Grades 1 To 3 Maths

CURRICULUM AND ASSESSMENT POLICY
STATEMENT
(CAPS)
MATHEMATICS – FOUNDATION PHASE
FINAL DRAFT
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SECTION 1
NATIONAL CURRICULUM AND ASSESSMENT POLICY STATEMENT FOR
MATHEMATICS FOUNDATION PHASE
Background
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve its implementation, the National Curriculum Statement was amended, with the amendments coming
into effect in January 2011. A single comprehensive Curriculum and Assessment Policy document was
developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines in Grades R - 12.
The amended National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (January 2011)
replaces the National Curriculum Statement Grades R - 9 (2002) and the National Curriculum Statement Grades
10 - 12 (2004).
Overview
(a) The National Curriculum Statement Grades R – 12 (January 2011) represents a policy statement for
learning and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy documents for each approved school subject as listed in
the policy document National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF); and
(ii) The policy document National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF).
(b) The National Curriculum Statement Grades R – 12 (January 2011) should be read in conjunction with
the following documents:
(i) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4
on the National Qualifications Framework (NQF), regarding the National Protocol for
Assessment Grade R – 12, published in the Government Gazette, No. 29467 of 11 December
2006; and
(ii) An addendum to the policy document, the National Senior Certificate: A qualification at Level 4
on the National Qualifications Framework (NQF), regarding learners with special needs,
published in the Government Gazette, No.29466 of 11 December 2006.
(c) The Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for
Grades R - 9 and Grades 10 - 12 are repealed and replaced by the Curriculum and Assessment Policy
documents for Grades R – 12 (January 2011).
(d) The sections on the Curriculum and Assessment Policy as contemplated in Chapters 2, 3 and 4 of this
document constitute the norms and standards of the National Curriculum Statement Grades R – 12 and
therefore, in terms of section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the
basis for the Minister of Basic Education to determine minimum outcomes and standards, as well as the
processes and procedures for the assessment of learner achievement to be applicable to public and
independent schools.
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General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R - 12 gives expression to what is regarded to be
knowledge, skills and values worth learning. It will ensure that learners acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes the idea
of grounding knowledge in local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R - 12 serves the purposes of:
equipping learners, irrespective of their socio-economic background, race, gender, physical ability
or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and
meaningful participation in society as citizens of a free country;
providing access to higher education;
facilitating the transition of learners from education institutions to the workplace; and
providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R - 12 is based on the following principles:
Social transformation; ensuring that the educational imbalances of the past are redressed, and that
equal educational opportunities are provided for all sections of our population;
Active and critical learning; encouraging an active and critical approach to learning, rather than rote
and uncritical learning of given truths;
High knowledge and high skills; the minimum standards of knowledge and skills to be achieved at
each grade are specified and sets high, achievable standards in all subjects;
Progression; content and context of each grade shows progression from simple to complex;
Human rights, inclusivity, environmental and social justice; infusing the principles and practices of
social and environmental justice and human rights as defined in the Constitution of the Republic of
South Africa. The National Curriculum Statement Grades 10 – 12 (General) is sensitive to issues of
diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
Valuing indigenous knowledge systems; acknowledging the rich history and heritage of this country
as important contributors to nurturing the values contained in the Constitution; and
Credibility, quality and efficiency; providing an education that is comparable in quality, breadth and
depth to those of other countries.
(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to:
identify and solve problems and make decisions using critical and creative thinking;
work effectively as individuals and with others as members of a team;
organise and manage themselves and their activities responsibly and effectively;
collect, analyse, organise and critically evaluate information;
communicate effectively using visual, symbolic and/or language skills in various modes;
use science and technology effectively and critically showing responsibility towards the
environment and the health of others; and
demonstrate an understanding of the world as a set of related systems by recognising that problem
solving contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This
can only happen if all teachers have a sound understanding of how to recognise and address barriers to
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learning, and how to plan for diversity.
Time Allocation

1.4.1 Foundation Phase
(a)The instructional time for subjects in the Foundation Phase is as indicated in the table below:
Time allocation per
Subject
week (hours)
I. Home Language 6
II. First Additional Language 4 (5)
III. Mathematics 7
IV. Life Skills 6
• Beginning Knowledge 1 (2)
• Arts and Craft 2
• Physical Education 2
• Health Education 1
(b) Instructional time for Grades R, 1 and 2 is 23 hours. For Grade 3, First Additional Language is
allocated 5 hours and Beginning Knowledge is allocated 2 hours as indicated by the hours in
brackets in the table above.
1.4.2 Intermediate Phase

(a) The table below shows the subjects and instructional times in the Intermediate Phase.
Time allocation per
Subject
week (hours)
I. Home Language 6
II. First Additional Language 5
III. Mathematics 6
IV. Science and Technology 3.5
V. Social Sciences 3
VI. Life Skills 4
• Creative Arts 1.5
• Physical Education 1.5
• Religion Studies 1
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1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
Time allocation per week
Subject
(hours)
i. Home Language 5
ii. First Additional Language 4
iii. Mathematics 4.5
iv. Natural Sciences 3
v. Social Sciences 3
vi. Technology 2
vii. Economic Management 2
Sciences 2
viii. Life Orientation 2
ix. Arts and Culture
1.4.4 Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:
Time allocation per week
Subject
(hours)
I. Home Language 4.5
II. First Additional Language 4.5
III. Mathematics 4.5
IV. Life Orientation 2
V. Three Electives 12 (3x4h)
The allocated time per week may be utilised only for the minimum required NCS subjects as specified
above, and may not be used for any additional subjects added to the list of minimum subjects. Should a
learner wish to offer additional subjects, additional time must be allocated for the offering of these
subjects.
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SECTION 2
2.1. What is Mathematics?

Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing, representing and
investigating patterns and qualitative relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental processes that enhance logical and critical
thinking, accuracy and problem solving that will contribute in decision-making.
2.2. Specific Aims

The teaching and learning of Mathematics aims to develop the following in the learner:
• a critical awareness of how mathematical relationships are used in social, environmental, cultural
and economic relations;
• confidence and competence to deal with any mathematical situation without being hindered by a
fear of Mathematics;
• an appreciation for the beauty and elegance of Mathematics;
• a spirit of curiosity and a love for Mathematics;
• recognition that Mathematics is a creative part of human activity;
• deep conceptual understandings in order to make sense of Mathematics; and
• acquisition of specific knowledge and skills necessary for:
o the application of Mathematics to physical, social and mathematical problems,
o the study of related subject matter (e.g. other subjects), and
o further study in Mathematics.
2.3. Overview of content topics
2.3.1. What content knowledge will be learnt by a Intermediate Phase Mathematics learner?
Mathematics in the Intermediate Phase covers five main content areas. Each content area contributes
towards the acquisition of the skills specific skills. The table below shows the general content areas of
each topic as well as the specific content for grade 4 to 6. The skills which Intermediate Phase learners
are required to demonstrate are also included in the next table below.
2.3.2. General notes for Grade R Mathematics
• Teaching in a Grade R set-up is INFORMAL but with a structured daily programme to create a
set-up of “play with a purpose.”
• The organisation and planning of the Grade R curriculum is considerably different from that of
a traditional formal Grade 1 class and the latter should be avoided. Learning is based on a
principle of integration and play-based learning. Use of focused learning in various ‘rings’
during the day, together with optimal time for free play, will be characteristic of this class.
Grade R should not be a ‘watered down’ Grade 1 class.
• Each new concept should be presented according to these three stages.
a) Kinaesthetic stage (experience concepts with body and senses).

b) Concrete-stage (Use 3-Dimensional objects).
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c) Semi-concrete (Representation of 3-D object on paper e.g. drawings, matching pictures,
card games, worksheets etc.)
Note: Worksheets only to be given after the above stages have been presented and
mastered by the learners.
• The Grade R teacher usually weaves her mathematics into the learners’ daily activities. It is
important to do so as it makes sense to the learners. There must, however, be times set aside
during the day when the teacher focuses exclusively on a mathematical activity, otherwise the
learners will not become aware of and develop the desired mathematical concepts and skills.
The CAPS curriculum document makes provision for the teacher-directed planned class
activities and many examples (that are merely suggestions) have been provided under the
Clarification / Notes / Activities / Examples column.
SUGGESTED DAILY PROGRAMME/TIMETABLE FOR GRADE R
7:30 - 8:00 - 8:15 - 8:45 - 09:30 - 9:45 - 10.15 - 10:25 - 10:45 - 11:30 - 11:40- 11:50 - 12:15 - 12:45 -
8:00 8:15 8:45 9:30 9:45 10:15 10:25 10:45 11:30 11:40 11:50 12:15 12:45 13:00
(30 (15 (30 min) (45 min) (15 min) (30 min) (10 min) (20 min) (45 (10 (10 (30 min) (30 (15
min) min) min) min) min) min) min)
MONDAY
TEACHER-DIRECTED PLANNED CLASS

ARRIVAL AND FREE PLAY INSIDE
TUESDAY
ACTIVITY (Mathematics/General
REGISTER, WEATHER CHART,
ART ACTIVITY every day
REST AND DEPARTURE

WEDNESDAY
FREE PLAY OUTSIDE
STORY EVERY DAY

BIRTHDAYS’ NEWS
Studies/Languages)
Studies/Languages)
Studies/Languages)
TOILET ROUTINE
TOILET ROUTINE
REFRESHMENTS
THURSDAY
TIDY UP
TIDY UP
FRIDAY
• Examples given in the column “Clarification / Notes / Activities / Examples” are intended to
guide the teacher on the content to be covered. The examples do not cover the whole content.
• Orientation is done in the first 3 weeks to provide time to introduce the most important charts.
Actual teaching time commences only in the fourth week.
• The examples of activities given are meant to achieve the minimum requirements. Expanded
opportunities must be provided according to the needs of the learners.
2.3.3. General notes for grade 1 - 3 mathematics
• All concepts should be thoroughly taught before moving on to the next.
• The learners’ abilities should be taken into account while deciding upon possible alternative
teaching methods.
• Activities are designed to consolidate knowledge on a concrete, semi-concrete and abstract

level.
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MATHEMATICS CONTENT KNOWLEDGE
Content Area General content focus Foundation Phase specific content focus
Development of number sense that includes: The range of numbers developed by the end of Grade 3 includes whole numbers to at least 1 000, and unitary and non-unitary common fractions.
• the meaning of different kinds of numbers; The number concept of the learner is developed through working with physical objects in order to count collections of objects, partition and combine
• relationship between different kinds of numbers; quantities, skip count in various ways, solve contextual (word) problems, and build up and break down numbers.
• the relative size of different numbers; Therefore, the teacher should:
• representation of numbers in various ways; and • give the learner opportunities to work with number cards, number charts and number lines to recognise, read, write, count and order
1. Numbers, • the effect of operating with numbers. numbers;
Operations and • encourage the learner to say number names out aloud and to write numbers in words and symbols;
Relationships • give the learner opportunities to practise mental calculations;
• structure activities with an awareness that the learner can count by rote and recognise and say number names and symbols for larger
numbers than the learner is able to use for calculation and solving problems;
• encourage the learner to appreciate and learn number names and symbols in the mother tongue (if not the language of instruction) and at
least one other local language; and
• encourage the learner to judge the reasonableness of answers.
Algebra is the language for investigating and communicating most of Mathematics and In this phase, the focus of this Learning Outcome is to lay the foundation for developing algebra in the Intermediate and Senior Phases.
can be extended to the study of functions and other relationships between variables. A This foundation can be established by helping the learner to use physical objects and drawings to copy, extend, create and describe:
central part of this content area is for the learner to achieve efficient manipulative skills in • geometric patterns (e.g. pictures); and
2. Patterns,
the use of algebra. It also focuses on the: • numeric patterns (e.g. skip counting).
Functions and
• description of patterns and relationships through the use of symbolic expressions,
Algebra
graphs and tables; and
• identification and analysis of regularities and change in patterns, and relationships
that enable learners to make predictions and solve problems.
The study of Space and Shape improves understanding and appreciation of the pattern, The study of space and shape in the Foundation Phase is very practical and hands-on. The learner begins by recognising and describing objects
precision, achievement and beauty in natural and cultural forms. It focuses on the and shapes in the environment that resemble mathematical objects and shapes.
3. Space and Shape properties, relationships, orientations, positions and transformations of two-dimensional The learner should handle these objects and shapes, cut out and draw sketches, and describe them with appropriate and expanding vocabulary.
(Geometry) shapes and three-dimensional objects. The learner should be given opportunities to follow and give directions as well as to describe his or her own position and the positions of objects in
space using appropriate vocabulary.
Measurement focuses on the selection and use of appropriate units, instruments and In this phase the learner’s concept of measurement is developed by working practically with different concrete objects and shapes. These
formulae to quantify characteristics of events, shapes, objects and the environment. It investigations should happen through making direct comparisons and using non-standardised measuring units (e.g. body parts, containers, pacing
relates directly to the learner’s scientific, technological and economic worlds, enabling on foot).
4. Measurement
the learner to: The learner should develop appropriate vocabulary to describe these comparisons (e.g. ‘shorter than’, ‘longer than’).
• make sensible estimates; and Activities relating to time should be structured with the awareness that the learner’s understanding of the passing of time should take place before
• be alert to the reasonableness of measurements and results. he or she reads time.
Through the study of data handling, the learner develops the skills to collect, organise, The focus in the teaching and learning of data handling in the Foundation Phase is on sorting objects and data in different ways, based on the
display, analyse and interpret this information. The study of chance enables the learner different features of the objects or data.
to develop skills and techniques for making informed choices, and coping with The learner should be able to represent data in different forms that involve a one-to-one correspondence between items in the data set and their
5. Data handling randomness and uncertainty. representation.
The learner should develop an awareness that the selection of attributes used for sorting data will influence:
• how the data is represented; and
• how conclusions and predictions are made.
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2.3.4. Weighting of content areas
The weighting of mathematics content areas serves two primary purposes: firstly the weighting gives guidance
on the amount of time needed to adequately address the content within each content area; secondly the
weighting gives guidance on the spread of content in the assessment.
WEIGHTING OF CONTENT AREAS

Content Area Grade R Grade 1 Grade 2 Grade 3
Number, Operations and
55% 55% 55% 55%
Relations
Patterns and Functions 7.5% 7.5% 7.5% 7.5%
Space and Shape 15% 15% 15% 15%
Measurement 15% 15% 15% 15%
Data handling 7.5% 7.5% 7.5% 7.5%
100% 100% 100% 100%
2.3.5. Overview of content areas and topics to show progression
The primary purpose of the overview of content topics is to show progression in terms of content and skills from
grade R to 12. The transition between the phases was considered to minimise the content gaps and ensure
smooth content flow (where necessary). In trying to ensure seamlessness in Mathematics content, few changes
became unavoidable. This is mainly the case in the grades that start a new phase (excluding grade R) and those
that are the exit points in the phase.
The following critical aspects should be noted to avoid possible confusion in the contents of the overview:
Certain content topics and skills are similar in two or three successive grades. This does NOT always mean that
similar content should be taught in the affected grades. In instances where content is similar in two or more
successive grades in the Content Overview, progression of content is indicated in the content outline (Chapter
3). The overview (Chapter 2) should therefore be read in conjunction with the content outline (Chapter 3).
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1. NUMBERS, OPERATIONS AND RELATIONSHIPS
CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3
R.1.1.1. Counts to at least 10 everyday objects 1.1.1.1. Counts to at least 50 everyday objects 2.1.1.1. Counts to at least 100 everyday 3.1.1.1.
reliably. reliably. objects reliably.
R.1.1.2. Counts forwards and backwards in 1s 1.1.1.2. Count forwards and backwards in: 2.1.1.2. Count forwards and backwards in 1s, 3.1.1.2. Count forwards and backwards
from 1 to 10 2s, 3s, 4s, 5s and 10s between 0 and 200. in 2s, 5s and10s between 0 and
a) Ones from any number between 0 and100. 500.
b) 2s, 5s and 10s from any multiple between
0 and100.
R.1.1.3. 1.1.1.3. 2.1.1.3. 3.1.1.3. Count forwards and

backwards in 20s, 25s, 50s and
100s between 0 and 1 000.
R.1.1.4. Knows number names and symbols 1.1.1.4. Knows, reads and writes number 2.1.1.4. Recognise number symbols and 3.1.1.4. Recognise and identify
between 0 and 10. symbols from 1 to at least 100 and number names between 0 and 200. number names and symbols
names from 1 to at least 20. between 0 and 1 000.
1.1. Whole numbers
R.1.1.5. Orders and compares collections of 1.1.1.5. Orders, describes and compares whole 2.1.1.5. Order, describe and compare 2-digits 3.1.1.5. Order, describe and compare
objects using the words ‘more’, ‘less’ and ‘equal’. numbers from 1 to 20. whole numbers. 2-digit and 3-digit whole numbers.
R.1.1.6. 1.1.1.6. Represent odd and even numbers from 1 2.1.1.6. Represent odd and even numbers 3.1.1.6. Represent odd and even
and 10. numbers
R.1.1.7. 1.1.1.7. Recognise the place value of numbers 2.1.1.7. Recognise the place value to at least 3.1.1.7. Recognise the place value of
between 11 and 19. 2-digits. 3-digits.
R.1.1.8. 1.1.1.8. 2.1.1.8. 3.1.1.8. Round off to the nearest 10
R.1.1.9. Solves verbally-stated addition and 1.1.1.9. Add and subtract whole numbers with 2.1.1.9. Add and subtract whole numbers with 3.1.1.9. Add and subtract whole
subtraction problems with single-digit answers up to 20. answers up to 100. numbers with at least 3 digits.
numbers and with answers up to at least10.
R.1.1.10. 1.1.1.10. Repeated addition with whole 2.1.1.10. Multiplication of at least 2-digit by 1- 3.1.1.10. Multiplication of at least 2-
numbers and with answers to at least digit numbers digit by 1-digit numbers
20.
R.1.1.11. 1.1.1.11. 2.1.1.11. Division of at least whole 1-digit by 1- 3.1.1.11. Division of at least whole 2-
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digit numbers. digit by 1-digit numbers.
R.1.1.12. 1.1.1.12. Mental calculations with whole numbers 2.1.1.12. Mental calculations with whole 3.1.1.12. Mental calculations with
including: Addition and Subtraction to at least 20 numbers including: Addition, subtraction and whole numbers including: Addition,
multiplication to at least 20 subtraction, multiplication and
division to at least 50
R.1.1.13. 1.1.1.13. Problem-solving involving whole 2.1.1.13. Problem-solving involving whole 3.1.1.13. Problem-solving involving
numbers. Numbers whole numbers
R.1.1.14. Explains own solutions to problems. 1.1.1.14. Uses the following techniques: 2.1.1.14. Uses the following techniques: 3.1.1.14. Building up and breaking
a) building up and breaking down numbers; a) building up and breaking down numbers; down numbers
b) doubling and halving; b) doubling and halving; a) building up and breaking down
c) using concrete apparatus e.g. counters; c) using concrete apparatus e.g. counters; numbers;
d) number lines. d) number lines b) doubling and halving;
c) number lines
d) rounding off in tens.
1.1.1.15. Explains own solutions to problems. 2.1.1.15. Explains own solutions to problems. 3.1.1.15. Explains own solutions to
problems.
1.1.1.16. Checks the solutions given to 2.1.1.16. Checks solutions to problems given 3.1.1.16. checks solutions to problems
problems by peers. by peers. given by peers.
R.1.2.1. Solves and explains solutions to 1.1.2.1. Solves and explains solutions to 2.1.2.1. Common Fractions 3.1.2.1. Common Fractions
practical problems that involving equal practical problems that involving equal • Orders, describes and compares • Orders, describes and compares
sharing and grouping with whole numbers of sharing and grouping with whole numbers of common fractions including halves, common fractions including
at least 10 and with answers that include at least 20 and with answers that include quarters, eighths, thirds and sixth. halves, quarters
remainders. remainders. • Solves and explains solutions to • Solves and explains solutions to
1.2. Fractions/sharing
practical problems that involving practical problems that involving
equal sharing and grouping and that equal sharing and grouping and
lead to solutions that also include that lead to solutions that also
unitary fractions include unitary and non-unitary
fractions.
1.1.3.1. Recognise and identify the South 2.1.3.1. Recognise and identify the South 3.1.3.1. Recognise and identify the
African coins and banknotes. African coins and banknotes. South African coins and banknotes
1.1.3.2. Solve money problems involving 2.1.3.2. Solve money problems involving totals 3.1.3.2. Solve money problems
1.3. Money
totals and change in rands and cents. and change in rands and cents. involving totals and change in rands
and cents, including converting
between rands and cents.

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2. PATTERNS, FUNCTIONS AND ALGEBRA

R.2.1.1. Copy and extend simple patterns 1.2.1.1. Copy and extend simple patterns 2.2.1.1. Copy and extend simple patterns 3.2.1.1. Copy and extend simple patterns
using physical objects and drawings. using physical objects and drawings using physical objects and drawings using physical objects and drawings
R.2.1.2. 1.2.1.2. Copy and extends simple number 2.2.1.2. Copy and extends simple number 3.2.1.2. Copy and extends simple number
sequences to at least 100. sequences to at least 200. sequences to at least 1 000.
R.2.1.3. Creates own patterns 1.2.1.3. Creates own patterns 2.2.1.3. Creates own patterns 3.2.1.3. Creates own patterns
2.1. Numeric &
1.2.1.4. Describes observed patterns 2.2.1.4. Describes observed patterns 3.2.1.4. Describes observed patterns
Geometric patterns
2.2.1.5. Identify, describe and copy 3.2.1.5. Identify, describe and copy
geometric patterns in natural and geometric patterns in natural and cultural
cultural artefacts of different cultures artefacts of different cultures and times.
and times.

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3. SPACE AND SHAPE (GEOMETRY)
R.3.1.1. Recognise, identifies and names 1.3.1.1. Recognise, identifies and names 2.3.1.1. Recognise, identifies and names 3.3.1.1. Recognise, identifies and names
3-D objects in the classroom and in two-dimensional shapes and 3-D objects in two-dimensional shapes and 3-D objects two-dimensional shapes and 3-D objects
pictures, including: the classroom and in pictures, including: in the classroom and in pictures, in the classroom and in pictures,
a) boxes a) boxes (prisms) and balls (spheres); including: including:
b) balls b) triangles and rectangles a) boxes (prisms) and balls a) boxes (prisms) and balls
c) circles (spheres) and cylinders; (spheres) and cylinders;
b) triangles, squares and rectangles b) triangles, squares and rectangles
c) circles c) circles
d) cones and pyramids
e)
R.3.1.2. Describes, sorts and compares 1.3.1.2. Describes, sorts and compares physical 2.3.1.2. Describes, sorts and compares 3.3.1.2. Describes, sorts and compares
physical 3-D objects according to: two-dimensional and 3-D objects according to: physical two-dimensional shapes and physical two-dimensional and three-
a) size; a) size; three-dimensional objects according to dimensional objects in pictures and the
b) objects that roll; b) objects that roll/slide; pictures and the environment: environment:
c) objects that slide. c) shapes that have straight or round a) size; a) two-dimensional shapes in/on the faces
edges. b) objects that roll/slide; of three-dimensional objects;
c) shapes that have straight or b) flat/straight and round/curved surfaces
3.1. Properties of 2-D round edges and edges.
shapes and 3-D
objects R.3.1.3. Builds 3-D objects using concrete 1.3.1.3. Observes and builds given 3-D 2.3.1.3. Observes and creates given two- 3.3.1.3. Observes and creates given and
materials (e.g. building blocks) objects using concrete materials (e.g. dimensional shapes and 3-D objects described two-dimensional shapes and
building blocks and construction sets). using concrete materials (e.g. building 3three-dimensional objects using concrete
blocks and construction sets and cut-out- materials (e.g. building blocks and
two-dimensional shapes). construction sets and cut-out-two-
dimensional shapes, clay, drinking
straws).
R.3.1.4. Recognises symmetry in self and 1.3.1.4. Recognises symmetry in self and 2.3.1.4. Recognises symmetry in two- 3.3.1.4. Determines lines of symmetry in
own environment (with focus on front own environment (with focus on ‘left’, ‘right’, dimensional shapes and 3-D objects. two-dimensional shapes using paper
and back). ‘front’ and ‘back’). folding and reflection.
R.3.1.5. Describes one three-dimensional 1.3.1.5. Describes one three-dimensional 2.3.1.5. Recognise 3-dimensional objects 3.3.1.5. Recognise 3-dimensional objects
object in relation to another ( e.g. ‘in object in relation to another (e.g. ‘in front of’ from different positions. from different positions.
front of’ or ‘behind’). or ‘behind’).
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R.3.1.6. Follows directions ( alone and/or 1.3.1.6. Follows directions (alone and/or as a 2.3.1.6. Positions self within the classroom 3.3.1.6. Reads, interprets and draws
as a member of a group or team) to member of a group or team) to move/place or three-dimensional objects in relation to informal maps of the school environment
move/place self within the classroom self within the classroom or three- each other. or of an arrangement of three-dimensional
(e.g. ‘at the front’ or ‘at the back’). dimensional objects in relation to each other. objects and locates objects on the map.
2.3.1.7. Describes positional relationships 3.3.1.7. Describes positional relationships

(alone and/or as a member of a group or (alone and/or as a member of a group or
team ) between three-dimensional objects team ) between three-dimensional objects
or self and peer. or self and peer.
4. MEASUREMENT
R.4.1.1. Length 1.4.1.1. Length 2.4.1.1. Length 3.4.1.1. Length
Works concretely comparing and ordering Estimates, measures, compares and orders Estimates, measures, compares and Estimates, measures, compares and
objects using appropriate vocabulary to three-dimensional objects using non- orders three-dimensional objects using orders three-dimensional objects using
describe length (e.g. longer, shorter, standard measures (e.g. hand spans, foot- non-standard measures (e.g. hand spans, non-standard and standard measures
wider, tall, short) steps). foot-steps). (e.g. desk lengths, metres).
3.4.1.2. Investigate (alone and/or as a

member of a group or team)
approximates:
4.1. Length, mass and • Distance around two-dimensional
capacity shapes using string;
• Area of two-dimensional shapes
using tiling.
R.4.1.2. Mass 1.4.1.2. Mass 2.4.1.2. Mass 3.4.1.2. Mass

Works concretely comparing and ordering Estimates, measures, compares and orders Estimates, measures, compares and Estimates, measures, compares and
objects using appropriate vocabulary to three-dimensional objects using non- orders three-dimensional objects using orders three-dimensional objects using
describe mass (e.g. light, heavy, heavier) standard measures (e.g. bricks, sand bags). non-standard measures non-standard and standard measures
(e.g. bricks, sand bags). (e.g. packets, kilograms)
14 | P a g e
R.4.1.3. Capacity 1.4.1.3. Capacity 2.4.1.3. Capacity 3.4.1.3. Capacity
Works concretely comparing and Estimates, measures, compares and orders Estimates, measures, compares and Estimates, measures, compares and
ordering objects using appropriate three-dimensional objects using non- orders three-dimensional objects using orders three-dimensional objects using
vocabulary to describe capacity (e.g. standard measures (e.g. spoons, cups). non-standard measures non-standard and standard measures
empty, full, less than, more than) (e.g. spoons, cups). (e.g. bottles, litres).
R.4.2.1. Describes the time of day in terms 1.4.2.1. Describes the time of day using 2.4.2.1. Reads analogue time in hours and 3.4.2.1. Reads and writes analogue and
of day or night. vocabulary such as ‘early’, ‘late’, ‘morning’, minutes. digital clock time in terms of hours, half-
‘afternoon’, ‘night’. hours, quarters of an hour and minutes
R.4.2.2. Orders recurring events in own 1.4.2.2. Compares events in terms of the 2.4.2.2. Names in order the days of the 3.4.2.2.
daily life. length of time they take (longer, shorter, week and months of the year.
faster, slower).
R.4.2.3. 1.4.2.3. 2.4.2.3. Calculates elapsed time in: 3.4.2.3. Solves problems involving
a) hours and minutes using clocks calculations with and conversions
b) days, weeks and months using between:
calendars. a) minutes ↔ hours
b) hours ↔days
4.2. Time c) days ↔months
R.4.2.4. Sequence events within one day. 1.4.2.4. Sequences events using language 2.4.2.4. Sequences events according to 3.4.2.4.
such as ‘yesterday’, ‘today’ and ‘tomorrow’. days, weeks, months and years
1.4.2.5. Places birthdays on a calendar. 2.4.2.5. Identifies important dates on 3.4.2.5. Identifies important dates on
calendars including dates of: calendars including dates of:
• Learners birthdays • religious festivals
• Religious festivals • historical events
• Historical events
3.4.2.6. Recognises and describes

different calendars used in different
cultures.

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5. DATA HANDLING
R.5.1.1. Collects physical objects (alone 1.5.1.1. Collects physical objects (alone 2.5.1.1. Collects physical objects (alone and/or 3.5.1.1. Collects physical objects (alone and/or
and/or as a member of a group or a team) and/or as a member of a group or a team) as a member of a group or a team) in as a member of a group or a team) in
5.1. Collect data
in the environment according to stated in the environment according to stated the environment according to stated the environment according to stated
features (e.g. collects 10 dead flowers) features (e.g. collects 10 dead flowers) features (e.g. collects 10 dead flowers) features (e.g. collects 10 dead flowers)
R.5.2.1. Sort physical objects according to 1.5.2.1. Sort physical objects according to 2.5.2.1. Sort physical objects according to 3.5.2.1. Sorts, orders and organises own
one attribute (property) (e.g. red shapes) one attribute chosen for a reason one attribute chosen by teacher. and supplied data by one or two attributes
5.2. Sort and record data (e.g. ‘sort crayons into colours’) for a particular reason.
1.5.2.2. Gives reasons for collections being 2.5.2.2. Gives reasons for collections being
grouped in particular ways grouped in particular ways
R.5.3.1. Draws a picture as a record of collected 1.5.3.1. Draws a picture as a record of 2.5.3.1. Draws pictures and construct pictographs 3.5.3.1. Draws pictures and construct pictographs
objects collected objects that have a 1-1 correspondence between and bar graphs that have a 1-1
5.3. Draw graphs to own data and representations. correspondence between own data and
display data 1.5.3.2. Construct pictographs where stickers or representations..
stamps represent individual elements in a
collection of objects.
R.5.4.1. Answer questions (e.g. ‘Which has the 1.5.4.1. Describes own collection of objects, 2.5.4.1. Describes own or peer’s collection of 3.5.4.1. Reads, interprets and reports on
most ….?’) based on own picture or own explains how it was sorted, and answers objects, explains how it was sorted, and information in own and peer’s
5.4. Read and interpret sorted objects. questions about it. answers questions about it. representation of data.
graphs 3.5.4.2. Reads and interprets data present in
simple tables and lists.
16 | P a g e
SECTION 3
TERM 1: Grade 1
SUGGESTED
RECOMMENDED APPROXIMATE
CONTENT AREA CONTENT CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES FORMAL
RESOURCES DURATION
ASSESSMENT
ORIENTATION Orientation • Complete register daily Weather chart Week 1
• Place the name of the day, month and weather conditions on weather chart daily. Children
recite the days of the week daily Birthday chart
• Place the names of the learners on the birthday chart to indicate the month in which they
celebrate their birthdays. Cardboard strips
• Write the names of learners on cards and stick the cards on their tables.
NUMBERS AND Whole number • Estimate and count a number of objects up to 5 Week 2
NUMBER counting Teacher places 1 to 5 objects on the table. Learners look at the objects. Teacher covers the
OPERATIONS objects. Learners say how many objects they saw. Teacher uncovers the objects. Learners Toys, bottle tops,
count them. Teacher asks: Are there as many or more than you counted? cubes, objects, crayons
• Develop one-to-one correspondence up to 5

One-to-one a) Learners count as they push beads across the abacus. Abacus
correspondence b) Learners place counters on table while counting. Seeds, paper clips,
match sticks
• Count forwards up to 10
a) Learners clap their hands or stamp their feet while they count.
b) Teacher points to numbers on the number line while learners count. Number line 1-10
NUMBERS AND “as many as” • Build awareness of the “as many as” concept
NUMBER a) Learners take out objects to have “as many” as the teacher. Play dough
OPERATIONS b) Learners match picture cards to have “as many” pictures as a friend.
c) Learners draw “as many” shapes or objects as a friend has or the teacher has drawn. Picture cards .
Teacher Learner
Worksheet
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Number symbol and • Write the number symbol 1 and draw a picture showing one object Shallow container filled
name( 1) a) Learners write the number “1” in the sand. with sand.
b) Learners use their fingers to practise writing number “1” on their tables.
c) Learners trace over a written number symbol. Newspaper/ telephone
d) Learners write the number using fingerprints. directory
e) Learners recognise the number name from given words.
• Recognise and read number symbols up to 5

a) Teacher shows a number card and learners knock the same number of times on the Number cards
table.
b) Teacher holds up a number card. The learners carry out a number of actions,
corresponding to the number on the card.
c) Teacher says a number. Learners show the corresponding number with their fingers.
• Recognise symmetry in self and own environment: left and right
a) Learners use body parts to indicate their understanding of left and right e.g.
b) Put your left hand on the right side of your desk or seating space.
c) Put your left hand over your right ear.
SPACE AND SHAPE • Identify and compare 2-D shapes

Investigate 2D shapes
a) Learners identify and compare circles in objects and pictures.
b) Learners trace and draw circles.
• Big and small
Compare the colours • Colour red
and sizes of shapes a) Learners use a finger to write a big number 1 on friend’s back.
and objects b) Learners pick up one big red circle from an assortment of shapes.
c) Learners draw one small red circle in the middle of a piece of paper Shapes: plastic or
d) Teacher instructs learners to find a circular object in the “feely bag” and to describe it. cardboard
• Yesterday and today (must be done every day) Pillow case with plastic
MEASUREMENT Time
a) Teacher refers to a calendar and asks questions such as: Which day is today? shapes, lids, plates,
b) What day was it yesterday? balls in it.
c) Which weather symbol will you place on the calendar to indicate today’s weather
condition?
sunny cloudy windy
Calendar
18 | P a g e

SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number • Estimate and count a number of objects up to 5 Week 3 By the end of week
NUMBER counting a) Place a pile of counters on the learner’s table. Each learner counts out 5 counters. 3 assess and
OPERATIONS b) Give each learner a small number of counters. They each estimate how many they have Counters e.g. bottle record:
and tell the teacher. Then they count them. Teacher asks: Are there as many or more tops, unifix, beans.
than you estimated?
Estimate and count
• Develop one-to-one correspondence up to 5 a number of objects
One-to-one a) Learners place a counter on a number on the number line as they count. or pictures up to
correspondence b) Learners match objects in pictures e.g. a bone for each dog. Number line number 5
Worksheet
Count forwards up
to 10
a) Girls count to 10, and then boys count.
b) Learners count in groups or rows. Show one-to-one
c) Learners count individually. correspondence
d) Learners say a counting rhyme.
Build and draw

“more than” • Build awareness of “more than” repeated patterns
a) Teacher pastes 2 objects on the board. Learners put out more counters than the teacher Objects with objects and
pasted on the board. shapes
b) Learner matches cards with dots to have more dots on his/her card than his / her friend. Dot cards
c) Learner draws 1 more shape in the one circle than in the other.
Worksheets
Recognise and
draw the concepts:
Example: big and small
19 | P a g e
Number symbol and • Write the number symbol 2 and draw a picture showing two objects
name a) Learners rainbow write over number symbol 2 in different colours. Explain the
(2) b) Learners copy number symbol 2. meaning of
c) Learners recognise the number name. yesterday and
today
a) Teacher shows learners a number of fingers. They show the corresponding number Mirror the action
symbol. of a friend.
b) A learner does a number of actions, the rest of the learners show the corresponding Number cards
number symbol. 1 to 5
c) Teacher says a number. Learners each hold up the corresponding number of fingers.
SPACE AND SHAPE Symmetry • Recognise symmetry in self and own environment: left and right
a) Learners stand, on the left or right side of objects in the classroom, as instructed by
teacher.
b) Outside activity: Teacher instructs learners to stand on the left or right side of a circle or
square that was cut from a newspaper and placed on the ground.
c) One learner moves, and a partner mirrors the actions.
d) Learners blop runny paint on one side of folded paper. They re-fold the paper and press
carefully. They open it, let it dry and cut it out on the outlines.
• Bigger than and smaller than.

Investigate and • Colour blue Plastic shapes
compare the colours a) Learner picks up a blue square that is bigger than his/her friend’s.
and sizes of 2-D b) Learner draws a red circle, then a blue square that is smaller than the red circle.
shapes and objects c) Learner finds a friend with a shoe that is bigger than his/her shoe.
d) Learners use blue paper to cut out a square and red paper to cut out a circle that is
smaller than the square.
e) Teacher asks questions:
Is number 2 smaller or bigger than number 5?
Is number 4 smaller or bigger than number 1?
• Identify squares in objects and pictures Magazines

Learners identify squares in photos, pictures and posters.
20 | P a g e
PATTERNS Repeating pattern • Trace and draw squares
AND FUNCTIONS a) Trace over the outline of a square using different colours.
b) Learners draw a repeated pattern with big and small squares and use two colours to
colour them.

MEASUREMENT Time • Yesterday and today Calendar

Learners draw a picture of an activity they did the previous day. (yesterday) They explain their
drawing to the class.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
Week 4
NUMBERS AND Whole number • Estimate and count a number of objects up to 10
NUMBER OPERATIONS counting a) Teacher gives each learner a small number of counters. Learners estimate how many they Toys, bottle tops,
have and tell the teacher. Learners count them. Teacher asks: Are there as many or more blocks, objects, crayons
than you estimated?
b) Learners say a number rhyme e.g. one, two, three, four, five. Once I caught a fish alive
• Count backwards from 10 to 0 Number line

Learners count backwards from 10 or below to 0. 1-10
“less than” • Build awareness of “less than”

a) Learners compare groups of counters or groups of children and show which group has
less.(fewer)
b) Learners compare two sets of pictures and cross out the one which has less.(fewer)
c) Teacher shows a number of fingers from 1 to 10. Learners show one finger less than the Worksheet
teacher’s number of fingers.
Number symbol and • Write the number symbol 3 and draw a picture showing three objects
name (3) a) Learners use their fingers to practise writing the number symbol 3 on their tables.
21 | P a g e
b) Learners fold A4 paper to create 4 lines and practise writing the digit 3 between these
lines. 3 3 3 3 3 3
c) Learners practise writing the number symbol and name e.g 3, three. three three
d) Teacher flashes number names from one to three. Learners identify and read the number 3 3 3 3 3 3
names. Three three
Building up numbers • Express number 3 in different ways (bonds)

Learners build up the bonds of 3 using counters
Examples: 2+1
2+1
3+0

a) Teacher points to the numbers on a number line as the class counts out loud. Number line
b) Learners work on their number lines. Teacher calls out a number from 1 to 10. She asks Number chart
learners to place a specific cube on that number. Then she asks: E.g. Where is your blue 1 - 50
cube? (fifth)
• Behind, front , left and right
a) Learners place a magazine or newspaper on the floor. They stand behind it, to the left of it,
in front of it, to the right of it.
b) Use a table or chair in the classroom to practise the same positions.
SPACE AND SHAPE Investigate and • Identify and compare triangles in objects and pictures
compare the colours a) Teacher takes learners outside to identify and to talk about triangles in nature.
and sizes of 2-D b) Learners identify triangles in pictures.
shapes and objects c) Learners build triangles using sticks, matchsticks or drinking straws that are cut into
pieces. They paste their triangles on paper and compare the shapes and sizes.
PATTERNS AND Repeating • Trace and draw triangles

FUNCTIONS pattern Learners draw and colour a diagram pattern with big and small triangles using two colours.
22 | P a g e
• Tall / short
Learners divide into groups of 8. They arrange themselves to get the following pattern: tall,
short, tall, short.
• Colour yellow
a) Learners tear small pieces of yellow paper from magazines and paste them inside a Magazines
triangle drawn on A4 paper. Teacher labels the picture and sticks it on the wall.
b) Learners find pictures of yellow objects in magazines and cut them out. They make a class
poster or “yellow book”
MEASUREMENT • Tomorrow
Time
Teacher refers to a calendar and asks questions such as:
a) Which day is today? Calendar
b) What day was yesterday?
c) What day will it be tomorrow?
23 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
Week 5
NUMBERS AND Whole number • Count a number of objects up to 10
NUMBER counting a) Learners count the objects in a plastic bag. They replace as many as the number Money bags
OPERATIONS written on the bag. Small counters
b) Teacher gives one blank die to every two learners. They write any 6 numbers from 1
to 10 on the sides. They take turns to throw the die. They count out the number of Paper die
objects shown on the die.
c) Teacher shows a number symbol from 1 to 9. Learners count out 1 object more than
the number shown.
d) Teacher shows a number symbol from 1 to 10. Learners count out 1object less than
Number cards
the number shown.
0 to 10
a) Learners clap their hands or stamp their feet as they count.
b) Teacher points to numbers on a number line as learners count.
Problem solving- • Solve word problems that involve addition

addition Example: Peter bought 3 red cars and 2 blue cars with the money he saved. How many
cars did he buy altogether?
a) Teacher asks learners: Tell me what the story is about
Exercise books
b) Tell me what altogether means.
c) How can you use your counters to find the answer.
d) Draw a picture to show what the story is about.
Number symbol • Write the number symbol 4 and draw a picture showing four objects
and-name (4) a) Learners rainbow write over example with different colours.
b) Learners trace over written number symbol.
c) Learners draw 4 objects.
d) Learners recognise the number names. (Flash the number names. They read
number names one to four)
24 | P a g e
Building up • Express number 4 in different ways (bonds) Bond-cards
numbers Learners build up the bonds of number 4 using counters 4+0
Example:
yy yy 2+2
yyy y 3+1
Number cards
a) Teacher shows learners a number of fingers. They show the corresponding number
symbol.
b) A learner does actions, the rest of the learners show the corresponding number.
c) Teacher says a number. Learners show it with their fingers.
SPACE AND SHAPE Investigate and

• Behind and in front
compare the
a) Teacher takes learners outside. Learners look at objects behind and in front of each
colours and
other. She asks questions such as: Which part of the tree, behind the house, can
sizes of 2-D
you see?
shapes and
b) Teacher shows a picture or poster. She asks questions such as:
objects
o Which object is in front of the tree?
o Who is standing behind the chair? Magazines
• Rectangles
a) Learners make rectangles with play dough, rubber bands, straws or pieces of wool.
b) Learners draw rectangles and paste small pieces of green magazine paper inside.
c) Label the picture and stick it on the wall.
d) Learners identify and compare rectangles in objects and pictures.
PATTERNS AND Repeating
FUNCTIONS pattern
• Taller and shorter
Learner finds one friend who is taller and another who is shorter than he/she is and they
line-up from the tallest to the shortest.
25 | P a g e
• Colouur green
a) Learners build and draaw patterns with colourss and /or shapes learnt..
b) Learners find picture oof green objects from maagazines and cut them out. They make
a class poster.
MEASUREMEENT Time • “Mornning”, “afternoon” and “night”
o Learners discuss the aactivities that they do in the morning, afternoonn and at night.
o Learners discuss and ddraw differences betweeen night and day.
Î Î
SUGGGESTED
RECOMMENDED APPROXIMAT
TE
CONTENT
T AREA CONTE
ENT CLARIFICATION / NOTES/ACTIV
VTIES/ EXAMPLES FO
ORMAL
RESOURCES DURATION
ASSE
ESSMENT
NUMBERS ANND Whole nummber • Count a number of objects up to 10 Week 6
NUMBER OPEERATIONS counting a) TTeacher gives one blannk die to every two learnners. They write any 6 nnumbers from 1 By the end of week
w 6 assess a
to 10 on the sides. Theyy take turns to throw thee die. They count out a number of Paaper die record:
oobjects to correlate withh the number on the diee.
b) TTeacher shows a numbber symbol from 1 to 9. Learners count out 2 objects more than Estimate and count numb
the number shown. of objects up to 10
c) TTeacher shows a numbber symbol from 1 to 10. Learners count out 2 objects fewer
tthan the number shownn. Nuumber cards
0 to 10 Rote countt forwards and
• Count forwards up to 15 backwardss up to 10
a) GGirls count to 15, follow
wed by the boys.
b) LLearners count in groupps or rows.
c) LLearners count individually from a given numbber.
Problem solving
s • Solve w
word problems (+ bettween counters)
Examp ple: Tom won 4 red maarbles and 2 green marrbles. How many marblees did he win
altogether?
Exxercise book
26 | P a g e
Teacher says: Counters
a) Tell me what the story is about.
b) Show me how you will use your counters to answer the question.
yyyy + yy
c) Draw a picture to show what the story is about.
Write number symbols,
Number symbol • Write the number symbol and draw a picture showing five objects draw pictures and
and –name (5) a) Learners write 5 in the air. recognise number
b) Learners trace over dotted number 5. names up to 5
d) Learners practise writing number 5 on a worksheet. Recognise number symbols up
e) Teacher flashes the number names one to five and learners read the words. to 15
Building up • Express number 5 in different ways (bonds) Draw growing patterns with
numbers • Learners build up the bonds of number 5 using counters. Bond cards shapes.
Example: yyy yy means 3+2 and yyyy y means 4+1 5+0
Mental • Mental Mathematics
Mathematics Teacher flashes bond-cards of numbers 3 to 5 and learners give answers.
Solve an addition story
• Recognise and read number symbols up to 15 sum: Explain orally, use
a) Learners close their eyes. Teacher knocks on a table. Learners indicate how many concrete objects to show
knocks they’ve heard by showing the answer with a number card. Worksheet the operation, draw a
b) Teacher places a number line with missing numbers on the board and gives the picture.
missing numbers to a few learners. These learners place the missing numbers on the
number line in the correct order.
c) Learners fill in missing numbers on number lines.
SPACE AND SHAPE • Top and bottom

a) Teacher asks learners first to place a hand on the top of their heads and then to
touch the bottom of a desk.
b) Teacher draws a few ladders on the playground. She numbers the rungs from 1 to
PVC number line
10. Teacher gives instructions and asks questions: Learners stand in the space
before the first rung:
Teacher asks:
o Which number are you standing on?
o Climb to the top. How many steps did you take?
o Stand at the bottom and take 3 steps forward.
27 | P a g e
o How many more steps must you take to reach the top?
o Now climb four steps backwards. On which number are you standing
PATTERNS AND Growing now?
FUNCTIONS patterns • Growing patterns with physical objects
a) Learners extend given “growing” patterns.
b) Learners create own patterns using orange and blue shapes e.g. bottle tops
c) Learners build and draw their own growing- pattern with squares.

Plastic shapes
Paper shapes
Any small objects e.g.
• Taller and shorter seeds, beans, noodles,
Learners draw pictures of themselves in the centre of a piece of paper. On the right side matchsticks.
they draw pictures of objects, animals or people taller than what they are and on the left
side things shorter than what they are.
shorter taller
• Colour orange
Learners each draw a picture, using an orange crayon, to show the meaning of top and
bottom.
MEASUREMENT Time • Early and late
a) Learners tell what they did early in the morning or late in the afternoon. Discuss the
meaning of early and late.
b) Teacher asks learners who gets up first in their family. They show this in a time
sequence from earliest to latest.

28 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number • Count a number of objects or pictures up to 10 Week 7
NUMBER OPERATIONS counting a) Teacher places a set of 1 to 10 pictures or counters on the board. Learners show the Counters/
corresponding number symbol. Pictures
b) Learners match dot cards and number cards with number names from 1 to 10.
c) Teacher gives 10 learners each a number symbol from 1 to 10. They place emselves Number cards
in order from one to ten in front of the class. Class counts forwards and backwards 0 to 10
while the learner shows the number that the class says.
a) Learners count to 20 while teacher points to the numbers on the number line. Number line
b) Learners count on from a given number up to 20 while pointing to the number as they 0 to 20
count. 50 Chart
c) Learners count to 20, saying every second number out loud.
Addition up to 5 • Addition with answers up to 5

Teacher first puts 2 cubes and then another cube in the left bucket of a scale. She asks: Unifix cubes
How many cubes must we put in the bucket on the right to have an equal number of cubes Scale
in both buckets? So 2 + 1 = 3

+ =
Do more examples with learners with answers up to 5.

a) Learners place 2 groups of coloured cubes on their desk, placing a cut out “+”
symbol between them.
2 red cubes plus 3 red cubes makes 5 red cubes.
yy + yyy is equal to 5
2+3=5
b) Learners do addition with answers up to 5. First only with dots, then numbers and Exercise book
dots, then only numbers. Worksheets
Number symbol • Write the number symbol 6 and draw a picture showing six objects
and name (6) Learners practise number 6 in the same way they did numbers 1 to 5.
29 | P a g e
Building up • Express number 6 in different ways
numbers Learners build up number 6 in the same way they did with numbers 1 to 5. It is very
important that children realise that 6 can be expressed in different ways (bonds) e.g. 5 + 1
or 4 + 2 or 3 + 3 etc.

a) Teacher says a number and instructs learners to place a coloured cube of a specific
colour on the number she asks e.g. place your red cube on number 8, blue cube on
the number that is 2 more than 8, yellow cube on a number between 8 and 10 on a
number line.(colours may be used twice). Number line
Learners name the colours of the cubes from number 1 to 20. (listening skills) 0-20
b) Teacher flashes cards with number symbols up to 20 and learners read them.
c) Learners play number recognition games e.g. bingo and snakes and ladders.
.
• “Under” and “over”.
a) Teacher places number line 0 to 20 on the board. She places a picture of a rabbit at
0. It jumps over a number to the next. Learners read numbers as the rabbit jumps.
b) Let the learners climb over a chair and sit under a table to develop the “over and
under” concept.
SPACE AND SHAPE c) Learners stand in a row. First learner hands a ball over his/her head to the second
learner. The second learner passes the ball between the legs to the third learner. Number line
Continue until the last learner has the ball. He /she run to the front and the whole 0 to 20
process starts again.
PATTERNS AND Repeating • Patterns with drawings (shapes, colour, objects)

FUNCTIONS patterns a) Learners copy patterns and describe them.
555 UU 555 UU
3 2 3 2
b) Learners extend given patterns.
Plastic shapes
c) Learners create own patterns.
Paper shapes
• Colour: Purple Any small objects e.g.
o Learners cut out pictures of purple objects from magazines and also bring purple seeds, beans, noodles,
objects to school. They display the objects in the classroom. match sticks.
o Learners use purple crayons to draw a pattern.
30 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number • Count a number of objects or pictures up to 10 Counters Week 8
NUMBER counting a) Teacher gives each group a pile of counters. Each learner counts out 10 counters.
OPERATIONS Each learner builds and explains his/her pattern.
b) Learners cut out 10 pictures of brown objects from a magazine. They make their own
number chart showing the number name (ten), symbol (10) and ten brown pictures.
c) A learner throws 3 dice with dots from 1 to 6. Every time the total of the 3 dice adds Empty dices and
up to ten, the learner who added correctly shouts BINGO and takes a counter from a counters
pile in the middle. If the total of the 3 dice does not add up to 10 they throw again.
The learner with the most counters is the winner.
• Count forwards and backwards up to 20 Number line

a) Learners count to 20 as teacher points to a number line. 0 to 20
b) Learners count forwards and backwards up to 20.
c) Learners stand behind their chairs. As each one says a number he/she sits down.

a) Learners do addition on worksheets with solutions up to 10. Worksheets
b) Learners build up their own numbers with answers up to 10. Unifix blocks or counters
Example: 2 + 3 + 3 = 8 Dices with dots, dots
c) Learners use dice with dots, dots and numbers and only numbers from 1 to 3. and numbers and only
d) Learners throw both dice and write a number sentence in their exercise books. numbers
Example: 1 + 1 = 2
Number line
• Introduce addition using a number line
Desk number line
a) Teacher puts a number line from 0 to10 on the board. She puts a picture of a rabbit
0 to10
at 0. The rabbit jumps as the learners count the jumps e.g. 3 jumps and another jump
are 4 jumps in all.
b) Learners use their fingers to jump on their own desk number lines, as the teacher
gives number sentences e.g. 1 + 2 =3.
31 | P a g e
Number symbol • Write the number symbol 7 and draw a picture showing seven objects
and name (7) Learners practise number seven in the same way as they did numbers 1 – 5.
Building up • Express number 7 in different ways Bond-cards

numbers Learners build up number 7 in the same way they did with numbers 1 – 5. It is very
important that children realise that 7 can be expressed in different ways Example: 5 + 2 3 + 4
or 3 + 4 or 6 + 1 etc.

a) Teacher says a number. Learners show the number symbol.
b) Teacher claps hands. Learners count the number of claps and show the
corresponding number symbol.
c) Teacher shows a number of pictures, learners show the corresponding number
symbol.
PATTERNS AND
FUNCTIONS Number patterns • Number patterns
a) Learners complete number patterns and read them.
b) Learners extend number patterns.
c) Learners create own number patterns and explain how they made them
Example: Complete the missing numbers:
a) 3, 7, 12, ____ , ____
b) 5, 7, 9, ____, ____
Brown objects
Compare the • Colour: Brown
colours and sizes a) Learners go outside and touch something that is brown.
of shapes and b) Learners identify brown objects in the classroom.
objects c) Learners bring brown objects to school and display them.
32 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND NUMBER Whole number counting • Count a number of objects or pictures up to 10 Week 9
OPERATIONS a) Teacher gives each group a pile of counters. Each learner takes Counters By the end of week 9 assess
out 10 counters. They each build their own pattern with the and record:
counters.
b) Cut out 8 black and white pictures. The learners make their own Magazines
number chart of eight with number name, symbol and eight
pictures. Addition with solutions up
c) Throw 3 dice with dots from 1 to 6. Every time the total adds up Empty dices and to 10
to ten, the learner who added correctly shouts BINGO and takes counters
a counter from the pile. The learner with most counters is the
winner. Recognise, identify and
name 2-D shapes
Ordinal numbers • Ordinal numbers
(first to tenth) a) Teacher gives ten learners each a number symbol from 1 to 10. Number symbols Solve word
They arrange themselves in a line from 1 to 10. Class count 1 to 10 problems)
forwards and backwards while the learner shows the number
they hear. Teacher asks: Who is standing first, fifth, before
number seven and last? Colours
b) Teacher puts a number line with pictures on the board. She
asks: In which position is the ball, star, triangle?
c) Teacher puts a blank number line on the board. Learners put Blank number line Write number
pictures where teacher asks, e.g. put the dog in the ninth place. 10 pictures names and
symbols from
• Count forwards up to 25 one to five
a) Learners count to 25 as teacher points to numbers on the
number line.
b) Learners count to 10 and back.
c) Learners stand behind their chairs. They count from 1 to 25 as Dice with dots, dots and
they sit down. numbers and only
d) Learners count individually to 25. numbers

Learners do addition on worksheets with answers up to 10.
Learners build up their own numbers with answers up to 10
33 | P a g e
Examples:
a) 3+3+2=8
b) 4+ 1 + 1 = 6
c) 2 + 2 + 3 =7
Learners use dice with dots, dots and numbers or only numbers from
1 to 4. Learner throw both dice, write the sum and answer in their
exercise book.
Example:
a) 2 + 1 = 3
b) 2 + 3 = 5
• Addition using a number line
Number lines Teacher gives learners a worksheet with printed number lines. She
tells story sums. Learners show what the story says on their number
lines by writing number sentences.
• Write the number symbol 8 and draw a picture showing eight A4 paper/ Exercise book
Number symbol and –name objects Worksheets
(8) Learners practise number eight in the same way they did numbers
1 to 5.
• Express number 8 in different ways

Building up numbers Learners build up number 8 in the same way they did with numbers 1 Bond-cards
to 5. It is very important that children realise that 8 can be expressed
in different ways
Example:
5 + 3 or 4 + 4 or 7 + 1 etc.

a) Teacher says the number, learners show the number symbol.
b) Teacher claps hands, learners count the number of claps and
show the corresponding number symbol.
c) Teacher shows a number of pictures.Learners show the
corresponding number symbol.
• Order numbers
34 | P a g e
Learners are given a pack of number cards numbered from 1 to 10.
They must shuffle them and re-arrange them from the smallest
number to the biggest number.
PATTERNS AND FUNCTIONS Number patterns • Number patterns

a) Learners complete number patterns and read them.
b) Learners extend number patterns
c) Challenge the learners to create own number patterns and
explain how they made them
Example: Complete the missing numbers:

a) 1 + 1 = ___ , 2 + 1= ___, 3 + 1 = ___ (by adding one
more)
b) 5; __; __; 2; 1 (by counting backwards)
c) 0; __; 2; 3; __; 5 (by counting forwards)
• Colour: Black and white

a) Learners collect pictures of black and white objects.
b) They create a poster
c) Learners show that black paint makes colours darker and
white makes them lighter.
d) Learners create their own number 8 poster, using only
white and black paper e.g. newspaper.
35 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND NUMBER • Identify and attend to any conceptual weaknesses and/or lack of listening skills of
OPERATIONS learners.
• Estimate and count a number of objects or pictures up to 10
• Ordinal numbers
• Understanding one-to-one correspondence
• Solve word problems orally
• Recognise and read number names from one to five
• Addition with answers up to 10
• Make patterns with objects and shapes

PATTERNS
• Number patterns up to 10
• Colours: red, blue, green, yellow, orange, purple, brown, black and white
SPACE AND SHAPE • Shapes: circle, square, triangle, rectangle
• Vocabulary: big, small, today, yesterday, tomorrow, bigger than, smaller than,
MEASUREMENT left, right, tall, short, behind, in front, top, bottom, under, over
36 | P a g e
TERM 2 – Grade 1
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND NUMBER Whole number counting • Estimate and count a number of objects or pictures up to number15 Week 11
OPERATIONS a) Teacher pastes 3 to 7 pictures of people on a sheet of paper. Learners look at it.
b) Teacher covers the picture and asks questions:
o How many eyes did you see?
o How many legs did you see?
o How many ears did you see?
o How many fingers did you see?
• Count forwards and backwards up to 30

Teacher gives instructions and asks learners to listen attentively:
Examples:
a) Learners start counting at 23 and count backwards to 15.
b) Learners start counting at 17 and count forwards to 25.
Teacher asks any learner to count from 19 to 30. After he/she has counted only a short
time the teacher says “stop”. She calls on another learner to continue where the first
learner stopped.
Skip-counting using 2s • Introduce skip-counting using 2s up to 30

Teacher holds up a card showing any number from 2 to 30. Learners use cubes of two paper chain links
different colours to build up the number shown e.g. card shows number 8. unifix
counters

Learners write a number sentence , example: 2+2+2+2=8
Learners count in 2s up to 8.
• Recognise and read number symbols up to 30 50 chart

Teacher puts a counter or picture on a square on a number chart for example: number
16 and then she asks:
37 | P a g e
o Which number is 2 more than this number?
o Which number is 5 less than this number?
o Which number comes just before this number?
o Which number comes just after this number?
Number symbol and name • Write the number symbol, number name and draw a picture showing nine dots
(9) a) Learners rainbow write over example of 9 with different colours.
number names one to nine)
• Write the number symbol and number name of zero

a) Learners rainbow write over example of 0 with different colours.
b) Learners trace over written number symbol
c) Learners recognise the number names. (Flash the number names. They read
number names zero to nine)
Building up numbers • Express number 9 in different ways

Bond-cards
7+2
yyyyy yyyy 5 + 4 ( bonds of 9)
yyy yyyyyy 3+6
• Revise addition with answers up to 10.

