Table of Contents. Introduction 3. Annual Learning Programme Overview 4. Lesson Plan Week 1 6. Lesson Plan Week Lesson Plan Week 3 25

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2 Table f Cntents Intrductin 3 Annual Learning Prgramme Overview 4 Lessn Plan Week 1 6 Lessn Plan Week 2 17 Lessn Plan Week 3 25 Lessn Plan Week 4 33 Lessn Plan Week 5 40 Lessn Plan Week 6 48 Lessn Plan Week 7 56 Lessn Plan Week 8 64 Lessn Plan Week 9 77 Lessn Plans Week Flard Cards Template 97

3 Intrductin This R esurce Pack n Lessn Plans fr G rade 1 teachers were develped by the Prvincial Curriculum Advisrs and Fundatin Phase teachers. The P rvincial N um eracy Learner A ttainm ent Targets dcuments were develped in 2008 by a Prvincial Task Team fr G rades R 3. The attainment targets have been develped using the N CS Learning Outcmes and Assessment S tandards frm the M athematics Learning Area. These targets indicate the expected level f achievement f learners at the end f each term. The attainment targets have a similar meaning t the milestnes in the Fundatins fr Learning Assessment Framewrk. The milestnes have been infused int the N umeracy Learner Attainment Targets. Teachers shuld use the w eekly lessn plans in cnjunctin w ith the P rvincial N um eracy Learner A ttainm ent Targets. The Frmal Assessment Tasks referred t as F A T 1, 2 and 3 are clearly described in S ectin 3 f the G rade 1 Prvincial N umeracy Learner Attainment Targets with the M ethds, Frms and Tls fr assessment. The weekly lessn plans have been develped using: The N umeracy Learner Attainment Targets as a starting pint. The N CS Learning Outcmes and Assessment S tandards. G vernment G azette f 14 M arch 2008, which utlines the Fundatins fr Learning Campaign, details the minimum expectatins fr the teaching f Literacy and N umeracy as well as prviding timetabling and resurcing suggestins. Fundatins fr Learning: Fundatin Phase N umeracy Lessn Plans. The weekly lessn plans are intended t assist teachers t pace their teaching, give them guidance when planning their assessment tasks and prvide suggestins t enrich teaching practice. If yu fllw these lessns systematically yu will cver the curriculum and reach the milestnes fr G rade 1 They are nt intended t be prescriptive and teachers are nt expected t abandn gd practice in rder t blindly fllw the plans. The w eekly lessn plans prvide: An Annual Learning Prgramme Overview The Learning Outcmes and Assessment S tandards targeted fr every week. Weekly lessn plans with recmmended number ranges fr the third term. The N CS Learning Outcmes and Assessment S tandards frm the M athematics Learning Area. A series f activities fr the different cmpnents f N umeracy. E xemplars f the Frmal Assessment Tasks fr the third term. These Tasks are indicated as FA T 1, 2 and 3. R esurces that will be useful t the teacher. S pace fr R eflectin and recrding f B arriers t Learning n a weekly basis. The Prvincial Weekly Lessn Plans in cnjunctin with the Prvincial Learner Attainment Targets can therefre be used as clearly defined Lessn Plans althugh the frmat is different t the ne mst teachers are used t. It is recmmended that the teacher breaks dwn the weekly plans int daily plans. H wever the plans are nt prescriptive and allw yu t use yur wn way f presenting the lessns. A D A P TIN G TH E W E E K LY LE S S O N P L A N S Learners prgress at different rates and learn in different ways, and yu, as the class teacher, are best able t pace teaching and learning t the needs f the learners. Teachers are free t intrduce their wn sequence and adapt the number ranges where necessary.

