CURRICULUM AND ASSESSMENT POLICY STATEMENT

(CAPS)

FOUNDATION PHASE
MATHEMATICS GRADES R – 3

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TABLE OF CONTENTS
Chapter
Background 2
1
Chapter
2.1. Introduction 6
2
2.2. What is Mathematics? 6
2.3. Specific Aims 6
2.4. Specific Skills 6
2.5. Focus of Content Areas 7
2.6. Weighting of Content Areas 8
2.7. Mathematics in the Foundation Phase 8
2.7.1. Suggested guidelines for classroom management 8
2.7.2. Learners with barriers to learning Mathematics 10
2.7.3. Mental mathematics 10
2.8 Grade R 10
2.8.1 Grade R daily programme 13
2.9 Recommended Resources 14
Chapter
3 3.1 Introduction 15
3.2 Content Specification 15
3.2.1 Foundation Phase (Grade R to 3) Overview 15
 Number, Operations and Relationships 16
 Patterns, Functions and Algebra 21
 Space and Shape 22
 Measurement 25
 Data Handling 29

3.3 Content Clarification 31

3.3.1 Allocation of teaching time 31
3.4 Sequencing and pacing of content 31
3.4.1 Lesson planning – topic allocation per term 32
Grade R term overview 35
Grade 1 term overview 50
Grade 2 term overview 60
Grade 3 term overview 72
3.5 Clarification Notes with Teaching Guidelines 85
3.5.1 Grade 1 86
3.5.2 Grade 2 181
3.5.3 Grade 3 282
Chapter
Assessment Guidelines
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[Link] 402
[Link] or Daily Assessment 402
[Link] Assessment 402

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[Link] of Formal Assessment 403
[Link] and Reporting 404
4.6. 404
[Link] Assessment Tasks for Grades 1 – 3 405

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 CHAPTER 1
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
FINAL
FOUNDATION PHASE MATHEMATICS GRADE R-3

1.1Background
The National Curriculum Statement Grades R – 12 (NCS) stipulates policy on curriculum and assessment in the schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments coming into effect in January 2012. A
single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace Subject Statements, Learning
Programme Guidelines and Subject Assessment Guidelines in Grades R - 12.

1.2Overview
(a) The National Curriculum Statement Grades R – 12 (January 2012) represents a policy statement for learning and teaching
in South African schools and comprises the following:

(i) National Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R – 12; and

(iii) The policy document, National Protocol for Assessment Grades R – 12 (January 2012).

(b) The National Curriculum Statement Grades R – 12 (January 2012) replaces the two current national curricula statements,
namely the

(i) Revised National Curriculum Statement Grades R - 9, Government Gazette No. 23406 of 31 May 2002, and

(ii) National Curriculum Statement Grades 10 - 12 Government Gazettes, No. 25545 of 6 October 2003 and No.
27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs (a) and (b) comprise the following policy documents
which will be incrementally repealed by the National Curriculum Statement Grades R – 12 (January 2012) during the
period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines for
Grades R - 9 and Grades 10 – 12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the General Education
and Training Band d, promulgated in Government Notice No. 124 in Government Gazette No. 29626 of 12
February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications
Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;

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 (iv) The policy document, 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
Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy document, National policy
pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R – 12;
and

(v) The policy document, 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
(Grades R – 12), promulgated in Government Notice No.1267 in Government Gazette No. 29467 of 11
December 2006.

(c) The policy document, National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R – 12, and 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. It will 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.

1.3General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South

African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful

to their own lives. In this regard, the curriculum promotes 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
the population;

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  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 set 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 R – 12 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 learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed
by all the relevant support structures within the school community, including teachers,
District-Based Support Teams, Institutional-Level Support Teams, parents and
Special Schools as Resource Centres. To address barriers in the classroom, teachers
should use various curriculum differentiation strategies such as those included in the
Department of Basic Education‘s Guidelines for Inclusive Teaching and Learning
(2010).

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1.4Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:

SUBJECT GRADE R GRADES 1-2 GRADE 3

(HOURS) (HOURS) (HOURS)

Home Language 10 7/8 7/8

First Additional Language 2/3 3/4

Mathematics 7 7 7

Life Skills 6 6 7

 Beginning Knowledge (1) (1) (2)

 Creative Arts (2) (2) (2)

 Physical Education (2) (2) (2)

 Personal and Social Well-being (1) (1) (1)

TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a minimum of
7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for Additional
Language in Grades R – 2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated for Home
Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours in brackets
for Grade 3.

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1.4.2 Intermediate Phase
 The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS

Home Language 6

First Additional Language 5

Mathematics 6

Natural Science and Technology 3,5

Social Sciences 3

Life Skills 4

 Creative Arts (1,5)

 Physical Education (1)

 Personal and Social Well-being (1,5)

TOTAL 27,5

1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS

Home Language 5

First Additional Language 4

Mathematics 4,5

Natural Science 3

Social Sciences 3

Technology 2

Economic Management Sciences 2

Life Orientation 2

Arts and Culture 2

TOTAL 27,5

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1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:

Subject Time allocation per week (hours)

i. Home Language 4.5

ii. First Additional Language 4.5

iii. Mathematics 4.5

iv. Life Orientation 2

v. A minimum of any three subjects selected from Group B 12 (3x4h)

Annexure B, Tables B1-B8 of the policy document, National

policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R

– 12, subject to the provisos stipulated in paragraph 28 of the

said policy document.

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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 CHAPTER 2
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

FOUNDATION PHASE MATHEMATICS GRADE R – 3

2.1. Introduction

In Chapter 2, the Foundation Phase Mathematics Curriculum and Assessment Policy

Statement (CAPS) provides teachers with a definition of mathematics, specific aims, specific
skills, focus of content areas, weighting of content areas, recommended resources for the
Foundation Phase Mathematics lessons, suggested guidelines on supporting learners with
barriers to learning-Mathematics, mental mathematics and enhancing the teaching of early
numeracy skills in Grade R.

2.2. 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 to decision-making.

2.3. Specific Aims

The teaching and learning of Mathematics aims to develop the following in the learner:
 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;
 a spirit of curiosity and a love of Mathematics;
 appreciation for the beauty and elegance of Mathematics;
 recognition that Mathematics is a creative part of human activity;
 deep conceptual understanding in order to make sense of Mathematics; and
 acquisition of specific knowledge and skills necessary for:
 the application of Mathematics to physical, social and mathematical problems,;
 the study of related subject matter (e.g. other subjects); and
 further study in Mathematics.

2.4. Specific Skills

To develop essential mathematical skills the learner should:

 develop the correct use of the language of Mathematics;
 develop number vocabulary, number concept and calculation and application skills;

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  learn to listen, communicate, think, reason logically and apply the mathematical
knowledge gained;
 learn to investigate, analyse, represent and interpret information;
 learn to pose and solve problems; and
 build an awareness of the important role that Mathematics plays in real-life situations,
including the personal development of the learner.

2.5. Focus of Content Areas

Mathematics in the Foundation Phase covers five content areas. Each content area contributes
to the acquisition of specific skills. The table below shows the general focus of the content
areas as well as the specific focus of the content areas for the Foundation Phase.

Table 2.1 Foundation Phase Mathematics Content Focus

MATHEMATICS CONTENT KNOWLEDGE
Content Area General Content Focus Foundation Phase Specific Content Focus
Development of number sense that includes: The number range developed by the end of Grade 3 includes
whole numbers to at least 1 000 and common fractions. In this
 the meaning of different kinds of phase, the learners‘ number concept is developed through
numbers; working with physical objects to count collections of objects,
 the relationship between different kinds partition and combine quantities, skip count in various ways,
of numbers; solve contextual (word) problems, and build up and break down
 the relative size of different numbers; numbers.
 representation of numbers in various  Counting enables learners to develop number concept,
ways; and mental mathematics, estimation, calculation skills and
 the effect of operating with numbers. recognition of patterns.
 Number concept development helps learners to learn about
Numbers,
properties of numbers and to develop strategies that can
Operations
make calculations easier.
and
 Solving problems in context enables learners to
Relationships
communicate their own thinking orally and in writing
through drawings and symbols.
 Learners build an understanding of basic operations of
addition, subtraction, multiplication and division.
 Learners develop fraction concept through solving problems
involving the sharing of physical quantities and by using
drawings. Problems should include solutions that result in
whole number remainders or fractions. Sharing should
involve not only finding parts of wholes, but also finding
parts of collections of objects. In this phase, learners are not
expected to read or write fraction symbols.
Algebra is the language for investigating and In this phase, learners work with both
communicating most of Mathematics and  number patterns (e.g. skip counting); and
can be extended to the study of functions  geometric patterns (e.g. pictures).
and other relationships between variables. A Learners should use physical objects, drawings and symbolic
central part of this content area is for the forms to copy, extend, describe and create patterns.
Patterns, learner to achieve efficient manipulative Copying the pattern helps learners to see the logic of how the
Functions skills in the use of algebra. It also focuses on pattern is made.
and the: Extending the pattern helps learners to check that they have
Algebra
 description of patterns and relationships properly understood the logic of the pattern.
through the use of symbolic Describing the pattern helps learners to develop their language
expressions, graphs and tables; and skills.
 identification and analysis of Focussing on the logic of patterns lays the basis for developing
regularities and change in patterns, and algebraic thinking skills.

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 relationships that enable learners to Number patterns support number concept development and
make predictions and solve problems. operational sense built in Numbers, Operations and
Relationships.
Geometric patterns include sequences of lines, shapes and
objects but also patterns in the world. In geometric patterns
learners apply their knowledge of space and shape.

The study of Space and Shape improves In this phase learners focus on three-dimensional (3-D) objects,
understanding and appreciation of the two-dimensional(2-D) shapes, position and directions.
pattern, precision, achievement and beauty  Learners explore properties of 3-D objects and 2-D
in natural and cultural forms. It focuses on shapes by sorting, classifying, describing and naming
the them.
Space and  properties, relationships;  Learners draw shapes and build with objects.
Shape
 orientations, positions; and  Learners recognise and describe shapes and objects in
(Geometry)
 transformations of two-dimensional their environment that resemble mathematical objects
shapes and three-dimensional and shapes.
objects.  Learners describe the position of objects, themselves
and others using the appropriate vocabulary.
 Learners follow and give directions.
Measurement focuses on the selection and  In this phase the learners‘ concept of measurement is
use of appropriate units, instruments and developed by working practically with different
formulae to quantify characteristics of concrete objects and shapes, learning the properties of
events, shapes, objects and the environment. length, capacity, mass, area and time.
It relates directly to the learner‘s scientific,  Learners measure the properties of shapes and objects
technological and economic worlds, using informal units where appropriate, such as hands,
enabling the learner to: paces, containers, etc.
Measuremen  make sensible estimates; and  Learners compare different quantities by using
t  be alert to the reasonableness of comparative words such as taller/shorter,
measurements and results. heavier/lighter etc.
 Learners are introduced to standard units such as
grams, kilograms; millilitres, litres; centimetres,
metres.
Activities related to time should be structured with the
awareness that learners‘ understanding of the passing of time
should be developed before they read about time.
Through the study of data handling, the The focus in the teaching and learning of data handling in the
learner develops the skills to Foundation Phase is on sorting objects and data in different
 collect; ways, based on the different features of the objects or data.
Data
 organise;  Learners are expected to interpret and construct
Handling
 display ; and pictographs and bar graphs with one-to-one
 analyse and interpret given data. correspondence with the given data.

2.6. 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 address the content within each
content area adequately; secondly the weighting gives guidance on the spread of content in
assessment. The weighting of the content areas is not the same for each grade in the
Foundation Phase.

Table 2.2 Weighting of Content Areas in Foundation Phase

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 WEIGHTING OF CONTENT AREAS
Content Area Grade 1 Grade 2 Grade 3
Numbers, Operations and Relationships* 65% 60% 58%
Patterns, Functions and Algebra 10% 10% 10%
Space and Shape (Geometry) 11% 13% 13%
Measurement 9% 12% 14%
Data Handling (Statistics) 5% 5% 5%
100% 100% 100%

*In Grade R – 3, it is important that the area of Numbers, Operations and Relationships is the
main focus of Mathematics. Learners need to exit the Foundation Phase with a secure number
sense and operational fluency. The aim is for learners to be competent and confident with
numbers and calculations. For this reason the notional time allocated to Numbers Operations
and Relationships has been increased. Most of the work on patterns should focus on number
patterns to consolidate learners‘ number ability further.

2.7. Mathematics in the Foundation Phase

Foundation Phase Mathematics forges the link between the child‘s pre-school life and life
outside school on the one hand, and the abstract Mathematics of the later grades on the other
hand. In the early grades children should be exposed to mathematical experiences that give
them many opportunities ―to do, talk and record‖ their mathematical thinking.

The amount of time spent on Mathematics has a decisive impact on learners‘ development of
mathematical concepts and skills. The activities learners engage in should, however, not be
―keep busy‖ activities, but should be clearly focused on the mathematics as outlined in the
curriculum.

2.7.1 Suggested guidelines for classroom management

All the time allocated to Mathematics on a single day should be considered as one period.
During the Mathematics period the following should usually happen:

 Whole class activity

 Mental mathematics
 Consolidation of concepts
 Classroom management (allocation of independent activities, etc.)

 Small group teaching

 Counting
 Number concept development (oral and practical activities)
 Problem-solving (oral and practical activities)
 Written recording
 Developing calculating strategies (oral and practical activities)
 Patterns
 Space and shape
 Measurement
 Data Handling

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 Independent work
Learners practise and consolidate concepts developed in whole class and small group
teaching.

Whole class activity: where the focus will be mainly on mental mathematics,
consolidation of concepts and allocation of independent activities for at least 20 minutes
per day at the start of the Mathematics lesson. During this time the teacher will also work
with the whole class to determine and record (where appropriate) the name of the day, the
date, the number of learners present and absent, and the nature of the weather. Mental
mathematics will include brisk mental starters such as ―the number after/before 8 is; 2
more/less than 8 is; 4 + 2; 5 + 2, 6 + 2" etc. During this time the teacher can also
consolidate concepts that are a little challenging. Also important is that the teacher should
assign the class their general class activity as well as independent activities that they do
on their own while she gets on with the small group focused sessions.

 Small group focused lessons: are most effective when the teacher takes a small group of
learners (8 to 12) who have the same ability with her on the floor or at their tables, while
the rest of the class is engaged in independent activities. The teacher works orally and
practically with the learners, engaging in such activities as counting, estimation, number
concept development and problem-solving activities, as well as activities concerning
pattern, space and shape, measurement and data handling, which should be carefully
planned for.

 In order to reinforce learning, written work (work book, work sheet examples, work cards
etc.) should form part of the group session where possible. Learners should have writing
materials (class work books, etc.) available for problem-solving activities. The group
sessions should be very interactive and learners should be encouraged to ―do, talk,
demonstrate and record” their mathematical thinking.

 Teachers should take care not to underestimate the slower learners; they should also be
stretched. It is easier to match the difficulty level of the work to the learners if the group
the teacher is working with is of approximately equal ability. However, mixed ability
groups can work well for construction, measurement and patterning or sorting activities,
or for games.

 Independent activities: While the teacher is busy with the small group focused lesson, the
rest of the class must be purposefully engaged in a variety of mathematical activities that
focus on reinforcing and consolidating concepts and skills that have already been taught
during small group focused lessons. These independent activities should be differentiated
to cater for different ability levels. Independent activities may include:
 work book activities;
 graded worksheets/work cards for counting, manipulating numbers, simple problems
in context (word problems), etc.;
 mathematics games like Ludo, dominoes, jigsaw puzzles; and
 tasks that involve construction, sorting, patterning or measurement.

 The Mathematics period should also provide for supporting learners experiencing barriers
to learning, enrichment activities for high flyers, assessment activities, etc.

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 Both independent and small group focused lesson activities must be observed (practical,
oral), marked and overseen (written recording) by the teacher as part of her informal and
formal assessment activities.

 Close tracking of learners‘ responses (verbal, oral, practical, written recording) in

learning and teaching situations enables the teacher to do continuous assessment, monitor
learners‘ progress and plan support accordingly for learners experiencing barriers to
learning.

2.7.2 Learners with barriers to learning Mathematics

It is important for learners who experience barriers to learning Mathematics to be exposed to

activity-based learning. Practical examples using concrete objects together with practical
activities should be used for a longer time than with other learners, as moving to abstract
work too soon may lead to frustration and regression. These learners may require and should
be granted more time for:

 completing tasks;
 acquiring thinking skills (own strategies); and
 assessment activities.

The number of activities to be completed should be adapted to the learner without

compromising the concept and skills that are addressed.

2.7.3 Mental mathematics

Mental mathematics plays a very important role in the curriculum. The number bonds and
multiplication table facts that learners are expected to know or recall fairly quickly are listed
for each grade. In addition, mental mathematics is used extensively to explore the higher
number ranges through skip counting and by doing activities such as ―up and down the
number ladder‖, e.g. the Grade 3 teacher might ask the following ―chained‖ questions: ―Start
with 796. Make that 7 more. Yes, it is 803. Make that 5 less. Yes, it is798. Make that
10 more … 2 more … 90 more … 5 less …‖ etc. These activities help learners to construct a
mental number line.

Mental mathematics therefore features strongly in both the counting and the number concept
development sections relating to the topics Number and Patterns, and may also occur during
Measurement and Data Handling activities. When doing mental mathematics, the teacher
should never force learners to do mental calculations that they cannot handle — writing
materials and/or counters should always be available for those learners who may need them.

2.8 Grade R
The approach to learning Mathematics should be based on the principles of integration and
play-based learning. The teacher should be pro-active, a mediator rather than a facilitator. A
mediator makes the most of incidental learning opportunities that arise spontaneously during
a range of child-centred activities such as free play in the fantasy corner or block construction
site, sand and water play activities as well as teacher-guided activities that focus on

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mathematical concepts such as counting, number concept development, space and shape,
patterns, time and other emergent mathematics activities. Colour is not in itself a
mathematical concept, but can be used to promote the acquisition of mathematical concepts
in activities such as sorting, grouping and classifying.

All aspects of Grade R, including the classroom environment and teaching and learning
practice, should promote the holistic development of the child. Development that is an
integral part of emergent numeracy includes cognitive development (problem-solving, logical
thought and reasoning), language development (the language of mathematics) and perceptual-
motor as well as emotional and social development. All these aspects can be developed
through stories, songs, rhymes, finger games and water play, educational toys including board
games, construction and exploration activities (mass, time, capacity, measurement, etc.),
imaginative play, outdoor play and ―playground games‖. Many kinds of games and play
could include aspects of numeracy, for example measuring during cooking or counting during
shopping.

In other words, the acquisition of emergent mathematics and related mathematical concepts
should, like all good teaching, adhere to the following learning principles where children
move through three stages of learning, namely:

 the kinaesthetic stage (experience concepts with the body and senses);
 the concrete stage (3-D, using a variety of different objects such as blocks, bottle tops,
twigs and other objects in the environment); and
 paper and pencil representation (semi-concrete representations using drawings, matching
cards etc.)

In the Grade R year the timetable is called the daily programme and it comprises three main
components, namely:
 teacher-guided activities;
 routines; and
 child-initiated activities or free play.

The emphasis throughout should be on using these aspects of the daily programme to
promote the acquisition of emergent numeracy in a fun and spontaneous context. For
example, teacher-guided numeracy learning opportunities are offered during ring time. Most
rings can be given a mathematical focus. The early morning ring when children are greeted
and a roll-call is taken provides an opportunity for playing with numbers and, for example,
counting. Other rings, such as the Mathematics ring, perceptual-motor rings, movement,
music and science rings can also provide a Mathematics focus.

Creative art activities could also have a mathematical emphasis, for example, using geometric
shapes such as circles and squares to make a collage or designing a pattern to frame a picture.
The weather chart, calendar and birthday rings also provide opportunities for exploring
mathematical concepts. It is the teacher‘s knowledge and initiative that can maximise
learning potential.

 Routines, where children participate actively, such as snack time, arrival, home time and
toilet routines, can also be given a Mathematics focus. Children wearing red, for example,
go to the toilet first (colour and ordinal number), each child gets a plate and a sandwich

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 (one-to-one correspondence), Thandi would like a second sandwich, David doesn‘t want
any more. What this amounts to is identifying and utilising a teachable moment, in other
words, being a mediator of learning.

 During free play the teacher can promote emergent mathematics through the appropriate
structuring of the free-play area. Outdoor free play such as climbing on a wooden
climbing frame or riding on the cycle track might promote the acquisition of key
mathematical vocabulary such as up/down, bottom/top, fast/slow, high/low, etc. Sand and
water play will also enhance the understanding of concepts such as mass, volume and
capacity. All these activities will also promote essential underpinning perceptual-motor
skills, which become an inherent part of the successful acquisition in formal school of
literacy and numeracy. Examples of these skills are:
 developing an understanding of your position in space e.g. behind, in front,
underneath or next to an object (this can, for example, be linked to place value in
mathematics); and
 directionality and laterality (this can be linked to number and letter formation and
reading from left to right).

The practice outlined above is illustrative of a Grade R approach that promotes problem-
solving, logical thinking and reasoning, as well as education for citizenship because of its
focus on co-operative learning and negotiation. By utilising teachable moments, a teacher can
encourage children to reflect on their decisions and predict possibilities, e.g. whether they
think a container being used in water play will hold more than another container.

By making helpful suggestions and inviting a child to think about alternative positions and
ways of problem-solving, a teacher can encourage children to think more deeply about an
issue and find good reasons for the choices they make. In this way not only mathematical but
also holistic development is addressed and critical premises underpinning CAPS are brought
into play.

Assessment practices in Grade R should be informal and children should not be subjected to a
‗test‘ situation. For this reason assessment activities have not been included in the Grade R
CAPS. Each activity used for assessment should be carefully planned so that it integrates a
variety of skills.

In Grade R most of the assessment takes place through observation, with the teacher
recording the results of the assessment using a checklist. Thus, as the year progresses a full
picture of each child, complete with challenges and strengths, is gradually built. This allows
for challenges to be addressed and strengths to be maximised.

A traditional, formal classroom-based learning programme that is tightly structured and

‗basics bound‘ should be avoided, as it does not optimise numeracy acquisition for the Grade
R child. Grade R should not be a ‗watered down‘ Grade 1 class. It has its own unique
characteristics based on how children in this age group make sense of their world and acquire
the knowledge, skills, values and attitudes that will allow them to maximise the opportunities
afforded in the formal learning years.

16
 2.8.1 Daily Programme Grade R
DAILY PROGRAMME: GRADE R
(FROM ± 7:30 – 13:00)
30 min ARRIVAL AND FREE PLAY
MATHEMATICS

 Activities designed from CAPS

GREETING BIRTHDAYS (mathematics)
REGISTER NEWS Mathematics  Songs and music activities
40 WEATHER CHART Languages  Perceptual activities
min Life Skills  Counting rhymes
TEACHER-GUIDED ACTIVITY  Theme discussions
Mathematics; Language; Life Skills  Science experiments
 Free play
 Routines

 Fantasy play
ART ACTIVITY (every day: 1  Role play
60 min MAIN + 2/3 supporting  Construction play
activities  Blocks
FREE PLAY INSIDE
 Educational
TIDY UP INSIDE
 Toys
 Perceptual games LANGUAGES
 Puzzles  Activities designed from CAPS
 Book corner (home language)
TEACHER-GUIDED ACTIVITY  Stories
 Quiet time
30 min Mathematics; Language; Life Skills  Dramatisation
 Quiet area  Books/pictures
 Picture reading
 Picture discussions
 Perceptual activities
10 min TOILET ROUTINE Lang, Math, LS,  Parent poster
 Parent letter
 News
 Poems/rhymes
20 min REFRESHMENTS Lang, Math, LS  Music/songs/rhymes
 Tapes
 Theme discussions
 Human movement activities
 Water play
Free play outside  Routines
 Sand play
and  Free play
60 min  Role play
Tidy up  Balls
 Swings
 Wheel toys
 Educational toys
 Jungle gym
10 min Toilet routine  Tyres LIFE SKILLS
Mathematics, Language, Life skills  Physical Education
 Games  Activities designed from CAPS
(life skills)
30 min TEACHER-GUIDED ACTIVITY  Human movement activities
Mathematics, Language, Life skills  Songs and music
 Poems and rhymes
 Theme discussion
 Birthdays
 Routines
30 min STORY every day  Free play

15 min Rest/quiet time and departure

17
2.9 Recommended Resources: Foundation Phase Mathematics classroom
 Counters
 Large dice
 A big counting frame
 A height chart
 Big 1 – 100 and 101 – 200 number grid posters (100 – charts)
 Different number lines (vertical and horizontal)
 A set of Flard cards (expanding cards)
 Play money — coins and notes
 A calendar for the current year
 A large analogue wall clock
 A balance scale
 Building blocks
 Modelling clay
 A variety of boxes of different shapes and sizes brought from home
 A variety of plastic bottles and containers to describe and compare capacities
 Good examples of a sphere (ball), a rectangular prism (box), cube, cone, pyramid and
cylinder. The teacher can make this herself.
 A number of plastic or cardboard squares, different rectangles, circles, different
triangles all of different sizes
 Mathematical games, e.g. Ludo, Snakes and Ladders, Jigsaw Puzzles, Dominoes,
Tangrams etc.
 Essential for Grades R and 1:
 Areas for sand and water play
 Apparatus for climbing, balancing, swinging and skipping
 A play-shop with items to be bought with play-money
 A variety of appropriate games such as ‗what‘s in a square‘?
 Blocks

18
 CHAPTER 3
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(CONTENT SPECIFICATION AND CLARIFICATION)

3.1. Introduction

In the General Education and Training band there are five content areas in Mathematics:
 Numbers, Operations and Relationships
 Patterns, Functions and Algebra
 Space and Shape
 Measurement
 Data Handling

Each content area is broken down into mathematical topics, for example in Space and Shape
in the Foundation Phase one topic is two-dimensional shapes. Concepts and skills are
specified within each topic. Chapter 3 of the Foundation Phase Mathematics CAPS specifies
and clarifies the Mathematics content required.

3.2. Specification of Content to Show Progression

The phase overview tables show the specification of concepts and skills and the progression
from Grade R to 3. The grade overview tables show the progression of concepts and skills
across the four terms of the year.

However, in certain topics the concepts and skills are similar in two or three successive
grades. The clarification of content will give guidelines on how progression should be
addressed in these cases. The specification of content should therefore be read in conjunction
with the clarification of content.

3.2.1 Foundation Phase (Grade R – 3) Overview

The Foundation Phase overview shows progression of content areas; Number Operations and
Relationships, Patterns, Functions and Algebra, Space and Shape, Measurement and Data
Handling across Grades R – 3 as outlined in the table below:

19
 MATHEMATICS PHASE OVERVIEW

1. NUMBERS, OPERATIONS AND RELATIONSHIPS

Progression in Numbers, Operations and Relationships

 The main progression in Numbers, Operations and Relationships happens in three ways:
 The number range increases.
 Different kinds of numbers are introduced.
 The calculation strategies change.
 As the number range for doing calculations increases up to Grade 3, learners should develop more efficient strategies for calculations.
 Contextual problems should take account of the number range for the grade as well as the calculation competencies of learners. .

TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3

NUMBER CONCEPT DEVELOPMENT: Count with whole numbers

1.1 Count concrete objects Count concrete objects Count concrete objects Count concrete objects
Count objects Estimate and count to at least 10 everyday objects Estimate and count to at least 50 Estimate and count to at Estimate and counts to at
reliably. everyday objects reliably. Counting by least 200 everyday objects least 1 000 everyday
grouping is encouraged. reliably. Counting by objects reliably. Counting
grouping is encouraged. by grouping is
encouraged.
1.2 Count forwards and backwards in ones from 1 to Count forwards and backwards in ones Count forwards and Counts forwards and
Count forwards 10; from any number between 0 and 100. backwards in: backwards in:
and backwards Use number rhymes and songs Count forwards in:  1s from any number  1s from any number
 10s from any multiple of 10 between 0 and 200 between 0 and 1000
between 0 and 100  10s from any multiple  10s from any
 5s from any multiple of 5 of 10 between 0 and multiple of 10
between 0 and 100 200 between 0 and 1000
 2s from any multiple of 2 between  5s from any multiple of  5s from any multiple
0 and 100 5 between 0 and 200 of 5 between 0 and
 2s from any multiple of 1000
2 between 0 and 200  2s from any multiple

20
  3s from any multiple of of 2 between 0 and
3 between 0 and 200 1000
 4s from any multiple  3s from any multiple
of 4 between 0 and 200 of 3 between 0 and
1000
 4s from any multiple
of 4 between 0 and
1000
 in 20s, 25s, 50s, 100s
to at least 1 000
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
Say and use number names in familiar context..
1.3 Recognise, identify and read numbers Recognise, identify and read number Recognise, identify and Recognise, identify and
Number  Recognise, identify and read number symbols symbols read number read number
symbols and 1 to 10  Recognise, identify and  Recognise, identify
number names  Recognise, identify and read number names 1  Recognise, identify and read read number symbols 0 and read number
to 10 number symbols 1 to 100 to 200 symbols 0 to 1 000
 Write number symbols 1 to 20  Write number symbols  Write number
 Recognise, identify and read 0 to 200 symbols 0 to 1000
number names 1 to 10  Recognise, identify and  Recognise, identify
 Write number names 1 to 10 read number names 0 to and read number
100 names 0 to 1 000.
 Write number names 0  Write number names
to 100 0 to 1 000

NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers

1.4 Describe, compare and order collection of Describe, compare and order objects
Describe, objects up to 10. up to 20
compare and  Describe whole numbers up to 10  Describe and compare collections
order numbers  Compare which of two given collection of of objects according to most, least,
objects is big, small, smaller than, greater the same as
than, more than, less than, equal to, most,  Describe and order collections of

21
 least, fewer up 10. objects from most to least and
 Order more than two given collections of least to most
objects from smallest to greatest up to 10 Describe, compare and Describe, compare and
order numbers to 99 order numbers to 999
 Describe and compare  Describe and
Describe, compare and order whole numbers up to 99 compare whole
numbers to 20 using smaller than, numbers up to 999
 Describe and compare whole greater than, more than, using smaller than,
numbers according to smaller less than and equal to greater than, more
than, greater than and more than,  Describe and order than, less than and
Use ordinal numbers to show order, place or less than, is equal to whole numbers up to 99 equal to
position  Describe and order numbers from from smallest to  Describe and order
 Develop an awareness of ordinal numbers e.g. smallest to greatest and greatest to greatest, and greatest to whole numbers up to
first, second, third up to sixth and last smallest smallest 999 from smallest to
greatest, and greatest
Use ordinal numbers to show order, Use ordinal numbers to to smallest
place or position show order, place or
 Position objects in a line from first position Use ordinal numbers to
to tenth or first to last e.g. first,  Position objects in a line show order, place or
second, third … tenth from first to twentieth or position
first to last e.g. first,  Use, read and write
second, third … ordinal numbers,
twentieth including abbreviated
form (1st, 2nd, 3rd up
to 31st)
NUMBER CONCEPT DEVELOPMENT: Place value
1.5 Begin to recognise the place value of Recognise the place value Recognise the place
Place value at least two-digit numbers to 20 of at least two-digit value of three-digit
 Decompose two-digit numbers numbers to 99 numbers to 999
into multiples of 10 and ones/units  Decompose two-digit  Decompose three-

22
 numbers up to 99 into digit numbers up to
multiples of 10 and 999 into multiples of
ones/units 100, multiples of 10
 Identify and state the and ones/units
value of each digit  Identify and state the
value of each digit
SOLVE PROBLEMS IN CONTEXT
1.6 Use the following Use the following techniques when solving Use the following techniques when Use the following techniques when
Problem- techniques up to 10: problems and explain solutions to solving problems and explain solving problems and explain solutions
solving  concrete apparatus problems: solutions to problems: to problems:
techniques e.g. counters  concrete apparatus e.g. counters  drawings or concrete apparatus  building up and breaking down
 physical number  pictures to draw the story sum e.g. counters numbers
ladder  building up and breaking down  building up and breaking down  doubling and halving
numbers of numbers  number lines
 doubling and halving  doubling and halving  rounding off in tens
 number lines supported by concrete  number lines
apparatus
1.7 Solve word problems Solve word problems in context and Solve word problems in context and Solve word problems in context and
Addition and (story sums) in context explain own solution to problems involving explain own solution to problems explain own solution to problems
subtraction and explain own addition and subtraction with answers up to involving addition and subtraction involving addition and subtraction
solution to problems 20. with answers up to 99. leading answers up to 999.
involving addition and
subtraction with
answers up to 10.
1.8 Solve word problems in context and Solve word problems in context and Solve word problems in context and
Repeated explain own solution to problems involving explain own solution to problems explain own solution to problems using
addition repeated addition with answers up to 20. using repeated addition and multiplication with answers up to 100.
leading to multiplication with answers up to 50.
multiplication
1.9 Solve and explain Solve and explain solutions to practical Solves and explain solutions to Solve and explain solutions to practical

23
Grouping and solutions to word problems involving equal sharing and practical problems that involve equal problems that involve equal sharing
sharing leading problems in context grouping with whole numbers up to 20 and sharing and grouping up to 50 with and grouping up to 100 with answers
to division (story sums) that with answers that may include remainders. answers that may include remainders. that may include remainders
involve equal sharing,
grouping with whole
numbers up to 10 and
answers that may
include remainders .
1.10 Solve and explain solutions to Solve and explain solutions to practical
Sharing leading practical problems that involve equal problems that involve equal sharing
to fractions sharing leading to solutions that leading to solutions that include
include unitary fractions. unitary and non-unitary fractions.
1.11 Develop an awareness  Recognise and identify the South  Recognise and identify the South  Recognise and identify all the
Money of South African coins African coins African coins South African coins and bank
and bank notes (5c, 10c, 20c, 50c, R1, R2, R5) and (5c, 10c, 20c, .50c, R1, R2, R5, notes
bank notes R10 and R20 and bank notes R10, R20, R50  Solve money problems involving
 Solve money problems involving  Solve money problems involving totals and change in rands or cents
totals and change to R20 and in cents totals and change to R99 and in  Convert between rands and cents
up to 20c cents up to 90c
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques when Use the following techniques when Use the following techniques when
Techniques performing calculations: performing calculations: performing calculations:
(methods or  drawings or concrete apparatus e.g.  drawings or concrete apparatus  building up and breaking down
strategies) counters e.g. counters numbers
 building up and breaking down  building up and breaking down  doubling and halving
numbers numbers  number lines
 doubling and halving  doubling and halving  rounding off in tens
 number lines supported by concrete  number lines
apparatus

24
1.13 Solve verbally stated  Add to 20  Add to 99  Add to 999
Addition and addition and subtraction  Subtract from 20  Subtract from 99  Subtract from 999
subtraction problems with solutions  Use appropriate symbols(+, −, =, )  Use appropriate symbols(+, −, =,  Use appropriate symbols(+, −, =,
up to 10  Practise number bonds to 10 ) )
 Practice number bonds to 20  Practice number bonds to 30

1.14  Add the same number repeatedly to 20  Multiply numbers 1 to 10 by  Multiply any number by
Repeated  Use appropriate symbols(+, =, ) 2, 5, 3 and 4 to a total of 50 2, 3, 4, 5, 10 to a total of 100
addition  Use appropriate symbols(+,×, =,  Use appropriate symbols(× )
leading to )
multiplication
1.15  Divide numbers up to 100 by
Division 2, 3, 4, 5, 10
 Use appropriate symbols (÷, =,
)
1.16 Number concept: Range 𝟐𝟎 Number concept: Range 𝟗𝟗 Number concept: Range 𝟏𝟎𝟎𝟎
Mental  Name the number before and after a  Order a given set of selected  Order a given set of selected
mathematics given number. numbers numbers
 Order a given set of selected numbers  Compare numbers up to 99 and  Compare numbers up to 1000 and
 Compare numbers up to 20 and say say which is 1, 2, 3, 4, 5 and 10 say which is 1, 2, 3, 4, 5 and 10
which is 1 and 2 more or less more or less more or less
Rapidly recall:
 Addition and subtraction facts to 10
Rapidly recall: Rapidly recall:
 Addition and subtraction facts to  Recall addition and subtraction
20 facts to 20
 Add or subtract multiples of 10  Add or subtract multiples of 10
from 0 to 100 from 0 to 100
 Multiplication facts for the:
 2 times table with answers up

25
 to 20
Calculation strategies  10 times table with answers
Use calculation strategies to add and up to 100
subtract efficiently:  Division facts for numbers:
 Put the larger number first in order to  up to 20 divisible by 2
count on or count back Calculation strategies  up to 100 divisible by 10
 Number line Use calculation strategies to add and
 Doubling and halving subtract efficiently: Calculation strategies
 Building up and breaking down  Put the larger number first in Use the following calculation
order to count on or count back strategies:
 Number line  Put the larger number first in order
 Doubling and halving to count on or count back
 Building up and breaking down  Number line
 Use the relationship between  Doubling and halving
addition and subtraction.  Building up and breaking down
 Use the relationship between
addition and subtraction
 Use the relationship between
multiplication and division.
1.17  Use and name unitary fractions in  Use and name unitary and non-
Fractions familiar contexts including unitary fractions in familiar
halves, quarters, thirds and fifths contexts including halves,
 Recognise fractions in quarters, eighths, thirds, sixths,
diagrammatic form fifths.
 Write fractions as 1 half  Recognise fractions in
diagrammatic form
 Begin to recognise that two halves
or three thirds make one whole
and that one half and two quarters
are equivalent

26
 Write fractions as 1 half, 2 thirds,

27
MATHEMATICS PHASE OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA

Progression in Patterns, Functions and Algebra

 In Patterns, Functions and Algebra, learners get opportunities to:
 complete and extend patterns represented in different forms ; and
 identify and describe patterns.
 Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more formalised in algebraic work in the Senior Phase.

CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3

2.1 Copy and extend Copy, extend and describe Copy, extend and describe Copy, extend and describe
Geometric Copy and extend simple patterns using Copy, extend and describe in words Copy, extend and describe in words Copy, extend and describe in words
patterns physical objects and drawings (e.g. using  simple patterns made with physical  simple patterns made with physical  simple patterns made with physical
colours and shapes). objects objects objects
 simple patterns made with drawings  complex patterns made with  more complex patterns made with
of lines, shapes or objects drawings of lines, shapes or objects drawings of lines, shapes or objects

Create own patterns Create and describe own patterns Create and describe own patterns
Create own geometric patterns  with physical objects  with physical objects
 with physical objects  by drawing lines, shapes or objects  by drawing lines, shapes or objects
 by drawing lines, shapes or objects
Patterns all around us Patterns all around us
Patterns all around us Identify, describe in words and copy Identify, describe in words and copy
Identify, describe in words and copy geometric patterns geometric patterns
geometric patterns  in nature  in nature
 in nature  from modern everyday life  from modern everyday life
 from modern everyday life  from our cultural heritage  from our cultural heritage
 from our cultural heritage

28
2.2 Copy, extend and describe Copy, extend and describe Copy, extend and describe
Number Copy, extend and describe simple Copy, extend and describe simple Copy, extend and describe simple
patterns number sequences to at least 100 number sequences to at least 200. number sequences to at least 999.

Create and describe own patterns Create and describe own patterns Create and describe own patterns

MATHEMATICS PHASE OVERVIEW

3. SPACE AND SHAPE (GEOMETRY)

Progression in Space and Shape

The main progression in Space and Shape is achieved by:
 focussing on new properties and features of shapes and objects in each grade; and
 moving from learning the language of position and matching different views of the same objects to reading and following directions on informal maps.

CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3

3.1 Language of position Language of position Language of position
Position, Describe the position of one object in Describe the position of one object in Describe the position of one object in
orientation and relation to another e.g. on top of, in front relation to another e.g. on top of, in front relation to another e.g. on top of, in front
views of, behind, left, right, up, down, next to. of, behind, left, right, up, down, next to. of, behind, left, right, up, down, next to.

Position and directions Position and views Position and views Position and views
Follow directions to move around the  Recognise and match different views  Recognise and match different views  Recognise and match different views
classroom of the same everyday object of the same everyday object. of the same everyday object
 Name an everyday object when
shown an unusual view of it
 Read, interpret and draw informal
maps, or top views of a collection of
objects
 Find objects on maps
Position and directions Position and directions
 Follow directions to move around Follow directions to move around the Position and directions
the classroom classroom  Follow directions to move around

29
  Follow instructions to place one the classroom and school
object in relation to another, e.g. put  Give directions to move around the
the pencil behind the box classroom and school
 Follow directions from one place to
another on an informal map
3.2 Range of objects Range of objects Range of objects Range of objects
3-D objects Recognise and name 3-D objects in the Recognise and name 3-D objects in the Recognise and name 3-D objects in the Recognise and name 3-D objects in the
classroom classroom and in pictures classroom and in pictures classroom and in pictures
 ball shapes,  ball shapes (spheres)  ball shapes (spheres)  ball shapes (spheres)
 box shapes  box shapes (prisms)  box shapes (prisms)  box shapes (prisms)
 cylinders  cylinders
 pyramids
 cones

Features of objects Features of objects Features of objects

Features of objects Describe, sort and compare 3-D objects Describe, sort and compare 3-D objects Describe, sort and compare 3-D objects
Describe, sort and compare 3-D objects in terms of: in terms of: in terms of:
in terms of:  size  size  2-D shapes that make up the faces of
 size  colour  objects that roll 3-D objects
 colour  objects that roll  objects that slide  flat or curved surfaces
 objects that roll  objects that slide
 objects that slide
Focussed activities Focussed activities Focussed activities
Focussed activities  Observe and build given 3-D objects  Observe and build given 3-D objects  Observe and build given 3-D objects
 Use 3-D objects such as building using concrete materials such as using concrete materials such as cut- using concrete materials such as cut-
blocks, recycling material etc, to building blocks, recycling material, out 2-D shapes, building blocks, out 2-D shapes, clay, toothpicks,
construct composite objects e.g. construction kits recycling material, construction kits, straws, other 3-D geometric objects
towers, bridges etc other 3-D geometric objects
3.3 Range of shapes Range of shapes Range of shapes
2-D shapes Recognise and name 2-D shapes Recognise and name 2-D shapes Recognise and name 2-D shapes

30
  circles  circles  circles
 triangles  triangles  triangles
 squares  squares  squares
 rectangles  rectangles

Features of shapes Features of shapes Features of shapes

Describe, sort and compare 2-D shapes Describe, sort and compare 2-D shapes Describe, sort and compare 2-D shapes
in terms of: in terms of: in terms of:
 size  size  shape
 colour  shape  straight sides
 straight sides  straight sides  round sides
 round sides  round sides

Draw shapes
 circles
 triangles
 squares
 rectangles
3.4 Symmetry Symmetry Symmetry Symmetry
Symmetry  Recognise symmetry in own body  Recognise symmetry in own body.
 Recognise and draw line of  Recognise and draw line of  Recognise and draw line of
symmetry in 2-D geometrical and symmetry in 2-D geometrical and symmetry in 2-D geometrical and
non-geometrical shapes non-geometrical shapes non-geometrical shapes.
 Determine line of symmetry through
paper folding and reflection

31
 MATHEMATICS PHASE OVERVIEW
4. MEASUREMENT

Progression in Measurement
 The main progression in measurement across the grades is achieved by the introduction of:
 new forms of measuring;
 new measuring tools, starting with informal tools and moving to formal measuring instruments in Grades 2 and 3;
 new measuring units, particularly in Grades 2 and 3.
 Calculations and problem-solving with measurement should take cognisance of the number work that has already been covered.

CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3

4.1 Passing of time Passing of time
Time Talk about the passing of time Talk about the passing of time
 Talk about things that happen during  Order regular events from their own
the day and things that happen lives
during the night  Compare lengths of time using
 Learners sequence events that language e.g. longer, shorter, faster,
happen to them during the day slower
 Order regular events from their own  Sequence events using language
lives such as yesterday, today, tomorrow Telling the time Telling the time

Telling the time

 Describe when something happens
using language e.g. morning,  Name and sequence days of week  Read dates on calendars
afternoon, night, early, late and months of year  Place birthdays, religious festivals,
 Name and sequence days of week  Place birthdays, religious festivals, public holidays, historical events,
and months of year public holidays, historical events, school events on a calendar
 Place birthdays on a calendar school events on a calendar  Tell 12-hour time in
 Tell 12-hour time in hours, half  hours
hours and quarter hours  half hours
 quarter hours
 minutes
on analogue clocks and digital clocks

32
 and other digital instruments that show
time e.g. cell phones
Calculate length of time and passing of
time Calculate length of time and passing of
 Use calendars to calculate and time
describe lengths of time in:  Use calendars to calculate and
 days, describe lengths of time in:
 weeks  days
 weeks
 Use clocks to calculate length of  months
time in:  converting between days and
 hours weeks
 half hours  converting between weeks and
months
 Use clocks to calculate length of
time in:
 hours
 half hours
 quarter hours
4.2 Informal measuring Informal measuring Informal measuring Informal measuring
Length  Compare and order the length,  Compare and order the length,
height or width of two or more height or width of two or more
objects by placing them next to each objects by placing them next to each
other. Use language to talk about the other. Use language to talk about the
comparison e.g. longer, shorter, comparison e.g. longer, shorter,
taller, wider taller, wider  Estimate, measure, compare, order  Estimate, measure, compare, order
 Estimate, measure, compare, order and record length using non- and record length using non-
and record length using non- standard measures e.g. hand spans, standard measures e.g. hand spans,
standard measures e.g. hand spans, paces, pencil lengths, counters paces, pencil lengths, counters
paces, pencil lengths, counters  Describe the length of objects by  Describe the length of objects by
 Describe the length of objects by counting and stating the length in counting and stating how many
counting and stating the length in informal units informal units long they are
informal units Introducing formal measuring

33
 Introducing formal measuring  Estimate, measure, compare, order
Estimate, measure, compare order and and record length using metres
record length using metres (either metre (either metre sticks or metre lengths
sticks or metre lengths of string) as the of string) as the standard unit of
standard unit of length length
 Estimate and measure lengths in
centimetres using a ruler
 No conversions between metres and
centimetres required

4.3 Informal measuring Informal measuring Informal measuring Informal measuring

Mass  Compare and order the mass of two  Estimate, measure, compare, order  Estimate, measure, compare, order  Estimate, measure, compare, order
or more objects by feeling them or and record mass using a balancing and record mass using a balancing and record mass using a balancing
using a balancing scale scale and non-standard measures scale and non-standard measures e.g. scale and non-standard measures e.g.
e.g. blocks, bricks blocks, bricks. blocks, bricks
 Use language to talk about
comparison e.g. light, heavy, lighter,  Describe the mass of objects by  Describe the mass of objects by  Describe the mass of objects by
heavier counting and stating the mass in counting and stating the mass in counting and stating the mass in
informal units informal units informal units

 Use language to talk about the  Use language to talk about  Use language to talk about
comparison e.g. light, heavy, lighter, comparison e.g. light, heavy, lighter, comparison e.g. light, heavy, lighter,
heavier heavier heavier

Introducing formal measuring Introducing formal measuring

 Compare, order and record the mass  Compare, order and record the mass
of commercially packaged objects of commercially packaged objects
which have their mass stated only in which have their mass stated in:
kilograms e.g. 2 kilograms of rice  kilograms e.g. 2 kilograms of
and 1 kilogram of flour rice and 1 kilogram of flour

34
  Measure own mass in kilograms  grams e.g. 500 grams of salt
using a bathroom scale
 Measure own mass in kilograms
using a bathroom scale
 No conversions between grams and
kilograms are required
4.4 Informal measuring Informal measuring Informal measuring Informal measuring
Capacity/Volume  Compare and order the amount of  Compare and order the amount of
liquid (volume) in two containers liquid (volume) in two containers
placed next to each other. Learners placed next to each other. Learners
check by pouring into a third check by pouring into a third
container if necessary container if necessary
 Compare and order the amount of  Compare and order the amount of
liquid that two containers can hold if liquid that two containers can hold if
filled (capacity) filled (capacity). Use language to
 Use language to talk about talk about comparison e.g. more
comparison e.g. more than, less than, less than, full, empty
than, full, empty  Estimate, measure, compare, order  Estimate, measure, compare, order
and record the capacity of containers and record the capacity of containers
 Estimate , measure, compare, order (i.e. the amount the container can (i.e. the amount the container can
and record the capacity of containers hold if filled) by using non-standard hold if filled) by using non-standard
by using non-standard measures e.g. measures e.g. spoons and cups measures e.g. spoons and cups
spoons and cups
 Describe the capacity of the  Describe the capacity of the
container by counting and stating container by counting and stating
 Describe the capacity of the how many of the informal units it how many of the informal units it
container by counting and stating takes to fill the container e.g. the takes to fill the container e.g. the
how many of the informal units it bottle has the capacity of four cups bottle has the capacity of four cups
takes to fill the container e.g. the
bottle has the capacity of four cups Introducing formal measuring Introducing formal measuring

35
  Estimate, measure, compare, order  Estimate, measure, compare, order
and record the capacity of objects by and record the capacity of objects by
measuring in litres measuring in litres, half litres and
 Compare, order and record the quarter litres
capacity of commercially packaged  Compare, order and record the
objects whose capacity is stated in capacity of commercially packaged
litres e.g. 2 litres of milk, 1 litre of objects whose capacity is stated in
cool drink, 5 litres of paint litres e.g. 2 litres of milk, 1 litre of
cool drink, 5 litres of paint or in
millilitres e.g. 500 ml of milk, 340
millilitres of cool drink, 750
millilitres of oil
 Know that a standard cup is 250
millilitres
 Know that a teaspoon is 5 millilitres
No conversions between millilitres and
litres required
4.5 Perimeter
Perimeter and Investigate the distance around 2-D
area shapes and 3-D objects using direct
comparison or informal units.
Area
Investigate the area using tiling.

36
MATHEMATICS PHASE OVERVIEW
5. DATA HANDLING

Progression in Data Handling

 The main progression in Data Handling across the grades is achieved by:
 moving from working with objects to working with data; and
 working with new forms of data representation.
 Learners should work through the full data cycle at least once a year – this involves collecting and organising data, representing data, analysing, interpreting and reporting data.
 Some of the above aspects of data handling can also be dealt with as discrete activities.
CONTENT GRADE R GRADE 1 GRADE 2 GRADE 3
5.1 Collect and organise objects Collect and organise objects
Collect and sort Collect and sort everyday physical Collect and sort everyday physical
objects objects. objects.

5.2 Represent sorted collection of objects Represent sorted collection of objects

Represent Draw a picture of collected objects. Draw a picture of collected objects.
sorted collection
of objects
5.3 Discuss and report on sorted collection Discuss and report on sorted collection
Discuss and of objects of objects
report on sorted Answer questions about  Give reasons for how collection was
collection of  how the collection was sorted sorted;
objects  the drawing of the collection  Answer questions about
 how the sorting was done
(process)
 what the sorted collection looks
like (product)
 Describe the collection and/drawing
 Explain how the collection was
sorted

37
5.4 Collect and organise data Collect and organise data Collect and organise data
Collect and  Collect data about the class or school  Collect data about the class or school  Collect data about the class or school
organise data to answer questions posed by the to answer questions posed by the to answer questions posed by the
teacher teacher teacher
 Organise data supplied by teacher or
workbook/textbook
 Organise data in
 lists
 tallies
 tables
5.5 Represent data Represent data Represent data
Represent data  Represent data in pictograph  Represent data in pictograph Represent data in
 Limited to pictographs with  Limited to pictographs with  pictograph (limited to pictographs
one-to-one correspondence one-to-one correspondence with one-to-one correspondence)
 bar graphs
5.6 Analyse and interpret data Analyse and interpret data Analyse and interpret data
Analyse and Answer questions about data in Answer questions about data in Answer questions about data presented in
Interpret data pictograph pictograph  pictographs(limited to pictographs
 limited to pictographs with one-  limited to pictographs with one- with one-to-one correspondence)
to-one correspondence to-one correspondence  bar graphs

38
 3.3 Content Clarification
In this content clarification section, teachers are provided with:

 the Grade R to 3 term overview;

 suggested sequencing of topics into terms: not all aspects of all topics are taught in each
term; some aspects of some topics need to be taught before other aspects of those topics.;
 suggested pacing of topics over the year. Just as some content areas require more time
than others, so some topics require more time than others; and
 clarification notes and teaching guidelines with examples where appropriate.

Each content area has been broken down into topics. All content areas must be taught every
term. The sequencing of topics into terms gives an idea of how topics can be spread and
revised throughout the year. It is not necessary to teach all the topics in Space and Shape,
Measurement and Data Handling every term. However, all topics must be taught during the
year.

In Chapter 2 (paragraph 2.6) a weighting of content areas is provided. When this is combined
with the hours available in the year (see 3.5 below), one can calculate notional hours for each
content area.

Teachers may choose to sequence (or order) and pace the content differently from the
recommendations in this chapter. Teachers may also choose to pace the content differently
from the recommendations in this chapter i.e. teachers may change the suggested amounts of
time allocated to topics slightly. However, cognisance should be taken of the relative
weighting and notional hours of the content areas for Foundation Phase Mathematics.

3.3.1 Allocation of teaching time for Mathematics Grades 1 – 3

 Grade R Mathematics is in the form of emergent mathematics and is therefore not broken
up into lesson times. The Grade R teacher should weave the mathematics into the learner‘
daily activities although time should be 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.

 Time for Grades 1 – 3 has been allocated in the following way:

 Seven hours are to be used for Mathematics per week (10 weeks x 4 terms x 7
hours = 280 hours per year)
 Every Mathematics lesson should be 1hour 24 minutes per day for Grades 1 to 3.
 This then means that there are four terms of 10 weeks with five daily (Monday to
Friday) lessons per week.
 Allow a week for orientation and consolidation at the start of each term, since young
children tend to forget a lot of content during the holidays and they also get out of the
rhythm of schooling. Allow a week at the end of each term for consolidation of
concepts. This gives 8 × 4 × 5 = 160 lessons.

39
3.4 Sequencing and Pacing of Content

The following tables are provided for each grade in Grade R – 3:

 Pacing of topics for the year (shows the spread of topics across terms and recommends
the amount of time to spend on each topic of each Content Area)
 Sequencing of topics for the year (shows how topics have been allocated to the terms and
the progression of content and skills across the terms)
 Clarification notes per topic – these tables provide content clarification and teaching
guidelines for each topic as sequenced across terms.

3.4.1 Lesson Planning – Topic Allocation per Term

Number is the most important topic in Foundation Phase Mathematics. Most of the time each
week, term and year is focused on Numbers, Operations and Relationships. On average three
or more Mathematics lessons in each week should focus on Numbers, Operations and
Relationships. The remaining time is split among the other content areas.

Space and Shape and Measurement require more time and attention than Data Handling and
Patterns, Functions and Algebra. The tables below give an indication of how many lessons to
allocate to each content area and topic for each grade in Patterns, Functions and Algebra,
Space and Shape, Measurement and Data Handling:

Grade R Allocation of content areas and topics in lessons

As Grade R Mathematics is in the form of emergent mathematics and therefore the
following suggested time allocation provides for both the focused mathematical episodes and
the interwoven, informal activities. This is to ensure comprehensive coverage of all the
content available. Emergent mathematics activities may be to count the number of plates and
mugs to put out for their snack, counting games played outside, indoor games such as
dominoes and jigsaw puzzles, etc. The teacher has to organise all the activities according to
her learners‘ needs and the resources available in her classroom.

Shape and Space is an important part of the young learner‘s mathematical development, and
should be spread out over the week, with some focused episodes under the guidance of the
teacher, and many opportunities for construction, sand and water play by the learners.

Measurement should be incorporated in counting activities, e.g. estimation and counting

when measuring distances with hands, feet and steps.

40
The attendance register and weather chart give ample opportunity for working with Data
Handling.

Content Area Topics Suggested Time

Numbers, Operations Counting 120 minutes
and Relationships Number Recognition
Identify and describe whole
numbers
Number sense
Solving problems
Patterns , Functions Copy, extend and create own 80 minutes
and Algebra patterns
Space and Shape Recognise, identify and name 2-D 80 minutes
shapes/pictures
Geometric shapes
Build 3-D objects using concrete
materials
Spatial Relations
Directionality
Measurement Length 80 minutes
Mass
Capacity
Data Handling Collect, sort, draw, read and 60 minutes
represent data
420 minutes
TOTAL 7 hours per week

41
Grade 1 Allocation of content areas and topics in lessons
1
On average three lessons (i.e. between 4 and 4 4 hours) a week are spent on Numbers,
1
Operations and Relationships. The remaining two lessons (i.e. between 2 2 and 3 hours) are
split among the topics of the other content areas in the manner recommended below.

Number of Lessons
CONTENT AREA TOPIC
Term 1 Term 2 Term 3 Term 4 Total
Numbers, Operations All topics of Numbers,
and Relationships Operations and Relationships 22 30 28 25 105
Patterns, Functions Number patterns 3 3 3 3 12
and Algebra Geometric patterns 1 1 1 1 4
2-D shapes 3 3 6
3-D objects 3 2 1 6
Space and Shape
Position, orientation and
(Geometry)
views 2 1 3
Symmetry 1 1 2
Time 2 2
Length 2 2 4
Measurement
Mass 2 2 4
Capacity/Volume 1 2 1 4
Collecting, sorting,
representing and analysing
Data Handling objects 2 1 3
Whole data cycle 3 3
Sections of data cycle 2 2
Total Lessons 40 40 40 40 160

42
Grade 2 Allocation of content areas and topics in lessons
1
On Average three lessons (i.e. between 4 and 4 2 hours) a week are spent on Numbers,
1
Operations and Relationships. The remaining two lessons (i.e. between 2 2 and 3 hours) are
split among the topics of the other content areas in the manner recommended below.

CONTENT Number of Lessons

TOPIC
AREA Term 1 Term 2 Term 3 Term 4 Total
Numbers, All topics of Numbers, Operations
Operations and and Relationships 24 25 24 26 99
R
Patterns, Number patterns 3 3 3 3 12
Functions and
Geometric patterns 1 1 1 1 4
Algebra
2-D shapes 3 3 6
Space and Shape 3-D shapes 3 2 1 6
(Geometry) Position, orientation and views 2 1 3
Symmetry 1 1 2
Time 3 1 3 1 8
Length 3 1 4
Measurement
Mass 3 1 4
Capacity/Volume 3 1 4
Whole data cycle 3 3 6
Data Handling
Sections of data cycle 1 1 2

Total Lessons 40 40 40 40 160

43
Grade 3 Allocation of content areas and topics in lessons
On Average three lessons (i.e. between 4 and 4 ½ hours) a week are spent on Numbers,
Operations and Relationships. The remaining two lessons (i.e. between 2 ½ and 3 hours) are
split among the topics of the other content areas in the manner recommended below.

CONTENT Number of Lessons

TOPIC
AREA Term 1 Term 2 Term 3 Term 4 Total
Numbers, All topics of Numbers, Operations
Operations and and Relationships 26 22 19 27 94
Relationships
Patterns, Number patterns 3 3 3 3 12
Functions and
1 1 1 1 4
Algebra Geometric patterns
2-D shapes 2 2 4
Space and Shape 3-D shapes 3 3 1 7
(Geometry) Position, orientation and views 2 3 5
Symmetry 2 1 3
Time 3 2 3 2 10
Length 2 2 4
Mass 2 1 3
Measurement
Capacity/Volume 2 1 3
Perimeter 1 1
Area 2 2
Whole data cycle 3 3 6
Data Handling
Sections of data cycle 1 1 2
Total Lessons 40 40 40 40 160

44
GRADE R MATHEMATICS OVERVIEW
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
COUNTING
CONTENT TERM 1 TERM 2 TERM 3 TERM 4
Estimate and count Number range: 1 to 5 Number range: 1 to 7 Number range: 1 to 10 Number range: 0 to 10
objects to develop
number concept  One-to-one  One-to-one correspondence  One-to-one correspondence  One-to-one correspondence
correspondence
 Reinforce Helper‘s Chart  Reinforce Helper‘s Chart  Reinforce Helper‘s Chart
Introduce the Helper‟s on a daily basis on a daily basis on a daily basis
Chart and the sequence
in which refreshments are
served  Count in ones  Count in ones  Count in ones
 Concrete apparatus  Concrete apparatus  Concrete apparatus
 Count in ones  Body parts  Body parts  Body parts
 Concrete apparatus  Clapping hands  Clapping hands  Clapping hands
 Body parts  Stamping feet  Stamping feet  Stamping feet
 Clapping hands  Climbing steps  Climbing steps  Climbing steps
 Stamping feet
 Climbing steps  Rote counting  Rote counting  Rote counting
 number rhymes and  number rhymes and  number rhymes and
 Rote counting songs songs songs
-number rhymes and
songs  Clap many times/fewer times  Clap many times/fewer times  Clap many times/fewer times
 which number of claps  which number of claps are
are more/less, most/least more/less, most/least
Count forwards and Number range: 1 Number range: 1 to 4 Number range: 1 to 7 Number range: 0 to 10
backwards
Incidental counting using Incidental counting using number Incidental counting using number Incidental counting using number
number rhymes and songs, rhymes and songs, counters, 3-D rhymes and songs, counters, 3-D rhymes and songs, counters, 3-D
counters, 3-D objects, objects, counting with body objects, counting with body objects, counting with body
counting with body movements. movements and number ladder. movements and number ladder.
movements.
Count in: Count in: Count in:
Count in:  ones  ones  ones
 ones  two‟s

NUMBER RECOGNITION
Use numbers in Use numbers in familiar Use numbers in familiar Use numbers in familiar contexts Use numbers in familiar contexts

45
familiar contexts contexts contexts
 Learner should now his/her  Reinforce knowledge regarding
 Learner should know  Learner should know his/her home telephone number age, house number, address,
his/her age house number and address and/or cell number (contact home telephone/cell number.
 Completion of the daily  Reinforce the use of numbers number of parent). (contact number)
attendance register through completion of the  Reinforce the use of numbers  Reinforce the use of numbers
Make use of a variety of daily attendance register as in through completion of the through completion of the daily
ways to take the daily first term e.g. daily attendance register as in attendance register as in first
attendance register e.g. first term e.g. term e.g.

 Is the learner celebrating  How many learners are absent

 Is the learner with the  Is the learner that lives in his/her birthday on the 16 of today? How can we find out?
ice-cream symbol/picture house number 123 here March here today? etc. The children discuss this
here today? today? amongst themselves.
 Is the learner with the  Is the learner living in 123  Guess;
name Sipho here today? Wendy Street here today?  Count empty lockers;
- Is the learner with the  Is the learner with the  Count empty
name Sipho Alexander telephone/ cell number 082 chairs etc.
and surname Matlhola 1234567 here today?
here today?  Identify numbers in pictures
and dot cards  Identify numbers in pictures and
 Identify numbers in  Identify numbers in pictures dot cards
pictures and dot cards and dot cards  Play number card games
 Play number card games
 Play number card games  Play number card games  Identify numbers in
adverts/flyers, old birthday  Identify numbers in
 Identify numbers in cards etc adverts/flyers, old birthday
adverts/flyers, old birthday cards etc
cards etc.  Identify numbers in magazines
 Money  Money
 Develop an awareness of  Develop an awareness of  Money.
South African coins. South African bank notes.  Provide play money in
 20c, 50c, R1, R2, R5 the house corner
 Identify colour and  R10, R20, R50, R100,
which animal appears on R200,
each coin  Identify similarities and
 Identify similarities and differences between notes
differences between e.g. Sort play money
coins e.g. Sort play according colour and size.
money according colour  Provide play money in

46
 and size. the house corner
 Provide play money in
the home corner

Recognise and Number range: Number range: Number range: Number range:
identify number Number symbols: 1 Number symbols: 2 to 4 Number symbols: 5 to 7 Number symbols: 0 to 10
symbols and Number names: one Number names: two, three, four. Number names: five, six, seven Number names: zero (naught),
recognise number eight, nine, ten
names  Kinaesthetic  Kinaesthetic (experience  Kinaesthetic (experience  Kinaesthetic (experience
(experience with with body) with body) with body)
body)  Concrete with 3-D  Concrete with 3-D objects  Concrete with 3-D objects
 Concrete with 3-D objects that involve the that involve the numbers that involve the numbers 0,
objects that involve numbers 2, 3 and 4. 5, 6 and 7. 8, 9 and 10.
the number 1.  Semi-concrete with  Semi-concrete with  Semi-concrete with picture
 Semi-concrete with picture cards that involve picture cards that involve cards that involve the
picture cards that the numbers 2, 3 and 4. numbers 5, 6 and 7. numbers 0, 8, 9 and 10.
involve the number  Semi-concrete with dots  Semi-concrete with dots  Semi-concrete with dots
1. cards that involve the cards that involve cards that involve the
 Semi-concrete with numbers 2, 3 and 4. numbers 5, 6 and 7. numbers 0, 8, 9 and 10.
dots cards that
involve the numbers
1.  Reinforce the knowledge
gained that involve the  Reinforce the knowledge gained
numbers 1 to 4.  Reinforce the knowledge that involves the numbers 0 to
gained that involves the 10
 Reinforce the knowledge numbers 1 to 7.
gained that involves the
number 1.

NUMBER SENSE (RELATIONSHIPS)

Identify and Number range: 1 Number range: 1 to 5 Number range: 1 to 7 Number range: 0 to 10
describe whole
numbers Identify and describes whole a) Identify and describes a) Identify and describes whole a) Identify and describes whole
numbers up to 1. whole numbers 2, 3 and 4 numbers 5, 6 and 7 numbers 8, 9, 10 and 0
b) Reinforce numbers 1 to 4 b) Reinforce numbers 1 to 7 b) Reinforce numbers 0 to 10
Compares which of Compares which of two given
two given collections collections of objects are:
of objects are: a) Big and small
a) Big and small b) Bigger and smaller
b) Bigger and c) Biggest and smallest

47
 smaller (Introduce the concept)
c) Smallest and d) Orders more than two
biggest given collections of
objects from smallest to
biggest and biggest to
smallest
Compares which of a) More than, less than, a) More than, less than, equal to a) More than, less than, equal to
two given collections equal to
of objects are:
- more than a) Many and fewer b) Many and fewer e.g. b) Many and fewer e.g. b) Many and fewer e.g. incidental
- less than e.g. incidental clapping incidental clapping incidental clapping. Ask clapping. Ask question which
- Is equal to (the question which was was most/least.
same) most/least.
Ordinal numbers Incidentally develop an Incidentally develop an Incidentally develop an Incidentally develop an awareness
awareness of ordinal awareness of ordinal numbers awareness of ordinal numbers e.g. of ordinal numbers e.g. first, second,
numbers e.g. first, second, e.g. first, second, third, first, second, third, fourth, fifth, third, fourth, fifth, sixth, last, next.
third…last, next. fourth…last, next. last, next.
a) Introduce ordinal numbers
a) Introduce during – first, second, third, up to
Refreshment/Snack sixth
Routine a) Reinforce ordinal a) Reinforce ordinal
numbers incidentally numbers incidentally b) Reinforce ordinal numbers
through the daily toilet through the daily toilet incidentally through the
routine routine daily toilet routine

b) Apply during Life Skills c) Apply during Life Skills

b) and during Toilet Physical development b) Apply during Life Skills Physical development
Routine- 1st, 2nd, last, activities as well. Physical development activities as well.
next activities as well.
c)
Also during creative art
activities (where
appropriate)
SOLVE PROBLEMS IN CONTEXT USING THE FOLLOWING TECHNIQUES:
Uses the following Uses the following techniques Uses the following techniques Uses the following techniques Uses the following techniques
techniques and - concrete apparatus e.g. - concrete apparatus e.g.  concrete apparatus e.g.  concrete apparatus e.g.
strategies counters counters  counters  counters

 physical number ladder  physical number ladder

48
Orally solve word a) a) Use counters and orally a) Use counters and orally solve a) Use counters and orally solve
problems (story solve problems that problems that involve the problems that involve the
sums) and explains involve the numbers 2, 3 numbers 5, 6 and 7. numbers 8, 9. 10 and 0.
own solution to and 4.
problems involving: b) Reinforce the solving of b) Reinforce the solving of
 Addition and b) Reinforce the solving of problems that involve problems that involve numbers
subtraction with problems that involve numbers 1 to 7 1 to 10
answers up to numbers 1 to 4
10.
 equal sharing
and grouping
with whole
numbers up to
10 with answers
that include
remainders.
CALCULATE USING:
Solves orally stated a) a) Orally solves addition and a) Orally solves addition and a) Orally solves addition and
addition and subtraction problems with subtraction problems with subtraction problems with
subtraction answers up to 4. answers up to 7. answers up to 10.
problems with
solutions up to 10

49
 Problem Types for Grade R

The problems posed to Grade R learners should initially involve only objects that are present in
the classroom, e.g. counters, children, shoes, but not, for example, sweets, rabbits, flowers, etc.
Not all young children can pretend that counters or fingers are rabbits — they need the objects
themselves. Only in the second half of the year may the teacher use pictures. The concrete
objects should still be retained – the pictures are an addition, NOT a replacement for the concrete
objects. Twigs could be used if the teacher lacks resources.

The following problems illustrate the problems types, and should be adjusted by the teacher to
suit the level of her learners‘ understanding.

Grouping

Here are eight cookies. (Teacher packs out eight counters, or shows a picture of eight cookies.)
Teddy gets two cookies every day. For how many days can he have cookies?

Sharing

There are six cookies. (Teacher packs out six counters, or shows a picture of six cookies.) The
three teddies must share the cookies so that they all get the same number of cookies. How many
cookies can each teddy have?

Addition, subtraction, repeated addition

How many eyes do two children have?

How many ears do four children have?
How many fingers are there on one hand?
How many fingers on two hands?
Linda has six counters. She gives two counters to Ben. How many counters does she have now?

Teachers should mix the problem types from day to day. They should also gradually increase the
sizes of the numbers they use in the problems and not simply assume that their learners cannot
cope with bigger numbers

50
GRADE R MATHEMATICS OVERVIEW
2. PATTERNS AND FUNCTIONS
CONTENT TERM 1 TERM 2 TERM 3 TERM 4
Copy and extend simple repeating  Identify patterns in  Copy , extend and  Copy , extend and
patterns using physical objects and clothes, objects, and create own patterns create own auditory
drawings. environment patterns

Creates own repeating patterns  Copy and complete

patterns.  Copy a given  Copy , extend and create
pattern using coins own pattern with pictures
 Copy a noise pattern
 Copy patterns using
body percussion

 Copy, complete and  Play a game ―hop

create own pattern scotch‖ pattern

51
GRADE R MATHEMATICS OVERVIEW
3. SPACE AND SHAPE (GEOMETRY)
CONTENT TERM 1 TERM 2 TERM 3 TERM 4
Recognise, identifies and names  balls: Introduce and explore
three dimensional objects in the balls
classroom:  boxes : Introduce and explore
 balls boxes
 boxes
Recognise, identifies and names Display the learner‘s Display only the learner‟s name on Display the learner‟s
two-dimensional shapes in the  Allow each learner to choose symbol/photo and a label the last 6 months of the year name on a label the last
classroom and in pictures, own symbol card the first day learner‘s name the next 6 months of the year.
including:  Display only the learner‘s 3 months.
 Learners Symbols symbol/photo the first 3 months Ongoing
 Class name of the year Ongoing Ongoing
 Introducing the class name e.g.
by using a picture – the ―Teddy
How to build puzzles Bear‖ class.
Minimum:  Label on classroom door with
 (Term 1: 6 pieces) teachers name
 (Term 2: 12 pieces)  Label indicating Grade R class
 (Term 3: 18 pieces)
 (Term 4: 24 pieces) Puzzles Puzzles (Ongoing)
 Introduce puzzles and give  Provide a variety of puzzles Puzzles (Ongoing)
guidance on how to build them. Puzzles (Ongoing) during free play inside on a  Provide a variety of
 Discuss the puzzle picture with  Provide a variety of daily basis puzzles during free
special attention to detail such as puzzles during free  Learners should be able to at play inside on a
Figure-ground Perception colour, people/animals, objects, play inside on a least complete a 18 piece puzzle daily basis
position of people/animals and daily basis at the end of term 3.  The learners should
Geometric shapes objects  The learners should  Make and complete own 5-piece be able to at least
 circle  The learners should be able to at be able to at least puzzle complete a 24-
least complete a 6-piece puzzle complete a 12- piece puzzle at the
 triangle at the end of term 1. piece puzzle at the end of term 4.
end of term 2.
 square  Introduce figure-ground  Make and complete  Reinforce figure-ground
perception own 4-piece puzzle perception
 rectangle (Identify objects: ―I spy with my through sorting activities,
little eye‖) matching and grouping
activities and tidy up routine.  Reinforce figure-
 Conservation of shapes (Form  Reinforce the circle
 Reinforce figure- ground perception
constancy)

52
 ground perception through sorting
through sorting  Reinforce the square activities, matching
 Introduce a circle activities, matching and grouping
and grouping activities and tidy
 Introduce a triangle activities and tidy up routine.
up routine.
 Introduce a square
 Reinforce circle,
 Reinforce the triangle, square and
triangle rectangle

 Shape Conservation (form

constancy of shapes learnt up to  Introduce rectangle
date)

 Shape
Conservation
 Shape (Form constancy of
Conservation (form shapes learnt up to
constancy of date)
triangle)
Describes, sorts and compares 3-  Introduce Tidy-up Chart  Sort according to
D objects and 2-D shapes (sorting toys) similarities and
according to: differences
 Size (big/small)  Size: Sort 3-D objects according  Size: Sort 3-D objects according  Size: Sort 3-D
 Colour (red, blue, yellow, to size  Size: Sort 3-D to size objects according
green,) objects according to size
 Shape (circle, triangle, square  Colour: Sort 3-D objects and 2- to size  Colour: Sort 3-D objects and 2-
rectangle) D shapes according to Primary D shapes according to colours  Colour: Sort 3-D
 objects that roll colours  Colour: Identify objects and 2-D
 objects that slide and sort counters shapes according to
according to the  Shape: Sort 3-D objects and 2- colours
 Shape: Sort 3-D objects and 2-D colours red, blue, D shapes according to shapes
shapes according to shapes yellow, and green
 Shape: Sort 3-D
 Objects that roll  Shape: Sort 3-D objects and 2-D

53
 o Identify and explore objects objects and 2-D shapes according to
that roll shapes according to colours
o Reinforce objects that roll shapes

 Objects that slide

o Identify and explore objects
that slide
o Recognise and explore
objects that can slide and roll
Builds 3-D objects using concrete Ongoing Ongoing Ongoing. Ongoing
materials (e.g. building blocks)  Provide building blocks and  Provide building  Provide building blocks and  Provide building
construction materials during blocks and construction materials blocks and
free play inside on a daily construction during free play inside on a construction
basis materials during daily basis materials during
free play inside on free play inside on
 Explore with Building a daily basis  Let learners build own a daily basis
blocks construction by copying
 Explore with from a given construction  Ongoing during
Building blocks example free play inside

 Copy the same construction

from a design or picture
card

 Reinforce copying the same

construction from a design
or picture card

Recognises line of symmetry in  Identify body parts (Under  Develop the

self, and own environment counting) awareness that
 Head, eyes, nose, mouth, chin, there is symmetry
neck, shoulders, arm, hand, in objects
fingers, chest, leg, knee, foot,
toes
 One‘s body has two sides
 Reinforce the awareness that
one‘s body has two sides e.g.
―the one side‖ and ―the other
side‖ leading to ―left and right‖  Crossing the  Crossing the midline –

54
 midline – chalkboard activities
 Crossing the midline performing actions  Apply crossing of the midline
incorporated with counting.  Apply crossing of during Life Skills (Physical
 Above to be done during physical the midline during Development)  Apply crossing of
development Life Skills the midline during
(Physical Life Skills
 Using Rhymes and Songs Development) (Physical
Development)
 during Creative Art  Rhymes and Songs

 Creative Art
activities

Describes one three-dimensional Spatial Relationships Spatial Relationships The position of two or more Spatial Relationships
object in relation to another (e.g. The position of two or more objects The position of two or objects in relation to each other The position of two or
„in front and behind) in relation to the learner more objects in and to one another more objects in
relation to the learner relation to the learner
 In front of and behind
 On, on top, under and below  On and under  In front of and behind  In front of and
 In and out  On, on top, under, bottom and behind
 Up and down below  on top, under or
 next to and between  next to below
 middle  top and bottom
 left and right  next to, between
 pegboard work and middle
 left and right

Outdoor play is important. The

jungle gym can be used to
reinforce, for example: Describe objects from different
 Maths concepts perspectives, e.g. a doll, house
 Creative art from the front, the back, the sided The position of two or
 Physical development depending on where you stand more objects in
relation to one another
 Pegboard work
 In front of and
behind
 on top, under or

55
 below
 top and bottom
 next to, between
and middle
 left and right
Follows directions (alone and/or  Directionality – forwards/  forward/ backwards  Forwards and
as a member of a group or team) backwards backwards
to move/place self within a
specific space (directionality)  Arrow Chart
 Games such as tracking the train  Up and down,

 Upwards and
 Obstacle course-following a downwards
direction
 Left and right

 Physical education and music

activities  Where does the
sound come
from?

56
GRADE R MATHEMATICS OVERVIEW
4. MEASUREMENT
CONTENT TERM 1 TERM 2 TERM 3 TERM 4
Time:  Introduce both the concepts ―day
Describes the time of and night‖ and ‖light /dark‘‘
day in terms of:
 day or night.  Morning, afternoon, tonight
(incidental learning during daily
programme and weather chart
Sequence recurring  Introduce the Daily programme  Daily Programme  Daily Programme  Daily Programme
events in own daily life.  Learners experience the (ongoing) (ongoing) (ongoing)
 Daily sequencing of events during  Reinforce the  Reinforce the  Reinforce the
Programme a day. sequencing of sequencing of recurring sequencing of
 Pictures are displayed from recurring events in events in one day recurring events in
left to right developing one day through the through the Daily one day through the
reading direction Daily programme programme Daily programme
 The leader of the day moves
a movable arrow as the
activities on the daily
programme progress.
 Weather Chart
 Introduce the Weather Chart  Weather chart (daily)  Weather chart (daily)  Weather chart (daily)
(daily)
 The teacher guides learners to  The teacher guides  The learners determine  The learners
determine the name of the day, learners to determine the name of the day, determine the name
date and month with song and the name of the day, date and month with of the day, date and
rhyme, flash cards and displays date and month with flash cards and displays month with flash
labels and symbols on a calendar flash cards and labels and symbols on a cards and displays
representing a week. displays labels and weekly calendar. labels and symbols
 Develop an awareness of the time symbols on a weekly on a weekly
concept. calendar. calendar.
 Indicate birthdays, outing, special
days, holidays during the week
 Sequencing months of the year
 Days of the through a song
Week  Days of the Week
 Days of the Week (Ongoing)
 Seasons Chart  Teacher teaches learners a  Days of the Week  Days of the Week
song or a rhyme about the (Ongoing) (Ongoing)

57
 days of the week. Repeat  Teacher teaches
every day as weather chart is learners a song or a
discussed. rhyme about the
 Sequencing days of the week days of the week.
using a song Repeat every day as  Seasons chart
 Seasons chart weather chart is  The arrow indicating the
 Introduce the chart showing discussed. present season is moved  Seasons chart
the four seasons indicating: as the seasons change  The arrow indicating
 Summer  The first day after the the present season is
 Autumn  Seasons chart school holiday the moved as the
 Winter  The arrow indicating teacher should ask seasons change
 Spring the present season is learners what they did  The first day after
moved as the during holidays the school holiday
seasons change the teacher should
 The first day after ask learners what
the school holiday they did during
the teacher should holidays
ask learners what
they did during
holidays
 Develop an
awareness of what
the learner does
from the time he/she
wakes up until going
to school.
 Develop an
awareness of what
happens between
suppertime and
bedtime.
Introduce Birthday  Introduce the Birthday Chart  Continuous whenever a  Continuous whenever a  Continuous whenever a
Chart  Learners should know their age learner has a birthday learner has a birthday learner has a birthday
 Develop an awareness of reading  Ongoing  Ongoing  Ongoing
direction
 Learners should know their own
birth date (day and month)
Length Length Length Length Length
Concretely compare and  Long and short, tall, taller and  Longest and shortest,  Estimate the length of  Measure the height of the
order objects using

58
appropriate vocabulary to tallest (visual) longer and shorter different objects learners with a tape
describe length (explore length) measure (Replace hands
with tape measure)
 Introduce Height  Introduce the concept of length  Estimate and measure the
Chart  Reinforce the concept of length of different objects
Measure with hands  Height chart with hands/feet length using feet, hands, a piece of
(Visual and string, a stick etc.
incidental)  Learners discover
Measure with whether they have grown
Footprints (Visual since the last term
and incidental) (Learners can compare
Measure with tape their heights against
measure (Visual and something in the class,
incidental) e.g., cupboard)
long, short,
longer, shorter,
tall, taller/tallest
(visual)
estimate
Mass Mass
Works concretely  Introduce the concept of
comparing and ordering mass by comparing the
objects using appropriate masses of different objects
vocabulary to describe e.g.
the following:  light/heavy
 lighter/heavier
 Light, heavy
 Lighter, heavier  Reinforce mass
 Continuous during (Lightest/heaviest)
water and sand play
Capacity Capacity Capacity
Works concretely  Introduce the measuring Works concretely comparing
comparing and ordering concept of capacity by and ordering objects using
objects using appropriate comparing how much appropriate vocabulary to
vocabulary to describe various containers hold e.g. describe the following:
the following:  ―empty/full‖  empty, full,
 empty, full,  ―more than/less than‖  a lot, a little
 a lot, a little  Reinforce capacity  less than, more than,
 less than, more than,  Continuous during water

59
 Continuous during and sand play
water and sand play

60
GRADE R MATHEMATICS OVERVIEW
5. DATA HANDLING
CONTENT TERM 1 TERM 2 TERM 3 TERM 4
Collect data  Introduce the concept of  Collect objects  Pose a question: ―Are  Use the Birthday Chart to determine
Collects physical objects of a similar kind data handling by collecting (twigs of different names with six letters whose birthdays are in which month.
(alone and/or as a member of a group or a data of how many boys sizes) most popular?‖
team) e.g. ten leaves, ten shapes and how many girls are in  Collect data from the learners to
the class  Collect data to answer determine the colour of the play dough
this question using the for the following week e.g. blue,
learners name cards. yellow, green

Collect data (Which mode of transport do

learners use to come to school)
Sort and record data  Sort the data by letting  Sort the collected  Sort the name cards  Sort the data according to the relevant
Sort physical objects according to one learners stand in a boys objects (twigs of according to the birthday month of each learner.
attribute. e.g. size of leaves and girls row. different sizes) number of letters in
each name.  Each child selects one block
representing the colour of his/her
choice of play dough for the week

 Sort the collected data (walk, with

parent‘s car, taxi or bus)

Draw graphs to display data  Make a graph  Draw a graph of  Draw a graph by pasting  Draw a graph representing the
Draws a picture as a record of collected representation the data collected objects each name card below learners birth days in each month.
objects using blocks or shapes (twigs of different the relevant columns
sizes)  Make use of real objects to make a
graph such as blocks, stacking cubes,
Lego or Duplo blocks representing the
colours of dough you plan to make
e.g. blue, yellow, and green.

 Draw a pictograph representing the

learners walking, coming by taxi, with
a parent‘s car and arriving by bus.

61
Read and interpret graphs  Read and interpret data by  Read and interpret  Read and interpret data  Read and interpret graphs using
Answer questions based on own picture or using play dough to make graphs using by counting the number questions to determine which month
own sorted objects. (e.g. ―How many big a representation of the questions cards in each column has the most birthdays
leaves did you draw? Which are the most, number of boys and girls and coming to a
the big leaves or the small leaves?‖) in the class. conclusion.  According to the choice of the learners
the colour of the play dough for the
week will for example be yellow

 Read and interpret graphs (How many

walk, come by taxi, bus, etc.)

62
 GRADE 1 OVERVIEW
1. NUMBERS, OPERATIONS AND RELATIONSHIPS

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count out concrete objects to 10 Count out objects reliably to 20 Count out objects reliably to 40 Count out objects reliably to 50
Count objects Give a reasonable estimate of a Give a reasonable estimate of a Give a reasonable estimate of a Give a reasonable estimate of a
number of objects that can be number of objects that can be number of objects that can be number of objects that can be
checked by counting. checked by counting. checked by counting. checked by counting
Counting by grouping is Counting by grouping is Counting by grouping is
encouraged encouraged encouraged.
1.2 Count forwards and backwards Count forwards and backwards Count forwards and backwards Count forwards and backwards in
Count forwards in: in in  Ones1s from any number
and backwards  Ones from any number  Ones from any number  Ones from any number between 0 and 100
between 1 and 20 between 0 and 50 between 0 and 80
Count forwards in
Count forwards in Count forwards in  10s from any multiple of 10
 10s from any multiple of 10  10sfrom any multiple of 10 between 0 and 100
between 0 and 50 between 0 and 80  5s from any multiple of 5
 5s from any multiple of 5  5s from any multiple of 5 between 0 and 100
between 0 and 50 between 0 and 80  2s from any multiple of 2
 2s from any multiple of 2  2s from any multiple of 2 between 0 and 100
between 0 and 20 between 0 and 80
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3 Recognise, identify and read Recognise, identify and read Recognise, identify and read Recognise, identify and read
Number numbers numbers numbers numbers
symbols and  Recognise, identify and read  Recognise, identify and read  Recognise, identify and read  Recognise, identify and read
number names number symbols 1 to 20 number symbols 1 to 50 number symbols 1 to 80 number symbols 1 to 100
 Write number symbols 1 to 5  Write number symbols 1 to10  Write number symbols 1 to 20  Write number symbols 1 to 20
 Recognise, identify and read  Recognise, identify and read  Recognise, identify and read  Recognise, identify and read
number names 1 to 5 number names 1 to 10 number names 1 to 10 number names 1 to 10
 Write number names 1 to 5  Write number names 1 to 10  Write number names 1 to 10  Write number names 1 to 10
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers

63
1.4 Describe, compare and order up Describe, compare and order up Describe, compare and order up Describe, compare and order up
Describe, to five objects to 10 objects to 15 objects to 20 objects
compare and  Compare collection of objects  Compare collection of objects  Compare collection of objects  Compare collection of objects
order numbers according to many, few; most, according to many, few; most, according to many, few; most, according to many, few; most,
least; more than, less than; the least; more than, less than; the least; more than, less than; the least; more than, less than; the
same as, just as many as, same as, just as many as, same as, just as many as, same as, just as many as,
different different different different
 Order collection of objects  Order collection of objects  Order collection of objects  Order collection of objects from
from most to least and least to from most to least and least to from most to least and least to most to least and least to most
most most most
Describe, compare and order
Describe, compare and order Describe, compare and order Describe, compare and order numbers to 20
numbers to 5 numbers to 10 numbers to 15  Describe and compare whole
 Describe and compare whole  Describe and compare whole  Describe and compare whole numbers according to smaller
numbers according to smaller numbers according to smaller numbers according to smaller than, greater than, more than,
than, greater than, more than, than, greater than, more than, than, greater than, more than, ―less than, is equal to
―less than, is equal to ―less than, is equal to ―less than, is equal to  Describe and order numbers:
 Describe and order numbers:  Describe and order numbers:  Describe and order numbers:  from smallest to greatest
 from smallest to greatest  from smallest to greatest  from smallest to greatest and greatest to smallest
and greatest to smallest and greatest to smallest and greatest to smallest  before, after, in the middle/
 using the number line 1 –  before, after, in the middle/  before, after, in the middle/ between
5 between between  using the number line 0 –
 using the number line 0 –  using the number line 0 – 20
10 15

Use ordinal numbers to show

order, place or position
 Position objects in a line from
first to tenth or first to last e.g.
first, second, third … tenth, last

 Ordinal aspect of numbers

in the range first to tenth
NUMBER CONCEPT DEVELOPMENT: Place value
1.5 Recognise the place value of Recognise the place value of
Place value numbers 11 to 15 numbers 11 to 19.
 Decompose two-digit numbers  Decompose two-digit numbers
into ten and ones e.g. 12 is 10 into ten and ones e.g. 18 is 10

64
 and 2 and 8
SOLVE PROBLEMS IN CONTEXT
1.6 Use the following techniques when Use the following techniques when Use the following techniques when Use the following techniques when
Problem-solving solving problems and explain solving problems and explain solving problems and explain solving problems and explain
techniques solutions to problems: solutions to problems: solutions to problems: solutions to problems:
 concrete apparatus e.g.  concrete apparatus e.g.  concrete apparatus e.g.  concrete apparatus e.g. counters
counters counters counters  pictures to draw the story sum
 pictures to draw the story sum  pictures to draw the story sum  pictures to draw the story sum  building up and breaking down
 number lines supported by  building up and breaking down  building up and breaking down numbers
concrete apparatus e.g. numbers numbers  doubling and halving
counting beads  doubling and halving  doubling and halving  number lines supported by
 number lines supported by  number lines supported by concrete apparatus e.g. counting
concrete apparatus e.g. concrete apparatus e.g. beads
counting beads counting beads
1.7 Practically solve word problems in Solve word problems in context and Solve word problems in context and Solve word problems in context and
Addition and context and explain own solution to explain own solution to problems explain own solution to problems explain own solution to problems
subtraction problems involving addition, involving addition, subtraction with involving addition, subtraction with involving addition, subtraction with
subtraction with answers up to 5. answers up to 10. answers up to 15. answers up to 20.
1.8 Solve word problems in context and Solve word problems in context and Solve word problems in context and
Repeated explain own solution to problems explain own solution to problems explain own solution to problems
addition leading involving repeated addition with involving repeated addition with involving repeated addition with
to multiplication answers up to 10. answers up to 15. answers up to 20.
1.9 Practically solve word problems in Solve word problems in context and Solve word problems in context and Solve word problems in context and
Grouping and context and explain own solutions explain own solutions to problems explain own solutions to problems explain own solutions to problems
sharing leading to problems involving equal involving equal sharing and involving equal sharing and involving equal sharing and
to division sharing and grouping with whole grouping with whole numbers up to grouping with whole numbers up to grouping with whole numbers up to
numbers up to 5 and with answers 10 and with answers that may 15 and with answers that may 20 and with answers that may
that may include remainders. include remainders include remainders include remainders.
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the
Money South African currency coins South African currency coins South African currency
5c, 10c, 20, 50c, R1, R2; R5 5c, 10c, 20, 50c, R1, R2; R5  coins 5c, 10c, 20, 50c, R1,
 Solve money problems  Solve money problems R2;R5
involving totals and change to involving totals and change to  notes R10 and R20
R10 and in cents up to 20c R20 and in cents up to 20c.
 Solve money problems
involving totals and change to
R20 and in cents up to 20c

65
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques when Use the following techniques when Use the following techniques when Use the following techniques when
Techniques performing calculations: performing calculations: performing calculations: performing calculations:
(methods or  concrete apparatus e.g.  concrete apparatus e.g.  concrete apparatus e.g.  concrete apparatus e.g. counters
strategies) counters counters counters  draw pictures
 draw pictures  draw pictures  draw pictures  building up and breaking down
 number lines supported by  building up and breaking down  building up and breaking down numbers
concrete apparatus e.g. numbers numbers  doubling and halving
counting beads  doubling and halving  doubling and halving  number lines supported by
 number lines supported by  number lines supported by concrete apparatus e.g. counting
concrete apparatus e.g. concrete apparatus e.g. beads
counting beads counting beads
1.13 Number range: 1 – 5 Number range: 1 – 10 Number range: 1 – 15 Number range: 1 – 20
Addition and  Addition up to 5  Add up to 10  Add to 15  Add to 20
subtraction  Subtract from 5  Subtract from 10  Subtract from 15  Subtract from 20
 Practise number bonds to 5  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
(+, −, =, ) (+, −, =, ) (+, −, =, )
 Practise number bonds to 7  Practise number bonds to 9  Practise number bonds to 10
1.14  Repeated addition(i.e. the same  Repeated addition(i.e. the same  Repeated addition (i.e. the same
Repeated number) to 10 number) to 15 number) to 20
addition leading  Use appropriate symbols (+, =,  Use appropriate symbols  Use appropriate symbols (+, =
to multiplication ) (+, =, ) , )
1.16 Number concept: Range 5 Number concept: Range 10 Number concept: Range 15 Number concept: range 20
Mental  Order a given set of selected  Order a given set of selected  Order a given set of selected  Order a given set of selected
mathematics numbers. numbers. numbers. numbers.
 Compare numbers up to 10  Compare numbers up to 10 and  Compare numbers up to 10 and  Compare numbers up to 20 and
and say which is 1 and 2 more say which is 1 and 2 more or say which is 1 and 2 more or say which is 1 and 2 more or
or less less less less
Rapidly recall: Rapidly recall:
 Number bonds to 5  Number bonds to 10
 Recall addition and subtraction  Recall addition and subtraction
facts to 5 facts to 10

Calculation strategies Calculation mental strategies

Use calculation strategies to add Use calculation strategies to add and
and subtract efficiently: subtract efficiently:
 Put the larger number first in  Put the larger number first in

66
 order to count on or count back order to count on or count back
 Number line  Number line
 Doubling and halving  Doubling and halving
 Building up and breaking down  Building up and breaking down

67
 Problem Types for Grade 1

These are examples of important problem types that the teacher needs to present repeatedly to
her class. When the teacher works with a small group, she should pose the problem orally.
When the learners can read, she can give them a written version of the problem as well, but
she must still pose the problem orally.
Problems in context can be included in worksheets, but should then be short, straightforward
and familiar, and the teacher must make sure that all the learners understand them.

Grouping
Grouping, discarding the remainder
Stella sells apples in bags of three apples each. She has 14 apples. How many bags of
three apples each can she make up?
Grouping, incorporating the remainder in the answer
Ben wants to take 15 eggs to his grandmother. How many egg boxes that can take six
eggs each does he need to pack all the eggs?

Sharing
Sharing, discarding the remainder
Share 14 sweets among three friends so that they all get the same number of sweets.

Repeated addition
How many wheels do four bicycles have?

Addition and subtraction

There are at least three basic types of addition and subtraction problems and each type can be
posed in different ways. The basic types are:

Change
Noluthando had five apples. Silo gave her eight apples. How many apples does she have
now?
Noluthando had 13 apples. She gave five apples to Silo. How many apples does she have
now?

Combine
Nosisi has five green and eight blue marbles. How many marbles does she have?
Nosisi has 13 marbles. Five are green and the rest are blue. How many blue marbles does
Nosisi have?

Compare
Nosisi has 13 bananas. Themba has five bananas. How many more bananas does Nosisi have
than Themba?

Posing each problem in different ways

Problems have to be posed in different ways. For example, both of these are change
problems, but the ―unknowns‖ are in different places in the problem.
Noluthando had some apples. Silo gave her eight more apples. Now she has 13 apples.
How many apples did Noluthando have in the beginning?
Noluthando had five apples. Silo gave her some apples. She now has 13 apples. How
many apples did Silo give her?

68
Problem situations with different functional relationships
Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders.

Number of hotdogs 1 2 3 4 5 6 7
Cost in R 4 8

Use the table to find the cost of seven hotdogs

These problem types are given to guide the teacher. Learners should not be burdened with
type names. Note that learners often use different ways of solving a problem that may not
be what the teacher expects.

69
 GRADE 1 OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

2.1 Copy and extend Copy, extend and describe Copy, extend and describe Patterns all around us
Geometric Identify, describe in words
Copy and extend simple patterns using Copy, extend and describe in Copy, extend and describe in
patterns and copy geometric patterns
 words words
physical objects;  in nature
 drawings (e.g. using colours and shapes)  simple patterns made  simple patterns made  from modern everyday
with physical objects with physical objects life
 simple patterns made by  simple patterns made by  from our cultural heritage
Suggested sequencing of work drawings lines, shapes or drawings lines, shapes or
Start copying and extending patterns using physical objects objects
Create and describe own
objects and once learners are comfortable with using a
patterns
crayon or pencil, start copying and extending patterns Create and describe own
Create and describe own  Create own geometric
by drawing them patterns
patterns patterns
 Create own geometric  Create own geometric  with physical objects
patterns patterns  by drawing lines,
 with physical objects  with physical objects shapes or objects
 by drawing lines,  by drawing lines,  Describe own patterns
shapes or objects shapes or objects
 Describe own patterns  Describe own patterns
2.2 Copy, extend and describe Copy, extend and describe Copy, extend and describe Copy, extend and describe
Number
Copy, extend and describe simple number sequences Copy, extend and describe Copy, extend and describe Copy, extend and describe
patterns
to at least 20. simple number sequences to simple number sequences to simple number sequences to
at least 50. at least 80. at least 100.
Sequence should show counting forwards and
backwards in: Sequences should show Sequences should show Sequences should show
 ones from any number between 1 and 20 counting forwards and counting forwards and counting forwards and
backwards in: backwards in: backwards in:
 1s from any number  1s from any number  1s from any number
between 1 and 50 between 1 and 80 between 1 and 100
counting forwards in: counting forwards in: counting forwards in:
 10s from any multiple of  10s from any multiple of  10s from any multiple of

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 10 between 0 and 50 10 between 0 and 80 10 between 0 and 100
 5s from any multiple of  5s from any multiple of  5s from any multiple of 5
5 between 0 and 50 5 between 0 and 80 between 0 and 100
 2s from any multiple of  2s from any multiple of  2s from any multiple of 2
2 between 0 and 20 2 between 0 and 80 between 0 and 100

Create and describe own Create and describe own Create and describe own
patterns patterns patterns
 Create and describe own  Create and describe own  Create and describe own
number patterns number patterns number patterns

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 GRADE 1 OVERVIEW
3. SHAPE AND SPACE

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

3.1 Language of position Language of position
Position, Describe the position of one object Describe the position of one
orientation and in relation to another e.g. on top of object in relation to another e.g.
views , in front of , behind, left, right, up, on top of , in front of , behind,
down, next to. left, right, up, down, next to.

Position and directions Position and directions

 Follow directions to move  Follow directions to move
around the classroom around the classroom
 Follow instructions to place  Follow instructions to place
one object in relation to one object in relation to
another e.g. put the pencil another e.g. put the pencil
inside the box inside the box

Suggested focus sequencing of Suggested focus and sequencing

work for Term 1 of work for Term 4
 Language of position should  Work on position and
be introduced through direction can be consolidated
practical activities that involve through written recording
learners in physical movement such as drawing, colouring or
 This can be consolidated matching drawings with
through written recording words
such as drawing, colouring or  Any new language of
matching drawings with position should be introduced
words through practical activities
 Apply the language of that involve learners in
position learnt when following physical movement
directions
 Directions should be practised  Directions should be
through practical activities in practised through practical
which learners move activities in which learners
themselves or objects move themselves or objects

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 according to instructions according to instructions

Position and views

 Match different views of the
same everyday object
3.2 Range of objects Range of objects Range of objects
3-D objects Recognise and name 3-D objects Recognise and name 3-D objects in the Recognise and name 3-D objects
in the classroom and in pictures classroom and in pictures in the classroom and in pictures
 ball shapes (spheres)  ball shapes (spheres)  ball shapes (spheres)
 box shapes (prisms)  box shapes (prisms)  box shapes (prisms)
Features of objects
Describe, sort and compare 3-D Features of objects Features of objects
objects in terms of: Describe, sort and compare 3-D objects Describe, sort and compare 3-D
 size in terms of: objects in terms of:
 colour  size  size
 colour  colour
Focused activities  objects that roll  objects that roll
Observe and build given 3-D  objects that slide  objects that slide
objects using concrete materials
such as building blocks, recycling
material, construction kits Suggested focus and sequencing of Suggested focus for Term 4:
activities for Term 3 Work is consolidated through
Suggested focus and sequencing  Work with balls and objects shaped written exercises
of activities for Term 1 like balls, and various boxes and
 Free play with various 3-D other objects shaped like
objects. Building things of rectangular prisms or cubes.
own choice using building Investigate which of the objects can
blocks, construction kits or roll, which slide, which can be
recycling material. This can stacked.
be done in independent time
 Copy a model of something  Identify and describe geometric and
the teacher provides. This can everyday objects by saying whether
be done in independent time they are shaped like a ball or like a
 Compare the size of similar box
objects e.g. say which ball is
larger  Work is consolidated through
 Talk about the colours of written exercises
objects and then sort objects

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 according to colour
 Identify and describe
geometric and everyday
objects by saying whether are
shaped like a ball or they are
shaped like a box
 Work is consolidated through
written exercises
3.3 Range of Shapes Range of Shapes
2-D shapes Recognise and name 2-D shapes Recognise and name 2-D shapes
 circles  circles
 triangles  triangles
 squares  squares
Features of shapes Features of shapes
Describe, sort and compare 2-D Describe, sort and compare 2-D
shapes in terms of: shapes in terms of:
 size  size
 colour  colour
 straight sides  straight sides
 round sides  round sides

Suggested focus and sequencing Suggested focus and sequencing

of activities for Term 2 of activities for Term 4
 Start with free play with  Work with circles and
various shapes including squares of different sizes and
making pictures with cut-out different kinds of triangles.
geometric shapes. This can be Sort the shapes according to
done in independent time. This whether they have straight or
can also be done during Life round sides
Skills lessons  Sort and group shapes
 Copy a picture made up of according to whether they
geometric shapes. This can be are triangles, squares,
done in independent time rectangles or circles
 Compare the size of similar  Work is consolidated through
objects e.g. order squares from written exercises
smallest to biggest and use the
language of size to describe

74
 shapes
 Talk about the colours of
shapes and then sort shapes
according to colour
 Work with circles and squares
of different sizes, and triangles
with different shapes. Sort them
according to whether they have
straight or round sides
 Sort and group shapes
according to whether they are
triangles, squares or circles
 Work is consolidated through
written exercises
3.4 Symmetry Symmetry
Symmetry  Recognise symmetry in own body.  Recognise and draw line of
 Recognise and draw line of symmetry in 2-D geometrical
symmetry in 2-D geometrical and and non-geometrical shapes
non-geometrical shapes.

Suggested focus of activities for Term Suggested focus of activities for

3 Term 4
 Look for lines of symmetry in Written exercises should include
concrete objects and pictures. examples where the line of
 Written exercises should not only symmetry is not only a vertical
be ―draw in the other half‖ but also line
include examples where learners
draw in the line of symmetry.

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 GRADE 1 OVERVIEW
4. MEASUREMENT

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

4.1 Passing of time Time is dealt with continuously Time is dealt with continuously Time is dealt with continuously
Time Talk about passing of time during whole class teaching time. during whole class teaching time. during whole class teaching time.
 Order regular events from their
own lives
 Compare lengths of time using
language e.g. longer, shorter,
faster, slower
 Sequence events using language
such as yesterday, today,
tomorrow

Telling the time

 Describe when something happens
using language e.g. morning,
afternoon, night, early, late
 Name and sequence days of week
and months of year
 Place birthdays on a calendar
4.2 Informal measuring Informal measuring
Length  Compare and order the length,  Estimate, measure, compare,
height or width of two or more order and record length using
objects by placing them next to non-standard measures e.g.
each other hand spans, paces, pencil
 Use language to talk about the lengths, counters, etc.
comparison e.g. longer, shorter,
taller, wider
 Estimate, measure, compare, order
and record length using non-
standard measures e.g. hand spans,
paces, pencil lengths, counters, etc.
4.3 Informal measuring Informal measuring

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Mass  Estimate, measure, compare, order  Estimate, measure, compare,
and record mass using a balancing order and record mass using
scale and non-standard measures non-standard measures and a
e.g. blocks, bricks, etc. balancing scale e.g. blocks,
 Use language to talk about the bricks, etc.
comparison e.g. light, heavy,  Use language to talk about
lighter, heavier the comparison e.g. light,
heavy, lighter, heavier
4.4 Informal measuring Informal measuring Informal measuring
Capacity/Volume  Compare and order the amount of  Compare and order the  Estimate, measure, compare,
liquid (volume) in two containers amount of liquid that two order and record the capacity
placed next to each other. Learners containers can hold if filled of containers by using non-
check by pouring into a third (capacity) standard measures e.g.
container if necessary  Use language to talk about spoons and cups
the comparison e.g. more
than, less than, full, empty
 Estimate, measure, compare,
order and record the capacity
of containers by using non-
standard measures e.g.
spoons and cups

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 GRADE 1 OVERVIEW
5. DATA HANDLING

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

5.1 Collect and sort everyday physical Collect and sort everyday physical
Collect and sort objects objects. objects.

5.2
Represent sorted collection
of objects
Draw a picture of the sorted Draw a picture of the sorted
objects. objects.
5.3
Discuss and report on
sorted collection of objects

 Give reasons for how the  Give reasons for how the
collection was sorted collection was sorted
Answer questions about: Answer questions about;
 how the sorting was done  how the sorting was done
(process) (process)
 what the sorted collection  what the sorted collection
looks like (product) looks like (product)
 Describe the sorted collection  Describe the sorted collection
5.4 Recommended:
Collect and organise data Whole data cycle to make class
5.5 pictograph
Represent data  Collect and organise data
5.6  about the class or school Analyse data from
Analyse and Interpret data  answers to questions representations provided.
posed by the teacher Recommended: At least
 Represent data in pictograph. two pictographs
 Answer questions about data
in pictograph

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79
 GRADE 2 OVERVIEW
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1  Count to at least 100  Count to at least 150 everyday  Count to at least 180 everyday  Count to at least 200 everyday
Count objects everyday objects reliably objects reliably objects reliably objects reliably
 Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of a
a number of objects that can a number of objects that can a number of objects that can number of objects that can be
be checked by counting be checked by counting be checked by counting checked by counting
 Strategy of grouping is  Strategy of grouping is  Strategy of grouping is  Strategy of grouping is encouraged
encouraged encouraged encouraged
1.2 Count forwards and backwards Count forwards and backwards Count forwards and backwards Count forwards and backwards in:
Count forwards in: in: in:  1s, from any number between 0
and backwards  1s from any number between  1s from any number between  1s from any number between and 200
0 and 100 0 and 150 0 and 180  tens from any multiple between 0
 10s from any multiple of 10  10s from any multiple of 10  10s from any multiple of 10 and 200
between 0 and 100 between 0 and 150 between 0 and 180  5s from any multiple of 5 between
 5s from any multiple of 5  5s from any multiple of 5  5s from any multiple of 5 0 and 200
between 0 and 100 between 0 and 150 between 0 and 180  2s from any multiple of 2 between
 2s from any multiple of 2  2s from any multiple of 2  2s from any multiple of 2 0 and 200
between 0 and 100 between 0 and 150 between 0 and 180  3s from any multiple of 3 between
 3s from any multiple of 3  3s from any multiple of 3 and 0 and 200
between 0 and 99 between 0 and 180  4s from any multiple of 4 between
 4s from any multiple 4  4s from any multiple of 4 0 and 200
between 0 and 100 between 0 and 180
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3 Identify, recognise and read Identify, recognise and read Identify, recognise and read Identify, recognise and read numbers
Number symbols numbers numbers numbers  Identify, recognise and read
and number  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read number symbols 0 to 200
names number symbols 0 to 100 number symbols 0 to 150 number symbols 0 to 180  Write number symbols 0 to 200
 Write number symbols 0  Write number symbols 0  Write number symbols 0 to 80  Identify, recognise and reads
to100 to150  Identify, recognise and read number names 0 to 100
 Identify, recognise and read  Identify, recognise and reads number names 0 to 75  Write number names 0 to 100
number names 0 to 25 number names 0 to 50  Write number names 0 to 75
 Write number names 0 to 25  Write number names 0 to 50
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers

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1.4 Describe, compare and order Describe, compare and order Describe, compare and order Describe, compare and order
Describe, numbers to 25 numbers to 50 numbers to 75 numbers to 99
compare and  Compare whole numbers  Compare whole numbers  Compare whole numbers  Compare whole numbers up to 99
order numbers using smaller than, greater using smaller than, greater using smaller than, greater using smaller than, greater than,
than, more than, less than and than, more than, less than and than, more than, less than and more than, less than and is equal to
is equal to is equal to is equal to  Order whole numbers from
 Order whole numbers from  Order whole numbers from  Order whole numbers from smallest to greatest, and greatest to
smallest to greatest, and smallest to greatest, and smallest to greatest, and smallest
greatest to smallest greatest to smallest greatest to smallest Use ordinal numbers to show order,
Use ordinal numbers to show place or position
order, place or position  Position objects in a line from
 Position objects in a line from first to twentieth or first to last
first to twentieth or first to e.g. first, second, third to
last e.g. first, second, third … twentieth
tenth
NUMBER CONCEPT DEVELOPMENT: Place value
1.5 Recognise place value of Recognise place value of Recognise place value of  Recognise place value of
Place value numbers 11 to 25 numbers11 to 50 numbers 11 to 75 numbers 11 to 99
 Decompose two-digit  Decompose two-digit  Decompose two-digit  Decompose two-digit numbers
numbers into multiples of numbers into multiple of tens numbers into multiple of tens into multiple of tens and ones/units
tens and units/ones and ones/units and ones/units  Identify and state the value of each
 Identify and state the value of  Identify and state the value of  Identify and state the value of digit
each digit each digit each digit
SOLVE PROBLEMS IN CONTEXT
1.6 Use the following techniques Use the following techniques Use the following techniques Use the following techniques when
Problem-solving when solving problems and when solving problem and explain when solving problem and explain solving problem and explain solutions
techniques explain solutions to problems: solutions to problems: solutions to problems: to problems:
 drawings or concrete  drawings or concrete  drawings or concrete  drawings or concrete apparatus
apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters e.g. counters
 building up and breaking  building up and breaking  building up and breaking  building up and breaking down of
down of numbers down of numbers down of numbers numbers
 doubling and halving  doubling and halving  doubling and halving  doubling and halving
 number lines supported by  number lines supported by  number lines  number lines
concrete apparatus concrete apparatus
1.7 Solve word problems in context Solve word problems in context Solve word problems in context Solve word problems in context and
Addition and and explain own solution to and explain own solution to and explain own solution to explain own solution to problems
subtraction problems involving addition and problems involving addition and problems involving addition and involving addition and subtraction with

81
 subtraction with answers up to 20. subtraction with answers up to 50. subtraction with answers up to 75. answers up to 99.

Solve word problems in context Solve word problems in context Solve word problems in context Solve word problems in context and
1.8
and explain own solution to and explain own solution to and explain own solution to explains own solution to problems
Repeated
problems involving repeated problems involving repeated problems involving repeated involving repeated addition and to
addition leading
addition leading to multiplication addition and to multiplication with addition and to multiplication with multiplication with answers up to 50.
to multiplication
with answers up to 20. answers up to 30. answers up to 40.
1.9 Solve word problems in context Solve word problems in context Solve word problems in context Solve word problems in context and
Grouping and and explain own solutions to and explain own solutions to and explain own solutions to explain own solutions to problems that
sharing leading problems that involve equal problems that involve equal problems that involve equal involve equal sharing and grouping up
to division sharing and grouping up to 20 sharing and grouping up to 50 sharing and grouping up to 75 to 100 with answers that can include
with answers that may include with answers that may include with answers that may include remainders.
remainders. remainders. remainders.
1.10 Solve word problems in context Solve word problems in context Solve word problems in context and
Sharing leading and explain own solutions to and explain own solutions to explain own solutions to problems that
to fractions problems that involve equal problems that involve equal involve equal sharing leading to
sharing leading to solutions that sharing leading to solutions that solutions that include unitary fractions
1 1 1 1
include unitary fractions e.g. include unitary fractions e.g. e.g. , , , , etc.
1 1 1 1 1 1 1 1 2 4 3 5
, , , , etc. , , , , etc.
2 4 3 5 2 4 3 5
1.11 
Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the South
Money South African coins 5c, 10c, South African coins 5c, 10c, South African coins 5c, 10c, African coins 5c, 10c, 20c, 50c,
20c, 50c, R1, R2, R5, and 20c, 50c, R1, R2, R5, and 20c, 50c, R1, R2, R5, and R1, R2, R5, and bank notes R10,
bank notes R10, R20, R50 bank notes R10, R20, R50 bank notes R10, R20, R50 R20, R50
 Solve money problems  Solve money problems  Solve money problems  Solve money problems involving
involving totals and change in involving totals and change in involving totals and change in totals and change in cents up to
cents up to 50c and rands to cents up to 50c and rands to cents up to 75c and rands to 90c and rands to R99
R20 R50 R75
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques Use the following techniques Use the following techniques Use the following techniques when
Techniques when performing calculations: when performing calculations: when performing calculations: performing calculations:
(methods or  Drawings or concrete  Drawings or concrete  Drawings or concrete  Drawings or concrete apparatus
strategies) apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters e.g. counters
 Building up and breaking  Building up and breaking  Building up and breaking  Building up and breaking down
down numbers down numbers down numbers numbers
 Doubling and halving  Doubling and halving  Doubling and halving  Doubling and halving
 Number lines supported by  Number lines supported by  Number lines  Number lines

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 concrete apparatus concrete apparatus
1.13  Add to 20  Add to 50  Add to 75  Add to 99
Addition and  Subtract from 20  Subtract from 50  Subtract from 75  Subtract from 99
subtraction  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols(+, −, =,
(+, −, =, ) (+, −, =, ) (+, −, =, ) )
 Practise number bonds to 10  Practise number bonds to 15  Practise number bonds to 20  Practise number bonds to 20

1.14  Add the same number  Multiply numbers 1 to 10 by  Multiply numbers 1 to 10 by  Multiply numbers 1 to 10 by 2, 5,
Repeated repeatedly to 20 2 and 5 2, 5 and 4 3 and 4
addition leading  Multiply numbers 1 to 10 by  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols (+,×, =,
to multiplication 2 (+,×, =, ) (+,×, =, ) )
 Use appropriate symbols
(+,×, =, )
1.16 Number Concept: Range 25 Number Concept: Range 50 Number Concept: Range 75 Number Concept: Range 99
Mental  Order a given set of selected  Order a given set of selected  Order a given set of selected  Order a given set of selected
mathematics numbers. numbers. numbers. numbers.
 Compare numbers to 25 and  Compare numbers to 50 and  Compare numbers to 75 and  Compare numbers to 99 and say
say which is: say which is: say which is: which is:
 1 more or 1 less  1 more or 1 less  1 more or 1 less  1 more or 1 less
 2 more or 2 less  2 more or 2 less  2 more or 2 less  2 more or 2 less
 10 more or less  3 more or 3 less  3 more or 3 less  3 more or 3 less
 4 more or 4 less  4 more or 4 less  4 more or 4 less
 5 more or 5 less  5 more or 5 less  5 more or 5 less
 10 more or less  10 more or less  10 more or less

Rapidly recall: Rapidly recall: Rapidly recall: Rapidly recall:

 Recall addition and Recall addition and subtraction  Recall addition and  Recall addition and subtraction
subtraction facts to 10 facts to 10 subtraction facts to 15 facts to 20
 Add or subtract multiples of  Add or subtract multiples of 10
10 from 0 to 50 from 0 to 100
Calculation strategies Calculation strategies
Use calculation strategies to add Use calculation strategies to add Calculation strategies Calculation strategies
and subtract efficiently: and subtract efficiently: Use calculation strategies to add Use calculation strategies to add and
 Put the larger number first in  Put the larger number first in and subtract efficiently: subtract efficiently:
order to count on or count order to count on or count  Put the larger number first in  Put the larger number first in order
back back order to count on or count to count on or count back
 Mental number line  Number line back  Use the relationship between

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  Doubling and halving  Doubling and halving  Number line addition and subtraction
 Building up and breaking  Building up and breaking  Doubling and halving  Number line
down down  Building up and breaking  Doubling and halving
 Use the relationship between  Use the relationship between down  Building up and breaking down
addition and subtraction addition and subtraction  Use the relationship between
addition and subtraction

1.17  Use and name fractions in  Use and name fractions in  Use and name fractions in familiar
Fractions familiar contexts including familiar contexts including contexts including halves,
halves, quarters, thirds and halves, quarters, thirds and quarters, thirds and fifths
fifths fifths  Recognise fractions in
 Recognise fractions in  Recognise fractions in diagrammatic form
diagrammatic form diagrammatic form  Write fractions as 1 half, 2 thirds
 Write fractions as 1 half, 2  Write fractions as 1 half, 2
thirds thirds

84
Problem Types for Grade 2

These are examples of important problem types that the teacher needs to present repeatedly to
her class. When the teacher works with a small group, she should pose the problem orally.
When the learners can read, she can give them a written version of the problem as well, but
she must still pose the problem orally.

Problems in context can be included in worksheets, but should then be short, straightforward
and familiar, and the teacher must make sure that all the learners understand them.

Grouping
Grouping, discarding the remainder
Stella sells apples in bags of 10 apples each. She has 80 apples. How many bags of 10
apples each can she make up?

Grouping, incorporating the remainder in the answer

A farmer has 47 eggs. How many egg boxes that can take six eggs each does he need
to pack all the eggs?

Sharing
Sharing, discarding the remainder
Share 54 sweets among seven friends so that they all get the same number of sweets.
Sharing, leading to fractions
Share 11 chocolate bars among four friends so that they all get the same amount of
chocolate bar and there is nothing left over.
Fraction of a collection
Grandmother gives Kiki 12 oranges. Kiki makes juice with 1/3 of the oranges. How many
oranges did she use?

This problem type must only be posed after learners have solved four or five problems of
the sharing, leading to fractions type and know the names of fractional pieces.

Putting fractions together

The netball coach gives half an orange to each player. There are 14 players. How many
oranges does she need?

This problem type must only be posed after learners have solved four or five problems of
the sharing, leading to fractions type and know the names of fractional pieces.

Repeated addition
How many wheels do 20 bicycles have?

Rate
Thami walks six blocks a day. How many blocks does he walk in a week?

Grids
Mr Khumalo plants seven rows of cabbages. There are eight cabbages in a row. How
many cabbages are there altogether?

Addition and subtraction

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There are at least three basic types of addition and subtraction problems and each type can be
posed in different ways. The basic types are:

Change
Noluthando had 25 sweets. Silo gave her 18 sweets. How many sweets does she have
now?
Noluthando had 53 sweets. She gave 32 sweets to Silo. How many sweets does she have
now?

Combine
The Grade 2 class has 37 green triangles and 19 blue triangles. How many triangles do
they have?
They have 63 circles; 27 are green and the rest are blue. How many blue circles do they
have?

Compare
Nosisi has 13 bananas. Themba has five bananas. How many more bananas does Nosisi have
than Themba?

Posing each problem in different ways

Problems have to be posed in different ways. For example, both of these are change
problems, but the ―unknowns‖ are in different places in the problem.

Noluthando had some sweets. Silo gave her 18 more sweets. Now she has 43 sweets.
How many sweets did Noluthando have in the beginning?
Noluthando had 25 apples. Silo gave her some apples. She now has 43 apples. How many
apples did Silo give her?

Problem situations with different functional relationships

Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders.

Number of hotdogs 1 2 3 4 5 6 7 8 9 10

Cost in R 4 8
Use the table to find the cost of seven hotdogs and 15 hotdogs.
Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting.
Complete this table for him.

Number of hours 1 2 3 4 5 10

Cost in R 25 30

Note that Heila‘s problem and Sedick‘s problem work differently.

The above problem types are given to guide the teacher. Learners should not be burdened
with type names. Note that learners often use different ways of solving a problem that may
not be what the teacher expects. For example, a division problem may be solved by repeated
subtraction, addition or multiplication. Learners‘ methods will change in the course of the
year as their understanding of and familiarity with the problem types grow, and as their
number concept develops.

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 GRADE 2 OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
2.1 Copy, extend and describe Copy, extend and describe Copy, extend and describe Patterns all around us
Geometric Copy, extend and describe in Copy, extend and describe in words Copy, extend and describe in words Identify, describe in
patterns words  simple patterns made with physical  simple patterns made with physical words and copy
 simple patterns made with objects objects geometric patterns
physical objects  simple patterns made with drawings of  simple patterns made with drawings of  in nature
 simple patterns made with lines, shapes or objects lines, shapes or objects  from modern
drawings of lines, shapes or Range of patterns: Range of patterns: everyday life
objects Simple patterns in which shapes, or groups Patterns in which the number or size of  from our cultural
Range of patterns: of shapes are repeated in exactly the same shapes in each stage changes in a heritage
Simple patterns in which shapes, or way predictable way i.e. regularly increasing
groups of shapes are repeated in Patterns in which the number or size of patterns
exactly the same way shapes in each stage changes in a
predictable way i.e. regularly increasing
patterns Create and describe own patterns
Create and describe own patterns  Create own geometric patterns
Create and describe own  Create own geometric patterns  with physical objects
patterns  with physical objects  by drawing lines, shapes or
 Create own geometric patterns  by drawing lines, shapes or objects
 with physical objects objects  Describe own patterns
 by drawing lines, shapes  Describe own patterns
or objects
 Describe own patterns

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2.2 Copy, extend and describe Copy, extend and describe Copy, extend and describe Copy, extend and
Number Copy, extend and describe simple Copy, extend and describe simple number Copy, extend and describe simple number describe
patterns number sequences to at least 100. sequences to at least 150. sequences to at least 180. Copy, extend and
describe simple number
Sequences should show counting Sequences should show counting forwards Sequences should show counting forwards sequences to at least
forwards and backwards in: and backwards in: and backwards in: 200.
 1s from any number between 0  1s from any number between 0 and  1s from any number between 0 and
and 100 150 180 Sequences should show
 10s from any multiple of 10  10s from any multiple of 10 between 0  10s from any multiple of 10 between 0 counting forwards and
between 0 and 100 and 150 and 180 backwards in:
 5s from any multiple of 5  5s from any multiple of 5 between 0  5s from any multiple of 5 between 0  1s from any number
between 0 and 100 and 150 and 180 between 0 and 200
 2s from any multiple of 2  2s from any multiple of 2 between 0  2s from any multiple of 2 between 0  10s from any
between 0 and 100 and 150 and 180 multiple between 0
 3s from any multiple of 3 between 0  3s from any multiple of 3 between 0 and 200
and 150 and 180  5s from any
 4s from any multiple of 4 between 0  4s from any multiple of 4 between 0 multiple of 5
and 150 and 180 between 0 and 200
 2s from any
Create own number patterns multiple of 2
between 0 and 200
 3s from any
multiple of 3
between 0 and 200
 4s from any
multiple of 4
between 0 and 200

Create own number

patterns

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 GRADE 2 OVERVIEW
3. SHAPE AND SPACE

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

3.1 Language of position Position and views
Position, orientation  Describe the position of one  Match different views of
and views object in relation to another the same everyday
e.g. on top of , in front of, object
behind, left, right, up, down,
next to
Position and directions
Position and directions Follow directions to move
 Follow directions to move around the classroom
around the classroom
3.2 Range of objects Range of objects Range of objects
3-D objects Recognise and name 3-D objects in the Recognise and name 3-D Recognise and name 3-D objects
classroom and in pictures objects in the classroom and in the classroom and in pictures
 ball shapes (spheres) in pictures  ball shapes, (spheres)
 box shapes (prisms)  ball shapes, (spheres)  box shapes (prisms)
 box shapes (prisms)  cylinders
Features of objects  cylinders
Describe, sort and compare 3-D objects Features of objects
in terms of: Features of objects Describe, sort and compare 3-D
 size Describe, sort and compare objects in terms of:
 objects that roll 3-D objects in terms of:  size
 objects that slide  size  objects that roll
 objects that roll  objects that slide
Focused activities  objects that slide
 Observe and build given 3-D objects
using concrete materials such as cut-
out 2-D shapes, building blocks,
recycling, construction kits, other 3-
D geometric objects

Suggested focus and sequencing of Suggested focus or Term 4

activities for Term 1 Suggested focus and Work is consolidated through

89
  Copy a model of something the sequencing of activities for written exercises.
teacher provides. Models or Term 2
constructions can be made using Work with
building blocks, recycling,  balls and objects shaped
construction kits, other 3-D like balls
geometric objects, cut-out 2-D  cylinders and objects
shapes. This can be done in shaped like cylinders
independent time  various boxes and other
objects shaped like
 Compare and describe the size of rectangular prisms or
similar objects e.g. stack boxes from cubes
biggest to smallest Investigate which of the
objects can roll, which slide
Work with and which can be stacked.
 balls and objects shaped like balls
 various boxes and other objects Identify and describe
shaped like rectangular prisms or geometric and everyday
cubes objects by saying whether
Investigate which of the objects can roll, are shaped like a ball, shaped
which slide, which can be stacked. like a box, shaped like a
cylinder.
Identify and describe geometric and
everyday objects by saying whether are Work is consolidated through
shaped like a ball, shaped like a box, written exercises
shaped like a cylinder.

Work is consolidated through written

exercises.

3.3 Range of shapes Range of shapes

2-D shapes Recognise and name 2-D shapes Recognise and name 2-D shapes
 circles  circles
 triangles  triangles
 squares  squares
 rectangles  rectangles

Features of shapes Features of shapes

90
Describe, sort and compare 2-D Describe, sort and compare 2-D
shapes in terms of: shapes in terms of:
 size  size
 colour  colour
 shape  shape
 straight sides  straight sides
 round sides  round sides

Suggested focus and sequencing Suggested focus and sequencing

of activities for Term 1 of activities for Term 4
 Free play with various shapes
including making pictures Sort shapes according to whether
with cut-out geometric they have straight or round sides.
shapes. This can be done in Work with circles and squares of
independent time different sizes, and triangles and
rectangles shaped differently.
 Copy picture made up of
geometric shapes. This can Learners sort and group shapes
be done in independent time according to whether they are
 Compare the size of similar triangles, squares, rectangles or
shapes e.g. order rectangles circles.
from smallest to biggest and
use the language of size to Work is consolidated through
describe shapes written exercises

 Talk about the colours of

shapes and then sort shapes
according to colour

 Sort shapes according to

whether they have straight or
round sides. Work with
circles and squares of
different sizes, and triangles
and rectangles shaped
differently

 Sort and group shapes

91
 according to whether they are
triangles, squares, rectangles
or circles

 Work is consolidated through

written exercises
3.4 Symmetry Symmetry
Symmetry Recognise and draw line of Recognise and draw line of
symmetry in 2-D geometrical and symmetry in 2-D geometrical and
non-geometrical shapes. non-geometrical shapes

Suggested focus of activities for Suggested focus of activities for

Term 2 Term 4
 Lines of symmetry in Lines of symmetry in concrete
concrete objects and pictures objects and pictures.
 Written exercises should
include examples where the Written exercises should include
line of symmetry is NOT examples where the line of
always a vertical line symmetry is not a vertical line.

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GRADE 2 OVERVIEW
4. MEASUREMENT

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

4.1 Telling the time Telling the time Telling the time Telling the time
Time  Name and sequence  Tell 12-hour time in hours and half hours  Name and sequence days of
days of week on analogue clocks week  Tell 12-hour time in hours,
 Name and sequence  Name and sequence months half hours and quarter
months of year of year hours on analogue clocks
 Place birthdays,  Place birthdays, religious
religious festivals, festivals, public holidays,
public holidays, historical events, school
historical events, events on a calendar
school events on a
calendar Calculate length of time and passing of time  Tell 12-hour time in hours,
 Use clocks to calculate lengths of time in half hours and quarter hours Calculate length of time and
 Tell 12-hour time in hours or half hours on analogue clocks passing of time
hours and half hours  Use clocks to calculate
on analogue clocks Calculate length of time and length of time in hours or
passing of time half hours
Calculate length of time  Use calendars to calculate
and passing of time and describe length of time in
 Use clocks to days or weeks
calculate length of  Use clocks to calculate length
time in hours or half of time in hours or half hours
hours
4.2 Informal measuring Introducing formal
Length  Estimate, measure, measuring
compare, order and  Estimate, measure,
record length using compare, order and record
non-standard length using metres (either
measures e.g. hand metre sticks or metre-long
spans, paces, pencil lengths of string) as the
lengths, counters standard unit of length
etc.
 Describe the length
of objects by
counting and stating

93
 the length in
informal units
 Use language to talk
about the
comparison e.g.
longer, shorter,
taller, wider
Introducing formal
measuring
 Estimate, measure,
order and record
length using metres
(either metre sticks
or metre long
lengths of string) as
the standard unit of
length
4.3 Informal measuring Introducing formal
Mass  Estimate, measure, compare, order and measuring
record mass using a balancing scale and Learners do written tasks to
non-standard measures e.g. blocks, bricks consolidate the following,
 Describe the mass of objects by counting including reading pictures of
and stating in informal units  products with mass written
 Use language to talk about the comparison on them
e.g. light, heavy, lighter, heavier  bathroom scales where the
needle points to a
Introducing formal measuring numbered gradation line
 Compare, order and record the mass of
commercially packaged objects which have
their mass stated in kilograms e.g. 2
kilograms of rice and 1 kilogram of flour
 Where bathroom scales are available,
learners can measure their own mass in
kilograms using a bathroom scale. The
expectation is that learners only read to the
nearest numbered gradation line. They
describe their mass as almost/nearly/close
to/a bit more than/more or less or exactly

94
 the number (of kilograms) they read off the
scale

4.4 Informal measuring

Capacity/Volume  Estimate, measure, compare,
order and record the capacity
of containers (i.e. the amount
the container can hold if
filled) by using non-standard
measures e.g. spoons and
cups
 Describe the capacity of the
container by counting and Introducing formal
stating how many of the measuring
informal units it takes to fill Written tasks to consolidate the
the container e.g. the bottle following, including reading
has the capacity of four cups pictures of
 products with their
Introducing formal measuring capacity written on them in
 Estimate, measure, compare, order to sequence in order
order and record the capacity  pictures of jugs where the
of objects by measuring in volume is near to a 1-litre
litres using or 2-litre gradation line
 bottles with a capacity of  read to the nearest
1 litre numbered gradation line,
 a measuring jug which describe their volume as
has numbered calibration almost/nearly/close to/a bit
lines in litres more than/more or less or
 Compare, order and record exactly the number (of
the capacity of commercially litres)
packaged objects whose
capacity is stated in litres e.g.
2 litres of milk, 1 litre of cool
drink, 5 litres of paint

95
GRADE 2 OVERVIEW
5. DATA HANDLING
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
5.4 Recommended: Recommended:
Collect and Whole data cycle to make class Make individual pictograph with one-to-one
organise data pictograph with one-to-one correspondence from data provided in either
5.5 correspondence picture form or table.
Represent  Collect data about the class  Collect data about the class or school to
data or school to answer questions answer questions posed by the teacher.
5.6 posed by the teacher. Analyse data from  Represent data in pictograph with 1-1 Analyse data from
Analyse and  Represent data in pictograph representations provided. correspondence. Answer questions about representations provided.
interpret data with one-to-one Recommended data in pictograph with one-to-one Recommended: At least one
correspondence.  At least one correspondence. pictograph with one-to-one
 Answer questions about data pictograph with one- correspondence
in pictograph with one-to-one to-one correspondence
correspondence.

96
GRADE 3 OVERVIEW
1. NUMBERS, OPERATIONS AND RELATIONSHIPS

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Group to at least 200 objects to Group to at least 500 objects to Group to at least 750 objects to Group to at least 1 000 objects to
Count objects estimate and count reliably. estimate and count reliably. estimate and count reliably. estimate and count reliably.
Give a reasonable estimate of a Give a reasonable estimate of a Give a reasonable estimate of a Give a reasonable estimate of a
number of objects that can be number of objects that can be number of objects that can be number of objects that can be
checked by counting. checked by counting. checked by counting. checked by counting.
The strategy of grouping is The strategy of grouping is The strategy of grouping is The strategy of grouping is
encouraged. encouraged encouraged. encouraged.
1.2 Count forwards and backwards in: Count forwards and backwards in: Count forwards and backwards Count forwards and backwards in:
Count forwards  1s, from any number between  1s, from any number between in:  1s, from any number between 0
and backwards 0 and 200 0 and 500  1s, from any number between and 1 000
 10s from any multiple  10s from any multiple 0 and 700  10s from any multiple between 0
between 0 and 200 between 0 and 500  10s from any multiple between and 1 000
 5s from any multiple of 5  5s from any multiple of 5 0 and 700  5s from any multiple of 5
between 0 and 200 between 0 and 500  5s from any multiple of 5 between 0 and 1 000
 2s from any multiple of 2  2s from any multiple of 2 between 0 and 700  2s from any multiple of 2
between 0 and 200 between 0 and 500  2s from any multiple of 2 between 0 and 1 000
 3s from any multiple of 3  3s from any multiple of 3 between 0 and 700  3s from any multiple of 3
between 0 and 200 between 0 and 500  3s from any multiple of 3 between 0 and 1 000
 4s from any multiple of 4  4s from any multiple of 4 between 0 and 700  4s from any multiple of 4
between 0 and 200 between 0 and 500  4s from any multiple of 4 between 0 and 1 000
 100s to at least 500  50s,100s to at least 1 000 between 0 and 700  20s,25s, 50s,100s to at least
 20s, 25s, 50s,100s to at least 1 000
1 000

NUMBER CONCEPT DEVELOPMENT: Represent whole numbers

1.3 Identify, recognise and read Identify, recognise and read Identify, recognise and read Identify, recognise and read
Number symbols numbers numbers numbers numbers
and number  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
names number symbols 0 to 500 number symbols 0 to 1 000 number symbols 0 to 1 000 number symbols 0 to 1 000
 Write number symbols 0 to  Write number symbols 0 to1  Write number symbols 0 to1  Write number symbols 0 to1 000
500 000 000  Identify, recognise and read
 Identify, recognise and read  Identify, recognise and read  Identify, recognise and read number names 0 to1 000

97
 number names 0 to 250 number names 0 to 250 number names 0 to 500  Write number names 0 to1 000
 Write number names 0 to100  Write number names 0 to 250  Write number names 0 to 500

NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers

1.4 Describe, compare and order Describe, compare and order Describe, compare and order Describe, compare and order
Describe, numbers numbers numbers numbers
compare and to 99. to 500. to 750. to 999.
order numbers  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to
99 using smaller than, greater 500 using smaller than, greater 750 using smaller than, greater 999 using smaller than, greater
than, more than, less than and than, more than, less than and than, more than, less than and than, more than, less than and is
is equal to is equal to is equal to equal to
 Order whole numbers up to 99  Order whole numbers up to  Order whole numbers up to  Order whole numbers up to 999
from smallest to greatest, and 500 from smallest to greatest, 750 from smallest to greatest, from smallest to greatest, and
greatest to smallest and greatest to smallest and greatest to smallest greatest to smallest

Use ordinal numbers to show

order, place or position
 Use, read and write ordinal
numbers, including
abbreviated form up to 31
NUMBER CONCEPT DEVELOPMENT: place value
1.5 Recognise the place value of Recognise the place value of Recognise the place value of Recognise the place value of
Place value numbers to 99 numbers to 500 numbers to 750 numbers to 999
 Know what each digit  Know what each digit  Know what each digit  Know what each digit represents
represents represents represents  Decompose three-digit numbers
 Decompose two-digit numbers  Decompose three-digit  Decompose three-digit up to 999 into multiple of
up to 99 into multiples of tens numbers up to 500 into numbers up to 750 into hundreds, tens and ones/units
and ones/units multiples of hundreds, tens multiple of hundreds, tens and  Identify and state the value of
 Identify and state the value of and ones/units ones/units each digit
each digit  Identify and state the value of  Identify and state the value of
each digit each digit

SOLVE PROBLEMS IN CONTEXT

1.6 Use the following techniques when Use the following techniques when Use the following techniques Use the following techniques when
Problem-solving solving problems: solving problems: when solving problems: solving problems and explain
techniques  building up and breaking  building up and breaking  building up and breaking down solutions to problems:
down numbers down numbers numbers  building up and breaking down

98
  doubling and halving  doubling and halving  doubling and halving numbers
 number lines  number lines  number lines  doubling and halving
rounding off in tens rounding off in tens  number lines
 rounding off in tens

Solve word problems in context Solve word problems in context Solve word problems in context Solve word problems in context and
1.7 and explain own solution to and explain own solution to and explain own solution to explain own solution to problems
Addition and problems involving addition and problems involving addition and problems involving addition and involving addition and subtraction
subtraction subtraction with answers up to 99. subtraction with answers up to subtraction with answers up to 800. with answers up to 999.
400.

1.8 Solve number problems in context Solve number problems in context Solve number problems in context Solve number problems in context
Repeated and explain own solution to and explain own solution to and explain own solution to and explain own solution to problems
addition leading problems involving multiplication problems involving multiplication problems involving multiplication involving multiplication with
to multiplication with answers up to 50. with answers up to 75. with answers up to 75. answers up to 100
1.9 Solve number problems in context Solve number problems in context Solve number problems in context Solve number problems in context
Grouping and and explain own solutions to and explain own solutions to and explain own solutions to and explain own solutions to
sharing leading problems that involve equal problems that involve equal problems that involve equal sharing problems that involve equal sharing
to division sharing and grouping up to 50 with sharing and grouping up to 75 with and grouping up to 75 with answers and grouping up to 100 with answers
answers that may include answers that may include that may include remainders. that may include remainders.
remainders. remainders.
1.10 Solve and explain solutions to Solve and explain solutions to Solve and explain solutions to Solve and explain solutions to
Sharing leading practical problems that involve practical problems that involve practical problems that involve practical problems that involve equal
to fractions equal sharing leading to solutions equal sharing leading to solutions equal sharing leading to solutions sharing leading to solutions that
that include unitary and non- that include unitary and non- that include unitary and non-unitary include unitary and non-unitary
1 1 3 1 1 3 2 1 1 3 2 1 1 3 2
unitary fractions e.g. , , , etc. unitary fractions e.g. , , , , etc. fractions e.g. , , , , etc. fractions e.g. , , , , etc.
2 4 4 2 4 4 5 2 4 4 5 2 4 4 5

. . . .
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the South
Money South African coins and bank South African coins and bank South African coins and bank African coins and bank notes
notes notes notes  Solve money problems
 Solve money problems  Solve money problems  Solve money problems involving totals and change in
involving totals and change in involving totals and change in involving totals and change in rands or cents
rands or cents rands or cents rands or cents  Convert between rands and cents
 Convert between rands and
cents

99
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques when Use the following techniques when Use the following techniques when Use the following techniques when
Techniques performing calculations: performing calculations: performing calculations: performing calculations:
(methods or  building up and breaking  building up and breaking  building up and breaking  building up and breaking down
strategies) down numbers down numbers down numbers numbers
 doubling and halving  doubling and halving  doubling and halving  doubling and halving
 number lines  number lines  number lines  number lines
 rounding off in tens  rounding off in tens  rounding off in tens

1.13  Add up to 99  Add up to 400  Add up to 800  Add up to 999

Addition and  Subtract from 99  Subtract from 400  Subtract from 800  Subtract from 999
subtraction  Use appropriate  Use appropriate  Use appropriate  Use appropriate symbols(+, −, =
symbols(+, −, =, ) symbols(+, −, =, ) symbols(+, −, =, ) , )
 Practise number bonds to 20  Practise number bonds to 30  Practise number bonds to 30  Practise number bonds to 30

1.14  Multiply numbers 1 to 10 by  Multiply 2, 4, 5, 10, 3 to a  Multiply 2, 3, 4, 5, 10 to a  Multiply 2, 3, 4, 5, 10 to a total

Repeated 2, 5, 3, 4 total of 50 total of 100 of 100
addition leading  Use appropriate symbols(x, =,  Use appropriate symbols(x, =,  Use appropriate symbols(x, =,  Use appropriate symbols(x, =,
to multiplication ) ) ) )

1.15  Divide numbers to 50 by 2, 5,  Divide numbers to 50 by 2, 4,  Divide numbers to 99 by 2, 4,  Divide numbers to 99 by 2, 3, 4,

Division 10 5, 10, 4 5, 10, 3, 5,10
 Use appropriate symbols(÷, =,  Use appropriate symbols(÷, =,  Use appropriate symbols(÷, =,  Use appropriate symbols(÷, =,
) ) ) )

1.16 Number concept: Range 200 Number concept: Range 500 Number concept: Range 750 Number concept: Range 999
Mental  Order a given set of selected  Order a given set of selected  Order a given set of selected  Order a given set of selected
mathematics numbers. Range 200 numbers. Range 500 numbers numbers
 Compare numbers to 200 and  Compare numbers to 500 and
say which is: say which is:  Compare numbers to 200 and  Compare numbers to 1000 and
 1 more or 1 less  1 more or 1 less say which is: say which is:
 2 more or 2 less  2 more or 2 less  1 more or 1 less  1 more or 1 less
 3 more or 3 less  3 more or 3 less  2 more or 2 less  2 more or 2 less
 4 more or 4 less  4 more or 4 less  3 more or 3 less  3 more or 3 less
 5 more or 5 less  5 more or less  4 more or 4 less  4 more or 4 less
 10 more or less  10 more or less  5 more or 5 less  5 more or 5 less

100
  10 more or less  10 more or 10 less
Rapidly recall: Rapidly recall:
 Recall addition and  Recall addition and subtraction Rapidly recall: Rapidly recall:
subtraction facts to 20 facts to 20  Recall addition and subtraction  Recall addition and subtraction
 Add or subtract multiples of  Add or subtract multiples of 10 facts to 20 facts to 20
10 from 0 to 100 from 0 to 100  Add or subtract multiples of 10  Add or subtract multiples of 10
from 0 to 100 from 0 to 100
 Multiplication and division facts
for the:
 two times table up to 2 x 10
 ten times table up to 10 x
Mental strategies Mental strategies Mental strategies 10
Use calculation strategies: Use the following calculation Use the following calculation
 Put the larger number first in strategies strategies: Mental strategies
order to count on or count  Put the larger number first in  Put the larger number first in Use the following calculation
back order to count on or count order to count on or count back strategies
 Number line back  Number line  Put the larger number first in
 Doubling and halving  Number line  Doubling and halving order to count on or count back
 Building up and breaking  Doubling and halving  Building up and breaking  Number line
down  Building up and breaking down  Doubling and halving
 Use the relationship between down  Use the relationship between  Building up and breaking down
addition and subtraction  Use the relationship between addition and subtraction  Use the relationship between
addition and subtraction  Use the relationship between addition and subtraction
multiplication and division  Use the relationship between
multiplication and division
1.17  Use and name unitary  Use and name unitary  Use and name unitary and non-  Use and name unitary and non-
Fractions fractions in familiar contexts fractions in familiar contexts unitary fractions in familiar unitary fractions in familiar
including halves, quarters including halves, quarters contexts including halves, contexts including halves,
thirds, fifths eighths, thirds, sixths, fifths quarters, eighths, thirds, sixths, quarters, eighths, thirds, sixths,
 Recognise fractions in  Recognise fractions in fifths fifths
diagrammatic form diagrammatic form  Recognise fractions in  Recognise fractions in
 Write fractions as 1half, 1third  Write fractions as 1 half, diagrammatic form diagrammatic form
1third  Begin to recognise that two  Begin to recognise that two
halves or three thirds make one halves or three thirds make one
whole and that 1 half and 2 whole and that 1 half and 2
quarters are equivalent quarters are equivalent
 Write fractions as 1 half, 2  Write fractions as 1 half, 2 third

101
third

102
Problem Types for Grades 3
These are examples of important problem types that the teacher needs to present repeatedly to
her class. When the teacher works with a small group, she should pose the problem orally.
When the learners can read, she can give them a written version of the problem as well, but
she must still pose the problem orally.

Problems in context can be included in worksheets, but should then be short, straightforward
and familiar, and the teacher must make sure that all the learners understand them.

Grouping
Grouping, discarding the remainder
A bakery sells bread rolls in bags of 12. They have 118 rolls. How many bags of 12 rolls
each can they make up?
Grouping, incorporating the remainder in the answer
A farmer has 227 eggs. How many egg boxes that can take six eggs each does he need to
pack all the eggs?

Sharing
Sharing, discarding the remainder
Five friends share a box of 84 sweets so that they all get the same number of sweets.
Sharing, leading to fractions
Share 15 chocolate bars among six friends so that they all get the same amount of
chocolate bar and there is nothing left over.
Fraction of a collection
Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money
must she save?
This problem type must only be posed after learners have solved four or five problems of
the Sharing, leading to fractions type and know the names of fractional pieces.

Putting fractions together

The netball coach gives half an orange to each player. There are 14 players. How many
oranges does she need?
This problem type must only be posed after learners have solved four or five problems of
the Sharing, leading to fractions type and know the names of fractional pieces.

Proportional sharing
Peter is smaller than Rhulani. When Peter eats one slice of bread, Rhulani needs two
slices of bread. When Peter eats two slices, Rhulani needs four slices. After a few days,
they have eaten 12 slices of bread. How many slices did Peter eat and how many slices
did Rhulani eat?

Sue and Greg do a piece of work together. Sue works for three hours and Greg works for
one hour. They are paid R60. How must they share the money?

Repeated addition
How many wheels do 36 cars have?

Rate
Thami saves 35 c every week. How much money does he save in 8 weeks?

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Grids
Mr Khumalo plants 20 rows of orange trees. There are 12 trees in a row. How many trees
are there altogether?

Addition and subtraction

There are at least three basic types of addition and subtraction problems and each type can be
posed in different ways. The basic types are:

Change
Noluthando collected 234 stickers. Silo gave her 80 more stickers. How many stickers
does she have now?
There were 500 passengers on a train and 176 passengers got off. How many passengers
were left on the train?

Combine
Nosisi collects items for the school‘s recycling projects. She collected 124 plastic bottles
and 268 tin cans. How many items did she collect? The shop has 368 packets of chips; 82
are chippos and the rest are Ziksnacks. How many packets or Zicksnacks are there?

Compare
Grade 2 collected R446. Grade 3 collected R729. How much more money did the Grade 3s
collect?

Posing each problem in different ways

Problems have to be posed in different ways. For example, both of these are change
problems, but the ―unknowns‖ are in different places in the problem.

The shop had packets of mealie meal and ordered 55 more . Now there are 170 packets of
mealie meal. How many packets were there in the beginning?
The shop had 500 packets of sugar. After selling some packets, they had 324 packets of
sugar left. How many packets did they sell?

Problem situations with different functional relationships

Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders.

Number of hotdogs 1 2 3 4 5 10 20

Cost in R 4 8

Use the table to find the cost of seven hotdogs and 23 hotdogs.

Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting.
Complete this table for him.

Number of hours 1 2 3 4 5 10

Cost in R 25 30

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 Note that Heila‘s problem and Sedick‘s problem work differently.

The above problem types are given to guide the teacher. Learners should not be burdened
with type names. Note that learners often use different ways of solving a problem that may
not be what the teacher expects. For example, a division problem may be solved by repeated
subtraction, addition or multiplication. Learners‘ methods will change in the course of the
year as their understanding of and familiarity with the problem types grow, and as their
number concept develops.

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 GRADE 3 OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

2.1 Copy, extend and describe Copy, extend and describe Copy, extend and describe Patterns all around us
Geometric Copy, extend and describe in Copy, extend and describe in words Copy, extend and describe in words Identify, describe in
patterns words  simple patterns made with physical  simple patterns made with physical words and copy
 simple patterns made with objects objects geometric patterns
physical objects  simple patterns made with drawings of  simple patterns made with drawings  in nature
 simple patterns made with lines, shapes or objects of lines, shapes or objects  from modern
drawings of lines, shapes or everyday life
objects Range of patterns: Range of patterns:  from our cultural
 Simple patterns in which shapes, or  Patterns in which the number of heritage
Range of patterns: groups of shapes are repeated in shapes in each stage changes in a
Simple patterns in which shapes exactly the same way predictable way i.e. regularly
or groups of shapes are repeated  Patterns in which the number or size increasing patterns
in exactly the same way. of shapes in each stage changes in a
predictable way i.e. regularly
increasing patterns
Create and describe own patterns Create and describe own patterns
 Create own geometric patterns  Create own geometric patterns
Create and describe own  with physical objects  with physical objects
patterns  by drawing lines, shapes or  by drawing lines, shapes or
 Create own geometric objects. objects.
patterns  Describe own patterns  Describe own patterns
 with physical objects
 by drawing lines, shapes
or objects.
 Describe own patterns
Copy, extend and describe Copy, extend and describe Copy, extend and describe Copy, extend and
2.2 Copy, extend and describe simple Copy, extend and describe simple number Copy, extend and describe simple describe
Number number sequences to at least 200. sequences to at least 500. number sequences to at least 750. Copy, extend and
patterns describe simple number
Sequences should show counting Sequences should show counting forwards Sequences should show counting sequences to at least 1
forwards and backwards in: and backwards in: forwards and backwards in: 000 .
 the intervals specified in  the intervals specified in Grade 2 with  the intervals specified in Grade 2

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 Grade 2 with increased increased number ranges with increased number ranges Sequences should show
number ranges  50s,100s to at least 1 000  20s,25s, 50s,100s to at least 1 000 counting forwards and
 100s to at least 500 Create and describe own number backwards in:
patterns  the intervals
specified in Grade 2
with increased
number ranges
 20s,25s, 50s,100s to
at least 1 000
Create and describe
own number patterns

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 GRADE 3 OVERVIEW
3. SHAPE AND SPACE

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

3.1 Position and views Position and views
Position,  Match different views of the same  Read, interpret and draw informal
orientation everyday object maps, or top views of a collection
and views  Name an everyday object when of objects.
shown an unusual view of it  Find objects on maps

Position and directions Position and directions

 Follow directions to move around  Follow directions from one
the classroom and school place to another on an
 Give directions to move around informal map
the classroom and school
3.2 Range of objects Range of objects Range of objects
3-D objects Recognise and name 3-D objects in the Recognise and name 3-D objects in Recognise and name 3-D objects
classroom and in pictures the classroom and in pictures in the classroom and in pictures
 ball shapes, (spheres)  ball shapes (spheres)  ball shapes (spheres)
 box shapes (prisms)  box shapes (prisms)  box shapes (prisms)
 cylinders  cylinders  cylinders
 pyramids  pyramids
 cones  cones

Features of objects Features of objects Features of objects

Describe, sort and compare 3-D Describe, sort and compare 3-D Describe, sort and compare 3-D
objects in terms of: objects in terms of: objects in terms of:
 2-D shapes that make up the faces  2-D shapes that make up the  2-D shapes that make up the
of 3-D objects faces of 3-D objects faces of 3-D objects
 flat or curved surfaces  flat or curved surfaces  flat or curved surfaces
Focused activities Focused activities
 Observe and build given 3-D Observe and build given 3-D objects
objects using concrete materials using concrete materials such as cut-
such as cut-out 2-D shapes, clay, out 2-D shapes, clay, toothpicks,
toothpicks, straws, other 3-D straws, other 3-D geometric objects

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 geometric objects Suggested focus and
Suggested focus and sequencing of sequencing of activities for
Suggested focus and sequencing of activities for Term 3 Term 4
activities for Term 2 Work with spheres, prisms, cylinders,
Work with spheres, prisms and pyramids and cones. Focus on the Work is consolidated through
cylinders as they did in Grade 2; name kind of surfaces on each type of written exercises.
them and group them. object. Distinguish surfaces according
Focus on the kind of surfaces on each to whether they are curved or flat.
type of object. Distinguish surfaces Talk about the flat surfaces on prisms
according to whether they are curved and cylinders and describe them
or flat. according to whether they are
circular, square, rectangular or
Use cut-out cardboard squares to make triangular
a box. Talk about the flat surfaces on Name and group the geometric
prisms and cylinders and describe objects above.
them according to whether they are
circular, square or rectangular. Use toothpicks, straws, or rolled
paper to make a pyramid.
Work is consolidated through written
exercises. Work is consolidated through written
exercises.
3.3 Range of shapes Range of shapes
2-D  Circles  Circles
shapes  Triangles  Triangles
 Squares  Squares
 Rectangles  Rectangles

Features of shapes Features of shapes

Describe, sort and compare 2-D Describe, sort and compare 2-D
shapes in terms of: shapes in terms of:
 shape  shape
 straight sides  straight sides
 round sides  round sides

Suggested focus of activities for Suggested focus of activities for

Term 1 Term 3
Name and group shapes. Name them and group shapes.
Focus on the kind of sides that each Focus on the kind of sides that each

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 shape has. shape has.
Distinguish shapes by talking about Distinguish shapes by talking about
whether their sides are round or whether their sides are round or
straight. straight.

Draw circles, squares, rectangles and Draw circles, squares, rectangles and
triangles. triangles.

Work is consolidated through Work is consolidated through written

written exercises. exercises.
3.4 Symmetry Symmetry
Symmetry Determine line of symmetry through  Recognise and draw line of
paper folding and reflection symmetry in 2-D
Suggested focus of Term 2 geometrical and non-
Paper folding activities that develop an geometrical shapes
understanding of symmetry include: Suggested focus of Term 4
 activities in which wet paint is Written exercises should include
placed on the page before folding examples where
 activities in which paper is cut or  the line of symmetry is not
torn from the fold line always a vertical line
 there is more than one line
of symmetry in the shape or
object

GRADE 3 OVERVIEW
4. MEASUREMENT

TOPICS TERM 1 TERM 2 TERM 3 TERM 4

4.1 Telling the time Telling the time Telling the time Telling the time
Time  Read dates on calendars  Read dates on calendars  Read dates on calendars  Read dates on calendars
 Place birthdays, religious  Place birthdays, religious festivals,  Place birthdays, religious  Place birthdays, religious

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 festivals, public holidays, public holidays, historical events, festivals, public holidays, festivals, public holidays,
historical events, school events school events on a calendar historical events, school events historical events, school
on a calendar on a calendar events on a calendar
 Tell 12-hour time in
 Tell 12-hour time in  hours  Tell 12-hour time in  Tell 12-hour time in
 hours  half hours  hours  hours
 half hours  quarter hours  half hours  half hours
 quarter hours  minutes  quarter hours  quarter hours
 minutes on analogue clocks and digital clocks  minutes  minutes
on analogue clocks and digital and other digital instruments that show on analogue clocks and digital clocks on analogue clocks and digital
clocks and other digital instruments time e.g. cell phones and other digital instruments that clocks and other digital
that show time e.g. cell phones show time e.g. cell phones instruments that show time e.g.
Calculate length of time and passing cell phones
of time Calculate length of time and
Use calendars to calculate and describe passing of time Calculate length of time and
lengths of time in days or weeks or Use calendars to calculate and passing of time
months describe lengths of time in days or Use calendars to calculate and
 Use clocks to calculate length of weeks or months including describe lengths of time in days
time in hours or half hours  converting between days and or weeks or months including
weeks  converting between days
 converting between weeks and and weeks
months  converting between weeks
Use clocks to calculate length of and months
time in hours, half hours and Use clocks to calculate
quarter hours length of time in hours, half
hours and quarter hours
4.2 Informal measuring Introducing formal measuring
Length  Estimate, measure, compare, order  Estimate, measure, compare,
and record length using non- order and record length using
standard measures e.g. hand spans, metres (either metre sticks or
paces, pencil lengths, counters, metre lengths of string) as the
etc. standard unit of length
 Describe the length of objects by  Estimate, measure and record
counting and stating the length in lengths in centimetres using a
informal units ruler
 Use language to talk about the
comparison e.g. longer, shorter,
taller, wider

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 Introducing formal measuring
 Estimate, measure, order and
record length using metres (either
metre sticks or metre lengths of
string) as the standard unit of
length
 Estimate and measure lengths in
centimetres using a ruler

No conversions between metres and

centimetres required
4.3 Informal measuring Introducing formal measuring
Mass  Estimate, measure, compare, order Learners do written tasks to
and record mass using a balancing consolidate the following,
scale and non-standard measures including reading pictures of
e.g. blocks, bricks, etc.  products with mass written
 Use language to talk about the on them
comparison e.g. light, heavy,  bathroom scales where the
lighter, heavier needle points to numbered
gradation lines

Introducing formal measuring

 Compare, order and record the
mass of commercially packaged
objects which have their mass
stated in kilograms e.g. 2
kilograms of rice and 1 kilogram
of flour or in grams, e.g. 500
grams of salt
 Where bathroom scales are
available, learners can measure
their own mass in kilograms using
a bathroom scale. The expectation
is that learners only read to the
nearest numbered gradation line.
They describe their mass as

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 almost/nearly/close to/a bit more
than/more or less/or exactly the
number (of kilograms) they read
off the scale
 Where balancing scales with mass
pieces calibrated in grams are
available, learners can measure
mass or different objects
No conversions between grams and
kilograms required
4.4 Informal measuring
Capacity/  Estimate, measure, compare and Introducing formal measuring
Volume order the capacity of containers Written tasks to consolidate the
(i.e. the amount the container following, including reading
can hold if filled) by using non- pictures of
standard measures e.g. spoons  products with their
and cups capacity written on them in
 Describe the capacity of the order to sequence in order
container by counting and  jugs where the volume is
stating how many of the near to a numbered 1 litre
informal units it takes to fill the or 2 litre gradation line or
container e.g. the bottle has the half litre or quarter litre
capacity of four cups  jugs where the volume is
near to a numbered
Introducing formal measuring millilitres gradation line
 Estimate, measure, compare, The expectation is that
order and record the capacity of learners only read to the
objects by measuring in litres, nearest numbered gradation
half litres and quarter litres line. They describe their
 using bottles with a volume as almost/nearly/
capacity of 1 litre, or close to/ a bit more than/
containers whose capacity more or less/ or exactly the
is stated in millilitres e.g. number (of litres) they read
cool drink cans off the jug
 measuring jugs in which
numbered calibration lines No conversions between
show litres, half litres and millilitres and litres required
quarter litres

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  measuring jugs which have
numbered calibration lines
for millilitres
 measuring cups and
teaspoons which indicate
their capacity
 Compare, order and record the
capacity of commercially
packaged objects whose
capacity is stated in litres e.g. 2
litres of milk, 1 litre of cool
drink, 5 litres of paint, or in
millilitres e.g. 500 ml of milk,
340 millilitres of cool drink,
750 millilitres of oil
 Know that a standard cup is 250
millilitres
 Know that a teaspoon is 5
millilitres
No conversions between millilitres
and litres required
4.5 Perimeter
Perimeter Investigate the distance around 2-D
shapes and 3-D objects using direct
comparison or informal units.

4.6 Area
Area Investigate the area using tiling.

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 GRADE 3 OVERVIEW
5. DATA HANDLING
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
5.1 Recommended: Recommended:
Collect and Whole data cycle to make bar graph. Re-organise data provided in a list or
organise data tally or table in a bar graph.
5.2 Collect data about the class or school to Represent data on bar graph.
Represent data answer questions posed by the teacher. Answer questions about data on bar
5.3 Use tallies to record data in categories Analyse data from graph Analyse data from
Analyse and provided. representations provided. representations provided.
Interpret data Represent data in Recommended Recommended
 Tables  At least one pictograph  At least one pictograph
 Bar graphs with 1-1 correspondence with 1-1 correspondence
Talk about and answer questions about  At least one bar graph  At least one bar graph
data in tables and bar graphs.

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3.5 CLARIFICATION NOTES WITH TEACHING GUIDELINES

The tables below provide the teacher with:

 content areas and topics per grade per term;

 concepts and skills suggested focus per term;
 Clarification notes with teaching guidelines; and
 the duration of time allocated per topic in lessons given in one hour and 24
minutes.

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3.5.1 CLARIFICATION OF CONTENT GRADE 1
GRADE 1 TERM 1
1. NUMBER, OPERATIONS AND RELATIONSHIPS

During the first term time is spent on developing pre-number concepts. Early skills developed in respect of patterns, shape and space, measurement and data form the basis of
schooling skills in general and number skills in particular.

Matching
Matching leads to understanding the concept of one-to-one correspondence, which in turn is the basis of comparing the number of objects in a group.
When a learner is able to identify ―the same‖, it becomes possible to match two sets. Sameness is a prerequisite for conservation. Conservation is an important skill in
measurement, number and space and shape.
Sorting
When sorting, learners look for similarities and differences. Learners also develop the ability to describe and indentify. Describing means that learners can recognise and
name things around them. Identifying means that learners can pick out an object when given a description. Learners identify according to certain attributes. Learners sort
objects according to size, colour, shape, length, mass, capacity and volume. Sorting is done with
 everyday objects in data handling;
 geometric shapes and objects in shape and space; and
 the attributes of objects in measurement.
Comparing
When learners compare objects they focus on the difference between objects. Learners can focus on
 big or small;
 heavy or light;
 tall or short;
 hot or cold;
 empty or full;
 many or few; and
 first, last or middle.
Learning to compare is a focus area of
 early measurement activities;
 initial activities in shape and space (including work on position); and
 early activities in patterning.
In number activities, learners match objects in different groups. They learn to identify groups with the same number of objects in them, and to distinguish groups that may
have more or fewer objects than other groups.

Ordering
Ordering is fundamental to the number system. Placing and counting objects in order help young learners to make sure that they only count each object once. Placing objects

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in order when counting lays the basis for understanding how to order numbers.
Early work with patterns involving shapes or objects helps to focus learners‘ attention on ordering. Later learners use this skill when working with number patterns.

Subitising
Subitising is the instant recognition of the number of objects in a collection without counting them.
Subitising helps learners to see small collections as one unit. This provides learners with an early perceptual basis for working with numbers.
CONCEPTS AND
SKILLS CONCEPTS AND SKILLS
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR TERM 1
YEAR END
1.1 Count out objects reliably to Count out objects reliably to 10. Counting helps learners to develop an awareness of the size of numbers and lays the
Count 50. Give a reasonable estimate of a basis for calculating with whole numbers. During the first term learners develop the
objects Give a reasonable estimate number of objects that can be following skills:
of a number of objects that checked by counting.  Counting all
can be checked by counting.  Counting on
 The cardinality principle
 Working with written texts

Counting in Term 1 is focussed on developing learner‘s counting skills. The

development of counting skills allows them to:
 count grouped and ungrouped objects;
 count forward and backwards;
 count actions;
 count in sequence on a number line;
 develop an awareness of the size of numbers by ordering and comparing them;
and
 estimate and predict.
Counting objects
Before learners count objects they need opportunities to practise counting orally.
Learners need to have an oral list of number names in order: one, two, and three until
20. Encourage learners to say number rhymes and play games that reinforce the oral
counting. This ability to count orally or rote count is important to develop the
knowledge of number names and also a sense of the rhythm/pattern within numbers.

Learners then count each object and match number names to sets of objects. This
involves touching and moving the object and saying the number name.
It is important that learners understand that the last number named represents the last

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object counted in the group. They must know and understand that the last number
named indicates the amount in the set or the cardinality of the set. Not all learners
who can count orally and say the number names in sequence will attach meaning to
their counts. They might skip numbers and say that there are four counters when
there are actually five counters.
It is important that learners count the same number of different objects.
Example:
 Count six counters
 Bring me six pencils
 Count six buttons
Conservation
Learners will begin to realise when counting the number of objects, that the number
is not affected by their size or position. One could ask: how many stars on each card?

The position or arrangement of the stars is different but the number of stars on each
card is exactly the same.

It is important that when counting concrete objects, learners recognise a small

number of objects without counting.
Example, recognising
 five, as the number of fingers on one hand
 three counters, arranged in any way
 one to six, from the arrangement of dots on a die
This is also known as subitising.
Therefore:
Fundamental number concepts are developed by counting real objects. Learners
learn:
 to associate number words with a collection of objects;
 to build a mental picture of what a number means i.e. how big it is; and
 that the number name of the last object counted represents the total number of
objects in the group.
Instructions and questions to support the counting of objects
 Count 10 counting sticks. Arrange them in a line.

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 Rearrange the sticks and count again. Is the number still the same?
 Count these bottle tops without touching them.
 Is there the same number of each?
 How many crayons do you think there are?
 Are there more or fewer than you thought?
 How do you know that you have that number?
 How do you know that you counted every crayon?
 How could you check your answer?
Moving to written texts
Learners need to be given opportunities to count illustrations of objects. Example:
How many?

Counting on
Once learners can confidently count all the objects starting from one, they should
count on from a collection they already have. Example:
Ask learners to count out seven objects and then, starting from the seven objects,
count out three more until they have 10 objects.
Counting-on is a far more efficient counting strategy than counting all and learners
will use counting on when they calculate.

Resources:
It is useful to build up a collection of different kinds of objects that learners can use
as counters.
Example:
 Matchsticks
 Ice cream sticks
 Peach pips
 Beans
 Bottle tops

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1.2 Count forwards and Count forwards and backwards Counting forwards in ones 
Count backwards in ones from in Ones from any number Counting orally or doing verbal counting (rote counting) is an important step in
forwards and any number between 0 between 1 and 20 reciting the number names in order. If learners are able to do this, it does not mean
backwards and100 that they have an understanding of the size of the numbers they are saying. There is
no relationship between the number and the quantity or size of the numbers.
Count forwards in
 10s from any multiple In Term 1 it is expected that learners only count forwards and backwards in ones till
of 10 between 0 and 20.
100 Counting forwards and backwards can be done with the whole class. Make sure that
 5s from any multiple of learners are not just chanting meaninglessly. In the focus groups and the independent
5 between 0 and 100 work the following activities can be done to add meaning to the counting:
 2s from any multiple of  Start at two and count to eight
2 between 0 and 100  Count from four to 10
 Count from two to eight. How many numbers did you count?
Counting to ten
Initially learners will start counting to ten and practising the number names in
sequence.
Learners can get bored with verbal counting and they need to do it in different ways,
otherwise they are simply chanting. Rote counting needs to be supported by reading
number symbols and counting objects.
Learners need to be presented with visual images of numbers in sequence. The
following visual images can be used:
 Counting beads
 An abacus
 A number line
Initially a number line with all the numbers represented, and then a number line with
some numbers not represented, can be used. This means that learners will have to
know the numbers in sequence to fill in the gaps.
Counting backwards
Counting backwards is a difficult skill for learners and frequent practice is necessary.
Start counting backwards from a number when learners are familiar with, 2, and
build this up as you focus on each higher number.

Counting to 20
Counting beyond ten might require the learners to say the counting sequence after the
teacher. It is also important to encourage learners to start counting at any number.
Starting at 8 is far more demanding than starting at 1. Learners will use this skill
when they count on in addition.

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 Resources
 Counting beads to 20
 Abacus
 Number grids help to develop learners‘ ability to read information in a table.
Because learners are counting to ten, the grid should only show the following
information:
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20

 A number line showing numbers to 20

1.3 Identify, recognise and read Identify, recognise and read Reading and writing number symbols and names
Number numbers numbers Learners need to learn how to:
symbols and  Identify, recognise and  Identify, recognise and read  Write number symbols and names
number
read number symbols 1 number symbols 1 to 20  Read number symbols
names  Say the numbers
to 100  Write number symbols 1 to 5
The reading and writing of number symbols and names should be linked with
 Write number symbols  Identify, recognise and read counting activities. Learners should be given opportunities to match the number
1 to 20 number names 1 to 5 symbols and number names to collections of objects that they count out. In this way
 Identify, recognise and  Write number names 1 to 5 learners link the number symbol, the number name, the representation of the number
read number names 1 to and the meaning of the number.
10 Further activities
Practising writing
 Write number names 1 Learners can practise the writing of number symbols in different ways:
to 10  By tracing over numerals
 Doing ‗joining the dots‘ activities with outlines of number symbols
 By writing in sand
 By writing on chalk boards or on cement
 By painting
 Sewing numbers using wool. This activity is particularly useful in emphasising
the starting point when writing numbers.
 By tracing large numerals cut out of sandpaper or fabri
Reading numbers
This can be done by:
 Pointing to numbers on the number line or on a number grid
 Reading number cards
Matching number symbols to a collection of objects

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 This can be done by:
 Matching the number of objects with numerals
 Counting out a group of objects and selecting the appropriate number card for
the number of objects
 Counting objects in pictures and writing the number symbol.
1.4 Describe, compare and order Describe, compare and order Comparing and ordering of numbers help learners to refine their sense of the relative
Describe, up to 20 objects objects up to 5. size of numbers. It will help them develop an idea of how much greater or smaller a
compare and  Describe and compare  Describe and compare number is than other numbers. If learners have a good sense of the relative size of
order collection of objects numbers, they will find basic operations much easier. In the Foundation Phase this is
collection of objects
numbers according to most, least, called numerosity.
according to many, few; Counting skills are important for comparing and ordering numbers. The ordering of
the same as most, least; more than, less numbers includes:
 Describe and order than; the same as, just as  Learning about cardinal numbers which tell the value of a number
collection of objects many as, different  Using, reading and writing number names and symbols
from most to least and  Describe and order collection  the language to compare numbers
least to most. of objects from most to least Comparing number of objects
This is often done by using one-to-one correspondence. Learners count a collection
and least to most
of objects and match number names one-to-one with objects. Comparing a collection
 Range up to five objects of objects depends on learners‘ counting experience.
Describe, compare and order It is important to focus on the concepts of ‗more and less‘ when comparing amounts.
Describe, compare and order numbers to 5. When comparing objects the language of comparing is developed.
numbers to 20.  Describe and compare whole Example: As many as, the same number as, equal to, more than, less than, fewer than
 Describe and compare numbers to 5 using language
whole numbers e.g. Ordering groups of objects
according to smaller From counting and comparing two sets of objects, learners discover and learn two
according to, smaller than,
than, greater than and important relationships:
more than, less than, is greater than, more than, less  Two collections are equal when they share the same number name although the
equal to than collections might be arranged differently.
 Describe and order  Describe and order:  Counting numbers represents a sequence of consecutive numbers that increases
numbers from smallest  numbers from smallest by one every time, e.g. five comes after four, hence a collection of five objects is
to greatest and greatest to greatest and greatest one more than a collection of four objects or a collection of four objects is one
to smallest less than a collection of five objects
to smallest
Ordering and comparing numbers
 using language e.g.
When learners order numbers, they might use the distance between numbers to know
before, after, in the which number is bigger. For example, they will say that 5 is bigger than 2 because 5
middle/ between comes after 2. Learners need to link the counting of objects and compare a group of
nine objects to a group of two objects. By Grade 2 and 3 learners will be ordering and

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 comparing numbers by explaining the value of the digits. Learners need to order
numbers using a variety of images.
Learners could also order numbers using the number line.

Example:
 Take the number 3 and place it on the number line
 Choose the number after 4 and place it in its correct position on the number line
 Choose the number between 3 and 5 and place it in its correct position on the
number line
 Choose the number before 2 and place it in its correct position on the number
line
 Choose the number before 3 and place it in its correct position on the number
line
Number cards
Example: Learners could pack out cards in sequence.

1 2 3 4 5

Moving to written texts

Learners can consolidate their knowledge by completing activities in workbooks.
This can be done during independent time.

Cardinality and ordinality

Cardinality refers to the total number in a set or collection. Ordinality refers to the
position of an object within a set of things. The links between cardinal and ordinal
numbers need to be made. Learners will realise this when they count a group of
objects and know that when they have touched the fifth object they have counted five
things so far. Ordinal numbers are only dealt with in Term 4.

SOLVING PROBLEMS IN CONTEXT

1.6 Use the Use the During this term learners will begin to solve word problems using the following techniques to solve these problems:
Problem- following following  concrete apparatus
solving techniques techniques when  drawings
techniques
when solving solving  number lines

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problems and problems and Drawings and concrete apparatus
explain explain Learners will draw pictures and use concrete apparatus to solve problems. By the end of the term learners can draw
solutions to solutions to pictures which contain numbers to describe the operation and solution. It is important that the pictures or drawings
contain numbers to describe the operation and the solution with:
problems: problems:
 unitary marks
 concrete  concrete
 numbers
apparatus apparatus Number lines
e.g. e.g. Using number lines in order to help them calculate will give learners a way to record their thinking and to keep track
counters counters of it. It also allows learners to have a recording image that they can use to explain how they solved the problem.
 pictures  pictures to During this term learners will be introduced to number lines and will begin to use these as a calculating strategy.
to draw draw the Initially when working with number lines a string of beads can be positioned above or below the number line to help
learners count.
the story story sum
sum  number
 building lines Before learners can use the number line as a calculating strategy they need to use it for:
up and supported  Counting forwards and backwards
by concrete  Reading number symbols
breaking
apparatus
down  Writing number symbols
e.g.
numbers  Positioning numbers on the number line
counting
 doubling beads  Ordering and comparing numbers
When using the number line as a calculating image, the concept of the ‗jumps‘ can be learnt by using fingers or by
and
constructing a line outdoors and physically jumping from one number to the next. These kinds of activities help
halving learners to see where numbers are in relation to one another. They need to be able to say: ―To get from 3 to 5 will take
 number 2 jumps‖. Learners should be given opportunities to predict the number of jumps, say from 2 to 5.
lines
Example of how learners can use the number line during the term:
There are three boys and two girls doing extra art lessons at a school. How many learners are there in the art class?
Learners can use a number line in the following way to arrive at an answer.

0 1 2 3 4 5 6 7 8 9

See notes below under ‗methods or strategies‘ for introducing the number line.

Note that learners often solve a problem in a way that may not be what the teacher expects.

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 For example, to solve the above problem, learners could choose to start counting with the number of girls, 2, and then
add on 3. Learners‘ methods will change in the course of the year as their understanding of and familiarity with the
problem types grow, and as their number concept develops.

1.7 Solve word Practically solve Word sums are often used as the entry into operations. Learners start off with solving the problem by using concrete
Addition problems in word problems apparatus; which then develops into:
and context and in context and  drawing pictures;
subtraction
explain own explain own  drawing pictures and writing numbers to describe the operation; and
solution to solution to  only using numbers.
problems problems
involving involving Example:
addition, addition, There are five children on the see-saw. Three of them are on one side. How many are on the other side?
subtraction subtraction with During the first term learners can record this word problem in the following way.
with answers answers up to
up to 20. five. Calculating strategies
Using counting all to solve the see-saw problem
1, 2, 3, 4, 5

1, 2, 3 on
this side There are 2 on
the other side

 
Here learners count each group and the whole collection, so they are counting at least three times.

Using counting on to solve the see-saw problem

Learners count on from three until they get to five. This is a far more efficient strategy to use.
―I know that there are three children and then one child makes four, and another one child makes five children. There
are two children on the other side‖.

Doing addition and subtraction using apparatus

Learners use concrete apparatus in particular ways to arrive at an answer. Learners use the apparatus to construct a
meaning of addition and subtraction using objects that they can touch, hold and move around. How learners use the
apparatus is often determined by the structure of the word sum.

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Recording images of addition and subtraction
 Recording using concrete apparatus
Learners can use concrete apparatus to count all and count on. However learners can also use these strategies when
drawing pictures to show their thinking, their calculation strategy and the solution.

 Recording in pictures only

<illustrate learner writing 5 counter, cross out 3>
<illustrate learners writing 5 counter with a line between separating 3 and 2>

Recording in pictures and numbers

In order for learners to use numbers and pictures to describe their thinking they need to:
 Be able to recognise numbers 1-5
 Count five objects and know that 5 represents the total number of objects counted.
 Write numbers
 Order and compare numbers
There are five children on the see-saw. Three of them are on one side. How many are on the other side?

<illustrate learner writing 5 counters, cross out 3> Learners speech bubble ― 5, 4, 3, 2‖ There are 2 children‖

<illustrate learners writing 5 counters with a line between separating 3 and 2>

Addition and subtraction problem types

There are at least three basic types of addition and subtraction problems and each type can be posed in different ways.
The basic types are:

Change
Noluthando had two apples. Silo gave her three apples. How many apples does she have now?
Noluthando had five apples. She gave four apples to Silo. How many apples does she have now?

Combine
Nosisi has two green and two blue marbles. How many marbles does she have?
Nosisi has four marbles. Three are green and the rest are blue. How many blue marbles does Nosisi have?

Compare
Nosisi has five bananas. Themba has one banana. How many more bananas does Nosisi have than Themba?

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 Resources:
Learners can use loose counters, to help them to see what happens when one puts amounts together or take them
apart.
Loose counters help learners to see what happens when they count all.

