(in ones forwards)
c) 8; 10; __; 14, __
(in twos or even numbers)
d) 3; __; 13; 18; __; 28
(in fives)
e) 90; __; 70 60; __
(counting back in tens)
f) 4; 14; 24; __; 44; __;__, 74 (counting forward in tens).
•
Time
Learners make a simple picture sequence of what they do at different clock times, e.g. 8,
9, 12, 3, 5, 7 0’clock.
Number sequences
Time
17 – 9
=10 – 9 + 7
=1 + 7
=8
91 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
•
•
Number line
PATTERNS AND
FUNCTIONS
SPACE AND SHAPE
Patterns using physical
object and drawings
Boxes
•
•
•
Estimate and count objects up to 100
Learners first estimate how many counters they have given and then write this number
down. Then they divide their counters into groups of 10 and count the number of groups.
They write down the number of cubes counted.
Count up to 100
Skip-count using 5’s and 10’s up to number 50
Recognise and read number symbols up to 95
Number line (subtraction)
f) Learners work on desk number lines. Teacher tells
or reads a story sum about subtraction. Learners use a
number line to do the calculation.
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
Week 38
SUGGESTED
FORMAL
ASSESSMENT
By the end of week
38 assess and
record:
Write the number
names up to 20
Order, describe and
compare numbers
Create own pattern
a) Learners create own number pattern.
b) Learners create own patterns using physical object and drawings
c) Learners identify, describe and copy geometric patterns in natural and cultural
artefacts of different cultures and times
Addition and
subtraction using
number lines
Observes and builds 3-d objects using concrete objects
Estimate then measure the tallest and shortest tower you can make with three boxes.
Number patterns
Mental calculation
3-D objects
92 | P a g e
CONTENT AREA
NUMBERS AND
NUMBER OPERATIONS
CONTENT
Whole number counting
CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
•
•
Identify and attend to any conceptual weaknesses and/or lack of listening skills of
learners.
Count forwards and backwards up to 100
Skip-count using 2s, 5s and 10s up to number 50
Recognise and read number symbols up to 100
Write the number symbol and number name up to 2
Multiples of 2s,5s,and 10s up to 100
“Building” groups up to number 20
Halve numbers up to 20
Solve word problems that include addition, subtraction, sharing and building
groups
Addition and Subtraction with numbers from 0 up to 20
•
Data handling
•
•
•
•
•
•
•
•
DATA HANDLING
RECOMMENDED
RESOURCES
APPROXIMATE
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Weeks
39 and 40
93 | P a g e
TERM 1 – Grade 2
CONTENT AREA
CONTENT
CLARIFICATION or NOTES
Whole numbers
Counting
•
•
NUMBERS,
OPERATIONS AND
RELATIONSHIPS
Count to at least 50 objects reliably. Learners must say and match number names to the
objects they are counting.
Count forwards, in 1s and 10s between 0 and 50, from any given number.
Example:
Count in 1s from 12 to 25.
Answer 12; 13; 14; …………..; 25
•
Count in 10s from 1 to 51
Example:
1; 11; 21; 31; 41; 51
Mental calculations:
Addition
•
Add 1-digit numbers to at least 10.
Example:
(a) 7 + 2 = 9
(b) 4 + 4 = 8
(c) 9 + 2 = 11
Whole numbers
•
Revise the addition and subtraction of 1-digit numbers:
Addition and
Subtraction
RECOMMENDED
RESOURCES
•
•
•
Counters
Pictures
Beads on a
counting
frame
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Every day
1 week
Examples:
(a) 8 + 7 = 15 by inspection
(b) 8 + 2 + 5 = 15 by filling up tens
(c) 9 – 4 = 5
•
Revise:
a) “Before”, “after” and “between”.
b) Even and odd numbers.
94 | P a g e
Even and Odd
numbers
Whole numbers
Numbers and Number
Operations
Examples:
a) Which even number comes just after 12?
b) Which odd number comes just after 14?
c) Which odd numbers come between 10 and 16?
d) Write the even numbers from 0 to 10.
•
•
Place value
Recognise, read and write number symbols and names from 1 to at least 50.
Recognise the values of digits in whole numbers to at least 50.
Examples:
a) In the number 34, the place value of 3 is tens and the place value of 4 is units.
b) The value of the digit 3 is 30 or 3T or 3tens.
c) The value of the digit 4 is 4 or 4 units.
d) In the number 34 there are 3 tens and 34 units.
Number lines
•
•
Insert 1-digit and 2-digit numbers on given number lines.
Use a number line to show that 6 + 2 = 8.
Compare and order
whole numbers
•
Compare and order 2-digit whole numbers.
Example:
a) Is 14 smaller or bigger than 41?
b) Write 41, 14, 34, 43 from the smallest to the biggest (ascending order).
c) Which whole number comes just before 40?
d) Which odd number comes just after 29?
e) Write down the even numbers between 31 and 41.
Whole numbers
•
Investigate whether numbers can be added in any order.
Example:
Does 5 + 9 equal 9 + 5?
•
Add whole numbers with answers up to at least 50
Example:
a) 8 + 9
b) 15 + 9
c) Add 16 and 13
Addition
1 week
Number chart
(100 chart)
1 week
Number cards
(flard cards)
1 week
By the end of week 4
assess and record:
number symbols, number
names, place value,
number line, ordering of
numbers in ascending
order.
Number line
Counters, number
chart, number
cards, number line
1 week
95 | P a g e
by breaking down numbers
by adding on
6 + 3 = 9
16 + 10
26 + 3
29
and 10 + 10 = 20
Note: Only 13 was broken down into 10 + 3.
and 16 + 13 = 29
Or
Emphasize that: 16 + 10 = 26 and that 16 + 10 is
16 + 13 = 10 + 6 + 10 + 3
not equal to 26 + 3. We are using an arrow and not
= 10 + 10 + 6 + 3
an equal sign because we are still working on the
= 20 + 9
calculation.
