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CAMI Education linked to CAPS: Mathematics
- 1 -
Grade R_Term 1Grade R_Term 1Grade R_Term 1Grade R_Term 1
1.1.1.1. Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships
TOPICTOPICTOPICTOPIC CONTENTCONTENTCONTENTCONTENT CAMI KEYSCAMI KEYSCAMI KEYSCAMI KEYS
CountingCountingCountingCounting
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
(Estimate and count (Estimate and count (Estimate and count (Estimate and count
objects to develop a objects to develop a objects to develop a objects to develop a
number concept)number concept)number concept)number concept)
Number range: 1 to 5
• One-to-one correspondence
Introduce the Helper’s Chart and the
sequence in which refreshments are served
• Count in ones
− Concrete apparatus
− Body parts
− Clapping hands
− Stamping feet
− Climbing steps
• Rote counting using number rhymes
and songs
Maths:Maths:Maths:Maths:
1.1.3.11.1.3.11.1.3.11.1.3.1
1111.1.3.3.1.3.3.1.3.3.1.3.3
1.1.3.51.1.3.51.1.3.51.1.3.5
1.1.3.71.1.3.71.1.3.71.1.3.7
1.21.21.21.2
Count forwards and Count forwards and Count forwards and Count forwards and
backwardsbackwardsbackwardsbackwards
Number range: 1
Incidental counting using number rhymes and
songs, counters, 3-D objects, counting with
body movements
Count in:
• ones
Perceptual:Perceptual:Perceptual:Perceptual:
7.3.1.17.3.1.17.3.1.17.3.1.1
1.31.31.31.3
Number symbols and Number symbols and Number symbols and Number symbols and
number namesnumber namesnumber namesnumber names
(Recognise and identify (Recognise and identify (Recognise and identify (Recognise and identify
number symbols and number symbols and number symbols and number symbols and
recognise number recognise number recognise number recognise number
names)names)names)names)
Number range:
• Number symbols: 1
• Number names: one
− Kinaesthetic (experience with body)
− Concrete with 3-D objects that involve the number 1.
− Semi-concrete with picture cards that
involve the number 1.
− Semi-concrete with dots cards that
involve the numbers 1
• Reinforce the knowledge gained that involves the number 1.
1.41.41.41.4
Describe, compare and Describe, compare and Describe, compare and Describe, compare and
order numbeorder numbeorder numbeorder numbersrsrsrs
(Identify and describe (Identify and describe (Identify and describe (Identify and describe
whole numbers)whole numbers)whole numbers)whole numbers)
Compares which of two Compares which of two Compares which of two Compares which of two
given collections of given collections of given collections of given collections of objects are:objects are:objects are:objects are:
a)a)a)a) Big and smallBig and smallBig and smallBig and small
b)b)b)b) Bigger and Bigger and Bigger and Bigger and
smallersmallersmallersmaller
c)c)c)c) Smallest and Smallest and Smallest and Smallest and
biggestbiggestbiggestbiggest
Use numbers in familiar contexts
• Learner should his/her age
• Completion of the daily attendance
register. Make use of a variety of ways to
take the daily attendance register e.g.
− Is the learner with the ice-cream
symbol/picture here today?
− Is the learner with the name Sipho
here today?
− Is the learner with the name Sipho
and surname Matlhola here today?
• Identify numbers in pictures and dot cards
• Play number card games
CAMI Education linked to CAPS: Mathematics
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Compares which of the Compares which of the Compares which of the Compares which of the
two given collections two given collections two given collections two given collections
are:are:are:are:
a)a)a)a) More thanMore thanMore thanMore than
b)b)b)b) Less thanLess thanLess thanLess than
c)c)c)c) Is equal to (the Is equal to (the Is equal to (the Is equal to (the same)same)same)same)
Number range: 1
Identify and describe whole numbers up to 1.
Compares which of two given collections of
objects are:
• Big and small
• Bigger and smaller
• Biggest and smallest (Introduce the
concept)
• Orders more than two given collections of objects form smallest to biggest and
biggest to smallest
• Many and fewer e.g. incidental clapping
Perceptual:Perceptual:Perceptual:Perceptual:
7.1.17.1.17.1.17.1.1
7.1.27.1.27.1.27.1.2
1.51.51.51.5
Ordinal numbersOrdinal numbersOrdinal numbersOrdinal numbers
Incidentally develops an awareness of ordinal
numbers e.g. first, second, third…last, next.
• Introduce during: Refreshment/ Snack Routine and Toilet Routine- 1st, 2nd, last,
next
1.61.61.61.6
Problem solving Problem solving Problem solving Problem solving
techniqtechniqtechniqtechniquesuesuesues
(Uses the following (Uses the following (Uses the following (Uses the following
techniques and techniques and techniques and techniques and
strategies)strategies)strategies)strategies)
Uses the following techniques
• Concrete apparatus e.g. counters
Class activityClass activityClass activityClass activity
2.2.2.2. Patterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and Algebra 2.12.12.12.1
Geometric patternsGeometric patternsGeometric patternsGeometric patterns
(Copy and extend (Copy and extend (Copy and extend (Copy and extend simple repeating simple repeating simple repeating simple repeating
patterns using physical patterns using physical patterns using physical patterns using physical
objects and objects and objects and objects and drawings)drawings)drawings)drawings)
(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating
patterns)patterns)patterns)patterns)
Identify patterns in cloths, objects and
environment
Copy and complete patterns Copy patterns using body percussion
Copy, complete and create own pattern
Maths:Maths:Maths:Maths:
4.1.1.14.1.1.14.1.1.14.1.1.1
PPPPerceptual:erceptual:erceptual:erceptual:
2.2.12.2.12.2.12.2.1
3.3.3.3. Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry) 3.13.13.13.1
Position, orientation Position, orientation Position, orientation Position, orientation
and viewsand viewsand viewsand views
Describes one 3Describes one 3Describes one 3Describes one 3----D D D D
object in relation to object in relation to object in relation to object in relation to another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front
and behind)and behind)and behind)and behind)
Follows directions Follows directions Follows directions Follows directions
(alone and/or as a (alone and/or as a (alone and/or as a (alone and/or as a
Spatial Relationships
The position of two or more objects in
relation to the learner
• In front of and behind
• On, on top, under and below
• In and out
• Up and down
• Next to and between
Outdoor play is important. The jungle gym
can be used to reinforce, for example:
Perceptual: Perceptual: Perceptual: Perceptual:
3.1.33.1.33.1.33.1.3
3.1.43.1.43.1.43.1.4
3.3.3.3.3.3.3.3.1111
CAMI Education linked to CAPS: Mathematics
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member of a group or member of a group or member of a group or member of a group or
team) to move/place team) to move/place team) to move/place team) to move/place
self within a specself within a specself within a specself within a specific ific ific ific
space (directionally)space (directionally)space (directionally)space (directionally)
• Maths concepts
• Creative art
• Physical development
• Directionally- forwards/backwards
• Games such as tracking the train
• Obstacle course-following a direction
• Physical education and music activities
3.23.23.23.2
3333----D objectsD objectsD objectsD objects Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and
names three names three names three names three
dimensional objects in dimensional objects in dimensional objects in dimensional objects in
the classroom:the classroom:the classroom:the classroom:
a)Ballsa)Ballsa)Ballsa)Balls
b)Boxesb)Boxesb)Boxesb)Boxes
• Balls: Introduce and explore balls
• Boxes: Introduce and explore boxes
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and
compares 3compares 3compares 3compares 3----D objects D objects D objects D objects and 2and 2and 2and 2----D shapeD shapeD shapeD shapes s s s
according to:according to:according to:according to:
a)a)a)a) Size (big/small)Size (big/small)Size (big/small)Size (big/small)
b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue,
yellow, green)yellow, green)yellow, green)yellow, green)
c)c)c)c) Shape (circle, Shape (circle, Shape (circle, Shape (circle,
triangle, square, triangle, square, triangle, square, triangle, square,
rectangle)rectangle)rectangle)rectangle)
d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide
Introduce Tidy-up Chart (sorting toys)
• Size: Sort 3-D objects according to size
• Colour: Sort 3-D objects and 2-D shapes according to Primary colours
• Shape: Sort 3-D objects and 2-D shapes
according to shapes
• Objects that roll
− Identify and explore objects that roll
− Reinforce objects that roll
• Objects that slide
− Identify and explore objects that slide
− Recognise and explore objects that
can slide and roll
Perceptual:Perceptual:Perceptual:Perceptual:
1.2.1.11.2.1.11.2.1.11.2.1.1
Builds 3Builds 3Builds 3Builds 3----D objects using D objects using D objects using D objects using
concrete materials (e.g. concrete materials (e.g. concrete materials (e.g. concrete materials (e.g.
building blocks)building blocks)building blocks)building blocks)
On-going
• Provide building blocks and construction
materials during free play inside on a
daily basis
• Explore with Building blocks
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and
names twonames twonames twonames two----dimensional dimensional dimensional dimensional shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom
and in pictures and in pictures and in pictures and in pictures
including:including:including:including:
a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols
b)b)b)b) Class nameClass nameClass nameClass name
How to build puzzlesHow to build puzzlesHow to build puzzlesHow to build puzzles
Minimum:Minimum:Minimum:Minimum:
a)a)a)a) (Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces) b)b)b)b) (Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)
c)c)c)c) (Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)
d)d)d)d) (Term 4: 24 pieces(Term 4: 24 pieces(Term 4: 24 pieces(Term 4: 24 pieces))))
• Allow each learner to choose own
symbol card the first day
• Display only the learner’s symbol/ photo the first 3 months of the year
• Introducing the class name e.g. by using a
picture- the “Teddy Bear” class
• Label on classroom door with teachers
name
• Label indicating Grade R class
Puzzles
• Introduce puzzles and give guidance on
how to build them
• Discuss the puzzle picture with special attention to details such as colour ,
Perceptual:Perceptual:Perceptual:Perceptual:
3.3.43.3.43.3.43.3.4
CAMI Education linked to CAPS: Mathematics
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people/animals, objects, position of
people/animals and objects
• Learners should be able to at least
complete a 6-piece puzzle at the end of
term 1.
