2021 REVISED TRIMMED CURRICULUM AND ASSESSMENT PLANS

Enter Title here2021 REVISED TRIMMED CURRICULUM AND ASSESSMENT PLANS MATHEMATICS GRADE: R - 3 IMPLEMENTATION: February 2021
PRESENTATION OUTLINE 1. Purpose 2. Curriculum
3. Conclusion
• Principles • Overview • Readiness & Baseline Assessments • Annual Teaching Plan 2021 • Programme of Assessment (POA)
1. PURPOSE To mediate the: • Amendments of the trimmed and re-organised 2021 Annual
Teaching Plan including School Based Assessment for Mathematics, Grade 1-3 for implementation in January 2021 as stipulated in Circular S11 of 2020-Curriculum Recovery.
• To ensure that meaningful teaching continues during the remaining teaching time as per the school calendar for TERM 1.
• To assist teachers with guided pacing and sequencing of curriculum content and assessment.
1. PURPOSE… • To enable teachers to cover the core skills and
knowledge in each grade within the available time.
• To assist teachers with planning for the different forms of assessment.
• To ensure learners are adequately prepared for the subsequent year/s in terms of skills, knowledge, attitudes and values.
CURRICULUM 2021 TERM 1
2. PRINCIPLES For the 2021-2023 the DBE is committed to:
• provide carefully planned curriculum guidelines which are CAPS compliant – and aims to ensure that all the core concepts, knowledge and skills are covered.
PRINCIPLES
RESOURCES
• Teachers are centre of all teaching and the work of the teachers enable learners to achieve the desired outcomes each year. • DBE plans are aimed at assisting teachers in the critical work they carry out. • Initiative that enables good teaching in less than optimal conditions is applauded and supported. • Teachers are encouraged to use their professional judgement, and available resources in order to achieve the goals set.
We need a more streamlined curriculum. We need to build on the curriculum trimming suggested in 2020, and reorganise the content so that deep and meaningful learning can take place. This is an iterative process and will be carried out over the next 3 years, term by term, progressively, in order to restore the full content scope by the end of 2023.
Curriculum planning will be carried out in consultation with the whole mathematics education community to ensure that it is of the highest possible standard and aligned with the needs of learners and teachers.
Deeper learning is enabled when the planned concepts are taught, the links are recognised and the practise is enabled for mastery.
Teachers must use their professional judgement when they plan for and do the assessments.
There is no time for assessment that does not inform the way forward. Teachers should do the error analysis on the immediate recognition of the learning (written, oral, practical; formal, informal) and think about how to address these.
The use of concrete apparatus are strongly advocated. Teachers must be creative and innovative. The DBE workbook is a resource given to every South African learner. Optimal use of this together with other available resources, is critical and is encouraged.
CONCEPT TEACHING LINKS PRACTICE MASTERY
THE PHASE OVERVIEW
The Content Overview shows the Grade 1 to 3 Content Areas as follows:
• specification of concepts (skills and knowledge) • progression of concepts (skills and knowledge) • maps grade specific, concepts (skills and
knowledge) to be acquired in Grade 1 to 3.
TERM 1 (10 WEEKS)
GRADE 1-3 CONTENT OVERVIEW FOR TERM 1 Gr1 Gr2 Gr3
CO NT
EN T
AR EA
NUMBERS, OPERATIONS AND RELATIONSHIPS
• Count concrete objects to 10 • Count forwards and backwards to 20 • Read number names and symbols 20 • Write number names and symbols to
5 • Describe, compare and order
numbers to 5 • Number bonds to 5 • Problem Solving in context to 5 • Addition and subtraction context free
to 5 • Grouping and sharing to 5 • Mental Maths to 5; compare numbers.
• Count concrete objects to 100 • Count forwards and backwards to 100 (10s, 5s, 2s) • Read and write number symbols 100 • Read and write number names to 25 • Describe, compare and order numbers to 25 • Place value to 25 • Problem Solving in context to 20 (+, -) • Grouping and sharing leading to division (÷) to 20 • Money- solve problems (R, c) • Addition and subtraction context free to 20 • Number bonds to 10 • Repeated Addition leading to multiplication (×) to
20 • Mental Maths to 25, rapid recall +, - to 10.