Examples of loose counters are:

Counters
Counting sticks
Bottle tops
Peach pips
Stones
Unifix cubes
Working within the number range 1 to 5, learners can use their fingers to act as loose counters.

1.9 Solve and Solve and In Grade 1 the concept of division is introduced through presenting learners with practical problems that involve
Grouping explain explain sharing and grouping. It is only in Grade 3 that the division sign is introduced.
and sharing solutions to solutions to Below are examples of types of word problems that can be done.
leading to practical practical
Grouping
division problems problems Grouping, discarding the remainder
involving involving equal Stella sells squash in bags of two squash each. She has five squash left. How many bags of two squash each can she
equal sharing sharing and make up?
and grouping grouping with
with whole whole numbers Grouping, incorporating the remainder in the answer
numbers up to up to 5 and with There are four apples. How many bags of two apples can be filled?
20 and with answers that can
Sharing
answers that include Sharing, discarding the remainder
may include remainders. Share five sweets among three friends so that they all get the same number of sweets.
remainders.
Recording image for grouping and sharing
When illustrating sharing word problems, learners will ―share out‖ one item or object at a time.
Grade 1 learners are likely to share out one item at a time and this will be reflected in their recordings.

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 As the year progresses learners will be able to record using pictures and numbers to show the number shared.

CONTEXT-FREE CALCULATIONS
There are many ways of thinking about organising the teaching and learning of calculations. One way is to think about number ranges. The number range within which
learners work will determine the kind of apparatus they use and how they record their solutions.
So one way of thinking about the calculations in the Foundation Phase is the representation of calculations. This is done by:
 using concrete apparatus;
 drawing pictures;
 using pictures and symbols;
 using numbers and arrows; or
 using number sentences.
Learners move from using concrete apparatus to working abstractly with number symbols and number sentences. Calculations fall within the context of problem-solving
situations. Learners develop problem-solving skills in order to operate with numbers. Learners need to do context-free calculations.
1.12 Use the Use the In the first term learners will solve number problems using concrete apparatus. It is important that learners use a c)
Techniques following following variety of apparatus that has been selected carefully to support the development of the concept being taught.
(methods or techniques techniques when As learners grow confident in using the apparatus, to show their thinking they can record their calculations by
strategies) drawing. Expect that their drawings will reflect the concrete apparatus. There might be some learners who will
when solving
immediately represent their calculations by drawing and not using any concrete apparatus.
performing problems and
calculations: explain Number lines supported by concrete apparatus
 concrete solutions to When using number lines as a technique in order to calculate learners first need to have used:
apparatus problems:  other ‗line apparatus‘ e.g. counting beads, number tracks;
e.g.  concrete  the number line to count forwards and backwards; and
counters apparatus  the number line in order to position and order numbers.
 draw e.g.
pictures counters A structured number line must be used (and is best suited for) when learners are doing addition and subtraction. The
 pictures to structured number line must show all the numbers on it.
 building
 Introduce addition using a number line
up and draw the
a) Teacher puts a number line from 0 to10 on the board. She shows learners how to solve the problem 3 + 2
breaking story sum
using a number line. She puts a picture of a rabbit at 0.
down  number

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 numbers lines
 doubling supported
and by concrete Example: Rabbit jumps from 0 to 5 and then jumps another twojumps. How many jumps did it give altogether?
apparatus
halving
e.g.
 number counting
lines beads

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

b) Learners use their fingers to jump on their own desk number lines, as the teacher gives number sentences
with answers up to 10, Example: 1 + 2 =3.
1.13 Number Number range: In Term 1 learners understand addition as combining groups and as counting on. They use their understanding 
Addition range: 1-20 15 that addition can be done in any order to choose how to calculate. They use a string of beads, draw pictures or a
and  Add to 20  Addition up number line to work out calculations such as 3 + 2 or 1 + 4 by counting on. They also break up numbers in order to
subtraction  Subtract to 5 add.
from 20  Subtraction
In Term 1 learners interpret subtraction as ‗taking away‘. They represent ‗taking away‘ by using objects and drawing
 Use from 5 pictures and with number sentences. They recognise that the number of objects remaining is the answer in a
appropria  Practise calculation. They also record addition and subtraction using:
te number  concrete apparatus;
symbols bonds to 5  pictures or drawings; or
(+, −, =,  pictures and numbers.
) Working in the number range 1 – 5
When learners work or calculate within this number range they can build their understanding of addition and
 Practise
subtraction in the following way:
number
 use concrete apparatus to represent the number and do calculations
bonds to  record their calculations using pictures or models
10  record their calculations using a combination of pictures and numbers
Building up and breaking down of numbers
Adding and subtracting in Grade 1 focuses on getting learners to think about numbers as composed of other numbers.
Most of the time learners are engaged in part-part-whole activities. These activities focus on a single number. For
example, when working with the number 4 learners will:
 break up 4 into different ways;
 say or read the parts aloud; or
 draw or write them down.
1
130
4
3
Learners can also use number cards to show the parts of numbers. So to show 4, some of the following cards can be
used:

1 3

2 2

These concepts can be supported by recording in classwork books during independent time.

1 3
When doing subtraction learners are often engaged in story sums that develop the understanding of subtraction as ‗
take away‘ or ‗count out‘. Learners need to do missing-part activities as well. These activities support the
understanding of subtraction and require a part to be hidden or to be unknown.

Example:

I have I wish I had 5

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The sign is not introduced during this term. Learners should be exposed to many ways of writing sentences that will
help when the sign is introduced in Term 2.

Example:

__________and _________ make ________ and ________ _______ and _______________make 4

2 ___make 3

Number bonds
During this term learners practise number bonds to 5. This can be presented in pictures and number sentences using a
variety of images.
Addition

Example:
Making 5 or finding friends of 5 using pictures and numbers
Colour in squares to make 5

Example:

________ and __________ make 5

________ and __________ make 5

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 ________ and __________ make 5

________ and __________ make 5

Language of addition and subtraction

Learners should also practise the language of addition and subtraction.

Addition:
Add, plus, and, increase by, combine, altogether, makes, sum

Subtraction:
Subtract, take away, minus, difference, between, less, reduced by
In Term 2 learners will ―translate‖ the language of addition and subtraction into symbols.

Learners should be able to respond to the following type of instructions:

 Make 3 more
 Add 1 more
 Take away 3
 Make 1 less
 3 and 2 more
 4 take away 2
 3 add 1
1.16 Number Number The mental mathematics sessions develop learners‘:
Mental concept: concept: Range  number sense;
mathematics range 20 5  language of Mathematics;
 Order a  Order a  reasoning skills; and
given set given set of
 listening skills.
of selected
selected numbers During the mental mathematics sessions learners should be given an opportunity to explain their methods. The mental
numbers  Compare mathematics sessions build an awareness of numbers (to have a ‗feel‘ for numbers) and begin to teach learners how to
 Compare numbers to work flexibly with numbers. The number 5 is no longer just a number.
numbers 10 and say For example, for the number 4, learners must know that:
to 100 which is  it comes after 5;
 it comes before 6;

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 and say more or less  it can be associated with 5 objects;
which is  Know  they can write the symbol; and
more or which  they can write the number name.
less number is 1
 Know more or 1
which less Number concept
Examples of questions and activities that can be asked and done:
number is  Know
 Learn line up and ask: Who is first, second, third or last?
1 more or which
 Which is less, 3 or 5?
1 less number is 2
than a  Which is more, 2 or 4?
more or 2
given less  Give me a number between 1 and 3,
number  Give me a number between 2 and 5. Is there only one number?
 Know  Put these number cards in order from the smallest to the biggest number.
which
Questions on counting can also be asked:
number is
 Start with 3 and count forwards in ones to 10.
2 more or
2 less
than a
given
number
 Know
which
number is
10 more
or 10 less
than a
given
number

Rapidly
recall:
 Number
bonds to

134
 10
 Recall
addition
and
subtractio
n facts to
10

Mental
strategies
Use
calculation
strategies to
add and
subtract
efficiently:
 Put the
larger
number
first in
order to
count on
or count
back
 Number
line
 Doubling
and
halving
 Building
up and
breaking
down

135
GRADE 1 TERM 1
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND CONCEPTS AND DURATION
SKILLS SKILLS (in lessons of 1
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR TERM hour and 24
YEAR END 1 minutes)
2.1 Copy, extend and describe Copy and extend Copying the pattern helps learners to see the logic of how the pattern is made. 1 lesson
Geometric Copy, extend and describe Copy and extend Extending the pattern helps learners to check that they have properly
patterns in words simple patterns using understood the logic of the pattern.
 simple patterns made  physical objects
with concrete objects  drawings (e.g. Learners can copy and extend patterns made with concrete objects even before
 simple patterns made using colours and they are comfortable with using a crayon or pencil to start copying and
with drawing of lines, shapes) extending patterns by drawing.
shapes or objects
Patterns can be made with everyday objects that are commonly found in the
Create own patterns classroom, such as counters, matches, matchboxes, geometric shapes, beads,
Create own geometric cotton reels, boxes, balls, crayons, pencils etc. Learners can also make objects
patterns from clay or play dough and these can be used to make patterns.
 with physical objects
 by drawing lines, In Grade 1 learners can focus on patterns in which the shapes or objects (or
shapes or objects groups of shapes or objects) are repeated in exactly the same way.

Patterns all around us Example 1:

Identify, describe in words In some patterns the size of objects in a group alternates, but groups are
and copy geometric patterns repeated in exactly the same way
 in nature
 from modern everyday
life
Example 2:
 from our cultural
Patterns can be made by using one object but having the colours of the object
heritage
change in a regular way

Example 3:
In some patterns different objects are used to make up a group, but the groups

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 of objects are repeated in exactly the same way

To help Grade 1 learners to see what grouping is being repeated, it is useful in

to place each group on a different piece of paper , or showing it within a block
on the page.

Example 4:
Patterns can be made by repeating groups of objects. Groups can be made up
of several identical objects which are positioned in different ways.

Patterning in an important part of all early learning, and so it occurs in

Language, Life Skills and Mathematics.
For example, patterning is part of songs and other music, rhymes, dancing as
well as many forms of visual arts. There are opportunities for learners to
practise the visual patterning skills they use in Mathematics when they do Life
Skills – especially threading beads or drawing patterns.

2.2 Copy, extend and describe Copy, extend and In the Foundation Phase, number patterns build learners‘ number concept 3 lessons
Number Copy, extend and describe describe development. Number patterns are linked with numbers operations and
patterns simple number sequences to Copy, extend and relationships.
at least 100 describe simple number
sequences to at least Number sequences can be linked with counting. Number sequences
20. consolidate and develop learners‘ counting skills. As learners‘ counting skills
Create own patterns
change and develop, so will the number sequences.
Create own number patterns
Sequence should show
counting forwards and When learners do verbal counting they can be shown number sequences
backwards in: written down in different ways e.g.
 ones from any
number between 1 5
4
3 137

2
1
and 20
1 2 3 4 5

1 2 3 4 5 6 7 8 9 10
Learners can then fill in missing numbers given in any of the forms of
sequence above.

Remember, however, that learners are writing numbers to 5. Learners can

verbally ―fill in‖ missing numbers and use number cards to complete a
sequence. See notes on describing, comparing and ordering.

Example 1: number track/number grid

1 2 4 5 6 8

Example 2: number sequence

1, 2, 3, __, 5 __, 7, ___, 9, 10.

By the end of the term, the number range goes up to 20. Learners can work
with the whole sequence 1 – 20 or parts of the sequence.

Example 3: number line

1 2 3 4 5 6 7 8 9 10 11 12 13 15 17 18 20

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GRADE 1 TERM 1
3. SPACE AND SHAPE (GEOMETRY)

DURATION
CONCEPTS AND SKILLS: CONCEPTS AND
SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS REQUIREMENT BY YEAR SKILLS:
GUIDELINES hour 24
END FOCUS FOR TERM 1
minutes)
3.1. Language of position Language of position Language of position 2 lessons
Position, Describe the position of one Describe the position of Language of position should be introduced through practical activities
orientation object in relation to another e.g. one object in relation to that involve learners in physical movement including songs and
and views on top of, in front of, behind, another e.g. on top of, in rhymes with movement and games with movement words. This can be
left, right, up, down, next to. front of, behind, left, right, done during whole class teaching time or focus group teaching time. It
up, down, next to. is suggested that you spend two lessons on position activities during
Position and views Term 1, but then continue to introduce and practice position words for
Match different views of the Position and directions short parts of whole class, focus group and independent work time. The
same everyday object.  Apply the language of language of position can also be practised during Language and Life

139
 position learnt when Skills lessons.
Position and directions following directions
 Follow directions to move  Follow directions to It is useful to introduce pairs of position words at the same time e.g. up
around the classroom move around the and down; inside and outside.
 Follow instructions to place classroom Useful position words include:
one object in relation to  Follow instructions to left, right;
another e.g. put the pencil place one object in front/back;
inside the box relation to another e.g. behind, in front of;
put the pencil inside on top /under;
the box in/out;
under/ over;
under /above;
near/far;
between

The language of position can be consolidated through written recording

like drawing, colouring or matching drawings with words.

Position and directions

Learners can first learn some language of position and then use this
knowledge to follow:
 instructions to move or place objects in relation to each other e.g.
―put the crayons next to the counters‖; ―put the number cards on
top of the cupboard‖.
 directions to move themselves in the classroom e.g. ―come to the
front of the class‖; ―stand next to your chair‖; ―jump over the dirt
bin‖ etc
Teaching learners to follow directions should be done through practical
activities in which learners move themselves or objects according to
instructions.

3.2. Range of objects Range of Objects Most of the work on three dimensional objects in grade 1 should be done with 3
3-D Recognise and name 3-D Recognise and name 3-D concrete/physical objects. We experience the world in three dimensions, so starting lessons
objects objects in the classroom and in objects in the classroom and with physical objects helps learners to build on the experience that they bring to
pictures in pictures school.

140
 ball shapes (spheres)  ball shapes (spheres)
 box shapes (prisms)  box shapes (prisms) Many young learners struggle to interpret three dimensional geometric objects from
pictures. Working with the physical objects helps learners to interpret pictures of the
Features of objects Features of objects geometric objects later. When you have a physical object you can turn it around and
Describe, sort and compare 3- Describe, sort and compare 3- look at it from all sides. You can see what it looks like from behind and underneath.
D objects in terms of: D objects in terms of: When you only have a picture, you have to imagine the parts that are not visible in
 size  size the drawing. This is not always easy for young learners. If learners are only given a
 colour  colour definition of an object without seeing it or holding it, it is very difficult to understand
 objects that roll the features of the object completely.
 objects that slide Focussed activities
Observe and build given 3-D Building with 3-D objects
Focussed activities objects using concrete Learners start with free play with various 3-D objects and building things of their
Observe and build given 3-D materials such as building own choice using building blocks or construction kits or recycling. This can be done
objects using concrete blocks, recycling, in independent time.
materials such as building construction kits.
blocks, recycling material, You can then use recycling (such as match boxes) or building blocks or other
construction kits. construction kits to make a model or construction e.g. a tower, a robot, train, taxi,
castle etc. Learners can make a copy of the model. This can be done in independent
time, but it is important to also discuss with learners why certain kinds of objects are
used in the models. This helps to focus learners on the geometric features of the
objects. For example, if a tower is built of boxes or blocks, you can ask learners ―can
you build a tower with only balls?‖ They should explain their answer.

Recognising and Naming balls (spheres) and boxes (prisms)

Learners identify and describe ball shapes (spheres) and box shapes (prisms)
Learners should describe everyday objects by saying whether they are shaped like a
ball or are shaped like a box, e.g. this brick is shaped like a box or this orange is
shaped like a ball.
It is important for learners to see and work with more than one example of objects
shaped like balls and objects shaped like boxes.

Learners should be given a range of spherical objects to work with e.g. balls of
different sizes, marbles, oranges etc. Learners should also be given a range of objects
shaped like prisms to work with e.g. blocks, bricks, and boxes of different sizes.

Learners can find and sort objects shaped like a ball (sphere), or shaped like a box
(prisms) when given a collection of objects. Learners can find, show and name
objects shaped like boxes (prisms) in the classroom. Learners can be instructed to

141
make ball shapes or box shapes from clay or play dough.

Comparing and describing 3-D objects: size

Learners compare the size of similar objects
Example:
 order balls according to size
 use the language of size to compare objects ―the box is bigger than the ball,
because I can put the ball inside the box.

Describing 3-D objects: colour

Learners talk about the colours of objects and then sort objects according to colour.

Identifying and naming objects and their colours, as well as comparing sizes of
objects can be practised during work with patterns.

Written exercises
Although most of the work with 3-D objects is done practically, work must be
consolidated through written exercises.

Language
It is important to develop learners ability to talk about 3-D objects
 Language of size: big, bigger, biggest, small, smaller, smallest
 Colours
 Language of objects themselves: Boxes, balls (learners are not expected to
know the terms sphere and prisms)
 Language of position to describe construction
Example:
 on top of, under
 behind, in front
 next to, alongside
 under, over
 near, between
 inside, outside

The language of size and colour can be developed in the language or life skills lesson
time and applied or practised in the maths lesson time. The language of position can
be developed in the language or life skills lesson time and when during the time that

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 learners focus specifically on position. It can be applied or practised when learners
work with 3-D objects.

GRADE 1 TERM 1
4. MEASUREMENT
DURATION
CONCEPTS and SKILLS CONCEPTS and SKILLS (in lessons of 1
TOPICS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
requirement by year end focus for Term 1 hour 24
minutes)
4.1 Passing of time Passing of time Learners should learn how to talk about: 2 lessons
Time Talk about passing of time Talk about passing of time  the sequences of events‘ and
 Order regular events from  Order regular events  duration of time.
their own lives from their own lives
 Compare lengths of time  Compare lengths of time Most of this work happens on a daily basis during whole class teaching
using language e.g. longer, using language e.g. time or focus group teaching time.
shorter, faster, slower longer, shorter, faster, Learners talk about and answer questions about when things happen,
 Sequence events using slower using language such as morning, afternoon, night, early and late.
language such as yesterday,  Sequence events using
today, tomorrow language such as Passing of time
yesterday, today, Learners sequence events using language such as yesterday, today,
Telling the time tomorrow tomorrow.
 Describe when something Learners compare time lengths using language such as longer or shorter
happens using language e.g. Telling the time and faster or slower.
morning, afternoon, night,  Describe when Learner talk about the ordering of events from their own lives. They also
early, late something happens order sequences of pictures such as
 Name and sequence days of using language e.g.  the steps to make a sandwich or a cup of tea,;
week morning, afternoon,  photographs showing a baby grown into an elderly person;
 Name and sequence months night, early, late  the life cycle of animals e.g. egg to chicken, or egg to frog or egg to
of year  Identify and sequence a butterfly; and

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  Place birthdays on a calendar days of week  regular events in the day (waking up, being at school, playing, eating
 Name and sequence supper, sleeping).
months of year
 Place birthdays on a
calendar Telling the time
 Learners learn the days of the week through songs and rhymes. This
is practised daily.
 Birthdays are placed on the calendar on the relevant day.
 Learners learn the months of the year through songs and rhymes.

4.2 Informal measuring Informal measuring All measurement in Grade 1 is informal. No formal measurement of 2 lessons
Length  Compare and order the  Compare and order the length with standard units is done.
length, height or width of two length, height or width
or more objects. by placing of two or more objects It is recommended that mathematics lessons focus on length in at least
them next to each other by placing them next to two terms of the year (Term 1 and Term 3). The focus in Term 1 can be
each other on direct comparisons and in Term 3 learners can work with informal
 Use language to talk about units of measurement. Learners can also practise and consolidate these
comparison e.g. longer,  Use language to talk concepts during independent work time throughout the year.
shorter, taller, wider about comparison e.g.
longer, shorter, taller, Direct comparisons of the length of physical objects
 Estimate, measure, compare, wider Developing an understanding of length and the language to talk about it
order and record length using Learners begin to think and talk about length by comparing two objects
non-standard measures e.g. (or drawings of two objects) with very noticeable differences in length.
hand spans, paces, pencil
lengths, counters etc Example:
 a long piece of string and a short piece of string
 Describe the length of objects  a tall tree and a short tree,
by counting and stating the  a wide river and a narrow river
length in informal units
Learners can make or draw examples such as
 use clay or play dough to make a long snake and a short snake
 use blocks to make a tall tower and a short tower
 draw a tall teacher and a short teacher

Once learners can talk about lengths in terms of opposites, one can
introduce them to the new language of comparison, for example, ―I made
a long train but Sihle made a longer train.‖

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 Comparing lengths by placing objects next to each other
Once learners can talk about the extremes of length (tall, short etc), and
compare the lengths of objects that are obviously different at first glance,
they can move on to examples which are less obvious at first glance and
need to be place next to each other to compare. For example,
 find out which of two children are taller by standing back to back
 placing two crayons alongside each other and aligning the bottom of
the crayons to find which is shorter

Learners should be given the opportunity to compare two examples of a

wide variety of objects such as sticks, pencils, straws, lengths of string,
ribbon, strips of paper etc. Drawings of two objects can also be compared
if they are placed next to each other and aligned at the top or bottom.

Learners can then move on to comparing and ordering three or more

objects. This is known as seriation. Examples include
 groups of learners standing back to back pair by pair so that they can
position themselves in a line from shortest to tallest; and
 lining up groups of three or more objects from tallest/longest to
shortest or widest to narrowest. Suitable objects include pencils,
crayons, bottles, sticks, lengths of string or ribbon; strips of paper or
material, shoes etc.

Learners develop a sense of length at the same time as they develop the
language to describe length.
Since this does not require any numbers, it can be done early in Term 1
before learners consolidate their number and operation sense to 5.

Although measuring is a practical skill, learners should also do written

exercises, which can include drawing and colouring, both so that they
practise using crayons or pencils and so that they practise recording
when measuring.

4.3 Informal measuring Informal measuring All measurement in Grade 1 is informal. No formal measurement of 2
Mass  Estimate, measure, compare,  Estimate, measure, mass with standard units or instruments is done. lessons

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 order and record mass using compare, order and record It is recommended that Mathematics lessons focus on mass in at least
non-standard measures and a mass using a balance and two terms of the year (Term 1 and Term 4). The focus in Term 1 can
balance e.g. blocks, bricks non-standard measures and be on direct comparisons and in Term 4 learners can work with
etc. e.g. blocks, bricks etc informal units of measurement. Learners can also practise and
 Use language to talk about  Use language to talk about consolidate these concepts during independent work time throughout
the comparison e.g. light, the comparison e.g. light, the year.
heavy, lighter, heavier heavy, lighter, heavier
 Describe the mass of objects Direct comparisons of the mass of physical objects
by counting and stating the  Developing an understanding of mass and the language to talk
mass in informal units about it
Learners begin to think and talk about mass by comparing heavy
and light objects. They pick up a very light object and then try to
pick up a very heavy object. This can be consolidated by showing
drawings in which very heavy and very light objects are
compared.

Once learners can talk about mass in terms of opposites, heavy

and light, learners can compare two objects and say which is
heavier and which is lighter. This can be by done holding an
object in each hand and comparing which is heavier and which
lighter.
Learners should record all work either through drawing or
matching exercises.

 Comparing mass using a balancing scale

Commercial mass balances can be used. If you don‘t have a
commercial balance, you can make one by attaching a pair of one
of the following to a coat hanger: a yoghurt cup, the cut-off base
of a 2 litre bottle or the cut-off bottom of a 1 litre milk or cold
drink box (identical containers are attached to either side of the
coat hanger).

 Learners can start by placing identical objects on either side

of the balance, to see that the ―bar‖ or base of the coat hanger
it is horizontal when the two objects have the same mass.
 Learners compare objects by placing one in each side of the

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 balance, to see which is heavier or lighter.
 Learners can then compare objects by placing more than one
object on one or both sides of the balance to see how many
of one object have the same mass as another e.g. 5 crayons
has the same mass as 1 pair of scissors.
 This can be extended to seriation, where learners test the
relative mass of pairs of objects until they can sequence three
or more objects from lightest to heaviest or heaviest to
lightest.

Items should be selected to include large light items and small heavy
items, e.g. a 250 g packet of salt compared with a 400 g box of
cornflakes. This helps learners to understand from the onset that mass
is only related to size if the same substance is weighed.

Learners develop a sense of mass at the same time as they develop the
language to describe mass.
Since this does not require any numbers, it can be done early in Term
1 before learners consolidate their number and operation sense to 5.

Recording
Although measuring is a practical skill, learners should also do
written exercises, which can include drawing and colouring, both so
that they practise using crayons or pencils and so that they practise
recording when measuring.

4.4 Informal measuring Informal measuring What is capacity? What is volume? Capacity is the amount that an 1
Capacity/Volume  Compare and order the  Compare and order the object can hold (all the amount of space inside an object). Volume is lesson
amount of liquid (volume) in amount of liquid (volume) the amount of space that something takes up. A bottle can have a
two containers placed next to in two containers placed capacity of four full cups, but at a particular time it may have only
each other. Learners check next to each other. Learners one cup of liquid in it. Learners in grade 1 are not expected to know
by pouring into a third check by pouring into a the difference between capacity and volume.
container if necessary third container if necessary
 Use language to talk about All measurement in Grade 1 is informal. No formal measurement of
 Compare and order the the comparison e.g. more capacity/volume with standard units is done.
amount of liquid that two than, less than, full, empty It is recommended that Mathematics lessons focus on
containers can hold if filled capacity/volume in three terms of the year (Term 1, Term 2 and Term
(capacity) 4). The focus in Term 1 can be on developing language to talk about

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 extremes and comparisons in volume, Term 2 can be on direct
 Use language to talk about comparisons and in Term 3 learners can work with informal units of
the comparison e.g. more measurement. Learners can also practise and consolidate these
than, less than, full, empty concepts during independent work time throughout the year.

 Estimate, measure, compare, Direct comparisons of the volumes in containers

order and record the capacity Developing an understanding of volume and the language to talk
of containers by using non- about it
standard measures e.g. Learners begin to think and talk about volume by comparing how
spoons and cups much is in identical two containers (or drawings of two identical
containers) focus
 Describe the capacity of the  full and empty
container by counting and  more than/less than
stating how many of the  the same as
informal units it takes to fill
Learners can fill and empty containers using either water or sand etc.
the container e.g. the bottle Since this does not require any numbers, it can be done early in Term
has the capacity of four cups 1 before learners consolidate their number and operation sense to 5.

Recording
Although measuring is a practical skill, learners should also do
written exercises, which can include drawing and colouring, so that
they practise:
 using crayons or pencils; and
 recording when measuring.

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GRADE 1 TERM 1
5. DATA HANDLING
CONCEPTS AND
CONCEPTS AND DURATION
SKILLS
TOPICS SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES (in lessons of 1
REQUIREMENT BY
FOCUS FOR TERM 1 hour 24 minutes)
YEAR END
Working with collections of objects
5.1 Collect and organise Collect and organise Sorting, representing and describing the sorted collection are useful 2 lessons
Collect and sort objects Collect and sort objects skills for learners to develop early on in schooling (see notes on pre-
objects everyday physical objects. Collect and sort number skills at the start of clarification notes). The process also
everyday physical develops the skills learners will use when doing the data handling cycle.
5.2 Represent sorted collection objects.
Represent sorted of objects Learners can be given collections of objects and asked to sort them. For
collection of Draw a picture of collected Represent sorted example, give groups of the same kinds of counters and ask learner to
objects objects collection of objects sort them into colours, give collections of different kinds of counters
5.3 Discuss and report on Draw a picture of such as bread tags, peach pips, matches, bottles tops and ask learners to
Discuss and sorted collection of objects collected objects. sort them into groups.
report on sorted  Give reasons for how
collection of collection was sorted. Discuss and report on Learners then draw a picture of the groups that they have made. In this
objects  Answer questions about sorted collection of way learners record what they have done. They answers questions about
 how the sorting was objects the groups
done (process)  Give reasons for
 what the sorted how collection was Example
collection looks sorted ―How did you group your counters?‖ ― I made groups of colours.‖
like (product)  Answer questions ―The biggest group of counters was which colour?‖ ―My biggest group
about was red.‖
 Describe the collection
 how the sorting ―How many different colours of counters did you have?‖ ―I had five
and drawing
was done different colours.‖
 Explain how the
collection was sorted (process)
 what the sorted Learners could also find their own collections. For example, learners can
collection looks collect leaves from the school grounds, or bring empty food containers
like (product) from home.
 Describe the
collection and
drawing.
 Explain how the
collection was sorted

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150
GRADE 1 TERM 2
1. NUMBER, OPERATIONS AND RELATIONSHIPS

CONCEPTS and CONCEPTS and

TOPICS SKILLS SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
requirement by year end focus for Term 1
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count out objects reliably Count out objects reliably What is different from Term 1? 
Count to 50. to 20 In Term 2, the counting number range is extended. There is still a focus on understanding that
objects  Give a reasonable the last number named indicates the number of objects in a set. Learners are counting more
estimate of a number  Give a reasonable objects and in Term 2 they should learn how to position the objects when counting so that
of objects that can be estimate of a number when they check their count the arrangement helps them to count more easily.
of objects that can be Example:
checked by counting.
checked by counting Ungrouped counters Counters arranged in groups
counters

 Counting by
grouping is
encouraged

During this term learners continue extending their counting skills and practising:
 counting all;
 counting on;.
 the cardinality principle of numbers; and
 working with written texts.

During the second term learners begin to:

 Count objects they cannot touch or hold.

Example:
We ask learners:
How many sections are there in the window pane?

 Count actions

Example:

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 Clap 15 times.
Hold up 8 fingers.
Estimation
Estimating the number of objects in a group develops important skills of prediction. It helps
learners to see whether they are realistic in their prediction. This is important when they are
doing operations: they can check themselves to ensure that their answers are realistic.
It is useful for learners to count illustrations of objects that are grouped and that are
ungrouped. Try to contrast grouped and ungrouped objects by asking learners to estimate
which has more objects. They can estimate the number of objects in each picture. They can
write down this number. Then they can count. They should compare their estimation with
their counts. Ask learners to talk about how they counted. Try to find out if some learners
counted in groups.
Subitising
Learners increase their skill of recognising a small collection of objects.

Counting in groups
In order to help learners count in intervals of 2, 5 and 10 they need to group objects in 2s, 5s
and 10s. Number cards should be displayed at each collection to show the number of objects
counted. The counting in groups will prepare learners for understanding multiples in the
intermediate phase.

Resources:
Careful consideration needs to be given to the kind of apparatus used.
 Structured apparatus, such as a string of counting beads
 The abacus to practice counting in groups of ten
 Making bundles of 2, bundles of 5 and ten and then counting all
1.2 Count forwards and Count forwards and What is different from Term 1?
Count backwards in backwards in In Term 2, learners now count to 50 in ones.
forwards  ones from any number  Ones from any They also count in intervals of 10, 5 and 2.
and between 0 − 100 number between
backwards 0 − 50 Verbal skip counting
Count forwards in Skip counting is another name for counting in groups. It helps to develop an awareness of
 10s from any multiple Count forwards in number patterns. Skip counting encourages learners to count and think in groups, which makes
of 10 between 1 and  10s from any them more efficient. This also helps them develop their estimation skills.
100 multiple of 10 Counting in groups makes them aware of the relationships between non-consecutive numbers.
It lays the basis for number patterning and for multiplication.
 5s from any multiple between 1 and 50
of 5 between1 and 100  5s from any multiple

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  2s from any multiple of 5 between 1 and Further activities
of 2 between1 and 100 50 Here are some suggestions for different ways of doing skip counting:
 2s from any multiple  Start by counting consecutive numbers but emphasising every second one. For example
of 2 between 1 and learners can clap, and say every second number more loudly. Then ask the learners to
20 count but to say every second number only in their heads. This can be extended to learners
only saying the third, fourth or fifth number.
 You can divide the class into groups, and each group can take turns to say the next
number. If, for example, you divide the class into five groups, each group must count
every fifth number.
 Ask learners to make a physical pattern such as touching their heads on the first count,
crossing over their arms and touching their shoulders on the second, and slapping their
thighs as they shout out every third number.
 Beating or clapping time to music can be used in combination with skip counting.

Counting objects can develop verbal counting skills.

In class, counting activities often develop several different skills. Skip counting is best
introduced while practically grouping objects.

Further activities
Number Grids
Ask learners to highlight the numbers they identify as they count in 2s, 5s, 10s. Ask what they
notice about the numbers. Vary the numbers that learners start from.

Moving to written texts

 Number lines – Learners can show their skip counting using the number line.
 Number sequences – Towards the end of the term learner can be completing simple
number sequences (see notes on number patterns)

Example:
 2, 4, 6; 8 ___
 5, 10, 15, 20, ___
 10, 20, 30, 40, __

1.3 Recognise, identify and Recognise, identify and What is different from Term 1?
Number read numbers read numbers In Term 2, the number range for knowing, reading and writing number symbols and names

153
symbols  Recognise, identify  Recognise, identify increases.
and and read number and read number Counting on number lines and number grids give learners practice in identifying, recognising,
number symbols 1 to 100. symbols 1 to 50 saying and reading number symbols.
names Provide learners with further practice by focusing their attention on number symbols in the
 Write number  Write number environment and in print. o
symbols 1 to 20. symbols 1to10 Example:
 Recognise, identify  Recognise, identify  looking at page numbers, and books
and read number and read number  Identifying birthdays on a calendar
names 1 to 10. names 1 to 10
 Write number names 1  Write number names Further activities
to 10. 1 to10  Teacher gives the following instruction to find a number, and learners use the flard cards to
show the answers.
 Find the number just before 12
 Find the number just after 12
 The number that is 3 more than 11
 The number that is 1 less than 14
1.4 Describe, compare and Describe, compare and What is different from Term 1?
Describe, order up to 20 objects order up to 10 objects In Term 2, learners continue to:
compare  Describe and  Describe and  order and compare objects;
and order
compare a collection compare collection  order and compare numbers; and
numbers
of objects according to of objects according  use the language of ordering and comparing.
many, few; most, to many, few; most,
During this term learners continue to order and compare objects. During this term learners can
least; more than, less least; more than, less
begin to form relationships between the numbers by focussing on one and two more, one and
than; the same as, just than; the same as,
two less.
as many as, different just as many as,
different  When comparing sets they should be able to describe these by saying, ―I have two more
counters than him‖ or, ―She has one less than me‖.
 Describe and order a
collection of objects  Describe and order  When comparing numbers they should be able to say ―one more than four is five‘ or seven
from most to least and collection of objects is two more than five‖
least to most from most to least
Building the awareness of “ one more than “ concept
and least to most
The more than and less than concept is the beginning of informal addition and subtraction. It
Describe, compare and
allows learners to understand the size of a number as well as the order of numbers.
order numbers to 20 Describe, compare and
 Instruct learners to place 1 counter on the first empty space of their ―5 frame‖ card. Tell the
 Describe and order numbers to 10
learners to place one more counter next to the first counter.

154
 compare whole  Describe and Ask:
numbers according to compare whole How many do you have now?
smaller than, greater numbers according to How much is one more than one?
than, more than, less smaller than, greater
than, is equal to than/more than, ―less  Instruct learners to place 1 more counter on their ―5 frame‖ card.
than, is equal to Ask:
 Describe and order How many do you have now?
numbers:  Describe and order How much is one more than two?
 from smallest to numbers:  Instruct learners to place 1 more counter on their ―5 frame‖ card.
greatest and  from smallest to Ask questions:
greatest to greatest and How many do you have now?
smallest greatest to How much is one more than three?
 before, after, in smallest How many counters do you need to make five?
the  before, after, in Ask, ― What can you tell me about number 4?(It‘s one less than 5.)
middle/between the What can you tell me about number 2? (It‘s 3 less than 5.)
 using the number middle/between
line 0 – 20  using the Ordering numbers
number line 0 – Learners need to order numbers using a variety of images.
 Describe and order 10  Grouping images
using language e.g. Learners compare a group of 9 objects to a group of 2 objects.
before, after, in the  Line images
middle/between  Describe and order When learners order numbers they might use the distance between numbers to know which
number is bigger. For example , they will say that 9 is bigger than 2 because 9 comes after 2.
using language e.g.
The ordering of numbers can often be done during independent time.
before, after, in the
middle/between

Further activities
Ordering numbers
Learners order number cards 1 to 13 from smallest to greatest.
Learners turn their number cards up-side down. They choose any 4 cards, order these from
smallest to greatest and ask a friend to check whether it is correct. If they mastered 4 cards they
may choose 5 cards. They place them in the correct order and copy the numbers from smallest
to greatest.

Written tasks

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 Learners need to consolidate their understanding by completing written tasks.

Examples:
By the end of the term they should be able to complete similar type sentences:
1 more than 3 is________
1 more than 4 is _______
1 less than 2 is ________
____ is 1 more than 4
____ is 1 less than 3

1.6 Use the following Use the following What is different from Term 1?
Problem- techniques when solving techniques when solving During this term learners are introduced to doubling and halving for the first time. See the notes
solving problems and explain problems and explain under the calculation section.
techniques
solutions to problems: solutions to problems:
 concrete apparatus  concrete apparatus By the end of this term learners are beginning to solve the word problems using the following
e.g. counters e.g. counters techniques:
 pictures to draw the  pictures to draw the  drawings or concrete apparatus
story sum story sum  building up or breaking down numbers
 building up and  building up and  doubling and halving
breaking down breaking down  number lines
numbers numbers
 doubling and halving  doubling and halving Drawings or concrete apparatus
Learners will continue to draw pictures and use concrete apparatus to solve problems. It is
 number lines  number lines
supported by important that the pictures or drawings contain numbers as well as number sentences.
concrete apparatus
e.g. counting beads Building up and breaking down
This is one of the most important techniques in the Foundation Phase. Using this technique
allows learners to split (decompose) and recombine numbers to help make calculations easier.
Example
6+4→5+1+4
4 + 1→5 + 5 → 10
This technique is also used frequently in the intermediate phase.
Doubling and halving
This technique is quite sophisticated and requires a strong number sense. Learners who are able
to choose this as a technique are quite flexible in the strategies they use.

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During this term learners start doubling numbers because they are calculating to 10. Before
doubling and halving can be used as a calculation strategy the concept needs to be taught.

In Grade 2 learners are presented with a number sentence and asked: ― How can we use near
doubling to work out the answer to 5 + 6 = ?‖ Learners realise that 5 and 6 are close to each
other. Concrete apparatus is used to show that: ―I am going to make double 5 which is two
groups of five. I add the two fives and get 10 and then I have one left which I must still add.
The answer is 11. Using their own language or drawings, learners can still use the technique.
By Grade 3 learners will be able to apply the technique when calculating with three-digit
numbers.

During this term learners will use doubling and halving in the following way:
Doubling:
 Two tricycles, how many wheels?
 Jasmine and Noah have 4 marbles each. How many marbles altogether?
Learners can draw pictures and use concrete apparatus to show the number is being
doubled.

Halving:
 In Term 2 learners practise halving so that they can use it as a technique in Term 3.
 Doubling and halving should be practised in context-free situations.

Number lines
Using number lines to help calculate will allow learners to:
 record their thinking;
 keep track of their thoughts; and.
 have a recording image that they can use to explain how they solved the problem.

Learners have been using number lines since Term 1

As learners progress through the Foundation Phase they should be encouraged to use number
lines in increasingly sophisticated ways.

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 In Term 1, learners counted on in ones. This is shown on the number line by hops in ones.
Example 1:
There are 5 boys and 4 girls doing extra art lessons at a school. How many learners are there in
the art class?

0 1 2 3 4 5 6 7 8 9 10

In Term 2 learners can still do counting on in ones, but can also be encouraged to use the
number line to show counting on in groups.

Example 2:
Learners can also break 4 into groups of 2. The number line will then show jumps of 2s from 5.

0 1 2 3 4 5 6 7 8 9 10

1.7 Solve word problems in Solve word problems in What is different from Term 1?
Addition context and explain own context and explain own During this term learners practise doing word problems and work on becoming confident in
and solution to problems solution to problems using some of the techniques when solving problems. The focus during this term should be on
involving addition, involving addition, recording. Learners should be writing down number sentences as a written record for problems
subtraction
subtraction with answers subtraction with answers up to 5. Learners will continue to use concrete apparatus and drawings to represent their
up to 20. up to 10. calculations from 5 to 10.

158
 See Term 1 notes for the kind of problems that can be done during this term. Increase the
number range to 10.
1.8 Solve word problems in Solve word problems in The calculating number range during this term allows for learners to begin repeated addition. 
Repeated context and explain own context and explains own Calculating to 10 allows for recording.
addition solution to problems solution to problems
leading to involving repeated involving repeated Example:
multiplicati addition with answers up addition with answers up  1+1+1
on to 20. to 10.  2+2+2+2
 3+3+3

Term 1 built the concept and the understanding of addition and learners should be able to add
equal groups.

During this term learners will work with word problems that allow for an image of repeated
addition.
Repeated addition is often introduced to learners as groups of equivalent numbers. Initially
learners can be introduced to everyday equivalent groupings.

Problems involving repeated addition are all of the form:

 Groups of 2: hands, feet, socks, gloves, shoes, yes, ears, bicycle wheels
 Groups of 3: tricycle wheels, edges to triangles
 Groups of 4: car wheels, legs of chairs
 Groups of 5: fingers, toes,

The language of repeated addition is important. Learners must be given the opportunity to
describe orally what they see.

Recording images for repeated addition

 Using concrete apparatus
Learners will show their calculation using apparatus that has been grouped.
 In pictures only
Learners will draw pictures to show how they have grouped to add.
 Recording in pictures and numbers
Pictures will show drawings supported by numbers.
 Moving to written texts

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1.11  Recognise and  Recognise and Teaching learners about money, explaining the following concepts:
Money identify the South identify the South  what money is
African currency African currency  why money is important
 coins coins
 how money is used in everyday life
5c, 10c, 20c, 50c, R1, R2;5c,
R510c, 20c, 50c, R1, R2; R5
notes. R10 and  how learners count money
  Solve money
R20 problems involving Learners learn about money before they come to school. Some learners might have a concept of
 Solve money totals and change to the value of money and be able to recognise and name the coins and notes.
problems involving R10 and in cents up
totals and change in
cents up to 20𝑐 or to 20c During this term learners should learn the basic concept of using money through practical
situations. This is done through practical situations such as playing shop.
rands up to 𝑅20.
 Bring South African coins and the R20 and R10 bank notes to school. Learners feel the
rims of the coins and discuss how they differ. They discuss the symbols that are on each
coin and bank note.
 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.
 They print and cut out more images of 5c, 10c and 20c coins. They paste all the
combinations of coins that will make up 20c and 10c e.g 20c = 10c 5c 5c
20c = 5c 5c 5c 5c
 Totals up to 20c – only coins
 Learners already know how to count in 5s and 10s and will use this knowledge to find
totals.
 Teacher gives each learner paper copies of 5c, 10c and 20c coins.
o She tells them which coins to take out, e.g. three 5c coins.
o They count in 5s or do repeated addition, 5c+5c+5c.
 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.
 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

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  Give change using only coins
 Teacher does subtraction of coins practically with learners e.g. they take out 5c coins to
make up 20c.
 Teacher asks: ―If you pay a cashier 15c, how much money is left?‖ Learners who find
it difficult to work with only coins use counters to support them.
 Learners complete worksheets where they work out the change for items that they
bought for 20c or less.
Example:
 10c – 5c = 5c
 20c – 10c =10c – whole tens
 20 – 5c – 5c – 5c = 5c: repeated subtraction
CONTEXT-FREE CALCULATIONS
1.12 Use the following Use the following What is different from Term 1?
Technique techniques when techniques when In Term 2, learners begin to calculate to 10. Working within this number range means that
s (methods performing calculations: performing calculating techniques can be developed and practised.
or These strategies are also practised in the number problem section.
 concrete apparatus e.g. calculations:
strategies)
counters  concrete apparatus Building up and breaking down numbers
 draw pictures e.g. counters Building up and breaking down activities further develop learners‘ awareness of the relative size of
 building up and  building up and numbers. These activities lay the basis for basic operations. Splitting up (decomposing) and
breaking down breaking down recombining numbers can help to make calculations easier. Regular practice in this kind of activity
numbers numbers encourages learners to use it as a mathematical strategy.
 doubling and halving  doubling and
Doubling and halving
 number lines halving Before doubling and halving is used as a calculating strategy it needs to be understood and
 number lines practised first.
supported by  Using concrete apparatus
concrete apparatus This can be done through direct instruction. Tell and show learners that there are five counting
e.g. counting sticks and that you will be able to ‗double‘ the amount by laying out five more counting sticks.
beads
 Moving to written texts using pictures.
 Learners could be given images of doubling and they could then represent the image in
pictures.
 Using numbers
Learners could start by completing sentences such as:
 Double 1 is...

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  Double 2 is....
 Double 3 is
 Double 4 is
 Double 5 is

Number lines supported by concrete apparatus

When using number lines as a technique in order to calculate, learners first need to have used:
 other ‗line apparatus‘ e.g. counting beads, number tracks;
 the number line to count forwards and backwards; and
 the number line in order to position and order numbers.

A structured number line must be used (and is best suited for) when learners are doing addition and
subtraction. The structured number line must show all the numbers on it.

1.13 Number range: 1-20 Number range: 1-10 What is different from Term 1?
Addition  Add to 20  Add up to 10 In Term 2, the number range has increased from 5 to 10. During this term learners will begin to
and  Subtract from 20  Subtract from 10 understand:
subtraction
 Use appropriate  Use appropriate  The commutative property of addition; and
symbols (+, −, =, ) symbols (+, −, =  the relationship between addition and subtraction
 Practise number bonds , )
Before learners are introduced to the symbols of addition and subtraction learners should have had
to 10  Practise number sufficient experience in:
bonds to 7  counting all;
 counting on from the larger number;
 using and understanding the language of addition and subtraction; and
 ordering and comparing numbers.

In this term, learners continue to build their understanding of addition and subtraction.
Addition and subtraction are still strongly related to counting. The concept of 1 more or 2 less is
still used because it is associated with the next number in the counting sequence.
During this term learners will use symbols for writing number sentences more frequently and
confidently. The progression towards using the symbols should be dealt with carefully. It is
important that learners unerstand different meanings associated with the symbols. Learners should
be able to understand and use words such as add, plus, altogether, together make, minus, difference
between and subtract before the symbols are introduced.

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Learners should first be able to answer questions such as 3 and 2; 5 take away 3, before the sign is
used.

Recording images
Calculating to 10 means that learners will still record their calculations using:
 drawings or concrete apparatus;
 pictures and numbers; or
 numbers only.

Towards the end of the term, within the number range 1 to 5, learners should be confident in using
numbers only and not drawing pictures to represent their calculations.

Calculating strategies when doing addition and subtraction

Doing addition by counting all.

Learners will start at 1 and count to 5 and then continue counting to 7.

Doing addition by counting on. 5

Learners will count on from 5 to 7

This technique is far more efficient than counting on in ones. Learners will use this technique far
more as the calculating number range increases.

Count on from the greater number

Learners count on from the bigger number, which is 6, and count on to 8

Doing subtraction by taking away

7–3=

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 / / /

7-3=4
When recording subtraction learners might cross out the images to show taking away.

Subtraction by counting on

6– 2 =
Learners can count on from 2 to 6. They need to note how many numbers they counted from 2 to 6.

Subtraction by counting backward

8– 2 =

Learners can also start from the bigger number, which is 8, and count back 2 steps to 6

Building up and breaking down numbers

This may be done in a variety of ways.

7=4+3
/

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 7=4+3
/ /

Number bonds
During this term learners practise number bonds to 7. This can be presented in pictures and number
sentences using a variety of images.
Addition

Example:

Making 6 or finding friends of 6 using pictures and numbers

______________ and ____________________ make 6

_____________ and ______________ make 6

________________ and _____________ make 6

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Making 6 using pictures and numbers
Colour in to show 6 in different ways.

__________ and ________ make 6

Using numbers only

Match pairs of numbers to make 6:

1 2
3 4
5 5
4 3
2 1

Commutativity
During this term learners begin to recognise the commutative property of addition without having
to know the term.
Example:
Count the triangles

6 + 2 =

2 + 6 =

Writing related to addition and subtraction number sentences – understanding the relationship

166
between addition and subtraction

During this term learners learn that they can write a subtraction number sentence for an addition
number sentence.
Example:

4 + 2 = 6 and 6 – 2 = 4
2 + 4 = 6 and 6 – 4 = 2

The equal sign

The equal sign does not have to be introduced quickly.
It might be useful to use the symbols in a more flexible way and give learners the opportunity to
use arrows instead of the equal sign.

Example:

Together make

4 and 2 → 6

Using number lines

Introduce subtraction up to 10 on a number line.
Teacher uses the number line to subtract numbers up to 10 e.g. 5 – 2 =
Example: The rabbit jumps to 5, then jumps 2 numbers back and stop at 3. So 5 – 2 = 3

0 1 2 3 4 5 6

Written tasks

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 Learners should be presented with a wide variety of images to support the understanding of
addition and subtraction.
They also need written tasks that ask explicitly to:
 count on;
 add by counting on from the bigger number; or
 subtract by crossing out the pictures to show taking away.

Concept of doubling
The number range learners are working with allows them to start doubling. This can be introduced
in many ways and can also be done when learners are counting objects.

Example: Learners can make groups of 2 counters, 4 counters, 6 counters, 8 counters and 10
counters. Number sentences should accompany the images.

Double 1 is……………….. Double 2 is……………… Double 3 is…………………

Double 4 is……………….

Double 5 is………………..

1.14  Repeated addition(i.e.  Repeated addition(i.e. What is different from Term 1?

Repeated addition the same number) to 20 the same number) to In Term 2, learners start doing repeated addition to 10.
leading to Once learners have a really good concept of the numbers 1 to 5, repeated addition
 Use appropriate 10
multiplication will make sense to them.
symbols(+, =, )  Use appropriate Repeated addition should be introduced to learners as groups of equivalent
symbols(+, =, ) numbers.
Working with grouped objects is important for the understanding of multiplication.
Learners should be able

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 to make equivalent groups of objects;
 describe the arrangement; and
 count the total number of objects.

Initially learners will count in ones but as they become fluent in skip counting they
need to count the objects arranged in twos, fives or tens.
Learners should be exposed to many different images that will support the
understanding of repeated addition

It might be useful to introduce learners to pictures of everyday equivalent

groupings, for example:
Groups of 2 – hands, feet, socks, gloves, shoes, ears, bicycle wheels
Groups of 3 – tricycle wheels, edges of triangles
Example:

How many wheels

altogether?

How many fingers.

Complete the number
sentence below.

 +  +  = 15

Recording images of repeated addition

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 The focus here is on the development of language to support the understanding of
multiplication. Learners will record their understanding using pictures. Learners
should be given pictures of grouped objects and they draw circles around these to
show groups of objects.

The language that can be used is 2 lots of 3 or 2 groups of 3. When learners are
confident in describing pictorial representations using language they can describe
these in a number sentence.
The number sentence: 3 + 3 = 6

1.16 Number concept: range 20 Number Concept: Range What is different from Term 1?
Mental mathematics  Order a given set of 10 In Term 2, the number range increases from 5 to 10.
selected numbers  Order a given set of Examples of questions and activities that can be asked and done:
 Compare numbers up to selected numbers  Start with 3 and count forwards in ones to 10.
 Compare numbers up  Which is less 8 or 5?
10 and say which is 1, 2
and 10 more or less
to 10 and say which is  Which is more 8 or 4?
1 and 2 more or less  What is 2 less than 9?
 What is 2 more than 3?
 Give me a number between 1 and 3.
Rapidly recall:
 Give me a number between 6 and 10. Is there only one number?
 Number bonds to 10
 Put these number cards in order from the smallest to the biggest number.
 Recall addition and
subtraction facts to 10

Mental strategies
Use calculation strategies to
add and subtract efficiently:
 Put the larger number

170
 first in order to count
on or count back
 Number line
 Doubling and halving
 Building up and
breaking down

171
GRADE 1 TERM 2
2. PATTERNS, FUNCTIONS AND ALGEBRA

CONCEPTS AND CONCEPTS

SKILLS AND SKILLS DURATION
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR
YEAR END TERM 2
2.1 Copy, extend and Copy, extend Copying the pattern helps learners to see the logic of how the pattern is made. 1 lesson
Geometric describe and describe Extending the pattern helps learners to check that they have properly understood the logic
patterns of the pattern.
Copy, extend and describe Copy, extend
Describing the pattern helps learners to develop their language and speaking skills. It also
in words and describe in
helps you to see how learners have interpreted the pattern.
 simple patterns made words
with physical objects  simple In Grade 1 learners can focus on patterns in which objects or groups of objects are
 simple patterns made patterns repeated in exactly the same way.
with drawings of made with
lines, shapes or physical By Term 2 most learners are comfortable with using a crayon or pencil to draw. Learners
objects objects can progress to copying and extending patterns made with pictures instead of objects.
 simple They should also focus on describing patterns. It is not always easy for learners to
patterns describe a pattern. You can help them learn what they are expected to talk about by asking
Create own patterns
made with questions such as:
Create own geometric drawings of ―What shapes do you see in this pattern?‖
patterns lines, shapes ―Are they all the same colour?‖
 with physical objects or objects ―Do you see one or more shapes in the pattern?‖
 by drawing lines, ―Do the objects all face the same way?‖
shapes or objects ―Are there the same number of objects in each group?‖
―How many objects in each group?‖
Create own
Patterns all around us ―Are all the shapes the same size?‖ etc.
patterns
Identify, describe in words
and copy geometric Create own In Term 2 some of the focus can be on using 2-D geometric shapes and 3-D geometric
patterns geometric objects that learners have learned about in Term 1. Learners can make 2-D shapes by
patterns
 in nature cutting out paper or card, or they can draw them. They can make patterns from box shapes
 from modern  with and ball shapes that they have made from clay or play dough.
everyday life physical
 from our cultural objects Patterns can be made by using one shape but having the colours of the object change in a
heritage  by drawing regular way e.g.
lines, shapes

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or objects

It is useful in Grade 1 to help learners to see what grouping is being repeated, by placing
each group on a different piece of paper , or showing it within a block on the page

Patterns can be made from identical repeating groups, where each group has only one
kind of object but the position of the objects in a group changes. Identical groups are
repeated e.g.

In some patterns different objects are used to make up a group, but the groups of objects
are repeated in exactly the same way e.g.

In some patterns the size of objects in a group alternates, but groups are repeated in
exactly the same way

Learners can make patterns by threading beads. Patterning can also be done in the Life
Skills lesson.

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2.2 Copy, extend and Sequences 3 lessons
Number describe should show Number sequences can be linked with counting. As learners‘ counting skills change and
patterns counting develop, the kinds of number sequences learners work with can develop.
Copy, extend and describe
simple number sequences forwards and Sequences should show counting forwards and backwards in:
to at least 100 backwards in:  ones from any number between 1 and 50;
 1s from any  tens from any multiple of 10 between 0 and 50;
Create own patterns
number  fives from any multiple of 5 between 0 and 50; and
between 1  twos from any multiple of 2 between 0 and 20.
Create own number and 50
patterns. Forwards in When learners do verbal counting they can be shown number sequences written down in
 10s from any different ways. They can point to the number being counted e.g.
multiple of <a/w insert number line going from 30 – 50, showing all numbers but 10s in bold>
10 between 0 <a/ w insert number line going from 0 – 30 showing hops with arrows on RHS
and 50 landing on 5, 10, 15, 20, 25>
1 2 3 4 5 6 7 8 9 10
 5s from any
multiple of 5 11 12 13 14 15 16 17 18 19 20 Learners can then fill in
between 0 missing numbers given in any
and 50 of the forms of sequences above.
 2s from any Remember learners are only writing numbers in symbols to 10. Learners can fill in the
multiple of 2 missing numbers in a sequence beyond 10 if:
between 0  it is done verbally;
and 20  numbers cards are provided to be inserted in the blank spaces; or
 a list of number symbols are provided. Learners can then draw a line from the
Create own correctly chosen number to the position it should occupy.
patterns
 Create own Some examples are given below:
number
patterns A number line with some numbers omitted

30 31 32 34 36 38 40 41 43 46 47 48 50

Sequences showing counting forwards or backwards in ones with some numbers left off.
Learners match numbers from a list provided. They draw a line to show where the chosen
number should be inserted.

<insert artwork>

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 40, 41, 42, __, 44; __, __, 47, ___, 49, 50.
50, 49, 48, __, __, 45, 44, ___, ____, 41, 40
Written in a sequence forwards in multiples stated above with some numbers left out

A number line that shows the initial intervals, and learners fill in the others
<aw number line with numbers 0 – 20; numbers with hops in twos, from 0 on to 8, and the
numbers 2, 4, 6, 8 in bold>

A number grid with the counting sequence covered or omitted

1 3 5 7 9
11 13 15 17 19

30 31 32 33 34 36 37 38 39 41 42 43 44 46 47 48 49

Learners can also colour or cover numbers as they skip count.

By the end of the term, the number range goes up to 50. Learners can work with the
whole sequence 1 – 50 or parts of the sequence.

GRADE 1 TERM 2
3. SPACE AND SHAPE
CONCEPTS AND CONCEPTS DURATION
SKILLS and SKILLS (in lessons of
TOPICS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
REQUIREMENT BY focus for Term 1 hour 24
YEAR END 2 minutes)
3.1. Language of position The language of position developed during Term 1 should be practised regularly during
Position, Describe the position of Whole class teaching time and focus group teaching time throughout the term;: spend
orientation one object in relation to short amounts of time practising the language regularly.
and views another e.g. on top of, in
front of, behind, left, right, Work on the language of position can be consolidated through written recording such as
up, down, next to. drawing, colouring or matching drawings with words. This can be done during
independent time.

175
 Position and views
Match different views of Some of the language of position can also be practised when learners work with 2-D
the same everyday object. shapes.

Position and directions

Follow directions to move
around the classroom.
Follow instructions to
place one object in
relation to another e.g. put
the pencil inside the box.

3.2 Recognise and name 3-D Learners can continue to build objects with recycling material or building
3-D objects objects in the classroom blocks/matchboxes or construction kits during independent time.
and in pictures
 ball shapes (spheres)
 box shapes (prisms)

Features of objects
Describe, sort and
compare 3-D objects in
terms of:
 size
 colour
 objects that roll
 objects that slide
Focussed activities
Observe and build given
3-D objects using concrete
materials such as building
blocks, recycling material,
construction kits.

3.3 Range of shapes Range of shapes Most work with shapes in Grade 1 is done practically with concrete objects. All work 3 lessons
2-D shapes Recognise and name 2-D Recognise and should be consolidated through written exercises.
shapes name 2-D shapes
 circles  circles Learners start with free play with various shapes, including making pictures with cut-out
 triangles  triangles geometric shapes. This can be done in independent time. This can also be done during

176
 squares  squares Life Skills lessons.

Features of Learners copy pictures made up of geometric shapes. These pictures can be provided by
Features of shapes shapes the textbook or the teacher. This enables learners to identify circles and squares of
Describe, sort and Describe, sort different sizes, squares and triangles in different positions and triangles with different
compare 2-D shapes in and compare 2-D shapes. This can be done in independent time. This can also be done during the Life Skills
terms of: shapes in terms lessons.
 size of:
 colour  size Comparing and describing 2-D shapes: size
 shape  colour Learners compare the size of similar shapes e.g.
 straight sides  shape  order circles from smallest to biggest; and
 round sides  straight  put all squares or the same size together.
sides Use the language of size to compare different shapes e.g. ―I drew a triangle inside the
 round sides square, so the triangle is smaller than the square.‖

Describing 2-D shapes: colour

Learners talk about the colours of shapes and then sort shapes according to colour.

Identifying and naming objects and their colours, as well as comparing sizes of objects
can be practised during work with patterns.

Recognising and naming circles, triangles and squares

Learners should work with circles and squares of different sizes, and triangles that are
shaped differently.
It is important that learners do not only see one example of each shape. Most commercial
sets of shapes give only one example of triangles. Learners need to be able to recognise

 Triangles that are shaped differently and place in different positions. These are some
triangles:

 Squares of different sizes that are placed in different positions. These are some
squares:

177
 Circles of different sizes. These are some circles:

It is useful for learners to work with cut-out cardboard models of shapes. This allows
learners to see different triangles and squares placed in different positions.

Learners sort shapes according to whether they have straight or round sides.

Learners sort and groups shapes according to whether they are triangles, squares, or
circles.

Work is consolidated through written exercises. These exercises can include colouring,
matching names to shapes etc.

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GRADE 1 TERM 2
4. MEASUREMENT
DURATION
CONCEPTS AND SKILLS CONCEPTS AND
SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS REQUIREMENT BY YEAR SKILLS
GUIDELINES hour 24
END FOCUS FOR TERM 2
minutes)
4.1 Passing of time Learners should learn how to talk about
Time Talk about passing of time  the sequences of events
 Order regular events from  duration of time
their own lives
 Compare lengths of time
using language e.g. longer, Learners continue to consolidate ways of talking
shorter, faster, slower about time on a daily basis during whole class
 Sequence events using teaching time or focus group teaching time.
language such as yesterday,
today, tomorrow Learners talk about and answer questions about
when things happen, using language such as
Telling the time morning, afternoon, night, early and late.
 Describe when something
happens using language, e.g. Learners sequence events using language such as
morning, afternoon, night, yesterday, today, tomorrow; the days of the week
early, late and the months of the year.
 Knows days of week
 Knows months of year Learners compare time lengths using language
 Place birthdays on a calendar such as longer or shorter and faster or slower.

Learners talk about the ordering of events from

their own lives. They also order sequences of
pictures such as
 the steps to make a sandwich or a cup of tea;
 photographs showing a baby grown into an
elderly person;
 life cycle of animals e.g. egg to chicken, or
egg to frog or egg to a butterfly; and
 regular events in the day (waking up, being at
school, playing, eating supper, sleeping).

179
 Continue to place birthdays on the calendar
throughout the year.

4.2 Informal measuring All measurement in Grade 1 is informal. No

Length  Compare and order the formal measurement of length with standard units
length, height or width of is done.
two or more objects by
placing them next to each In Term 1 it was recommended that learners focus
other on
 Use language to talk about  direct comparison of the length of objects by
the comparison e.g. longer, placing them next to each other;
shorter, taller, wider  ordering and comparing the lengths or heights
 Estimate, measure, compare, or widths of three or more objects, by placing
order and record length pairs of objects next to each other, until all
using non-standard measures objects can be sequenced; and
e.g. hand spans, paces,  developing the language to talk about
pencil lengths, counters etc differences in length, height, width etc.

During independent work time throughout the

term, learners can practise and consolidate
ordering and comparing the lengths or heights or
widths of three or more objects, by placing pairs
of objects next to each other, until all objects can
be sequenced.
All work should be recorded.

4.3 Informal measuring All measurement in Grade 1 is informal. No

Mass  Estimate, measure, compare, formal measurement of mass with standard units
order and record mass using is done.
non-standard measures and a In Term 1 it was recommended that learners focus
balance e.g. blocks, bricks on
etc  directly comparing the mass of objects; and
 Use language to talk about  ordering and comparing the masses of three
the comparison e.g. light, or more objects, by placing pairs of objects on
heavy, lighter, heavier a balance, until all objects can be sequenced;
and

developing the language to talk about differences

180
 in mass.
During independent work time throughout the
term, learners can practise and consolidate
ordering and comparing the masses of three or
more objects, by placing pairs of objects on a
balance, until all objects can be sequenced
All work should be recorded.
4.4 Informal measuring Informal measuring All measurement in Grade 1 is informal. No 2 lessons
Capacity/Volume  Compare and order the  Compare and order the amount of formal measurement of length with standard units
amount of liquid (volume) in liquid (volume) in two containers is done.
two containers placed next to placed next to each other. Learners The recommended focus in Term 1 was on
each other. Learners check check by pouring into a third developing language to talk about extremes and
by pouring into a third container if necessary comparisons in volume.
container if necessary  Compare and order the amount of The focus in Term 2 can be on direct comparisons.
 Compare and order the liquid that two containers can hold if The focus in Term 4 can be learners working with
amount of liquid that two filled (capacity) informal units of measurement. Learners can also
containers can hold if filled  Use language to talk about the practise and consolidate these concepts during
(capacity) comparison e.g. more than, less independent work time throughout the year.
 Use language to talk about than, full, empty
the comparison e.g. more  Estimate, measure, compare, order Direct comparisons of the volumes in
than, less than, full, empty and record the capacity of containers
 Estimate and measure, containers by using non-standard  Developing an understanding of volume and
compare and order the measures e.g. spoons and cups the language to talk about it
capacity of containers by Learners begin to think and talk about volume
using non-standard measures by comparing how much is in identical two
e.g. spoons and cups containers (or drawings of two identical
containers). The focus is on
 full and empty;
 more than/less than; and
 the same as.

Learners fill and empty containers

 Compare volumes of two or more, different-
looking containers by pouring into a third
container.
Once learners can talk about the extremes of
volume (empty and full etc.) and compare the
volumes (that are obviously different at first

181
 glance) in two identical containers, they can move
on to comparing the volumes in two different-
looking containers. Focus especially on wide and
narrow containers e.g.
 fill to the same level a 2 litre bottle and 500
ml bottle; and
 ask learners which bottle containers more.
Learners can check by pouring the liquid into a
third container and marking off the height.
Young learners often do not consider how wide a
container is when commenting on the volume;
they tend only to look at how far up the container
is filled.
Learners should be given lots of experience in
comparing the volumes in containers with
different widths.

Recording
Learners should record all the work.

GRADE 1 TERM 2
5. DATA HANDLING
CONCEPTS AND SKILLS CONCEPTS AND DURATION
SOME CLARIFICATION NOTES
TOPICS REQUIREMENT BY YEAR SKILLS (IN LESSONS OF 1 HOUR 24
OR TEACHING GUIDELINES
END FOCUS FOR TERM 2 MINUTES)
Working with collections of objects
5.1 Collect and organise objects Collect and organise See notes for Term 1. 1 lesson
Collect and sort Collect and sort everyday objects in term 2 learners continue to work
objects physical objects. Collect and sort everyday with collections in the same way, but
5.2 Represent sorted collection of physical objects. less guidance can be given.
Represent sorted objects
collection of objects Draw a picture of collected Represent sorted once learners have been guided
objects. collection of objects through the process of sorting and
5.3 Discuss and report on sorted Draw a picture of collected representing collections during the
Discuss and report collection of objects objects. focus group time, they can practise it
on sorted collection  Give reasons for how during independent work time.
of objects collection was sorted Discuss and report on

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  Answer questions about sorted collection of Once learners have practised
 how the sorting was objects answering questions about their
done (process)  Give reasons for how collections, you can begin to ask them
 what the sorted collection was sorted. to describe their collection, without
collection looks like  Answer questions guiding them with specific questions.
(product) about
 Describe the collection and  how the sorting
drawing was done (process)
 Explain how the collection  what the sorted
was sorted collection looks
like (product)
 Describe the collection
and drawing
 Explain how the
collection was sorted

It is recommended that working the data handling cycle is the focus of Terms 3 and 4.

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GRADE 1 TERM 3
1. NUMBER, OPERATIONS AND RELATIONSHIPS
CONCEPTS and SKILLS CONCEPTS and SKILLS
TOPICS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
requirement by year end focus for Term 1
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count out objects reliably to Count out objects reliably to What is different from Term 2?
Count 50. 40 In Term 3, learners extend the counting range. There is still a focus on understanding the
objects Give a reasonable estimate of cardinality principle. During this term learners should learn how to position the objects
a number of objects that can Give a reasonable estimate of systematically when counting so that when they check their count, the arrangement helps
be checked by counting. a number of objects that can them to count more easily. For example, counters could be placed in rows.
be checked by counting.





During this term learners continue extending their counting skills and practising:
 counting all;
 counting on.;
 the cardinality principle of numbers; and
 working with written texts.

Subitising
Learners continue practising recognising a small collection of objects.

Counting in groups
In order to help learners count in intervals of two, five and 10, they need to group objects in
twos, fives and tens in order to count a collection of objects. Number cards should be
displayed at each collection to show the number of objects counted. The counting in groups
will prepare learners for understanding multiples.
Resources:
Careful consideration needs to be given to the kind of apparatus used.
 Structured apparatus, such as a string of counting beads, can be used.
 The abacus can be used to practice counting in groups of ten.
 They can make bundles of 2, bundles of 5 and ten with matchsticks or counting sticks

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 and then count all.

1.2 Count forwards and backwards Count forwards and backwards What is different from Term 1?
Count forwards in in In Term 3, learners now count to 80
and backwards  1s from any number between  1s from any number between They continue to count in multiples of 2, 5 and 10.
0-100 0 – 80
Further activities:
Count forwards in Count forwards in Whole class activities
 10s from any multiple of 10  10s from any multiple of 10 Count forwards and backwards up to 80
between 0 and 100 between 0 and 80  Learners count forwards and backwards.
 5s from any multiple of 5  5s from any multiple of 5  Teacher points to the numbers on the number grid as learners count to
between 0 and 100 between 0 and 80 70.
 2s from any multiple of 2  2s from any multiple of 2  Learners count in fives from 25 to 60.
between 0 and 100 between 0 and 80  Learners count in tens forwards from 0 to 80.

Skip-count using 5s and 10s up to number 80

 Learners count in 10s up to 50 as teacher points to the number chart.
 Teacher points to a multiple of 5 on a 100 chart and learners count.
 Learners count forwards and backwards in 10s.

Using the 100 chart, they should respond to similar type instructions:
 Count on in tens from 20.
 Count back in ones from 56.
 80, 70, 60: say the next three numbers using your 100 chart.

Independent work
The skip counting skills need to be applied to written activities. Example:
Learner scan:
 Complete simple number sequences; and
 ill in missing numbers on a number track and number line

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 Write the next two numbers 66, 65, 64,__, __,

1.3 Know and read numbers Know and read numbers What is different from Term 2?
Number symbols  Know and read number  Know and read number In Term 3, the number range has increased to 80. It is now expected that
and number symbols 0 – 100 symbols 0 – 80 learners write number symbols to 20. They need to be able to do this
names because they are calculating to 20 and therefore writing number sentences.
 Write number symbols 0 –  Write number symbols 0 – 80 Learners continue to practice reading and writing their number names.
100.  Know and read number They should be able to match the symbol to the number name. Workbook
 Know and read number names names 1 – 10 activities and writing in the class-work book can be done during
1 – 10  Write number names 1 – 10 independent time.
 Write number names 1 – 10 Example of written work:
Match the words to the objects
One 6 
Two 4 
Three 3 
Four 8 
Five 2 
Six 1 
Seven 9 
Eight 7 
Ten 5 

What is expected from learners?

 That they can read number symbols to 50
 That they can write number symbols to 20
 That they can read number names to 10
 That they can write number names to 10

1.4 Order and compare objects. Order and compare 15 objects. What is different from Term 2?
Describe,  Compare collection of objects  Compare collection of objects In Term 3, learners continue to:
compare, order according to many, few, most, according to many, few;  order and compare collection objects;
numbers
least; more than, less than; the most, least; more than, less  order and compare numbers; and
same as, just as many as, than; the same as, just as

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 different many as, different  use the language of ordering and comparing.

 Order collection of objects

from most to least and least to  Order collection of objects Further activities:
most from most to least and least
Teacher says a number e.g. 12.
 Range up to 100 objects to most
Teacher asks questions: Where is the number on the number line?
 Range up to 15 objects
Which number comes before the number 12?
Which number comes after the number 12?
Order and compare numbers
12 is 1 more than ______
 Order numbers Order and compare numbers to
12 is 1 less than ______
 from smallest to greatest 15
and greatest to smallest  Order numbers:
 before, after, in the  from smallest to greatest
middle/between and greatest to smallest
 using the number line 0 –  before, after, in the
100 middle/between
 using the number line 0 –
80

 Compare whole numbers

according to smaller than,
greater than, more than, less  Compare whole numbers
than, is equal to. according to smaller than,
 One-to-one correspondence greater than, more than, ―less
 Number range up to 100 than, is equal to
 One-to-one correspondence
 Number range up to 15

Use ordinal numbers to show

Use ordinal numbers to show order, place or position
order, place or position  Position objects in a line
 Position objects in a line from from first to tenth or first to

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 first to tenth or first to last e.g. last e.g. first, second, third …
first, second, third … tenth, tenth., last (ordinal numbers)
last. (ordinal numbers)

Ordinal aspect of numbers in the

range first to tenth

1.5 Recognise the place value of at Recognise the place value of at What is different from Term 2?
Place value least two-digit numbers to 20 least 2-digit numbers to 15
 Partition two-digits numbers  Partition two-digits numbers During this term learners begin to break up numbers into tens and
ones/units using:
into tens and ones to 20 e.g. 12 into tens and ones to 15 e.g.
 grouping of objects to tens; and
is 10 and 2 12 is 10 and 2
 the written form 14 = 10 and 3.

A complete understanding of place value develops across the Foundation

and Intermediate Phase. During Grade 1 learners begin to think about
groups of ten things or objects as a unit. They begin to make a transition
from seeing ten as ten loose ones to now seeing 10 as a single unit or as 1
ten.
To begin to understand place value in this term, learners need to:
 know their number names and count in sequence confidently to at
least 20;
 write and read number symbols;
 do simple addition and subtraction;
 count physical objects by grouping; and
 be able to represent the groups.

Breaking down numbers into tens and ones/units

The focus in Grade 1 is on making groups of tens and loose ones.
Before breaking down numbers into tens and ones, learners should have
had sufficient practice in breaking down numbers in different ways in
Terms 1 and 2. This should have been done practically and in written

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form.

Using concrete apparatus

Concrete models are useful in building learners‘ number sense,
representing numbers and the principle of place value. When counting in
tens and grouping in tens, learners will begin to understand that multiples
of 10 provide bridges when counting e.g. 26, 27, 28, 29, 30, 31. They
should begin to be aware that the word and symbol 10 represents a single
unit.
Working with concrete apparatus by grouping objects to form ten ones and
understanding that 10 is one group of ten loose ones. Simply showing
learners a group of ten and telling them that 14 is 1 ten and 4 loose ones
will not construct the idea that 14 is 1 ten and 4 loose ones. Grouping
loose objects to make a group of ten is more meaningful.

Using an abacus, learners should be able to show:

one ten;
one ten and 2 ones;
one ten and 3 ones; and
one ten and 4 ones.

Expect learners to count in ones to make the groups of tens. For many it
will be the only way to name the number or say how many there are.

Learners can make bundles of ten and loose ones to show that 11 can be
broken up into one bundle of ten and one loose one.

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Interlocking cubes can be stacked to form towers or columns of 10.

Place value cards can be used to show tens and ones.

Moving to written texts
Pictorial representation of grouping into tens and ones
Learners can be presented with images that allow for grouping of tens and
ones left over. Example:

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 By the end of the term learners should be able to write:
13 = 1 ten and 3 loose ones
13 = 10 and 3

Recommended resources
Objects that can be grouped:
 Counting sticks
 Counters that can be threaded
 Matchsticks
 Ice cream sticks
 Interlocking cubes
 Counting beads
 An abacus

1.6 Use the following techniques when Use the following techniques What is different from Term 2?
Problem-solving solving problems and explain when solving problems and The calculating techniques continue to be practised.
techniques solutions to problems: explain solutions to problems: Doubling and halving can be used as a calculating technique this term.
 concrete apparatus e.g.  concrete apparatus e.g. However, learners should continue to practise doubling and halving in
counters counters word problems and context-free situations.
 pictures to draw the story sum  pictures to draw the story
 building up and breaking sum By the end of this term learners are beginning to solve the word problems
down numbers  building up and breaking using the following techniques:
 doubling and halving down numbers  Drawings or concrete apparatus
 number lines  doubling and halving  Building up or breaking down numbers
 number lines supported by  Doubling and halving

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 concrete apparatus  Number lines

See notes for Term 2.

1.7 Solve word problems in context Solve word problems in context What is different from Term 2?
Addition, and explain own solution to and explain own solution to See notes for Term 2 but work with numbers up to 15.
subtraction problems involving addition, problems involving addition,
subtraction with answers up to 20. subtraction with answers up to 15.

1.8 Solve word problems in context Solve word problems in context See Term 2 for examples of problems but work with numbers up to 15.
Repeated and explain own solution to and explain own solution to .
addition leading problems involving repeated problems involving repeated
to multiplication addition with answers up to 20. addition with answers up to 15.
Solve and explain solutions to Solve and explain solutions to See term 1 for examples of problems but work with numbers up to 15.
1.9 practical problems involving equal practical problems involving
Grouping and sharing and grouping with whole equal sharing and grouping with
sharing leading numbers up to 20 and with answers whole numbers up to 15 and with
to division that may include remainders. answers that can include
remainders.

 Recognise and identify the  Recognise and identify the Totals – only rands
South African currency South African currency coins Learners work with R1, R2, R5, R10 and R20 banknotes. They add
 coins 5c, 10c, 20, 50c, 5c, 10c, 20c, 50c, R1, R2; R5 amounts up to R20 practically by using play money.
R1, R2; R5  Solve money problems Examples:
 notes. R10 and R20 involving totals and change R5 + R10 = R15
to R20 and in cents up to 20c R10 + R10 + R10 =R30 – repeated addition
R5 +R2 + R8 = R15 – filling up 10
1.11  Solve money problems Change – only rand
Money Learners work with R1, R2, R5, R10 and R20 notes. They do subtraction
involving totals and change in
practically by using paper notes.
cents up to 20c or rand to R20
Learners complete worksheets where they work out the change for items
they buy for R20 or less
Examples:
R10 – R8 =R2
R15 – R5 =R10
R10 – R5 – R2 =R5 – R2 = R3
R20 – R2 – R2 =R18 – R2 = R16

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CALCULATIONS
1.12 Use the following techniques when Use the following techniques Learners are expected to solve context-free calculations using the
Techniques performing calculations: when performing calculations: following techniques:
(methods or  concrete apparatus  concrete apparatus  Building up or breaking down numbers
strategies)
 building up and breaking down  building up and breaking  Doubling and halving
numbers down numbers  Number lines
 doubling and halving  doubling and halving
 number lines  number lines supported by See notes for Term 2.
concrete apparatus e.g.
counting beads.

1.13 Number range: 0 – 20 Number range: 0 – 15 What is different from Term 3?

Addition and  Add to 20  Add to 15 In Term 2, the calculating number range has increased from 10 to 15
subtraction  Subtract from 20  Subtract from 15
In order to work with the symbols of addition and subtraction learners
 Use appropriate symbols(+, - ,  Use appropriate symbols(+, -
should have had sufficient experience to:
=, ) , =, )  Use and understand the language of addition and subtraction
 Practise number bonds to 10  Practise number bonds to 9  Count all
 Count on from the larger number.
 Order and compare numbers

Calculating strategies when doing addition and subtraction

During this term learners will continue to use the following strategies:
 Doing addition by counting all.
 Doing addition by counting on
 Count on from the greater number
 Doing subtraction by taking away
 Subtraction by counting backwards

During this term learners will:

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Change a number to ten and then subtract or add ones.
This strategy can be taught with quite low number ranges and applied to
higher numbers.
Example:
9+6=
The learners can say to themselves: ―I will take one away from the 6 and
add it to the 9 to make 10.‖
Then 9 + 6 can be written as 10 + 5 = 15

Example:
8+5=
The learners can say to themselves: ―I will take 2 away from the 5 and add
it to the 8 to make 10.‖
Then 8 + 5 can be written as 10 + 3 = 13

When learning this strategy, learners will use concrete apparatus to

understand the strategy. Example:
Group the dogs to make 10

9+4

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10 + 3
9 + 4 = 10 + 3 = 13

Break down a number into smaller parts to make calculation easier

Learners will break up a number into different parts. They will break up a
number into parts that are manageable for them.

 Using arrows and numbers to show thinking

8+6=
8+2+4
8 + 2 → 10 + 4 = 14

8+7=
8+2+5
8 + 2 → 10 + 5 = 15

15 – 9 = 
15 – (5+4)
15 – 5 → 10 – 4 = 6

Using and applying previous knowledge as techniques

The techniques shown below allow learners to formalise their counting
and number sense. Practising the techniques below will encourage learners
to reflect upon the relationships between numbers and teach learners that
they can actually use and apply their knowledge in order to calculate.

Put the greater number first in order to count on or back

4 + 12 = 
Rearrange 4 + 12 as 12 + 2 and count on 4 from 12.

Identify near doubles

7+6
The learner can explain that the sum can be written as 6 + 6 - 1 (double
plus 1) or 7 + 7 – 1 (double 7 minus 1).
Learners might record their strategies using arrows
6+6→12+1=13

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 Use knowledge of the inverse relationship between addition and
subtraction

15–9=
The learner knows that the sum can be rewritten as an addition sum: ―I
know that 9+=15.‖
The learner might use counting on in order to do the calculation.

Number bonds
In order to practise the number bonds learners must be given a variety of
activities to do. This is ideally done during independent time.
The number line can also be used to practise the bonds to 9.

Concept of doubling
Learners should be writing number sentences in this term.

1+1= 2–1=
2+2= 4–2=
3+3= 6–3=
4+4= 8–4=
5+5= 10–5=
6+6= 12–6=
7+7= 14–7=

Learners should also be able to respond to the following questions:

 Double 3.
 What is two 3s?
 I roll double six. What is my score?
 How many socks are there in 5 pairs?

1.14  Repeated addition (i.e. the  Repeated addition(i.e. the What is different from Term 2?
Repeated same number) to 20 same number) to 15 In Term 3, learners continue to develop the language of repeated addition.
addition leading Example:
 Use appropriate symbols(+, =,  Use appropriate symbols(+,
to multiplication  2 lots of 3
) =, )

196
  4 groups of 2

Learners also continue to write number sentences for pictorial

representations. The skip counting should continue to help learners count
the objects grouped in pictures. If pictures or objects are grouped in twos
then learners should be counting in twos and no longer in ones to find the
total number of objects.

1.16 Number concept: range 20 Number Concept: Range 15 What is different from Term 2?
Mental  Order a given set of selected  Order a given set of selected In Term 2, the number range increases from 10 to 15.
mathematics numbers numbers.
 Compare numbers to 20 and  Compare numbers to and say Examples of questions and activities that can be asked and done:
which is more or less  Start with 3 and count forwards in ones to 10.
say which is more or less.
 Know which number is 1  Learners line up and ask: Who is first, second, third or last?
 Know which number is 1 more more or 1 less  Which is less 14 or 8?
or 1 less  Know which number is 2
 Which is more 8 or 4?
 Know which number is 2 more more or 2 less
or 2 less.  What is 2 less than 13?
 Know which number is 10  What is 2 more than 8?
more or 10 less. Rapidly recall:  Give me a number between 1 and 3.
 Number bonds to 5  Give me a number between 10 and 14. Is there only one number?
 Recall addition and  Put these number cards in order from the smallest to the biggest
Rapidly recall: subtraction facts to 5
number.
 Number bonds to 10
Calculation strategies
 Recall addition and Use calculation strategies to add Rapidly recall
subtraction facts to 10 Show me the number to add to make 5 (writing down or using the place
and subtract efficiently:
value or Flard cards)
 Put the larger number first in
Calculation strategies  1
order to count on or count
Use calculation strategies to add back  2
and subtract efficiently:  Number line  3
 Put the larger number first in  Doubling and halving  4
order to count on or count
 Building up and breaking
back Show me the number left when …. Is taken away from 5 (writing down or
down
 Number line using the place value or Flard cards)
 Doubling and halving  1
 Building up and breaking  2

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 down  3
 4

1 + 2 = 3 What is 2 + 1? Is the answer the same?

3 + 1 = 4 what is 1 + 3? Is the answer the same?

Calculation strategies:
Use calculation strategies to add and subtract efficiently.
Add the following by putting the larger number first and count on:
1+2
2+3
1+4

Double 1.
What are 2 twos?
What is half of 4?

Using the number line

How many jumps from 3 to 5?
How many jumps back from 5 to 2?

GRADE 1 TERM 3
2. PATTERNS, FUNCTIONS AND ALGEBRA

CONCEPTS AND CONCEPTS AND

DURATION
SKILLS SKILLS
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES (in lessons of 1
REQUIREMENT BY FOCUS FOR TERM
hour 24 minutes)
YEAR END 3
2.1 Copy, extend and Copy, extend and In Grade 1 learners can focus on patterns in which the elements are repeated in a 1 lesson
Geometric describe describe regular way.
patterns See notes Term 2.
Copy, extend and describe Copy, extend and
in words describe in words
 simple patterns made  simple patterns

198
 with physical objects made with
 simple patterns made physical objects
with drawings of lines,  simple patterns
shapes or objects made with
drawings of lines,
shapes or objects
Create own patterns
Create own geometric
patterns
Create own patterns
 with physical objects
 by drawings lines, Create own geometric
shapes or objects patterns
 with physical
Patterns all around us objects
Identify, describe in words  by drawing lines,
and copy geometric shapes or objects
patterns
 in nature
 from modern everyday
life
 from our cultural
heritage

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2.2 Copy, extend and Copy, extend and Number sequences can be linked with counting. As learners counting skills 3 lessons
Number describe describe change and develop so the kinds of number sequences learners work with can
patterns develop.
Copy, extend and describe Copy, extend and
simple number sequences describe simple Sequences should show counting forwards and backwards in:
to at least 100. number sequences to  1s from any number between 1 and 80
at least 80.  10s from any multiple of 10 between 0 and 80
Create own patterns  5s from any multiple of 5 between 0 and 80
Sequences should  2s from any multiple of 2 between 0 and 80
Create own number
patterns. show
When learners do verbal counting they can be shown number sequences written
counting forwards and
down in different ways. They can point to the number being counted.
backwards in:
Example 1: Using a number chart
 1s from any
number between 1
and 80 1 2 3 4 5 6 7 8 9 10
counting forwards 11 12 13 14 15 16 17 18 19 20
in:
21 22 23 24 25 26 27 28 29 30
 10s from any
multiple of 10 31 32 33 34 35 36 37 38 39 40
between 0 and 80
 5s from any
multiple of 5
between 0 and 80 Example 2: Using a number line to identify a pattern
 2s from any Counting in 10s from 50 to 80
multiple of 2
between 0 and 80 Learners are reading numbers to 80, but only writing numbers 1 to 15. Number
pattern with numbers beyond 15 can be done by:
 colouring in numbers in the pattern, on a number grid;
Create own patterns
 circling numbers in the pattern, on a number grid or number line;
Create own number
patterns  using number cards to pack out the number sequence;
 using number cards to show the missing numbers in a written sequence
provided; or
 using a list of number symbols that is provided to draw a line from the
correctly chosen number to the position it should occupy.

Learners can also be given a written sequence of numbers with numbers missing.

200
 They should then be provided with a list of possible numbers, from which they
can choose the correct answer.
Learners can then fill in missing numbers given in any of the forms of sequences
above, as well as filling in missing numbers in a written number sequences e.g.
2, 12, 22, ___, 42, 52, 62.

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GRADE 1 TERM 3
3. SPACE AND SHAPE
DURATION
CONCEPTS AND
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS SKILLS
REQUIREMENT BY YEAR END GUIDELINES hour 24
FOCUS FOR TERM 3
minutes)
3.1 Language of position The language of position developed during Term 1 should be
Position, Describe the position of one object practised regularly during whole class teaching time and focus
orientation in relation to another e.g. on top of, group teaching time throughout the term: spend short amounts of
and views in front of, behind, left, right, up, time practising the language regularly.
down, next to.
Some of the language of position can also be practised when
Position and views learners work with 3-D objects.
Match different views of the same
everyday object. Work on position and direction can be consolidated through
written recording such as drawing, colouring or matching
Position and directions drawings with words. This can be done during independent time.
Follow directions to move around
the classroom.
Follow instructions to place one
object in relation to another e.g. put
the pencil inside the box.

3.2 Range of objects Range of objects Focussing on features of 3-D objects 2 lessons
3-D objects Recognise and name 3-D objects in Recognise and name 3-D Learners work with balls and objects shaped like balls, and
the classroom and in pictures objects in the classroom various boxes and other objects shaped like rectangular prisms or
 ball shapes (spheres) and in pictures cubes. Learners can make a slide or incline by placing a box
 box shapes (prisms)  ball shapes (spheres) under one end of a large book. Learners investigate which of the
 box shapes (prisms) objects can roll, which slide.
Features of objects
Describe, sort and compare 3-D Features of objects
objects in terms of: Describe, sort and compare
 size 3-D objects in terms of:
 colour  size
 objects that roll  colour
 objects that slide  objects that roll Learners can also investigate whether they can make stacks or
 objects that slide towers using either only balls or only boxes.

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 Focussed activities
Observe and build given 3-D objects During independent time learners can continue to
using concrete materials such as  sort objects according to size;
building blocks, recycling material,  sort objects according to colour;
construction kits  build with objects; and
 make balls or boxes from clay or play dough.
Recognising and Naming balls (spheres) and boxes (prisms)
Learners continue to identify and describe geometric and
everyday objects by saying whether they are shaped like a ball or
like a box e.g. this brick is shaped like a box or this orange is
shaped like a ball.

Written exercises
Practical work on 3-D objects must be consolidated through
written exercises.

3.3 Range of shapes No specific focus on 2-D shapes is recommended in Term 3. However, learners can continue to
2-D shapes Recognise and name 2-D shapes make pictures with cut-out 2-D shapes or do written exercises during independent work time
 circles either in Mathematics or Life Skills.
 triangles
 squares

Features of shapes
Describe, sort and compare 2-D
shapes in terms of:
 size
 colour
 shape
 straight sides
 round sides
3.4 Symmetry Symmetry Learners should look for lines of symmetry in concrete objects 1 lesson
Symmetry  Recognise symmetry in own  Recognise symmetry in and pictures.
body own body
 Recognise and draw line of  Recognise and draw Written exercises should not only be ―draw in the other half‖, but
symmetry in 2-D geometrical line of symmetry in 2- include examples where learners draw in the line of symmetry on
and non-geometrical shapes D geometrical and both geometric shapes, e.g. triangles, and non-geometric shapes,

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non-geometrical e.g. a drawing of a person.
shapes

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GRADE 1 TERM 3
4. MEASUREMENT
DURATION
CONCEPTS and SKILLS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING (in lessons of 1
TOPICS
requirement by year end focus for Term 3 GUIDELINES hour 24
minutes)
4.1 Passing of time Learners should learn how to talk about
Time Talk about passing of time  the sequences of events; and
 Order regular events from  duration of time.
their own lives
 Compare lengths of time Learners continue to consolidate ways of talking about time
using language e.g. longer, on a daily basis during whole class teaching time or focus
shorter, faster, slower group teaching time.
 Sequence events using
language such as yesterday, Learners talk about and answer questions about when things
today, tomorrow happen, using language such as morning, afternoon, night,
early and late.
Telling the time
 Describe when something Learners sequence events using language such as yesterday,
happens using language e.g. today, tomorrow; the days of the week and the months of the
morning, afternoon, night, year.
early, late
 Know days of week Learners compare time lengths using language such as longer
 Know months of year or shorter and faster or slower.
 Place birthdays on a calendar
Learners talk about the ordering of events from their own
lives. They also order sequences of pictures such as
 the steps to make a sandwich or a cup of tea;
 photographs showing a baby grown into an elderly
person;
 life cycle of animals e.g. egg to chicken, or egg to frog or
egg to a butterfly; and
 regular events in the day (waking up, being at school,
playing, eating supper, sleeping)

Continue to place birthdays on the calendar throughout the

year.

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4.2 Informal measuring Informal measuring What is different in Term 3? 2 lessons
Length  Compare and order the  Estimate, measure, All measurement in Grade 1 is informal. No formal
length, height or width of two compare, order and record measurement of length with standard units is done.
or more objects. by placing length using non-standard
them next to each other measures e.g. hand spans, In Term 1 it was recommended that learners focus on
 Use language to talk about paces, pencil lengths,  direct comparison of the length of objects by placing
the comparison e.g. longer, counters etc. them next to each other;
shorter, taller, wider  ordering and comparing the lengths or heights or widths
 Estimate, measure, compare, of three or more objects, by placing pairs of objects next
order and record length using to each other, until all objects can be sequenced; and
non-standard measures e.g.  develop the language to talk about differences in length,
hand spans, paces, pencil height, width etc.
lengths, counters etc. During independent work time throughout the term, learners
can practise and consolidate ordering and comparing the
lengths or heights or widths of three or more objects, by
placing pairs of objects next to each other, until all objects
can be sequenced.
All work should be recorded.

In Term 3 learners can focus on doing informal measurement

with non-standard units of length.

Informal measurement of length using non-standard units

of length
Learners can learn all the principles and practices of
measurement using non-standard units. Measuring with non-
standard units should not be considered to be inferior to
measuring with standard units.

Measuring length with non-standard units involves counting

how many of the chosen unit are the same length as the object
being measured. For example the length of the desk is 8 hand
spans.
Learners should measure a variety of objects using a range of
objects as informal units.
There are three ways to use informal units
 Pack out in a row across the object being measured a

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 number of objects of the same length, such as
matchboxes, identically shaped bottle tops or counters,
new pencils etc. For example, to measure the width of a
desk, new pencils can be packed out end to end across the
desk.
Here it is important that
 All the objects are the same length. You cannot state
that your book is as wide as 12 bottle tops if the
bottle tops are of different sizes e.g. 2 litre milk
bottle tops, plastic cool drink bottle tops, metal bottle
tops etc.; and
 No gaps are left between the objects: they need to be
packed out so that they touch one another.
 Use two identical objects as the non-standard units. Place
the one next to the other, and then move the first to the
other side of the second. This is done when measuring
with hand spans, foot lengths or paces.
 Using only one object as the non-standard measure and
either flipping it over or marking its end point before
sliding it along.

Learners should be taught always to state the unit, e.g. the

book is 12 bottle tops wide, the classroom is 38 paces long.

Once learners have measured with any unit a couple of times,

they should estimate about how many of that unit long the
object to be measured is. Estimation before measuring is
important, but can only be done once learners have done some
measuring with that unit.

Learners need to be taught that in order to compare lengths,

heights or widths the same unit needs to be used. For
example, if the width of the doorway measured is 20 hand
spans and the width of the desk is 8 pencil lengths, you cannot
say whether the doorway is wider than the desk.

Learners need to measure with a range of informal units, so

that they can

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  begin to understand that the smaller the unit, the larger
the number of times it will be used, e.g. the width of the
classroom could be 20 paces but 48 foot lengths; and
 begin to use units which are appropriate to what they are
measuring, e.g. measuring the width of the classroom
with bottle tops is a waste of time.

Recording measurements
Although measuring is a practical skill, learners should record
their measurements at all times.

Measuring length as a context for solving problems and

calculations
During time allocated to Numbers, Operations and
Relationships learners can solve problems that use the context
of informal measurement of length, e.g. The washing powder
box has a height of 8 matches. The cereal box has a height of
13 matches. How much higher is the cereal box than the
washing powder box?

Take account of the number range appropriate for the term, as

well as the range of problems types appropriate for the term.
4.3 Informal measuring All measurement in Grade 1 is informal. No formal
Mass  Estimate, measure, compare, measurement of mass with standard units is done.
order and record mass using
non-standard measures and a In Term 1 it was recommended that learners focus on
balance e.g. blocks, bricks  directly comparing the mass of objects;
etc.  ordering and comparing the masses of three or more
 Use language to talk about objects, by placing pairs of objects on a balance, until all
the comparison e.g. light, objects can be sequenced; and
heavy, lighter, heavier  develop the language to talk about differences in mass.

During Independent Work Time throughout the term, learners

can practise and consolidate ordering and comparing the
masses of 3 or more objects, by placing pairs of objects on a
balance, until all objects can be sequenced

All work should be recorded.

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4.4 Informal measuring All measurement in Grade 1 is informal. No formal
Capacity/Volume  Compare and order the measurement of length with standard units is done.
amount of liquid (volume) in
two containers placed next to So far during the year the focus in capacity/volume has been
on
each other. Learners check by
 developing language to talk capacity/volume;
pouring into a third container
 comparing volumes in two identical containers; and
if necessary  comparing volumes in containers with different widths,
 Compare and order the by pouring into a third container.
amount of liquid that two See notes for Term 2.
containers can hold if filled Learners can also practise and consolidate these concepts
(capacity) during independent work time.
 Use language to talk about
the comparison e.g. more
than, less than, full, empty
 Estimate and measure,
compare and order the
capacity of containers by
using non-standard measures
e.g. spoons and cups

GRADE 1 TERM 3
5. DATA HANDLING

DURATION
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS REQUIREMENT BY YEAR
FOCUS FOR TERM 1 GUIDELINES hour 24
END
minutes)
Working with collections of objects
5.1 Collect and organise objects
Collect and sort Collect and sort everyday
objects physical object Sorting collections of objects is no
5.2 Represent sorted collection longer a specific focus in the second
Represent of objects half of the year. However, it can be

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sorted Draw a picture of the given as an occasional activity during
collection of collected objects independent work time.
objects
5.3 Discuss and report on sorted The recommended focus in Term 3 is
Discuss and collection of objects the data handling cycle: see below.
report on  Give reasons for how the
sorted collection was sorted
collection of  Answer questions about
objects  how the sorting was
done (process)
 what the sorted
collection looks
like (product)
 Describe the collection
and drawing.
 Explain how the
collection was sorted

Working with data

5.4 Collect and organise Recommended focus: The complete data handling 3 lessons
Collect and data Collect and organise data cycle
organise data Collect data about the class or school In the data handling cycle
 Collect data about the to answer questions posed by the  Learners collect information to answer a question. In
class or school to answer teacher. the Foundation and Intermediate Phase this question is
questions posed by the normally provided by the teacher or textbook;
teacher Represent data  Learners sort and represent the information in ways
 Represent data in pictograph which make it easier to analyse. The form of
5.5 Represent data representation that learners in Grade 1 practise is a
Represent data Represent data in pictograph Analyse and interpret data pictograph; and
5.6 Analyse and interpret data  Answer questions about data in  Learners analyse the information in the pictograph by
Analyse and  Answer questions about pictograph answering questions posed by the teacher.
interpret data data in pictograph
A class pictograph
In Grade 1 it is useful to start data handling by making a
class picture graph. Working together as a class helps
learners to be involved in all the stages of the process
without getting lost in the detail of any stage.

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Making a allows the teacher to focus the learners on the
key aspects of data handling and also on what they need to
know about the important features of a pictograph
 where and how to label the graph (graph title)
 where and how to label the categories
 the pictograph needs to have a key which explains
what each picture means
 the pictures or the spaces for pictures need to be the
same size
 how to place the pictures evenly in rows
 how to read the graph
Working through the whole data cycle can take several
lessons.

Collect, organise and represent data

Teachers in the phase should ensure that different topics
are chosen for data collection and analysis in each of the
grades. Suitable examples include re-arranging the
previous month‘s daily weather chart to form a pictograph
or making a pictograph of learners‘ birthdays.
Analyse data
Learners answer questions such as:
―What kind of weather was most common this month?‖
What kind of weather was least common this month?‖
―How many more sunny days than cloudy days did we
have?‖

Working through the whole data cycle can take several

lessons.

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GRADE 1 TERM 4
1. NUMBER, OPERATIONS AND RELATIONSHIPS
CONCEPTS AND SKILLS CONCEPTS AND
TOPICS REQUIREMENT BY SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION
YEAR END FOCUS FOR TERM 1
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count out objects reliably to Count out objects What is different from Term 3?
Count 50. reliably to 50. In Term 4, learners extend the counting range. There is still focus on understanding
objects Give a reasonable estimate of the cardinality principle. During this term learners should learn how to position the
a number of objects that can Give a reasonable objects systematically when counting so that when they check their count, the
be checked by counting. estimate of a number of arrangement helps them to count more easily. Example: Counters could be placed
objects that can be in rows.
checked by counting.

During this term learners continue extending their counting skills and practising:
 counting all;
 counting on;
 the cardinality principle of numbers; and
 working with written texts.

Learners need to make the link between ordinal and cardinal counting. This is
achieved when they realise that stopping the count on reaching the 50 th object
means that they have counted 50 objects. At the same time they now know that the
order in which one counts the objects does not affect the count.

Counting in groups
In order to help learners count in intervals of two, five and 10 they need to group
objects in 2s, 5s and 10s. Number cards should be displayed at each collection to
show the number of objects counted. Counting in groups will prepare learners for
understanding multiples and calculating. By the end of the term learners should be
able to recognise a collection by splitting up the number. Example: ―I know that is
10 because I put 4 on one side and 6 on the other side‖.

Resources:
Careful consideration needs to be given to the kind of apparatus used.
 Structured apparatus, such as a string of counting beads, can be used.
 The abacus can be used to practise counting in groups of ten.

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  Learners can make bundles of 2, bundles of 5 and ten and then count all.

1.2 Count forwards and backwards in What is different from Term 1?

Count forwards  1s from any number between 0 and Count forwards In Term 4, learners now count in intervals of 10, 5 and 2 to 100. The counting in
and backwards 100 and backwards intervals become an important skill that learners will use in Grade 2 and 3 and will
in help learners when doing their calculations.
Count forwards in  1s from any
 10s from any multiple of 10 between number By the end of the term learners should be able to:
0 and 100 between 0 – Count verbally and respond to questions such as:
 5s from any multiple of 5 between 0 100  Start at 52, count on in ones to 72.
and 100  Start at 88 and count back in ones to 70.
 2s from any multiple of 2 between 0 Count forwards  Start at 38 and count in twos to 50.
and 100 in  Start at 45 and count in fives to 100.
 10s from  Start at 10 and count in tens to 100.
any
multiple of Learners should be able to apply their counting skills to written activities.
10 between Example:
0 and 100 :
 5s from any  Copy and extend simple number sequences to at least 100. See section on
multiple of number patterns
5 between 0
and 100
 2s from any
multiple of
2 between 0
and 100

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1.3 Know and read numbers Know and read What is different from Term 3?
Number symbols  Know and read number symbols 0 to numbers In Term 4, the number range has increased to 100. Writing number symbols and
and number 100  Know and number names are consolidated during this term. No new knowledge is being
names learnt. It is important to be aware that subitising and counting rely heavily on
 Write number symbols 0 to 20 read number
careful application and use of number names. Learners need to be using, saying
 Know and read number names 1 to 0 symbols 0 to and writing number names in as many different contexts as possible.
 Write number name 1 to10 100
 Write By the end of the term they should be able to do the following type of activities:
number Matching word symbols, pictures or pictures of objects
symbols 0 to This card says 6 what does this card say?
20
 Know and 6 11
read number
names 1 to
10
 Write
number
name 1 to10

Match the words to the objects

One 
Two 
Three 
Four 
Five 
Six 
Seven 
Eight 
Nine 
1.4 Order and compare up to 20 objects. Through ordering and comparing objects and numbers learners have learnt that:
Describe,  Compare collection of objects  The cardinal aspect of a number is used to describe the number in a set.
compare, order

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numbers according to many, few, most, least; What is different from Term 3?
more than, less than; the same as, just Learners are introduced to ordinal numbers.
as many as, different
By the end of the term and year learners must be able to use the language of
ordering and comparing in the following kinds of ways:
 Order collection of objects from most First, second, third, fourth, fifth, sixth…………..
to least and least to most. How many…………
 Range up to 20 objects As many as, the same number as…
Equal to, more than, less than, fewer than, greater than, smaller than, larger
than…………
Order and compare numbers Order, first, last, before, after, next, between
 Order numbers
numbers
 from smallest to greatest and First, second, third, fourth, fifth, sixth…………..
greatest to smallest How many…………
 before, after, in the middle/ As many as, the same number as…
between Equal to, more than, less than, fewer than, greater than, smaller than, larger
 using the number line 0 to 20 than…………
Order, first, last, before, after, next, between
 Compare whole numbers according
to smaller than, greater than, more 
than, less than, is equal to
 One-to-one correspondence Colour the fifth circle yellow.
 Number range up to 20 Colour the first circle red.
Colour the eighth circle blue.

Learners should respond to questions such as

Use ordinal numbers to show order, Who is the first in the row?
place or position Who is second in the queue?
 Position objects in a line from first to
tenth or first to last e.g. first, second, Mthunzi has 5 pencil crayons. Cally has 8 pencil crayons.
third … tenth, last. (ordinal numbers) Who has fewer pencil crayons?

Give me a number between 15 and 17?

Ordinal aspect of numbers in the range Write down the numbers between 4 and 10
first to tenth 1, 2, 3, 4, _, _, _, _, _, 10

215
Fill in the missing numbers
Before After
17
12
14
9
6

Write these numbers in order from the biggest to the smallest.

Write these numbers from the smallest to the biggest.

Copy and complete using the words less and more:

35 is _______ than 38
79 is __________65
Knowing that the number before is one less and that the number after is one more
Learners should respond to questions such as:
What number comes before 17?
What number comes after 82?

Fill in the missing numbers on the number line

<insert number line from 85 to 95 with three numbers missing>

Put the following number cards in order:

Which numbers lie between 25 and 30?

Give me the number that is 1 more than 76?

Give me the number that is 2 more than 76?
What number is 1 less than 45?
What number is 2 less than 39?

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1.5 Recognise the place value of at least What is different from Term 3?
Place value two-digit numbers to 20 During this term learners continue to build and develop place value concepts.
 Partition two-digit numbers into tens In Term 4, learners work with a higher number range and continue to:
 count and group to make a group of tens and loose ones;
and ones e.g. 12 is 10 and 2
 write18 = 1 ten and 8 loose ones; and
 then record 14 = 10 and 4.
Learners should continue to manipulate concrete apparatus by grouping to form
ten ones and develop the understanding that 10 is one group of ten loose ones.

Using an abacus, learners should be able to show:

 one ten;
 one ten and 5 ones;
 one ten and 6 ones;
 one ten and 7 ones;
 one ten and 8 ones; and
 one ten and 9 ones.
Expect learners to still count in ones to make the groups of tens. For many it will
be the only way to state the number or say how many there are.

Place value cards/Flard cards

Place value cards should be used during this term to show how the numbers are
constructed. The place value cards can be shown alongside the bundles or groups

217
 of objects.

Resources
Objects that can be grouped:
 Counting sticks
 Counters that can be threaded
 Matchsticks
 Ice cream sticks
 Interlocking cubes
 Place value cards
 Play money

It is useful to have ready-made groups of tens that learners have grouped and
stored in containers.

1.6 Use the following techniques when What is different from Term 3?
Problem-solving solving problems and explain solutions to By the end of this term learners are beginning to solve word problems using the
techniques problems: following techniques:
 concrete apparatus e.g. counters  Drawings or concrete apparatus
 pictures to draw the story sum
 Building up or breaking down numbers
 building up and breaking down
numbers  Doubling and halving
 doubling and halving  Number lines
 number lines
See notes for Term 2.

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1.7 Solve word problems in context and By the end of the term learners should be able to do problems like the ones stated
Addition, explain own solution to problems below.
subtraction involving addition, subtraction with
answers up to 20. Change
Noluthando had 5 apples. Silo gave her 8 apples. How many apples does she
have now?
Noluthando had 13 apples. She gave 5 apples to Silo. How many apples does
she have now?

Combine
Nosisi has 5 green and 8 blue marbles. How many marbles does she have?
Nosisi has 13 marbles. 5 are green and the rest are blue. How many blue
marbles does Nosisi have?

Compare
Nosisi has 13 bananas. Themba has 5 bananas. How many more bananas does
Nosisi have than Themba?
1.8 Solve word problems in context and By the end of the term learners should able to do problems like the ones stated
Repeated addition explain own solution to problems below.
leading to involving repeated addition with answers
multiplication up to 20. Repeated addition
How many wheels do 4 bicycles have?

Rate
Thami drinks 2 cups of milk every day. How many cups of milk does he drink
in a week?

Grids
Mr Khumalo plants 3 rows of cabbage plants. There are 5 plants in a row.
How many cabbage plants are there altogether?

1.9 Solve and explain solutions to practical By the end of the term learners should be able to do problems like the ones stated
Grouping and problems involving equal sharing and below.
sharing leading to grouping with whole numbers up to 20 and
with answers that may include remainders.
division
Grouping
Grouping, discarding the remainder

219
 Stella sells apples in bags of 3 apples each. She has 14 apples. How many
bags of 3 apples each can she make up?
Grouping, incorporating the remainder in the answer
Ben wants to take 15 eggs to his grandmother. How many egg boxes that can
take 6 eggs each does he need to pack all the eggs?

Sharing
Sharing, discarding the remainder
Share 14 sweets among 3 friends so that they all get the same number of
sweets.
Sharing, leading to fractions
Share 4 chocolate bars among 3 friends so that they all get the same
amount of chocolate bar and there is nothing left over. (Learners are not
required to name the fraction part as one third. They can describe the
fractional part as simply ― a bit‖.)
Fraction of a collection

1.11  Recognise and identify the South By the end of the term learners should be able to do problems like the ones stated
Money African coins, 5c, 10c, 20c, 50c, R1, below.
R2, R5, and bank notes, R10 and R20.
 Solve money problems involving John bought bread for R8. He paid for it with a R10 note. How much change did
totals and change to R20 and in cents he get?
up to 20c cents Rosy‘s mum bought a scarf for [Link] paid with 2 ten rand notes. How much
change did she get?
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?
CALCULATIONS
Use the following techniques when What is different from Term 3?
performing calculations: Learners are expected to solve context-free calculations using the following
 drawings or concrete apparatus e.g. techniques:
1.12 counters  drawings or concrete apparatus
Techniques  building up and breaking down  learners‘ drawings should start looking quite systematic and they should
(methods or numbers
strategies) be able to describe their calculations based on their drawings
 doubling and halving
 number lines  Building up or breaking down numbers
 Doubling and halving

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  Number lines
See notes for Term 2.

1.13  Add to 20 Doing addition and subtraction within the number range 0 – 20 means that learners
Addition and  Subtract from 20 will:
Subtraction  Use appropriate symbols(+, - , =, )  begin to develop place value concepts of tens and ones;
 Practice number bonds to 10  continue to count in groups; and
 start realising that counting on in ones is not an efficient strategy.
Learners will continue to:
 count objects;
 recognise, read and write numbers; and
 compare and order numbers.
In order to work with the symbols of addition and subtraction, learners should
have had sufficient experience to:
 count all;
 count on from the larger number;
 use and understand the language of addition and subtraction; and
 order and compare numbers.
Learners continue to build their understanding of addition and subtraction.

By the end of the year learners should be able to:

 use the vocabulary related to addition and subtraction and symbols to
describe and record addition and subtraction number sentences;
 use practical and informal written methods to do addition and subtraction;
 solve addition and subtraction calculations and can record their answers in
number sentence ands;
 understand that subtraction is the inverse of addition and vice versa and use
this to derive and record calculations.
To understand addition and subtraction learners should be able to:
 know and use the fact that the order of addition does not matter;
 use the + a, – and = signs;

221
 know that  stands for an unknown number;
 understand subtraction as ‗taking away‘ and ‗finding the difference between‘;
and
 say and write corresponding number facts to a given addition fact and vice
versa e.g.
8 + 6 = 14 implies that 14 – 6 = 8.
Recording images of addition and subtraction:
While some learners may still want to record and count in 1s, they need to be
assisted to start recording and counting in groups.
They should be able to:
Draw pictures and use numbers, especially showing groups.

Breaking down a number into smaller parts to make calculation easier

Learners will break up a number into different parts. They will break up a number
into parts that are manageable for them. Learners will initially break up the seven
into ones. However, once the number facts to 10 are intuitive and learners can
work with the numbers at an abstract level, they should break up seven into
different parts.

Using arrows and numbers to show thinking

11 + 7 = 
11 + 4 + 3
11 + 4 → 15 + 3 = 18

11 + 7 = 
11 + 5 + 2
11 + 5 → 16 + 2 = 18

17 – 9 = 
17 – (7 + 2)
17 – 7 → 10 – 2 = 8

Number bonds
In order to practise the number bonds, learners must be given a variety of activities
to do. This is ideally done during independent time.
The number line can also be used to practise the bonds to 10.

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Using and applying previous knowledge as techniques
The techniques shown below allow learners to formalise their counting and
number sense. Practising the techniques below will encourage learners to reflect
upon the relationships between numbers and teach learners that they can actually
use and apply their knowledge to help calculate.

Put the greater number first in order to count on or back.

4 + 12 = 
Rearrange 4 + 12 as 12 + 4 and count on from 12.

Count on from the bigger number

Learners should be able to count on from the bigger number. This is a far more
efficient strategy than counting in ones to 14 and then count in five more.
14 + 5 = 
Learners count from 14, then 15, 16, 17, 18, 19.

Identify near doubles

8+7
The learner can explain that the sum can be written as 8 + 8 - 1 (double 8 plus 1)
or 7 + 7 + 1 (double 7 plus 1).
Learners might record their strategies using arrows:
8 + 8 → 16 + 1 = 17

Change a number to ten and then subtract or add ones

This strategy can be taught with quite low number ranges and applied to higher
numbers.
9+6=
The learners can say to themselves: ―I will take one away from the 6 and add it to
the 9 to make 10.‖
There 9 + 6 can be written as 10 + 5 = 15

8+5=
The learners can say to themselves: ―I will take two away from the 5 and add it to

223
 the 8 to make 10.‖
There 8 + 5 can be written as 10 + 3 = 13

Use knowledge of the inverse relationship between addition and subtraction

15 – 9 = 
The learner knows that the sum can be rewritten as an addition sum: ―I know that 9
+  = 15.‖
The learner might use counting on in order to do the calculation.

Number lines
They should be able to use number lines to support their own calculations.
Example:
13 + 6
<insert number line to show the above calculation>
1.14  Add the same number repeatedly to What is different from Term 3?
Repeated addition 20 In Term 4, learners continue to develop the language of repeated addition.
leading to  Use appropriate symbols(+, =, ) Example:
multiplication  2 lots of 3
 4 groups of 2

Learners also continue to write number sentences for pictorial representations.

Skip counting should continue to help learners count the objects grouped in
pictures. If pictures or objects are grouped in twos then learners should be
counting in twos and no longer in ones to find the total number of objects.

By the end of the term learners should be able to:

 understand repeated addition as making equal groups;
 represent repeated addition using practical objects and drawings;
 record matching number sentences to the practical work or drawings; and
 use number lines to arrive at an answer.
1.16 Number concept: Range 20 What is different from Term 3?
Mental  Name the number before and after a In Term 4, the number range increases from 15 to 20.
mathematics given number. Order a given set of
selected numbers. Examples of questions and activities that can be asked and done:
 Compare numbers to 20 and say a) Start with 3 and count forwards in ones to 10.
which is more or less b) Learners line up and ask: Who is first, second, third or last?

224
 Know which number is 1 more or 1 c) Which is less 14 or 8?
less than numbers. d) Which is more 8 or 4?:
 Know which number is 2 more or 2 e) What is 2 less than 13?
less than numbers. f) What is 2 more than 8?
g) Give me a number between 1 and 3.
Rapidly recall:
 Addition and subtraction facts to 10 h) Give me a number between 10 and 14. Is there only one number?
i) Put these number cards in order from the smallest to the biggest number.
Calculation strategies
Use calculation strategies to add and Rapidly recall
subtract efficiently: Show me the number to add to make 10 (writing down or using the place value or
 Put the larger number first in order to flard cards)
count on or count back a) 1
 Number line b) 2
c) 3
 Doubling and halving
d) 4
 Building up and breaking down
e) 5
f) 6
g) 7
h) 8
i) 9

Show me the number left when …. Is taken away from 10 (writing down or using
the place value or Flard cards)
a) 1
b) 2
c) 3
d) 4
e) 5
f) 6
g) 7
h) 8
i) 9

6 + 4 = 10 What is 4 + 6? Is the answer the same?

5 + 2 = 4 what is 2 + 5? Is the answer the same?

Calculation strategies:

225
 Use calculation strategies to add and subtract efficiently.
Add the following by putting the larger number first and count on:
1+9
2+6
1+4

Double 1
What are 2 twos?
What is half of 4?

Using the number line

How many jumps from 3 to 5?
How many jumps back from 5 to 2?

GRADE 1 TERM 4
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND
SKILLS CONCEPTS AND SKILLS DURATION
TOPIC SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR TERM 4
YEAR END
2.1 Copy, extend and describe Patterns all around us Learners will work with patterns from nature, modern everyday life and our 1 lesson
Geometric Identify, describe in words cultural heritage from Grade 1 to Grade 6. This means that you do not need
Copy, extend and describe
patterns and copy geometric patterns to spend a lot of time on this topic. You also need to choose activities and
in words
 in nature patterns that are appropriate to each grade.
 simple patterns made  from modern everyday
with physical objects life In Grade 1 learners can make rubbings of patterns.
 simple patterns made  from our cultural Usefully examples are patterns on leaves, bark on trees, the patterns on the
with drawings of lines, heritage soles of shoes, patterns on tyres, drain covers, paving etc.
shapes or objects
One kind of pattern learners can look for is symmetry, e.g. most leaves are
symmetrical.
Create own patterns Create own patterns
Create own geometric Create own geometric

226
 patterns patterns Learners can also look at patterns on
 with physical objects  with physical objects fences (wire, wooden or vibracrete);
 by drawings lines, by drawing lines, shapes brickwork and floor tiles;
shapes or objects or objects clothes and material;
plates, cups and saucers;
Patterns all around us soccer balls;
Identify, describe in words animals such as cows, moths and butterflies, zebra, giraffe, leopards, birds,
and copy geometric patterns insects;
flowers and leaves;
 in nature
traditional or modern beadwork; and
 from modern everyday
traditional clay pots or woven baskets.
life
 from our cultural There are different ways to describe the patterns we see around us. Most
heritage patterns around us are made up of lines, shapes or objects. The shapes or
objects do not need to be linked to the geometrical 2-D shapes and 3-D
objects worked with in Grade 1. Learners can look for and describe
 what is repeated e.g. dots, lines, any kind of shape; and
 how it is repeated e.g. do the lines cross each other (as in a dishcloth),
are all the dots the same size, are they evenly spread, are all the shapes
the same size, same colour, do they all face the same way, e.g. if you cut
across an orange all the segments are narrower in the middle and wider
at the outer edge.
2.2 Copy, extend and describe Copy, extend and describe Number sequences can be linked with counting. As learners‘ counting skills 3 lessons
Number change and develop, the kinds of number sequences learners work with can
Copy, extend and describe Copy, extend and describe
patterns develop.
simple number sequences to simple number sequences to
at least 100. at least 100. Sequences should show counting forwards and backwards in:
 1s from any number between 1 and 100
Create own patterns Sequences should show  10s from any multiple of 10 between 0 and 100
 5s from any multiple of 5 between 0 and 100
Create own number  counting forwards and  2s from any multiple of 2 between 0 and 100
patterns. backwards in 1s from Learners can point to numbers on a number line, a number grid, or written
any number between 1 sequences as they count.
and 100
 counting forwards in: Learners can cover (with counters) or colour or circle numbers on a number
line, a number grid, or written sequences as they count
 10s from any
multiple of 10 Learners can fill in missing numbers in a written sequence, on a number line
between 0 and 100

227
  5s from any or on a number grid to practise counting. Remember learners are only
multiple of 5 writing to 20. See notes for Term 3 for how learners can work with number
between 0 and 100 sequences beyond 20.
 2s from any
multiple of 2
between 0 and 100

Create own patterns

Create own number patterns.

228
GRADE 1 TERM 4
3. SPACE AND SHAPE
DURATION
CONCEPTS AND SKILLS CONCEPTS AND
SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS REQUIREMENT BY YEAR SKILLS
GUIDELINES hour 24
END FOCUS FOR TERM 4
minutes)
3.1 Language of position Language of position Position and directions 1 lesson
Position, Describe the position of one Describe the position of one See notes for Term 1.
orientation object in relation to another e.g. object in relation to another
and views on top of, in front of , behind, e.g. on top of , in front of , Any new language of position should be introduced through practical
left, right, up, down, next to behind, left, right, up, down, activities that involve learners in physical movement. This can be
next to. done during whole class teaching time or focus group time.
Position and views Directions should be learnt through practical activities in which
 Match different views of the Position and directions learners move themselves or objects according to instructions. This
same everyday object  Follow directions to can be done during whole class teaching time or focus group time.
move around the
Position and directions classroom Work on position and direction can be consolidated through written
 Follow directions to move  Follow instructions to recording such as drawing, colouring or matching drawings with
around the classroom place one object in words. This can be done during independent time.
 Follow instructions to place relation to another e.g.
one object in relation to put the pencil inside the Position and views
another e.g. put the pencil box. Learners in the Foundation Phase need to understand that objects look
inside the box different when one looks at them from different positions. Learners
Position and views may take for granted that objects such as cars look small when they
 Match different views are far away. As learners work more with books and illustrations in
of the same everyday books, they need to understand why something in the foreground is
object shown larger than something in the background. In focus group time
learners can experiment with placing their hand in front of them, to
block their view of larger objects that are further away.
In Grade 1 learners should be given exercises in which they can match
different views (views from the top, views from the side, views from
the front) of different everyday objects.
This will eventually help learners to interpret drawings of geometric
objects done from different perspectives.

3.2 Range of objects Range of objects Work on 3-D can be consolidated through written exercises. 1 lesson
3-D objects Recognise and name 3-D objects Recognise and name 3-D

229
 in the classroom and in pictures objects in the classroom and
 ball shapes (spheres) in pictures
 box shapes (prisms)  ball shapes (spheres)
 box shapes (prisms)
Features of objects
Describe, sort and compare 3-D Features of objects
objects in terms of: Describe, sort and compare
 size 3-D objects in terms of:
 colour  size
 objects that roll  colour
 objects that slide  objects that roll
 objects that slide
Focussed activities
Observe and build given 3-D
objects using concrete materials
such as building blocks,
recycling material, construction
kits

3.3 Range of shapes Range of shapes See notes for Term 2 3 lessons
2-D shapes Recognise and name 2-D shapes Recognise and name 2-D
 circles shapes Learners work with circles and squares of different sizes and triangles
 triangles  circles with different shapes. They sort them according to whether they have
 squares  triangles straight or round sides.
 squares
Learners sort and groups shapes according to whether they are
Features of shapes Features of shapes triangles, squares or circles.
Describe, sort and compare 2-D Describe, sort and compare
shapes in terms of: 2-D shapes in terms of: Work is consolidated through written exercises.
 size  size
 colour  colour
 straight sides  straight sides
 round sides  round sides

3.4 Symmetry Symmetry Learners should look for lines of symmetry in concrete objects and 1 lesson
Symmetry  Recognise symmetry in  Recognise and draw line pictures.

230
 own body of symmetry in 2-D
 Recognise and draw line of geometrical and non- Written exercises
symmetry in 2-D geometrical shapes  should not only be ―draw in the other half‖; but
geometrical and non-  should include examples where learners draw in the line of
geometrical shapes symmetry. The lines of symmetry should not always be a vertical
line e.g. in a picture of a fish the line of symmetry could be
horizontal.

231
GRADE 1 TERM 4
4. MEASUREMENT
DURATION
CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR (in lessons of 1
TOPICS
REQUIREMENT BY YEAR END FOCUS FOR TERM 4 TEACHING GUIDELINES hour 24
minutes)
4.1 Passing of time Passing of time Learners should learn how to talk about 2 lessons
Time Talk about passing of time Talk about passing of time  the sequences of events; and
 Order regular events from  Order regular events from their  duration of time.
their own lives own lives
 Compare lengths of time  Compare lengths of time using Learners continue to consolidate ways of talking
using language e.g. longer, language e.g. longer, shorter, about time on a daily basis during whole class
shorter, faster, slower faster, slower teaching time or focus group teaching time.
 Sequence events using  Sequence events using language
language such as yesterday, such as yesterday, today, Learners talk about and answer questions about
today, tomorrow tomorrow when things happen, using language such as
morning, afternoon, night, early and late.
Telling the time Telling the time
 Describe when something  Describe when something happens Learners sequence events using language such as
happens using language e.g. using language e.g. morning, yesterday, today, tomorrow; the days of the week
morning, afternoon, night, early, afternoon, night, early, late and the months of the year.
late  Know days of week
 Know days of week  Know months of year Learners compare time lengths using language
 Know months of year  Place birthdays on a calendar such as longer or shorter and faster or slower
 Place birthdays on a calendar
Learners talk about the ordering of events from
their own lives. They also order sequences of
pictures such as
 the steps to make a sandwich or a cup of tea;
 photographs showing a baby grown into an
elderly person;
 life cycle of animals e.g. egg to chicken, or
egg to frog or egg to a butterfly; and
 regular events in the day (waking up, being
at school, playing, eating supper, sleeping).

Continue to place birthdays on the calendar

232
 throughout the year.

4.2 Informal measuring All measurement in Grade 1 is informal.

Length  Compare and order the length, No formal measurement of length with
height or width of two or more standard units is done.
objects. by placing them next to
each other During independent work time
 Use language to talk about the throughout the term, learners can practise
comparison e.g. longer, shorter, and consolidate measuring lengths,
taller, wider widths and heights with informal units.
 Estimate, measure, compare, All work should be recorded. See notes
order and record length using for Term 3
non-standard measures e.g. hand
spans, paces, pencil lengths,
counters etc.

4.3 Informal measuring Informal measuring All measurement in Grade 1 is informal. No 2 lessons
Mass  Estimate, measure, compare,  Estimate, measure, compare, order formal measurement of mass with standard units
order and record mass using and record mass using non-standard is done.
non-standard measures and a measures and a balance e.g. blocks,
balance e.g. blocks, bricks etc. bricks etc. What is different in Term 4?
 Use language to talk about the  Use language to talk about the In Term 1 it was recommended that learners
comparison e.g. light, heavy, comparison e.g. light, heavy, lighter, focus on
lighter, heavier heavier  directly comparing the mass of objects;
 ordering and comparing the masses of three
or more objects, by placing pairs of objects
on a balance, until all objects can be
sequenced; and
 developing the language to talk about
differences in mass.

In Term 4 learners can focus on doing informal

measurement with non-standard units of mass.

Informal measurement of mass using non-

standard units
Learners can learn all the principles and practises
of measurement using non-standard units.

233
Measuring with non-standard units should not be
considered to be inferior to measuring with
standard units.

Measuring mass with non-standard units involves

counting how many of the chosen unit have the
same mass as the object being measured. For
example a ruler has the same mass as 9 blocks.
.
Learners should measure a variety of objects
using a range of objects as informal units.

Learners should be taught always to state the unit

when giving the mass e.g. the book is has the
same mass as 34 marbles.

Once learners have measured with any unit a

couple of times, they should estimate about how
many of that unit will have the same mass as the
object being measured. Estimation before
measuring is important, but can only be done
once learners have done some measuring with
that unit.

Learners need to be taught that in order to

compare the mass of different objects, the same
unit needs to be used. For example if a ruler has a
mass of 20 blocks and a pair of scissors has the
mass of 20 marbles, one cannot say whether they
have the same mass or not, or which one is
heavier.

Recording measurements
Although measuring is a practical skill. learners
should record their measurements at all times.

Measuring mass as a context for solving

problems and calculations

234
 During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of informal measurement of
mass. For example, the duster has a mass of 11
marbles. The box of crayons has a mass of 8
marbles. Together they will have a mass of how
many marbles?

Take account of the number range appropriate for

the term, as well as the range of problems types
appropriate for the term.

Informal measuring Informal measuring All measurement in Grade 1 is informal. No 1 lesson

4.4  Compare and order the amount  Estimate and measure, compare, formal measurement of capacity/volume with
Capacity/Volume of liquid (volume) in two order and record the capacity of standard units is done.
containers placed next to each containers by using non-standard
other. Learners check by measures e.g. spoons and cups What is different in Term 4?
pouring into a third container if In Term 1 it was recommended that learners
necessary focus on
 Compare and order the amount  developing the language to talk about
of liquid that two containers can differences in volume;
hold if filled (capacity)  comparing the volumes in two identical
 Use language to talk about the containers; and
comparison e.g. more than, less  comparing the volumes in two different-
than, full, empty looking containers, especially wider and
 Estimate and measure, compare narrower containers.
and order the capacity of In Term 4 learners can focus on doing informal
containers by using non- measurement with non-standard units of volume.
standard measures e.g. spoons
and cups What is capacity? What is volume?
A bottle can have a capacity of four cups, but it
may not be filled to its full capacity, it could for
example, only may only contain a volume of one
cup of water at a particular time.
Capacity is the total amount that an object can
hold (or the amount of space inside the object).
Volume is the amount of space that something
takes up.

235
Sometimes learners will be measuring how much
liquid (or sand or other substances) are in a
container. This is measuring the volume of the
substance in the container.
At other times learners will be measuring how
much a container can hold if it is filled to its
maximum capacity.

Informal measurement of length using non-

standard units of length
Learners can learn all the principles and practices
of measurement using non-standard units.
Measuring with non-standard units should not be
considered to be inferior to measuring with
standard units.

Learners should get the opportunity to measure

volume/capacity using a range of objects as
informal units e.g. cups (but not necessarily
measuring cups), spoons (but not necessarily
measuring teaspoons), bottle tops such as 2 litre
milk bottle tops, small cans, small bottles etc.
Measuring volume/capacity with non-standard
units involves counting how times one filsl and
pours from the chosen unit until one reaches the
required capacity or volume.

Learners should be taught always to state the

unit, e.g. there are 48 spoonfuls of water in the
bottle or there just less than a cup of water in the
bottle.

Once learners have measured with any unit a

couple of times, they should estimate the
capacity/volume using that unit. Estimation
before measuring is important, but can only be
done once learners have done some measuring

236
with that unit.

Learners need to be taught that in order to

compare volumes or capacity the same unit needs
to be used. For example if a glass holds 20
teaspoons of water and cup holds 10 tablespoons
of water, one cannot say that the glass holds more
water.

Learners need to measure with a range of

informal units, so that they can
 begin to understand that the smaller the unit
the more time one will need to use/fill it, e.g.
the volume in a bottle could be 20
tablespoonfuls but also 1 cup; and
 begin to use units which are appropriate to
what they are measuring, e.g. measuring a
full 2 litre bottle with teaspoons is a waste of
time.

Recording measurements
Although measuring is a practical skill, learners
should record their measurements at all times.

Measuring capacity as a context for solving

problems and calculations
During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of informal measurement of
capacity/volume. For example, Gogo uses 2 cups
of milk to make a pudding. If she doubles the
recipe, how much milk will she need?
Take account of the number range appropriate for
the term, as well as the range of problems types.

237
238
GRADE 1 TERM 4
5. DATA HANDLING
CONCEPTS AND
CONCEPTS AND SKILLS DURATION
TOPICS SKILLS SOME CLARIFICATION NOTES OR TEACHING
REQUIREMENT BY YEAR (in lessons of 1
FOCUS FOR TERM GUIDELINES
END hour 24 minutes)
4
Working with collections of objects
5.1 Collect and organise objects Sorting collections of objects is no longer a specific focus in
Collect and sort Collect and sort everyday physical the second half of the year. However, it can be given as an
objects objects occasional activity during independent work time.

5.2 Represent sorted collection of The recommended focus in Term 4 is on reading and
Represent sorted objects analysing pictographs: see below.
collection of objects Draw a picture of collected objects

5.3 Discuss and report on sorted

Discuss and report collection of objects
on sorted collection  Give reasons for how the
of objects collection was sorted
 Answer questions about
 how the sorting was done
(process)
 what the sorted collection
looks like (product)
 Describe the collection and
drawing
 Explain how the collection was
sorted

Working with data

5.4 Collect and organise data
Collect and organise  Collect data about the class or
data school to answer questions
posed by the teacher

5.5 Represent data

Represent data in pictograph

239
Represent data
5.6 Analyse and interpret data Analyse data from Once learners have experienced the whole data cycle 2 lessons
Analyse and  Answer questions about data in representations (recommended in Term 3), they can focus on analysing
Interpret data pictograph provided. representations that are given to them.

It is recommended that in Term 4 learners analyse (answer

questions) on at least 2 pictographs.

240
3.5.2 CONTENT CLARIFICATION GRADE 2
GRADE 2 TERM 1
1. Number, operations and relationships
TOPICS CONCEPTS AND SKILLS
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY YEAR
FOCUS FOR TERM 1
END
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count objects Counting concrete objects Count reliably to at least 100 See notes for Grade 1, Terms 3 and 4
Estimate and count reliably to at everyday objects. Term 1 in Grade 2 is a consolidation of work done in term 4 of Grade 1.
least 200 everyday objects. The
strategy of grouping is Give a reasonable estimate of a Counting in groups
encouraged. number of objects that can be The focus in this term is on counting on and counting in groups.
checked by counting. Help learners to count large numbers of objects, by encouraging them to group
objects in twos, fives and tens.
Number cards should be displayed at each collection to show the number of
objects counted. The counting in groups will prepare learners for understanding
multiples.
Learners should be given the opportunity to see that a group of 100 can be
composed in different ways, for example:
 10 groups of ten;
 100 loose ones; or
 2 groups of 50.

Counting on
Learners still need the experience of being given a collection of objects and then
count on from there.

Resources:
Careful consideration needs to be given to the kind of apparatus used to
encourage learners to count in groups. Suitable types of apparatus include:
 Structured apparatus, such as a string of counting beads
 The abacus to practice counting in groups of ten
 Making bundles of 2, bundles of 5 and ten and then counting all with
counting sticks or matches

241
  Play money

Once learners have seen pre-structured or pre-grouped counting apparatus,

encourage them to group objects when counting.

Learners need to make the link between ordinal and cardinal counting. This is
achieved when they realise that stopping the count on reaching the 50th object
means that they have counted 50 objects. By the end of the term learners should
be able to:
 count objects they can touch or hold;
 count the counters in groups of fives and tens and
 re-arrange them and count again. Learners should be able to answer the
question: ―Do you still have the same number of counters?‖

Further activities:
Learners should be able to respond to the following kind of instructions and
questions:
 Here are 100 counters. Count them by grouping them in tens. Now check by
counting in ones. Before you start, do you think that the total will be the
same?
 To count all 100 counters, would you prefer to count them in groups of 20 or
25? Why?
 Decide what would be the best way to count a collection of pencils.
 Here are 80 counters. If we count in twos or tens, will the total number of
counters still be the same?
 Count 46 counters by grouping them in twos.

Count forwards and backwards Counts forwards and Term 1 in Grade 2 is a consolidation of work done in term in 4 Grade 1.
in: backwards in: ASkip counting remains an important skill that will help learners when
1.2 Count  1s, from any number  1s from any number calculating. Reciting number sequences remains an important skill needed for
forwards and between 0 and 100 counting. Counting should continue to form part of learners‘ everyday lives and
between 0 and 200
backwards  10s from any multiple of so rhymes, songs and stories should form part of the counting experience.
 10s from any multiple
10 between 0 and 100 In Grade 1 learners have developed the following concepts related to counting:
between 0 and 200
 5s from any multiple of 5  The concept of conservation
 5s from any multiple of 5 between 0 and 100  The cardinality principle – naming a collection

242
 between 0 and 200  2s from any multiple of 2  Subitising
 2s from any multiple of 2 between 0 and 100  Matching in a one-to-one correspondence
between 0 and 200
 3s from any multiple of 3
between 0 and 200 Skip counting
Skip counting is another name for counting in groups. It helps to develop an
 4s from any multiple of 4 awareness of number patterns. Skip counting encourages learners to count and
between 0 and 200 think in groups, which makes them more efficient. This also helps them develop
their estimation skills.
Counting in groups makes them aware of the relationships between non-
consecutive numbers. It lays the basis for number patterning and for
multiplication.

Learners should continue to be supported by images to help the skip counting.

Example:
2 4 6 8 10
12 14 16 18 20
22 24 26 8 30
32 34 36 38 40
42 44 46 48 50
52 54 56 58 60
62 64 66 68 70
72 74 76 78 80
82 84 86 88 90
92 94 96 98 100

Further activities:
1. Counting forwards and backwards to 100 using the large 100 chart: (5 – 7

243
 min per day) Start counting with the WHOLE CLASS together, stop at a
certain number e.g. 24. The learners take turns counting on from that
number in groups/pairs/individuals as indicated by the teacher, writing the
number at each stop.
Ask questions such as what pattern do you see? Where does the first pattern
stop? (Example: Pattern for counting in 2s: 2; 4; 6; 8; 10)

By the end of the term learners should be able to:

Count verbally and respond to questions such as:
 Start at 52, count on in ones to 72.
 Start at 88 and count back in ones to 70.
 Start at 38 and count in twos to 50.
 Start at 45 and count in fives to 100.
 Start at 10 and count in tens to 100.

Learners should be able to apply their counting skills to written activities. For
example, in independent work they can complete number sequences:
Learners copy and extend different number sequences e.g.
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) 5; 10, 15 13; 18; ____ (in fives)
e) 90; __; 70 60; __ (counting back in tens)
f) 10, 20, 30, 40, ___, 60, 70, ___ (counting forward in tens).

1.3 Number Know and read numbers Know and read numbers During this term learners continue to
symbols and  Know and read number  Know and read number  read and write number symbols to 100; and
number names symbols 0 – 200 symbols 0 – 100  read and write number names to 25.
 Write number symbols 0 –  Write number symbols 0 –
200 100
By the end of the term learners should be able to:
 Know and read number  Know and reads number Write the number symbol for the number name presented:
names 0 – 100 names 0 – 25  seventeen
 Write number names 0 – 100  Write number names 0 –  twenty-three
25

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 Match the symbols to the number names
66 Ninety-one
8 Fifty-three
172 Fourty
109 Thirty-eight
91 One hundred and seventy-two
40 Sixty-six
53 eight
38 One hundred and nine

Read aloud the numbers on each card:

83 47

1.4 Describe, Order and compare numbers The number range for ordering and comparing matches the calculation number
compare, order to 99 Order and compare numbers range. This means that in order to calculate to 99, learners‘ number sense should
numbers  Order whole numbers up to to 25 be well developed to arrive at solutions. If learners can order and compare
99 from smallest to biggest, confidently beyond the requirement then it will only increase their number and
 Order whole numbers from
and biggest to smallest. operational sense.
smallest to biggest, and
 Compare whole numbers up biggest to smallest. Learners should continue to use the language of ordering and comparing:
to 99 using smaller than,  Compare whole numbers First, second, third, fourth, fifth, sixth…………..
greater than, more than, less using smaller than, greater How many…………
than and is equal to. than, more than, less than As many as, the same number as…
and is equal to. Equal to, more than, less than, fewer than, greater than, smaller than, larger
than…………
Order, first, last, before, after, next, between

Use ordinal numbers to show Through ordering and comparing objects and numbers learners have learnt that:
order, place or position Use ordinal numbers to show  the cardinal aspect of a number is used to describe the number in a set;
Position objects in a line from order, place or position  the ordinal aspect of a number refers to a number in relation to its position in
first to tenth or first to last e.g. Position objects in a line from the set. Example: Colour the third circle yellow.
first, second, third … twentieth. first to tenth or first to last e.g.
first, second, third … tenth. Further activities

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  Ordinal Numbers: Discuss the difference between the words ‗one‘ and
‗first‘; ‗two‘ and ‗second‘ etc. Ask questions such as: When would you use
the word ‗three‘ and when ‗third‘? Can we write first, second, third in a
shorter way?
 Divide the class into three to four equal groups. Each learner gets a card on
which to write his/her name. The group put their names cards in alphabetical
order. Teacher and learners can then ask questions, e.g. who is fourth in
your group?

1.5 Place value Recognise the place value of at Recognise the place value of What is different from Grade 1?
least two-digit numbers to 99 at least two-digit In Term 1, learners work with a higher number range and continue to:
 Know what each digit numbers to 25  count and group to make a group of tens and loose ones; and
represents  Know what each digit  write18 = 1 ten and 8 loose ones
 Decompose two-digit represents 13 = 10 and 3.
numbers up to 99 into  Decompose two-digit
multiples of tens and During this term learners have to continue to engage in many experiences to
numbers into multiples of establish ten as a benchmark and a unit. Ten is 1 ten that contains 10 ones.
ones/units tens and units/ones Regular ‗ten and one words‘ (24 is 2 groups or 2 tens and 4 ones) need to be
 Identify and state the value  Identify and state the value used regularly to establish a language that symbolises decomposing and
of each digit of each digit composing.

Working with concrete apparatus

 Counting sticks/matches
Counting sticks or matches can be grouped to show bundles of tens and
loose ones.
Example:

To show 12 To show 18 To show 25

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 The abacus
Learners should continue to manipulate concrete apparatus by grouping to
form ten ones and understanding that 10 is one group of ten loose ones.
Using an abacus, learners should be able to show:
 one ten;
 one ten and 5 ones;
 one ten and 6 ones;
 one ten and 7 ones;
 one ten and 8 ones; and
 one ten and 9 ones.

 Dienes blocks
During this term the resources to teach place value can be widened. Base ten
blocks (part of the Dienes blocks) can be introduced to develop the idea of a
ten as a single entity and that:
 10 ones make 1 ten;
 20 ones make 2 tens; and
 16 ones make 1 ten and 6 loose ones.

Although learners still need to count and group in tens, they can also show
18 by placing one base ten block and eight loose blocks to show the number.
Learners should also group to show 20.

 Equivalent representations
During this term the focus is showing equivalent representations for the
same number. Twenty should be described as 2 tens (using the bundles or
groups of objects) or 2 groups of tens. It is important to show learners that
20 can look different. So show 20 loose objects, one group of ten and 10
loose ones and 2 groups of ten. Learners should be given the opportunity to
describe the arrangements, say what is different and what is the same.

 Place value cards/Flard cards

Place value cards can be introduced and used during this term to show how
the numbers are constructed. The place value cards can be shown alongside
the bundles or groups of objects.

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  The value of the digits
Learners should start saying what each digit represents. Ask learners:
 What number does the 7 represent in 27?
 What number does the 2 represent in 29?
Learners should use the place value cards to prove their statements.

 Moving to written texts

During independent time learners should be engaged in written activities
that build and consolidate :
 the concept of groups of ten and loose ones/units; and
 the value of a digit.

Example:
Colour 12 beads

Colour 16 beads

Fill in the missing number (this can be done or explained using concrete
apparatus)
18 = 1 ten and ____ ones
23 = __ tens and 3 ones

Recommended resources
Objects that can be grouped:
 Counting sticks
 Counters that can be threaded
 Matchsticks
 Ice cream sticks
 Interlocking cubes

1.6 Problem- Use the following techniques Use the following techniques Learners are expected to solve the word problems using the following
solving when solving problem and when solving problems and techniques:
techniques explain solutions to problems: explain solutions to problems:  Building up or breaking down numbers

248
 drawings or concrete  drawings or concrete  Doubling and halving
apparatus e.g. counters apparatus e.g. counters  Number lines
 building up and breaking  building up and breaking Drawings or concrete apparatus
down of numbers down of numbers Learners will continue to draw pictures and use concrete apparatus to solve
 doubling and halving  doubling and halving problems. It is important that the pictures or drawings contain numbers as well
 number lines  number lines as number sentences.
Building up and breaking down
This is one of the most important techniques in the Foundation Phase. Using this
technique allows learners to split (decompose) and recombine numbers to help
make calculations easier. They will largely be using this technique in the
Intermediate Phase as well.

Doubling and halving

This technique is quite sophisticated and requires a strong number sense.
Learners who are able to choose this a technique are quite flexible in the
strategies they use. For example:
Word problem: On one day at the clinic 17 children were given flu vaccinations.
The next day 16 children were vaccinated. How many children were vaccinated
altogether?
The problem could be solved by using doubling. A learner might say double 16
plus 1 or double 17 minus 1.

Number lines
Using number lines in order to help calculate will allow learners a way to record
their thinking and to keep track of it. It also allows learners to have a recording
image that they can use to explain how they solved the problem.
Learners have been using number lines since Grade 1. By now they should be
able to construct blank number lines on which they put the starting number and
then determine how to get from one to the other.
During the term there will be progression in the structuring of the number lines.

Example of how learners can use the number line to record calculating
techniques:

249
Zonke has 6 fluffy toys. Zia has 6 more than Zonke. How many fluffy toys does
Zia have?
Learners will construct the following number lines to help them arrive at an
answer.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Learners can also break 6 into groups of 2. The number line will then show
jumps of 2s from 6.
Example:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

Once learners are confident in counting on from a given number. the number line
should start at 6. The way this number line is structured matches the concept of
counting on. It is important that learners see number lines starting at different
numbers when using it for counting or ordering of numbers. One can break up 6
into groups of 2 and add on from 6
Example:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

6 can be halved and 2 jumps of 3 are recorded.

Example:

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

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 Learners should be given lots of opportunity to say how a number can be
reached using the number line.
One can ask: What are the different jumps we can do to reach 15? In order to
jump towards numbers, learners need to know the bonds to 15 or be able to use
the number line to arrive at an answer. It is important that learners talk about
how ‗big‘ the jump is. Practising this kind of activity prepares learners for
working with empty lines.

When working with number lines, some learners may need to hold a string of
beads above or below the number line to help them count.
Allow learners to choose the technique most comfortable for them. However, if
learners are using techniques that are not efficient, they need to be guided to use
more efficient ones. Learners are practising these strategies. They do not have to
be fluent in their use.

Note that learners often use different ways of solving a problem that may not be
what the teacher expects. For example, a division problem may be solved by
repeated subtraction, addition, or multiplication. Learners‘ methods will change
in the course of the year as their understanding of and familiarity with the
problem types grow, and as their number concept develops.

1.7 Addition and Solve word problems in context Solve word problems in context What is different from Grade 1
subtraction and explain own solution to and explain own solution to During this term learners practise doing word problems and work on becoming
problems involving addition, problems involving addition, confident in using the following the techniques when solving problems:
subtraction with answers up to subtraction with answers up to  Drawings or concrete apparatus
99. 20.  Building up and breaking down
 Doubling and halving
 Number lines
In this term, give learners plenty of support in their attempts to record and
represent their calculations. Learners should be writing down number sentences
as a written record for the problem solved. It is important to watch which
learners struggle to write a number sentence to identify particular problems.

Problem type 1: Change

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 Join Separate
Result Moeketsi has 6 sweets. There are 15 sweets. Moeketsie
unknown Mahlodi gives him 9 more. eats 6. How many are left for
How many sweets does Mahlodi?
Moeketsi have altogether?
Change Moeketsi has 6 sweets. How Moeketsi has 15 sweets.
unknown many more does he need to Mahlodi eats some. There are 9
have 15? left. How many did Mahlodi
eat?
Start Moeketsi had some sweets. Moeketsi eats some sweets. He
unknown Mahlodi gives him 9 more. gave 6 to Mahlodi. Now he has
Now he has 15. How many did 8 sweets left. How many did he
Moeketsi start with? start with?

Problem type 2: Compare

Join Separate
Result Moeketsi has 6 sweets. Mahlodi has 15 sweets.
unknown
Change Mahlodi has 9. How many Mahlodi has 6 sweets. He has 9
unknown more sweets does Mahlodi fewer sweets than Moeketsi.
have than Moeketsi? How many sweets does
Mahlodi have?
Start Mahlodi has 15 sweets. She has Mahlodi has 16 sweets.
unknown 9 more sweets than Moeketsi. Moeketsi has 9 fewer sweets
How many sweets does than Mahlodi. How many
Moeketsi have? sweets does Mahlodi have?

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 Problem type 3: Equalise

Join Separate
Result Mahlodi has 15 sweets. Mahlodi has 16 sweets.
unknown Moeketsi has 6. How many Moeketsi has 6 sweets. How
more sweets must Moeketsi get many more sweets should
to have as many as Mahlodi? Mahlodi eat to have the same
number as Moeketsi?
Change Moeketsi has 6 sweets. If he Moeketsi has 6 sweets. If
unknown buys 9 sweets he will have as Mahlodi eats 9 sweets she will
many as Mahlodi. How many have the same number of
does Mahlodi have? sweets as Moeketsi. How many
sweets does Moeketsi have?
Start Mahlodi has 15 sweets. If Moeketsi Mahlodi has 16 sweets.
unknown buys 9 more sweets he will have the If she eats 9 sweets she
same number of sweets as Mahlodi. will have the same
How many sweets does Moeketsi number of sweets as
have? Moeketsi. How many
sweets does Moeketsi
have?

1.8 Repeated Solve word problems in context Solve word problems in context Multiplication
addition leading and explain own solution to and explains own solution to
to multiplication problems using repeated addition problems involving repeated The basic understanding of multiplication in this grade is grouping. Making
or multiplication with answers up addition leading to
groups can help the learner in representing multiplication situations.
to 50. multiplication with answers up
to 20. There are three main categories of problem situations that involve the
multiplication of whole numbers:

253
 Equivalent groups (e.g. three tables, each with four children): which are
represented as repeated sets
 Multiplicative comparison (e.g. three times as many boys as girls): which is
represented as many to one correspondence
 Rectangular arrays (e.g. three rows of four children): which are represented
as rows and columns
Each of these situations can be associated with particular ways of asking a
question (see Problem-solving types in Grade 2 of Chapter 2).

Problem situations for multiplication involve the following three numbers in a

mathematical relationship:
 The number of objects in each set
 The number of sets
 The total number

Examples of problems that can be done this term

It is expected that while solving the problems below, learners will use pictures,
drawings or concrete apparatus to aid calculation. If learners are drawing
pictures to help them calculate, the drawings should reflect a grouping situation.
Learners should be encouraged to write number sentences for all the word
problems. Expect learners to use repeated addition number sentences to show the
solution.

Examples of problems that can be done:

Repeated addition
 How many wheels do 4 bicycles have?
 How many eyes do 7 children have? Learners might solve the problem in
the following way:
 Pictures or drawings should show grouping.

<insert 7 pictures of faces with 2 eyes each, in a row>

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 Learners should be encouraged to count in 2s to get to the answer. They
should also be encouraged to represent their counting in a number sentence.
2 + 2 + 2 + 2 + 2 + 2 + 2 = 14 < align numbers under faces>

Rate
Thami drinks 3 cups of milk every day. How many cups of milk does he
drink in a week?

Grids or arrays
Mr Khumalo plants 3 rows of cabbage plants. There are 5 plants in a row.
How many cabbage plants are there altogether?
 A vegetable garden has 5 rows of plants. Every row has the same
number of plants. If there is a total of 15 plants, how many plants are in
each row?
 A vegetable garden has 18 plants that are planted in rows. There are 6
plants in each row. How many rows are there?

1.9 Grouping and Solve and explain solutions to Solves and explain solutions to As with multiplication, the basic understanding of division in this grade, is equal
sharing leading to practical problems that involve practical problems that involve sharing and grouping
division equal sharing and grouping up to equal sharing and grouping up
99 with answers that may include
to 20 with answers that may  grouping (e.g. twelve children at tables of four, how many tables)
remainders.
include remainders.
 sharing (e.g. twelve children at four tables, how many at each)

Some learners arrive at school capable of modelling both grouping and sharing
division problems with concrete apparatus.
Problem situations for multiplication and division involve the following three
numbers in a mathematical relationship:
 The number of objects in each set

 The number of sets

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  the total number

Examples of problems that can be done this term

Sharing
 I have 12 pencils to share equally among the three of you; how many will
you each get?
 There are 18 toy cars; can you share them equally between the two of you?
 There are 16 plums and 8 children share them out equally. How many plums
does each child have?
 Naomi has 20 flowers. She puts them into 2 vases. How many flowers in
each vase?
 Tom bakes 8 cakes. He has 40 Smarties. How many Smarties can he put on
each cake?

Grouping
 How many cars can you make if you have 8 wheels? How many
motorbikes?
 How many sticks of 4 cubes can you make from a stick of 20 cubes?
 There are 18 apples in a box. How many bags of 3 apples can be filled?
 A baker bakes 30 buns. She puts 6 buns in every box. How many boxes can
she fill?
 Anisha has 15 daffodil bulbs. How many pots does she need if she puts 3
bulbs in each pot?
 There are 16 children here today. How many teams of four children can we
make?

Array
 Mongezi packs out 20 counters into 10 rows. How many counters in a row?

1.11 Money  Recognise and identify the  Recognise and identify the What is different from Grade 1
South African coins, c, 10c, South African coins (5c, During this term learners practise recognising money and breaking money into
20c, 50c, R1, R2, R5, and 10c, 20c, 50c, R1, R2, R5, smaller parts.
bank notes R10, R20, R50 and bank notes. R10, R20,
 Solve money problems R50 Examples of problems that can be done this term

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 involving totals and change to  Solve money problems  Could you share 50c equally among these four children? Explain how.
R99 and in cents up to 90c involving totals and  Bubble gum sweets cost 10c each. Busi spent 50c. How many bubble gum
change in cents up to 50c sweets did she buy?
or rands to R20  Thenje pays R5 to travel by taxi to school in the morning. She pays with a
R20 note. How much change does she receive? How much money will she
have left when she returns home?
 A fizzpop costs R2, 50. Palesa wants to buy 4 fizzpops. She has R8,00.
Does she have enough money? If not, how much more money does she
need?
1.12 Techniques Use the following techniques Use the following techniques What is different from Grade 1
(methods or when performing calculations: when performing calculations: Learners are expected to solve context free-calculations using the following
strategies)  drawings or concrete  Drawings or concrete techniques:
apparatus e.g. counters apparatus e.g. Counters  Drawings or concrete apparatus
 building up and breaking  Building up and breaking  Building up or breaking down numbers
down numbers down numbers  Doubling and halving
 doubling and halving  Doubling and halving  Number lines
 number lines  Number lines
Drawings or concrete apparatus
Learners will continue to draw pictures and use concrete apparatus to solve
problems. It is important that the pictures or drawings contain numbers as well
as number sentences.

Building up and breaking down

This is one of the most important techniques in the Foundation Phase (learners
will also use decomposing frequently in the Intermediate Phase). Using this
technique allows learners to split (decompose) and recombine numbers to help
make calculations easier.
During this term learners will:
 break up numbers using place value;
 break up numbers using multiples of 10; and
 break up into number pairs e.g. pairs that make 20.

Doubling and halving

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Learners continue using doubling and halving as a calculating strategy.

Number lines
See the notes for further examples of doing number lines in the problem-solving
section.

 Addition and subtraction

Learners should be constructing their own number lines and breaking up the
numbers in manageable parts.
Example:
8 + 12
The number line should start at 8 and learners can create :
 2 jumps of 6 <insert number line
 4 jumps of 3 insert number line
 3 jumps of 4 insert number line
 One jump of 10 and then a jump of 2 insert number line

 Multiplication

Number lines should continue to be used to support repeated addition. Equal

jumps are recorded on the number line and supporting sentences can be recorded
as well. Example:
<artwork insert number to show the following>insert number line going from 1 –
30; start at 0, make 5 hops of 5.
5 + 5 + 5 + 5 + 5 = 25
5 hops of 5 make 25
5 groups of 5 = 25
5 x 5 = 25
For a given multiplication, learners should be able to explain how jumps can be
made on the number line.

Allow learners to choose the technique most comfortable for them. However, if

258
 learners are using techniques that are not efficient they need to be guided to use
more efficient ones. Note that learners may often solve a problem in ways that a
teacher may not expect. For example, a division problem may be solved by
repeated subtraction, addition, or multiplication. Learners‘ methods will change
in the course of the year as their understanding of and familiarity with the
problem types grow, and as their number concept develops.

 Add to 99  Add to 20 What is different from Grade 1?

 Subtract from 99  Subtract from 20 There is a greater focus on developing calculation strategies or techniques during
this term. Breaking down numbers in order to calculate becomes an important
 Use appropriate symbols(+, -  Use appropriate
technique that learners will practise.
, =, ) symbols(+, -, =, )
 Practise number bonds to  Practise number bonds to This term focuses on:
10 Using building-up and breaking-down number activities that will help develop
an understanding of addition and subtraction

Learners practise addition and subtraction to 20. It is within this number range
that learners will begin to develop place value concepts of tens and units/ones.
Counting in groups remains important and learners should begin to realise that
counting on in ones is simply not an efficient strategy. It is within this number
1.13 Addition and range that learners should really think hard about the strategies that they will use.
subtraction Choosing an appropriate calculating strategy helps learners to become proficient
in calculating.

In order to calculate within the number range 0 – 20 learners‘ experience should

include:
 counting objects;
 recognising, reading and writing numbers;
 comparing and ordering numbers;
 building up and breaking down numbers;
 practise doing addition and subtraction up to 20;
 doubling and halving; and
 memoriing some number facts.

Possible calculating techniques for addition and subtraction

259
The techniques shown below allow learners to formalise their counting and
number sense. Practising the techniques below will encourage learners to reflect
upon the relationships between numbers and teach learners that they can actually
use and apply their knowledge in order to calculate.

Put the greater number first in order to count on or back

4 + 12 = 
Rearrange 4 + 12 as 12 + 2 and count on from 12.

Identify near doubles

8+7
The learner can explain that the sum can be written as 8 + 8 - 1 (double 8 minus
1) or 7 + 7 + 1 (double 7 plus 1).
Learners might record their strategies using arrows
8+8 16 + 1 = 15

Change a number to ten and then subtract or add ones

This strategy can be taught with quite low number ranges and applied to higher
numbers.
9+6=
Learners can say to themselves: ―I will take one away from the 6 and add it to
the 9 to make 10.‖
Therefore 9 + 6 can be written as 10 + 5 = 15.

8+5=
The learners can say to themselves: ―I will take two away from the 5 and add it
to the 8 to make 10.‖
Therefore 8 + 5 can be written as 10 + 3 = 13.

Breaking down a number into smaller parts to make calculation easier

Learners will break up a number into different parts that are manageable for
them.

Counting on by breaking up one number

11 + 7 = 
11 + 4 + 3

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 11 + 4 15 + 3 = 18

11 + 7 = 
11 + 5 + 2
11 + 5 16 + 2 = 18

17 – 9 = 
17 – (7 + 2)
17 – 7 10 – 2 = 8

12 + 7 = 
10 + 2 + 7
7+2 9 + 10 = 19

Use knowledge of the inverse relationship between addition and subtraction

15 – 9 = 
The learner knows that the sum can be rewritten as an addition sum: ―I know that
9 +  = 15.‖
The learner might use counting on in order to do the calculation.

Number bonds
In order to practise the number bonds, a variety of activities must be given to
learners. This is ideally done during independent time.
The number line can also be used to practise the bonds to 10.

1.14  Add the same number  Add the same number What is different from Grade 1
Repeated addition repeatedly to 50 repeatedly to 20 Learners will make the transition from repeated addition to multiplication. They will
leading to begin to understand the concept of multiplication. They will be engaged in activities that
 Multiply numbers 1  Multiply numbers 1 to
multiplication allow them to see the relationship between numbers:
to 10 by 1, 2, 5, 3 and 10 by , 2,
 The number of objects in a set/group
4  Use appropriate
 The number of sets or groups
 Use appropriate symbols(+, x, =, )
 The total number
symbols(+, x, =, )
Learners arrive in Grade 2 understanding repeated addition.

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By the end of the term they should be able to:
 relate skip counting and repeated addition to the understanding of multiplication;
 use, read and write the multiplication sign;
 write multiplication number sentences; and
 multiply numbers 1 to 10 by 2.

When doing solving word problems learners will most likely use repeated addition,
except for those word problems that contain the array image. It is in the context of free
situations that other images for multiplication can be used.

Arrays
As learners gain experience with a variety of multiplication word sums, organising groups
into arrays can provide a structure for showing the commutative nature of multiplication
e.g. 2 x 4 is the same as 4 x 2.




4+ 4 = 8



2+2+2+2=8

Using arrays allows for:

 the building up and breaking down of numbers;
 linking multiplication to and repeated addition;
 thinking of multiplication as an array; and
 laying the basis for the commutative law.

Focus learner‘s attention on the number of rows and the number of counters in the rows.


2+2+2+2=8

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 There are 4 rows of 2, which is 8 altogether.

Learners should also record in the following way:



2+2+2+2=8
There are 2 rows of 4. which is 8 altogether.

The word ―times‖ can then be introduced: 4 times 2 is 8.

Once learners have had sufficient experience, the multiplication sign can be introduced
together with the following language that has been developed:
 4 groups of 2
 4 twos
 2+2+2+2=8
 4 groups of two or 4 times 2 is 8

Even though the sign is introduced, words, pictures and multiple images to support the
understanding of the operation remain important.

Images for understanding multiplication:

 Unifix cubes can be used and you could pack out 4 columns of cubes and in each
column there could be 2 cubes. This allows the learner to say: there are five stacks
and there are 3 in each stack. It allows them to record 2 +2 + 2 + 2 + 2 and 4 groups
of 2 is 4 x 2.
 The number line can be used to show the repeated addition or groups of numbers.
This is strongly linked to skip counting.

Learners should be able to record the following:

1 group of 2 is 2 or 1 times 2 is 2 or 1x2=4
2 groups of 2 are 4 or 2 times 2 is 4 or 2x2=4
3 groups of 2 are 6 or 3 times 2 is 6 or 3x2=6

1.16 Number concept: Range Number concept: Range 25 What is different from Grade 1?

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Mental 99  Order a given set of This term focuses on:
mathematics  Order a given set of selected numbers The mental mathematics programme should be developed systematically over the year.
selected numbers.  Compare numbers Learners should not be asked to do random calculations each day. As learners cover
 Compare numbers to to 99 and say which topics and develop calculating strategies in the main part of the lesson, aspects of these
99 and say which is is more or less can be incorporated into the mental mathematics programme: concepts and skills are
more or less  Know which developed through the main lesson, and then practised, sometimes with smaller number
 Know which number number is 1 more or ranges, in the mental mathematics programme.
is 1 more or 1 less 1 less You can keep the number range lower in Term 1 and increase it during the year. At the
 Know which number  Know which start of the year, number ranges and calculation strategies can be based on those
is 2 more or 2 less number is 2 more or developed in Grade 1.
 Know which number 2 less
is 3 more or 3 less  Know which Number concept:
 Know which number Examples of questions that can be asked:
number is 10 more
is 4 more or 4 less Number names and symbols
or 10 less Hold up a card or write down a number name. Choose a learner to write the matching
 Know which number Rapidly recall: numeral.
is 5 more or 5 less.  Recall addition and
 Know which number subtraction facts to 10 More or less
is 10 more or less.
What is
 1 less than 15
Rapidly recall: Mental strategies  1 more than 9
 Addition and Use calculation strategies to  more than 18
subtraction facts to 20 add and subtract efficiently:  less than 22
 Put the larger number  more than 17
 Add or subtract first in order to count
 less than 24
multiples of 10 from 0 on or count back
 more than 16
to 100  Mental number line
 less than 12
 Doubling and halving
 more than 19
 Building up and
 less than 15
breaking down
 10 more than 15
Calculation strategies  Use the relationship
Use calculation strategies between addition and  10 less than 16
to add and subtract subtraction
efficiently: What is the 5th letter of the alphabet?
 Put the larger number What is the 9th month of the year?
first in order to count
on or count back Ordering and comparing
Which is more: 12 or 21?
 Number line
Give me a number between 17 and 19.

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 Doubling and halving
 Building up and Addition and subtraction facts:
breaking down  Know by heart all addition and subtraction number bonds to 10
 Use the relationship  +  = 10
between addition and +=8
subtraction
Add and subtract fact for all numbers up to and including 10
1 + 9 = 10 9 + 1 = 10
2 + 8 = 10 8 + 2 = 10
3 + 7 = 10 7 + 3 = 10

8–4=4 18 – 4 = 4
8–5=3 18 – 3 = 5
8–6=2 18 – 2 = 6

Quickly recall addition doubles to 10. This should include corresponding subtraction
facts.
 1+1=2
 2+2=4
 3+3=6
 4+4=8
 5 + 5 = 10

Show me the number to add to ...... to make 10 (writing down or using the place value or
Flard cards)
 8
 2
 9
 5
 3

Show me the number left when …. Is taken away from 10(writing down or using the
place value or Flard cards)
 5
 3
 6

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  1
 7

Some mental mathematics can be done without apparatus, but it is often useful to do
mental mathematics with apparatus and to record what is done.
Recommended apparatus
 a number line (structured and empty)
 a number grid
 place value cards (Flard cards)
 counting beads

GRADE 2 TERM 1
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND
SKILLS CONCEPTS AND SKILLS DURATION
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR TERM 1
YEAR END
2.1 Copy, extend and Copy, extend and describe Copying the pattern helps learners to see the logic of how the pattern is 1 lesson
Geometric describe made.
Copy, extend and describe in
patterns Extending the pattern helps learners to check that they have properly
Copy, extend and describe words
understood the logic of the pattern.
in words  simple patterns made Describing the pattern helps learners to develop their language and
 simple patterns with physical objects speaking skills. It also helps you to see how learners have interpreted the
made with physical  simple patterns made pattern.
objects with drawings of lines, It is usually easier for learners to talk about the pattern after they have
 simple patterns shapes or objects made it. Learners need to be trained in what to look for and how to
made with drawings describe the pattern. You can model this for them by asking questions
of lines, shapes or like.
Create and describe own
objects. ―What shapes do you see in this pattern?‖ ―

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 patterns ―Are they all the same colour?‖
Create own geometric ―Do you see one or more shapes in the pattern?‖
Create and describe
patterns ―Do the objects all face the same way?‖
own patterns
―Are there the same number of objects in each group?‖
Create own geometric  with physical objects ―How many objects are in each group?‖
patterns  by drawing lines, shapes ―Are all the shapes the same size?‖etc.
or objects
 with physical
objects Include the 2-D geometric shapes and 3-D geometric objects that
 by drawings lines, learners have learned about. Learners can make 2-D shapes by cutting
shapes or objects out paper or card, or they can draw them. They can make patterns from
box shapes, ball shapes and cylinders that they have made from clay or
Patterns all around us play dough.
Identify, describe in
words and copy Patterns can be made by using one object but having the colours of the
geometric patterns object change in a regular way.
 in nature
 from modern Example:
everyday life
 from our cultural
heritage
Patterns can be made from identical repeating groups, where each group
has only one kind of object but the position of the objects in a group
change. Identical groups are repeated

Example:

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 In some patterns different objects are used to make up a group, but the
groups of objects are repeated in exactly the same way.

Example:

Patterns can be made in which the size of objects alternates in exactly the
same way.

Learners can make patterns by threading beads. Patterning can also be

done in the Life Skills lesson.

2.2 Copy, extend and Copy, extend and describe Number sequences can be linked with and support counting. As learners 3 lessons
Number patterns describe counting skills change and develop, the kinds of number sequences
Copy, extend and describe
learners work with can develop.
Copy, extend and describe simple number sequences to
simple number sequences at least 100
to at least 200 Sequences should show counting forwards and backwards in:
Sequences should show  1s from any number between 1 and 100
Create and describe own counting forwards and  10s from any multiple of 10 between 1 and 100
patterns backwards in:  5s from any multiple of 5 between 1 and 100
Create own number  1s from any number  2s from any multiple of 2 between 1 and 100
patterns between 1 and 100
 10s from any multiple of In Grade 2 learners count backwards in multiples of 10, 5, and 2 for the

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 10 between 1 and 100 first time.
 5s from any multiple of
5 between 1 and 100 Learners can point to numbers as they count. It is useful to give learners
 2s from any multiple of number sequences in different representations e.g.
2 between 1 and 100  A written sequence of numbers 100; 99; 98.97; 96, ……
 Number lines
 Number grids
 Number chains

Learners can cover, colour, or circle numbers as they count on number

lines and number grids.

Learners can fill in missing numbers on number lines, number grids, in

written number sequences and number chains e.g.

+2 +2 +2
2 4 6

+2

+2 +2 +2

By the end of the term learners count work with sequences to and from
100.

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GRADE 2 TERM 1
3. SPACE AND SHAPE

DURATION
TOPICS
CONCEPTS AND SKILLS: CONCEPTS AND SKILLS: SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
REQUIREMENT BY YEAR END FOCUS FOR TERM 1 GUIDELINES hour 24
minutes)
3.2 Range of objects Range of objects What is different from Grade 1? 3 lessons
3-D Recognise and name 3-D objects in Recognise and name 3-D  Cylinders are new to Grade 2 but can be introduced in Term 3.
objects the classroom and in pictures objects in the classroom and in
 ball shapes, (spheres) pictures In Term 1, learners can revise and consolidate what they did in
 box shapes (prisms)  ball shapes, (spheres) Grade 1. Learners can focus on cylinders in Term 3.
 cylinders  box shapes (prisms)
Most of the work on 3-D objects in Grade 2 should be done with
Features of objects Features of Objects concrete/physical objects. We experience the world in three
Describe, sort and compare 3-D Describe, sort and compare 3-D dimensions, so starting with physical objects helps learners to build
objects in terms of: objects in terms of: on the experience that they bring to school.
 size  size
 objects that roll  objects that roll Many young learners struggle to interpret 3-D geometric objects
 objects that slide  objects that slide from pictures. Working with the physical objects helps learners to
interpret pictures of the geometric objects later. When you hold a
Focussed activities Focussed activities physical object you can turn it around and look at it from all sides.
Observe and build given 3-D objects Observe and build given 3-D You can see what it looks like from behind and underneath.
using concrete materials such as cut- objects using concrete materials
out 2-D shapes, building blocks, such as cut-out 2-D shapes, When you only have a picture, you have to imagine the parts that
recycling material, construction kits, building blocks, recycling are not visible in the drawing. This is not always easy for young
other 3-D geometric objects material, construction kits, other learners. If learners are only given a definition of an object without
3-D geometric objects seeing it or holding it, it is very difficult to understand the features
of an object completely.

Building with 3-D objects

Learners copy a model of something that you as the teacher
provides e.g. a tower, a robot, train, taxi, castle etc. Models or
constructions can be made using building blocks, recycling
material, construction kits, other 3-D geometric objects, cut-out 2-
D shapes. This can be done in independent time. It is important for
learners to talk about the models they have made. For example, if a
tower is built of boxes or blocks, you can ask learners, ―Can you

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build a tower with only balls?‖ They should explain their answer.

Comparing and describing 3-D objects: size

Learners compare the size of similar objects e.g.
 order balls according to size ; and
 use the language of size to compare objects: ―The box is
bigger than the ball, because I can put the ball inside the box.‖

Describing 3-D objects: colour

Learners talk about the colours of objects and then sort objects
according to colour.

Identifying and naming objects and their colours, as well as

comparing sizes of objects, can be practised during work with
patterns.

3-D objects in Grade 2

Learners work with
 balls and objects shaped like balls;and
 various boxes and other objects shaped like rectangular prisms
or cubes. Learners investigate which of the objects can roll,
which slide.

Focussing on features of 3-D objects

Learners can make a slide or incline by placing a box under one
end of a large book. They can then experiment to see whether
objects slide or roll.
This is a continuation of what they did in Grade 1, but now
cylinders are included.

Learners can also investigate whether they can make stacks or

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towers using only balls, or only boxes.

Recognising and naming balls (spheres) and boxes (prisms)

Learners should be given a range of objects to work with:
 shaped like spheres, e.g. balls or different size, marbles,
oranges etc.; and
 shaped like prisms, such as blocks, bricks, boxes of different
sizes, e.g. matchboxes, cereal boxes, tea boxes, toothpaste
boxes.

Learners can find objects shaped like a ball (sphere), or shaped like
a box (prisms) when given a collection of objects. Learners can
find or show objects shaped like boxes (prisms) in the classroom.
e.g. this brick is shaped like a box or this orange is shaped like a
ball.

During independent time learners can continue to

 sort objects according to size;
 sort objects according to colour;
 build with objects; and
 make balls and box shapes (prisms) from clay or play dough.

Written exercises
Although most of the work with 3-D objects is done practically,
work must be consolidated through written exercises.

Language
It is important to develop learners‘ ability to talk about 3-D objects.
2.1. Language of size: Big, bigger, biggest, small, smaller,
smallest
2.2. Colours
2.3. Language of objects themselves: Boxes, balls (learners are not
expected to know the term sphere)
2.4. Language of position to describe construction e.g. on top of,
under,
 Behind, in front
 Next to, alongside
 Under, over

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  Near, between
 Inside, outside
The language of size and colour can be developed in the language
or Life Skills lesson time and applied or practised in the
Mathematics lesson time. The language of position can be
developed in the Language or life Skills Lesson time and when
learners focus specifically on position. It can be applied or
practised when learners work with 3-D objects.

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GRADE 2 TERM 1
4. MEASUREMENT
DURATION
TOPICS CONCEPTS AND SKILLS CONCEPTS AND
SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
REQUIREMENT BY YEAR SKILLS
GUIDELINES hour 24
END FOCUS FOR TERM 1
minutes)
4.1 Telling the time Telling the time In Grade 1 learners spoke about 2 lessons
Time  Know days of week  Knows days of week  the sequences of events; and
 Know months of year  Knows months of year  the duration of time.
 Place birthdays, religious  Place birthdays, They learned the days of the week and months of the year and
festivals, public holidays, religious festivals, used these as well as other language to talk about the sequencing
historical events, school events public holidays, of events from their lives. They spoke about how long things
on a calendar historical events, take, using language such as longer or shorter and faster or
 Tell 12-hour time in hours, half school events on a slower.
hours and quarter hours calendar
Learners ordered sequences of pictures such as
Calculate length of time and  Tell 12-hour time in  the steps to make a sandwich or a cup of tea;
passing of time hours on analogue  photographs showing a baby grown into an elderly person;
Use calendars to calculate and clocks  life cycle of animals e.g. egg to chicken, or egg to frog or
describe lengths of time in days or egg to a butterfly; and
weeks.  regular events in the day (waking up, being at school,
Use clocks to calculate length of playing, eating supper, sleeping).
time in hours, half hours or quarter
hours. They place birthdays on the calendar throughout the year.

In Grade 2 learners continue to practise talking about the

duration of time and the sequencing of time. During whole class
teaching time and focus group time, learners continue to talk
about the day of the week, month of the year and the date of the
current day, as well as days before and days to come. Learners
become familiar with calendars by the continual placing of
 birthdays;
 religious festivals;
 historical events;
 school events; and
 public holidays
on the calendar

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 During independent work time learners continue to sequence
events from their daily lives and sequence pictures of events in
order.

What is different from Grade 1?

A focus in Grade 2 is on telling the time, especially reading
clocks. In Term 1 learners focus their attention on telling the
time in hours, using an analogue clock. However, learners
should also tell the time of regular events during the day on a
continual basis. For example, learners can be asked to tell the
time when school starts, at break time and at home time, or
when they change from one lesson to another. Choose times
where the clock shows an exact hour. It is useful to have a large
working clock displayed in the classroom, so that learners can
refer to it. Learners can also make models of clocks. You can
then ask them to show various times and include some
calculations e.g. Show me 10 o‘clock. Show me what the time
will be 2 hours after 10.

4.2 Informal measuring Informal measuring What is different from Grade 1? 3 lessons
Length,  Estimate, measure, compare,  Estimate, measure, In Grade 1 learners focused on
order and record length using compare, order and  placing objects directly next to each to compare lengths,
non-standard measures e.g. record length using heights and widths; and
hand spans, paces, pencil non-standard measures  informal measurement with non-standard units of length.
lengths, counters etc e.g. hand spans, paces,
 Describe the length of objects pencil lengths, counters In Term 1 of Grade 2 learners should continue to focus on
by counting and stating how etc. informal measurement using non-standard units, but can also be
many informal units long they  Describe the length of introduced to metres as a unit of measurement.
are objects by counting and
 Use language to talk about the stating how many Informal measurement of length using non-standard units of
comparison e.g. longer, informal units long length
shorter, taller, wider they are Learners can learn all the principles and practises of
 Introducing formal  Use language to talk measurement using non-standard units. Measuring with non-
measuring about the comparison standard units should not be considered to be inferior to
 Estimate, measure, compare e.g. longer, shorter, measuring with standard units.