4 LE AR N IN G OU TCOM E S & AS S E S S M E N T S TAN D AR D S TAR G E TS LO 1: AS 1; 2.1 LO 2: AS 2; LO 1: AS 3; 4; 9.1 LO 2: AS 2 LO 4: AS 5 LO 1: AS 2.1; 3; 4; 6; 7.1; 8; 9.1; 9.2 LO 2: AS 2; 3; 4 LO 3: AS 1; LO 5: AS 1; 2; 4; 5; 6 Cunt physical bjects frm 1 10 Cunt frwards and backwards in nes frm 1-20 Cunt frwards and backwards starting at any number (0-20) R ecgnise number symbls 1 20 N umber N ames frm 1-5 Order whle numbers: ascending and descending rder (0-10) D escribe psitin f numbers: befre, after, between (0-10) Cmpare numbers: mre, less, biggest, smallest (0-10) M ney prblems (0-5) S lve and explain practical prblems invlving equal sharing & gruping with r withut cncrete left ver Additin and subtractin in range 0-5 using cncrete apparatus, drawings, etc. E stimate answers t additin and subtractin prblems M ental calculatins (+ and -) in the range 0-5 B uild up numbers 1-5 B reak dwn numbers 1-5 D uble numbers 1 and 2 H alve numbers 2 and 4 Learners explain and check each LO 1: AS 2.1; 2.2 LO 2: AS 2 LO 1: AS 3; 4; 7.2; 8; 9.1 LO 2: AS 1; 2; 4 LO 4: AS 5 LO 1: AS 2.1; 2.2; 3; 4; 5; 6; 7.1; 8; 9.1; 9.2 LO 2: AS 2; 3 LO 3: AS 1 LO 5: AS 1; 2; 4; 5; 6 Cunt physical bjects frm 0-20 Cunt frwards and backwards in 1 s in the range 0-40 Cunt frwards and backwards in 10 s in the range 0-40 R ead number symbls 0-40 Write number names 1-10 Order, describe cmpare numbers 0-20 D escribe the psitin f numbers: befre/after/between (0-20) Cmpare numbers: mre/less S lve mney prblems: + & - S lve wrd prblems in mney E qual sharing and gruping with and withut remainders in the range 0-10 Additin and subtractin (0-10) R epeated additin (0-10) E stimate answers t additin and subtractin prblems (0-10) M ental calculatins (+ and -) in the range 0-5 B reak dwn numbers 1-10 B uild up numbers 1-10 D uble numbers 1-5 H alve even numbers 1-10 Learners explain and check each thers slutins t prblems (Integrate with all number wrk) Cpy and extend patterns with drawings LO 1: AS 2.1; 2.2 LO 2: AS 2 LO 3: AS 1; 4 LO 4: AS 5 LO 1: AS 3; 4; 7.2; 8; 9.1 LO 2: AS 2 LO 1: AS 2.1; 2.2; 3; 4; 5; 6; 7.1; 8; 9.1; 9.2 LO 2: AS 2; 3; 4 LO 5: AS 1; 2; 4; 5; 6 Cunt physical bjects 0-34 Cunt frwards and backwards in 1 s in the range 0-60 Cunt frwards and backwards in 10 s in the range 0-60 R ecgnise number symbls 0-60 Write number names 1-20 Ascending and descending rder 0-34 D escribe psitin f numbers: befre/after/ between (0-34) Cmpare numbers: mre/less etc S lve mney prblems: 0-20 Additin and subtractin with mney S lve wrd prblems invlving mney S lv and explain practical prblems invlving equal sharing and gruping 0-20 with and withut cncrete remainders B uilding up the whle ten when adding and subtracting 0-20 Additin and subtractin 0-20 R epeated additin 0-20 E stimate answers t additin and subtractin 0-20 M ental calculatins (+ and -) in the range 0-7 B reak dwn numbers 1-20 B uild up numbers 1-20 LO 1: AS 2.1; 2.2 LO 2: AS 2 LO 3: AS 1 LO 1: AS 3; 4; 7.2; 8; 9.1 LO 2: AS 2 LO 4: AS 5 LO 1: AS 2.1; 2.2; 3; 4; 5; 6; 7.1; 8; 9.1; 9.2 LO 2: AS 2; 3; 4 LO 5: AS 1; 2; 4; 5; 6 Cunt physical bjects 0-34 Cunt frwards and backwards in 1 s in the range Cunt frwards and backwards in 10 s in the range R ecgnise number symbls Write number names 1-34 Ascending and descending rder 0-34 D escribe psitin f numbers: befre/after/ between (0-34) Cmpare numbers: mre/less etc S lve mney prblems: 0-34 Additin and subtractin with mney S lve wrd prblems invlving mney S lve and explain practical prblems invlving equal sharing and gruping 0-34 with and withut cncrete remainders B uilding up the whle ten when adding and subtracting 0-34 Additin and subtractin 0-34 R epeated additin 0-34 E stimate answers t additin and subtractin 0-34 M ental calculatins (+ and -) in the range 0-10 B reak dwn numbers 1-34

