Phase Work Schedules - Western Cape€¦ · number symbols, number names 1 to 9, cardinal numbers,...

Foun

datio

n Ph

ase

Wor

k Sc

hedu

les

Grade

2

Numeracy

FOREWORD Policy implementation is not an uncomplicated event. It is a process of interpretation and engagement that spans a period of time. We learn from this process and we try to modify interventions so that they become appropriate and relevant to diverse contexts. Our learning over the last decade and more has taught us that we all need to talk, listen and find solutions to the challenges we face. The work schedules are the result of such a policy and learning process. Literacy and Numeracy, together with other areas of work in the Foundation and Intermediate Phases, are important focuses of the Western Cape Education Department. We want to strengthen primary schools and create possibilities for a solid foundation so that we improve the chances of learners in their scholastic careers. We believe that this foundation can improve literacy and numeracy results, pass-rates in general and the throughput rate. South Africa is a developing country and we have heard, in this age of globalisation, that countries involved in the catch-up must produce the necessary skills. So countries such as ours are capable of being competitive and stable. What is more important is to have a community of scholars who are able to read, write and enjoy schooling. The social value of school can be improved if the scholastic effort is enhanced. The work schedules will be regarded as a component of the package that is concerned with the Foundations for Learning Campaign. It is regarded as a tool to bolster and give meaning to the campaign. In view of the perception that campaigns are merely rhetoric, the work schedules will act as support mechanism to give meaning to the building of foundations for literacy and numeracy. It is an attempt to provide guidelines to teachers on how to teach each school day. The work schedules will be sent out with a view to eliciting feedback. They will also be field-tested in selected schools. The documents will be circulated as guidelines in January 2009 and comments requested by July 2009. The work schedules will also be field-tested in July 2009. All comments will inform the further development of work schedules. The Western Cape Education Department is a learning organisation and attempts to understand its environment at all times. This learning process is a continuous one, since we have such a dynamic and rapidly changing context. Bearing this in mind, the invitation for comments and field-testing is an attempt to embrace the notion of a learning organisation through developing insights based on views of teachers, as well as those in other diverse contexts within our province. We know that a one-size-fits-all approach is not a recipe for success. We also know that we all need to listen, talk and find solutions to our challenges. Field-testing and an invitation to comment will give us the space to talk, listen and find solutions as we move forward to a quality education system for all our learners.

Dr. S. Naicker, Chief Director: Curriculum Development

WORK SCHEDULE

NUMERACY

GRADE 2

PLEASE NOTE: The work schedule for Numeracy has been developed to assist and guide teachers in the Foundation phase in the fundamentals of the curriculum that must be taught on a daily basis. Careful planning went into the development of the work schedule to make the application of the NCS and thus the Learning Outcomes and Assessment Standards in Numeracy more practicable for the teacher to teach. This work schedule can therefore be used with confidence as it covers all the Learning Outcomes and Assessment Standards that the learner needs to know for the acquisition of basic numeracy concepts and skills at the end of a grade and a phase. The work schedule therefore explains WHAT is to be taught and is complemented by a teacher guide that suggests HOW the work may be done. It is important that the following documents be studied together to facilitate greater understanding of Numeracy i.e.

The NCS Policy Statement Assessment Policy 2007 The Numeracy Work schedule The Numeracy Teacher Guide

The work schedule is furthermore divided into daily activities that cover the four terms evenly. The time allocation for Numeracy is: Grades 1 and 2: 1hr 30 min per day Grade 3: 1hr 45 min per day For guidance on how to use this time please refer to the Teacher’s Guide that encapsulates structured learning and teaching activities to support the work schedule. During the first two weeks of term 1 baseline assessment must be administered parallel to the teaching of new concepts as indicated in this work schedule.

- 1 -

WORK SCHEDULE NUMERACY

GRADE 2

TERM 1

WK LEARNING OUTCOMES

ASSESSSMENT STANDARDS & CORE TEACHING TEACHER’S GUIDE

1-2

LO 1 Numbers, Operations, and Relationships

BASELINE ASSESSMENT

Must be completed within the first two weeks of school parallel to teaching during this period.

Daily Counting

o 1-50 on abacus, number line, number chart o backward, forward from any number between

0 – 50 o In multiples of 10, 5, 2 from any number

between 0 – 50 o count out objects to 30 o Numerosity of number 1-9 e.g. ( before, after;

in the middle of; bigger than, smaller than; etc) on the number line

o estimate quantity

Mental calculations o perform mental calculations (addition, subtraction, doubling, halving, estimation) of

solutions to 20

Number Concepts and Value o Revise

number symbols, number names 1 to 9, cardinal numbers, conservation of

numbers to 9 bonds (+, -) of 3 to 9 Write in words numbers ‘one’ to ‘nine’

o Introduce

Numeral 10, word ten, cardinal value of10 Conservation of number 10 e.g. different groupings of ten. Numerosity of 10 (a decade, 1more than

9, half of 20, comes after 9, etc) Ordinal numbers: first –tenth Vocabulary on the number line: before,

after; to the left of, to the right of; between

Bonds of 10 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) number line

Chapter 2

Chapter 3

- 2 -

LO 2 Patterns, Functions and Algebra LO 3 Space and Shape (Geometry) LO 4 Measurement LO 5 Data Handling

Problem Solving Techniques

o Multiplication and Division a) multiply (1,2 & 3 by 2);(1 & 2 by 3); (1by 4) b) divide: (2,4,6 by 2;3) & (6 by 3;4 by 4)

o The four operations (+,□,-=) to 9

Using concrete apparatus (same colour counters) to count out

Number line Explain own solutions to problems

(method and technique) to others on the chalkboard.

Patterns

o copy and extend a pattern created with physical objects

o copy and extend simple number patterns to 100

Space and Shape o recognise, identify, know names of 2 –

dimensional shapes, ( triangles, squares, circles, rectangles) and 3- dimensional objects in school environment, e.g. balls (spheres), boxes ( prisms), tubes (cylinders)

Time Introduce days of week, month, year Discuss daily weatherboard Chart events on calendar for next two weeks Money

o Recognition of coins 5c, 10c, 20c, 50c

Mass o estimate, measure and compare 3 -

dimensional objects using non standard measures

Data o collect data as a team in classroom and

school environment according to instructions given

o describe collection of data to peers

Chapter 4

Chapter 6

Chapter 7

3 - 4


FORMAL ASSESSMENT TASK 1

Daily Counting o 1-50 on abacus, number line, number chart o backward, forward from any number

between 0 – 50

Chapter 2

- 3 -

LO 2 Patterns, Functions and Algebra

o In multiples of 10, 5, 2 from any number

between 0 – 50 o count out objects to 30 o Numerosity of number 1-9 e.g. ( before,

after; in the middle of; bigger than, smaller than; etc) on the number line

o estimate quantity

Mental calculations o perform mental calculations (addition,

subtraction, doubling, halving, estimation ) of solutions to 20

Number Concepts and Value

o Revise Numeral 10, word ten, cardinal value

of10 Conservation of number 10 e.g. different groupings of ten. Numerosity of 10 (a decade, 1more than

9, half of 20, comes after 9, etc) Ordinal numbers: first –tenth Vocabulary on the number line: before,

after; to the left of, to the right of; between

Bonds of 10 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems)

o Introduce

Numeral 11, word eleven, cardinal value of11

Conservation of number 11 e.g. different groupings of eleven.

Ordinal numbers: first – eleventh Write in words numbers ‘ten’ to ‘twenty’ Bonds of 11 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) number line Sets, Addition, Subtraction: a) Grouping of tens from ten to ninety and the relevant numerals

Problem Solving Techniques o Doubling and halving to 20 o Multiplication (x) as shortened form of (+)

e.g. 4 + 4 = 4 × 2 = 8 o Division as subtraction 6 ÷ 2 = 3, show on

number line 6 – 3 = 3 extend to 10

Chapter 3

Chapter 4

- 4 -

LO 3 Space and Shape (Geometry)

LO 4 Measurement LO 5 Data Handling

Using concrete apparatus (same colour

counters) to count out Number line Explain own solutions to problems


Patterns o copy, extend and describe a pattern created

with physical objects o copy and extend simple number patterns to

100

Space and Shape o recognise, identify, know names of 2 –

dimensional shapes, ( triangles, squares, circles, rectangles) and 3- dimensional objects in school environment, e.g. balls (spheres), boxes ( prisms), tubes (cylinders)

o describe and compare the properties ( flat, round, curved edges) of 2 –dimensional shapes and 3 – dimensional objects

Time o Recognise the names of days of the week,

months of the year in correct order o sequence events according to days of the

week, months of year e.g. birthdays

o Introduce the clock: face and hands; use of the clock;

different types of clocks; analogue and digital clocks

read the analogue and digital time in hours

Money o Conservation of number in coins 5c, 10c,

20c, 50c [e.g. a 5c will remain a 5c if it is (1c+1c+1c+1c+1c) or (2c+1c+2c) or (3c+2c)]

Mass o estimate, measure and compare 3 -

dimensional objects using non standard measures

Length o measure how wide the carpet, classroom is

in foot steps, discuss measurements and why smaller learners have smaller steps

Data o sort data collected according physical

attributes as a group o describe collection of data to peers

Chapter 6

Chapter 7

- 5 -

5- 6



Daily Counting

o 1-50 on abacus, number line, number chart o backward, forward from any number between

0 – 50 o in multiples of 10, 5, 2 from any number

between 0 – 50 o count out objects to 30 o Numerosity of number 1-9 e.g. ( before, after;


o estimate quantity




o Revise number symbols, number names to 11,

explore the relationship ( before, after; in the middle; bigger, smaller etc)

bonds of 11 (+,□,-,=) cardinal numbers, conservation of

numbers to 11 multiplication, division to 10 Grouping of tens from ten to ninety and

the relevant numerals

o Introduce Numeral 12, word twelve, cardinal value

of12 Conservation of number 12 e.g. different

groupings of twelve. Ordinal numbers: first – twelfth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘twenty one’ to

‘thirty’ Bonds of 12 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) Number line Fractions: a) Introduce notation ‘½’ (one half) b) halving numbers 1to 9 and the written application thereof e.g. one half of 7 = 3½

Chapter 2

Chapter 3

- 6 -



o Multiplication and Division a) multiply (1,2 & 3 by 2);(1 & 2 by 3); (1by 4)

b) divide: (2,4,6 by 2;3) & (6 by 3;4 by 4) Use concrete apparatus Number line Explain own solutions to problems