275
order and record length using taller, wider
metres (either metre sticks or Introducing formal Measuring length with non-standard units involves counting
metre lengths of string) as the measuring how many of the chosen unit are the same length as the object
standard unit of length. Estimate, measure, order being measured. For example the length of the desk is 8 hand
and record length using spans.
metres (either metre sticks Learners should measure a variety of objects using a range of
or metre long lengths of objects as informal units.
string) as the standard unit There are three ways to use informal units: length, distance and
of length. height.
 Pack out in a row across the object being measured, a
number of objects of the same length such as matchboxes,
identically shaped bottle tops or counters, new pencils etc.
For example, to measure the width of a desk, new pencils
can be packed out end to end across the desk.
Here it is important that
 all the objects are the same length. You cannot state
that your book is as wide as 12 bottle tops if the bottle
tops are of different sizes e.g. 2 litre milk bottle tops,
plastic cool drink bottle tops, metal bottle tops etc
 no gaps are left between the objects: they need to be
packed out so that they touch each other
 Use two identical objects as the non-standard units. Place
the one next to the other, and then move the first to the
other side of the second. This is done when measuring with
hand spans, foot lengths or paces.
 Use only one object as the non-standard measure, either
flipping it over or marking its end point before sliding it
along.

Learners should be taught always to state the unit e.g. the book
is 12 bottle tops wide, the classroom is 38 paces long.

Once learners have measured with any unit a couple of times,

they should estimate about how many of that unit long the object
to be measured is. Estimation before measuring is important, but
can only be done once learners have done some measuring with
that unit.

276
Learners need to be taught that in order to compare lengths,
heights or widths the same unit needs to be used. For example, if
the width of the doorway measured is 20 hand spans and the
width of the desk is 8 pencil lengths, you cannot say whether the
doorway is wider than the desk.

Learners need to measure with a range of informal units, so that

they can
 begin to understand that the smaller the unit, the larger the
number of times it will be used, e.g. the width of the
classroom could be 20 paces but 48 foot lengths; and
 begin to use units which are appropriate to what they are
measuring, e.g. measuring the width of the classroom with
bottle tops is a waste of time.

Introducing formal measurement

Most of the time spent on measurement in Grade 2 should be on
informal measurement. However, you can give learners the
opportunity to begin to develop a sense of how long a metre it.
This is best done if learners measure with a 1 metre long
―instrument‖ (such as a metre rule, a stick that is cut to 1 metre
long or pieces of string that are 1 metre long). Seeing the 1
metre length helps learners to form an image of how long a
metre is. It is possible to measure in metres with a trundle wheel,
but the metre length is not as easily seen.

Learners can begin by finding things that are exactly 1 metre

long. It is useful to have everyday referents as comparisons, e.g.
the width of a door and height of a window is often 1 m. This
helps learners to use these lengths or widths that they can see to
estimate the lengths of other objects they measure.

Once learners have some experience of measuring in metres,

they should estimate before every measurement

Learners can then find things that are either longer or shorter
than 1 metre. Finally they can measure a variety of lengths or
distances in metres.

277
 Recording measurements
Although measuring is a practical skill, learners should record
their measurements (with both informal units and metres) at all
times.

Measuring length as a context for solving problems and

calculations
During time allocated to Numbers, Operations and Relationships
learners can solve problems that use the contexts of
 informal measurement of length, e.g. Lebo‘s desk is 11
hand spans long. Teacher‘s desk is 19 hand spans long.
How much longer is the teacher‘s desk?
 measuring lengths in metres

Take account of the number range appropriate for the term, as

well as the range of problems types appropriate for the term.

4.3 Informal measuring In Grade 1 it was recommended that learners focus on working with a measuring balance to
Mass  Estimate, measure, compare,  compare the mass of objects directly;
order and record mass using  order and compare the mass of three or more objects, by placing pairs of objects on a balance, until all
non-standard measures and a objects can be sequenced; and
balance e.g. blocks, bricks etc  find the mass of objects using informal units of mass.
 Use language to talk about the Learners also focussed on developing the language to talk about mass.
comparison e.g. light, heavy,
lighter, heavier During independent work time learners can practise to estimate, measure, compare, order and record mass using
Introducing formal measuring a balance and informal units of mass.
 Compare, order and record the
mass of commercially packaged
objects which have their mass Measuring mass as a context for solving problems and calculations
stated in kilograms e.g. 2 Problem-solving and calculations can continue to use the context of mass given in informal e.g.
kilograms of rice and 1 During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context
kilogram of flour of informal measurement of mass, e.g. The duster has a mass of 11 marbles. The box of crayons has a mass of 8
 Measure their own mass in marbles. Together they will have a mass of how many marbles?
kilograms using a bathroom Take account of the number range appropriate for the term, as well as the range of problems types appropriate for
scale the term.

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4.4 Informal measuring
Capacity/Volume  Estimate and measure, In Grade 1 it was recommended that learners focus on
compare and order the capacity  developing the language to talk about differences in volume;
of containers (i.e. the amount  comparing the volumes in two identical containers;
the container can hold if filled)  comparing the volumes in two different-looking containers, especially wider and narrower containers; and
by using non-standard  measuring volumes and capacities with non-standard instruments and units.
measures e.g. spoons and cups
 Describe the capacity of the What is capacity? What is volume?
container by counting and A bottle can have a capacity of four cupfuls, but it may not be filled to its full capacity; it could, for example,
stating how many of the only contain a volume of one cup of water at a particular time.
informal units it takes to fill Capacity is the total amount that an object can hold (or the amount of space inside the object).
the container e.g. the bottle has Volume is the amount of space that something takes up.
the capacity of four cups
Sometimes learners will be measuring how much liquid (or sand or other substances) are in a container. This is
 Introducing formal measuring the volume of the substance in the container.
measuring At other times learners will be measuring how much a container can hold if it is filled to its maximum capacity.
 Estimate, measure, compare,
order and record the capacity During independent work time learners can practise to estimate, measure, compare, order and record volumes
of objects by measuring in and capacities with non-standard instruments and informal units of capacity. Cooking and baking are a useful
litres context in which learners can practise measuring capacity. Choose recipes in which measurements are given in
 Compare, order and record the cups, teaspoons and other informal units.
capacity of commercially
packaged objects whose Measuring capacity as a context for solving problems and calculations
capacity is stated in litres e.g. 2 During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context
litres of milk, 1 litre of cool of informal measurement of capacity or volume, e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles
drink, 5 litres of paint the recipe, how much milk will she need?
Take account of the number range appropriate for the term, as well as the range of problems types.

279
GRADE 2 TERM 1
[Link] HANDLING
CONCEPTS AND DURATION
TOPICS CONCEPTS AND SKILLS
SKILLS (in lessons of 1
REQUIREMENT BY SOME CLARIFICATION NOTES or TEACHING GUIDELINES
FOCUS FOR TERM hour 24
YEAR END
1 minutes)
5.4 Collect and organise data Collect and organise 3 lessons
Collect and  Collect data about the data What is different from Grade 1?
organise class or school to Collect data about the  Learners no longer work with collections of objects.
data answer questions posed class or school to  Learners continue to work with pictographs – both constructing them as
by the teacher answer questions posed part of the data cycle and analysing pictographs that they are given.
5.5 Represent data by the teacher
Represent Represent data in pictograph The complete data handling cycle
data Represent data In the data handling cycle,
5.6 Analyse and interpret data Represent data in  learners collect information to answer a question. In the Foundation and
Analyse and Answer questions about data pictograph Intermediate Phase this question is normally provided by the teacher or
interpret in pictograph textbook;
data Analyse and  learners sort and represent the information in ways which make it easier to
Interpret data analyse. The form of representation that learners in Grade 2 practise is a
Answer questions pictograph; and
about data in  learners analyse the information in the pictograph by answering questions
pictograph posed by the teacher.

A class pictograph
It is recommended that Grade 2 learners work through the complete data cycle
to make a class pictograph at least twice in the year (once in Term 1 and once
in Term 3). Working together as a class helps learners to be involved in all the
stages of the process without getting lost in the detail of any stage, e.g. drawing
all the pictures. Making a class graph allows you to focus the learners‘ attention
on the key aspects of data handling and also on what they need to know about
the important features of a pictograph.
Features of a pictograph that learners need to be taught:
 Where and how to label the graph (graph title)
 Where and how to label the categories
 The pictograph needs to have a key which explains what each picture
means

280
 The pictures or the spaces for pictures need to be the same size
 How to place the pictures evenly in rows
 How to read the graph
Learners need to know that it is important first to read the graph title, so that
they know what the data is about. They also need to read the titles of the
horizontal and vertical axes. Learners do not need to know the technical terms
used to describe parts of the graph, only that they must read along the ―bottom‖
and ―side‖ to see what the graph is about.
We normally read from left to right, but when learners read graphs they need to
read from left to right and bottom to top. This needs to be explained to learners.
They also need to practise these skills.

Choosing a topic and asking questions to collect data

In Grade 2 you should pose questions, e.g. ―What are our class‘s favourite TV
programmes?‖ Teachers in the phase should ensure that different topics are
chosen for data collection and analysis in each of the grades.
Suitable topics include favourite sports, favourite cool drinks, favourite
colours, favourite pass times, favourite foods, favourite TV programmes etc.

Setting categories to collect information

Give learners a range of categories to choose from.

Representing data
Learners can each get a piece of paper the same size to draw their answer.
The drawings are then arranged in rows to make a pictograph. Titles are added
to the axes and the graph.

Analyse and interpret data

Learners answer questions that you pose about the picture graph, e.g.
―What TV programme is the most popular in our class?‖
―What programme is the favourite of the fewest learners in the class?‖
―Do more learners like …. or …..?‖
―How many more learners prefer …. to ….?‖

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Grade 2 Term 2
1. Number, Operations and relationships
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS
TOPICS REQUIREMENT BY YEAR SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
FOCUS FOR TERM 2
END
1.1 Counting concrete objects Count to at least 150 everyday What is different from Term 1? 10
Count objects Estimate and count to at least 200 objects reliably. In Term 2 the number range has increased and learners now count 150
everyday objects reliably. The objects. Because this is a large number of objects to count, the focus has to
strategy of grouping is Give a reasonable estimate of a be on counting in groups. This is a skill that learners have been practising
encouraged. number of objects that can be since Grade 1 and it is now applied to a higher number range.
checked by counting.
It is important that by the end of the term learners have seen a collection of
150 objects and they can suggest the most efficient way to count it.

Counting objects in this term supports:

 the counting skills necessary for understanding place value;
 rote counting;
 the saying of number names;
 the recognition of number symbols; and
 the counting skills necessary for calculating.

Resources:
Careful consideration needs to be given to the kind of apparatus used.
 Structured apparatus, such as a string of counting beads
 The abacus to practice counting in groups of ten
 Bundles of 2, bundles of 5 and ten which are then all countedl.
 The Dienes blocks, especially the base ten blocks
 Play money

1.2 Count forwards and backwards in: Counts forwards and What is different from Term 1
Count  1s from any number backwards in: In Term 2 the counting number range has increased and learners start
forwards and between 0 and 200  1s from any number counting in threes and fours for the first time. This can be introduced when
backwards  10s from any multiple between 0 and 150 counting out physical objects, counting on a string of number beads, using
 10s from any multiple of 10 the hundred grid and the number line.
between 0 and 200
between 0 and 150
 5s from any multiple of 5  5s from any multiple of 5 By the end of the term learners are able to respond to questions such as:

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 between 0 and 200 between 0 and 150  Start at 132, count on in ones to 150.
 2s from any multiple of 2  2s from any multiple of 2  Start at 120 and count back in ones to 98.
between 0 and 150
between 0 and 200  Start at 60 and count in twos to 100.
 3s from any multiple of 3
 3s from any multiple of 3  Start at 100 and count in twos to 138.
between 0 and 99
between 0 and 200
 4s from any multiple 4  Start at 3 and count in threes to 30.
 4s from any multiple of 4 between 0 and 100  Start at 60, count back in threes to 41.
between 0 and 200  Start at 4 and count in fours to 40.
 Start at 84 and count back in fours to 68.
 Start at 45 and count in fives to 100.
 Start at 100 and count back in tens to 10.

Learners should also be counting back from any given multiple.

1.3 Recognise, identify and read Recognise, identify and read What is different from Term 1?
Number numbers numbers Learners continue to read and write number symbols and number names to
symbols and  Recognise, identify and read  Recognise, identify and an increased number range. Learners will be recognising, reading and
number names number symbols 0 – 200. writing symbols beyond one hundred and write number names to 50.
read number symbols 0 –
Care should be taken when talking about three-digit numbers, for example
 Write number symbols 0 – 150. one should say ― three hundred and twenty-three‖ rather than ― one, two,
200.  Write number symbols 0 – three‖.
 Recognise, identify and read 150.
number names 0 – 100.  Recognise, identify and When writing three-digit numbers between 100 and 110, the digit in the tens
 Write number names 0 – 100. position is zero. Some learners find it difficult to write these numbers in
reads number names 0 – 50.
symbols when they are given symbols in words. For example, writing 102
 Write number names 0 – might be difficult for some learners. They might write 1002. Place value
50. cards are particularly useful for helping learners to understand how to
represent these numbers correctly. Learners should also be given plenty of
practice writing these numbers.

Examples of written recording:

 Write the number symbols.

One hundred and thirty-one

One hundred and forty-seven

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  Match number names to number symbols
 Complete number sequence
 Complete number lines and number tracks

1.4 Describe, compare and order Describe, compare and order What is different from Term 1
Describe, numbers to 99 numbers to 50 During this term learners continue to order and compare numbers.
compare and  Describe and compare whole  Describe and compare The number line remains an important image that is particularly helpful for
order numbers numbers up to 99 using assessing where a number is positioned in relation to other numbers. The
whole numbers using
smaller than, greater than, number line image will also support learners in their mental strategies for
smaller than, greater than, calculations.
more than, less than and is more than, less than and is Further independent activities:
equal to equal to Practise writing first to tenth.

 Describe and order whole  Describe and order whole Record the following in class work books:
numbers up to 99 from numbers from smallest to  Which number comes just before 46?
smallest to biggest, and biggest, and biggest to  Which number comes after 48?
biggest to smallest smallest  Which number lies between 45 and 47?
 Use the given number line and fill in the missing numbers.
 Write 1 more than each of these numbers:
 1 more than 23 is ___
Use ordinal numbers to show Use ordinal numbers to show  1 more than 29 is ___
order, place or position order, place or position  1 more than 42 is ____
Position objects ion a line from Position objects on a line from  Write 1 less than each of these numbers:
first to tenth or first to last e.g. first to fifteenth or first to last  1 less than 20 is___
first, second, third … twentieth. e.g. first, second, third … tenth.
 1 less than 31 is ___
 1 less than 42 is ___
 Write 10 more than each of these numbers:
 10 more than 20 is___
 10 more than 30 is ___
 Write 10 less than each of these numbers.
 10 less than 50 is____
 10 less than 40 is____

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  Write the numbers in order from the biggest to the smallest. (130, 133,
123, 143, 103, 113)
 Complete the sentence. Fill in more or less:
 24 is _______ than 24
 36 is _______ 19

1.5 Recognise the place value of at Recognise the place value of at What is different from Term 1
Place value least two-digit numbers to 99 least two-digit numbers to 50 During this term the number range has increased from 25 to 50. Learners
 Recognise what each digit  Recognise what each digit now apply their knowledge of place value concepts to a higher number
range.
represents represents
 Decompose two-digit  Decompose two-digit During this term learners continue to:
numbers into multiple of tens numbers into multiple of  count and group to show tens and ones in different ways;
and ones (TU) tens and ones (TU)  count pre-grouped/pre-structured apparatus;
 Identify and state the value of  Identify and state the value  use place value cards to show the number grouped and counted;
each digit of each digit  show different arrangements of numbers, for example, 35 can be shown
as 35 loose ones, 3 tens and 5 loose ones and 2 groups of tens and 15
loose ones; and
 state the value of each digit.

The above work is often done in focus groups and during independent time
learners can record the following:
48 = 4 groups of tens and 8 loose ones
48 = 40 and 8
This is supported by using the Flard cards or place value cards.

The value of the digits

Learners should start saying what each digit represents. Ask learners:
 What number does the 7 represent in 27?
 What number does the 4 represent in 49?

Learners should use the place value cards to prove their statements.

SOLVING PROBLEMS IN CONTEXT

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1.6 Use the following techniques Use the following techniques Learners are expected to solve word problems using the following
Problem- when solving problem and explain when solving problem and techniques:
solving solutions to problems: explain solutions to problems:  Drawings or concrete apparatus e.g. counters
techniques  drawings or concrete
 drawings or concrete  Building up or breaking down numbers
apparatus e.g. counters
apparatus e.g. counters  Doubling and halving
 building up and breaking
 building up and breaking  Number lines
down of numbers
down of numbers
 doubling and halving
 doubling and halving Drawings or concrete apparatus
 number lines Learners will continue to draw pictures and use concrete apparatus to solve
 number lines
problems. Drawing up to 30 or 50 objects individually becomes inefficient
and should be discouraged. Encourage them to include number symbols in
their recordings, including in picture representations. Learners can also be
encouraged to write number sentences.

See notes for Term 1.

1.7 Solve word problems in context Solve word problems in context What is different from Term 1
Addition and and explain own solution to and explain own solution to During this term learners continue practisingdoing word problems and work
subtraction problems involving addition, problems involving addition, on using the following techniques when solving problems:
subtraction with answers up to 99. subtraction with answers up to  Drawings or concrete apparatus e.g. counters
50.  Building up and breaking down of numbers
 Doubling and halving
 Number lines
The focus during this term emains on recording. Learners should be writing
down number sentences as a written record for the problem solved. It is
important to watch which learners struggle to write a number sentence to
deal with particular problems. If learners ask you to show them how to
represent a problem with a number sentence after they have solved it, it is a
good time to show them.

For examples of problems that can be done this term, see Term 2 notes.

1.8 Solve word problems in context Solve word problems in context What is different from Term 1

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Repeated addition and explains own solution to and explains own solution to The number range for the term has increased to 30.
leading to problems using repeated addition problems involving multiplication Learners should be encouraged to write number sentences for all the
multiplication or multiplication with answers up with answers up to 30. word problems. One can expect learners to use repeated addition number
to 50. sentences to show the solution. During this term learners should be
writing multiplication number sentences for their solutions. They were
introduced to the multiplication sign in Term 1 and should use this
experience when solving multiplication number problems. Repeated
addition and grid/array type problems should show a multiplication
number sentence. There will still be learners who will be far more
confident in recording their solutions using repeated addition and not
multiplication.

Examples of problems that can be done this term

Repeated addition
a) How many wheels do 8 bicycles have?
b) How many eyes do 9 children have?

Rate
Thami drinks 6 glasses of water every day. How many glasses of water
does he drink in a week?

Grids/ Arrays
Mr Khumalo plants 6 rows of cabbage plants. There are 5 plants in a row.
How many cabbage plants are there altogether?
1.9 Solves and explain solutions to Solves and explain solutions to Examples of problems that can be done this term
Grouping and practical problems that involve practical problems that involve
sharing leading to equal sharing and grouping up to equal sharing and grouping up to During this term allow learners to use drawings and concrete apparatus to
division 99 with answers that can include 50 with answers that can include show their solutions. Number sentences should be used. Learner might
remainders. remainders. use repeated subtraction to show how they arrived at an answer.

Array/Grid
Mongezi packs out 20 counters into 10 rows. How many counters are in a
row?

Grouping
Grouping, discarding the remainder
Stella sells apples in bags of 6 apples each. She has 40 apples. How many
bags of 6 apples each can she make up?

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 Grouping, incorporating the remainder in the answer
Ben wants to take 35 eggs to his grandmother. How many egg boxes that
can take 6 eggs each does he need to pack all the eggs?

Sharing
Sharing, discarding the remainder
Share 45 sweets among 4 friends so that they all get the same
number of sweets.

Sue and Greg do a piece of work together. Sue works for 3 hours and
Greg works for 1 hour. They get paid R40. How must they share the
money?

1.10 Solve and explain solutions to Solve and explain solutions to What is different from Grade 1
Sharing leading to practical problems that involve practical problems that involve One of the first goals in the development of fractions should be to help
fractions equal sharing leading to solutions equal sharing leading to solutions learners construct the idea of fractional parts of the whole – the parts that
that include unitary fractions e.g. result when the whole or unit has been partitioned into equally sized
that include unitary fractions e.g.
½, ¼, 1/5 etc. portions or fair shares.
½, ¼, 1/3 1/5 etc.
Learners seem to understand the idea of separating a quantity into two or
more parts to be shared fairly among friends. They eventually make
connections between the idea of fair shares and fractional parts. Sharing
activities are therefore good places to begin the idea of fractions. Our
curriculum also introduces the concept of sharing resulting in fractional
parts.

Sharing activities are generally posed in the form of simple word

problems. Initially when learners perform sharing activities (division)
they find dividing or sharing leaves left-over pieces. They then share the
left-over pieces again. The language of fractions can be introduced
verbally. Then one can write out fraction words, e.g. [Link],
[Link], [Link]. When writing about many fractions parts. e.g. 3
halves, 3 quarters, write this as the figure and the word. The expression 3
over 2 or 3 over 4 is meaningless and it is best to leave this symbolism to
the Intermediate Phase.

Sharing

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 in the examples below an equal sharing situation with a remainder that
can also be shared is used.
Two children share 5 chocolate crunchies so that each gets the same
amount. How much can each child have? Learners will give each child 2
and then halve the remaining crunchie

Remainders
It is important that learners draw their answers. Initially let learners
describe in their own words the ‗part‘ that they have broken up. Expect
that when learners cut up the remaining piece. the pieces may be of
unequal size. This might not influence how they describe the sharing
process. Once learners can share fairly well, fraction names can be given
to the parts.

Moving from sharing problems with solutions that have remainders to

solutions with whole numbers and fractional parts, means that learners
are exposed to improper fractions and mixed numbers. Learners are not
required to know and use this terminology. For example: 2 and a half
piece can be formally written as 2 ½, which is a mixed number.

Sharing tasks and fraction language

The discussion of learners‘ solutions is a good time to introduce the
vocabulary of fractional parts. When a chocolate crunchie has been
broken into equal shares, simply say, ‗we call these fourths‘. The whole
biscuit has been cut into four parts. All the parts are the same size.
Learners need to be aware of two aspects of fractional parts:
 The number of parts; and
 the equality of the parts.

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 Sharing activities help learners to develop the following concepts:
 When we divide something into 2 equal parts, we call these parts
halves.
 When we divide something into 3 equal parts, we call these parts
thirds.
 When we divide something into 4 equal parts, we call these parts
quarters.
 When we divide something into 5 equal parts, we call these parts
fifths.

The focus of fraction word problems in this term allows learners to:
 share and group things equally;
 name fraction parts;
 find fractions of whole objects; and
 recognise that a fraction is part of a whole.

Examples of problems suitable for Term 2

 Erin, Tawfiq and Thami must share 4 chocolate bars equally. How
much chocolate must each child get? Draw a picture to show your
answer.
 Miles, Hannah, Mathew and Ndaweni share 5 fruit bars. How can
they share them equally? Draw a picture to show your answer.
 Serebolo and Jamie share 1 liquorice stick. Jamie says each one must
get a half. Is she correct? Draw a picture to show your answer.

It is important that when learners draw the solutions they are able to
describe how they shared. At the beginning use learners‘ informal
language to describe the fractional parts. Once they are confident and
understand the concept of a ‗whole and a bit‘, the fraction name can be
introduced. Then one can write out fraction words, e.g. one-half, one
quarter, one third. The fraction symbol is not introduced, as the
expression 1 over 2 is meaningless and it is best to leave this symbolism
to later grades.
1.11  Recognise and identify the  Recognise and identify the What is different from Term 1
Money

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 South African coins (5c, 10c, South African coins(5c, 10c, During this term learners practise recognising money and breaking up
20c, 50c, R1, R2, R5, and 20c, 50c, R1, R2, R5, and money into smaller parts.
bank notes. R10, R20, R50 bank notes. R10, R20, R50
 Solve money problems  Solve money problems Examples of problems that can be done this term
involving totals and change to involving totals and change in  Could you share 50c equally among these four children? Explain
R99 and in cents up to 90c cents up to 50c or rands to how.
R50  Joe spent 50c on 10c bubblegum sweets. How many bubblegum
sweets did he buy?
 Thenje pays R5 to travel by taxi to school in the morning. She pays
with a R20 note. How much change does she receive? How much
money will she have left when she returns home?
 Zurina‘s taxi fare is R5,50. How much change does she get from
R10,00?
Mia spent R38,00. She had R50,00. How much money does she have
left?

CONTEXT-FREE CALCULATIONS
1.12 Use the following Use the following techniques What is different from Term 1
Techniques techniques when when solving problem and Learners are expected to solve context-free calculations using the following techniques:
(methods or performing explain solutions to problems:  Building up or breaking down numbers
strategies) calculations:  Doubling and halving
 drawings or concrete
 drawings or
apparatus e.g. counters  Number lines
concrete
 building up and breaking
apparatus e.g. Drawings or concrete apparatus
down of numbers
counters Learners will continue to draw pictures and use concrete apparatus to solve problems. It is important that
 doubling and halving
 building up and the pictures or drawings contain numbers as well as number sentences.
breaking down  number lines
numbers Building up and breaking down
 doubling and This is one of the most important techniques in the Foundation Phase (it is also used frequently throughout
halving the Intermediate Phase) Using this technique allows learners to split (decompose) and recombine numbers
 number lines to help make calculations easier.
It is important that learners apply known knowledge when breaking up numbers e.g.
 breaking up using place value;
 breaking up using multiples of 10; and

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 breaking up into number pairs e.g. pairs of 20 are known so 20 can easily be broken up into different
ways.

Doubling and halving

Learner often find doubling easy; however, it is useful to train learners to apply their knowledge of
doubling:
 Use recognition of doubles to see near-doubles
Doubles Near doubles
12 + 12 12 + 13
25 + 25 25 + 24
 Use a doubling strategy and then compensate for the difference, e.g. 13 + 14 = double 13 plus 1
This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose
this as a technique are quite flexible in the strategies they use.
Example:
On one day at the clinic 24 children were given flu vaccinations. The next day 25 children were vaccinated.
How many children were vaccinated altogether?
The problem could be solved by using doubling. A learner might say double 24 plus 1 or double 25 minus
1.

Number lines
Using number lines in order to help themcalculate will give learners a way to record their thinking and to
keep track of it. It also allows learners to have a recording image that they can use to explain how they
solved the problem.
Learners have been using number lines since Grade 1. By now they should be able to construct blank
number lines on which they put the starting number and then determine how to get from one to the other.
Example of how learners can use the number line:

 Addition and subtraction.

Learners should be constructing their own number lines and breaking up the numbers in manageable
parts.
Example:
45 + 27
<insert number line The number line should start at 45 and learners can create 2 jumps of 10 and then

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 one jump showing 7.

 Multiplication

Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the
number line and supporting sentences can be recorded as well. Example:
<artwork insert number to show the following>
8 + 8 + 8 + 8 + 8 = 40
5 hops of 8 make 40
5 groups of 8 = 40
5x 8 = 40
For a given multiplication learners should be able to explain how jumps can be made on the number
line.

1.13  Add to 99  Add to 50 What is different from Term 1?

Addition and  Subtract from 99  Subtract from 50
subtraction Learners in Grade 2 will continue to use concrete apparatus and other images to help establish number
 Use appropriate  Use appropriate symbols
sense and to calculate. The use of these images will become more and more abstract over time. By the end
symbols (+, −, =, ) of the year in Grade 3 learners should be calculating up to three-digit numbers without the use of concrete
(+, −, =, )  Practise number bonds to apparatus. Learners in Grade 2 continue to use and refine their own calculating strategies. They need to be
 Practise number 15 supported in making sure that their recording is systematic. so that it can be read by themselves and others.
bonds to 20 Grade 2s will use a wide variety of recordings and will be more confident in using numbers and symbols as
a recording method.
Learners should be able to ‗think‘ about the question posed to them and look at the number range of the
problem to decide on the best strategy. Through problem-solving learners have started developing their
own calculating strategy and their own recording method. In Grade 2 they will refine this. During this term
they should become confident in reading their recording methods and explaining how they arrived at the
answer.

Learners should be able to do the following with addition and subtraction:

Although learners are using concrete apparatus and images to support their calculations when it comes to
working with numbers, they should be able to calculate on an abstract level.

During the term learners need to continue calculating doubling questions in a variety of ways so that they
can use near doubling as a calculating strategy.
Example:

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Double 20. Write this as an addition number sentence

Copy and complete:

a) 12 + 12 = 
b) 14 + 14 = 
c) 15 +  = 30
d) 16 +  = 32
e) 17 + 17 = 
f) 36 = 18 + 
g) 38 =  + 19

Possible methods to show addition and subtraction calculations.

Breaking down a number into smaller parts to make a calculation easier

Using knowledge of place value to break down numbers into tens and ones
Adding two-digit numbers by breaking up both numbers
23 + 36 = 
23 + 36 = (20 + 3) + (30 + 6)
= (20 + 30) + (3 + 6)
= 50 + 9
= 59

Adding by breaking up one number

Adding two-digit numbers by breaking up one number
23 + 36 = 
23 + (30 + 6)
23 + 30 53 + 6 = 59

Learners might break down the number in ways that are manageable for them. This means that they will do
it in different ways:
23 + 36 = 
23 + (10 + 10 + 10 + 6)
23 + 10 33 + 10 43 + 10 53 + 6 = 59

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Subtraction
 Breaking up both numbers
47 – 26 = 
47 – 26 = (40 + 7) – (20 + 6)
= (40 – 20) + (7 - 6)
= 20 + 1
= 21

42 – 26 = 
42 – 26
(30 + 12) – (20 + 6)
30 – 20 = 10
12 – 6 = 6
10 + 6 = 16

 Subtracting by breaking up one number

47 – 26 = 
47 – (20 + 6)
47 – 20 27 – 6 = 21

42 – 26 =  Learners do not have to break down 26 into

42 – 26 tens and ones; they can use their knowledge
(30 + 12) – 26 of ordering to realise that 26 is close to 30
30 – 26 = 4
12 + 4 = 16

 Expect that some learners might break up the number in different ways to make it easier for them
calculate:
47 – 26 = 
47 – (10 + 10 + 6)
47 – 10 37 - 10 27 – 6 = 21

Using and applying previous knowledge as techniques

The techniques shown below allow learners to formalise their counting and number sense. Practising the

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 techniques below will encourage learners to reflect upon the relationships between numbers and teach
learners that they can actually use and apply their knowledge to help them calculate.

Count on and count back

48 – 39 = 
Counting up in ones from 39 is an appropriate strategy because the numbers are close to one another.

Identify near doubles

24 + 25 explaining that it is double 24 plus 1 or double 25 minus 1.
24 + 24 + 1
Learners might record their strategies using arrows
24 + (20 + 4) + 1
24 + 20 44 + 4 48 + 1 = 49

Using halving to break down a number

29 + 12
29 + (6 + 6)
29 + 6 35 + 6 = 41

Change a number to a multiple of ten and then subtract or add ones

Count up or down to the nearest 10
28 + 19 = 
Here learners need to say to themselves that they have two options. Change 28 or 19 to the nearest multiple
of 10. The choice is theirs.

The sum can be written as: 28 + 19 = 28 + 20 – 1

28 + 20 48 – 1 = 47
Some learners might break down 20 into 2 groups of 10 to calculate accurately.

It helps learners to become more confident in and more independent at mathematics, if they have strategies
o to check their solutions themselves; and
o to judge the reasonableness of their solutions.

1.14  Multiply  Multiply numbers 1 to 10 What is different in Term 2?

Repeated numbers 1 to 10 by 2, 5 During the second term learners keep practising their understanding of multiplication. Multiplying 1 to 10
addition by 5 is introduced.
by 1, 2, 5, 3 and  Use appropriate symbols

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leading to 4 (+, x, =, ) For introducing multiplication by 5, see the notes for multiplying by 2 in Term 1
multiplicatio  Use appropriate
n symbols(+, x, =, By the end of the term learners should be able to record the following:
1 group of 5 is 5 or 1 times 2 is 2 or 1x2=4
)
2 groups of 2 are 4 or 2 times 2 is 4 or 2x2=4
3 groups of 2 are 6 or 3 times 2 is 6 or 3x2=6
The focus is not on memorising tables but rather on building the concept of multiplication. Learners are
also learning to read and understand the multiplication number sentence.

Multiple images for multiplication should be provided and lots of recording done in the classwork book.
Examples of written work

Recording in tables:
Number of 1 2 3 4 5 6 7 8 9 1
children 0

Number of
legs

Flow diagrams
<insert flow diagrams showing multiplication by 2>

When working with number patterns, multiplication can be linked to skip counting, by investigating
patterns of multiples on a number grid.
Example: Learners can record 2 s and 5 s on a number grid. They can talk about which numbers occur in
both the two-times table and the five-times table.

1.16 Number Concept: Number Concept: Range 50 Number concept:

Mental Range 99  Order a given set of Calculating strategies, number concept, knowledge and known number facts are developed through
mathematics  Order a given set selected numbers problem-solving and calculations. These are practised during the mental mathematics time. This helps
of selected  Compare numbers to 100 learners to become familiar with them and to be able to use them with ease when calculating and solving
numbers and say which is 1, 2, 3, problems in contexts.
 Compare 4, 5, and 10 more or less
numbers to 99 Examples of questions that can be asked:
and say which is Number names and symbols
1, 2, 3, 4, 5, and Rapidly recall: Hold up a card or write down a number name. Choose a learner to write the matching numeral.
10 more or less Recall addition and

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 subtraction facts to 10 More or less
Rapidly recall: What is?
 Addition and  1 less than 50
subtraction facts  1 more than 39
to 20  more than 42
 less than 29
 more than 30
 Add or subtract
 3 less than 27
multiples of 10 Mental strategies  more than 38
from 0 to 100 Use calculation strategies to  4 less than 47
add and subtract efficiently:  more than 35
Calculation  Put the larger number  5 less than 50
Strategies first in order to count on  10 more than 20
Use calculation or count back  10 less 40
strategies to add  Number line
and subtract  Doubling and halving What is the 5th letter of the alphabet?
efficiently: What is the 9th month of the year?
 Building up and breaking
 Put the larger down
number first in
 Use the relationship
order to count on Before and after
between addition and
or count back What number comes just before 37?
subtraction
 Number line What number comes just after 39?
 Doubling and
halving Ordering and comparing
 Building up and Which is more: 21 or 41?
breaking down Give me a number between 37 and 39.
 Use the
relationship
between addition Addition and subtraction facts:
and subtraction See notes for Term 1.

Calculation Strategies:
Use calculation strategies to add and subtract efficiently.
Add several numbers by using strategies such as:
 Look for pairs of numbers that make 10 and use these first
2+7+8
2 + 8 make 10 and then add 7

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 Put the larger number first in order to count on or count back
 Start with the largest number
3+6
Restate the number sentence: 6 + 3 and count on to 9

 Use doubling as a mental calculation strategy

Identify near doubles.
Example:
5 + 4 = 9 explaining that it is double 4 plus 1 or double 5 minus 1

Recognise that when two numbers are close in size to each other then it is easier to find a difference by
counting up rather than counting back.
8 – 6 = 2 and explain that counting up from 6 to 8 gives 2

Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics
with apparatus.

Recommended apparatus
 A number line (structured and empty)
 A number grid
 Place value cards (Flard cards)
 Counting beads

1.17  Use and  Use and name This term focusses on:
Fractions name fractions in familiar During this term learners are introduced to fractions. Learners will be introduced to fractions through sharing word
fractions in contexts including problems and activities.
However, the concept of fractional parts is so important that it should be developed further using additional activities.
familiar halves, quarters,
 Making half and quarter shapes by folding and cutting
contexts thirds and fifths
including  Recognise fractions Learners can fold paper into half and name each part. It is important that they understand that when you make two equal
halves, in diagrammatic parts from something, you call each part a half. They could fold the piece of paper into half again. The importance here
quarters, form is to fold the page in different ways to obtain a different-looking half.
thirds and  Write fractions as 1
fifths half, 2 thirds
 Recognise
fractions in

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 diagrammati Or
c form
 Write
fractions as
1 half, 2
thirds

Always ask learners to predict how many pieces they will get and allow them to unfold the page and check. Comparing
the two different half shapes or the two different quarter shapes can lead to interesting conversations on shape and size.

You could ask learners:

Can I call these two shapes by the same number name, one half?

Prove to me that I can call these two shapes by the number name one quarter.

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 Learners should name each part and this can be done by writing the fractions. For example:

One
quarter

One half

 Combining to make a whole

Let learners use fraction circles or cut out circles from paper to find out how the half and quarter shapes can be
combined to make the whole again.
 Colouring or shading fractions
These kind of activities encourage:
 knowing that fractions are equal parts;
 identifying fraction parts; and naming fraction parts.

Writing fraction names

We do not introduce learners to writing the symbol of fractions. Learners learn how to label fraction parts by writing one
half or one quarter.

GRADE 2 TERM 2
2. PATTERNS, FUNCTIONS AND ALGEBRA

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 CONCEPTS AND CONCEPTS AND
SKILLS SKILLS DURATION
TOPICS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR TERM
YEAR END 2
2.1 Copy, extend and Copy, extend and In Grade 1 and Term, 1 Grade 2 it was recommended that learners work with patterns 1 lesson
Geometric describe describe in which elements (shapes, lines or objects) are repeated in exactly the same way. In
patterns Copy, extend and describe Copy, extend and Term 2 of Grade 2 learners can begin to work with patterns in which the size of the
in words describe in words shapes or number of shapes changes in a predictable way.
 simple patterns made  simple patterns
with physical objects made with Some patterns have identical groups of shapes or objects repeated, where the size of
 simple patterns made physical objects the shape in each group changes in a regular, predictable way. e.g. the shape gets
with drawings of lines,  simple patterns smaller.
shapes or objects made with
drawings of lines,
Create and describe own shapes or objects
patterns
Create and describe own
geometric patterns Create and describe Some patterns are made up from a single kind of shape, but each example of the shape
 with physical objects own patterns increases or decreases in size e.g.
 by drawing lines, Create and describe
shapes or objects own geometric
patterns
Patterns all around us  with physical
Identify, describe in words objects
and copy geometric  by drawing lines, Some patterns are made up from groups in which the same shapes of objects occur,
patterns shapes or objects but the number of each kind of shape or object increases or decreases in a regular way
 in nature e.g.
 from modern everyday
life
 from our cultural
Copying the pattern helps learners to see the logic of how the pattern is made.
heritage
Extending the pattern helps learners to check that they have properly understood the
logic of the pattern.
Describing the pattern helps learners to develop their language and speaking skills. It
also helps you to see how learners have interpreted the pattern. It is usually easier for
learners to talk about the pattern after they have made it. By now learners should be
able to describe patterns without the aid of guiding questions. Continue to focus on
developing the language they need to describe the patterns.

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2.2 Copy, extend and describe Copy, extend and describe See notes for Term 1, but extend the number range to 150. 3 lessons
Number patterns
Copy, extend and describe .Copy, extend and describe simple number
simple number sequences to sequences to at least 150.
at least 200
Sequences should show counting forwards
Create and describe own and backwards in:
patterns  1s from any number between 0 and
Create own number patterns. 150
 10s from any multiple of 10 between 0
and 150
 5s from any multiple of 5 between 0
and 150
 2s from any multiple of 2 between 0
and 150
 3s and 4s from any multiple of 3 and 4
between 0 and 150

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GRADE 2 TERM 2
SPACE AND SHAPE
DURATION
TOPICS CONCEPTS AND SKILLS: CONCEPTS AND
SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
REQUIREMENT BY YEAR SKILLS:
GUIDELINES hour 24
END FOCUS FOR TERM 2
minutes)
3.1 Language of position Language of position Recommended focus for Term 2: language of position, following 2 lessons
Position, Describe the position of one object Describe the position of directions
orientation in relation to another e.g. on top of , one object in relation to The focus in Term 2 can be on position and orientation. In Term 3
and views in front of , behind, left, right, up, another e.g. on top of , in learners can work with views. Begin by assessing what learners
down, next to. front of, behind, left, right, know and remember about position and orientation.
up, down, next to.
Position and views What is different from Grade 1
Match different views of the same Position and directions In Grade 2, learners consolidate the work that they have done on
everyday object. Follow directions to move position, orientation and views in Grade 1.
around the classroom.
Position and directions . Language of position
Follow directions to move around Language of position should be introduced and practised through
the classroom. practical activities that involve learners in physical movement,
including songs and rhymes with movement and games with
movement words. This can be done through whole class teaching
time or focus group teaching time. It is suggested that you spend two
lessons on position activities during Term 2, but then continue to
introduce and practise position words for short parts of whole class,
focus group and independent work time. The language of position
can also be practised during Language and Life Skills lessons.

The language of position can be consolidated through written

recording such as colouring or matching drawings with words,
drawing an object or shape when told its position relative to another
object or shape, colouring or matching drawings with words.

Position and directions

Teaching learners to follow directions should be done through
practical activities in which learners move themselves according to
instructions. In Grade 2 learners can be given either verbal or written
directions to move around the classroom, e.g. ―come to the front of

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 the class‖; ―stand next to your chair‖; ―jump over the rubbish bin‖.
3.2 Range of objects No specific focus on 3-D work is recommended for Term 2.
3-D objects Recognise and name 3-D objects in However, work on 3-D can be consolidated through written
the classroom and in pictures exercises. Learners can also continue to build D-3 objects from
 ball shapes, (spheres) recycling material or construction kits during independent work
 box shapes (prisms) time.
 cylinders

Features of Objects
Describe, sort and compare 3-D
objects in terms of:
 size
 objects that roll
 objects that slide

Focussed activities
Observe and build given 3-D objects
using concrete materials such as cut-
out 2-D shapes, building blocks,
recycling, construction kits, other 3-
D geometric objects.

3.3 Range of shapes Range of shapes What is new in Grade 2 3 lessons

2-D shapes Recognise and name 2-D shapes Recognise and name 2-D  rectangles
 circles shapes
 triangles  circles Most work with shapes in Grade 2 is done practically with concrete
 squares  triangles objects. All work should be consolidated through written exercises.
 rectangles  squares
 rectangles Learners start with free play with various shapes including making
Features of shapes pictures with cut-out geometric shapes. This can be done in
Describe, sort and compare 2-D Features of shapes independent time. This can also be done during Life Skills lessons.
shapes in terms of: Describe, sort and compare
Learners copy pictures made up of geometric shapes. These pictures

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 size 2-D shapes in terms of: can be provided by the textbook or the teacher. This helps learners to
 colour  size be able to identify
 shape  colour  circles and squares of different sizes;
 straight sides  shape  squares, rectangles and triangles in different positions; and,
 round sides  straight sides  triangles and rectangles with different shapes. This can be done
 round sides in independent time. This can also be done during Life Skills
lessons.

Comparing and describing 2-D shapes: size

Learners compare the size of similar shapes e.g.
 order circles from smallest to biggest,
 put all squares or the same size together,
Use the language of size to compare different shapes e.g. ―I drew a
triangle inside the square, so the triangle is smaller than the square.‖

Describing 2-D shapes: colour

Learners talk about the colours of shapes and then sort shapes
according to colour.
Identifying and naming objects and their colours, as well as
comparing sizes of objects, can be practised during work with
patterns.
Recognising and naming circles, triangles, squares and
rectangles
Learners should work with circles and squares of different sizes and
triangles with different shapes.
It is important that learners do not only see one example of each
shape. Most commercial sets of shapes give only one example of
triangles. Learners need to be able to recognise
 Triangles that are shaped differently and placed in different
positions. These are some examples of triangles:

 Squares of different sizes, placed in different positions.

These are some examples of squares:

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  Rectangles with different shapes, placed in different
position. These are some examples of rectangles:

 Circles of different sizes. These are some examples of

circles:

It is useful for learners to work with cut-out cardboard models of

shapes. This allows learners to see different triangles, squares and
rectangles placed in different positions.
Learners sort shapes according to whether they have straight or
round sides.
Learners sort and groups shapes according to whether they are
triangles, squares, or circles.
Work is consolidated through written exercises. These exercises can
include colouring, matching names to shapes etc.
Symmetry Symmetry Learners should look for lines of symmetry in concrete objects and 1 lesson
Recognise and draw line of Recognise and draw line of pictures.
symmetry in 2-D geometrical and symmetry in 2-D
non-geometrical shapes. geometrical and non- Written exercises
geometrical shapes.  should not only be ―draw in the other hal‘;
3.4
 should include examples where learners draw in the line of
Symmetry
symmetry. The line of symmetry should not always be a
vertical line, e.g. in a picture of a snake the line of
symmetry could be horizontal; and
 may include examples with more than one line of
symmetry.

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 If learners are not sure whether a picture or shape has a line of
symmetry, they can test by folding the piece of paper and seeing
whether the two halves match exactly. If they do, then the fold line
is the line of symmetry.

GRADE 2 TERM 2
MEASUREMENT
DURATION
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS REQUIREMENT BY YEAR
FOCUS FOR TERM 2 GUIDELINES hour 24
END
minutes)
4.1 Telling the time Telling the time Learners continue to practise talking about the duration of 1 lesson
Time  Know days of week  Know days of week time and the sequencing of time.
 Know months of year  Know months of year
 Place birthdays, religious  Place birthdays, religious During whole class teaching time and focus group time,
festivals, public holidays, festivals, public holidays, learners continuaeto talk about the day of the week and
historical events, school events historical events, school month of the year and the date of the current day, as well as
on a calendar events on a calendar days before and days to come. Learners become familiar
 Tell 12-hour time in hours.  Tell 12-hour time in hours with calendars by the continual placing of
half hours and quarter hours and half hours on analogue  Birthday;
clocks  religious festivals;
Calculate length of time and  historical events;
passing of time  school events; and
Use calendars to calculate and Calculate length of time and  public holidays
describe lengths of time in days or passing of time on the calendar.
weeks. Use clocks to calculate length of
Use clocks to calculate length of time in hours or half hours. During Independent work time learners continue to
time in hours, half hours or quarter sequence events from their daily lives and sequence pictures
hours. of events. Learners also work with exercises related to
telling the time in hours.

What is different from Term 1?

A focus in Term 2 is telling them time in hours and half
hours using an analogue clock. This can be the focus of a
lesson. It should include talking about the use of a.m. and
p.m. with 12-hour time. Telling the time, should then be

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 practised during the term on a continual basis. For example,
learners can be asked to tell the time when school starts, at
break time and at home time, or when they change from one
lesson to another. Choose times where the clock shows an
exact hour or a half hour. It is useful to have a large clock
displayed in the classroom, so that learners can refer to it.
Learners can also make models of clocks. You can then ask
them to show various times and include some calculations
e.g. ―Show me 10 o‘clock.‖ ―Show me what the time will
be half an hour later.‖
4.2 Informal measuring During Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording
Length  Estimate, measure, compare, lengths, widths and heights with informal units but also do a some estimating, measuring, comparing and
order and record length using recording measurements in metres.
non-standard measures e.g.
hand spans, paces, pencil Both these methods of measuring length can be practised in independent work time throughout the term. All work
lengths, counters etc should be recorded.
 Describe the length of objects
by counting and stating how During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts
many informal units long they of
are  informal measurement of length; and
 Use language to talk about the  measuring lengths in metres.
comparison e.g. longer, Take account of the number range appropriate for the term, as well as the range of problems types appropriate for
shorter, taller, wider the term.
Introducing formal measuring
Estimate, measure, compare order
and record length using metres
(either metre sticks or metre
lengths of string) as the standard
unit of length
4.3 Informal measuring Informal measuring What is different in Grade 2? 3 lessons
Mass  Estimate, measure, compare,  Estimate, measure, In Grade 1 it was recommended that learners focus on
order and record mass using compare, order and record working with a measuring balance to
non-standard measures and a mass using a balance and  directly comparing the mass of objects,
balance e.g. blocks, bricks etc non-standard measures e.g. ordering and comparing the masses of 3 or more
 Use language to talk about the blocks, bricks etc objects, by placing pairs of objects on a balance, until
comparison e.g. light, heavy,  Use language to talk about all objects can be sequenced
lighter, heavier the comparison e.g. light,  find the mass of objects using informal units of mass
heavy, lighter, heavier Learners also focussed on developing the language to talk

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Introducing formal measuring about mass.
 Compare, order and record the Introducing formal measuring
mass of commercially  Compare, order and record Learners should begin by consolidating what they know
packaged objects which have the mass of commercially about using a balance and informal units to measure mass.
their mass stated in kilograms packaged objects which Then they can be exposed to mass in kilograms
e.g. 2 kilograms of rice and 1 have their mass stated in
kilogram of flour kilograms e.g. 2 kilograms Informal measurement of mass using a balance and non-
 Measure their own mass in of rice and 1 kilogram of standard units
kilograms using a bathroom flour Learners can learn all the principles and practises of
scale  Where bathroom scales are measurement using non-standard units. Measuring with
available, learners can non-standard units should not be considered to be inferior to
measure their own mass in measuring with standard units.
kilograms using a bathroom
scale. The expectation is Commercial mass balances can be used. If you don‘t have a
that learners only read to the commercial balance, you can make one by attaching a pair
nearest whole kilogram. of one of the following to a coat hanger: a yoghurt cup, the
cut off base of a 2 litre bottle, the cut off bottom of a litre
milk or cold drink box (identical containers are attached to
either side of the coat hanger).

Measuring with mass with non-standard units involves

counting how many of the chosen unit have the same mass
as the object being measured. For example a ruler has the
same mass as 9 blocks.
.
Learners should measure a variety of objects using a range
of objects as informal units.

Learners should be taught to always state the unit when

giving the mass e.g. the book is has the same mass as 34
marbles.

Once learners have measured with any unit a couple of

times, they should estimate about how many of that unit
will have the same mass as the object being measured.
Estimation before measuring is important, but can only be
done once learners have done some measuring with that
unit.

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Learners need to be taught that in order to compare masses
of different objects the same unit needs to be used. For
example if a ruler has a mass of 20 blocks and a pair of
scissors has the mass of 20 marbles, you cannot say whether
they have the same mass or not, or which one is heavier.

Recording measurements
Although measuring is a practical skill learners should
record their measurements at all times.

Working with kilograms

Learners can begin to be introduced to kilograms by
working with groceries that are sold in kilograms, where the
number of kilograms is stated on the packaging.
For example learners can compare the mass of packages of
different substances (such as rice, sugar, mealie meal, flour
or washing powder) that are sold in 1 kg amounts. They can
place these on a balance to see that although the size of the
packages may differ, they have more or less the same mass.
Learners can then be given a range of packages of different
items to sequence from heaviest to lightest, where they
sequence according to the mass stated on the package e.g. 2
kg rice, 1 kg sugar, 5 kg mealie meal, 10 kg samp.

Reading bath room scales

Where bath room scales are available learners can use these
to read their own mass.

There are two kinds of mass meters: digital and analogue.

Digital scales are easier to read because the mass is written

in numbers. If you have a digital bathroom scale check that
it states the mass only in whole kilograms. Some scales you
can re-set to show only whole kilograms. If you cannot set
it to show whole kilograms, teach learners to ignore the
parts of kilograms for now.

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 Most analogue bathroom scales have every 10 kg
numbered, with a longer line showing the position of 5 kg.
The 1kg lines are usually not numbered. This is similar to
the way lines and numbers work on a ruler.

Let learner start by counting to see that there are 10 spaces

before the 10 kg mark, so that each space represents one
kilogram, and the longer line represent 5 kg.

Learners can read measurement of real bathroom scales as

well as pictures of bathroom scales. It is easier to read the
mass of a picture of a bathroom scale than off a real scale.

Recording measurements
Although measuring is a practical skill learners should
record their measurements at all times.

Measuring mass as a context for solving problems and

calculations
During time allocated to Numbers, Operations and
Relationships learners can solve problems that use the
context of
 informal measurement of mass
Example: The duster has a mass of 11 marbles. The
box of crayons has a mass of 8 marbles. Together they
will have a mass of how many marbles?
 measuring mass in kilograms
Example: Puleka bought 12 kg of mealie meal, 5 kg of
sugar and 2kg of rice. How much did her shopping
weigh altogether.

Take account of the number range appropriate for the term,

as well as the range of problems types appropriate for the
term.
4.4 Informal measuring Following recipes, including baking, is a useful context in which learners can practise measuring. Choose recipes
Capacity/Volume  Estimate and measure, where ingredients are given in cups, teaspoons or informal units.
compare and order the
capacity of containers (i.e. the So far this year it was recommended that learners focus on

312
 amount the container can hold  developing the language to talk about differences in volume.
if filled) by using non-standard  comparing the volumes in two identical containers,
measures e.g. spoons and cups  comparing the volumes in two different looking containers especially wider and narrower containers
 Describe the capacity of the  measuring volumes and capacities with non-standard instruments and units.
container by counting and
stating how many of the During independent work time learners can to estimate, measure, compare, order and record volumes and
informal units it takes to fill capacities with non-standard instruments and informal units of capacity. Cooking and baking are useful a context
the container e.g. the bottle has in which learners can practise measuring capacity. Choose recipes in which measurements are given in cups,
the capacity of four cups teaspoons and other informal units.

Introducing formal measuring Measuring capacity as a context for solving problems and calculations
 Estimate, measure, compare, During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context
order and record the capacity of informal measurement of capacity/volume e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the
of objects by measuring in recipe, how much milk will she need?
litres Take account of the number range appropriate for the term, as well as the range of problems types
 Compare, order and record the
capacity of commercially
packaged objects whose
capacity is stated in litres e.g.
2 litres of milk, 1 litre of cool
drink, 5 litres of paint

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GRADE 2 TERM 2
5. DATA HANDLING
CONCEPTS AND DURATION
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING
TOPICS SKILLS (in lessons of 1
REQUIREMENT BY YEAR END GUIDELINES
FOCUS FOR TERM 2 hour 24 minutes)
5.4 Collect and organise data
Collect and  Collect data about the class or school
organise data to answer questions posed by the
teacher
 Organise data in tallies
5.5 Represent data
Represent data  Represent data in pictograph
5.6 Analyse and interpret data Analyse data from Learners should have experienced the whole data cycle in 1 lesson
Analyse and  Answer questions about data in representations Term 1, they can focus on analysing representations that
interpret data pictograph provided. are given to them.

It is recommended that in Term 2 learners analyse

(answer questions about) at least one pictograph

Learners answer questions that you ask about the picture

graph e.g.
 ―What TV programme is the most popular in our
class?‖
 ―What programme is the favourite of the fewest
learners in the class?‖
 ―Do more learners like …. or …..?‖
 ―How many more learners prefer …. than ….?‖

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Grade 2 Term 3
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS
TOPICS REQUIREMENT BY YEAR SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
FOCUS FOR TERM 3
END
1.1 Counting concrete objects Count to at least 180 What is different from Term 2?
Count objects Estimate and count to at least everyday objects reliably. In Term 2 the number range has increased and learners now count 180 objects.
200 everyday objects reliably. Counting objects in this term continues to support:
The strategy of grouping is Give a reasonable estimate of  the counting skills necessary for understanding place value;
encouraged. a number of objects that can  rote counting;
be checked by counting  the saying of number names;
 the recognition of number symbols; and
 the counting skills necessary for calculating.

The focus is still on group counting using a variety of structured or pre-grouped

apparatus. It is useful to use some of the same apparatus when doing place value.
Example: Learners can use the base 10 blocks to count in tens and show groups of
10.

Useful questions to ask learners when counting objects are:

 How do you know that you‘ve counted that number?
 How can you check your answer?

1.2 Count forwards and backwards Counts forwards and What is different from Term 2?
Count forwards in: backwards in: The number range in Term 3 increases from 150 to 180.
and backwards  1s, from any number  1s from any number
between 0 and 200 between 0 and 180 When doing rote or oral counting it is necessary to focus learners‘ attention on the
 10s from any multiple  10s from any multiple of numbers they are counting. For example ,ask: When we count in twos from 120 to
10 between 0 and 180 140 will we count the number 121? Why not?
between 0 and 200
 5s from any multiple of 5 It is still important that the number line and the 100 grid be used to see how the
 5s from any multiple of 5 between 0 and 180 words they are saying connect with the structure of the number system. Learners
between 0 and 200  2s from any multiple of 2 need to have a number grid from 100 to 200 to use for identifying and counting.
 2s from any multiple of 2 between 0 and 180
between 0 and 200  3s from any multiple of 3 See the notes for Term 2.
 3s from any multiple of 3 and between 0 and 180

315
 between 0 and 200  4s from any multiple of 4
 4s from any multiple of 4 between 0 and 180
between 0 and 200

REPRESENT WHOLE NUMBERS

1.3 Know and read numbers Know and read numbers What is different from Term 2?
Number symbols  Know and read number  Know and read number The number range for:
and number symbols 0 – 200 symbols 0 – 180  knowing, reading and writing number symbols increases to180; and
names  Write number symbols 0 –  knowing, reading and writing to 75.
 Write number symbols 0
Learners should be able to identify numbers and begin to explain the difference in
200 – 180 their own words.
 Know and read number  Know and reads number Example: They have to look at the following number cards and be able to tell the
names 0 – 100 names 0 – 75 difference between any two numbers:
 Write number names 0 –  Write number names 0 –
100 75

16 11 16 13 16
6
Also see notes for Term 2
1 6 6
1.4 Order and compare numbers Order and compare What is different from Term 2?
Describe, to 99 numbers to 75 In this term learners order and compare numbers to 75.
compare and  Order whole numbers up  Order whole numbers
order numbers to 99 from smallest to Up until now learners have been comparing and ordering numbers in order to
from smallest to biggest,
biggest, and biggest to develop a feel for the size of numbers in relation to each other. Questions on
and biggest to smallest numbers should be carefully chosen to assist learners to develop higher order
smallest  Compare whole thinking skills about number value. Learners need to be challenged by the type of
 Compare whole numbers numbers using smaller questions asked.
up to 99 using smaller than, than, greater than, more Also help learners to develop the language to explain their thinking.
greater than, more than, than, less than and is Examples of questions may include:
less than and is equal to equal to  Give me a number between 50 and 60. Is the number closer to 50 or 60?
Explain your answer using a number line.
 Learners should be taught how to think about the ordering of numbers. Learners
should explain why 15 is smaller than 50. Explanations can be supported by

316
 using concrete apparatus.
Use ordinal numbers to show
order, place or position Use ordinal numbers to By the end of the term they should, for example:
Position objects on a line from
show order, place or  know which numbers are smaller than 50, more than 50; and
first to tenth or first to last e.g.  be able to show the position of all numbers in the 30s; 40s etc., using the
first, second, third … twentieth position
number grid.
Position objects on a line
from first to twentieth or first Instead of always giving learners number sentences to complete, sometimes ask them
to last e.g. first, second, third to make up their own sentences, to show relative size of numbers. Example:
… tenth. Make the following sentences true:
  is 1 more than 
  is 1 less than 
  is 10 more than 
  is 10 less than 

Also see notes for Term 2.

1.5 Recognise the place value of Recognise the place value of What is different from Term 2?
Place value at least two-digits numbers to at least 2-digit numbers to In this term learners continue to develop their understanding of place value concepts
99 75 to 75.
 Know what each digit During this term learners continue to:
 Know what each digit
represents  count and group to show tens and ones in different ways;
represents
 Decompose two-digit  count pre-grouped/pre-structured apparatus;
 Decompose two digit
numbers up to 99 into  use place value cards to show the amount grouped and counted; and
numbers into multiple of
multiples of tens and ones  show different arrangements of numbers. Example: 35 can be shown as 35 loose
tens and ones(TU)
(TU) ones, 3 tens and 5 loose ones and 2 groups of tens and 15 loose ones.
 Identify and state the
 Identify and state the value
value of each digit The above work is often done in focus groups and during independent time learners
of each digit
can record the following:
68 = 6 groups of tens and 8 loose ones
68 = 60 and 8
This is supported by using the Flard cards or place value cards.

Learners should be able to respond to questions and instructions such as:

 Which number is the same as 50 and 7?
 Show me 75 using the place value cards.

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  Show me 75 on the abacus..
 Show me 75 using the base ten blocks.
 Show me 75 using unifix cubes.
 Show me 75 using the string beads.
 Count out 70 matchsticks using bundles of 10. How many bundles of 10 did you
get?

The recording in class workbooks and workbooks continue during independent time.

SOLVING PROBLEMS IN CONTEXT

1.6 Use the following techniques Use the following techniques Learners are expected to solve the word problems using the following techniques:
Problem-solving when solving problem and when solving problem and  Drawings or concrete apparatus e.g. counters
techniques explain solutions to problems: explain solutions to  Building up or breaking down numbers
 drawings or concrete problems:  Doubling and halving
apparatus e.g. counters
 drawings or concrete  Number lines
 building up and breaking apparatus e.g. counters
down of numbers
 building up and breaking See notes for Term 2.
 doubling and halving down of numbers
 number lines  doubling and halving
 number lines

1.7 Solve word problems in context Solve word problems in What is different from Term 2?
Addition and and explain own solution to context and explain own Learners continue to work with the following type word problems outlined in
subtraction problems involving addition, solution to problems Chapter 2 but the number range has increased to 75.
subtraction with answers up to involving addition,
99. subtraction with answers up See notes for Term 2.
to 75.
1.8 Solve word problems in context Solve word problems in What is different from Term 1
Repeated and explains own solution to context and explains own Learners continue to work with the following type word problems outlined in chapter
addition leading problems using repeated solution to problems using 2 but the number range has increased to 40
to multiplication addition or multiplication with repeated addition leading to
answers up to 50. multiplication with answers See notes for Term 2.
up to 40.
1.9 Solve and explain solutions to Solve and explain solutions to During this term learners to continue to use drawings and concrete apparatus to show

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Grouping and practical problems that involve practical problems that their solutions. Number sentences should be used. Learners will use repeated
sharing leading equal sharing and grouping up involve equal sharing and subtraction to show how they arrived at an answer.
to division to 99 with answers that can grouping up to 75 with
include remainders. answers that can include See notes for Term 2.
remainders.
1.10 Solve and explain solutions to Solve and explain solutions to The focus of fraction word problems in this term continues to allow learners to:
Sharing leading practical problems that involve practical problems that  share and group things equally;
to fractions equal sharing leading to involve equal sharing leading  name fraction parts;
solutions that include unitary
fractions e.g. ½, ¼, 1/5 etc.
to solutions that include  find fractions of whole objects;
unitary fractions e.g. ½, ¼,  recognise that a fraction is part of a whole; and
1/3 1/5 etc.  write fractions as one third.

During this term learners name thirds and fifths. It is important that learners are
exposed to fractions other than one half and one quarter.
Examples of problems that can be done this term:
 Six friends share 7 liquorice sticks equally. Draw a picture to show your
answer. Compare your answer with that of a friend.
 Eight friends share 9 liquorice sticks equally. Draw a picture to show your
answer. Compare your answer with that of a friend.
 1 quarter
See notes for Term 2.
1.11  Recognise and identify the  Recognise and identify the Examples of problems that can be done:
Money South African coins(5c, South African coins(5c,  35 learners and 1 teacher go on school trip to a nature reserve. The school pays
10c, 20c, 50c, R1, R2, R5, 10c, 20c, 50c, R1, R2, R5, R1.20 per learner to enter the nature reserve. How much must be paid?
and bank notes. R10, R20, and bank notes. R10, R20,  Ma Hewu buys 2 loaves of bread for her family each day. A loaf costs R4, 99.
R50 R50 How much does she spend in 5 days?
 Solve money problems  Solve money problems
involving totals and See notes for Term 2.
involving totals and change
to R99 and in cents up to change in cents up to 75c
or rands to R75
90c
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques Use the following techniques Learners are expected to solve context-free calculations using the following
Techniques when performing calculations: when performing techniques:
(methods or

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strategies)  drawings or concrete calculations:  Building up or breaking down numbers
apparatus e.g. counters  Drawings or concrete  Doubling and halving
 building up and breaking apparatus e.g. Counters  Number lines
down numbers  Building up and breaking
 doubling and halving down numbers See notes for Term 2.
 number lines  Doubling and halving
 Number lines

1.13  Add to 99  Add to 75 See notes for Term 2.

Addition and  Subtract from 99  Subtract from 75
subtraction Learners continue to break down the numbers and gain confidence in their recording
 Use appropriate symbols(+,  Use appropriate
strategies.
- , =, ) symbols(+, - , =, )
 Practise number bonds to  Practise number bonds Possible methods to show addition and subtraction calculations:
20 20
Breaking down a number into smaller parts to make a calculation easier
Using knowledge of place value to break down numbers into tens and ones
Adding two-digit numbers by breaking up both numbers
33 + 36 = 
33 + 36 = (30 + 3) + (30 + 6)
= (30 + 30) + (3 + 6)
= 60 + 9
= 69

Adding by breaking up one number

33 + 36 = 
33 + (30 + 6)
33 + 30 63 + 6 = 69

Learners might break down the number in ways that are manageable for them. This
means that they will do it in different ways
33 + 36 = 
33 + (10 + 10 + 10 + 6)
33 + 10 43 + 10 53 + 10 63 + 6 = 69

Subtraction
 Breaking up both numbers

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75 – 54 = 
75 – 54 = (70 + 7) – (50 + 4)
= (70 – 50) + (7 - 4)
= 20 + 3
= 23

 Subtracting by breaking up one number

75 – 54 = 
75 – (50 + 4)
75 – 50 27 – 4 = 23

Expect that some learners might break up the number in different ways to make
easier for them calculate:
75 – 54 = 
75 – (20 + 20 + 10 + 6)
75 – 20 57 - 20 37 – 10 = 27 – 4 = 23

Using halving to break down a number

59 + 12
59 + (6 + 6)
59 + 6 65 + 6 = 71

Using and applying previous knowledge as techniques

The techniques shown below allow learners to formalise their counting and number
sense. Practising the techniques below will encourage learners to reflect upon the
relationships between numbers and teach learners that they can actually use and
apply their knowledge to help them calculate.

Count on and counting back

68 – 59 = 
Counting up in ones from 59 is an appropriate strategy because the numbers are
close to one another.

Identify near doubles

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 34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1
34 + 34 + 1
Learners might record their strategies using arrows:
34 + (30 + 4) + 1
34 + 30 64 + 4 68 + 1 = 69

Change a number to a multiple of ten and then subtract or add ones

Count up or down to the nearest 10
58 + 19 = 
Here learners need to say to themselves that they have two options. Change 58 or 19
to the nearest multiple of 10. The choice is theirs.

The sum can be written as: 58 + 19 = 58 + 20 – 1

58 + 20 78 – 1 = 77
Some learners might break down 20 into 2 groups of 10 to calculate accurately.
1.14  Multiply numbers 1 to 10  Multiply numbers 1 to 10 What is different from Term 2?
Repeated by 1, 2, 5, 3 and 4 by 2, 5, 4 During the third term learners keep practising their understanding of multiplication
addition leading and use the multiplication grid for the first time.
 Use appropriate symbols(+,  Use appropriate
to multiplication
x, =, ) symbols(+, x, =, )

They continue to:

 record in the following way:

1 group off 2 is 2 or 1 times 2 is 2 or 1x2=4

2 groups of 2 are 4 or 2 times 2 is 4 or 2x2=4
3 groups of 2 are 6 or 3 times 2 is 6 or 3x2=6

During this term learners start multiplying by 4. Multiplying by 2 and 5 continue to

be practised.

Multiple images for multiplication should continue to be provided and lots of

recording should be done in the class work. Understanding can be consolidated in the
workbooks as well. Number lines, flow diagrams and tables can be used to build up
understanding of the operation. Learners should be given number sentences to

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 complete. such as:
6x2=
5x7=
4x6=

Learners should use the multiplication grid to find the answers. This will help them
to read and understand the table and master multiplication facts.
x 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
4 4 8 12 14 20 24 28 32 26 40
5 5 10 15 20 25 30 35 40 45 50

1.16 Number Concept: Range 99 Number Concept: Range 75 Examples of questions that can be asked:
Mental  Order a given set of  Order a given set of Number concept:
mathematics selected numbers selected numbers Number names and symbols
 Compare numbers to 99  Compare numbers to 75 Hold up a card or write down a number name. Choose a learner to write the matching
and say which is1,2,3,4,5 and say which is1,2,3,4,5 numeral.
and 10 more or less and 10 more or less
More or less
Rapidly recall: What is
 Addition and subtraction  1 less than 45
facts to 20 Rapidly recall:  1 more than 69
 Recall addition and  more than 49
 less than 73
 Add or subtract multiples subtraction facts to 15
 Add or subtract multiples  more than 58
of 10 from 0 to 100  3 less than 52
of 10 from 0 to 50
 more than 48
 4 less than 61
 more than 27
 5 less than 36
 10 more than 30
Mental strategies  10 less 60
Calculation strategies
Use calculation strategies to add Use calculation strategies to
add and subtract efficiently: What is the 5th letter of the alphabet?
and subtract efficiently: What is the 9th month of the year?
 Put the larger number first  Put the larger number
in order to count on or first in order to count on
or count back

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 count back  Number line Ordering and comparing
 Number line  Doubling and halving Which is more: 21 or 171?
 Doubling and halving  Building up and breaking Give me a number between 154 and 159.
 Building up and breaking down
down  Use the relationship
 Use the relationship between addition and Addition and subtraction facts:
between addition and subtraction  Know by heart all addition and subtraction number bonds to 20
subtraction  +  = 20
 +  = 16
18 =  – 

Add and subtract fact for all numbers to 15.

Example
1 + 14 = 15 14 + 1 = 15
2 + 13 = 12 13 + 2 = 15
3 + 12 = 15 3 + 12 = 15

15 – 4 = 11 15 – 11 = 4
15 – 5 = 10 15 – 10 = 5
15 – 6 = 9 15 – 9 = 6

Quickly recall addition doubles up to 15. This should include corresponding

subtraction facts.
 1+1=2
 2+2=4
 3+3=6
 4+4=8
 5 + 5 = 10
 6 + 6 = 12
 7 + 7 + 14

Show me the number to add to make 15 (writing down or using the place value or
flard cards)
 8
 2
 9
 11

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  3

Show me the number left when …. Is taken away from 15 (writing down or using the
place value or Flard cards)
 5
 13
 0
 14
 7

10 + 10 = 
10 + 20 = 
10 + 30 = 
10 + 40 = 

50 – 40 = 
40 – 30 =
30 – 10 = 

Calculation strategies:
See notes for Term 2.

1.17  Use and name fractions in  Use and name fractions What is different in Term 2?
Fractions familiar contexts including in familiar contexts During this term learners‘ attention is focused on how the fraction name is linked to
halves, quarters, thirds and including halves, the number of equal parts that the whole has been divided into. A variety of diagrams
can be used to build further understanding.
fifths quarters, thirds and fifths
Example:
 Recognise fractions in  Recognise fractions in
diagrammatic form diagrammatic form
 Write fractions as 1 half, 2  Write fractions as 1 half,
thirds 2 third

The following type questions can be asked:

How many equal parts are there?
What do we call each part?

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How many equal parts are there?
What do we call each part?

How many equal parts are there?

What do we call each part?

Which shape shows the following parts:

<insert diagrams to show the fractions as indicated below>
1 half
1 third
1 quarter
1 fifth
1 sixth
1 eighth

These kind of activities encourage:

 knowing that fractions are equal parts;
 identifying fraction parts; and
 naming fraction parts.

Writing
We do not introduce learners to writing the symbol of fractions. Learners learn how
to label fraction parts as 1 quarter, 1 fifth

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GRADE 2 TERM 3
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND SKILLS CONCEPTS AND
DURATION
TOPICS REQUIREMENT BY YEAR SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
END FOCUS FOR TERM 3
2.1 Copy, extend and describe Copy, extend and Continue to give learners a similar range of patterns to Term 2. See notes for 1 lesson
Geometric describe Term 2.
Copy, extend and describe in
patterns
words Copy, extend and describe
Allow learners first to copy, then extend and finally describe the patterns. By
 simple patterns made with in words now they should be able to describe patterns without the aid of guiding
physical objects  simple patterns made questions. Continue to focus on developing the language they need to
 simple patterns made with with physical objects describe the patterns
drawings of lines, shapes  simple patterns made
or objects with drawings of lines,
shapes or objects
Create own patterns
Create own geometric patterns Create own patterns
 with physical objects Create own geometric
 by drawing lines, shapes patterns
or objects  with physical objects
 by drawing lines,
Patterns all around us shapes or objects
Identify, describe in words and
copy geometric patterns
 in nature
 from modern everyday life
 from our cultural heritage
2.2 Copy, extend and describe Copy, extend and See notes for Term 1, but extend the number range to 180. 3 lessons
Number describe
Copy, extend and describe
patterns
simple number sequences to at Copy, extend and describe
least 200 simple number sequences
to at least 180
Create own patterns
Create own number patterns Sequences should show
counting forwards and

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 backwards in:
 1s from any number
between 0 and 180
 10s from any multiple
of 10 between 0 and
180
 5s from any multiple
of 5 between 0 and
180
 2s from any multiple
of 2 between 0 and
180
 3s and 4s from any
multiple of 3 and 4
between 0 and 180
Create own number
patterns

GRADE 2 TERM 3
3. SPACE AND SHAPE
DURATION
CONCEPTS and
CONCEPTS and SKILLS: (in lessons of 1
TOPICS SKILLS: SOME CLARIFICATION NOTES or TEACHING GUIDELINES
requirement by year end hour 24
focus for Term 3
minutes)
3.1 Language of position Position and views Recommended focus for Term 3: Position and views 1 lessons
Position, Describe the position of one  Match different views
orientation object in relation to another e.g. of the same everyday What is different from Grade 1?
and views on top of , in front of , behind, object In Grade 2 learners practise and consolidate what they have learned
left, right, up, down, next to. about matching different views of the same everyday objects.
Position and directions
Position and views  Follow directions Position and views
Match different views of the same to move around Learners in the Foundation Phase need to understand that objects look
everyday object. the classroom different when you look at them from different positions. Learners
may take for granted that objects such as cars look small when they are
Position and directions far away. As learners work more with books and illustrations in books,
Follow directions to move around they need to understand why something in the foreground is show
the classroom. larger than something in the background. In focus group time learners

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 can experiment with placing their hands in front of them, to block their
view of larger objects that are further away.

In Grade 2 learners should be given exercises in which they can match

different views (views from the top, views from the side, views from
the front) of different everyday objects.
This will eventually help learners to interpret drawings of geometric
objects done from different perspectives.
3.2 Range of objects Range of objects What is new in Term 3: 2 lessons
3-D objects Recognise and name 3-D objects Recognise and name 3-D Cylinders are added to the objects.
in the classroom and in pictures objects in the classroom
 ball shapes, (spheres) and in pictures 3-D objects in Grade 2
 box shapes (prisms)  ball shapes, (spheres) Learners work with
 cylinders  box shapes (prisms)  balls and objects shaped like balls;
 cylinders  cylinders and objects shaped like cylinders; and
Features of objects  various boxes and other objects shaped like rectangular prisms or
Describe, sort and compare 3-D Features of objects
cubes.
objects in terms of: Describe, sort and
 size compare 3-D objects in
Focussing on features of 3-D objects: Rolling and sliding
 objects that roll terms of:
This is a continuation of what they did in Grade 1 and Term 1, but now
 objects that slide  size
cylinders are included.
 objects that roll
Focussed activities  objects that slide
Observe and build given 3-D
objects using concrete materials
such as cut-out 2-D shapes,
building blocks, recycling,
construction kits, other 3-D
geometric objects Learners can also investigate whether they can make stacks or towers
using only balls, or only boxes, only cylinders.

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 Recognising and naming balls (spheres) and boxes (prisms) and
cylinders
Learners continue to name, sort and group objects, but now cylinders
are added. Learners should be given a range of objects to work with
shaped like:
 spheres e.g. balls or different size, marbles, oranges etc.;
 prisms e.g. blocks, bricks, boxes of different sizes e.g.
matchboxes, cereal boxes, tea boxes, toothpaste boxes; and
 cylinders including both long and narrow cylinders e.g. pieces of
piping with a cylindrical shape, cardboard inner sleeves of roller
towels or toilet rolls; and short, wide cylinders, e.g. shoe polish
tins, snuff tins etc.

Learners can find objects shaped like a ball (sphere), or shaped like a
box (prisms) or shaped like a cylinder when given a collection of
objects. Learners can find or show objects shaped like boxes (prisms)
in the classroom e.g. ―this coffee tin is shaped like a cylinder‖.

During independent time learners can continue to

 build with objects; and
 make balls, cylinders and box shapes (prisms) from clay or play
dough.

Written exercises
Although most of the work with 3-D objects is done practically, work
must be consolidated through written exercises.

Language
Continue to develop learners‘ ability to talk about 3-D objects: See
notes for Term 1.
3.3 Range of Shapes No specific focus on 2-D shapes is recommended for Term 2. However, work on 2-D shapes can be consolidated
2-D shapes Recognise and name 2-D shapes through written exercises during Independent work time. Learners can continue to make pictures with 2-D geometric
 circles shapes both during independent work time or during arts and culture time.
 triangles

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 squares
 rectangles

Features of shapes
Describe, sort and compare 2-D
shapes in terms of:
 size
 colour
 shape
 straight sides
 round sides

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GRADE 2 TERM 3
4. MEASUREMENT
DURATION
CONCEPTS and SKILLS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING (in lessons of 1
TOPICS
requirement by year end focus for Term 3 GUIDELINES hour 24
minutes)
4.1 Telling the time Telling the time Learners continue to practise talking about the duration of time 3 lessons
Time  Name and sequence days  Name and sequence days of and the sequencing of time.
of week week
 Name and sequence  Name and sequence months During whole class teaching time and focus group time, learners
months of year of year continue to talk about the day of the week, and month of the
 Place birthdays, religious  Place birthdays, religious year and the date of the current day, as well as days before and
festivals, public holidays, festivals, public holidays, days to come. Learners become familiar with calendars by the
historical events, school historical events, school continual placing of
events on a calendar events on a calendar  Birthdays;
 Tell 12-hour time in hours.  religious festivals;
half hours and quarter  Tell 12-hour time in hours,  historical events;
hours half hours and quarter
 school events; and
hours on analogue clocks
Calculate length of time and  public holidays
passing of time Calculate lengths of time and on the calendar.
Use calendars to calculate and passing of time
describe lengths of time in days  Use calendars to calculate During independent work time learners continue to sequence
or weeks. and describe lengths of events from their daily lives and sequence pictures of events in
Use clocks to calculate length time in days or weeks order. Learners also work with exercises related to telling the
of time in hours, half hours or  Use clocks to calculate time in hours and half hours.
quarter hours. length of time in hours or
half hours What is different from Term 2?
 Telling the time in hours, half hours and quarter hours
A focus in Term 3 is telling time in hours and half hours
and quarter hours using an analogue clock. This can be the
focus of two lessons.

Telling the time however, should then be practised during the

term on a continual basis.
For example, learners can be asked to tell the time when school
starts, at break time and at home time, or when they change
from one lesson to another. Choose times where the clock shows

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 an exact hour or a half hour or a quarter of an hour. It is useful
to have a large working clock displayed in the classroom, so that
learners can refer to it. Learners can make models of clocks.
You can then ask them to show various times e.g. ―Show me 10
o‘clock. Show me what the time was a quarter of an hour
before.‖
Learners should also do calculations using the clock e.g. they
show the time is 12 noon; ask them what the time will be in 3
hours‘ time. They move the hands of their model clocks (or look
at the class clock or picture of a clock) to calculate their answer.
Learners are not expected to calculate length of time in hours or
half hours without having access to a clock face.

 Use calendars to calculate and describe lengths of time in

days or weeks
Learners focus on reading calendars. They learn to find and give
specific dates.
Learners calculate length of time in days or weeks, whilet
looking at a calendar.
Learners are not expected to convert between weeks and
days.
Learners are not expected to do calculations which involve
calculating time between dates if they do not have access to a
calendar.
4.2 Informal measuring During Term 1 it was recommended that learners focus on estimating, measuring, comparing and recording lengths,
Length  Estimate, measure, widths and heights with informal units but also do some estimating, measuring, comparing and recording
compare, order and record measurements in metres.
length using non-standard
measures e.g. hand spans, Both these kinds of measuring length can be practised in independent work time throughout the term. All work should
paces, pencil lengths, be recorded.
counters etc
 Describe the length of Measuring length as a context for solving problems and calculations
objects by counting and During time allocated to Numbers, Operations and Relationships learners can solve problems that use the contexts of
stating how many informal  informal measurement of length e.g. It is 27 paces to the admin office. It is 36 paces to the school gate. How
units long they are much further is it to the school gate?
 Use language to talk about
the comparison e.g. longer,  measuring lengths in metres
shorter, taller, wider.

333
 Introducing formal Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the
measuring term.
Estimate, measure, compare
order and record length using
metres (either metre sticks or
metre lengths of string) as the
standard unit of length
4.3 Informal measuring Learners can continue to practise estimating, measuring, comparing and recording mass using informal measures and
Mass  Estimate, measure, a measuring balance during independent work time.
compare, order and record
mass using non-standard Measuring mass as a context for solving problems and calculations
measures and a balance During time allocated to Numbers, Operations and Relationships learners can solve problems that use the context of
e.g. blocks, bricks etc  informal measurement of mass; and
 Use language to talk about  measuring mass in kilograms.
the comparison e.g. light,
heavy, lighter, heavier Take account of the number range appropriate for the term, as well as the range of problems types appropriate for the
term.
Introducing formal
measuring
 Compare, order and record
the mass of commercially
packaged objects which
have their mass stated in
kilograms e.g. 2 kilograms
of rice and 1 kilogram of
flour
 Measure their own mass in
kilograms using a
bathroom scale

4.4 Informal measuring Informal measuring What is different from Grade 1? 3 lessons
Capacity/Volume  Estimate and measure,  Estimate, measure, In Grade 1 it was recommended that learners focus on
compare and order the compare, order and record  developing the language to talk about differences in
capacity of containers (i.e. the capacity of containers volume;
the amount the container (i.e. the amount the  comparing the volumes in two identical containers;
can hold if filled) by using container can hold if filled)  comparing the volumes in two different looking containers
non-standard measures e.g. by using non-standard especially wider and narrower containers; and
spoons and cups measures e.g. spoons and  informal measuring with non-standard units.

334
 Describe the capacity of cups
the container by counting  Describe the capacity of the In Grade 2 learners continue to focus on doing informal
and stating how many of container by counting and measurement with non-standard units of volume.
the informal units it takes stating how many of the Learners also develop a sense of how much 1 litre is.
to fill the container e.g. the informal units it takes to fill
bottle has the capacity of the container e.g. The What is capacity? What is volume?
four cups. bottle has the capacity of 4 Capacity is the amount that an object can hold (or the amount of
cups space inside the object).
Introducing formal Volume is the amount of space that something takes up.
measuring Introducing formal So a bottle can have capacity of 1 litre, but at a particular time it
 Estimate, measure, measuring may not be filled to its full capacity; it may for example only
compare, order and record Estimate, measure, compare, contain a volume of one cup of liquid.
the capacity of objects by order and record the capacity of
measuring in litres objects by measuring in litres Informal measurement of capacity using non-standard units
 Compare, order and record using Learners can learn all the principles and practises of
the capacity of  using bottles with a measurement using non-standard units. Measuring with non-
commercially packaged capacity of 1 litre standard units should not be considered to be inferior to
objects whose capacity is  a measuring jug which has measuring with standard units.
stated in litres e.g. 2 litres numbered calibration lines
of milk, 1 litre of cool in litres Learners should get the opportunity to measure volume/capacity
drink, 5 litres of paint  Compare, order and record using a range of objects as informal units e.g. cups (but not
the capacity of necessarily measuring cups), spoons (but not necessarily
commercially packaged measuring teaspoons), bottle tops such as 2 litre milk bottle
objects whose capacity is tops, small cans, small bottles etc.
stated in litres e.g. 2 litres Measuring volume/capacity with non-standard units involves
of milk, 1 litre of cool counting how many times you fill and pour from the chosen unit
drink, 5 litres of paint until you reach the required capacity/volume.

Learners should be taught always to state the unit e.g. there are
48 teaspoons of water in the bottle or there just less than a cup
of water in the bottle.

Once learners have measured with any unit a couple of times,

they should estimate about capacity/volume using that unit.
Estimation before measuring is important, but can only be done
once learners have done some measuring with that unit.

Learners need to be taught that in order to compare volumes or

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capacity, the same unit needs to be used. For example, if a glass
holds 20 teaspoons of water and a cup holds 10 tablespoons of
water, you cannot say that the glass holds more water.

Learners need to measure with a range of informal units, so that

they can
 begin to understand that the smaller the unit, the more time
you will need to use/fill it, e.g. the volume in a bottle could
be 20 tablespoonfuls but also 1 cup;
 begin to use units which are appropriate to what they are
measuring, e.g. measuring a full 2 litre bottle with
teaspoons is a waste of time.

Introducing formal measuring

 Becoming familiar with litres
Learners are told that litres are a common standard unit of
measuring capacity and volume. They should learn the word and
the abbreviation, because on many commercial containers and
many measuring jugs the abbreviated form of the word is used.

Learners develop a sense of how much a litre is, by filling and

pouring from:
 Different-looking 1 litre containers, e.g. cold drink
bottles, milk bottles, milk cartons, juice cartons;
and
 measuring jugs which show 1 litre calibration
lines.

Learners measure in litres using any of the containers

mentioned above. They estimate and then measure the
capacity of a range of containers such as large yoghurt tubs,
ice cream tubs, lunch boxes, large jugs, large bottles, empty
paint tins, buckets etc. Items of different capacity should be
chosen. Learners describe the capacity as ―less than 1 litre,
2 litres, between 1 and 2 litres, 5 litres‖ etc.

Compare, order and record the capacity of commercially

packaged objects whose capacity is stated in litres, e.g. 2

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 litres of milk, 1 litre of cool drink, 5 litres of paint.

Recording measurements
Although measuring is a practical skill. learners should record
their measurements at all times, including all informal and
formal measurement.

Measuring capacity as a context for solving problems and

calculations
During time allocated to Numbers, Operations and
Relationships learners can solve problems that use the context of
 informal measurement of capacity/volume, e.g. Gogo uses 2
cups of milk to make a pudding. If she doubles the recipe,
how much milk will she need?
 litres
Take account of the number range appropriate for the term, as
well as the range of problems types.

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GRADE 2 TERM 3
5. DATA HANDLING
DURATION
CONCEPTS AND SKILLS CONCEPTS AND SKILLS
SOME CLARIFICATION NOTES OR TEACHING (in lessonsof 1
TOPICS REQUIREMENT BY YEAR SUGGESTED FOCUS FOR
GUIDELINES hour 24
END TERM 3
minutes)
5.4 Collect and organise data Collect and organise data 3 lessons
Collect and  Collect data about the Collect data about the class or Organise data
organise class or school to answer school to answer questions It was recommended that learners work through the whole data cycle
data questions posed by the posed by the teacher in Term 1. It is recommended that in Term 3 learners make individual
teacher pictographs from data provided in either picture form or tables.
 Organise data in tallies Represent data
5.5 Represent data  Represent data in Represent data
Represent  Represent data in pictograph Since learners will be drawing all the pictures that make up the
data pictograph pictograph, it is important to choose topics that have categories that
Analyse and Interpret data are easy for learners to draw e.g. favourite types of cool drink, since it
5.6 Analyse and Interpret data
Analyse and  Answer questions  Answer questions is fairly easy to draw a simplified can to represent each cool drink;
about data in fruit are also fairly easy to draw so favourite fruit is also a possibility.
interpret about data in
pictograph Drawing pictures to show favourite sports, favourite TV programmes
data pictograph
etc. may be too difficult for most Grade 2 learners.

It is easier for learners to draw graphs if they are given blocked paper.
Remind learners about the key features of a pictograph (see Term 1).

Analyse and interpret data

Learners should answer questions that you ask about the pictograph:
See Term 1 for suitable question types.

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GRADE 2 TERM 4
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
CONCEPTS AND SKILLS CONCEPTS AND
TOPICS
REQUIREMENT BY YEAR SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
END FOCUS FOR TERM 4
1.1 Counting concrete objects Counting concrete objects What is different from Term 3?
Counting Estimate and count to at least 200 Estimate and count to at During this term learners count out 200 objects. By the end of this term learners should
objects everyday objects reliably. The least 200 everyday objects have seen, touched and moved 200 objects. They should have a sense of the
strategy of grouping is reliably. The strategy of ‗muchness‘ of 200.
encouraged. grouping is encouraged. Continue to focus on grouping objects.
By the end of the term they should be able to respond to the following question types
and instructions:

 Count the counters in groups of fives, tens. Rearrange and count again. Do you
still have the same number of counters?
 Here are 200 counters. Count them by grouping them in tens. To count all 200
counters, would you prefer to count them in groups of 20 or 25? Why?
 Decide what would be the best way to count a collection of pencils.
 Here are 80 counters. If we count in 2s or 10s, will the total number of counters
still be the same?
 Count 46 counters by grouping them in 2s. Is it quicker to count in twos than to
count in ones?
 How many groups of 10 did you count in 120 counters?

1.2 Count forwards and backwards Count forwards and What is different from Term 3?
Count in: backwards in: During this term learners count forwards and backwards to 200. Towards the end of the
forwards and  1s from any number between  1s from any number term learners should consolidate their counting by linking the skip counting to the
backwards 0 and 200 between 0 and 200 times tables. Learners should describe what they notice in the times tables and be able
to recognise this when doing skip counting. They should begin to apply this skill to
 10s from any multiple  10s from any multiple
predict what numbers would be in the count. Example:
between 0 and 200 between 0 and 200 Ask learners: When we count in twos, will we use the number 20? Is the number 20 in
 5s from any multiple of 5  5s from any multiple of the 2 times table?
between 0 and 200 5 between 0 and 200
 2s from any multiple of 2  2s from any multiple of By the end of the term they should be able to respond to questions such as:
between 0 and 200 2 between 0 and 200  Count in tens from 170 to 200.
 Count backwards in tens from180 to 140.

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  3s from any multiple of 3  3s from any multiple of  Count in fives from 115 to 145.
between 0 and 200 3 between 0 and 200  Count backwards in fives from 135 to 110.
 4s from any multiple of 4  4s from any multiple of  Count in threes from 66 to 81.
between 0 and 200 4 between 0 and 200  Count backwards in threes from 190 to 169.
 Count in fours from 120 to 140.
 Count backwards in fours from 180 to 160.

Learners can use number grids, number lines, number tracks, abacus and counting
beads to support the counting.

1.3 Know and read numbers What is different from Term 3?

Number  Know and read number During this term learners now recognise, read and write number symbols to 200. Knowledge of the number
symbols and symbols 0 – 200 symbols is reinforced when counting objects and when counting forwards and backwards.
number  Write number symbols
names By the end of the term learners should be able to respond to the following type questions or instructions:
0 – 200 Write the number symbol:
 Know and read number Twenty-three
names 0 – 100 Fifty-seven
 Write number names 0 Ninety-two
– 100 One hundred and nine
One hundred and eleven
One hundred and twenty-seven

Match the symbols to the number names

66 Ninety-one
8 Fifty-three
172 Fourty
109 Thirty-eight
91 One hundred and seventy-two
40 Sixty-six
53 Ninety-one
38 One hundred and nine

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 Read aloud the numbers on each card:

198 67

1.4 Order and compare What is different from Term 3?

Describe, numbers to 99 The number range has increased to 99.
compare,  Order whole numbers
order up to 99 from smallest By the end of the term learners should be able to:
numbers to biggest, and biggest Use read and to write
First, second, third, fourth, fifth, sixth………….. and abbreviations: 1st, 2nd, 3rd, 4 th,
to smallest
 Compare whole Use, read and write the following language of ordering and comparing
numbers up to 99 using  How many…………
smaller than, greater  As many as, the same number as…
than, more than, less
 Equal to, more than, less than, fewer than, greater than, smaller than, larger than…………
than and is equal to
 Most, least, smallest, largest
 Order, first, last, before, after, next, between, halfway between

Use the sign = to represent equality

Use ordinal numbers to
show order, place or
Learners should be able to respond to questions such as:
position
Who is standing second in the queue?
Position objects in a line
Which pencil is the shortest?
from first to tenth or first to

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 last e.g. first, second, third Order numbers to at least 100 and position them on a number line or using square grids.
… twentieth. Fill in the missing numbers on parts of a 100 grid

<insert number line. 86 is marked and then show evenly spaced gradations(13 gradation lines) until 100 is
marked>

Write where these numbers would go: 88, 90, 92...

Fill in the missing number:

115 117

139 141

187 185

Answer orally to the following questions:

Which numbers lie between 82 and 87?
Which numbers lie between 45 and 50?
Which numbers lie between 69 and 75?

Write the numbers in order from the biggest to the smallest:

127, 132, 165, 111, 189, 173, 156

Write the numbers in order from the smallest to the biggest:

89, 62, 56, 72, 45, 39, 17

Show, read and write ordinal numbers.

PLACE VALUE
1.5 Recognise the place value By the end of the term learners should be able to:
Place value of at least two-digits  Understand and use the vocabulary of place value:
numbers to 99 Use, read and begin to write:
 Recognise what each Ones or units, tens, , digit, one-digit number, two-digit number, ....place value...
digit represents

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  Decompose two-digit  Partition two-digit numbers in multiple of tens and ones
numbers up to 99 into Write the number:
multiples of tens and 6 tens and 3 ones ____________________
ones (TU) 2 tens and 5 ones ____________________
12 tens and 8 ones ___________________
 Identify and state the
18 tens and 4 ones ____________________
value of each digit
 Use apparatus:
Show 4 tens and 5 ones using the abacus.
Show 7 tens and 6 ones using the abacus.
Say what the digit 8 in 28 represents. And the 2?
Say which number is equivalent to or the same as:
 6 tens
 Nine tens and three ones
 Five tens and nine ones
Which number needs to go into each box?
a) 34 =  + 4
b) 78 = 70 + 
Resources
Objects that can be grouped:
 Counting sticks
 Counters that can be threaded
 Matchsticks
 Ice cream sticks
 Interlocking cubes

SOLVING PROBLEMS IN CONTEXT

1.6 Use the following Learners are expected to solve the word problems using the following techniques:
Problem- techniques when solving  Building up or breaking down numbers
solving problems and explain  Doubling and halving
techniques
solutions to problems:  Number lines
 drawings or concrete

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 apparatus e.g. See Notes for Terms 1 and 2 for:
counters  Drawings or concrete apparatus
 building up and  Building up and breaking down
breaking down of  Doubling and halving
numbers
 doubling and halving Number lines
 number lines Using number lines in order to help them calculate will allow learners a way to record their thinking and to keep
track of it. It also allows learners to have a recording image that they can use to explain how they solved the
problem.
Learners have been using number lines since Grade 1. In Term 4 they should be able to construct blank number lines
on which they put the starting number and then determine how to get from one to the other.
Example of how learners can use the number line:

28 children went on an excursion today. There are still 63 children at school. How many children were there to begin
with?
<insert number line. Show 63 marked, then a jump and show 73 marked. The jump should show +10. Then a jump
from 73 to 83. The jump should show +10. Then another jump from 83 to 91. The jump should show +8>

Allow learners to choose the technique most comfortable for them. However if learners are using techniques that are
not efficient then they need to be guided to do so.
Note that learners often use different ways of solving a problem that may not be what the teacher expects. For
example, a division problem may be solved by repeated subtraction, addition, or multiplication. Learners‘ methods
will change in the course of the year as their understanding of and familiarity with the problem types grow, and as
their number concept develops.

1.7 Solve word problems in Examples of problems that learners should be able to do by the end of the term
Addition, context and explain own
subtraction solution to problems Addition and subtraction
involving addition, There are at least three basic types of addition and subtraction problems and each type can be posed in different
subtraction with answers ways. The basic types are:
up to 99.
Change
Noluthando had 25 sweets. Silo gave her 18 sweets. How many sweets does she have now?
Noluthando had 53 sweets. She gave 32 sweets to Silo. How many sweets does she have now?

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 Combine
The grade 2 class has 37 green triangles and 19 blue triangles. How many triangles do they have?
They have 63 circles; 27 are green and the rest are blue. How many blue circles do they have?

Compare
Nosisi has 13 bananas. Themba has 5 bananas. How many more bananas does Nosisi have than Themba?

Posing each problem in different ways

Problems have to be posed in different ways. For example, both of these are change problems, but the ―unknowns‖
are in different places in the problem.

Noluthando had some sweets. Silo gave her 18 more sweets. Now she has 43 sweets. How many sweets did
Noluthando have in the beginning?
Noluthando had 25 apples. Silo gave her some apples. She now has 43 apples. How many apples did Silo give
her?

1.8 Solve word problems in Examples of problems that learners should be able to do by the end of the term
Repeated context and explains own Repeated addition
addition solution to problems How many wheels do 20 bicycles have?
using repeated addition
leading to
leading to multiplication Rate
multiplication with answers up to 50. Thami walks 6 blocks a day. How many blocks does he walk in a week?

Grids
Mr Khumalo plants 7 rows of cabbages. There are 8 cabbages in a row. How many cabbages are there
altogether?

1.9 Solves and explain Examples of problems that learners should be able to do by the end of the term
Grouping and solutions to practical Grouping
sharing problems that involve Grouping, discarding the remainder
equal sharing and Stella sells apples in bags of 10 apples each. She has 80 apples. How many bags of 10 apples each can she
leading to
grouping up to 99 with make up?
division answers that can include
remainders. Grouping, incorporating the remainder in the answer
A farmer has 47 eggs. How many egg boxes that can take 6 eggs each does he need to pack all the eggs?

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 Sharing
Sharing, discarding the remainder
Share 54 sweets among 7 friends so that they all get the same number of sweets.

1.10 Solve and explain The focus of fraction word problems in this term continues to allow learners to:
Sharing solutions to practical  share and group things equally;
leading to problems that involve  name fraction parts;
fractions equal sharing leading to  find fractions of whole objects;
solutions that include  recognise that a fraction is part of a whole;
unitary fractions e.g. ½,  write fractions as 1 third.
¼, 1/3 1/5 etc.
During this term learners name more fractions. It is important that learners are exposed to fractions other than one
half and one quarter.

Examples of problems that can be done:

Sharing, leading to fractions

 Share 7 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is
nothing left over.
 Three pancakes are shared equally among 4 friends. How many does each one get?

By the end of the term learners should know the following concepts:
When you divide something into:
 two equal parts it is called halving. Each part is called a half;
 three equal parts, each part is called a third;
 four equal parts, each part is called a quarter;
 five equal parts, each part is called a fifth; and
 six equal parts, each part is called a sixth.
Examples of problems that learners should be able to do by the end of the term

Sharing, leading to fractions

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 Share 11 chocolate bars among 4 friends so that they all get the same amount of chocolate bar and there is
nothing left over.

Fraction of a collection
Grandmother gives Kiki 12 oranges. Kiki makes juice with one third of the oranges. How many oranges did she
use?

This problem type must only be posed after learners have solved four or five problems of the ‗sharing, leading
to fractions‘ type and know the names of fractional pieces.

Putting fractions together

The netball coach gives half an orange to each player. There are 14 players. How many oranges does she need?

This problem type must only be posed after learners have solved four or five problems of ‗sharing, leading to
fractions‘ type and know the names of fractional pieces.

1.11  Recognise and Examples of problems that learners should be able to do by the end of the term
Money identify the South Problem situations with different functional relationships
African coins(5c, Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders.
10c, 20c, 50c, R1,
Number of hotdogs 1 2 3 4 5 6 7 8 9 10
R2, R5, and bank
notes. R10, R20, R50
Cost in R 4 8
 Solve money
problems involving Use the table to find the cost of 7 hotdogs and 15 hotdogs.
totals and change in
cents up to 99c or Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting. Complete this table for
rands to R99 him.

Number of hours 1 2 3 4 5 10

Cost in R 25 30

Note that Heila‘s problem and Sedick‘s problem work differently.

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CONTEXT-FREE CALCULATIONS
1.12 Use the following Learners are expected to solve context free calculations using the following techniques:
Techniques techniques when  Building up or breaking down numbers
(methods or performing  Doubling and halving
strategies)
calculations:  Number lines
 Drawings or
concrete See notes for Terms 1 and 2.
apparatus e.g.
Counters
 Building up and
breaking down
numbers
 Doubling and
halving
 Number lines

1.13  Add to 99
Addition and  Subtract from 99 During this term learners continue to break down numbers in order to calculate.
subtraction
 Use appropriate
symbols(+, - , =, Possible methods to show addition and subtraction calculations
)
 Practise number
Breaking down a number into smaller parts to make a calculation easier
bonds 20
Using knowledge of place value to break down numbers into tens and ones
Adding two-digit numbers by breaking up both numbers
43 + 36 = 
43 + 36 = (40 + 3) + (30 + 6)
= (40 + 30) + (3 + 6)
= 70 + 9
= 79

Adding by breaking up one number

43 + 36 = 
43 + (30 + 6)
43 + 30 73 + 6 = 79

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Learners might break down the number in ways that are manageable for them. This means that they will do it in
different ways.
43 + 36 = 
43 + (10 + 10 + 10 + 6)
43 + 10 53 + 10 63 + 10 73 + 6 = 79

Subtraction
 Breaking up both numbers
87 – 56 = 
87 – 56 = (80 + 7) – (50 + 6)
= (80 – 50) + (7 - 6)
= 30 + 1
= 31

 Subtracting by breaking up one number

87 – 56 = 
87 – (50 + 6)
87 – 50 37 – 6 = 31

Expect that some learners might break up the number in different ways to make easier for them calculate:
87 – 56 = 
87 – (20 + 20 + 10 + 6)
87 – 20 67 - 20 47 – 10 = 37 – 6 = 31

Using halving to break down a number

69 + 12
69 + (6 + 6)
69 + 6 75 + 6 = 81

Count on and count back

78 – 69 = 
Counting up in ones from 69 is an appropriate strategy because the numbers are close to each other.

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Identify near doubles
34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1.
34 + 34 + 1
Learners might record their strategies using arrows
34 + (30 + 4) + 1
34 + 30 64 + 4 68 + 1 = 69

Change a number to a multiple of ten and then subtract or add ones

Count up or down to the nearest 10
58 + 19 = 
Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple of 10.
The choice is theirs.

The sum can be written as: 58 + 19 = 58 + 20 – 1

58 + 20 78 – 1 = 77
Some learners might break down twenty into 2 groups of 10 to calculate accurately.

By the end of the year learners should be able to:

Use and understand the language of addition

Understand that adding zero leaves a number unchanged

75 + 0 = 175 0 + 75 = 75
75 = 75 + 0 75 = 0 + 75

Respond to written questions phrased in a variety of ways such as:

 add together 43 and 9
 add ten to 67
 11 plus 83
 Add 20 to 50
 80 = 62 + 8 + 
 What is 30 more than 60
 Find the sum of 56 and 14
 Add twelve to seventy-five
 What number is ten more than 83
 What number must you add to 45 to get 78?
 What number must you add to 25 to get 78?
 What must I add to 56 to make 70?

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 Four tens plus 3 tens
 12 tens plus 8 ones
 45 + 10 =  45 + 20 =  45 + 30 = 

Know that  stands for an unknown number

42 + 44 = 
5 + 7 +  = 80
57 +  = 95
 + 15 = 81

With the aid of apparatus: Add three numbers together

26 +  +  = 72

Choose three of these numbers: 15, 19, 22, 25

Add them up.
What different totals can you make?

Respond to written questions and explain how they arrived at their answer:
 Add 6, 12 and 14.
 What is the sum of 10, 5 and 19.

Understanding subtraction by the end of the year.

By the end of the year learners should be able to:
Understand and use the vocabulary of subtraction:
Take away, subtract, how many are left, how much less is ... than..., difference between, how much more is ...
than...., how many more to make... and read and write the minus sign ( - )

Continue to develop understanding f subtraction as:

 taking away; and
 finding the difference between.

Understand that subtracting zero leaves a number unchanged:

92 – 0 = 92 92 = 92 – 0

Respond to written questions phrased in a variety of ways such as:

37 take away 3
Take 40 from 80
62 subtract 42

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Subtract 45 from 90
What is the difference between 38 and 57?
How many less is 17 than 49
What number must you subtract from 56 to get 22?
What number must you subtract from 56 to get 32
What number must you subtract from 56 to get 42
Find pairs of numbers with a difference of 10

Know that  stands for an unknown number.

57 – 34 = 
80 – 30 = 
62 –  = 48
98 – 42 = 
87 –  = 75
13 – 6 = 15 – 
 – 18 = 24

Begin to understand that:

25 – 10 is different from 10 – 25

Use the relationship between addition and subtraction

Say and write corresponding subtraction facts to a given addition fact and vice versa. For example:

73 + 17 =90 implies that 90 – 17 = 73

17 + 73 = 90 implies that 90 – 73 = 17

42 – 18 = 24 implies that 24 + 18 = 42
42 – 24 = 18 implies that 18 + 24 = 42

Without the use of apparatus answer the following:

If you know that 62 + 29 = 91.
What is:
29 + 62
91 – 29
91 – 62

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 If you know that 66 – 50 = 16
What is:
66 – 16
50 + 16
16 + 50

Write and answer the following:

57 – 34 = 23  + 23 = 57  – 23 = 34 34 + 23 = 
12 + 46 = 58 12 +  = 58 58 –  = 12  – 46 = 12

Write four different number sentences using 3 numbers. For example: 20, 30 and 50
20 + 30 = 50
30 + 20 = 50
50 – 30 = 20
50 – 20 = 30

1.14  Multiply numbers 1 What is different in Term 4?

Repeated to 10 by 1, 2, 5, 3 During this term learners will be multiplying in threes for the first time. See the notes in Term 1 for introducing new
addition and 4 up to 50 concepts
leading to
multiplication  Use appropriate
symbols(+, x, =, ) By the end of the term learners should be able to:
Use the language of multiplication in practical situations:
Double, times, multiply, multiplied by, multiple of.., lots of, groups of ..., times as (big, long, wide ...), twice, three
times as much, and read and write the multiplication sign (x)
Use this language to do multiplication calculations

Understand multiplication as repeated addition

6 added together 3 times is the same as:
6 + 6 + 6 = 18

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3 lots of 6 = 18
3 times 6 = 18
6 x 3 = 18
3 x 5 = 18

Understand multiplication as describing an array


     5 x 3 =15

3 x 5 = 15

Respond to questions such as:

four fives
Double 6
6 times 5
Three counters in a row. There are 4 rows. How many counters altogether
2 multiplied by 4
8 times 2
Recognise the use of the place holder  to stand for an unknown number.
3 groups of 2 are 6 or 3 times 2 is 6 or 3 x 2 = 
4 groups of 3 are 12 or 4 times 3 is 12 or 4 x 3 = 
6 groups of 3 are 18 or 6 times 3 is 18 or 6 x  = 18

7 +  = 14
2 groups of 7 = 
2 +  +  +  +  +  +  = 14
 x 7 = 14

1x2=
2x2=
3x2=
4x2=

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 5x2=
6x2=
7x2=
8x2=
9x2=
10 x 2 = 

1x5=
2x5=
3x5=
4x5=
5x5=
6x5=
7x5=
8x5=
9x5=
10 x 5 = 

1.16 Number concept: Range

Mental 99
mathematics  Order a given set of Examples of questions that can be asked:
selected numbers. Number concept:
 Compare numbers to Number names and symbols
99 and say which is Hold up a card or write down a number name. Choose a learner to write the matching numeral.
1, 2, 3, 4, 5 and 10
more or less More or less
What is
Rapidly recall:  1 less than 70
 Recall addition and  1 more than 80
subtraction facts to  more than 72
20  less than 95
 Add or subtract  more than 77
multiples of 10 from  3 less than 51
0 to 100  more than 68
 4 less than 67
Mental strategies  more than 29
Use calculation strategies  5 less than 85

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to add and subtract  10 more than 90
efficiently:  10 less 80
 Put the larger number
first in order to count What is the 5th letter of the alphabet?
on or count back What is the 9th month of the year?
 Use the relationship
between addition and
subtraction Ordering and comparing
 Number line Which is more: 21 or 171?
 Doubling and Give me a number between 154 and 159.
halving
 Building up and
breaking down Addition and subtraction facts:
 Know by heart all addition and subtraction number bonds to 20.
 +  = 20
 +  = 16
19 =  – 

Add and subtract facts for all numbers up to and including 20.
1 + 11 = 12 11 + 1 = 12
2 + 10 = 12 10 + 2 = 12
3 + 9 = 12 9 + 3 = 12

18 – 4 = 14 18 – 14 = 4
18 – 5 = 13 18 – 13 = 5
18 – 6 = 12 18 – 12 = 6

Quickly recall addition doubles to 20. This should include corresponding subtraction facts.
 1+1=2
 2+2=4
 3+3=6
 4+4=8
 5 + 5 = 10
 6 + 6 = 12
 7 + 7 = 14
 8 + 8 = 16
 9 + 9 = 18
 10 + 10 = 20

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 Show me the number to add to make 20 (writing down or using the place value or Flard cards).
 8
 2
 9
 15
 3

Show me the number left when …. is taken away from 20(writing down or using the place value or Flard cards).
 5
 18
 0
 14
 7

Calculation strategies:
See notes for Term 2.

1.17  Use and name  Use and name fractions What is different in Term 4?
Fractions fractions in familiar in familiar contexts During Term 3 learner‘s attention was focused on how the fraction name is linked to the number of equal parts into
contexts including including halves, which the whole has been divided. A variety of diagrams were used to build up further understanding.
Learners continue to name fractions in diagrams during this term. They are also naming fraction parts when doing
halves, quarters, quarters, thirds and
word sums. Fraction parts identified are written as 1 half, 1 third, 1 quarter.
thirds and fifths fifths.
 Recognise fractions  Recognise fractions in The focus in this term should be on the whole. Learners should be able to:
in diagrammatic diagrammatic form Complete the sentences
form  Write fractions as 1 Two halves are the same as _____ whole
 Write fractions as 1 half, 2 thirds Three thirds are the same as ____ whole
Four quarters are the same as ____ whole
half, 2 thirds
During this term learners will find fractions of a group of objects.
Example:
Using counters arranged in arrays learners will find:
1 half of 8 counters.





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Learners can divide the 8 counters into 2 groups of 4.






Allow learners to use concrete apparatus to do this and to arrange the counters into arrays.
By the end of the term learners should be able to find:
 1 half of a collection of objects;
 1 quarter of a collection of objects;
 1 third of a collection of objects; and
 1 fifth of a collection of objects.

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GRADE 2 TERM 4
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS CONCEPTS AND SKILLS CONCEPTS AND
DURATION
REQUIREMENT BY SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
YEAR END FOCUS FOR TERM 4
2.1 Copy, extend and describe Patterns all around us Learners will work with patterns from nature, modern everyday life and our 1 lesson
Geometric Identify, describe in cultural heritage from Grade 1 to Grade 6. This means that you do not need to
Copy, extend and describe in
patterns words and copy spend a lot of time on this topic. You also need to choose activities and patterns
words
geometric patterns that are appropriate to each grade.
 simple patterns made  in nature
with physical objects ;  from modern One kind of pattern learners can look for is symmetry, e.g. most leaves and
and everyday life animals faces are symmetrical. So are many insects if viewed from above and
 simple patterns made  from our cultural the patterns on many birds if viewed from below.
with drawings of lines, heritage
shapes or objects Learners can also look at patterns on
 fences (wire, wooden or vibracrete);
Create and describe own  brickwork and floor tiles;
patterns  roofing;
Create own geometric  clothes and material;
patterns  plates, cups and saucers;
 with physical objects  soccer balls;
 by drawing lines, shapes  animals such as cows, moths and butterflies, zebra, giraffe, leopards, birds,
or objects insects;
Patterns all around us  flowers and leaves;
Identify, describe in words  wallpaperi, including wallpaper made of printed packaging that is often
and copy geometric patterns found inside shacks and informal housing,
 in nature  traditional or modern beadwork; and
 from modern everyday  traditional clay pots or woven baskets.
life
 from our cultural How can learners describe the patterns they see around them?
heritage There are different ways to describe the patterns we see around us. Most
patterns around us are made up of lines, shapes or objects. The shapes or objects
do not need to be linked to the geometrical 2-D shapes and 3-D objects worked
with in Grade 2. All that learners are looking at is
 what is repeated e.g. dots, lines, any kind of shape; and

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  how it is repeated.
Example:
 Straight lines that cross each other (like in a dishcloth), lines that run
along the bottom of material or across a shirt, lines that run up the legs
of trousers,
 Curved lines like those one gets when cutting across an onion
 Lines that are irregular, as on fingerprints and zebras and wrinkles on
elephants, rhino and very old people
 Wavy lines that one gets when cutting across a cabbage, or that one
finds on a sand dune
 Dots that are the same size, dots that are evenly spread
 Shapes that are the same size, e.g. brick patterns on a wall or paving
 Shapes that are the same colour
 Patterns made by the same shape facing in different directions e.g.
triangles facing up or down in traditional beadwork, or paving bricks
facing in different directions
 Patterns made with shapes that are all different, like those on a giraffe

2.2 Copy, extend and describe Copy, extend and See notes for Term 1, but extend the number range to 200 3 lessons
Number describe
Copy, extend and describe
patterns
simple number sequences to Copy, extend and
at least 200. describe simple number
sequences to at least 200.
Create own patterns
Create own number patterns. Sequences should show
counting forwards and
backwards in:
 1s, from any number
between 0 and 200
 10s from any
multiple between 0
and 200
 5s from any multiple
of 5 between 0 and
200

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 2s from any multiple
of 2 between 0 and
200
 3s from any multiple
of 3 between 0 and
200
 4s from any multiple
of 4 between 0 and
200

Create own number

patterns

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GRADE 2 TERM 4
3. SPACE AND SHAPE
DURATION
CONCEPTS and
CONCEPTS and SKILLS: SOME CLARIFICATION NOTES or TEACHING (in lessons of 1
TOPICS SKILLS:
requirement by year end GUIDELINES hour 24
focus for Term 4
minutes)
3.2 Range of Objects Range of Objects Suggested focus or Term 4 1 lesson
3-D Recognise and name 3-D objects in the Recognise and name 3-D Work is consolidated through written exercises.
objects classroom and in pictures objects in the classroom
 ball shapes, (spheres) and in pictures
 box shapes (prisms)  ball shapes, (spheres)
 cylinders  box shapes (prisms)
 cylinders
Features of Objects
Describe, sort and compare 3-D objects Features of Objects
in terms of: Describe, sort and
 size compare 3-D objects in
 objects that roll terms of:
 objects that slide  size
 objects that roll
 objects that slide
Focussed activities
 Observe and build given 3-D
objects using concrete materials
such as cut-out 2-D shapes,
building blocks, recycling,
construction kits, other 3-D
geometric objects

3.3 Range of shapes Range of shapes 3 lessons

2-D Recognise and name 2-D shapes Recognise and name 2-D See notes for Term 2
shapes  circles shapes This term you can practise, revise and consolidate work on 2-D
 triangles  circles shapes. Focus on recognising and naming circles, squares,
 squares  triangles rectangles and triangles and talking about whether their sides are
 rectangles  squares straight or round. Do different activities from those in Term 2, but
 rectangles keep the focus on features of shapes and naming shapes.

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 Features of shapes
Describe, sort and compare 2-D shapes Features of shapes
in terms of: Describe, sort and
 size compare 2-D shapes in
 colour terms of:
 shape  size
 straight sides  colour
 round sides  shape
 straight sides
 round sides

3.4 Symmetry Symmetry See notes for Term 2. 1 lesson

Symmetry Recognise and draw line of symmetry Recognise and draw line
in 2-D geometrical and non geometrical of symmetry in 2-D
shapes. geometrical and non-
geometrical shapes.

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Grade 2 Term 4
4. MEASUREMENT
DURATION
TOPICS
CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR (in lessons of 1
REQUIREMENT BY YEAR END SUGGESTED FOCUS FOR TERM 4 TEACHING GUIDELINES hour 24
minutes)
4.1 Telling the time Telling the time Learners continue to practice talking about the 1 lesson
Time  Name and sequence days of week  Tell 12-hour time in hours, half duration of time and the sequencing of time.
 Name and sequence months of hours and quarter hours on
year analogue clocks During whole class teaching time and focus
group time, learners continue to talk about the
 Place birthdays, religious Calculate length of time and passing day of the week, month of the year and the date
festivals, public holidays, of time of the current day, as well as days before and
historical events, school events on  Use clocks to calculate length of days to come. Learners become familiar with
a calendar time in hours, half hours or quarter calendars by the continual placing of
 Tell 12-hour time in hours. half hours  Birthdays;
hours and quarter hours  religious festivals;
 historical events;
 school events; and
Calculate length of time and passing  public holidays
of time
 Use calendars to calculate and on the calendar.
describe lengths of time in days
or weeks Telling the time in hours, half hours and
 Use clocks to calculate length of quarter hours
time in hours, half hours or See notes for Term 3.
quarter hours
4.2 Informal measuring Introducing formal measuring What is different from Term 1? 1 lesson
Length,  Estimate, measure, compare,  Estimate, measure, compare, During Term 1 it was recommended that learners
order and record length using order and record length using focus on estimating, measuring, comparing and
non-standard measures e.g. hand metres (either metre sticks or recording lengths, widths and heights with
spans, paces, pencil lengths, informal units, but that learners also begin to
metre long lengths of string) as
counters etc measure in metres.
the standard unit of length
 Describe the length of objects by In Term 4 the focus can be on estimating,
counting and stating how many measuring, comparing and recording length,
informal units long they are heights and widths in metres: See notes for Term
 Use language to talk about the 1.

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 comparison e.g. longer, shorter, This consolidation can be in the form of written
taller, wider. exercises.
Introducing formal measuring
 Estimate, measure, compare
order and record length using
metres (either metre sticks or
metre lengths of string) as the
standard unit of length
4.3 Mass Informal measuring Introducing formal measuring In Term 2 learners 1 lesson
 Estimate, measure, compare, Learners do written tasks to consolidate  measured mass informally using a
order and record mass using the following, including reading balance;
non-standard measures and a pictures of  ordered products according to the mass
balance e.g. blocks, bricks etc  products with mass written on stated on the package; and
 Use language to talk about the them,  read bathroom scales (both real scales
comparison e.g. light, heavy,  pictures of mass on bathroom and pictures of scales) See notes for
lighter, heavier scales where the needle points to a Term 2.
whole kilogram.
Introducing formal measuring In Term 4 learners should consolidate their skills
 Compare, order and record the in reading bathroom scales and pictures of
mass of commercially packaged bathroom scales to the nearest whole kilogram.
objects which have their mass This consolidation can be in the form of written
stated in kilograms e.g. 2 exercises.
kilograms of rice and 1 kilogram
of flour
 Measure their own mass in
kilograms using a bathroom
scale
4.4 Informal measuring Introducing formal measuring During independent work time learners should 1 lesson
Capacity/Volume  Estimate and measure, compare Learners do written tasks to consolidate continue to
and order the capacity of the following, including reading  estimate and measure, compare, order
containers (i.e. the amount the pictures of and record the capacity of containers or
container can hold if filled) or  products with their capacity the volume in containers using non-
the volume in containers by written on them in order to standard measures. Following recipes,
using non-standard measures sequence in order including baking, is a useful context in
e.g. spoons and cups  pictures of jugs where the volume which learners can practise measuring.
 Describe the capacity of the is near to a numbered 1 litre or 2 Choose recipes where ingredients are
container by counting and litre gradation line given in cups, teaspoons or informal
stating how many of the The expectation is that learners units;

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 informal units it takes to fill the only read to the nearest numbered  compare and order the capacity a range
container e.g. the bottle has the gradation line. The describe their of bottles and grocery items where the
capacity of 4 cups volume as almost/nearly/ close to/ a volume is stated on the packaging; and
bit more than/ more or less/ or  use either 1 litre bottles or 1 litre jugs to
Introducing formal measuring exactly the number (of litres) they estimate and measure, compare, order
 Estimate, measure, compare, read off the jug and record the capacity of containers or
order and record the capacity of the volume in containers in litres.
objects by measuring in litres See the notes for Term 3.
 Compare, order and record the
capacity of commercially Learners should be given written tasks to
packaged objects whose capacity consolidate the following, including reading
is stated in litres e.g. 2 litres of pictures of
milk, 1 litre of cool drink, 5  products with their capacity written on them
litres of paint in order to sequence in order; and
 pictures of jugs where the volume is near to
a numbered 1 litre or 2 litre gradation line.
The expectation is that learners only read to
the nearest numbered gradation line. The
describe their volume as almost/nearly/ close
to/ a bit more than/ more or less/ or exactly
the number (of litres) they read off the jug.

Measuring capacity as a context for solving

problems and calculations
During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of
 informal measurement of capacit/ volume,
e.g. Gogo uses 2 cups of milk to make a
pudding. If she doubles the recipe, how
much milk will she need?
 litres
Take account of the number range appropriate for
the term, as well as the range of problems types.

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Grade 2 Term 4
DATA HANDLING
TOPICS CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING DURATION
REQUIREMENT BY YEAR SUGGESTED FOCUS GUIDELINES (in lessonsof 1
END FOR TERM 4 hour 24 minutes)
5.4 Collect and organise data
Collect and  Collect data about the class or
organise data school to answer questions
posed by the teacher
 Organise data in tallies
5.5 Represent Represent data
data Represent data in pictograph
5.6 Analyse and Interpret data Analyse and Interpret data Analyse and Interpret data provided 1 lesson
Analyse and Answer questions about data in Analyse data from
interpret data pictograph representations provided By this stage of the year, learner should be familiar with
pictographs. It is recommended that in Term 4 learners focus
on analysing data. Give learners data to analyse in at least 1
pictograph

Learners should answer questions that you pose to the graph

and table: See Term 1 for suitable types of questions

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3.5.3 CONTENT CLARIFICATION GRADE 3
GRADE 3 TERM 1
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Grade 3 learners will now consolidate what they learnt in Grade 2 and use these skills to work with numbers between 0 and 999.
Learners in grade 3 will now
 read and write numbers in symbols and words to 1000;
 continue to identify and position numbers;
 use their knowledge of place value to locate the hundreds, tens and ones and to explain their relationship;
 partition three-digit numbers. they will use their knowledge of place value to compare and order numbers and should give reasons for their choice;
 continue counting forwards and backwards, now in intervals of 20, 25, 50 and 100; they will now begin recognising the relationships between counting in 2s and 4s;
 know to count large collections of objects by grouping. They now to count systematically, accurately and can give a method on how to check the result;
 add and subtract numbers mentally to 50;
 solve different kinds of problems and will learn how to organise their written responses in a systematic way;
 choose the correct operation when doing problem-solving in contexts;
 can record their calculations using the plus (+), minus (−) and equals (=) sign. They can explain their answers and describe their methods;
 work with formal ways to record addition and subtraction calculations, for example they will break up one or two numbers to add and subtract; and
 will be able to choose from a range of strategies to solve the problem. For example to subtract: 135 − 131, the learner will know to subtract by counting on or back.

 The curriculum expects that the Grade 3 learners work far less with concrete apparatus to represent addition and subtraction. By the end of the year learners should be
able to add and subtract using pencil and paper methods.
 The learner entering Grade 3 should be able to understand the value of numbers and break up the numbers in order to calculate. The learner has begun to understand 78 as
78 ones and as 7 tens and 8 ones. The learner does not need concrete apparatus to help this understanding. In Grade 3 learners will continually need opportunities to
practise breaking up numbers in order to understand the value of numbers and to use this knowledge in order to break up numbers to add and subtract.

CONCEPTS and CONCEPTS and

TOPICS SKILLS SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES DURATION
requirement by year end focus for Term 1
1.1 Counting concrete  Group to at least 200 During Grade 3 learners continue to count out everyday objects. The number
Count objects Objects objects to estimate range will increase to 1 000 by the end of the year. This means that careful
Estimate and count and count reliably consideration needs to be given to the kind of apparatus used:
reliably to at least 1000
 Dienes blocks
objects. The strategy of
grouping is encouraged.  Place value cards
 Give a reasonable
estimate of a number During the first term learners practise and consolidate counting objects to 200.

368
of objects that can be The focus is on grouping the objects. Learners should have a strong sense that it
checked by counting is better, more efficient and quicker to count in groups of tens, twenties, fifties
and hundreds than in ones. They start counting in hundreds, forwards and
backwards during the first term. To support the rote counting, learners can
organise the objects in groups of 100s.

Example:
Each group shows a hundred.

During this term and for the rest of the year learners need to be made aware of

369
how the counting of objects will help in calculations. Example:
Counting objects by breaking up objects into groups of ten, 20s, 50s or even
hundreds will allow learners to break up numbers when adding or subtracting. To
add 362 + 527, learners can break up the number into place value parts. i.e.
362 + 527 = (300 + 60 + 2) + (500 + 20 + 7).
Learners can count the hundreds together because they have done so when
counting objects grouped in hundreds. Learners then count the tens (they have
done so since Grade 1) and then the ones. Learners need to understand why they
are spending their time counting objects. The links need to be made explicit.

During this term learners can represent numbers using the Dienes blocks or base
ten blocks. Learners used these apparatus in Grade 2.

Learners should be able to complete the following statement:

The value of these base 10 blocks are_____________
Learners can use the place value cards to show the value of each digit.

The focus of these kinds of activities is not only on counting objects. At the same
time learners are:

370
  understanding the value of a digit;
 breaking down and building up numbers; and
 reading number symbols.

1.2 Count forwards and Count forwards and What is different from Grade 2?
Count backwards in: backwards in: Learners count in 100s for the first time. They do this to 500. Learners need
forwards and  the intervals  the intervals supporting base ten apparatus such as:
backwards specified in grade 2  Counting beads
specified in Grade 2
with increased with increased  Dienes blocks
number ranges from number ranges  Number lines
any given number  100s to at least 500  Number grids
 in 20s, 25s, 50s,100s
to at least 1 000 The skip counting needs to be linked to the times tables. Counting in 4s will help
learners when they say:
 1 four is 4
 2 fours are 8
 3 fours are 12

The skip counting also supports understanding multiplication and will help
learners when they complete number sequences.

1.3 Identify, Identify, What is different from Grade 2?

Number recognise and recognise and During this term learners recognise, read and write number symbols to 500. They read number names to
symbols and read numbers read numbers 250 and write number names to 100
 Identify,
number  Identify, The reading and writing number symbols is also practised when:
names recognise and  counting objects;
recognise
read number  counting forwards and backwards;
and read
symbols
number  completing number sequences; and
0 – 1 000 symbols  ordering and comparing numbers.
 Write number 0 − 500
symbols 0 –  Write Care should be taken to say numbers correctly; one needs to say 323 as ―three hundred and twenty-three‖, NOT
1 000 number as ―323‖.
 Identify, symbols
When writing three-digit numbers, the numbers between 100 and 110; 200 and 210; 300 and 310, 400 and 410,

371
 recognise and 0 – 500 the digit in the tens position is zero. Some learners find it difficult to write these numbers in symbols when they
read number  Identify, are given the number in words. For example, it may be difficult for some learners to write ‗three hundred and
names 0 – four‘ in symbols. They might write 3004. Place value cards are particularly useful for helping learners to
recognise
understand how to represent these numbers correctly. Learners should also be given plenty of practice writing
1 000 and reads these numbers.
 Write number number
names 0 to names 0 –
1 000 250
 Write
number
names
0 – 100

1.4 Describe, Describe, What is different from Grade 2?

Describe, compare and compare and During this term learners consolidate ordering and comparing numbers to 99 and should be able to give reasons
compare and order numbers to order numbers for why one number is bigger than another. Allow learners to use a number line, number track, number grids or
order 999 even their knowledge of breaking up numbers into tens and ones to illustrate their understanding. When
to 99
numbers  Describe and
 Describe ordering numbers learners must be able to say why a number is bigger than another using the value of the digits
compare to explain themselves.
and
whole
compare
numbers up Example:
whole
to 999 using 39 is smaller than 59 because:
numbers up
smaller than,
to 99 using I know that 39 = 30 and 9, and 59 = 50 and 9. Also 30 is three bundles of ten and 50 is five bundles of ten.
greater than,
smaller There are more bundles of ten in 50 than 30.
more than,
than, greater For working with ordinal numbers the calendar is ideal because it allows the learner to talk about the 23 rd or the
less than and
than, more 31st day of the month. Learners need to practise reading and writing the abbreviated form.
is equal to
than, less
 Describe and
than and is
order whole
equal to
numbers up
 Describe
to 999 from
and order
smallest to
whole
biggest, and
numbers up
biggest to
to 99 from

372
 smallest smallest to
biggest, and
biggest to
Use ordinal smallest
numbers to show
order, place or
position
Use, read and Use ordinal
write ordinal numbers to
numbers, show order,
including place or
abbreviated form position
up to 31. Use, read and
write ordinal
numbers,
including
abbreviated form
up to 31.

1.5 Recognise the Recognise the What is different from Grade 2? d)

Place value place value of place value of This term is about consolidating the place value understanding from Grade 2. Learners continue to do similar
three-digit numbers to 99 type activities as in Grade 2, Term 4:
numbers to 999
 Recognise
 Recognise Understand and use the vocabulary of place value:
what each
what each Use, read and begin to write:
digit
digit Ones or units, tens, digit, one-digit number, two-digit number .... place value ...
represents
represents
 Decompose Decompose two-digit numbers into multiples of tens and ones
 Decompose
two-digit Learners can decompose numbers into:
three-digit
numbers up  The tens value and ones value e.g. 73 = 70 + 3 (place value cards are useful to do this)
numbers up
to 99 into  Multiples of tens and ones e.g.73 = 7 tens + 3 ones
to 999 into
multiples of
multiples of Building up two-digit numbers from their place value parts
tens and
100, multiple Example:
ones
of tens and Write the number:
 Identify and a) 6 tens and 3 ones ____________________
ones
state the
 Identify and b) 2 tens and 5 ones ____________________

373
 state the value of c) 12 tens and 8 ones ___________________
value of each each digit d) 18 tens and 4 ones ____________________
digit
Use apparatus to show the partitioning of numbers:
 Abacus
a) Show 4 tens and 5 ones using the abacus.
b) Show 7 tens and 6 ones using the abacus.
 Place value cards

Learners also use place value cards to show the parts of a number.

Example:
The following type of questions can be asked:
 Say what the digit 8 in 28 represents? And the 2?
 Say which number is equivalent or the same as:
a) 6 tens
b) Nine tens and three ones
c) Five tens and nine ones
SOLVE PROBLEMS IN CONTEXT
1.6 Use the following Use the What is different from Grade 2?
Problem- techniques when following Learners are expected to solve the word problems using the following techniques:
solving solving problem techniques when  Building up or breaking down numbers
techniques and explain
solving  Doubling and halving
solutions to
problems: problems:  Number lines
 building up  building up
and Drawing up to 99 objects individually becomes inefficient and should be discouraged. Encourage the inclusion
and breaking
breaking of number symbols in their recordings, including in picture representations. Learners can also be encouraged to
down
down write number sentences.
numbers
 doubling and numbers
 doubling Allow learners to choose the technique most comfortable for them. The number range and the type of problem
halving
and halving will also determine the technique that is used. However, if learners are using techniques that are not efficient
 number lines
 number then they need to be guided to use more efficient methods.
 rounding off
in tens lines
Building up and breaking down

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 This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to
split (decompose) and recombine numbers to help make calculations easier. They will largely be using this
technique in the Intermediate Phase as well.

Doubling and halving

This technique is quite sophisticated and requires a strong number sense. Learners who are able to choose this as
a technique are quite flexible in the strategies they use. Knowing how to double will allow learners to use the
strategy of near doubles.

Example:
Word problem: On one day at the clinic 45 children were given flu vaccinations. The next day 46 children were
vaccinated. How many children were vaccinated altogether?
The problem could be solved by using doubling. A learner might say double 45 plus 1 or double 46 minus 1.

Number lines
Using number lines in order to help them calculate will give learners a way to record their thinking and to keep
track of it. It also allows learners to have a recording image that they can use to explain how they solved the
problem.
Learners have been using number lines since Grade 1. Learners should be able to construct blank number lines
on which they put the starting number and then determine how to get from one to the other.

Example of how learners can use the number line:

28 children went on an excursion today. There are still 70 children at school. How many children were there to
begin with?

<insert number line starting 70, showing 2 jumps of 10, and one jump of 8>

1.7 Solve word Solve word Examples of problems that can be done this term
Addition and problems in problems in In this term, learners consolidate work done in Grade 2. See notes on problem-solving types in Grade 2, Chapter
subtraction context and context and 2.
explain own explain own
solution to solution to
problems problems

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 involving involving
addition, addition,
subtraction subtraction
leading answers leading answers
up to 999. up to 99.
1.8 Solve word Solve number Examples of problems that can be done this term
Repeated problems in problems in  A builder needs to lay 6 rows of paving bricks, with 8 bricks in each row. How many bricks will he need?
addition context and context and  Marlene has 4 bags of sweets. Each bag contains 6 sweets. How many sweets are there altogether?
leading to explain own explain own  Mom wants to bake 12 cakes. If each cake needs 2 eggs, how many eggs must Mom buy?
multiplicatio solution to solution to  If each learner reads 3 books during July, how many books would a class of 20 read?
n problems using problems
multiplication involving Problem type 9: Array
with answers up multiplication  A vegetable garden has 12 rows of plants. Each row has 7 plants. How many plants are there in the garden?
to 99. with answers up  A vegetable garden has 12 rows of plants. Every row has the same number of plants. If there are a total of
to 50. 48 plants, how many plants are in each row?
 A vegetable garden has 48 plants that are planted in rows. There are 7 plants in each row. How many rows
are there?

Using doubling to solve problems

 Justin is 8 years old.
 His older brother is twice as old as Justin.
 His father is four times as old as Justin.
 His grandfather is twice as old as his father.
 What are each of their ages?
 Shepi‘s book is 48 pages long. He is on page 26; has he read more than half the book?

In Grade 3 learners are expected to recognise a multiplication word sum. Learners should be encouraged to use
numbers even with pictures, rather than only using apparatus or pictures on their own.
1.9 Solve and explain Solve and During this term the division sign is introduced. It is important that learners understand the following concepts
Grouping solutions to explain solutions of division before the sign is used:
and sharing practical problems to practical Problems that involve sharing are often about:
leading to that involve equal problems that  sharing equally; and
division sharing and involve equal  ow much each one gets.
grouping up to sharing and
Problems that involve sharing is often about:

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 200 with answers grouping up to  How many groups can be made?
that may include 50 with answers
remainders that may include
remainders. Examples of problems that can be done this term
 If 44 learners and 3 teachers are going to the concert and 11 people can fit into a mini-bus, how many
times must the minibus drive up and down, before all the learners are at the concert?
 Mongezi packs out 47 counters into 9 rows. How many counters in a row?
 35 girls want to play netball. How many teams of 7 girls will there be?
 Estimate first:
 Will it be more or less than 10?
 Will it be more or less than 20?
 Marlene buys 44 sweets. She divides them equally into 4 packets to sell. How many sweets are there in a
bag?
 Marlene buys 48 sweets. She wants to divide them into bags with six sweets each. How many bags does she
need?

1.10 Solve and explain Solve and In Grade 2 learners were introduced to fractions and: 
Fractions solutions to explain solutions  shared and grouped things equally;
practical problems to practical  named fraction parts;
that involve equal
problems that  identified fractions in different contexts;
sharing leading to
solutions that involve equal  wrote fraction names as 1 third, 1 fifth;
include unitary sharing leading  found fractions of whole objects; and
and non-unitary to solutions that  found fractions of a collection of objects.
fractions e.g. include unitary
1 1 3 2
. , , , . etc. and non-unitary What is different from Grade 2?
2 4 4 5
fractions e.g. During this term, learners continue to work with unitary fractions such as 1 half, 1 third, 1 quarter, 1 fifth.
1 1 3 Learners are also introduced to non-unitary fractions e.g. 3 quarters or 2 thirds.
, , , etc.
2 4 4
Learners are not required to use the terms unitary and non-unitary.

Examples of problems that can be done this term

 Sharing, leading to fractions
Share 8 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is
nothing left over.

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  Fraction of a collection
a) Find 1 quarter of 16 sweets.
b) 8 sweets are which fraction of 24 sweets?
c) Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she
save?
d) This problem type must only be posed after learners have solved four or five problems of the ―sharing,
leading to fractions‖ type and know the names of fractional pieces.

Writing fractions
Learners are not required to write the fraction symbol. Learners have learned how to label fraction parts as 1
fifth, 3 quarters or 3 sixths. This helps them firstly to understand that the fraction names describe how many
equal parts the whole has been divided into, for example, halves, thirds, quarters, etc and secondly how many of
those parts are being considered, e.g. 2 thirds.
Representing fractions word problems
 Learners must draw their answers to prove that they understand the problem.
 Expect that some learners may draw the fraction correctly but misname the fraction part. Assist these
learners to name fractions parts correctly (see notes relating to naming fractions under context-free
calculations)
 Learners must name the parts that have been shared by writing them as 2 thirds.
1.11  Recognise  Recognise During this term learners continue to solve money problems.
Money and identify and identify Example:
the South the South Grade 3 learners need R250 for the class camp. They have collected R759. How much more money do they
need?
African coins African
a) Write 325c as rands and cents.
and bank coins and b) How many different ways can you make R400 using only bank notes? How do you know whether you have
notes bank notes all the solutions?
 Solve money  Solve c) Travis has a 50c piece and four 20c pieces. Toffees cost R1,20. How much change will he get?
problems money d) If a school tracksuit costs R150, what will 2 tracksuits cost?
involving problems
Buying and selling problems
totals and involving
change in totals and Example
rand or cents. change in a) Pedro‘s granny gave him R5. Which 3 sweets can he buy? Choc chuckle R2,70; gums R1,80; sour worms

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  Convert Rand or R1,40; peach treats R1,60; magic mints R2,20; toffee R1,20.
between rand cents. b) Damon bought three books for R80 each, how much change will he get from R300?
and cents c) Packets of 5 mints cost 44c each. Mr King needs 88 mints. How many packets should he buy? What will he
pay?

CONTEXT-FREE CALCULATIONS
1.12 Use the following Use the These techniques will be used in both problem-solving and in context-free calculations.
Techniques techniques when following
(methods or performing techniques when Building up and breaking down
strategies) calculations:
performing This is one of the most important techniques in the Foundation Phase. Using this technique allows learners to
 building up
calculations: split (decompose) and recombine numbers to help make calculations easier. They will largely be using this
and breaking
 building up technique in the Intermediate Phase as well. It is important that learners apply known knowledge when breaking
down
and up numbers e.g.
numbers
breaking  breaking up using place value;
 doubling and
down  breaking up using multiples of 10; and
halving
numbers  breaking up into number pairs e.g. pairs of 20 are known so 20 can easily be broken up into different ways.
 number lines
 doubling
 rounding off Number lines
and halving
in tens
 number Learners will continue to use and construct their own number lines in order to calculate. It is most likely that the
lines number line will be used more in addition or subtraction calculations.

Addition and subtraction.

Learners should be constructing their own number lines and breaking up the numbers in manageable parts.

Example:
45 + 27
The number line should start at 45 and learners can create 2 jumps of 10 and then one jump showing 7.
<insert number line, starting at 45 showing 2 jumps of 10 and one jump of 7>
Multiplication
Number lines should continue to be used to support repeated addition. Equal jumps are recorded on the number

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 line and supporting sentences can be recorded as well.

Example:
<artwork insert number line to show the following>
8 + 8 + 8 + 8 + 8 = 40
5 hops of 8 make 40
5 groups of 8 = 40
5 × 8 = 40
For a given multiplication number sentence learners should be able to explain how jumps can be made on the
number line.
1.13  Add to 999  Add up to During this term learners practise and consolidate the work done in Grade 2.
Addition and  Subtract from 99 If learners:
subtraction 999  Subtract  work only with loose counters;
 Use from 99  draw images of 1s only; and
appropriate  Use  count all in 1s
symbols appropriate when working with totals that are more than 30, it slows them down, but also increases their chances of making
calculation errors.
(+, −, =, ) symbols
This makes it important for them to develop more efficient strategies. Building up and breaking down numbers
 Practice (+, −, =, ) becomes one of the important strategies that learners will use during this term.
number bonds  Practise
to 30 number Possible methods to show addition and subtraction calculations.
bonds to 20
Breaking down a number into smaller parts to make a calculation easier
Learners might break down the number in ways that are manageable for them. This means that they will do it in
different ways.
Using knowledge of place value to break down numbers into tens and ones
 Adding two-digit numbers by breaking up both numbers
43 + 36 = 
43 + 36 = (40 + 3) + (30 + 6)
= (40 + 30) + (3 + 6)
= 70 + 9
=79
 Adding by breaking up one number
43 + 36 = 

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43 + (30 + 6)
43 + 30 → 73 + 6 = 79

–
 Breaking up into groups of ten
43 + 36 = 
43 + (10 + 10 + 10 + 6)
43 + 10 → 53 + 10 → 63 + 10 → 73 + 6 = 79

Subtraction
 Subtracting by breaking up both numbers
87 − 56 = 
87 − 56 = 80 + 7 − (50 + 6)
= (80 − 50) + (7 − 6)
= 30 + 1
= 31

 Subtracting by breaking up one number

87 − 56 = 
87 − (50 + 6)
87 − 50 → 37 − 6 = 1

Expect that some learners might break up the number in different ways to make easier for them to calculate:
 Breaking up into multiples of 10
87 − 56 = 
87 − (20 + 20 + 10 + 6)
87 − 20 → 67 − 20 → 47 − 10 → 37 − 6 → 31

Using and applying previous knowledge as techniques

 Using halving to break down a number
69 + 12
69 + (6 + 6)
69 + 6 → 75 + 6 = 81

 Count on and count back

78 – 69 = 

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 Counting up in ones from 69 is an appropriate strategy because the numbers are close to one another.

 Identify near doubles

34 + 35 explaining that it is double 34 plus 1 or double 35 minus 1.
34 + 34 + 1
Learners might record their strategies using the arrow notation to keep track of their calculations
34 + (30 + 4) + 1
34 + 30 → 64 + 4 → 68 + 1 → 69

 Change a number to a multiple of ten and then subtract or add ones

Count up or down to the nearest 10

58 + 19 = 
Here learners need to say to themselves that they have two options. Change 58 or 19 to the nearest multiple
of 10. The choice is theirs.

The sum can be written as: 58 + 19 = 58 + 20 − 1

58 + 20 → 78 − 1 = 77
Some learners might break down 20 into 2 groups of 10 to calculate accurately.

Practise bonds to 20
Bonds to 20 should be done using a variety of supporting images.

Developing and practising addition and subtraction skills

Learners need to practise certain kinds of addition and subtraction skills.

 Add or subtract single digits from any two-digit number without crossing the tens:
Example:
a) 65 + 4
b) 89 − 3

 Add a single digit to a multiple of 10

Example:
a) 70 + 5
b) 90 + 3

 Subtract a single digit from a multiple of 10

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 Example:
a) 80 − 6
b) 50 − 3

 Add or subtract 10 to and from any two-digit number

Example:
a) 56 + 10
b) 68 + 10
c) 79 − 10
d) 57 − 10

 Add or subtract a pair of multiples of 10 without crossing 100

a) 40 + 30
b) 80 – 50

Checking results of calculations

Judging reasonableness of solutions
Learners should be trained to judge the reasonableness of solutions.
One way to do this is to estimate their answers before calculating. When adding two numbers that are close to
each other, e.g. 45 and 46, learners can use doubling as a way of estimating their answers.

Checking solutions
Learners should know that they can
 Check an addition calculation by subtracting.
Example: If 36 + 18 = 54; then 54 − 18 = 36
 Check a subtraction calculation by adding
Example 84 − 48 = 36, then 36 + 48 = 84

Using the inverse operation to check solutions is one reason for teaching addition and subtraction together.
1.14  Multiply  Multiply In Grade 2 learners multiplied numbers 1 to 10 by 1, 2, 5, 3 and 4 up to 50. They were introduced to the sign
Repeated numbers 1 to numbers 1 and used it in number sentences.
addition 10 by to 10 by
leading to 2, 3, 4, 5, 10 2, 5, 3, 4, Learners in Grade 3 should continue to practise and use the language of multiplication in practical situations;
multiplicatio to a total of  Use double, twice, multiply, multiplied by, lots of, groups of, times, three times as much.
n 99 appropriate The language should also be used when doing multiplication calculations. During this term learners will be
 Use symbols multiplying in threes for the first time.
Learners entering Grade 3 should be able to represent repeated addition using the multiplication sign. Learners

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appropriate (×, =, ) are able to describe multiplication in different ways. They understand that 3 lots of 6 or 3 groups of 6 can be
symbols written as 6 + 6 + 6. There is also an understanding that 3 times 6 can be written as 3 × 6. This knowledge
(×, =, ) continues to be developed in Grade 3. Learners will continue to use concrete apparatus, arrays and number lines
to understand and represent multiplication

From Grade 3 learners need to be aware that multiplication can be done in any order.
Example:
Learners should be able to understand and write the following:
3 × 10 =  10 × 3 = 
30 = 10 ×  30 = 3 × 
The above statements should be supported by using frequent images that allow learners to see that 3 × 10 and
10 × 3 give the same answer.
Example:

and

By the end of the term learners should be able to begin to understand that multiplication can be done in any
order. This concept should continue to be practised throughout the year.

Learners can also use flow diagrams to record multiplication facts.

Example:

Input Output
1 Rule
3
5 × 𝟑
7
9

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1.15  Divide  Divide The division sign is introduced in Grade 3. For two years the concepts of sharing and grouping have been
Division numbers to numbers practised and now it is time to link these two concepts. The division symbol can be introduced when learners are
99 by to 50 by doing word problems. The introduction of the symbol can be supported through the images below as well. It is
2, 3, 4, 5, 10 2, 5, 10 important to use familiar images.
 Use
appropriate  Use
symbols appropriate
(÷, =, ) symbols
(÷, =, )

Example:

12 grouped into 3s give 4 groups 12 grouped into 4s gives 3 groups

𝟑 × 𝟒 = 𝟏𝟐
12 shared between 3 gives 4 each
𝟒 × 𝟑 = 𝟏𝟐
12 shared between 4 gives 3 each

𝟏𝟐 ÷ 𝟑 = 𝟒 means: 12 grouped into 3 gives 4 groups, and 12 shared between 3 gives 4 each.

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1.16 Number Number Calculating strategies, number concept, knowledge and known number facts are developed through problem- 
Mental Concept: Range Concept: solving and calculations. These are practised during the mental mathematics time. This helps learners to become
mathematics 999 Range 200 familiar with them and to be able to use them with ease when calculating and solving problems in context.
 Order a given  Order a
set of selected given set of During this term learners continue to develop their ability to work flexibly with numbers. The mental strategies
numbers selected that learners develop will help with written calculations and will help learners to make estimates.
 Compare numbers
numbers to Examples of questions that can be asked:
Range 200 Number concept:
999 and say
which is  Compare Number names and symbols
1,2,3,4,5 and numbers to Hold up a card or write down a number name. Choose a learner to write the matching numeral.
10 more or 200 and say
less which is More or less
1,2,3,4,5 What is
and 10 more  1 less than 200
Rapidly recall: or less  1 more than 199
 Addition and  2 more than 102
Rapidly recall:
subtraction  2 less than 105
 Recall
facts to 20  3 more than 77
addition and
 Add or  3 less than 51
subtraction
subtract facts to 20  4 more than 68
multiples of  Add or  4 less than 167
 5 more than 129
10 from 0 to subtract
multiples of  5 less than 185
100
10 from 0 to  10 more than 90
 Multiplicatio  10 less 160
100
n and division
facts for the: Mental What is the 5th letter of the alphabet?
 two times strategies What is the 9th month of the year?
table up to Use calculation
2 × 10 strategies: Ordering and comparing
 ten times  Put the Which is more: 21 or 171?
table up to larger Give me a number between 154 and 159
10 × 10 number first
in order to Rapidly recall
Calculation count on or Addition and subtraction facts:
Strategies count back  Know by heart all addition and subtraction number bonds to 20
Example

386
Use the following  Number line a) __________+  = 20
calculation  Doubling b) __________+  = 16
strategies: and halving c) __________=  − 
 Put the larger  Building up Add and subtract fact for all numbers up to and including 20
number first and Examples
in order to breaking
count on or down a) 1 + 11 = 12 b) 18 – 4 = 14
count back  Use the
 Number line c) 11 + 1 = 12 d) 18 – 14 = 4
relationship
 Doubling and between e) 2 + 10 = 12 f) 18 – 5 = 13
halving addition and g) 10 + 2 = 12 h) 18 – 13 = 5
 Building up subtraction i) 3 + 9 = 12 j) 18 – 6 = 12
and breaking k) 9 + 3 = 12 l) 18 – 12 = 6
down
 Use the Quickly recall addition doubles to 20. This should include corresponding subtraction facts.
relationship Examples:
between
addition and a) 1 + 1 = 2 b) 6 + 6 = 12
subtraction c) 2 + 2 = 4 d) 7 + 7 = 14
 Use the e) 3 + 3 = 6 f) 8 + 8 = 16
relationship g) 4 + 4 = 8 h) 9 + 9 = 18
between i) 5 + 5 = 10 j) 10 + 10 = 20
multiplication
and division
Examples:
Show me the number to add to ... to make 20 (writing down or using the place value or Flard cards).
a) 8
b) 2
c) 9
d) 15
e) 3

Examples:
Show me the number left when … Is taken away from 20 (writing down or using the place value or Flard
cards).
a) 5
b) 18
c) 0

387
d) 14
e) 7

Add or subtract multiples of 10 from 100

Examples:
a) Say how many steps must be taken on a number line to get from 30 to 100 or from 100 to 50.
b) Find pairs of cards to make 100.
c) Put numbers in the boxes to make 100:
 + 70 = 100
 20 +  = 100
 100 −  = 90
 100 − 40 = 

Calculation strategies:
Use calculation strategies to add and subtract efficiently.
Add several numbers by using strategies such as:
 Look for pairs of numbers that make 10 and use these first
2+7+8
2 + 8 make 10 and then add 7.
Put the larger number first in order to count on or count back

 Start with the largest number

5 + 15
Restate the number sentence: 15 + 5 and count on to 20

 Change a number to 10 and then subtract or add 1

Change a number to 10 and then subtract or add 1
Example:
8 + 9 = 17 and explain that one could do 8 + 9 = 8 + 10 – 1
6 + 11 = 17 and explain that one could do 6 + 10 + 1
17 – 9 = 8 and explain that one could do 17 – 10 + 1

 Break up a number into its parts and then add

Build up and break down numbers:
Continue to break up numbers into ‗small bits‘
8 + 12 = 8 + (10 + 2)

388
 = 8 + 2 + 10
= 10 + 10
= 20

 Use doubling as a mental calculation strategy

Identify near doubles
Example:
5 + 6 = 11 explaining that it is double 5 plus 1 or double 6 minus 1

Recognise that when two numbers are close in size to each other then it is easier to find a difference by counting
up, not counting back.
15 − 11 = 4 and explain that counting up from 11 to 15 gives 4

Some mental mathematics can be done without apparatus, but it is often useful to do mental mathematics with
apparatus,

Recommended apparatus
 a number line (structured and empty)
 a number grid
 place value cards (flard cards)
 counting beads
1.17  Use and name  Use and In Grade 2 learners were introduced to fractions. They:
Common fractions in name  shared and grouped things equally;
fractions familiar fractions in  named fraction parts for unitary fractions;
contexts familiar  identified fractions in different contexts;
including contexts  wrote fraction names as 1 third, 1 fifth;
halves, including  found fractions of whole objects; and
quarters halves,  found fractions of a collection of objects.
eighths, quarters
thirds, sixths, eighths, During this term learners are introduced to non-unitary fractions, e.g. 3 quarters or 2 thirds. They continue to
fifths, thirds, work with unitary fractions. They are also working with eighths and sixths.
Examples of questions:
 Recognise sixths,
Into how many equal parts has each shape been divided?
fractions in fifths, How many parts of each shape are shaded?
diagrammatic  Recognise What fraction of each shape is shaded?
form fractions in What fraction of each shape is not shaded?

389
 Begin to diagrammati
recognise that c form A.
two halves or  Begin to
three thirds recognise
make one that two B
whole and halves or
that one half three thirds
and two make one C
quarters are whole and
equivalent that one half
 Write and two D
fractions as 1 quarters are
half, 2 thirds, equivalent
Learners should be given the opportunity to colour in shapes themselves.
 Write Example:
fractions as Colour in 2 third of this shape
1 half, 1 A.
third

Colour in 2 quarters of this shape

B

Colour in 4 fifths of this shape

C

Colour in 6 eights of this shape

D

390
GRADE 3 TERM 1
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
CONCEPTS AND
SKILLS DURATION
TOPICS SKILLS
REQUIREMENT BY (in hours)
FOCUS FOR TERM 1
YEAR END
2.1 Copy, extend and Copy, extend and In Grade 3 learners can work with patterns in which 1 lesson
Geometric describe describe  the elements are repeated in the same way;
patterns
Copy, extend and Copy, extend and  the size of the shapes changes in predictable ways; and
describe in words describe in words  the number of shapes or objects changes in a predictable way.
 simple patterns  simple patterns Patterns can be made by using one object but having the colours of the object change in
made with physical made with physical a regular way, e.g.
objects objects
 simple patterns  simple patterns
made with made with drawings
drawings of lines, of lines, shapes or
shapes or objects objects

Range of patterns:
Simple patterns in which Patterns can be made by using one shape or object but having the position of the shape
shapes, or groups of or object change in a regular way
shapes are repeated in
exactly the same way Example:

a)
Create own patterns
Create own geometric
patterns Create own patterns
 with physical Create own geometric b)
objects patterns
 by drawings lines,  with physical

391
 shapes or objects objects
 by drawing lines,
Patterns all around us shapes or objects
Identify, describe in Some patterns have identical groups of shapes or objects repeated, where the size of the
words and copy shape in each group changes in a regular, predictable way, e.g. the size of the shape
geometric patterns gets bigger or smaller.
 in nature
 from modern Example: The size of the shape gets bigger
everyday life
 from our cultural
heritage

Example: The size of the shape gets smaller

Patterns can be made by making identical groups, where each group has only one kind
of object but the position of the objects in a group changes. Identical groups are
repeated.

Example:

Some patterns are made from a single kind of shape, but each example of the shape
increases or decreases in size

Example:

392
 Some patterns are made from groups in which the same shapes of objects occur, but the
number of each kind of shape or objects increases or decreases in a regular way.

Example:

 Copying the pattern helps learners to see the logic of how the pattern is made.
 Extending the pattern helps learners to check that they have properly understood
the logic of the pattern.
 Describing the pattern helps learners to develop their language and speaking skills.
It also helps you to see how learners have interpreted the pattern. It is usually
easier for learners to talk about the pattern after they have made it.
By now learners should be able to describe patterns without the aid of guiding
questions. Continue to focus on developing the language they need to describe the
patterns.

2.2 Copy, extend and Copy, extend and Number sequences can be linked with and support counting. As learners‘ counting 3 lessons
Number describe describe skills change and develop, the kinds of number sequences learners work with can
patterns Copy, extend and Copy, extend and develop.
describe simple number describe simple number
sequences to at least sequences to at least 100. Sequences should show counting forwards and backwards in:
1 000 .  1s from any number between 0 and 200
 Sequences should  10s from any multiple between 0 and 200
Create and describe show counting

393
own patterns forwards and  5s from any multiple of 5 between 0 and 200
Create own number backwards in:  2s from any multiple of 2 between 0 and 200
patterns.  1s from any  3s from any multiple of 3 between 0 and 200
number  4s from any multiple of 4 between 0 and 200
between 0 and  100s from any multiple of 100 to at least 500
200
 10s from any Learners can point to numbers as they count. It is useful to give learners number
multiple sequences in different representations
between 0 and Example
200  A written sequence of numbers 200; 199; 198; 197; 196, … …
 Number lines
 5s from any
 with only the numbers being counted shown
multiple of 5  sections of number lines e.g. 150 − 200
between 0 and  Number grids
200  Number chains
 2s from any
multiple of 2 Learners can cover, colour, or circle numbers as they count on number lines and
between 0 and number grids.
200 Learners can fill in missing numbers on number lines, number grids, in written number
sequences and number chains
 3s from any
multiple of 3 Example
between 0 and
200 + 10 + 10 + 10
 4s from any 110 120 130
multiple of 4
+ 10
between 0 and
+ 10 + 10 + 10
200
 100s to at least
500

Just as number sequences can support counting, so learners can count in groups, either
objects or pictures, and rewrite these numbers into tables and flow diagrams as a way of
developing and supporting multiplication.
In Term 1 focus on 2s, 5s and 10s e.g.

394
 Count in 5s
<aw pictures of R5 coins>

R5
1 2 3 4 5 6 7 8 9
coins
Total
R5 R10 R15 R20 R25 R30 R35 R40 R45
money

Input Output
1 Rule 5
2
3 × 𝟓 15
4
5 25

By the end of the term learners work with counting sequences to and from 100.

GRADE 3 TERM 1
3. SPACE AND SHAPE
TOPICS CONCEPTS AND SKILLS: CONCEPTS AND SOME CLARIFICATION NOTES OR TEACHING GUIDELINES DURATION
REQUIREMENT BY SKILLS: (in lessonsof 1

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 YEAR END FOCUS FOR TERM 1 hour 24 minutes)
3.3 Range of shapes Range of shapes What is different from Grade 2? 2 lessons
2-D  circles  circles In Grade 3 learners consolidate work done on 2-D shapes in Grade 2, but
shapes  triangles  triangles do not focus on size or colour when working with shapes.
 squares  squares This allows learners more time to focus on the new work with 3-D objects,
 rectangles  rectangles position, orientation and views and symmetry.

Features of shapes Features of shapes Most work with shapes in Grade 3 is done practically with concrete
Describe, sort and compare 2- Describe, sort and compare objects. All work should be consolidated through written exercises.
D shapes in terms of: 2-D shapes in terms of:
 shape  shape Recognising and naming circles, triangles, squares and rectangles
 straight sides  straight sides Learners should work with circles and squares of different sizes and
triangles that are differently shaped.
 round sides  round sides
It is important that learners do not only see one example of each shape.
Most commercial sets of shapes give only one example of triangles.
Draw shapes
Learners need to be able to recognise
 circles
 Circles that have different sizes
 triangles
Example:
 squares
 rectangles

 Triangles that are shaped differently and placed in different positions

Example:

 Squares of different sizes in different positions

Example:

 Rectangles that are shaped differently, and placed in different

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 positions
Example:

It is useful for learners to work with cut-out cardboard models of shapes.

This allows learners to see different triangles, squares and rectangles
placed in different positions.
Learners sort shapes according to whether they have straight or round
sides.
Learners sort and groups shapes according to whether they are triangles,
rectangles, squares or circles.
Work is consolidated through written exercises.

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GRADE 3 TERM 1
4. MEASUREMENT

DURATION
CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING (in lessons of 1
TOPICS
REQUIREMENT BY YEAR END FOCUS FOR TERM 1 GUIDELINES hour 24
minutes)
4.1 Telling the time Telling the time What is different from Grade 2? 3lessons
Time  Read dates on calendars  Read dates on calendars Digital instruments are introduced.
 Place birthdays, religious  Place birthdays, religious In Grade 2 learners read time in hours, half hours and quarter hours
festivals, public holidays, festivals, public holidays, on analogue clocks.
historical events, school events historical events, school In Grade 3 learners work with digital instruments for the first time.
on a calendar events on a calendar They still keep to the 12-hour format and use [Link] p.m. where
 Tell 12-hour time in necessary.
 hours  Tell 12-hour time in
 half hours  hours Learners continue to practise talking about the duration of time and
 quarter hours  half hours the sequencing of time.
 minutes  quarter hours
on analogue clocks and digital clocks  minutes During whole class teaching time and focus group time, learners
and other digital instruments that on analogue clocks and digital continue to talk about the day of the week, month of the year and the
show time e.g. cell phones clocks and other digital date of the current day, as well as days before and days to come.
instruments that show time e.g. Learners continue to place the following on a calendar as the events
Calculate length of time and cell phones arise
passing of time  birthdays
Use calendars to calculate and  religious festivals
describe lengths of time in days or  historical events
weeks or months including  school events
 converting between days and  public holidays
weeks
 converting between weeks and Continue to ask learners to tell the time in hours, half hours and
months quarter hours using analogue clocks at regular intervals on an almost
daily basis. For example, learners can be asked to tell the time when
Use clocks to calculate length of time school starts, at break time and at home time, or when they change
in hours or half hours. from one lesson to another. Choose times where the clock shows an
exact hour or half hour or quarter hour. It is useful to have a large,
working clock displayed in the classroom, so that learners can refer
to it. Learners can also make models of clocks. You can then ask
learners to show various times and include some calculations e.g.

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 ―Show me 10 o‘clock. What was the time a quarter of an hour
before 10?‖

During independent work time learners continue do exercises

related to telling the time in hours, half hours and quarter hours on
analogue clocks. Learners can do calculations with weeks or days if
provided with a calendar or section of a calendar, e.g. finding dates
and calculating the time differences between them.

Digital time
 Time is shown in digital 12 hour format on many domestic
appliances e.g. cell phones, microwaves, CD and DVD-players
etc. Learners may well be more familiar with this form of time
than analogue clocks. Spend about 3 lessons familiarising
learners with digital 12-hour time format.
 Remind learners about the meanings of a.m. and p.m.
 Show learners which digits refer to hours and which digits refer
to minutes in digital time.
 Explain that there are 60 minutes in an hour; so there are 30
minutes in a half hour and 15 minutes in a quarter of an hour.
This will help learners to connect minutes with reading in
hours, half hours and quarter hours on analogue clocks, which
is what they did in Grade 2.
 Give learners plenty of practice in reading digital time in 12
hour format.
Have a working digital clock on display in the classroom. Ask
learners to give the time regularly during the day over the entire
year. Let learners make model clocks, which they can use for telling
the time and calculating time differences.

4.2 Informal measuring During Grade 2 it was recommended that learners focus on
Length  Estimate, measure, compare, estimating, measuring, comparing and recording lengths, widths and
order and record length using heights
non-standard measures e.g. hand  with informal units; and
spans, paces, pencil lengths,  measuring in metres using a metre stick or 1 metre lengths of

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 counters etc string.
 Describe the length of objects by
counting and stating how many During independent work times learners can practise these
informal units long they are measuring skills.
 Use language to talk about the
comparison, e.g. longer, shorter, Measuring length as a context for solving problems and
taller, and wider calculations
During time allocated to Numbers, Operations and Relationships
Introducing formal measuring learners can solve problems that use the context of
 Estimate, measure, compare,  informal measurement of length; and
order and record length using  measuring length in metres.
metres (either metre sticks or Take account of the number range appropriate for the term, as well
metre lengths of string) as the as the range of problems types appropriate for the term.
standard unit of length Lessons focussing on measuring length will start in Term 2.
 Estimate and measure lengths in
centimetres using a ruler
No conversions between metres and
centimetres required

4.3 Informal measuring In Grade 2 learners

Mass  Estimate, measure, compare,  measured mass informally using a measuring balance;
order and record mass using non-  ordered products according to the mass stated on the package; and
standard measures and a  read bathroom scales (both real scales and pictures of scales).
measuring balance e.g. blocks,
bricks etc. During independent work times learners can practise these measuring skills.
 Use language to talk about the
comparison e.g. light, heavy, Measuring mass as a context for solving problems and calculations
During time allocated to Numbers, Operations and Relationships learners can solve problems that use the
lighter, heavier
context of
 informal measurement of mass; and
Introducing formal measuring
 measuring mass in kilograms.
 Compare, order and record the
mass of commercially packaged Take account of the number range appropriate for the term, as well as the range of problems types appropriate

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 objects which have their mass for the term.
stated in kilograms e.g. 2 Lessons focussing on measuring mass will start in Term 2.
kilograms of rice and 1 kilogram
of flour or in grams e.g. 500
grams of salt
 Measure their own mass in
kilograms using a bathroom scale
No conversions between millilitres and
litres required
4.4 Informal measuring Informal measuring What is different from Grade 2? 2
Capacity/Volume  Estimate and measure, compare  Estimate and measure, compare and order In Grade 2 learners lessons
and order the capacity of the capacity of containers (i.e. the amount  estimated and measured, compared, ordered
containers (i.e. the amount the the container can hold if filled) by using and recorded the capacity of containers or
container can hold if filled) by non-standard measures e.g. spoons and the volume in containers using non-standard
using non-standard measures e.g. cups measures;
spoons and cups  Describe the capacity of the container by  compared and ordered the capacity of a
 Describe the capacity of the counting and stating how many of the range of bottles and grocery items where the
container by counting and stating informal units it takes to fill the container, volume is stated on the packaging; and
how many of the informal units it e.g. the bottle has the capacity of four cups  used either 1 litre bottles or 1 litre jugs to
takes to fill the container e.g. the estimate and measure, compare, order and
bottle has a capacity of four cups record the capacity of containers or the
volume in containers in litres.
Introducing formal measuring Introducing formal measuring
 Estimate, measure, compare,  Estimate, measure, compare, order and In Grade 3 learners are introduced to millilitres.
order and record the capacity of record the capacity of objects by measuring
objects by measuring in litres, half in litres, half litres and quarter litres What is capacity? What is volume?
 using bottles with a capacity of 1 litre, A bottle can have a 1 litre capacity, but it may
litres and quarter litres not be filled to its full capacity, it could, for
or containers whose capacity is stated
 Compare, order and record the example, only contain a volume of one cup of
in millilitres e.g. cool drink cans
capacity of commercially  measuring jugs in which numbered water
packaged objects whose capacity calibration lines show litres, half litres Capacity is the total amount that an object can
is stated in litres e.g. 2 litres of and quarter litres hold (or the amount of space inside the object).
milk, 1 litre of cool drink, 5 litres  measuring jugs which have numbered Volume is the amount of space that something
calibration lines for millilitres. takes up.
of paint or in millilitres, e.g. 500
ml of milk, 340 millilitres of cool Learners are not expected to read

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 drink, 750 millilitres of oil volumes at unnumbered calibration Sometimes learners will be measuring how much
 Know that a standard cup is 250 lines liquid (or sand or other substances) are in a
millilitres  Measuring cups and teaspoons which container. This is measuring the volume of the
indicate their capacity substance in the container.
 Know that a teaspoon is 5
 Compare, order and record the capacity of At other times learners will be measuring how
millilitres much a container can hold if it is filled to its
commercially packaged objects whose
No conversions between millilitres and maximum capacity.
capacity is stated in litres e.g. 2 litres of
litres required
milk, 1 litre of cool drink, 5 litres of paint
Learners should continue to measure using non-
or in millilitres e.g. 500 ml of milk, 340 standard units of capacity
millilitres of cool drink, 750 millilitres of Informal measurement of length using non-
oil standard units of capacity
Learners can learn all the principles and practises
 Know that a standard cup is 250 millilitres of measurement using non-standard units.
Measuring with non-standard units should not be
 Know that a teaspoon is 5 millilitres
considered to be inferior to measuring with
standard units.
No conversions between millilitres and litres
required
Learners should get the opportunity to measure
volume/capacity using a range of objects as
informal units e.g. cups (but not necessarily
measuring cups), spoons (but not necessarily
measuring teaspoons), bottle tops such as 2 litre
milk bottle tops, small cans, small bottles etc.
Measuring volume/capacity with non-standard
units involves counting how times you fill and
pour from the chosen unit whose volume is being
measured.

Learners should be taught always to state the unit

e.g. there are 48 teaspoons of water in the bottle
or there just less than a cup of water in the bottle.

Once learners have measured with any unit a

couple of times, they should estimate
capacity/volume using that unit. Estimation
before measuring is important, but can only be
done once learners have done some measuring

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with that unit.

Learners need to be taught that in order to

compare volume or capacity, the same unit needs
to be used. For example, if a glass holds 20
teaspoons of water and a cup holds 10
tablespoons of water, you cannot say that the
glass holds more water.

Learners need to measure with a range of

informal units, so that they can
 begin to understand that the smaller the unit,
the more time you will need to use/fill it, e.g.
the volume in a bottle could be 20
tablespoonfuls but also 1 cup;
 begin to use units which are appropriate to
what they are measuring, e.g. measuring a
full 2 litre bottle with teaspoons is a waste of
time.
Introducing formal measuring
 Estimate, measure, compare, order and
record volumes and capacities in litres
Remind learners that litres are a common
standard unit of measuring capacity and
volume. The abbreviated form (l) is used on
most measuring jugs and commercial goods
sold by volume. Check that learners
remember the abbreviation for litres.

Learners measure in litres using:

 1 litre containers such as cold drink bottles,
milk bottles, milk cartons, juice cartons; and
 measuring jugs which show 1 litre calibration
lines.
They estimate and then measure the capacity

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 of a range of containers such as large yoghurt
tubs, ice cream tubs, lunch boxes, large jugs,
large bottles, empty paint tins, buckets etc.
Items of different capacity should be chosen.
Learners describe the capacity as ―less than 1
litre, 2 litres, between 1 and 2 litres, 5 litres‖
etc.

Learners compare, order and record the

capacity of commercially packaged objects
whose capacity is stated in litres e.g. 2 litres
of milk, 1 litre of cool drink, 5 litres of paint.

 Estimate, measure, compare, order and

record volumes and capacities in millilitres
Talk with learners about millilitres being a
common standard unit of measuring capacity
and volume. Explain that millilitres are a
smaller unit than litres. They should learn the
word and the abbreviation, because on many
commercial containers and many measuring
jugs the abbreviated form of the word is
used.

Learners should compare, order and record the

capacity of commercially packaged objects
whose capacity is stated in millilitres, e.g. 500 ml
of milk, 750 ml vinegar, 330 ml cold drink, 200
ml cold drink, 400 ml floor polish etc.

Learners should measure regularly enough with:

 standard measuring cups to begin to get a
sense of how much 250 ml is;
 measuring teaspoons to begin to get a sense
of how much 5 ml is;
 measuring jugs calibrated in millilitres – here
the expectation is that learners only read at
the numbered calibration lines – they will

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 focus on reading unnumbered calibration
lines in the Intermediate Phase.

Following recipes, including baking, is a useful

context in which learners can practise measuring.

Learners are NOT expected

 to know that 1 000 ml = 1 litre,
 to do conversions between millilitres and
litres, or
 read unnumbered calibration lines on
measuring jugs (this is done from Grade 4).

Recording measurements
Although measuring is a practical skill, learners
should record their measurements at all times,
including all informal and formal measurement.
Measuring capacity/volume as a context for
solving problems and calculations
During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of
 informal measurement of capacity/volume
e.g. Gogo uses 2 cups of milk to make a
pudding. If she doubles the recipe, how
much milk will she need?
 litres
 millilitres
Take account of the number range appropriate for
the term, as well as the range of problems types.

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GRADE 3 TERM 1
5. DATA HANDLING
DURATION
CONCEPTS and
CONCEPTS and SKILLS (in lessons of 1
TOPICS SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
requirement by year end hour 24
focus for Term 1
minutes)
5.4 Collect and organise data Collect and organise What is different from Grade 2? 3 lessons
Collect and  Collect data about the data  Learners organise data into lists, tallies, tables
organise class or school to answer Collect data about the  Learners are introduced to bar graphs
data questions posed by the class or school to  Learners continue to work with pictographs – both constructing them as
teacher answer questions posed part of the data cycle and analysing pictographs that they are given
 Organise data supplied by the teacher.
by teacher or book Use tallies to record The complete data cycle
 Organise data in data in categories In the data handling cycle,
 lists provided.  learners collect information to answer a question. In the Foundation and
 tallies Intermediate Phase this question is normally provided by the teacher or
 tables Represent data
text book;
5.5 Represent data Represent data in
 Table  learners sort and represent the information in ways which make it easier
Represent Represent data in
data  pictograph  Bar graph to analyse. The form of representation that learners in Grade 3 deal with
 bar graphs are lists, tallies, tables, pictographs and bar graphs; and
5.6 Analyse and Interpret data
Analyse and Interpret  learners analyse the information by answering questions posed by the
Answer questions about data data teacher.
Analyse and
Answer questions about
interpret presented in
data in bar
data  pictographs A class bar graph
 bar graphs It is recommended that Grade 3 learners work through the whole data cycle at
least once in the year: Working together as a class helps learners to be involved
in all the stages of the process without getting lost in the detail of any stage.
Making a class bar graph allows you to focus the learners on the key aspects of
data handling and to introduce learners to the key features of a bar graph
 where and how to label the graph (graph title)
 where and how to label the axes (axes titles)
 how to draw the bars
 draw the bars the correct length to show the data

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  make the bars the same width
 leave a space between bars
 label each bar clearly
 how to read the graph
Learners need to know that it is important to read the graph title first, so
that they know what the data is about. They also need to read the titles of
the horizontal and vertical axes. Learners do not need to know the
technical terms used to describe parts of the graph, only that they must
read along the ―bottom‖ and ―side‖ to see what the graph is about.
We normally read from left to right, but when learners read graphs they
need to read left to right and bottom to top. This needs to be explained to
learners. They also need to practice these skills.

Working through the whole data cycle can take 3 lessons.

Collect and organise data

In Grade 3 you should pose the questions that allow learners to collect data e.g.
―What are our class‘s favourite colours?‖ Teachers in the phase should ensure
that different topics are chosen for data collection and analysis in each of the
grades.
Suitable topics include favourite sports, favourite cool drinks, favourite
colours, favourite pass times, favourite foods, favourite TV programmes etc.

Learners can start by calling out options. Once you get an idea of the range of
answers, you should set categories for learners to choose from. Let learners
practise all the ―non-graph‖ forms of representation i.e. lists, tallies and tables
e.g.
 list the names of each learners under the category they have chosen as
favourite;
 show learners how to make a tally table from the list (teaching
learners how to tally can take a whole lesson); and
 make a table with numbers from the tally table.
Once the data is in a table, show learners how to draw the bar graph (see
guidelines above).

Analyse and interpret data

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Learners answer questions that you pose about the picture graph
Example:
a) ―What colour is the most popular in our class?‖
b) ―What colour is the favourite of the fewest learners in the class?‖
c) ―Do more learners like …. or …?‖
d) ―How many more learners prefer … than …?‖

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GRADE 3 TERM 2
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS
TOPICS REQUIREMENT BY YEAR SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
FOCUS FOR TERM 2
END
1.1 Counting concrete objects Group to at least 500 everyday What is different from Term 1?
Counting Estimate and count reliably to at objects to estimate and count The number range increases to 500. The increase in the number range assumes
objects least 1000 everyday objects. The reliably. that learners can:
strategy of grouping is encouraged.  group objects in order to count;
Give a reasonable estimate of a  count in tens to 500 and say the number names in sequence; and
number of objects that can be  match the symbol to the amount counted by writing the number or showing
checked by counting the number with place value cards.
See notes for Term 1.
1.2 Count forwards and backwards in:  1s from any number What is different from Term 1?
Count  1s from any number between 0 between 0 and 200 During this term learners start counting in 50s. The number range now increases
forwards and and 200  10s from any multiple to 1 000.
backwards  10s from any multiple between between 0 and 200 During this term learners continue to apply skip counting to the multiplication
0 and 200  5s from any multiple of 5 tables and to number sequences.
 5s from any multiple of 5 between 0 and 200
between 0 and 200  2s from any multiple of 2 See notes for Term 1.
 2s from any multiple of 2 between 0 and 200
between 0 and 200  3s from any multiple of 3
 3s from any multiple of 3 between 0 and 200
between 0 and 200  4s from any multiple of 4
 4s from any multiple of 4 between 0 and 200
between 0 and 200  50s,100s to at least 1000
 in 20s, 25s, 50s,100s to at
least 1 000
1.3 Identify, recognise and read Identify, recognise and read The reading and writing number symbols continues to be practised when:
Number numbers numbers  counting objects;
symbols and  Identify, recognise and read  Identify, recognise and read  counting forwards and backwards;
number names number symbols 0 – 1 000 number symbols 0 – 1 000  completing number sequences; and
 Write number symbols 0 –  Write number symbols 0 –

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 1 000 1 000  ordering and comparing numbers.
 Identify, recognise and read  Identify, recognise and read
number names 0 – 1 000 number names 0 – 250 See notes for Term 1.
 Write number names 0 – 1 000  Write number names 0 –
250
1.4 Order and compare numbers to Order and compare numbers During this term the number range increases from 99 to 500. Learners are now
Describe, 999 to 500 ordering three-digit numbers. To order three-digit numbers, learners need to:
compare and  Describe and compare whole  Describe and compare  say the number name;
order numbers numbers up to 999 using whole numbers up to 500  write the number; and
smaller than, greater than, using smaller than, greater  recognise the value of each digit.
more than, fewer than and is than, more than, fewer than
equal to. and is equal to. Allow learners to use a number line, number track, number grids or even their
knowledge of breaking up numbers into hundreds, tens and ones to illustrate
 Describe and order whole  Describe and order whole their understanding. When ordering numbers learners must be able to say why a
numbers up to 999 from numbers up to 500 from number is bigger than another using the value of the digits to explain
smallest to biggest, and smallest to biggest, and themselves.
biggest to smallest. biggest to smallest.

Example:
Use ordinal numbers to show Use ordinal numbers to show 339 is smaller than 239 because
order, place or position order, place or position I know that 339 = 300 and 30 and 9 and 239 = 200 and 30 and 9. Learner
 Use, read and write ordinal  Use, read and write ordinal should be able to explain that 300 is more than 200 by using grouped objects to
numbers, including numbers, including show the number of 100s in each number. Learners could also locate the position
abbreviated form up to 31. abbreviated form up to 31. of the number on the line by saying that 339 comes after 239, therefore I know it
is bigger.
1.5 Recognise the place value of Recognise the place value of What is different from Term 1?
Place value three-digit numbers to 999 numbers to 500 During the second term learners decompose three-digit numbers for the first
 Know what each digit  Know what each digit time. The place value system is extended to include hundreds. Learners‘
represents represents understanding of place value can be developed by asking questions such as, find
 Decompose 3 digit numbers  Decompose 3 digit numbers ten more or fewer than a number. As a result of regular experiences in
up to 999 into multiples of up to 500 into multiples of developing place value concepts, learners should be able to count confidently in
100, multiple of tens and ones hundreds, tens and ones 100s, discover patterns related to place value and build up and break down two-
(HTU) (HTU). and three-digit numbers.

410
 Identify and state the value of  Identify and state the value
each digit of each digit Learners should be given sufficient opportunity to build three-digit numbers
with the dienes blocks or base 10 blocks. It is important that they build up to
make 100 and begin to see 100 as a single entity. Learners need to be asked how
many groups of 100 they have. The place value cards need to b used to show the
numbers.

Using the dienes or the base 10 blocks the following questions or instructions
can be asked or given:
 How many 100s are there in: 300, 400, 500?
 Build the following numbers: 256, 378, 499

During this term learners learn to say and write down the value of a digit in the
number.
In 452, the value of the 5 is fifty.
In 325, the value of the 5 is five.
It is important to link the understanding of 50 to 5 bundles of ten and 5 to five
loose ones. This will help learners when ordering and comparing numbers.

The place value cards are equally important. Place value cards are used to break
up numbers to show the value of each digit.
637 = 600 + 30 + 7
Learners can make their own set of place value cards. An envelope can be pasted
at the back of their class workbook and the cards stored in there. The cards can
even be used when they are doing addition and can be one way that they use to
check their answers.

Use their Flard cards to demonstrate this

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 Decompose two-digit numbers into multiples of hundreds, tens and ones
Learners can decompose numbers into:
 The hundreds, tens value and ones value e.g. 273 = 200 + 70 + 3 (place
value cards are useful to do this)
 Multiples of tens and ones e.g. 273 = 2 hundreds, 7 tens + 3 ones

Building up two-digit numbers from their place value parts

Example
Write the number:
1 hundred and 3 tens
2 hundred and 4 tens and 5 ones
3 hundred + 9 tens + 2 ones
4 hundred + 5 tens + 7 ones

Example: Complete:
a) 346 = 300 +  + 6
b) 400 + 20 + 8 = 

SOLVE PROBLEMS IN CONTEXT

1.6 Use the following techniques when Use the following techniques when Learners are continue to solve the word problems using the following
Problem-solving solving problem and explain solving problems: techniques:
techniques solutions to problems:  building up and breaking down  Building up or breaking down numbers

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  building up and breaking down numbers  Doubling and halving
numbers  doubling and halving  Number lines
 doubling and halving  number lines See notes for Term 1.
 number lines  rounding off in tens
 rounding off in tens What is different in different from Term 1?
Rounding off
During this term learners start rounding off numbers to the nearest 10.
Rounding off is the most familiar form of estimation. If a learner is a
good estimator his or her ability to round off should be flexible and well
understood. Before learners can use rounding off as a technique when
adding or subtracting, they need to practise the technique first.
26 27 can 29 by 30
28be done 32
31 number 33 34 35 36 37 38 39 40
This using the line.
Example:

 Is 33 closer to 30 or 40?
 Is 37 closer to 30 or 40?

Learners need to understand that:

35 is halfway between 30 and 40. We say that the nearest 10 to 35 is 40
because we round up when the number is halfway between two tens.
See notes for Term 2.
1.7 Solve word problems in context Solve word problems in context Examples of problems that can be done this term
Addition and and explain own solution to and explain own solution to Addition and subtraction problems
subtraction problems involving addition, problems involving addition,  Pamela has collected 413 bottle tops. If Ken gives her 29 bottle tops,
subtraction leading answers up to he will have the same number as Pamela.
subtraction leading answers up to
400
999.  How many bottle tops will they both have?
 How many bottle tops did Ken have to begin with?
 Mrs Zibi lent R80,00 to Mrs Magadla. Mrs Zibi now has R366,00
left. How much money did Mrs Zibi have in the beginning?
 Jan read 115 pages. Nandi read 126 pages. How many more pages
did Nandi read than Jan?

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  Ben has 218 marbles. He has 97 fewer marbles than Anna. How
many marbles does Anna have?

1.8 Solve word problems in context Solve number problems in context Examples of problems that can be done this term
Repeated addition and explain own solution to and explain own solution to See Term 1 for more examples and change the number range accordingly
leading to problems using multiplication with problems involving multiplication  The manager has to order tyres for 8 buses. If each bus needs six
multiplication answers up to 99. with answers up to 75 tyres and a spare, how many tyres must the manager order ?
 A school pool is 10 meters long. Luvuyo swims 6 laps. How far did
he swim?

Problem type 9: Array

 A vegetable garden has 12 rows of plants. Each row has 7 plants.
How many plants are there in the garden?
 A vegetable garden has 12 rows of plants. Every row has the same
number of plants. If there are a total of 48 plants, how many plants
are in each row?
 A vegetable garden has 48 plants that are planted in rows. There are 7
plants in each row. How many rows are there?

Comparison/Ratio
 Samuel has 6 sweets. Samuel has three times as many as Moeketsi.
How many sweets does Moeketsi have?
 Marlene has 18 sweets. This is three times as many as Samuel has.
How many sweets does Samuel have?
This type of problem is introduced for the first time in Term 2. Learners
may take longer to solve problems of these types.

1.9 Solve and explain solutions to Solve and explain solutions to Examples of problems that can be done this term
Grouping and practical problems that involve practical problems that involve How many cars are needed to transport 24 learners if four can fit into a
sharing leading to equal sharing and grouping up to equal sharing and grouping up to car?
200 with answers that may include There are 65 socks in a drawer. How many pairs of socks are there?
division 100 with answers that may include
remainders.
remainders.
Grouping
David sells bags with ten oranges each. He has 40 oranges. How many
bags can he fill?

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 Tony has 66 sweets. Each day he eats 3 sweets. How many days can he
eat sweets?
1.10 Solve and explain solutions to Solve and explain solutions to During term 1 learners were introduced to non-unitary fractions e.g. 3
Sharing leading to practical problems that involve practical problems that involve quarters or 2 thirds. Sufficient opportunity should be given to know these
division equal sharing leading to solutions equal sharing leading to solutions fractions.
that include unitary and non-unitary
that include unitary and non-unitary
fractions e.g.
1 1 1 3 2 fractions e.g. Examples of problems that can be done this term
, , , , , etc. 1 1 1 3
2 4 5 4 5
, , , , etc. a) Sharing, leading to fractions
2 4 5 4
b) Share 8 chocolate bars among 3 friends so that they all get the same
amount of chocolate bar and there is nothing left over
c) Fraction of a collection
d) Find 1 quarter of 20 sweets.
e) 6 sweets are which fraction of 24 sweets
f) Grandmother gives Kiki R12. Kiki wants to save a third of the
money. How much money must she save?
This problem type must only be posed after learners have solved four
or five problems of the sharing, leading to fractions type and know
the names of fractional pieces.

Writing
Learners are not required to write the fraction symbol. Learners continue
to label fraction parts as 1 fifth, 3 quarters or 3 sixths.

Representing fraction word problems

Learners must draw their answers to prove that they understand the
problem.
Expect that some learners may draw correctly but misname the fraction
part. Assist these learners to name fractions correctly (see the notes on
naming fractions under context-free calculations).
Learners must name the parts that have been shared by writing it as 2
thirds.
1.11  Recognise and identify the  Recognise and identify the Examples of problems that can be done this term:
Money South African coins and bank South African coins and bank  Value of money and making up totals e.g.
 Write 525c as rand and cents.

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 notes notes  In how many different ways can you make up R400 using only
 Solve money problems  Solve money problems bank notes? How do you know whether you have all the
involving totals and change in involving totals and change in solutions?
 Travis has a 50c piece and four 20c pieces. Toffees cost R1,20.
rand or cents. rand or cents
How much change will he get?
 Convert between Rand and  Mandla pays R2,50 to take a taxi to school.
cents  What does it cost him to get to and from school each day?
 The train costs R6 for a return ticket. Which is cheaper, the train
or the taxi?

 Buying and selling problems

 Pedro‘s granny gave him R5. Which 3 sweets can he buy? Choc
chuckle R2,70; gums R1,80; sour worms R1,40; peach treats
R1,60; magic mints R2,20; toffee R1,20.
 Damon bought three books for R80 each; how much change will
he get from R300?
 Packets of 5 mints cost 44c each. Mr King needs 88 mints. How
many packets should he buy? What will he pay?
 Three buses drive on a toll road and are charged R40 each. How
much do they pay in total? (It is expected that learners will use
repeated addition problems where the rand value is so large.)
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques when Use the following techniques when Learners are expected to use the following techniques when doing context
Techniques performing calculations: performing calculations: free calculations:
(methods or  building up and breaking down  building up and breaking down  Building up or breaking down numbers
strategies) numbers numbers  Doubling and halving
 doubling and halving  doubling and halving  Number lines
 number lines  number lines  Rounding off in tens
 rounding off in tens  rounding off in tens
Allow learners to choose the technique most comfortable for them.
However, if learners are using techniques that are not efficient they need
to be guided to use more efficient methods.

See notes for Term 1 on

 building up and breaking down;
 doubling and halving; and

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  number lines.

Rounding off in tens

See the explanation in the problem-solving section of Term 2.

1.13  Add to 999  Add up to 400 What is different in Term 2?

Addition and  Subtract from 999  Subtract from 400 During this term learners calculate with three-digit numbers for the first time. In order to
subtraction  Use appropriate symbols  Use appropriate calculate with three-digit numbers confidently, they should already be able to:
(+, −, =, ) symbols  read and write number symbols to 400;
 Practise number bonds to (+, −, =, )  order and compare numbers to at least 400;
30  Practice number  count in groups to 400; and
bonds to 30  count in intervals of 2, 3, 4, 5, 10, 50 and 100 to 400.

During this term learners continue to break down numbers in order to calculate. Building
up and breaking down numbers remains one of the important strategies that learners will
use during this term.
Possible methods to show addition and subtraction calculations.
 Breaking down a number into smaller parts to make a calculation easier

Most of the strategies that learners use involve breaking down numbers. They continue to
do so with three-digit numbers.
 Adding by breaking down one number

Adding three-digit with two-digit

Example:
324 + 82 = 
324 + 82 = (300 + 20 + 4) + (80 + 2)
= 300 + (20 + 80)+ (4 + 2)
= (300 + 100) + 6
= 400 + 6
= 406
Example:

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Adding three-digits and three-digits
Break up both numbers
323 + 136 = 
323 + 136 =(300 + 20 + 3) + (100 + 30 + 6)
= (300 + 100) + (20 + 30) + (3 + 6)
= 400 + 50 + 9
= 459
 Adding (by breaking down the number to be added)
Learners will break down the number in ways that are manageable for them. This means
that they will do it in different ways.

Example: Example:
324 + 82 =  Adding 3 digit with 3-digits
324 + (40 + 40 + 2) 323 + 136 = 
324 + 40 → 364 + 40 → 404 + 2 = 323 + 136 = 323 + (100 + 30 +
406 6)
= (323 + 100) + 30 + 6
= (423 + 30) + 6
= 453 + 6
= 459
Counting on 40 from 324 could be done by counting in 10s.

 Subtraction
 Breaking up both numbers
three-digit subtract two-digit
Example:
389 – 137 = 
389 – 137 = (300 + 80 + 9) – (100 + 30 + 7)
= (300 – 100) + (80 – 30) + (9 – 7)
= 200 + 50 + 2
= 252

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 Subtracting by breaking up one number
Example:
389 − 137 = 
389 – (100 + 30 + 7)
389 − 100 → 289 − 30 → 259 − 7 = 252

 Using halving to break down a number

Example:
225 + 16 = 225 + 8 + 8
= (225 + 8) + 8
= 233 + 8
= 241

 Count on and counting back

305 + 298 = 
Counting up in ones from 298 is an appropriate strategy because the numbers are close to
one another.

 Identify near doubles

Example:
145 + 146 = 191 explaining that it is double 145 plus 1 or double 146 minus 1.

145 + 145 + 1
(100 + 40 + 5) + (100 + 40 + 5) + 1
(100 + 100) + (40 + 40) + (5 + 5 + 1)
200 + 80 + 11
280 + 11
280 + 10 + 1
290 + 1
291

 Change a number to a multiple of ten and then subtract or add ones

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Count up or down to the nearest 10
Example:
288 + 11
288 + 10 = 298
298 – 1 = 297

Example :
188 + 19
188 + 20 = 208
208 – 1 = 207

Developing and practising addition and subtraction skills.

Learners need to practise certain kinds of addition and subtraction skills.

 Practising Bonds to 30

 Add and subtract multiples of 10

Learners should have opportunities to do the following type calculations with numbers up
to 400:

Add or subtract a pair of multiples of 10, crossing 100

40 + 70
70 + 80

120 – 30
150 – 60

Add or subtract 10 to or from any two or three digit number, including crossing the 100s.
Example:
65 + 10
124 + 10
326 – 10
358 – 10

Add or subtract a single digit to or from a three-digit number without crossing the tens.
Example:

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 234 +5
475 +  = 479
768 – 4

Add and subtract a single digit to and from a multiple of 100

Example:
200 + 4
300 + 3
300 – 6
400 – 5

Begin to add and subtract a pair of multiples of 100.

100 + 100
100 + 200
Learners should be given opportunities to practise patterns in addition and subtraction..
If I know that 1+ 1 = 2
Then What is:
10 + 10
100 + 100

Checking results of calculations

Judging reasonableness of solutions
Learners should be trained to judge the reasonableness of solutions.
One way to do this is to estimate their answers before calculating. When adding two
numbers that are close to each other e.g. 145 and 146, learners can use doubling as a way
of estimating their answers.

Checking solutions
Learners should know that they can
 check an addition calculation by subtracting. Example: If 236 + 18 = 254; then 254 –
18 = 236; and
 check an subtraction calculation by adding. Example 384 – 48 = 336, then 336 + 48 =
384.

Using the inverse operation to check solutions is one reason for teaching addition and
subtraction together.
1.14  Multiply numbers 1 to 10  Multiply 2, 4, 5, During this term learners continue to:
Repeated by 2, 3, 4, 5, 10 to a total 10, 3 to a total of  use and understand the language of multiplication;

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addition leading of 99 50  represent multiplication as arrays;
to multiplication  Use appropriate  Use appropriate  use the appropriate symbols to interpret number sentences;
symbols(x, =, ) symbols(x, =, )  understand that repeated addition can be represented using the multiplication
symbol;
 practise and understand that multiplication can be done in any order (the
commutative law or property); and
 use the number line to show multiplication calculations and be able to explain the
representation (how the jumps show repeated addition).

Learners can continue to use arrays to write repeated addition and multiplication number
sentences.
Example:
Write two addition and two multiplication number sentences for the array.







The images used to describe multiplication can be widened.

The multiplication table can be introduced. Example:

x 2 3 4 5 6 7 8 9 10
1
2
3
4
5

Chanting of the tables can be done. Learners do not have to know the tables in Grade 3.
The focus is on the language, which allows a mental image for grouping.
Example:

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  One two is two
 Two twos are four
 Three twos are six
 Four twos are eight
 Five twos are ten
 Six two are twelve
 Seven twos are fourteen
 Eight twos are sixteen
 Nine twos are eighteen
 Ten twos are twenty.

Saying it in this manner supports the knowledge developed in repeated addition.

The chanting should be supported by pointing to counting sequences or a number line.

Learners can also use flow diagrams to record multiplication facts e.g.
Example

Input Output
1 Rule
3
5 × 𝟑
7
9

1.15  Divide numbers to 99 by  Divide numbers to During the second term learners continue to practise and consolidate using the division
Division 1, 2, 3, 4, 5, 10 50 by 2, 4, 5, 10, 4 sign. They should understand that a division number sentence could describe a situation
 Use appropriate symbols  Use appropriate involving grouping or sharing.
(÷, =, ) symbols(÷, =, )
What is different from Term 1?
During this term learners should be able to write and describe corresponding division
sentences:
Learners should be able to record the following:

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 30 ÷ 6 =  and that 30 ÷ 5 = 

Learners also need to develop written strategies for their division calculations.
Example:
Repeated subtraction
In order to calculate 12 ÷ 4 =  Learners need to use their pictures showing grouping or
sharing.



One group of 4 One group of 4 One group of 4

Share one group of 4 then the second group of 4 and then the third group of 4
12 − 𝟒 → 8 – 𝟒 → 4 − 𝟒 = 0
As one group of 4 is put on one side learners can subtract the first 4 and then count how
many they have left. They keep on doing this until they have subtracted everything. The
emphasis in grade 3 should be on grouping rather than sharing.

Doing repeated subtraction with this number range is appropriate. Learners will have to be
given division number sentences to complete that allow for doing repeated subtraction.
Doing repeated subtraction for 96 ÷ 3 is not an appropriate or efficient strategy because the
number range is too high. At first it might be difficult for learners to ‗see‘ which number
sentences (which number ranges) are appropriate for doing repeated subtraction.
1.16 Number concept: Range 999 Number concept: Number concept
Mental  Order a given set of Range 500 Examples of questions that can be asked:
mathematics selected numbers.  Order a given set Number names and symbols
Hold up a card or write down a number name. Choose a learner to write the matching
 Compare numbers to 999 of selected
numbers. Range numeral.
and say which is 1,2,3,4,5
More or fewer
and 10 more or fewer 500
What is:
 Compare numbers  1 fewer than 500
Rapidly recall: to 500 and say  1 more than 499

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 Addition and subtraction which is 1,2,3,4,5  2 more than 502
facts to 20 and 10 more or  2 fewer than 405
 Add or subtract multiples fewer  3 more than 477
of 10 from 0 to 100  3 fewer than 251
Rapidly recall:  more than 468
 Multiplication and division
 Recall addition  fewer than 167
facts for the: and subtraction  more than 129
 two times table up to 2 x facts to 20  4 fewer than 185
10  Add or subtract  10 more than 490
 ten times table up to 10 x multiples of 10  10 fewer 660
10 from 0 to 100
What is the 5th letter of the alphabet?
What is the 9th month of the year?
Calculation strategies
Use the following calculation Ordering and comparing
strategies: Which is more: 621 or 671?
 Put the larger number first Give me a number between 154 and 159.
in order to count on or
count back Mental strategies Addition and subtraction facts:
 Number line Use the following See notes for Term 1.
 Doubling and halving calculation strategies
 Building up and breaking  Put the larger Add or subtract multiples of 10 from 100
down number first in Say how many steps must be taken on a number line to get from 30 to 100 or from 100 to
 Use the relationship order to count on 50.
between addition and or count back Find pairs of cards to make 100.
subtraction  Number line Put numbers in the boxes to make 100.
 Use the relationship  Doubling and  + 70 = 100
between multiplication and halving 20 +  = 100
 Building up and
division 100 −  = 90
breaking down 100 − 40 = 
 Use the
relationship Calculation strategies:
between addition See notes for Term 1
and subtraction

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1.17  Use and name fractions in During this term learners continue to:
Common familiar contexts including  learn the names of fraction parts;
fractions halves, quarters eighths,  use the names in different contexts;
thirds, sixths, fifths,  identify the fraction part;
 Recognise fractions in  begin to understand the relative size of fractions;
diagrammatic form  find fractions of objects; and
 Begin to recognise that 2  learn about equivalent fractions.
halves or 3 thirds make
one whole and that 1 half During this term learners compare fractions.
and 2 quarters are
equivalent
 Using fraction strips or Cuisenaire rods.
Write fractions as 1 half, 2 thirds,

Example:
These models are ideal for teaching learners to name fractions and to compare them. For
example:

Show a fraction wall indicating 1 whole, halves, thirds, quarters, fifths, sixths, eighths,
tenths.
It is best that learners work with concrete apparatus and not compare fractions using the
fractions wall in pictures. Learners need to manipulate the objects by measuring them
against one another.

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 The following questions could be asked:
 How many halves equal a whole?
 How many quarters equal a whole?
 How many quarters are there in one half? Let learners place the strips alongside each
other to find the answers.
 How many thirds equal a whole?
 How many sixths equal a third?
 How many sixths equal a half?
 Which is bigger, 1 thirds or 1 half?
 Which is bigger 2 thirds or 3 quarters?

GRADE 3 TERM 2
2. PATTERNS, FUNCTIONS AND ALGEBRA
CONCEPTS AND SKILLS
CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING DURATION
TOPICS REQUIREMENT BY
FOCUS FOR TERM 2 GUIDELINES (in hours)
YEAR END
2.1 Copy, extend and describe Copy, extend and describe Continue to give learners a similar range of patterns to Term 1, but 1 lesson
Geometric Copy, extend and describe in Copy, extend and describe in words include all new shapes and objects into the patterns as they are dealt
patterns words  simple patterns made with with in Shape and Space. See patterns notes Term 1 and Space and
 simple patterns made physical objects Shape notes Term 2.
with physical objects  simple patterns made with
 simple patterns made drawings of lines, shapes or Allow learners to copy first, then extend and finally describe the
with drawings of lines, objects patterns. By now they should be able to describe patterns without the
shapes or objects aid of guiding questions. Continue to focus on developing the
language they need to describe the patterns

Create own patterns Range of patterns:

Create own geometric Simple patterns in which shapes, or
patterns groups of shapes are repeated in
 with physical objects exactly the same way
 by drawings lines, shapes
or objects Patterns in which the number or size
of shapes in each stage changes in a
predictable way i.e. regular
Patterns all around us increasing patterns
Create own patterns

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 Identify, describe in words Create own geometric patterns
and copy geometric patterns  with physical objects
 in nature  by drawing lines, shapes or
 from modern everyday objects
life
 from our cultural heritage

2.2 Copy, extend and describe Copy, extend and describe See notes for Term 1, 3 lessons
Number Copy, extend and describe Copy, extend and describe simple Extend the number range and counting sequences as follows
patterns simple number sequences to number sequences to at least 150.  1s from any number between 0 and 500
at least 1 000.  10s from any multiple of 10 between 0 and 500
 5s from any multiple of 5 between 0 and 500
Create own patterns Sequences should show counting  2s from any multiple of 2 between 0 and 500
Create own number patterns. forwards and backwards in:  100s from any multiple of 100 to at least 1 000
 1s from any number between 0  50s from any multiple of 50 to at least 1 000
and 500  3s from any multiple of 3 between 0 & 500
 10s from any multiple of 10  4s from any multiple of 4 between 0 and 500
between 0 and 500
 5s from any multiple of 5 Use objects, pictures, tables and flow diagram to support learners‘
between 0 and 500 transition from skip counting and sequences to multiplication by 10,
 2s from any multiple of 2 5, 2, 4.
between 0 and 500 Help learners to use patterns they know as the basis for practising
 3s from any multiple of 3 and learning other patterns e.g.
between 0 & 500  sequences of 2s to lay the basis for sequences of 4s; and
 4s from any multiple of 4  sequences of 5s to lay the basis for sequences of 50s.
between 0 and 500
 50s,100s to at least 1000

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429
GRADE 3 TERM 2
3. SPACE AND SHAPE
DURATION
CONCEPTS AND SKILLS:
CONCEPTS AND SKILLS: SOME CLARIFICATION NOTES (in lessons of
TOPICS REQUIREMENT BY YEAR
FOCUS FOR TERM 2 OR TEACHING GUIDELINES 1 hour 24
END
minutes)
3.1 Position and views Position and views What is different from Grade 2? 2 lessons
Position,  Match different views of the  Match different views of the same everyday object  No specific focus on developing the
orientation and same everyday object  Name an everyday object when shown an unusual language of position, as this was
views  Name an everyday object view of it done in Grades 1 and 2
when shown an unusual view  Follow more elaborate directions
of it Position and directions i.e. to move around the school,
 Read, interpret and draw  Follow directions to move around the classroom, rather than just the classroom
informal maps, or top views and school  Give directions to places in the
of a collection of objects Give directions to move around the classroom and classroom and school
 Find objects on maps school  Maps and top views of collections
of objects. This is the focus of Term
Position and directions 3
 Follow directions to move
around the classroom, and Recommended focus for Term 2
school In Term 2, it is recommended that Grade
 Give directions to move 2 work be revised, and that you add
around the classroom and  identification of objects from a
school picture showing an unusual view of
 Follow directions from one it; and
place to another on an  following directions to places
informal map outside the classroom.

Begin by assessing what learners know

and remember about position and
orientation.

Position and directions

 Following directions
This should be done through
practical activities in which learners

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 move themselves according to
instructions. In Grade 3 learners can
be given either verbal or written
directions
 to move around the classroom
e.g. ―come to the front of the
class‖; ―stand next to your
chair‖; ―jump over the dirt
bin‖; and
 to move around the classroom
or school i.e. or longer
directions, ―Go through the
doorway, turn left, continue
down the passage, cross the
field, where are you now?‖
 Giving directions.
Some learners will find it easy to
give directions by modelling what
they say on the directions that you
have given. For other learners it
helps to provide guidelines for the
key elements of directions.
 Say whether you continue or
move in the direction you are
facing or turn around.
 Say whether you go straight,
turn left or turn right.
 Give landmarks where you
need to turn e.g. when you get
to the secretary‘s office turn
left; and
 Say how far to go. There are
different ways to say how far to
go, e.g.
o walk 30 paces or walk 10
metres;
o walk past 3 classroom, or
walk until you have passed

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 Mr Radebe‘s classroom; or
o walk for about 1 minute.

Position and views

In Grade 3 learners should be given
exercises in which they can match
different views (views from the top,
views from the side, views from the
front) of different everyday objects.
This will eventually help learners to
interpret drawings of geometric objects
done from different perspectives.
Learners should also be given exercises
in which they identify an object from a
picture drawn, or photograph taken from
an usual view ,e.g. a top view of a cow
or a front view of a toothbrush,
3.2 Range of objects Range of objects What is different from Grade 2? 3 lessons
3-D objects Recognise and name 3-D Recognise and name 3-D objects in the classroom and  Learners no longer look at whether
objects in the classroom and in pictures objects can roll or slide; they look
in pictures  ball shapes, (spheres) at whether surfaces are flat or
 ball shapes, (spheres)  box shapes (prisms) curved.
 box shapes (prisms)  cylinders  Where objects have flat surfaces
 cylinders learners look at whether these
 pyramids Features of objects surfaces are squares, rectangles,
 cones Describe, sort and compare 3-D objects in terms of: triangles or circles.
 2-D shapes that make up the faces of 3-D objects  Cones and pyramids are introduced
Features of objects  flat or curved surfaces (these can be a focus of Terms 3
Describe, sort and compare 3-D and 4).
objects in terms of: Focussed activities
 2-D shapes that make up the  Observe and build given 3-D objects using Recommended focus of Term 2
faces of 3-D objects concrete materials such as cut-out 2-D shapes, Learners work with the same objects as
 flat or curved surfaces clay, toothpicks, straws, other 3-D geometric they did in Grade 2 i.e.
objects  balls and objects shaped like balls;
Range of shapes  cylinders and objects shaped like
 circles cylinders; and
Focussed activities  triangles  various boxes and other objects
 Observe and build given 3-D  squares shaped like rectangular prisms or

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objects using concrete  rectangles cubes.
materials such as cut-out 2-D Learners can focus on the new objects
shapes, clay, toothpicks, Features of shapes (pyramids and cones) in Terms 3 and 4.
straws, other 3-D geometric Describe, sort and compare 2-D shapes in terms of:
objects  shape Recognising and naming balls
 straight sides (spheres) and boxes (prisms) and
 round sides cylinders
Learners continue to name, sort and
group objects. Learners should be given
a range of objects to work with:
 shaped like spheres, e.g. balls or
different size, marbles, oranges etc.;
 shaped like prisms, e.g. blocks,
bricks, boxes of different sizes e.g.
matchboxes, cereal boxes, tea
boxes, toothpaste boxes; and
 shaped like cylinders, including
both long and narrow cylinders e.g.
pieces of piping with a cylindrical
shape, cardboard inner sleeves of
roller towels or toilet rolls and
short, wide cylinders, e.g. shoe
polish tins, snuff tins etc.

Learners can find objects shaped like a

ball (sphere), or shaped like a box
(prisms) or shaped like a cylinder when
given a collection of objects. Learners
can find or show objects shaped like
boxes (prisms) in the classroom. e.g.
―this can of tomatoes is shaped like a
cylinder‖.

During independent time learners can

continue to make balls and cylinders and
box shapes (prisms) from clay or play
dough.

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Focussing on features of 3-D objects:
flat or curved surfaces, the shapes of
flat surfaces
 Building single 3-D objects
Learners use cut-out cardboard squares
or rectangles to make a box. This
focuses learners on the shape of the flat
surfaces of the box.
Learners then look at the flat surfaces on
prisms and cylinders and describe them
according to whether they are circular,
square or rectangular.

 Flat or curved surfaces

Building a box (prism) helps learners to
focus on the flat surfaces of objects.
Learners can then look at whether all
geometric objects have only flat
surfaces. In Grades 1 and 2, learners
separated geometric objects into those
that roll and those that slide. This
prepares learners to focus on whether
the surfaces of objects are flat (the
objects that slide) or curved (the objects
that roll). Cylinders have some flat and
some curved surfaces.

Written exercises
Although most of the work with 3-D
objects is done practically, work must
be consolidated through written
exercises. The focus in Grade 3 should
be on naming objects and talking about
their surfaces. Learners are not expected
to count or know the number of square,
rectangular, triangular or circular
surfaces an object has.

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 Language
Useful language ability to talk about 3-
D objects:
Surface, flat, curved, boxes, balls,
cylinders

3.3 Range of Shapes No specific focus on 2-D shapes is recommended for Term 2. However, learners can consolidate what they have
2-D shapes  circles learned about recognising and naming 2-D shapes in Term 2, through doing written exercises during independent
 triangles work time.
 squares
 rectangles

Features of shapes
Describe, sort and compare 2-D
shapes in terms of:
 shape
 straight sides
 round sides

Draw shapes
 circles
 triangles
 squares
 rectangles

3.4 Symmetry Symmetry What is new in Grade 3? 2 lessons

Symmetry  Recognise and draw line of  Determine line of symmetry  Finding the line of symmetry through paper folding
symmetry in 2-D through paper folding and and reflection.
geometrical and reflection
non=geometrical shapes Paper-folding activities that develop an understanding of
 Determine line of symmetry symmetry include:
through paper folding and  activities in which wet paint is placed on the page
reflection before folding it; and
 activities in which paper is cut or torn on the fold line.
These activities can be done both in the Mathematics
lesson and the Life Skills lessons.

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 Ask learners to predict what shape they will get once they
unfold the cut paper. This helps to train their ability to
visualise symmetrical shapes.
GRADE 3 TERM 2
4. MEASUREMENT

DURATION
CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES (in lessons of
TOPICS
REQUIREMENT BY YEAR END FOCUS FOR TERM 2 OR TEACHING GUIDELINES 1 hour 24
minutes)
4.1 Telling the time Telling the time Learners continue to practise talking 2 lessons
Time  Read dates on calendars  Read dates on calendars about the duration of time and the
 Place birthdays, religious festivals,  Place birthdays, religious festivals, sequencing of time.
public holidays, historical events, public holidays, historical events,
school events on a calendar school events on a calendar During whole class teaching time and
 Tell 12-hour time in focus group time, learners continue to
 hours  Tell 12-hour time in talk about the day of the week, month of
 half hours  hours the year and the date of the current day,
 quarter hours  half hours as well as days before and days to come.
 minutes  quarter hours Learners continue to place the following
on analogue clocks and digital clocks  minutes on a calendar as the events arise
and other digital instruments that on analogue clocks and digital  birthdays
show time e.g. cell phones clocks and other digital  religious festivals
instruments that show time e.g.  historical events
Calculate length of time and passing of time cell phones  school events
Use calendars to calculate and describe lengths  public holidays
of time in days or weeks or months including Calculate length of time and passing of
 converting between days and weeks time Continue to ask learners to tell the time
 converting between weeks and months Use calendars to calculate and describe in hours, half hours and quarter hours
lengths of time in days or weeks or using analogue clocks and in hours and
Use clocks to calculate length of time in hours months including minutes on a digital clock at regular
or half hours including  Use clocks to calculate length of intervals on an almost daily basis. See
time in hours or half hours notes for Term 1.

Digital time
Spend about 2 lessons revising the
reading of time on digital clocks. See
notes for Term 1.

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 During independent work time learners
continue do exercises related to telling
the time
 in hours, half hours and quarter
hours on analogue clocks; and
 in hours and minutes on a
digital clock.
Learners can do calculations with weeks
or days if provided with a calendar or
section of a calendar e.g. finding dates
and calculating the time differences
between them.

4.2 Informal measuring Informal measuring What is different from Grade 2? 2 lessons
Length  Estimate, measure, compare, order and  Estimate, measure, compare, order In Grade 2 learners
record length using non-standard and record length using non-standard  focused on informal measurement
measures e.g. hand spans, paces, pencil measures e.g. hand spans, paces, with non-standard units of length;
lengths, counters etc pencil lengths, counters etc and
 Describe the length of objects by counting  Describe the length of objects by  were introduced to measuring in
and stating how many informal units long counting and stating how many metres.
they are informal units long they are In Term 2 of Grade 3 learners can
 Use language to talk about the comparison  Use language to talk about the continue to do informal measurement
e.g. longer, shorter, taller, and wider. comparison e.g. longer, shorter, using non-standard units, and measuring
taller, wider in metres.
Introducing formal measuring In Term 3 they can begin to measure in
 Estimate, measure, compare, order and Introducing formal measuring centimetres using a ruler.
record length using metres (either metre  Estimate, measure, order and record
sticks or metre lengths of string) as the length using metres (either metre Estimating, measuring, comparing
standard unit of length. sticks or metre lengths of string) as and recording lengths, heights and
 Estimate and measure lengths in the standard unit of length. widths using non-standard units of
centimetres using a ruler. length
No conversions between metres and Learners can learn all the principles and
centimetres required practices of measurement using non-
standard units. Measuring with non-
standard units should not be considered
to be inferior to measuring with standard
units.

437
Measuring length with non-standard
units involves counting how many of the
chosen unit are the same length as the
object being measured. For example, the
length of the desk is 8 hand spans.
Learners should measure a variety of
objects using a range of objects as
informal units.
There are three ways to use informal
units:
 Pack out in a row across the object
being measured a number of objects
of the same length, such as
matchboxes, identically shaped
bottle tops or counters, new pencils
etc. For example, to measure the
width of a desk, new pencils can be
packed out end to end across the
desk.
Here it is important that
 all the objects are the same
length. You cannot state
that your book is as wide
as 12 bottle tops if the
bottle tops are of different
sizes e.g. 2 litre milk bottle
tops, plastic cool drink
bottle tops, metal bottle
tops etc; and
 no gaps are left between
the objects: they need to be
packed out so that they
touch each other.
 Use two identical objects as the
non-standard units. Place the one
next to the other, and then move the
first to the other side of the second.

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 This is done when measuring with
hand spans, foot lengths or paces.
 Using only one object as the non-
standard measure and either
flipping it over or marking its end
point before sliding it along.

Learners should be taught always to

state the unit, e.g. the book is 12 bottle
tops wide, the classroom is 38 paces
long.

Once learners have measured with any

unit a couple of times, they should
estimate about how many of that unit
long the object to be measured is.
Estimation before measuring is
important, but can only be done once
learners have done some measuring with
that unit.

Learners need to be taught that in order

to compare lengths, heights or widths
the same unit needs to be used. For
example, if the width of the doorway
measured is 20 hand spans and the
width of the desk is 8 pencil lengths,
you cannot say whether the doorway is
wider than the desk.

Learners need to measure with a range

of informal units, so that they can
 begin to understand that the
smaller the unit, the larger the
number of times it will be used,
e.g. the width of the classroom
could be 20 paces but 48 foot
lengths; and

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  begin to use units which are
appropriate to what they are
measuring, e.g. measuring the
width of the classroom with
bottle tops is a waste of time.

Estimating, measuring, comparing

and recording lengths, heights and
widths using metres
Learners should consolidate their
understanding of the length of 1 metre,
and using metre lengths for measuring.
This is best done if learner measure with
a 1 metre long ―instrument‖ (such as a
metre rule; a stick that is cut to 1 metre
long or pieces of string that are 1 metre
long). Seeing the 1 metre length helps
learners to form an image of how long a
metre is. It is possible to measure in
metres with a trundle wheel, but the
metre length is not as easily seen.

Learners can find things that are exactly

1 metre long. It is useful to have
everyday referents as comparisons e.g.
the width of a door and height of a
window are often 1 m. This helps
learners to use these lengths or widths
that they can see to estimate the lengths
of other objects they measure.
Learners should estimate before every
measurement. Learners can find things
that are either longer to shorter than 1
metre. Learners can measure a variety of
lengths in metres.

Different lengths should be compared.

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 Recording measurements
Although measuring is a practical skill,
learners should record their
measurements (with both informal units
and metres) at all times.

Measuring length as a context for

solving problems and calculations
During time allocated to Numbers,
Operations and Relationships learners
can solve problems that use the contexts
of
 informal measurement of
length; and
 measuring lengths in metres.
Take account of the number range
appropriate for the term, as well as the
range of problems types appropriate for
the term.

4.3 Informal measuring Informal measuring What is different from Grade 2? 4 lessons
Mass  Estimate, measure, compare, order and  Estimate, measure, compare, order In Grade 2 learners focussed on
record mass using non-standard measures and record mass using a measuring informal measurement with non-
and a measuring balance e.g. blocks, balance and non-standard measures standard units of mass. Learners used a
bricks etc e.g. blocks, bricks etc measuring balance to do this. They also
 Use language to talk about the comparison  Use language to talk about the began to work with kilograms. They
e.g. light, heavy, lighter, heavier comparison e.g. light, heavy, lighter, ordered everyday products which have
heavier their mass stated in kilograms. They
Introducing formal measuring read their mass off bathroom scales.
 Compare, order and record the mass of
commercially packaged objects which Introducing formal measuring Informal measurement of mass using
have their mass stated in kilograms e.g. 2  Compare, order and record the mass a measuring balance and non-
kilograms of rice and 1 kilogram of flour of commercially packaged objects standard units
or in grams e.g. 500 grams of salt which have their mass stated in Learners can learn all the principles and
 Measure their own mass in kilograms kilograms, e.g. 2 kilograms of rice practises of measurement using non-
using a bathroom scale and 1 kilogram of flour or in grams, standard units. Measuring with non-
No conversions between grams and kilograms e.g. 500 grams of salt standard units should not be considered
required  Where bathroom scales are available, to be inferior to measuring with standard

441
 learners can measure their own mass units. Learners should consolidate their
in kilograms using a bathroom scale. measuring skills by doing some
The expectation is that learners only informal measuring of mass with non-
read to the nearest numbered standard units.
gradation line. They describe their
mass as almost/nearly/close to/a bit Commercial mass balances can be used.
more than/more or less/or exactly the If you don‘t have a commercial balance,
number (of kilograms) they read off you can make one by attaching a pair of
the mass meter. one of the following to a coat hanger: a
 Where balancing scales with mass yoghurt cup, the cut-off base of a 2 litre
pieces calibrated in grams are bottle, the cut-off bottom of a litre milk
available, learners can measure the or cold drink box (identical containers
mass of different objects. are attached to either side of the coat
No conversions between grams and hanger).
kilograms required
Measuring with mass with non-standard
units involves counting how many of the
chosen unit are the same mass as the
object being measured. For example, a
ruler has the same mass as 9 blocks.
.
Learners should measure a variety of
objects using a range of objects as
informal units.

Learners should be taught always to

state the unit when giving the mass, e.g.
the book is has the same mass as 34
marbles.

Once learners have measured with any

unit a couple of times, they should
estimate about how many of that unit
will have the same mass as the object
being measured. Estimation before
measuring is important, but can only be
done once learners have done some
measuring with that unit.

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Learners need to be taught that in order
to compare masses of different objects
the same unit needs to be used. For
example if a ruler has a mass of 20
blocks and a pair of scissors has a mass
of 20 marbles, you cannot say whether
they have the same mass or not, or
which one is heavier.

Recording measurements
Although measuring is a practical skill,
learners should record their
measurements at all times.

Working with kilograms

o ordering products according to
mass
Learners can work with groceries that
are sold in kilograms, where the number
of kilograms is stated on the packaging.
Learners can compare the mass of
packages of different substances (such
as rice, sugar, mealie meal, flour or
washing powder) that are sold in 1 kg
amounts. They can place these on a
measuring balance to see that although
the size of the packages may differ, they
have more or less the same mass.

Learners can then be given a range of

packages of different items to sequence
from heaviest to lightest, where they
sequence according to the mass stated
on the package e.g. 2 kg rice, 1 kg
sugar, 5 kg mealie meal, 10 kg samp.

Learners will need to know the

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abbreviation ―kg‖ for kilograms.

Working with grams

o ordering products according to
mass
Learners can work with groceries
that are sold in grams, where the
number of grams is stated on the
packaging. Learners can compare
the mass of packages of different
substances (such as cereals, tea,
coffee, salt, beans, small packets of
sugar, small packets of milk
powder, packets of jelly, small
packets of rice etc) that are sold in
grams.

Learners can then be given a range

of packages of different items to
sequence from heaviest to lightest,
where they sequence according to
the mass stated on the package e.g.
2 kg rice, 1 kg sugar, 5 kg mealie
meal, 10 kg samp.

It is important that learners are

exposed to small, heavy packages
like salt and large light packages
like rice crispies or corn flakes.
This allows them to understand that
bigger items are not always heavier
than smaller items, unless the same
substance is being compared. You
can only be certain that the bigger
item has the greater mass if
 the same substance is
being compared; and

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  you check the masses on a
scale (which is not
required in the Foundation
Phase).

Learners will need to know the

abbreviation ―g‖ for grams.

Learners are NOT required to read

kitchen scales in grams. This is
done in the Intermediate Phase.

Reading bathroom scales in kilograms

Where bathroom scales are available
learners can use these to read their own
mass.

There are two kinds of mass meters:

digital and analogue.

Digital scales are easier to read because

the mass is written in numbers. If you
have a digital bathroom scale, check that
it states the mass only in whole
kilograms. You can re-set some scales
to show only whole kilograms. If you
cannot set it to show only whole
kilograms, teach learners to ignore the
parts of kilograms for now.

Most analogue bathroom scales have

every 10 kg numbered, with a longer
line showing the position of 5 kg. The
1 kg lines are usually not numbered.
This is similar to the way lines and
numbers work on a ruler.

Let learners start by counting to see that

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there are 10 spaces before the 10 kg
mark, so that each space represents 1
kilogram, and the longer line represents
5 kg.

Learners can read measurement off real

bathroom scales as well as pictures of
bathroom scales. It is easier to read the
mass off a picture of a bathroom scale
than off a real scale.

Recording measurements
Although measuring is a practical skill
,learners should record their
measurements at all times.

Measuring mass as a context for

solving problems and calculations
During time allocated to Numbers,
Operations and Relationships learners
can solve problems that use the context
of
 informal measurement of mass;
and
 measuring mass in kilograms.

Take account of the number range

appropriate for the term, as well as the
range of problems types appropriate for
the term.

Learners are NOT expected

 to know that 1 000 g = 1 kg; or
 to do conversions between
grams and kilograms.

Calculations in grams can be chosen so

that they do not go over 1 000 g.

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4.4 Informal measuring During independent work time learners should continue to
Capacity/Volume  Estimate and measure, compare and order Estimate and measure, compare, order and record the capacity of containers or the volume in
the capacity of containers (i.e. the amount containers using non-standard measures. Following recipes, including baking, is a useful context in
the container can hold if filled) by using which learners can practise measuring. Choose recipes where ingredients are given in cups, teaspoons
non-standard measures e.g. spoons and or informal units.
cups  Compare and order the capacity of a range of bottles and grocery items where the volume is
 Describe the capacity of the container by stated on the packaging.
counting and stating how many of the  Use either 1 litre bottles or 1 litre jugs to estimate and measure, compare, order and record the
informal units it takes to fill the container capacity of containers or the volume in containers in litres.
e.g. the bottle has the capacity of 4 cups See the notes for Term 3.

Introducing formal measuring Learners should be given written tasks to consolidate the following, including reading pictures of
 Estimate, measure, compare, order and  products with their capacity written on them in order to sequence in order; and
record the capacity of objects by  pictures of jugs where the volume is near to a numbered 1 litre or 2 litre gradation line.
measuring in litres, half litres and quarter The expectation is that learners only read to the nearest numbered gradation line. They describe
litres their volume as almost/nearly/close to/a bit more than/more or less/ exactly the number (of litres)
 Compare, order and record the capacity of they read off the jug.
commercially packaged objects whose
capacity is stated in litres e.g. 2 litres of Measuring length as a context for solving problems and calculations
milk, 1 litre of cool drink, 5 litres of paint During time allocated to Numbers, Operations and Relationships learners can solve problems that use
or in millilitres e.g. 500 ml of milk, 340 the context of
millilitres of cool drink, 750 millilitres of  informal measurement of capacity/volume;
oil e.g. Gogo uses 2 cups of milk to make a pudding. If she doubles the recipe, how much milk will
 Know that a standard cup is 250 millilitres she need?
 Know that a teaspoon is 5 millilitres  litres
No conversions between millilitres and litres Take account of the number range appropriate for the term, as well as the range of problems types.
required

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GRADE 3 TERM 2
5. DATA HANDLING

CONCEPTS AND
DURATION
CONCEPTS AND SKILLS SKILLS SOME CLARIFICATION NOTES OR TEACHING
TOPICS (in lessonsof 1
REQUIREMENT BY YEAR END FOCUS FOR TERM GUIDELINES
hour 24 minutes)
2
5.4 Collect and organise data
Collect and  Collect data about the class or school to
organise data answer questions posed by the teacher
 Organise data supplied by teacher or book
 Organise data in
 lists
 tallies
 tables
5.5 Represent data
Represent Represent data in
data  pictograph
 bar graphs
5.6 Analyse and Interpret data Analyse data from If learners have worked through the whole data cycle in 1 lesson
Analyse and Answer questions about data presented in representations Term 1, then analysing different forms of data
interpret data  pictographs provided. representations should be more meaningful.
 bar graphs
It is recommended that in Term 2 you give learners data
to analyse in at least
 1 pictograph
 table
Learners should answer questions that you ask about the
graph and table; see Term 1 for suitable types of
questions

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GRADE 3 TERM 3
1. NUMBERS, OPERATIONS AND RELATIONSHIPS

TOPICS CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING
DURATION
REQUIREMENT BY YEAR SUGGESTED FOCUS FOR GUIDELINES
END TERM 3
1.1 Counting concrete objects Group to at least 750 everyday What is different from Term 2?
Count objects Estimate and counts to at objects to estimate and count The number range has increased and learners should be given the
least 1 000 everyday objects reliably. opportunity to touch, move and count out 750 objects grouped
reliably. The strategy of
differently.
grouping is encouraged.
Give a reasonable estimate of a See the notes for Term 1 and 2
number of objects that can be
checked by counting.

1.2 Count forwards and Count forwards and What is different from Term 2
Count backwards in: backwards in: The number range increases to 700.
forwards and  1s from any number  1s from any number See Term 1 and 2 notes
backwards between 0 and 200 between 0 and 200
 10s from any multiple  10s from any multiple
between 0 and 200 between 0 and 200
 5s from any multiple of 5  5s from any multiple of 5
between 0 and 200 between 0 and 200
 2s from any multiple of 2  2s from any multiple of 2
between 0 and 200 between 0 and 200
 3s from any multiple of 3  3s from any multiple of 3
between 0 and 200 between 0 and 200
 4s from any multiple of 4  4s from any multiple of 4
between 0 and 200 between 0 and 200
 20s, 25s, 50s,100s to at  20s, 25s, 50s,100s to at
least 1 000 least 1000

1.3 Know and read numbers Know and read numbers What is different from Term 2

449
Number  Identify, recognise and read  Identify, recognise and read Learners identify, read and write:
symbols and number symbols 0 – 1 000 number symbols 0 – 1 000  number symbols to 1 000; and
number names  Write number symbols 0 –  Write number symbols 0 –  number names to 500.
1 000 1 000
 Identify, recognise and read  Identify, recognise and
number names 0 – 1 000 reads number names 0 – See Term 2 notes–
 Write number names 0 – 500
1000  Write number names 0 –
500

1.4 Order and compare numbers Order and compare numbers What is different from Term 2
Describe, to 999 to 500 Learners order and compare numbers to 500 and continue to use
compare and  Order whole numbers up to  Order whole numbers up to the abbreviated form for writing ordinal numbers..
order numbers 999 from smallest to 500 from smallest to See term 2 notes
biggest, and biggest to biggest, and biggest to
smallest smallest
 Compare whole numbers  Compare whole numbers
up to 999 using smaller up to 500 using smaller
than, greater than, more than, greater than, more
than, fewer than and is than, fewer than and is
equal to. equal to.

Use ordinal numbers to show

order, place or position Use ordinal numbers to show
 Use, read and write ordinal order, place or position
numbers, including  Use, read and write ordinal
abbreviated form up to 31. numbers, including
abbreviated form up to 31.

1.5 Recognise the place value of Recognise the place value of What is different in Term 3
Place value three-digit numbers to 999 numbers to 750 The same type of questions and instructions are given in term 3.
 Know what each digit  Know what each digit The number range has increased but learners are still working with

450
 represents represents three- digit numbers.
 Decompose three-digit  Decompose three-digit The focus during this term should continue to be on:
numbers up to 999 into numbers up to 750 into  the value of the number;
multiples of 100, multiple multiple of hundreds, tens  decomposing numbers into hundreds, tens and ones using
of tens and ones/unit and ones/units place value cards and base ten blocks; and
 Identify and state the value  Identify and state the value  writing the expanded form of numbers.
of each digit of each digit
See notes for Term 2.
NUMBER PROBLEMS
1.6 Use the following techniques Use the following techniques Learners are expected to solve the word problems using the
Problem- when solving problem and when solving problem: following techniques:
solving explain solutions to problems:  building up and  Building up or breaking down numbers
 building up and breaking
techniques breaking down  Doubling and halving
down numbers
numbers  Number lines
 doubling and halving
 doubling and halving  Rounding off
 number lines
 number lines
 rounding off in tens See notes for Term 2.
 rounding off in tens

1.7 Solve word problems in context Solve word problems in context Examples of types of problems that can be done this term
Addition and and explain own solution to and explain own solution to  Addition and subtraction problems
subtraction problems involving addition, problems involving addition,  Pamela has collected 413 bottle tops. If Ken give her 29
subtraction leading answers up subtraction leading answers up bottle tops, he will have the same number as Pamela.
 How many bottle tops will they both have?
to 999. to 800
 How many bottle tops did Ken have to begin with?
 The grade 2s have a collection of 500 marbles. The Grade
3s have 170 fewer marbles than the Grade 2s. How many
marbles do the Grade 3s have?
 Mark and Martha collect 250 stickers. Mark found 160.
How many stickers did Martha find?

1.8 Solve word problems in context Solve number problems in Examples of types of problems that can be done this term
Repeated and explain own solution to context and explain own
addition problems using multiplication solution to problems involving Problem type 9: Array
leading to with answers up to 99. multiplication with answers up  A vegetable garden has 12 rows of plants. Each row has 7

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multiplication to 75. plants. How many plants are there in the garden?
 A vegetable garden has 12 rows of plants. Every row has the
same number of plants. If there are a total of 48 plants, how
many plants are in each row?
 A vegetable garden has 48 plants that are planted in rows. There
are 7 plants in each row. How many rows are there?

Comparison/Ratio
Samuel has 6 sweets. Samuel has three times as many as Moeketsi.
How many sweets does Moeketsi have?
Marlene has 18 sweets. This is three times as many as Samuel has.
How many sweets does Samuel have?
Rate
Peaches are sold at R8 per kilogram. If I buy 4 kilogram, how
much will it cost?
Peaches cost R8 per kilogram. If I have R32, how many kilograms
can I buy?
I buy 4 kilograms of peaches and it costs me R32. What is the price
for one kilogram?

Using rounding off

A taxi takes 15 passengers. Can 73 people fit into 5 taxis?

1.9 Solve and explain solutions to Solve and explain solutions to Examples of kinds of problems that can be done this term
Grouping and practical problems that involve practical problems that involve  Mrs Tshongwe packs 66 muffins into packets of 6. How
sharing leading equal sharing and grouping up equal sharing and grouping up many packets does she have?
to 200 with answers that may
to division
include remainders.
to 150 with answers that may  Remi gets R72 from selling R9,00 raffle tickets. How
include remainders. many tickets did he sell?
 The community helps the 9 families who lost possessions
in a fire. There are 75 blankets for the families to share
equally.

a) How many does each family receive?

b) How many are left?

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 Rate
 Peaches cost R8 per kilogram. If I have R32, how many
kilograms can I buy?
 I buy 4 kilograms of peaches and it costs me R32. What is the
price for one kilogram?
Rate problems are new problem types in Term 3. Learners may
need more time when solving these problems. See notes for Term
2.

1.10 Solve and explain solutions to Solve and explain solutions to Examples of problems that can be done this term
Sharing leading practical problems that involve practical problems that involve
to fractions equal sharing leading to equal sharing leading to Sharing, leading to fractions
solutions that include unitary
solutions that include unitary  Share 7 chocolate bars among 3 friends so that they
and non-unitary fractions e.g. ½, all get the same amount of chocolate bar and there is
¼, ¾, 2/5 etc. and non-unitary fractions e.g.
½, ¼, ¾, etc. nothing left over.
 Share 13 bars of chocolates equally among 4 children.
How much does each get?

Fraction of a collection
 Grandmother gives Kiki R12. Kiki wants to save a
third of the money. How much money must she save?
 There are 12 biscuits on a plate. Nomonde takes one
quarter of the biscuits. How much is left?

Writing
Learners are not required to write the fraction symbol. Learners
learn how to label fraction parts as 1 fifth, 3 quarters or 3 sixths.
This helps them firstly to understand that the fraction names
describe how many equal parts the whole has been divided into, for
example, halves, thirds, quarters, etc and secondly how many of
those parts are being considered, e.g. 2 thirds.

453
 Representing fractions word problems
Learners must draw their answers to prove that they understand the
problem.
Expect that some learners may draw correctly but misname the
fraction part.
Learners must name the parts that have been shared by writing it as
2 thirds.

1.11  Recognise and identify  Recognise and identify Examples of problems that can be done this term
Money the South African coins the South African Value of money and making up totals e.g.
and bank notes coins and bank notes Write 325c as rand and cents.
 Solve money problems  Solve money problems In how many different ways can you make up R400 using only
involving totals and involving totals and bank notes? How do you know whether you have all the solutions?
change in rand or change in rand or
cents cents. Mr Lebethe is a builder and receives a bonus for completing a job
on time. He decides to share the bonus between the carpenter and
 Convert between rand  Convert between rand
himself.
and cents and cents Each person receives R400.
What is the value of the bonus?
Nina and her three friends shared R20,60. How much did each of
them get?

CONTEXT-FREE CALCULATIONS
1.12 Use the following Use the following Learners are expected to calculate word problems using the
Techniques techniques when performing techniques when performing following techniques:
(methods or calculations: calculations:  Building up or breaking down numbers
 building up and breaking  building up and breaking
strategies)  Doubling and halving
down numbers down numbers
 Number lines
 doubling and halving  doubling and halving
 Rounding off in tens
 number lines  number lines

454
  rounding off in tens  rounding off in tens See notes for Term 1.
1.13  Add to 999  Add up to 800 During this term learners continue to calculate with threedigit
Addition or  Subtract from 999  Subtract from 800 numbers till 800. In order to calculate with three-digit numbers
subtraction  Use appropriate symbols(+,  Use appropriate symbols(+, learners have to be able to:
- , =, ) - , =, )  confidently read and write number symbols to 800;
 Practise number bonds to  Practice number bonds to  confidently order and compare numbers to at least 800;
30 30  confidently count in groups to 800; and
 count confidently in intervals of 2, 3, 4, 5, 10, 50 and 100 to
800.

Possible methods to show addition and subtraction

calculations.
 Adding by breaking down both number

Adding three-digit with two-digit

524 + 82 = 
= (500 + 20 + 4) + (80 + 2)
= 500 + (20 + 80+ (4 + 2)
= (500 + 100) + 6
= 600 + 6
= 606

Adding three-digits and three-digits

323 + 436 = 
323 + 436 = = (300 + 20 + 3) + (400 + 30 + 6)
= (300 + 400) + (20 + 30) + (3 + 6)
= 700 + 50 + 9
= 759
 Adding (by breaking down the number to be added)

Learners will break down the number in ways that are manageable
for them. This means that they will do it in different ways.
524 + 82 = 
524 + (40 + 40 + 2)

455
524 + 40 564 + 40 604 + 2 = 606
Counting on 40 from 524 could be done by counting in 10s.

Adding three-digit and three-digits

323 + 436 = 
= 323 + (400 + 20 + 6)
= (323 + 400) + 20 + 6
= (723 + 20) + 6
= 743 + 6
= 749

 Subtraction by breaking up both numbers

three-digit subtract two-digit

889 – 137 = 
889 – 137 = (800 + 80 + 9) – (100 + 30 + 7)
= (800 – 100) + (80 – 30) + (9 – 7)
= 700 + 50 + 2
= 752

 Subtracting by breaking up one number

889 – 137 = 
889 – (100 + 30 + 7)
889 – 100 789 – 30 759 – 7 = 752

 Using halving to break down a number

525 + 16
= 525 + 8 + 8
= (525 + 8) + 8
= 533 + 8
= 541

456
 Count on and count back

805 = 798 = 
Counting up in ones from 798 is an appropriate strategy because
the numbers are close to each other.

 Identify near doubles

245 + 246
One can say the above sum as double 245 + 1 pr double 246 – 1
245 + 245 + 1
= (200 + 40 + 5) + (200 + 40 + 5) + 1
= (200 + 200) + (40 + 40) + (5 + 5) + 1
= 400 + 80 + 10 + 1
= 400 + (80 + 10) + 1
= 400 + 90 + 1
= 491

 Change a number to a multiple of ten and then subtract or add

ones

Count up or down to the nearest 10

588 + 9
588 + 10 = 598
598 – 1 = 597

588 + 19
588 + 20 = 608
608 – 1 = 607

Developing and practising addition and subtraction skills

Learners need practice to practice certain kinds of addition and
subtraction skills

Learners should have opportunities to do the following type of

457
calculations with numbers up to 800:

Add or subtract a pair of multiples of 10, crossing 100

40 + 70
70 + 80

120 – 30
150 – 60

Add or subtract 10 to or from any two or three-digit number

including crossing the 100s
Example:
65 + 10
124 + 10
326 – 10
358 – 10

Add or subtract a single digit to or from a three-digit number

without crossing the tens
Example:
634 +5
775 +  = 779
768 – 4

Add and subtract a single digit to and from a multiple of 100

Example:
600 + 4
500 + 3
700 – 6
800 – 5

Begin to add and subtract a pair of multiples of 100

100 + 100
100 + 200
200 + 200
300 + 400

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 Learners should be given opportunities to prastice patterns in
addition and subtraction
If I know that 1+ 1 = 2
Then What is:
10 + 10
100 + 100

Begin to add or subtract a pair of multiples from any three-digit

number
Example:
675 + 100
762 – 100

Checking results of calculations

Judging reasonableness of solutions
Learners should be trained to judge the reasonableness of solutions.
One way to do this is to estimate their answers before calculating.
When adding two numbers that are close to each other, e.g. 145 and
146, learners can use doubling as a way of estimating their
answers.

Checking solutions
Learners should know that they can
 check an addition calculation by subtracting. Example: If 436
+ 118 = 454; then 454 – 118 = 436
 check a subtraction calculation by adding. Example 684 – 248
= 436, then 436 + 248 = 684

Using the inverse operation to check solutions is one reason for

teaching addition and subtraction together.

1.14  Multiply numbers 2, 3, 4, 5,  Multiply 2, 3, 4, 5, 10 to a During this term learners continue to:
Repeated 10 to a total of 99 total of 99  use and understand the language of multiplication;
addition  Use appropriate symbols(x,  Use appropriate symbols(x,  represent multiplication as arrays;
leading to =, ) =, )  use the appropriate symbols to interpret number sentences;

459
multiplication  understand that repeated addition can be represented using
the multiplication symbol;
 practise and understand that multiplication can be done in
any order (the commutative law or property);
 use the number line to show multiplication calculations
and be able to explain the representation (how the jumps
show repeated addition); and
 begin to understand the distributive property of
multiplication.

Learners continue to use various images to understand

multiplication. See notes for Term 2.

Useful multiplication strategies

 Using doubling

Example:

Fill in the times five row. What patterns do you see?

1 2 3 4 5 6 7 8 9 10
X5
X
10

Double the numbers in the times five row to get the numbers in the
times 10 row. What patterns do you see?

Fill in the times two row.

1 2 3 4 5 6 7 8 9 10
X
2

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 X
4
Double the numbers in the times two row to get the numbers in the
times four row. What patterns do you see?

 Using halving

Three groups of 8 is 24
six groups of 4 is 24
4+4+4+4+4+4

8 8 8
Therefore:
6 groups of 4 is the same as 3 groups of 8.

1.15  Divide numbers to 99 by 2,  Divide numbers to 99 by 2, What is different from Term 2?

Division 3, 4, 5, 10 4, 5, 10, 3, During this term the number range learners will work with has
 Use appropriate symbols  Use appropriate symbols(÷, increased to 99. Working with an increased number range means
(÷, =, ) =, ) that learners need to begin to work with appropriate calculation
strategies and written recordings to arrive at their answers.

Recording strategies
During Terms 3 and 4 learners will be practising recording division
using numbers and become less dependent on drawings. The
recording strategies will not be accessible to learners if they do not
understand the operation. In attempting to try a method that they do
not understand will result in errors that learners themselves will not
have the ability to detect. It is important that learners are able to
identify links among multiplication and division. The purpose of
the written recordings should also be to develop learners‘
understanding of number relationships.

Using multiplication

461
Learners should be able to use their knowledge of multiplication.
They should begin to say:
―What do I know about multiplication in order to find the answer?‖
96 ÷ 3 = 
I know: 10 x 3 = 30
Then: 96 – 30 = 66
I know 10 x 3 = 30
Then: 66 – 30 = 36
I know 10 x 3 = 30
Then: 36 – 30 = 6
6÷3=2
In the above method, learners use multiplication and then
repeatedly subtract from 96. They then add up how many times
they have subtracted: 2 + 10 + 10 + 10 = 32

Breaking up numbers
Learners could ‗chunk‘ 96 into numbers that are associated with 3.
Once again learners are using and applying their knowledge of
multiplication in order to do a division calculation.
96 ÷ 3 = 
96 = 30 +30 + 30 + 6

10 groups 10 groups 10 groups 2 groups of

3
of 3 of 3 of 3
What learners are doing in both examples is using repeated
subtraction by ‗chunking‘. Just as multiplication ‗builds‘ up
numbers, division can be seen as ‗breaking down‘ numbers‘. In this
way the understanding of division is reinforced as the inverse to
multiplication.

Learners may use repeated subtraction as chunking, and record in it

ways that are similar to shown below.

462
 96 ÷ 3 = 

1 1 1
1
0 0 0
0
1 1 1
1
0 0 0
0
1 1 1
1
0 0 0
0
96 ÷ 3 = 32 1 1 1
1
1 1 1
Working1with remainders
Learners will have worked with remainders when doing grouping
and sharing word problems. It is important that they are presented
with division number sentences (context-free) that allow for
remainders. Example:
Explain to learners that:
If they know that 28 ÷ 7 = 4. What would 29 ÷ 7 = 4 be? It is
expected that learners record their answers in the following way: 29
÷ 7 = 4 remainder 1. We want learners to be able to say which
division facts they know; e.g. I know 25 ÷ 5 = 5 therefore 26 ÷ 5 =
5 remainder 1

1.16 Number concept: Range 999 Number concept: Range 750 Mental mathematics
Mental  Order a given set of  Order a given set of See notes for Term 2, but use the higher number range specified in
mathematics selected numbers selected numbers Term 3.
 Compare numbers to  Compare numbers to
999 and say which is 200 and say which is
more or fewer more or fewer
 Know which number is  Know which number is

463
 1 more or 1 fewer 1 more or 1 fewer
 Know which number is  Know which number is
2 more or 2 fewer 2 more or 2 fewer
 Know which number is  Know which number is
3 more or 3 les 3 more or 3 fewer
 Know which number is  Know which number is
4 more 4 fewer 4 more or 4 fewer
 Know which number is  Know which number is
5 more or 5 fewer 5 more or 5 fewer
 Know which number is  Know which number is
10 more or 10 fewer 10 more or fewer

Rapidly recall: Rapidly recall:

 Addition and subtraction  Recall addition and
facts to 20 subtraction facts to 20
 Add or subtract
 Add or subtract multiples of multiples of 10 from 0
10 from 0 to 100 to 100

 Multiplication and division

facts for the:

 two times table up to 2 x 10

 ten times table up to 10 x Mental strategies
10 Use the following calculation
strategies:
 Put the larger number first
Calculation strategies in order to count on or
Use the following calculation count back
strategies:  Number line
 Put the larger number first  Doubling and halving
in order to count on or  Building up and breaking
count back down
 Number line  Use the relationship
 Doubling and halving between addition and
 Building up and breaking subtraction
down  Use the relationship

464
  Use the relationship between multiplication and
between addition and division
subtraction
 Use the relationship
between multiplication and
division

1.17  Use and name fractions in During this term learners continue to:
Common familiar contexts including  learn the names of fraction parts;
fractions halves, quarters eighths,  use the names in different contexts;
thirds, sixths, fifths  identify the fraction part;
 Recognise fractions in  begin to understand the relative size of fractions;
diagrammatic form  find fractions of objects;
 Begin to recognise that two  learn about equivalent fractions and
halves or three thirds make  compare fractions.
one whole and that one half
and two quarters are During this term learners can begin to count fractional parts and
equivalent learn new fraction names.
 Write fractions as 1 half, 2
Counting fractional parts allow learners to see multiple parts and
thirds
gives them the language for mixed and improper fractions. Fraction
circles are ideal to use for this concept. Encourage learners to count
as they would count a collection of objects, e.g. one-fourth, two-
fourths, three-fourths, four-fourths, five fourths ... You can ask
learners to make one whole using the fourths and then ask: ―If we
have five fourths, is that more than one whole, less than one whole,
or the same as one whole?‖ Also take this opportunity to prepare
the groundwork for mixed fractions by asking: ―take seven thirds.
How many wholes can you make? How many parts are left over?‖
We want learners to say that there are: ―two wholes and one third
left over.‖
This type of activity encourages:
 Understanding the number of halves in wholes

 Different ways to talk about multiple numbers of halves

465
466
GRADE 3 TERM 3
2. PATTERNS, FUNCTIONS AND ALGEBRA

CONCEPTS AND CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING

TOPICS SKILLS FOCUS FOR TERM 3 GUIDELINES DURATION
REQUIREMENT BY
YEAR END
2.1 Copy, extend and describe Copy, extend and describe Continue to give learners a similar range of patterns as Term 1, 1 lesson
Geometric but include all new shapes and objects in the patterns as they are
Copy, extend and describe in Copy, extend and describe in words
patterns dealt with in Shape and Space. See pattern notes Term 1 and
words  simple patterns made with Space and Shape notes Term 2.
 simple patterns made physical objects
with physical objects  simple patterns made with Allow learners to copy first, then extend and finally describe the
 simple patterns made drawings of lines, shapes or patterns. By now they should be able to describe patterns
with drawings of lines, objects without the aid of guiding questions. Continue to focus on
shapes or objects developing the language they need to describe the patterns
Patterns in which the number or size
of shapes in each stage changes in a
Create own patterns
predictable way i.e. regularly
Create own geometric increasing Range of patterns:
patterns Patterns in which the number of
 with physical objects shapes in each stage changes in a
 by drawing lines, shapes predictable way i.e. regular
or objects increasing patterns

Patterns all around us Create own patterns

Identify, describe in words
and copy geometric patterns Create own geometric patterns;
 in nature  with physical objects
 from modern everyday  by drawing lines, shapes or
life objects
 from our cultural
heritage

2.2 Copy, extend and describe Copy, extend and describe See notes for Term 1 3 lessons
Number Extend the sequences to include the following
Copy, extend and describe Copy, extend and describe simple
patterns

467
simple number sequences to number sequences to at least 180.  1s from any number between 0 and 750
at least 200.  10s from any multiple of 10 between 0 and 750
Sequences should show counting  5s from any multiple of 5 between 0 and 750
Create own patterns forwards and backwards in:  2s from any multiple of 2 between 0 and 750
 100s from any multiple of 100 to at least 1 000
Create own number patterns.  1s from any number between 0
 50s from any multiple of 50 to at least 1 000
and 750
 25s from any multiple of 25 to at least 1 000
 10s from any multiple of 10
between 0 and 750  20s from any multiple of 20 to at least 1 000
 5s from any multiple of 5  3s from any multiple of 3 between 0 & 750
between 0 and 750  4s from any multiple of 4 between 0 and 750
 2s from any multiple of 2
between 0 and 750
Use objects, pictures, tables and flow diagram to support
 3s from any multiple of 3
learners‘ transition from skip counting and sequences to
between 0 & 750
multiplication by 10, 5, 2, 4, 3.
 4s from any multiple of 4
between 0 and 750
Help learners to use patterns they know as the basis for
 20s,25s, 50s,100s to at least 1000 practising and learning other patterns e.g.
 sequences of 2s to lay the basis for sequences of 20s
Create and describe own patterns
Create and describe own number
patterns.

468
GRADE 3 TERM 3
3. SPACE AND SHAPE

DURATION
CONCEPTS AND SKILLS: CONCEPTS AND
(in lessons of 1
TOPICS REQUIREMENT BY YEAR SKILLS: SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
hour 24
END FOCUS FOR TERM 13
minutes)
3.1 Position and views Position and views What is new to Grade 3 3 lessons
Position,  Match different views of  Read, interpret and  Maps, plans and top views of collections of objects
orientation the same everyday object draw informal maps  finding objects on maps
and views  Name an everyday object or top views of a  following directions on maps
when shown an unusual collection of objects  drawing informal maps, plans or top views of
view of it  Find objects on maps collections of objects
 Read, interpret and draw
informal maps, or top Position and directions Reading, interpreting maps
views of a collection of Follow directions from one Maps are a stylised top view of an area. In Grade 3 learners only work
objects. place to another on an with informal maps; this does not include standard road maps or standard
 Find objects on maps informal map geographical maps.

Position and directions It can help learners to start with plans or top views of smaller areas e.g. a
 Follow directions to tray of objects or a plan of the classroom. before looking at maps of bigger
move around the areas.
classroom, and school
 Give directions to In Term 2 deal with matched top views, side views and front views. An
move around the oblique view is a view partly from above and partly from the side. Young
classroom and school children see an oblique view of the world more often than a top view. It
can help learners to start by matching oblique views of areas with maps of
 Follow directions from
the same areas. When two views (the oblique and the top view) are
one place to another on
provided, learners can match what they see in the one view with the other.
an informal map
First help learners start to understand maps and plans, then ask them to
find objects on a plan or places on the map, e.g. ―Find the clinic; what is
next to it?‖

Once learners can easily find individual places on a map, start to give
them directions from one place on the map to the next.

469
 Drawing top views of collections of objects and informal maps
It is easier for learners to draw a top view of something they can look
down on, than it is for them to draw a map from memory or their
imagination. A starting place for drawing top views is to let learners look
down on a collection of objects e.g. the objects on the teacher‘s desk, or a
tray of objects placed on the ground, and ask learners to draw it from
above. Learners can then move on to drawing informal plans and maps of
small areas e.g. the classroom, the school grounds.

3.2 Range of objects Range of objects Recommended focus of Term 3 5 lessons

3-D objects Recognise and name 3-D Recognise and name 3-D  Learners can focus on the objects new to Grade 3, i.e. pyramids
objects in the classroom and in objects in the classroom and cones.
pictures and in pictures  Learners build objects from straws or pipe cleaners or toothpicks
 ball shapes (spheres)  ball shapes (spheres) or rolled paper tubes.
 box shapes (prisms)  box shapes (prisms)
 cylinders  cylinders Introduce learners to cones and pyramids.
 pyramids  pyramids
 cones  cones Focussing on features of 3-D Objects: flat or curved surfaces, the
shapes of flat surfaces
Features of objects Features of objects  Flat or curved surfaces
Describe, sort and compare 3-D Describe, sort and
objects in terms of: compare 3-D objects in In Term 2
 2-D shapes that make up terms of:  Learners focussed on whether objects had flat or curved surfaces.
the faces of 3-D objects  2-D shapes that make  Learners described the shape of the flat surfaces by saying whether
 flat or curved surfaces up the faces of 3-D they were circles, triangles, squares or rectangles.
objects Learners continue to do this in Term 3, but now they also look at pyramids
Focussed activities  flat or curved surfaces and cones.
Observe and build given 3-D
objects using concrete materials Focussed activities  Building single 3-D objects
such as cut-out 2-D shapes, Observe and build given 3- Learners use toothpicks, rolled paper tubes, straws or pipe cleaners to
clay, toothpicks, straws, other D objects using concrete make a pyramid. This focusses learners on the edges of the pyramid.
3-D geometric objects. materials such as cut-out Learners are not expected to count the number of edges or corners (this is
2-D2-D shapes, clay, done in Grade 6).
toothpicks, straws, other 3-
D geometric objects. Recognising and naming objects
Learners should be given a range of objects to work with:
 shaped like spheres, e.g. balls or different size, marbles, oranges
etc.;

470
  shaped like prisms, e.g. blocks, bricks, boxes of different sizes
e.g. matchboxes, cereal boxes, tea boxes, toothpaste boxes;
 shaped like cylinders, including both long and narrow cylinders,
e.g. pieces of piping with a cylindrical shape, cardboard inner
sleeves of roller towel or toilet rolls and short, wide cylinders,
e.g. shoe polish tins, snuff tins etc.;
 shaped like cones; and
 shaped like pyramids.

Learners should be asked to find and show objects shaped like a ball
(sphere), or shaped like a box (prisms) or shaped like a (cylinder), shaped
like a pyramid, or shaped like a cone
 when given a collection of objects; or
 in the classroom,
e.g. this brick is shaped like a box or this orange is shaped like a ball.

During independent time learners can make balls and cylinders and box
shapes (prisms), pyramids and cones from clay or play dough.

Written exercises
Although most of the work with 3-D objects is done practically, work
must be consolidated through written exercises. The focus in Grade 3
should be on naming objects and talking about their surfaces. Learners are
not expected to count or know the number of square, rectangular,
triangular or circular surfaces an object has, nor the number of edges or
corners objects have.

Language
Useful language ability to talk about 3-D objects:
Surface, flat, curved, boxes, balls, cylinders, pyramids, cones

3.3 Range of shapes Range of shapes See notes for Term 1. 2 lessons
2-D shapes  circles  circles Learners should keep the same focus, but do different activities.
 triangles  triangles
 squares  squares Learners work with circles and squares of different sizes and triangles and
 rectangles  rectangles rectangles with different shapes. They sort them according to whether they
have straight or round sides.
Features of shapes Features of shapes

471
Describe, sort and compare 2-D Describe, sort and Learners sort and groups shapes according to whether they are triangles,
shapes in terms of: compare 2-D shapes in squares, rectangles or circles.
 shape terms of:
 straight sides  shape Work is consolidated through written exercises, which should include
 round sides  straight sides drawing all the required shapes.
 round sides
Draw shapes
 circles Draw shapes
 triangles  circles
 squares  triangles
 rectangles  squares
 rectangles

472
GRADE 3 TERM 3
CONTENT AREA: MEASUREMENT

DURATION
TOPICS CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR
(in lessons of 1
REQUIREMENT BY YEAR END FOCUS FOR TERM 3 TEACHING GUIDELINES
hour 24 minutes)
4.1 Telling the time Telling the time Learners continue to practise talking about the duration 6 lessons
Time  Read dates on calendars  Read dates on calendars of time and the sequencing of time.
 Place birthdays, religious festivals,  Place birthdays, religious festivals,
public holidays, historical events, public holidays, historical events, During whole class teaching time and focus group
school events on a calendar school events on a calendar time, learners continue to talk about the day of the
 Tell 12-hour time in week, month of the year and the date of the current
 hours  Tell 12-hour time in day, as well as days before and days to come. Learners
 half hours  hours continue to place the following on a calendar as the
 quarter hours  half hours events arise
 minutes  quarter hours  birthdays;
on analogue clocks and digital  minutes  religious festivals;
clocks and other digital on analogue clocks and digital  historical events;
instruments that show time e.g. clocks and other digital  school events; and
cell phones instruments that show time e.g.  public holidays.
cell phones
Calculate length of time and passing Continue to ask learners to tell the time at regular
of time Calculate length of time and passing intervals on an almost daily basis
Use calendars to calculate and describe of time  in hours and minutes on a digital clock; and
lengths of time in days or weeks or Use calendars to calculate and describe  in hours, half hours and quarter hours using
months including lengths of time in days or weeks or analogue clocks.
 converting between days and months including For example, learners can be asked to tell the time
weeks  converting between days and when school starts, at break time and at home time, or
 converting between weeks and weeks when they change from one lesson to another. Choose
months  converting between weeks and times where the clock shows an exact hour or half hour
months or quarter hour. It is useful to have a large, working
Use clocks to calculate length of time in  Use clocks to calculate length of clock displayed in the classroom, so that learners can
hours or half hours including time in hours, half hours and refer to it. Learners can also make models of clocks.
quarter hours You can then ask them to show various times and
include some calculations, e.g. ―Show me 10 o‘clock.
What was the time a quarter of an hour before 10?‖
See notes for Term 1.

473
 During independent work time learners continue do
exercises related to telling the time
 in hours, half hours and quarter hours on
analogue clocks; and
 in hours and minutes on a digital clock.
Learners can do calculations with weeks or days if
provided with a calendar or section of a calendar, e.g.
finding dates and calculating the time differences
between them.

Reading analogue time in minutes

Spend about 3 lessons focussing learners on the skill
needed to read analogue time in minutes.
 Remind learners about the meanings of a.m.
and p.m.
 Remind learners that there are 60 minutes in
an hour; so there are 30 minutes in a half hour
and 15 minutes in a quarter of an hour. Let
them count in 5s as you point to the numbers
on an analogue clock.
 Explain the conventions ―past‖ and ―to‖.
 Give learners plenty of practise in analogue
time in minutes.

Ask learners to give the time regularly during the day

over the entire year. Learners can check on a digital
clock whether they have given the correct time when
reading an analogue clock. Let learners make model
clocks which they can use for telling the time and
calculating time differences.

4.2 Informal measuring Introducing formal measuring What is different from Term 2?  lessons
Length  Estimate, measure, compare, order  Estimate, measure, compare, order In Term 2 learners focussed on
and record length using non- and record length using metres  informal measurement with non-standard units of
standard measures e.g. hand spans, (either metre sticks or metre length; and
paces, pencil lengths, counters etc lengths of string) as the standard  measuring in metres.
 Describe the length of objects by unit of length. In Term 3 learners can begin to measure in centimetres
counting and stating how many  Estimate, measure and record using a ruler. This will be the first measuring

474
 informal units long they are lengths in centimetres using a instrument that learners use where they need to read
 Use language to talk about the ruler. off measurements at the numbered gradation lines.
comparison e.g. longer, shorter,
taller, and wider. Estimating, measuring, comparing and recording
lengths, heights and widths using metres
Introducing formal measuring  Learner sshould consolidate their understanding of
 Estimate, measure, compare, order the length of 1 metre and using metre lengths for
and record length using metres measuring. See notes for Term 2.
(either metre sticks or metre
lengths of string) as the standard Estimating, measuring, comparing and recording
unit of length. lengths, heights and widths in centimetres using a
 Estimate and measure lengths in ruler
centimetres using a ruler
No conversions between metres and  Using a ruler
centimetres required Show learners how to start measuring from zero.
When learners used informal units, they lined up the
start of the objects being used as a unit with the start of
the object being measured. When measuring in
centimetres, you do not line up the start of the ruler
with the start of theobject being measured. You line up
the object being measured with the zero on the ruler.

0 1 2 3 4

The eraser is 2 cm long.

It is also possible to align the start of the object being

measured with another number on the ruler and then
subtract the number at the start of the object from the
end of the object.

475
 0 1 2 3 4

The eraser is (3 cm – 1 cm)= 2 cm long

Unless learners ask about this, or find it out for
themselves, it can be left to Grade 4.

 Estimating in centimetres
Learners should try to find things that are exactly 1
centimetre long. Perhaps one of their fingers is 1 cm
wide. This can be used as a reference point for
estimating lengths, widths and heights in centimetres.
Once learners have some experience of measuring in
centimetres, they should estimate before every
measurement.

 Lines, drawings and objects

Let learners start by measuring lines. It is easier to
measure lengths of lines that make up the lengths,
heights or widths of drawings of objects when using a
ruler. It is more difficult to measure the lengths, height
or widths of physical objects using a ruler.

In Grade 4 learners will measure in centimetres and

millimetres. In Grade 3 they are not expected to use
millimetres.

 Comparing measurements in centimetres

Learners should compare lengths, widths and heights
of objects measured in centimetres.

 Recording measurements
Although measuring is a practical skill, learners should
record their measurements (with both informal units
and metres) at all times.

Measuring length as a context for solving problems

476
 and calculations
During time allocated to Numbers, Operations and
Relationships learners can solve problems that use the
contexts of
 informal measurement of length;
 measuring lengths in metres; and
 measuring length in centimetres.

Take account of the number range appropriate for the

term, as well as the range of problems types
appropriate for the term.

Learners are NOT expected

 to know that 100 cm = 1 m;
 to do conversions between centimetres and
metres;
 read lengths in millimetres (this is done from
Grade 4);
 to know that 10 mm = 1 cm; or
 to do conversions between centimetres and
millimetres.

Calculations in centimetres can be chosen so that they

do not go over 100 cm.

4.3 Informal measuring During independent work time learners can continue to
Mass  Estimate, measure, compare, order and  Estimate, measure, order, compare and record the mass of objects
record mass using non-standard measures using a measuring balance with informal units of measure.
and a measuring balance e.g. blocks, bricks  Compare, order and record their findings
etc.  groceries with their mass stated in kilograms
 Use language to talk about the comparison  groceries with the mass stated in grams
e.g. light, heavy, lighter, heavier See the notes for Term 2.

Measuring mass as a context for solving problems and

Introducing formal measuring calculations
 Compare, order and record the mass of During time allocated to Numbers, Operations and Relationships

477
 commercially packaged objects which have learners can solve problems that use the context of
their mass stated in kilograms e.g. 2  informal measurement of mass;
kilograms of rice and 1 kilogram of flour or  mass in kilograms; and
in grams e.g. 500 grams of salt  mass in grams.
 Measure their own mass in kilograms using a Take into account the number range appropriate for the term, as well
bathroom scale as the range of problems types appropriate for the term.
No conversions between millilitres and litres
required
4.4 Informal measuring During independent work time learners should continue to
Capacity/Volume  Estimate and measure, compare and order the Estimate and measure, compare, order and record the capacity of
capacity of containers (i.e. the amount the containers or the volume in containers using non-standard measures.
container can hold if filled) by using non- Following recipes, including baking, is a useful context in which
standard measures e.g. spoons and cups learners can practise measuring. Choose recipes where ingredients are
 Describe the capacity of the container by given in cups, teaspoons or informal units.
counting and stating how many of the  Compare and order the capacity a range of bottles and grocery
informal units it takes to fill the container items where the volume is stated on the packaging.
e.g. the bottle has the capacity four 4cups  Use either 1 litre bottles or 1 litre jugs to estimate and measure,
Introducing formal measuring compare, order and record the capacity of containers or the
 Estimate, measure, compare, order and volume in containers in litres.
record the capacity of objects by measuring  Use containers marked in millilitres e.g. 200 ml, 330 ml, 500 ml,
in litres, half litres and quarter litres 750 ml, or 250 ml measuring cups, or 5 ml or 12,5 measuring
 Compare, order and record the capacity of spoons, or jugs which have millilitres lines marked on them to
commercially packaged objects whose measure volumes or capacities of unlabelled containers.
capacity is stated in litres e.g. 2 litres of milk, See the notes in Term 1.
1 litre of cool drink, 5 litres of paint or in
millilitres e.g. 500 ml of milk, 340 millilitres Learners should be given written tasks to consolidate the following,
of cool drink, 750 millilitres of oil including reading pictures of:
 Know that a standard cup is 250 millilitres  products with their capacity written in litres on them in order to
 Know that a teaspoon is 5 millilitres sequence in order
No conversions between millilitres and litres  pictures of jugs where the volume is near to a numbered 1 litre or
required 2 litre gradation line.
The expectation is that learners only read to the nearest numbered
gradation line. They describe their volume as almost/nearly/close
to/a bit more than/more or less/ exactly the number (of litres)
they read off the jug.
 products with their capacity written in millilitres on them in order
to sequence in order
 pictures of jugs where the volume is near to a numbered millilitre

478
 gradation line
The expectation is that learners only read to the nearest numbered
gradation line.

Measuring capacity as a context for solving problems and

calculations
During time allocated to Numbers, Operations and Relationships
learners can solve problems that use the context of
 informal measurement of capacity/volume e.g. Gogo uses 2 cups
of milk to make a pudding. If she doubles the recipe, how much
milk will she need?
 litres
 millilitres
Take into account the number range appropriate for the term, as well
as the range of problems types
4.5 Perimeter Perimeter Measuring around objects or measuring a perimeter is new in 1
Perimeter and  Investigate the distance around 2-D Investigate the Grade 3. lesson
area shapes and 3-D objects using string distance around Perimeter is only measured informally in Grade 3.
Area 2-D shapes and
 Investigate the area using tiling 3-D objects Give learners plenty of practice using pieces of string to measure
using string around a range of different objects such their heads, bottles (include
tall bottles that look narrower and shorter bottles that look wider)
cans, mugs, boxes etc. Let learners first estimate which objects they
think have the greater perimeter and then check by marking the
distances off on the piece of string and comparing them.

Learners can also measure the perimeter of 2-D shapes using a piece
of string.
Learners can also do informal measurement of perimeters using non-
standard units such bottle tops, matchboxes etc.

479
480
GRADE 3 TERM 3
5. DATA HANDLING

DURATION
CONCEPTS and
CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING (in lessons of 1
TOPICS SKILLS
requirement by year end GUIDELINES hour 24
focus for Term 3
minutes)
5.4 Collect and organise data Collect and organise It was recommended that in Term 1 learners make a class bar 3 lessons
Collect and  Collect data about the class or school data graph, and that in Term 2 they analyse pictographs and tables that
organise to answer questions posed by the Collect data about the you provide. In Term 3 learners can either work through the
data teacher class or school to whole data cycle (see notes for Term 1) or start with data
 Organise data supplied by teacher or answer questions posed presented in a list or tally or table and re-organise this into a bar
book by the teacher graph.
 Organise data in
 lists Represent data It is easier for learners to draw bar graphs using block paper.
 tallies Represent data in bar You will probably need to remind learners about the key features
 tables of a bar graph (see Term 1 notes).
Learners should answer questions on the bar graph; see Term 1
5.5 Represent data
Analyse and interpret for suitable types of questions.
Represent Represent data in
data
data  pictograph
Answer questions
 bar graphs about data in bar
5.6 Analyse and interpret data
Analyse and Answer questions about data presented in
interpret  pictographs
data  bar graphs

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GRADE 3 TERM 4
1. NUMBERS, OPERATIONS AND RELATIONSHIPS

CONCEPTS AND CONCEPTS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES

TOPICS
SKILLS AND SKILLS
REQUIREMENT BY FOCUS FOR
YEAR END TERM 4
1.1 Counting concrete By the end of this term learners should have seen, touched and moved 1 000 objects. They should have a
Counting Objects sense of the ‗muchness‘ of 1 000. The strategy of grouping is encouraged.
objects Estimate and count
reliably to at least
1 000 everyday
objects. The strategy
of grouping is
encouraged.

By the end of the term they should be able to respond to the following type of questions and instructions:

482
  Count the counters in groups of fives, tens.

Rearrange and count again. Do you still have the same number of counters?

 Here are 200 counters. Count them by grouping them in tens. To count all 200 counters, would
you prefer to count them in groups of 20 or 25? Why?

 Decide what would be the best way to count a collection of pencils.

 Here are 80 counters.

If we count in twos or tens, will the total number of counters still be the same?

 Count 46 counters by grouping them in twos. Is it quicker to count in twos than to count in
ones?

1.2 Counts forwards and By the end of the term learners should be able to:
Count backwards in: Count confidently, verbally in ones, tens, fives, twos, twenties, twenty-fives, fifties and hundreds to 1000
forwards and  1s from any number
backwards between 0 and 200 Respond to questions such as:
 10s from any Count in tens from 400 to 500. Now count back again.
multiple between 0 Count in 2s from 564 to 580. Now count back again
and 200 Count back 40 in tens from 200, from 400,
 5s from any multiple Count in fifties from 600 to 800. How many fifties did you count?
of 5 between 0 and Count back 300 from 1 000.
200 Count back in 100s from 620. How many hundreds did you count?
 2s from any multiple Count back in ones from 876 to 866. How many ones did you count? How can you make sure that you
of 2 between 0 and are correct?
200
Count forward 15 from 305. Where are you now?
 3s from any multiple
of 3 between 0 and If you count in 25s from 525 to 850 will you use the number 725? Count and check
200

483
  4s from any multiple What number comes next?
of 4 between 0 and 467, 468, 469,
200 725, 750, 775,
420, 440, 460
 in 20s, 25s, 50s,100s 820, 800, 780
to at least 1 000
Count using number lines
Draw an empty number line and show the following numbers on it:
602, 604, 610. Now where would you place 606? Count using your number line from 602 to 610.

Count in tens from 314 to 344. Which digits change? Which digits do not change? Why do the hundreds
not change? If you count backward, what happens?

1.3 Identify, recognise and Identify, By the end of the term learners should be able to do the following:
Number read numbers recognise and
symbols and  Identify, recognise read numbers Read and write numbers to at least 1 000
number and read number  Identify, Respond to questions such as:
recognise 642
names symbols 0 to 1 000 What number is on this card? Gr3 a/w2
 Write number and read Find the card with 738 or seven hundred and thirty-eight.
symbols 0 – 1 000 number
 Identify, recognise symbols 0 Read the following numbers aloud: 534, 947, 974, 345
and read number to 1 000
names 0 – 1000  Write Read these words:
 Write number names number Three hundred and forty-two
0 – 1000 symbols 0 Eight hundred and twenty-one
– 1 000 Four hundred and sixty-nine
 Identify, One thousand
recognise Twenty-nine
and read
number Write in figures and then in words
names 0 – Five hundred and seventy
1000 Four hundred
 Write Six hundred and eighty-five

484
 number
names 0 –
1000

1.4 Describe, order and Describe, By the end of the term learners should be able to do the following:
Describe, compare numbers to order and
compare, 999 compare Order numbers to at least 1000
order  Describe and numbers to
Respond to questions posed in a variety of ways:
numbers compare whole 999
numbers up to 999  Describe
and Study the number line.
using smaller than,
compare <a/w number line in intervals of 50 from 0 to 1000. The only numbers that must be shown are 0, 100,
greater than, more
whole 500, and 900 The intervals are labelled a to t> Gr3 a/w5.
than, fewer than and
is equal to. numbers up
to 999 Where does 450 appear?
using Where does 700 appear?
 Describe and order
smaller Where does 350 appear.
whole numbers up to
than, Now fill in the rest of the numbers.
999 from smallest to
biggest, and biggest greater
to smallest. than, more
than, fewer Write the numbers from biggest to smallest
Use ordinal numbers to
show order, place or than and is 345, 428, 389, 561, 600, 739, 620, 824
position equal to.
 Use, read and write
ordinal numbers,  Describe
including and order Compare numbers to 999
abbreviated form up whole What number is 1 more than 563
to 31 numbers up What number comes after 768
to 999 What number is 1 fewer than 431
from What number is 10 more than 620
smallest to What number is 10 fewer than 650
biggest, What number is 20 more than 480
and biggest What number is 20 fewer than 740
to smallest What number is 25 more than 625

485
 Use ordinal What number is 50 more than 250
numbers to What number is 50 fewer than 700
show order, What number is 100 more than 300
place or
What number is 100 fewer than 800
position
 Use, read
Answer true or false. Give a reason for your answer
and write
220 is closer to 200 than 250
ordinal
403 is not closer to 400 than 420
numbers,
15 is closer to 0 than to 30
including
abbreviated
Fill in more than or fewer than
form up to
145 is _________ 154
31
823 is _________ 789
466 is _________ 664

Use the digits 9, 0, 6 to make the biggest number you can. What is the smallest number you can make?

1.5 Recognise the place During this term consolidation of the following concepts needs to be reinforced and encouraged:
Place value value of three-digit  Numbers can be broken up into hundreds, tens and ones.
numbers to 999  Understand that 51 is greater than 15 because 51 contains 5 groups/bundles of tens and 15 only
 Recognise what each
one group/bundle of ten.
digit represents
 When counting in tens, when learners reach 40 they know that they have counted 4 tens.
 Decompose 3 digit
numbers up to 999
into multiples of By the end of the term learners should be able to:
100, multiple of tens
and ones (HTU) Use, read and write this language to work with place value and understand it.
 Identify and state the Units or ones, tens, hundreds, digit, one-digit, two-digit number ..., three-digit number, place value ...
value of each digit
Recognise 0 as place holder in two and three-digit numbers such as:
60
305
720

486
Break up a number to show the value of each digit
637 = 600 + 30 + 7
Use their flard cards to demonstrate this

600 30 7

Use the dienes blocks o show the place value of a number.

Respond to questions such as:

Say what the digit 7 in 127 represents And the 2? And the 1?
How many hundreds are there in each of the following numbers:
300, 500, 700, 412, 568

How many bundles of tens are there in each of the following numbers?
50, 80, 100, 200, 700, 120

Write the numbers:

One hundred and five
Six hundred and twenty-five
Four hundred and eight-nine
Three hundred and three

Write the numbers:

1 hundred + 2 tens
Two hundred + 3 tens + 7 ones
Four hundred + 9 tens + 3 ones

In one step:
Make 654 into 54

487
 Change 456 into 466

Explain what number needs to go into each box

872 =  + 70 + 2
129 = 100 +  + 20 + 9
346 = 300 + 40 + 

In 762 the value of the 7 is.......

The value of the 6 is ...............
The value of the 2 is .................
Now write down the value of each digit in these numbers.

SOLVE PROBLEMS IN CONTEXT

1.6 Use the following Learners are expected to solve the word problems using the following techniques:
Problem- techniques when  Building up or breaking down numbers
solving problem and
solving  Doubling and halving
explain solutions to
techniques
problems:  Number lines
 building up and  Rounding off in tens
breaking down
See notes for Term 2 on the following strategies
numbers
 Building up and breaking down
 doubling and
halving  Doubling and halving
 number lines  Number lines
 rounding off in
tens Rounding off in tens
During this term learners can apply the technique of rounding off when doing word problems.
Example:
Noah has R48,00. The pack of cards he collects costs R5,00. How many packs of cards can he buy?
The learner can round off R48 to the nearest ten, which is R50,00. This means he can ‗nearly‘ buy 10
packs. Learners will have to do the calculation and then work out if their answer is reasonably close to
the amount rounded off.

488
 Allow learners to choose the technique most comfortable for them. However, if learners are using
techniques that are not efficient then they need to be guided to choose more efficient techniques.
.
Learners do not have to be fluent in the techniques. They will be able to use them again in the
Intermediate Phase.

1.7 Solve word problems in By the end of the term learners should be able to do the following type problems.
Addition, context and explain own Addition and subtraction
subtraction solution to problems There are at least three basic types of addition and subtraction problems and each type can be posed in
involving addition, different ways. The basic types are:
subtraction leading
Change
answers up to 999. Noluthando collected 234 stickers. Silo gave her 80 more stickers. How many stickers does she have
now?
500 passengers on a train. 176 passengers got off. How many passengers were left on the train?

Combine
Nosisi collects items for the schools recycling projects. She collected 124 plastic bottles and 268 tin
cans. How many items has she collected? The shop has 368 packets of chips; 82 are chippos and the
rest are ziksnacks. How many packets or Zicksnacks are there?

Compare
Grade 2 collected R446. Grade 3 collected R729. . How much more money did the Grade 3s collect?

Posing each problem in different ways

Problems have to be posed in different ways. For example, both of these are change problems, but the
―unknowns‖ are in different places in the problem.

The shop had packets of mealie meal; 55 more were ordered. Now there are 170 packets of mealie
meal. How many packets were there in the beginning?

The shop had 500 packets of sugar. After selling some packets, they had 324 packets of sugar left.
How manypackets did they sell?
1.8 Solve word problems in Examples of problems that can be done this term
Repeated context and explain own Repeated addition
addition solution to problems How many wheels do 36 cars have?

489
leading to using multiplication with
multiplication answers up to 99. Rate
Thami saves 35c every week. How much money does he save in 8 weeks?

Grids
Mr Khumalo plants 20 rows of orange trees. There are 12 trees in a row. How many trees are there
altogether?

Problem situations with different functional relationships

Heila sells hotdogs at R4 each. Make a table to help her find the amount for large orders.

Number of hotdogs 1 2 3 4 5 10 20

Cost in R 4 8

Use the table to find the cost of seven hotdogs and 23 hotdogs.

Sedick babysits. He charges R20 for travel costs, and then R5 per hour for babysitting. Complete this
table for him.

1.9 Solve and explain Examples of problems that can be done this term
Grouping and solutions to practical Grouping
sharing problems that involve Grouping, discarding the remainder
equal sharing and A bakery sells bread rolls in bags of 12. They have 118 rolls. How many bags of 12 rolls each can they
leading to
grouping up to 200 with make up?
division answers that may include
remainders. Grouping, incorporating the remainder in the answer
A farmer has 227 eggs. How many egg boxes that can take 6 eggs each does he need to pack all the eggs?

Sharing
Sharing, discarding the remainder
Five friends share a box of 84 sweets so that they all get the same number of sweets.
1.10 Solve and explain Examples of problems that can be done this term
Sharing solutions to practical Sharing, leading to fractions
leading to problems that involve Share 15 chocolate bars among 6 friends so that they all get the same amount of chocolate bar and there
equal sharing leading to is nothing left over.
fractions
solutions that include Share 7 chocolate bars among 3 friends so that they all get the same amount of chocolate bar and there is

490
 unitary and non-unitary nothing left over.
fractions e.g. ½, ¼, ¾,
2/5 etc. Fraction of a collection
Grandmother gives Kiki R12. Kiki wants to save a third of the money. How much money must she save?
This problem type must only be posed after learners have solved four or five problems of the sharing,
leading to fractions type and know the names of fractional pieces.

Putting fractions together

The netball coach gives half an orange to each player. There are 14 players. How many oranges does she
need?
This problem type must only be posed after learners have solved four or five problems of the sharing,
leading to fractions type and know the names of fractional pieces.

Writing fractions
Learners are not required to write the fraction symbol. Learners learn how to label fraction parts as 1
fifth, 3 quarters or 3 sixths. This helps them firstly to understand that the fraction names describe how
many equal parts the whole has been divided into, for example, halves, thirds, quarters, etc. and secondly
how many of those parts are being considered, e.g. 2 thirds.

Representing fraction word problems

Learners must draw their answers to prove that they understand the problem.
Expect that some learners may draw correctly but misname the fraction part.
Learners must name the parts that have been shared by writing it as 2 thirds.

1.11  Recognise and Examples of problems that can be done this term
Money identify the South  Value of money and making up totals e.g.
African coins and  Write 325c as rands and cents.
bank notes  In how many different ways can you make up R400 using only bank notes? How do you
know whether you have all the solutions?
 Solve money  Travis has a 50c piece and four 20c pieces. Toffees cost R1,20. How much change will he
problems involving get?
totals and change in  Mandla pays R5,50 to take a taxi to school.
rands or cents.  What does it cost him to get to and from school each day?
 Convert between
rands and cents Buying and selling problems

491
  Pedro‘s granny gave him R5. Which 3 sweets can he buy? Choc chuckle R2,70; gums R1,80; sour
worms R1,40; peach treats R1,60; magic mints R2,20; toffee R1,20.
 Damon bought three books for R80 each; how much change will he get from R300?
 Packets of 5 mints cost 44c each. Mr King needs 88 mints. How many packets should he buy? What
will he pay?

CALCULATIONS
1.12 Use the following See notes for Term 3.
Techniques techniques when
(methods or performing
strategies) calculations:
 building up and
breaking down
numbers
 doubling and halving
 number lines
 rounding off in tens

1.13  Add to 999 During this term learners continue to break down numbers in order to calculate.
Addition and  Subtract from 999 Possible methods to show addition and subtraction calculations.
subtraction
 Use appropriate Breaking down a number into smaller parts to make a calculation easier
symbols(+, - , =, ) Using knowledge of place value to break down numbers into hundred, tens and ones
 Practise number  Adding by breaking down both numbers
bonds to 30
Adding three-digit with two-digit
524 + 82 = 
= (500 + 20 + 4) + (80 + 2)
= 500 + (20 + 80+ (4 + 2)
= (500 + 100) + 6
= 600 + 6
= 606

Adding three-digits and three-digits

323 + 436 = 

492
323 + 436 = = (300 + 20 + 3) + (400 + 30 + 6)
= (300 + 400) + (20 + 30) + (3 + 6)
= 700 + 50 + 9
= 759

 Adding (by breaking down the number to be added)

Learners will break down the number in ways that are manageable for them. This means that they will do
it in different ways.
524 + 82 = 
524 + (40 + 40 + 2)
524 + 40 564 + 40 604 + 2 = 606
Counting on 40 from 524 could be done by counting in 10s.

Adding three-digit and three-digits

323 + 436 = 
= 323 + (400 + 20 + 6)
= (323 + 400) + 20 + 6
= (723 + 20) + 6
= 743 + 6
= 749

 Subtracting by breaking up both numbers

Three-digit subtract two-digit

889 – 137 = 
889 – 137 = (800 + 80 + 9) – (100 + 30 + 7)
= (800 – 100) + (80 – 30) + (9 – 7)
= 700 + 50 + 2
= 752

 Subtracting by breaking up one number

889 – 137 = 

493
889 – (100 + 30 + 7)
889 – 100 789 – 30 759 – 7 = 752

 Using halving to break down a number

525 + 16
= 525 + 8 + 8
= (525 + 8) + 8
= 533 + 8
= 541

 Count on and count back

805 = 798 = 
Counting up in ones from 798 is an appropriate strategy because the numbers are close to each other.

 Identify near doubles

245 + 246
One can say the above sum as double 245 + 1 pr double 246 – 1
245 + 245 + 1
= (200 + 40 + 5) + (200 + 40 + 5) + 1
= (200 + 200) + (40 + 40) + (5 + 5) + 1
= 400 + 80 + 10 + 1
= 400 + (80 + 10) + 1
= 400 + 90 + 1
= 491

Developing and practising addition and subtraction skills

Learners need to practise certain kinds of addition and subtraction skills

Count up or down to the nearest 10

588 + 9

494
588 + 10 = 598
598 – 1 = 597

588 + 19
588 + 20 = 608
608 – 1 = 607

Learners should have opportunities to do the following type of calculations with numbers up to 800:

Add or subtract a pair of multiples of 10, crossing 100

40 + 70
70 + 80

120 – 30
150 – 60

Add or subtract 10 to or from any two or three-digit number, including crossing the 100s
Example:
65 + 10
124 + 10
326 – 10
358 – 10

Add or subtract a single digit to or from a three-digit number without crossing the tens.
Example:
634 +5
775 +  = 779
768 – 4

Add and subtract a single digit to and from a multiple of 100

Example:
600 + 4
500 + 3
700 – 6
800 – 5

Begin to add and subtract a pair of multiples of 100

495
100 + 100
100 + 200
200 + 200
300 + 400

Learners should be given opportunities to practise patterns in addition and subtraction.

If I know that 1+ 1 = 2
Then What is:
10 + 10
100 + 100

Begin to add or subtract a pair of multiples from any three digit number
Example:
675 + 100
762 – 100

Understanding addition by the end of the year

By the end of the year learners should be able to:
Use and understand the language of addition:
more, add, sum, total, altogether, equals, sign….and read and write the addition sign (+) and the equals
sign (=)
Continue to develop an understanding of addition as counting on and steps along a number line. For
example,
answer the following.
What do I need to add to 67 to make 85?
This is the number sentence for my question: 67 +  = 85.

Respond to the following type of questions:

 add together 43 and 19
 add ten to 167
 51 plus 83
 Add 70 to 50
 280 = 120 + 80 + 
 What is 30 more than 160

496
 Find the sum of 156 and 14
 Add twelve to a hundred and seventy-five
 What number is ten more than 483?
 What number must you add to 45 to get 178?
 What number must you add to 25 to get 178?
 What must I add to 56 to make 170?
 Three hundred plus four tens plus 3 tens
 12 tens plus 8 ones
 245 + 10 =  245 + 20 =  245 + 30 = 

Know that  stands for an unknown number

45 + 81 = 
67 +  = 125
47 + 32 + 8 = 
31 +  + 20 = 160
 +  = 100
 +  = 120
 +  = 450

Understand and use the knowledge that addition can be done in any order:
178 + 12 = 190 therefore 12 + 178 = 190

Understanding subtraction by the end of the year

Use and understand the language of subtraction:
Take away, subtract, how many are left, how much less is.. than..., difference between, how much more
is...than...., how many more to make... and read and write the minus sign ( - )

Continue to develop understanding of subtraction as:

 taking away; and
 finding the difference between.

497
Understand that subtracting zero leaves a number unchanged:
192 – 0 = 192 192 = 192 – 0
Respond to written question phrased in a variety of ways such as:
37 take away 13
Take 40 from 280
162 subtract 42
Subtract 45 from 390
What is the difference between 738 and 157?
How many fewer is 117 than 449?
What number must you subtract from 56 to get 122?
What number must you subtract from 56 to get 132?
What number must you subtract from 56 to get 142?
Find pairs of numbers with a difference of 10
There are 45 pencils in the teacher‘s drawer. She hands out 17 pencils. How many are left?
Find pairs of numbers with a difference of 20.

Know that  stands for an unknown number.

557 – 134 = 
800 – 530 = 
762 –  = 448
598 – 42 = 
687 –  = 375
13 – 6 = 15 – 
 – 18 = 24
174 – 14 = 
199 –  = 25

Begin to understand that:

125 – 10 is different from 10 – 125

Understand the relationship between addition and subtraction.

498
Use the relationship between addition and subtraction.
Say and write corresponding subtraction fact to a given addition fact and vice versa. For example:
25 + 68 = 93 implies that 93 – 68 = 25
68 + 25 = 93 implies that 93 – 25 = 68

122 – 104 = 18 implies that 18 + 104 = 122

Without the use of apparatus answer the following:

You know that 145 + 120 = 265
What is:
120 + 145
265 – 120
265 – 145

You know that 154 – 38 = 116

What is:
154 – 116
116 + 38
38 + 116
Write and answer the following
64 – 37 =  therefore 37 +  = 64
137 – 17 =  therefore  +  = 137
200 – 100 =  therefore  + 100 = 200
89 – 38 = 51 ; 51 is the difference because  +  = 89

Write four number sentences using these numbers. 160, 35, 125

Checking results of calculations

Judging reasonableness of solutions
Learners should be trained to judge the reasonableness of solutions.
One way to do this is to estimate their answers before calculating. When adding two numbers that are
close to each other, e.g. 45 and 46, learners can use doubling as a way of estimating their answers.

499
 Checking solutions
Learners should know that they can
 check an addition calculation by subtracting. Example: If 36 + 18 = 54; then 54 – 18 = 36
 check an subtraction calculation by adding Example 84 – 48 = 36, then 36 + 48 = 84

Using the inverse operation to check solutions is one reason for teaching addition and subtraction
together.

1.14  Multiply numbers 1 During this term learners continue to: 

Repeated to 10 by 1, 2, 3, 4, 5,  use and understand the language of multiplication;
addition 10  represent multiplication as arrays;
leading to  Use appropriate  use the appropriate symbols to interpret number sentences;
multiplication symbols(x, =, )  understand that repeated addition can be represented using the multiplication symbol;
 practise and understand that multiplication can be done in any order (the commutative law or
property);
 use the number line to show multiplication calculations and be able to explain the representation
(how the jumps show repeated addition); and
 chant the multiplication tables.

By the end of the term learners should be able to:

Use the language of multiplication in practical situations:
Double, times, multiply, multiplied by, multiple of.., lots of, groups of.., times as (big, long,
wide..), twice, three times as much, and read and write the multiplication sign (x)
Use the language to do multiplication calculations
Understand multiplication as repeated addition
6 added together 3 times is the same as:
6 + 6 + 6 = 18
3 lots of 6 = 18
3 times 6 = 18
6 x 3 = 18
3 x 6 = 18

500
Understand multiplication as describing an array


     5 x 3 =15

3 x 5 = 15
Begin to recognise that multiplication can be done in any order

Respond to questions posed in different ways

Two fives
Double 5
3 times 5
Three counters in a row. There are 4 rows. How many counters altogether?
2 multiplied by 7
16 times 2

Understanding the commutative law of multiplication

3 x 4 = 12 is the same as 4 x 3 = 12

Recognise the use of the place holder  to stand for an unknown number.
2+2+2=
2x=6

5 + 5 +5 + 5 + 5 therefore 5 x  = 25
4 + 4 + 4 therefore 4 x 3 = 
10 + 10 + 10 + 10 + 10 therefore 10 x  = 50
5 x  =  x 5 = 45
4x8=x4
8 + 8 + 8 = 3 eights = 8 x  = 24

501
 Understand the relationship between multiplication and doubling
Copy the table below. Fill in the ‗times 4 row‘
1 2 3 4 5 6 7 8 9 10
4s
2s

Used a variety of images to do multiplication

 Multiplication grids
 Flow charts
 Tables

1.15  Divide What is different from Term 3?

Division numbers to 99 By the end of the term we have to ensure that learners can:
by 1, 2, 3, 4, 5,
 understand that halving is the inverse of doubling and recall doubles of all numbers to 20 and the corresponding halves;
10
 Use  experience division as grouping;
appropriate  understand and appreciate the relationship between multiplication and division and that they are inverse operations;
symbols (÷, =,
)  use practical and informal methods written methods to do division of two-digit by one-digit numbers;
 use their knowledge of place value to do multiplication and division calculations;
 explain what calculation they did and why;
 discuss their answers and explain their thinking; and
 use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check
calculations.

502
Recording strategies
There are certain recording strategies that learners may use in Grade 3. Learners will not be fluent in all these strategies. They need to
be guided in looking at the division number sentence e and deciding on the appropriate strategy that needs to be used. It is expected
that learners will no longer be dependent on drawing pictures and will using numbers to explain their thinking.

Repeated subtraction
This strategy will have been used when solving word problems and learners need to be guided in looking at the number range and
decide whether or not the calculation can be done using repeated subtraction.
40 ÷ 8 = 
40 – 8 32 – 8 24 – 8 16 – 8 8–8=0
Learners count the number of times they subtracted 8 to get to 0.

Repeated addition
Some learners might use this strategy if they understand the relationship between multiplication and division. Once again the number
range will determine if this strategy is appropriate or not.
40 ÷ 8 = 
8+8 16 + 8 24+ 8 32 + 8 40
Learners count the number of times they added 8 to get to 40.

Use multiplication
Learners should be able to say: ―What do I know about multiplication that can help me calculate division?‖

Learners can write down the multiplication facts they know in a clue board, to assist them to divide
72 ÷ 3 = 
Clue board
10 x 3 = 30
I know: 10 x 3 = 30
10 x 3 = 30
I know: 4 x 3 = 12
503
30 + 30 = 60
72 – 60 = 12.
4 x 3 = 12
10 + 10 + 4 = 24
Therefore 72 ÷ 3 = 24

Distributive property
The distributive property of division over addition means that the number can be broken up into parts that are easier to calculate.
39 ÷ 3 = 
= (30 + 9) ÷ 3
= (30 ÷ 3) + (9 ÷ 3)
= 10 + 3
= 13

Breaking up the numbers into halves: 60 is halved

Here learners say to themselves: ―Wwhat do I know about dividing by 5?‖ Learners know that 30 is divisible by 5 leaving no
remainder.
60 ÷ 5 = 
30 ÷ 5 = 6
30 ÷ 5 = 6
6 + 6 = 12

Using halving to divide by 4

Learners have been doubling and halving for three years. They need to use these skills as calculating strategies. Knowledge of
doubling and halving can be applied to division:

504
96 ÷ 4 = 
96 ÷ 2 = 48
48 ÷ 2 = 24

By the end of the term learners should be able to:

Understand, use and begin to read:
One each, two, each … share, half, halve, whole, divide, divide by 3, divide by 4, divide into 2, divide into 3, left over, divided by …
equal groups of ..., left over
Read, write and use the division sign (÷)

Use this language to do division calculations

Understand division as grouping, or repeated subtraction

Respond to written questions posed in a variety of ways:
Share 16 by 2
Divide 20 by 5
How many fives make 50?
How many 10c coins make 50c?
How many fours in 20, in 28, in 36?
How many fives in 20, in 40, in 50, in 60?
Annina says she learns 5 new words every day. She takes  days to learn 40 words.
6 tens ÷ 3 =  tens
Recognise the use of symbols such as for unknown numbers
Look at the counters below and complete the number sentences

    
    
    
505
There are  groups of 3
15 – 3 – 3 –  –  –  = 0
15 ÷ 3 = 

Look at the drawing and complete the sentences:

   

There are  dots all together and there are  groups of 3 dots each. Therefore:  ÷ 3 = 

There are  dots all together and there are 4 groups of 3 dots in each.
Therefore:  ÷ 4 = 

Copy and complete:

20 ÷ 2 =  20 ÷  = 10 20 ÷  = 2
21 ÷ 3 =  21 ÷  = 7 21 ÷ 7 = 

506
Understand the rules for dividing by 1 and 0
6 ÷1 = 
8÷1=
12 ÷  = 12
6÷0=
÷4=0
1÷1=
0÷7=

Use, read and begin to write:

Left over, remainder....
Calculate remainders when doing division calculations:
12 ÷ 5 is 2 remainder 2
23 ÷ 7 is 3 remainder

Understand the relationship between multiplication and halving

Answer the following type of questions:
Copy the table below.
Fill in the ‗times 4‘ row. What pattern do you see?

1 2 3 4 5 6 7 8 9 10
4s
2s

Halve the numbers in the ‗times 4‘ row to get the numbers in the ‗times 2‘ row.
What patterns do you see?

507
 Understand that division reverses multiplication.
Show these number sentences with drawings
4x5= 20 ÷ 5 = 
12 x 4 =  48 ÷ 4 = 

1.16 Number concept: Range 999 Examples of questions that can be asked:
Mental  Order a given set of selected numbers. Number concept:
mathematics  Compare numbers to 999 and say which is 1,2,3,4,5 Number names and symbols
and 10 more or fewer Hold up a card or write down a number name. Choose a learner to write the
matching numeral.
Rapidly recall:
 Addition and subtraction facts to 20 More or fewer
What is
 Add or subtract multiples of 10 from 0 to 100 1 fewer than 900
1 more than 899
 Multiplication and division facts for the: 2 more than 702
2 fewer than 405
 two times table up to 2 x 10 3 more than 477
 ten times table up to 10 x 10 3 fewer than 251
4 more than 868
4 fewer than 967
Calculation trategies 5 more than 729
Use the following calculation strategies: 5 fewer than 685
 Put the larger number first in order to count on or count 10 more than 490
10 fewer 660
back
 Number line
What is the 5th letter of the alphabet?
 Doubling and halving
What is the 9th month of the year?
 Building up and breaking down
 Use the relationship between addition and subtraction
 Use the relationship between multiplication and division Ordering and comparing
Which is more: 621 or 671?
Give me a number between 154 and 159.

508
Addition and subtraction facts:
 Know by heart all addition and subtraction number bonds to 20.
 +  = 20
 +  = 16
20 =  – 

Add and subtract fact for all numbers up to and including 20.
1 + 11 = 12 11 + 1 = 12
2 + 10 = 12 10 + 2 = 12
3 + 9 = 12 9 + 9 = 12

18 – 4 = 14 18 – 14 = 4
18 – 5 = 13 18 – 13 = 5
18 – 6 = 12 18 – 12 = 6

Quickly recall addition doubles to 20. This should include corresponding

subtraction facts.
 1+1=2
 2+2=4
 3+3=6
 4+4=8
 5 + 5 = 10
 6 + 6 = 12
 7 + 7 = 14
 8 + 8 = 16
 9 + 9 = 18
 10 + 10 = 20

Show me the number to add to make 20 (writing down or using the place value or
Flard cards).
 8
 2
 9
 15
 3

509
Show me the number left when …. Is taken away from 20(writing down or using
the place value or flard cards)
 5
 18
 0
 14
 7

Calculation strategies:
Use calculation strategies to add and subtract efficiently.
Add several numbers by using strategies such as:
 Look for pairs of numbers that make 10 and use these first
2+7+8
2 + 8 make 10 and then add 7.

Put the larger number first in order to count on or count back

 Start with the largest number
5 + 15
Restate the number sentence: 15 + 5 and count on to 20

 Change a number to 10 and then subtract or add 1

Change a number to 10 and then subtract or add 1
For example:
8 + 9 = 17 and explain that one could do 8 + 9 = 8 + 10 – 1
6 + 11 = 17 and explain that one could do 6 + 10 + 1
17 – 9 = 8 and explain that one could do 17 – 10 + 1
 Break up a number into its parts and then add
Build up and break down numbers:
For example work out mentally and explain:
Continue to break up numbers into ‗small bits‘
8 + 12
= 8 plus (10 + 2)
= 8 + 2 + 10
= 10 + 10
= 20
 Use doubling as a mental calculation strategy
Identify near doubles. For example:

510
 8 + 7 = 15 explaining that it is double 7 plus 1 or double 8 minus
1

Recognise that when two numbers are close in size to each other it is easier to find
a difference by counting up, not counting back.
17 - 13 = 4 and explain that counting up from 13 to 17 gives 4

Some mental mathematics can be done without apparatus, but it is often useful to
do mental mathematics with apparatus.

Recommended apparatus
 A number line (structured and empty)
 A number grid
 Place value cards (flard cards)
 Counting beads

1.17  Use and name fractions in familiar contex ts including By the end of the term learners should be able to:
Common halves, quarters eighths, thirds, sixths, fifths  recognise fractions of shapes and reinforce their understanding that halves
fractions  Recognise fractions in diagrammatic form must be of equal size;
 Begin to recognise that 2 halves or 3 thirds make one
 know that four quarters make one whole and that each quarter must be the
whole and that 1 half and 2 quarters are equivalent
 Write fractions as 1 half, 2 thirds same size;
 find fractions of a group of objects;
 read and write fraction names; and
 order, describe and compare fractions.

By the end of the term learners understand fractions as part of a whole and be able
to answer similar questions:
 halves = one whole
 quarters = one whole
 thirds = one whole

511
 halves = one whole
 fifths = one whole
 sixths = one whole

Respond to questions such as:

When a shape is divided into 2 equal parts, we call these parts___

When a shape is divided into 3 equal parts, we call these parts___
When a shape is divided into ____ equal parts we call these parts quarters.

Able to compare the size of fractions

Is 1 half bigger or smaller than 3 quarters?

How many quarters is the same as 1 whole?
How many eighths is the same as 1 whole?
Are two quarters equal to one 1 half?

Find a fraction of a collection of objects.

512
There are 12 beads. 8 are pink and 4 are white.
What fraction of the beads is white?

513
GRADE 3 TERM 4
CONTENT AREA: PATTERNS, FUNCTIONS AND ALGEBRA

CONCEPTS AND CONCEPTS AND

TOPICS
SKILLS SKILLS DURATION
SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
REQUIREMENT BY FOCUS FOR
YEAR END TERM 4
2.1 Copy, extend and Patterns all around Learners will work with patterns from nature, modern everyday life and our 1 lesson
Geometric describe us cultural heritage from Grade 1 to Grade 6. This means that you do not need to
patterns Identify, describe in spend a lot of time on this topic. You also need to choose activities and patterns
Copy, extend and describe
words and copy that are appropriate to each grade.
in words
geometric patterns
 simple patterns made  in nature One kind of pattern learners can look for is symmetry, e.g. most leaves and animals
with physical objects  from modern faces are symmetrical. So are many insects if viewed from above and the patterns
 simple patterns made everyday life on many birds if viewed from below.
with drawings of  from our cultural
lines, shapes or heritage In Grade 3 there is a focus on finding the line of symmetry through paper folding
objects and reflection. Learners can make patterns by cutting shapes into folded paper.
This can include making doilies and traditional shelving paper with cut-out
patterns. Learners can then look at and talk about patterns on crocheted doilies and
Create and describe own
pictures of patterns cut into traditional paper shelving.
patterns
Create and describe own Learners can also look at patterns on
geometric patterns  fences (wire, wooden or vibracrete);
 with physical objects  brickwork and floor tiles;
 by drawings lines,  roofing;
shapes or objects  clothes and material;
 plates, cups and saucers;
Patterns all around us  soccer balls;
Identify, describe in words  animals such as cows, moths and butterflies, zebra, giraffe, leopards,
and copy geometric birds, insects;
patterns  flowers and leaves;
 in nature  wallpaper, including wallpaper made of printed packaging that is often
 from modern found inside shacks and informal housing;
everyday life  traditional or modern beadwork; and
 from our cultural  traditional clay pots or woven baskets.
heritage

514
 How can learners describe the patterns they see around them?
There are different ways to describe the patterns we see around us. Most patterns
around us are made up of lines, shapes or objects. The shapes or objects do not
need to be linked to the geometrical 2-D shapes and 3-D objects worked with in
Grade 2. All that learners are looking at is
 what is repeated e.g. dots, lines, any kind of shape; and
 how it is repeated e.g.
 straight lines that cross each other (as in a dishcloth), lines that run
along the bottom of material or across a shirt, lines that run up the
legs of trousers;
 curved lines like the circular lines visible when you cut across an
onion;
 lines that are irregular like the lines of finger prints and zebra stripes
and wrinkles on elephants, rhino and very old people;
 wavy lines that you get when you cut across a cabbage, or that you
find on a sand dune;
 dots that are the same size, dots that are evenly spread;
 shapes that are the same size;
 shapes that are the same colour; or
 patterns made with shapes that are all different : the shapes that make
the patterns on the hide of a giraffe are all different.

2.2 Copy, extend and Copy, extend and See notes for Term 1. 3lessons
Number describe describe Extend the sequences to include the following
patterns Copy, extend and describe Copy, extend and  1s from any number between 0 and 1 000
simple number sequences describe simple  10s from any multiple of 10 between 0 and 1 000
to at least 200 . number sequences to  5s from any multiple of 5 between 0 and 1 000
at least 1 000.  2s from any multiple of 2 between 0 and 1 000
Create and describe own  100s from any multiple of 100 to at least 1 000
patterns Sequences should  50s from any multiple of 50 to at least 1 000
Create and describe own show counting
 25s from any multiple of 25 to at least 1 000
number patterns. forwards and
 20s from any multiple of 20 to at least 1 000
backwards in:
 1s from any
Use objects, pictures, tables and a flow diagram to support learners‘ transition from
number between
skip counting and sequences to multiplication by 10, 5, 2, 4, 3.
0 and 1 000
 10s from any

515
 multiple of 10
between 0 and 1
000
 5s from any
multiple of 5
between 0 and 1
000
 2s from any
multiple of 2
between 0 and 1
000
 100s from any
multiple of 100
to at least 1 000
 50s from any
multiple of 50 to
at least 1 000
 25s from any
multiple of 25 to
at least 1 000
 20s from any
multiple of 20 to
at least 1 000
Create and describe
own patterns
Create and describe
own number patterns
 the intervals
specified in grade
2 with increased
number ranges
 20s,25s, 50s,100s
to at least 1000

GRADE 3 TERM 4
3. SPACE AND SHAPE

516
 DURATION
CONCEPTS AND SKILLS: CONCEPTS AND SKILLS: SOME CLARIFICATION NOTES OR
TOPICS (in lessons of 1
REQUIREMENT BY YEAR END FOCUS FOR TERM 4 TEACHING GUIDELINES
hour 24 minutes)
3.2 Range of objects Range of objects See Notes for Term 2. 1 lesson
3-D Recognise and name 3-D objects in the Recognise and name 3-D This term you can practise, revise and consolidate
objects classroom and in pictures objects in the classroom and in work on 3-D objects through written exercises.
 ball shapes, (spheres) pictures
 box shapes (prisms)  ball shapes, (spheres) Focus on recognising and naming
 cylinders  box shapes (prisms)  ball shapes (spheres);
 pyramids  cylinders  box shapes (prisms);
 cones  pyramids  cylinders;
 cones  pyramids; and
Features of objects  cones
Describe, sort and compare 3-D objects in Features of objects when shown pictures of geometric or everyday
terms of: Describe, sort and compare 3-D objects.
 2-D shapes that make up the faces of 3-D objects in terms of:
objects  2-D shapes that make up Questions should focus learners on
 flat or curved surfaces the faces of 3-D objects  whether the surfaces of objects are curved or flat;
 flat or curved surfaces and
Focussed activities  whether the flat surfaces of objects are triangles,
 Observe and build given 3-D objects using rectangles, squares or circles.
concrete materials such as cut-out 2-D
shapes, clay, toothpicks, straws, other 3-D
geometric objects
3.4 Symmetry Symmetry The work on symmetry through paper folding done in 1 lesson
Symmetry  Recognise and draw line of symmetry in 2-  Recognise and draw line of Term 2 should help learners to identify lines of
D geometrical and non-geometrical shapes symmetry in 2-D symmetry in drawings of geometrical and non-
 Determine line of symmetry through paper geometrical and non- geometrical objects.
folding and reflection geometrical shapes
Written exercises should include examples where
 the line of symmetry is not a vertical line;
and
 there is more than one line of symmetry in
the shape or object.

GRADE 3 TERM 4
4. MEASUREMENT

517
 DURATION
CONCEPTS AND SKILLS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR (in lessons of
TOPICS
REQUIREMENT BY YEAR END FOCUS FOR TERM 4 TEACHING GUIDELINES 1 hour 24
minutes)
4.1 Telling the time Telling the time Learners continue to practice talking about the 2 lessons
Time  Read dates on calendars  Read dates on calendars duration of time and the sequencing of time.
 Place birthdays, religious festivals,  Place birthdays, religious festivals,
public holidays, historical events, public holidays, historical events, During whole class teaching time and focus
school events on a calendar school events on a calendar group time, learners continue to talk about the
 Tell 12-hour time in day of the week, month of the year and the date
 hours  Tell 12-hour time in of the current day; as well as days before and
 half hours  hours days to come. Learners continue to place the
 quarter hours  half hours following on a calendar as the events arise
 minutes  quarter hours  birthdays;
on analogue clocks and digital  minutes  religious festivals;
clocks and other digital on analogue clocks and digital  historical events;
instruments that show time e.g. clocks and other digital  school events; and
cell phones instruments that show time  public holidays.
e.g. cell phones
Calculate length of time and passing of Continue to ask learners to tell the time at
time Calculate length of time and passing regular intervals on an almost daily basis.
Use calendars to calculate and describe of time  in hours and minutes on a digital clock;
lengths of time in days or weeks or Use calendars to calculate and describe and
months including lengths of time in days or weeks or  in hours, half hours and quarter hours
 converting between days and weeks months including using analogue clocks.
 converting between weeks and  converting between days and For example, learners can be asked to tell the
months weeks time when school starts, at break time and at
 converting between weeks and home time, or when they change from one
Use clocks to calculate length of time in months lesson to another. Choose times where the clock
hours or half hours, and quarter hours Use clocks to calculate length of time shows an exact hour or half hour or quarter
in hours, half hours and quarter hours hour. It is useful to have a large clock displayed
in the classroom, so that learners can refer to it.
Learners can also make models of clocks. You
can then ask them to show various times and
include some calculations e.g. ―Show me 10
o‘clock. What was the time a quarter of an hour

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 before 10?‖

During independent work time learners continue

do exercises related to telling the time
 in hours, half hours and quarter hours
on analogue clocks; and
 in hours and minutes on a digital clock.
Learners can do calculations with weeks or days
if provided with a calendar or section of a
calendar e.g. finding dates and calculating the
time differences between them.

Reading analogue time in minutes

Spend about 2 lessons focussing on
consolidating learners on the skill of reading
analogue time in minutes. See notes for Term 3.

4.2 Informal measuring All kinds of measuring length listed in the

Length  Estimate, measure, compare, order column alongside can be practised in
and record length using non-standard independent work time throughout the term. All
measures e.g. hand spans, paces, work should be recorded.
pencil lengths, counters etc
 Describe the length of objects by
counting and stating how many
informal units long they are
 Use language to talk about the
comparison e.g. longer, shorter,
taller, and wider

Introducing formal measuring

 Estimate, measure, compare, order
and record length using metres
(either metre sticks or metre lengths
of string) as the standard unit of
length
 Estimate and measure lengths in
centimetres using a ruler

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 No conversions between metres and
centimetres required
4.3 Informal measuring Introducing formal measuring To consolidate the work done on mass 1 lessons
Mass  Estimate, measure, compare, order Learners do written tasks to throughout the year, learners should do written
and record mass using non-standard consolidate the following, including exercises in which they
measures and a measuring balance reading pictures of  read pictures which allow them to compare
e.g. blocks, bricks etc.  products with mass written on the mass of objects shown on a measuring
 Use language to talk about the them balance;
comparison e.g. light, heavy, lighter,  pictures of mass on bathroom  read pictures which allow them to state the
heavier scales where the needle points mass of objects on a measuring balance
to a numbered gradation line with informal units of measurement;
Introducing formal measuring  compare, order and record their findings of
 Compare, order and record the  pictures of groceries with their
mass of commercially packaged mass stated in kilograms; and
objects which have their mass  pictures of groceries with the mass
stated in kilograms e.g. 2 stated in grams; and
kilograms of rice and 1 kilogram  read pictures of bathroom scales where the
of flour or in grams e.g. 500 mass is shown to the nearest whole
grams of salt kilogram.
 Measure their own mass in See the notes for Term 2.
kilograms using a bathroom
scale Measuring mass as a context for solving
No conversions between grams and problems and calculations
kilograms required During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of
 informal measurement of mass;
 mass in kilograms; and
 mass in grams.
Take into account the number range appropriate
for the term, as well as the range of problems
types appropriate for the term.

4.4 Informal measuring During independent work time learners should 1 lesson
Capacity/Volume  Estimate and measure, compare and Introducing formal measuring continue to
order the capacity of containers (i.e. Learners do written tasks to  estimate and measure, compare, order and
the amount the container can hold if consolidate the following, including record the capacity of containers or the
filled) by using non-standard reading pictures of volume in containers using non-standard

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 measures e.g. spoons and cups  products with their capacity measures;
 Describe the capacity of the written on them in order to  compare and order the capacity of a range
container by counting and stating sequence in order of bottles and grocery items where the
how many of the informal units it  pictures of jugs where the volume is stated on the packaging; and
takes to fill the container e.g. the volume is near to a numbered  use either 1 litre bottles or 1 litre jugs to
bottle has the capacity of four cups 1 litre or 2 litre gradation line estimate and measure, compare, order and
or half litres or quarter litre record the capacity of containers or the
Introducing formal measuring  pictures of jugs where the volume in containers in litres.
 Estimate, measure, compare, volume is near to a numbered See the notes for Term 3.
order and record the capacity of millilitres gradation line
objects by measuring in litres, The expectation is that learners Learners should be given written tasks to
half litres and quarter litres only read to the nearest numbered consolidate the following, including reading
 Compare, order and record the gradation line. The describe their pictures of
capacity of commercially volume as almost/nearly/close to/a  products with their capacity written on
packaged objects whose bit more than/more or less/ exactly them in order to sequence; and
capacity is stated in litres e.g. 2 the number (of litres) they read off  pictures of jugs where the volume is
litres of milk, 1 litre of cool the jug near to a numbered 1 litre or 2 litre
drink, 5 litres of paint or in gradation line.
millilitres e.g. 500 ml of milk, No conversions between millilitres and The expectation is that learners only read to
340 millilitres of cool drink, 750 litres required the nearest numbered gradation line. They
millilitres of oil describe their volume as
 Know that a standard cup is 250 almost/nearly/close to/a bit more than/more
millilitres or less/ exactly the number (of litres) they
 Know that a teaspoon is 5 read off the jug.
millilitres
No conversions between millilitres and Measuring capacity as a context for solving
litres required problems and calculations
During time allocated to Numbers, Operations
and Relationships learners can solve problems
that use the context of
 informal measurement of
capacity/volume e.g. Gogo uses 2 cups
of milk to makea pudding. If she
doubles the recipe, how much milk
will she need?
 litres
 millilitres
Take into account the number range appropriate

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 for the term, as well as the range of problems
types.
4.5 Perimeter Area Learners are introduced to measuring area for 2 lessons
Perimeter and  Investigate the distance around Investigate the area using tiling the first time in Grade 3. In Grade 3 and for
area 2-D shapes and 3-D objects most of the Intermediate Phase area is only
using string measured informally.
Area Learners find out how many shapes or objects
 Investigate the area using tiling cover a surface. They pack out shapes or objects
without leaving gaps between the shapes or
objects. They then count how many of the
shapes cover the surface. For example, learners
can pack out squares or rectangles onto a page;
they count how many of the shapes cover the
page. Learners should state the area of the page
in terms of the shape e.g. my page has an area
of 16 rectangles.

It is most likely that the shapes will not cover

the page entirely, as shown below.

Learners should then state the size of the page

by taking this into account e.g. my page has an
area of more than 18 rectangles but fewer than
28 rectangles.
Let learners tile the same area with different
shapes and similar shapes of different sizes.
This will allow learners to see that
 the smaller the shape, the more of them
will fit onto a surface; and
 the shape you choose will affect the

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 numerical answer you get.
Learners are not expected to calculate areas by
counting squares on a square grid; this they will
do in the Intermediate Phase.

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GRADE 3 TERM 4
5. DATA HANDLING

CONCEPTS AND
DURATION
CONCEPTS AND SKILLS SKILLS SOME CLARIFICATION NOTES OR TEACHING
TOPICS (in lessons of 1
REQUIREMENT BY YEAR END FOCUS FOR GUIDELINES
hour 24 minutes)
TERM 4
5.4 Collect and organise data
Collect and  Collect data about the class or school
organise to answer questions posed by the
data teacher
 Organise data supplied by teacher or
book
 Organise data in
 lists
 tallies
 tables
5.5 Represent data
Represent Represent data in
data  pictograph
 bar graphs
5.6 Analyse and Interpret data Analyse data from By this stage of the year, learner should have been exposed to all 1 lesson
Analyse and Answer questions about data presented in representations forms of data required in Grade 3 (lists, tallies, tables, pictographs,
interpret  pictographs provided. bar graphs). It is recommended that in Term 4 learners focus on
data  bar graphs analysing data. You give learners data to analyse in at least
 one bar graph; and
 one table.
Learners should answer questions that you ask about the graph and
table; see Term 1 for suitable types of questions.

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 CHAPTER 4
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)

ASSESSMENT

4.1 INTRODUCTION
Assessment is a continuous planned process of identifying, gathering and interpreting
information about the performance of learners, using various forms of assessment. It
involves four steps:
 generating and collecting evidence of achievement;
 evaluating this evidence;
 recording the findings and
 using this information to understand and thereby assist the learner‘s
development in order to improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal

(Assessment of Learning). In both cases regular feedback should be provided to
learners to enhance the learning experience.

In the Foundation Phase, the main techniques of formal and informal assessment are
observation by the teacher, oral discussions, practical demonstrations and written
recording. Grade R assessment should be mainly oral and practical.

4.2 INFORMAL OR DAILY ASSESSMENT

Assessment for learning is the process of continuously collecting information on a
learner‘s achievement. This is also called informal assessment. It is a daily monitoring
of learners‘ progress. This is done through observations, discussions, practical
demonstrations, informal classroom interactions, etc. It should not be seen as separate
from learning activities taking place in the classroom. Informal assessment enables
the teacher to monitor learner‘s progress and to make daily instructional decisions.
Informal assessment is used:
 to provide feedback to the learners
 to inform planning for teaching

At times the teacher may keep a checklist or use an observation schedule as a way of
recording learners‘ progress.

4.3 FORMAL ASSESSMENT

All assessment tasks that make up a formal programme of assessment for the year are
regarded as Formal Assessment.

The teacher can only observe about 10 learners at a time, therefore formal assessment
tasks will happen mainly in small group focused sessions and it will take a few days
to assess the whole class. All the materials and apparatus that learners normally use
should be available as usual, (counters, number charts, etc.)

The forms of assessment used should be age and developmental level appropriate.
Formal assessments must cater for a range of cognitive levels and abilities of learners.
The design of these tasks should cover the content of the subject in a variety of ways.

525
 A variety of forms of assessment (observation, oral, practical and written) should be
used to give each learner the opportunity to demonstrate what he or she can do. This is
because some learners are more easily able to show what they know in some forms of
assessment. For example,
 Some learners who find it difficult to read are good at Mathematics.
 Other learners may not be at the required level of competence in the language
of learning and teaching.

Assessment tasks in Mathematics need to include activities and exercises that are not
language based, and not reading dependent, to reflect the real abilities of these
learners.

However, cognisance should also be taken of what is being assessed. Certain

knowledge and skills are best assessed with particular forms of assessment. Different
kinds of assessments are appropriate to the skills and concepts necessary for different
topics at different age groups. It is useful to use an observation checklist to assess
learners measuring in the early grades. Rubrics can be used to evaluate learner‘s
problem solving skills.

4.4 PROGRAMME OF FORMAL ASSESSMENT

The requirements for formal assessment of Mathematics in Grades 1 – 3 are spelt out
in the table below:

GRADE TERM TERM TERM TERM 4 TOTAL

1 2 3
1 1 2 2 2 7 + Baseline
2 1 2 2 3 8 + ANA
3 1 3 3 3 10 + ANA

In Term 1 there is one (1) formal assessment task (made up of a number of activities
dealing with different topics in Mathematics) in Grades 1 – 3. In addition to this the
Annual National Assessments (ANA), which are baseline assessments, will be used at
the beginning of the first term in Grades 2 and 3. In Grade 1 schools are encouraged to
conduct a baseline assessment in the first term. Learners‘ results in the baseline
assessment should not be used to label their ability, but rather to decide how to pitch
the initial activities and to assess what aspects of work need more attention. Learners
develop at different rates. Some learners have a slow start, but at a later stage they
may progress quickly in Mathematics.

Formal Mathematics assessment tasks include more than one topic in Mathematics.
The assessment tasks over the year need to cover all content areas and topics, but not
everything in the curriculum needs to be formally assessed or formally reported upon.
Numbers, Operations and Relationships make up 60% of Mathematics in Grades 1 –
3. This means that 60% of the formal assessment each term and over the year should
be focused on Numbers, Operations and Relationships.

526
 Each formal assessment task should not be seen as a single event or test. Some of the
criteria can be assessed at the same time, but others will be assessed at different times.
For example, if learners‘ skip counting skills are being assessed, their ability to do the
following could be assessed in the same exercise or event:
 Complete counting sequences
 Read and write number symbols
 Count.
However, if an assessment task contains both solving problems by grouping or
sharing, and assessing learners‘ ability to measure capacity; it is more likely that these
aspects of Mathematics will be assessed at different times and in different.

4.5 RECORDING AND REPORTING

Recording is a process in which the teacher documents the level of a learner‘s

performance in a specific assessment task. It indicates learner progress towards the
achievement of the knowledge as prescribed in the Curriculum and Assessment Policy
Statements. Records of learner performance should provide evidence of the learner‘s
conceptual progression within a grade and her/his readiness to progress or being
promoted to the next grade. Records of learner performance should also be used to
verify the progress made by teachers and learners in the teaching and learning
process.

Reporting is a process of communicating learner performance to learners, parents,

schools, and other stakeholders. Learner performance can be reported in a number of
ways. These include report cards, parents‘ meetings, school visitation days, parent-
teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in
all grades report in percentages against the subject. The various achievement levels
areshown in the Table below.

CODES AND PERCENTAGES FOR RECORDING AND REPORTING

RATING PERCENTAGE
CODE DESCRIPTION OF COMPETENCE
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

4.6

4.7

SCHEDULE OF SUGGESTED FORMAL ASSESSMENT

Grade 1: Observation checklist for capacity/volume

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Content Area Topic Criteria  or  Comments
Compare and order the amount
of liquid (volume) in two
containers placed next to each
other.
Comparing volumes of two or
more different-looking
containers by pouring into a
third container.

Record the capacity of

containers by using non-
standard measures, e.g. spoons
and cups.

Answer questions about which

Capacity/volume

container holds more.

Measurement

Use language to talk about the

comparison e.g. more than, less
than, full, empty.

Grade 1 Term 4: Observation checklist for mass

Content Area Topic Criteria  or  Comments
Order and compare the mass of
three or more objects, by placing
pairs of objects on a balance, until
all objects can be sequenced.

State the unit when giving the

mass, e.g. the book has the same
mass as 34 marbles.

Use language to talk about the

Measurement

comparison, e.g. light, heavy,

lighter, heavier.
Mass

Ability to record measurements

taken

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 Using rubrics to assess problem-solving
Problem-solving can be assessed using a rubric.
What is considered to be an appropriate way of solving a problem,
 changes as learners develop and increase their understanding of number
concept and their operational skills; and

 depends on both the number range in the problem and the nature of the
problem.

Rubric problem-solving Grade 1

Does not know where to start or does something inappropriate. 1
Understands problem and starts but cannot finish correctly. 2
Understands problem and solves using drawings (marks) or counters. Can explain. May make 3
small errors.
Completes problem correctly. Can explain own and others‘ thinking competently. 4
Rubric problem-solving Grade 2
Does not know where to start or does something inappropriate. 1
Understands problem and starts but cannot finish correctly 2
or
Understands problem and solves using drawings (marks) or counters only. *
Understands problem and solves using numbers, but makes small errors. Can explain. 3
Completes problem correctly using number knowledge and techniques like breaking down and 4
recombining numbers, doubling, halving, number lines etc. Can explain own and others‘
thinking competently.
* The number range with which Grade 2 learners work begins to make it inefficient to
calculate by drawing pictures and counting them. Learners‘ number sense needs to be
sufficiently developed for them to use numbers in problem-solving and calculating.

Rubric problem-solving Grade 3

Does not know where to start or does something inappropriate. 1
Understands problem and starts but cannot finish correctly, or uses marks (drawings) or
2
counters.
Understands problem and solves using numbers. Can explain. 3
Completes problem correctly using number knowledge and techniques like breaking down and
recombining numbers, doubling, rounding and compensating, number lines etc appropriately. 4
Can explain own and others‘ thinking competently.

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Examples of how to apply this rubric to problems solved by Grade 1 – 3 learners
A dog has 4 legs. How many legs do 12 dogs have?
Grade 1: Rating: 1.
The learner does not understand the problem, so he or
she uses an inappropriate strategy or operation.

Grade 1: Rating 4
The learner has understood the problem, solved the
problem in an appropriate way for Grade 1 and can
explain the problem.

Grade 2: Rating 2
The learner has understood and solved the problem.
However, a grade 2 learner should be using number and
operational symbols to add repeatedly (or multiply,
depending on the time of year).

The farmer plants 6 rows of trees with 13 trees in each row. How many trees does he plant all together?
Grade 2 learner, Rating 4
The learner has understood and solved the problem,
using appropriate number and operational symbols for
Grade 2.

Grade 3 learner: Rating 3

The learners have understood and solved the problem
in an adequate way. However, they do not get an
outstanding rating since they have not shown the
techniques and operations available to Grade 3 learners
i.e. multiplication using breaking down and
recombining numbers: see below.

Grade 3 learner: Rating 4

Completes problem correctly using appropriate number
and operational symbols as well as appropriate
techniques like breaking down and recombining
numbers. Can explain own and others‘ thinking
competently.

Gino has 258 stickers and Josie has 384 stickers. How many stickers do they have altogether?

530
 Grade 3: Rating: 4
Completes problem correctly using number knowledge
and techniques like breaking down and recombining
numbers, doubling, rounding and compensating,
number lines etc. appropriately. Can explain own and
others‘ thinking competently.

What is half of 237?

Grade 3. Rating: 4
Solves problem correctly using number knowledge and
techniques like breaking down and recombining
numbers, doubling, halving, rounding and compensating,
number lines etc. appropriately. Can explain own and
others‘ thinking competently.

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GRADE 1:
TERM 1 Exemplar baseline assessment task
Type of activity Criteria  or  Comments
Oral Is the learner able to
 count out objects to 10?
 say which collection of objects is
smallest/biggest?
 read number symbols to 5?
Practical Is the learner able to
 sequence objects?
 copy a pattern?
 place objects in front of him/her?
 place objects behind him/her?
 sort objects according to one attribute?
 engage with a problem in order to find a
solution?

Grade 1
Term 1: Exemplar Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts out 10 objects reliably, saying the names in sequence
OPERATIONS Concept Writes and reads number symbols from 1 to 5
AND Orders numbers 1 – 5 from smallest to greatest
RELATIONSHIPS Uses language to describe relative size of numbers: before, after, between
Solve Solves word problems in context involving addition, subtraction with
Problems answers up to 5
using apparatus or drawings
and explains own solution to problems
Solves practical problems involving equal sharing and grouping with
whole numbers up to 5 and with answers that may include remainders
by using apparatus or drawings
Explains solutions
Calculations Does addition up to 5
using apparatus or drawings
Does subtraction from any number 5 or fewer
using apparatus or drawings
PATTERNS, Number Completes number sequences of counting in ones up to 10 e.g.
FUNCTIONS Patterns 1, 2, 3, 4, __, __, __, __, 9, 10
AND ALGEBRA
SPACE AND Position Follows instructions to place one object in relation to another e.g. put the
SHAPE pencil inside the box; put the pencil on the right hand side of the box
3-D Recognises and names
 ball shapes (spheres)
 box shapes (prisms)
MEASUREMENT Time Describes when something happens using language e.g. morning,
afternoon, night, early, late
Length Measures lengths, widths or heights using informal measures. States
measurement in informal units
Mass Measures and compares mass of three or more objects using a balancing

532
 scale using informal measurements. Order the objects according to mass.
Describes order using lighter, heavier, heaviest
DATA Sorting Collects and sorts everyday physical objects according to criteria given by
HANDLING collections teacher
of objects Draws a picture of the sorted objects or
describes the sorted collection

Grade 1 Term 2: Assessment Task 1

CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts out 20 objects reliably, saying the names in sequence
OPERATIONS Concept Says which of two given collections of objects is more or fewer where
AND both collections are 10 or fewer
RELATIONSHIPS Reads number symbols from up to 30
Writes number symbols to 10
Solve Solves word problems in context involving addition, subtraction with
Problems answers up to 10
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Does addition up to 10
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +
Does subtraction from any number 10 or fewer
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using -
PATTERNS, Number Completes number sequences of counting to 30
FUNCTIONS Patterns  in ones e.g. 20, 21, 22, 23, __, __, __, __, 28; __; 30.
AND ALGEBRA  in fives e.g.5, 10, 15, __, __, 30,
Geometric Copies and extents a pattern
Patterns  made by using one object but having the colours of the objects change
in a regular way. or
 made by using similar objects of different size

533
SPACE AND 2-D Identifies and names
SHAPE circles
squares
triangles

534
Grade 1 Term 2: Assessment Task 2
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Concept Counts forwards and backwards in 1s between 1 and 50
OPERATIONS Counts forward in 5s, 2s to 50
AND Uses language to describe relative size of numbers: before, after,
RELATIONSHIPS between
Compare the size of numbers up to 10 using language e.g. more than,
fewer than etc.
Uses language to describe relative size of numbers: before, after,
between
Orders numbers 1 – 10 from smallest to greatest
Reads number symbols from up to 50
Solve Problems Solves practical problems involving equal sharing and grouping with
whole numbers up to 10 and with answers that may include
remainders
by one of the following
 apparatus
 drawings
 number lines
Explains solutions
Solve Problems Solves word problems in context involving repeated addition with
answers up to 10
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5
Solves money problems involving totals and change to R10 and in
cents up to 20c cents
Calculations Does repeated addition up to 10
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +
PATTERNS, Number Patterns Completes number sequences of counting
FUNCTIONS  in ones back from 50 e.g. 50, 49, 48, __, __, 45, __, __, 42; __;
AND ALGEBRA 40.
 in tens to 50 e.g.10, 20, 30, __, __,
MEASUREMENT Capacity/Volume Estimates, measures, compares, orders and records the capacity of
containers by using non-standard measures e.g. spoons and cups
DATA Sorts collections Collects and sorts everyday physical objects according to criteria
HANDLING of objects given by teacher

535
Draws a picture of the sorted objects or
describes the sorted collection

536
Grade 1 Term 3: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts out 40 objects reliably, saying the names in sequence
OPERATIONS Concept Says which of two given collections of objects is more or fewer where
AND both collections are 15 or fewer
RELATIONSHIPS Reads number symbols from up to 70
Writes number symbols to 20
Solve Solves word problems in context involving addition, subtraction with
Problems answers up to 15
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Does addition up to 15
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
Does subtraction from any number 15 or less
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using - , =
PATTERNS, Number Completes number sequences of counting
FUNCTIONS Patterns  in ones. back from 60 e.g 60, 59, 58, __, __, __, 54, __, __, 51.
AND ALGEBRA  in twos e.g.44, 46, 48, __, __, __,56; __, 60
Geometric Copies, extend and describes patterns where different shapes are used to
Patterns make up a group, but the groups of objects are repeated in exactly the
same way
SPACE AND 3-D Recognises and names
SHAPE  ball shapes (spheres)
 box shapes (prisms)
Sorts objects into those that roll and those that slide

537
Grade 1 Term 3: Assessment Task 2
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards in 10s, 5s, 2s to 80
OPERATIONS Concept Uses language to describe relative size of numbers: before, after, between
AND Compare the size of numbers up to 15 using language e.g. more than,
RELATIONSHIPS fewer than etc
Can split numbers 11 – 15 into 10 + ones e.g. 12 = 10 + 2
Solve Solves word problems in context involving repeated addition with
Problems answers up to 15
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Solves practical problems involving equal sharing and grouping with
whole numbers up to 15 and with answers that can include remainders
by one of the following
 apparatus
 drawings
 number lines
Explains solutions
Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5
Solve money problems involving totals and change to R20 and in cents up
to 20c cents
Calculations Does repeated addition up to 15
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
PATTERNS, Number Completes number sequences of counting
FUNCTIONS Patterns  in ones back from 80 e.g. 80, 79, 78, __, __, __, __, 73, ___; __; 70.
AND ALGEBRA  in tens to 80 e.g.10, 20, 30, __, __,__, __, __,
 in fives e.g.5, 10, 15, __, __, 30, __, __.45, __, __, 60, __, __, __, 80
SPACE AND Symmetry Recognise and draw line of symmetry in 2-D geometrical and non-
SHAPE geometrical shapes
MEASUREMENT Length Estimate, measure, compare, order and record length using non-standard
measures e.g. hand spans, paces, pencil lengths, counters, etc.
DATA Data Answer questions about data in pictograph
HANDLING

538
Grade 1 Term 4: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts out 50 objects reliably, saying the names in sequence
OPERATIONS Concept Says which of two given collections of objects is more or fewer where
AND both collections are 20 or fewer
RELATIONSHIPS Reads number symbols from up to 80
Solve Solves word problems in context involving addition, subtraction with
Problems answers up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Does addition up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
Does subtraction from any number 20 or fewer
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using - , =
PATTERNS, Number Completes number sequences of counting
FUNCTIONS Patterns  in ones e.g. back from 80: 80, 79, 78, __, __, __, 74, __, __, 71.
AND ALGEBRA
in twos e.g.64, 66, 68, __, __, __,76; __, 80
SPACE AND 2-D Recognises and names
SHAPE  circles
 triangles
 squares
Sorts according to whether round or straight sides
MEASUREMENT Mass  Estimates, measures, compares, orders and record mass using non-
standard measures and a balancing scale e.g. blocks, bricks, etc.
 Uses language to talk about the comparison e.g. light, heavy, lighter,
heavier

539
Grade 1 Term 4: Assessment Task 2
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards in 10s, 5s, 2s to 100
OPERATIONS Concept Uses language to describe relative size of numbers: before, after, between
AND Compare the size of numbers up to 20 using language e.g. more than,
RELATIONSHIPS fewer than etc
Orders numbers 1 – 20 from greatest to smallest
Can split numbers 11 – 20 into 10 + ones e.g. 14 = 10 + 4
Reads number symbols from up to 100
Writes number symbols to 20
Solve Solves word problems in context involving repeated addition with answers
Problems up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Solves practical problems involving equal sharing and grouping with
whole numbers up to 20 and with answers that may include remainders
by one of the following
 apparatus
 drawings
 number lines
Explains solutions
Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5
Solves money problems involving totals and change to R20 and in cents
up to 50c cents
Calculations Does repeated addition up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
PATTERNS, Number Completes number sequences of counting
FUNCTIONS Patterns  in ones backwards e.g. 99, 98, __, 96, __, __, __, 92, ___; __; 89.
AND ALGEBRA
 in tens to 100 e.g.10, 20, 30, __, __, __, __, __, 90, __.

in fives e.g.20, 25, 30, __, __.45, __, __, 60, __, 70__, __,__, 90
SPACE AND Position Applies language of position to follow directions to move around the
SHAPE classroom
Matches different views of the same object
MEASUREMENT Time Knows days of week
Knows months of year

DATA Data Answers questions about data in pictograph

540
HANDLING

541
Grade 2 Term 1: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Groups and counts up to 100 objects
OPERATIONS Concept Compares and orders whole numbers up to 25
AND Decomposes two-digit numbers up to 25 into tens and ones e.g. 23 = 20 +
RELATIONSHIP 3
Reads and writes number symbols from 0 to 100
Solve Solves word problems in context involving addition, subtraction with
Problems answers up to 20 using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5 and
notes R10, R20, R50
Solves money problems involving totals and change to R20 and in cents
up to 50c cents
Calculations Does addition up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
Does subtraction up to 20
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS Patterns  in ones from 0 – 100 e.g. 99, 98, 97, __, __, __, 93, __, 91, 90
AND ALGEBRA  in tens from 0 – 100 e.g. 10, 20, 30, __, __, __, 70__, __, 100
 in twos from 0 – 100 e.g. 80, 82, 84, __, __, 90, _, __, __, ___, 100
SPACE AND 3-D Recognises and names
SHAPE  ball shapes (spheres)
 box shapes (prisms)
2-D shapes Recognises and names
circles, triangles, squares and rectangles
MEASUREMENT Time Tells time on analogue clock in hours
Length Estimates, measures, compares, orders and records lengths, widths or
heights in metres

542
Grade 2 Term 2: Assessment Task 1
CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts pictures of grouped objects up to 150
OPERATIONS AND Concept Compares numbers up to 50
RELATIONSHIPS Reads and writes numbers from 0 – 150
Counts forwards and backwards in 10s, 2s, 5s to 150
Solve Solves practical problems involving equal sharing and grouping with
Problems whole numbers up to 50 using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS AND Patterns in ones from 0 – 150 e.g.131, 132, 133, __, __, __, 137, __, ___, ___,
ALGEBRA 141

 in tens between 0 & 200 e.g.150, 140, 130, __, __, 100, __, __.70,
__, __, 40
 counting in twos e.g. 150, 148, 146, 144, __, __, 138, __, __, 132.
 counting in fives from 0 – 150 e.g. 105, 110, 115, __, __, __, 135,
__, __, 150
Copies, extends and describes patterns where different shapes are
used to make up a group, but the groups of shapes are repeated in
exactly the same way
MEASUREMENT Time Tells time on analogue clock in hours and half hours
Grade 2 Term 2: Assessment Task 2
ONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards in 3s, 4s
OPERATIONS Concept
AND Solve Solves and explains solutions to problems that involve equal sharing that lead
RELATIONSHIPS Problems to fractions
Fractions Recognises and uses halves, thirds, quarters, fifths in familiar contexts
Recognises fractions in diagrammatic form
Writes fractions in form 1 half, 1 third etc
Calculations Does addition up to 50
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
Does subtraction up to 50
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines

543
  doubling and halving
Writes a number sentence using _, =
PATTERNS, Number Completes number sequences between 0 & 150
FUNCTIONS Patterns  counting in ones
AND ALGEBRA  counting in fours e.g.4, 8, 12 __, __, 24, __, 32, __, __, __, 48
 counting in threes e.g. 3, 6, 9, __, __,21, __, __,__, 33, 36.
MEASUREMENT Mass Estimates, measures, compares, orders and records mass using non-standard
measures and a balancing scale e.g. blocks, bricks, etc.

Orders products on which the mass is written in kilograms

Grade 2 Term 3: Assessment Task 1

CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts up to 180 pictures of grouped objects
OPERATIONS Concept Compares and orders numbers up to 75
AND Reads and writes number symbols up to 180
RELATIONSHIPS Counts forwards and backwards in 2s, 10s, 5s between 0 & 180
Decomposes two-digit numbers up to 75 into tens and ones e.g. 48 = 40 +
8
Solve Solves word problems in context involving repeated addition leading to
Problems multiplication up to 40
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Can multiply the numbers 1 – 10 by 5 , 4
using one of the following
 apparatus
 drawings
 number lines
Writes a number sentence using x, =
PATTERNS, Number Completes number sequences of
FUNCTIONS Patterns  counting forwards and backwards in ones between 0 & 180 e.g.
AND ALGEBRA 180, 170, 160, __, __, 120, __,__ 90,
 counting in twos e.g. 150, 152, 154, __, 156, __, 160, __, __, 166
 counting in fives from 0 – 150 e.g.120, 125, 130, 135, __, __, __,
155, __, __, 170, __, 180
SPACE AND Position Applies language of position to follow directions to move around the
SHAPE classroom

544
Grade 2 Term 3: Assessment Task 2
CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards in 4s, 3s
OPERATIONS AND Concept
RELATIONSHIPS Solve Solves and explains solutions to problems that involve equal sharing
Problems that lead to fractions
Fractions Recognises and uses halves, thirds, quarters, fifths in familiar contexts
Recognises fractions in diagrammatic form
Writes fractions in form 1 half, 1 third etc
PATTERNS, Number Completes number sequences between 0 & 180
FUNCTIONS AND Patterns  counting in ones
ALGEBRA
 counting in fours e.g.
104,108, 112 __, __, 124, __, 132, __, __, __, 148
 counting in threes e.g.
103, 106, 109, __, __,121, __, __,__, 133, 136.
Geometric Copies, extends and describes a geometric pattern in which the same
Patterns shapes occur, but the number of each kind of shape increases or
decreases in a regular way
SPACE AND SHAPE Position Matches different views of the same object
2-D shapes Recognises and names
circles, triangles, squares and rectangles
Sorts shapes into those with straight sides and those with round sides
MEASUREMENT Capacity/ Estimates, measures, compares, orders and records the capacity of
Volume containers by using non-standard measures e.g. spoons and cups
Time Reads analogue time in hours, half hours or quarter hours
Uses a calendar to calculate length of time in days or weeks
DATA HANDLING Data Constructs a pictograph on blocked paper when given the data
Grade 2 Term 4: Assessment Task 1
CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts pictures of grouped objects up to 200
OPERATIONS AND Concept Orders and compares numbers to 99
RELATIONSHIPS Solve Solves word problems in context that involve grouping or sharing up
Problems to 99 with answers that include remainder in
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Money Recognises South African currency coins 5c, 10c, 20, 50c, R1, R2; R5
and notes R10, R20, R50
Solves money problems involving totals and change to R99 and in
cents up to 95c cents
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS AND Patterns  in ones between 0 and 200
ALGEBRA  in tens between 0 and 200 e.g. 130, 140, 150, __, ___, ___, __,
200

545
SPACE AND SHAPE 2-D Recognises and names
 circles
 triangles
 squares
 rectangles
Sorts according to whether round or straight sides
MEASUREMENT Time Uses a clock to calculate length of time passes in hours, half hours or
quarter hours

Grade 2 Term 4: Assessment Task 2

CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards and backwards in 2s, 5s to 200
OPERATIONS AND Concept Reads and writes number symbols from up to 200
RELATIONSHIPS Calculations Does addition up to 99
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using +, =
Does subtraction from any number 99 or fewer
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
Writes a number sentence using - , =
PATTERNS, Number Completes number sequences between 0 & 200
FUNCTIONS AND Patterns  counting in twos e.g. 160, 162, 164, __, 166, __, 170, __, __,
ALGEBRA 176, __, 180
 counting in fives from 0 – 200 e.g.160, 165, 170, __, __, __,
190__, 200
DATA HANDLING Data Answers questions about data in pictograph

546
Grade 2 Term 4: Assessment Task 3
CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards in 4s, 3s
OPERATIONS AND Concept
RELATIONSHIPS Solve Solves word problems in context involving repeated addition
Problems leading to multiplication with answers up to 50
using one of the following
 apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Can multiply the numbers 1 – 10 by 3
using one of the following
 apparatus
 drawings
 number lines
 doubling
Writes a number sentence using x, =
PATTERNS, Number Completes number sequences between 0 and 180
FUNCTIONS AND Patterns  counting in ones
ALGEBRA
 counting back in fours e.g. 48,44, 40 __, __, 28, __, __, 16,
__, __, 0
 counting back in threes e.g. 36, 33, 30, __, __, 21, 18, __,__,
9, __, __, 0.

SPACE AND SHAPE 3-D Recognises and names

 ball shapes (spheres)
 box shapes (prisms)
 cylinders
Sorts objects into those that roll and those that slide
Symmetry Recognises and draws line of symmetry in 2-D geometrical and
non-geometrical shapes
MEASUREMENT Capacity/ Orders everyday products whose capacity is written on them in
Volume litres
Reads volume in litres from pictures of measuring jugs

547
Grade 3 Term 1: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Concept Groups and counts up to 200 objects
OPERATIONS Compares and orders whole numbers up to 99
AND Reads and writes number symbols from 0 to 500
RELATIONSHIP Decomposes two-digit numbers up to 99 into tens and ones e.g. 78 =
70 + 8
Solve Problems Solves word problems in context involving addition, subtraction with
answers up to 99 using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
and explains own solution to problems
Money Solves money problems involving totals and change in rands or in
cents
Calculations Does addition up to 99 using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
Writes a number sentence using +, =
Does subtraction up to 99 using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
Writes a number sentence using +, =
PATTERNS, Number Patterns Completes number sequences of counting forwards and backwards
FUNCTIONS  in ones between 0 and 200 e.g. 199,1 98, 197, __, __, __, 13, __,
AND ALGEBRA 191, 190
 in tens between 0 and 200 e.g. 110, 120, 130, __, __, __, 170__,
__, 200
 in hundreds between 0 and 500 e.g. 100, 200, 300, __, __,
 in fives between 0 and 200 e.g. 150, 155, 160, __, __, __, 180, __,
__, 195, __
 in twos between 0 and 200 e.g. 180,182, 184, __, __, 190, _, __,
__, ___, 200
SPACE AND 2-D shapes Recognises and names
SHAPE circles, triangles, squares and rectangles
Sorts shapes into those with straight sides and those with round sides
MEASUREMENT Time Reads dates on a calendar
Tells time on analogue clock in hours, half hours and quarter hours
Capacity/Volume Estimates, measures, compares, orders and records the capacity of
containers by using non-standard measures e.g. spoons and cups
Orders everyday products whose capacity is written on them in
millilitres

548
Grade 3 Term 2: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts pictures of grouped objects (e.g. grouped in 10s, 25s, 50s or 100s)
OPERATIONS Concept up to 500
AND Orders and compares numbers up to 500
RELATIONSHIPS Reads and write numbers from 0 – 1 000
Solve Solves practical problems involving equal sharing and grouping with
Problems whole numbers up to 75 using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
and explains own solution to problems
Calculations Divides numbers to 50 by 2, 5, 10
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS Patterns  in ones between 0 and 500 e.g. 389, 399, 400, , __, __, __, 404, __,
AND ALGEBRA ___, ___, 408

 in tens between 0 and 500 e.g. 300, 310, 320, __, __, 350, __, __.370,
__, __, 400

 in hundreds between 0 and 1 000 e.g. 1000, 900, 800, __, __, 500, __,
__.200, __, 0

SPACE AND 3-D objects Recognises and names

SHAPE  ball shapes (spheres)
 box shapes (prisms)
 cylinders
Sorts objects into those that have curved and those that have flat surfaces
MEASUREMENT Length Estimates, measures, orders and compares lengths, heights and widths
using informal measures
Estimates, measures, orders and compares length using metres

Grade 3 Term 2: Assessment Task 2

CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards and backwards in 2s, 4s or 3s to 500
OPERATIONS Concept
AND Calculations Does addition up to 400 using one of the following
RELATIONSHIPS  building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
Writes a number sentence using +, =
Does subtraction from 400 or fewer using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10

549
 Writes a number sentence using _, =
PATTERNS, Number Completes number sequences of
FUNCTIONS Patterns  counting in twos between 0 and 500 e.g. 450, 448, 446, 444, __, __,
AND ALGEBRA 438, __, __, 432.
 counting in fours between 0 and 500 e.g. 404, 408, 412 __, __, 424,
__, 432, __, __, __, 448
 counting in threes between 0 and 500 e.g. 403,406, 409, __, __,421,
__, __,__, 433, 436.

Geometric Copies, extends and describes patterns where different shapes are used to
Patterns make up a group, but the groups of shapes are repeated in exactly the
same way
Grade 3 Term 2: Assessment Task 3
CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards in 5s, 50s, 100s between 0 and 500
OPERATIONS Concept Decomposes three-digit numbers into hundreds, tens and ones e.g. 247 =
AND 200 + 40 + 7
RELATIONSHIPS Solve Solves and explains solutions to problems that involve equal sharing that
Problems lead to fractions
Fractions Recognises and uses halves, quarters, eighths, thirds, sixths, fifths in
familiar contexts
Recognises fractions in diagrammatic form
Writes fractions in form 1 half, 2 thirds etc
PATTERNS, Number Completes number sequences
FUNCTIONS Patterns  counting in fives between 0 – 500 e.g. 105, 110, 115, __, __, __, 135,
AND ALGEBRA __, __, 150

 counting in fifties between 0 – 1000 e.g. 550, 600, 650, __, __, 800, __,
__, __, 1 000,

SPACE AND Position Follows directions to move around school

SHAPE and Gives directions to move around school
directions
MEASUREMENT Mass Estimates, measures, compare orders and records mass using non-standard
measures and a balancing scale e.g. blocks, bricks, etc.
Orders products on which the mass is written in grams

Grade 3 Term 3: Assessment Task 1

CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts up to 750 pictures of grouped objects (e.g. grouped into 20s, 25s,
OPERATIONS Concept 50, or 100s)
AND Compares and order numbers up to 750
RELATIONSHIPS Reads and writes number symbols up to 1 00
Solve Solves word problems in context involving multiplication up to 75 using
Problems one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
and explains own solution to problems

550
 Calculations Can multiply by 2, 5, 10 to a total of 99
using one of the following
 apparatus
 drawings
 number lines
Writes a number sentence using x, =
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS Patterns  in ones between 0 and 750 e.g. 665, 666, 667 , __, __, __, 671, __,
AND ALGEBRA ___, ___, 675__, __, 678

 in tens between 0 and 750 e.g. 650, 660, 670, __, __, 700, __, __.730,
__, __, 760

 in hundreds between 0 and 1 000 e.g. 0, 100, 200, __, __, 500, __,
__.800, __, 1 000

551
Grade 3 Term 3: Assessment Task 2
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards and backwards in 2s, 20s, 4s, 3s to 750
OPERATIONS Concept Decompose three-digit numbers up to 750 into hundreds, tens and ones
AND e.g. 648 = 600 + 40 + 8
RELATIONSHIPS Calculations Can multiply by 3, 4 to a total of 99 using one of the following
 apparatus
 drawings
 number lines
 doubling
Writes a number sentence using x, =
PATTERNS, Number Completes number sequences of
FUNCTIONS Patterns  counting in twos between 0 & 750 e.g. 750, 749, 748, __, __, 445, __,
AND ALGEBRA __, 742.

 counting in twenties between 0 & 1000 e.g. 800, 820, 840, 860, __,
__, 920, __, __, 980

 counting in fours between 0 & 750 e.g.704, 708, 712 __, __, 724, __,
732, __, __, __, 748
 counting in threes between 0 & 750 e.g. 630,633, 639, 641, __,
__,650, __, __,__, 661
Geometric Copies, extends and describes a geometric pattern in which the same
Patterns shapes occur, but the number of each kind of shape increases or decreases
in a regular way
SPACE AND 2-D shapes Recognises and names
SHAPE circles, triangles, squares and rectangles
Draws circles, squares, rectangles, triangles
DATA Data Constructs a bar graph on blocked paper when given the data.
HANDLING

Grade 3 Term 3: Assessment Task 3

CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards in 5s, 50s, 25s to 750
OPERATIONS Concept
AND Solve Solves and explains solutions to problems that involve equal sharing that
RELATIONSHIPS Problems lead to fractions
Fractions Recognises and uses halves, , quarters, eights, thirds, sixths, fifths in
familiar contexts
Recognises fractions in diagrammatic form
Recognises that 2 halves make a whole
Writes fractions in form 1 half, 1 third etc
PATTERNS, Number Completes number sequences
FUNCTIONS Patterns  counting in fives between 0 – 750 e.g. 705, 710, 715, __, __, __, 735,
AND ALGEBRA __, __, 750

 counting in fifties between 0 – 1000 e.g.1 000, 950, 800, __, __, 650,
__, __, __, 450,

552
  counting in twenty-fives between 0 – 1000 e.g.525, 550, 575, __, __,
650, __, __, __, 750

SPACE AND Position Follows directions to move from place to place on an informal map
SHAPE
MEASUREMENT Time Tells time on digital clock in hours and minutes
Uses a calendar to calculate length of time in days or weeks

553
Grade 3 Term 4: Assessment Task 1
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts pictures of grouped objects up to 1 000
OPERATIONS Concept Orders and compares numbers to 999
AND Solve Solves word problems in context that involve grouping or sharing up to
RELATIONSHIPS Problems 100 with answers that include remainders using one of the following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
and explains own solution to problems
Calculations Divides numbers to 99 by 2, 4, 5, 10, 3
Money Solves money problems involving totals and change in rands or in cents
PATTERNS, Number Completes number sequences of counting forwards and backwards
FUNCTIONS Patterns  in ones between 0 & 1000 e.g. 889, 890, 891, , __, __, __, 895 __,
AND ALGEBRA ___, ___, 889__, __, 892

 in tens between 0 & 1000 e.g. 1000, 990, 980 __, __, 950, __, __.920,
__, __, 890

MEASUREMENT Time Uses a clock to calculate length of time passes in hours and minutes

Grade 3 Term 4: Assessment Task 2

CONTENT AREA TOPIC CRITERIA
NUMBERS, Number Counts forwards and backwards in 2s, 4s , 3s to 1 000
OPERATIONS Concept Reads and writes number symbols from up to 1 000
AND Calculations Does addition up to 999 using one of the following
RELATIONSHIPS  building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
Writes a number sentence using +, =
Does subtraction from any number 999 or fewer using one of the
following
 building up and breaking down numbers
 number lines
 doubling and halving
 rounding off to 10
Writes a number sentence using - , =
PATTERNS, Number Completes number sequences of
FUNCTIONS Patterns  counting in twos between 0 and 1 000 e.g. 1000, 998, 996, __, __,
AND ALGEBRA 990, __, __, 984

 counting in fours between 0 and 1 000 e.g. 840, 844, 852 __, __, 864,
__, 872, __, __, __, 894
 counting in threes between 0 and 1 000 e.g. 960,963, 966, 969, 971,
__, __,980, __, __,__, 691

SPACE AND Symmetry Recognises and draw line of symmetry in 2-D geometrical and non

554
SHAPE geometrical shapes
DATA Data Answers questions about data in pictograph
HANDLING

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Grade 3 Term 4: Assessment Task 3
CONTENT TOPIC CRITERIA
AREA
NUMBERS, Number Counts forwards in 5s, 50s, 25s between 0 and 1 000
OPERATION Concept
S AND Solve Solves word problems in context involving repeated addition leading to
RELATIONS Problems multiplication with answers up to 50 using one of the following
HIPS  apparatus
 drawings
 building up and breaking down numbers
 number lines
 doubling and halving
and explains own solution to problems
Calculations Can multiply by 3 up to 99 using one of the following
 apparatus
 drawings
 number lines
 doubling
Writes a number sentence using x, =
PATTERNS, Number Completes number sequences
FUNCTIONS Patterns  counting in fives between 0 – 1000 e.g. 1 000, 995, 990, 985, __, __,
AND ALGEBRA __, 965, __, __, 950

 counting in fifties between 0 – 1000 e.g.600, 650, 700, __, __, 850,
__, __, __,

 counting in twenty-fives between 0 – 1000 e.g.1 000, 975, 950, __,

__, 875, __, __, __, 775

SPACE AND 3-D Recognises and names

SHAPE  ball shapes (spheres)
 box shapes (prisms)
 cylinders
 pyramids
 cones
Sorts objects into those with flat and those with curved surfaces
Identifies the 2-D shapes that make up flat surfaces on 3-D objects
mentioned above
MEASUREMENT Capacity/Vo Reads volume in litres from pictures of measuring jugs
lume Reads volume in millilitres from pictures of measuring jugs

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