phase work schedules - western cape...the work schedules will also be field-tested in july 2009. all...

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Grade

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Numeracy

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE

NUMERACY

GRADE 1

PLEASE NOTE: The work schedule for Numeracy has been developed to assist and guide teachers in the Foundation phase in the fundamentals of the curriculum that must be taught on a daily basis. Careful planning went into the development of the work schedule to make the application of the NCS and thus the Learning Outcomes and Assessment Standards in Numeracy more practicable for the teacher to teach. This work schedule can therefore be used with confidence as it covers all the Learning Outcomes and Assessment Standards that the learner needs to know for the acquisition of basic numeracy concepts and skills at the end of a grade and a phase. The work schedule therefore explains WHAT is to be taught and is complemented by a teacher guide that suggests HOW the work may be done. It is important that the following documents be studied together to facilitate greater understanding of Numeracy i.e.

The NCS Policy Statement Assessment Policy 2007 The Numeracy Work schedule The Numeracy Teacher Guide

The work schedule is furthermore divided into daily activities that cover the four terms evenly. The time allocation for Numeracy is: Grades 1 and 2: 1hr 30 min per day Grade 3: 1hr 45 min per day For guidance on how to use this time please refer to the Teacher’s Guide that encapsulates structured learning and teaching activities to support the work schedule. During the first two weeks of term 1 baseline assessment must be administered parallel to the teaching of new concepts as indicated in this work schedule.

- 1 -

WORK SCHEDULE NUMERACY

GRADE 1

TERM 1

WK LEARNING OUTCOMES

ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1 - 2

LO 1 Numbers, operations and relationships LO 2 Patterns, functions and algebra LO 3 Space and Shape (geometry) LO 4 Measurement

BASELINE ASSESSMENT Must be completed during the first two weeks of

school parallel to teaching during this period.

Introduce new concepts from concrete to semi -concrete and abstract o Position: first, last, middle o Size: big, small o Quantity: many, few

Daily counting:

o Rote counting from 1-10 o Count out objects from 1-10 o Count on the number line from 1-10 o Count on the number chart from 1-10 o Practice estimation of various groups of

objects ranging from 1-10

Number recognition: (concrete to the abstract) o Introduce

Recognition of (groups of objects) i.e. the cardinal value of numerals 2 ♣♣ and 1 ☼ incidentally.

Recognition and meaning of the symbols and written words of ‘two’ and ‘one’.

Patterns: o Free play: copy and extend simple patterns

using e.g. different coloured concrete objects e.g. red circles and green triangles or other.

Space and Shape o Free play with shapes of different colours o Introduce the shape: ‘Circle’ from 3

dimensional to 2 dimensional e.g. ball, wheel etc.

o Introduce colours: red and yellow

Time o Introduce the concept of time i.e. - ‘today’ o Describe the time of day – ‘morning’ o Introduce the day of the week and the weather o Identify birthdays on a calendar

Chapter 2

Chapter 3

Chapter 5

Chapter 6

Chapter 7

- 2 -

LO 5 Data Handling

Length

o Free play with blocks, sticks, etc. of different lengths

Data o Sort found objects that are alike e.g. pips,

shells, beads, leaves, sticks etc.

3 – 4

LO 1 Numbers, operations and relationships LO 2 Patterns, functions and algebra

FORMAL ASSESSMENT TASK 1

Revise concepts:

o first, last, middle o big, small o many, few

Introduce new concepts from concrete to semi -

concrete and abstract; o Position: front, back, in front of, behind, one behind the other. o Size: bigger than, smaller than o Quantity: more, less more than, less than, most, least

Daily Counting:

o Rote counting from 1-10 o Count out objects from 1-10 o Count on an abacus from 1-10 o Count on the number line from 1-10 o Count on the number chart from 1-10 o Practice estimation of various groups of


Number recognition (concrete to the abstract) o Revise:

recognition of the symbol, words and cardinal value of 2 two and 1 one.

o Introduce

(groups of objects) the cardinal value of numerals 4 ♠♠♠♠ and 3 ∆∆∆ and the written words four and three incidentally.

Patterns o Directed play: copy and extend simple patterns

with Shape e.g. ∆◊□∆◊□∆◊□ colour size

Chapter 2

Chapter 3

Chapter 5

- 3 -

LO 3 Space and Shape (geometry) LO 4 Measurement LO 5 Data Handling

Space and Shape

o Revise Shape: Circle Colours: Red and Yellow

o Introduce

Shape: Square from 3 to 2 dimensional e.g. box, window frame etc.

Colours: green and brown

Time o Introduce the concept of time i.e. – ‘today’ o Describe the time of day – ‘morning’ o Introduce the day of the week and the weather o Identify birthdays on a calendar

Length

o Comparison of lengths: long, short. o Incidental observation: much longer, a little

longer, much shorter, a little shorter. Data

o Sort found objects that are alike e.g. pips, shells, beads, leaves, sticks etc.

o Recognition of quantities ‘more’ ‘less’ by visual inspection of two sets without counting.

o Recognition of quantities ‘most’ ‘least’ of more than two sets without counting

Chapter 6

Chapter 7

5 – 6

LO 1 Numbers, operations and relationships


Revise concepts:

o front, back, in front of, behind, one behind the other.

o bigger than, smaller than o more, less, more than, less than, most, least

Introduce new concepts from concrete to abstract; o Position: up, down, over, under o Size: biggest, smallest, the same size as o Quantity: something, nothing

Daily Counting: o Rote counting forwards and backwards from 1-

10 o Count out objects from 1-20 o Count on an abacus from 1-20 o Count on the number line from 1-20 o Count on the number chart from 1-20

Chapter 2

- 4 -

LO 2 Patterns, functions and algebra LO 3 Space and Shape (geometry) LO 4 Measurement LO 5 Data Handling

o Practice estimation of various groups of

objects ranging from 1-10 Recognition of quantities most, least, by

visual inspection without counting

Number recognition (concrete to the abstract) o Consolidate

cardinal values, symbols and written words of numbers 1to 4

Patterns o Copy and extend simple patterns with

Shape e.g. ∆◊□∆◊□∆◊□ colour size

Space and Shape

o Revise Shapes: Circle, Square Colours: red, yellow, green, brown

o Introduce

Shape: Triangle from 3 to 2 dimensional Colours: blue and purple

Time o Introduce the concept of time i.e. – ‘today and

yesterday’ o Describe the time of day – ‘morning and

afternoon’ o Introduce the day of the week and the weather o Identify birthdays on a calendar

Length

o Compare lengths (measuring): longer than, shorter than

Data o One–to-one matching to determine which of

two sets (of almost the same size) has more /less

o Sort found objects according to: colour shape and size things that are alike e.g. pictures, e.g. of

flowers, trees, hats, shoes shapes, e.g. circles, triangles, rectangles,

squares

Chapter 3

Chapter 5

Chapter 6

Chapter 7

- 5 -

7 - 8


LO 3 Space and Shape (geometry)


Revise concepts:

o up, down, over, under o biggest, smallest, the same size as something, nothing


concrete and abstract; o Position: put with, together, next to, next to

each other o Size: make bigger, make smaller. o Quantity; as many, just as many as

Daily Counting:

o Rote counting from forwards and backwards from any number between 1-10

o Count out objects from 1-20 o Count on an abacus from 1-20 o Count on the number line from 1-20 o Count on the number chart from 1-20 o Practice estimation of various groups of


Number concept o Revise

Numerals, words and cardinal values of numbers 1 to 4 in any order.

Explain conservation of number i.e. (quantity is not influenced by method of arrangement.)

Sort sets into order from 1to 4 Rhythmic counting from one to four.

o Introduce Ordinal numbers of objects first to fourth.

Practical problem solving o Fractions

Free play to discover that two half shapes are equal to one whole shape.

