multigrade toolkit · 2019-08-16 · should be dedicated for mathematics in the multigrade class...

a MULTIGRADE TOOLKIT MATHEMATICS FOUNDATION PHASE

MULTIGRADE TOOLKIT

MATHEMATICSFOUNDATION PHASE

FOR

1 MULTIGRADE TOOLKIT MATHEMATICS FOUNDATION PHASE

M

ULTI

GRAD

E TO

OLKI

T M

ATHE

MAT

ICS

FOUN

DATI

ON P

HASE


FOUN

DATI

ON P

HASE

MAT

HEMA

TICS

MUL

TI-G

RADE

TOO

LKIT

Intro

duct

ion

to th

e Mul

ti-gr

ade T

oolki

t Th

e Mult

i-Gra

de T

oolki

t for F

ound

ation

Pha

se co

mpris

es tw

o main

comp

onen

ts na

mely

the M

ulti-g

rade

Ann

ual T

each

ing P

lan (M

ATP)

and e

xemp

lar le

sson

plan

s for

each

of

the su

bjects

offer

ed in

Gra

des 1

-3. T

he co

ntent

set o

ut in

CAPS

for e

ach s

ubjec

t nam

ely H

ome

Lang

uage

s, Ma

thema

tics,

First

Addit

ional

Lang

uage

and L

ife S

kills

have

be

en re

orga

nized

in a

syste

matic

way

acro

ss th

e gra

des s

tartin

g in g

rade

1 an

d pro

gres

sing t

o Gra

de 3

in the

MAT

P.

Th

e MA

TP is

a cu

rricu

lum p

lannin

g re

sour

ce to

ol an

d is

set o

ut in

a for

mat w

hich

demo

nstra

tes th

e pa

cing

and

sequ

encin

g of

the cu

rricu

lum h

orizo

ntally

acro

ss G

rade

s 1

to 3

and

vertic

ally

acro

ss T

erms

1 to

4 fo

r eac

h su

bject

offer

ed in

the

Foun

datio

n Ph

ase.

The

MATP

is a

imed

at m

aking

the

CAPS

mor

e ac

cess

ible

to the

mult

i-gra

de

teach

er w

ho te

ache

s a M

ulti-G

rade

clas

s of G

rade

s 1, 2

and

3 o

r Gra

des 1

and

2 o

r Gra

des 2

and

3. I

n thi

s way

it is

envis

aged

that

the m

ulti-g

rade

teac

her w

ill be

come

mo

re fa

milia

r with

the c

onten

t that

need

s to b

e cov

ered

per g

rade

in ea

ch te

rm.

The p

urpo

se o

f the

MAT

P an

d th

e exe

mpl

ar le

sson

plan

s Th

e MA

TP is

aim

ed a

t ena

bling

the t

each

er to

teac

h com

mon

topics

/conc

epts/

skills

/conte

nt to

the w

hole

class

(com

binati

on o

f gra

des)

wher

e it is

conc

eptua

lly ap

prop

riate

for ea

ch gr

ade.

MATP

enab

les th

e Mult

i -Gra

de te

ache

r to c

over

the c

urric

ulum

for ea

ch te

rm by

enco

urag

ing he

r/him

to te

ach c

ommo

n con

tent a

cross

the g

rade

s whe

re it

is co

ncep

tually

and

gra

de a

ppro

priat

e. He

nce

the M

ATP

is en

cour

aging

mult

i-gra

de te

ache

rs to

do w

hole

class

teac

hing

and

asse

ssme

nt as

well

as f

ocus

ed g

rade

gro

up

teach

ing a

nd a

sses

smen

t too

. For

exa

mple

to ov

erco

me th

e ch

allen

ge o

f tim

e ma

nage

ment

in Mu

lti-Gr

ade

grad

e cla

sses

teac

hers

are

enco

urag

ed to

teac

h the

thes

e co

mpon

ents

Visu

al Ar

ts, P

erfor

ming

Arts

(Dan

ce, M

usic,

Dra

ma, P

hysic

al Ed

ucati

on as

who

le cla

ss le

sson

s but

differ

entia

te the

activ

ities t

o suit

each

grad

e.

Ex

empl

ar L

esso

n pl

ans

The

lesso

n pla

ns h

ave

been

dev

elope

d to

enha

nce

quali

ty lea

rning

and

teac

hing

as w

ell a

s to

stren

gthen

curri

culum

cove

rage

in M

ulti -

Grad

e cla

sses

. The

less

on p

lans

are

align

ed to

the M

ATP

for ea

ch su

bject.

The

less

on pl

ans h

ave b

een w

ritten

in a

form

at tha

t spe

aks t

o mult

i-gra

de te

achin

g in G

rade

s 1 to

3. T

he ex

empla

r less

on p

lans

for e

ach

subje

ct ha

ve b

een

pack

aged

in w

eeks

. The

less

on p

lans

media

te the

con

tent t

o be

taug

ht as

set o

ut in

the M

ATP.

The

less

on p

lans

unpa

ck th

e co

ntent

to be

tau

ght a

nd as

sess

ed in

the g

rade

for t

he w

eek.

This

has b

een d

one b

y pro

viding

grad

e app

ropr

iate a

ctivit

ies.

Teac

hing i

deas

, tim

e allo

catio

n br

eak d

owns

, res

ource

s and

note

s to t

he te

ache

r and

acti

vities

in th

e DBE

Wor

kboo

k are

listed

. Les

son p

lans a

lso st

ate th

at tea

cher

mad

e re

sour

ces s

hould

also

be us

ed na

mely

flash

card

s, nu

mber

card

s, ow

n Big

Book

s, po

sters,

mas

ks, p

uppe

ts etc

. usin

g rec

ycled

mate

rials.


Exem

plar

Mat

hem

atics

Wee

kly le

sson

plan

Ma

thema

tics l

esso

n plan

cove

rs the

follo

wing

comp

onen

ts ma

inly f

or N

umbe

rs O

pera

tions

and

Relat

ions

hips

:

Menta

l Math

emati

cs

Nu

mber

sens

e

Numb

er co

ncep

ts

Numb

er op

erati

ons

W

ord p

roble

ms

The w

eekly

less

on pl

ans a

lso in

clude

at le

ast o

ne le

sson

per w

eek o

n the

othe

r top

ics na

mely:

Patte

rns

Sp

ace a

nd S

hape

Meas

urem

ent

Da

ta Ha

ndlin

g Nu

mbe

r of l

esso

n pl

an ex

empl

ars:

19 w

eekly

less

on pl

an ex

empla

rs ha

ve be

en de

velop

ed

(10 w

eeks

in T

erms

1, 3

week

s in T

erm

2, 3 a

nd 4)

. Te

achi

ng Id

eas

All g

rade

s sho

uld be

exp

osed

to o

ral, p

racti

cal a

nd w

ritten

activ

ities.

At le

ast 3

wor

d pro

blems

shou

ld be

don

e we

ekly

by e

ach g

rade

. The

DBE

Wor

kboo

k acti

vities

shou

ld be

used

to re

infor

ce an

d con

solid

ate sk

ills an

d con

cepts

in th

e Math

emat

ics le

sson

s.

Tim

etab

ling:

At le

ast 1

, 5 h

ours

per

day

shou

ld be

ded

icated

for M

athem

atics

in th

e mu

ltigra

de cl

ass a

nd so

that

ever

y gra

de ca

n ha

ve a

Math

emati

cs p

eriod

of a

t leas

t 30

minu

tes da

ily so

that

at lea

st tw

o Math

emati

cs co

mpon

ents

can b

e tau

ght t

o eac

h gra

de da

ily.