Teacher shows cards with number bonds up to 10. The learner who says the answer first
may stand at the back of the class. Learners who are last to answer are the ones who
need individual support.
Odd and even numbers up • Introduce even numbers and odd numbers
to 10 Learners place 6 counters on their tables and group them into twos. There is an even
number of counters if the given number of counters can be grouped into exact groups of
twos.
Example:
This shows that 6 is an even number.
38 | P a g e
Learners place seven counters on their tables and group them into twos. There is an odd
number of counters if the given number of counters cannot be grouped into exact groups of
twos.
Example:
This shows that seven is an odd number. Learners continue the exercise putting a random
number of counters on their desks.
Subtraction 1 to 5 • Introduce subtraction on a concrete level up to number 5

Teacher shows the opposite of addition, for learners to understand subtraction.
Example:
a) Learners take 2 red cubes. They add 3 blue cubes. How many cubes are there
altogether?
b) Now learners take away 3 cubes from the 5 cubes. How many cubes are left?
39 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Teacher shows a picture of bicycles. Learners look at it. Teacher covers the picture.
Learners must say how many wheels they saw.
Skip-count • Skip-count up to 30
a) Learners count on from any number up to 30 e.g. count 0, skip 1, count 2, skip 3,
and count 4.
b) Learners start at any number between 0 and 20 and skip-count forwards and
backwards.
Multiples of 2 • Multiples of 2 up to 30
Teacher writes 3 different numbers between 2 and 30 on the board. Learners must use cubes
of two different colours to build up the number shown e.g. 9

Learners write the number sentence. Example: 2+2+2+2+1=9

a) Teacher says a number name, learners show number symbol.
b) Teacher claps her hands. Learners count claps and show number symbol.
c) Teacher puts a counter or picture on a blank number chart from 1 to 30. Learners
write down the hidden number symbol.
Number symbol and name • Write the number symbol, number name and draw a picture showing ten dots
(10) a) Learners rainbow write over example with different colours.
number names one to ten)
40 | P a g e
Subtraction 1 to 10 • Express number 10 in different ways
Learners draw dominoes with spots totalling 10.
• Introduce subtraction on a concrete level up to 10

a) Teacher shows the opposite of addition for learners to understand subtraction.
b) Teacher asks learners to take 7 green cubes. Add 2 blue cubes. How many cubes
in all? (9) Now take away 4 cubes from the 9 cubes. How many cubes are left? (5)
Practise more examples.
c) Teacher tells some stories and learners do operations with counters e.g. There are
four fish in the pond. Three died. How many are left?
The learners take 4 cubes. They take away 3 and say how many are left over.

Learners complete given number sentences and sequences e.g.
a) 2+ + 2 + + = 10 (Repeated addition)
b) 5 – 1= ; 4 – 1= ; 3 – 1= ; 2 – 1=
c) 1 – 1= (One less than)
d) 5; ; ; 2; 1 (Counting backwards)
e) 0; ; 2; 3; ; 5 (Counting forwards)
f) 2; ; 6; ; 10 (Counting in multiples of 2)
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS a) Learners count out given objects; they draw the set of objects in their By the end of week
exercise books and write down the total number of objects. 32 13 assess and
b) Learners complete worksheets with different sets of objects. They count record:
each set and write down how many there are.
Count a number of
Skip-count using 2s • Skip-count up to 30 objects up to 25
Learners skip-count in 2s up to 30 individually using a number chart.
41 | P a g e
Multiples of 2 • Multiples of 2 up to 30
Teacher asks learners to place 7 groups of 2 cubes on their tables. Learners
count the cubes in 2s.
Teacher asks Skip count in 2s up
Example: to 30. Start at
a) How many do 7 groups of 2 cubes each make? number 3
b) How many do 5 groups of 2 cubes each make?
c) Learners count in 2s from 0 to 30.
Count orally in 2s
• Recognise and read number symbols up to 30 from 0 to 30
a) Teacher uses terminology such as: number before, after, in
between, 3 more, 2 less, double the number and next multiple of 2. Identify even and
b) Learners use number cards to show the answer e.g. odd numbers up to
o Which whole number comes just before 20? 10
o Which odd number comes just after 15?
o Write down the even numbers between 1 and 9.
o Which number is 2 less than 7? Is it an even or odd number? Number patterns up
to 10
• Even and odd numbers
a) Learners use counters to discover what happens if they add even
numbers to even numbers, odd numbers to odd numbers and even
numbers with odd numbers.
b)

3 + 2 = 5
an odd + an even = an odd
number number number

4 + 2 = 6
n even + an even = an even
number number number
c) Learners circle even numbers on number line with one colour and odd
numbers with another colour.
42 | P a g e
d) Learners complete worksheets to show understanding of even and odd
numbers
Number symbol and name • Write the number symbol, number name and draw a picture showing
(11) eleven objects
a) Learners practise writing the number symbol and the number name of 11
in their books.
b) Learners draw 11 objects.
c) Learners recognise the number names.
d) Teacher flashes the number names. The learners read the number
names one to eleven. Learners play BINGO with number names and
symbols. (0 to 11)
Problem solving involving • Solve word problems that involve subtraction and up to 10. Semi concrete
subtraction level
Example: There are 4 birds sitting on a chimney. Three birds fly away. How
many birds are on the chimney now?
a) Teacher says: Tell me what the story is about?
b) Draw a picture to show what the story is about?
Learners draw pictures or symbols to explain how they found their answer.
Learners write the number sentence e.g. 4 – 3 = 1
c) Teacher draws pictures to show subtraction and asks learners to make

up a story about the subtraction picture.
43 | P a g e
Number line • Introduce the number line (subtraction up to 10)
Teacher uses the number line to subtract numbers up to ten.
Example: Rabbit jumps to 5, then jumps 2 back and stops at 3.
0 1 2 3 4 5 6
Teacher gives more examples and learners use their fingers to show jumps on their
on own desk number lines.

a) Start with any number from 1 to 10. Add 1 or 2 to the number
Example: 5 + 2 = __; 6 + 2 = __ ; 7 + 2 =___; 8+2
b) Start with any number from 1 to 10. Subtract 1 or 2 from the number
Example: 10 – 1=___; 9 – 1=___; 8 – 1=___; 7 – 1=___

44 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Learners count out the number of objects asked by the teacher. She instructs them
to put the counters in groups of 2.
She asks: Do you have an even or odd number of counters?

a) Teacher points to a number on a number line as learners count.
b) Learners count forwards up to 40 and then backwards.
c) Learners start and stop at any number between 0 and 40. Teacher asks: How
many numbers did you count?
d) Learners start skip-counting from a given number.
Example:
a) 15; 17; 19; 21
b) 10; 8; 6; 4; 2; 0
c) 7; 10; 13; 16; 19
Teacher asks: Did you count forwards or backwards? Learners use a number chart to
work out their skip counting pattern.
Multiples of 2 • Count in multiples of 2 from 0 to 30
a) Teacher gives a number e.g. 15. Learners count in 2s up to 15.Teacher asks
whether 15 is an odd or even number. Learners must give reasons for their
answers. How many groups of 2 are there in 14?
b) Learners write the multiples of 2, e.g. 2, 4, 6, 8 ,10
Teacher points to a number on the number chart and learners show the number 50 chart
symbols or number name of the corresponding number, e.g. number before, after,
between, 3 more, 2 less, the next multiple of 2.
Place value • Place value of number 11 to 19 ( abstract)

a) Learners use flard (spray) cards to build numbers asked, e.g. 15
b) They copy the number, without using the flard cards in exercise books
15 = 10 + 5
Teacher shows learners that in the number 15, the value of the digit 1 is ten or 1T or 1ten,
and the value of the digit 5 is 5 ones or 5 units or 5U.
45 | P a g e
Number symbol and name (12) • Write the number symbol, number name and draw a picture showing twelve
objects
a) Learners use their fingers to practise writing the number symbol 12 on their
tables.
b) Learners fold A4 paper to create 4 lines and practise writing number 12
between these lines.
10 5
c) Learners practise writing the number symbol and name, e.g. 12 and twelve
Teacher flashes number names from one to twelve
Even and odd numbers • Even and odd numbers
a) Game: Divide class into two teams and name them the odd and even teams.
The first two learners in each team stand back to back. They each show a
number of fingers. The first learner to say how many fingers there are
altogether, and whether the number is an even or an odd number, will score 2
points for his/her team. The team with the highest score wins.
b) Write subtraction number sentences with odd and
even numbers.
Example:
a) 10 – 4 = 6 even–even = even
b) 9 – 5 = 4 odd – odd = even
c) 10 – 3 = 7 even – odd = odd
Subtraction 1-10 • Subtraction with solutions up to 10 ( abstract)
a) Learners do subtraction sums with solutions up to 10 on worksheets.
b) Learners can choose any number from 5 to 10. they break down the
numbers with answers up to 10
Example:
a) 8 – 2 = 8–1–1 = 7–1 = 6
b) 10 –5 –3 = 10 – 8 = 10 –5 –3 = 5 – 3 = 2
c) 6 –2 –1 = 6–3 = 6–2–1 = 4–1 =3
Number line • Number line (subtraction)

Learners work on desk number lines. Teacher tells or reads a story about
subtraction. Learners use a number line to do the calculation.
MEASUREMENT Estimate and measure the • Estimate and measure the length of 3-D objects using non-standards units
length of a) Learners first estimate then measure around their heads with a strip of paper.
3-D objects They make headbands with geometrical patterns on them. Which learner used
the longest strip of paper?
46 | P a g e
b) Learners use hand spans to measure the length of their tables, from their
heads to the seat of their chairs, their knees to the floor. Discuss how many
hand spans were used.
c) How many of your foot lengths will be as long as a metre stick?
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS a) Learners count given objects. They draw pictures of their objects in their
exercise books and then write the total. Counters
b) Learners complete worksheets showing different sets of objects. They count
each set and write down how many there are in each.

Teacher points to the numbers on the number chart while learners count forwards or
backwards in 2s, e.g. 5; 7; 9; ……

a) Learners count forwards and backwards.
b) Learners use a well-known tune to sing 2, 4, 6 up to 30.

Learners work on a number chart. Teacher calls out a number, less than 30, which
they find e.g. number 8. Then she gives instructions e.g.
a) Find the number just before 8
b) The number that is 3 more than 7
c) The number that is 1 less than 10
d) The number you get if you double 9
e) The multiple of 2 just after 18
f) Learners show the answers using flard cards
47 | P a g e
Place value • Introduce place value of number 10 to 19 ( concrete)
Method 1:
Teacher says a 2 digit number e.g. 10.
Teacher counts out 10 unifix cubes.
She shows the learners that 10 separated cubes are the same as when she puts them
together as 1rod of ten.
So in the number 10 the digit 1 shows 1 ten and the 0 digit shows 0 ones.
1 ten (1T) and 0 ones or units (0U) equals 10

Teacher says: Let us look build number 16. How many tens and ones are there in number
16?
1 ten and 6 ones
Learners build all the numbers from 11 to 19 using unifix cubes.
48 | P a g e
Method 2:
Learners use flard cards to show 2 digit numbers. By the end of
Teacher asks learners to show number 10. week 16 assess
and record:
10
It means:
Addition and
It is the same as 1 rod with 10 cubes.
subtraction
Now she asks them to say how many rods and ones they used for number eleven.
up to 10
So if they used 1 rod of ten and 1 separate cube they need to take the number card with
number 10 and the number card with number 1.
Doubling
10 1 numbers with
answers up to
20
They replace the 0 units with 1 unit.
1 0 1
Solve word
problems with
Learners build all the numbers from 11 to 19 using flard cards. answers up to 10
Number symbol and name (13) • Write the number symbol, number name and draw a picture showing thirteen
objects Write number
a) Learners practise writing the number name and number symbol 13 in their sentences with
books. answers up to 10
b) Learners play “BINGO” where they work with number names and number
symbols- 0 to 13.
c) Learners each give a number fact about number 13
Example: 3 + 10 = 13; 13 – 3 = 10; 5 + 5 + 3 =13
Addition and Subtraction • Addition or Subtraction with solutions up to 10

• Learners answer addition and subtraction sums, with answers up to ten on
worksheets.
49 | P a g e
Examples:
a) 5+4= , 8–5= (using bonds)
b) 5 + = 9, 10 = 5 + (building up numbers)
c) 8– =3 (breaking down numbers)
d) 10 – 2 = ; 9 – 2 = ; 8 – 2 = ; 7 – 2 =
e) 2 + 1 = ; 3 + 1 = ; 4 + 1 = ; 5 + 1=
MEASUREMENT Orders the length of 3-D • Order the length of 3-D objects using non-standard units
objects a) Learners draw family members according to their heights- shortest person first
and tallest person last.
b) Learners each make one footprint and one handprint. They cut out their foot
and hand shapes and in small groups, order them according to their lengths.
Learners make posters and stick them on the wall. They use them in the next
term to count in 5s and 10s.
50 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND NUMBER Whole number counting • Count a number of objects or pictures up to 25
OPERATIONS Learners choose any number of counters between10 and 25. They build “repeating
and growing” patterns with objects and then copy the patterns in their books.
Example 1
Each learner takes out objects of 2 different colours.
50 chart
The learner builds a “repeating” pattern and reads the pattern.
2 blue 1 yellow 2blue 1 yellow
Example 2
Learners use objects and build a “growing” pattern.
• Count up to 40
b) Teacher points to the numbers on the 50 chart as learners count to 40.
c) Learners play on home-made instruments or on empty tins as they count
forwards or backwards rhythmically from any number.
51 | P a g e
Multiples of 2 • Count in multiples of 2 from number 0 to 30
a) Teacher gives a number to the learners and asks:
b) How many sets of 2 will be in that number?
c) Is the number an even or an odd number?
d) Learners may use their own method to solve the
e) problem. They may use cubes or drawings or mental
f) calculations
1 ten and 2 ones
• Solve word problems that involve addition. Write a number sentence

Problem solving:
At this stage learners are on different levels of understanding regarding listening,
Addition
addition and subtraction skills. The teacher should read the story sums aloud to the
learners. Some learners will use counters, draw pictures , use number lines and
others will do mental calculations.
a) Teacher tells story sums while learners listen and follow.

Example:
o Dolly has 4 flowers. She picks another 6 flowers. How many flowers does
Dolly have now?
o Desmond had 9 pencils. He lost 5 of his pencils in the classroom. How
many pencils does he have left?
Children use their own method to show their understanding of the story. They write a
number sentence to show their thinking. Teacher asks learners who used different ways of
solving the problem to explain their thinking and reasoning to the class.
52 | P a g e
Number symbol and –name • Write the number symbol, number name and draw a picture showing fourteen
(14) objects.
a) Learners practise writing the number name and number symbol 14 in their
books.
b) Each child gives a number fact about number 14 orally.
Example:
o 7+7 = 14
o 10 + 4 = 14
o 5 + 5 + 4 =14
o 2 weeks equal 14 days

a) Learners use the bonds of 14 to write a pattern,
Example:
14 – 1 =___, 14 – 2 =___, 14– 3 =___ , 14 – 4 =___ , 14 – 5 =___
b) Learners use doubling of single digit numbers to write a pattern.

Example:
1 + 1 =2, 2 + 2 =4, 3 + 3 =6, 4 + 4 =8, 5 + 5 =10
c) Learners use the multiples of 2 to write a number pattern.

Example:
2; 4; 6; 8; 10; 12; 14; 16; 18; 20
53 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Learners first estimate how many counters they have given and then write this number
down. Then they divide their counters into groups of 2 and count the number of groups.
They write down the number of cubes counted.
a) Teacher points to the numbers on the number chart as learners count to 50.
b) Girls count to 50 and then boys count.
c) Learners count in groups or rows until teacher stops them and the next group or row
continues counting.

Learners close their eyes. Teacher knocks on a table. Learners indicate how many
knocks they’ve heard by showing the answer with a number card.
The first learner to show the correct answer may knock the next number.
Place value • Recognise the values of digits in whole numbers

with 2 digits
Teacher uses rods of ten and loose cubes to build two different numbers as follows:
Unifix cubes
Teacher asks: Which numbers have I built here?

Which number is the biggest?
54 | P a g e
Learners randomly choose 2 numbers from 0 to 50. They draw the tens and ones of every
number and circle the bigger number of the 2 every time.
Doubling • Double numbers with solutions up to 20. Semi – concrete.

a) Teacher gives each pair of learners 2 dice. Every time they throw the dice and
they land on double numbers they copy these onto domino cards.
b) Learners draw dots on dominoes to make double numbers. They write a number Dice
sentence under each dominoe, e.g. 3 + 3 =
• Solve word problems that involve addition or subtraction(Write a number

Problem solving sentence)
Teacher tells story sums while learners listen carefully.
They write a number sentence for every story sum.
Examples:
a) Rodney had 9 balloons. If seven of the balloons popped, how many balloons does
Rodney have left?
b) There were 8 crows, 1 bluebird and 1 Robin sitting in a tree. How many birds
were there altogether?
c) Jerry caught 5 insects in his net and 4 insects in a box. How many insects did
Jerry catch altogether?
Number symbol and name • Write the number symbol, number name and draw a picture showing fifteen
(15) objects
a) Learners write 4 facts about number 15.
b) Learners practise writing number 15 in their books using the number name and
number symbol.
PATTERNS AND Number pattern • Number patterns

FUNCTIONS Learners complete given number patterns.
a) 2+ __ + 2 + __ +___ = 10 (repeated addition)
b) 10 -2 - __ - __ - __ = ___ (repeated subtraction)
c) Calculate 5 – 1; 4 – 1; 3 – 1; 2 – 1 (one less than)
d) 5; __; __; 2; 1 (counting backwards)
e) 0; __; 2; 3; __; 5 (counting forwards)
f) 2; __; 6; __; 10 (counting in multiples)
55 | P a g e
MEASUREMENT Length • Length: Measure, compare and orders 3-D objects using non-standard units
a) Each learner draws a picture of himself/herself in the middle of a piece of paper.
Paste pictures of taller objects to the right and shorter objects to the left.
b) Learners make groups of 5. Each child throws a beanbag from the same starting
point and the learners compare who threw it the furthest.
c) Learners stand in a line. The children jump one jump forward using both feet.
Teacher marks where each child lands. Learners compare the length of their jumps.
Teacher asks questions: Who jumped as far as you? Who jumped the furthest?
Who jumped the shortest distance?
d) Learners use small units e.g. paper clips to measure longer objects like pencils and
rulers. They need to estimate how many paper clips lengths the pencil is and then
measure the pencil by moving the paper clip along the pencil.
56 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Teacher gives each learner the same number of counters. Teacher instructs half the
class to divide their counters into groups of 2 before they count them. Teacher and
class discuss which group counted most accurately and the fastest.
Learners start to count at 1 while they stand up one by one as they count on. When
the whole class stood up, but have not yet reached 50, they go on counting while
sitting down one by one.
Multiples of 2s • Count in multiples of 2s from 0 to 30

a) Learners count in twos and when teacher claps her hands they count on in ones.
b) Teacher points to a multiple of 2 on the number chart and learners say the
multiple of 2 that is 2 more or 2 less than that number shown by the teacher.
c) Learners count forwards and backwards in 2s.
• Double numbers with answers up to 20 (abstract)

Doubling
a) Teacher gives learners numbers to double. Learners give answers orally.
b) Learners write down what double the given numbers is equal to. e.g. 3 + 3 =__
4 + 4 =__ 8 = 4 +__
Problem solving • Solve word problems that involve addition and subtraction up to 10. (Write a
number sentence)
Teacher tells story sums while learners listen carefully. They write a number sentence
for every word problem. (story sum)
Examples:
a) Becky is 5 years old. If her sister is double her age, how old is her sister?
b) Tammy had 10 biscuits. She ate 2 biscuits and gave 3 to her sister. How many
biscuits does she have left?
Number symbol and name • Write the number symbol, number name and draw the picture showing sixteen
16 16 16 16
(16) objects
sixteen
16 16 16 16
b) Learners use their fingers to practise writing the number symbol 16 on their
tables. sixteen
c) Learners fold A4 paper to create 4 lines and practise writing the digit 16 between
these lines.
57 | P a g e
d) Learners practise writing the number symbol and name e.g 16, sixteen
e) Teacher flashes number names from one to sixteen

Teacher puts numbers symbols 0 to 50 randomly on the board. She says a number.
The first learner to recognise it stands up and takes and keeps the number symbol. At
the end of the exercise, the learner with the most numbers symbol is the winner.
Place value • Recognise the values of digits in whole numbers with 2 digits
Teacher shows a number and learners say how many tens and how many ones there
are in the 2- digit number.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Each learner gets a chance to count out 25 objects from a pile of counters. By the end of week
19 assess and
• Count forwards up to 50 record:Count
Each learner counts individually from a given number up to 50. objects up to 25
• Count in 2s from 0 to 30
Each learner counts individually in multiples of 2 from 2 up to 30. Rote count up to
50
Problem solving • Solve a word problem that involves addition and subtraction up to 10. (Write a
number sentence) Double numbers
a) Teacher reads or tells stories while learners listen attentively. with answers up to
Example: 20
o Dolly has 3 flowers. She picks another 5 flowers. How many flowers does
Dolly have now? Write number
o Desmond had 10 pencils. He lost 6 of his pencils in classroom. How many names and
pencils does he have left? symbols from six
b) The children use their own method to show their understanding of the story. to ten.
c) They write a number sentence. Teacher asks learners who used different ways
of solving the problem to explain their thinking and reasoning to the class. Recognise the
values of digits in
whole numbers
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Number symbol and name • Write the number symbol, number name and draw a picture showing seventeen with 2 digits up to
(17) objects 20 e.g. In the
a) Learners write 4 facts about number 17. number 18 the
b) Learners practise writing the number symbol and name e.g. 17, seventeen value of the digit 1
is 10 or 1T and the
• Recognise and read number symbols up to 50 value of the digit 8
Teacher flashes one and two digit numbers to individual learners. They give the is 8 or 8 ones.
number name.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND NUMBER • Identify and attend to any conceptual weaknesses and/or lack of listening skills of Week 20
OPERATIONS learners.
• Estimate and count a number of objects or pictures up to 25
• Count in multiples of 2 up to 30
• Double numbers with answers up to 20
• Doubles for addition and subtraction up to number 10
• Solve problems – write number sentences up to 10
• Recognise, read and write number names from one to eighteen
• Know and recognise even and odd numbers up to 10
• Recognise the values of digits in whole numbers with 2 digits. Use the number
range from 1 - 20
• Use a 1 to 10 number line
PATTERNS AND • Addition and subtraction with answers up to 10
FUNCTIONS • Number patterns
MEASUREMENT • Estimate, measure, compare and order the length of 3-D objects
59 | P a g e
TERM 3 – Grade 1
SUGGESTED
RESOURCES DURATION
ASSESSMENT
OPERATIONS Learners count the number of objects on worksheet and write the total number. They
may use various ways of counting e.g. count in 1s or 2s.
Even and odd numbers • Count even and odd numbers up to 50

a) Learners count even and odd numbers forwards and backwards from a given
number.
b) Learners chant even and odd numbers, saying:
2; 4; 6; 8; 10 even numbers let’s say it again!
1; 3; 5; 7; 9 odd numbers, oh my!
Skip-count using 5s and • Skip-count using 5s and 10s up to 50

10s a) Teacher asks learners to skip count and colour the fifth, tenth and fifteenth square 50 Chart
on a 50 chart.
b) Learners’ skip-count in 5s up to 50 as they point to the numbers on their number
charts.
c) Teacher asks learners to skip-count and colour the tenth, twentieth and thirtieth
number square on a 50 chart using different colours. Learners skip-count in 10’s up
to 50 as they point to the numbers on their number charts.

Teacher flashes cards showing one-and two-digit numbers to individual learners.
Learners say the number names. Teacher flashes cards showing number names and
learners say the numbers.
Number symbol and • Write the number symbol, number name and draw the picture showing eighteen
name(18) objects
b) Learners practise writing number 18 in their books using the number name and
number symbol.
Addition and Subtraction • Revise addition and subtraction up to 10.
60 | P a g e
Learners write the answers of addition and subtraction sums given on worksheets which
include:
Examples
a) 4 + 5 = ____ (addition/bonds)
b) 3 + 1 + __ = 9 (building up numbers)
c) 2 + 2 + __ = 6 (repeated addition)
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d) Addition and subtraction on number lines
e) 8 – 4 = __-subtraction / bonds
f) 9 – 4 – 2 =__ - breaking down numbers
g) 10 – 2 – 3 =__ -repeated subtraction
h) Solving word problems.
Order numbers • Order numbers from 1 to 20

a) Learners use number cards from 1 to 20 and pack them in the correct order from
number 1 up to number 20.
b) Teacher asks learners to choose any 6 numbers between 0 and 20. They order
them from the smallest to the biggest number.
Building groups • Introduce “building” groups of 5s and 10s up to 50

Let each learner take approximately 50 counters.
Example 1:
Step 1: Teacher asks learners to make 2 groups of 5 counters in each group.

Teacher asks: How many cubes did you use in all?
Step 2: Learners count in 5s up to 10 pointing to the groups of 5.
Step 3: Learners count in 10’s up to 10pointing to the groups of 5.
Step 4: Learners write the number sentences for groups of 5 and groups of 10
e.g. 5+5=10
10=10
Example 2:
Step 1: Teacher asks learners to make 3 groups with 5 cubes in each group.

Teacher asks: How many cubes did you use in all?
Step 2: Learners count in 5s up to 20 pointing to the groups of 5.
Step 3 Learners count in 10’s up to 20 pointing to the groups of 5.
Step 4 Learners write the number sentences for groups of 5 and
groups of 10 e.g. 5+5+5+5+5+5=30
10+10+10=30
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Problem solving • Solve problems which involves building groups
Example: There are 3 boxes of apples with 5 apples in each box. How many
apples are there altogether?
Teacher asks: Tell me what the story is about.
Draw a picture to show what the story is about.

Teacher tells more stories about building groups e.g.There are 3 rows of cars.
There are 4 cars in each row. How many cars are there altogether?
MEASUREMENT Estimate and measure • Mass

mass of Estimate and measure 3D objects with non-standard units
3-D objects a) Learners bring heavy and light objects to school.
b) Teacher picks up an object and asks whether it is heavy or light.
c) Learners pick up their object and say whether it is heavy or light.
d) Each pair of learners receives two non-transparent bags and the teacher asks
them to put objects of different masses into them. Have them exchange the bags
with another pair, and ask each pair to decide which bag is heavier.
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SUGGESTED
RECOMMENDED APPROXIMATE FORMAL
CONTENT AREA CONTENT CLARIFICATION / NOTES/ACTIVTIES/ EXAMPLES
RESOURCES DURATION ASSESSMEN
T
OPERATIONS • Learners count objects drawn on paper and write the total number.They may
use various ways of counting e.g grouping objects in 2s, 5s or 10s before
counting them.
• Count up to 50
a) Teacher asks a learner to count from number 1 to 5, then moves on to the
second learner who counts from 6 to 10. She continues up to number 50.
Next learner starts again at number 1.
b) Teacher asks a learner to count from number 1 to 10 then move on to the
second learner who counts from 11 to 20. The learner continues up to
number 50. Next learner starts again at number 1.
Skip-count using 5s and 10s • Skip-count using 5s and 10s up to 50

a) Learners click with their fingers as they count from 1 to 4 silently and say
number 5 out loud. Then click again as they count on from number 6 to 9
and say number 10 out loud. Continue up to number 50.
b) Learners clap their hands as they count from 1 to 9 silently and say number
10 out loud. Then clap again as they count on from number 11 to19 silently
and say number 20 out loud. Continue up to number 50.

a) Teacher asks learners to find and colour the numbers she calls out on a
number chart to 50. If she says 43 the learners point to 3 and then slide
down their fingers until they reach 43.
b) Learners work on number chart to 50. Teacher calls out a number, less than
50, which they find. Then she gives an instruction e.g. plus 10, minus 5, add
7, minus 2. Learners say on which numbers they stopped.
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Number symbol and –name(19) • Write the number symbol, number name and draw the picture showing
nineteen objects
b) Learners practise number 19 in their books using number symbol and
number name
• Revise place value of numbers 11 up to 19

Teacher shows a number between 10 and 20 e.g. 13.= Learners say which digits
were used to make up e.g 13 =1 ten (1T) and 3 units or ones (U).
Practise adding a whole ten and a 1-digit number up to 19.
Example: 10+1, 10 + 5, 10 + 9
Order numbers • Order numbers from 1 to 20

a) Learners use number cards from 1 to 20. They pack them in the correct
order from number 20 backwards to number 1.
b) Teacher asks learners to choose any 6 numbers between 0 and 20. They
order them from the biggest to the smallest number.
Build groups of 5s and 10s • Build groups of 5s and 10s up to 50

a) Teacher instructs learners to pack counters in groups of 5s or 10s.
Examples:
Make 7 groups of 5s. How many counters do you have altogether?
Make 4 groups of 10 s. How many counters do you have altogether?
b) Also revise groups of 2s.
MEASUREMENT
Estimate and measure mass of • Mass
3-D objects Compare and order 3-D objects using non-standard units
a) Learners pick up 2 objects. They say which one is heavier and why?
b) Learners work in small groups. They use the objects they brought to school
and order them from the heaviest to the lightest.
c) Learners divide a page in their books into half. On the left side of the page
they copy the word heavy. They copy and draw all the heavy objects they
brought to school. Then they copy the word light on the right side of the
page and draw all the objects that are light.
d) Learners cut out pictures from magazines and order them, showing, from
the lightest to the heaviest object.
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Count a number of objects or pictures up to 30 Week 23
NUMBER OPERATIONS Learners count objects drawn on a worksheet and write the total number. They By the end of week
may use various ways of counting e.g grouping objects in 2s, 5s and 10s before 23 assess and
counting them. record:
Even and odd numbers • Count even and odd numbers up to 55 Recognise and read
a) Learners count even numbers from a given number. numbers up to 55
b) Learners count odd numbers from a given number.
Skip-count using 5s and 10s • Skip-count using 5s and 10s up to 50 Skip count using 5s,
a) Teacher asks a learner to count from 5, flashing five fingers on one hand 10s and up to 50
and then the other hand saying number 10. Then move on to the second
learner who continues to count in 5s saying 15 while flashing 5 fingers. Addition and
Continues up to number 50. Next learner starts again at number 1. subtraction up to 10
b) Learners count in 10s up to 50 as teacher points to number chart
Solve word problems
• Recognise and read number symbols up to 55 that involve building
a) Teacher flashes cards showing number symbols to individual learners. They groups of 2s, 5s
read and say the numbers. and10s
b) Teacher writes numbers randomly on the board. She asks individual
learners to point to the number asked. Measure, order and
compare the mass of
• Write the number symbol, number name and draw the picture showing 3-D objects using
Number symbol and –name(20)
twenty objects non-standard units
a) Learners write 4 facts about number 20
b) Learners practise number 20 in their books using the number symbol and .
number name
c) Practise numbers names from eleven to ninteen
66 | P a g e
Addition • Addition with answers greater than 10 (concrete)
a) Learners know that 10 + 3 = 13 etc. They will use this knowledge when they
start adding numbers with answers greater than 10. They first build up the
numbers to 10 and then add the ones.
b) Learners use 2 different coloured unifix cubes or counters e.g. blue and
yellow.
Example1:
Teacher asks them to add 8 and 4
Learners take out 8 blue cubes and 4 yellow cubes which they put next to the
blue cubes.
8+4
They can use 2 of the yellow cubes to put the blue

cubes to complete the set of ten.
10 + 2
Learners should see that 8 + 4 = 10 + 2, so 8 + 4 = 12
Example 2:
Teacher asks them to add 13 + 5
Learners take 13 counters of one colour and 5 of another colour.
13 + 5
They first make a set of ten and add the rest.

10 + 8
They show that 13 + 5 is the same as 10 + 8, so 13 + 5 = 18
Use this practical method to practise many addition sums with answers reater
than 10 and smaller than 20.
67 | P a g e
MEASUREMENT Estimate and measure capacity • Capacity
of 3-D objects Estimate and measure the capacity of 3-D objects using non -standard
units.
a) Vocabulary: empty, full, half-full, overflowing, more, less, most,
b) Teacher uses containers with different shapes and of different sizes. She
pours the same amount of water into each container and asks learners to
choose the container holding the most liquid.
c) They explain why they made certain choices. Teacher shows that all the
containers contain the same amount of liquid.
d) Learners use any 2 containers of different sizes. They draw a picture to
show how many small containers of liquid they can pour into the big
container to fill or half fill it. They empty the water over plants when they are
finished.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS Learners draw any number of objects less than 30. They place them into sets/
groups of 2s,5s,and 10s
• Count on from a specific number.

a) Teacher asks learners to point to number 13 on desk number lines. They
count on 8 numbers. They say the answer.
b) Teacher gives a number orally e.g. 6. She asks learners to count on 9
numbers. They say 6 out loud and count on 7, 8, 9, up to 15 using their
fingers or number line
c) Learners work in pairs. Learners receive a pack of number cards from 1 to
50. Teacher instructs the learners to pack out the cards using:
Examples:
Even numbers from 4 to 18.
Learners write down the numbers which they have packed out in their
books. Teacher asks learners to read the numbers in order from first the to
the last. Repeat this after each activity.
68 | P a g e
a) Odd numbers from 9 to 31
b) Counting in 1’s from 1 to 55
c) Counting in 5’s from 5 to 30
d) Counting in 10’s from 20 to 50

Teacher points to numbers on number chart and learners read them individually.
• Addition with solutions greater than 10 (semi-concrete)

Addition Teacher writes an addition problem on the board e.g. 7 + 5.
Learners draw counters e.g. 7 red and 5 green counters in books.
Example:
zzz zz
They circle a set of 10 and see how many are left.

7+5=7+3+2
= 10 + 2
so 7 + 5 = 12
When working with numbers larger than 10 learners also practise how to break up
numbers with flard cards.
Example: 14 and 5
Show 10 4 5
14 + 5 = 10 + 4 + 5
= 10 + 9
so 14 + 5 = 10
Number names • Write the number names from 0 to 20

Learners match the number names and number symbols.
MEASUREMENT Estimate and measure capacity • Capacity: Compare and order the capacity of 3-D objects non- standard units
of 3-D objects a) Learners bring containers of different sizes to school. They sort them
according to their capacity, from those that hold the least liquid to those that
hold the most liquid.
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b) Learners divide an A4 paper in 3 equal parts. In the middle section they
draw or paste pictures of a container ,e.g. a milk container. On the right they
draw or paste containers that will hold more liquid than the milk container
and on the left, containers that hold less liquid.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS Teacher uses 2 boxes. In one she puts small counters e.g. beans and leaves the
other box empty. When a learner finished his/her work he/she takes the box, sits
and counts the beans putting them into the empty box. Each learner writes down
the total number of beans counted and his/her name on a piece of paper. At the
end of the school-day the teacher announces who counted correctly.
• Count up to 60
a) Learners bounce a ball 60 times as they count out loud.
b) Teacher blindfolds a learner. The rest of learners walk in a circle around the
blindfolded learner until she says “stop”. She points to a learner in the circle
who starts counting in 2s, 5s or 10,s. She guesses who was counting. If she
is correct, they change places and start the game again. If incorrect, the
learner on the right side of the learner who was counting counts on until the
learner in the middle says “stop” and guesses again.
• Count backwards from a specific number

Learners work in pairs. Learners receive a pack of number cards from 1 to 50.
Teacher instructs the learners to pack out the cards using:
Example:
Even numbers from 48 to 18
Learners write down the numbers which they have packed out in their books.
Teacher asks learners to read the numbers in order from first to last. Repeats
this activity.
70 | P a g e
a) Odd numbers from 29 to 9
b) Counting backwards in to 15
c) Counting backwards in 5s from 55 to 5
d) Counting backwards in 10s from 50 to 1

Teacher points to numbers on a number chart and individual learners read them.
Addition • Addition with answers greater than 10 (abstract)

Learners complete an addition worksheet with answers greater than 10 and less
than 20
Example:
9+6=
9+1+5 =15
10+5 = 15
so 9+ 6 = 15
Money /coins • Money

a) Recognition of coins
b) Teacher or learners bring South African coins, which are in use to school.
Learners feel the rims of the coins and discuss how they differ. They discuss
the symbols that are on each coin.
c) Learners put coins under a thin piece of paper and use a soft writing
medium to rub over them e.g. colouring pencils or pastels. They cut the
copies out, paste them in their exercise books and name the coins.
• Totals up to 20c – only coins (Practical)
a) Learners already know how to count in 5s and 10s and will use this
knowledge to find totals.
b) Teacher gives each learner paper copies of 5c, 10c and 20c coins.
She tells them which coins to take out e.g. three 5c coins.
They count in 5s or do repeated addition 5c+5c+5c
c) Teacher asks learners to take out 20c using different coins. They should see
that they each take out two 5c coins and one 10c coin.
d) Learners complete worksheets where they show which coins they need to
make a total of 20 cents.
Example: 20c = 10c + 10c or 5c+ 5c + 5c + 5c= 20c or 5c+5c + 10c =20c
71 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Count a number of objects or pictures up to 40 Week 26 By the end of week
NUMBER OPERATIONS Learners count objects drawn on paper and write down the total. They may use 26 assess and
various ways of counting e.g. grouping objects in 2s, 5s or 10s before counting record:
them.
Count forwards and
• Count forwards or backwards up to 60
backwards using odd
a) Learners count whole numbers from 36 to 42
and even numbers
b) Learners count even numbers between 0 to 20
up to 30
c) Learners count odd numbers backwards from 19 to 3
d) Learners count in fives from 25 to 60
e) Learners count in tens forwards from 0 to 60
• Skip-count using 5s and 10s up to 50 Addition with

a) Learners count in 5s up to 50 as teacher points to number chart e.g. 2, 7, answers greater than
12, 17, 23 10 and smaller than
b) Learners count in 10s up to 50 as teacher points to the number chart e.g. 3, 20.
13, 23, 33, 43

Teacher flashes cards showing one and two digit numbers to individual learners.
They say the number names.
• Subtraction of numbers with answers from 11 up to 19 (concrete) Measure, compare
Subtraction Method 1: and order the
Step 1: Teacher asks learners to subtract 4 from 18. capacity of 3-D
Learners take 10 counters of one colour and 8 of another colour to make 18. objects using non-
standard units
Step 2: They take 4 cubes away.
They did not touch the set of ten. They only took
4cubes away from 8 cubes. They see that 10 and 4
cubes are left which means that 14 are left. So 18 – 4 = 14
Solve money
72 | P a g e
Method 2: problems involving
Learners use 2 different coloured unifix cubes or counters e.g. blue and yellow. totals and change in
Teacher asks them to subtract 5 from 13. cents.
Step 1: They know that 13 equal 10 and 3. They take 10 blue and 3 yellow cubes.
Step 2: They work with separated cubes which can easily be grouped. The 5 that
must be taken away can be broken down into 3 and 2.
Now it is easier to take away 3 from 13, so 13 – 3 =10
Step 3: Then take the 2 cubes away from the 10 cubes leaving 8 cubes
so 13 – 5 =8
Practise subtracting numbers using both the above methods.

Example:
a) 19 – 7 =
b) 15 – 6 =
Money- coins • Money
• Give change using only coins
a) Teacher does subtraction of coins practically with learners e.g. they take out
5c coins to make 20c
b) Teacher asks: If you pay a cashier 15c, how much money is left? Learners,
who find it difficult to work only with coins, use counters to support them.
c) Learners complete worksheets where they work out the change for items
that they bought for 20c or less.
Example:
o 10c - 5c = 5c
o 20c - 10c =10c - whole tens
o 20 -5c – 5c - 5c = 5c -repeated subtraction
73 | P a g e
Problem solving • Learners solve word problems (story sums)
Example:
Fred bought a bat for 15c.He paid for it with a 20c coin. How much change did he
get?
a) Pam bought a sweet for 5c and a ball for 5c.
b) She paid with a 50c coin. How much change did she get?
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting
them.
a) Learners count forwards and backwards from a given number.
b) Teacher points to numbers on the number chart as learners count to 50.

They say the number name.
Subtraction • Subtraction with numbers from 11 up to 20 (semi-concrete)
Method 1:
Teacher asks learners to solve the word problem.
Mike has 19 marbles. He lost 5 to his friend. How
many marbles does he have left?
Step 1: Learners draw 19 marbles. They colour 10

of the nineteen green and the 9 brown.
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Step 2:Learners must show how they take away 5
of the brown marbles
They see the set of ten and 4 separate cubes that are left.
so 19 – 5 =14
Or use flard cards to subtract these numbers.
Step 1: 10 and 9
Step 2: and and 4 and 5

10
Break up number 9 into 4 and 5
Step 3: 10 and 4 take away 5
Step 4: 10
4
Method 2:
Teacher asks learners to solve the word problem:
Sam planted 13 cabbage seeds. The naughty birds ate 7 of the seeds.
How many cabbage seeds are left?
Step 1: Learners draw 13 cabbage seeds. They

colour 10 of the thirteen green and 3 brown.
75 | P a g e
Step 2:The 7 that must taken away can be broken
down into 3 and 4
Now it is easier to take away 3 from 13.

So 13 - 3 =10
Step 3: Now take away 4 from the 10 that is left
over
10 – 4 = 6
So 13 – 7 = 6
Money - Rands • Money
• Recognition of rands
Teacher or learners bring South African banknotes that are in use, to school or
use a poster showing banknotes. Teacher discusses the colour, symbols, value
and safety precautions that are imprinted on the notes.
• Totals – only rands

a) Learners work with R1, R2, R5, R10 and R20 banknotes. They add amounts
up to R20 practically by using play money.
Examples:
o R5 + R10 = R15
o R10 + R10 + R10 =R30 - repeated addition
o R5 +R2 + R8 = R15 - filling up 10
b) Teacher tells a story.
Examples:
o John bought bread for R8. He paid for it with a R10 note. How much
change did he get?
o Rosy’s mum bought a dress for R17.She paid with 2 ten rand notes.
How much change she get?
o Judy’s birthday was on Sunday. She received R5 from her sister, R2
from her brother and R10 from her cousin. How much money did she
get altogether?
76 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS Learners count objects drawn on paper and write down the total. They may use
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting
them.

b) Teacher points to the numbers on the number chart as learners count to 70.
c) Learners play on home -made instruments as they count to 70 rhythmically.
• Skip-count using 5s and 10s up to number 50

Skip-count using 5s and 10s a) Learners count in 10s and when teacher claps her hands they count on in
5s.
b) Teacher points to a multiple of 5 on a 100 chart and learners name the
multiple of 5 just before and after it.

They say the number names.
• Subtraction with numbers from 11 up to 20 (abstract)

Subtraction Learners complete worksheets with answers up to number 19.
Examples:
a) 16 – 3 (break 16 down into 10 +6)
16 – 3 = 10 + 6 – 3 (minus 3 from 6)
= 10 + 3
= 13
So 16 – 3 = 13
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b) 12 – 8
2 – 8 = 10 + 2 – 8
= 10 – 8 + 2
=2+2
=4
so 12 – 8 = 4
c) 15 – 3 = ___ - counting back

d) 15 – 5 – 5 – 5 = ___ -repeated subtraction
Money: Change • Money

• Change – only rands
a) Learners work with R1, R2, R5, R10 and R20 notes. They do subtraction
practically by using paper notes.
b) Learners complete worksheets where they work out the change for items
they buy for R20 or less
Examples:
o R10 – R8 =R2
o R15 – R5 =R10
o R10 – R5 – R2 =R5 – R2 = R3
o R20 – R2 – R2 =R18 – R2 = R16
78 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS Learners count objects drawn on paper and write down the total. They may use By the end of week
various ways of counting e.g grouping objects in 2s, 5s or 10s before counting 29 assess and
them. record:
• Count forwards and backwards up to 70 Estimate and

a) Learners count forwards and backwards. count objects up
b) Teacher points to the numbers on the number grid as learners count to 70. to 50
c) Learners play on home -made instruments as they count to 70 rhythmically.
Write number
Skip-count using 5s and 10s • Skip-count using 5s and 10s up to number 50 names from 11-15
a) Learners count in 5s up to 50 as teacher points to the number chart.
b) Teacher points to a multiple of 5 on a 100 chart and learners count.
Solve money
problems
• Recognise and read number symbols up to 75 involving totals up
Teacher flashes cards showing one and two digit numbers to individual learners. to R20 and change
They give the number names. from R20.
Addition and subtraction • Addition with numbers up to 19 and subtraction from number 19
Examples: Subtraction with
a) 3 +3 = 6–3= numbers from 11
b) 8 + 4 = 12 – 8 = up to 20
c) 10 + 8 = 18 – 10 = Skip count using
d) 5 + 7 + 3 = 15 – 7 – 3 = 5s and 10s up to
50
e) 8+ =17 17 – =8
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Identify and attend to any conceptual weaknesses and/or lack of listening Week 30
NUMBER OPERATIONS skills of learners.
• Estimate and count objects up to 50
• Count up to 75
• Skip-count in 5s and 10s up to number 50
• Addition and Subtraction with numbers from 11 up to 20
• Write the number names from 11-15
• Recognise coins and rands
• Solve money problems that involve addition and subtraction
MEASUREMENT
• Estimate, measure, compare and order the mass of 3-D objects using non-
standard units
• Estimate, measure, compare and order the capacity of 3-D objects-non
standard units
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TERM 4 – Grade 1
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Recognise, read and write number symbols up to 75 Week 31
NUMBER OPERATIONS Learners write 5 number symbols, every day, over the next few weeks, until they have
written all the numbers up to 75.
Problem solving • Solve word problems which involve sharing without remainders.
a) Teacher asks every two learners to count out 18 counters and to share them
equally between them.
Teacher asks: How many counters did each one of you
receive? Are there any left?
b) Teacher tells story sums using even numbers. e.g. Mom bought 10 pencils and her
2 sons shared them equally.
How many pencils did each son get?
c) Teacher says: Tell me what the story is about.
d) Show me how you will use your counters to find the answer.
Draw a picture to show what the story is about.
e) Learners solve more word problems given by the teacher. Learners must share
their understanding of the word problems with the other learners.
Addition and Subtraction • Addition and Subtraction with numbers smaller than 20
(fill tens and /or break down numbers)
Examples of calculations that should be done by each learner individually.
5+7+3 19 – 9 – 3
= 5 + 10 =10 – 3
=15 =7
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9+6 16 – 9
=9 + 1 + 5 =10 – 9 + 6
=10 + 5 =1+6
= 15 =7
Number names • Write the number names up to 20

Practise writing number names from fifteen to twenty.
Number lines • Addition using a number line from 0 to 20

Teacher gives learners a worksheet with printed number lines and story sums. Learners
show what the story says on their number lines by writing number sentences.
Example: Today John saw 5 cats, 6 dogs and 7 puppies in the park. How many animals
did he see altogether?
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBER OPERATIONS a) Count forwards and backwards from any number up to 80
b) Skip-count using 1s, 2s, 5s and 10s up to 60

Learners write 5 number symbols every day.
• Solve word problems that involve sharing with remainders.

Problem solving a) Teacher tells story sums using odd numbers.
Mom bought 13 pears and her 2 sons shared them equally.
How many pears did each son get?
b) Teacher says: Tell me what the story is about.
c) Show me how you use your counters to find the answer.
d) Draw a picture to show what the story is about.
e) Learners solve more word problems given by the teacher. Learners must share
their understanding of the word problems with the other learners.
Addition and Subtraction • Addition and Subtraction with answers up to 20

Examples:
a) 3 + 1 + __ = 9 (building up numbers)
b) 2 + 2 + __ = 6 (repeated addition)
c) 8 – 4 or 12 – 8
e) 9 – 4 – 2 =___ (breaking down numbers)
f) 10 – 2 – 3 = __ (repeated subtraction)
g) Solve word problems (story sums)
Number line • Subtraction using a number line from 0 to 20

Teacher gives learners a worksheet with printed number lines and story sums. Learners
show what the story says on their number lines by writing number sentences.
Example: Mary baked 15 cupcakes for her class. Her brother ate 4 of the cupcakes and
her dog ate 9. How many cupcakes does Mary have left?
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting Week 33 By the end of week
NUMBER OPERATIONS • Count forwards and backwards from any number up to 80 33 assess and
record:
• Skip-count using 1s, 2s, 5s and 10s up to number 70
Count objects from
• Mental calculations a specific number
Mental calculations Example:
a) Add 13 and 5. Solve word
b) How much is 11 and 7 in total? problems that
c) I think of a number. I add 8. The answer is 17. What is my number? involve sharing
d) What is 2 + 2+ 2+ 2 + 2 + 7 equal to? with remainders.
e) Is 1 + 8 more, less or equal to 7+2?
f) Double 5
g) What does 11 + 4 + 5 equal? Skip-count using
1s, 2s, 5s and 10s
• Recognise, read and write number symbols up to 80 up to 60
Learners write 5 number symbols every day.
Mental calculations
• Halving with answers up to
Halving a) Revise doubling. Learners use cubes of 2 different colours to double numbers e.g. 20
Double 4.
Example: 4 + 4 = 8
Then the teacher shows learners that if you take the 4 away again they have
halved 8. So half of 8 is 4
b) Learners use counters to halve even numbers up to 30. Halve numbers that
c) Teacher says an even number between 0 and 31. The first learner to say half the are 30 or less
number may stand in front of the class and choose the next even number for
learners to halve. Addition and
subtraction with
answers from 1 to
20
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Addition and Subtraction • Addition and Subtraction with answers up to 20
Examples:
12 + 2 = __ 19 – 9 = ___
15 + 5 = __ 15 – 5 = ___
2 + 10 = __ 20 – 10 = ___
Build up numbers:
Example:
a) 13 + ___ = 19
b) __ + __ = 15
c) __ + 11 = 17
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Count forwards up to 85 Week 34
NUMBER OPERATIONS Learners count even and odd numbers forwards and backwards from a given number.

Learners write number symbols from 75 up to 80.
• Halving
Halving a) Teacher gives each pair of learners a bag with counters. They must halve it
and write: Half of ____ is ____.
b) Teacher asks half the group to pick up papers.
c) Teacher asks learners to halve and double the numbers she is calling out.
85 | P a g e
Addition and subtraction • Addition and subtraction with answers up to 20
Examples:
a) 4 + 5 = __ 6 + 9 = __
b) 3 + 1 + __ = 9 - building up numbers
c) 2 + 2 + __ = 6 - repeated addition
e) 8 – 4=__ or 12 – 8= __ - subtraction / bonds
f) 9 – 4 – 2 =__ - breaking down numbers
g) 10 – 2 – 3 = __ - repeated subtraction
h) Solve word problems (story sums)
Problem solving • Solve word problems that involves addition

a) Teacher tells story sums to learners.
b) Learners write number sentences and solve the word problems.
Examples:
o John had R19 in his lunch bag. He gave R5 to his friend and R7 to his brother. How
much money does he has left in his lunch bag?
o Lin bought 5 candy bars on Tuesday. On Thursday she bought 14 more. How
many candy bars did Lin buy altogether?
o Eight friends each decorated 2 eggs. How many eggs did they decorate
altogether?
o James has 4 coins in his pocket. Together the coins make R10. What coins does
James have in his pocket?
o Ruco played 6 rounds and won 5 marbles in each round. How many marbles did
Ruco win altogether?
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Count forwards and backwards from any number up to 85 Week 35
NUMBER OPERATIONS Count forwards and backwards from any number up to 85
Mental Calculations • Mental Calculations

Examples:
a) Jack thinks of a number. The number has a 3 in the tens place and a 4 in the
ones place. What is Jack’s number?
b) Double 10
c) Josh has 4 ten cent-coins. How much money does Josh has altogether?
d) What is the total of 5 and 9?
e) What is the difference between 9 and 4?
f) Which whole number comes just before 40?
g) Which whole number comes just after 29?
Time • Time
Learners compare activities to see which ones take the longest to complete e.g.
a) To skip 30 times or bounce a ball 30 times.
b) To finish eating an apple or an orange.
c) To tie a shoe lace or a buckle.
d) To count bottle tops in 5s or in 10s.

Learners write number symbols from 80 up to 85.
Data Handling • Data Handling

Examples:
a) Teacher asks questions to make learners curious about the world around them e.g.
I wonder who of you can tell how how many different shapes leaves can have
.(Gather different leaves)
b) They say red pencils are sharpened most often in the average grade 1 classroom
and always are the shortest. Do you think it’s true? (Gather red coloring pencils)
87 | P a g e
c) How many children in our class have their birthdays this month, last month, next
month? Are there any months with no birthdays at all?
Step 1: Learners collect objects that will help them to answer the questions or to
prove a statement e.g leaves, faces of learners in classroom, red pencils.
Step 2: Learners sort their collected objects and give reasons why they were
sorted in that way.
Step 3: Learners construct pictographs by one-to-one correspondence.
Step 4: Learners discuss their findings with educator. They answer the questions
posed at the beginning.
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Count forwards and backwards from any number up to 90 Week 36 By the end of week
NUMBER OPERATIONS a) Learners count whole numbers from 52-75 36 assess and
b) Learners count even numbers between 0-30 record:
c) Learners count backwards from 90 -70
d) Learners count in fives from 25-90
e) Learners count in tens forwards from 0-90 Time

Learners write number symbols from 80 up to 85. Data Handling
Addition and subtraction • Addition and subtraction with answers up to 20

Examples: Addition and
a) 6+ 9 = __ 7 + 5 = __ subtraction with
b) 4 + 2 + __ = 18 (building up numbers) answers up to 20
c) 2 + 2 +2+ __ = 8 (repeated addition)
d) Addition and subtraction on number lines Copy and extend
e) 9– 4=__ or 16 – 7= __ (subtraction / bonds) simple number
f) 13 – 4 – 2 =__ (breaking down numbers) sequences to at
g) 10 – 2 – 3 = __ (repeated subtraction) least 100
h) Solve word problems (story sums)
88 | P a g e
TTime • Time
a) Maake learners aware of tthe length of an hour. S
Start telling them the tim me every
hoour. Teacher shows learners that the long arm of the clock is on 12 att every new
hoour. The short arm of the clock shows which hoour it is e.g. 5 o’ clock.
Solve word
problems that
involve additio
subtraction an
building group
b) Leearners play the game “Wolf,
“ Wolf “what is thee time? It will help them to say Write the num
“o‘clock” names from 16
c) Leearners use paper platees and cardboard to maake clocks. Teacher gives a time 20
e.gg. 3 o’clock. The learneers move the arm of theeir clocks to show the time on their
cloocks.
d) Thhey point the long arm tot 12. They point the shhort arm to 3 to show 3 o’clock.
e) Leearners practise showinng 4 ‘clock, 7 o’clock etcc.
• Data handling
D
Data handling
Exxamples:
a) Teeacher asks questions: What do you think causes the playground to be b so dirty?
Is it something specific thhat the tuck shop sells?? (Learners must gatherr papers
thrrown on the playgroundd)
b) Leearners find out which ssolid shapes roll down a gentle slope. Do they all roll or
slide in the same way? Which
W objects roll and w
which slide?
c) Leearners find out which tyype of grain used for brreakfast is most populaar.
89 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Estimate and count objects up to 100 Week 37
NUMBER OPERATIONS Learners first estimate how many counters they have given and then write this number
down. Then they divide their counters into groups of 5 and count the number of groups.
Skip-count • Skip-count using 1s, 2s, 5s and 10s up to number 100

Learners count forwards and backwards from a given number e.g. 2; 7; 12; 17; 22 (skip-
count using 5s).
• Count forwards and backwards from any number up to 90

a) Teacher asks a learner to count from number 1 to 5, then moves on to the second
learner who counts from 6 to 10. She continues up to number 90. Next learner
starts again at number 1.
b) Teacher asks a learner to count from number 1 to 10 then move on to the second
learner who counts from 11 to 20. The learner continues up to number 90. Next
learner starts again at number 1.

Learners work on number chart to 100. Teacher calls out a number, less than 100, which
they find. Then she gives an instruction e.g. plus 10, minus 5, add 7, minus 2, plus 20,
plus 3. Learners say on which numbers they stopped.
Mental calculations • Mental calculations

Examples:
a) Take 5 away from 16.
b) What number is ten more than 30?
c) Give 3 numbers that will add up to 18.
d) What does double 7 equal?
e) What is half of 18?
f) What is the odd number just after 12?
g) What is the even number just before 13?
90 | P a g e
Addition and Subtraction • Addition and Subtraction with numbers from 1 up to 20
Examples that should be done by each learner working on his/or her own.
2+4+6 18 - 8 – 5
= 2 + 10 =10 – 5
= 12 =5
9+7 17 – 9
=9+1+6 =10 – 9 + 7
= 10 + 6 =1 + 7
= 16 =8
• Copy and extend simple number sequences to at least 100

Learners copy and extend different number sequences e.g.
Number sequences a) 76; 75; 74; __; 72; __; __; __; 68 (backwards)
b) 27; 28; 29; __; __; 32; __ (in ones forwards)
c) 8; 10; __; 14, __ (in twos or even numbers)
d) 3; __; 13; 18; __; 28 (in fives)
e) 90; __; 70 60; __ (counting back in tens)
f) 4; 14; 24; __; 44; __;__, 74 (counting forward in tens).
Time • Time
Learners make a simple picture sequence of what they do at different clock times, e.g. 8,
9, 12, 3, 5, 7 0’clock.
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SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Estimate and count objects up to 100 Week 38 By the end of week
NUMBER OPERATIONS Learners first estimate how many counters they have given and then write this number 38 assess and
down. Then they divide their counters into groups of 10 and count the number of groups. record:
• Count up to 100
• Skip-count using 5’s and 10’s up to number 50 Write the number
• Recognise and read number symbols up to 95 names up to 20
• Number line (subtraction)

Number line f) Learners work on desk number lines. Teacher tells
or reads a story sum about subtraction. Learners use a Order, describe and
number line to do the calculation. compare numbers
PATTERNS AND Patterns using physical • Create own pattern Addition and
FUNCTIONS object and drawings a) Learners create own number pattern. subtraction using
b) Learners create own patterns using physical object and drawings number lines
c) Learners identify, describe and copy geometric patterns in natural and cultural
artefacts of different cultures and times Mental calculation
• Observes and builds 3-d objects using concrete objects Number patterns
SPACE AND SHAPE Boxes Estimate then measure the tallest and shortest tower you can make with three boxes.
3-D objects
92 | P a g e
SUGGESTED
RESOURCES DURATION
ASSESSMENT
NUMBERS AND Whole number counting • Identify and attend to any conceptual weaknesses and/or lack of listening skills of Weeks
NUMBER OPERATIONS learners. 39 and 40
• Skip-count using 2s, 5s and 10s up to number 50
• Write the number symbol and number name up to 2
• Multiples of 2s,5s,and 10s up to 100
• “Building” groups up to number 20
• Halve numbers up to 20
• Solve word problems that include addition, subtraction, sharing and building
groups
• Addition and Subtraction with numbers from 0 up to 20
• Data handling
DATA HANDLING
93 | P a g e
TERM 1 – Grade 2
RECOMMENDED SUGGESTED
CONTENT AREA CONTENT CLARIFICATION or NOTES RESOURCES DURATION FORMAL
ASSESSMENT
Whole numbers • Counters Every day
• Pictures
Counting • Count to at least 50 objects reliably. Learners must say and match number names to the • Beads on a
objects they are counting. counting
• Count forwards, in 1s and 10s between 0 and 50, from any given number. frame
Example:
Count in 1s from 12 to 25.
Answer 12; 13; 14; …………..; 25
• Count in 10s from 1 to 51

Example:
1; 11; 21; 31; 41; 51
Mental calculations: • Add 1-digit numbers to at least 10.

NUMBERS, Addition Example:
OPERATIONS AND (a) 7 + 2 = 9
RELATIONSHIPS (b) 4 + 4 = 8
(c) 9 + 2 = 11
Whole numbers • Revise the addition and subtraction of 1-digit numbers: 1 week
Addition and Examples:

Subtraction (a) 8 + 7 = 15 by inspection
(b) 8 + 2 + 5 = 15 by filling up tens
(c) 9 – 4 = 5
• Revise:
a) “Before”, “after” and “between”.
b) Even and odd numbers.
94 | P a g e
Even and Odd Examples:
numbers a) Which even number comes just after 12?
b) Which odd number comes just after 14?
c) Which odd numbers come between 10 and 16?
d) Write the even numbers from 0 to 10. By the end of week 4
Whole numbers • Recognise, read and write number symbols and names from 1 to at least 50. 1 week assess and record:
Numbers and Number • Recognise the values of digits in whole numbers to at least 50. number symbols, number
Operations Examples: names, place value,
Place value a) In the number 34, the place value of 3 is tens and the place value of 4 is units. Number chart 1 week number line, ordering of
b) The value of the digit 3 is 30 or 3T or 3tens. (100 chart) numbers in ascending
c) The value of the digit 4 is 4 or 4 units. order.
d) In the number 34 there are 3 tens and 34 units.
Number lines • Insert 1-digit and 2-digit numbers on given number lines. Number cards 1 week
• Use a number line to show that 6 + 2 = 8. (flard cards)
Compare and order • Compare and order 2-digit whole numbers. Number line
whole numbers Example:
a) Is 14 smaller or bigger than 41?
b) Write 41, 14, 34, 43 from the smallest to the biggest (ascending order).
c) Which whole number comes just before 40?
d) Which odd number comes just after 29?
e) Write down the even numbers between 31 and 41.
Whole numbers • Investigate whether numbers can be added in any order.
Example:
Addition Does 5 + 9 equal 9 + 5?
• Add whole numbers with answers up to at least 50 Counters, number

Example: chart, number
a) 8 + 9 cards, number line
b) 15 + 9
c) Add 16 and 13 1 week
95 | P a g e
by breaking down numbers by adding on
6 + 3 = 9 16 + 10 26 + 3 29
and 10 + 10 = 20 Note: Only 13 was broken down into 10 + 3.
and 16 + 13 = 29
Or Emphasize that: 16 + 10 = 26 and that 16 + 10 is
16 + 13 = 10 + 6 + 10 + 3 not equal to 26 + 3. We are using an arrow and not
= 10 + 10 + 6 + 3 an equal sign because we are still working on the
= 20 + 9 calculation.
Patterns and functions = 29
• or the vertical-column method only after learners fully understand how to add horizontally
Example:
2 6
+1 3
3 9
Word Problems • Solve problems involving addition in context. Answers must not be more than 20.
(story sums) Key words: total, altogether, sum
involving addition
Example:
Tom has 7 apples and his sister has 5 apples.
a) What is the story about?

b) What does “altogether” mean? By the end of week 6
c) How will you use your counters to find the answer? assess and record:
d) Draw a picture to show what the story is about. addition, sequencing
e) How many apples do they have altogether? geometric patterns ,word
sums
Geometric patterns • Copy simple patterns using physical objects and drawings. Real objects 1 week
• Extend simple patterns using physical objects and drawings.
• Create own patterns. Work sheets
Examples:
a) Draw the next 2 shapes in the “ repeating-shape” pattern :
96 | P a g e
b) Draw the next 2 shapes in the “ growing-shape” pattern:
Numbers and Number Counting • Count backwards in 1s and 10s between 0 and 50 from any given number.
Operations Number charts Every day
Examples:
a) Count backwards in 1s from 42 to 31.
Answer: 41; 40; 39; …………….; 30.
b) Count backwards in 10s from 49 to 9.
Answer: 49; 39; 29; 19; 9
Mental calculation • Subtract 1-digit numbers from 1-digit numbers.

