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 10 88 Flard Cards Template 97
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 30880 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.
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. 0-34 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 0-100 Cunt frwards and backwards in 10 s in the range 0-100 R ecgnise number symbls 0-100 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. 0-34 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
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 0-100 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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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 34 7.2 repeated additin with whle numbers and with slutins t at least 34 7.3 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.
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 0 45. 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 0-50. 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. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 The learners read the symbls n number cards, a number grid r a number line 0-50. 31 32 33 34 35 36 37 38 39 40 Learners write any number name in the number range ne t thirteen 8
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.
Learners slve mney prblems in the range 0-10. 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.
Learners use repeated additin t calculate slutins in the number range 0-16. Learners may use cncrete apparatus r drawings. e.g Learners estimate the answers t additin and subtractin prblems in the range 0-16. 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 1-17. Learners use cunters (cncrete) and drawings (S emi-cncrete). Learners build up numbers in the range 1-17. Learners use cunters (cncrete) and drawings (S emicncrete). 1 0 + 7 = 1 7 and 1 0 + 6 = 1 6
Learners duble numbers with answers in the number range 1-16. 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 1 16. Learners may use cunters r the abacus (cncrete apparatus), r drawings, number lines (semi-cncrete). e.g.
Learners halve numbers with a remainder (dd num bers) in the number range 1 16. 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 0-50. 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....
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.
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.
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 0 16. 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:
WE E K 2
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 0 50. 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 0-50. 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, 21 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 The learners read the symbls n number cards, a number grid r a number line. 31 23 46 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
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? 21 22 23 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 0-15. 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).
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 0-18. Learners may use cncrete apparatus r drawings. Learners estimate the answers t additin and subtractin prblems in the range 0-18. 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 = 4 + 4 = 7+ 1 = 5 + 3 = 6 + 2 = 8 + 0 = Learners break dw n numbers in the range 1-18. Learners use cunters (cncrete) and drawings (S emi-cncrete). 17 6 11 1 0 + 5 = 1 5 and 1 0 + 8 = 1 8 Learners build up numbers in the range 1-18. Learners use cunters (cncrete) and drawings (S emicncrete). 18 14 3 1 11 9 13 4 6 10 0 2 Learners duble numbers with answers in the number range 1-16. 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 1 16. 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 1 16. 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 0 18. 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 0-60. Learners may use the abacus (cncrete apparatus), r number lines and number grids (semi-cncrete apparatus). 30 33 36 Learners create and write wn number patterns. Learners may use number lines r grids. Learners describe a given/wn number pattern. 1 3 5 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.
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.
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?
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:
WE E K 3
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 0 50. 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 0-50. 0; 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, 23 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
The learners read the symbls n number cards, a number grid r a number line. 46 47 48 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? 22 23 24 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 17 22 19 20 20 19 22 15 Learners slve mney prblems in the range 0-15. 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.
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 0-18. Learners may use cncrete apparatus r drawings. e.g. Learners estimate the answers t additin and subtractin prblems in the range 0-18. 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+2= 10-3= 4+5= 9-4= 1+8= Learners break dw n numbers in the range 1-18. Learners use cunters (cncrete) and drawings (S emi-cncrete). Learners build up numbers in the range 1-18. Learners use cunters (cncrete) and drawings (S emicncrete). Learners duble numbers with answers in the number range 1-18. 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 1 18. 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 1 18. 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 0 18. 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 0-60. 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. 10 15 20 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
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.
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: