2021 RECOVERY ANNUAL TEACHING PLAN – CONTENT OVERVIEW: MATHEMATICS: GRADE R – 3

GRADE R GRADE 1 GRADE 2 GRADE 3

• Count concrete objects up to 10 • Count concrete objects up to 100 • Count concrete objects up to 200 • Count forwards and backwards up to 1000
• Count forwards and backwards up to 10 • Count forwards and backwards up to 100 • Count forwards and backwards up to 200 • Read, write number symbols and number names to 1000
• Read and write number symbols up to 10 • Read and write number symbols and number names to 20 • Read and write number symbols up to 200 • Compare and order numbers up to 1000
• Read and write number names up to 5 • Read and write number names up to 10 • Read and write number names up to 100 • Place value: Thousands, Hundreds, Tens and Ones up to
• Compare and order numbers up to 10 • Compare and order objects to up 20 • Compare and order numbers up to 200 1000
• Addition and subtraction in context and • Compare and order numbers up to 20 • Place value: Hundreds, Tens and Ones up to 200 • Number bonds up to 30
context free up to 10 • Place value: Tens and Ones up to 20 • Number bonds up to 20 • Mental Maths up to 30
NUMBERS,
• Money problems up to R10 • Number bonds up to 10 • Mental Maths up to 20 • Addition and subtraction of 3-digit numbers by 3 digits with
OPERATIONS AND
• Mental Maths up to 10 • Addition and subtraction in context and context free up to crossing over to 10s and 100s up to 1000 in context and
RELATIONSHIPS
• Addition and subtraction in context and context 100 context free calculations
free up to 20 • Multiplication up to 50 • Money (solve money problems and convert between rands
• Addition and subtraction facts up to 20 • Grouping and sharing up to 50 and cents)
• Repeated addition leading to multiplication up to 20. • Sharing leading to fractions • Multiplication: 1-9 times tables; 1×10 to 100
CONTENT AREA

• Grouping and sharing up to 20 • Money problems up to R100 • Grouping and sharing leading to division up to 100 (with
• Money problems up to R20 and without remainders)
• Sharing leading to fractions
PATTERNS, • Geometric patterns • Geometric patterns • Geometric patterns • Geometric patterns
FUNCTIONS AND • Number patterns up to 100 • Number patterns up to 200 • Number patterns up to 1 000
ALGEBRA
• 3-D objects • 3-D objects • 3-D objects • 3-D objects
• 2-D shapes • 2-D shapes • 2-D shapes • 2-D shapes
SPACE AND SHAPE
• Position, orientation and views • Position, orientation and views • Position, orientation and views • Position, orientation and views
• Symmetry • Symmetry
• Time • Time • Time • Time
• Mass • Mass • Mass • Mass
MEASUREMENT • Length • Length • Length • Length
• Capacity / Volume • Capacity / Volume • Capacity / Volume • Capacity / Volume
• Perimeter and Area
• Collect and sort objects. • Collect and sort objects. • Collect and sort objects. • Collect and sort objects. (Tallies, Tables)
• Represent sorted objects. • Represent sorted objects. • Represent sorted objects. • Represent sorted objects: (bar graphs)
• Discuss sorted collections • Discuss sorted collections • Discuss sorted collections: (pictographs with one-to-one • Discuss sorted collections.
DATA HANDLING (integrated with Time; Birthday calendar, Helper’s (integrated with Time; Birthday calendar) correspondence) • Analyse and interpret data
chart, Height chart, Weather chart) • Analyse and interpret data
 GRADE R CONTENT OVERVIEW PER TERM
GRADE R TERM 1 (10 WEEKS) TERM 2 (10 WEEKS) TERM 3 (11 WEEKS) TERM 4 (9 WEEKS & 3 DAYS)
Readiness Assessment Diagnostic Assessment 1 Diagnostic Assessment 2 End-line Assessment Preparing for Grade 1
• Number range 1 to 5 • Number range 1 to 7 • Number range 1 to 9 • Number range 1 to 10
• One to one correspondence • One to one correspondence • One to one correspondence • One to one correspondence
• Counting in 1s (concrete objects) to 5 • Counting in 1s (concrete objects) to 7 • Counting in 1s (concrete objects) to 9 • Counting in 1s (concrete objects) to 10
NUMBERS, • Rote counting • Rote counting • Rote counting • Rote counting
OPERATIONS AND • Counting forwards and backwards up to 5 • Counting forwards and backwards up to 7 • Counting forwards and backwards up to 9 • Counting forwards and backwards up to 10
RELATIONSHIPS • Songs and rhymes, body movement • Songs and rhymes, body movement • Songs and rhymes, body movement • Songs and rhymes, body
• Compare collections of objects • Compare collections of objects • Compare collections of objects • Compare collections of objects
CONTENT AREA

• Solve problems 1 to 5 orally • Solve problems 1 to 7 orally • Solve problems 1 to 9 orally • Solve problems 1 to 10 orally
• Awareness of Money -Rands (notes and coins) • Awareness of Money-Rands (notes and coins) • Awareness Money-Rands (notes and coins) • Awareness Money -Rands (notes and coins)
PATTERNS, FUNCTIONS • Geometric patterns • Geometric patterns • Geometric patterns • Geometric patterns
AND ALGEBRA
• 3-D objects • 3-D objects • 3-D objects
SPACE AND SHAPE • 2-D shapes • 2-D shapes • 2-D shapes
• Position, orientation and views • Position, orientation and views
• Time • Time • Time • Time
MEASUREMENT
• Mass • Length • Capacity/Volume
• Collect and sort objects • Collect and sort objects • Collect and sort objects • Collect and sort objects
• Discuss sorted collections (integrated with Time; Birthday • Represent sorted objects • Discuss sorted collections • Represent sorted objects
DATA HANDLING calendar, Weather chart) • Discuss sorted collections (integrated with Time; Birthday • Discuss sorted collections (integrated with Time; Birthday • Discuss sorted collections (integrated with Time; Birthday
calendar, Weather chart) calendar, Weather chart) calendar)
• Repertoire of Rhymes and Songs • NCF pp. 51-56 (ELDA 4) Repertoire of Rhymes and Songs • NCF pp. 51-56 (ELDA 4) • NCF pp. 51-56 (ELDA 4)
• NCF pp. 51-56 (ELDA 4) • NCF pp. 51-56 (ELDA 4) • Days of the week, calendar • Days of the week, calendar
REQUISITE PRE-
• Days of the week, calendar • Daily programme • Daily programme
KNOWLEDGE • Daily programme • Numbers 1-6 • Numbers 1-6
• Numbers 1-5
• Recycle material for sorting, comparing, counting • Recycle material for sorting, comparing, counting • Recycle material for sorting, comparing, counting • Recycle material for sorting, comparing, counting
• Daily programme, • Daily programme, • Daily programme, • Daily programme,
RESOURCES • Maths games, puzzles • Maths games, puzzles • Maths games, puzzles • Maths games, puzzles
to enhance learning. • Weather chart, calendar, Birthday chart, Height chart • Weather chart, calendar, Birthday chart, Height chart • Weather chart, calendar, Birthday chart, Height chart • Weather chart, calendar, Birthday chart, Height chart
See pg. 16 in CAPS for more ideas. • Dot and number cards • Dot and number cards • Dot and number cards • Dot and number cards
• Play money • Play money • Play money
• Analogue Clock • Analogue Clock • Analogue Clock
Assessment in Grade R is informal and continuous. Learners are assessed best in small groups (Helper groups)
INFORMAL ASSESSMENT Teachers must record informal observations of the learners. This will serve as evidence of learners’ achievement and support the teacher’s professional judgement in the final analyses.
TERMS 1 - 3 • Observation and continuous assessment (record observations daily) integrated with lesson time per DBE directive.
ASSESSMENT TERM 4
• Observation and continuous assessment (record observations daily) integrated with lesson time.
• Final formative assessment at the end of term (recording and progression meetings-2 weeks)
2021 Recovery Annual Teaching Plan – Term 4: MATHEMATICS: Grade R
Mathematics time allocation: 7 hours per week. (11 OCTOBER – 15 DECEMBER)
1 hr. 24 min × 5 = 7 hours OR (1hr 30 min lessons × 4 plus one, 60 min lesson = 7 hours)
o The Grade R approach to learning is based on the principles of integration and play based learning. The teacher must be proactive and make the most of incidental learning opportunities throughout.
o In Grade R the timetable is called the Daily Programme. See a suggested Grade R Daily Programme on page 15 in the Grade R CAPS document.
o There are three teacher guided activities mapped out on the Daily Programme for the day. Each of these have a:
1. Language,
2. Mathematics and
3. Life Skills component
o It is imperative that at a strong Mathematics teaching focus must emanate from each during the day.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Term 3 (48 days) Week 1 & 2 Week 3 & 4 Week 5 & 6 Week 7& 8 Week 9 (3 days)
NUMBERS, OPERATIONS & RELATIONSHIPS
• Number range 1 to 10
• One to one correspondence
• Counting in 1s (concrete objects) to 10
• Rote counting
• Counting forwards and backwards up to 10
• Songs and rhymes, body
• Compare collections of objects
• Solve problems 1 to 10 orally
o Use counters, physical number ladder
CAPS TOPIC • Awareness Money -Rands (notes and coins)
SPACE AND SHAPE PATTERNS, FUNCTIONS AND ALGEBRA
• 3-D objects • Geometric patterns
• 2-D shapes
• Position, orientation and views
MEASUREMENT MEASUREMENT MEASUREMENT
• Time • Time • Time
• Capacity/Volume • Capacity
DATA HANDLING INTEGRATED WITH ALL OTHER CONTENT AREAS. THE GRADE R TEACHER MUST PLAN WELL FOR THE NATURAL INTEGRATION TO TAKE PLACE.
DAILY: The teacher must plan well and note the potential these charts allow for data handling activities as well.
DATA SOURCES:
• Helper’s chart
• Height chart, tape measure
• Weather chart and Calendar – days of the week, weather, season chart
• Birthday chart - (link with ordinal nos.)
Week 1 & 2 Week 3 & 4 Week 5 & 6 Week 7 & 8 Week 9 (3 days)
• NCF pp. 51-56 (ELDA4) • NCF pp. 51-56 (ELDA4) • Estimate and count objects to 10 • Estimate and count objects to 10 ADMIN: COMPLETE
• Estimate and count objects to 8 • Estimate and count objects to 8 o concrete apparatus / 3D objects o concrete apparatus / 3D objects ASSESSMENT TASKS
• One -to- one correspondence • One -to- one correspondence o body parts o body parts NARRATIVE RECORDINGS
• Count in 1s up to 8 • Count in 1s up to 8 o clap hands, stamp feet, climb steps. o clap hands, stamp feet, climb steps. LEARNER SUPPORT PROGRAMMES
o concrete apparatus / 3D objects o concrete apparatus / 3D objects • One -to- one correspondence • One -to- one correspondence
o body parts, clap hands, stamp feet, climb o body parts, clap hands, stamp feet, climb • Number symbols and number names 0-10 • Number symbols and number names 0-10
steps. steps. • Describe, compare, order numbers 1st-6th • Describe, compare, order numbers 1st-6th
• Vocabulary: many, fewer; most, least • Vocabulary: more, less; most, least • Identify dot cards (semi concrete) with whole • Identify dot cards (semi concrete) with whole
CORE • Rote counting use number rhymes and songs • Rote counting use number rhymes and songs numbers 0, 8, 9, 10 numbers 0, 8, 9, 10
CONCEPTS, • Count forwards and backwards up to 8 • Count forwards and backwards up to 8 • More than, less than, is equal to • More than, less than, is equal to
SKILLS AND o Recognise and identify number names and o Recognise and identify number names and • Orally solve problems up to 10 • Orally solve problems up to 10
VALUES number symbols number symbols • Use following techniques • Use following techniques
• Describe whole numbers 1-8 • Describe, compare and order whole numbers o Concrete counters, physical number ladder o Concrete counters, physical number ladder
• Orally solve problems up to 8 Concrete objects, 3D objects 0-8
• Use following techniques • Orally solve problems up to 8
o Concrete counters, physical number ladder • Use following techniques
o Concrete counters, physical number ladder

SPACE AND SHAPE SPACE AND SHAPE SPACE AND SHAPE PATTERNS FUNCTIONS AND ALGEBRA
Spatial relationships forwards and backwards Position of objects in relation to one another Build 3D objects Geometric Patterns
Position of two or more objects in relation to the • Pegboard work • Display learners name- • Copy, extend and create own auditory patterns
 learner. • In front of and behind • Construction work • Play a game ‘hopscotch’ pattern
• In front of and behind • On top, under or below • Build 24- piece puzzles, daily
• On top, under or below • Top, bottom 2D- REINFORCE figure ground perception through
• Top, bottom • Next to between, middle sorting, matching, grouping activities and tidying up
• Next to between, middle • Sort 3D objects and 2D shapes according to size, routines
• Left and right colour, shape • Reinforce
Follows direction: • Shape Conservation- form constancy
• Forwards, backwards • Crossing the midline through physical dev.
• Up, down, left, right
• Where does the sound come from?
MEASUREMENT MEASUREMENT
• Time: dealt with during whole class teaching Capacity
time • full, empty,
• more tan, less than
• a lot, a little
STRATEGIES Use concrete apparatus; physical number ladder.
REQUIRED
PRE- • NCF pp. 51-56 (ELDA4); Days of the week, calendar, season chart; Daily Programme
KNOWLEDGE • Numbers 1-6 • Numbers 1-7 • Numbers 1-8 • Numbers 1-9
• Number rhymes and songs • Recycle material for sorting, comparing, counting. • Recycle material for sorting, comparing, counting. • Recycle material for sorting, comparing, counting.
• Recycle material for sorting, comparing, counting • Props, dress up clothes, toys • Props, dress up clothes, toys • Props, dress up clothes, toys
• Props, dress up clothes, toys • Maths games, puzzles • Maths games, puzzles • Maths games, puzzles
• Maths games, puzzles • Weather chart, calendar, birthday chart, height • Weather chart, calendar, birthday chart, height • Weather chart, calendar, birthday chart, height
RESOURCES to • Weather chart, calendar, birthday chart, height chart chart chart
enhance chart • Dot and number cards • Dot and number cards • Dot and number cards
• Dot and number cards • Play money • Play money • Play money
learning. • Blocks • Analogue clock • Analogue clock • Analogue clock
• Blocks
See pg. 16 in CAPS
DBE WORKBOOK 4 DBE WORKBOOK 4 DBE WORKBOOK 4 DBE WORKBOOK 4
for more ideas.
Pg. 4 1.1 Practise 8 – Counting 1-8 Pg. 20 Equal sharing Pg. 29 Cut out and match the number cards to the Pg. 40 Ordinal numbers.
1.2 Cut out and build puzzle Pg. 21 Measurement: Length-use of tape measure. dots Pg. 41 Trace the number of 1-10
Pg. 7 Join the dots 1-4 and colour Pg. 25 Comparison of number More / less up to 9 Pg. 36 Count and trace the number 1-9 Pg. 51 Heavy and light objects
Pg. 17 Vocabulary: top, bottom; left side, right side; Pg. 28 Complete the butterflies – draw the same Pg. 39 Check the goals scored and draw a line from Pg. 52 Practise 9
front, behin number of dots on each wing. the child to the number. Pg. 53 Addition to 5

ORAL, PRACTICAL
INFORMAL • Continuous assessment prevails through observations. The onus is on the teacher to be cognisant of learner progress and vigilant about whether the learner learns meaningfully and with understanding.
ASSESSMENT • The teacher has to observe and record the observations made by using an assessment tool. This will serve as evidence of the learner’s achievement which is further used to inform the assessment codes given to the learner to indicate progress made.
• The teacher has to observe all assessment criteria as per DBE directive.