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Quarter 4
Theme 10: National emblems Week 1 (31)
and the anthem
Exercise Book 2: Exercises 44 – 48
Workbook 2: Worksheets 56 – 62
Vocabulary
Multiples
81 – eighty-one
82 – eighty-two
83 – eighty-three
84 – eighty-four
86 – eighty-six
87 – eighty-seven
88 – eighty-eight
89 – eighty-nine
90 – ninety
seventh, eighth, ninth,
tenth, eleventh, twelth,
thirteenth, fourteenth,
seventeenth,
eighteenth, nineteenth,
twentieth
value, place value, one
whole, halves, thirds,
tenths, more than, less
than
position, symmetry,
days
Sunday, Monday,
Tuesday, Wednesday,
Thursday, Friday,
Saturday
Cost or price
T���
Use a number line up to 200 to use daily for
countong.
A number chart up to 200 can also be used.
Work with 190 counters this week.
Place value indicates the postion of a number:
left – tens, right – units.
Practise drawing numbers on whiteboards –
spaces between numbers should be even.
Write numbers beneath the line. A number line
always starts on the left.
Use apparatus to make groups of 3: ooo ooo
ooo ooo, add and say how many groups of
3 there are. Example: 3 + 3 + 3 + 3 = 12
4 x 3 = 12.
With fractions the emphasis is on one whole
that is divided equally. Two halves make one
whole, four quarters make one whole, two
whole.
The cost of a number of articles is calculated.
Pupils can add or multiply.
Symmetry – two parts can be indicated by
drawing a vertical or horizontal line.
Learn the sequence of days with the help of a
rhyme or song.
Rhyme:
S is for Sunday, we go to church and have to rest.
M is for Monday, time to work and do your best.
T is for Tuesday, something good could happen.
W is for Wednesday, time for clapping.
T is for Thursday, end of the week is near.
F is for Friday, time for fun is here.
S is for Saturday and now you know,
all seven days in a row.
��
Week 1 (31)
1. Numbers, calculations and relationships
Count:
Count up to 190 objects – encourage making groups. 10s and 5s.
Pupils should be able to see how much 190 is, they should handle and move
190 objects.
Count forwards and backwards:
Count back from one given number to another given number. Example: count
Symbols and names of numbers:
Recognise, read and write number symbols or numbers up to 190. Revise the
third quarter’s work.
Write number names from 0 – 85. Read, recognise and match.
Describe, compare and arrange numbers:
Numbers up to 85 – arrange from the smallest to the greatest number and then
from the greatest to the smallest number.
to indicate their position.
Arrange numbers up to 85 on a blank 100 number chart.
Place values:
Numbers up to 85 – break numbers up into tens and units.
Learn the difference between value and place value.
Problem solving:
Use number lines. Pupils should draw number lines on which calculations can
be done + and – calculations.
Addition and subtraction:
Number bonds of numbers 1 – 20, Example: 16 + = 20, 20 - = 12,
8 + = 16, 18 - = 10.
Calculations with answers up to 99. Revise breaking up 2 numbers and 1 number.
Do + and – calculations.
Repetitive addition that leads to multiplication: +, x, =.
Calculations with answers up to 50.
Pupils also count in 3s, work with multiples of 3 and learn the 3x table this quarter.
Example: 3 + 3 = 6 2 groups of 3 2 x 3 = 6.
Making groups that leads to division:
Calculations with numbers up to 90.
Make groups, Example: of tens – with no remainder.
��
Week 1 (31)
Division that leads to fractions:
Dividing equally –
We call two equal parts halves or one whole. Two halves are the same as one
whole.
How many parts are the same as one whole? We call four equal parts quarters.
Four quarters are the same as one whole.
Money:
Work with cents up to 90c and rands up to R90.
Calculate the total cost of a number of articles. Use a table.
hotdogs?
Mental arithmetic:
Work with numbers up to 90.
Revise more and less than 1, 2, 3, 4, 5 and 10.
letter in the alphabet?
2. Patterns, functions and algebra
Geometric patterns:
Observe patterns in nature, in the environment and cultural heritage sites.
Describe patterns – lines, objects and shapes.
Patterns of bricks, tiles, on fabric, cups, saucers, plates, balls, animals and
3. Space and shape – Recognising geometric shapes
Draw a line to indicate symmetry.
4. Measurement
Time:
Days of the week.
Sandwiches 1 2 3 4 5 6 7
Cost R4 R8 R12
��
Week 2 (32)
Exercise Book 2: Exercises 49 – 53
Workbook 2: Worksheets 63 – 71
1. Numbers, calculations and relationships
Count:
Count up to 195 objects. Estimate, group and then count to determine the actual
number.
Count forwards and backwards:
Count up to 195. Pupils count in fours from 160 up to 188.
Count backwards in fours from 192 to 152.
Count in twos from 172 up to190.
Count backwards in twos from 180 to160.