Patterns

o copy and extend number patterns - 100

Space and Shape o describe and compare the properties ( flat,

round, curved edges) of 2 –dimensional shapes and 3 – dimensional objects

o sort the above objects into boxes with labels

Money o Conservation of number in coins 5c, 10c,

20c, 50c [e.g. a 5c will remain a 5c if it is (1c+1c+1c+1c+1c) or (2c+1c+2c) or (3c+2c)]

o Introduce word problems with money

Time o orders days of the week and months of the

year o analogue and digital clocks o introduce the duration of one hour; the

movements of hands during one hour (minute hand to start and end on 12 only); alarm clock set for one hour

Length

o measure and compare 3 – dimensional objects recognised in Space and shape with non standard measures e. g. a piece of string

o measure the length, height, width in hand spans of tables, books, cupboards in classroom

Data o collect and sort data according e.g. colour,

texture, size, heavy, light, long, short o record the attributes on a pictograph

Chapter 4

Chapter 5

Chapter 6

Chapter 7

7- 8


- 7 -


Daily Counting

o 1-100 on abacus, number line, number chart o backward, forward from any number

between 0–100 o In multiples of 10, 5, 2 from any number

between 0 – 100 o count out counters to 40 o Numerosity of number 1-9 e.g. ( before, after;


o vocabulary: more than, less than




Numeral 12, word twelve, cardinal value of12

Conservation of number 12 e.g. different groupings of twelve.

Ordinal numbers first – twelfth Vocabulary on number line: before, after;

to the left of, to the right of; between Bonds of 12 (+,□, -, =) Fractions: a) Notation ‘½’ (one half) b) Halving of numbers 1to 9 and the

written application thereof e.g. one half of 7 = 3½

Write in words numbers ‘twenty one’ to ‘thirty’

o Introduce Numeral 13, word thirteen, cardinal value

of13 Conservation of number 13 i.e. different

groupings of thirteen. Ordinal numbers first – thirteen Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ thirty one’ to

‘thirty four’


Sets, Addition, Subtraction: a) grouping in tens and units from 21 to 99 and the relevant numerals (e.g. 21 = 10+10+1) i.e. (2 groups of 10+1 unit)

Chapter 2

Chapter 3

- 8 -


Fractions: a) Halving numbers 1 to 10 b) Draw and write the sums (e.g. one half

of 9 = 4½ )

Problem Solving Techniques o Addition and subtraction to 10 o Multiplication and Division to number 10

Use concrete apparatus Number line Explain own solutions to problems


Patterns

o create simple patterns with geometric shapes o identify and describe the patterns created

Space and Shape o Recognise, identify, know names of 2 –

dimensional shapes, ( triangles, squares, circles, rectangles) and 3- dimensional objects

o trace the outlines of the 2 – dimensional shapes i.e. triangles, squares, rectangles, circles

Money o Recognition of coins R1, R2, R5

Time

o orders days of the week and months of the year

o analogue and digital clocks o introduce the duration of one hour; the


Length

o repeat weeks 5, 6

Data o draw data collected of the above 2-

dimensional shapes, 3 dimensional objects in space and shapes according to round and flat surfaces on a pictograph

o describe collection of data in groups

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 9 -

9-10


Daily Counting

o 1-100 on abacus, number line, number chart o backward, forward from any number between 0–100 o In multiples of 10, 5, 2 from any number between 0 – 100 o count out counters to 40 o Numerosity of number 1-9 e.g. ( before, after;


o vocabulary: more than, less than

Mental calculations o perform mental calculations (+; - ; ÷ ;×) to 20


number symbols, number names to 13 and explore their relationship ( before, after, in the middle, bigger, etc)

cardinal numbers and conservation of numbers to 13,

double and halve even and odd numbers to 10

bonds to13 use structural apparatus if necessary

grouping in tens and units from 21 to 99 and the relevant numerals

o Introduce Numeral 14, word fourteen, cardinal

value of14 Conservation of number 14 i.e. different

groupings of fourteen. Ordinal numbers: first – fourteenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ thirty five’ to

‘forty’

Bonds of 14 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) number line Sets, Addition, Subtraction: a) grouping in tens and units from 21 to 99 and the relevant numerals (e.g. 21 = 10+10+1) i.e. (2 groups of 10+1 unit) Fractions: a) Halving numbers 1 to 10 b) Draw and write the sums e.g. one half

of 5 = 2½

Chapter 2

Chapter 3

- 10 -



o repeat weeks 1, 2

Patterns o Create, extend and copy own number

patterns with multiples of 10 e.g. 22,33,44,55 etc.