• Count concrete objects to 200 • Count forwards and backwards to 200 (10s, 5s, 2s,
3s, 4s, 100s) • Read and write number symbols to 500 • Read number names to 250 • Write number names to 100 • Describe, compare and order numbers to 99 • Place value to 99 • Problem Solving in context to 99 (+, -) • Repeated Addition leading to Multiplication (×) to 50 • Equal grouping and sharing to 50 • Grouping and sharing leading to division (÷) to 50 • Solve money problems (R, c) • Addition and subtraction context free to 99 • Repeated Addition leading to multiplication (×)
1-10 by 2, 5, 3, 4 • SA money (solve money sums up to R100 and
convert Rands to cents) • Multiply 1 to 10 by 2, 5, 3, 4 • Divide numbers to 50 by 2, 5, 10 ( -, ÷,, =) • Mental Maths – 200, rapid recall to 20.
PATTERNS, FUNCTIONS AND
• Number patterns to 20 (integrated into counting)
• Geometric patterns Number patterns up to 100
• Geometric patterns (Integrated with 3-D objects)
SPACE AND SHAPE
• Position, orientation and views
• 3-D objects (integrated with Data handling) • Boxes, balls (features- roll, slide)
• Features of 2-D Shapes
• Collect and sort objects • Represent sorted objects • Discuss sorted collections
(integrated with Time; Birthday calendar).
• Collect and sort objects • Represent sorted objects • Discuss sorted collections
(pictographs with one-to-one correspondence) • Analyse and interpret data.
• Collect and sort data • Represent data • Analyse and interpret data represented on
o Tally tables, o Tables o Bar graphs.
ASSESSMENT: READINESS & BASELINE READINESS : GRADE 1 BASELINE: GRADE 2&3
• Readiness Assessment identifies the potential
opportunities, challenges and predicts the
readiness for Grade 1. It identifies learners
who may benefit from additional stimulation
programmes and learning support at an early
stage and also informs the teachers future
teaching plan to accommodate all learners.
• Baseline Assessment helps teachers to
understand, the learners knowledge, learning
gaps and to address these optimally via
teaching, remediation or ultimately developing
a learning support plan.
• First week of school (first 3 days) • First week of school (first 3 days)
• One-on-one activity/ group activity • Written task
• Requires error analysis • Requires error analysis
2021 TERM 1 RECOVERY ATPs
FOUNDATION PHASE AMENDED 2021 ATPS TERM 1
GRADE 1
GRADE 2
GRADE 3
Mathematics time allocation: 7 hours per week.
1 hr 24 min × 5 = 7 hours OR (1hr 30 min lessons × 4 plus one, 60 min lesson = 7hours).
1. Whole Class Activity:
· New Concept teaching
2. Independent group teaching and independent work
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective assessment (for learning and of learning). This will inform the remediation and teaching.
5 min +10 min
See a suggested group teaching plan below.
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
administer the Grade 1 Readiness Assessment (RA).
· Solve Problems in context
REVISION of Term 1
PATTERNS FUNCTIONS AND ALGEBRA
· This RA is largely a practical exercise.
· Study the Teacher’s Guide and use spread sheet to mark RA.
· Record the teaching and learning gaps from the gleaned data at hand i.e. on the grade specific spread sheet.
· Work at remediating the gaps.
· Use the data analysed to influence and strengthen teaching.
Revise the Grade R
· We use estimation with cooking, shopping, time, distance.
· Key words used are approximately, almost, close to, etc.
· Count forwards and backwards in 1s from any number between 1 and 10
Mental Maths Number range 5. This is a daily activity for 10 minutes. Be vigilant and ascertain via learner response where to remediate and provide more practice opportunities for development.
· Order a given set of numbers (1-5).
· Order from smallest to biggest and biggest to smallest; ascending and descending.
· Line up a few learners and ask who is first and last.
· Compare numbers (1-5) say which is one more and less.