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
FigureFigureFigureFigure----groundgroundgroundground
PerceptionPerceptionPerceptionPerception
Geometric shapesGeometric shapesGeometric shapesGeometric shapes
a)a)a)a) CircleCircleCircleCircle
b)b)b)b) TriangleTriangleTriangleTriangle
c)c)c)c) SquareSquareSquareSquare
d)d)d)d) RectangleRectangleRectangleRectangle e)e)e)e) Conservation of Conservation of Conservation of Conservation of
shapes (Form shapes (Form shapes (Form shapes (Form
constancy)constancy)constancy)constancy)
• Introduce figure-ground perception
(Identify objects-“I spy with my little
eye”)
• Introduce a circle
• Introduce a triangle
• Introduce a square
Perceptual:Perceptual:Perceptual:Perceptual:
2.1.12.1.12.1.12.1.1
3.43.43.43.4
SymmetrySymmetrySymmetrySymmetry
(Recognises line of (Recognises line of (Recognises line of (Recognises line of
symmetry in self, and symmetry in self, and symmetry in self, and symmetry in self, and
own environment)own environment)own environment)own environment)
• Identify body parts (Under counting)
• Head, eyes, nose, mouth, chin, neck,
shoulders, arm, hand, fingers, chest, leg,
knee, foot, toes
• One’s body has 2 sides
• Reinforce the awareness that one’s body
has two sides e.g. ”the one side” and “the
other side” leading to “left and right”
• Crossing the midline incorporated with
counting
Above to be done during physical development
• Using Rhymes and Songs
• during Creative Art
Perceptual:Perceptual:Perceptual:Perceptual:
8.1.1.18.1.1.18.1.1.18.1.1.1
8.1.1.28.1.1.28.1.1.28.1.1.2
8.1.1.38.1.1.38.1.1.38.1.1.3
8.1.48.1.48.1.48.1.4
4.14.14.14.1
Time:Time:Time:Time:
Describes the time of the Describes the time of the Describes the time of the Describes the time of the
day in terms of day or day in terms of day or day in terms of day or day in terms of day or
night.night.night.night.
Sequence recurring Sequence recurring Sequence recurring Sequence recurring
events in own daily lievents in own daily lievents in own daily lievents in own daily life.fe.fe.fe.
a)a)a)a) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme
b)b)b)b) Weather ChartWeather ChartWeather ChartWeather Chart
− Introduce both the concepts “day and
night” and “light/dark”
− Morning, afternoon, tonight- (incidental learning during daily
programme and weather chart)
− Introduce the Daily programme
− Learners experience the sequencing of
events during a day.
− Pictures are displayed from left to right developing reading direction
− The leader of the day moves a
movable arrow as the activities on the
daily programme progress
− Introduce the Weather Chart (daily)
− The teacher guides learners to determine the name of the day, date
and month with song and rhyme,
CAMI Education linked to CAPS: Mathematics
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flash cards and displays labels and
symbols on a calendar representing a
week
− Develop an awareness of the time
concept
− Indicate birthday’s, outing, special
days, holidays during the week
Sequencing months of the year
through a song
4.14.14.14.1
Time:Time:Time:Time:
Sequence recurring Sequence recurring Sequence recurring Sequence recurring
events in own daily lifeevents in own daily lifeevents in own daily lifeevents in own daily life
c)c)c)c) Days of the Days of the Days of the Days of the weekweekweekweek
d)d)d)d) Seasons ChartSeasons ChartSeasons ChartSeasons Chart
Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday
ChartChartChartChart
• Days of the Week
− Teacher teaches learners a song or a
rhyme about the days of the week. Repeat every day as weather chart is
discussed.
− Sequencing days of the week using a
song
• Seasons chart
− Introduce the chart showing the four seasons indicating
o Summer
o Autumn
o Winter
o Spring
• Introduce the Birthday Chart
• Learners should know their age
• Develop an awareness of reading
direction
• Learners should know their own birth
date (day and month)
4.24.24.24.2
LengthLengthLengthLength
Concretely compare and Concretely compare and Concretely compare and Concretely compare and
order objects using order objects using order objects using order objects using appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary
to describe lengthto describe lengthto describe lengthto describe length
• Introduce Height Introduce Height Introduce Height Introduce Height
ChartChartChartChart
− Measure with hands Measure with hands Measure with hands Measure with hands
(Visual and (Visual and (Visual and (Visual and
incidental)incidental)incidental)incidental)
− Measure withMeasure withMeasure withMeasure with
footprints (Visual footprints (Visual footprints (Visual footprints (Visual
and incidental)and incidental)and incidental)and incidental)
− Measure with tape Measure with tape Measure with tape Measure with tape
measure (Visual en measure (Visual en measure (Visual en measure (Visual en
incidental)incidental)incidental)incidental)
− Long, shortLong, shortLong, shortLong, short
− Longer, shorterLonger, shorterLonger, shorterLonger, shorter
− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest
Length
• Long and short, tall, taller and tallest
(visual)
• Introduce the concept of length
• Height chart with hands/feet
9.1.1.19.1.1.19.1.1.19.1.1.1
CAMI Education linked to CAPS: Mathematics
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(visual)(visual)(visual)(visual)
− estimateestimateestimateestimate
5.15.15.15.1
Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects
Collects physical objects Collects physical objects Collects physical objects Collects physical objects
of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone and /or as a member of and /or as a member of and /or as a member of and /or as a member of
a group or a team) e.g. a group or a team) e.g. a group or a team) e.g. a group or a team) e.g.
ten leaves, ten shapesten leaves, ten shapesten leaves, ten shapesten leaves, ten shapes
Sort physical objects Sort physical objects Sort physical objects Sort physical objects
according to oaccording to oaccording to oaccording to one ne ne ne
attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of
leavesleavesleavesleaves
• Introduce the concept of data handling
by collecting data of how many boys and
how many girls are in the class
• Sort the data by letting learners stand in a
boys and girls row.
5.25.25.25.2
Represent sorted Represent sorted Represent sorted Represent sorted
collections of objectscollections of objectscollections of objectscollections of objects (Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display
data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as
a record of collected a record of collected a record of collected a record of collected
objects)objects)objects)objects)
• Make a graph representing the data using
blocks or shapes
5.35.35.35.3
Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on
sorted collections of sorted collections of sorted collections of sorted collections of
objectsobjectsobjectsobjects
Read and interpret Read and interpret Read and interpret Read and interpret graphsgraphsgraphsgraphs
Answer questions based Answer questions based Answer questions based Answer questions based
on own pion own pion own pion own picture or own cture or own cture or own cture or own
sorted objectssorted objectssorted objectssorted objects
(e.g. “How many big (e.g. “How many big (e.g. “How many big (e.g. “How many big
leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?”
Which are the most, the Which are the most, the Which are the most, the Which are the most, the
big leaves or the small big leaves or the small big leaves or the small big leaves or the small
leaves?”)leaves?”)leaves?”)leaves?”)
• Read and interpret data by using play
dough to make a representation of the
number of boys and girls in the class.
Grade R_TerGrade R_TerGrade R_TerGrade R_Term 2m 2m 2m 2
Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
(Estimate and count (Estimate and count (Estimate and count (Estimate and count
objects to develop a objects to develop a objects to develop a objects to develop a
number concept)number concept)number concept)number concept)
Number range: 1 to 7
• One-to-one correspondence
Introduce the Helper’s Chart on a daily basis
• Count in ones
− Concrete apparatus
− Body parts
− Clapping hands
− Stamping feet
− Climbing steps
• Rote counting using number rhymes and
songs
• Clap many times/ fewer times
Maths:Maths:Maths:Maths:
1.1.1.11.1.1.11.1.1.11.1.1.1
1.1.1.21.1.1.21.1.1.21.1.1.2
1.1.5.11.1.5.11.1.5.11.1.5.1
1.1.5.21.1.5.21.1.5.21.1.5.2
CAMI Education linked to CAPS: Mathematics
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1.21.21.21.2
Count forwards and Count forwards and Count forwards and Count forwards and
backwardsbackwardsbackwardsbackwards
Number range: 1 to 4
Incidental counting using number rhymes and
songs, counters, 3-D objects, counting with
body movements
Count in:
• ones
Perceptual:Perceptual:Perceptual:Perceptual:
7.7.7.7.3.1.13.1.13.1.13.1.1
1.31.31.31.3
Number symbols and Number symbols and Number symbols and Number symbols and
number namesnumber namesnumber namesnumber names
(Recognise and identify (Recognise and identify (Recognise and identify (Recognise and identify
number symbols and number symbols and number symbols and number symbols and
recognise number recognise number recognise number recognise number
names)names)names)names)
Number range:
• Number symbols: 2 to 4
• Number names: two, three, four.
− Kinaesthetic (experience with body)
− Concrete with 3-D objects that involve the number 2, 3 and 4.
− Semi-concrete with picture cards that
involve the number 2, 3 and 4.
− Semi-concrete with dots cards that
involve the numbers 2, 3 and 4.
• Reinforce the knowledge gained that involves the number 1 to 4.
Maths:Maths:Maths:Maths:
1.1.4.11.1.4.11.1.4.11.1.4.1
1.1.5.41.1.5.41.1.5.41.1.5.4
1.41.41.41.4
Describe, compare and Describe, compare and Describe, compare and Describe, compare and
order numbersorder numbersorder numbersorder numbers
(Use numbers in (Use numbers in (Use numbers in (Use numbers in
familiar contexts)familiar contexts)familiar contexts)familiar contexts)
Use numbers in familiar contexts
• Learner should know his/her house
number and address
• Reinforce the use of numbers through
completion of the daily attendance
register as in first term
− Is the learner that lives in house
number 123 here today?
− Is the learner living in 123 Wendy
Street here today?
− Is the learner with the with the
telephone/cell number 082 1234567 here today?
• Identify numbers in pictures and dot cards
• Play number card games
• Identify numbers in adverts/flyers, old
birthday cards etc.
Perceptual: Perceptual: Perceptual: Perceptual:
7.2.17.2.17.2.17.2.1
Describe, compare and Describe, compare and Describe, compare and Describe, compare and order numbersorder numbersorder numbersorder numbers
(identify and describe (identify and describe (identify and describe (identify and describe
whole numbers)whole numbers)whole numbers)whole numbers)
Compares which oCompares which oCompares which oCompares which of two f two f two f two
given collections of given collections of given collections of given collections of
objects are:objects are:objects are:objects are:
d)d)d)d) Big and smallBig and smallBig and smallBig and small
e)e)e)e) Bigger and Bigger and Bigger and Bigger and
smallersmallersmallersmaller f)f)f)f) Smallest and Smallest and Smallest and Smallest and
biggestbiggestbiggestbiggest
Number range: 1 to 5
• Identify and describes whole numbers 2,
3, and 4
• Reinforce numbers 1 to 4
• More than, less than, equal to
• Many and fewer e.g. incidental clapping
Perceptual:Perceptual:Perceptual:Perceptual: 7.1.37.1.37.1.37.1.3
CAMI Education linked to CAPS: Mathematics
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Compares which of the Compares which of the Compares which of the Compares which of the
two given collections two given collections two given collections two given collections
are:are:are:are:
d)d)d)d) More thanMore thanMore thanMore than
e)e)e)e) Less thanLess thanLess thanLess than
Is equal to (the same)Is equal to (the same)Is equal to (the same)Is equal to (the same)
1.51.51.51.5
Ordinal numbersOrdinal numbersOrdinal numbersOrdinal numbers
Incidentally develops an awareness of ordinal
numbers e.g. first, second, third, fourth…last,
next.
• Reinforce ordinal numbers incidentally
through the daily toilet routine
• Apply during Life Skills Physical
development activities as well
• Also during creative art activities (where
appropriate)
Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques: 1.61.61.61.6
PrPrPrProblem solving oblem solving oblem solving oblem solving
techniquestechniquestechniquestechniques
(Uses the following (Uses the following (Uses the following (Uses the following
techniques and techniques and techniques and techniques and
strategies)strategies)strategies)strategies)
Uses the following techniques
• Concrete apparatus e.g. counters
1.71.71.71.7
Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Orally solve word Orally solve word Orally solve word Orally solve word
problems (story sums) problems (story sums) problems (story sums) problems (story sums)
and explains own and explains own and explains own and explains own
solution to problems solution to problems solution to problems solution to problems
solving:solving:solving:solving:
a)a)a)a) AdAdAdAddition and dition and dition and dition and
subtraction with subtraction with subtraction with subtraction with answers up to 10answers up to 10answers up to 10answers up to 10
1.91.91.91.9
Grouping and Grouping and Grouping and Grouping and
sharing leading to sharing leading to sharing leading to sharing leading to
divisiondivisiondivisiondivision
(equal sharing and (equal sharing and (equal sharing and (equal sharing and
grouping with grouping with grouping with grouping with
whole numbers up whole numbers up whole numbers up whole numbers up to 10 with answers to 10 with answers to 10 with answers to 10 with answers
that include that include that include that include
rrrremainders)emainders)emainders)emainders)
• Use counters and orally solve problems
that involve the numbers 2, 3 and 4
• Reinforce the solving of problems that
involve numbers 1 to 4.
Maths:Maths:Maths:Maths:
1.2.1.101.2.1.101.2.1.101.2.1.10
1.111.111.111.11
MoneyMoneyMoneyMoney
Money
• Develop an awareness of South African
CAMI Education linked to CAPS: Mathematics
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coins
20c, 50c, R1, R2, R5
• Identify colour and which animal appears
on each coin
• Identify similarities and differences between coins e.g. Sort play money
according to colour and size.
• Provide play money in the home corner
Calculate using:Calculate using:Calculate using:Calculate using: 1.131.131.131.13
Addition and Addition and Addition and Addition and
subtraction (solves subtraction (solves subtraction (solves subtraction (solves
orally stated addition orally stated addition orally stated addition orally stated addition and subtraction and subtraction and subtraction and subtraction
problems wproblems wproblems wproblems with solutions ith solutions ith solutions ith solutions
up to 10)up to 10)up to 10)up to 10)
Orally solves addition and subtraction
problems with answers up to 4.
Perceptual:Perceptual:Perceptual:Perceptual:
7.3.1.17.3.1.17.3.1.17.3.1.1
1.3.1.11.3.1.11.3.1.11.3.1.1
1.3.1.21.3.1.21.3.1.21.3.1.2
2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra
2.12.12.12.1
Geometric patternsGeometric patternsGeometric patternsGeometric patterns
(Copy and extend (Copy and extend (Copy and extend (Copy and extend
simple repeating simple repeating simple repeating simple repeating
patterns using physical patterns using physical patterns using physical patterns using physical
objectsobjectsobjectsobjects and drawings) and drawings) and drawings) and drawings)
(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating
patterns)patterns)patterns)patterns)
• Copy, extend and create own patterns
• Copy a given pattern using coins
Perceptual:Perceptual:Perceptual:Perceptual:
1.2.2.11.2.2.11.2.2.11.2.2.1
1.2.3.11.2.3.11.2.3.11.2.3.1
5.2.1.15.2.1.15.2.1.15.2.1.1
3.3.3.3. Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry)Space and Shape (Geometry) 3.13.13.13.1
Position, orientation Position, orientation Position, orientation Position, orientation
and viewsand viewsand viewsand views
Describes one 3Describes one 3Describes one 3Describes one 3----D D D D
object in relatioobject in relatioobject in relatioobject in relation to n to n to n to
another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front
and behind)and behind)and behind)and behind)
Spatial Relationships The position of two or more objects in
relation to the learner
Perceptual:Perceptual:Perceptual:Perceptual: 3.1.53.1.53.1.53.1.5
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and compares 3compares 3compares 3compares 3----D objects D objects D objects D objects
and 2and 2and 2and 2----D shapes D shapes D shapes D shapes
according to:according to:according to:according to:
a)a)a)a) Size (big/small)Size (big/small)Size (big/small)Size (big/small)
b)b)b)b) ColourColourColourColour (red, blue, (red, blue, (red, blue, (red, blue,
yellow, green)yellow, green)yellow, green)yellow, green)
c)c)c)c) Shape (circle, Shape (circle, Shape (circle, Shape (circle,
triangle, square, triangle, square, triangle, square, triangle, square,
rectangle)rectangle)rectangle)rectangle) d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll
e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide
Introduce Tidy-up Chart (sorting toys)
• Size: Sort 3-D objects according to size
• Colour: Sort 3-D objects and 2-D shapes according to Primary colours
• Shape: Sort 3-D objects and 2-D shapes
according to shapes
• Objects that roll
− Identify and explore objects that roll
− Reinforce objects that roll
• Objects that slide
− Identify and explore objects that slide
− Recognise and explore objects that can slide and roll
Perceptual:Perceptual:Perceptual:Perceptual:
1.1.1.11.1.1.11.1.1.11.1.1.1
1.2.1.11.2.1.11.2.1.11.2.1.1
CAMI Education linked to CAPS: Mathematics
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Builds 3Builds 3Builds 3Builds 3----D objects using D objects using D objects using D objects using
concrete materials (e.g. concrete materials (e.g. concrete materials (e.g. concrete materials (e.g.
building blocks)building blocks)building blocks)building blocks)
On-going
• Provide building blocks and construction
materials during free play inside on a
daily basis
• Explore with Building blocks
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
RecognRecognRecognRecognise, identifies and ise, identifies and ise, identifies and ise, identifies and
names twonames twonames twonames two----dimensional dimensional dimensional dimensional
shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom
and in pictures and in pictures and in pictures and in pictures
including:including:including:including: a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols
b)b)b)b) Class nameClass nameClass nameClass name
How to build puzzlesHow to build puzzlesHow to build puzzlesHow to build puzzles
Minimum:Minimum:Minimum:Minimum:
a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)
b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)
c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces) d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)
Display the learner’s symbol/photo and
learner’s name the next 3 months.
On-going
Puzzles (On-going)
• Provide a variety of puzzles during free
play inside on a daily basis
• Learners should be able to at least
complete a 12 piece puzzle at the end of term 2.
• Make and complete own 4-piece puzzle
Perceptual:Perceptual:Perceptual:Perceptual:
3.3.43.3.43.3.43.3.4
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
FigureFigureFigureFigure----groundgroundgroundground
PerceptionPerceptionPerceptionPerception
Geometric shapesGeometric shapesGeometric shapesGeometric shapes
a)a)a)a) CircleCircleCircleCircle b)b)b)b) TriangleTriangleTriangleTriangle
c)c)c)c) SquareSquareSquareSquare
d)d)d)d) RectangleRectangleRectangleRectangle
e)e)e)e) Conservation of Conservation of Conservation of Conservation of
shapes (Form shapes (Form shapes (Form shapes (Form
constancyconstancyconstancyconstancy
• Crossing the midline-performing actions
• Apply crossing of the midline during Life
Skills (Physical Development)
• Rhymes and Songs
• Creative Art activities
4.4.4.4. MeasurementMeasurementMeasurementMeasurement
4.14.14.14.1
Time:Time:Time:Time:
Describes the time of the Describes the time of the Describes the time of the Describes the time of the
day in terms of day or day in terms of day or day in terms of day or day in terms of day or night.night.night.night.
Sequence recurring Sequence recurring Sequence recurring Sequence recurring
events in own daily life.events in own daily life.events in own daily life.events in own daily life.
a)a)a)a) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme
b)b)b)b) Weather ChartWeather ChartWeather ChartWeather Chart
Sequence recSequence recSequence recSequence recurring urring urring urring
• Daily Programme (on-going)
− Reinforce the sequencing of recurring events in one day through the Daily
programme
• Introduce the Weather Chart (daily)
− The teacher guides learners to
determine the name of the day, date
and month with song and rhyme,
flash cards and displays labels and symbols on a calendar representing a
week
• Days of the Week (on-going)
CAMI Education linked to CAPS: Mathematics
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events in own daily lifeevents in own daily lifeevents in own daily lifeevents in own daily life
a)a)a)a) Days of the weekDays of the weekDays of the weekDays of the week
b)b)b)b) Seasons ChartSeasons ChartSeasons ChartSeasons Chart
Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday
ChartChartChartChart
− Teacher teaches learners a song or a
rhyme about days of the week.
Repeat every day as weather chart is
discussed.
• Seasons chart
− The arrow indication the present
season is moved as the seasons
change
− The first day after the school holiday
the teacher should ask learners what
they did during holidays
− Develop an awareness of what the
learner does from the time he/she
wakes up until going to school
− Develops an awareness of what
happens between suppertime and
bedtime
• Continuous whenever a learner has s
birthday
• On-going
4.24.24.24.2
LengthLengthLengthLength
Concretely compare and Concretely compare and Concretely compare and Concretely compare and
order objects using order objects using order objects using order objects using
appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary to describe lengthto describe lengthto describe lengthto describe length
• Introduce Height Introduce Height Introduce Height Introduce Height
ChartChartChartChart
− Measure with hands Measure with hands Measure with hands Measure with hands
(Visual and (Visual and (Visual and (Visual and
incidental)incidental)incidental)incidental)
− Measure with Measure with Measure with Measure with
footprints (Visual footprints (Visual footprints (Visual footprints (Visual
and incidental)and incidental)and incidental)and incidental)
− Measure with tape Measure with tape Measure with tape Measure with tape
measure (Visual en measure (Visual en measure (Visual en measure (Visual en
incidental)incidental)incidental)incidental)
− Long, shortLong, shortLong, shortLong, short
− Longer, shorterLonger, shorterLonger, shorterLonger, shorter
− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest
((((visual)visual)visual)visual)
− EstimateEstimateEstimateEstimate
Length
• Longest and shortest, longer and shorter
(explore length)
• Reinforce
• The concept of length
• Learners discover whether they have
grown since the last term
(Learners can compare their heights against something in the class, e.g. cupboard)
5.15.15.15.1 Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects
Collects physical objects Collects physical objects Collects physical objects Collects physical objects
of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone
and /or as a member of and /or as a member of and /or as a member of and /or as a member of
• Collects objects (twigs of different sizes)
• Sort the collected objects (twigs of
different sizes)
CAMI Education linked to CAPS: Mathematics
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a group or a team) e.g. a group or a team) e.g. a group or a team) e.g. a group or a team) e.g.
ten leaves, ten shapesten leaves, ten shapesten leaves, ten shapesten leaves, ten shapes
Sort physical objects Sort physical objects Sort physical objects Sort physical objects
according to one according to one according to one according to one
attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of
leavesleavesleavesleaves
5.25.25.25.2 Represent sorted Represent sorted Represent sorted Represent sorted
collections of objectscollections of objectscollections of objectscollections of objects
(Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display
data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as
a record of collected a record of collected a record of collected a record of collected
objects)objects)objects)objects)
• Draw a graph of collected objects (twigs of different sizes)
5.35.35.35.3
Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on
sorted collections of sorted collections of sorted collections of sorted collections of objectsobjectsobjectsobjects
Read and interpret Read and interpret Read and interpret Read and interpret
graphsgraphsgraphsgraphs
Answer questions based Answer questions based Answer questions based Answer questions based
on own picture or own on own picture or own on own picture or own on own picture or own
sorted objectssorted objectssorted objectssorted objects
(e.g. “How many big (e.g. “How many big (e.g. “How many big (e.g. “How many big
leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?”
Which are the most, the Which are the most, the Which are the most, the Which are the most, the big leaves or the small big leaves or the small big leaves or the small big leaves or the small
leaves?”)leaves?”)leaves?”)leaves?”)
• Read and interpret graphs using questions
Grade R_Term 3Grade R_Term 3Grade R_Term 3Grade R_Term 3
1. Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships
1.11.11.11.1
Count objectsCount objectsCount objectsCount objects
(Estimate and count (Estimate and count (Estimate and count (Estimate and count objects to develop a objects to develop a objects to develop a objects to develop a
number concept)number concept)number concept)number concept)
Number range: 1 to 10
• One-to-one correspondence Introduce the Helper’s Chart on a daily basis
• Count in ones
− Concrete apparatus
− Body parts
− Clapping hands
− Stamping feet
− Climbing steps
• Rote counting using number rhymes and
songs
• Clap many times/ fewer times : which number of claps are more/less, most/least
Maths:Maths:Maths:Maths:
1.1.1.31.1.1.31.1.1.31.1.1.3
1.1.1.41.1.1.41.1.1.41.1.1.4 1.1.3.101.1.3.101.1.3.101.1.3.10
1.1.3.21.1.3.21.1.3.21.1.3.2
1.1.3.41.1.3.41.1.3.41.1.3.4
1.1.3.61.1.3.61.1.3.61.1.3.6
1.1.3.81.1.3.81.1.3.81.1.3.8
1.2.1.11.2.1.11.2.1.11.2.1.1
1.2.1.21.2.1.21.2.1.21.2.1.2
1.21.21.21.2
Count forwards and Count forwards and Count forwards and Count forwards and
backwardsbackwardsbackwardsbackwards
Number range: 1 to 7
Incidental counting using number rhymes and
songs, counters, 3-D objects, counting with
body movements and number ladder
Count in:
• ones
Perceptual:Perceptual:Perceptual:Perceptual:
7.2.17.2.17.2.17.2.1
CAMI Education linked to CAPS: Mathematics
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1.31.31.31.3
Number symbols and Number symbols and Number symbols and Number symbols and
number namesnumber namesnumber namesnumber names
(Recognise and identify (Recognise and identify (Recognise and identify (Recognise and identify
number symbols and number symbols and number symbols and number symbols and
recognise number recognise number recognise number recognise number names)names)names)names)
Number range:
• Number symbols: 5 to 7
• Number names: five, six, seven.
− Kinaesthetic (experience with body)
− Concrete with 3-D objects that
involve the number 5, 6 and 7.
Semi-concrete with picture cards that involve
the number 5, 6 and 7.
− Semi-concrete with dots cards that
involve the numbers 5, 6 and 7.
• Reinforce the knowledge gained that
involves the number 1 to 7.
Maths:Maths:Maths:Maths:
1.1.4.21.1.4.21.1.4.21.1.4.2
1.1.4.41.1.4.41.1.4.41.1.4.4
1.1.4.61.1.4.61.1.4.61.1.4.6
1.1.5.51.1.5.51.1.5.51.1.5.5
1.41.41.41.4
Describe, compare and Describe, compare and Describe, compare and Describe, compare and
order numbersorder numbersorder numbersorder numbers
(Use numbers in (Use numbers in (Use numbers in (Use numbers in
familiar contexts)familiar contexts)familiar contexts)familiar contexts) Describe, compare and Describe, compare and Describe, compare and Describe, compare and
order numbersorder numbersorder numbersorder numbers
(identify and describe (identify and describe (identify and describe (identify and describe
whole numbers)whole numbers)whole numbers)whole numbers)
Compares which of two Compares which of two Compares which of two Compares which of two
given collections of given collections of given collections of given collections of
objects are:objects are:objects are:objects are:
a)a)a)a) Big and smallBig and smallBig and smallBig and small b)b)b)b) BBBBigger and igger and igger and igger and
smallersmallersmallersmaller
c)c)c)c) Smallest and Smallest and Smallest and Smallest and
biggestbiggestbiggestbiggest
Compares which of the Compares which of the Compares which of the Compares which of the
two given collections two given collections two given collections two given collections
are:are:are:are:
a)a)a)a) More thanMore thanMore thanMore than
b)b)b)b) Less thanLess thanLess thanLess than c)c)c)c) Is equal to Is equal to Is equal to Is equal to
(the same)(the same)(the same)(the same)
Use numbers in familiar contexts
• Learner should know his/her home
telephone number/ or cell number
(contact number of parent)
• Reinforce the use of numbers through completion of the daily attendance
register as in first term e.g. is the learner
celebrating his/her birthday on the 16 of
March here today? Etc.
• Identify numbers in pictures and dot cards
• Play number card games
• Identify numbers in adverts/flyers, old
birthday cards etc.
Number range: 1 to 7
• Identify and describes whole numbers 5,
6, and 7
• Reinforce numbers 1 to 7
• More than, less than, equal to
• Many and fewer e.g. incidental clapping.
Ask which was most/least.
PerPerPerPerceptual:ceptual:ceptual:ceptual:
7.1.47.1.47.1.47.1.4
1.51.51.51.5
Ordinal numbersOrdinal numbersOrdinal numbersOrdinal numbers
Incidentally develops an awareness of ordinal
numbers e.g. first, second, third, fourth,
fifth…last, next.
• Reinforce ordinal numbers incidentally
through the daily toilet routine
• Apply during Life Skills Physical
development activities as well
Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:
CAMI Education linked to CAPS: Mathematics
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1.61.61.61.6
Problem solving Problem solving Problem solving Problem solving
techniquestechniquestechniquestechniques
(Uses the following (Uses the following (Uses the following (Uses the following
techniques and techniques and techniques and techniques and
strategies)strategies)strategies)strategies)
Uses the following techniques
• Concrete apparatus e.g. counters
• Physical number ladder
1.71.71.71.7
Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Orally solve word Orally solve word Orally solve word Orally solve word
problems (story sums) problems (story sums) problems (story sums) problems (story sums)
and explains own and explains own and explains own and explains own solution to problems solution to problems solution to problems solution to problems
solving:solving:solving:solving:
b)b)b)b) Addition and Addition and Addition and Addition and
subtraction with subtraction with subtraction with subtraction with
answers up to 10answers up to 10answers up to 10answers up to 10
1.91.91.91.9
Grouping and Grouping and Grouping and Grouping and
sharing leading to sharing leading to sharing leading to sharing leading to divisiondivisiondivisiondivision
(equal sharing and (equal sharing and (equal sharing and (equal sharing and
grouping with grouping with grouping with grouping with
whole numwhole numwhole numwhole numbers up bers up bers up bers up
to 10 with answers to 10 with answers to 10 with answers to 10 with answers
that include that include that include that include
emainders)emainders)emainders)emainders)
• Use counters and orally solve problems
that involve the numbers 5, 6 and 7
Reinforce the solving of problems that
involve numbers 1 to 7.
Maths:Maths:Maths:Maths:
1.2.1.61.2.1.61.2.1.61.2.1.6
1.2.1.81.2.1.81.2.1.81.2.1.8
1.2.2.11.2.2.11.2.2.11.2.2.1
1.111.111.111.11
MoneyMoneyMoneyMoney
Money
• Develop an awareness of South African bank notes
R10, R20, R50, R100, R200
• Identify similarities and differences
between notes e.g. Sort play money
according to colour and size.
• Provide play money in the home corner
Calculate using:Calculate using:Calculate using:Calculate using:
1.131.131.131.13
Addition and Addition and Addition and Addition and
subtraction (solves subtraction (solves subtraction (solves subtraction (solves
orally stated addition orally stated addition orally stated addition orally stated addition
and subtraction and subtraction and subtraction and subtraction
problems with solutions problems with solutions problems with solutions problems with solutions
up to 10)up to 10)up to 10)up to 10)
Orally solves addition and subtraction
problems with answers up to 7.
Perceptual:Perceptual:Perceptual:Perceptual:
7.3.1.17.3.1.17.3.1.17.3.1.1
CAMI Education linked to CAPS: Mathematics
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2. Patterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and AlgebraPatterns, Functions and Algebra 2.12.12.12.1
Geometric patternsGeometric patternsGeometric patternsGeometric patterns
(Copy and extend (Copy and extend (Copy and extend (Copy and extend
simple repeating simple repeating simple repeating simple repeating
patterns using physical patterns using physical patterns using physical patterns using physical
objects and drawings)objects and drawings)objects and drawings)objects and drawings)
(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating
patterns)patterns)patterns)patterns)
• Copy, extend and create own patterns
with pictures
Perceptual:Perceptual:Perceptual:Perceptual:
2.2.32.2.32.2.32.2.3
5.3.1.15.3.1.15.3.1.15.3.1.1
3. Space and ShapesSpace and ShapesSpace and ShapesSpace and Shapes 3.13.13.13.1
Position, orientation Position, orientation Position, orientation Position, orientation and viewsand viewsand viewsand views
Describes one 3Describes one 3Describes one 3Describes one 3----D D D D
object in relation to object in relation to object in relation to object in relation to
another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front
and behind)and behind)and behind)and behind)
The position of two or more objects in
relation to each other and to one another
• In front of and behind
• On, on top, under, bottom and below
• Next to
• Middle
• Left and right
• Pegboard work
Describe objects from different perspectives,
e.g. a doll, house from the front, the back,
the sided depending on where you stand
Perceptual:Perceptual:Perceptual:Perceptual:
3.1.2.13.1.2.13.1.2.13.1.2.1 3.1.63.1.63.1.63.1.6
8.1.28.1.28.1.28.1.2.1.1.1.1
8.1.2.28.1.2.28.1.2.28.1.2.2
3.2.23.2.23.2.23.2.2
Follows directions Follows directions Follows directions Follows directions
(alone and/or as a (alone and/or as a (alone and/or as a (alone and/or as a
member of a group or member of a group or member of a group or member of a group or
team) to move/place team) to move/place team) to move/place team) to move/place self within a specific self within a specific self within a specific self within a specific
space (directionality)space (directionality)space (directionality)space (directionality)
• Forward/backwards
• Arrow Chart
Perceptual: Perceptual: Perceptual: Perceptual:
3.2.13.2.13.2.13.2.1
3.2.23.2.23.2.23.2.2
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and
compares 3compares 3compares 3compares 3----D objectD objectD objectD objects s s s
and 2and 2and 2and 2----D shapes D shapes D shapes D shapes
according to:according to:according to:according to:
a)a)a)a) Size (big/small)Size (big/small)Size (big/small)Size (big/small)
b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue, yellow, green)yellow, green)yellow, green)yellow, green)
c)c)c)c) Shape (circle, Shape (circle, Shape (circle, Shape (circle,
triangle, square, triangle, square, triangle, square, triangle, square,
rectangle)rectangle)rectangle)rectangle)
d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll
e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide
• Size: Sort 3-D objects according to size
• Colour: Sort 3-D objects and 2-D shapes
according to colours
• Shape: Sort 3-D objects and 2-D shapes
according to shapes
Perceptual:Perceptual:Perceptual:Perceptual:
1.2.1.11.2.1.11.2.1.11.2.1.1
Builds 3Builds 3Builds 3Builds 3----D objects using D objects using D objects using D objects using
concrete materials (e.g. concrete materials (e.g. concrete materials (e.g. concrete materials (e.g.
building blocks)building blocks)building blocks)building blocks)
On-going
• Provide building blocks and construction
materials during free play inside on a daily basis
• Let learners build own construction by
copying from a given construction
CAMI Education linked to CAPS: Mathematics
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example
• Copy the same construction from a design
or picture card
• Reinforce copying the same construction
from a design or picture card.
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
Recognise, identifies anRecognise, identifies anRecognise, identifies anRecognise, identifies and d d d
names twonames twonames twonames two----dimensional dimensional dimensional dimensional
shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom
and in pictures and in pictures and in pictures and in pictures
including:including:including:including: a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols
b)b)b)b) Class nameClass nameClass nameClass name
How to build puzzlesHow to build puzzlesHow to build puzzlesHow to build puzzles
Minimum:Minimum:Minimum:Minimum:
a)a)a)a) (Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)(Term 1: 6 pieces)
b)b)b)b) (Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)(Term 2: 12 pieces)
c)c)c)c) (Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)(Term 3: 18 pieces)
d)d)d)d) (Term 4: 24 pieces)(Term 4: 24 pieces)(Term 4: 24 pieces)(Term 4: 24 pieces)
Display only the learner’s name on a label the
last 6 months of the year.
On-going
Puzzles (On-going)
• Provide a variety of puzzles during free
play inside on a daily basis
• Learners should be able to at least
complete a 18 piece puzzle at the end of term 2.
• Make and complete own 5-piece puzzle
Perceptual:Perceptual:Perceptual:Perceptual:
3.3.53.3.53.3.53.3.5
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes FigureFigureFigureFigure----groundgroundgroundground
PerceptionPerceptionPerceptionPerception
Geometric shapesGeometric shapesGeometric shapesGeometric shapes
a)a)a)a) CircleCircleCircleCircle
b)b)b)b) TriangleTriangleTriangleTriangle
c)c)c)c) SquareSquareSquareSquare
d)d)d)d) RectangleRectangleRectangleRectangle
e)e)e)e) Conservation of Conservation of Conservation of Conservation of
shapes (Form shapes (Form shapes (Form shapes (Form constancyconstancyconstancyconstancy
• Reinforce figure-ground perception through sorting activities, matching and
grouping activities and tidy up routine.
• Reinforce the square
• Shape Conservation (form constancy of
shapes learnt up to date)
Maths:Maths:Maths:Maths:
8.1.1.28.1.1.28.1.1.28.1.1.2
3.43.43.43.4
SymmetrySymmetrySymmetrySymmetry
(Recognises line of (Recognises line of (Recognises line of (Recognises line of
symmetry in self, and symmetry in self, and symmetry in self, and symmetry in self, and
own environment)own environment)own environment)own environment)
• Crossing the midline-chalkboard activities
• Apply crossing of the midline during Life
Skills (Physical Development)
4. MeasurementMeasurementMeasurementMeasurement
4.14.14.14.1
CAMI Education linked to CAPS: Mathematics
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Time:Time:Time:Time:
Describes the time of the Describes the time of the Describes the time of the Describes the time of the
day in terms of day or day in terms of day or day in terms of day or day in terms of day or
night.night.night.night.
Sequence recurring Sequence recurring Sequence recurring Sequence recurring events in own daily life.events in own daily life.events in own daily life.events in own daily life.
a)a)a)a) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme
b)b)b)b) Weather ChartWeather ChartWeather ChartWeather Chart
Sequence recurring Sequence recurring Sequence recurring Sequence recurring
events inevents inevents inevents in own daily life own daily life own daily life own daily life
c)c)c)c) Days of the weekDays of the weekDays of the weekDays of the week
d)d)d)d) Seasons ChartSeasons ChartSeasons ChartSeasons Chart
Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday
ChartChartChartChart
• Daily Programme (on-going)
− Reinforce the sequencing of recurring
events in one day through the Daily
programme
• Introduce the Weather Chart (daily)
− The teacher guides learners to
determine the name of the day, date
and month with flash cards and
displays labels and symbols on a
weekly calendar.
• Days of the Week (on-going)
− Teacher teaches learners a song or a
rhyme about days of the week.
Repeat every day as weather chart is
discussed.
• Seasons chart
− The arrow indication the present season is moved as the seasons
change
− The first day after the school holiday
the teacher should ask learners what
they did during holidays
− Develop an awareness of what the learner does from the time he/she
wakes up until going to school
− Develops an awareness of what
happens between suppertime and
bedtime
• Continuous whenever a learner has s birthday
• On-going
4.24.24.24.2
LengthLengthLengthLength
Concretely compare and Concretely compare and Concretely compare and Concretely compare and
order objects using order objects using order objects using order objects using
appropriate vocabularyappropriate vocabularyappropriate vocabularyappropriate vocabulary to describe lengthto describe lengthto describe lengthto describe length
• Introduce Height Introduce Height Introduce Height Introduce Height
Length
• Estimate the length of different objects
• Estimate and measure the length of different objects using feet, hands, a piece
of string, a stick etc.
CAMI Education linked to CAPS: Mathematics
- 18 -
ChartChartChartChart
− Measure with hands Measure with hands Measure with hands Measure with hands
(Visual and (Visual and (Visual and (Visual and
incidental)incidental)incidental)incidental)
− Measure with Measure with Measure with Measure with footprints (Visual footprints (Visual footprints (Visual footprints (Visual
and incidental)and incidental)and incidental)and incidental)
− Measure with tape Measure with tape Measure with tape Measure with tape
measure (Visual en measure (Visual en measure (Visual en measure (Visual en
incidental)incidental)incidental)incidental)
− Long, shortLong, shortLong, shortLong, short
− Longer, shorterLonger, shorterLonger, shorterLonger, shorter
− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest
(visual)(visual)(visual)(visual)
− EstimateEstimateEstimateEstimate
4.34.34.34.3
MassMassMassMass Works concretely Works concretely Works concretely Works concretely
comparing and ordering comparing and ordering comparing and ordering comparing and ordering
objects using objects using objects using objects using
appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary
to describe the to describe the to describe the to describe the
folfolfolfollowing:lowing:lowing:lowing:
a)a)a)a) Light, heavyLight, heavyLight, heavyLight, heavy
b)b)b)b) Lighter, heavierLighter, heavierLighter, heavierLighter, heavier c)c)c)c) Continuous during Continuous during Continuous during Continuous during
water and sand playwater and sand playwater and sand playwater and sand play
Mass
• Introduce the concept of mass by comparing the masses of different objects
e.g.
− Light/heavy
− Lighter/heavier
• Reinforce mass (Lightest/heaviest)
Maths:Maths:Maths:Maths:
9.1.3.19.1.3.19.1.3.19.1.3.1
4.44.44.44.4
Capacity/VolumeCapacity/VolumeCapacity/VolumeCapacity/Volume
Works concretely Works concretely Works concretely Works concretely
comparing and ordering comparing and ordering comparing and ordering comparing and ordering
objects using objects using objects using objects using
appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary
to describe the to describe the to describe the to describe the
following:following:following:following: a)a)a)a) Empty, fullEmpty, fullEmpty, fullEmpty, full
b)b)b)b) A lot, a littleA lot, a littleA lot, a littleA lot, a little
c)c)c)c) Less than, more thanLess than, more thanLess than, more thanLess than, more than
d)d)d)d) Continuous during Continuous during Continuous during Continuous during
water and sand playwater and sand playwater and sand playwater and sand play
Capacity/Volume
• Introduce the measuring concept of
capacity by comparing how much various
containers hold e.g.
− “empty/full”
− “more than/less than”
− a lot, a little
• Continuous during water and sand play
Maths:Maths:Maths:Maths:
9.5.1.19.5.1.19.5.1.19.5.1.1
5. DaDaDaData Handlingta Handlingta Handlingta Handling
5.15.15.15.1
Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects
Collects physical objects Collects physical objects Collects physical objects Collects physical objects
of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone and /or as a member of and /or as a member of and /or as a member of and /or as a member of
• Pose a question: “Are names with six
letters most popular?”
• Collect data to answer this question using the learners name cards
• Sort the name cards according to the
CAMI Education linked to CAPS: Mathematics
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a group or a team) e.g. a group or a team) e.g. a group or a team) e.g. a group or a team) e.g.
ten leaves, ten shapesten leaves, ten shapesten leaves, ten shapesten leaves, ten shapes
Sort physical objects Sort physical objects Sort physical objects Sort physical objects
according to one according to one according to one according to one
attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of leavesleavesleavesleaves
number of letters in each name
5.25.25.25.2
Represent sorted Represent sorted Represent sorted Represent sorted
collections of objectscollections of objectscollections of objectscollections of objects
(Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display
data. Draws data. Draws data. Draws data. Draws a picture as a picture as a picture as a picture as
a record of collected a record of collected a record of collected a record of collected
objects)objects)objects)objects)
• Draw a graph by passing each name card
below the relevant columns
5.35.35.35.3
Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on sorted collections of sorted collections of sorted collections of sorted collections of
objectsobjectsobjectsobjects
Read and interpret Read and interpret Read and interpret Read and interpret
graphsgraphsgraphsgraphs
Answer questions based Answer questions based Answer questions based Answer questions based
on own picture or own on own picture or own on own picture or own on own picture or own
sorted objectssorted objectssorted objectssorted objects
((((e.g. “How many big e.g. “How many big e.g. “How many big e.g. “How many big
leaves did you draw?” leaves did you draw?” leaves did you draw?” leaves did you draw?” Which are the most, the Which are the most, the Which are the most, the Which are the most, the
big leaves or the small big leaves or the small big leaves or the small big leaves or the small
leaves?”)leaves?”)leaves?”)leaves?”)
• Read and interpret data by counting the number cards in each column and coming
to a conclusion.
Grade R_Term4Grade R_Term4Grade R_Term4Grade R_Term4
Numbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and RelationshipsNumbers, Operations and Relationships
1.11.11.11.1
CoCoCoCount objectsunt objectsunt objectsunt objects (Estimate and count (Estimate and count (Estimate and count (Estimate and count
objects to develop a objects to develop a objects to develop a objects to develop a
number concept)number concept)number concept)number concept)
Number range: 0 to 10
• One-to-one correspondence Introduce the Helper’s Chart on a daily basis
• Count in ones
− Concrete apparatus
− Body parts
− Clapping hands
− Stamping feet
− Climbing steps
• Rote counting:
Number rhymes and songs
• Clap many times/ fewer times: which number of claps are more/less,
most/least
Maths:Maths:Maths:Maths:
1.1.3.91.1.3.91.1.3.91.1.3.9 1.1.3.101.1.3.101.1.3.101.1.3.10
1.1.5.31.1.5.31.1.5.31.1.5.3
1.1.5.61.1.5.61.1.5.61.1.5.6
1.2.1.31.2.1.31.2.1.31.2.1.3
1.2.1.41.2.1.41.2.1.41.2.1.4
1.2.1.51.2.1.51.2.1.51.2.1.5
1.21.21.21.2
Count forwards and Count forwards and Count forwards and Count forwards and
backwardsbackwardsbackwardsbackwards
Number range: 0 to 7
Incidental counting using number rhymes and
songs, counters, 3-D objects, counting with
Maths:Maths:Maths:Maths:
1.1.1.11.1.1.11.1.1.11.1.1.1
CAMI Education linked to CAPS: Mathematics
- 20 -
body movements and number ladder.
Count in:
• Ones
• Two’s
Perceptual:Perceptual:Perceptual:Perceptual:
7.3.1.27.3.1.27.3.1.27.3.1.2
1.31.31.31.3 Number symbolsNumber symbolsNumber symbolsNumber symbols and and and and
number namesnumber namesnumber namesnumber names
(Recognise and identify (Recognise and identify (Recognise and identify (Recognise and identify
number symbols and number symbols and number symbols and number symbols and
recognise number recognise number recognise number recognise number
names)names)names)names)
Number range:
• Number symbols: 0 to 10
• Number names: zero (naught), eight,
nine, ten.