Patterns

o Create own patterns using size, shape and colour e.g. big red circle, small green triangle, small blue, square etc.

o Describe the pattern orally

Space and Shape o Revise

Shapes: Circle, Square, Triangle Colours: red, yellow, green, brown, blue, purple

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

- 6 -

LO 4 Measurement LO 5 Data Handling

o Introduce

Shape: rectangle from 3 to 2 dimensional Colours: pink and orange

Time o Introduce the concept of time i.e. – ‘today and

yesterday’ and ‘tomorrow’ o Describe the time of day – ‘morning’ ,

‘afternoon’ and ‘evening’ o Introduce the day of the week and the weather o Identify birthdays on a calendar

Length

o Comparison and sorting of lengths: longest, shortest, the same length as, as long as

Data handling o Sort objects that are unlike but related e.g.

furniture, clothes, cooking utensils, etc

Chapter 7

9 - 10


Revise concepts:

o put with, together, next to, next to each other o make bigger, make smaller

Introduce new concepts (concrete to abstract) o Position: below, above, top, bottom, one

beneath the other, on top of each other o Size: biggest, smallest, the same size as o Quantity: the same as, different

Daily Counting:

o Rote counting forwards and backwards from any number between 1-10

o Count out objects from 1-20 o Count on an abacus from 1-20 o Count on the number line from 1-20 o Count on the number chart from 1-20 o Practice estimation of various groups of



Numbers, words and cardinal values of 1, 2, 3, 4

Ordinal numbers of objects: first to fourth.

o Introduce Numeral, word and cardinal value of 5 Five ⌂⌂⌂⌂⌂ Ordinal numbers of objects from first to

fifth.

Chapter 2

Chapter 3

- 7 -


Practical problem solving

o Free play to discover that two half shapes are equal to one whole shape.

Patterns

o Create own patterns using size, shape and colour e.g. big red circle, small green triangle, small blue, square etc.

o Describe the pattern orally

Space and Shape: o Build pictures from shapes e.g. a house, car

animal etc. o Introduce colours: black, white and grey

Time o Revise the days of week and the weather o Introduce day, night

Length

o comparison and sorting of lengths: longest, shortest, the same length as

Data handling o collect and sort different physical objects

according to one attribute o Provide reasons for groupings

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 8 -


GRADE 1

TERM 2



11-12


Revise difficult concepts of Term1 daily until

consolidated.

Introduce new concepts from concrete to semi -concrete and abstract; o Position: in (inside), out (outside) o Size: wide, narrow o Quantity: pair (two), pairs (twos)

Daily counting:

o rote counting, forward from 1-20 o Count out objects from 1-20 o Count on abacus from1-40 o Count on the number line from any number to

40 o Count on the number chart from 1-40 and

back o Practice estimation of various groups of


Number concept o Revise:

Conservation of numbers, 1-5 Ordinal numbers of objects first to fifth. Counting of objects one to five.

o Introduce

plus sign “+” and equals sign “=” and the meaning

the empty set; Explain the value of the symbol ‘0’

Addition: (concrete and oral – semi concrete) addition of bonds of 3 and 4 i.e. Bonds of 3: (3+0, 0+3,2+1, 1+2,)

Bonds of 4: (4+0, 0+4, 3+1, 1+3, 2+2)

Practical problem solving o Fractions

free play to discover that two half shapes are equal to one whole shape.

o Mental Calculations Free play using concrete apparatus to

discover doubling and halving of numbers to solutions up to 10

Explains own solutions to problems.

Chapter 2

Chapter 3

Chapter 4

- 9 -


Patterns

o Identify, describe and copy geometric patterns in natural and cultural artifacts of different cultures and times.

o Draw number patterns between 1-100, e.g. 4 24 7 16; 4 24 7 16; …

Space and Shape o revise sorting and matching of shapes o revise building pictures from shapes o revise red, yellow, green , brown, blue, pink,

orange, purple, white, black, grey o recognise, indentify and name 3D and 2D

shapes (balls and boxes, prism) using vocabulary: straight or curved or slanted lines and corners e.g. describe ball = (circle, curved, round, rolls)

Time o Introduce the concept of time:

days of the week and the weather; sunny, cloudy, rainy, overcast, cold

yesterday, today and tomorrow morning, afternoon and evening Night/day ‘a long time’, ‘a short time’. Introduce the birthday calendar to include

all birthdays of the month and week.

Length o make longer, make shorter

Mass

o light, heavy; estimate by weighing on the hands

Capacity

o free play with water or wet sand using tins, cups, bottles, etc. as containers

Data handling

o collect, sort and explain a o collection of objects e.g. a collection of leaves

according to shape, colour etc.