· Show 3, ask – what comes before, after;
one more, one less than 3, etc.
· Show 4, ask - count forward to 10.
· Compare numbers
· Order a given set of numbers.
· Order a given set of numbers.
· Compare numbers (1-5) say which is more and less.
· Recognise, identify, read number symbols 1-20.
· Write number symbols 1-5.
· Compare numbers 1-5.
· Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.
· Write number symbols and names to 5.
Describe, compare and order up to 5 objects
· Compare collection of objects according to big circles and small circles; many and fewer.
Describe, compare and order up to 5 objects
· Compare collection of objects according to more than, less than.
Describe, compare and order up to 5 objects.
· Compare collection of objects according to just as many, the same as, different.
· Order collection of objects from most to least and least to most.
Describe, compare and order up to 5 objects.
· Order collection of objects from most to least and least to most.
Describe, compare and order numbers to 5.
· Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to.
· Use the number line 1-5.
· Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to.
· Describe and order number: smallest to greatest and greatest to smallest.
· Describe and order number: smallest to greatest and greatest to smallest.
Practically solve Addition and Subtraction
word problems in context, explain own solutions with answers to 5
Techniques (methods/ strategies)
· Bonds of 3
Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.
· use the number line.
Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.
· use the number line.
Practically solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers to 5 that may include remainders.
· use concrete apparatus
· physical objects
· Copy, extend and describe simple number sequences to 10.
· Copy, extend and describe simple number sequences to 20
· Sequence and show counting forwards and backwards in 1s from any number between 1 and 20 (integrated with Numbers, Operations and Relationships).
· Copy, extend and describe simple number sequences to 20
·
·
Position Orientation and views
· describe position of one object in relation to another e.g. on top of, under;
3-D Objects
· recognise and name ball shapes and box shapes
· describe, sort, compare 3-D objects in terms of size and colour
SPACE AND SHAPE
· describe position of one object in relation to another e.g. in front of, behind
3-D Objects
SPACE AND SHAPE
· describe position of one object in relation to another e.g. left, right, up, down, next to
3-D Objects
MEASUREMENT
Time
Passing of time
· Compare lengths of time using language e.g. longer, shorter, faster, slower.
· Sequence events using language yesterday, today, tomorrow.
Telling the time
· Name and sequence days of week.
MEASUREMENT
Time
Passing of time
· Sequence events using language yesterday, today, tomorrow.
Telling the time
MEASUREMENT
Time
Telling the time
· Name and sequence days of week.
MEASUREMENT
Time
Telling the time
MEASUREMENT
Time
Passing of time
Telling the time
MEASUREMENT
Time
Passing of time
· Sequence the days of week, today is; tomorrow will be and yesterday was.
MEASUREMENT
Time
Passing of time
· Sequence the days of week, today is; tomorrow will be and yesterday was.
Telling the time
Mass: informal measuring
· Estimate, measure and compare, order and record using non-standard measures.
DATA HANDLING
Data Handling
· Talk about the collection process and product.
· Record a class birthday calendar accordingly.
Requisite Pre-Knowledge
· Maths Vocabulary:
· Maths Vocabulary
· Count on beads / abacus to 20
· Maths Vocabulary
· Days of the week
· Position first and last in the line/ race/ on the number line
· Vocabulary heavy and light
· Maths Vocabulary
· Count on beads / abacus to 20
· Ordinal numbers 1st-5th
· Before, after, between
· Numerosity of 4
· Ordinal numbers 1st-6th
· Numerosity of 5
See pg. 16 in CAPS for more ideas
Concrete counters Abacus/ beads on string
Weather chart
Number cards
Weather chart
Number cards
· Act. 32: Telling time
Weather chart
Number cards
· Act. 32: Telling time
Weather chart
Number cards
· Act. 24b: Direction
· Act. 6: Positions
Weather chart
Number cards
· Act. 24b: Direction
· Act. 16: Time
Weather chart
Number cards
· Act. 17: Five
· Act. 19: Add up to 5
· Act. 28: Sorting objects
Weather chart
Number cards
· Act. 20: Subtract from 5 and add up to 5
· Act. 25: Building up and breaking down of numbers
· Act. 29: Grouping and sharing
Weather chart
Number cards
· Act. 25: Building up and breaking down of numbers
Weather chart
Number cards
Informal Assessment
SPACE AND SHAPE
5 min +10 min
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Revision (based on the error analysis – of possible content gaps)
EXAMPLE:
· Addition
· Subtraction
· Multiplication
· out 30 objects reliably in 1s
· Count forwards and backwards in 1s, 2s, 5s and 10s (0 to 30)
MENTAL MATHS:
MENTAL MATHS:
MENTAL MATHS:
· Smallest/biggest number
MENTAL MATHS:
COUNT:
· forwards and backwards in 2s & 5s up to 80 (from any number and in multiples)
MENTAL MATHS:
COUNT:
forwards and backwards in 5s & 10s up to 80 (from any number and in multiples)
MENTAL MATHS:
COUNT:
MENTAL MATHS:
· Number bonds to 10
COUNT:
MENTAL MATHS:
COUNT:
MENTAL MATHS:
· forwards and backwards in 2s, 5s & 10s up to 100
MENTAL MATHS:
· Read and write number symbol 1 to 20.
· Write number names 1 to 10.
DBE Workbook:
· Write number names up to 20.
· Order and compare whole numbers.
· Arrange from greatest to smallest, less than and is equal to
· Decompose two-digit numbers into multiples of tens and units/ones 11-25
· Identify and state the value of each digit.
· Solve addition and subtraction problems up to 10 in context.
DBE Workbook:
· Add and subtract problems up to 20.
· Solve addition and subtraction problems in context to 20
· Addition and Subtraction context free calculations to 20
DBE Workbook:
NUMBER OPERATIONS & RELATIONSHIPS
· Solve addition and subtraction problems in context to 20
· Addition and Subtraction context free calculations to 20
MONEY:
· Recognise, identify RSA money (5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50), and
· Solve money problems up to R20.
DBE Workbook:
· Use appropriate symbols (+, =, ×, )
DBE Workbook:
DBE Workbook:
NUMBER PATTERNS:
· Copy, extend and describe simple patterns in words (in 2s, 5s & 10s)
DBE Workbook:
Act 7
SPACE & SHAPE
3D OBJECTS
· Name, recognise, describe, sort, and compare 3-D objects (Data handling integrated)
DBE Workbook:
· Name and sequence days of the week
· Name and sequence months of the year
· Tell 12 hr time in hours and half hours in an analogue clock.
· Calculate length of time and passing of time.
· Use clocks to calculate length of time in hours or half hours.
DBE Workbook:
MEASUREMENT
LENGTH
· Estimate, measure, compare, order, and record length using non-standardised, e.g. hand spans, paces, pencil length, bottle tops etc. as part of informal measuring.
· Estimate, measure, compare, order and record length using metres as the standard unit of length.
DBE Workbook:
Act 10
DATA HANDLING
DBE Workbook:
Number line
Number line
Number line
Requisite Pre-Knowledge
In Grade 1, the learners should have learnt how to:
· Count forwards and backwards from 0 to 80
· Recognise and read number symbols 1 to 80.
· Write number symbols 1 to 20.
· Copy, extend and describe simple number sequences to at least 100, which should include counting forwards and backwards in ones.
· Counting forwards in 10s, 5s and 2s up to 100.
· Use apparatus, pictures, number lines, breaking down and building up of numbers when solving and explaining problems and performing calculations.
· Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 10.
+, –, =,
+, –, =,
· Compare and order the length, height, or width of two or more objects by placing them next to each other.
· Use language to talk about the comparison.