5 TAR G E TS thers slutins t prblems (Integrate with all number wrk) E xtend given patterns using cncrete bjects Cpy and extend simple number sequences (0-20) Identify familiar gemetrical patterns in bjects and pictures R ecgnize, identify and name 2-D shapes D escribe, srt and cmpare 2-D shapes Observe and build freely with reusable waste material R ecgnise symmetry and nnsymmetry in self D escribe the psitin f ne 3-D bject in relatin t anther Fllw directins accrding t instructins D escribe different times f the day Identify birthday mnths n the calendar E stimate, measure, cmpare and rder the lengths f different bjects using bdy parts Cllect and srt bjects accrding t clur G ive reasns fr gruping and draw a picture f cllected bjects Cnstruct pictgraphs D escribe, explain and answer questins abut the gruping Cpy and cmplete number sequences in the range 0-40 D raw wn pattern D escribe familiar gemetrical patterns R ecgnize, name and identify 2D - shapes Cmpare 2-D shapes accrding t size Observe and build a mdel using re-usable waste material Identify symmetry in bjects r drawings D escribe the psitin f an bject in relatin t anther in a picture Place self in different psitins in relatin t an bject D escribe different times f the day Cmpare events accrding t the length f time U se vcabulary: yesterday/tday/tmrrw E stimate and measure the mass f different bjects Cmpare and rder bjects frm heaviest t lightest Cllect and srt bjects accrding t sizes G ive reasns fr gruping and draw a picture f cllected bjects Cnstruct pictgraphs Answer questins abut the gruping f the bjects (mst/least/etc) D uble numbers 1-10 H alve even numbers 1-20 Learners explain and check each thers slutins t prblems (Integrate with all number wrk) Cpy and cmplete number sequences in the range 0-60 Create and write wn number pattern Cpy and describe familiar gemetrical patterns R ecgnize, name and identify 3-D bjects in classrm D escribe, srt and cmpare 3-D bjects accrding t size Observe and build a mdel using re-usable waste material S ymmetry: D raw identical left/right images D escribe the psitin f an bject in relatin t anther in a picture Place an bject in different psitins in relatin t self D escribe different times f the day U se vcabulary: yesterday/tday/tmrrw E stimate and measure the capacity f different cntainers Cmpare and rder capacity f cntainers frm mst t least Cllect and srt bjects accrding t shapes G ive reasns fr gruping and draw a picture f cllected bjects Cnstruct pictgraphs D escribe, explain and answer questins abut the gruping B uild up numbers 1-34 D uble numbers 1-17 H alve even numbers 1-34 Learners explain and check each thers slutins t prblems (Integrate with all number wrk) Cpy and cmplete number sequences in the range Create and write wn number pattern R ecgnize, name and identify 3-D bjects in pictures D escribe, srt and cmpare 3-D bjects accrding t bjects that rll r bjects that slide Observe and build a mdel using re-usable waste material S ymmetry: D raw identical left/right images D escribe different times f the day U se vcabulary: yesterday/tday/tmrrw M easure and cmpare the length, mass and capacity f different bjects Arrange bjects frm lngest t shrtest, heaviest t lightest, mst t least Cllect and srt bjects accrding t bjects that can rll and bjects that can slide G ive reasns fr gruping and draw a picture f cllected bjects Cnstruct pictgraphs D escribe, explain and answer questins abut the gruping

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7 LO 1: N U M B E R S, O P E R A TIO N S & R E LA TIO N S H IP S AS 1: Cunts t at least 34 everyday bjects reliably. AS 2 : Cunts frwards and backwards in: 2.1 nes frm any number between 0 and 100; 2.2 tens frm any multiple f 10 between 0 and 100. AS 3: K nws and reads number symbls frm 1 t at least 100 and writes number names frm 1 t at least 34. AS 4: Orders, describes and cmpares whle numbers t at least 2-digit numbers. AS 5:S lves mney prblems invlving ttals and change in rands and cents. AS 6: S lves and explains slutins t practical prblems that invlve equal sharing and gruping with whle numbers t at least 34 and with slutins that include remainders. AS 7: Can perfrm calculatins, using apprpriate symbls, t slve prblems invlving: 7.1 additin and subtractin with whle numbers and slutins t at least repeated additin with whle numbers and with slutins t at least estimatin AS 8: Perfrms m ental calculatins invlving additin and subtractin fr numbers t at least 10. AS 9: U ses the fllwing techniques: 9.1 building up and breaking dwn numbers 9.2 dubling and halving 9.3 U sing cncrete apparatus (e.g. cunters) 9.4 U sing number-lines AS 10: E xplains wn slutins t prblems. AS 11: Checks the slutin given t prblems by peers. LO 2: P A TTE R N S, FU N CTIO N S & A LG E B R A AS 2: Cpies and extends simple number sequences t at least 100 AS 3: Creates wn patterns. AS 4: D escribes bserved patterns AS 5: Identifies, describes and cpies gemetric patterns in natural and cultural artifacts f different cultures and times. LO 3: S P A CE A N D S H A P E AS 1: R ecgnizes, identifies and names tw-dimensinal shapes and three-dimensinal bjects in the classrm and in pictures including:b xes (prisms) and balls (spheres);triangles and rectangles; Circles AS 2: D escribes, srts and cmpares physical tw-dimensinal shapes and three-dimensinal bjects accrding t: size; bjects that rll r slide; shapes that have straight r rund edges. AS 3: Observes and builds given three-dimensinal bjects using cncrete materials (e.g. building blcks and cnstructin sets). AS 4: R ecgnizes symmetry in self and wn envirnment (with fcus n left, right, frnt and back ). AS 5: D escribes ne three-dimensinal bject in relatin t anther (e.g. in frnt f r behind ). AS 6: Fllws directins (alne and/r as a member f a grup r team) t mve r place self within the classrm r threedimensinal bjects in relatin t each ther. LO 4: M E A S U R E M E N T AS 1: D escribes the time f day using vcabulary such as early, late mrning, afternn and night. AS 2: Cmpares events in terms f the length f time they take (lnger, shrter, faster, slwer). AS 3: S equences events using language such as yesterday, tday and tmrrw. AS 5: E stimates, measures, cmpares and rders three-dimensinal bjects using nn-standard measures: mass (e.g. bricks, sand bags); capacity (e.g. spns, cups);length (e.g. hand spans, ftsteps LO 5: D A TA H A N D LIN G AS 1: Cllects everyday bjects (alne and/r as a member f a grup r team) in the classrm and schl envirnment accrding t given criteria r categries. AS 2: S rts physical bjects accrding t ne attribute chsen fr a reasn (e.g.s rt crayns int clurs). AS 3: G ives reasns fr cllectins being gruped in particular ways. AS 4: D raws a picture as a recrd f cllected bjects. AS 5: Cnstructs pictgraphs where stickers r stamps represent individual elements in a cllectin f bjects. AS 6: D escribes wn cllectin f bjects, explains hw it was srted, and answers questins abut it.

8 G R A D E 1 LE S S O N P LA N TE R M 3 W E E K 1 LO 1 N U M B E R S, O P E R A TIO N S A N D R E LA TIO N S H IP S Learners cunt physical bjects using ne-t-ne crrespndence reliably in the number range 0-20 Learners cunt frwards and backwards in nes frm any given number in the number range Learners may use the abacus r cunters (cncrete apparatus) r the number line and the number grid (semi-cncrete) Learners cunt in nes frm any given number: Learners cunt frwards and backwards in tens frm any given number in the number range Learners may use the abacus r cunters (cncrete apparatus) r the number line and the number grid (semi-cncrete) Learners cunt in tens frm a whle ten The learners read the symbls n number cards, a number grid r a number line Learners write any number name in the number range ne t thirteen 8

9 nine Learners rder whle numbers frm 0-20 in an ascending and descending rder Learners may use a number grid r a number line. e.g. (11, 20, 14,19) (11,14,19,20) smallest t biggest (14, 17, 1, 20) (20,17,14,1) biggest t smallest Learners describe the psitin f numbers 0 20 using befre, after, between. e.g. Learners cmpare numbers 0 20 using mre than, less than, biggest, smallest. Learners may use a number grid r a number line. e.g.

