CAMI Education linked to CAPS: Mathematicscamiweb.com/CAPS/English/2014/CAPS Grade R.pdf · CAMI Education linked to CAPS: Mathematics - 5 - flash cards and displays labels and symbols

CAMI Education linked to CAPS: Mathematics

- 1 -

Grade R_Term 1Grade R_Term 1Grade R_Term 1Grade R_Term 1

1.1.1.1. Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships

TOPICTOPICTOPICTOPIC CONTENTCONTENTCONTENTCONTENT CAMI KEYSCAMI KEYSCAMI KEYSCAMI KEYS

CountingCountingCountingCounting

1.11.11.11.1

Count objectsCount objectsCount objectsCount objects

(Estimate and count (Estimate and count (Estimate and count (Estimate and count

objects to develop a objects to develop a objects to develop a objects to develop a

number concept)number concept)number concept)number concept)

Number range: 1 to 5

• One-to-one correspondence

Introduce the Helper’s Chart and the

sequence in which refreshments are served

• Count in ones

− Concrete apparatus

− Body parts

− Clapping hands

− Stamping feet

− Climbing steps

• Rote counting using number rhymes

and songs

Maths:Maths:Maths:Maths:

1.1.3.11.1.3.11.1.3.11.1.3.1

1111.1.3.3.1.3.3.1.3.3.1.3.3

1.1.3.51.1.3.51.1.3.51.1.3.5

1.1.3.71.1.3.71.1.3.71.1.3.7

1.21.21.21.2

Count forwards and Count forwards and Count forwards and Count forwards and

backwardsbackwardsbackwardsbackwards

Number range: 1

Incidental counting using number rhymes and

songs, counters, 3-D objects, counting with

body movements

Count in:

• ones

Perceptual:Perceptual:Perceptual:Perceptual:

7.3.1.17.3.1.17.3.1.17.3.1.1

1.31.31.31.3

Number symbols and Number symbols and Number symbols and Number symbols and

number namesnumber namesnumber namesnumber names

(Recognise and identify (Recognise and identify (Recognise and identify (Recognise and identify

number symbols and number symbols and number symbols and number symbols and

recognise number recognise number recognise number recognise number

names)names)names)names)

Number range:

• Number symbols: 1

• Number names: one

− Kinaesthetic (experience with body)

− Concrete with 3-D objects that involve the number 1.

− Semi-concrete with picture cards that

involve the number 1.

− Semi-concrete with dots cards that

involve the numbers 1

• Reinforce the knowledge gained that involves the number 1.

1.41.41.41.4

Describe, compare and Describe, compare and Describe, compare and Describe, compare and

order numbeorder numbeorder numbeorder numbersrsrsrs

(Identify and describe (Identify and describe (Identify and describe (Identify and describe

whole numbers)whole numbers)whole numbers)whole numbers)

Compares which of two Compares which of two Compares which of two Compares which of two

given collections of given collections of given collections of given collections of objects are:objects are:objects are:objects are:

a)a)a)a) Big and smallBig and smallBig and smallBig and small

b)b)b)b) Bigger and Bigger and Bigger and Bigger and

smallersmallersmallersmaller

c)c)c)c) Smallest and Smallest and Smallest and Smallest and

biggestbiggestbiggestbiggest

Use numbers in familiar contexts

• Learner should his/her age

• Completion of the daily attendance

register. Make use of a variety of ways to

take the daily attendance register e.g.

− Is the learner with the ice-cream

symbol/picture here today?

− Is the learner with the name Sipho

here today?

− Is the learner with the name Sipho

and surname Matlhola here today?

• Identify numbers in pictures and dot cards

• Play number card games


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Compares which of the Compares which of the Compares which of the Compares which of the

two given collections two given collections two given collections two given collections

are:are:are:are:

a)a)a)a) More thanMore thanMore thanMore than

b)b)b)b) Less thanLess thanLess thanLess than

c)c)c)c) Is equal to (the Is equal to (the Is equal to (the Is equal to (the same)same)same)same)

Number range: 1

Identify and describe whole numbers up to 1.

Compares which of two given collections of

objects are:

• Big and small

• Bigger and smaller

• Biggest and smallest (Introduce the

concept)

• Orders more than two given collections of objects form smallest to biggest and

biggest to smallest

• Many and fewer e.g. incidental clapping


7.1.17.1.17.1.17.1.1

7.1.27.1.27.1.27.1.2

1.51.51.51.5

Ordinal numbersOrdinal numbersOrdinal numbersOrdinal numbers

Incidentally develops an awareness of ordinal

numbers e.g. first, second, third…last, next.

• Introduce during: Refreshment/ Snack Routine and Toilet Routine- 1st, 2nd, last,

next

1.61.61.61.6

Problem solving Problem solving Problem solving Problem solving

techniqtechniqtechniqtechniquesuesuesues

(Uses the following (Uses the following (Uses the following (Uses the following

techniques and techniques and techniques and techniques and

strategies)strategies)strategies)strategies)

Uses the following techniques

• Concrete apparatus e.g. counters

Class activityClass activityClass activityClass activity

2.2.2.2. Patterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and Algebra 2.12.12.12.1

Geometric patternsGeometric patternsGeometric patternsGeometric patterns

(Copy and extend (Copy and extend (Copy and extend (Copy and extend simple repeating simple repeating simple repeating simple repeating

patterns using physical patterns using physical patterns using physical patterns using physical

objects and objects and objects and objects and drawings)drawings)drawings)drawings)

(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating

patterns)patterns)patterns)patterns)

Identify patterns in cloths, objects and

environment

Copy and complete patterns Copy patterns using body percussion

Copy, complete and create own pattern


4.1.1.14.1.1.14.1.1.14.1.1.1

PPPPerceptual:erceptual:erceptual:erceptual:

2.2.12.2.12.2.12.2.1

3.3.3.3. Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry) 3.13.13.13.1

Position, orientation Position, orientation Position, orientation Position, orientation

and viewsand viewsand viewsand views

Describes one 3Describes one 3Describes one 3Describes one 3----D D D D

object in relation to object in relation to object in relation to object in relation to another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front

and behind)and behind)and behind)and behind)

Follows directions Follows directions Follows directions Follows directions

(alone and/or as a (alone and/or as a (alone and/or as a (alone and/or as a

Spatial Relationships

The position of two or more objects in

relation to the learner

• In front of and behind

• On, on top, under and below

• In and out

• Up and down

• Next to and between

Outdoor play is important. The jungle gym

can be used to reinforce, for example:

Perceptual: Perceptual: Perceptual: Perceptual:

3.1.33.1.33.1.33.1.3

3.1.43.1.43.1.43.1.4

3.3.3.3.3.3.3.3.1111


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member of a group or member of a group or member of a group or member of a group or

team) to move/place team) to move/place team) to move/place team) to move/place

self within a specself within a specself within a specself within a specific ific ific ific

space (directionally)space (directionally)space (directionally)space (directionally)

• Maths concepts

• Creative art

• Physical development

• Directionally- forwards/backwards

• Games such as tracking the train

• Obstacle course-following a direction

• Physical education and music activities

3.23.23.23.2

3333----D objectsD objectsD objectsD objects Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and

names three names three names three names three

dimensional objects in dimensional objects in dimensional objects in dimensional objects in

the classroom:the classroom:the classroom:the classroom:

a)Ballsa)Ballsa)Ballsa)Balls

b)Boxesb)Boxesb)Boxesb)Boxes

• Balls: Introduce and explore balls

• Boxes: Introduce and explore boxes

3.23.23.23.2

3333----D objectsD objectsD objectsD objects

Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and

compares 3compares 3compares 3compares 3----D objects D objects D objects D objects and 2and 2and 2and 2----D shapeD shapeD shapeD shapes s s s

according to:according to:according to:according to:

a)a)a)a) Size (big/small)Size (big/small)Size (big/small)Size (big/small)

b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue,

yellow, green)yellow, green)yellow, green)yellow, green)

c)c)c)c) Shape (circle, Shape (circle, Shape (circle, Shape (circle,

triangle, square, triangle, square, triangle, square, triangle, square,

rectangle)rectangle)rectangle)rectangle)

d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide

Introduce Tidy-up Chart (sorting toys)

• Size: Sort 3-D objects according to size

• Colour: Sort 3-D objects and 2-D shapes according to Primary colours

• Shape: Sort 3-D objects and 2-D shapes

according to shapes

• Objects that roll

− Identify and explore objects that roll

− Reinforce objects that roll

• Objects that slide

− Identify and explore objects that slide

− Recognise and explore objects that

can slide and roll


1.2.1.11.2.1.11.2.1.11.2.1.1

Builds 3Builds 3Builds 3Builds 3----D objects using D objects using D objects using D objects using

concrete materials (e.g. concrete materials (e.g. concrete materials (e.g. concrete materials (e.g.

building blocks)building blocks)building blocks)building blocks)

On-going

• Provide building blocks and construction

materials during free play inside on a

daily basis

• Explore with Building blocks

3.33.33.33.3

2222----D shapesD shapesD shapesD shapes

Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and

names twonames twonames twonames two----dimensional dimensional dimensional dimensional shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom

and in pictures and in pictures and in pictures and in pictures

including:including:including:including:

a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols

b)b)b)b) Class nameClass nameClass nameClass name

How to build puzzlesHow to build puzzlesHow to build puzzlesHow to build puzzles

Minimum:Minimum:Minimum:Minimum:

a)a)a)a) (Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces) b)b)b)b) (Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)

c)c)c)c) (Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)

d)d)d)d) (Term 4: 24 pieces(Term 4: 24 pieces(Term 4: 24 pieces(Term 4: 24 pieces))))

• Allow each learner to choose own

symbol card the first day

• Display only the learner’s symbol/ photo the first 3 months of the year

• Introducing the class name e.g. by using a

picture- the “Teddy Bear” class

• Label on classroom door with teachers

name

• Label indicating Grade R class

Puzzles

• Introduce puzzles and give guidance on

how to build them

• Discuss the puzzle picture with special attention to details such as colour ,


3.3.43.3.43.3.43.3.4


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people/animals, objects, position of

people/animals and objects

• Learners should be able to at least

complete a 6-piece puzzle at the end of

term 1.

3.33.33.33.3


FigureFigureFigureFigure----groundgroundgroundground

PerceptionPerceptionPerceptionPerception

Geometric shapesGeometric shapesGeometric shapesGeometric shapes

a)a)a)a) CircleCircleCircleCircle

b)b)b)b) TriangleTriangleTriangleTriangle

c)c)c)c) SquareSquareSquareSquare

d)d)d)d) RectangleRectangleRectangleRectangle e)e)e)e) Conservation of Conservation of Conservation of Conservation of

shapes (Form shapes (Form shapes (Form shapes (Form

constancy)constancy)constancy)constancy)

• Introduce figure-ground perception

(Identify objects-“I spy with my little

eye”)

• Introduce a circle

• Introduce a triangle

• Introduce a square


2.1.12.1.12.1.12.1.1

3.43.43.43.4

SymmetrySymmetrySymmetrySymmetry

(Recognises line of (Recognises line of (Recognises line of (Recognises line of

symmetry in self, and symmetry in self, and symmetry in self, and symmetry in self, and

own environment)own environment)own environment)own environment)

• Identify body parts (Under counting)

• Head, eyes, nose, mouth, chin, neck,

shoulders, arm, hand, fingers, chest, leg,

knee, foot, toes

• One’s body has 2 sides

• Reinforce the awareness that one’s body

has two sides e.g. ”the one side” and “the

other side” leading to “left and right”

• Crossing the midline incorporated with

counting

Above to be done during physical development

• Using Rhymes and Songs

• during Creative Art


8.1.1.18.1.1.18.1.1.18.1.1.1

8.1.1.28.1.1.28.1.1.28.1.1.2

8.1.1.38.1.1.38.1.1.38.1.1.3

8.1.48.1.48.1.48.1.4

4.14.14.14.1

Time:Time:Time:Time:

Describes the time of the Describes the time of the Describes the time of the Describes the time of the

day in terms of day or day in terms of day or day in terms of day or day in terms of day or

night.night.night.night.

Sequence recurring Sequence recurring Sequence recurring Sequence recurring

events in own daily lievents in own daily lievents in own daily lievents in own daily life.fe.fe.fe.

a)a)a)a) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme

b)b)b)b) Weather ChartWeather ChartWeather ChartWeather Chart

− Introduce both the concepts “day and

night” and “light/dark”

− Morning, afternoon, tonight- (incidental learning during daily

programme and weather chart)

− Introduce the Daily programme

− Learners experience the sequencing of

events during a day.

− Pictures are displayed from left to right developing reading direction

− The leader of the day moves a

movable arrow as the activities on the

daily programme progress

− Introduce the Weather Chart (daily)

− The teacher guides learners to determine the name of the day, date

and month with song and rhyme,


- 5 -

flash cards and displays labels and

symbols on a calendar representing a

week

− Develop an awareness of the time

concept

− Indicate birthday’s, outing, special

days, holidays during the week

Sequencing months of the year

through a song

4.14.14.14.1



events in own daily lifeevents in own daily lifeevents in own daily lifeevents in own daily life

c)c)c)c) Days of the Days of the Days of the Days of the weekweekweekweek

d)d)d)d) Seasons ChartSeasons ChartSeasons ChartSeasons Chart

Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday

ChartChartChartChart

• Days of the Week

− Teacher teaches learners a song or a

rhyme about the days of the week. Repeat every day as weather chart is

discussed.

− Sequencing days of the week using a

song

• Seasons chart

− Introduce the chart showing the four seasons indicating

o Summer

o Autumn

o Winter

o Spring

• Introduce the Birthday Chart

• Learners should know their age

• Develop an awareness of reading

direction

• Learners should know their own birth

date (day and month)

4.24.24.24.2

LengthLengthLengthLength

Concretely compare and Concretely compare and Concretely compare and Concretely compare and

order objects using order objects using order objects using order objects using appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary

to describe lengthto describe lengthto describe lengthto describe length

• Introduce Height Introduce Height Introduce Height Introduce Height


− Measure with hands Measure with hands Measure with hands Measure with hands

(Visual and (Visual and (Visual and (Visual and

incidental)incidental)incidental)incidental)

− Measure withMeasure withMeasure withMeasure with

footprints (Visual footprints (Visual footprints (Visual footprints (Visual

and incidental)and incidental)and incidental)and incidental)

− Measure with tape Measure with tape Measure with tape Measure with tape

measure (Visual en measure (Visual en measure (Visual en measure (Visual en


− Long, shortLong, shortLong, shortLong, short

− Longer, shorterLonger, shorterLonger, shorterLonger, shorter

− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest

Length

• Long and short, tall, taller and tallest

(visual)

• Introduce the concept of length

• Height chart with hands/feet

9.1.1.19.1.1.19.1.1.19.1.1.1


- 6 -

(visual)(visual)(visual)(visual)

− estimateestimateestimateestimate

5.15.15.15.1

Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects

Collects physical objects Collects physical objects Collects physical objects Collects physical objects

of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone and /or as a member of and /or as a member of and /or as a member of and /or as a member of

a group or a team) e.g. a group or a team) e.g. a group or a team) e.g. a group or a team) e.g.

ten leaves, ten shapesten leaves, ten shapesten leaves, ten shapesten leaves, ten shapes

Sort physical objects Sort physical objects Sort physical objects Sort physical objects

according to oaccording to oaccording to oaccording to one ne ne ne

attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of

leavesleavesleavesleaves

• Introduce the concept of data handling

by collecting data of how many boys and

how many girls are in the class

• Sort the data by letting learners stand in a

boys and girls row.

5.25.25.25.2

Represent sorted Represent sorted Represent sorted Represent sorted

collections of objectscollections of objectscollections of objectscollections of objects (Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display

data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as

a record of collected a record of collected a record of collected a record of collected

objects)objects)objects)objects)

• Make a graph representing the data using

blocks or shapes

5.35.35.35.3

Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on

sorted collections of sorted collections of sorted collections of sorted collections of

objectsobjectsobjectsobjects

Read and interpret Read and interpret Read and interpret Read and interpret graphsgraphsgraphsgraphs

Answer questions based Answer questions based Answer questions based Answer questions based

on own pion own pion own pion own picture or own cture or own cture or own cture or own

sorted objectssorted objectssorted objectssorted objects

(e.g. “How many big (e.g. “How many big (e.g. “How many big (e.g. “How many big

leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?”

Which are the most, the Which are the most, the Which are the most, the Which are the most, the

big leaves or the small big leaves or the small big leaves or the small big leaves or the small

leaves?”)leaves?”)leaves?”)leaves?”)

• Read and interpret data by using play

dough to make a representation of the

number of boys and girls in the class.

Grade R_TerGrade R_TerGrade R_TerGrade R_Term 2m 2m 2m 2

Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships

1.11.11.11.1


(Estimate and count (Estimate and count (Estimate and count (Estimate and count




• One-to-one correspondence

Introduce the Helper’s Chart on a daily basis

• Count in ones


− Body parts

− Clapping hands

− Stamping feet

− Climbing steps

• Rote counting using number rhymes and

songs

• Clap many times/ fewer times


1.1.1.11.1.1.11.1.1.11.1.1.1

1.1.1.21.1.1.21.1.1.21.1.1.2

1.1.5.11.1.5.11.1.5.11.1.5.1

1.1.5.21.1.5.21.1.5.21.1.5.2


- 7 -

1.21.21.21.2






body movements

Count in:

• ones


7.7.7.7.3.1.13.1.13.1.13.1.1

1.31.31.31.3







Number range:

• Number symbols: 2 to 4

• Number names: two, three, four.


− Concrete with 3-D objects that involve the number 2, 3 and 4.

− Semi-concrete with picture cards that

involve the number 2, 3 and 4.


involve the numbers 2, 3 and 4.

• Reinforce the knowledge gained that involves the number 1 to 4.


1.1.4.11.1.4.11.1.4.11.1.4.1

1.1.5.41.1.5.41.1.5.41.1.5.4

1.41.41.41.4


order numbersorder numbersorder numbersorder numbers

(Use numbers in (Use numbers in (Use numbers in (Use numbers in

familiar contexts)familiar contexts)familiar contexts)familiar contexts)


• Learner should know his/her house

number and address

• Reinforce the use of numbers through

completion of the daily attendance

register as in first term

− Is the learner that lives in house

number 123 here today?

− Is the learner living in 123 Wendy

Street here today?

− Is the learner with the with the

telephone/cell number 082 1234567 here today?



• Identify numbers in adverts/flyers, old

birthday cards etc.


7.2.17.2.17.2.17.2.1

Describe, compare and Describe, compare and Describe, compare and Describe, compare and order numbersorder numbersorder numbersorder numbers

(identify and describe (identify and describe (identify and describe (identify and describe


Compares which oCompares which oCompares which oCompares which of two f two f two f two

given collections of given collections of given collections of given collections of

objects are:objects are:objects are:objects are:

d)d)d)d) Big and smallBig and smallBig and smallBig and small

e)e)e)e) Bigger and Bigger and Bigger and Bigger and

smallersmallersmallersmaller f)f)f)f) Smallest and Smallest and Smallest and Smallest and



• Identify and describes whole numbers 2,

3, and 4

• Reinforce numbers 1 to 4

• More than, less than, equal to

• Many and fewer e.g. incidental clapping

Perceptual:Perceptual:Perceptual:Perceptual: 7.1.37.1.37.1.37.1.3


- 8 -



are:are:are:are:

d)d)d)d) More thanMore thanMore thanMore than

e)e)e)e) Less thanLess thanLess thanLess than

Is equal to (the same)Is equal to (the same)Is equal to (the same)Is equal to (the same)

1.51.51.51.5



numbers e.g. first, second, third, fourth…last,

next.

• Reinforce ordinal numbers incidentally

through the daily toilet routine

• Apply during Life Skills Physical

development activities as well

• Also during creative art activities (where

appropriate)

Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques: 1.61.61.61.6

PrPrPrProblem solving oblem solving oblem solving oblem solving

techniquestechniquestechniquestechniques






1.71.71.71.7

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Orally solve word Orally solve word Orally solve word Orally solve word

problems (story sums) problems (story sums) problems (story sums) problems (story sums)

and explains own and explains own and explains own and explains own

solution to problems solution to problems solution to problems solution to problems

solving:solving:solving:solving:

a)a)a)a) AdAdAdAddition and dition and dition and dition and

subtraction with subtraction with subtraction with subtraction with answers up to 10answers up to 10answers up to 10answers up to 10

1.91.91.91.9

Grouping and Grouping and Grouping and Grouping and

sharing leading to sharing leading to sharing leading to sharing leading to

divisiondivisiondivisiondivision

(equal sharing and (equal sharing and (equal sharing and (equal sharing and

grouping with grouping with grouping with grouping with

whole numbers up whole numbers up whole numbers up whole numbers up to 10 with answers to 10 with answers to 10 with answers to 10 with answers

that include that include that include that include

rrrremainders)emainders)emainders)emainders)

• Use counters and orally solve problems

that involve the numbers 2, 3 and 4

• Reinforce the solving of problems that

involve numbers 1 to 4.


1.2.1.101.2.1.101.2.1.101.2.1.10

1.111.111.111.11

MoneyMoneyMoneyMoney

Money

• Develop an awareness of South African


- 9 -

coins

20c, 50c, R1, R2, R5

• Identify colour and which animal appears

on each coin

• Identify similarities and differences between coins e.g. Sort play money

according to colour and size.

• Provide play money in the home corner

Calculate using:Calculate using:Calculate using:Calculate using: 1.131.131.131.13


subtraction (solves subtraction (solves subtraction (solves subtraction (solves

orally stated addition orally stated addition orally stated addition orally stated addition and subtraction and subtraction and subtraction and subtraction

problems wproblems wproblems wproblems with solutions ith solutions ith solutions ith solutions

up to 10)up to 10)up to 10)up to 10)

Orally solves addition and subtraction

problems with answers up to 4.


7.3.1.17.3.1.17.3.1.17.3.1.1

1.3.1.11.3.1.11.3.1.11.3.1.1

1.3.1.21.3.1.21.3.1.21.3.1.2

2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra

2.12.12.12.1


(Copy and extend (Copy and extend (Copy and extend (Copy and extend

simple repeating simple repeating simple repeating simple repeating


objectsobjectsobjectsobjects and drawings) and drawings) and drawings) and drawings)



• Copy, extend and create own patterns

• Copy a given pattern using coins


1.2.2.11.2.2.11.2.2.11.2.2.1

1.2.3.11.2.3.11.2.3.11.2.3.1

5.2.1.15.2.1.15.2.1.15.2.1.1

3.3.3.3. Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry) 3.13.13.13.1




object in relatioobject in relatioobject in relatioobject in relation to n to n to n to

another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front


Spatial Relationships The position of two or more objects in

relation to the learner


3.23.23.23.2


Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and compares 3compares 3compares 3compares 3----D objects D objects D objects D objects

and 2and 2and 2and 2----D shapes D shapes D shapes D shapes



b)b)b)b) ColourColourColourColour (red, blue, (red, blue, (red, blue, (red, blue,




rectangle)rectangle)rectangle)rectangle) d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll

e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide

Introduce Tidy-up Chart (sorting toys)


• Colour: Sort 3-D objects and 2-D shapes according to Primary colours


according to shapes

• Objects that roll

− Identify and explore objects that roll

− Reinforce objects that roll

• Objects that slide

− Identify and explore objects that slide

− Recognise and explore objects that can slide and roll


1.1.1.11.1.1.11.1.1.11.1.1.1

1.2.1.11.2.1.11.2.1.11.2.1.1


- 10 -




On-going



daily basis

• Explore with Building blocks

3.33.33.33.3


RecognRecognRecognRecognise, identifies and ise, identifies and ise, identifies and ise, identifies and

names twonames twonames twonames two----dimensional dimensional dimensional dimensional

shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom


including:including:including:including: a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols




a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)

b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)

c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces) d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)

Display the learner’s symbol/photo and

learner’s name the next 3 months.

On-going

Puzzles (On-going)

• Provide a variety of puzzles during free

play inside on a daily basis


complete a 12 piece puzzle at the end of term 2.

• Make and complete own 4-piece puzzle


3.3.43.3.43.3.43.3.4

3.33.33.33.3





a)a)a)a) CircleCircleCircleCircle b)b)b)b) TriangleTriangleTriangleTriangle


d)d)d)d) RectangleRectangleRectangleRectangle

e)e)e)e) Conservation of Conservation of Conservation of Conservation of

shapes (Form shapes (Form shapes (Form shapes (Form

constancyconstancyconstancyconstancy

• Crossing the midline-performing actions

• Apply crossing of the midline during Life

Skills (Physical Development)

• Rhymes and Songs

• Creative Art activities

4.4.4.4. MeasurementMeasurementMeasurementMeasurement

4.14.14.14.1



day in terms of day or day in terms of day or day in terms of day or day in terms of day or night.night.night.night.


events in own daily life.events in own daily life.events in own daily life.events in own daily life.



Sequence recSequence recSequence recSequence recurring urring urring urring

• Daily Programme (on-going)

− Reinforce the sequencing of recurring events in one day through the Daily

programme

• Introduce the Weather Chart (daily)

− The teacher guides learners to

determine the name of the day, date

and month with song and rhyme,

flash cards and displays labels and symbols on a calendar representing a

week

• Days of the Week (on-going)


- 11 -


a)a)a)a) Days of the weekDays of the weekDays of the weekDays of the week

b)b)b)b) Seasons ChartSeasons ChartSeasons ChartSeasons Chart




rhyme about days of the week.

Repeat every day as weather chart is

discussed.

• Seasons chart

− The arrow indication the present

season is moved as the seasons

change

− The first day after the school holiday

the teacher should ask learners what

they did during holidays

− Develop an awareness of what the

learner does from the time he/she

wakes up until going to school

− Develops an awareness of what

happens between suppertime and

bedtime

• Continuous whenever a learner has s

birthday

• On-going

4.24.24.24.2



order objects using order objects using order objects using order objects using

appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary to describe lengthto describe lengthto describe lengthto describe length






− Measure with Measure with Measure with Measure with









((((visual)visual)visual)visual)

− EstimateEstimateEstimateEstimate

Length

• Longest and shortest, longer and shorter

(explore length)

• Reinforce

• The concept of length

• Learners discover whether they have

grown since the last term

(Learners can compare their heights against something in the class, e.g. cupboard)

5.15.15.15.1 Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects


of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone

and /or as a member of and /or as a member of and /or as a member of and /or as a member of

• Collects objects (twigs of different sizes)

• Sort the collected objects (twigs of

different sizes)


- 12 -




according to one according to one according to one according to one



5.25.25.25.2 Represent sorted Represent sorted Represent sorted Represent sorted

collections of objectscollections of objectscollections of objectscollections of objects

(Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display

data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as



• Draw a graph of collected objects (twigs of different sizes)

5.35.35.35.3


sorted collections of sorted collections of sorted collections of sorted collections of objectsobjectsobjectsobjects

Read and interpret Read and interpret Read and interpret Read and interpret

graphsgraphsgraphsgraphs


on own picture or own on own picture or own on own picture or own on own picture or own



leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?”

Which are the most, the Which are the most, the Which are the most, the Which are the most, the big leaves or the small big leaves or the small big leaves or the small big leaves or the small


• Read and interpret graphs using questions

Grade R_Term 3Grade R_Term 3Grade R_Term 3Grade R_Term 3

1. Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships

1.11.11.11.1


(Estimate and count (Estimate and count (Estimate and count (Estimate and count objects to develop a objects to develop a objects to develop a objects to develop a



• One-to-one correspondence Introduce the Helper’s Chart on a daily basis

• Count in ones


− Body parts

− Clapping hands

− Stamping feet

− Climbing steps

• Rote counting using number rhymes and

songs

• Clap many times/ fewer times : which number of claps are more/less, most/least


1.1.1.31.1.1.31.1.1.31.1.1.3

1.1.1.41.1.1.41.1.1.41.1.1.4 1.1.3.101.1.3.101.1.3.101.1.3.10

1.1.3.21.1.3.21.1.3.21.1.3.2

1.1.3.41.1.3.41.1.3.41.1.3.4

1.1.3.61.1.3.61.1.3.61.1.3.6

1.1.3.81.1.3.81.1.3.81.1.3.8

1.2.1.11.2.1.11.2.1.11.2.1.1

1.2.1.21.2.1.21.2.1.21.2.1.2

1.21.21.21.2






body movements and number ladder

Count in:

• ones


7.2.17.2.17.2.17.2.1


- 13 -

1.31.31.31.3





recognise number recognise number recognise number recognise number names)names)names)names)

Number range:


• Number names: five, six, seven.


− Concrete with 3-D objects that

involve the number 5, 6 and 7.

Semi-concrete with picture cards that involve

the number 5, 6 and 7.


involve the numbers 5, 6 and 7.

• Reinforce the knowledge gained that

involves the number 1 to 7.


1.1.4.21.1.4.21.1.4.21.1.4.2

1.1.4.41.1.4.41.1.4.41.1.4.4

1.1.4.61.1.4.61.1.4.61.1.4.6

1.1.5.51.1.5.51.1.5.51.1.5.5

1.41.41.41.4



(Use numbers in (Use numbers in (Use numbers in (Use numbers in

familiar contexts)familiar contexts)familiar contexts)familiar contexts) Describe, compare and Describe, compare and Describe, compare and Describe, compare and


(identify and describe (identify and describe (identify and describe (identify and describe



given collections of given collections of given collections of given collections of

objects are:objects are:objects are:objects are:

a)a)a)a) Big and smallBig and smallBig and smallBig and small b)b)b)b) BBBBigger and igger and igger and igger and

smallersmallersmallersmaller

c)c)c)c) Smallest and Smallest and Smallest and Smallest and




are:are:are:are:


b)b)b)b) Less thanLess thanLess thanLess than c)c)c)c) Is equal to Is equal to Is equal to Is equal to

(the same)(the same)(the same)(the same)


• Learner should know his/her home

telephone number/ or cell number

(contact number of parent)

• Reinforce the use of numbers through completion of the daily attendance

register as in first term e.g. is the learner

celebrating his/her birthday on the 16 of

March here today? Etc.




birthday cards etc.



6, and 7



• Many and fewer e.g. incidental clapping.

Ask which was most/least.

PerPerPerPerceptual:ceptual:ceptual:ceptual:

7.1.47.1.47.1.47.1.4

1.51.51.51.5



numbers e.g. first, second, third, fourth,

fifth…last, next.



• Apply during Life Skills Physical

development activities as well

Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:


- 14 -

1.61.61.61.6








• Physical number ladder

1.71.71.71.7





and explains own and explains own and explains own and explains own solution to problems solution to problems solution to problems solution to problems


b)b)b)b) Addition and Addition and Addition and Addition and

subtraction with subtraction with subtraction with subtraction with

answers up to 10answers up to 10answers up to 10answers up to 10

1.91.91.91.9


sharing leading to sharing leading to sharing leading to sharing leading to divisiondivisiondivisiondivision



whole numwhole numwhole numwhole numbers up bers up bers up bers up

to 10 with answers to 10 with answers to 10 with answers to 10 with answers

that include that include that include that include

emainders)emainders)emainders)emainders)


that involve the numbers 5, 6 and 7

Reinforce the solving of problems that

involve numbers 1 to 7.


1.2.1.61.2.1.61.2.1.61.2.1.6

1.2.1.81.2.1.81.2.1.81.2.1.8

1.2.2.11.2.2.11.2.2.11.2.2.1

1.111.111.111.11

MoneyMoneyMoneyMoney

Money

• Develop an awareness of South African bank notes

R10, R20, R50, R100, R200

• Identify similarities and differences

between notes e.g. Sort play money

according to colour and size.

• Provide play money in the home corner

Calculate using:Calculate using:Calculate using:Calculate using:

1.131.131.131.13



orally stated addition orally stated addition orally stated addition orally stated addition

and subtraction and subtraction and subtraction and subtraction

problems with solutions problems with solutions problems with solutions problems with solutions

up to 10)up to 10)up to 10)up to 10)




7.3.1.17.3.1.17.3.1.17.3.1.1


- 15 -

2. Patterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and Algebra 2.12.12.12.1


(Copy and extend (Copy and extend (Copy and extend (Copy and extend



objects and drawings)objects and drawings)objects and drawings)objects and drawings)




with pictures


2.2.32.2.32.2.32.2.3

5.3.1.15.3.1.15.3.1.15.3.1.1

3. Space and ShapesSpace and ShapesSpace and ShapesSpace and Shapes 3.13.13.13.1

Position, orientation Position, orientation Position, orientation Position, orientation and viewsand viewsand viewsand views


object in relation to object in relation to object in relation to object in relation to




relation to each other and to one another


• On, on top, under, bottom and below

• Next to

• Middle

• Left and right

• Pegboard work

Describe objects from different perspectives,

e.g. a doll, house from the front, the back,

the sided depending on where you stand


3.1.2.13.1.2.13.1.2.13.1.2.1 3.1.63.1.63.1.63.1.6

8.1.28.1.28.1.28.1.2.1.1.1.1

8.1.2.28.1.2.28.1.2.28.1.2.2

3.2.23.2.23.2.23.2.2

Follows directions Follows directions Follows directions Follows directions

(alone and/or as a (alone and/or as a (alone and/or as a (alone and/or as a

member of a group or member of a group or member of a group or member of a group or

team) to move/place team) to move/place team) to move/place team) to move/place self within a specific self within a specific self within a specific self within a specific

space (directionality)space (directionality)space (directionality)space (directionality)

• Forward/backwards

• Arrow Chart


3.2.13.2.13.2.13.2.1

3.2.23.2.23.2.23.2.2

3.23.23.23.2



compares 3compares 3compares 3compares 3----D objectD objectD objectD objects s s s




b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue, yellow, green)yellow, green)yellow, green)yellow, green)



rectangle)rectangle)rectangle)rectangle)

d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll



• Colour: Sort 3-D objects and 2-D shapes

according to colours


according to shapes


1.2.1.11.2.1.11.2.1.11.2.1.1




On-going


materials during free play inside on a daily basis

• Let learners build own construction by

copying from a given construction


- 16 -

example

• Copy the same construction from a design

or picture card

• Reinforce copying the same construction

from a design or picture card.

3.33.33.33.3


Recognise, identifies anRecognise, identifies anRecognise, identifies anRecognise, identifies and d d d




including:including:including:including: a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols




a)a)a)a) (Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)

b)b)b)b) (Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)

c)c)c)c) (Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)

d)d)d)d) (Term 4: 24 pieces)(Term 4: 24 pieces)(Term 4: 24 pieces)(Term 4: 24 pieces)

Display only the learner’s name on a label the

last 6 months of the year.

On-going

Puzzles (On-going)




complete a 18 piece puzzle at the end of term 2.

• Make and complete own 5-piece puzzle


3.3.53.3.53.3.53.3.5

3.33.33.33.3

2222----D shapesD shapesD shapesD shapes FigureFigureFigureFigure----groundgroundgroundground



a)a)a)a) CircleCircleCircleCircle

b)b)b)b) TriangleTriangleTriangleTriangle


d)d)d)d) RectangleRectangleRectangleRectangle

e)e)e)e) Conservation of Conservation of Conservation of Conservation of

shapes (Form shapes (Form shapes (Form shapes (Form constancyconstancyconstancyconstancy

• Reinforce figure-ground perception through sorting activities, matching and

grouping activities and tidy up routine.

• Reinforce the square

• Shape Conservation (form constancy of

shapes learnt up to date)


8.1.1.28.1.1.28.1.1.28.1.1.2

3.43.43.43.4


(Recognises line of (Recognises line of (Recognises line of (Recognises line of



• Crossing the midline-chalkboard activities

• Apply crossing of the midline during Life

Skills (Physical Development)

4. MeasurementMeasurementMeasurementMeasurement

4.14.14.14.1


- 17 -



day in terms of day or day in terms of day or day in terms of day or day in terms of day or

night.night.night.night.

Sequence recurring Sequence recurring Sequence recurring Sequence recurring events in own daily life.events in own daily life.events in own daily life.events in own daily life.




events inevents inevents inevents in own daily life own daily life own daily life own daily life

c)c)c)c) Days of the weekDays of the weekDays of the weekDays of the week

d)d)d)d) Seasons ChartSeasons ChartSeasons ChartSeasons Chart




− Reinforce the sequencing of recurring

events in one day through the Daily

programme

• Introduce the Weather Chart (daily)



and month with flash cards and

displays labels and symbols on a

weekly calendar.



rhyme about days of the week.

Repeat every day as weather chart is

discussed.

• Seasons chart

− The arrow indication the present season is moved as the seasons

change




− Develop an awareness of what the learner does from the time he/she

wakes up until going to school

− Develops an awareness of what

happens between suppertime and

bedtime

• Continuous whenever a learner has s birthday

• On-going

4.24.24.24.2




appropriate vocabularyappropriate vocabularyappropriate vocabularyappropriate vocabulary to describe lengthto describe lengthto describe lengthto describe length


Length

• Estimate the length of different objects

• Estimate and measure the length of different objects using feet, hands, a piece

of string, a stick etc.


- 18 -





− Measure with Measure with Measure with Measure with footprints (Visual footprints (Visual footprints (Visual footprints (Visual








(visual)(visual)(visual)(visual)

− EstimateEstimateEstimateEstimate

4.34.34.34.3

MassMassMassMass Works concretely Works concretely Works concretely Works concretely

comparing and ordering comparing and ordering comparing and ordering comparing and ordering

objects using objects using objects using objects using

appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary

to describe the to describe the to describe the to describe the

folfolfolfollowing:lowing:lowing:lowing:

a)a)a)a) Light, heavyLight, heavyLight, heavyLight, heavy

b)b)b)b) Lighter, heavierLighter, heavierLighter, heavierLighter, heavier c)c)c)c) Continuous during Continuous during Continuous during Continuous during

water and sand playwater and sand playwater and sand playwater and sand play

Mass

• Introduce the concept of mass by comparing the masses of different objects

e.g.

− Light/heavy

− Lighter/heavier

• Reinforce mass (Lightest/heaviest)


9.1.3.19.1.3.19.1.3.19.1.3.1

4.44.44.44.4

Capacity/VolumeCapacity/VolumeCapacity/VolumeCapacity/Volume

Works concretely Works concretely Works concretely Works concretely

comparing and ordering comparing and ordering comparing and ordering comparing and ordering

objects using objects using objects using objects using


to describe the to describe the to describe the to describe the

following:following:following:following: a)a)a)a) Empty, fullEmpty, fullEmpty, fullEmpty, full

b)b)b)b) A lot, a littleA lot, a littleA lot, a littleA lot, a little

c)c)c)c) Less than, more thanLess than, more thanLess than, more thanLess than, more than

d)d)d)d) Continuous during Continuous during Continuous during Continuous during

water and sand playwater and sand playwater and sand playwater and sand play

Capacity/Volume

• Introduce the measuring concept of

capacity by comparing how much various

containers hold e.g.

− “empty/full”

− “more than/less than”

− a lot, a little

• Continuous during water and sand play


9.5.1.19.5.1.19.5.1.19.5.1.1

5. DaDaDaData Handlingta Handlingta Handlingta Handling

5.15.15.15.1



of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone and /or as a member of and /or as a member of and /or as a member of and /or as a member of

• Pose a question: “Are names with six

letters most popular?”

• Collect data to answer this question using the learners name cards

• Sort the name cards according to the


- 19 -





attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of leavesleavesleavesleaves

number of letters in each name

5.25.25.25.2




data. Draws data. Draws data. Draws data. Draws a picture as a picture as a picture as a picture as



• Draw a graph by passing each name card

below the relevant columns

5.35.35.35.3

Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on sorted collections of sorted collections of sorted collections of sorted collections of



graphsgraphsgraphsgraphs




((((e.g. “How many big e.g. “How many big e.g. “How many big e.g. “How many big

leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?” Which are the most, the Which are the most, the Which are the most, the Which are the most, the



• Read and interpret data by counting the number cards in each column and coming

to a conclusion.

Grade R_Term4Grade R_Term4Grade R_Term4Grade R_Term4

Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships

1.11.11.11.1

CoCoCoCount objectsunt objectsunt objectsunt objects (Estimate and count (Estimate and count (Estimate and count (Estimate and count




• One-to-one correspondence Introduce the Helper’s Chart on a daily basis

• Count in ones


− Body parts

− Clapping hands

− Stamping feet

− Climbing steps

• Rote counting:

Number rhymes and songs

• Clap many times/ fewer times: which number of claps are more/less,

most/least


1.1.3.91.1.3.91.1.3.91.1.3.9 1.1.3.101.1.3.101.1.3.101.1.3.10

1.1.5.31.1.5.31.1.5.31.1.5.3

1.1.5.61.1.5.61.1.5.61.1.5.6

1.2.1.31.2.1.31.2.1.31.2.1.3

1.2.1.41.2.1.41.2.1.41.2.1.4

1.2.1.51.2.1.51.2.1.51.2.1.5

1.21.21.21.2







1.1.1.11.1.1.11.1.1.11.1.1.1


- 20 -

body movements and number ladder.

Count in:

• Ones

• Two’s


7.3.1.27.3.1.27.3.1.27.3.1.2

1.31.31.31.3 Number symbolsNumber symbolsNumber symbolsNumber symbols and and and and






Number range:


• Number names: zero (naught), eight,

nine, ten.


− Concrete with 3-D objects that involve the number 0, 8, 9 and 10.

Semi-concrete with picture cards that involve

the number 0, 8, 9 and 10.


involve the numbers 0, 8, 9and 10.

• Reinforce the knowledge gained that

involves the number 0 to 10.

Maths:Maths:Maths:Maths: 1.1.4.31.1.4.31.1.4.31.1.4.3

1.1.4.51.1.4.51.1.4.51.1.4.5

1.1.4.71.1.4.71.1.4.71.1.4.7

1.1.4.81.1.4.81.1.4.81.1.4.8

1.1.4.91.1.4.91.1.4.91.1.4.9

1.1.4.101.1.4.101.1.4.101.1.4.10

1.1.6.11.1.6.11.1.6.11.1.6.1

1.1.6.21.1.6.21.1.6.21.1.6.2


7.2.27.2.27.2.27.2.2

Number recognition/Number senseNumber recognition/Number senseNumber recognition/Number senseNumber recognition/Number sense 1.41.41.41.4



Use numbers in familiar contexts Reinforce knowledge regarding age, house

number, address, home telephone/cell

number. (contact number)

Reinforce the use of numbers through

completing of the daily attendance register as

in first term e.g. How many learners are

absent today? How can we find out? The

children discuss this amongst themselves.

− Guess

− Count empty lockers

− Count empty chairs etc.




birthday cards etc.

• Identify numbers in magazines

(Identify and describe (Identify and describe (Identify and describe (Identify and describe



given collections of given collections of given collections of given collections of objects are:objects are:objects are:objects are:

a)a)a)a) Big and smallBig and smallBig and smallBig and small

b)b)b)b) Bigger and smallerBigger and smallerBigger and smallerBigger and smaller

c)c)c)c) Smallest and biggestSmallest and biggestSmallest and biggestSmallest and biggest



are:are:are:are:



9, 10 and 0



• Many and fewer e.g. incidental clapping.

Ask question which was most/least.


- 21 -


b)b)b)b) Less thanLess thanLess thanLess than

c)c)c)c) Is equal to (the Is equal to (the Is equal to (the Is equal to (the

same)same)same)same)

1.51.51.51.5



numbers e.g. first, second, third, fourth, fifth, sixth…last, next.

• Introduce ordinal numbers-first, second,

third up to sixth



• Apply during Life Skills Physical development

activities as well

Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques: 1.61.61.61.6








• Physical number ladder

1.71.71.71.7





and explains own and explains own and explains own and explains own

solution to problems solution to problems solution to problems solution to problems


a)a)a)a) Addition and Addition and Addition and Addition and

subtraction with subtraction with subtraction with subtraction with

answers up to 10answers up to 10answers up to 10answers up to 10

1.91.91.91.9


sharing leading to sharing leading to sharing leading to sharing leading to

divisiondivisiondivisiondivision



whole numbers up whole numbers up whole numbers up whole numbers up

to 10 with answers to 10 with answers to 10 with answers to 10 with answers that include that include that include that include

remainders)remainders)remainders)remainders)


that involve the numbers 8, 9, 10 and 0

• Reinforce the solving of problems that involve numbers 1 to 10.


1.2.1.61.2.1.61.2.1.61.2.1.6

1.2.1.81.2.1.81.2.1.81.2.1.8

1.2.2.21.2.2.21.2.2.21.2.2.2 1.2.2.41.2.2.41.2.2.41.2.2.4

1.3.1.11.3.1.11.3.1.11.3.1.1

1.3.1.21.3.1.21.3.1.21.3.1.2

1.3.1.31.3.1.31.3.1.31.3.1.3

1.3.1.41.3.1.41.3.1.41.3.1.4

1.3.1.51.3.1.51.3.1.51.3.1.5

1.3.3.11.3.3.11.3.3.11.3.3.1

1.111.111.111.11

MoneyMoneyMoneyMoney • Provide play money in the house corner

Calculate using:Calculate using:Calculate using:Calculate using:


- 22 -

1.131.131.131.13

Addition andAddition andAddition andAddition and


orally stated addition orally stated addition orally stated addition orally stated addition

and subtraction and subtraction and subtraction and subtraction

problems with solutions problems with solutions problems with solutions problems with solutions up to 10)up to 10)up to 10)up to 10)




7.3.1.27.3.1.27.3.1.27.3.1.2

2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra 2.12.12.12.1


(Co(Co(Co(Copy and extend py and extend py and extend py and extend



objects and drawings)objects and drawings)objects and drawings)objects and drawings)

(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating patterns)patterns)patterns)patterns)


with pictures

• Copy a noise pattern

• Play a game “hop scotch” pattern


2.2.42.2.42.2.42.2.4

5.3.1.25.3.1.25.3.1.25.3.1.2

3.3.3.3. Space and ShSpace and ShSpace and ShSpace and Shape (Geometry)ape (Geometry)ape (Geometry)ape (Geometry) 3.13.13.13.1




object in relation to object in relation to object in relation to object in relation to



The position of two or more objects in relation to the learner


• on top, under, bottom and below

• Top and bottom

• Next to, between and middle

• Left and right


relation to one another

• Pegboard work


• On top, under or below

• Top and bottom

• Next to, between and middle

• Left and right


8.1.2.8.1.2.8.1.2.8.1.2.3333

3.2.33.2.33.2.33.2.3

3.2.73.2.73.2.73.2.7

3.1.1.13.1.1.13.1.1.13.1.1.1

3.1.1.23.1.1.23.1.1.23.1.1.2

Follow directions (alone Follow directions (alone Follow directions (alone Follow directions (alone and/or as a member of a and/or as a member of a and/or as a member of a and/or as a member of a

group or team) to group or team) to group or team) to group or team) to

move/place self within a move/place self within a move/place self within a move/place self within a

specific space specific space specific space specific space

(directionally)(directionally)(directionally)(directionally)

• Forwards and backwards

• Up and down,

• Upwards and downwards

• Left and right

• Where does the sound come from?


3.23.23.23.2



compares 3compares 3compares 3compares 3----D objects D objects D objects D objects




• Colour: Sort 3-D objects and 2-D shapes

according to colours


according to shapes


- 23 -


b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue,




rectangle)rectangle)rectangle)rectangle) d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll





On-going



daily basis

• On-going during free play inside

3.33.33.33.3


Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and




including:including:including:including:

a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols


How to buiHow to buiHow to buiHow to build puzzlesld puzzlesld puzzlesld puzzles


a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)

b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)

c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)

d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)

Display the learner’s symbol/photo and

learner’s name the next 3 months.

On-going

Puzzles (On-going)




complete a 24 piece puzzle at the end of

term 4.


3.3.63.3.63.3.63.3.6

3.33.33.33.3





f)f)f)f) CircleCircleCircleCircle

g)g)g)g) TriangleTriangleTriangleTriangle

a)a)a)a) SquareSquareSquareSquare

b)b)b)b) RectangleRectangleRectangleRectangle c)c)c)c) Conservation of Conservation of Conservation of Conservation of

shapshapshapshapes (Form es (Form es (Form es (Form

constancyconstancyconstancyconstancy

• Reinforce figure-ground perception

through sorting activities, matching and

grouping activities and tidy up routine.

• Reinforce the square

• Shape Conservation (Form constancy of

shapes learnt up to date)

3.43.43.43.4 Develop the awareness that there is


- 24 -


(Recognises line(Recognises line(Recognises line(Recognises line of of of of



symmetry in objects

Apply crossing of the middle during Life Skills

(Physical Development)

4.4.4.4. MeasurementMeasurementMeasurementMeasurement

4.14.14.14.1



day in terms of day or day in terms of day or day in terms of day or day in terms of day or night.night.night.night.

SeqSeqSeqSequence recurring uence recurring uence recurring uence recurring

events in own daily life.events in own daily life.events in own daily life.events in own daily life.

c)c)c)c) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme

d)d)d)d) Weather ChartWeather ChartWeather ChartWeather Chart



e)e)e)e) Days of the weekDays of the weekDays of the weekDays of the week

f)f)f)f) Seasons ChartSeasons ChartSeasons ChartSeasons Chart

Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday ChartChartChartChart


− Reinforce the sequencing of recurring events in one day through the Daily

programme

• Weather Chart (daily)



and month with flash cards and displays labels and symbols on a

weekly calendar.


• Seasons chart

− The arrow indication the present

season is moved as the seasons

change




• Continuous whenever a learner has s birthday

• On-going

4.24.24.24.2


Concretely comConcretely comConcretely comConcretely compare and pare and pare and pare and



to describe lengthto describe lengthto describe lengthto describe length

• Introduce Height Introduce Height Introduce Height Introduce Height ChartChartChartChart



• Measure the height of learners with a

tape measure (Replace hands with tape measure)


9.1.1.19.1.1.19.1.1.19.1.1.1


- 25 -



− Measure with Measure with Measure with Measure with







− Longer, shLonger, shLonger, shLonger, shorterorterorterorter

− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest (visual)(visual)(visual)(visual)

EstimateEstimateEstimateEstimate

5.5.5.5. Data HandlingData HandlingData HandlingData Handling

5.15.15.15.1



of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone

and /and /and /and /or as a member of or as a member of or as a member of or as a member of







• Use the Birthday Chart to determine

whose birthdays are in which month

• Collect data from the learners to

determine the colour of the play

dough for the following week e.g. blue, yellow, green

Collect data (which mode of transport do

learners use to come to school)

• Sort the data according to the

relevant birthday month of each

learner

• Each child selects one block representing the colour of his/her

choice of play dough for the week.

• Sort the collected data (walk, with

parent’s car, taxi or bus)

5.25.25.25.2




data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as a record of collected a record of collected a record of collected a record of collected


Draw a graph representing the learners birth

days in each month

Make use of real objects to make a graph

such as blocks, stacking cubes, Lego or Duplo

blocks representing the colours of dough you plan to make e.g. blue, yellow and green.

Draw a pictograph representing the learners

walking, coming by taxi, with parents car and

arriving by bus.

5.35.35.35.3


sorted collections of sorted collections of sorted collections of sorted collections of



graphsgraphsgraphsgraphs Answer questions based Answer questions based Answer questions based Answer questions based




• Read and interpret graphs using questions

to determine which month had the most

birthdays

• According to the choice of the learners

the colour of the play dough for the week will for example be yellow.

• Read and interpret graphs (How many

walk, come by taxi, bus etc.)


- 26 -

leaves did leaves did leaves did leaves did you draw?” you draw?” you draw?” you draw?”

Which are the most, the Which are the most, the Which are the most, the Which are the most, the



Documents

CAMI Education linked to CAPS: Mathematicscamiweb.com/CAPS/English/2014/CAPS Grade R.pdf · CAMI Education linked to CAPS: Mathematics - 5 - flash cards and displays labels and symbols