Symbols and the names of numbers:
Recognise, read and write numbers up to 190. Emphasise 190 up to 195, which
is now included.
Write number names up to 95. Emphasise 91 up to 95.
Read number names, recognise the number and its number name and match
them together.
Describe, compare and arrange numbers:
Numbers up to 95. Determine which numbers are smaller or greater than a given
number.
Learn the abbreviations of ordinal numbers – 1st up to 10th.
Arrange numbers 70 to 95 on a drawn number chart.
Place value:
Numbers up to 95 – break up into tens and units.
Show tens and units on the abacus.
Example: 47 oooooooooo
oooooooooo
oooooooooo
oooooooooo
ooooooo
Show the value of the numbers 40 = 4T or 4U and 7 = 7U.
Problem solving:
Pupils use their own methods to solve word problems. Example: There are 18
sweets and Mom divides them equally between three children. How many sweets
does each child get?
Addition and subtraction:
Number bonds of 1 to 20: ____+ 10 = 20, ____ - 7 = 8, ____ + 7 = 15,
____ – 10 = 30.
Use halving to break a number up into tens and units:
69 + 12 = 69 + 6 + 6 = 75 + 6 = 81.
7
Week 2 (32)
Repetitive addition that leads to multiplication:
Pupils see the connection between + and x. Add 3 every time and make groups
of 3. 3 + 3 = 6 2 x 3 = 6 3 x 2 = 6
3 + 3 + 3 = 9 3 x 3 = 9 3 + 3 + 3 + 3 = 12 4 x 3 = 12
Learn the vocabulary: double, times, multiply and make groups.
Making groups that leads to division:
Calculations with numbers up to 95.
Divide a quantity among a few boys and girls so that each gets an equal amount.
May include a remainder. Record the remainder.
Example: 47 eggs. How many cartons that contain 6 eggs are needed to pack
the eggs? 47 ÷ 6 = 7 remainder 5.
Division that leads to fractions:
Recognise fractions in a whole. Emphasise thirds and sixths.
Name the fraction of a whole.
Money:
Work with money up to 95c and R95.
Calculate the change.
Mental arithmetic:
Work with numbers up to 95.
Which number is the most or the least, 21 or 171.
Numbers before, after and between.
2. Patterns, functions and algebra
Number patterns:
Work with numbers up to 195.
Copy, expand and explain the patterns. Write the following consecutive numbers
66, 76, 86 …….. Copy and complete the pattern 67, 62, 57, …………. 37.
3. Measurement
Time:
Months of the year. Sequence and number of days in each month.
NB: After Week 33 – Assess:
Recording of data.
Interpretation of data (See Theme 7: Wild Animals).
�
Week 3 (33)
Exercise Book 2: Exercises 54 – 58
Workbook 2: Worksheets 72 – 79
1. Numbers, calculations and relationships
Count:
Count up to 195 objects. Estimate, encourage making groups, and then count to
determine the actual amount.
Pupils should see how much 195 is.
Pupils should be able to handle and move195 objects. Here are 195 counters.
Make groups of 10. Count in tens. Can we count in twenties? Would you be able
to count in 25s? Why?
Vocabulary
96 – ninety-six
97 – ninety-seven
98 – ninety-eight
99 – ninety-nine
100 – one hundred
between, equal to,
add, subtract,
compare, double,
times, threes, rows,
dividing equally,
repetitive pattern,
increasing pattern
� ��
Each learner should have 200 counters
to touch, see and group, to have a better
understanding of how much 200 is.
Use a number chart up to 200 to count in 3s –
forwards and backwards.
Use spreadsheets to count to 200.
Use number charts and number name cards to
match the numbers and their names.
Emphasise twenty, thirty, forty up to one
hundred.
Pupils should learn to write a number sentence
when problems are solved.
Pupils should understand that 4 threes are
3 + 3 + 3 + 3 = 12
1 2 3 4
Draw rows with the same number in each row
– indicate + or times.
Divide quantities among boys and girls so
that each has the same amount. Leave the
remainder, it is not enough to divide between
them or to be divided into fractions.
Own pattern could be a repetitive pattern or an
increasing pattern.
��
Week 3 (33)
Count forwards and backwards:
Count up to 195.
Count in 3s from a given number to another given number.
Pupils already know the multiples of 3 up to 30.
3, 6, 9, 12, 15, 21, 24, 27, 30.
Note the pattern: 33, 36, 39, 42, 45, 48, 51, 54, 57, 60.
Count backwards in 3s. Example: from 190 to 169, 190, 187, 184, 181, 178, 175,
172, 169.
Symbols and names of numbers:
Recognise, read and write numbers up to 200. Emphasise 190 – 200.
Write number names up to 90. Emphasise 86 – 90.
Recognise numbers and number names and match them together.
Example: 71 – seventy-one.
Describe, compare and arrange numbers:
Numbers up to 100 – on a blank number line. Pupils write the numbers in the
correct place.
Which numbers come between? 115 – 117; 187 – 185.
Which numbers come between? 82 and 87; 45 and 50.
Ordinal numbers 11th up to 20th – arrange in a practical manner.
Place value:
Numbers up to 99 – break numbers up into tens and units.
Write the number: 6 T and 3 U ___ 2 T + 5 U ___ 12 T + 8 U ___
or which number is equal to? 6 T, 6 T and 3 U.
or which number is equal to? 6 T, 9 T and 3 U, 5 T and 9 U.
Problem solving:
Addition and subtraction with answers up to 99, Example: I have 25 sweets.
My friend gives me another 18 sweets. How many sweets do I have now?
25 + 18 =
Take away: There are 63 circles, 27 circles are green and the rest are red. How
many red circles are there? 63 – 17 =
Comparison: Nina has 31 sweets. Benjamin has 15 sweets. How many more
sweets does Nina have than Benjamin? 31 – 15 =
Addition and subtraction:
Number bonds of 1 up to 20 + = 20 + = 19
Count forwards or backwards: 78 – 69 = . Count from the smallest number
– 69 up to 78.
Identify close doubling:
34 + 35 or 34 + (30 + 4) + 1
= 34 + 34 + 1 = 64 + 4 + 1
= 68 + 1 = 68 + 1
= 69 = 69
��
Week 3 (33)
Repetitive addition that leads to multiplication:
Pupils learn to answer different questions, Example: 4 threes, double 3,
6 times 3, 2 x 3. There are three counters in a row and there are 4 rows.
How many counters are there?
o o o 1
o o o 2
o o o 3
o o o 4
Making groups that leads to division:
Calculations with numbers up to 99.
Dividing equally without a remainder. Example: divide 37 sweets equally between
Number sentence: 37 ÷ 5 = 7. Leave the number (2) that cannot be divided.
(2 is not enough to give another sweet to each friend.)
Division that leads to fractions:
Name the fraction of a whole.
Mental arithmetic:
Work with numbers up to 99.
Addition and subtraction: 67 + 9 = 69 – 10 =
60 + 14 = 80 – 20 =
If pupils struggle, they can use a 100 number chart.
2. Patterns, functions and algebra
Make own patterns – pupils make their own patterns. Use lines, pictures or
shapes and create a repetitive pattern or an increasing pattern.
3. Measurement
Time:
Indicate holidays and activities on the calendar.
��
Theme 11: Careers Week 1 (34)
Exercise Book 2: Exercises 59 – 64
Workbook 2: Worksheets 80 – 87
1. Calculations and relationships
Count:
Count at least 200 objects. Example: pencils.
Pupils should decide what the best way will be to count the objects. A learner
should explain his plan. Other pupils decide if it can be done. Execute the plans
and then decide which was the best plan and why.
Vocabulary
Multiples, double,
twice as many,
eleventh – 11th
twelfth– 12th
thirteenth – 13th
fourteenth – 14th
sixteenth – 16th
seventeenth – 17th
eighteenth – 18th
nineteenth – 19th
twentieth – 20th
between, middle, next,
place holder
groups, packets,
bags, halves, thirds,
quarters,
more, less,
cube, cylinder, prism,
sphere (ball)
half hours, quarters of
an hour.
�����
Use cheap pencils or ice cream sticks to help
with calculations. Keep groups of 10 together
with elastic bands.
Counting in 2s can be practised in the exercise
book. Count on number lines.
Practise writing numbers and number names
on the whiteboard.
Ordinal numbers eleventh up to twentieth can
be practised in the exercise book, as well as
the names of numbers 90 up to 95.
Pupils should learn that is a place holder in
which the unknown number should be written.
Doubling also means 2 times or double (2x) as
much.
Pupils should be able to write a number
sentence when problems are solved.
Pictures are used to make grouping easier.
Pupils draw their own pictures to divide objects
equally. The number of friends, boys or girls
indicates how the remainder should be divided.
Example: 2 – halves, 3 – thirds, 4 – quarters.
The number 0 indicates nothing or none.
Numbers larger than 10. Example: 11 –
repeats the ones. If the ones are 1 – 4 then
we go back to the previous ten. Example: 16.
If the number is 5 or more, then we go to the
next ten.
��
Week 1 (34)
Count up to 200 and then back again:
Count in 2s from 0 up to 20. Learn the connection between multiples of 2 and
the 2x table’s answers.
2 times or 2x is the same as doubling, Example: when I double 2 it is 4 (2 x 2).
When I double 3 it is (3 x 2). When I double 4 it is (2 x 4).
Count in 2s from a given number up to another given number and up to 200.
Count from 160 up to 200 in 2s or count from 180 backwards in 2s to 142.
Symbols and names of numbers:
Say any number up to 200. Pupils listen and write down the numbers.
55, 62, 87, 23, 90, 104, 134, 180.