10 Learners slve mney prblems in the range U sing R 1, R 2, R 5 and 10c, 5c. Learners calculate change. Learners slve and explain practical prblems invlving equal sharing and gruping with and withut remainders. 5 5 Learners perfrm additin and subtractin with whle numbers in the range 0-17 using +, - and =. Learners may use cunters r the abacus (cncrete apparatus), drawings and number lines (semi-cncrete apparatus). Learner s build up the whle ten when adding and subtracting in the range 0-20 e.g.

11 Learners use repeated additin t calculate slutins in the number range Learners may use cncrete apparatus r drawings. e.g Learners estimate the answers t additin and subtractin prblems in the range Learners cmpare the calculated answer with the estimated answer. Learners perfrm m ental calculatins with additin and subtractin with answers t at least 7.The teacher uses flash cards with number symbls t represent the number cmbinatins. Learners break dw n numbers in the range Learners use cunters (cncrete) and drawings (S emi-cncrete). Learners build up numbers in the range Learners use cunters (cncrete) and drawings (S emicncrete) = 1 7 and = 1 6

12 Learners duble numbers with answers in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). Learners halve numbers withut a remainder (even num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). e.g.

13 Learners halve numbers with a remainder (dd num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semicncrete). e.g. Learners use cncrete apparatus when cunting, building up, breaking dwn, dubling and halving numbers. LO 2 P A TTE R N S, FU N CTIO N S A N D A LG E B R A Learners cpy and extend simple number sequences in the range Learners may use the abacus (cncrete apparatus), r number lines and number grids (semicncrete apparatus). e.g. 21, 23,25,27, 29.. ; Learners create and write wn number patterns. Learners may use number lines r grids. e.g. 22, 32, 42 Learners describe a given/wn number pattern. Learners cpy and describe familiar gemetrical patterns bserved in bjects and pictures in and arund the classrm....

14 LO 3 S P A CE A N D S H A P E Learners recgnise, identify and name 3-D bjects in the classrm. bx ball Learners describe, srt and cmpare 3-D bjects accrding t size. e.g. Arrange the cylinders frm biggest t smallest. Learners bserve and build a mdel with any re-usable waste material. Learners may use tilet rlls, bxes and plastic cntainers f different sizes. Learners draw the identical left r right images f a simple picture. e.g. D raw the left side f the by. Learners describe the psitin f an bject in relatin t anther in a simple picture using left, right, underneath, abve, in frnt f, behind, inside, n tp.

15 Learners place an bject e.g. a ball in different psitins in relatin t themselves. LO 4 M E A S U R E M E N T Learners talk abut wn experiences using vcabulary yesterday, tday and tmrrw. Capacity-Learners estim ate and m easure the capacity f different cntainers. Learners use cups, spns & mugs e.g. Learners cmpare the capacity f cntainers and rder them frm mst t least r frm least t mst. LO 5 D A TA H A N D LIN G Learners cllect bjects frm the classrm r their envirnment accrding t different shapes. Cllect rectangular shaped bjects in the class. e.g. ru ler, bk, ru bber & p encil bx. Learners srt bjects frm the classrm r their envirnment. Learners give reasns fr gruping cllectins in a particular way. Learners draw a picture f their cllected bjects.

16 Learners cnstruct pictgraphs t shw crrespndence between cllected data and representatin. Learners may use stamps, stickers, r drawings t cnstruct the pictgraph. Learners describe, explain and answer questins abut the gruping. bk ruler rubber Pencil bx W rd sum s Learners explain slutins t prblems in the number range Learners check each ther s slutins t prblems in the number range 0 16 R esurces: Cunters, abacus, number grid (100 blck), flard cards, flash cards with number symbls and number names, capacity apparatus e.g. cups, jugs, spns, buckets etc. E xamples f 3D bjects like bxes and balls. R elevant wrksheets, psters etc. R eflectins: B arriers:

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18 G R A D E 1 LE S S O N P LA N TE R M 3 W E E K 2 LO 1 N U M B E R S, O P E R A TIO N S A N D R E LA TIO N S H IP S Learners cunt physical bjects using ne-t-ne crrespndence reliably in the number range 0-25 Learners cunt frwards and backwards in nes frm any given number in the number range Learners may use the abacus r cunters (cncrete apparatus ) r the number line and the number grid (semi-cncrete) e.g. 41, 42, 43, ; 50,49,48, Learners cunt in nes frm any given number: e.g. Cunt frm 22-45; Cunt frm 45 back t 10. Learners cunt frwards and backwards in tens frm any given number in the number range Learners may use the abacus r cunters (cncrete apparatus) r the number line and the number grid (semi-cncrete) Learners cunt in tens frm a whle ten. e.g. 1,11,21,31..; 41, 31, The learners read the symbls n number cards, a number grid r a number line Learners write any number name in the number range 1-16 e.g.15 fifteen Learners rder whle numbers 0-25 in an ascending and descending rder Learners may use a number grid r a number line. e.g. (10, 22, 15,18) (10,15,18,22) smallest t biggest (16, 19, 14, 25) (25,19,16,14) biggest t smallest

19 Learners describe the psitin f numbers 0 25 using befre, after, between. e.g. What cmes befre 24? What cmes after 22?; What cmes between 22 and 24? Learners cmpare numbers 0 25 using mre than, less than, biggest, smallest. Learners may use a number grid r a number line. e.g. What is ne mre than 24? What is 1 less than 20? Learners slve mney prblems in the range U sing R 1, R 2, R 5 and 10c, 5c. Learners calculate change. e.g. Practical grup wrk n mat, use play mney t buy sweets and calculate change. If Paul buys a sucker fr R 1 and a chclate fr R 5 hw much will he spend? If he buys a packet f chips fr R 3 and he pays with a R 5 cin, hw much change will he get. Learners slve and explain practical prblems invlving equal sharing and gruping with and withut remainders. e.g. I have 6 sweets, I share them between 2 children, hw many sweets will each child get? I have 7 biscuits, I share them between 3 children, hw many will each child get? Are there any left ver? Learners perfrm additin and subtractin with whle numbers in the range 0-17 using +, - and =. Learners may use cunters r the abacus (cncrete apparatus), drawings and number lines (semicncrete apparatus).

20 Learner s build up the whle ten when adding and subtracting in the range 0-20 e.g. Learners use repeated additin t calculate slutins in the number range Learners may use cncrete apparatus r drawings. Learners estimate the answers t additin and subtractin prblems in the range Learners cmpare the calculated answer with the estimated answer. Learners perfrm m ental calculatins with additin and subtractin with answers t at least 7.The teacher uses flash cards with number symbls t represent the number cmbinatins 8 4 = 8 1 = 8 3 = 8 5 = 8 2 = = 7+ 1 = = = = Learners break dw n numbers in the range Learners use cunters (cncrete) and drawings (S emi-cncrete) = 1 5 and = 1 8 Learners build up numbers in the range Learners use cunters (cncrete) and drawings (S emicncrete) Learners duble numbers with answers in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete).

21 Learners halve numbers withut a remainder (even num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). Learners halve numbers with a remainder (dd num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semicncrete). Learners use cncrete apparatus when cunting, building up, breaking dwn, dubling and halving numbers. Learners explain slutins t prblems in the number range Learners check each ther s slutins t prblems in the number range 0 18 LO 2 P A TTE R N S, FU N CTIO N S A N D A LG E B R A Learners cpy and extend simple number sequences in the range Learners may use the abacus (cncrete apparatus), r number lines and number grids (semi-cncrete apparatus) Learners create and write wn number patterns. Learners may use number lines r grids. Learners describe a given/wn number pattern Learners cpy and describe familiar gemetrical patterns bserved in bjects and pictures in and arund the classrm. e.g. OOO LO 3 S P A CE A N D S H A P E Learners recgnise, identify and name 3-D bjects in the classrm. Learners describe, srt and cmpare 3-D bjects accrding t size.

22 Learners bserve and build a mdel with any re-usable waste material. Learners may use tilet rlls, bxes and plastic cntainers f different sizes. Learners draw the identical left r right images f a simple picture. Learners describe the psitin f an bject in relatin t anther in a simple picture using left, right, underneath, abve, in frnt f, behind, inside, n tp. e.g. Where is the bk? Is the pencil in the by s left r right hand? What is next t the bk? Learners place an bject e.g. a ball in different psitins in relatin t themselves. Place the ball behind yu. Place the ball in frnt f yu. Place the ball n yur left.

