addendum a to chapter 9 support in a... · 2 practice 354 addendum a to chapter 9 national...
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![Page 1: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/1.jpg)
PART 2 PRACTICE
354
Addendum A to Chapter 9
NATIONAL CURRICULUM OUTCOMES PER GRADE
A. Content area: Numbers, operations and relationships
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Coun
ting
(num
-be
r ran
ge)
1–10
1–10
01–
200
1–1
000
1–10
000
1–10
000
Also
in d
ecim
als
Orde
rs a
nd
com
pare
s an
d un
ders
tand
pl
ace
valu
e
1–10
(n
o pl
ace
valu
e)1–
20
(pla
ce v
alue
: 11
–20)
1–10
01–
999
to 4
-dig
it nu
m-
bers
to 6
-dig
it nu
m-
bers
to 9
-dig
it
num
bers
Writ
ten
calc
ula-
tions
and
pro
b-le
m s
olvi
ng
No w
ritte
n ca
lcu-
latio
ns;
info
rmal
ver
bal
prob
lem
sol
ving
.
+ an
d –
and
repe
ated
add
i-tio
n:
up to
20
+ an
d –
up to
10
0;
×: 2
-dig
it by
1-
digi
t < 1
00;
÷: 1
-dig
it by
1-
digi
t num
bers
+ an
d –
up to
99
9;
×: 2
-dig
it by
1-
digi
t num
bers
; ÷:
2-d
igit
num
-be
rs b
y 1-
digi
t nu
mbe
rs
+ an
d –
up to
9
999;
×:
2-d
igit
by
2-di
git n
umbe
rs;
÷: 3
-dig
it by
1-
digi
t num
bers
+ an
d –
up to
99
999
; ×:
3-d
igit
by
2-di
git n
umbe
rs;
÷: 3
-dig
it by
2-
digi
t num
bers
+ an
d –
up to
6-
digi
ts a
nd
mor
e ×:
4-d
igit
by
3-di
git n
umbe
rs;
÷: 4
-dig
it by
3-
digi
t num
bers
Men
tal M
aths
none
+ an
d –:
ans
wer
s in
dom
ain
0–20
(w
ith
conc
rete
app
ara-
tus
if ne
cess
ary)
+, –
and
×:
answ
ers
in
dom
ain
0–20
+, –
and
×
answ
ers
in
dom
ain
0–50
+: a
dd
1-di
git t
o 3-
digi
t nu
mbe
rs
–: s
ubtra
ct
1-di
git f
rom
3-
digi
t num
bers
×:
to 1
0×10
÷:
reci
proc
al re
la-
tions
hip
betw
een
× an
d ÷
+: a
dd
1-di
git t
o 3-
digi
t nu
mbe
rs
–: s
ubtra
ct
2-di
git f
rom
4-
digi
t num
bers
×:
to 1
0×10
; ÷:
reci
proc
al re
la-
tions
hip
betw
een
× an
d ÷
+ an
d –:
as
prev
i-ou
s, b
ut a
lso:
14
7–M
=28
×: to
12×
12;
÷: d
ivis
ibili
ty
rule
s fo
r: 2,
5, 1
0, 1
00 a
nd
1 00
0
1. T
op
ic: W
ho
le n
um
be
rs
![Page 2: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/2.jpg)
SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
355
92.
To
pic
: Fra
ctio
ns
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Com
mon
fra
ctio
nsIn
form
al p
robl
em
solv
ing:
sha
ring
and
grou
ping
up
to 1
0 th
at in
clud
es
rem
aind
ers.
Info
rmal
pro
blem
so
lvin
g:
shar
ing
and
grou
ping
up
to
10 th
at in
clud
es
rem
aind
ers.
Orde
r and
com
-pa
re h
alve
s an
d qu
arte
rs:
Prob
lem
sol
ving
: eq
ual s
harin
g an
d gr
oupi
ng w
ith
who
le n
umbe
rs
that
may
lead
to
unita
ry fr
actio
ns
(up
to 2
0).
Orde
r and
com
pare
ha
lves
, eig
hths
, six
ths,
qu
arte
rs a
nd th
irds
Prob
lem
sol
ving
: eq
ual s
harin
g an
d gr
oupi
ng w
ith w
hole
nu
mbe
rs th
at m
ay
lead
to re
mai
nder
s as
un
itary
frac
tions
(u
p to
50)
.
+ an
d –
(sam
e de
nom
-in
ator
s) u
p to
eig
hts.
Prob
lem
sol
ving
as
equa
l sha
ring
with
re
mai
nder
s ex
pres
sed
as u
nita
ry fr
actio
ns.
+ an
d –
(sam
e de
nom
-in
ator
s) u
p to
twel
fths
(incl
udin
g m
ixed
fra
ctio
n)
Calc
ulat
e fra
ctio
ns
of w
hole
num
bers
(r
esul
ting
in w
hole
nu
mbe
rs).
Prob
lem
sol
ving
with
co
mm
on fr
actio
ns.
+ an
d –
deno
min
ator
s:
mul
tiple
s of
eac
h ot
her:
tent
hs to
hu
ndre
ds
+ an
d –
of m
ixed
frac
-tio
ns. A
lso
in p
robl
em
solv
ing.
Deci
mal
fra
ctio
nsn/
an/
an/
an/
aIn
con
text
of m
ea-
sure
men
t com
pare
an
d de
scrib
e 0,
5; 1
,5;
2,5
etc.
Prob
lem
sol
ving
in
clud
ing
deci
mal
s.
In c
onte
xt o
f mea
-su
rem
ent c
ompa
re
and
desc
ribe
0,5;
1,5
; 2,
5 et
c.
Prob
lem
sol
ving
in
clud
ing
deci
mal
s.
Com
pare
dec
imal
s to
at l
east
2 d
ecim
al
plac
es
+ an
d –
of p
ositi
ve
deci
mal
s w
ith a
t lea
st
two
deci
mal
pla
ces.
Prob
lem
sol
ving
in
clud
ing
deci
mal
s.
Equi
vale
nt fo
rms
n/a
n/a
n/a
n/a
Reco
gnis
ing
and
usin
g eq
uiva
lent
form
s (d
enom
inat
ors
whi
ch
are
mul
tiple
s of
eac
h ot
her)
.
Reco
gnis
ing
and
usin
g eq
uiva
lent
form
of
deci
mal
frac
tion:
0,5
; 1,
5; 2
,5 e
tc.–
in c
on-
text
of m
easu
rem
ent.
Reco
gnis
ing
and
usin
g eq
uiva
lent
form
s (d
enom
inat
ors
whi
ch
are
mul
tiple
s of
eac
h ot
her)
.
Reco
gnis
ing
and
usin
g eq
uiva
lent
form
of
deci
mal
frac
tion:
0,5
; 1,
5; 2
,5 e
tc.–
in c
on-
text
of m
easu
rem
ent.
Reco
gnis
ing
and
usin
g eq
uiva
lent
form
s of
co
mm
on fr
actio
ns
with
1 /2-
digi
t den
omi-
nato
rs.
Equi
vale
nt fo
rms
of
deci
mal
frac
tions
to
at le
ast t
wo
deci
mal
pl
aces
.
Equi
vale
nt fo
rms
of
perc
enta
ges.
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PART 2 PRACTICE
356
3. T
op
ic: F
inan
cial
Mat
hs
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Fina
ncia
l Mat
hs /
mon
eyNo
form
al o
utco
mes
ID S
A co
ins
and
bank
note
s
Solv
e m
oney
pro
b-le
ms
in n
umbe
r ra
nge
0–20
and
ch
ange
in e
ither
R
or c
.
ID S
A co
ins
and
bank
note
s
Solv
e m
oney
pro
b-le
ms
in n
umbe
r ra
nge
0–10
0 an
d ch
ange
in e
ither
R
or c
.
ID S
A co
ins
and
bank
note
s
Solv
e m
oney
pro
b-le
ms
in n
umbe
r ra
nge
0–99
9 an
d ch
ange
in e
ither
R
or c
. As
wel
l as
conv
ertin
g be
twee
n R
and
c.
Buyi
ng a
nd s
ellin
g in
num
ber r
ange
0–
9 99
9
Sim
ple
budg
ets
Buyi
ng a
nd s
ellin
g in
num
ber r
ange
0–
99 9
99
Sim
ple
budg
ets
Profi
t and
loss
Buyi
ng a
nd s
ellin
g in
num
ber r
ange
to
9-di
gits
Sim
ple
budg
ets
Profi
t and
loss
Read
ing
and
inte
r-pr
etin
g ac
coun
ts
Calc
ulat
ing
disc
ount
4. R
atio
an
d r
ate
5.
Mu
ltip
les
and
fac
tors
6.
Pro
pe
rtie
s o
f ra
tio
nal
nu
mb
ers
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Ratio
and
rate
n/a
n/a
n/a
n/a
Com
parin
g tw
o or
mor
e qu
an-
titie
s of
the
sam
e ki
nd (r
atio
)
Com
parin
g tw
o qu
antit
ies
of d
iffer
ent k
inds
(rat
e) in
ab
ove-
men
tione
d nu
mbe
r ra
nge
Com
parin
g tw
o or
mor
e qu
an-
titie
s of
the
sam
e ki
nd (r
atio
)
Com
parin
g tw
o qu
antit
ies
of d
iffer
ent k
inds
(rat
e) in
ab
ove-
men
tione
d nu
mbe
r ra
nge
Com
parin
g tw
o or
mor
e qu
antit
ies
of th
e sa
me
kind
(rat
io)
Com
parin
g tw
o qu
antit
ies
of d
iffer
ent
kind
s (r
ate)
in a
bove
-men
tione
d nu
mbe
r ra
nge
Mul
tiple
s an
d fa
ctor
sn/
an/
an/
an/
aM
ultip
les
of 1
-dig
it nu
mbe
rs to
at
leas
t 100
Mul
tiple
s of
2-d
igit
who
le
num
bers
to a
t lea
st 1
00; f
ac-
tors
of 2
-dig
it w
hole
num
bers
to
at l
east
100
Mul
tiple
s of
2 ⁄ 3-d
igit
who
le n
umbe
rs;
Fact
ors
of 2 ⁄ 3
-dig
it w
hole
num
bers
to a
t le
ast 1
00
Prim
e fa
ctor
s of
num
bers
to a
t lea
st 1
00
Prop
ertie
s of
ra
tiona
l num
-be
rs
n/a
n/a
n/a
n/a
Com
mut
ativ
e, a
ssoc
iativ
e an
d di
strib
utiv
e pr
oper
ties
of w
hole
nu
mbe
rs in
abo
ve-m
entio
ned
num
ber r
ange
Com
mut
ativ
e, a
ssoc
iativ
e an
d di
strib
utiv
e pr
oper
ties
of
who
le n
umbe
rs in
abo
ve-m
en-
tione
d nu
mbe
r ran
ge
Com
mut
ativ
e, a
ssoc
iativ
e an
d di
strib
utiv
e pr
oper
ties
of w
hole
num
bers
in a
bove
- m
entio
ned
num
ber r
ange
pr
oper
ties
of 0
and
1
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SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
357
9B
. Co
nte
nt
area
: Pat
tern
s, f
un
ctio
ns
and
alg
ebra
Top
ics:
1.
Nu
me
ric
and
ge
om
etr
ic p
atte
rns
Top
ics:
2.
Inp
ut
and
ou
tpu
t va
lue
s
Top
ics:
3.
Nu
mb
er
sen
ten
ces
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Num
eric
and
ge
omet
ric
patte
rns
Copy
and
ext
end
sim
ple
patte
rns
usin
g ph
ysic
al
obje
cts
and
draw
-in
gs.
Crea
te n
ew p
at-
tern
s.
Copy
and
ext
end
sim
ple
patte
rns
usin
g ph
ysic
al
obje
cts
and
draw
-in
gs.
Copy
and
ext
end
sim
ple
num
ber
sequ
ence
s to
100
.
Crea
te n
ew p
at-
tern
s.
Desc
ribe
obse
rved
pa
ttern
s.
Copy
and
ext
end
sim
ple
patte
rns
usin
g ph
ysic
al o
bjec
ts a
nd
draw
ings
.
Copy
and
ext
end
sim
-pl
e nu
mbe
r seq
uenc
es
to 2
00.
Crea
te n
ew p
atte
rns.
Desc
ribe
obse
rved
pa
ttern
s ID
, des
crib
e an
d co
py g
eom
etric
pa
ttern
s in
nat
ural
and
cu
ltura
l arte
fact
s.
Copy
and
ext
end
sim
ple
patte
rns
usin
g ph
ysic
al o
bjec
ts a
nd
draw
ings
.
Copy
and
ext
end
sim
-pl
e nu
mbe
r seq
uenc
-es
to 1
000
.
Crea
te n
ew p
atte
rns.
Desc
ribe
obse
rved
pa
ttern
s ID
, des
crib
e an
d co
py g
eom
etric
pa
ttern
s in
nat
ural
and
cu
ltura
l arte
fact
s.
Now
als
o lo
ok fo
r re
latio
nshi
ps o
r ru
les
of p
atte
rns
and
desc
ribe
obse
rved
re
latio
nshi
ps o
r rul
es
in o
wn
wor
ds.
Obse
rved
rela
tion-
ship
s or
rule
s of
pa
ttern
s de
scrib
ed in
ow
n w
ords
.
Obse
rved
rela
tions
hips
or
rule
s of
pat
tern
s de
scrib
ed in
ow
n w
ords
.
Desc
ribe
gene
rate
d ru
les.
Inpu
t and
out
-pu
t val
ues
n/a
n/a
n/a
n/a
Dete
rmin
e ou
tput
va
lues
for g
iven
in
put v
alue
s us
ing
verb
al d
escr
iptio
n an
d flo
w d
iagr
ams.
Dete
rmin
e ou
tput
va
lues
for g
iven
in
put v
alue
s us
ing
verb
al d
escr
iptio
n an
d flo
w d
iagr
ams.