Examples:
a) 9 – 2 =7
b) 6 – 3 =3
c) How much is 9 more than 4?
Order whole • Order 2-digit whole numbers

numbers Examples: Number chart Every day
a) Write 31, 38, 13, 28 from the biggest to the smallest (descending order)
b) Complete: 20 less than 48 is equal to _____
c) Complete: 36 is 20 more than _____
• Investigate whether numbers can be subtracted in any order. 1 week

Subtraction Example: Is 9 – 3 equal to 3 – 9?
• Use a number line to show that 8 – 3 = 5.

• Subtract whole numbers with answers to at least 50 Number chart,
Examples: beads on a counting
a) Calculate 66 13 frame, counters
97 | P a g e
by breaking down numbers
6 3 = 3 66 10 56 3 53
Numbers and Number and 60 10 = 50 Note: subtracting 13 is the same as subtracting 10
Operations = 53 and then 3. Only 13 was broken down into 10 + 3
Continued
Emphasize that: We are using an arrow and not an
equal sign because we are still working on the
calculation.
b) Calculate 45 – 29
We cannot subtract 9 units from 5 units. Instead of breaking up 45 into 40 + 5, we will
break up 45 into 30 + 15
15 9= 6 or 45 29 = 40 + 5 20 9
& 30 20 = 10 = 30 +15 20 9
means 45 29 = 16 = 30 20 + 15 9
= 10 + 6 Pictures, 2-D
= 16 shapes, boxes,
balls, cylinder, By the end of week 10
c) Do the vertical-column method only after the learners fully understand how to building blocks, assess and record:
subtract horizontally. construction sets, subtraction, ordering
Example: clay, drinking straws numbers in descending
3 15 order, word sums, 2-D
4 6 45 shapes, 3-D objects and
1 3 29 calendar
3 3 16
d) Use the fact that 14 8 = 6 because 6 + 8 = 14 to check the answers obtained in the
subtraction sum
Word Problems • Solve problems involving subtraction in context.

(story sums) Key words: difference, less than, more than
involving subtraction Examples: 1 week
a) Calculate the difference between 35 and 20.
Answer: The difference = 35 20
= 15
98 | P a g e
b) There are 46 learners in Grade 1. How many girls are there in Grade 1 if there are 22
boys?
Answer: Number of girls = 46 22
= 24
Note: Learners must show which method they used to calculate the answer.
Investigate 2-D • Describe, sort and compare 2-D shapes which have straight/flat and/or curved/round
Space and Shape shapes and edges.
3-D objects • Recognise, identify and name 2-D shapes in the environment & in pictures including
squares, rectangles, triangles and circles. 1 week
• Describe, sort and compare 3-D objects which can slide or roll.
• Recognise, identify and name 3-D objects in the environment and in pictures including
prisms (boxes), spheres (balls) and cylinders.
• Observe and create given and described 2-D shapes and 3-D objects using concrete
materials e.g. building blocks, construction sets, cut-out 2-D shapes, clay, drinking straws.
Calendars, clock,
Calendar • Name and write the days of the week and months of the year in the correct sequence. information on
Measurement
• Sequence events according to days, weeks, months and years. Islamic, Hindu, 1 week
Jewish, Chinese,
Examples: pictures,
a) Which day of the week comes before Wednesday? newspapers
b) Which month comes after April?
c) Which month comes between October and December?
d) Which is the 1st month of a year? 2nd, 9th etc.
• Identify important dates on calendars including dates of:

a) Religious festivals
b) Historical events
c) Learner’s birthdays (Let learners draw pictographs to show how many learners have
birthdays in the various months).

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TERM 2 – Grade 2
DURATION
CONTENT AREA CONTENT CLARIFICATION or NOTES RESOURCES FORMAL
ASSESSMENT
Whole numbers • Count to at least 100 objects reliably. In other words learners say and match number names
Counting to the number of objects Counters, pictures, Every day
• Count forwards and backwards, in 1s, 2s, 5s, and 10s between 0 and 100, starting with any beads on a counting
number. frame
Mental calculations Add 1-digit and 2-digit numbers with answers up to at least 20
Addition Examples:
a) 12 + 7 = 19
b) 11 + 4 = 15
c) 17 + 9 = 26
Subtraction • Subtract 1- digit numbers from 2-digit numbers with answers to at least 20
Number & number Examples:
operations a) 17 – 6 = 11
b) 28 – 9 = 19
c) 48 – 7 = 41
Multiplication • Multiply 1-digit numbers with answers to at least 30.

• Introduce the meaning of the word “multiples” Counters, beads on a 1 week
• Investigate whether numbers can be multiplied in any order. counting frame,
Example: Is 4 x 2 equal to 2 x 4? multiplication table
• Investigate and illustrate the operation of multiplication using dot arrays and number lines.
• Introduce the meaning of the word “ multiples”
• Write down the multiples of the numbers from 1 to 10.
Examples:
a) The first four multiples of 5 are 5, 10, 15, 20.
b) The multiples of 2 between 14 and 22 are 16, 18, and 20.
100 | P a g e
• Multiplication of whole 1-digit numbers by 1-digit numbers
Number & number Example:
operations continued a) Calculate 6 x 2
Answer: Using a number line to illustrate that multiplication is repeated addition.
1 week
0 1 2 3 4 5 6 7 8 9 10 11 12
2 + 2 + 2 + 2 +2 + 2 = 6 x 2 = 12
Patterns and Functions
b) Use a number line to calculate 2 x 6
0 1 2 3 4 5 6 7 8 9 10 11 12
6 + 6 = 2 x 6 = 12 By the end of
week 13 assess
Word Problems (story • Solve problems that involve multiplication in context. and record:
sums) involving Example: multiplication,
multiplication One spider has 2 eyes. How many eyes do 7spiders have? word problems,
(Learners must be able to verbalise the question and explain how they found the answer. numeric patterns
They may draw the eyes, do repeated addition, use a number line etc.) and doubling
Answer: Number of eyes = 7 x 2
= 14
Mental calculations • Calculate using knowledge of 2, 5 and 10 times tables with answers to at least 20.
Examples: Everyday
a) 7 x 2 = 14
b) 5 x 5 = 25
c) 4 x 10 = 40 Number chart 1 week
Numeric patterns • Copy and extend simple number sequences to at least 100 (100 chart)
• Describe observed patterns
• Write down the next 3 numbers in each of the sequences. Also describe how you found the
numbers.
Examples:
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a) 5; 8; 11; ____; ____; ____; ...
Answer: 14; 17; 20. (description of a pattern: add 3 each time)
b) 4; 9; 14; ____; ____; ____; ...
Answer: 18; 23; 28. (description of a pattern: add 5 each time)
Double numbers • Double numbers with answers up to at least 50.

• Double numbers by: Number board,
a) using counters. counters 1 week
b) adding the number to itself.
c) multiplying by 2.
• Start with small numbers and build up to bigger numbers.

Examples:
a) Double 4 = 4 + 4 = 8
b) Double 14 = 14 + 14 = 28
c) Double 24 = 24 + 24 = 48
d) Double 3 = 2 x 3 = 6
e) Double 15 = 2 x 15 = 30
f) Double 17 = 2 x 17 = 34
• Use the knowledge of grouping to introduce the division operation

Grouping Example:
a) 3 groups of 2 counters each = 6 counters means that 6 counters grouped into 2s gives
3 groups.
b) 3 multiplied by 2 = 6 means that 6 divided by 2 = 3 2 weeks
Number & number c) 3 x 2 = 6 means 6 ÷ 2 = 3 using the symbol “ ÷”
operations continued
• Solve and explain how you found the answer:
Sharing Example: Tom has R50. A T-shirt costs R10. How many T-shirts can he buy?
Answer: 10 + 10 + 10 + 10 + 10 = 50 or 5 x 10 = 50 or 50 – 10 – 10 – 10 – 10 – 10 = 0
means for R50 he can buy 5 T-shirts
• Solve and explain how you found the answer.

Example:
How many apples will each person get, if 24 apples are shared equally between:
a) 3 people?
b) 4 people?
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• Halve numbers with answers to at least 50
Halve numbers
• Reinforce the concept that, if double 6 = 12 then half of 12 = 6. 1 week By the end of
Examples: week 17 assess
Half of 18 = 18 ÷ 2 = 9 or half of 18 = half of 10 and 8 = 5 + 4 = 9 and record:
Half of 28 = 28 ÷ 2 = 14 or half of 28 = half of 20 and 8 =10 + 4 = 14 grouping,
sharing, halving,
Whole numbers • Recognise, read and write number symbols and names from 1 to at least 100. number names,
and place value
Place value 0 - 99 • Recognise the values of digits in whole numbers to at least 99.
Example:
a) In the number 94, 9 is the tens digit, and 4 the units digit.
b) The value of the digit 9 is 90 or 9 tens or 9T
c) The value of the digit 4 is 4 or 4 units or 4U.
In the number 94 there are, 9 tens and 94 units.
• Add whole numbers with answers to at least 99. 1 week

Number & number ADDITION
operations continued Examples:
a) Calculate 63 + 24
Breaking down numbers:
3+ 4 = 7 or 63 + 24 = 60 + 3 + 20 + 4
& 60 + 20 = 80 = 60 + 20 + 3 + 4
means 63 + 24 = 87 = 80 + 7
= 87
b) Calculate 77 + 18
7 + 8 = 15 or 77 + 18 = 70 + 7 + 10 + 8
and 70 + 10 = 80 = 70 + 10 + 7 + 8
means 77 + 18 = 95 = 80 + 10 + 15
= 90 + 15
= 95
or adding on:
77 + 10 87 +8 95 by breaking down only 18
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Number & number
operations continued or the vertical-column method (only after learners fully understand how to add
horizontally):
Example: 1
a) 6 3 b) 7 7
+2 4 +1 8
8 7 9 5
• Solve and explain word problems (story sums) that involve addition:
Example: There are 42 fish in a dam and another 8 fish are thrown into the dam. How many
fish are there in the dam now?
Number & number SUBTRACTION • Subtract whole numbers with answers to at least 99
operations continued Examples:
a) Write 51 , 78 , 15 , 68 from the biggest to the smallest (descending order).
b) What is 15 less than 78 equal to?
c) Write down the number that is 20 more than 96.
Example:
a) Calculate 86 – 13
6 3 = 3 or 80 + 6 10 3 = 80 10 + 6 3
and 80 10 = 70 = 70 + 3
means 86 13 = 73 = 73
or 86 10 76 3 73
b) Calculate 72 – 46
We cannot subtract 6 units from 2 units so we write 72 as 60 + 12
12 – 6 = 6 or 72 – 46 = 70 + 2 – 40 – 6
& 60 – 40 = 20 = 60 + 12 – 40 -6
means 72 – 46 = 26 = 60 – 40 + 12 – 6
= 20 +6
= 26
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c) or do the vertical-column method only after the learners fully understand how to
subtract horizontally.
Examples:
6 12
8 6 7 2
_ 1 3 _ 4 6
7 3 2 6
d) Use that fact that 74 – 8 = 66 because 66 + 8 = 74 to check the answers obtained in

the subtraction sums.
Examples: 1
13 46
+ 73 + 26
86 72
• Solve and explain word problems (story sums) that involve subtraction:
Example: John has a box containing 38 long and short nails. Fourteen of the nails are long.
Calculate how many short nails there are in the box.
Multiple operations • Calculations involving addition &/or subtraction 1 week

Examples:
a) 8 2 + 4 = 6 + 4 = 10
b) 18 + 5 + 2 = 20 + 5 = 25
c) 15 5 4 = 10 6 = 4
• Solve and explain word problems (story sums) that involve addition and subtraction:
Example: A farmer has 40 sheep. He bought 8 sheep at an auction. 5 sheep were stolen. By the end of
How many sheep does he have now? week 20 assess
and record:
subtraction,
Measurement Length • Investigate and estimate the length/ distance around 3-D objects using string, paces etc. 1 week multiple
• Measure, compare and order 3-D objects using non-standard measures. operations and
Examples: length.
a) desk lengths in hand spans.
b) classroom length in footsteps.
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TERM 3 – Grade 2
ASSESSMENT
Whole number • Count to at least 100 objects everyday reliably. In other words, learner say and match
Number & number counting number names to the number of objects. Number chart (100 Everyday
operations • Count forwards and backwards, in 3s and 4s between 0 and 100. chart)
Examples:
a) Count in 3s from 3 to 18.
Answer: 3; 6; 9; 12; 15; 18
b) Count in 4s from 16 to 36
Answer: 16; 20; 24; 28; 32; 36
Mental calculations • Add 1-digit and 2-digit numbers with answers up to at least 20.
Addition Examples:
a) 12 + 7 = 19
b) 11 + 4 = 15
c) 67 + 8 = 75
Subtraction • Subtract 1- digit numbers from 2-digit numbers with answers to at least 20.
Examples:
a) 17 – 6 = 11
b) 38 – 9 = 29
Multiplication • Calculate using knowledge of the 2, 5 and 10 times tables, with answers to at least 20.
Examples:
a) 9 x 2 = 18
b) 7 x 5 = 35
c) 7 x 10 = 70
Number & number
Whole numbers • Recognise, read and write number symbols and number names from 1 to at least 200. 1 week
operations continues
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ADDITION and • Reinforce the operations of addition and subtraction of whole numbers with answers to at Number chart (200 1 week
SUBTRACTION least 99. chart)
• Learners may use any method of their choice. Beads on a counting
Examples: frame
a) Add 46 and 37
b) Calculate 58 18
c) Subtract 26 from 62
d) Calculate 75 – 29
e) Estimate what 47 plus 38 will equal to. Then calculate the actual answer to see how far
you were out with your estimate.
MULTIPLICATION • Multiply 1-digit by 2-digit numbers with answers to at least 50. Multiplication chart 1 week
• Investigate whether 4 12 is equal to 12 4 or not.
• Write down the multiples of numbers 1 to 10.
Examples:
a) The first four multiples of 10 are 10; 20; 30; 40
b) The multiples of 5 between 20 and 45 are 25; 30;35; 40
c) The first six multiples of 4 are 4; 8; 12; 16; 20; 24
d) The multiples of 3 between 21 and 34 are 24; 27;30; 33
Measurement Mass • Estimate, measure, compare and order 3-D objects using non-standard measures: Cups, water, sand, 1 week By the end of
• Mass (packets, kilograms, grams) - Investigate and compare the masses of different objects. containers of various week 24 assess
a) Develop awareness of the “heavier than”, “lighter than” and “same as” concepts. sizes, cereal boxes, and record: mass,
b) Emphasize that the mass of a light object is less than that of a heavy object. tins of jams, fish etc addition,
subtraction and
Capacity • Capacity (bottles, litres) multiplication
a) Emphasize that the capacity of an object indicate the amount of space inside the object
or container. Cups, bottles, water,
b) Investigate the capacities of different containers. sand, containers of
Example: various sizes. 1 week
Fill three identical containers with water reaching different levels.
a) Ask :
b) Which one is the fullest?
c) Which one is “more than” or “less than” half full?
d) Which one contains the least/most water?
• Gradually build an awareness of standard units.
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Space and Shape Lines of symmetry • Recognise symmetry in 2-D shapes and 3-D objects. Learner’s bodies, 1 week By the end of
Views of simple 3-D • Recognise 3-D objects from different positions. Squared paper, peg week 26 assess
objects boards, blocks, and record:
Example: boxes, leaves, capacity and
pictures, mirror symmetry
Draw diagrams to show what this object will look like if you look at it from the top, from the
right-hand side and from the left-hand side.
• Describe positional relationships between 3-D objects or self and a peer.
Number Common fractions • Use diagrams to illustrate the meaning of one-half, one-quarter, one-eighth, one-third, one- Number line, fraction 2 weeks
and sixth etc. wall,
Number • Describe and compare fractions, using the names of fractions and not the symbols
Operations Example: 1 whole
Is a half of a number smaller than or bigger than a quarter of the same number?
• Introduce the symbols , , , ,
• Emphasize that represents 1 of 2 equal parts and not 1 over 2.
• Link the fraction word-names to the corresponding fraction symbols.
• Compare and order unitary fractions:
1 whole
Examples:
a) Is bigger or smaller than ?
b) Write the numbers 1 , , 0 , from the smallest to the biggest and place them in the
correct position on a number line.
• Solve and explain answers to practical problems that involve equal sharing and that lead to
answers that also include unitary fractions.
Examples:
a) Gugu and Jane must share 5 apples equally. By the end of
i. Draw diagrams to show how many each girl will get. week 30 assess
and record:
Answer fractions,
problems
Gugu Jane Gugu Jane involving money
Gugu Jane
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ii. Give your answer in words
Answer:
Each girl gets 2 apples and half of an apple.
b) Four boys share 9 bread rolls equally. Draw diagrams to show how many each one
must get.
Possible verbal answers:
o If 8 bread rolls are shared equally between 4 boys, each boy will get 2 bead rolls.
o If 9 bread rolls are shared equally between 4 boys, each boy will get two bread
rolls and a quarter of a bead roll.
c) Six children must share 5 bars of chocolate equally. Calculate how much each child
must get.
Number Money • Recognise, identify and sort rands and cents. Play money (rands 2 weeks
and • Use 10-cent coins to count in 10s, and 5-cent coins to count in 5s. and cents), counters,
Number • Compare coins according to their value or size, example 10-cent coin is smaller than a 5- worksheets
Operations continues cent coin but has a greater value.
• Solve money problems in context involving totals up to at least R100.
• Money used should be in either rands or cents but not both.
• The prices should be as realistic as possible.
• The problems should involve addition or subtraction or multiplication or division.
Examples:
a) Paul has R80. How much will he have altogether if his granny gives him R35?
b) Cindy bought 3 sweets for R12. How much change will she get if he pays with a R20
bank note?
c) One pencil costs R2. How much will 25 of the same pencils cost?
d) How many sweets can Karabo buy with 80c if one sweet cost 20c?

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TERM 4 – Grade 2
ASSESSMENT
Number Whole number • Count to at least 100 objects reliably. In other words, learner say and match number names By this time most
and counting to the number of objects learners should be Everyday
Number • Count forwards and backwards, in 2s, 3s, 4s, 5s and 10s between 0 and 200, starting with working on an abstract
Operations any number. level.
Example 1: Count forwards in 3s from 100 to118.