Chapter 5

Chapter 6

Chapter 7

13–14


Revise concepts:

o in (inside), out (outside), wide, narrow o something, nothing o value of nothing = naught ‘0’

- 10 -


Introduce new concepts

o Numerosity of numbers on number line using concepts: ‘before’,’ following’, ‘after’, ‘between’ e.g. (2 comes after 1; 4 is between 3 and 5; 6 comes before 7etc.)

o Position: left, right (in connection with the

body and numbers on a number line)

Daily counting: o rote counting, forward, backwards from 1- 20 o Count out objects from 1-20 o Count on abacus from1-50 o Count on the number line from any number to


back o Practice estimation of various groups of

objects ranging from 1-10 Number concept

o Revise: plus sign “+” and equals sign “=” and the

meaning the empty set; Explain the value of the

symbol ‘0’ Addition: (concrete and oral – semi)

bonds of 3 and 4 i.e. Bonds of 3: (3+0, 0+3,2+1,1+2,) Bonds of 4: (4+0, 0+4, 3+1,1+3, 2+2)

o Introduce

Numeral 6, word six and the cardinal value of 6 six ●●●●●●

Number line: a) place objects equally spaced on a number line b) the objects are represented by ordinal numbers c) jumps from ‘1’ to ‘5’ are counted from left to right Ordinal numbers: first to sixth Count out objects from one to six Addition: bonds of 3 and 4 i.e. a) Semi -concrete b) with structural apparatus to create story sums


o Fractions Free play sorting shapes that match (two

halves to make one whole.)

Chapter 2

Chapter 3

Chapter 4

- 11 -



o Mental Calculations

Free play using concrete apparatus to discover doubling and halving of numbers to solutions up to 10

Explains own solutions to problems.

Patterns o Copy and extend patterns with shapes,

figures and numbers o Draw number patterns between 1-100, e.g. 4

24 7 16; 4 24 7 16; …

Space and Shape o Describe, compare, sort 2D, 3D objects



yesterday, today and tomorrow morning, afternoon and evening Night/day ‘a long time’, ‘a short time’. Introduce the birthday calendar to include

all birthdays of the month and week.

Length o make longer, make shorter

Mass

o light, heavy; estimate by weighing on the hands

Capacity


Data handling o collect, sort and draw a collection of objects:

using pictographs

Chapter 5

Chapter 6

Chapter 7

15- 16


Revise concepts:

o ‘value of nothing = naught ‘0’ Introduce new concepts from concrete to semi -

concrete and abstract; o Position: left, right (in connection with the

body and numbers on a number line)

- 12 -


Daily counting:

o rote counting, backward, forward; from any number between 1- 30

o Count out objects from 1-30 o Count on abacus from1-60 o Count on the number line from any number to


back o Count in 2’s, 5’s, 10’s -50 o Practice estimation of various groups of


o Revise: Numerals, words and cardinal values of

1to 6, Ordinal values of objects: first to sixth Bonds of ‘3’ and ‘4’ a) semi concrete b) with structural apparatus to create story sums

o Introduce Numeral 7, word seven and the cardinal

value of 7 seven ☺☺☺☺☺☺☺ Numeral 8 , word eight and the cardinal

value of 8 eight ♠♠♠♠♠♣♣♣ the ordinal value of ‘first to eighth‘ with

objects and count objects from 1to8 Number line a) with objects and numbers on number line jumping from left to right counting objects from 1 to 8 b) Addition of numbers 1to 4 on the number line using sticks of equal length. Addition of bonds of ‘5’ i.e. (5+0, 0+5, 4+1, 1+4, 2+3, 3+2) a) with structural apparatus b) written c) story sums (problems)

Practical problem solving o Fractions: folding and cutting to find one half.



Explains own solutions to problems

Chapter 2

Chapter 3

Chapter 4

Chapter 5

- 13 -


Space and Shape

o recognise symmetry in self and environment- focus on left, right, front, back

Time o Inroduce the concept of time:


yesterday, today and tomorrow morning, afternoon and evening Night/day The birthday calendar to include all

birthdays of the month and week. Length

o comparing height’s standing back to back

Mass o light, heavy; estimate by weighing on a

weighing scale Capacity


Data handling

o draw a table to record objects collected (e.g. 3 buttons, 4 sticks, six stones etc.)

Chapter 6

Chapter 7

17-18



Revise concepts:

o ‘Numerocity of numbers on number line using concepts: ‘following’, ‘after’, ‘between’ next ‘before’ etc.

o left, right (in connection with the body and numbers on a number line)


concrete and abstract; o Position: high, low, far, near

Daily counting: o rote counting, backward, forward; from any

number between 1- 30 o Count out objects from 1-30 o Count on abacus from1-70 o Count on the number line from any number to


back

Chapter 2

- 14 -

LO 2 Patterns, functions and algebra LO 3 Space and Shape (geometry) LO 4 Measurement

o Count in 2’s, 5’s, 10’s to 50 o Practice estimation of various groups of


o Revise: Numerals, words and cardinal values of 1to 8 Ordinal values of objects: first to eighth Bonds of 3 and 4 (concrete – abstract) Story sums of numbers 1 to 4 Addition of numbers 1 to 4 on the number

line.

o Introduce Addition of bonds of ‘5’ i.e. (5+0, 0+5, 4+1, 1+4, 2+3, 3+2)

a) with structural apparatus b) written c) story/problem sums

Open sentence/window sums to 5 e.g. 5+□ =5 5+0=5 a) with structural apparatus b) written

c) story/problems sums

Practical problem solving o Fractions: folding and cutting to find one half.



Explains own solutions to problems Space and Shape

o recognise symmetry in self and environment- focus on left, right, front, back




birthdays of the month and week.

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 15 -

LO 5 Data Handling

Length

o comparing heights standing back to back


weighing scale

Capacity o free play with water or wet sand using tins,

cups, bottles, etc. as containers

Data handling o draw a table to record objects collected (e.g. 3

buttons, 4 sticks, six stones etc.)

19- 20


Revise concepts:

o ‘Numerocity of numbers on number line using concepts: ‘following’, ‘after’, ‘between’ before, next etc.

o left, right (in connection with the body and numbers on a number line)

o high, low, far, near




back o Count in 2’s, 5’s, 10’s to 50 o Practice estimation of various groups of


Number concept o Consolidate:

Numerals, words and cardinal values of 1to 8 Ordinal values of objects: first to eighth plus sign “+” and equals sign “=” and the

meaning Bonds of 3, 4. Addition of numbers 1-4 on the number

line Story/problem sums of 1-4.

o Revise Addition of bonds of ‘5’ i.e. (5+0, 0+5, 4+1, 1+4, 2+3, 3+2)

a) with structural apparatus b) written c) story/problem sums

Chapter 2

Chapter 3

- 16 -

LO 2 Patterns, functions and algebra



Open sentence/window sums of

numbers 1to 5 e.g. 5+□ =5 5+0=5

a) with structural apparatus b) written

c) story/problems sums Practical problem solving

o Fractions: folding and cutting to find one half. o Mental Calculations


Explains own solutions to problems

Space and Shape o recognise symmetry in self and environment-

focus on left, right, front, back




birthdays of the month and week. Length

o comparing heights standing back to back


weighing scale

Capacity o free play with water or wet sand using tins,

cups, bottles, etc. as containers

Data handling o draw a table to record objects collected (e.g. 3

buttons, 4 sticks, six stones etc.)

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 17 -


GRADE 1

TERM 3



21-22


Revise difficult concepts of Term 2 daily until

consolidated.






o Revise: Numerals, words and cardinal values of 1 to 8 Ordinal values of objects: first to eighth plus “+”, equals “=” and open

sentence/window signs □ and the meanings

Addition (+) and Open sentence (□) of

bonds of 3, 4 Story/problem sums of addition (+) and (□)

of numbers 1-5 Addition of numbers 1-5 on the number

line Open sentence/window sums to

number 5 a) with structural apparatus b) written c) story/problems sums

o Introduce Numeral 9, word nine and the cardinal

value of nine ♪♪♪♪♪♪♪♪♪ the ordinal value first to ‘ninth’ count objects from one to nine the ‘minus’ (–) sign and the meaning

Chapter 2

Chapter 3

- 18 -

LO 2 Patterns, functions and algebra LO 3 Space and Shape (geometry)

LO 4 Measurement

LO 5 Data Handling

Subtraction/minus (-) sums of numbers 1

to 5 a) with structural apparatus

b) written c) story sums


o Fractions Folding and cutting of different shapes e.g. o □ ∆ in one half.