Dete
rmin
e ou
tput
val
ues
for g
iven
inpu
t val
ues,
or
inpu
t val
ues
for g
iven
ou
tput
val
ues
usin
g ve
rbal
des
crip
tion,
flow
di
agra
ms
and
tabl
es.
Num
ber s
en-
tenc
esn/
an/
an/
an/
aW
rite
num
ber s
en-
tenc
es to
des
crib
e pr
oble
m s
ituat
ions
. So
lve
and
com
plet
e nu
mbe
r sen
tenc
es
by:
Writ
e nu
mbe
r sen
-te
nces
to d
escr
ibe
prob
lem
situ
atio
ns.
Solv
e an
d co
mpl
ete
num
ber s
ente
nces
by
:
Writ
e nu
mbe
r sen
tenc
es
to d
escr
ibe
prob
lem
si
tuat
ions
. So
lve
and
com
plet
e nu
mbe
r sen
tenc
es b
y:
{
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PART 2 PRACTICE
358
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
• in
spec
tion
• tri
al a
nd im
prov
emen
t•
subs
titut
ion.
Dete
rmin
e eq
uiva
lent
s of
di
ffere
nt d
escr
iptio
ns o
f sa
me
rela
tions
hip
or ru
le
pres
ente
d:•
verb
ally
• in
flow
dia
gram
s•
by n
umbe
r sen
tenc
e.
• in
spec
tion
• tri
al a
nd im
prov
emen
t•
subs
titut
ion.
Dete
rmin
e eq
uiva
lent
s of
di
ffere
nt d
escr
iptio
ns o
f sa
me
rela
tions
hip
or ru
le
pres
ente
d:•
verb
ally
• in
flow
dia
gram
s•
by n
umbe
r sen
tenc
e.
• in
spec
tion
• tri
al a
nd im
prov
emen
t•
subs
titut
ion.
Dete
rmin
e eq
uiva
lent
s of
di
ffere
nt d
escr
iptio
ns o
f sam
e re
latio
nshi
p or
rule
pre
sent
ed:
• ve
rbal
ly•
in fl
ow d
iagr
ams
• by
num
ber s
ente
nce
• ta
bles
.
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SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
359
9C.
Co
nte
nt
area
: Sp
ace
and
sh
ape
(geo
met
ry)
Top
ics:
1.
2-D
sh
ape
s an
d 3
-D o
bje
cts
Top
ics:
2.
Tran
sfo
rmat
ion
s (I
nte
rme
dia
te P
has
e o
nly
)
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
2-D
shap
es a
nd
3-D
obje
cts
Reco
gnis
es a
nd
nam
es 3
-D o
bjec
ts
in c
lass
room
and
on
pict
ures
(box
es a
nd
balls
).
Desc
ribes
, sor
ts a
nd
com
pare
s ph
ysic
al
3-D
obje
cts
acco
rd-
ing
to:
• si
ze•
obje
cts
that
roll
• ob
ject
s th
at s
lide.
Build
s 3-
D ob
ject
s us
ing
conc
rete
mat
e-ria
ls.
Reco
gnis
es a
nd
nam
es 2
-D s
hape
s an
d 3-
D ob
ject
s in
cl
assr
oom
and
on
pict
ures
:•
trian
gles
, rec
tan-
gles
, and
circ
les
• pr
ism
s an
d sp
here
s.
Desc
ribes
, sor
ts a
nd
com
pare
s ph
ysic
al
2-D
shap
es a
nd 3
-D
obje
cts
acco
rdin
g to
:•
size
• ob
ject
s th
at ro
ll/sl
ide
• sh
apes
that
hav
e st
raig
ht o
r rou
nd
edge
s.
Obse
rves
and
bui
lds
give
n 3-
D ob
ject
s us
ing
conc
rete
mat
e-ria
ls.
Reco
gnis
es a
nd
nam
es 2
-D s
hape
s an
d 3-
D ob
ject
s in
cl
assr
oom
and
on
pict
ures
:•
trian
gles
, rec
tan-
gles
, squ
ares
and
ci
rcle
s•
pris
ms,
cyl
inde
rs
and
sphe
res.
Desc
ribes
, sor
ts a
nd
com
pare
s ph
ysic
al
2-D
shap
es a
nd 3
-D
obje
cts
(pic
ture
s an
d en
viro
nmen
t) ac
cord
ing
to:
• si
ze
• ob
ject
s th
at ro
ll/sl
ide
• sh
apes
that
hav
e st
raig
ht o
r rou
nd
edge
s.
Obse
rves
and
bui
lds
give
n 2-
D sh
apes
an
d 3-
D ob
ject
s us
ing
conc
rete
mat
e-ria
ls.
Reco
gnis
es a
nd
nam
es 2
-D s
hape
s an
d 3-
D ob
ject
s in
cl
assr
oom
and
on
pict
ures
:•
trian
gles
, rec
tan-
gles
, squ
ares
and
ci
rcle
s•
pris
ms,
cyl
inde
rs,
cone
s, p
yram
ids
and
sphe
res.
Desc
ribes
, sor
ts a
nd
com
pare
s ph
ysic
al
2-D
shap
es a
nd 3
-D
obje
cts
(pic
ture
s an
d en
viro
nmen
t):•
2-D
shap
es in
th
e fa
ces
of 3
-D
obje
cts
• fla
t/stra
ight
and
ro
und/
curv
ed s
ur-
face
s an
d ed
ges.
Obse
rves
and
cr
eate
s gi
ven
and
desc
ribed
2-D
sh
apes
and
3-D
ob
ject
s us
ing
con-
cret
e m
ater
ials
.
Reco
gnis
es n
ames
, vi
sual
ises
2-D
sh
apes
and
3-D
ob
ject
s in
the
envi
-ro
nmen
t:•
rect
angu
lar p
rism
• sp
here
s•
cylin
ders
• py
ram
ids
• ci
rcle
s•
(pol
ygon
s)
(up
to 6
-sid
ed
figur
es).
Draw
2-D
sha
pes
on
grid
pap
er.
Desc
ribes
, sor
ts
and
com
pare
s 2-
D sh
apes
and
3-D
ob
ject
s in
term
s of
: •
shap
es o
f fac
es•
flat a
nd c
urve
d su
rface
s•
stra
ight
and
cu
rved
sid
es•
num
ber o
f sid
es•
leng
th o
f sid
es.
Mak
es 3
-D m
odel
s us
ing
cut-o
ut p
oly -
gons
.
Reco
gnis
es a
nd
nam
es 2
-D s
hape
s an
d 3-
D ob
ject
s in
na
tura
l and
cul
tura
l fo
rms
and
geom
etric
se
tting
:•
sim
ilarit
ies/
dif-
fere
nces
bet
wee
n cu
bes
and
rect
an-
gula
r pris
ms
• si
mila
ritie
s/di
f-fe
renc
es b
etw
een
squa
res
and
rect
-an
gles
• (p
olyg
ons)
(u
p to
7-s
ided
fig
ures
).
Draw
2-D
sha
pes
on
grid
pap
er.
Desc
ribes
, sor
ts
and
com
pare
s 2-
D sh
apes
and
3-D
ob
ject
s in
term
s of
:•
shap
es o
f fac
es•
num
ber o
f fac
es•
num
ber o
f sid
es•
leng
th o
f sid
es.
Reco
gnis
es a
nd
nam
es 2
-D s
hape
s an
d 3-
D ob
ject
s in
na
tura
l and
cul
tura
l fo
rms
and
geom
etric
se
tting
:•
sim
ilarit
ies/
dif-
fere
nces
bet
wee
n te
trahe
dron
s, a
nd
othe
r pyr
amid
s si
mila
ritie
s/di
f-fe
renc
es b
etw
een
para
lello
gram
s an
d re
ctan
gles
• (p
olyg
ons)
(u
p to
8-s
ided
fig
ures
).
Desc
ribes
, sor
ts
and
com
pare
s 2-
D sh
apes
and
3-D
ob
ject
s in
term
s of
: •
face
s •
verti
ces
• ed
ges
• le
ngth
of s
ides
•
size
of a
ngle
s.
{
Top
ics:
3.
Vie
win
g o
f o
bje
cts
(In
term
ed
iate
Ph
ase
on
ly)
Top
ics:
4.
Po
siti
on
an
d m
ove
me
nt
(In
term
ed
iate
Ph
ase
on
ly)
![Page 7: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/7.jpg)
PART 2 PRACTICE
360
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Mak
es 3
-D m
odel
s us
ing
cut o
ut p
oly-
gons
.
Mak
es 3
-D m
odel
s us
ing:
• dr
inki
ng s
traw
s to
m
ake
a sk
elet
on•
nets
.
Draw
sha
pes
on g
rid
pape
r.
Draw
s ci
rcle
s, p
at-
tern
s in
circ
les
and
patte
rns
with
circ
les
usin
g a
pair
of c
om-
pass
es.
Tran
sfor
mat
ions
Reco
gnis
es s
ym-
met
ry in
ow
n bo
dy
and
envi
ronm
enta
l ob
ject
s –
focu
s on
fro
nt a
nd b
ack.
Reco
gnis
es s
ym-
met
ry in
ow
n bo
dy
and
envi
ronm
enta
l ob
ject
s –
focu
s on
fro
nt a
nd b
ack;
left
and
right
.
Reco
gnis
es
sym
met
ry in
2-D
sh
apes
and
3-D
ob
ject
s.
Dete
rmin
es li
nes
of
sym
met
ry in
2-D
sh
apes
and
use
s pa
per f
oldi
ng a
nd
refle
ctio
n.
Reco
gnis
es, d
raw
s an
d de
scrib
es li
ne
of s
ymm
etry
in 2
-D
shap
es.
Mak
ing
2-D
shap
es.
3-D
obje
cts
and
pat-
tern
s us
ing:
• te
ssel
atio
ns•
line
sym
met
ry.
Reco
gnis
es, d
raw
s an
d de
scrib
es li
ne
of s
ymm
etry
in 2
-D
shap
es.
Use
geom
etric
fig-
ures
and
sol
ids
to
perfo
rm:
• ro
tatio
ns (t
urns
)•
refle
ctio
ns (fl
ips)
• tra
nsla
tions
(s
lides
).
Mak
ing
2-D
shap
es.
3-D
obje
cts
and
pat-
tern
s us
ing:
• te
ssel
atio
ns
• lin
e sy
mm
etry
•
rota
tiona
l sym
-m
etry
• ro
tatio
ns
• re
flect
ions
•
trans
latio
n.
Reco
gnis
es, d
raw
s an
d de
scrib
es li
ne
of s
ymm
etry
in 2
-D
shap
es.
Draw
enl
arge
men
t an
d re
duct
ions
of
2-D
sha
pes
to
com
pare
size
and
sh
ape
of:
• tri
angl
es•
quad
rilat
eral
s.
{
![Page 8: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/8.jpg)
SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
361
9
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
View
ing
of
obje
cts
Desc
ribe
one
3-D
obje
ct in
rela
tion
to
anot
her (
e.g.
fron
t or
behi
nd).
Desc
ribe
one
3-D
obje
ct in
rela
tion
to
anot
her (
e.g.
fron
t or
behi
nd; t
o th
e le
ft/rig
ht).
Reco
gnis
es 3
-D
obje
cts
from
diff
er-
ent p
ositi
ons.
Reco
gnis
es 3
-D
obje
cts
from
diff
er-
ent p
ositi
ons.
View
ing
of o
bjec
ts in
di
ffere
nt p
ositi
ons.
View
ing
of o
bjec
ts in
di
ffere
nt p
ositi
ons.
View
ing
of o
bjec
ts in
di
ffere
nt p
ositi
ons.
Posi
tion
and
mov
emen
tFo
llow
s di
rect
ions
to
mov
e/pl
ace
self
with
in th
e cl
ass-
room
.
Follo
ws
dire
ctio
ns
to m
ove/
plac
e se
lf w
ithin
the
clas
s-ro
om; o
r pla
ce/m
ove
3-D
obje
cts
in re
la-
tion
to e
ach
othe
r.
Posi
tions
sel
f with
in
the
clas
sroo
m; o
r pl
ace/
mov
e 3-
D ob
ject
s in
rela
tion
to
each
oth
er.
Desc
ribes
pos
i-tio
nal r
elat
ions
hips
be
twee
n se
lf, p
eer
and
3-D
obje
cts.
Read
s, in
terp
rets
an
d dr
aws
info
rmal
m
aps
of th
e sc
hool
en
viro
nmen
t or o
f an
arra
ngem
ent o
f 3-D
ob
ject
s an
d lo
cate
s ob
ject
s on
the
map
.
Desc
ribes
pos
i-tio
nal r
elat
ions
hips
be
twee
n se
lf, p
eer
and
3-D
obje
cts.
Loca
te p
ositi
on o
n•
labe
lled
(cod
ed)
grid
• co
lum
n an
d ro
w•
map
s.
Loca
te p
ositi
on o
n•
labe
lled
(cod
ed)
grid
• m
aps.
Trac
ing
a pa
th
betw
een
posi
tion.
Loca
te p
ositi
on o
n•
labe
lled
(cod
ed)
grid
• m
aps.
Desc
ribe
how
to
mov
e be
twee
n th
e po
sitio
ns o
n th
e gr
id.
![Page 9: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/9.jpg)
PART 2 PRACTICE
362
D.
Con
ten
t ar
ea: M
easu
rem
ent
Top
ics:
1.
Len
gth
, mas
s an
d c
apac
ity
Top
ics:
2.
Tim
e
Top
ics:
3.
Tem
pe
ratu
re
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Leng
thDe
scrib
es o
bjec
ts
in te
rms
of:
long
er, s
horte
r, w
ider
, tal
l, sh
ort,
etc.
Estim
ates
, com
-pa
res,
ord
ers,
mea
-su
res
3-D
obje
cts
(non
-sta
ndar
d m
ea-
sure
s: h
and
span
s,
foot
step
s).