Pupils write down the number names 55, 62, 87 and 90.
Recognise, read and write the number names from 91 up to 95.
Describe, compare and arrange numbers:
Ordinal numbers – eleventh up to twentieth. Show, read and write. Learn the
abbreviations. 11th, 12th………..20th.
Place value of numbers:
Breaking numbers up – which number should be in the place holder?
34 = 30 + 78 = 70 + 94 = 90 +
46 = + 6 62 = + 2 85 = + 5
What is the value of, for example: 73, 86, 94, 99.
Problem solving:
Double: I have 15 sweets. My sister has twice as many sweets. How many
sweets does my sister have? Pupils use their own methods to determine the
answers.
Repetitive addition that leads to multiplication:
How many wheels do 5 cars have? 5 + 5 + 5 + 5 + 5 =
How many eyes do 20 children have?
Tina walks three blocks every day. How far does Tina walk in 5 days?
she plant?
Mary drinks 6 glasses of water every day. How many glasses of water does she
drink in 10 days?
Making groups that leads to division:
Make groups of a certain number. Calculate how many groups, packets and
Division that leads to fractions:
Solve problems that include equal division where the remainder should be
divided into fractions. Calculate the wholes and the fractions of the wholes.
��
Week 1 (34)
Money:
Solve problems where totals and change should be calculated.
Addition and subtraction:
Change the number to the nearest ten and subtract or add units.
58 + 19 = 74 – 19 =
= 58 + 20 – 1 = 74 – 20 – 1
= 78 – 1 = 54 – 1
= 77 = 53
Pupils learn that if 0 is added or subtracted, the number stays the same.
75 + 0 = 75 or 0 + 75 = 75, 75 = 0 + 75, 75 = 75 + 0, 75 – 0 = 75.
Swop numbers in a number sentence.
Example: 1 + 11 = 12 and 11 + 1 = 12, 12 – 9 = 3 and 12 – 3 = 9
Fractions:
Calculate half of a group of objects.
Example: calculate half of eight.
Use concrete material and place objects in a row of 2.
Example: 8
o o
o o Divide the number of objects in half.
o o
o o
2. Patterns, functions and algebra
Make own patterns – pupils make their own number patterns.
Use numbers up to 200. Count forwards or backwards – 1s, 2s, 3s, 4s, 5s and tens
(on whiteboards).
3. Space and shapes
Recognise and name 3D objects: prism, cube, cylinder and sphere.
4. Measurement
Time:
12 o’ clock, time in hours, half hours and quarters of an hour. Use watches.
��
Week 2 (35)
Exercise Book 2: Exercises 65 – 70
Workbook 2: Worksheets 88 – 92
1. Calculations and relationships
Count:
Count up to 200 objects. Estimate, encourage pupils to make groups and then
count. Count the tiles in the classroom.
There are 20 tiles in a row. Ten rows of 20 tiles is 200.
Here is a number of counters, Example: 80. If you count in twos and tens, will
the total still be the same? One learner packs 80 counters in 2s and another
Vocabulary
multiples
ninety-six
ninety-seven
ninety-eight
ninety-nine
one hundred
most, least, greatest,
smallest
halve, group,
remainder, quarter,
add, plus, sum of
subtract, minus, take
away, difference
between
slide, roll, round,
straight, edges, sides
calendar
duration – how long,
days, weeks, months,
telling time
!"#
Show the connection between multiples of 5
Examples:
1 x 5 = 10
2 x 5 = 20
3 x 5 = 15
Draw a circle around the numbers on the
200 chart.
29, 43, 71, 94, 55, 102, 125, 149, 165, 182,
190, 200,
Pupils read the numbers back: 29, 102
twenty-nine, one hundred and two,
Halving means to halve.
multiplication. Double means 2 times.
A quarter of a number means you should
divide the number into 4 groups. There are 4
quarters in a whole.
Learn addition vocabulary.
Learn subtraction vocabulary.
Revise the characteristics of the 3D shapes.
A large annual calendar can be used to
calculate time duration.
$%
Week 2 (35)
Count forwards and backwards:
Count in 5s up to 50 on the number line and show the connection between multiples
1x5 2x5 3x5
pattern that is forming 0, 5, 10, 15, 20 ... 0 and then a 5, and after that a 10, and
then we add a 5 to the 10, etc.
Symbols and names of numbers:
Pupils should look for the numbers that the teacher reads on their number charts
and then draw a circle around them. Pupils then read the numbers back to the
teacher, while indicating them on the large number chart.
Learn the number names from 96 up to 100 and further.
Describe, compare and arrange:
Work with numbers up to 99. Compare the numbers and indicate the number
with the highest or lowest value among the others. Example: 29 37 63 48.
29 is the least or the number with the lowest value.
Place value:
What is the value of these numbers? Example: 22 = 20 + 2 = 2T + 2U
Problem solving:
Solve problems where numbers are halved.
Multiplication:
Pupils react to questions such as:
Revise words: double, times, groups of and x (multiplication).
Work on a number line and show calculations.
7 + = 14 2 groups of 7 =
2 + + + + + + = 14
7 x = 14
Making groups that lead to division:
Work with numbers up to 99. Equal grouping or division with or without a
remainder.
Division that leads to fractions:
Calculate a quarter of a group of objects. Use concrete material such as counters
or sweets. Example: here are 12 sweets. How much is a quarter of the sweets?
&'
Week 2 (35)
Addition and subtraction:
Pupils learn to respond to mathematical instructions.
Add 43 to 9 Subtract 3 from 37
Add 10 to 67 Subtract 40 from 80
11 plus 83 62 minus 42
Add 20 to 50 Take 45 away from 90
80 = 62 + 8 + What is the difference between 38 and 57?
Sum of 56 and 14 56 - = 22 56 – = 32
56 – = 42
Add 12 to 75 What is the difference between 33 and 99
Mental arithmetic:
Mixed calculations
2. Space and shape
Name 3D shapes and compare shapes that can slide or roll with curved (round)
or straight sides.
3. Measurement
Time: Use a calendar to calculate the passage of time in days and weeks.
Assessment: Calculations, telling time
8(
Week 3 (36)
Exercise Book 2: Exercises 71 – 75
Workbook 2: Worksheets 93 – 99
Vocabulary and tips are on page 82.
1. Numbers, calculations and relationships
Count:
Count up to 200 objects, Example: the bricks in the wall of the classroom. Count
rows of 10 up to 200. Is it faster to count in tens than counting them one by one?
Count counters from a bag. Count the counters in 2s. Is it faster to count one by
one or in 2s?
Count forwards and backwards:
Count in threes up to 30. Show the relation between the multiples of 3 and the
3x table.
0 3 6 9
0 x 3 = 0 1 x 3 = 3 2 x 3 = 6 3 x 3 = 9
Think of tricycles.
Count in threes from a given number up to another given number. Example:
count from 123 up to 150. Also count backwards in threes from 90 to 60.
Symbols and names of numbers:
numbers and then the pupils draw a circle around the numbers on their number
Revise the number names of 10s – ten, twenty up to a hundred and two, seven,
nine, eleven, twelve, seventeen and nineteen.
Describe, compare and arrange numbers:
Before, after, between
The triangle is ______ the circle.
The square is ______ the circle.
The line is between the ______ and the ______ .
Place value:
Which number is equal to, Example: 6T, 9T and 3U
Repetitive + and x (do on whiteboards)
Example: 3 + 3 = 6 2 x 3 = 6
3 + 3 + 3 = 9 3 x 3 = 9
3 + 3 + 3 + 3 = 12 4 x 3 = 12
1 2 3 4
)*
Week 3 (36)
Dividing that leads to division:
Divide a number of objects equally between pupils and leave the remainder.
Example: divide 54 marbles between seven boys so each one has the same
amount.
Division that leads to fractions:
Calculate three quarters of an amount. Example: what is three quarters of 12
oranges. Draw the oranges in a circle.
Pupils are already familiar with a quarter – there are 3 oranges in each quarter.
How many oranges are in 3 quarters? 3 + 3 + 3 = 9
We also speak of three-quarters.
Addition and subtraction:
Pupils react to questions about addition and subtraction.
Addition:
What is 10 more than 80?
Which number should be added to 45 to get 78?
Four tens plus three tens.
Nine tens plus eight units.
45 + 10 = 45 + 20 = 45 + 30 =
Subtraction:
How much is 17 less than 49?
56 – 22 = 56 – 32 = 56 – 42 =
Think of number patterns that differ by 10. Example: 20 – 10 30 – 20.
Mental arithmetic:
1 + = 2 2 + = 4 10 + = 20
2 – 1 = 6 – 3 = 20 – 10 =
2. Measurement
Time:
Write the numbers on a blank calendar. Answer quesions about days and weeks.
3. Data management
teacher, minister, actor.
Pupils choose the career that they like the most.
Draw a chart with the pupils, which indicates their parents’ careers. Use
drawings or pictures to illustrate the number of parents that practise a certain
career on the chart.
Pupils answer questions.
Which career is the most popular in the group?
Which career is least popular?
Are there any two careers that are equally popular? Etc.
+,
Vocabulary
multiples, threes,
two, seven, nine,
eleven, twelve,
seventeen, nineteen,
before, after, between,
equal to, divide equally
three quarters or
three-quarters
more than,add to,
plus, sum of, less than,
take away, give, lose,
difference between,
minus
days, weeks, careers,
vote
names of the days,
names of the months
-./0 123 4519/:40
Pupils count bricks in the wall, inside or
outside the classroom. Show rows.
Let one learner count 1, 2, 3 ... 46 and another
learner count in 2s, 0, 2, 4, ... 46. Compare
the time it took. Which way of counting is the
fastest?
Count in threes – think of a tricycle.
74, 108, 121.
Only revise the number names that pupils still
struggle to write 2, 7, 9, 11, 12, 17, 19.
Show the connection between repetitive + and
x.
Practise equal division on the whiteboards.
Leave the remainder.
are working when they have to calculate three
quarters of an amount. Here we work with
quarters. Pupils already know that there are
four quarters in a whole. We divide a number,
for example, 12 sweets between four friends
so that each one gets the same number
of sweets. 12 ÷ 4 = 3. Each friend gets 3
sweets. Draw a circle or square and then draw
three sweets in each quarter.
To calculate three quarters of 12 sweets, we
should add the sweets of the three friends
together 3 + 3 + 3 = 9.
Three quarters of 12 is 9. We can also say
that 9 is three-quarters of 12.
Pupils should know that when words such as
add to, plus, more than, add together and sum
of are used, they should plus (+).
When they hear or read take away, give away,
less, how much is left, how much do I still
need, lose, spend and what is the difference
between, they should minus (-).
Pupils read the sequence in which months
follow each other.
Learn how to complete a ballot that indicates
the month they like the best.
Votes can be counted and a representation
can be made with magnets.
;<
Theme 12: Planets and stars Week 1 (37)
Exercise Book 2: Exercises 76 – 77
Workbook 2: Worksheets 100 – 106
1. Numbers, calculations and relationships
Count up to 200 objects. Encourage pupils to make groups in order to count
faster. Count in tens and then twenties and show how to count in 25s. Emphasise
that the amount stays the same.
Count forwards and backwards:
Count in 2s. Show that the pattern is predictable when you count in 2s: 0, 2, 4,
6, 8, 10, 12, 14, 16, 18. The repeated pattern is 0, 2, 4, 6, 8. The tens can
differ, but the units that make the pattern stay the same.
If you count backwards, you will also see a pattern. Example: 18, 16, 14, 12,
10, 8, 6, 4, 2, 0. The pattern is now 8, 6, 4, 2, 0, because you are counting
backwards. The tens can differ, but the units that make the pattern stay the same
– multiples of two.
Pupils answer questions, example: when you count in 2s, will you use the number
20? Is 20 part of the 2x table?
The same happens when you count in 4s. The pattern is now 0, 4, 8, 12, 16
and 20, 24, 28, 32, 36. When you count backwards, it is 36, 32, 28, 24, 20 and
16, 12, 8, 4, 0.
Symbols and names of numbers:
Pupils should now be familiar with numbers up to 200 and number names up to
100. Final practise can now be done, for example, numbers 0 to 9. Tens 10 – 90.
One hundred and two hundred. Show pupils how they can use the knowledge
they already have to recognise, read and write numbers up to 200.
Vocabulary
multiples
smaller, larger,
smallest, largest,
more, less, most least
spreadsheets 4 0 7
multiplication x times,
groups or halves, one
whole
mass, measuring
mass, scale,
kilogram (kg)
=>?@
Learn how to count in multiples. Write the
numbers on the whiteboard so that pupils can
clearly see and follow the pattern.
Revise number names and practise them on
the whiteboard. Pay attention to pupils who are
still struggling.
Use spreadsheets to build numbers and to
indicate place value.
Learn the vocabulary for multiplication: times,
groups of, rows, etc.
Number lines no longer start at 0, but closer to
the area in which they are working.
Display packaging with kg on it, so that pupils
can see and read it.
Use a bathroom scale to determine mass.
AB
Week 1 (37)
Describe, compare and arrange numbers:
Work with numbers up to 99.
Say if numbers are smaller or greater than other numbers.
Say if numbers are more or less than other numbers.
Say if numbers are the most or the least of the given numbers.
Say if numbers are the greatest or the smallest of the given numbers.
Place value:
Work with numbers up to 99.
Pack two-digit numbers on spreadsheets.
Pupils say how many tens and units there are in each number.
Calculations:
Relationship between + and –
If we know that 73 + 17 = 90 then we can say that 90 – 17 = 73
17 + 73 = 90 then we can say that 90 – 73 = 17
Point out that we can build other three-number sentences if we know that
73 + 17 = 90 90 – 17 = 73 17 + 73 = 90 and 90 – 73 = 17
Repetitive addition that lead to multiplication:
Pupils learn how questions are asked in tests: 4 threes, three counters in a row
and there are four rows, 6 times 3, 2 multiplied by 3 and 2 groups of 3.
Adding fractions:
Add halves and quarters together.
Example: 14 half oranges = _____ oranges, 4 quarters = 1 whole.
Problem solving:
Pupils solve problems by using number lines and writing number sentences.
Mental arithmetic:
Calculations + - and x, more, less, most, least, greatest, smallest.
2. Patterns, functions and algebra
Pupils make own patterns with objects and then describe the patterns.
3. Measurement
Mass:
Read a products’ mass in kg.
Determine the mass of various products.
Read the readings on a bathroom scale. Compare the readings and determine
which mass is the most or the least.
CD
Week 2 (38)
Exercise Book 2: Exercises 78 – 79
Workbook 2: Worksheets 107 – 115
1. Numbers, calculations and relationships
Count:
make groups and count to determine the actual amount.
Count in whole numbers 1, 2, 3 . . .
Count in groups of 3. Compare the time it takes to count in 3s to the time it takes
to count in whole numbers.
Count forwards and backwards:
Count in 3s and show that the pattern is predictable when we count in 3s.
0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Repeat the 10 multiples. 60, 63, 69, 72, 75,
78, 81, 84, 87, 90.
Pupils already know the pattern of whole numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18, 29, 20, etc.
Vocabulary
whole numbers,
threes, the sum of (+)
difference between –
three-thirds, one
whole, six-sixths,
three-sixths, a half
before, after, between
days, months
volume – capacity
EFGH IJK LMINGOLH
Pupils see that it is faster to count in multiples
than in whole numbers.
Multiples of three are written on the whiteboard
so that the pupils can see the pattern that
forms.
Let pupils write out numbers so that numbers
with the same digits are not confused.
sum of, count together, altogether, added to,
etc.
Pay attention to pupils who are still struggling
to write the names of days and months and
who are uncertain of the sequence.
Work practically with thirds.
Use commercial containers to read from, which
can contain litres. Display these containers.
A set of measuring cups.
PQ
Week 2 (38)
Symbols and names of numbers:
Pupils play together in groups of two. One learner closes his eyes and puts his
to and reads the number out loud. Both pupils then write the number on the
whiteboard. The name of the number is written next to the number. Pupils take
turns to do this until they have ten numbers. Then they exchange places with two
other pupils and mark their work.
Describe, compare and arrange numbers:
Work with numbers up to 99.
Work on number lines.
Place value:
Work with numbers up to 99.
Pupils compare the place value of different numbers by drawing the numbers. 12
and 21:
o o o o o o o o o o o o o o o o o
Point out that the same digits are used, but they are not in the same places.
T U T U
1 2 = 1 T + 2 U but 2 1 = 2 T + 1 U
Calculations:
Addition and subtraction are used to solve problems. Pupils work with 3
numbers: What is the sum of the 3 numbers? What is the difference between
the 2 numbers?
Making groups and dividing that leads to division:
Equal division with or without a remainder.
Adding fractions:
Add thirds and sixths together. 6 thirds = ___
Mental arithmetic:
Numbers before, after and between are determined.
The position of days, months and objects are determined.
2. Patterns, functions and algebra
Pupils complete patterns with shapes.
Pupils draw their own patterns with shapes.
Pupils complete number patterns.
3. Measurement
Volume:
Determine the volume of various bottles or containers.
Read the readings on a measuring jug. Compare the readings and arrange
them from the least to the most.
RS
Week 3 (39)
Exercise Book 2: Exercises 80 – 84
Workbook 2: Worksheets 116 – 123
1. Numbers, calculations and relationships
Count:
Count up to 200 objects. Encourage pupils to make groups and to count on their
Count in 4s and 5s.
Count forwards and backwards:
Count in 4s and point out the pattern that is repeated.
0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 …… (0, 4, 8, 12, 16).
Count in 5s and point out the pattern that is repeated.
0, 5, 10, 15, 20, 25, 30, 35 … (0 en 5).
Symbols and number names:
Choose10 numbers and 10 number names 0 – 200. Pupils write the names of
the numbers and the right number next to each name.
Vocabulary
multiples, fours and
smallest, greatest
tens T, units U
place holder
total, altogether
number sentence,
double, halve
UVWX
Use whiteboards on which to draw and write
number patterns. Pupils see the patterns that 4
and 5 make.
Tens and units are repeated. Numbers are
added together and broken up.
Pupils work with the place holder in different
parts of the equation.
Pupils learn how to choose from 4 numbers
and then to use only three to add together to
get different totals.
Pupils use three numbers to build three
number sentences. +, – and = are used here.
Revise halving and doubling on the whiteboard
before solving problems.
together to create a whole.
Mental arithmetic can be practised every day
and pupils who still struggle can practise it
further.
YY
Week 3 (39)
Describe, compare and arrange the numbers:
Work with numbers up to 99.
Arrange from the smallest to the greatest number and then from the greatest to
the smallest number.
Place value:
Work with numbers up to 99.
Write the number. 6T and 3U = 63.
Which number is missing in the place holder? 78 = 70 + 34 = + 4.
Calculations:
Pick three numbers: 15, 19, 22, 25 and determine how many different totals
you can get. 15 + 19 + 22 = 19 + 22 + 25 =
Write three number sentences with three numbers. 20, 30, 50 20 + 30 =
Write the answer: 57 – 34 = 23, – 23 = 34, 57 – = 34.
Problem solving that includes doubling, halving and money.
Adding fractions:
Mental arithmetic can be practised every day:
Number bonds of 1 – 20. 1, 2, 3, 4, 5 and 10 more or less.
Calculations + and – up to 99.
Doubling and halving.
2. Patterns, functions and algebra
Pupils complete number patterns.
Pupils write their own number patterns and then describe the patterns.
3. Measurement
Length:
Measure each learner again and compare their heights with the height that was
measured earlier in the year. Pupils determine whether they have grown or if their
height has stayed the same. What is the difference? Determine the positions
from the shortest learner to the tallest learner in the class.
Pupils compare three given lengths and say which one is the shortest, the same
length and the longest length.
Pupils determine the lengths of various objects that can be added together –
work on whiteboards.
4. Data management
Class discussion about the pupils’ holiday plans and where their families are
going. Make a pictogram – to the sea, to the game reserve, to a holiday resort,
to the farm, staying at home, and visiting grandma and grandpa.
Z[
Week 3 (39)
Answer the following questions:
1. How many pupils are going to the sea?
2. How many pupils are going to the game reserve?
3. How many pupils are going to a holiday resort?
4. How many pupils are going to the farm?
5. How many pupils are staying at home?
6. How many pupils are going to visit grandma and grandpa?
7. Which group is the most?
8. Which group is the least?
9. Are there two groups with the same amount?
10. What is your favourite holiday destination?
\]
Assessment week Week 40
Use calculations, mental arithmetic and problem solving that was used in theme 10,
11 and 12.
Content Topic Criteria
Numbers,
calculations and
relationships
Understanding
numbers
Count pictures or grouped objects up to 200.
Arrange and compare numbers up to 99.
Problem solving Solve word problems in contexts that include making
groups or division, with answers up to 99. These
problems have a remainder. Problems are solved by
making use of one of the following:
apparatus
drawings
building up and breaking down numbers
number lines
doubling and halving
Explain own solutions to problems.
Money Recognise South African coins 5c, 10c, 20c, 50c, R1, R2,
R5 and R10, R20, R50 notes.
Solving money problems with totals and change up to
R99 and cents up to 95c.
Patterns,
functions and
algebra
Number patterns Complete number patterns by counting forwards and
backwards:
in units between 0 and 200;
in tens between 0 and 200, Example: 130; 140; 150;
___; ___; ___; ___; 200.
Space
and shape
(geometry)
2D shapes Recognise and name:
circles;
triangles;
squares;
rectangles.
Sort shapes with straight sides and round sides.
Time Use a watch to determine the passage of time in hours,
half hours and quarters of an hour.
Example of Assessment Task 1
^_
Content Topic Criteria
Numbers,
calculations and
relationships
Understanding
numbers
Count forwards and backwards in 2s and 5s up to 200.
Read and write number symbols up to 200.
Calculations Do additions up to 99 by making use of one of the following:
apparatus;
drawings;
building up and breaking down numbers;
number lines;
doubling and halving.
Write a number sentence and use +, =.
Do subtractions from 99 or less by making use of one of the
following:
apparatus
drawings
building up and breaking down numbers
number lines
doubling and halving
Write a number sentence and use –, =.
Patterns,
functions and
algebra
Number patterns Complete number patterns between 0 and 200 by:
counting in twos, Example: 160; 162; ___; 166;
___;170; ___; ___; 176; ___; 180
165; 170; ___; ___; ___; 190; ___; 200
Data
management
Data Answer data on pictographs.
Week 40
Example of Assessment Task 2
`a
Content Topic Criteria
Numbers,
calculations and
relationships
Understanding
numbers
Count forwards in 3s and 4s.
Problem solving Solve word problems in context through repetitive addition
that leads to multiplication, with answers up to 50, by
making use of one of the following:
apparatus;
drawings;
building up and breaking down numbers;
number lines;
doubling and halving.
Explain own solutions to problems.
Calculations Can multiply numbers 1 – 10 with 3 by making use of one
of the following:
apparatus;
drawings;
number lines;
doubling.
Write a number sentence and use x, =.
Patterns,
functions and
algebra
Number patterns Complete number patterns between 0 and 180 by:
counting in units;
counting backwards in fours, Example: 48; 44; 40; __;
__; 28; __; __; 16; __; __; __; 0.
counting backwards in threes, Example: 36; 33; 30;
__; __; 21; 18; __; __; 9; __; __; 0.
3D shapes Recognise and name:
ball shapes (spheres);
box shapes (prisms);
cylinders.
Sort objects according to those that slide and those that
roll.
Symmetry Recognise and draw the line of symmetry in 2D geometric
and non-geometric shapes.
Measurement Capacity/volume Everyday products where the capacity is indicated in
litres.
Read volume in litre from pictures or measuring jugs.
Week 40
Example of Assessment Task 3
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