Folding and cutting of different shapes e.g. o □ ∆ in one half Doubling and halving of odd and even

numbers 1 to 10 addition and subtraction of whole numbers

to solutions up to 34

Space and Shape o Match written names of shapes to symbols o Follow directions alone or in a group to a given

place in the classroom (e.g. walk 4 steps back, move 2 steps right, 3 steps forward etc.)

Time o daily reference to the days of the week and

weather chart o discuss of important events with a bearing on

time Money

o Recognition of the of 5c, 10c, 20c and 50c coins.

Mass

o free play with a home made mass meter (balancing type)

Capacity

o measure quantities from one container to another investigating which contains more or less

Data

o collect, sort, explain and represent collections on pictograph

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 19 -

23-24



Revise difficult concepts Daily counting:






o Revise: Addition (+) and open window (□) sums of

3, 4 and 5 Write story sums of numbers 1-5 Addition and open window sums on the

number line

o Introduce Numeral 10 , word ten and the cardinal

value of 10 ten ■■■■■■■■■■ the ordinal value of first to ‘tenth‘ with

objects and count objects from one – ten Subtraction/minus (-) sums of numbers

1 to 5 a) with structural apparatus

b) written c) story sums

Addition, Open sentence sums and

Subtraction: a) extend the work to numeral 6 Introduce ‘ reverse’ sums e.g. 5 = 4+1

Practical problem solving o Folding and cutting of different shapes e.g. o □ ∆ in one half o Doubling and halving of odd and even

numbers 1 to 10 o Addition and subtraction of whole numbers to

solutions up to 34

Money o Recognition of the 5c, 10c, 20c and 50c coins. o Shopping activities with change

Chapter 2

Chapter 3

Chapter 4

Chapter 5

- 20 -


Space and Shape

o Match words and shapes o Follow directions alone or in a group to a given


Time

o daily reference to the days of the week and weather chart

o discuss of important events with a bearing on time

Length:

o measure lengths in steps and hand spans o recording by means of block graphs

Mass o compare articles on the mass meter to

determine which is heavier / lighter Capacity

o compare the capacity of bottles, cups, etc. of different sizes

o record results using block graphs

Data handling o measure length in steps and hand spans o record finding using block graphs

Chapter 6

Chapter 7

25-26



Revise difficult concepts Daily counting:






o Revise Numeral 10 , word ten and the cardinal

value of 10 ten ■■■■■■■■■■

Chapter 2

Chapter 3

- 21 -



LO 4 Measurement

the ordinal value of first to ‘tenth‘ with

objects and count objects from one – ten Subtraction/minus (-) sums of numbers 1

to 5 a) with structural apparatus b) written c) story sums

o Introduce

Numerals, symbols and words 11 - 20 Addition, Open sentence sums and Subtraction: to numeral 6 ‘reversed’ sums e.g. 5=4+1, 5= 1+4 Write story sums Apply reverse sums on the number line

o Division:

Concrete: divide 4, 6, 8 into two groups (sharing) Story sums based on the above


o Doubling and halving of odd and even numbers 1 to 15

o addition and subtraction of whole numbers to solutions up to 34

o patterns or grouping of tens & units 3+1=4 21 =10+10+1 13+1=14 23+1=24 33+1=34 o Explains own solutions to problems

Space and Shape o Match words and shapes o Follow directions alone or in a group to a given




time

Length: o measure lengths in steps and hand spans o record by means of block graphs

Mass o heaviest / lightest ; estimations by weighing on

hands

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 22 -

LO 5 Data Handling

Capacity

o Measuring from one container into another: compare which container contains more/less

Money

o Recognition of the R1, R2, R5 coins. Data handling

o Revision of week 23-24

27-28



Revise difficult concepts







Numerals, symbols and words 11 – 20

Addition, Open sentence sums and Subtraction: to numeral 6 ‘-reversed’ sums e.g. 5=4+1 Apply reverse sums on the number line

o Division: Concrete: divide 4, 6, 8 into two groups (sharing) Divide 6 into 3 groups Story sums based on the above

o Multiplication: concrete: make 2 or 3 groups of 2; make 2 groups 3 write story sums

Practical problem solving o Doubling and halving of odd and even

numbers 1 to 15 o addition and subtraction of whole numbers to

solutions up to 34

Chapter 2

Chapter 3

Chapter 4

- 23 -




place outside the classroom



time



hands Capacity

o Measuring from one container into another: compare which container contains more/less

Money

o Recognition of the R1, R2, R5 coins.

Data handling o Revision of week 23-24

Chapter 5

Chapter 6

Chapter 7

29-30








Chapter 2

- 24 -


Number concept

o Revise Symbols and words of numbers 11- 20 Multiplication: a) concrete: make 2 or 3 groups of 2; make 2 groups 3 b) write story sums

o Introduce

Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 7 a) Write story sums b) Apply sums on the number line

Practical problem solving o halving even numbers 2, 4 and 6 halving odd

numbers 1 and 3 o Doubling and halving of odd and even


solutions up to 34 o patterns or grouping of tens & units 3+1=4 21 =10+10+1 13+1=14 23+1=24 33+1=34 o Explains own solutions to problems


place outside the classroom



time



hands

Capacity o Measuring from one container into another: compare which container contains more/less

Chapter 3

Chapter 4

Chapter 6

Chapter 7

- 25 -

LO 5 Data Handling

Money

o Recognition of the R1, R2, R5 coins. o Shopping activities with change

Data handling

o Revision of week 23-24

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GRADE 1

TERM 4



31-32


Revise difficult concepts of term 3 Daily counting:


o Count out objects from 1-34 o Count on abacus from1-100 o Count on the number line from 1-100 and back o Count on the number chart from any number to

100 o Count in 2’s, 5’s, 10’s to 100 o Practice estimation of various groups of



Symbols and words of numbers 11- 20 Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 6 a) Write story sums b) Apply sums on the number line Multiplication: a) semi -concrete: make 2 or 3 groups of

2; make 2 groups 3 b) write story sums Division: Semi -concrete: divide 4, 6, 8 into two

groups (sharing) Divide 6 into 3 groups Story sums based on the above

o Introduce

Numerals, symbols and words 21 - 30 Draw sets and write in words one; two, three, four, five Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 7 a) Write story sums b) Apply sums on the number line

Chapter 2

Chapter 3

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Repeated Addition: a) with whole numbers and solutions to at least 20. e.g. 2+2+3+5= 12+2+3+3=




Space and Shape

o Copy patterns composed of various shapes



time


Mass o Comparing article by weighing it on a scale to

find out which is heavier lighter

Capacity o Comparison of the capacity of bottles, cups etc

of different sizes o Record results by means of block graphs

Money a) Recognition of the R1, R2, R5 coins.

b) Shopping activities with change.

Chapter 4

Chapter 6

Chapter 7

33-34



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Daily counting:






Symbols and words of numbers 21-30 Draw sets and write in words one; two, three, four, five Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 1-7 a) Write story sums b) Apply sums on the number line Division: Semi-concrete: a) divide 4 and 6 into two groups (sharing); divide 6 into 3groups. b) write story sums Multiplication: Semi-concrete: a) make 2 and 3 groups of two and make 2 groups of 3 b) write story sums

o Introduce Numerals, symbols and words 31 - 34 Draw sets and write in words six, seven,

eight, nine, ten Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 8 a) Write story sums b) Apply sums on the number line Repeated Addition: a) with whole numbers and solutions to at least 30. e.g. 2+2+3+5= 12+2+3+3= 22+2+3+3=

Chapter 2

Chapter 3

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o Doubling and halving of odd and even numbers 1 to 15

o addition and subtraction of whole numbers to solutions up to 34


Space and Shape o Copy patterns composed of various shapes



time


Mass o Comparing article by weighing it on a scale to

find out which is heavier lighter

Capacity o Comparison of the capacity of bottles, cups etc

of different sizes o Record results by means of block graphs

Money

a) Recognition of the 5c, 10c, 20c, 50c, R1, R2, R5 coins. b) Shopping activities with change.

Chapter 4

Chapter 6

Chapter 7

35-36





number between 1- 34 o Count out objects from 1-34

Chapter 2

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o Count on abacus from1-100 o Count on the number line from 1-100 and

back o Count on the number chart from any

number to 100 o Count in 2’s, 5’s, 10’s to 100 o Practice estimation of various groups of



Numerals, symbols and words 31 - 34 Draw sets and write in words six, seven,

eight, nine, ten

Addition, Open sentence sums, Subtraction and Reverse sums: of numerals 1-8 a) Write story sums b) Apply sums on the number line

Division: Semi-concrete: a) divide 4 and 6 into two groups (sharing); divide 6 into 3groups. b) write story sums

Multiplication: Semi-concrete: a) make 2 and 3 groups of two and make 2 groups of 3 b) write story sums

o Introduce Addition, Open sentence sums, Subtraction and Reverse sums: to numeral 9 a) Write story sums b) Apply sums on the number line

Repeated Addition: a) with whole numbers and solutions to at least 34. e.g. 2+2+3+5= 12+2+3+3= 30+1+3+0=




Chapter 3

Chapter 4

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Space and Shape o Copy patterns composed of various shapes

Time

o daily reference to the days of the week and weather chart

o discuss of important events with a bearing on time

o fill in the days of the week on an empty chart for one month

Length

o Estimation, measurement and graphic representation.

Mass

o Compare the mass of two or more objects in a block graph.

Capacity

o Comparison of the capacity of bottles, cups etc of different sizes

o Record results by means of block graphs Money

a) Recognition of the 5c, 10c, 20c, 50c, R1, R2, R5 coins.


Chapter 6

Chapter 7

37-38


FORMAL ASSESSMENT TASK 3 Revise difficult concepts Daily counting:





Chapter 2

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Number concept

o Revise Numerals, symbols and words 31 - 34 Draw sets and write in words one to ten in any order. Addition, Open sentence sums, Subtraction and Reverse sums to numeral 1-9 a) Write story sums b) Apply sums on the number line Division: Semi-concrete: a) divide 4 and 6 into two groups (sharing); divide 6 into 3groups. b) write story sums Multiplication: Semi-concrete: a) make 2 and 3 groups of two and make 2 groups of 3 b) write story sums

o Introduce Addition, Open sentence sums, Subtraction and Reverse sums to numeral 9 a) Write story sums b) Apply sums on the number line Repeated Addition: a) with whole numbers and solutions to at least 34. e.g. 2+2+3+5= 12+2+3+3= 30+1+3+0=



solutions up to 34 o use own techniques and explains solutions to

problems

Space and Shape

o Copy patterns composed of various shapes o Match words with shapes



time

Chapter 3

Chapter 5

Chapter 4

Chapter 6

Chapter 7

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LO 5 Data Handling

o fill in the days of the week on an empty chart

for one month

Length: o measure shorter/longer lengths by putting one

foot in front of the other o estimation of lengths before the actual

measurement

Mass o Estimation by hand to find two articles which

possibly weigh the same; test by weighing on a scale

Capacity

o Determine the capacity of different containers and arrange in order of volume

o Record results by means of block graphs Money a) Recognition of the 5c, 10c, 20c, 50c, R1, R2, R5 coins.


Data Handling Revise activities of week 37-38

39-40


Revise and consolidate all difficult concepts


number between 1- 34 o Count out objects from 1-34 o Count on abacus from1-100 o Count on the number line from 1-100 and back o Count on the number chart from any number to




Symbols and words of numbers 31-34 Addition, Open sentence sums, Subtraction and Reverse sums to numeral 1-9 a) Write story sums b) Apply sums on the number line

Division: Semi-concrete: a) divide 4 and 6 into two groups (sharing); divide 6 into 3groups. b) write story sums

Chapter 2

Chapter 3

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Multiplication: Semi-concrete: a) make 2 and 3 groups of two and make 2 groups of 3 b) write story sums Draw sets and write in words nine; ten Addition, Open sentence sums, Subtraction and Reverse sums to numeral 9 a) Write story sums b) Apply sums on the number line Repeated Addition: a) with whole numbers and solutions to at least 34. e.g. 2+2+3+5= 12+2+3+3= 30+1+3+0=



solutions up to 34 o use own techniques and explains solutions to

problems

Space and Shape Revise previous work

Time Revise previous work

Length Revise previous work

Mass Revise previous work

Capacity Revise previous work Money

Revise previous work

Chapter 5

Chapter 4

Chapter 6

Chapter 7

phase work schedules - western cape...the work schedules will also be field-tested in july 2009. all...

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