Space and Shape o Discuss and classify describe and

compare 2 – dimensional shapes and 3 – dimensional objects in the school environment e.g. ring of the netball poles, the window and door frames

Money o Conservation of number in coins R1, R2, R5 o Introduce word problems with money

Time

o orders days of the week and months of the year

o revise analogue and digital clocks o revise the duration of one hour; the


o plot the important events for term 2 on the calendar

Capacity

o measure how many cups of water can fill the 2 litre bottles

Data o extend on weeks 7, 8

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 11 -


GRADE 2

TERM 2



11- 12


Revision of previous term’s work

Daily Counting o in ones from 1-100 on abacus, number line,

number chart o ordinal numbers on number line o backward, forward from any number between


between 0 – 100 o count out objects to 50 (use the same colour

counters) o estimate quantity

Mental calculations

o perform mental calculations (+; - ; ÷ ;×) to 20


read, write number symbols and number names to 14 and explore their relationship i.e. before, after, in the middle; bigger, than, smaller than

cardinal numbers and conservation of numbers to14

bonds to 14 (+,□, -, =) addition and subtraction of 1 and 2 digit

numbers to 19 multiplication of whole numbers with

solutions to 20, sharing between 2, among 3 or more which lead to division

double, halve even and odd numbers to 14

o Introduce numeral 15, word fifteen, cardinal value

of15 conservation of number 15 i.e. different

groupings of fifteen. ordinal numbers: first – fifteenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ forty one’ to 'forty

five’


Chapter 2

Chapter 3

- 12 -

LO 2 Patterns, Functions and Algebra LO 3 Space and Shape (Geometry) LO 4 Measurement

Sets, Addition, Subtraction: a) revise grouping in tens and units from

21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 Fractions: a) Halving numbers 1 to 10 b) Draw and write the sums e.g. one half of 5 = 2½ Multiplication and Division Introduce: a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and

b) division as subtraction 12 ÷ 3 = 4, show on number line 12– 3 – 3- 3 – 3 = 0 c) the reversibility of multiplication e.g. (3x5 = 5x3)

Problem Solving Techniques o addition and subtraction of single and 2 -digit

numbers to 20 e.g. 6 + 13 = ; 9 + 12 = ; 15 – 9 = o halve and double to 20

use counters ( same colour) to count out number line – 100 estimation of quantity group and share build up and break down/ recompose and

decompose of number explain solution to problem show method

on the chalkboard to share with peers

Patterns o create patterns with geometric shapes o copy patterns created with geometric shapes o identify geometric shapes used and describe

patterns to peers

Space and Shape

o observe 2-D shapes and 3-D objects and create objects using building blocks, construction Sets, Addition, Subtraction classify describe and compare constructions

o describe geometric shapes; square, circle, triangle, rectangle

Money o Conservation of number in coins R1, R2, R5 o Introduce word problems with money o Do shopping activities with change

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 13 -

LO 5 Data Handling

Time

o analogue and digital clock: duration of one hour; movement of the hands, during one hour (minute hand starts at 12 and ends on 12) minutes flashing 60 times in one hour

o read hours and half hours o mark off the days on the calendar

Capacity

o volume measured in containers of different sizes

o recording findings

Mass o estimate by hand, heaviest / lightest of not

more than 3 shapes constructed in space and shape

Data o collect data of the measuring of shapes and

record the measurements on a pictograph

13-14



Daily Counting o repeat weeks 11-12



repeat weeks 11, 12 with numbers to 15 addition, subtraction to 19 multiplication of whole numbers with


o Introduce

numeral 16, word sixteen, cardinal value of16

conservation of number 16 i.e. different groupings of sixteen.

ordinal numbers: first – sixteenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ forty six’ to 'fifty’


Chapter 2

Chapter 3

- 14 -



21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 Fractions: a) Halving numbers 1 to 12 b) Draw and write the sums e.g. one half of 10 = 5, 1=½ Multiplication and Division Introduce: a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o repeat weeks 11, 12

Patterns

o create patterns with numbers o copy patterns created with numbers o identify number patterns used and describe

patterns to peers

Space and Shape o sort and label the 2-D and 3-D shapes and

objects created in weeks 11, 12 o Describe geometric shapes

Money o Conservation of number in coins to R5 o Introduce word problems with money o Do shopping activities with change

Time

o repeat analogue and digital time in hours and half hours 14h00/ 2 o’clock ; 15h30 / half past 3

o mark off the days on the calendar

Mass o estimate by hand , heaviest to lightest of not

more than 3 shapes constructed in space and shape for weeks 11 and 12

o measure the shapes on the mass meter to test the estimation

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 15 -

LO 5 Data Handling

Data

o collect data once shapes are measured and record the measurements on a pictograph

15-16



Daily Counting

o in ones from 1 - 100 on abacus, number line, number chart

o ordinal numbers on number line o backward, forward from any number between




Mental calculations



read, write, number symbols, number names to 16 and explore their relationship ( to the left of, to the right of, before, after, in the middle, bigger, smaller, etc)

+; - ; ÷ ;× to 20 double, halve even and odd numbers to 16 bonds to 16

o Introduce

numeral 17, word seventeen, cardinal value of17

conservation of number 17 i.e. different groupings of sixteen.

ordinal numbers: first – seventeenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ fifty one’ to ‘fifty

five’



21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. 10+1, 10+5, 10+9 c) write word sums

Chapter 2

Chapter 3

- 16 -


Fractions: a) Halving numbers 1 to 12 b) Draw and write the sums e.g. one half of 12 = 6, 11=5½ Multiplication and Division Introduce: a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o addition and subtraction of single and 2 -digit

numbers to 20 e.g. 6 + 13 = ; 9 + 12 = ; 15 – 9 = o halve and double to 20

use counters ( same colour) to count out number line – 100 estimation of quantity group and share build up and break down/ recompose and



Patterns o repeat week 13, 14

Space and Shape o determine lines of symmetry in 2D shapes

using folding and reflection.


Time o repeat weeks 15 and 16 and extend to quarter

to and quarter past ( quarter to 12/ 11h45 and quarter past 12 / 12h15

Mass o repeat weeks 15,16

Data o collect objects according attribute chosen by

teacher : how many learners have birthdays in April, May, June

o learners record data collected on the calendar

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 17 -

17-18



Daily Counting






Mental calculations





o Introduce

numeral 18, word eighteen, cardinal value of18

conservation of number 18 i.e. different groupings of eighteen.

ordinal numbers: first – eighteenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘fifty six’ to ‘sixty’

Bonds of 18 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) number line Sets, Addition, Subtraction: a) revise grouping in tens and units from

21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 c) write word sums

Fractions: a) Halving numbers 1 to 12 b) Draw and write the sums e.g. one half of 12 = 6, 11=5½

Chapter 2

Chapter 3

Chapter 4

- 18 -


LO 5 Data Handling

Multiplication and Division Introduce: a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o repeat weeks 15-16

Patterns o describe observed in patterns in the

environment and in the classroom

Space and Shape o recognise 3D objects from different positions

and record findings o in pairs find the middle line on each other’s

body and discuss symmetry by referring to the positioning of ears, eyes, on left and right of heads


Time

o calculate elapsed (passed) days, weeks of the current month using the calendar

Length o sort and record the length of different objects

in the classroom with footsteps and hand spans

Data o collection of the following data is analysed in

groups: how many boys wear school ties, girls have long hair, boys enjoy sums, girls enjoy reading

Chapter 5

Chapter 6

Chapter 7

19-20


Daily Counting



0 – 100

Chapter 2

- 19 -

o in multiples of 10, 5, 2 from any number between 0 – 100

o count out objects to 50 (use the same colour counters)

o estimate quantity





o Introduce numeral 19, word nineteen, cardinal value

of 19 conservation of number 19 i.e. different

groupings of nineteen. ordinal numbers: first – nineteenth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘sixty one’ to

‘sixty five’

Bonds of 19 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) d) number line Sets, Addition, Subtraction: Revise: a) grouping in tens and units from 21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 c) write word sums

Fractions: a) Halving numbers 1 to 12 b) Draw and write the sums e.g. one half of 12 = 6, 11=5½

Multiplication and Division Revise: a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Chapter 3

- 20 -


Patterns o repeat weeks 17,18

Space and Shape

o repeat weeks 17, 18

Money o Repeat weeks 17-18

Time o repeat weeks 17, 18

Length


Data o repeat weeks 17, 18

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 21 -


GRADE 2

TERM 3



21-22


Revision of concepts not yet mastered in the previous term’s work

Daily Counting o in ones from 1 - 200 on abacus, number line,

number chart o ordinal numbers first to thirtieth on number line

- 100 o backward, forward from any number between


between 0 – 200 o count in fours to 20 o count out objects to 100 (preferably the same

colour counters) o estimate quantity



read, write number symbols and number names to 19, explore their relationship i.e. before, after, in the middle; bigger, than, smaller than

cardinal numbers and conservation of numbers to19

addition and subtraction of 1 and two 2 digit numbers to 50

bonds to 19 (use structural apparatus) Write in words numbers ‘sixty six’

o Introduce numeral 20, word twenty, cardinal value of

20 conservation of number 20 i.e. different

groupings of 20. ordinal numbers: first – twentieth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘sixty six’ to

‘seventy ’

Bonds of 20 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) also involving money

d) number line

Chapter 2

Chapter 3

- 22 -

LO 2 Patterns, Functions and Algebra LO 3 Space and Shape (Geometry)

Sets, Addition, Subtraction: Revise: a) grouping in tens and units from 21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 c) write word sums

Fractions: a) Introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼ b) paper folding and cutting to show quarters of different shapes (square, circle, rectangle, triangle)

Multiplication and Division a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o halve and double to 20 o addition and subtraction, single and two 2 -

digit numbers to 50? 25 + 13, 19 + 12, 35 - 15

o multiplication as shortened addition e.g. 6+ 6 + 6 + 6 = 6 × 4 and division as subtraction 18 ÷ 3 show on number line 18– 3 – 3 - 3 – 3 – 3 -3 use counters ( same colour) to count out number line – 100 estimation of quantity group and share that lead to solutions that

also include unitary fractions (e.g. ¼) build up and break down/ recompose and



Patterns o copy and extend simple number sequences to

at least 200 o identify patterns in magazines, draw and

extend the patterns

Space and Shape o describe positional relationships between 3-D

objects e.g. describe from your desk the box on the table in the front of the class

o recognise 3-D objects from different positions

Chapter 4

Chapter 5

Chapter 6

- 23 -


Money

o Conservation of number in coins to R5 e.g. R1 = (10c+10c+10c+10c+10c+10c+10c+10c+10c+10c) it is also (50c+50c)

o Introduce word problems with money o Do shopping activities with change

Time

o calculate elapsed time in hours o identify important dates on calendar

Length

o measure different lengths in classroom with hand spans

Capacity

o compare volume of different size containers

Data o collect and sort objects in the environment and

record data collected on a pictograph

Chapter 7

23-24



Daily Counting

o repeat counting activities as for weeks 21-22



o Revise as in weeks 21-22 with numbers to 20

o Introduce

numeral 21, word twenty one, cardinal value of 21

conservation of number 21 i.e. different groupings of 21.

ordinal numbers: first – twenty first Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘seventy one’ to

‘seventy five’ Bonds of 21 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) also involving money

d) number line

Chapter 2

Chapter 3

- 24 -


Sets, Addition, Subtraction: Revise: a) grouping in tens and units from 21 to 99 and the relevant numerals b) introduce place values of numbers 10 to 19 and the relevant sums e.g. (tens and Units) 10+1, 10+5, 10+9 c) write word sums Fractions: a) Introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼ b) paper folding and cutting to show quarters of different shapes (square, circle, rectangle, triangle) Multiplication and Division a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and

b) division as subtraction 12 ÷ 3 = 4, show on number line 12– 3 – 3- 3 – 3 = 0 c) the reversibility of multiplication e.g. (3x5 = 5x3) word problems involving money:

e.g. If Sharon paid R36 for 18 koeksisters. What was the cost of one koeksister? Write in words numbers ‘sixty five’ to ‘seventy’


Patterns

o create own number patterns o describe number sequences created in

patterns

Space and Shape o repeat weeks 21-22

Money o Conservation of number in coins to R5 e.g. R1

= (10c+10c+10c+10c+10c+10c+10c+10c+10c+10c) it is also (50c+50c)


Time

o calculate elapsed time in hours and minutes

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 25 -

LO 5 Data Handling

Length

o measure different lengths in classroom with footsteps

Capacity

o estimate and compare the volume of different containers

Data o draw pictograph of shapes sorted in groups

and give reasons for collections

25-26



Daily Counting


o ordinal numbers first to thirtieth on number line - 100

o backward, forward from any number between 0 – 200


o count in fours to 20 o count out objects to 100 (preferably the same


Mental calculations



as in weeks 21,22 with numbers to 21

o Introduce numeral 22, word twenty two, cardinal

value of 22 conservation of number 22 i.e. different

groupings of 22. ordinal numbers: first – twenty first and

twenty secondth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘seventy six’ –

‘eighty’ Bonds of 22 (+,□, -, =) a) with structural apparatus b) written c) story sums (problems) also involving money

d) number line

Chapter 2

Chapter 3

- 26 -


Sets, Addition, Subtraction: a) revise grouping in tens and units and place values of numbers 10 to 19 with sums and word problems. b) introduce basic components of numbers 11-14 with 7 as one of the components or the answer of the sum, e.g. 7+4, 6+7 17-7, 12-5 Fractions: a) revise ½ notation and halving of

numbers to 12. Write the sums. b) introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show quarters of different shapes and sizes Multiplication and Division extend to 16 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o halve and double to 20 o addition and subtraction, single and two 2 -

digit numbers to 50? 25 + 13, 19 + 12, 35 - 15

o multiplication as shortened addition e.g. 6+ 6 + 6 + 6 = 6 × 4 and division as subtraction 18 ÷ 3 show on number line 18– 3 – 3 - 3 – 3 – 3 -3 use counters ( same colour) to count out number line – 100 estimation of quantity group and share that lead to solutions that

also include unitary fractions (e.g. ¼) build up and break down/ recompose and



Patterns o copy and extend number patterns to 200 o describe the extended number created

Space and Shape o recognise 3 – D objects from different

positions o describe the positional relationships between

self and object

Chapter 4

Chapter 5

Chapter 6

- 27 -


Money

o repeat weeks 25-26

Time o read analogue and digital time o sequences months of the year o sequence festive days of the year according to

calendar months

Length o compare measurements of different lengths in

footsteps and hand spans

Capacity o repeat weeks 25-26

Data o draw block graph of shapes sorted in groups

and discuss data collected

Chapter 7

27-28



Daily Counting


o ordinal numbers first to thirtieth on number line - 100

o backward, forward from any number between 0 – 200


o count in fours to 20 o count out objects to 100 (preferably the same


Mental calculations



as in weeks 25-26 with numbers to 22

o Introduce numeral 23, word twenty three, cardinal


groupings of 23. ordinal numbers: first – twenty third Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘eighty one’ to

‘eighty five’

Chapter 2

Chapter 3

- 28 -


LO 4 Measurement


d) number line Sets, Addition, Subtraction: a) revise Sets, Addition, Subtraction; (i) choosing elements from given examples to form a defined set i.e. set of clothes, alphabet, (ii) classify the set Fractions: a) revise ½ notation and halving of

numbers to 12. Write the sums. b) introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle Multiplication and Division extend to 18 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and



Patterns

o copy and extend simple patterns in natural environment

o describe observed patterns o extend number patterns to 200

Space and Shape

o discuss 3 – D objects and 2 – D in environment





Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 29 -

LO 5 Data Handling

Time

o read analogue and digital time

Length o estimate, measure, order the length, depth and

height of at least four 3 – D objects o record measurements

Data o Describe peers collection of objects o draw block graph to show data

29-30


Daily Counting

o repeat counting activities as in weeks 27-28



as in weeks 27-28 with number to 23

o Introduce numeral 24, word twenty four, cardinal


groupings of 24. ordinal numbers: first – twenty fourth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘eighty six’ to

‘ninety’


d) number line

Sets, Addition, Subtraction: a) revise Sets, Addition, Subtraction; (i) choosing elements from given examples to form a defined set i.e. set of clothes, alphabet, (ii) classify the set Fractions: a) revise ½ notation and halving of

numbers to 12. Write the sums. b) introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼

Chapter 2

Chapter 3

- 30 -


c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle

Multiplication and Division extend to 18 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and



Patterns o copy and extend simple patterns in natural

environment o describe observed patterns o extend number patterns to 200

Space and Shape o repeat weeks 27-28

Money o repeat weeks 27-28

Time


Length o repeat weeks 27-28

Data o repeat weeks 27-28

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 31 -


GRADE 2

TERM 4



31-32

LO 1 Numbers Operations and Relationships

Revision of previous term’s work

Mental calculations

o perform mental calculations, +, -, ×, ÷ to 30

Daily Counting o in ones from 1 - 200 on abacus, number line,

number chart o ordinal numbers first to fortieth on number line

- 100 o backward, forward from any number between

0 – 200 o in multiples of 10, 5, 2, from any number

between 0 – 200 o Count in 4’s to 40 o in ordinal numbers o count out objects to100 o estimate quantity


o Revise read, write number symbols and number

names to 24, explore their relationship i.e. before, after, in the middle; more than, less than bigger

cardinal numbers and conservation of numbers to 24 extend and challenge where possible

numerosity to 24 addition and subtraction of two 2 digit

numbers to 100 multiplication of whole numbers with


double, halve even and odd numbers to 100

bonds to 24

o Introduce numeral 25, word twenty five, cardinal


groupings of 25. ordinal numbers: first – twenty fifth Vocabulary on number line: before, after;

to the left of, to the right of; between Write in words numbers ‘ninety one’ to

‘ninety five’

Chapter 2

Chapter 3

- 32 -



d) number line Sets, Addition, Subtraction: a) revise Sets i.e. (i) choose elements from given examples to form a defined set i.e. set of clothes, alphabet, (ii) classify the set Fractions: a) revise ½ notation and halving of

numbers to 12. Write the sums. b) introduce notation for ¼ as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle Multiplication and Division extend to 20 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o Problem solve

addition, subtraction, with two, 2 digit numbers , horizontal (use structural apparatus where necessary) and extend the number range

multiplication, division with two single digits 7× 3, 6 × 5, 6 ÷ 3 extend number range where possible

halve and double to 50 recognise the place value of digits in whole numbers (flard cards) to 99.

o Techniques

use counters to count out use number line – 100 build up and break down of numbers compensate, round off numbers/

comfortable numbers, also chunking/ partitioning of numbers

share and group that lead to solutions that include unitary fractions ½, ¼

Chapter 4

- 33 -

LO 3 Space and Shape ( Geometry) LO 4 Measurement LO 5 Data Handling

estimation of quantity learner explain solution to problem, and

show method on chalkboard check own and peer’s solution

Patterns

o create and extend simple geometric patterns o number patterns to 200

Space and Shape o describe positional relationship between two

3 - dimensional shapes and objects o recognise 3 - dimensional objects from

various positions




Time

o read analogue and digital time in hours and minutes

o use hours and minutes to calculate time

Capacity o estimate, measure, compare, volume with non

standard measures like different sizes of glasses, cups, spoons

Data o draw pictograph of the above estimated,

measures to compare, volume of non standard measures used

Chapter 5

Chapter 6

Chapter 7

33-34



Daily Counting o repeat weeks 31-32

Mental calculations

o perform mental calculations, +, -, ×, ÷ to 30

Number Concept and Value o Revise

repeat weeks 31-32 exploring numeral 25

extend where possible number range for all basic operations

Chapter 2

Chapter 3

- 34 -


o Introduce

numeral 26, word twenty six, cardinal value of 26


ordinal numbers: first – twenty sixth Vocabulary on number line: before, after;

to the left of, to the right of; between round off numbers to nearest 10 e.g. 9

=10, 17 =20, 38 = 40 etc. recognise the place value of digits in

whole numbers ( use flard cards) e.g. 65 = 60 tens + 5 units

Write in words numbers ‘ninety six’ to ‘one hundred’


d) number line Sets, Addition, Subtraction: a) introduce basic components of numbers 11 to 12 with number 6 as one of the components or the answer of the sum e.g. 6+5; 12-6; 18-6; 6+6; 11-5 etc b) with word problems Fractions: a) ½ notation and halving of numbers to 13. Write word problems. 1. Bibi has 8 sweets; she gives half to her friend. How many does she keep? 2. Divide 5 cookies between children. b) explain ¼ notation as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle Multiplication and Division extend to 20 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and



Chapter 4

- 35 -

LO 3 Space and Shape (Geometry) LO 4 Measurement

LO 5 Data handling

Patterns

o create, extend, describe geometric patterns o create and copy number patterns to 200

Space and Shape o observe, create, construct 2- dimensional

shapes and 3 – dimensional objects using concrete materials ( paper, stacking blocks)

Time o calculate the elapsed time in hours and

minutes using clocks o sequence events according to days, weeks,

months, years

Capacity o repeat weeks 31,32

Length

o estimate, measure, compare, length of items with non standard measures like hand spans, footsteps,

o estimate the width, length and height of the measurement

o discuss and reach a consensus

Data o plot the above non standard measures of data

collected on a pictograph o discuss and compare differences and process

followed

Chapter 5

Chapter 6

Chapter 7

35-36



Daily Counting

o repeat weeks 34


repeat weeks 33-34 extend the number range where possible

cardinal, ordinal numbers:, conservation of numbers to 26

numerosity to 26 bonds to 26 word problems, extend number range

Mental calculations

o perform mental calculations, +, -, ×, ÷ to 30 extend where possible

Chapter 2

Chapter 3

- 36 -

LO 2 Patterns, Functions and Algebra LO 3 Space and Shape ( Geometry)

LO 4 Measurement

o Introduce

numeral 27 word twenty seven cardinal value of 27


ordinal numbers: first – twenty seventh Vocabulary on number line: before, after;

to the left of, to the right of; between round off numbers to nearest 10 recognise the place value of digits in


Recognise written word numbers from ‘one’ to ‘one hundred’


d) number line Sets, Addition, Subtraction: a) repeat weeks 33-34 extend the number range where possible Fractions: a) repeat weeks 33-34 extend the number

range where possible Multiplication and Division extend to 20 a) repeat weeks 33-34 extend the number

range where possible

Problem Solving Techniques o repeat weeks 30, 31

Patterns

o create and extend geometric patterns o revise and record number patterns to 200

Space and Shape o describe, compare 2 – dimensional shapes, 3-

dimensional objects in pictures and environment

o recognise symmetry in 2 – dimensional shapes and 3 – dimensional objects

Time o identify important dates on calendar including

religious festivals, historical events o sequence events according days, weeks,

months of the school term

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 37 -

LO 5 Data Handling

Length

o according to instructions, record the different items measured in hand spans and footsteps

o discuss and compare findings with peers

Data o record collections of data on pictograph

according to attributes given o change recording of pictures to dots as data o discuss recordings

37-38



Mental calculations

o perform mental calculations, +, -, ×, ÷ to 30 extend where possible

Daily Counting



repeat weeks 35-36 with numbers to 27 extend the number range where possible

o Introduce numeral 28, word twenty eight, cardinal


groupings of 28. ordinal numbers: first – twenty eighth Vocabulary on number line: before, after;




Recognise in words any numbers between ‘one’ and ‘one hundred’


d) number line Sets, Addition, Subtraction : a) introduce basic components of numbers 11 to 12 with number 6 as one of the components or the answer of the sum e.g. 6+5; 12-6; 18-6; 6+6; 11-5 etc

Chapter 2

Chapter 3

- 38 -


LO 3 Space and Shape (Geometry)

LO 4 Measurement

LO 5 Data Handling

b) with word problems c) build up and break down/ recompose

and decompose 2 digit numbers as expanded notation e.g. 57 = 50 + 7 ;

45 = 20 + 20 + 5 ( use flard cards) d) round off numbers to nearest 10

Fractions: a) ½ notation and halving of numbers to 13. Write word problems. 1. Bibi has 8 sweets; she gives half to her friend. How many does she keep? 2. Divide 5 cookies between children. b) explain ¼ notation as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle

Multiplication and Division extend to 20 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and


Problem Solving Techniques o repeat weeks 35- 36

Patterns o create and extend geometric patterns o revise and record number patterns to 200

Space and Shape o describe, compare 2 – dimensional shapes, 3-

dimensional objects in pictures and environment

o recognise symmetry in 2 – dimensional shapes and 3 – dimensional objects

o build/ construct / triangles, squares, circles, rectangles from diagrams drawn on chalkboard

o discuss similarities where noted

Time o calculate elapsed time in hours and minutes

Length o repeat weeks 35,36

Data o repeat weeks 35,36

Chapter 4

Chapter 5

Chapter 6

Chapter 7

- 39 -

39-40


Daily Counting


Mental calculations o perform mental calculations, +, -, ×, ÷ to 30

Number Concept and Value

o Revise repeat as in previous weeks for numbers

to 28 extend number range for basic operation

and word problems

o Introduce numeral 29, word twenty nine, cardinal


groupings of 29. ordinal numbers: first – twenty nine Vocabulary on number line: before, after;




Recognise and write in words any number between ‘one’ and ‘one hundred’


d) number line Sets, Addition, Subtraction: a) introduce basic components of numbers 11 to 12 with number 6 as one of the components or the answer of the sum e.g. 6+5; 12-6; 18-6; 6+6; 11-5 etc b) with word problems c) build up and break down/ recompose

and decompose 2 digit numbers as expanded notation e.g. 57 = 50 + 7 ;

45 = 20 + 20 + 5 (use flard cards) d) round off numbers to nearest 10

Fractions: a) ½ notation and halving of numbers to 13. Write word problems. 1. Bibi has 8 sweets; she gives half to her friend. How many does she keep? 2. Divide 5 cookies between children.

Chapter 2

Chapter 3

- 40 -


LO 5 Data Handling

b) explain ¼ notation as one of four equal parts of a whole e.g. one quarter of 1 is ¼ c) paper folding and cutting to show different shapes (square, triangle, circle, rectangle Multiplication and Division extend to 20 a) multiplication as shortened addition e.g. 5 + 5 + 5 = (5 × 3 = 15) and




Patterns o create and extend simple geometric patterns o revise number patterns to 200

Space and Shape o repeat weeks 37,38

Time o repeat weeks 37, 38

Length


Data o repeat weeks 37, 38

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Phase Work Schedules - Western Cape€¦ · number symbols, number names 1 to 9, cardinal numbers,...

Documents

Transcript of Phase Work Schedules - Western Cape€¦ · number symbols, number names 1 to 9, cardinal numbers,...