· Knowledge of morning, afternoon, and evening
· Numbers 1 to 12
· Hours and half hours
· Operational signs (+ & −)
· Solve word problems in context and explain own solutions to problems involving repeated addition with answers up to 10
· Using the appropriate symbols +, =,
Resources (other than textbook) to enhance learning
· DBE Workbook
· Worksheets/class workbook
· Concrete apparatus
· Calendars
· DBE Workbook
· Worksheets/classwork book
· DBE Workbook
· Worksheets/classwork book
Informal Assessment
SBA
5 min +10 min
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
· Place value
· Describe, Order and Compare
Counting:
· forwards and backwards in 2s, 5s and 10s up to 100 (from any multiples)
MENTAL MATHS
Counting: (Number patterns integrated)
· forwards and backwards in 1s, 2s, 5s up to 150 (from any multiples)
MENTAL MATHS
· 5 more/ 5 less
· Number bonds of 10
Counting: (Number pattern integrated)
· forwards and backwards in 2s, 5s, 10s up to 200 (from any multiples)
MENTAL MATHS
· Order numbers
· Smallest / biggest
Counting:
· forwards and backwards in 2s, 3s up to 200 (from any multiples)
MENTAL MATHS
Counting:
· forwards and backwards in 3s & 5s up 200 (from any multiples)
MENTAL MATHS
· Multiplication (2 times and 5 times table)
· Doubling and halving
Counting:
MENTAL MATHS
Counting:
MENTAL MATHS
· 2 more/2 less
Counting:
MENTAL MATHS
· Multiplication (2 - 5 times table)
Counting:
· Forwards and backwards in 3s, 4s & 10s up 200 (from any multiples)
MENTAL MATHS
Counting:
· Forwards and backwards in 2s, 3s, 4s up 200 (from any multiples)
MENTAL MATHS
· Multiples of 10
· Counting concrete objects by grouping up to 100 (estimate and count reliably)
· Complete number sequence up to 100
· Read and write number symbol up to 100
· Write number names 1 to 30
· Know what each digit represents
· Decompose two-digit numbers up to 99 into multiples of tens and ones/units
· Identify and state the value of each digit.
DBE Workbook:
· Recognise, identify, read and write number symbols up to 200
· Write number names up to 100
· Order and compare (<, >, =) whole numbers up to 99
· Arrange from greatest to smallest, less than and is equal to up to 99
· Decompose two-digit numbers into multiples of tens and units/ones up to 99
· Identify and state the value of each digit
· Solve addition and subtraction problems up to 20 in context
· Use appropriate symbols (+, -, =, )
· Decompose two-digit numbers into multiples of tens and units/ones up to 99
· Add and subtract problems of 2-digit numbers with the answer up to 99 in context and context free calculations.
· Solve number problems in context and context free, explain own solution to problems involving multiplication with answers up to 50.(5 times and 2 times table)
· Relationships between repeated addition and multiplication
· Use appropriate symbols (+, =, ×, )
· Add and subtract up to 99 context free calculations
· Solve number problems in context and context free, explain own solution to problems involving multiplication with answers up to 50. (5, 2, 3 and 4 times table)
Money: (integrated into addition and
subtraction, multiplication)
· Recognise, identify SA money (5c, 10c, 20c, 50c, R1, R2, R5, and bank notes R10, R20, R50), and solve money problems up to R20.
DBE Workbook:
· Context free multiplication with answers up to 50.(5, 2, 3 and 4 times table)
Grouping and sharing leading to division:
· Solve number problems in context and
explain own solutions to problems that
involve equal sharing and grouping up
to 50 by 2, 5 and 10 with answers (without remainder)
· Use appropriate symbols (÷, -; =, )
REVISION of Term 1
DBE Workbook:
MEASUREMENT
TIME:
· Tell 12 hr time in hours, half hours, quarter hours and minutes in analogue clocks and digital clocks
· Calculate length of time and passing of time
· converting between days and weeks
· converting between weeks and months
· use clocks to calculate length of time in hours, half hours and quarter hours.
DBE Workbook:
to answer questions posed by the
teacher.
provided.
· bar graphs
· Talk about and answer questions about data in tables and bar graphs (Drawing a conclusion-interpretation of data).
DBE Workbook:
classroom and in pictures
Clever counting (grouping):
Counting in multiples:
Number line
Number line
Array diagram
Multiplication tables
Number line
Array diagram
Multiplication tables,
Array diagram
Multiplication tables
· Count forwards and backwards from 0 to 200.
· Recognise, read and write number symbols to 200.
· Write number names to 100
· Copy, extend and describe simple number sequences to at least 200, which should include counting forwards and backwards in ones.
· Counting forwards in 10s, 5s, 4s, 3s and 2s up to 200.
· Solve word problems in context and explain own solution to problems involving addition and subtraction with answers to 99.
· Number bonds to 10 as well as using the appropriate symbols: +, –, = ,
· Number bonds to 10 as well as using the appropriate symbols: +, –, ×, =,
· Use language to talk about 3-D objects.
· Tell 12 hr time in hours and half hours
· Name and sequence days of the week
· Name and sequence months of the year
· Knowledge of SA money
· Solve and explain solutions to practical problems that involve equal sharing and grouping
· Addition and subtraction for interpretation of graphs
· Represent data in pictographs with one-to-one correspondence
Resources (other than textbook) to enhance learning
· Worksheets /classwork book
· DBE Workbook
· Array diagram
· Worksheets / classwork book
SBA
SUMMARY: AMENDMENT TO THE WEIGHTING OF CONTENT AREAS
As the concepts and skills are packaged in a more integrated and unitary format: • The weighting of content areas remains unchanged.
Grade
CA 2:
CLASSROOM MANAGEMENT
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching consolidation of concepts taught.
WEEK: 7 HOURS PER DAY 1 hr. 24 min × 5 = 7 hrs.
Counting
24 × 2 groups = 48 min
SOME TEACHERS PREFER TO EMBRACE A GROUP teaching strategy as suggested below: • A plus, factor here is that the teacher can manage to teach the third group daily while the other
groups can complete more written work independently at the tables. • 7 hours are allocated for Mathematics. Below is a suggested plan.
GRADE R PROGRAMME OF ASSESSMENT
• In Grade R, School Based Assessment (SBA) remains 100 % continuous and ongoing.
• Assessment practices in Grade R should continue to be informal and the learner should not be subjected to any ‘test’ situations.
• Assessment for learning practices will continue to track Grade R learner progress for term 1.
• The Grade R assessment activities should be purposely integrated across all subjects in the daily/weekly lesson plans.
• The use of observations, checklists and rubrics are encouraged to record learner progress.
PROGRAMME OF ASSESSMENT • The Programme of Assessment (POA) will comprise of ONE assessment
task for Mathematics per Term per Grade • The POA is informed by the REVISED SECTION 4 • An Assessment Task covers all Content Areas in Mathematics and
comprises of Oral, Practical and Written activities. • Teachers teaching the same grade can team up and collaborate via
respective (PLCs) groups e.g., WhatsApp, etc. and jointly develop assessment activities for this purpose.
• Assessments are designed on teaching practices and where topics have not been taught, testing can still take place using the previous Grade level.
TERM 1 CONTENT AREA TYPE GRADE 1 GRADE 2 GRADE 3 NUMBER OPERATIONS & RELATIONSHIPS (NOR)
ORAL
PATTERNS, FUNCTIONS & ALGEBRA (PFA)
1WRITTEN
1 1WRITTEN
SCHOOL BASED ASSESSMENT
CONCLUSION • Cognisance was taken of the holistic development of the child.
• The limited teaching time necessitates the integration of concepts across the content areas.
• If taught well this will support a deeper insight of the concepts taught.
• Good number sense is a key building block for further Mathematics development in the primary school.
• Number sense is an intuitive process that is internalised by the learner once the learner understands the concept taught.
• Learners must be encouraged to “do/ demonstrate, talk about, and record”, their mathematical thinking.
2021 REVISED TRIMMED CURRICULUM AND ASSESSMENT PLANS MATHEMATICSGRADE: R - 3
PRESENTATION OUTLINE
1. PURPOSE
1. PURPOSE…
SUMMARY: AMENDMENT TO THE WEIGHTING OF CONTENT AREAS
CLASSROOM MANAGEMENT
PROGRAMME OF ASSESSMENT
SCHOOL BASED ASSESSMENT

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2021 REVISED TRIMMED CURRICULUM AND ASSESSMENT PLANS

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