Answer: 100, 103,106,109, 112, 115, 118
Example 2: Count forwards in 4s between 60 to 88

Answer: 64, 68, 72, 76, 80, 84
Example 3: Count backwards in 10s from 100 to 0

Answer: 100, 90, 80, 70, 60, 50, 40, 30, 20, 10, 0
Example 4: Count backwards in 5s from 50 to 10

Answer: 50, 45, 40, 35, 30, 25, 20, 15, 10
Mental calculations • Add and subtract 1-digit and 2-digit numbers with answers up to at least 20 and count whole Everyday
numbers up to 200.
Examples:
Complete:
a) 67 + 9 =
b) 24 + = 32
c) 16 = 7
d) 25 + 37 5 =
e) Half of 18 =
f) Double 12 =
Examples:
a) Which whole number comes just after 111?
b) Which whole number comes just before 100?
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Data handling Collect data • Collect data (alone and/or as a member of a group or team) in the classroom and school 2 weeks By the end of
environment to answer questions posed by the teacher and the class. week 32 assess
Sort • Sort physical objects according to one attribute chosen by teacher. and record:
• Describe own or peer’s collection of objects. pictographs,
• Give reasons for collections being grouped in a particular way. interpretation of
Display data • Draw pictures, and construct pictographs that have a one-to-one correspondence between graphs.
own data and representations.
Examples:
a) Draw a pictograph showing the number of children in the class who have birthdays
during the various months in the year.
b) Draw a pictograph showing the number of learners who walk, ride bicycles, come by
car or by bus to school.
c) The teacher draws and shows learners various pictographs. He/she asks learners to
describe the data illustrated. Then he/she asks learners questions related to the data
using words like “more than”, “less than”, favourite”.
Measurement Time • Investigate the shape of the face, the numbers marked on it and discuss why a clock has two clock 3 weeks
hands.
• Use a clock which has only an hour hand to read time in terms of hours
Examples:
a) Hour/short hand showing 2 o’clock b) Hour/short hand between 2 and 3 o’clock
11 12 12
1 11 1
10 2 2
10
9 3 9 3
8 4 4
8
7 5 5
7
6 6
• Use a clock with an hour and minute hand to read time in terms of hours and minutes
• The clock face is marked with numbers 1 to 12 to show 60 minutes in 5-minute intervals.
11 12
1
Example 2
10
The time shown on the clock is 25 minutes past 2 o’clock
9 3
8 4
7 5
6
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• Calculations that involve elapsed time in:
o hours and minutes using clocks. By the end of
Example: week 35 assess
School starts at 8 o’clock and finishes at 1 o’clock. How long is the school day? and record:
calculating
o days, weeks, months and years using calendars elapsed time and
Examples: completing the
a) How many days are there between Monday and Saturday in one week? clock
b) Mr. Smith went to Europe at the beginning of March to visit his uncle. He returned
to South Africa at the end of July. How long was he away?
Patterns and Functions Numeric • Copy, describe and extend simple number sequences to at least 200. 1 week
and Examples:
Geometric a) Write down the next 3 numbers in the sequence 66; 76; 86;___;___;___;
patterns b) Copy and complete the following pattern 72; 67; 62;___; ___; 47
c) Describe the number pattern: 4; 8; 16; 32;……
• Create own geometric patterns.
Let learners use any drawings/shapes of their choice to create “ repeating- and growing-
diagram” patterns.
Numbers and number Reinforce: • Identify and attend to conceptual weaknesses and/or lack of calculation skills of the learners 2 weeks
operation Examples 1: What is the value of the underlined digit? 73
Place value, Answer: 3
Addition, Examples 2: 2. What is the place value of the underlined digit? 73
Subtraction, and Answer: unit
Multiplication Examples 3: How many tens are there in 73
Answer: 7 tens or 7 T
Examples 4: What is the value of the digit 7 in the number 73?
Answer: 70
• Word problems that involve addition or subtraction or multiplication
Examples:
a) There are 25 adults and 16 children in a bus. How many people are there altogether in
the bus?
b) Mommy was asked to bake 75 cupcakes for the school bazaar. Today she only baked
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55. How many more does she still have to bake?
c) How many wheels are there on a) 6 bicycles b) 10 cars?
Reinforce: • Identify and attend to conceptual weaknesses and/or calculation skills of the learners. By the end of
• Word problems (story sums) that involve doubling, halving, grouping and sharing week 40 assess
and record:
Example: 2 weeks Numeric
Doubling a) Peter has 40 marbles. If he doubles his number of marbles, how many will he have and
altogether? Geometric
Patterns,
Halving b) Sizwe has 84c. He gives Karabo half of his money. How much does Sizwe have now? grouping, sharing,
doubling and
Grouping c) How many packets will you need to pack 48 apricots if 4 apricots fit into one packet? halving whole
numbers
Sharing d) A teacher had 55 books. After she had given each child in her class 5 books, there was
none left. How many children are there in her class?

TERM 1 – Grade 3
DURATION
CONTENT AREA CONTENT CLARIFICATION / NOTES
(In weeks)
Whole number counting • Count forwards in 2s, 5s and 10s between 0 and 500.
• Count forwards in hundreds, fifties, twenties and twenty-fives between 0 and 1000. Every day
• Add 1-digit and 2-digit numbers to at least 50
Mental calculations: Example:
Addition a) 12 + 9
b) 36 + 4
c) 25 + 20
Whole numbers • Recognise, read and write number symbols and names from 1 to at least 1000.
Place values • Recognise the values of digits in whole numbers to at least 3-digit numbers.
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Example: 1 week
a) In the number 874, 8 is the hundreds digit, 7 the tens digit and 4 the units digit.
b) The value of the digit 8 is 800 or 8 hundreds or 8 H
c) The value of the digit 7 is 70 or 7 tens or 7T
NUMBERS & NUMBER d) The value of the digit 4 is 4 or 4 units.
OPERATIONS e) In the number 874 there are 8 hundreds, 87 tens and 874 units.
• Insert 1-digit, 2-digit and 3-digit numbers on given number lines.

Number lines
Example:
Write 357, 573, 537, 375 from the smallest to the biggest (ascending order)
Order 2-digit and 3-digit whole
numbers
Add whole numbers with at • Investigate whether numbers can be added in any order
least 3 digits Example 1:
Does 8 + 6 equal 6 + 8?
Example 2:
Calculate 476 + 359 by: 2 weeks
a) breaking down numbers
b) adding on
Breaking-down numbers:
6 + 9 = 15
& 70 + 50 = 120
& 400 + 300 = 700
means 476 + 359 = 835
• or 476 + 359 = 400 + 70 + 6 + 300 + 50 + 9
= 400 + 300 + 70 + 50 + 6 + 9
= 700 + 120 + 15
= 820 + 15
= 835
• or adding on:
476 + 300 776 + 50 826 + 9 835
• or the vertical-column method only after learners fully understand how to add horizontally
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Example:
1 1
4 7 6
+3 5 9
8 3 5
Round off whole numbers to • Use a number line to show that:
the nearest 10 a) 682 ≈ 682 correct to the nearest 10
b) 685 ≈ 690 correct to the nearest 10
c) 687 ≈ 690 correct to the nearest 10
• Estimate the answer by rounding off each number to the nearest 10:
Example: 398 + 163 ≈ 400 + 170 ≈ 570 to the nearest 10
Problems involving addition • Solve problems involving addition in context.
• Key words: total, altogether, sum
Example: A farmer has 147 cows and 371 sheep. How many animals does he have altogether?
The total number of animals = 147 + 371 = 518
Calculation: 7+ 1= 8
& 40 + 70 = 110
& 100 + 300 = 400
means 147 + 371 = 518
Subtraction: • Count backwards in 2s, 5s and 10s between 0 and 500 Every day
Counting • Count backwards in 100s, 50s, 20s and 25s between 0 and at least 1000
Mental calculations • Subtract 1-digit and 2-digit numbers to at least 50
Example: 15 – 9 , 46 – 13 , 67 – 25
• How much is 17 more than 8?
Order 2-digit and 3-digit • Write 518 , 558 , 581 , 585 from biggest to the smallest (descending order)
whole numbers 20 less than 716 is _____ and 736 is 20 more than _____.
Subtraction • Investigate whether numbers can be subtracted in any order i.o.w. does 9 = 3 equal 3 – 9?
Subtract whole numbers Example: Calculate 476 – 343
with at least 3 digits
• Breaking-down numbers: 6 3 = 3
& 70 40 = 30
& 400 300 = 100
means 476 – 343 = 133
• or 400 + 70 + 6 - 300 – 40 – 3
= 400 – 300 + 70 – 40 + 6 – 3
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= 100 + 30 +3
= 133
• or 476 – 300 176 – 40 136 – 3 133
• Note: Calculate 765 549

We cannot subtract 9 units from 5 units.
Break-up 765 into 600 + 150 + 15
15 9 6
& 150 40 110
& 600 500 100
means 765 549 216
• or the vertical-column method only after the learners fully understand how to subtract horizontally.
5 15
476 765
343 549
133 216
• Use the fact that 14 – 8 = 6 because 6 + 8 = 14 to check the answers obtained in the subtraction sum
Example:
343 and 549
+133 + 216
476 765
• Estimate the difference between 483 and 276, by rounding off each number to the nearest 10
483 – 276 ≈ 480 – 280 ≈ 200 correct to the nearest 10
Problems involving • Solve problems involving subtraction in context.
subtraction • Key words: difference , less than , more than
Example:
There are 146 learners in Grade 3.
How many girls are there in Grade 3 if there are 72 boys?
Number of girls = 146 – 72
= 74
• Describe, sort and compare 2-D shapes which have straight/flat and/or curved/round edges.
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• Recognise, identify and name 2-D shapes in the environment & in pictures including squares, rectangles, triangles and circles.
The properties of • Describe, sort and compare 3-D objects which can slide or roll.
2-D shapes and • Recognise, identify and name 3-D objects in the environment and in pictures including prisms (boxes), spheres (balls) cylinders, cones and
Space and Shape 3-D objects pyramids.
• Describe 2-D shapes on the faces of 3-D objects.
• Observe and create given and described 2-D shapes and 3-D objects using concrete materials e.g. building blocks, construction sets, cur-out 2-D
shapes, clay, drinking straws.
Tests / Revision 1 week

TERM 2 – Grade 3
DURATION
(In weeks)
Multiplication • Calculations involving multiplication of whole numbers with solutions to at least 50.
• Doubling 1-digit and 2-digit numbers Every day
Mental calculations Example: Double 7 = 7 + 7 = 14 or 2 × 7 = 14
Multiplication • Investigate whether numbers can be multiplied in any order i.o.w. is 6 × 2 equal to 2 × 6?
• Investigate and illustrate the operation of multiplication using dot arrays and number lines.
• Multiply 1-digit numbers by 6, 7, 8, 9 and 10 (This will assist to develop the 6 times to 10 times multiplication tables).
• Write down the multiples of the numbers from 1 to 10.
Example:
a) The first four multiples of 5 are 5, 10, 15, 20.
b) The multiples of 6 between 16 and 40 are 18, 24, 30 , 36.
• Multiply 10 and multiples of 10 by single-digit numbers

Number & number
If 4 × 1T = 4T then 4 × 3T = 12T = 120
operations
If 4 × 10 = 40 then 4 × 30 = 40 × 3 = 120
Multiplication of at least
whole 2-digit numbers by 1-
Example : Calculate 43 × 6
digit numbers
• Breaking-down numbers
3 × 6 = 18
& 40 × 6 = 240
means 43 × 6 = 258
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• or 43 × 6 = 43 × 3 × 2
= 129 × 2
= 258
• or the vertical-column method which must not be forced or insisted upon until horizontal calculations are understood.
Example:
1
43 Step 1 : 6 × 3 = 18 = 1T + 8U
Problems involving × 6 Step 2 : 4T × 6 = 24T
multiplication 258 Step 3 : 24T + 1T = 25T
• Solve problems involving multiplication in context.

Learners must be able to verbalise the question to explain how they found the answer to the given problem.
Division • Calculate quotients by using knowledge of the multiplication tables.

Mental calculations a) If 5 × 2 = 10 what will 10 ÷ 2 equal?
b) Half of 12 = 12 ÷ 2 = 6 , half of 48 = 48 ÷ 2 = 24
c) Write down the multiples of 3 in descending order from 24
d) If 6 × 7 = 42 what does 42 ÷ 6 equal?
Division • Investigate whether numbers can be divided in any order

Example: Is 8 ÷ 2 equal to 2 ÷ 8?
• Use number lines to show that division is repeated subtraction.
Even numbers Example: 6 – 2 – 2 – 2 = 0 and 6 ÷ 2 = 3
• If a number divided by 2 gives an exact number of twos, the number is called an even number.
Example: 8 is an even number because 8 ÷ 2 = 4
Odd numbers • If a number divided by 2 gives a remainder of 1, the number is called an odd number e.g. 9 is an odd number because 9 ÷ 2 = 4 remainder 1.
Examples: 18 ÷ 2 = 9 , 18 ÷ 3 = 6 but 18 ÷ 4 = 4 remainder 2.
• Learners already know that to halve a number means to divide the number by 2.
Halving odd numbers
Then 1 ÷ 2 means half of one and can be written as the fraction 1 .
2
Example: Calculate half of 13. Note: half of 13 is the same as 12 + 1
Then 12 ÷ 2 = 6
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&1÷2= 1
2
means 13 ÷ 2 = 6 1
2
Divide 2-digit numbers by a

Examples: Calculate: 64 ÷ 4
1-digit number
• Breaking-down numbers:
Example: Break-up 64 into known multiples of 4
64 = 20 + 20 + 20 + 4 or 40 + 20 + 4 or 40 + 24 etc.
24 ÷ 4 = 6 or 40 ÷ 4 = 10
& 40 ÷ 4 = 10 & 24 ÷ 4 = 6
means 64 ÷ 4 = 16 means 64 ÷ 4 = 16
• The “long-division” method only when learners fully understand the horizontal process.
16
4 64 Step 1: 6T ÷ 4 = 1T + remainder 2T
40 Step 2: 2T + 4U = 24U
24
24 Step 3: 24U ÷ 4 = 6U remainder 0
0
Problems involving division • Solve problems involving division in context. 1 week

• Key words: share equally , each , equal groups
Multiple operations • Calculations involving addition and/or subtraction and/or multiplication and/or division 1 week
Example: 8 × 2 ÷ 4 or (47 – 11) ÷ 6 or ( 8 × 7) – (45 ÷ 9)
Measurement Length • Investigate and approximate the distance around 2-D shapes using string, paces etc. 1 week
• Estimate, measure, record, compare and order 2-D shapes using non-standard and standard measures.
Example: desk lengths in metres, centimetres.
Revision/Test 1 week

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TERM 3 – Grade 3
DURATION
(In weeks)
Measurement Mass • Estimate measure, compare and order 3-D objects using non-standard and standard measures: 2 weeks
Capacity a) Mass (packets, kilograms, grams)
b) Capacity (bottles, litres, millilitres)
Space and Shape Lines of symmetry • Determine lines of symmetry in 2-D shapes using paper folding and reflection. 2 weeks
Views of simple 3-D objects • Recognise and describe 3-D objects from different positions.
Tessellations (tiling) • Use 2-D shapes to make geometric patterns and to tile (tessellate) a surface leaving no gaps.
• Investigate the area of 2-D shapes using tiling.
• Read, interpret and draw informal maps of the school environment or of an arrangement of 3-D objects on a map.
Locate position on a grid or • Describe positional relationships between 3-D objects or self and a peer.
map
Number Common fractions • Recognise and represent common fractions in diagrammatic form in order to describe and compare them. 3 weeks
and • Order common fractions including halves, quarters and thirds.
Number • Solve and explain solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and
Operations
non-unitary fractions. Example: 1 , 3 etc.
4 4
Money • Recognise and identify South Africa’s coins and banknotes. 2 weeks
• Solve money problems involving totals and change in rands and cents, including converting between rands and cents.
Test, Tasks, Revision 1 week

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TERM 4 – Grade 3
DURATION
(In weeks)
Patterns Numeric • Copies and extends simple number sequences to at least 1000. 2 weeks
and and • Copies and extends simple patterns using physical objects and drawings.
Functions Geometric • Identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and
patterns times.
• Creates own patterns.
• Describe observed patterns.
Measurement Time • Identifies important dates on calendars including dates of 4 weeks

• Religious festivals
• Historical events
• Read and write analogue and digital clock times in terms of hours, half-hours, quarters of an hour and
minutes.
• Solve problems involving calculations with and conversions between :
minutes hours
hours days
days months
Data handling Collect data • Collect data (alone and/or as a member of a group or team) in the classroom and school environment to 2 weeks
answer questions posed by the teacher and the class.
• Sort, order and organize own or given data according to one or more specific properties for a specific reason.
Organise and record data
• Draw pictures, pictographs and bar graphs with a one-to-one correspondence between data and
representation.
Draw graphs to display data • Read, interpret and report about information in own and friends representation of data.
• Read and interpret data, which is represented in simple tables and lists.
Read and interpret graphs
Tasks, Tests & Revision 2 weeks

121 | P a g e
SECTION 4
Guidelines for assessment

Assessment in Mathematics Foundation Phase comprises of Continuous Assessment (CASS)
Assessment Weighting
Continuous Assessment (CASS) Grade R-3 100%
Total 100%
Minimum requirements for CASS are:
Assessment Form Number per Year Minimum Requirements Weighting
3 per term
Assessment Tasks This should include:
12 100%
Grade R-3 Oral Assessment
Practical Assessment
Written Assessment
Total 12 100%
122 | P a g e

Grades 1 To 3 Maths

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Grades 1 To 3 Maths

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CURRICULUM AND ASSESSMENT POLICY

MATHEMATICS – FOUNDATION PHASE

1.4.2 Intermediate Phase

1.4.4 Grades 10-12

2.1. What is Mathematics?

2.2. Specific Aims

2.3. Overview of content topics

2.3.2. General notes for Grade R Mathematics

• Each new concept should be presented according to these three stages.

a) Kinaesthetic stage (experience concepts with body and senses).

SUGGESTED DAILY PROGRAMME/TIMETABLE FOR GRADE R

TEACHER-DIRECTED PLANNED CLASS

TEACHER-DIRECTED PLANNED CLASS

ART ACTIVITY every day

REST AND DEPARTURE

FREE PLAY OUTSIDE

STORY EVERY DAY

2.3.3. General notes for grade 1 - 3 mathematics

• All concepts should be thoroughly taught before moving on to the next.

• Activities are designed to consolidate knowledge on a concrete, semi-concrete and abstract

WEIGHTING OF CONTENT AREAS

2.3.5. Overview of content areas and topics to show progression

R.1.1.3. 1.1.1.3. 2.1.1.3. 3.1.1.3. Count forwards and

2. PATTERNS, FUNCTIONS AND ALGEBRA

2.3.1.7. Describes positional relationships 3.3.1.7. Describes positional relationships

3.4.1.2. Investigate (alone and/or as a

R.4.1.2. Mass 1.4.1.2. Mass 2.4.1.2. Mass 3.4.1.2. Mass

3.4.2.6. Recognises and describes

• Develop one-to-one correspondence up to 5

• Recognise and read number symbols up to 5

SPACE AND SHAPE • Identify and compare 2-D shapes

Build and draw

• Bigger than and smaller than.

• Identify squares in objects and pictures Magazines

MEASUREMENT Time • Yesterday and today Calendar

• Count backwards from 10 to 0 Number line

“less than” • Build awareness of “less than”

Building up numbers • Express number 3 in different ways (bonds)

• Recognise and read number symbols up to 10

PATTERNS AND Repeating • Trace and draw triangles

Problem solving- • Solve word problems that involve addition

SPACE AND SHAPE Investigate and

SPACE AND SHAPE • Top and bottom

Addition up to 5 • Addition with answers up to 5

Do more examples with learners with answers up to 5.

• Recognise and read number symbols up to 20

PATTERNS AND Repeating • Patterns with drawings (shapes, colour, objects)

• Count forwards and backwards up to 20 Number line

Addition up to 10 • Addition with answers up to 10

Building up • Express number 7 in different ways Bond-cards

• Recognise and read number symbols up to 20

Addition up to 10 • Addition with answers up to 10

• Express number 8 in different ways

• Recognise and read number symbols up to 20

PATTERNS AND FUNCTIONS Number patterns • Number patterns

Example: Complete the missing numbers:

• Colour: Black and white

• Make patterns with objects and shapes

SPACE AND SHAPE • Shapes: circle, square, triangle, rectangle

• Count forwards and backwards up to 30

Skip-counting using 2s • Introduce skip-counting using 2s up to 30

• Recognise and read number symbols up to 30 50 chart

8+4