23 LO 4 M E A S U R E M E N T Learners talk abut wn experiences using vcabulary yesterday, tday and tmrrw. e.g. What date is it tday? What date was it yesterday? (Calendar) Capacity-Learners estim ate and m easure the capacity f different cntainers. Learners use cups, spns & bttles/jugs. e.g. H w many spns / cups d I use t fill a 2 liter bucket r bttle. Learners cmpare the capacity f cntainers and rder them frm mst t least r frm least t mst. LO 5 D A TA H A N D LIN G Learners cllect bjects frm the classrm r their envirnment accrding t different shapes. Learners srt bjects frm the classrm r their envirnment. Learners give reasns fr gruping cllectins in a particular way Learners draw a picture f their cllected bjects. Learners cnstruct pictgraphs t shw crrespndence between cllected data (bxes and balls) and representatin. Learners may use stamps, stickers, r drawings t cnstruct the pictgraph. Learners describe, explain and answer questins abut the gruping. e.g. Identify ball shaped and bx shaped bjects in the class and draw them n a graph. A re there m re bxes r balls? W rd sum s If I have 4 sweets and my mm gives me 3 mre. H w many will I have? There are 8 biscuits in my lunch bx, I give 5 away. H w many will I have left?

24 Peter has 5 marbles and Paul has 4 mre than him. H w many marbles des Paul have? R esurces: Cunters, abacus, number grid(100 blck), flard cards, flash cards with number symbls and number names. R eflectins: B arriers:

25 WE E K 3

26 G R A D E 1 LE S S O N P LA N TE R M 3 W E E K 3 LO 1 N U M B E R S, O P E R A TIO N S A N D R E LA TIO N S H IP S Learners cunt physical bjects using ne-t-ne crrespndence reliably in the number range 0-25 e.g. chairs in class r desks in class FA T 1: O ral/p ractical in sm all grups - use a rubric Learners cunt frwards and backwards in nes frm any given number in the number range Learners may use the abacus r cunters (cncrete apparatus ) r the number line and the number grid (semi-cncrete) e.g. 41, 42, 43, 50,49,48, Learners cunt in nes frm any given number: e.g. Cunt frm 29-50; Cunt frm 50 back t 10. FA T 1: O ral/p ractical in sm all grups - use a rubric Learners cunt frwards and backwards in multiples f ten in the number range ; 20; 30; and 50; 40; 30; Learners may use the abacus r cunters (cncrete apparatus) r the number line and the number grid (semi-cncrete) IN S TR U CTION : Put yur finger n 3 and clur the blck. N w cunt n ten. Clur the blck where yur finger lands. Can yu see a pattern? Cntinue in this way. Can yu guess which number yu will land n? e.g. 3, 13, 23, 33..; and 43, 33,

27 The learners read the symbls n number cards, a number grid r a number line Learners write any number name in the number range 1-16 e.g.16 sixteen Learners rder whle numbers 0-25 in an ascending and descending rder Learners may use a number grid r a number line. e.g. (11, 20, 14,19) (11,14,19,20) smallest t biggest (14, 17, 1, 20) (20,17,14,1)biggest t smallest Learners describe the psitin f numbers 0 25 using befre, after, between. e.g.what cmes befre 25?; What cmes after 22?; What cmes between 23 and 25? Learners cmpare numbers 0 25 using mre than, less than, biggest, smallest. Learners may use a number grid r a number line. e.g. What is 3 mre than 23? 2 mre than 3 less than Learners slve mney prblems in the range U sing R 1, R 2, R 5, R 10 and 10c, 5c. e.g. R 2+ R 5=R 7 Or 10c+5c =15c Learners calculate change.

28 Learners slve and explain practical prblems invlving equal sharing and gruping with and withut remainders. Learners perfrm additin and subtractin with whle numbers in the range 0-18 using +, - and =. Learners may use cunters r the abacus (cncrete apparatus), drawings and number lines (semicncrete apparatus). Learner s build up the whle ten when adding and subtracting in the range 0-20 e.g. Learners use repeated additin t calculate slutins in the number range Learners may use cncrete apparatus r drawings. e.g. Learners estimate the answers t additin and subtractin prblems in the range Learners cmpare the calculated answer with the estimated answer.

29 Learners perfrm m ental calculatins with additin and subtractin with answers t at least 7.The teacher uses flash cards with number symbls t represent the number cmbinatins. 8+2= 10-3= 4+5= 9-4= 1+8= Learners break dw n numbers in the range Learners use cunters (cncrete) and drawings (S emi-cncrete). Learners build up numbers in the range Learners use cunters (cncrete) and drawings (S emicncrete). Learners duble numbers with answers in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). e.g. D uble 6 ****** 6 ****** 12 8 ******** 4**** 9********* 7******* Learners halve numbers withut a remainder (even num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). H alve 12************ 6 ****** 6 ****** 18****************** 14************** 10********** 16**************** Learners halve numbers with a remainder (dd num bers) in the number range Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semicncrete).

30 Learners use cncrete apparatus when cunting, building up, breaking dwn, dubling and halving numbers. Learners explain slutins t prblems in the number range Learners check each ther s slutins t prblems in the number range 0 18 LO 2 P A TTE R N S, FU N CTIO N S A N D A LG E B R A FA T 1: O ral/p ractical in sm all grups - use a rubric The teacher gives learners number strips with different number patterns in the number range Learners cpy and extend the number pattern. Learners may use the abacus (cncrete apparatus), r number lines and number grids (semicncrete apparatus). Learners create and write wn number patterns. Learners may use number lines r grids. Learners describe a given/wn number pattern e.g. cunting in 5 s Learners cpy and describe familiar gemetrical patterns bserved in bjects and pictures in and arund the classrm. e.g. LO 3 S P A CE A N D S H A P E

31 FA T 1: O ral/p ractical in sm all grups - use a rating scale The teacher shws different bxes and balls in the classrm. The learners recgnize and name the bjects. FA T 1: W ritten use a rating scale r rubric Learners srt bxes and balls and write the names underneath. Learners describe, srt and cmpare 3-D bjects accrding t size. Learners bserve and build a mdel with any re-usable waste material. Learners may use tilet rlls, bxes and plastic cntainers f different sizes. FA T 1: O ral/p ractical in sm all grups use a rubric Learners identify symmetry in pictures. FA T 1: W ritten use a rating scale r rubric Learners draw the identical left r right images f a simple picture. (S ymmetry) Learners describe the psitin f an bject in relatin t anther in a simple picture using left, right, underneath, abve, in frnt f, behind, inside, n tp. Learners place an bject e.g. a ball in different psitins in relatin t themselves. e.g. place the ball t the left r the right f yurself.

32 LO 4 M E A S U R E M E N T Learners talk abut wn experiences using vcabulary yesterday, tday and tmrrw. FA T 1: O ral/p ractical and W ritten in sm all grups use a rubric The teacher will have examples f different cntainers in class and learners must estim ate hw many cups f water they will need t fill a certain cntainer. Learners write dwn their estimatins. The learners m easure the capacity f the different cntainers t determine the number f cups f water that will fill the cntainer. They write dwn the actual answer. The learners cmpare their estimated answer with the actual answer. Learners estim ate and m easure the capacity f different cntainers. Learners use cups, spns & mugs e.g. H w many spns / cups d I use t fill a 2 liter bucket r bttle. Learners cmpare the capacity f cntainers and rder them frm mst t least r frm least t mst. LO 5 D A TA H A N D LIN G Learners cllect bjects frm the classrm r their envirnment accrding t different shapes. e.g. cllect bxes and balls. Learners srt bjects accrding t edges. eg. with straight edges and with rund edges. Learners give reasns fr gruping the bjects in a particular way FA T 1: W ritten use a rubric Learners cunt and draw a picture f their cllected bjects (bxes and balls) W rd sum s 1. Jhn has 7 crayns he lses 2, hw m any des he have left? 2. P eter and M ary have 10 crayns altgether, if M ary has 3, hw m any des peter have? 3. Jill has 9 sw eets if she shares them betw een herself and 2 friends, hw m any w ill each get? R esurces: Cunters, abacus, number grid(100 blck), flard cards, flash cards with number symbls and number names. R eflectins: B arriers: