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CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: Mathematics Mathematics Mathematics Mathematics - 1 - GRADE 2 GRADE 2 GRADE 2 GRADE 2_Term 1 _Term 1 _Term 1 _Term 1 1. Numbers, operations and relationships 1. Numbers, operations and relationships 1. Numbers, operations and relationships 1. Numbers, operations and relationships TOPIC TOPIC TOPIC TOPIC CONTENT CONTENT CONTENT CONTENT CAMI Keys CAMI Keys CAMI Keys CAMI Keys Count with whole numbers. Count with whole numbers. Count with whole numbers. Count with whole numbers. 1.1 1.1 1.1 1.1 Count objects Count objects Count objects Count objects Group at least 100 objects to estimate and count reliable. Give a reasonable estimate of a number of objects that can be checked by counting. The strategy of grouping is encouraged. Perceptual: Perceptual: Perceptual: Perceptual: 7.3.3.4 7.3.3.4 7.3.3.4 7.3.3.4 7.3.3.8 7.3.3.8 7.3.3.8 7.3.3.8 1.2 1.2 1.2 1.2 Count Count Count Count forwards and forwards and forwards and forwards and backwards backwards backwards backwards Count forwards and backwards in: Count forwards and backwards in: Count forwards and backwards in: Count forwards and backwards in: 1s from any number between 0 and 100 10s from any multiple of 10 between 0 and 100 5s from any multiple of 5 between 0 and 100 2s from any multiple of 2 between 0 and 200 Maths: Maths: Maths: Maths: 1.1.1.7 1.1.1.7 1.1.1.7 1.1.1.7 1.1.1.8 1.1.1.8 1.1.1.8 1.1.1.8 1.1.2.3 1.1.2.3 1.1.2.3 1.1.2.3 1.7.4.5 1.7.4.5 1.7.4.5 1.7.4.5 1.3 1.3 1.3 1.3 Number Number Number Number symbols and symbols and symbols and symbols and number number number number names names names names Identify, recognize and read numbers: Identify, recognize and read numbers: Identify, recognize and read numbers: Identify, recognize and read numbers: Identify, recognize and read numbers 1 to 100. Write number symbols 0 to 100. Identify, recognize and read number names 0 to 25. Write number names 0 to 25. Maths: Maths: Maths: Maths: 1.1.6.5 1.1.6.5 1.1.6.5 1.1.6.5 Describe, compare and order whole numbers. Describe, compare and order whole numbers. Describe, compare and order whole numbers. Describe, compare and order whole numbers. 1.4 1.4 1.4 1.4 Describe, Describe, Describe, Describe, compare and compare and compare and compare and order order order order numbers numbers numbers numbers Describe, compa Describe, compa Describe, compa Describe, compare and order numbers to 25 re and order numbers to 25 re and order numbers to 25 re and order numbers to 25: Compare whole numbers up to 99 using smaller than, greater than, more than, less than and is equal to. Order whole numbers from smallest to greatest, greatest to smallest. Maths: Maths: Maths: Maths: 1.1.7.2 1.1.7.2 1.1.7.2 1.1.7.2 1.1.7.3 1.1.7.3 1.1.7.3 1.1.7.3 1.7.8.2 1.7.8.2 1.7.8.2 1.7.8.2 1.8.8.2 1.8.8.2 1.8.8.2 1.8.8.2 Place value Place value Place value Place value 1.5 1.5 1.5 1.5 Place value Place value Place value Place value Recognize Recognize Recognize Recognize the place value of numbers to 25 the place value of numbers to 25 the place value of numbers to 25 the place value of numbers to 25: Decompose 2-digit numbers into Maths: Maths: Maths: Maths: 1.1.9.1 1.1.9.1 1.1.9.1 1.1.9.1
Transcript
Page 1: CAMI Education linked to CAPS: CAMI Education linked to ... 2016/CAPS 2016 PDF/CAPS... · CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS:

CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: CAMI Education linked to CAPS: MathematicsMathematicsMathematicsMathematics

- 1 -

GRADE 2GRADE 2GRADE 2GRADE 2_Term 1_Term 1_Term 1_Term 1

1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships

TOPICTOPICTOPICTOPIC CONTENTCONTENTCONTENTCONTENT CAMI KeysCAMI KeysCAMI KeysCAMI Keys

Count with whole numbers.Count with whole numbers.Count with whole numbers.Count with whole numbers.

1.11.11.11.1

Count objectsCount objectsCount objectsCount objects • Group at least 100 objects to estimate

and count reliable.

• Give a reasonable estimate of a number of objects that can be checked

by counting.

• The strategy of grouping is encouraged.

Perceptual:Perceptual:Perceptual:Perceptual:

7.3.3.47.3.3.47.3.3.47.3.3.4

7.3.3.87.3.3.87.3.3.87.3.3.8

1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and

backwardsbackwardsbackwardsbackwards

Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:

• 1s from any number between 0 and 100

• 10s from any multiple of 10 between 0 and 100

• 5s from any multiple of 5 between 0 and 100

• 2s from any multiple of 2 between 0 and 200

Maths:Maths:Maths:Maths:

1.1.1.71.1.1.71.1.1.71.1.1.7

1.1.1.81.1.1.81.1.1.81.1.1.8

1.1.2.31.1.2.31.1.2.31.1.2.3

1.7.4.51.7.4.51.7.4.51.7.4.5

1.31.31.31.3

Number Number Number Number

symbols and symbols and symbols and symbols and

number number number number

namesnamesnamesnames

Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:

• Identify, recognize and read numbers 1 to 100.

• Write number symbols 0 to 100.

• Identify, recognize and read number names 0 to 25.

• Write number names 0 to 25.

Maths:Maths:Maths:Maths:

1.1.6.51.1.6.51.1.6.51.1.6.5

Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.

1.41.41.41.4

Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order

numbersnumbersnumbersnumbers

Describe, compaDescribe, compaDescribe, compaDescribe, compare and order numbers to 25re and order numbers to 25re and order numbers to 25re and order numbers to 25::::

• Compare whole numbers up to 99 using smaller than, greater than, more

than, less than and is equal to.

• Order whole numbers from smallest to greatest, greatest to smallest.

Maths:Maths:Maths:Maths:

1.1.7.21.1.7.21.1.7.21.1.7.2

1.1.7.31.1.7.31.1.7.31.1.7.3

1.7.8.21.7.8.21.7.8.21.7.8.2

1.8.8.21.8.8.21.8.8.21.8.8.2

Place valuePlace valuePlace valuePlace value

1.51.51.51.5

Place valuePlace valuePlace valuePlace value

Recognize Recognize Recognize Recognize the place value of numbers to 25the place value of numbers to 25the place value of numbers to 25the place value of numbers to 25::::

• Decompose 2-digit numbers into

Maths:Maths:Maths:Maths:

1.1.9.11.1.9.11.1.9.11.1.9.1

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multiples of tens and ones/units.

• Identify and state the value of each digit.

Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.

1.61.61.61.6

Problem Problem Problem Problem

solving solving solving solving

techniquestechniquestechniquestechniques

Use the following techniques when solving

problems:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines supported by concrete apparatus

1.71.71.71.7

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain

own solution to problems involving addition

and subtraction with answers up to 20.

Maths:Maths:Maths:Maths:

3.8.1.13.8.1.13.8.1.13.8.1.1

1.81.81.81.8

Repeated Repeated Repeated Repeated

additiadditiadditiaddition on on on leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

Solve word problems in context and explain

own solution to problems involving

multiplication with answers up to 20.

1.91.91.91.9

Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing

leading up to leading up to leading up to leading up to

divisiondivisiondivisiondivision

Solve word problems in context and explain

own solution to problems that involve equal

sharing and grouping up to 20 with answers

that may include remainders.

Maths:Maths:Maths:Maths:

3.8.2.13.8.2.13.8.2.13.8.2.1

1.111.111.111.11

MoneyMoneyMoneyMoney • Recognize and identify South African

coins, 5c, 10c, 20c, 50c, R1, R2 and

R5.

• Solve money problems involving totals and change in cents up to 50c and

rand up to R20.

Maths:Maths:Maths:Maths:

1.6.1.51.6.1.51.6.1.51.6.1.5

1.6.2.11.6.2.11.6.2.11.6.2.1

1.6.3.21.6.3.21.6.3.21.6.3.2 3.8.4.13.8.4.13.8.4.13.8.4.1

Context free calculations.Context free calculations.Context free calculations.Context free calculations.

1.121.121.121.12

Techniques Techniques Techniques Techniques

(method or (method or (method or (method or

strategies)strategies)strategies)strategies)

Use the following techniques when

performing calculations:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines supported by concrete

Maths:Maths:Maths:Maths:

1.7.3.11.7.3.11.7.3.11.7.3.1

1.7.3.21.7.3.21.7.3.21.7.3.2

1.7.3.31.7.3.31.7.3.31.7.3.3

3.2.4.13.2.4.13.2.4.13.2.4.1

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apparatus

1.131.131.131.13

Addition anAddition anAddition anAddition and d d d

subtractionsubtractionsubtractionsubtraction

• Add up to 20.

• Use appropriate symbols (+; -;=;�)

• Practice number bonds to 10

Maths:Maths:Maths:Maths:

1.2.2.31.2.2.31.2.2.31.2.2.3

1.2.2.51.2.2.51.2.2.51.2.2.5

1.2.3.11.2.3.11.2.3.11.2.3.1 1.2.3.21.2.3.21.2.3.21.2.3.2

1.3.1.101.3.1.101.3.1.101.3.1.10

1.3.3.41.3.3.41.3.3.41.3.3.4

3.1.1.13.1.1.13.1.1.13.1.1.1

3.1.2.13.1.2.13.1.2.13.1.2.1

3.1.2.23.1.2.23.1.2.23.1.2.2

3.1.5.13.1.5.13.1.5.13.1.5.1

3.1.5.103.1.5.103.1.5.103.1.5.10 3.1.5.23.1.5.23.1.5.23.1.5.2

3.1.5.33.1.5.33.1.5.33.1.5.3

3.1.3.1.3.1.3.1.5.45.45.45.4

3.1.5.53.1.5.53.1.5.53.1.5.5

3.1.5.63.1.5.63.1.5.63.1.5.6

3.1.5.73.1.5.73.1.5.73.1.5.7

3.1.5.83.1.5.83.1.5.83.1.5.8

3.1.5.93.1.5.93.1.5.93.1.5.9 3.4.4.23.4.4.23.4.4.23.4.4.2

3.5.3.13.5.3.13.5.3.13.5.3.1

3.6.1.23.6.1.23.6.1.23.6.1.2

3.6.3.23.6.3.23.6.3.23.6.3.2

3.7.2.23.7.2.23.7.2.23.7.2.2

3.2.1.23.2.1.23.2.1.23.2.1.2

3.2.3.13.2.3.13.2.3.13.2.3.1

1.141.141.141.14 Repeated Repeated Repeated Repeated

addition addition addition addition

leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

• Add the same number repeatedly to 20

• Multiply numbers 1 to 10 by 2

• Use appropriate symbols (+; - ; = ; �)

Maths:Maths:Maths:Maths:

1.9.31.9.31.9.31.9.3

1.161.161.161.16

Mental MathsMental MathsMental MathsMental Maths

Compare numbers to 25Compare numbers to 25Compare numbers to 25Compare numbers to 25 and say which is: and say which is: and say which is: and say which is:

- 1 more or 1 less

- 2 more or 2 less

- 10 more or 10 less

Rapid recall:Rapid recall:Rapid recall:Rapid recall:

• Recall addition and subtraction facts to 10.

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Calculation Calculation Calculation Calculation strategiesstrategiesstrategiesstrategies

Use calculation strategies to add and subtract

efficiently:

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

• Mental number line.

• Doubling / halving.

• Building up / breaking down.

• Use the relationship between addition and subtraction.

2. Patterns, functions and alge2. Patterns, functions and alge2. Patterns, functions and alge2. Patterns, functions and algebrabrabrabra

2.12.12.12.1

Geometric Geometric Geometric Geometric

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe in words.

• Single patterns made with physical objects.

• Simple patterns made with drawings of lines, shapes or objects.

Range of patternsRange of patternsRange of patternsRange of patterns

Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way.

• Describe own patterns

• Create and describe own patterns with

o Physical objects o By drawing lines, shapes or

objects

Maths:Maths:Maths:Maths:

4.1.1.24.1.1.24.1.1.24.1.1.2

4.1.1.34.1.1.34.1.1.34.1.1.3

2.22.22.22.2

Number Number Number Number

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe simple number

sequences to at least 100.

• 1s from any number between 1 and 100

• 10s from any multiples of 10 between 0 and 100

• 5s from any multiples of 5 between 0 and 100

• 2s from any multiples of 2 between 0 and 100

Maths:Maths:Maths:Maths:

4.1.2.14.1.2.14.1.2.14.1.2.1

4.1.2.24.1.2.24.1.2.24.1.2.2

3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)3. Space and shape (Geometry)

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3.23.23.23.2

3333----D D D D objectsobjectsobjectsobjects

Range of Range of Range of Range of objectsobjectsobjectsobjects

Recognize and name 3D objects in the

classroom and in pictures:

o Ball shapes (spheres)

o Box shapes (prisms) Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes

Describe, sort and compare 3-D objects in

terms of :

• Size

• Objects that roll

• Objects that slide FFFFocusocusocusocused ed ed ed activities activities activities activities

Observe and build given 3D objects using

concrete materials such as cut-out 2D shapes,

building blocks, recycling material,

construction kits and other 3D geometric

objects.

Suggested focus and sequencing of activities for Term 1:

• Copy a model of something the teacher provides. Models or

constructions can be made using

building blocks, recycling construction

kits, cutout 2D shapes. This can be

done in independent time.

• Compare and describe the size of similar objects, e.g. stack of boxes from

greatest to smallest.

Work with:

• Balls and objects like balls

• Various boxes and other objects shaped like rectangular prisms or

cubes

• Investigate which of the objects can roll, which slide, which can be stacked

Maths:Maths:Maths:Maths:

8.1.2.68.1.2.68.1.2.68.1.2.6

Class activityClass activityClass activityClass activity

4. Measurem4. Measurem4. Measurem4. Measurementententent

4.14.14.14.1 TimeTimeTimeTime

Telling Telling Telling Telling the the the the timetimetimetime

• Name and sequence days of week and

months of year

• Place birthdays, religious festivals,

Maths:Maths:Maths:Maths:

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public holidays, historical events,

school events on a calendar.

• Tell 12 hour time in: - hours

- half hours

Calculate length of time and passing of time:

• Use clocks to calculate length of time in hours or half hours.

9.2.1.49.2.1.49.2.1.49.2.1.4

4.24.24.24.2 LengthLengthLengthLength

Informal measurementInformal measurementInformal measurementInformal measurement

• Describe the length of objects by

counting and stating the length in informal units

• Use language to talk about the 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.

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

Estimate, measure, order and record length

using meters ( either meter sticks or meter

long lengths of string) as standard unit of length.

Maths:Maths:Maths:Maths:

9.1.1.19.1.1.19.1.1.19.1.1.1

5. Data handling5. Data handling5. Data handling5. Data handling

5.45.45.45.4

Collect and Collect and Collect and Collect and

organize data organize data organize data organize data

5.55.55.55.5

Represent Represent Represent Represent

datadatadatadata

5.65.65.65.6

Analyze and Analyze and Analyze and Analyze and interpret datainterpret datainterpret datainterpret data

Recommended:Recommended:Recommended:Recommended:

Whole data cycle to make class pictograph

with one-on-one correspondence:

• Collect data about the class or school to answer questions posed by the

teacher

• Represent data in pictographs with one-to-one correspondence

• Answer questions about data in pictographs with one-to-one

correspondence

Maths:Maths:Maths:Maths:

10.1.2.110.1.2.110.1.2.110.1.2.1

GRADE GRADE GRADE GRADE 2222_Term 2_Term 2_Term 2_Term 2

1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships

Count with whole numbers.Count with whole numbers.Count with whole numbers.Count with whole numbers.

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1.11.11.11.1

Count objectsCount objectsCount objectsCount objects • Group at least 150 objects to estimate

and count reliable.

• Give a reasonable estimate of a number of objects that can be checked

by counting.

• The strategy of grouping is encouraged.

1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and

backwardsbackwardsbackwardsbackwards

Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:

• 1s from any number between 0 and 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 from any multiple of 3 between 0 and 150

• 4s from any multiple of 4 between 0 and 150

1.31.31.31.3

Number Number Number Number

symbols and symbols and symbols and symbols and

number number number number namesnamesnamesnames

Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:

• Identify, recognize and read numbers 1 to 150.

• Write number symbols 0 to 150.

• Identify, recognize and read number names 0 to 50.

• Write number names 0 to 50.

Maths:Maths:Maths:Maths:

1.1.6.61.1.6.61.1.6.61.1.6.6

Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.

1.41.41.41.4

Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order

numbersnumbersnumbersnumbers

Describe, compare and order numbers to 50:Describe, compare and order numbers to 50:Describe, compare and order numbers to 50:Describe, compare and order numbers to 50:

• Compare whole numbers using smaller than, greater than, more than, less

than and is equal to.

• Order whole numbers from smallest to greatest, greatest to smallest.

Maths:Maths:Maths:Maths:

1.1.7.71.1.7.71.1.7.71.1.7.7

1.51.51.51.5

Place valuePlace valuePlace valuePlace value

Recognize the place value of numbers Recognize the place value of numbers Recognize the place value of numbers Recognize the place value of numbers 11 11 11 11 to to to to

50:50:50:50:

• Decompose 2-digit numbers into multiples of tens and ones/units.

Maths:Maths:Maths:Maths:

1.1.9.11.1.9.11.1.9.11.1.9.1

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• Order whole numbers from smallest to greatest, and greatest to smallest.

Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.

1.61.61.61.6

Problem Problem Problem Problem

solving solving solving solving

techniquestechniquestechniquestechniques

Use the following techniques when solving

problems:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines supported by concrete apparatus.

1.71.71.71.7

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain

own solution to problems involving addition

and subtraction with answers up to 50.

Maths:Maths:Maths:Maths:

3.8.1.23.8.1.23.8.1.23.8.1.2

1.81.81.81.8

Repeated Repeated Repeated Repeated

addition addition addition addition

leading to leading to leading to leading to multiplicationmultiplicationmultiplicationmultiplication

Solve word problems in context and explain

own solution to problems involving

multiplication with answers up to 30.

1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing

leading up to leading up to leading up to leading up to

divisiondivisiondivisiondivision

Solve word problems in context and explain own solution to problems that involve equal

sharing and grouping up to 30 with answers

that may include remainders.

Maths:Maths:Maths:Maths: 3.83.83.83.8.2.2.2.2.2.2.2.2

1.101.101.101.10

Sharing Sharing Sharing Sharing

leading to leading to leading to leading to

fractionsfractionsfractionsfractions

Solve and explain solutions to practical

sharing leading to solutions that include

unitary and non-unitary fractions e.g.

;3

2;4

1;2

1etc.

MathsMathsMathsMaths::::

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11

MonMonMonMoneyeyeyey • Recognize and identify South African

coins, 5c, 10c, 20c, 50, R1, R2 R5.

• Solve money problems involving totals and change in cents up to 50c and

rand up to R50.

Maths:Maths:Maths:Maths:

1.6.1.11.6.1.11.6.1.11.6.1.1

1.6.2.21.6.2.21.6.2.21.6.2.2

3.8.4.13.8.4.13.8.4.13.8.4.1

3.8.4.23.8.4.23.8.4.23.8.4.2

Context free calculations.Context free calculations.Context free calculations.Context free calculations.

1.121.121.121.12

Techniques Techniques Techniques Techniques

Use the following techniques when solving

problems:

Maths:Maths:Maths:Maths:

1.7.3.31.7.3.31.7.3.31.7.3.3

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(method or (method or (method or (method or

strategies)strategies)strategies)strategies) • Drawing of concrete apparatus e.g.

counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines supported by concrete apparatus

3.2.4.23.2.4.23.2.4.23.2.4.2

1.131.131.131.13

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

• Add up to 50.

• Subtract from 50.

• Use appropriate symbols (+;-;=;�)

• Practice number bonds to15.

Maths:Maths:Maths:Maths:

1.2.2.61.2.2.61.2.2.61.2.2.6

1.2.2.71.2.2.71.2.2.71.2.2.7

1.2.2.81.2.2.81.2.2.81.2.2.8

1.3.2.31.3.2.31.3.2.31.3.2.3

1.3.3.31.3.3.31.3.3.31.3.3.3

3.1.1.23.1.1.23.1.1.23.1.1.2 3.1.2.33.1.2.33.1.2.33.1.2.3

3.1.6.13.1.6.13.1.6.13.1.6.1

3.1.6.23.1.6.23.1.6.23.1.6.2

3.1.6.33.1.6.33.1.6.33.1.6.3

3.1.6.43.1.6.43.1.6.43.1.6.4

3.1.6.53.1.6.53.1.6.53.1.6.5

3.1.6.63.1.6.63.1.6.63.1.6.6

3.1.3.1.3.1.3.1.6.106.106.106.10 3.2.1.33.2.1.33.2.1.33.2.1.3

3.2.1.53.2.1.53.2.1.53.2.1.5

3.2.1.63.2.1.63.2.1.63.2.1.6

3.4.1.23.4.1.23.4.1.23.4.1.2

3.4.2.23.4.2.23.4.2.23.4.2.2

3.4.3.23.4.3.23.4.3.23.4.3.2

3.5.1.23.5.1.23.5.1.23.5.1.2

3.5.1.33.5.1.33.5.1.33.5.1.3 3.5.2.33.5.2.33.5.2.33.5.2.3

3.5.3.33.5.3.33.5.3.33.5.3.3

3.6.1.33.6.1.33.6.1.33.6.1.3

3.6.2.23.6.2.23.6.2.23.6.2.2

3.6.2.33.6.2.33.6.2.33.6.2.3

3.6.3.33.6.3.33.6.3.33.6.3.3

3.7.1.23.7.1.23.7.1.23.7.1.2

3.73.73.73.7.2.3.2.3.2.3.2.3

1.141.141.141.14 Repeated Repeated Repeated Repeated

addition addition addition addition

leading to leading to leading to leading to

• Multiply numbers 1 to 10 by 2 and 5

• Use appropriate symbols (+; - ; = ; �)

Maths:Maths:Maths:Maths: 1.9.31.9.31.9.31.9.3

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multiplicationmultiplicationmultiplicationmultiplication

1.161.161.161.16

Mental MathsMental MathsMental MathsMental Maths

Number conceptNumber conceptNumber conceptNumber concept:::: range 5 range 5 range 5 range 50000

• Compare numbers to 500 and say which is:

- 1 more or 1 less

- 2 more or 2 less

- 3 more or 3 less

- 4 more or 4 less - 5 more or 5 less

- 10 more or 10 less

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

• Recall addition and subtraction facts to 10.

Calculation Calculation Calculation Calculation strategiesstrategiesstrategiesstrategies

Use calculation strategies to add and subtract

efficiently:

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

• Mental number line.

• Doubling / halving.

• Building up / breaking down.

• Use the relationship between addition and subtraction.

1.171.171.171.17

FractionsFractionsFractionsFractions • Use and name fractions including

halves, quarters, thirds and fifths.

• Write fractions as 1 half, 2 thirds.

Maths:Maths:Maths:Maths:

2.1.1.12.1.1.12.1.1.12.1.1.1

2.1.1.22.1.1.22.1.1.22.1.1.2

2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra

2.12.12.12.1

Geometric Geometric Geometric Geometric

patternspatternspatternspatterns

Copy, extend andCopy, extend andCopy, extend andCopy, extend and describe describe describe describe

Copy, extend and describe in words.

• Single patterns made with physical objects.

• Simple patterns made with drawings of lines, shapes or objects.

Range of Range of Range of Range of patternspatternspatternspatterns

Simple patterns in which shapes, or groups of shapes are repeated in exactly the same way.

• Describe own patterns.

• Create own geometric patterns

- with physical objects - by drawing lines, shapes or objects.

Maths:Maths:Maths:Maths:

4.1.1.24.1.1.24.1.1.24.1.1.2

4.1.1.34.1.1.34.1.1.34.1.1.3

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2.22.22.22.2

Number Number Number Number

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe simple number

sequences to at least 150.

Sequences should show counting forwards

and backwards in:

• 1s from any number between 1 and

150

• 10s from any multiple of 10 between

10 and 150

• 5s from any multiple of 5 between 10

and 150

• 2s from any multiple of 2 between 10

and 150

• 3s from any multiple of 3 between 10

and 150

• 4s from any multiple of 4 between 10

and 15

MathsMathsMathsMaths::::

4.1.2.24.1.2.24.1.2.24.1.2.2

3. Space and shape3. Space and shape3. Space and shape3. Space and shape

3.13.13.13.1 Position, Position, Position, Position,

orienorienorienorientation tation tation tation

and viewsand viewsand viewsand views

Language and position Language and position Language and position Language and position Describe the position of one object in relation

to another e.g. on top, in front of, behind,

left, right, up, down, next to.

Position and directionPosition and directionPosition and directionPosition and direction

• Follow directions to move around the classroom

Perceptual:Perceptual:Perceptual:Perceptual: 3.1.1.3.1.1.3.1.1.3.1.1.2222

3.2.33.2.33.2.33.2.3

3.2.73.2.73.2.73.2.7

3.33.33.33.3

2222----D D D D shapesshapesshapesshapes

Range and Range and Range and Range and shapesshapesshapesshapes

Recognize and name 2-D shapes

• Circles

• Triangles

• Squares

• Rectangles Features of objectsFeatures of objectsFeatures of objectsFeatures of objects

Describe, sort and compare 2-D shapes in

terms of:

• Size

• Colour

• Straight lines

• Round lines Suggested focus and sequencing of activities

Maths:Maths:Maths:Maths:

8.1.1.28.1.1.28.1.1.28.1.1.2

8.1.1.38.1.1.38.1.1.38.1.1.3

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for Term 2:

• Free play with various shapes including making pictures with cut-out geometric

shapes. This can be done in

independent time.

• Copy pictures made up of geometric shapes. This can be done in

independent time.

• Compare the size of similar shapes e.g. order rectangles from smallest to

greatest and use the language of size to describe shapes.

• Talk about the colours of shapes and then sort shapes according to colour.

• Sort and group shapes according to whether they are triangles, squares,

rectangles or circles.

3.43.43.43.4

SymmetrySymmetrySymmetrySymmetry

SymmetrySymmetrySymmetrySymmetry

Recognize and draw line of symmetry in 2D

geometrical and non-geometrical shapes.

Suggested focus of TeSuggested focus of TeSuggested focus of TeSuggested focus of Term 2:rm 2:rm 2:rm 2:

• Lines of symmetry in concrete objects and pictures

• Written exercises should include examples where he line is NOT always

a vertical line.

MathsMathsMathsMaths::::

8.1.3.18.1.3.18.1.3.18.1.3.1

8.10.1.38.10.1.38.10.1.38.10.1.3

4. 4. 4. 4. Measurement Measurement Measurement Measurement

4.14.14.14.1

TimeTimeTimeTime

Telling Telling Telling Telling the the the the timetimetimetime

• Tell 12 hour time in: - hours

- half hours on analogue clocks Calculate length of time and passing of time:

• Use clocks to calculate length of time in hours or half hours.

Maths:Maths:Maths:Maths:

9.2.1.49.2.1.49.2.1.49.2.1.4

4.34.34.34.3

MassMassMassMass

Informal measuringInformal measuringInformal measuringInformal measuring

• Estimate, measure, compare, order and record mass using non-standard

measures and balancing scale e.g.

blocks, bricks, etc.

Maths:Maths:Maths:Maths:

9.1.3.19.1.3.19.1.3.19.1.3.1

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• Describe the mass of objects by counting and stating in formal units.

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

heavier.

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

• Compare order and record the mass of commercially packaged objects which

have their mass state in kilograms e.g.

10 kg of rice, 1 kg of flour

• Where bathroom scales are available, learners can measure their own mass in

kilograms using the 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

the number (of kilograms) they read

off the scale.

5. Data handling5. Data handling5. Data handling5. Data handling

5.65.65.65.6 Analyze and Analyze and Analyze and Analyze and

interpret datainterpret datainterpret datainterpret data

Analyze data from representations provided. Recommended:Recommended:Recommended:Recommended:

• At least one pictograph with one-on-one correspondence.

MaMaMaMaths:ths:ths:ths: 10.1.2.110.1.2.110.1.2.110.1.2.1

GRADE 2GRADE 2GRADE 2GRADE 2_Term 3_Term 3_Term 3_Term 3

1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships

1.11.11.11.1

Count objectsCount objectsCount objectsCount objects • Group at least 180 objects to estimate

and count reliable.

• Give a reasonable estimate of a

number of objects that can be checked by counting.

• The strategy of grouping is encouraged.

1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and

backwardsbackwardsbackwardsbackwards

Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:

• 1s from any number between 0 and 180

• 10s from any multiple of 10 between 0 and 180

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• 5s from any multiple of 5 between 0 and 180

• 2s from any multiple of 2 between 0 and 180

• 3s from any multiple of 3 between 0 and 180

• 4s from any multiple of 4 between 0 and 180

Represent whole numbers.Represent whole numbers.Represent whole numbers.Represent whole numbers.

1.31.31.31.3

Number Number Number Number

symbols and symbols and symbols and symbols and

number number number number

namesnamesnamesnames

Identify, recognize Identify, recognize Identify, recognize Identify, recognize and read numbers:and read numbers:and read numbers:and read numbers:

• Identify, recognize and read numbers 0 to 180.

• Write number symbols 0 to 180.

• Identify, recognize and read number names 0 to 75.

• Write number names 0 to 75.

Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.

1.41.41.41.4

Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order

numnumnumnumbersbersbersbers

Describe, compare and order to 7Describe, compare and order to 7Describe, compare and order to 7Describe, compare and order to 75555::::

• Compare whole numbers using smaller than, greater than, more than, less

than and is equal to.

• Order whole numbers from smallest to greatest, greatest to smallest.

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….tenths, last

• Ordinal numbers in the range first to tenth.

1.51.51.51.5

Place valuePlace valuePlace valuePlace value

Recognize the place value of numbers Recognize the place value of numbers Recognize the place value of numbers Recognize the place value of numbers 11 11 11 11 to to to to

77775555::::

• Decompose 2-digit numbers into multiples of tens and ones/units.

• Identify and state the value of each digit.

Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.

1.61.61.61.6 Use the following techniques when solving

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Problem Problem Problem Problem

solving solving solving solving

techniquestechniquestechniquestechniques

problems:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines.

1.71.71.71.7

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain

own solution to problems involving addition

and subtraction with answers up to 75.

MathsMathsMathsMaths::::

3.8.1.33.8.1.33.8.1.33.8.1.3

1.81.81.81.8

Repeated Repeated Repeated Repeated

addition addition addition addition

leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

Solve word problems in context and explain

own solution to problems involving

multiplication with answers up to 40.

1.91.91.91.9 Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing

leading up to leading up to leading up to leading up to

divisiondivisiondivisiondivision

Solve word problems in context and explain own solution to problems that involve equal

sharing and grouping up to 40 with answers

that may include remainders.

1.101.101.101.10

Sharing Sharing Sharing Sharing

leading to leading to leading to leading to

fractionsfractionsfractionsfractions

Solve and explain solutions to practical

sharing leading to solutions that include

unitary and non-unitary fractions e.g.

;3

2;4

1;2

1etc.

MathsMathsMathsMaths::::

3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11

MoneyMoneyMoneyMoney • Recognize and identify South African

coins, 5c, 10c, 20c, 50c,R1, R2, R5 and

banknotes R10, R20 and R50.

• Solve money problems involving totals and change in cents up to 75c and

rand up to R75.

Maths:Maths:Maths:Maths:

1.6.1.11.6.1.11.6.1.11.6.1.1

1.6.3.21.6.3.21.6.3.21.6.3.2

1.6.4.11.6.4.11.6.4.11.6.4.1

1.6.4.21.6.4.21.6.4.21.6.4.2

3.8.4.33.8.4.33.8.4.33.8.4.3

Context free calculations.Context free calculations.Context free calculations.Context free calculations.

1.121.121.121.12

Techniques Techniques Techniques Techniques

(method or (method or (method or (method or

strategies)strategies)strategies)strategies)

Use the following techniques when

performing calculations:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines.

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1.131.131.131.13

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

• Add up to 75.

• Subtract from 75.

• Use appropriate symbols (+;-;=;�)

• Practice number bonds to 20.

Maths:Maths:Maths:Maths:

1.2.4.11.2.4.11.2.4.11.2.4.1

1.2.4.21.2.4.21.2.4.21.2.4.2

3.1.1.33.1.1.33.1.1.33.1.1.3

3.1.7.13.1.7.13.1.7.13.1.7.1 3.1.7.23.1.7.23.1.7.23.1.7.2

3.1.7.33.1.7.33.1.7.33.1.7.3

3.2.3.23.2.3.23.2.3.23.2.3.2

3.2.3.33.2.3.33.2.3.33.2.3.3

3.2.3.53.2.3.53.2.3.53.2.3.5

3.4.1.33.4.1.33.4.1.33.4.1.3

3.4.2.33.4.2.33.4.2.33.4.2.3

3.4.3.33.4.3.33.4.3.33.4.3.3

1.141.141.141.14 Repeated Repeated Repeated Repeated

additadditadditaddition ion ion ion

leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

• Multiply numbers 1 to 10 with 2, 5, and 4

• Use appropriate symbols (+; - ; = ; �)

Maths:Maths:Maths:Maths: 1.9.31.9.31.9.31.9.3

3.2.3.73.2.3.73.2.3.73.2.3.7

1.161.161.161.16

Mental MathsMental MathsMental MathsMental Maths

Number conceptNumber conceptNumber conceptNumber concept: range : range : range : range 75757575

• Compare numbers to 200 and say which is:

- 1 more or 1 less

- 2 more or 2 less

- 3 more or 3 less

- 4 more or 4 less - 5 more or 5 less

- 10 more or 10 less

RapidRapidRapidRapidlylylyly recall: recall: recall: recall:

• Addition and subtraction fact to 15.

• Add or subtract multiples of 10 from 0 to 580.

CalculatCalculatCalculatCalculation ion ion ion strategiesstrategiesstrategiesstrategies

Use calculation strategies:

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

• Mental number line.

• Doubling / halving.

• Building up / breaking down.

• Use the relationship between addition and subtraction.

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1.1.1.1.11117777

FractionsFractionsFractionsFractions • Use the name fractions including

halves, quarters, eighths, thirds and

fifths.

• Recognize fractions in diagrammatic form.

• Write fractions as 1 half, 2 thirds.

Maths:Maths:Maths:Maths:

2.1.1.12.1.1.12.1.1.12.1.1.1

2.1.1.22.1.1.22.1.1.22.1.1.2

2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra

2.12.12.12.1

Geometric Geometric Geometric Geometric

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe in words.

• Simple patterns made with physical objects.

• Simple patterns made with drawings of lines, shapes or objects.

Range of patternsRange of patternsRange of patternsRange of patterns

Simple patterns in which shapes or groups of

shapes are repeated en exactly the same way.

Patterns in which the number or size of shapes in each stage changes in a predictable

way i.e. regularly increasing patterns.

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

• Create own geometric patterns - with physical objects

- by drawing lines, shapes or objects

• Describe own patterns.

Perceptual:Perceptual:Perceptual:Perceptual:

3.2.33.2.33.2.33.2.3

Maths:Maths:Maths:Maths:

4.1.1.24.1.1.24.1.1.24.1.1.2

4.1.1.34.1.1.34.1.1.34.1.1.3

2.22.22.22.2

Number Number Number Number

patternspatternspatternspatterns

CoCoCoCopy, extend and describepy, extend and describepy, extend and describepy, extend and describe

Copy, extend and describe simple number

sequences to at least 750.

Sequences should show counting forwards

and backwards in:

• Intervals specified in Grade 2 with

increased number range.

• 20s, 25s, 50s, 100s to at least 1 000.

Create and describe own number patterns.

3. Space and shape3. Space and shape3. Space and shape3. Space and shape

3.13.13.13.1

Position, Position, Position, Position, orientation orientation orientation orientation

and viewsand viewsand viewsand views

Position and viewsPosition and viewsPosition and viewsPosition and views

• Match different views of the same everyday objects.

Position and directionPosition and directionPosition and directionPosition and direction

Follow directions to move around in the

Perceptual:Perceptual:Perceptual:Perceptual:

3.2.33.2.33.2.33.2.3 3.4.13.4.13.4.13.4.1

Maths:Maths:Maths:Maths:

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classroom. 8.1.2.78.1.2.78.1.2.78.1.2.7

3.23.23.23.2

3333----D D D D shapesshapesshapesshapes

Range and objectsRange and objectsRange and objectsRange and objects

Recognize and name 3-D shapes in the

classroom:

• Ball shapes (spheres)

• Box shapes (prisms)

• Cylinders Features of objectsFeatures of objectsFeatures of objectsFeatures of objects

Describe, sort and compare 3-D objects in

terms of:

• Size

• Objects that roll

• Objects that slide Suggested focus and sequencing of activities Suggested focus and sequencing of activities Suggested focus and sequencing of activities Suggested focus and sequencing of activities

for Term 3:for Term 3:for Term 3:for Term 3:

Work with:

• Balls and objects shaped like balls

• Cylinders and objects shaped like cylinders

• Various boxes and other objects shaped like rectangular prisms or cubes

Investigate which of the objects can roll,

which can slide and which can be stacked.

Identify and describe geometric and everyday objects by saying whether are shaped like a

ball, shaped like a box or shaped like a

cylinder.

MathsMathsMathsMaths::::

8.1.2.18.1.2.18.1.2.18.1.2.1

8.1.2.68.1.2.68.1.2.68.1.2.6

4. Measurement4. Measurement4. Measurement4. Measurement

4.14.14.14.1

TimeTimeTimeTime

Telling Telling Telling Telling the the the the timetimetimetime

• Name and sequence days of week and months of year

• Place birthdays, religious festivals, public holidays, historical events,

school events on a calendar.

• Tell 12 hour time in: - hours

- half hours on analogue clocks.

Calculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of timeCalculate length of time and passing of time

• Use calendars to calculate and describe lengths of time in days or weeks or

months including:

Maths:Maths:Maths:Maths:

9.2.1.49.2.1.49.2.1.49.2.1.4

9.2.4.19.2.4.19.2.4.19.2.4.1

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• Use clocks to calculate length of time in hours or half hours.

4.44.44.44.4

Capacity / Capacity / Capacity / Capacity /

VolumeVolumeVolumeVolume

InInInInformal measuringformal measuringformal measuringformal measuring

• Estimate, measure, compare, order and record the capacity of containers (i.e.

the amount the container can hold if

filled) using non-standard measures

e.g. spoons and cups.

• Describe the capacity of the container by counting and stating how many of

the informal units it takes to fill the containers e.g. the bottle has a

capacity of 4 cups.

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

• Estimate, measure, compare, order and record the capacity of objects by

measuring in liters using:

o Bottles with capacity of 1 liter

o A measuring jug which has

numbered calibration lines in

liters

• Compare, order and record the capacity

of commercially packaged objects whose capacity is stated in liters e.g. 2

liters of milk, 1 liter of cool drink, 5

liters of paint.

Maths:Maths:Maths:Maths:

9.5.1.19.5.1.19.5.1.19.5.1.1

9.5.1.29.5.1.29.5.1.29.5.1.2

5. Data handling5. Data handling5. Data handling5. Data handling

5.45.45.45.4

Collect and Collect and Collect and Collect and

organize data organize data organize data organize data

5.55.55.55.5

Represent Represent Represent Represent datadatadatadata

5.65.65.65.6

Analyze and Analyze and Analyze and Analyze and

interpret datainterpret datainterpret datainterpret data

RecommendedRecommendedRecommendedRecommended

Make individual picture graphs with one-to-

one correspondence from data provided in

either picture form or table form:

• Collect data about the class or school

• Answer questions posed by the teacher

• Represent data in pictographs with one-to-one correspondence

• Answer questions about data in pictographs with one-to-one

correspondence

Maths:Maths:Maths:Maths:

10.1.2.110.1.2.110.1.2.110.1.2.1

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GRADE 2GRADE 2GRADE 2GRADE 2_Term 4_Term 4_Term 4_Term 4

1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships1. Numbers, operations and relationships

1.11.11.11.1

Count objectsCount objectsCount objectsCount objects • Group at least 200 objects to estimate

and count reliably.

• Give a reasonable estimate of a number of objects that can be checked

by counting.

• The strategy of grouping is encouraged.

1.21.21.21.2

Count Count Count Count

forwards and forwards and forwards and forwards and

backwardsbackwardsbackwardsbackwards

Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:Count forwards and backwards in:

• 1s from any number between 0 and 200

• 10s from any multiple of 10 between 0 and 200

• 5s from any multiple of 5 between 0 and 200

• 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

1.1.2.41.1.2.41.1.2.41.1.2.4

1.31.31.31.3

Number Number Number Number

symbols and symbols and symbols and symbols and

number number number number namesnamesnamesnames

Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:Identify, recognize and read numbers:

• Identify, recognize and read numbers 0 to 200.

• Write number symbols 0 to 200.

• Identify, recognize and read number names 0 to 100.

• Write number names 0 to 100.

Maths:Maths:Maths:Maths:

1.1.6.71.1.6.71.1.6.71.1.6.7

Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.Describe, compare and order whole numbers.

1.41.41.41.4

Describe, Describe, Describe, Describe,

compare and compare and compare and compare and

order order order order

numbersnumbersnumbersnumbers

Describe,Describe,Describe,Describe, compare and order numbers to 9 compare and order numbers to 9 compare and order numbers to 9 compare and order numbers to 99:9:9:9:

• Compare whole numbers using smaller than, greater than, more than, less

than and is equal to.

• Order whole numbers from smallest to greatest, greatest to smallest.

Use ordinal numbers to show order, place

Maths:Maths:Maths:Maths:

1.1.7.81.1.7.81.1.7.81.1.7.8

1.7.1.7.1.7.1.7.8.28.28.28.2

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and position:

• Position objects in a line from first to twentieth or first to last e.g. first,

second, third,….to twentieth.

1.51.51.51.5

Place valuePlace valuePlace valuePlace value

Recognize the place value of numbersRecognize the place value of numbersRecognize the place value of numbersRecognize the place value of numbers 11 11 11 11 t t t to o o o

99:99:99:99:

• Decompose 2-digit numbers up to 999 into multiples of tens and ones/units.

• Identify and state the value of each digit.

Maths:Maths:Maths:Maths:

1.1.9.11.1.9.11.1.9.11.1.9.1

Solve problems in context.Solve problems in context.Solve problems in context.Solve problems in context.

1.61.61.61.6

Problem Problem Problem Problem solvingsolvingsolvingsolving

techniquestechniquestechniquestechniques

Use the following techniques when solving

problems:

• Drawing of concrete apparatus e.g.

counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines.

1.71.71.71.7

Addition and Addition and Addition and Addition and

subtractionsubtractionsubtractionsubtraction

Solve word problems in context and explain

own solution to problems involving addition

and subtraction with answers up to 99.

MathsMathsMathsMaths::::

3.8.2.43.8.2.43.8.2.43.8.2.4

1.81.81.81.8

Repeated Repeated Repeated Repeated

addition addition addition addition

leading to leading to leading to leading to

multiplicationmultiplicationmultiplicationmultiplication

Solve word problems in context and explain

own solution to problems involving

multiplication with answers up to 50.

Maths:Maths:Maths:Maths:

3.8.3.13.8.3.13.8.3.13.8.3.1

1.91.91.91.9

Grouping and Grouping and Grouping and Grouping and

sharing sharing sharing sharing

leading up to leading up to leading up to leading up to

divisiondivisiondivisiondivision

Solve word problems in context and explain

own solution to problems that involve equal

sharing and grouping up to 100 with answers

that may include remainders.

MathsMathsMathsMaths::::

3.8.2.43.8.2.43.8.2.43.8.2.4

1.101.101.101.10 Sharing Sharing Sharing Sharing

leading to leading to leading to leading to

fractionsfractionsfractionsfractions

Solve and explain solutions to practical sharing leading to solutions that include

unitary and non-unitary fractions e.g.

;3

2;4

1;2

1etc.

Maths:Maths:Maths:Maths: 3.8.5.13.8.5.13.8.5.13.8.5.1

1.111.111.111.11 • Recognize and identify South African Maths:Maths:Maths:Maths:

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MoneyMoneyMoneyMoney coins, 5c, 10c, 20c, 50c, R, R2, R5 and

banknotes R10, R20 and R50.

• Solve money problems involving totals and change in cents up to 90c and

rand up to R90

1.6.1.41.6.1.41.6.1.41.6.1.4

1.6.1.51.6.1.51.6.1.51.6.1.5

1.6.2.21.6.2.21.6.2.21.6.2.2

1.6.3.21.6.3.21.6.3.21.6.3.2

3.8.4.43.8.4.43.8.4.43.8.4.4

ContextContextContextContext----free calculations.free calculations.free calculations.free calculations.

1.121.121.121.12 Techniques Techniques Techniques Techniques

(method or (method or (method or (method or

strategies)strategies)strategies)strategies)

Use the following techniques when performing calculations:

• Drawing of concrete apparatus e.g. counter

• Building up/breaking down numbers.

• Doubling and halving.

• Number lines.

1.131.131.131.13

Addition and Addition and Addition and Addition and subtractionsubtractionsubtractionsubtraction

• Add up to 99.

• Subtract from 99.

• Use appropriate symbols (+;-;=;�)

• Practice number bonds to 20.

Maths:Maths:Maths:Maths:

1.2.2.91.2.2.91.2.2.91.2.2.9 1.2.6.11.2.6.11.2.6.11.2.6.1

1.2.6.21.2.6.21.2.6.21.2.6.2

1.2.6.31.2.6.31.2.6.31.2.6.3

1.2.6.51.2.6.51.2.6.51.2.6.5

1.3.4.21.3.4.21.3.4.21.3.4.2

1.2.7.31.2.7.31.2.7.31.2.7.3

3.1.8.13.1.8.13.1.8.13.1.8.1

3.1.8.23.1.8.23.1.8.23.1.8.2 3.1.8.33.1.8.33.1.8.33.1.8.3

3.3.1.23.3.1.23.3.1.23.3.1.2

3.3.2.23.3.2.23.3.2.23.3.2.2

1.141.141.141.14

Repeated Repeated Repeated Repeated

addition addition addition addition

leading leading leading leading to to to to

multiplicationmultiplicationmultiplicationmultiplication

• Multiply numbers 1 to 10 by 2, 5, 3, and 4.

• Use appropriate symbols (+; - ; = ; �)

Maths:Maths:Maths:Maths:

1.9.31.9.31.9.31.9.3

3.6.4.13.6.4.13.6.4.13.6.4.1

3.6.5.13.6.5.13.6.5.13.6.5.1

3.6.6.13.6.6.13.6.6.13.6.6.1

1.161.161.161.16

Mental MathsMental MathsMental MathsMental Maths

Number concept:Number concept:Number concept:Number concept: range 9range 9range 9range 99999

• Compare numbers to 99 and say which is:

- 1 more or 1 less

- 2 more or 2 less

- 3 more or 3 less

- 4 more or 4 less

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- 5 more or 5 less

- 10 more or 10 less

RapidRapidRapidRapidlylylyly recall recall recall recall

• Addition and subtraction fact to 20.

• Add or subtract multiples of 10 from 0 to 100.

Calculation Calculation Calculation Calculation strategiesstrategiesstrategiesstrategies

Use calculation strategies to add and subtract

efficiently:

• Put the larger number first in order to

count on or count back.

• Number line.

• Doubling / halving.

• Building up / breaking down numbers.

1.171.171.171.17

FractionsFractionsFractionsFractions • Use the name fractions including

halves, quarters, eighths, thirds and

fifths.

• Recognize fractions in diagrammatic form.

• Write fractions as 1 half, 2 thirds.

MathsMathsMathsMaths::::

2.1.1.12.1.1.12.1.1.12.1.1.1

2.1.1.22.1.1.22.1.1.22.1.1.2

2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra2. Patterns, functions and algebra

2.12.12.12.1

Geometric Geometric Geometric Geometric

patternspatternspatternspatterns

Patterns around usPatterns around usPatterns around usPatterns around us

Identify, describe in words and copy

geometric patterns,

• In nature

• From modern everyday life

• From our cultural heritage

Class activityClass activityClass activityClass activity

2.22.22.22.2

Number Number Number Number

patternspatternspatternspatterns

Copy, extend and describeCopy, extend and describeCopy, extend and describeCopy, extend and describe

Copy, extend and describe simple number

sequences to at least 200.

Sequences should show counting forwards and backwards in:

• 1s from any number between 1 and 200

• 10s from any multiples of 10 between 0 and 200

• 5s from any multiples of 5 between 0 and 200

Maths:Maths:Maths:Maths:

1.1.2.41.1.2.41.1.2.41.1.2.4

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• 2s from any multiples of 2 between 0 and 200

• 3s from any multiples of 3 between 0 and 200

• 4s from any multiples of 4 between 0 and 200

Create and describe own number patterns.

3. Space and shape3. Space and shape3. Space and shape3. Space and shape

3.23.23.23.2

3333----D objectsD objectsD objectsD objects

Range and objectsRange and objectsRange and objectsRange and objects

Recognize and name 3-D objects in the

classroom and in pictures:

• Ball shapes (spheres)

• Box shapes (prisms)

• Cylinders Features of objectsFeatures of objectsFeatures of objectsFeatures of objects

Describe, sort and compare 3-D objects in

terms of:

• Size

• Objects that roll

• Objects that slide Suggested fSuggested fSuggested fSuggested focusocusocusocus and sequencing of activities and sequencing of activities and sequencing of activities and sequencing of activities

for Term 4:for Term 4:for Term 4:for Term 4:

• Copy a model of something the teacher provides. Models or

constructions can be made using

building blocks, recycling construction kits, cut-out 2D shapes. This can be

done in independent time.

• Compare and describe the size of similar objects, e.g. stack of boxes from

greatest to smallest.

Work with

• Balls and objects like balls.

• Various boxes and other objects shaped like rectangular prisms or

cubes.

• Investigate which of the objects can roll, which slide and which can be

stacked.

PercPercPercPercepepepeptualtualtualtual::::

3.1.1.23.1.1.23.1.1.23.1.1.2

3.2.33.2.33.2.33.2.3

3.2.73.2.73.2.73.2.7

MathsMathsMathsMaths::::

8.1.2.18.1.2.18.1.2.18.1.2.1

8.1.2.68.1.2.68.1.2.68.1.2.6

3.33.33.33.3 Range of shapesRange of shapesRange of shapesRange of shapes MathsMathsMathsMaths::::

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2D objects2D objects2D objects2D objects Recognize and name 2D shapes

• Circles

• Triangles

• Squares

• Rectangles Features of shapesFeatures of shapesFeatures of shapesFeatures of shapes

Describe, sort and compare 2D shapes in

terms of:

• Size

• Colour

• Straight lines

• Round sides

Suggested focus and sequencing of activities Suggested focus and sequencing of activities Suggested focus and sequencing of activities Suggested focus and sequencing of activities fofofofor Term 4:r Term 4:r Term 4:r Term 4:

• Work with circles and squares of different sizes, 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,

rectangles or circles.

Work is consolidated through written

exercises.

8.1.1.18.1.1.18.1.1.18.1.1.1

Geomt13EGeomt13EGeomt13EGeomt13E

8.1.1.38.1.1.38.1.1.38.1.1.3

3.43.43.43.4

SymmetrySymmetrySymmetrySymmetry

SymmetrySymmetrySymmetrySymmetry

Recognize and draw line symmetry in 2-D geometrical and non-geometrical shapes.

Suggested focus of Suggested focus of Suggested focus of Suggested focus of activities for Tactivities for Tactivities for Tactivities for Term 4erm 4erm 4erm 4

• Lines of symmetry in concrete objects and pictures.

• Written exercises should include examples where the line is NOT

always a vertical line.

MathsMathsMathsMaths::::

8.1.3.18.1.3.18.1.3.18.1.3.1

4. Measurement4. Measurement4. Measurement4. Measurement

4.14.14.14.1

TimeTimeTimeTime

Telling Telling Telling Telling the the the the timetimetimetime

• Tell 12 hour time in: - hours

- half hours on analogue clocks.

Calculate length or time and passing of time:

• Use clocks to calculate length of time in hours or half hours.

MaMaMaMatttths:hs:hs:hs:

9.2.1.49.2.1.49.2.1.49.2.1.4

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4.24.24.24.2

LengthLengthLengthLength

Informal measuringInformal measuringInformal measuringInformal measuring

• Estimate, measure, compare, order and record length using meters (meter

sticks or meter long lengths of string)

as the standard unit of length.

MathsMathsMathsMaths::::

9.1.1.19.1.1.19.1.1.19.1.1.1

4.34.34.34.3

MassMassMassMass

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

Learners do written tasks to consolidate the

following, including reading pictures from

• Products with mass written on them.

Bathroom scales where the needle points to numbered gradation lines.

Maths:Maths:Maths:Maths:

9.1.3.19.1.3.19.1.3.19.1.3.1

4.44.44.44.4

Capacity / Capacity / Capacity / Capacity /

volumevolumevolumevolume

Introducing formal measuringIntroducing formal measuringIntroducing formal measuringIntroducing formal measuring

Written tasks to consolidate the following,

including reading pictures of

• Products with their capacity written on them in order to sequence in order.

• Pictures of jugs where the volume is near to a liter or 2 liter gradation.

• Read the nearest numbered gradation line, describe their volume as

almost/nearly/close to/a bit more/less

or exactly.

Class activityClass activityClass activityClass activity

5. Data handling5. Data handling5. Data handling5. Data handling

5.65.65.65.6

Analyze and Analyze and Analyze and Analyze and

interinterinterinterpret datapret datapret datapret data

Analyze data from representations provided.

RecommendedRecommendedRecommendedRecommended

At least one pictograph with one-on-one correspondence.

Maths:Maths:Maths:Maths:

10.1.2.110.1.2.110.1.2.110.1.2.1


Recommended