= 29
•
or the vertical-column method only after learners fully understand how to add horizontally
Example:
2 6
+1 3
3 9
Patterns and functions
Word Problems
(story sums)
involving addition
•
Solve problems involving addition in context. Answers must not be more than 20.
Key words: total, altogether, sum
Example:
Tom has 7 apples and his sister has 5 apples.
a)
b)
c)
d)
e)
Geometric patterns
•
•
•
What is the story about?
What does “altogether” mean?
How will you use your counters to find the answer?
Draw a picture to show what the story is about.
How many apples do they have altogether?
Copy simple patterns using physical objects and drawings.
Extend simple patterns using physical objects and drawings.
Create own patterns.
Examples:
a) Draw the next 2 shapes in the “ repeating-shape” pattern :
By the end of week 6
assess and record:
addition, sequencing
geometric patterns ,word
sums
Real objects
1 week
Work sheets
96 | P a g e
b)
Numbers and Number
Operations
Counting
•
Draw the next 2 shapes in the “ growing-shape” pattern:
Count backwards in 1s and 10s between 0 and 50 from any given number.
Number charts
Every day
Examples:
a) Count backwards in 1s from 42 to 31.
Answer: 41; 40; 39; …………….; 30.
b) Count backwards in 10s from 49 to 9.
Answer: 49; 39; 29; 19; 9
Mental calculation
•
Subtract 1-digit numbers from 1-digit numbers.
Examples:
a) 9 – 2 =7
b) 6 – 3 =3
c) How much is 9 more than 4?
Order whole
numbers
•
Order 2-digit whole numbers
Examples:
a) Write 31, 38, 13, 28 from the biggest to the smallest (descending order)
b) Complete: 20 less than 48 is equal to _____
c) Complete: 36 is 20 more than _____
•
Investigate whether numbers can be subtracted in any order.
Example: Is 9 – 3 equal to 3 – 9?
•
•
Use a number line to show that 8 – 3 = 5.
Subtract whole numbers with answers to at least 50
Examples:
a) Calculate 66 13
Subtraction
Number chart
Every day
1 week
Number chart,
beads on a counting
frame, counters
97 | P a g e
by breaking down numbers
6
and 60
Numbers and Number
Operations
Continued
66 10
56 3
53
Note: subtracting 13 is the same as subtracting 10
and then 3. Only 13 was broken down into 10 + 3
3 = 3
10 = 50
= 53
Emphasize that: We are using an arrow and not an
equal sign because we are still working on the
calculation.
b)
Calculate 45 – 29
We cannot subtract 9 units from 5 units. Instead of breaking up 45 into 40 + 5, we will
break up 45 into 30 + 15
15
& 30
means 45
c)
9= 6
20 = 10
29 = 16
or 45
29 = 40 + 5 20 9
= 30 +15 20 9
= 30 20 + 15 9
= 10 + 6
=
16
Do the vertical-column method only after the learners fully understand how to
subtract horizontally.
Example:
Pictures, 2-D
shapes, boxes,
balls, cylinder,
building blocks,
construction sets,
clay, drinking straws
By the end of week 10
assess and record:
subtraction, ordering
numbers in descending
order, word sums, 2-D
shapes, 3-D objects and
calendar
3 15
4 6
1 3
3 3
d)
Word Problems
(story sums)
involving subtraction
•
Use the fact that 14
subtraction sum
45
29
16
8 = 6 because 6 + 8 = 14 to check the answers obtained in the
Solve problems involving subtraction in context.
Key words: difference, less than, more than
Examples:
a) Calculate the difference between 35 and 20.
Answer: The difference = 35 20
= 15
1 week
98 | P a g e
b)
There are 46 learners in Grade 1. How many girls are there in Grade 1 if there are 22
boys?
Answer: Number of girls = 46 22
= 24
Note: Learners must show which method they used to calculate the answer.
Space and Shape
Investigate 2-D
shapes and
3-D objects
•
•
•
•
•
Measurement
Calendar
•
•
Describe, sort and compare 2-D shapes which have straight/flat and/or curved/round
edges.
Recognise, identify and name 2-D shapes in the environment & in pictures including
squares, rectangles, triangles and circles.
Describe, sort and compare 3-D objects which can slide or roll.
Recognise, identify and name 3-D objects in the environment and in pictures including
prisms (boxes), spheres (balls) and cylinders.
Observe and create given and described 2-D shapes and 3-D objects using concrete
materials e.g. building blocks, construction sets, cut-out 2-D shapes, clay, drinking straws.
Name and write the days of the week and months of the year in the correct sequence.
Sequence events according to days, weeks, months and years.
Examples:
a) Which day of the week comes before Wednesday?
b) Which month comes after April?
c) Which month comes between October and December?
d) Which is the 1st month of a year? 2nd, 9th etc.
•
1 week
Calendars, clock,
information on
Islamic, Hindu,
Jewish, Chinese,
pictures,
newspapers
1 week
Identify important dates on calendars including dates of:
a) Religious festivals
b) Historical events
c) Learner’s birthdays (Let learners draw pictographs to show how many learners have
birthdays in the various months).
99 | P a g e
TERM 2 – Grade 2
CONTENT AREA
CONTENT
Whole numbers
Counting
CLARIFICATION or NOTES
•
•
Mental calculations
Addition
Count to at least 100 objects reliably. In other words learners say and match number names
to the number of objects
Count forwards and backwards, in 1s, 2s, 5s, and 10s between 0 and 100, starting with any
number.
Counters, pictures,
beads on a counting
frame
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Every day
Add 1-digit and 2-digit numbers with answers up to at least 20
Examples:
a) 12 + 7 = 19
b) 11 + 4 = 15
c) 17 + 9 = 26
Subtraction
•
Subtract 1- digit numbers from 2-digit numbers with answers to at least 20
Examples:
a) 17 – 6 = 11
b) 28 – 9 = 19
c) 48 – 7 = 41
Multiplication
•
•
•
Multiply 1-digit numbers with answers to at least 30.
Introduce the meaning of the word “multiples”
Investigate whether numbers can be multiplied in any order.
Example: Is 4 x 2 equal to 2 x 4?
Investigate and illustrate the operation of multiplication using dot arrays and number lines.
Introduce the meaning of the word “ multiples”
Write down the multiples of the numbers from 1 to 10.
Examples:
a) The first four multiples of 5 are 5, 10, 15, 20.
b) The multiples of 2 between 14 and 22 are 16, 18, and 20.
Number & number
operations
RECOMMENDED
RESOURCES
•
•
•
Counters, beads on a
counting frame,
multiplication table
1 week
100 | P a g e
•
Number & number
operations continued
Multiplication of whole 1-digit numbers by 1-digit numbers
Example:
a) Calculate 6 x 2
Answer: Using a number line to illustrate that multiplication is repeated addition.
1 week
0 1
2
3 4
5 6
7 8
9 10 11 12
2 + 2 + 2 + 2 +2 + 2 = 6 x 2 = 12
Patterns and Functions
b)
Use a number line to calculate 2 x 6
0
1
2
3 4
5 6
7 8
9 10 11 12
By the end of
week 13 assess
and record:
multiplication,
word problems,
numeric patterns
and doubling
6 + 6 = 2 x 6 = 12
Word Problems (story
sums) involving
multiplication
•
Solve problems that involve multiplication in context.
Example:
One spider has 2 eyes. How many eyes do 7spiders have?
(Learners must be able to verbalise the question and explain how they found the answer.
They may draw the eyes, do repeated addition, use a number line etc.)
Answer: Number of eyes = 7 x 2
= 14
Mental calculations
•
Calculate using knowledge of 2, 5 and 10 times tables with answers to at least 20.
Examples:
a) 7 x 2 = 14
b) 5 x 5 = 25
c) 4 x 10 = 40
Copy and extend simple number sequences to at least 100
Describe observed patterns
Write down the next 3 numbers in each of the sequences. Also describe how you found the
numbers.
Examples:
Numeric patterns
•
•
•
Everyday
Number chart
(100 chart)
1 week
101 | P a g e
a)
5; 8; 11; ____; ____; ____; ...
Answer: 14; 17; 20.
(description of a pattern: add 3 each time)
b) 4; 9; 14; ____; ____; ____; ...
Answer: 18; 23; 28.
(description of a pattern: add 5 each time)
Double numbers
Grouping
•
•
•
Start with small numbers and build up to bigger numbers.
Examples:
a) Double 4 = 4 + 4 = 8
b) Double 14 = 14 + 14 = 28
c) Double 24 = 24 + 24 = 48
d) Double 3 = 2 x 3 = 6
e) Double 15 = 2 x 15 = 30
f) Double 17 = 2 x 17 = 34
•
Use the knowledge of grouping to introduce the division operation
Example:
a) 3 groups of 2 counters each = 6 counters means that 6 counters grouped into 2s gives
3 groups.
b) 3 multiplied by 2 = 6 means that 6 divided by 2 = 3
c) 3 x 2 = 6 means 6 ÷ 2 = 3 using the symbol “ ÷”
Number & number
operations continued
Sharing
Double numbers with answers up to at least 50.
Double numbers by:
a) using counters.
b) adding the number to itself.
c) multiplying by 2.
•
Solve and explain how you found the answer:
Example: Tom has R50. A T-shirt costs R10. How many T-shirts can he buy?
Answer: 10 + 10 + 10 + 10 + 10 = 50 or 5 x 10 = 50 or 50 – 10 – 10 – 10 – 10 – 10 = 0
means for R50 he can buy 5 T-shirts
•
Solve and explain how you found the answer.
Example:
How many apples will each person get, if 24 apples are shared equally between:
a) 3 people?
b) 4 people?
Number board,
counters
1 week
2 weeks
102 | P a g e
•
Halve numbers with answers to at least 50
•
Reinforce the concept that, if double 6 = 12 then half of 12 = 6.
Examples:
Half of 18 = 18 ÷ 2 = 9
or half of 18 = half of 10 and 8 = 5 + 4 = 9
Half of 28 = 28 ÷ 2 = 14
or half of 28 = half of 20 and 8 =10 + 4 = 14
Whole numbers
•
Recognise, read and write number symbols and names from 1 to at least 100.
Place value 0 - 99
•
Recognise the values of digits in whole numbers to at least 99.
Halve numbers
1 week
By the end of
week 17 assess
and record:
grouping,
sharing, halving,
number names,
and place value
Example:
a)
In the number 94, 9 is the tens digit, and 4 the units digit.
b)
The value of the digit 9 is 90 or 9 tens or 9T
c)
The value of the digit 4 is 4 or 4 units or 4U.
In the number 94 there are, 9 tens and 94 units.
Number & number
operations continued
ADDITION
•
Add whole numbers with answers to at least 99.
Examples:
a) Calculate 63 + 24
Breaking down numbers:
3+ 4 = 7
& 60 + 20 = 80
means 63 + 24 = 87
b) Calculate 77 + 18
Breaking down numbers:
7 + 8 = 15
and
70 + 10 = 80
means
77 + 18 = 95
or adding on:
77 + 10 87 +8
1 week
or 63 + 24 = 60 + 3 + 20 + 4
= 60 + 20 + 3 + 4
= 80 + 7
= 87
or 77 + 18 = 70 + 7 + 10 + 8
= 70 + 10 + 7 + 8
= 80 + 10 + 15
= 90 + 15
=
95
95 by breaking down only 18
103 | P a g e
Number & number
operations continued
or the vertical-column method (only after learners fully understand how to add
horizontally):
Example:
a)
6 3
+2 4
8 7
Number & number
operations continued
SUBTRACTION
1
b)
7 7
+1 8
9 5
•
Solve and explain word problems (story sums) that involve addition:
Example: There are 42 fish in a dam and another 8 fish are thrown into the dam. How many
fish are there in the dam now?
•
Subtract whole numbers with answers to at least 99
Examples:
a) Write 51 , 78 , 15 , 68 from the biggest to the smallest (descending order).
b) What is 15 less than 78 equal to?
c) Write down the number that is 20 more than 96.
Example:
a) Calculate 86 – 13
Breaking down numbers:
6 3 = 3
and
80 10 = 70
means 86 13 = 73
or 86
b)
10
76
3
or 80 + 6
10
3 = 80 10 + 6 3
= 70
+ 3
=
73
73
Calculate 72 – 46
We cannot subtract 6 units from 2 units so we write 72 as 60 + 12
12 – 6 = 6
or 72 – 46 = 70 + 2 – 40 – 6
= 60 + 12 – 40 -6
& 60 – 40 = 20
= 60 – 40 + 12 – 6
means 72 – 46 = 26
= 20
+6
= 26
104 | P a g e
c)
or do the vertical-column method only after the learners fully understand how to
subtract horizontally.
Examples:
6 12
_
d)
Multiple operations
Length
_
7 2
4 6
2 6
Use that fact that 74 – 8 = 66 because 66 + 8 = 74 to check the answers obtained in
the subtraction sums.
Examples:
1
13
46
+ 26
+ 73
72
86
•
Solve and explain word problems (story sums) that involve subtraction:
Example: John has a box containing 38 long and short nails. Fourteen of the nails are long.
Calculate how many short nails there are in the box.
•
Calculations involving addition &/or subtraction
Examples:
a) 8 2 + 4 = 6 + 4 = 10
b) 18 + 5 + 2 = 20 + 5 = 25
c) 15 5 4 = 10
6 = 4
Solve and explain word problems (story sums) that involve addition and subtraction:
Example: A farmer has 40 sheep. He bought 8 sheep at an auction. 5 sheep were stolen.
How many sheep does he have now?
1 week
Investigate and estimate the length/ distance around 3-D objects using string, paces etc.
Measure, compare and order 3-D objects using non-standard measures.
Examples:
a) desk lengths in hand spans.
b) classroom length in footsteps.
1 week
•
Measurement
8 6
1 3
7 3
•
•
By the end of
week 20 assess
and record:
subtraction,
multiple
operations and
length.
105 | P a g e
TERM 3 – Grade 2
CONTENT AREA
Number & number
operations
Number & number
operations continues
CONTENT
Whole number
counting
CLARIFICATION or NOTES
•
•
Count to at least 100 objects everyday reliably. In other words, learner say and match
number names to the number of objects.
Count forwards and backwards, in 3s and 4s between 0 and 100.
Examples:
a) Count in 3s from 3 to 18.
Answer: 3; 6; 9; 12; 15; 18
b) Count in 4s from 16 to 36
Answer: 16; 20; 24; 28; 32; 36
Mental calculations
Addition
•
Add 1-digit and 2-digit numbers with answers up to at least 20.
Examples:
a) 12 + 7 = 19
b) 11 + 4 = 15
c) 67 + 8 = 75
Subtraction
•
Subtract 1- digit numbers from 2-digit numbers with answers to at least 20.
Examples:
a) 17 – 6 = 11
b) 38 – 9 = 29
Multiplication
•
Calculate using knowledge of the 2, 5 and 10 times tables, with answers to at least 20.
Examples:
a) 9 x 2 = 18
b) 7 x 5 = 35
c) 7 x 10 = 70
Whole numbers
•
Recognise, read and write number symbols and number names from 1 to at least 200.
RECOMMENDED
RESOURCES
Number chart (100
chart)
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Everyday
1 week
106 | P a g e
ADDITION and
SUBTRACTION
•
•
Measurement
Reinforce the operations of addition and subtraction of whole numbers with answers to at
least 99.
Learners may use any method of their choice.
Examples:
a) Add 46 and 37
b) Calculate 58 18
c) Subtract 26 from 62
d) Calculate 75 – 29
e) Estimate what 47 plus 38 will equal to. Then calculate the actual answer to see how far
you were out with your estimate.
MULTIPLICATION
•
•
•
Multiply 1-digit by 2-digit numbers with answers to at least 50.
Investigate whether 4 12 is equal to 12 4 or not.
Write down the multiples of numbers 1 to 10.
Examples:
a) The first four multiples of 10 are 10; 20; 30; 40
b) The multiples of 5 between 20 and 45 are 25; 30;35; 40
c) The first six multiples of 4 are 4; 8; 12; 16; 20; 24
d) The multiples of 3 between 21 and 34 are 24; 27;30; 33
Mass
•
•
Estimate, measure, compare and order 3-D objects using non-standard measures:
Mass (packets, kilograms, grams) - Investigate and compare the masses of different objects.
a) Develop awareness of the “heavier than”, “lighter than” and “same as” concepts.
b) Emphasize that the mass of a light object is less than that of a heavy object.
Capacity
•
Capacity (bottles, litres)
a) Emphasize that the capacity of an object indicate the amount of space inside the object
or container.
b) Investigate the capacities of different containers.
Example:
Fill three identical containers with water reaching different levels.
a) Ask :
b) Which one is the fullest?
c) Which one is “more than” or “less than” half full?
d) Which one contains the least/most water?
Gradually build an awareness of standard units.
•
Number chart (200
chart)
Beads on a counting
frame
1 week
Multiplication chart
1 week
Cups, water, sand,
containers of various
sizes, cereal boxes,
tins of jams, fish etc
1 week
Cups, bottles, water,
sand, containers of
various sizes.
By the end of
week 24 assess
and record: mass,
addition,
subtraction and
multiplication
1 week
107 | P a g e
Space and Shape
Lines of symmetry
Views of simple 3-D
objects
•
•
Recognise symmetry in 2-D shapes and 3-D objects.
Recognise 3-D objects from different positions.
Example:
•
Number
and
Number
Operations
Common fractions
•
•
•
1 week
Number line, fraction
wall,
2 weeks
By the end of
week 26 assess
and record:
capacity and
symmetry
Draw diagrams to show what this object will look like if you look at it from the top, from the
right-hand side and from the left-hand side.
Describe positional relationships between 3-D objects or self and a peer.
Use diagrams to illustrate the meaning of one-half, one-quarter, one-eighth, one-third, onesixth etc.
Describe and compare fractions, using the names of fractions and not the symbols
Example:
Is a half of a number smaller than or bigger than a quarter of the same number?
, , , ,
Introduce the symbols
•
Emphasize that
•
•
Link the fraction word-names to the corresponding fraction symbols.
Compare and order unitary fractions:
b)
1 whole
represents 1 of 2 equal parts and not 1 over 2.
1 whole
Examples:
a) Is bigger or smaller than ?
•
Learner’s bodies,
Squared paper, peg
boards, blocks,
boxes, leaves,
pictures, mirror
Write the numbers 1 , , 0 ,
from the smallest to the biggest and place them in the
correct position on a number line.
Solve and explain answers to practical problems that involve equal sharing and that lead to
answers that also include unitary fractions.
Examples:
a) Gugu and Jane must share 5 apples equally.
i.
Draw diagrams to show how many each girl will get.
Answer
Gugu
Jane
Gugu
Jane
Gugu
Jane
By the end of
week 30 assess
and record:
fractions,
problems
involving money
108 | P a g e
ii.
Give your answer in words
Answer:
Each girl gets 2 apples and half of an apple.
b)
Four boys share 9 bread rolls equally. Draw diagrams to show how many each one
must get.
Possible verbal answers:
o If 8 bread rolls are shared equally between 4 boys, each boy will get 2 bead rolls.
o If 9 bread rolls are shared equally between 4 boys, each boy will get two bread
rolls and a quarter of a bead roll.
c)
Number
and
Number
Operations continues
Money
•
•
•
•
•
•
•
Six children must share 5 bars of chocolate equally. Calculate how much each child
must get.
Recognise, identify and sort rands and cents.
Use 10-cent coins to count in 10s, and 5-cent coins to count in 5s.
Compare coins according to their value or size, example 10-cent coin is smaller than a 5cent coin but has a greater value.
Solve money problems in context involving totals up to at least R100.
Money used should be in either rands or cents but not both.
The prices should be as realistic as possible.
The problems should involve addition or subtraction or multiplication or division.
Play money (rands
and cents), counters,
worksheets
2 weeks
Examples:
a) Paul has R80. How much will he have altogether if his granny gives him R35?
b) Cindy bought 3 sweets for R12. How much change will she get if he pays with a R20
bank note?
c) One pencil costs R2. How much will 25 of the same pencils cost?
d) How many sweets can Karabo buy with 80c if one sweet cost 20c?
109 | P a g e
TERM 4 – Grade 2
CONTENT AREA
Number
and
Number
Operations
CONTENT
Whole number
counting
CLARIFICATION or NOTES
•
•
Count to at least 100 objects reliably. In other words, learner say and match number names
to the number of objects
Count forwards and backwards, in 2s, 3s, 4s, 5s and 10s between 0 and 200, starting with
any number.
RECOMMENDED
RESOURCES
By this time most
learners should be
working on an abstract
level.
DURATION
SUGGESTED
FORMAL
ASSESSMENT
Everyday
Example 1: Count forwards in 3s from 100 to118.
Answer: 100, 103,106,109, 112, 115, 118
Example 2: Count forwards in 4s between 60 to 88
Answer: 64, 68, 72, 76, 80, 84
Example 3: Count backwards in 10s from 100 to 0
Answer: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0
Example 4: Count backwards in 5s from 50 to 10
Answer: 50, 45, 40, 35, 30, 25, 20, 15, 10
Mental calculations
•
Add and subtract 1-digit and 2-digit numbers with answers up to at least 20 and count whole
numbers up to 200.
Examples:
Complete:
Everyday
a)
67 + 9 =
b)
24 + = 32
c)
d)
25 + 37 5 = e)
Half of 18 = 16 = 7
f)
Double 12 = Examples:
a) Which whole number comes just after 111?
b) Which whole number comes just before 100?
110 | P a g e
Data handling
Collect data
•
Sort
•
•
•
•
Display data
2 weeks
Collect data (alone and/or as a member of a group or team) in the classroom and school
environment to answer questions posed by the teacher and the class.
Sort physical objects according to one attribute chosen by teacher.
Describe own or peer’s collection of objects.
Give reasons for collections being grouped in a particular way.
Draw pictures, and construct pictographs that have a one-to-one correspondence between
own data and representations.
By the end of
week 32 assess
and record:
pictographs,
interpretation of
graphs.
Examples:
a) Draw a pictograph showing the number of children in the class who have birthdays
during the various months in the year.
b) Draw a pictograph showing the number of learners who walk, ride bicycles, come by
car or by bus to school.
c) The teacher draws and shows learners various pictographs. He/she asks learners to
describe the data illustrated. Then he/she asks learners questions related to the data
using words like “more than”, “less than”, favourite”.
Measurement
Time
•
•
Investigate the shape of the face, the numbers marked on it and discuss why a clock has two
hands.
Use a clock which has only an hour hand to read time in terms of hours
Examples:
a) Hour/short hand showing 2 o’clock
b) Hour/short hand between 2 and 3 o’clock
11
12
2
10
3
4
8
7
3 weeks
1
2
10
9
•
•
12
11
1
clock
3
9
4
8
5
5
7
6
6
Use a clock with an hour and minute hand to read time in terms of hours and minutes
The clock face is marked with numbers 1 to 12 to show 60 minutes in 5-minute intervals.
11
Example
The time shown on the clock is 25 minutes past 2 o’clock
12
1
2
10
3
9
4
8
7
5
6
111 | P a g e
•
Calculations that involve elapsed time in:
o hours and minutes using clocks.
Example:
School starts at 8 o’clock and finishes at 1 o’clock. How long is the school day?
o
Patterns and Functions
Numeric
and
Geometric
patterns
Reinforce:
days, weeks, months and years using calendars
Examples:
a) How many days are there between Monday and Saturday in one week?
b) Mr. Smith went to Europe at the beginning of March to visit his uncle. He returned
to South Africa at the end of July. How long was he away?
Copy, describe and extend simple number sequences to at least 200.
Examples:
a) Write down the next 3 numbers in the sequence 66; 76; 86;___;___;___;
b) Copy and complete the following pattern 72; 67; 62;___; ___; 47
c) Describe the number pattern: 4; 8; 16; 32;……
Create own geometric patterns.
Let learners use any drawings/shapes of their choice to create “ repeating- and growingdiagram” patterns.
1 week
•
Identify and attend to conceptual weaknesses and/or lack of calculation skills of the learners
Examples 1: What is the value of the underlined digit? 73
Answer: 3
Examples 2: 2. What is the place value of the underlined digit? 73
Answer: unit
Examples 3: How many tens are there in 73
Answer: 7 tens or 7 T
Examples 4: What is the value of the digit 7 in the number 73?
Answer: 70
2 weeks
•
Word problems that involve addition or subtraction or multiplication
•
•
Numbers and number
operation
By the end of
week 35 assess
and record:
calculating
elapsed time and
completing the
clock
Place value,
Addition,
Subtraction, and
Multiplication
Examples:
a) There are 25 adults and 16 children in a bus. How many people are there altogether in
the bus?
b) Mommy was asked to bake 75 cupcakes for the school bazaar. Today she only baked
112 | P a g e
c)
Reinforce:
•
•
55. How many more does she still have to bake?
How many wheels are there on a) 6 bicycles b) 10 cars?
Identify and attend to conceptual weaknesses and/or calculation skills of the learners.
Word problems (story sums) that involve doubling, halving, grouping and sharing
Doubling
Example:
a) Peter has 40 marbles. If he doubles his number of marbles, how many will he have
altogether?
Halving
b)
Sizwe has 84c. He gives Karabo half of his money. How much does Sizwe have now?
Grouping
c)
How many packets will you need to pack 48 apricots if 4 apricots fit into one packet?
Sharing
d)
A teacher had 55 books. After she had given each child in her class 5 books, there was
none left. How many children are there in her class?
2 weeks
By the end of
week 40 assess
and record:
Numeric
and
Geometric
Patterns,
grouping, sharing,
doubling and
halving whole
numbers
TERM 1 – Grade 3
CONTENT AREA
CONTENT
Whole number counting
CLARIFICATION / NOTES
•
•
•
Count forwards in 2s, 5s and 10s between 0 and 500.
Count forwards in hundreds, fifties, twenties and twenty-fives between 0 and 1000.
Add 1-digit and 2-digit numbers to at least 50
Example:
a) 12 + 9
b) 36 + 4
c) 25 + 20
Whole numbers
•
Recognise, read and write number symbols and names from 1 to at least 1000.
Place values
•
Recognise the values of digits in whole numbers to at least 3-digit numbers.
Mental calculations:
Addition
DURATION
(In weeks)
Every day
113 | P a g e
Example:
a)
In the number 874, 8 is the hundreds digit, 7 the tens digit and 4 the units digit.
b)
The value of the digit 8 is 800 or 8 hundreds or 8 H
c)
The value of the digit 7 is 70 or 7 tens or 7T
d)
The value of the digit 4 is 4 or 4 units.
e)
In the number 874 there are 8 hundreds, 87 tens and 874 units.
NUMBERS & NUMBER
OPERATIONS
•
1 week
Insert 1-digit, 2-digit and 3-digit numbers on given number lines.
Number lines
Example:
Write 357, 573, 537, 375 from the smallest to the biggest (ascending order)
Order 2-digit and 3-digit whole
numbers
Add whole numbers with at
least 3 digits
•
&
&
•
•
•
Investigate whether numbers can be added in any order
Example 1:
Does 8 + 6 equal 6 + 8?
Example 2:
Calculate 476 + 359 by:
a) breaking down numbers
b) adding on
2 weeks
Breaking-down numbers:
6 + 9 = 15
70 + 50 = 120
400 + 300 = 700
means 476 + 359 = 835
or 476 + 359 = 400 + 70 + 6 + 300 + 50 + 9
= 400 + 300 + 70 + 50 + 6 + 9
= 700
+ 120
+ 15
= 820
+ 15
= 835
or adding on:
476 + 300 776 + 50
826 + 9
835
or the vertical-column method only after learners fully understand how to add horizontally
114 | P a g e
Example:
1 1
4 7 6
+3 5 9
8 3 5
Round off whole numbers to
the nearest 10
•
•
Problems involving addition
•
•
Use a number line to show that:
a) 682 ≈ 682 correct to the nearest 10
b) 685 ≈ 690 correct to the nearest 10
c) 687 ≈ 690 correct to the nearest 10
Estimate the answer by rounding off each number to the nearest 10:
Example: 398 + 163 ≈ 400 + 170 ≈ 570 to the nearest 10
Solve problems involving addition in context.
Key words: total, altogether, sum
Example: A farmer has 147 cows and 371 sheep. How many animals does he have altogether?
The total number of animals = 147 + 371 = 518
Calculation:
7+ 1= 8
& 40 + 70 = 110
& 100 + 300 = 400
means 147 + 371 = 518
Subtraction:
Counting
Mental calculations
•
•
•
Order 2-digit and 3-digit
whole numbers
•
Write 518 , 558 , 581 , 585 from biggest to the smallest (descending order)
20 less than 716 is _____ and 736 is 20 more than _____.
Subtraction
Subtract whole numbers
with at least 3 digits
•
Investigate whether numbers can be subtracted in any order i.o.w. does 9 = 3 equal 3 – 9?
Example:
Calculate 476 – 343
•
Breaking-down numbers:
•
or 400 + 70 + 6 - 300 – 40 – 3
•
Count backwards in 2s, 5s and 10s between 0 and 500
Count backwards in 100s, 50s, 20s and 25s between 0 and at least 1000
Subtract 1-digit and 2-digit numbers to at least 50
Example: 15 – 9 , 46 – 13 , 67 – 25
How much is 17 more than 8?
Every day
6
3 = 3
& 70 40 = 30
& 400 300 = 100
means 476 – 343 = 133
= 400 – 300 + 70 – 40 + 6 – 3
115 | P a g e
= 100
= 133
•
•
•
or 476 – 300
176 – 40
136 – 3
+ 30
+3
133
549
Note: Calculate 765
We cannot subtract 9 units from 5 units.
Break-up 765 into 600 + 150 + 15
15
9
6
& 150
40 110
& 600 500 100
means 765
549 216
or the vertical-column method only after the learners fully understand how to subtract horizontally.
5 15
476
343
133
Problems involving
subtraction
765
549
216
•
Use the fact that 14 – 8 = 6 because 6 + 8 = 14 to check the answers obtained in the subtraction sum
Example:
343
and
549
+ 216
+133
765
476
•
Estimate the difference between 483 and 276, by rounding off each number to the nearest 10
483 – 276 ≈ 480 – 280 ≈ 200 correct to the nearest 10
•
•
•
Solve problems involving subtraction in context.
Key words: difference , less than , more than
Example:
There are 146 learners in Grade 3.
How many girls are there in Grade 3 if there are 72 boys?
Number of girls = 146 – 72
= 74
Describe, sort and compare 2-D shapes which have straight/flat and/or curved/round edges.
116 | P a g e
Space and Shape
The properties of
2-D shapes and
3-D objects
•
•
•
•
•
Recognise, identify and name 2-D shapes in the environment & in pictures including squares, rectangles, triangles and circles.
Describe, sort and compare 3-D objects which can slide or roll.
Recognise, identify and name 3-D objects in the environment and in pictures including prisms (boxes), spheres (balls) cylinders, cones and
pyramids.
Describe 2-D shapes on the faces of 3-D objects.
Observe and create given and described 2-D shapes and 3-D objects using concrete materials e.g. building blocks, construction sets, cur-out 2-D
shapes, clay, drinking straws.
Tests / Revision
1 week
TERM 2 – Grade 3
CONTENT AREA
CONTENT
Multiplication
CLARIFICATION / NOTES
•
•
Calculations involving multiplication of whole numbers with solutions to at least 50.
Doubling 1-digit and 2-digit numbers
Example: Double 7 = 7 + 7 = 14 or 2 × 7 = 14
•
•
•
•
Investigate whether numbers can be multiplied in any order i.o.w. is 6 × 2 equal to 2 × 6?
Investigate and illustrate the operation of multiplication using dot arrays and number lines.
Multiply 1-digit numbers by 6, 7, 8, 9 and 10 (This will assist to develop the 6 times to 10 times multiplication tables).
Write down the multiples of the numbers from 1 to 10.
Example:
a) The first four multiples of 5 are 5, 10, 15, 20.
b) The multiples of 6 between 16 and 40 are 18, 24, 30 , 36.
•
Multiply 10 and multiples of 10 by single-digit numbers
If 4 × 1T = 4T then 4 × 3T = 12T = 120
If 4 × 10 = 40 then 4 × 30 = 40 × 3 = 120
Mental calculations
Multiplication
Number & number
operations
Multiplication of at least
whole 2-digit numbers by 1digit numbers
•
DURATION
(In weeks)
Every day
Example : Calculate 43 × 6
Breaking-down numbers
3 × 6 = 18
& 40 × 6 = 240
means 43 × 6 = 258
117 | P a g e
•
or 43 × 6 = 43 × 3 × 2
= 129 × 2
= 258
•
or the vertical-column method which must not be forced or insisted upon until horizontal calculations are understood.
Example:
1
43
× 6
258
Problems involving
multiplication
Division
Mental calculations
Division
•
Solve problems involving multiplication in context.
Learners must be able to verbalise the question to explain how they found the answer to the given problem.
•
Calculate quotients by using knowledge of the multiplication tables.
a)
If 5 × 2 = 10 what will 10 ÷ 2 equal?
b)
Half of 12 = 12 ÷ 2 = 6 , half of 48 = 48 ÷ 2 = 24
c)
Write down the multiples of 3 in descending order from 24
d)
If 6 × 7 = 42 what does 42 ÷ 6 equal?
•
•
Even numbers
•
Odd numbers
Halving odd numbers
Step 1 : 6 × 3 = 18 = 1T + 8U
Step 2 : 4T × 6 = 24T
Step 3 : 24T + 1T = 25T
•
•
Investigate whether numbers can be divided in any order
Example: Is 8 ÷ 2 equal to 2 ÷ 8?
Use number lines to show that division is repeated subtraction.
Example: 6 – 2 – 2 – 2 = 0 and 6 ÷ 2 = 3
If a number divided by 2 gives an exact number of twos, the number is called an even number.
Example: 8 is an even number because 8 ÷ 2 = 4
If a number divided by 2 gives a remainder of 1, the number is called an odd number e.g. 9 is an odd number because 9 ÷ 2 = 4 remainder 1.
Examples: 18 ÷ 2 = 9 , 18 ÷ 3 = 6 but 18 ÷ 4 = 4 remainder 2.
Learners already know that to halve a number means to divide the number by 2.
Then 1 ÷ 2 means half of one and can be written as the fraction 1 .
2
Example: Calculate half of 13. Note: half of 13 is the same as 12 + 1
Then 12 ÷ 2 = 6
118 | P a g e
&1÷2= 1
2
means 13 ÷ 2 = 6 1
2
Divide 2-digit numbers by a
1-digit number
Examples: Calculate: 64 ÷ 4
•
Breaking-down numbers:
Example: Break-up 64 into known multiples of 4
64 = 20 + 20 + 20 + 4 or 40 + 20 + 4 or 40 + 24 etc.
24 ÷ 4 = 6
or 40 ÷ 4 = 10
& 40 ÷ 4 = 10
& 24 ÷ 4 = 6
means
64 ÷ 4 = 16
means 64 ÷ 4 = 16
•
The “long-division” method only when learners fully understand the horizontal process.
16
4 64
40
24
24
0
Measurement
Step 1: 6T ÷ 4 = 1T + remainder 2T
Step 2: 2T + 4U = 24U
Step 3: 24U ÷ 4 = 6U remainder 0
Problems involving division
•
•
Solve problems involving division in context.
Key words: share equally , each , equal groups
1 week
Multiple operations
•
Calculations involving addition and/or subtraction and/or multiplication and/or division
Example: 8 × 2 ÷ 4 or (47 – 11) ÷ 6 or ( 8 × 7) – (45 ÷ 9)
1 week
Length
•
•
Investigate and approximate the distance around 2-D shapes using string, paces etc.
Estimate, measure, record, compare and order 2-D shapes using non-standard and standard measures.
Example: desk lengths in metres, centimetres.
1 week
Revision/Test
1 week
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TERM 3 – Grade 3
CONTENT AREA
Measurement
Space and Shape
Number
and
Number
Operations
CONTENT
DURATION
(In weeks)
CLARIFICATION / NOTES
Mass
Capacity
•
Estimate measure, compare and order 3-D objects using non-standard and standard measures:
a)
Mass (packets, kilograms, grams)
b)
Capacity (bottles, litres, millilitres)
2 weeks
Lines of symmetry
Views of simple 3-D objects
Tessellations (tiling)
•
•
•
•
•
•
Determine lines of symmetry in 2-D shapes using paper folding and reflection.
Recognise and describe 3-D objects from different positions.
Use 2-D shapes to make geometric patterns and to tile (tessellate) a surface leaving no gaps.
Investigate the area of 2-D shapes using tiling.
Read, interpret and draw informal maps of the school environment or of an arrangement of 3-D objects on a map.
Describe positional relationships between 3-D objects or self and a peer.
2 weeks
•
•
•
Recognise and represent common fractions in diagrammatic form in order to describe and compare them.
Order common fractions including halves, quarters and thirds.
Solve and explain solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and
3 weeks
Locate position on a grid or
map
Common fractions
non-unitary fractions. Example: 1 , 3 etc.
4 4
Money
Test, Tasks, Revision
•
•
Recognise and identify South Africa’s coins and banknotes.
Solve money problems involving totals and change in rands and cents, including converting between rands and cents.
2 weeks
1 week
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TERM 4 – Grade 3
CONTENT AREA
CONTENT
Patterns
and
Functions
Numeric
and
Geometric
patterns
CLARIFICATION / NOTES
Copies and extends simple number sequences to at least 1000.
Copies and extends simple patterns using physical objects and drawings.
Identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and
times.
Creates own patterns.
Describe observed patterns.
2 weeks
Identifies important dates on calendars including dates of
Religious festivals
Historical events
Read and write analogue and digital clock times in terms of hours, half-hours, quarters of an hour and
minutes.
Solve problems involving calculations with and conversions between :
minutes hours
hours
days
days
months
4 weeks
•
Collect data (alone and/or as a member of a group or team) in the classroom and school environment to
answer questions posed by the teacher and the class.
2 weeks
•
Sort, order and organize own or given data according to one or more specific properties for a specific reason.
•
Draw pictures, pictographs and bar graphs with a one-to-one correspondence between data and
representation.
Read, interpret and report about information in own and friends representation of data.
Read and interpret data, which is represented in simple tables and lists.
•
•
•
•
•
Measurement
Time
•
•
•
•
•
Data handling
Collect data
DURATION
(In weeks)
Organise and record data
Draw graphs to display data
Read and interpret graphs
Tasks, Tests & Revision
•
•
2 weeks
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SECTION 4
Guidelines for assessment
Assessment in Mathematics Foundation Phase comprises of Continuous Assessment (CASS)
Assessment
Weighting
Continuous Assessment (CASS) Grade R-3
100%
Total
100%
Minimum requirements for CASS are:
Assessment Form
Number per Year
Assessment Tasks
Grade R-3
12
Total
12
Minimum Requirements
3 per term
This should include:
Oral Assessment
Practical Assessment
Written Assessment
Weighting
100%
100%
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