Exem

plar

Life

Skil

ls W

eekly

less

on p

lan

The w

eekly

less

on pl

an in

clude

s the

follo

wing

stud

y are

as:

Be

ginnin

g kno

wled

ge an

d Per

sona

l and

Soc

ial W

ellbe

ing

Cr

eativ

e Arts

are m

ade u

p of P

erfor

ming

Arts

(dan

ce, M

usic

and D

rama

) and

Visu

al Ar

ts

Phys

ical E

duca

tion

Num

ber o

f les

son

plan

exem

plar

s: 2

4 we

ekly

lesso

n pla

n ex

empla

rs ha

ve b

een

deve

loped

(6 w

eeks

per

term

) The

se b

i-wee

kly le

sson

plan

s can

also

be

used

ove

r a 3

we

ek cy

cle to

ensu

re th

at all

the a

ctivit

ies ar

e cov

ered

acco

rding

ly.

Teac

hing

Idea

s


The

topics

for B

eginn

ing K

nowl

edge

and

Per

sona

l and

Soc

ial W

ellbe

ing h

ave

been

listed

for e

ach

grad

e an

d gr

oupe

d in

such

a w

ay th

at co

mmon

conte

nt ac

ross

topic

s ca

n be

taug

ht to

all g

rade

s in

a wh

ole cl

ass l

esso

n. Te

ache

rs ar

e als

o en

cour

aged

to te

ach

the C

reati

ve A

rts a

nd P

hysic

al Ed

ucati

on a

s who

le cla

ss le

sson

s. At

leas

t one

Lif

e Sk

ills st

udy

area

shou

ld be

don

e pe

r day

. Beg

inning

Kno

wled

ge to

pics

shou

ld be

use

d to

prov

ide co

ntexts

to te

ach

the la

ngua

ge co

mpon

ents

name

ly lis

tening

and

sp

eakin

g and

read

ing an

d writi

ng sk

ills.

Dram

a sh

ould

be d

one

as a

n int

egra

ted la

ngua

ge a

ctivit

y (ro

le-pla

y, mi

ming

, dra

matiz

ation

, dial

ogue

s etc

). Mu

sic, D

ance

and

Phy

sical

Educ

ation

can

be

done

as

an

integ

rated

less

on w

ith al

l gra

des.

The D

BE W

orkb

ook s

hould

be us

ed in

Life

Skills

less

ons.

Tim

etab

ling:

At le

ast 1

hou

r per

day

shou

ld be

dedic

ated t

o Life

Skil

ls pe

r day

. At le

ast o

ne P

hysic

al Ed

ucati

on (o

utdoo

r less

on) a

nd a

Visu

al Ar

ts les

son

shou

ld be

done

pe

r wee

k in t

he M

ulti-G

rade

clas

s. Ad

aptin

g th

e exe

mpl

ar le

sson

plan

for t

he M

ulti-

Grad

e clas

s Te

ache

rs ar

e en

cour

aged

to u

se th

ese

week

ly les

son

plans

to p

lan th

eir d

aily

class

room

less

on p

lan a

ctivit

ies fo

r eac

h su

bject

per d

ay fr

om M

onda

y to

Frida

y. Th

ese

lesso

n pla

ns a

re g

ener

ic an

d the

teac

her i

s exp

ected

to p

rovid

e the

acti

vities

that

will b

e do

ne a

cross

all g

rade

s in

whole

clas

s ses

sions

and

the

focus

ed g

rade

acti

vities

. Sp

ecific

deta

ils s

uch

as th

e titl

e of

Big

Book

, stor

ies in

the

Grad

ed R

eade

r and

pag

e re

feren

ces

in the

DBE

Wor

kboo

k etc

. sho

uld b

e ind

icated

. The

less

on p

lan sh

ould

indica

te gr

ade

spec

ific a

ctivit

ies a

nd w

hole

class

acti

vities

. In

addit

ion o

ral,

writte

n, ind

epen

dent

and

asse

ssme

nt ac

tivitie

s for

eac

h gr

ade

shou

ld be

exp

licit

in the

dail

y les

son p

lan as

well

as th

e res

ource

s to b

e use

d to m

ediat

e the

activ

ity na

mely

the D

BE W

orkb

ook,

Read

ers,

reali

a etc.

The

lesso

n pla

n sh

ould

refle

ct the

Lan

guag

e of

Lear

ning

and

Teac

hing

(LOL

T), w

here

isiX

hosa

is o

ffere

d as

LOL

T, th

e ph

onics

, spe

lling

word

s sig

ht wo

rds

, wor

d pr

oblem

s etc.

shou

ld be

conte

xtuali

sed f

or is

iXho

sa. H

ence

teac

hers

are e

ncou

rage

d to w

rite th

eir da

ily le

sson

plan

s to r

eflec

t the L

OLT

of the

scho

ol.

TABL

E 1 A

sugg

este

d da

ily le

sson

plan

tem

plat

e DA

ILY

LESS

ON P

LANN

ER

SUBJ

ECT

HOME

LAN

GUAG

ES (

List

enin

g an

d sp

eakin

g, P

honi

cs, R

eadi

ng, H

andw

ritin

g, W

ritin

g, A

sses

smen

t, re

sour

ces)

GR

ADE

MOND

AY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FR

IDAY

1

2

3

SU

BJEC

T: F

IRST

ADD

ITIO

NAL

LANG

UAGE

(( Li

sten

ing

and

spea

king,

Pho

nics

, Rea

ding,

Writ

ing,

Ass

essm

ent,

reso

urce

s)

GRAD

E MO

NDAY

TU

ESDA

Y W

EDNE

SDAY

TH

URSD

AY

FRID

AY

1

2

3


SUBJ

ECT

: MAT

HEMA

TICS

(Men

tal M

athe

mat

ics, N

umbe

r sen

se d

evelo

pmen

t, nu

mbe

r con

cept

s, wo

rd p

robl

ems,

Patte

rns,

Shap

e an

d Sp

ace,

Meas

urem

ent,

Data

Han

dlin

g, A

sses

smen

t) GR

ADE

MOND

AY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FR

IDAY

1

2

3

SU

BJEC

T LI

FE S

KILL

S (B

egin

ning

know

ledge

and

Pers

onal

and

Socia

l Bein

g, C

reat

ive A

rts, P

hysic

al Ed

ucat

ion)

GR

ADE

MOND

AY

TUES

DAY

WED

NESD

AY

THUR

SDAY

FR

IDAY

1

2

3

Sc

hool

Bas

ed A

sses

smen

t (SB

A) re

quire

men

ts fo

r Fou

ndat

ion

Phas

e Na

tiona

l Poli

cy pe

rtaini

ng to

the p

rogr

amme

and p

romo

tion a

nd pr

ogre

ssion

requ

ireme

nts G

rade

s R to

12 (2

012)

stipu

lates

that

asse

ssme

nt in

Foun

datio

n Pha

se (G

rade

s R-

3) is

100 %

Con

tinuo

us A

sses

smen

t (CA

SS) m

eanin

g tha

t both

form

ative

asse

ssme

nts (a

sses

smen

t for le

arnin

g) an

d sum

mativ

e ass

essm

ents

(ass

essm

ent o

f lear

ning)

wi

ll be u

sed t

o ass

ess,

evalu

ate an

d rep

ort o

n the

lear

ner’s

perfo

rman

ce an

d pro

gres

s on a

quar

terly

basis

on a

7 rati

ng po

int sc

ale.

The C

urric

ulum

and A

sses

smen

t Poli

cy S

tatem

ent (

CAPS

) map

s the

numb

er of

form

al as

sess

ment

tasks

per t

erm

for ea

ch su

bject.

Tea

cher

s are

enco

urag

ed to

inclu

de at

lea

st tw

o ass

essm

ent a

ctivit

ies in

each

form

al as

sess

ment

task.

The T

able

2 belo

w ind

icates

the n

umbe

r of fo

rmal

asse

ssme

nt tas

ks pe

r sub

ject p

er te

rm. E

xemp

lar

Prog

ramm

e of a

sses

smen

t (Ta

bles 3

and 4

) pro

vides

an ov

ervie

w of

the co

ntent

(conc

epts,

skills

) tha

t sho

uld be

asse

ssed

, the

form

and t

ype o

f ass

essm

ent a

nd

asse

ssme

nt too

ls to

be us

ed fo

r eac

h ass

essm

ent ta

sk.

Tabl

e 2: F

OUND

ATIO

N PH

ASE

SCHO

OL B

ASED

ASS

ESSM

ENT

HOME

LAN

GUAG

E GR

ADE

1

TE

RM 1

TERM

2 TE

RM 3

TERM

4 TO

TAL

GRAD

E 1

1 1

1 1

4

GRAD

E 2

1 1

1 1

4

GRAD

E 3

1 1

1 1

4

FI

RST

ADDI

TION

AL L

ANGU

AGE

GRAD

E

TE

RM 1

TERM

2 TE

RM 3

TERM

4 TO

TAL


GRAD

E 1

1 1

1 1

4

GRAD

E 2

1 1

1 1

4

GRAD

E 3

1 1

1 1

4

MATH

EMAT

ICS

TE

RM 1

TERM

2 TE

RM 3

TERM

4 TO

TAL

GRAD

E 1

1 1

1 1

4

GRAD

E 2

1 1

1 1

4

GRAD

E 3

1 1

1 1

4

L

IFE

SKIL

LS

TE

RM 1

TERM

2 TE

RM 3

TERM

4 TO

TAL

GRAD

E 1

1 1

1 1

4

GRAD

E 2

1 1

1 1

4

GRAD

E 3

1 1

1 1

4


MULT

I-GRA

DE A

NNUA

L TE

ACHI

NG P

LAN:

FOU

NDAT

ION

PHAS

E GR

ADES

1 TO

3 TE

RM 1

N

UMBE

RS, O

PERA

TION

S AN

D RE

LATI

ONSH

IPS

TO

PIC

GRAD

E 1

GRAD

E 2

GRAD

E 3


1.1

Coun

t ob

jects

Coun

t out

conc

rete

obj

ects

to 10

Give

a re

ason

able

estim

ate of

a nu

mber

of

objec

ts tha

t can

be ch

ecke

d by c

ounti

ng.

Coun

t to

at le

ast 1

00 ev

eryd

ay o

bjec

ts

relia

bly

Gi

ve a

reas

onab

le es

timate

of a

numb

er of

ob

jects

that c

an be

chec

ked b

y cou

nting

.

Stra

tegy o

f gro

uping

is en

cour

aged

.

Grou

p to

at le

ast 2

00 o

bjec

ts to

es

timat

e and

coun

t reli

ably.

Give

a re

ason

able

estim

ate of

a nu

mber

of ob

jects

that c

an be

ch

ecke

d by c

ounti

ng.

Th

e stra

tegy o

f gro

uping

is

enco

urag

ed.

1.2

Coun

t fo

rwar

ds

and

back

ward

s

Coun

t for

ward

s and

bac

kwar

ds in

:

Ones

from

any n

umbe

r betw

een 1

and 2

0.

Coun

t for

ward

s and

bac

kwar

ds in

:

1s fr

om an

y num

ber b

etwee

n 0 an

d 100

10s f

rom

any m

ultipl

e of 1

0 betw

een 0

and

100

5s

from

any m

ultipl

e of 5

betw

een 0

and1

00

2s

from

any m

ultipl

e of 2

betw

een 0

and1

00.

Coun

t for

ward

s and

bac

kwar

ds in

:

1s, f

rom

any

numb

er

betw

een

0 an

d 200

10s

from

any

multip

le of

10

betw

een 0

and

200

5s

from

any

mult

iple

of 5

betw

een

0 and

200

2s fr

om a

ny m

ultipl

e of

2 b

etwee

n 0 a

nd 20

0

3s fr

om a

ny m

ultipl

e of

3 b

etwee

n 0 a

nd 20

0

4s fr

om an

y mult

iple o

f 4 b

etwee

n 0 a

nd 20

0

100s

to at

leas

t 500

.


NUMB

ER C

ONCE

PT D

EVEL

OPME

NT: R

epre

sent

who

le nu

mbe

rs

1.3

Num

ber

sym

bols

and

num

ber

nam

es

Reco

gnise

, ide

ntify

and

read

num

bers

•

Rec

ognis

e, ide

ntify

and r

ead n

umbe

r sy

mbols

1to 2

0. •

Write

numb

er sy

mbols

1 to

5. •

Rec

ognis

e, ide

ntify

and r

ead n

umbe

r na

mes 1

to 5.

•

Write

numb

er na

mes 1

to 5.

Iden

tify,

reco

gnise

and

read

num

bers

•

Ide

ntify,

reco

gnise

and r

ead n

umbe

r sy

mbols

0 to

100.

• W

rite nu

mber

symb

ols 0

to100

. • I

denti

fy, re

cogn

ise an

d rea

d num

ber n

ames

0 to

25.

• Write

numb

er na

mes 0

to 25

.

Iden

tify,

reco

gnise

and

read

num

bers

•

Identi

fy, re

cogn

ise an

d rea

d num

ber

symb

ols 0

to 50

0. •

Write

numb

er sy

mbols

0 to

500.

• Ide

ntify,

reco

gnise

and r

ead n

umbe

r nam

es

0 to 2

50.

• W

rite nu

mber

name

s 0 to

100.

1.4

Desc

ribe,

com

pare

an

d or

der

num

bers

Desc

ribe,

com

pare

and

orde

r up

to 5

objec

ts

Co

mpar

e coll

ectio

n of o

bjects

acco

rding

to

many

, few;

mos

t, lea

st; m

ore t

han,

less t

han;

the sa

me as

, just

as m

any a

s, dif

feren

t.

Orde

r coll

ectio

n of o

bjects

from

mos

t to

least

and l

east

to mo

st.

Desc

ribe,

com

pare

and

orde

r num

bers

to

5

Desc

ribe a

nd co

mpar

e who

le nu

mber

s ac

cord

ing to

small

er th

an, g

reate

r tha

n, mo

re th

an, “

less t

han,

is eq

ual to

.

Desc

ribe a

nd or

der

numb

ers:

- from

small

est to

grea

test a

nd gr

eates

t to

small

est

- usin

g the

numb

er lin

e 1 -

5.

Desc

ribe,

com

pare

and

orde

r num

bers

to 25

Comp

are w

hole

numb

ers u

sing s

malle

r tha

n, gr

eater

than

mor

e tha

n, les

s tha

n and

is

equa

l to.

Or

der w

hole

numb

ers f

rom

small

est to

gr

eates

t, and

grea

test to

small

est.

Desc

ribe,

com

pare

and

orde

r num

bers

to

99

Co

mpar

e who

le nu

mber

s up t

o 99 u

sing

small

er th

an, g

reate

r tha

n, mo

re th

an,

less t

han a

nd is

equa

l to.

Or

der w

hole

numb

ers u

p to 9

9 fro

m sm

alles

t to gr

eates

t, and

grea

test to

sm

alles

t.


1.5

Plac

e Valu

e Co

nsol

idat

ion

of n

umbe

rs 1-

5 Re

cogn

ise p

lace v

alue o

f num

bers

11 to

25

•

Deco

mpos

e two

-digi

t num

bers

into m

ultipl

es

of ten

s and

units

/ones

. •

Identi

fy an

d stat

e the

value

of ea

ch di

git.

Reco

gnise

the p

lace v

alue o

f num

bers

to

99

• Kn

ow w

hat e

ach d

igit r

epre

sents

. •

Deco

mpos

e two

-digi

t num

bers

up to

99

into m

ultipl

es of

tens

and o

nes/

units

. •

Identi

fy an

d stat

e the

value

of ea

ch di

git.

1.6

Prob

lem so

lving

te

chni

ques

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

pr

oblem

s and

expla

in ow

n solu

tions

to

prob

lems

Co

ncre

te ap

para

tus e.

g. co

unter

s

Pictu

res t

o dra

w the

stor

y sum

.

Numb

er lin

es su

ppor

ted by

co

ncre

te ap

para

tus e.

g. co

untin

g be

ads.

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

pr

oblem

s and

expla

in ow

n solu

tions

to pr

oblem

s

draw

ings o

r con

crete

appa

ratus

e.g.

coun

ters

Bu

ilding

up an

d bre

aking

down

of

numb

ers.

Do

ublin

g and

halvi

ng

Nu

mber

lines

supp

orted

by co

ncre

te ap

para

tus.

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

pr

oblem

s and

expla

in ow

n solu

tions

to

prob

lems

Bu

ilding

up an

d bre

aking

down

of

numb

ers.

Do

ublin

g and

halvi

ng

Nu

mber

lines

1.7

Addi

tion

and

subt

ract

ion

Prac

ticall

y solv

e wor

d pro

blems

in co

ntext

and e

xplai

n own

solut

ion to

prob

lems

involv

ing ad

dition

and

subtr

actio

n with

an

swer

s up

to 5

Prob

lem ty

pe: C

hang

e, co

mpa

re, e

quali

se

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n own

so

lution

to pr

oblem

s inv

olving

addit

ion an

d su

btrac

tion w

ith an

swer

s up

to 20

Pr

oblem

type

: Cha

nge,

com

pare

, equ

alise

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

addit

ion

and

subtr

actio

n with

answ

ers u

p to

99

Prob

lem ty

pe: C

hang

e, co

mpa

re, e

quali

se

1.8

Repe

ated

ad

ditio

n lea

ding

to

mul

tiplic

atio

n.

So

lve w

ord p

roble

ms in

conte

xt an

d exp

lain y

our

own s

olutio

n to p

roble

ms in

volvi

ng re

peate

d ad

dition

lead

ing to

mult

iplica

tion w

ith an

swer

s up

to 20

.

Solve

numb

er pr

oblem

s in c

ontex

t and

expla

in ow

n solu

tion t

o pro

blems

invo

lving

mu

ltiplic

ation

with

answ

ers u

p to 5

0. P

robl

em ty

pe: A

rray,

Using

doub

ling

to so

lve

prob

lems

1.9

Grou

ping

and

shar

ing

leadi

ng

to d

ivisio

n

Prac

ticall

y solv

e wor

d pro

blems

in co

ntext

and e

xplai

n own

solut

ion to

prob

lems

involv

ing eq

ual s

harin

g and

grou

ping w

ith

whole

numb

ers u

p to 5

and w

ith an

swer

s tha

t may

inclu

de re

maind

ers.

Prob

lem ty

pe: g

roup

ing, s

harin

g and

arra

y

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n own

so

lution

to pr

oblem

s tha

t invo

lve eq

ual s

harin

g an

d gro

uping

up to

20 w

ith an

swer

s tha

t may

inc

lude r

emain

ders.

Pr

oblem

type

: gro

uping

, sha

ring a

nd ar

ray

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

that

involv

e equ

al sh

aring

and g

roup

ing up

to 50

with

answ

ers

that m

ay in

clude

rema

inder

s. Pr

oblem

type

: gro

uping

, sha

ring a

nd ar

ray

1.10 F

ract

ions

Cons

olid

ate w

ord

prob

lems i

nvol

ving

equa

l sha

ring

with

answ

ers t

hat m

ay

inclu

de re

main

ders

.

Cons

olid

ate w

ord

prob

lems i

nvol

ving

equa

l sh

arin

g wi

th an

swer

s tha

t may

inclu

de

rem

ainde

rs.

Solve

and e

xplai

n solu

tions

to pr

actic

al pr

oblem

s tha

t invo

lve eq

ual s

harin

g lea

ding t

o so

lution

s tha

t inclu

de un

itary

and n

on-u

nitar

y fra

ction

s e.g.

½ ,¼

,¾ et

c.


1.11

M

oney

Reco

gnise

and i

denti

fy RS

A co

ins 5c

, 10c

, 20

c, 50

c, R1

, R2,

R5, a

nd ba

nk no

tes R

10,

R20,

R50

So

lve m

oney

prob

lems

involv

ing to

tals a

nd

chan

ge in

cent

s up

to 50

c and

rand

s to

R20

Re

cogn

ise an

d ide

ntify

the S

outh

Afric

an

coins

and b

ank n

otes.

Solve

mon

ey pr

oblem

s inv

olving

total

s an

d cha

nge i

n ra

nds a

nd ce

nts.

1.12

Tech

niqu

es

(met

hods

or

stra

tegi

es)

Use t

he fo

llowi

ng te

chniq

ues w

hen

perfo

rming

calcu

lation

s:

Con

crete

appa

ratus

e.g.

coun

ters

Dr

aw pi

cture

s.

Numb

er lin

es su

ppor

ted by

co

ncre

te ap

para

tus e.

g. co

untin

g be

ads.

Use t

he fo

llowi

ng te

chniq

ues w

hen p

erfor

ming

ca

lculat

ions:

Draw

ings o

r con

crete

appa

ratus

e.g.

coun

ters

Bu

ilding

up an

d bre

aking

down

of nu

mber

s.

Doub

ling a

nd ha

lving

Numb

er lin

es su

ppor

ted by

conc

rete

appa

ratus

.

Use t

he fo

llowi

ng te

chniq

ues w

hen

perfo

rming

calcu

lation

s:

Bu

ilding

up an

d bre

aking

down

of

numb

ers.

Do

ublin

g and

halvi

ng

Nu

mber

lines

1.13

Addi

tion

and

subt

ract

ion

Num

ber r

ange

: 1-5

Add u

p to 5

Subtr

act fr

om 5.

Prac

tise n

umbe

r bon

ds to

5

Ad

d up t

o 20

Subtr

act f

rom

20

Us

e app

ropr

iate s

ymbo

ls

Pr

actis

e num

ber b

onds

to 10

Ad

d up t

o 99

Subtr

act f

rom

99

Us

e app

ropr

iate s

ymbo

ls

Pr

actis

e num

ber b

onds

to 20

1.14

Repe

ated

ad

ditio

n lea

ding

to

mul

tiplic

atio

n

Ad

d the

same

numb

er re

peate

dly to

20

Mu

ltiply

numb

ers 1

-10 b

y 2

Us

e app

ropr

iate s

ymbo

ls

Mu

ltiply

numb

ers 1

-10 b

y 2, 5

, 3,4

Us

e app

ropr

iate s

ymbo

ls

1.15

Divis

ion

Cons

olida

te wo

rd pr

oblem

s inv

olving

equa

l sh

aring

lead

ing to

divis

ion.

Cons

olida

te wo

rd pr

oblem

s inv

olving

equa

l sh

aring

lead

ing to

answ

ers w

ith re

maind

ers.

Di

vide n

umbe

rs to

50 by

2, 5,

10

Us

e app

ropr

iate s

ymbo

ls

1.16

Ment

al m

athe

mat

ics

Num

ber c

once

pt: R

ange

5

Or

der a

give

n set

of se

lected

nu

mber

s.

Co

mpar

e num

bers

up to

5 an

d say

wh

ich is

mor

e or le

ss

Num

ber c

once

pt: R

ange

25

Or

der a

give

n set

of se

lected

numb

ers

Co

mpar

e num

bers

to 25

and s

ay w

hich i

s: -

1 m

ore o

r 1

less

- 2

mor

e or

2 les

s -

10 m

ore o

r 10 l

ess

Num

ber c

once

pt: R

ange

200

Or

der a

give

n set

of se

lected

numb

ers

Co

mpar

e num

bers

to 20

0 and

say w

hich

is:

- 1 m

ore o

r 1 le

ss

- 2 m

ore o

r 2 le

ss

- 3 m

ore o

r 3 le

ss

- 4 m

ore o

r 4 le

ss

- 5 m

ore o

r 5 le

ss

- 10

mor

e or 1

0 les

s


Rapi

dly r

ecall

:

Reca

ll add

ition a

nd su

btrac

tion f

acts

to 10

. Ca

lculat

ion

stra

tegi

es

Use c

alcula

tion s

trateg

ies to

add a

nd su

btrac

t eff

icien

tly:

Pu

t the l

arge

numb

er fir

st in

orde

r to c

ount

on or

coun

t bac

k.

Menta

l num

ber-l

ine.

D

oubli

ng an

d halv

ing

Bu

ilding

up an

d bre

aking

down

of nu

mber

s.

Use t

he re

lation

ship

betw

een a

dditio

n and

su

btrac

tion.

Rapi

dly r

ecall

:

Ad

dition

and s

ubtra

ction

facts

to 20

.

Add o

r sub

tract

multip

les of

10 fr

om 0-

100.

Ment

al st

rate

gies

Us

e calc

ulatio

n stra

tegies

:

Put th

e lar

ge nu

mber

first

in or

der t

o co

unt o

n or c

ount

back

.

Numb

er-lin

e.

Doub

ling a

nd ha

lving

Build

ing up

and b

reak

ing do

wn of

nu

mber

s.

Use t

he re

lation

ship

betw

een a

dditio

n and

su

btrac

tion.

1.17

Frac

tions

Co

nsoli

date

word

prob

lems i

nvolv

ing eq

ual

shar

ing le

ading

to an

swer

s with

re

maind

ers.

Cons

olida

te wo

rd pr

oblem

s inv

olving

equa

l sh

aring

lead

ing to

answ

ers w

ith re

maind

ers.

Us

e and

name

unita

ry fra

ction

s inc

luding

ha

lves,

quar

ters,

third

s, fift

hs

Re

cogn

ise fr

actio

ns in

diag

ramm

atic f

orm.

Write

frac

tions

as 1

half,

1 thir

d.


MULT

IGRA

DE A

NNUA

L TE

ACHI

NG P

LAN

PATT

ERN,

FUN

CTIO

NS A

ND A

LGEB

RA -

TERM

1 TO

PIC

GRAD

E 1

GRAD

E 2

GRAD

E 3

2.2

Num

ber

patte

rns

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

simp

le nu

mber

se

quen

ces t

o at le

ast 2

0. Se

quen

ce sh

ould

show

coun

ting

forwa

rds a

nd ba

ckwa

rds i

n: •

Ones

from

any n

umbe

r betw

een 1

and 2

0

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

in w

ords

•

simple

patte

rns m

ade w

ith ph

ysica

l o

bjects

•

simple

patte

rns m

ade w

ith dr

awing

s o

f line

s, sh

apes

or ob

jects

Rang

e of p

atte

rns:

Simp

le pa

ttern

s in w

hich s

hape

s or g

roup

s of

shap

es ar

e rep

eated

in

exac

tly th

e sam

e way

Cr

eate

and

desc

ribe o

wn p

atte

rns

• Cre

ate ow

n geo

metric

patte

rns

- with

phys

ical o

bjects

- b

y dra

wing

lines

, sha

pes o

r obje

cts

• Des

cribe

own p

atter

ns

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

simp

le nu

mber

se

quen

ces t

o at le

ast 1

00.

Sequ

ence

s sho

uld sh

ow co

untin

g for

ward

s and

back

ward

s in:

• 1s

from

any n

umbe

r betw

een 0

and 1

00

• 10

s fro

m an

y mult

iple o

f 10 b

etwee

n 0 an

d 100

•

5s fr

om an

y mult

iple o

f 5 be

twee

n 0 an

d 100

•

2s fr

om an

y mult

iple o

f 2 be

twee

n 0 an

d 100

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

in w

ords

•

simp

le pa

ttern

s mad

e with

phys

ical

o

bjects

•

simp

le pa

ttern

s mad

e with

draw

ings

o

f line

s, sh

apes

or ob

jects

Rang

e of p

atte

rns:

• S

imple

patte

rns i

n whic

h sha

pes o

r gr

oups

of

shap

es ar

e rep

eated

in

exac

tly th

e sam

e way

. Cr

eate

and

desc

ribe o

wn p

atte

rns

• Cr

eate

own g

eome

tric pa

ttern

s - w

ith ph

ysica

l obje

cts

- by d

rawi

ng lin

es, s

hape

s or o

bjects

. •

Des

cribe

own p

atter

ns.

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

simp

le nu

mber

se

quen

ces t

o at le

ast 2

00.

Sequ

ence

s sho

uld sh

ow co

untin

g for

ward

s an

d bac

kwar

ds in

: •

the i

nterva

ls sp

ecifie

d in G

rade

2 wi

th inc

reas

ed nu

mber

rang

es

• 10

0s to

at le

ast 5

00

2.2

Nu

mbe

r pa

ttern

s

Copy

, ext

end

and

desc

ribe

Copy

, exte

nd an

d des

cribe

simp

le nu

mber

se

quen

ces t

o at le

ast 2

0. Se

quen

ce sh

ould

show

coun

ting

forwa

rds a

nd ba

ckwa

rds i

n: • o

nes f

rom

any n

umbe

r betw

een 1

and 2

0


MULT

IGRA

DE A

NNUA

L TE

ACHI

NG P

LAN

SPAC

E AN

D SH

APE

- TER

M 1

TOPI

CS

Grad

e 1

Grad

e 2

Grad

e 3

3.1

Posit

ion,

or

ienta

tion

and

views

Lang

uage

of p

ositi

on

Desc

ribe t

he po

sition

of on

e obje

ct in

relat

ion

to an

other

e.g.

on to

p of ,

in fro

nt of

, beh

ind,

left, r

ight, u

p, do

wn, n

ext to

. Po

sitio

n an

d di

rect

ions

Follo

w dir

ectio

ns to

mov

e aro

und t

he

class

room

Follo

w ins

tructi

ons t

o plac

e one

objec

t in

relat

ion to

anoth

er e.

g. pu

t the p

encil

ins

ide th

e box

Su

gges

ted

focu

s seq

uenc

ing o

f wor

k for

Te

rm 1

La

ngua

ge of

posit

ion sh

ould

be

intro

duce

d thr

ough

prac

tical

activ

ities

that in

volve

lear

ners

in ph

ysica

l mo

veme

nt

This

can b

e con

solid

ated t

hrou

gh w

ritten

re

cord

ing su

ch as

draw

ing, c

olour

ing or

ma

tching

draw

ings w

ith w

ords

Apply

the l

angu

age o

f pos

ition l

earn

t wh

en fo

llowi

ng di

recti

ons

Di

recti

ons s

hould

be pr

actis

ed th

roug

h pr

actic

al ac

tivitie

s in w

hich l

earn

ers

move

them

selve

s or o

bjects

acco

rding

to

instru

ction

s

CONS

OLID

ATIO

N OF

POS

ITIO

N,

ORIE

NTAT

ION

AND

VIEW

S CO

NSOL

IDAT

ION

OF P

OSIT

ION,

OR

IENT

ATIO

N AN

D VI

EWS

3.2

3-D

objec

ts

Rang

e of o

bjec

ts

Reco

gnise

and n

ame 3

-D ob

jects

in the

cla

ssro

om an

d in p

ictur

es

ba

ll sha

pes (

sphe

res)

bo

x sha

pes (

prism

s) Fe

atur

es o

f obj

ects

De

scrib

e, so

rt an

d com

pare

3-D

objec

ts in

terms

of:

siz

e

colou

r

Rang

e of o

bjec

ts

Reco

gnise

and n

ame 3

-D ob

jects

in the

cla

ssro

om an

d in p

ictur

es

ba

ll sha

pes (

sphe

res)

bo

x sha

pes (

prism

s)

Feat

ures

of o

bjec

ts

Desc

ribe,

sort

and c

ompa

re 3-

D ob

jects

in ter

ms of

:

size

ob

jects

that r

oll

CONS

OLID

ATIO

N OF

POS

ITIO

N,

ORIE

NTAT

ION

AND

VIEW

S


Fo

cuse

d ac

tiviti

es

Obse

rve an

d buil

d give

n 3-D

objec

ts us

ing

conc

rete

mater

ials s

uch a

s buil

ding b

locks

, re

cycli

ng m

ateria

l, con

struc

tion k

its

Sugg

este

d fo

cus a

nd se

quen

cing

of

activ

ities

for T

erm

1

Free

play

with

vario

us 3-

D ob

jects.