− Kinaesthetic (experience with body)
− Concrete with 3-D objects that involve the number 0, 8, 9 and 10.
Semi-concrete with picture cards that involve
the number 0, 8, 9 and 10.
− Semi-concrete with dots cards that
involve the numbers 0, 8, 9and 10.
• Reinforce the knowledge gained that
involves the number 0 to 10.
Maths:Maths:Maths:Maths: 1.1.4.31.1.4.31.1.4.31.1.4.3
1.1.4.51.1.4.51.1.4.51.1.4.5
1.1.4.71.1.4.71.1.4.71.1.4.7
1.1.4.81.1.4.81.1.4.81.1.4.8
1.1.4.91.1.4.91.1.4.91.1.4.9
1.1.4.101.1.4.101.1.4.101.1.4.10
1.1.6.11.1.6.11.1.6.11.1.6.1
1.1.6.21.1.6.21.1.6.21.1.6.2
Perceptual:Perceptual:Perceptual:Perceptual:
7.2.27.2.27.2.27.2.2
Number recognition/Number senseNumber recognition/Number senseNumber recognition/Number senseNumber recognition/Number sense 1.41.41.41.4
Describe, compare and Describe, compare and Describe, compare and Describe, compare and
order numbersorder numbersorder numbersorder numbers
Use numbers in familiar contexts Reinforce knowledge regarding age, house
number, address, home telephone/cell
number. (contact number)
Reinforce the use of numbers through
completing of the daily attendance register as
in first term e.g. How many learners are
absent today? How can we find out? The
children discuss this amongst themselves.
− Guess
− Count empty lockers
− Count empty chairs etc.
• Identify numbers in pictures and dot cards
• Play number card games
• Identify numbers in adverts/flyers, old
birthday cards etc.
• Identify numbers in magazines
(Identify and describe (Identify and describe (Identify and describe (Identify and describe
whole numbers)whole numbers)whole numbers)whole numbers)
Compares which of two Compares which of two Compares which of two Compares which of two
given collections of given collections of given collections of given collections of objects are:objects are:objects are:objects are:
a)a)a)a) Big and smallBig and smallBig and smallBig and small
b)b)b)b) Bigger and smallerBigger and smallerBigger and smallerBigger and smaller
c)c)c)c) Smallest and biggestSmallest and biggestSmallest and biggestSmallest and biggest
Compares which of the Compares which of the Compares which of the Compares which of the
two given collections two given collections two given collections two given collections
are:are:are:are:
Number range: 0 to 10
• Identify and describes whole numbers 8,
9, 10 and 0
• Reinforce numbers 0 to 10
• More than, less than, equal to
• Many and fewer e.g. incidental clapping.
Ask question which was most/least.
CAMI Education linked to CAPS: Mathematics
- 21 -
a)a)a)a) More thanMore thanMore thanMore than
b)b)b)b) Less thanLess thanLess thanLess than
c)c)c)c) Is equal to (the Is equal to (the Is equal to (the Is equal to (the
same)same)same)same)
1.51.51.51.5
Ordinal numbersOrdinal numbersOrdinal numbersOrdinal numbers
Incidentally develops an awareness of ordinal
numbers e.g. first, second, third, fourth, fifth, sixth…last, next.
• Introduce ordinal numbers-first, second,
third up to sixth
• Reinforce ordinal numbers incidentally
through the daily toilet routine
• Apply during Life Skills Physical development
activities as well
Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques:Solve problems in context using the following techniques: 1.61.61.61.6
Problem solving Problem solving Problem solving Problem solving
techniquestechniquestechniquestechniques
(Uses the following (Uses the following (Uses the following (Uses the following
techniques and techniques and techniques and techniques and
strategies)strategies)strategies)strategies)
Uses the following techniques
• Concrete apparatus e.g. counters
• Physical number ladder
1.71.71.71.7
Addition and Addition and Addition and Addition and
subtractionsubtractionsubtractionsubtraction
Orally solve word Orally solve word Orally solve word Orally solve word
problems (story sums) problems (story sums) problems (story sums) problems (story sums)
and explains own and explains own and explains own and explains own
solution to problems solution to problems solution to problems solution to problems
solving:solving:solving:solving:
a)a)a)a) Addition and Addition and Addition and Addition and
subtraction with subtraction with subtraction with subtraction with
answers up to 10answers up to 10answers up to 10answers up to 10
1.91.91.91.9
Grouping and Grouping and Grouping and Grouping and
sharing leading to sharing leading to sharing leading to sharing leading to
divisiondivisiondivisiondivision
(equal sharing and (equal sharing and (equal sharing and (equal sharing and
grouping with grouping with grouping with grouping with
whole numbers up whole numbers up whole numbers up whole numbers up
to 10 with answers to 10 with answers to 10 with answers to 10 with answers that include that include that include that include
remainders)remainders)remainders)remainders)
• Use counters and orally solve problems
that involve the numbers 8, 9, 10 and 0
• Reinforce the solving of problems that involve numbers 1 to 10.
Maths:Maths:Maths:Maths:
1.2.1.61.2.1.61.2.1.61.2.1.6
1.2.1.81.2.1.81.2.1.81.2.1.8
1.2.2.21.2.2.21.2.2.21.2.2.2 1.2.2.41.2.2.41.2.2.41.2.2.4
1.3.1.11.3.1.11.3.1.11.3.1.1
1.3.1.21.3.1.21.3.1.21.3.1.2
1.3.1.31.3.1.31.3.1.31.3.1.3
1.3.1.41.3.1.41.3.1.41.3.1.4
1.3.1.51.3.1.51.3.1.51.3.1.5
1.3.3.11.3.3.11.3.3.11.3.3.1
1.111.111.111.11
MoneyMoneyMoneyMoney • Provide play money in the house corner
Calculate using:Calculate using:Calculate using:Calculate using:
CAMI Education linked to CAPS: Mathematics
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1.131.131.131.13
Addition andAddition andAddition andAddition and
subtraction (solves subtraction (solves subtraction (solves subtraction (solves
orally stated addition orally stated addition orally stated addition orally stated addition
and subtraction and subtraction and subtraction and subtraction
problems with solutions problems with solutions problems with solutions problems with solutions up to 10)up to 10)up to 10)up to 10)
Orally solves addition and subtraction
problems with answers up to 10.
Perceptual:Perceptual:Perceptual:Perceptual:
7.3.1.27.3.1.27.3.1.27.3.1.2
2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra2. Patterns, Functions and Algebra 2.12.12.12.1
Geometric patternsGeometric patternsGeometric patternsGeometric patterns
(Co(Co(Co(Copy and extend py and extend py and extend py and extend
simple repeating simple repeating simple repeating simple repeating
patterns using physical patterns using physical patterns using physical patterns using physical
objects and drawings)objects and drawings)objects and drawings)objects and drawings)
(Creates own repeating (Creates own repeating (Creates own repeating (Creates own repeating patterns)patterns)patterns)patterns)
• Copy, extend and create own patterns
with pictures
• Copy a noise pattern
• Play a game “hop scotch” pattern
Perceptual:Perceptual:Perceptual:Perceptual:
2.2.42.2.42.2.42.2.4
5.3.1.25.3.1.25.3.1.25.3.1.2
3.3.3.3. Space and ShSpace and ShSpace and ShSpace and Shape (Geometry)ape (Geometry)ape (Geometry)ape (Geometry) 3.13.13.13.1
Position, orientation Position, orientation Position, orientation Position, orientation
and viewsand viewsand viewsand views
Describes one 3Describes one 3Describes one 3Describes one 3----D D D D
object in relation to object in relation to object in relation to object in relation to
another (e.g. in front another (e.g. in front another (e.g. in front another (e.g. in front
and behind)and behind)and behind)and behind)
The position of two or more objects in relation to the learner
• In front of and behind
• on top, under, bottom and below
• Top and bottom
• Next to, between and middle
• Left and right
The position of two or more objects in
relation to one another
• Pegboard work
• In front of and behind
• On top, under or below
• Top and bottom
• Next to, between and middle
• Left and right
Perceptual:Perceptual:Perceptual:Perceptual: 3.1.73.1.73.1.73.1.7
8.1.2.8.1.2.8.1.2.8.1.2.3333
3.2.33.2.33.2.33.2.3
3.2.73.2.73.2.73.2.7
3.1.1.13.1.1.13.1.1.13.1.1.1
3.1.1.23.1.1.23.1.1.23.1.1.2
Follow directions (alone Follow directions (alone Follow directions (alone Follow directions (alone and/or as a member of a and/or as a member of a and/or as a member of a and/or as a member of a
group or team) to group or team) to group or team) to group or team) to
move/place self within a move/place self within a move/place self within a move/place self within a
specific space specific space specific space specific space
(directionally)(directionally)(directionally)(directionally)
• Forwards and backwards
• Up and down,
• Upwards and downwards
• Left and right
• Where does the sound come from?