Estim
ates
, com
-pa
res,
ord
ers,
mea
-su
res
3-D
obje
cts
(non
-sta
ndar
d m
ea-
sure
s: h
and
span
s,
foot
step
s).
Estim
ates
, com
pare
s,
orde
rs, m
easu
res
3-D
obje
cts
(non
-sta
ndar
d an
d st
anda
rd m
easu
res:
de
sk le
ngth
s, m
etre
s).
Appr
oxim
ate
dist
ance
be
twee
n 2-
D sh
apes
us
ing
strin
g; a
rea
of 2
-D
shap
es u
sing
tilin
g.
Units
: mm
, cm
, m
and
km.
Usin
g ru
lers
, met
re
stic
ks, t
ape
,mea
-su
res
and
trund
le
whe
els.
Conv
ersi
on b
etw
een
mm
, cm
, m a
nd k
m.
Units
: mm
, cm
, m
and
km.
Usin
g ru
lers
, met
re
stic
ks, t
ape
,mea
-su
res
and
trund
le
whe
els.
Conv
ersi
on b
etw
een
mm
, cm
, m a
nd k
m.
As b
efor
e.
Estim
ates
, mea
-su
res,
reco
rds
and
orde
rs 2
-D s
hape
s an
d 3-
D ob
ject
s us
ing
SI-u
nits
(mm
, cm
, m a
nd k
m) t
o pr
ecis
ion.
Mas
sDe
scrib
es o
bjec
ts
in te
rms
of:
light
, hea
vy, h
eavi
-er
, etc
.
Estim
ates
, com
-pa
res,
ord
ers,
mea
-su
res
3-D
obje
cts
(non
-sta
ndar
d m
easu
res:
bric
k,
sand
bags
, etc
.).
Estim
ates
, com
-pa
res,
ord
ers,
mea
-su
res
3-D
obje
cts
(non
-sta
ndar
d m
easu
res:
bric
k,
sand
bags
, etc
.).
Estim
ates
, com
pare
s,
orde
rs, m
easu
res
3-D
obje
cts
(non
-sta
ndar
d an
d st
anda
rd m
easu
res:
kg
pac
kets
).
Units
: g a
nd k
g.
Mea
surin
g in
stru
-m
ents
: mea
surin
g ju
gs, k
itche
n sc
ales
an
d ba
lanc
es.
Conv
ersi
ons
betw
een
g an
d kg
.
Units
: g a
nd k
g.
Mea
surin
g in
stru
-m
ents
: mea
surin
g ju
gs, k
itche
n sc
ales
an
d ba
lanc
es.
Conv
ersi
ons
betw
een
g an
d kg
.
Estim
ates
, mea
-su
res,
reco
rds
and
orde
rs 3
-D o
bjec
ts
usin
g SI
-uni
ts, u
sing
g
and
kg (c
onve
r-si
on a
s w
ell).
Capa
city
Desc
ribe
obje
cts
in te
rms
of:
empt
y, fu
ll, le
ss
than
, mor
e th
an,
etc.
Estim
ates
, com
-pa
res,
ord
ers
capa
c-ity
, mea
sure
s ca
pac-
ity o
f 3-D
obj
ects
(n
on-s
tand
ard
mea
sure
s: s
poon
s,
cups
, etc
.).
Estim
ates
, com
-pa
res,
ord
ers
capa
c-ity
, mea
sure
s ca
pac-
ity o
f 3-D
obj
ects
(n
on-s
tand
ard
mea
sure
s: s
poon
s,
cups
, etc
.).
Estim
ates
, com
pare
s,
orde
rs a
ccor
ding
to
capa
city
.
Mea
sure
s ca
paci
ty o
f 3-D
ob
ject
s (n
on-s
tand
ard
and
stan
dard
mea
sure
s:
litre
s, b
ottle
s, e
tc.).
Usin
g m
l and
l (a
s w
ell a
s co
nver
sion
s).
Mea
surin
g in
stru
-m
ents
: mea
surin
g ju
gs.
Usin
g m
l and
l (a
s w
ell a
s co
nver
sion
s).
Mea
surin
g in
stru
-m
ents
: mea
surin
g ju
gs.
Usin
g m
l and
l (a
s w
ell a
s co
nver
sion
s).
{
Top
ics:
4.
Pe
rim
ete
r, s
urf
ace
are
a an
d v
olu
me
Top
ics:
5.
Cla
ssifi
cati
on
of
ang
les
![Page 10: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/10.jpg)
SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
363
9
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Tim
eDe
scrib
es ti
me
i.t.o
. da
y/ni
ght.
Orde
rs re
curr
ing
even
ts in
ow
n da
ily
life.
Sequ
ence
s ev
ents
w
ithin
one
day
.
Desc
ribes
tim
e of
da
y, u
sing
voc
ab.
such
as
early
, lat
e, m
orni
ng,
afte
rnoo
n, n
ight
.
Com
pare
s ev
ents
i.t
.o. d
urat
ion:
lo
nger
, sho
rter,
fast
-er
, slo
wer
.
Sequ
ence
s ev
ents
us
ing
lang
uage
suc
h as
yes
terd
ay, t
oday
an
d to
mor
row
.
Plac
es b
irthd
ays
on
cale
ndar
.
Read
s an
alog
ue
time
in h
ours
and
m
inut
es.
Nam
es in
ord
er:
days
of w
eek
and
mon
ths
of th
e ye
ar.
Calc
ulat
es e
laps
ed
time
in:
• Ho
urs
and
min
-ut
es u
sing
clo
cks
• Da
ys, w
eeks
and
m
onth
s us
ing
cal-
enda
rs.
Sequ
ence
s ev
ents
ac
cord
ing
to d
ays,
w
eeks
, mon
ths
and
year
s.
ID im
porta
nt d
ates
on
cal
enda
rs, i
nclu
d-in
g da
tes
of:
lear
ner b
irthd
ays,
re
ligio
us fe
stiv
als,
hi
stor
ical
eve
nts.
Read
s an
d w
rites
ana
-lo
gue
and
digi
tal t
ime
in te
rms
of h
ours
, hal
f ho
urs,
qua
rters
of h
ours
an
d m
inut
es.
Solv
es p
robl
ems
invo
lv-
ing
calc
ulat
ion
with
and
co
nver
sion
bet
wee
n:
• m
inut
es
ho
urs
• ho
urs
d
ays
• da
ys
m
onth
s.
ID im
porta
nt d
ates
on
cale
ndar
s, in
clud
ing
date
s of
: re
ligio
us fe
stiv
als,
his
-to
rical
eve
nts.
Reco
gnis
es a
nd
desc
ribes
diff
eren
t cal
-en
dars
use
d in
diff
eren
t cu
lture
s.
Read
s, te
lls a
nd
writ
es a
nalo
gue,
di
gita
l and
24-
h tim
e in
term
s of
•
seco
nds
• m
inut
es
• ho
urs.
Mea
surin
g in
stru
-m
ents
: wat
ches
and
cl
ocks
.
Conv
ersi
ons
betw
een
time
units
: se
cond
s, m
inut
es,
hour
s, d
ays,
wee
ks,
mon
ths,
yea
rs.
Solv
es p
robl
ems
invo
lvin
g tim
e.
Read
s, te
lls a
nd
writ
es a
nalo
gue,
di
gita
l and
24-
h tim
e in
term
s of
•
seco
nds
• m
inut
es
• ho
urs.
Mea
surin
g in
stru
-m
ents
: wat
ches
and
st
op w
atch
es.
Conv
ersi
ons
betw
een
time
units
: as
pre
viou
s pl
us
deca
des,
cen
turie
s an
d m
illen
nia.
Solv
es p
robl
ems
invo
lvin
g tim
e.
Read
s, te
lls a
nd
writ
es a
nalo
gue,
di
gita
l and
24-
h tim
e in
term
s of
•
seco
nds
• m
inut
es
• ho
urs.
Conv
ersi
ons
betw
een
time
units
: as
pre
viou
s pl
us
time
zone
s.
Tem
pera
ture
n/a
n/a
n/a
n/a
n/a
Units
: °C
Mea
surin
g in
stru
-m
ents
: th
erm
omet
ers.
Solv
e re
al-li
fe
prob
lem
s in
volv
ing
tem
pera
ture
.
Units
: °C
Mea
surin
g in
stru
-m
ents
: th
erm
omet
ers.
Solv
e re
al-li
fe
prob
lem
s in
volv
ing
tem
pera
ture
.
←
→←
→ ←
→
{
![Page 11: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/11.jpg)
PART 2 PRACTICE
364
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Perim
eter
, sur
-fa
ce a
rea
and
volu
me
n/a
n/a
n/a
n/a
Inve
stig
ates
per
imet
er
usin
g ru
lers
or m
easu
r-in
g ta
pes:
• Ar
eas
of p
olyg
ons
usin
g sq
uare
grid
s an
d til
ing
to d
evel
op
the
conc
ept o
f squ
are
units
• V
olum
e an
d ca
paci
ty o
f 3-
D ob
ject
s to
dev
elop
th
e co
ncep
t of c
ubic
un
its
• So
lves
real
-life
pro
b-le
ms
invo
lvin
g pe
rim-
eter
, sur
face
are
a an
d vo
lum
e.
Inve
stig
ates
per
imet
er
usin
g ru
lers
or m
easu
r-in
g ta
pes:
• Ar
eas
of p
olyg
ons
usin
g sq
uare
grid
s an
d til
ing
to d
evel
op
the
conc
ept o
f squ
are
units
• V
olum
e an
d ca
paci
ty o
f 3-
D ob
ject
s to
dev
elop
th
e co
ncep
t of c
ubic
un
its
• So
lves
real
-life
pro
b-le
ms
invo
lvin
g pe
rim-
eter
, sur
face
are
a an
d vo
lum
e.
Inve
stig
ates
per
imet
er u
sing
ru
lers
or m
easu
ring
tape
s:
• A
reas
of p
olyg
ons
usin
g sq
uare
grid
s to
dev
elop
th
e ru
les
for c
alcu
latin
g th
e ar
ea o
f squ
ares
and
rect
an-
gles
• V
olum
e an
d ca
paci
ty o
f 3-D
ob
ject
s to
dev
elop
the
rule
s fo
r cal
cula
ting
the
area
of
squa
res
and
rect
angl
es.
Rela
tions
hip
betw
een
perim
e-te
r and
are
a of
rect
angl
es a
nd
squa
res.
Rela
tions
hip
betw
een
surfa
ce
area
, vol
ume
and
dim
ensi
ons
of re
ctan
gula
r pris
ms.
Solv
es re
al-li
fe p
robl
ems
invo
lvin
g pe
rimet
er, s
urfa
ce
area
and
vol
ume.
Clas
sific
atio
n of
an
gles
n/a
n/a
n/a
n/a
n/a
Reco
gnis
es a
nd
desc
ribes
righ
t ang
les
in
2-D
shap
es, 3
-D o
bjec
ts
and
the
envi
ronm
ent.
Reco
gnis
es a
nd d
escr
ibes
rig
ht a
ngle
s in
2-D
sha
pes,
3-
D ob
ject
s an
d th
e en
viro
n-m
ent i
n te
rms
of:
• Ri
ght a
ngle
s •
Angl
es <
90°
•
Angl
es >
90°
![Page 12: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/12.jpg)
SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
365
9E.
Co
nte
nt
area
: Dat
a h
and
ling
Top
ics:
1.
Co
llect
ing
dat
a
Top
ics:
2.
Org
anis
ing
, re
cord
ing
an
d s
um
mar
isin
g d
ata
Top
ics:
3.
Dis
pla
yin
g d
ata
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Colle
ctin
g da
taCo
llect
s ph
ysic
al
obje
cts
in e
nviro
n-m
ent a
ccor
ding
to
stat
ed fe
atur
es.
Colle
cts
phys
ical
ob
ject
s in
env
iron-
men
t acc
ordi
ng to
st
ated
feat
ures
.
Colle
cts
phys
ical
ob
ject
s in
env
i-ro
n-m
ent a
ccor
ding
to
sta
ted
feat
ures
.
Colle
cts
phys
ical
ob
ject
s in
env
iron-
men
t acc
ordi
ng to
st
ated
feat
ures
.
Pose
s qu
estio
ns
abou
t ow
n an
d fa
mily
and
sch
ool
envi
ronm
ent.
Iden
tifies
app
ropr
i-at
e da
ta s
ourc
es.
Colle
cts
data
to
answ
er q
uest
ions
.
Pose
s qu
estio
ns a
bout
ow
n an
d fa
mily
and
sc
hool
env
ironm
ent.
Iden
tifies
app
ropr
iate
da
ta s
ourc
es.
Mak
es a
nd u
ses
sim
ple
data
col
lect
ion
shee
ts
that
invo
lve
coun
ting
obje
cts
to a
nsw
er
ques
tions
.
Colle
cts
data
to a
nsw
er
ques
tions
.
Pose
s qu
estio
ns a
bout
ow
n an
d fa
mily
and
sc
hool
env
ironm
ent.
Iden
tifies
app
ropr
iate
dat
a so
urce
s. U
ses
sim
ple
data
co
llect
ion
shee
ts (r
equi
r-in
g ta
lly m
arks
) and
sim
-pl
e qu
estio
nnai
res
(yes
/no
resp
onse
s) to
ans
wer
qu
estio
ns.
Colle
cts
data
to a
nsw
er
ques
tions
.
Orga
nisi
ng,
reco
rdin
g an
d su
mm
aris
ing
data
Sorts
phy
sica
l ob
ject
s ac
cord
ing
to a
sin
gle
prop
-er
ty.
Sorts
phy
sica
l ob
ject
s ac
cord
ing
to a
sin
gle
prop
-er
ty, c
hose
n fo
r a
reas
on.
Give
s re
ason
s fo
r co
llect
ions
bei
ng
grou
ped
in p
artic
u-la
r way
s.
Sorts
phy
sica
l ob
ject
s ac
cord
ing
to a
sin
gle
prop
erty
, ch
osen
by
teac
her.
Give
s re
ason
s fo
r co
llect
ions
bei
ng
grou
ped
in p
artic
u-la
r way
s.
Sorts
, ord
ers
and
orga
nise
s ow
n an
d su
pplie
d da
ta b
y ½
pr
oper
ties
for a
par
-tic
ular
reas
on.
Reco
rds
data
usi
ng
• ta
lly m
arks
.Or
gani
ses
and
reco
rds
data
usi
ng
• ta
lly m
arks
• ta
bles
.
Exam
ines
ung
roup
ed
num
eric
al d
ata
to
dete
rmin
e th
e m
ode.
Orga
nise
s an
d re
cord
s da
ta u
sing
• ta
lly m
arks
• ta
bles
.
Dist
ingu
ishe
s be
twee
n sa
mpl
es a
nd p
opul
atio
n.
Exam
ines
ung
roup
ed
num
eric
al d
ata
to d
eter
-m
ine
the
mod
e an
d th
e m
edia
n.
{
Top
ics:
4.
Inte
rpre
tin
g d
ata
Top
ics:
5.
Pro
bab
ility
![Page 13: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/13.jpg)
PART 2 PRACTICE
366
Gr. R
Gr. 1
Gr. 2
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Disp
layi
ng
data
Draw
s a
pict
ure
as
reco
rd o
f col
-le
cted
obj
ect.
Draw
s a
pict
ure
as
reco
rd o
f col
lect
ed
obje
ct.
Cons
truct
s pi
cto-
grap
hs w
here
stic
kers
/st
amps
repr
esen
t ind
i-vi
dual
ele
men
ts in
a
colle
ctio
n of
obj
ects
.
Draw
s pi
ctur
es
and
cons
truct
s pi
ctog
raph
s th
at
have
a 1
-1
corr
espo
nden
ce
betw
een
own
data
and
repr
e-se
ntat
ions
.
Draw
s pi
ctur
es
and
cons
truct
s pi
ctog
raph
s an
d ba
r gra
phs
that
hav
e a
1-1
corr
espo
nden
ce
betw
een
own
data
an
d re
pres
enta
-tio
ns.
Draw
s a
varie
ty o
f gr
aphs
to d
ispl
ay
and
inte
rpre
t dat
a in
clud
ing
• pi
ctog
raph
s (1
-1 c
orre
spon
-de
nce)
• ba
r gra
phs.
Draw
s a
varie
ty o
f gra
phs
to d
ispl
ay a
nd in
terp
ret d
ata
incl
udin
g•
pict
ogra
phs
(man
y-to
-one
cor
resp
on-
denc
e)•
bar g
raph
s.
Draw
s a
varie
ty o
f gra
phs
to d
is-
play
and
inte
rpre
t dat
a in
clud
ing
• pi
ctog
raph
s (m
any-
to-o
ne c
orre
spon
-de
nce)
• ba
r gra
phs.
Inte
rpre
ting
data
Answ
ers
ques
tions
ba
sed
on
own-
pict
ure
or o
wn-
sort-
ed o
bjec
ts.
Desc
ribes
ow
n co
l-le
ctio
n of
obj
ects
, ex
plai
ns h
ow it
was
so
rted
and
answ
ers
ques
tions
abo
ut it
.
Desc
ribes
ow
n or
pee
rs’ c
olle
c-tio
n of
obj
ects
, ex
plai
ns h
ow it
w
as s
orte
d an
d an
swer
s qu
es-
tions
abo
ut it
.
Read
s, in
terp
rets
an
d re
ports
on
info
in o
wn
and
peer
s’ re
pres
enta
-tio
ns o
f dat
a.
Read
s an
d in
ter-
pret
s da
ta p
re-
sent
ed in
sim
ple
tabl
es a
nd li
sts.
Criti
cally
read
s an
d in
terp
rets
dat
a pr
e-se
nted
in a
var
iety
of
way
s to
dra
w c
on-
clus
ions
and
mak
e pr
edic
tions
sen
sitiv
e to
the
role
of:
• Co
ntex
t•
Othe
r hum
an ri
ghts
is
sues
Criti
cally
read
s an
d in
ter-
pret
s da
ta p
rese
nted
in a
va
riety
of w
ays
to d
raw
co
nclu
sion
s an
d m
ake
pred
ictio
ns s
ensi
tive
to th
e ro
le o
f:•
Cont
ext
• Ca
tego
ries
with
in th
e da
ta•
Othe
r hum
an ri
ghts
is
sues
Criti
cally
read
s an
d in
terp
rets
da
ta p
rese
nted
in a
var
iety
of
way
s to
dra
w c
oncl
usio
ns a
nd
mak
e pr
edic
tions
sen
sitiv
e to
th
e ro
le o
f:•
Cont
ext
• Ca
tego
ries
with
in th
e da
ta•
Othe
r hum
an ri
ghts
issu
es
Prob
abili
tyCo
mpa
res
and
clas
si-
fies
even
ts a
s •
certa
in th
at th
ey
will
hap
pen
• ce
rtain
that
they
w
ill N
OT h
appe
n•
unce
rtain
.
Coun
ting
the
num
ber
of p
ossi
ble
outc
omes
fo
r sim
ple
trial
s.
Com
pare
s an
d cl
assi
fies
even
ts o
n sc
ale
from
: •
certa
in th
at th
ey w
ill
happ
ento •
certa
in th
at th
ey w
ill N
OT
happ
en.
List
pos
sibl
e ou
tcom
es fo
r si
mpl
e ex
perim
ents
:•
Toss
ing
a co
in•
Rolli
ng a
die
• Sp
inni
ng a
spi
nner
Coun
ting
the
frequ
ency
of
actu
al o
utco
mes
for a
ser
ies
of tr
ials
.
Pred
icts
the
likel
ihoo
d of
eve
nts
base
d on
obs
erva
tion
and
plac
-es
them
on
a sc
ale
from
: •
impo
ssib
le
to • ce
rtain
.
List
pos
sibl
e ou
tcom
es fo
r sim
-pl
e ex
perim
ents
: •
Toss
ing
a co
in•
Rolli
ng a
die
• Sp
inni
ng a
spi
nner
Coun
ting
the
frequ
ency
of a
ctua
l ou
tcom
es fo
r a s
erie
s of
tria
ls.
Sour
ce: A
dapt
ed fr
om D
BE (2
011)
, Jan
uary
. Cur
ricul
um a
nd A
sses
smen
t Pol
icy
Stat
emen
t (CA
PS).
Mat
hem
atic
s (In
term
edia
te P
hase
).
![Page 14: Addendum A to Chapter 9 support in a... · 2 PRACTICE 354 Addendum A to Chapter 9 NATIONAL CURRICULUM OUTCOMES PER GRADE A. Content area: Numbers, operations and relationships Gr](https://reader030.vdocuments.site/reader030/viewer/2022040910/5e833f350787a834f64b1a99/html5/thumbnails/14.jpg)
SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
367
9
Addendum B to Chapter 9
AN EXAMPLE OF A GRADE 5 MULTILEVEL MATHEMATICS LESSON
Multilevel lesson for formal assessment purposes
PL
AN
NIN
G
Content:Maths
Numbers, Operations andRelationships: Doubling &
halving of 1, 2, 3-digitnumbers
Mass and capacity:g, kg; l and ml
(convertingbetween units)
Selectcore content:
doublingand halving
Selectteaching
material e.g.d/h in thekitchen
Recipe foruncookedfudgeIngredients:mass usingg and kgcapacityusingml and l
• 3 × 200g packets Marie biscuits• 1 packet (500g) icing sugar• 1 block (500g) melted margarine• 1 tin (300g) caramel treat• 2 teaspoons (10ml) vanilla essence
Planning theprocess:Planninglearner
activities/assessment
tasks
Reviseability
grouping(Ab gr)
Designdifferentiatedassessment
tasks/assignments
for eachgroup
Ab gr 1: no modificationIngredients in ml and l, g and kg.Double and halve the recipe. Check answers by× 2 and ÷ 2
Ab gr 2: unwinding with ASSIngredients only in g and ml.Double and halve the recipe.
Ab gr 3: straddling to gr 3 numbers, operations and relationships: doubling and halving of 1 and 2-digitnumbers.Measurement: Estimate measure, compare and order 3-D objects using non-standard and standardmeasures: a) Mass, e.g. packets b) Capacity, e.g. bottles. Learners use non-standard units only and by using drawings or contrete objects, they also double and halvethe ingredients. Also attempt continuous doubling.
Planning theassessment
process:Planningformal
assessment
Teach thecore content(concept of
doublingand halving)
to the whole class.
Design Rubric – keeping the focus of the
differentiated assignmentsin mind. Assess valuesand attitudes as well.
Refer to example andexplanation of Rubric on
following page.
40%
Split
into
abi
lity
grou
ping
s.
TE
AC
HIN
G
Discuss possiblemethod by which
fudge will bemade.
Receives assessmenttask. If necessary
learner from group 1explains the assignment.
Teacher support:In order to master
concept ofdoubling/halving.
20%
Give feedbackto teacher.
Teacher explainsassessment task.
Carry on withassessment task.
Assessment task.
20%
Completesassessment
task.
Completesassessment.
Teacher supportto individual
learners.
Completesassessment
task.
20%
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PART 2 PRACTICE
368
AS
SE
SS
ME
NT
OF
LE
AR
NIN
G O
UT
CO
ME
S
ASSESSPRODUCT
ACCORDINGTO THE
ASSESSMENTCRITERIA ASSTATED IN
RUBRIC
RE
CO
RD
ING
Record assessmentoutcomes in the format
as prescribed inNational Protocol for
Assessment:Grades R–12
RE
PO
RT
ING Formal reporting at least once a term.
• Suggested format to be found in National Protocol for Assessment: Grades R–12• Schools may use own format• Not advisable to use LOs and Assessment Standards in reports to parents – rather use core curriculum as headings.
Refer to next section for examplesof report cards.
MATHEMATICS ASSESSMENT TASK 3 GRADE 5
Name of learner: Date:
Numbers, Operations and Relationships: doubling and halving Topic:in the kitchenMeasurement: mass and capacity
Assessment criteria
• Learner is able to differentiate between capacity and mass by describing when to use appropriate units
All a
bilit
y gr
oups
Abili
ty g
roup
27
• Learner can master appropriate doubling operations• Learner can master appropriate halving operations only with g and ml, no conversion yet
Abili
ty g
roup
1 • Learner can master appropriate doubling operations• Learner can master appropriate halving operations• Learner is able to convert between SI units g and kg• Learner is able to check answers by doing appropriate alternataive operations
Ability group 3: Mastering of doubling and halving,capacityand mass units – l, ml, g and kgDoubling & halving of 1 & 2-digit numbers.Measurement: mass & capacity: non-standard units
Grade3
level
• Learner demonstrates the ability to use l instead of ml for larger capacities
• Learner demonstrates the ability to use kg instead of g for bigger masses
• Learner masters the concept of halving
• Learner masters the concept of doubling
6 5 4 3 2 1
Ratingcode
7
6
5
4
3
2
1
Marks%
80–100
70–79
60–69
50–59
40–49
30–39
0–29
Achievement description
Outstanding Achievement
Meritorious Achievement
Substantial Achievement
Adequate Achievement
Moderate Achievement
Elementary Achievement
Not Achieved
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SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
369
9
? m kg g l ml
? c kg
Double flowers _________
Double flowers _________
Double ALL flowers _________
Halve flowers _________
Halve flowers _________
Halve ALL flowers _________
Double all petals _________
Halve all petals _________
g l ml
? m kg g l ml
? c kg g l ml
? m kg g l ml
? m kg g l ml
kg g l ml
kg g l ml
kg g l ml
kg g l ml
kg g l ml
m = massc = capacity
Circle themost suitable
unit.
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PART 2 PRACTICE
370
Uncooked fudgeIngredients for 100 squares
• 600g (_____ kg) Marie biscuits• 500g (_____ kg) icing sugar• 500g (_____ kg) melted margarine• 300g (_____ kg) caramel treat• 10ml (_____ l) vanilla essence
Uncooked fudgeIngredients for 100 squares
• 600g Marie biscuits• 500g icing sugar• 500g melted margarine• 300g caramel treat• 10ml vanilla essence
Uncooked fudgeIngredients for 100 squares
• 3 packets of Marie biscuits• 1 packet of icing sugar• 1 block of melted margarine• 1 tin of caramel treat• 2 teaspoons of vanilla essence
Unmodified curriculum
Unwinding of Assessment Standards
Straddling down to Grade 3 Assessment Standards
EXSTRATA PrimaryGrade4–6
Nameoflearner:_________________________________Grade:_________
Dateofbirth:–––––––––––––
Subject Term 1
Grade level Level of achievement
Language:
Homelanguage
Firstadditionallanguage
LifeOrientation
Mathematics 5 3:Alloutcomeswereachievedsatisfactorily
NaturalSciences
UN
MO
DIFIED
CU
RR
ICU
LUM
Example extracts from report cards
SNAPSHOTS OF REPORT CARDS
Example of differentiated learner tasks
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SUPPORTING LEARNERS IN ACQUIRING THE SKILL OF MATHEMATISATION
371
9
Subject Term 1
Grade level Level of achievement
Language:
Homelanguage
Firstadditionallanguage
LifeOrientation
Mathematics 5 2:Inordertopromotenumberconceptandskills,ithadnotbeenexpectedfromthelearnertoachieveassess-mentstandardsinfullyet.
NaturalSciences
etc.
Subject Term 1
Grade level Level of achievement
Language:
Homelanguage
Firstadditionallanguage
LifeOrientation
Mathematics 3 3:Learnerhadbeentaughtaccordingtohisownlevelsofcompetence.Heiscurrentlydisplayinggoodprogressandallappropriateassessmentstan-dardswereachievedsatisfactorily.
NaturalSciences
UN
WIN
DIN
G O
F ASSESSM
ENT STA
ND
AR
DS
STRA
DD
LING
GR
OU
P