Bu

ilding

thing

s of o

wn ch

oice u

sing

build

ing bl

ocks

, con

struc

tion k

its or

re

cycli

ng m

ateria

l. This

can b

e don

e in

indep

ende

nt tim

e

Copy

a mo

del o

f som

ething

the t

each

er

prov

ides.

This

can b

e don

e in

indep

ende

nt tim

e

Comp

are t

he si

ze of

simi

lar ob

jects

e.g.

say w

hich b

all is

larg

er

Ta

lk ab

out th

e colo

urs o

f obje

cts an

d the

n sor

t obje

cts ac

cord

ing to

colou

r

Identi

fy an

d des

cribe

geom

etric

and

ever

yday

objec

ts by

sayin

g whe

ther a

re

shap

ed lik

e a ba

ll or t

hey a

re sh

aped

lik

e a bo

x

Wor

k is c

onso

lidate

d thr

ough

writt

en

exer

cises

ob

jects

that s

lide

Focu

sed

activ

ities

Obse

rve an

d buil

d give

n 3-D

objec

ts us

ing co

ncre

te ma

terial

s suc

h as c

ut-ou

t 2-

D sh

apes

, buil

ding b

locks

, rec

yclin

g, co

nstru

ction

kits,

othe

r 3-D

geom

etric

objec

ts Su

gges

ted

focu

s and

sequ

encin

g of

ac

tiviti

es fo

r Ter

m 1

Co

py a

mode

l of s

ometh

ing th

e tea

cher

pr

ovide

s. Mo

dels

or co

nstru

ction

s can

be

mad

e usin

g buil

ding b

locks

, re

cycli

ng, c

onstr

uctio

n kits

, othe

r 3-D

ge

ometr

ic ob

jects,

and c

ut-ou

t 2-D

sh

apes

. This

can b

e don

e in

indep

ende

nt tim

e

Comp

are a

nd de

scrib

e the

size

of

simila

r obje

cts e.

g. sta

ck bo

xes f

rom

gr

eates

t to sm

alles

t W

ork w

ith

ba

lls an

d obje

cts sh

aped

like b

alls

va

rious

boxe

s and

othe

r obje

cts sh

aped

lik

e rec

tangu

lar pr

isms o

r cub

es

Inves

tigate

whic

h of th

e obje

cts ca

n roll

, wh

ich sl

ide, w

hich c

an be

stac

ked.

Ide

ntify

and d

escri

be ge

ometr

ic an

d ev

eryd

ay ob

jects

by sa

ying w

hethe

r are

sh

aped

like a

ball,

shap

ed lik

e a bo

x, sh

aped

lik

e a cy

linde

r. W

ork i

s con

solid

ated t

hrou

gh w

ritten

ex

ercis

es.

3.3

2-D

shap

es

Cons

olida

tion o

f 2-D

shap

es

Cons

olida

tion o

f 2-D

shap

es

Rang

e of s

hape

s

Circl

es

Tr

iangle

s

Squa

res

Re

ctang

les


Fe

atur

es o

f sha

pes

Desc

ribe,

sort

and c

ompa

re 2-

D sh

apes

in

terms

of:

sh

ape

str

aight

sides

roun

d side

s Su

gges

ted

focu

s of a

ctivi

ties f

or T

erm

1 Na

me an

d gro

up sh

apes

. Fo

cus o

n the

kind

of si

des t

hat e

ach s

hape

ha

s. Di

sting

uish s

hape

s by t

alking

abou

t whe

ther

their s

ides a

re ro

und o

r stra

ight.

Draw

circl

es, s

quar

es, r

ectan

gles a

nd

triang

les.

Wor

k is c

onso

lidate

d thr

ough

writt

en

exer

cises

. 3.4

Sy

mm

etry


MU

LTI-G

RADE

ANN

UAL T

EACH

ING

PLAN

ME

ASUR

EMEN

T –TE

RM 1

TOPI

CS

GRAD

E 1

GRAD

E 2

GRAD

E 3

4.1

Tim

e

Pass

ing

of ti

me

Talk

abou

t pas

sing o

f time

Or

der r

egula

r eve

nts fr

om th

eir ow

n liv

es

Co

mpar

e len

gths o

f time

using

lan

guag

e e.g.

long

er, s

horte

r, fas

ter,

slowe

r

Sequ

ence

even

ts us

ing la

ngua

ge

such

as ye

sterd

ay, to

day,

tomor

row

Tellin

g th

e tim

e

Desc

ribe w

hen s

ometh

ing ha

ppen

s us

ing la

ngua

ge e.

g. mo

rning

, aft

erno

on, n

ight, e

arly,

late

Na

me an

d seq

uenc

e day

s of w

eek

and m

onths

of ye

ar

Pl

ace b

irthda

ys on

a ca

lenda

r

Tellin

g th

e tim

e

Name

and s

eque

nce d

ays o

f wee

k

Name

and s

eque

nce m

onths

of ye

ar

Pl

ace b

irthda

ys, r

eligio

us fe

stiva

ls, pu

blic

holid

ays,

histor

ical e

vents

, sch

ool e

vents

on a

calen

dar

Te

ll 12-

hour

time i

n hou

rs an

d half

hour

s on

analo

gue c

locks

Ca

lculat

e len

gth

of ti

me a

nd p

assin

g of

tim

e

Us

e cloc

ks to

calcu

late l

ength

of tim

e in h

ours

or

half h

ours

Tellin

g th

e tim

e

Read

dates

on ca

lenda

rs

Plac

e birth

days

, reli

gious

festi

vals,

publi

c holi

days

, his

torica

l eve

nts, s

choo

l eve

nts on

a ca

lenda

r

Te

ll 12-

hour

time i

n

hour

s

half h

ours

qu

arter

hour

s

minu

tes

on an

alogu

e cloc

ks an

d digi

tal cl

ocks

and o

ther d

igital

ins

trume

nts th

at sh

ow tim

e e.g.

cell p

hone

s

4.2

Leng

th

Info

rmal

mea

surin

g

Comp

are a

nd or

der t

he le

ngth,

he

ight o

r widt

h of tw

o or m

ore

objec

ts by

plac

ing th

em ne

xt to

each

oth

er

Us

e lan

guag

e to t

alk ab

out th

e co

mpar

ison e

.g. lo

nger

, sho

rter,

taller

, wide

r

Estim

ate, m

easu

re, c

ompa

re, o

rder

an

d rec

ord l

ength

using

non-

stand

ard m

easu

res e

.g. ha

nd sp

ans,

pace

s, pe

ncil l

ength

s, co

unter

s, etc

.

Info

rmal

mea

surin

g

Estim

ate, m

easu

re, c

ompa

re, o

rder

and r

ecor

d len

gth us

ing no

n-sta

ndar

d mea

sure

s e.g.

hand

sp

ans,

pace

s, pe

ncil l

ength

s, co

unter

s etc.

Desc

ribe t

he le

ngth

of ob

jects

by co

untin

g and

sta

ting t

he le

ngth

in inf

orma

l unit

s

Use l

angu

age t

o talk

abou

t the c

ompa

rison

e.g.

longe

r, sh

orter

, talle

r, wi

der

Intro

ducin

g fo

rmal

mea

surin

g

Estim

ate, m

easu

re, o

rder

and r

ecor

d len

gth

using

metr

es (e

ither

metr

e stic

ks or

metr

e lon

g len

gths o

f strin

g) as

the s

tanda

rd un

it of le

ngth

Cons

olid

atio

n of

gra

de 2

info

rmal

mea

surin

g:

4.3

Info

rmal

mea

surin

g

Estim

ate, m

easu

re, c

ompa

re, o

rder

Co

nsol

idat

ion

of g

rade

1 in

form

al wo

rk:

Cons

olid

atio

n of

gra

de 2

info

rmal

work

:


Mass

and r

ecor

d mas

s usin

g a ba

lancin

g sc

ale an

d non

-stan

dard

mea

sure

s e.g

. bloc

ks, b

ricks

, etc.

Use l

angu

age t

o talk

abou

t the

comp

ariso

n e.g.

light,

heav

y, lig

hter,

heav

ier

4.4

Capa

city/V

olum

e

Info

rmal

mea

surin

g

Comp

are a

nd or

der t

he am

ount

of liq

uid (v

olume

) in tw

o con

taine

rs pla

ced n

ext to

each

othe

r. Le

arne

rs ch

eck b

y pou

ring i

nto a

third

co

ntaine

r if ne

cess

ary

Cons

olid

atio

n

Info

rmal

mea

surin

g

Estim

ate, m

easu

re, c

ompa

re an

d ord

er th

e ca

pacit

y of c

ontai

ners

(i.e. th

e amo

unt th

e co

ntaine

r can

hold

if fille

d) by

using

non-

stand

ard

meas

ures

e.g.

spoo

ns an

d cup

s

Desc

ribe t

he ca

pacit

y of th

e con

taine

r by c

ounti

ng

and s

tating

how

many

of th

e info

rmal

units

it tak

es

to fill

the c

ontai

ner e

.g. th

e bott

le ha

s the

capa

city

of fou

r cup

s In

trodu

cing

form

al m

easu

ring

Es

timate

, mea

sure

, com

pare

, ord

er an

d rec

ord t

he

capa

city o

f obje

cts by

mea

surin

g in l

itres,

half l

itres

and q

uarte

r litre

s

using

bottle

s with

a ca

pacit

y of 1

litre

, or

conta

iners

whos

e cap

acity

is st

ated i

n mi

llilitre

s e.g.

cool

drink

cans

mea

surin

g jug

s in w

hich n

umbe

red c

alibr

ation

lin

es sh

ow lit

res,

half l

itres a

nd qu

arter

litre

s

meas

uring

jugs

whic

h hav

e num

bere

d ca

libra

tion l

ines f

or m

illilitr

es

me

asur

ing cu

ps an

d tea

spoo

ns w

hich i

ndica

te the

ir cap

acity

Comp

are,

orde

r and

reco

rd th

e cap

acity

of

comm

ercia

lly pa

ckag

ed ob

jects

whos

e cap

acity

is

stated

in lit

res e

.g. 2

litres

of m

ilk, 1

litre

of co

ol dr

ink, 5

litre

s of p

aint, o

r in m

illilitr

es e.

g. 50

0 ml o

f mi

lk, 34

0 milli

litres

of co

ol dr

ink, 7

50 m

illilitr

es of

oil

Kn

ow th

at a s

tanda

rd cu

p is 2

50 m

illilitr

es

Kn

ow th

at a t

easp

oon i

s 5 m

illilitr

es

No co

nver

sions

betw

een m

illilitr

es an

d litre

s re

quire

d


Form

al As

sess

men

t Tas

k – T

erm

1

MULT

I-GRA

DE A

NNUA

L TEA

CHIN

G PL

AN

DATA

HAN

DLIN

G -T

ERM

1

TOPI

CS

GRAD

E 1

GRAD

E 2

GRAD

E 3

5.1

Colle

ct an

d so

rt ob

jects

5.2

Re

pres

ent s

orte

d co

llect

ion

of o

bjec

ts

5.3

Disc

uss a

nd re

port

on

sorte

d co

llect

ion

of

objec

ts

5.4

Colle

ct an

d or

gani

se

data

5.5

Re

pres

ent d

ata

5.6

Analy

se an

d In

terp

ret

data

Colle

ct an

d sor

t eve

ryday

phys

ical o

bjects

. D

raw

a pict

ure o

f the s

orted

objec

ts.

Gi

ve re

ason

s for

how

the co

llecti

on w

as

sorte

d An

swer

ques

tions

abou

t:

how

the so

rting w

as do

ne (p

roce

ss)

wh

at the

sorte

d coll

ectio

n loo

ks lik

e (p

rodu

ct)

De

scrib

e the

sorte

d coll

ectio

n

Reco

mm

ende

d:

Who

le da

ta cy

cle to

mak

e clas

s pict

ogra

ph

with

one-

to-on

e cor

resp

onde

nce

Co

llect

data

abou

t the c

lass o

r sch

ool to

an

swer

ques

tions

pose

d by t

he te

ache

r.

Re

pres

ent d

ata in

picto

grap

h with

one-

to-on

e cor

resp

onde

nce.

An

swer

ques

tions

abou

t data

in pi

ctogr

aph

with

one-

to-on

e cor

resp

onde

nce.

Reco

mm

ende

d:

Who

le da

ta cy

cle to

mak

e bar

grap

h. Co

llect

data

abou

t the c

lass o

r sch

ool to

an

swer

ques

tions

pose

d by t

he te

ache

r. Us

e tall

ies to

reco

rd da

ta in

categ

ories

pr

ovide

d. Re

pres

ent d

ata in

Table

s

Bar g

raph

s Ta

lk ab

out a

nd an

swer

ques

tions

abou

t data

in

tables

and b

ar gr

aphs

.

Grad

e 1

Grad

e 2

Grad

e 3

SUMM

ATIV

E FO

RMAL

ASS

ESSM

ENT

- REF

ER T

O AS

SESS

MENT

FRA

MEW

ORK

PROV

IDED

Or

al, P

racti

cal &

Writt

en

Oral,

Pra

ctica

l & W

ritten

Or

al, P

racti

cal &

Writt

en

Asse

ss al

l Con

tent A

reas

As

sess

all C

onten

t Are

as

Asse

ss al

l Con

tent A

reas


See C

APS

docu

men

t:

Page

10 fo

r weig

hting

of C

onten

t Are

as ta

ble 2.

2 Pa

ge 48

8-51

2 for

exem

plars

MULT

I-GRA

DE A

NNUA

L TE

ACHI

NG P

LAN

NUMB

ERS

OPER

ATIO

NS A

ND R

ELAT

IONS

HIPS

- TE

RM 2

TOPI

C GR

ADE

1 GR

ADE

2 GR

ADE

3 1.1

Co

unt o

bjec

ts

• Co

unt o

ut co

ncre

te ob

jects

relia

bly to

20.

• Gi

ve a

reas

onab

le es

timate

of a

numb

er of

ob

jects

that c

an be

chec

ked b

y cou

nting

. •

Coun

ting b

y gro

uping

is en

cour

aged

.

•

Coun

t to at

leas

t 150

ever

yday

objec

ts re

liably

. •

Gi

ve a

reas

onab

le es

timate

of a

numb

er of

ob

jects

that c

an be

chec

ked b

y cou

nting

. •

St

rateg

y of g

roup

ing is

enco

urag

ed.

•

Grou

p to a

t leas

t 500

objec

ts to

estim

ate an

d co

unt r

eliab

ly.

• Gi

ve a

reas

onab

le es

timate

of a

numb

er of

ob

jects

that c

an be

chec

ked b

y cou

nting

.

• Th

e stra

tegy o

f gro

uping

is en

cour

aged

.

1.2

Coun

t for

ward

s An

d ba

ckwa

rds

Coun

t for

ward

s and

bac

kwar

ds in

: •

Ones

from

any n

umbe

r be

twee

n 0 an

d 50

Coun

t for

ward

s in

•

10s f

rom

any m

ultipl

e of 1

0 be

twee

n 0

and 5

0 •

5s fr

om an

y mult

iple o

f 5 be

twee

n 0 an

d 50

•

2s fr

om an

y mult

iple o

f 2 be

twee

n 0 an

d 20

.

Coun

t for

ward

s and

bac

kwar

ds in

: •

1s fr

om an

y num

ber b

etwee

n 0 an

d 150

•

10s f

rom

any m

ultipl

e of 1

0 be

twee

n 0

and 1

50

•

5s fr

om an

y mult

iple o

f 5 b

etwee

n 0 an

d 15

0 •

2s fr

om an

y mult

iple o

f 2 be

twee

n 0 an

d 15

0 •

3s fr

om an

y mult

iple o

f 3 be

twee

n 0 an

d 99

•

4s fr

om an

y mult

iple 4

betw

een 0

and 1

00.

Coun

t for

ward

s and

bac

kwar

ds in

: •

1s, fr

om an

y num

ber

betw

een 0

and

500

•

10s f

rom

any m

ultipl

e of 1

0 betw

een 0

and 5

00

•

5s fr

om an

y mult

iple o

f 5 be

twee

n 0 an

d 500

•

2s fr

om an

y mult

iple o

f 2 be

twee

n 0 an

d 500

•

3s fr

om an

y mult

iple o

f 3 be

twee

n 0 an

d 500

•

4s fr

om an

y mult

iple o

f 0 an

d 500

•

50s,

100s

to at

leas

t 1 00

0.

NUMB

ER C

ONCE

PT D

EVEL

OPME

NT: R

epre

sent

who

le nu

mbe

rs

Re

cogn

ise, id

entif

y and

read

num

bers

Id

entif

y, re

cogn

ise an

d re

ad n

umbe

rs

Iden

tify,

reco

gnise

and

read

num

bers


1.3

Num

ber

sym

bols

and

num

ber

nam

es

•

Reco

gnise

, iden

tify an

d rea

d num

ber

symb

ols 1

to 50

. •

Write

numb

er sy

mbols

1 to1

0. •

Reco

gnise

, iden

tify an

d rea

d num

ber

name

s 1 to

10.

•

Write

numb

er na

mes 1

to 10

.

•

Identi

fy, re

cogn

ise an

d rea

d num

ber

symb

ols 0

to 15

0. •

Write

numb

er sy

mbols

0 to1

50.

•

Identi

fy, re

cogn

ise an

d rea

ds nu

mber

na

mes 0

to 50

. •

Write

numb

er na

mes 0

to 50

.

• Ide

ntify,

reco

gnise

and r

ead n

umbe

r sym

bols

0 to

1 000

.

• W

rite nu

mber

symb

ols 0

to100

0. •

Identi

fy, re

cogn

ise an

d rea

d num

ber n

ames

0 to

250.

• W

rite nu

mber

name

s 0 to

250.

1.4

Desc

ribe,

com

pare

an

d or

der

num

bers

Desc

ribe,

com

pare

and

orde

r up

to 10

ob

jects

•

Comp

are c

ollec

tion o

f obje

cts ac

cord

ing

to ma

ny, fe

w; m

ost, l

east;

mor

e tha

n, les

s tha

n; the

same

as, ju

st as

man

y as,

differ

ent.

•

Orde

r coll

ectio

n of o

bjects

from

mos

t to

least

and l

east

to mo

st.

Desc

ribe,

com

pare

and

orde

r num

bers

to 10

•

Desc

ribe a

nd co

mpar

e who

le nu

mber

s ac

cord

ing to

small

er th

an, g

reate

r tha

n, mo

re th

an, “

less t

han,

is eq

ual to

. •

Desc

ribe a

nd or

der n

umbe

rs:

- from

small

est to

grea

test a

nd g

reate

st to

small

est

- befo

re, a

fter,

in the

midd

le/ be

twee

n - U

sing t

he nu

mber

line 0

– 10

.

Desc

ribe,

com

pare

and

orde

r num

bers

to 50

•

Comp

are w

hole

small

er th

an, g

reate

r tha

n, mo

re th

an, le

ss th

an an

d is e

qual

to.

•

Orde

r who

le nu

mber

s fro

m sm

alles

t to

grea

test, a

nd gr

eates

t to sm

alles

t.

Desc

ribe,

com

pare

and

orde

r num

bers

to 50

0 •

Comp

are w

hole

numb

ers u

p to 5

00 us

ing sm

aller

tha

n, gr

eater

than

, mor

e tha

n, les

s tha

n and

is

equa

l to.

•

Ord

er w

hole

numb

ers

up to

500 f

rom

sm

alles

t to gr

eates

t, and

grea

test to

S

malle

st.

1.5

Plac

e Valu

e

Re

cogn

ise p

lace v

alue o

f num

bers

11 to

50

•

Deco

mpos

e two

-digi

t num

bers

into

multip

les of

tens

and u

nits/o

nes.

Reco

gnise

the p

lace v

alue o

f num

bers

to 50

0 •

Know

wha

t eac

h digi

t rep

rese

nts.

•

Deco

mpos

e two

-digi

t num

bers

up to

500 i

nto


•

Identi

fy an

d stat

e the

value

of ea

ch di

git.

multip

les of

tens

and o

nes/

units

. •

Identi

fy an

d stat

e the

value

of ea

ch di

git.

1.6

Prob

lem so

lving

te

chni

ques

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

pr

oblem

s and

expla

in ow

n solu

tions

to

prob

lems:

Co

ncre

te ap

para

tus e.

g. co

unter

s

Pictu

res t

o dra

w the

stor

y sum

.

Bu

ilding

up an

d bre

aking

down

nu

mber

s.

Doub

ling a

nd ha

lving

Numb

er lin

es su

ppor

ted by

conc

rete

appa

ratus

e.g.

coun

ting b

eads

.

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

pr

oblem

s and

expla

in ow

n solu

tions

to

prob

lems:

dr

awing

s or c

oncre

te ap

para

tus e.

g. co

unter

s

Bu

ilding

up an

d bre

aking

down

of

numb

ers.

Do

ublin

g and

halvi

ng

Nu

mber

lines

supp

orted

by co

ncre

te ap

para

tus.

Use t

he fo

llowi

ng te

chniq

ues w

hen s

olving

prob

lems

and e

xplai

n ow

n solu

tions

to pr

oblem

s:

Build

ing up

and b

reak

ing do

wn of

numb

ers.

Do

ublin

g and

halvi

ng

Nu

mber

lines

Roun

ding-

off in

tens

1.7

Addi

tion

and

subt

ract

ion

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

addit

ion an

d su

btrac

tion w

ith an

swer

s up

to 10

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

addit

ion an

d su

btrac

tion w

ith an

swer

s up

to 50

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n own

so

lution

to pr

oblem

s inv

olving

addit

ion an

d su

btrac

tion w

ith an

swer

s up

to 40

0

1.8

Repe

ated

addi

tion

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

repe

ated

addit

ion w

ith an

swer

s up t

o 10.

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

repe

ated

addit

ion an

d mult

iplica

tion w

ith an

swer

s up t

o 30

.

Solve

numb

er pr

oblem

s in c

ontex

t and

expla

in ow

n so

lution

to pr

oblem

s inv

olving

lead

ing to

mult

iplica

tion

with

answ

ers u

p to 7

5.

1.9

Grou

ping

and

shar

ing

leadi

ng to

divi

sion

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

invo

lving

equa

l sh

aring

and g

roup

ing w

ith w

hole

numb

ers u

p to

10 an

d with

answ

ers t

hat m

ay in

clude

re

maind

ers.

Solve

wor

d pro

blems

in co

ntext

and e

xplai

n ow

n solu

tion t

o pro

blems

that

involv

e equ

al sh

aring

and g

roup

ing up

to 30

with

answ

ers t

hat

may i

nclud

e rem

ainde

rs.

Solve

numb

er pr

oblem

s in c

ontex

t and

expla

in ow

n so

lution

to pr

oblem

s tha

t invo

lve eq

ual s

harin

g and

gr

oupin

g up t

o 75 w

ith an

swer

s tha

t may

inclu

de

rema

inder

s.

1.10

Shar

ing

leadi

ng to

fra

ctio

ns

So

lve w

ord p

roble

ms in

conte

xt an

d exp

lain

own s

olutio

ns to

prob

lems t

hat in

volve

equa

l sh

aring

lead

ing to

solut

ions t

hat in

clude

unita

ry fra

ction

s e.g.

half,

quar

ter, th

ird an

d fifth

etc.

1.10 F

ract

ions

So

lve an

d exp

lain s

olutio

ns to

multigrade toolkit · 2019-08-16 · should be dedicated for mathematics in the multigrade class...

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