Perceptual:Perceptual:Perceptual:Perceptual: 3.2.33.2.33.2.33.2.3
3.23.23.23.2
3333----D objectsD objectsD objectsD objects
Describes, sorts and Describes, sorts and Describes, sorts and Describes, sorts and
compares 3compares 3compares 3compares 3----D objects D objects D objects D objects
and 2and 2and 2and 2----D shapes D shapes D shapes D shapes
according to:according to:according to:according to:
• Size: Sort 3-D objects according to size
• Colour: Sort 3-D objects and 2-D shapes
according to colours
• Shape: Sort 3-D objects and 2-D shapes
according to shapes
CAMI Education linked to CAPS: Mathematics
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a)a)a)a) Size (big/small)Size (big/small)Size (big/small)Size (big/small)
b)b)b)b) Colour (red, blue, Colour (red, blue, Colour (red, blue, Colour (red, blue,
yellow, green)yellow, green)yellow, green)yellow, green)
c)c)c)c) Shape (circle, Shape (circle, Shape (circle, Shape (circle,
triangle, square, triangle, square, triangle, square, triangle, square,
rectangle)rectangle)rectangle)rectangle) d)d)d)d) Objects that rollObjects that rollObjects that rollObjects that roll
e)e)e)e) Objects that slideObjects that slideObjects that slideObjects that slide
Builds 3Builds 3Builds 3Builds 3----D objects using D objects using D objects using D objects using
concrete materials (e.g. concrete materials (e.g. concrete materials (e.g. concrete materials (e.g.
building blocks)building blocks)building blocks)building blocks)
On-going
• Provide building blocks and construction
materials during free play inside on a
daily basis
• On-going during free play inside
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
Recognise, identifies and Recognise, identifies and Recognise, identifies and Recognise, identifies and
names twonames twonames twonames two----dimensional dimensional dimensional dimensional
shapes in the classroom shapes in the classroom shapes in the classroom shapes in the classroom
and in pictures and in pictures and in pictures and in pictures
including:including:including:including:
a)a)a)a) Learners SymbolsLearners SymbolsLearners SymbolsLearners Symbols
b)b)b)b) Class nameClass nameClass nameClass name
How to buiHow to buiHow to buiHow to build puzzlesld puzzlesld puzzlesld puzzles
Minimum:Minimum:Minimum:Minimum:
a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)a) (Term 1: 6 pieces)
b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)b) (Term 2: 12 pieces)
c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)c) (Term 3: 18 pieces)
d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)d) Term 4: 24 pieces)
Display the learner’s symbol/photo and
learner’s name the next 3 months.
On-going
Puzzles (On-going)
• Provide a variety of puzzles during free
play inside on a daily basis
• Learners should be able to at least
complete a 24 piece puzzle at the end of
term 4.
Perceptual:Perceptual:Perceptual:Perceptual:
3.3.63.3.63.3.63.3.6
3.33.33.33.3
2222----D shapesD shapesD shapesD shapes
FigureFigureFigureFigure----groundgroundgroundground
PerceptionPerceptionPerceptionPerception
Geometric shapesGeometric shapesGeometric shapesGeometric shapes
f)f)f)f) CircleCircleCircleCircle
g)g)g)g) TriangleTriangleTriangleTriangle
a)a)a)a) SquareSquareSquareSquare
b)b)b)b) RectangleRectangleRectangleRectangle c)c)c)c) Conservation of Conservation of Conservation of Conservation of
shapshapshapshapes (Form es (Form es (Form es (Form
constancyconstancyconstancyconstancy
• Reinforce figure-ground perception
through sorting activities, matching and
grouping activities and tidy up routine.
• Reinforce the square
• Shape Conservation (Form constancy of
shapes learnt up to date)
3.43.43.43.4 Develop the awareness that there is
CAMI Education linked to CAPS: Mathematics
- 24 -
SymmetrySymmetrySymmetrySymmetry
(Recognises line(Recognises line(Recognises line(Recognises line of of of of
symmetry in self, and symmetry in self, and symmetry in self, and symmetry in self, and
own environment)own environment)own environment)own environment)
symmetry in objects
Apply crossing of the middle during Life Skills
(Physical Development)
4.4.4.4. MeasurementMeasurementMeasurementMeasurement
4.14.14.14.1
Time:Time:Time:Time:
Describes the time of the Describes the time of the Describes the time of the Describes the time of the
day in terms of day or day in terms of day or day in terms of day or day in terms of day or night.night.night.night.
SeqSeqSeqSequence recurring uence recurring uence recurring uence recurring
events in own daily life.events in own daily life.events in own daily life.events in own daily life.
c)c)c)c) Daily ProgrammeDaily ProgrammeDaily ProgrammeDaily Programme
d)d)d)d) Weather ChartWeather ChartWeather ChartWeather Chart
Sequence recurring Sequence recurring Sequence recurring Sequence recurring
events in own daily lifeevents in own daily lifeevents in own daily lifeevents in own daily life
e)e)e)e) Days of the weekDays of the weekDays of the weekDays of the week
f)f)f)f) Seasons ChartSeasons ChartSeasons ChartSeasons Chart
Introduce Birthday Introduce Birthday Introduce Birthday Introduce Birthday ChartChartChartChart
• Daily Programme (on-going)
− Reinforce the sequencing of recurring events in one day through the Daily
programme
• Weather Chart (daily)
− The teacher guides learners to
determine the name of the day, date
and month with flash cards and displays labels and symbols on a
weekly calendar.
• Days of the Week (on-going)
• Seasons chart
− The arrow indication the present
season is moved as the seasons
change
− The first day after the school holiday
the teacher should ask learners what
they did during holidays
• Continuous whenever a learner has s birthday
• On-going
4.24.24.24.2
LengthLengthLengthLength
Concretely comConcretely comConcretely comConcretely compare and pare and pare and pare and
order objects using order objects using order objects using order objects using
appropriate vocabulary appropriate vocabulary appropriate vocabulary appropriate vocabulary
to describe lengthto describe lengthto describe lengthto describe length
• Introduce Height Introduce Height Introduce Height Introduce Height ChartChartChartChart
− Measure with hands Measure with hands Measure with hands Measure with hands
LengthLengthLengthLength
• Measure the height of learners with a
tape measure (Replace hands with tape measure)
Maths:Maths:Maths:Maths:
9.1.1.19.1.1.19.1.1.19.1.1.1
CAMI Education linked to CAPS: Mathematics
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(Visual and (Visual and (Visual and (Visual and
incidental)incidental)incidental)incidental)
− Measure with Measure with Measure with Measure with
footprints (Visual footprints (Visual footprints (Visual footprints (Visual
and incidental)and incidental)and incidental)and incidental)
− Measure with tape Measure with tape Measure with tape Measure with tape
measure (Visual en measure (Visual en measure (Visual en measure (Visual en
incidental)incidental)incidental)incidental)
− Long, shortLong, shortLong, shortLong, short
− Longer, shLonger, shLonger, shLonger, shorterorterorterorter
− Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest Tall, taller, tallest (visual)(visual)(visual)(visual)
EstimateEstimateEstimateEstimate
5.5.5.5. Data HandlingData HandlingData HandlingData Handling
5.15.15.15.1
Collects and sort objectsCollects and sort objectsCollects and sort objectsCollects and sort objects
Collects physical objects Collects physical objects Collects physical objects Collects physical objects
of a similar kind (alone of a similar kind (alone of a similar kind (alone of a similar kind (alone
and /and /and /and /or as a member of or as a member of or as a member of or as a member of
a group or a team) e.g. a group or a team) e.g. a group or a team) e.g. a group or a team) e.g.
ten leaves, ten shapesten leaves, ten shapesten leaves, ten shapesten leaves, ten shapes
Sort physical objects Sort physical objects Sort physical objects Sort physical objects
according to one according to one according to one according to one
attribute e.g. size of attribute e.g. size of attribute e.g. size of attribute e.g. size of
leavesleavesleavesleaves
• Use the Birthday Chart to determine
whose birthdays are in which month
• Collect data from the learners to
determine the colour of the play
dough for the following week e.g. blue, yellow, green
Collect data (which mode of transport do
learners use to come to school)
• Sort the data according to the
relevant birthday month of each
learner
• Each child selects one block representing the colour of his/her
choice of play dough for the week.
• Sort the collected data (walk, with
parent’s car, taxi or bus)
5.25.25.25.2
Represent sorted Represent sorted Represent sorted Represent sorted
collections of objectscollections of objectscollections of objectscollections of objects
(Draw graphs to display (Draw graphs to display (Draw graphs to display (Draw graphs to display
data. Draws a picture as data. Draws a picture as data. Draws a picture as data. Draws a picture as a record of collected a record of collected a record of collected a record of collected
objects)objects)objects)objects)
Draw a graph representing the learners birth
days in each month
Make use of real objects to make a graph
such as blocks, stacking cubes, Lego or Duplo
blocks representing the colours of dough you plan to make e.g. blue, yellow and green.
Draw a pictograph representing the learners
walking, coming by taxi, with parents car and
arriving by bus.
5.35.35.35.3
Discuss and repost on Discuss and repost on Discuss and repost on Discuss and repost on
sorted collections of sorted collections of sorted collections of sorted collections of
objectsobjectsobjectsobjects
Read and interpret Read and interpret Read and interpret Read and interpret
graphsgraphsgraphsgraphs Answer questions based Answer questions based Answer questions based Answer questions based
on own picture or own on own picture or own on own picture or own on own picture or own
sorted objectssorted objectssorted objectssorted objects
(e.g. “How many big (e.g. “How many big (e.g. “How many big (e.g. “How many big
• Read and interpret graphs using questions
to determine which month had the most
birthdays
• According to the choice of the learners
the colour of the play dough for the week will for example be yellow.
• Read and interpret graphs (How many
walk, come by taxi, bus etc.)
CAMI Education linked to CAPS: Mathematics
- 26 -
leaves did leaves did leaves did leaves did you draw?” you draw?” you draw?” you draw?”
Which are the most, the Which are the most, the Which are the most, the Which are the most, the
big leaves or the small big leaves or the small big leaves or the small big leaves or the small
leaves?”)leaves?”)leaves?”)leaves?”)