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PREFACE TO THE ACADEMIC CURRICULUM · o Social transformation: ensuring that the edu cational...
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Transcript of PREFACE TO THE ACADEMIC CURRICULUM · o Social transformation: ensuring that the edu cational...
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PREFACE TO THE ACADEMIC CURRICULUM This Curriculum and Assessment Policy Statement has been adapted to meet the needs of learners who experience barriers to learning and who have been placed in a School of Skills. It has been designed to enable learners who continue their schooling at a School of Skills to develop to their potential based on a curriculum that supports their cognitive ability. The curriculum content and skills are set out as an Annual Teaching Plan (ATP). It is an exemplar for the sequencing and pacing of teaching, learning and assessment per term across the four years and is based on the curriculum as developed with teachers. It is aligned to the content and skills within the National Curriculum Statement (NCS), Curriculum and Assessment Policy Statements (CAPS) for the Foundation and Intermediate Phase. Year One is an orientation year where learners do a baseline assessment at the start of the year to identify the content gap they experience in both Home Language and Mathematics. These results will inform the level of intervention for these two subjects. Learners in Year One will complete a post assessment at the end of the year to determine if any progress has been made during the year. Teachers identify the appropriate curriculum level as indicated in the Home Language and Mathematics curriculum document when starting to teach. Learners may progress across the levels within a year or across years as they demonstrate their competence in Home Language and Mathematics. Life Skills, Physical Education and Creative Arts follow a four year programme and all learners engage with these subjects from Year One. Natural Sciences and Technology will start from Year Two. It is envisaged that all learners in a School of Skills will exit the school with an appropriate Certificate of Attainment endorsed by the WCED. It is hoped that this certificate will enable them to access further or higher education or to be part of the world of work. ACKNOWLEDGEMENT A special word of appreciation and thanks go to all in the Western Cape Education Department and to the teaching staff in the Schools of Skills whose efforts made this document possible.
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CONTENT
Page SECTION 1 Introduction to the Adapted Curriculum and Assessment Policy Statement .................. 1 SECTION 2 Introduction to Mathematics .................................................................................................. 7 SECTION 3 Plans for Teaching ................................................................................................................... 9 FOUNDATION PHASE
Grade 1 Overview ...........................................................................................................11 Grade 2 Overview ...........................................................................................................23 Grade 3 Overview ...........................................................................................................33
Mathematics: Term 1 Grade 1 ........................................................................................................................49 Grade 2 ........................................................................................................................61 Grade 1 and 2 ............................................................................................................73 Grade 3 ........................................................................................................................87 Grade 2 and 3 ...........................................................................................................99 Mathematics: Term 2 Grade 1 ......................................................................................................................117 Grade 2 ......................................................................................................................131 Grade 1 and 2 ..........................................................................................................145 Grade 3 ......................................................................................................................165 Grade 2 and 3 .........................................................................................................177 Mathematics: Term 3 Grade 1 ......................................................................................................................193 Grade 2 ......................................................................................................................207 Grade 1 and 2 ..........................................................................................................223 Grade 3 ......................................................................................................................241 Grade 2 and 3 .........................................................................................................257 Mathematics: Term 4 Grade 1 ......................................................................................................................275 Grade 2 ......................................................................................................................285 Grade 1 and 2 ..........................................................................................................297 Grade 3 ......................................................................................................................313 Grade 2 and 3 .........................................................................................................327
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INTERMEDIATE PHASE Grade 4 Overview ...............................................................................................................347 Grade 5 Overview ...............................................................................................................349 Grade 6 Overview ...............................................................................................................351
Mathematics: Term 1 Grade 3 and 4 ..........................................................................................................353 Grade 4 ......................................................................................................................369 Grade 4 and 5 ..........................................................................................................379 Grade 5 ......................................................................................................................391 Grade 5 and 6 ..........................................................................................................403 Grade 6 ......................................................................................................................415
Mathematics: Term 2 Grade 3 and 4 ..........................................................................................................425 Grade 4 ......................................................................................................................433 Grade 4 and 5 ..........................................................................................................439 Grade 5 ......................................................................................................................447 Grade 5 and 6 ..........................................................................................................453 Grade 6 ......................................................................................................................459 Mathematics: Term 3 Grade 4 ......................................................................................................................465 Grade 4 and 5 ..........................................................................................................471 Grade 5 ......................................................................................................................479 Grade 5 and 6 ..........................................................................................................487 Grade 6 ......................................................................................................................497 Mathematics: Term 4 Grade 4 ......................................................................................................................505 Grade 4 and 5 ..........................................................................................................511 Grade 5 ......................................................................................................................517 Grade 5 and 6 ..........................................................................................................523 Grade 6 ......................................................................................................................529
SECTION 4 Assessment .............................................................................................................................537 SECTION 5 Reference ..............................................................................................................................543
Resources available on Thutong website: CAPS documents FP and IP and National Workbooks with search facility: http://www.thutong.doe.gov.za
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 1
SECTION 1 INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 Overview
General aims of the South African Curriculum (a) The National Curriculum Statement Grades R - 12 gives expression to the
knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R - 12 serves the purposes of:
equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; o providing access to higher education; o facilitating the transition of learners from education institutions to the
workplace; and o providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R - 12 is based on the following
principles: o Social transformation: ensuring that the educational imbalances of the past
are redressed, and that equal educational opportunities are provided for all sections of the population;
o Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;
o High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;
o Progression: content and context of each grade shows progression from simple to complex;
o Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;
o Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and
o Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 2
(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to: o identify and solve problems and make decisions using critical and creative
thinking; o work effectively as individuals and with others as members of a team; o organise and manage themselves and their activities responsibly and
effectively; o collect, analyse, organise and critically evaluate information; o communicate effectively using visual, symbolic and/or language skills in
various modes; o use science and technology effectively and critically showing responsibility
towards the environment and the health of others; and o demonstrate an understanding of the world as a set of related systems by
recognising that problem solving contexts do not exist in isolation. (e) Inclusion and the National Curriculum Statement
Education White Paper 6 - Special Needs Education: Building an Inclusive Education and Training System commits the state to the achievement of equality, non-discrimination and the maximum participation of all learners in the education system as a whole. Education White Paper 6 makes it an imperative that the education and training system must change to accommodate the full range of learning needs, with particular attention to strategies for instructional and curriculum transformation (Department of Education, 2001 p. 11). These principles also underlie the new Curriculum and Assessment Policy Statement (CAPS). One of the most significant barriers to learning is the school curriculum. Barriers to learning arise from the different aspects of the curriculum such as the content, the language, classroom organisation, teaching methodologies, pace of teaching and time available to complete the curriculum, teaching and learning support materials and assessment (Department of Education, 2001, p.19). In responding to the diversity of learner needs in the classroom, it is imperative to ensure differentiation in curriculum delivery to enable access to learning for all learners. All schools are required to offer variations in mode of delivery and assessment processes to accommodate all learners. Respecting diversity implies a belief that all learners have the potential to learn.
Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 3
1.2 Background to curriculum adaptation and differentiation
The right of every child to access quality education is enshrined in South Africa’s Constitution. In 2001, the Minister of Education launched Education White Paper 6, the Policy on Inclusion, which spells out how barriers to learning should be removed from, and how inclusive education should be gradually introduced into the entire education system. Learners who experience barriers to learning need to be able to exit school with an appropriate Certificate of Attainment, which would enable them to access further or higher education or to be part of the world of work. The profile of a learner placed in a Special School: School of Skills, which offers an adapted curriculum programme may be identified by the following characteristics: The learner o is 14 or 15 years old o has received extensive, documented support in the mainstream school o experiences moderate cognitive barriers to learning which cause very poor
scholastic progress. The learner’s lack of progress may be so severe that he/she will only be able cope on a Foundation Phase level
o is not severely or profoundly intellectually disabled o does not experience serious behavioural learning barriers o may experience a short attention span o may have a very poor reading ability o attends school regularly, but does not reap the benefits of the curriculum in spite
of support efforts o may have spent more time in both Foundation and Intermediate Phase, without
showing significant improvement o is usually functioning 2 years and more below his/her age cohort and is seriously
at risk of leaving school early, without attaining skills to enter the world of work successfully
o will benefit by a vocational / practical approach to the curriculum o will develop skills in order to be able to enter the job market.
These learners have the right to follow an adapted and differentiated curriculum to achieve their academic goals. The academic curriculum content must not be seen as a “watered down” version of the mainstream curriculum, but an accurate as possible reflection of the learner’s functioning level. Therefore each learner should have access to the standard of assessment best suited to his/her needs. The curriculum should be offered in flexible groups to allow straddling to take place. Each leaner should be respected as an individual with unique strengths and barriers to learning. These learners must further be afforded the opportunity to achieve in areas where they can be successful, such as learning a skill. In the majority of cases it has been found that learners, who do not achieve academically, often benefit and excel through learning a skill. Thus teachers have an important responsibility to make sure that all learners from whatever background are appropriately catered for in the learning environment.
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 4
In this instance teachers are therefore required to monitor their own beliefs, attitudes and behaviours when responding to learners. They should consider the unique needs of learners when designing and placing learners in appropriate learning programmes. It is expected that teachers together with the parents must ensure that learners participate in academic and skills programmes that helps them achieve to the best of their abilities.
1.3 The introduction of the Skills Qualification
This is a new way of thinking to provide for learners who are not able to reach their full potential in mainstream schooling. The proposed Skills Qualification aims to offer learners with special needs an alternative learning pathway that: o Is standardised across the schools offering skills curricula o Is aligned with curriculum policies and relevant skills o addresses the learner’s need to experience success by building on the strengths
of the learner rather than focusing on deficits o determines the appropriate placement of the learner in a specific pathway of
learning o provide the learner with a qualification in a chosen field of work and o provide the employer with appropriate information.
The purpose of this skills qualification is to provide an adapted curriculum which may lead to a further qualification at a later stage. Alternate methods of teaching and assessments based on alternate attainment of knowledge (content, concepts and skills), for learners who experience moderate cognitive learning barriers forms part of the skills qualification. It must allow learners to acquire knowledge and skills that are aligned to the world of work. Each skills course is based on defined concepts and skills to provide learners with a passport to life-long work and citizenship. The adapted skills curriculum is aligned to existing SAQA qualifications so that it can be recognised in the workplace, for Recognition of Prior Learning (RPL).
1.4 Time Allocation
Teaching and learning within a five day cycle is 27½ hours. It is envisaged that 50% of the notational time be allocated to skills training with sufficient learning and practice time to develop skilled routine work competence.
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 5
The table below proposes the possible instruction time and credits allocated per subject in an academic year for a learner to be considered for a skills qualification.
Subject Time allocation per week Example: (periods in minutes per week) Credits1
Fundamentals:2 1. Home Language (Level 1, 2,or 3) 2. First Additional Language 3. Mathematics (Level 1, 2 or 3)
5x45min (Could be 4 periods in Y 2.3.4) 2x45min (Could be 3 periods in Y 2.3.4) 4x45min
14 Credits 12 Credits 14 Credits
Core:3 1. Life Skills (EMS and SS) 2. Natural Sciences and
Technology (Not in year 1) 3. Creative Arts 4. Physical Education / Sport
4x45min 1x45min 1x45min 1x45min
14 Credits 2 Credits 2 Credits 2 Credits
Electives: 1. Skills:
18x45min
60 Credits
List of 19 electives Developed in 2011 Developed in 2012 Ancillary Health Care Automotive Repair and Maintenance Art and Crafts Automotive Spray Painting Hairdressing Beauty and Nail Technology Automotive Body Repair Maintenance Bricklaying and Plastering Housekeeping Basic Welding and Metal Work Needlework and Clothing Mixed Farming Basic Sheet Metal Work Hospitality Studies Upholstery Early Childhood Development Woodworking Office Administration
1.5 A Learning Programme
The National Strategy on Screening, Identification, Assessment and Support (SAIS) will be used to determine whether a learner is eligible to follow an adapted curriculum and assessment programme in a special school. Learners will complete a four year learning programme o YEAR 1: A bridging year to support learners in the academic programme based
on pre-testing and post- testing. Learners will be exposed to a minimum of two different skills to determine their strengths as well as their interests. Natural Sciences and Technology will not be offered in year 1. Formal recorded assessment only for Languages and Mathematics in year 1.
o YEAR 2: Teaching and learning is based on needs identified in post testing, and learner’s selected skill from orientation year.
1 A credits is based on 10 hours of notional time calculated on 32 weeks per academic year 2 The curriculum will focus on the full band within the GET curriculum CAPS 3 The curriculum will focus on the full band within the GET curriculum CAPS
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 6
o YEAR 3: Teaching and learning is based on learners’ needs, and learners continue with selected skill.
o YEAR 4: Teaching and learning is based on learners’ needs, and learners continue with selected skill.
4 One (1) credit equals 10 hours of notional time
A LEVEL 1 QUALIFICATION (120 credits4 per year) (A four year learning programme)
ACADEMIC CAPS (adapted Grade R-9)
50% of contact time
SKILLS SAQA ALIGNED 50% of contact
time
APPLIED KNOWLEDGE
FUNDAMENTAL 40 Credits
CORE 20 Credits
ELECTIVE 60 Credits
Language: Home level 1
Language: First Add MATHS level 1
Life
Skill
s /
LO
With
(SS
& EM
S)
Nat
ural
Sc
ienc
es &
Te
chno
logy
Cre
ativ
e A
rts
Phys
ical
Ed
ucat
ion
/ Sp
ort
Year 1: 2+ skills Year 2: 1 skill Year 3: 1 skill Year 4: 1 skill Or level 2 Or level 2
Or level 3 Or level 3
14 credits
12 credits
14 credits
14 credits
2 credits
2 credits
2 credits
60 credits
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 7
SECTION 2 INTRODUCTION TO MATHEMATICS 2.1 What is Mathematics?
Mathematics is a language that makes use of symbols and notations to describe numerical, geometric and graphical relationships. It is a human activity that involves observing, representing and investigating patterns and quantitative relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute in decision-making. 2.2 Specific Aims
The teaching and learning of Mathematics aims to develop:
• a critical awareness of how mathematical relationships are used in social, environmental, cultural and economic relations; • confidence and competence to deal with any mathematical situation without being hindered by a fear of Mathematics • a spirit of curiosity and a love for Mathematics • an appreciation for the beauty and elegance of Mathematics • recognition that Mathematics is a creative part of human activity • deep conceptual understanding in order to make sense of Mathematics • Acquisition of specific knowledge and skills necessary for:
- the application of Mathematics to physical, social and mathematic problems - the study of related subject matter (e.g. other subjects) - further study in Mathematics.
2.3 Specific Skills
To develop essential mathematical skills the learner should
• develop the correct use of the language of Mathematics • develop number vocabulary, number concept and calculation and application skills • learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained • learn to investigate, analyse, represent and interpret information • learn to pose and solve problems • build an awareness of the important role that Mathematics plays in real life situations including the personal development of the learner.
2.4 Focus of Content Areas
Mathematics covers five Content Areas.
• Numbers, Operations and Relationships; • Patterns, Functions and Algebra; • Space and Shape (Geometry); • Measurement; and • Data Handling.
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 8
2.5 Time Allocation
Lesson plans are presented in two week cycles. According to the draft generic document Mathematics will have 3 hours notional time per week. This constitutes 6 hours per lesson plan. Every lesson includes Mental Maths of 10 minutes per day. 2.6 The Mathematics Period
Time management in the Mathematics period is important. It is therefore suggested that the 1st 10 minutes of every period is used for Mental Maths. The next 10 minutes should be used for the marking and reflection of homework. The following 20 minutes should be used for explaining and drilling the concept of the day. The last 5 minutes should be used for consolidating the concept of the day and indicating what homework should be done. 2.7 How to use this Planning
After the baseline assessment has been done and the levels determined on which learners function, the teacher uses the relevant lesson plan material with the suggested methodology to teach the concept. In term 1 and 2 Grade 3 and 4 lesson plans are also included to support teachers in the bridging period. From term 3 teachers should focus on a specific level of content i.e. either Grade 3 or Grade 4. The teacher is to ensure that learners master the work presented to them. If the teacher realises that there are still gaps, he/she should consider an intervention and find extra contact time to bring all learners to their expected level.
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ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MATHEMATICS 9
SECTION 3 PLANS FOR TEACHING
Page FOUNDATION PHASE
Grade 1 Overview ...........................................................................................................11 Grade 2 Overview ...........................................................................................................23 Grade 3 Overview ...........................................................................................................33
Mathematics: Term 1 ........................................................................................................49 Mathematics: Term 2 ......................................................................................................117 Mathematics: Term 3 ......................................................................................................193 Mathematics: Term 4 ......................................................................................................275
INTERMEDIATE PHASE
Grade 4 Overview .........................................................................................................347 Grade 5 Overview .........................................................................................................349 Grade 6 Overview .........................................................................................................351
Mathematics: Term 1 ......................................................................................................353
Mathematics: Term 2 ......................................................................................................425
Mathematics: Term 3 ......................................................................................................465
Mathematics: Term 4 ......................................................................................................505
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gr
eate
st ,
grea
test
; bef
ore
afte
r, in
the
mid
dle
. Us
e nu
mb
er l
ine:
1-15
.
Desc
ribe,
com
pare
and
ord
er u
p to
20
obje
cts
/ nu
mbe
rs
Com
pa
re c
olle
ctio
ns o
f ob
ject
s acc
ord
ing
to m
ost,
lea
st, l
ess t
han,
mor
e th
an,
d
iffer
ent,
the
sam
e a
s; ju
st a
s m
any
.
Ord
er c
olle
ctio
n of
obj
ects
fro
m le
ast t
o m
ost a
nd m
ost
to le
ast
;
Des
crib
e a
nd c
omp
are
w
hole
num
ber
s to
5 a
ccor
din
g to
gre
ate
st ,
sma
llest
; bef
ore
afte
r, in
the
mid
dle
Us
e nu
mb
er lin
e:1-
20
Use
ordi
nal n
umbe
rs to
sho
w
posit
ion
: 1st to
10t
h
Plac
e va
lue
Reco
gnise
pla
ce v
alue
of
num
bers
11-
15.
Dec
omp
ose/
brea
kdow
n 2
d
igit
nos.
in te
ns a
nd o
nes e
.g.
13 =
10 a
nd 3
Reco
gnise
pla
ce v
alue
of
num
bers
11-
19.
Dec
omp
ose/
dec
omp
ose
2 d
igit
nos.
in te
ns a
nd o
nes
e.g
. 17
=10
and
8
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
4
Solv
e pr
oble
ms
in c
onte
xt
Prob
lem
so
lvin
g te
chni
ques
Use
the
follo
win
g m
etho
ds
whe
n so
lvin
g p
robl
ems a
nd
exp
lain
solu
tions
to p
robl
ems
co
ncre
te a
ppa
ratu
s e.g
. co
unte
rs
pict
ures
to d
raw
the
sum
nu
mb
er lin
es su
ppor
ted
by
con
cret
e a
ppa
ratu
s e.
g. c
ount
ing
bea
ds.
Use
the
follo
win
g m
etho
ds w
hen
solv
ing
pro
blem
s and
exp
lain
so
lutio
ns to
pro
ble
ms
conc
rete
app
ara
tus e
.g.
coun
ters
pi
ctur
es to
dra
w th
e su
m
bui
ldin
g up
and
bre
aki
ng
dow
n nu
mb
ers
dou
blin
g a
nd h
alv
ing
nu
mb
er lin
es su
ppor
ted
by
conc
rete
app
ara
tus.
REPE
AT T
ERM
2
RE
PEA
T TER
M 2
Add
ition
an
d Su
btra
ctio
n
Pra
ctic
ally
solv
e w
ord
pr
oble
ms i
n co
ntex
t, ex
pla
in
solu
tions
invo
lvin
g +,
- to
5.
REPE
AT T
ERM
1 e
xten
d to
10.
RE
PEA
T TER
M 1
ext
end
to 1
5.
REPE
AT T
ERM
1 e
xten
d to
20.
Repe
ated
A
dditi
on
lead
ing
to
mul
tipli-
catio
n
Solv
e pr
oble
ms i
n co
ntex
t ex
pla
in o
wn
solu
tion
to p
robl
ems
invo
lvin
g re
pea
ted
ad
diti
on w
ith
ans
wer
s to
10.
REPE
AT T
ERM
2 e
xten
d to
15.
RE
PEA
T TER
M 2
ext
end
to 2
0.
Gro
upin
g an
d sh
arin
g le
adin
g to
di
visio
n
Solv
e pr
oble
ms i
n co
ntex
t a
nd e
xpla
in so
lutio
ns to
pr
oble
ms i
nvol
ving
eq
ual
sha
ring
and
gro
upin
gs w
ith
who
le n
umb
ers u
p to
5 a
nd
with
ans
wer
s tha
t ma
y in
clud
e re
ma
ind
ers.
RE
PEA
T TER
M 1
ext
end
to 1
0.
RE
PEA
T TER
M 1
ext
end
to 1
5.
RE
PEA
T TER
M 1
ext
end
to 2
0.
Mon
ey
Reco
gnise
and
iden
tify
SA
curre
ncy
coin
s and
rand
s – R
20
Solv
e m
oney
pro
blem
s inv
olvi
ng
tota
ls a
nd c
hang
e.
REPE
AT T
ERM
2 –
R50
RE
PEA
T TER
M 2
– R
100
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
5
Con
text
-Fre
e ca
lcul
atio
ns
Tech
niqu
es,
(m
etho
ds
or
stra
tegi
es)
Use
the
follo
win
g te
chni
que
s w
hen
perfo
rmin
g ca
lcul
atio
ns:
conc
rete
app
ara
tus e
.g.
coun
ters
d
raw
pic
ture
s nu
mb
er lin
es su
ppor
ted
by
conc
rete
app
ara
tus e
.g.
coun
ting
bea
ds.
Use
the
follo
win
g te
chni
que
s for
ca
lcul
atio
ns:
conc
rete
app
ara
tus e
.g.
coun
ters
d
raw
pic
ture
s b
uild
ing
up, b
rea
king
dow
n nu
mb
ers
dou
blin
g a
nd h
alv
ing
num
ber
lines
supp
orte
d b
y co
ncre
te a
ppa
ratu
s.
REPE
AT T
ERM
2
REPE
AT T
ERM
2
Add
ition
an
d Su
btra
c tio
n
Num
ber r
ange
: 1-5
A
dd
up
to 5
Su
btra
ct fr
om 5
(+,
-, □
) Pr
act
ise n
umbe
r bon
ds t
o 5.
Num
ber r
ange
: 1-1
0 A
dd
up
to 1
0 Su
btra
ct fr
om 1
0 (+
, -, □
) Pr
actis
e nu
mbe
r bon
ds t
o 10
Us
e sy
mb
ols (
+, -,
□)
Num
ber r
ange
: 1-1
5 A
dd
up
to 1
5 Su
btra
ct fr
om 1
5 (+
, -, □
) Pr
actis
e nu
mbe
r bon
ds t
o 10
Us
e sy
mb
ols (
+, -,
□)
Num
ber r
ange
: 1-2
0 A
dd
up
to 2
0 Su
btra
ct fr
om 2
0 (+
, -, □
) Pr
act
ise n
umbe
r bon
ds t
o 10
Us
e sy
mb
ols (
+, -,
□)
Repe
ated
A
dditi
on
lead
ing
to
mul
ti-
plic
atio
n
N
umbe
r ran
ge:1
-10
Repe
ate
d a
dd
ition
(i.e
. the
sam
e nu
mb
er) t
o 10
. Us
e sy
mb
ols (
+, -,
□).
REPE
AT T
ERM
2
exte
nd to
15.
RE
PEA
T TER
M 2
ex
tend
to 2
0.
Men
tal
Mat
hs
Num
ber c
once
pt:
rang
e 5
Ord
er se
t of s
elec
ted
num
ber
s.
Com
pa
re n
umb
ers u
p to
5a
nd
say
whi
ch is
mor
e or
less
.
Num
ber c
once
pt:
rang
e 10
O
rder
set o
f sel
ecte
d n
umb
ers.
C
omp
are
num
ber
s up
to 1
0 a
nd
say
whi
ch is
mor
e or
less
.
Num
ber c
once
pt:
rang
e 15
O
rder
set o
f sel
ecte
d n
umb
ers.
Com
pa
re n
umb
ers u
p to
20
Ra
pid
reca
ll:
Num
ber
bon
ds t
o 10
Re
call +
, - s
ums t
o 10
M
enta
l cal
cula
tion
stra
tegi
es
Larg
er n
umb
ers f
irst i
n or
der
to
cou
nt o
n or
ba
ck;
N
umb
er lin
e D
oub
ling
and
ha
lvin
g
Build
ing
up, b
rea
king
dow
n.
Num
ber c
once
pt:
rang
e 20
RE
PEA
T TER
M 3
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
6
Add
ition
an
d Su
btra
c-tio
n
Num
ber r
ange
: 1-5
(+, -
, □)
Ad
d u
p to
5
Subt
ract
from
5
Pra
ctise
num
ber b
ond
s to
5.
Num
ber r
ange
: 1-1
0 (+
, -, □
) A
dd
up
to 1
0 Su
btra
ct fr
om 1
0
Prac
tise
num
ber b
ond
s to
10.
Num
ber r
ange
: 1-1
5 (+
, -, □
) A
dd
up
to 1
5 Su
btra
ct fr
om 5
Pr
act
ise n
umbe
r bon
ds t
o 10
.
Num
ber r
ange
: 1-2
0(+,
-, □
) A
dd
up
to 2
0 Su
btra
ct fr
om20
Pr
act
ise n
umbe
r bon
ds t
o 10
. Re
peat
ed
Add
ition
le
adin
g to
m
ultip
li-ca
tion
N
umbe
r ran
ge:1
-10
Repe
ate
d a
dd
ition
(i.e
. the
sam
e nu
mb
er) t
o 10
. Us
e sy
mb
ols (
+, -,
□).
REPE
AT T
ERM
2
exte
nd to
15.
RE
PEA
T TER
M 2
ex
tend
+, -
to 2
0.
Men
tal
Mat
hs
Num
ber c
once
pt:
rang
e 5
Ord
er a
set o
f num
ber
s.
Com
pa
re n
umb
ers u
p to
5 a
nd
say
whi
ch is
mor
e or
less
.
Num
ber c
once
pt:
rang
e 10
RE
PEA
T TER
M 1
ext
end
to 1
0
Num
ber c
once
pt:
rang
e 15
O
rder
a se
t of s
elec
ted
nu
mb
ers.
Com
pa
re n
umb
ers u
p to
20
and
say
whi
ch is
mor
e or
less
. Ra
pid
reca
ll:
Num
ber
bon
ds t
o 10
Re
call +
, - s
ums t
o 10
M
enta
l cal
cula
tion
stra
tegi
es
Larg
er n
umb
ers f
irst i
n or
der
to
cou
nt o
n or
ba
ck;
N
umb
er lin
e D
oub
ling
and
ha
lvin
g
Build
ing
up, b
rea
king
dow
n.
Num
ber c
once
pt:
rang
e 20
RE
PEA
T TER
M 3
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
7
PATT
ERN
S, F
UNC
TION
S A
ND
ALG
EBRA
TO
PIC
TE
RM 1
TE
RM 2
TE
RM 3
TE
RM 4
G
EOM
ETRI
C
PATT
ERN
S C
opy,
ext
end
and
desc
ribe
simpl
e pa
tter
ns m
ad
e w
ith p
hysic
al o
bje
cts
dra
win
gs (u
sing
colo
urs
and
sha
pes)
.
Cop
y, e
xten
d an
d de
scrib
e sim
ple
patt
erns
ma
de
with
p
hysic
al o
bje
cts
simpl
e pa
tter
ns m
ad
e b
y d
raw
ings
, lin
es, s
hape
s or
obje
cts.
Cre
ate,
des
crib
e ow
n pa
ttern
s w
ith p
hysic
al o
bje
cts
by d
raw
ing
lines
, sha
pes,
obje
cts.
REPE
AT T
ERM
2
Id
entif
y, d
escr
ibe
in w
ords
and
co
py g
eom
etric
pat
tern
s
in
na
ture
in
mod
ern
ever
yda
y lif
e
from
cul
tura
l her
itage
. C
reat
e, d
escr
ibe
own
patte
rns
with
phy
sica
l ob
ject
s b
y d
raw
ing
lines
, sha
pes
, ob
ject
s.
NUM
BER
PATT
ERN
S C
opy,
ext
end
and
desc
ribe
simpl
e nu
mb
er p
att
erns
to
20
coun
t for
war
ds a
nd
ba
ckw
ard
s in:
1s f
rom
any
nu
mb
er b
etw
een
1-20
co
untin
g fo
rwa
rds i
n: 1
0s,
5s, 2
s, fro
m a
ny m
ultip
le
of 1
0, 5
, 2, b
etw
een
0- 2
0 cr
eate
and
des
crib
e ow
n pa
tter
ns.
Cop
y, e
xten
d an
d de
scrib
e sim
ple
num
ber
pat
tern
s to
50
sequ
ence
shou
ld sh
ow
coun
ting
forw
ard
s and
b
ack
wa
rds i
n 1s
from
any
nu
mb
er b
etw
een
1-50
co
unt f
orw
ard
s in:
10s,
5s, 2
s, fro
m a
ny m
ultip
le o
f 10,
5, 2
, be
twee
n 0
- 50
crea
te a
nd d
escr
ibe
own
patt
erns
.
Cop
y, e
xten
d an
d de
scrib
e sim
ple
num
ber
pa
tter
ns to
80
sequ
ence
shou
ld sh
ow
coun
ting
forw
ard
s and
b
ack
wa
rds i
n 1s
from
any
nu
mb
er b
etw
een
1- 8
0 co
unt f
orw
ard
s in:
10s,
5s, 2
s, fro
m a
ny m
ultip
le o
f 10,
5, 2
, be
twee
n 0
– 80
cr
eate
and
des
crib
e ow
n pa
tter
ns.
Cop
y, e
xten
d an
d de
scrib
e sim
ple
num
ber
pat
tern
s to
100
sequ
ence
shou
ld sh
ow
coun
ting
forw
ard
s and
b
ack
wa
rds i
n 1s
from
any
nu
mb
er b
etw
een
1-10
0 co
unt f
orw
ard
s in:
10s,
5s,
2s, f
rom
any
mul
tiple
of 1
0,
5, 2
, bet
wee
n 0-
100
crea
te a
nd d
escr
ibe
own
patt
erns
.
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
8
SPA
CE
AN
D SH
APE
(GEO
MET
RY)
TOPI
C
TERM
1
TERM
2
TERM
3
TERM
4
Posit
ion,
or
ient
atio
n an
d vi
ews
Lang
uage
of p
ositi
on
Des
crib
e th
e po
sitio
n of
on
e ob
ject
in re
latio
n to
an
othe
r e.g
. on
top
of, i
n fro
nt o
f, be
hind
, lef
t, rig
ht,
up, d
own,
nex
t to.
Po
sitio
n an
d di
rect
ions
Fo
llow
dire
ctio
ns to
m
ove
arou
nd
clas
sroo
m, s
choo
l. Fo
llow
inst
ruct
ions
to
pla
ce o
ne o
bjec
t in
rela
tion
to a
noth
er e
.g.
put
the
pen
cil in
side
the
box.
A
pp
ly la
ngua
ge o
f po
sitio
n w
hen
follo
win
g d
irect
ions
. Pr
act
ise d
irect
ion
thro
ugh
pra
ctic
al
act
iviti
es a
ccor
din
g to
in
stru
ctio
ns.
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
Wor
k ca
n a
lso b
e co
nsol
ida
ted
via
writ
ten
activ
ities
.
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
1
9
3D o
bjec
ts
Rang
e of
obj
ects
Re
cogn
ise a
nd n
am
e 3D
ob
ject
s in
the
clas
sroo
m.
ball s
hape
s (sp
here
s)
box
sha
pes (
pris
ms)
Fe
atur
es o
f obj
ects
D
escr
ibe,
sort
and
com
pa
re
3D o
bjec
ts in
term
of:
colo
ur, s
ize, o
bjec
ts th
at
can
roll,
slid
e Fo
cus
activ
ities
O
bser
ve a
nd b
uild
3D
ob
ject
s. Id
entif
y an
d d
escr
ibe
geom
etric
eve
ryd
ay
obje
cts
by sa
ying
whe
ther
they
are
sh
ape
d li
ke a
ba
ll or t
hey
are
like
a b
ox.
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
2D s
hape
s Ra
nge
of s
hape
s Re
cogn
ise a
nd n
am
e 2D
sh
ape
s (ci
rcle
s, tr
iang
les,
squa
res)
Fe
atur
es o
f sha
pes
Des
crib
e, so
rt a
nd c
omp
are
2D
shap
es in
term
s of:
size,
co
lour
, stra
ight
and
roun
d
sides
.
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
C
onso
lida
te a
ll wor
k vi
a w
ritte
n ex
erci
ses.
3.4
Sy
mm
etry
Reco
gnise
sym
met
ry in
ow
n b
ody.
Re
cogn
ise a
nd d
raw
line
of
sym
met
ry in
2D
geo
met
rica
l and
no
n -g
eom
etric
al s
hap
es
Focu
s on
exer
cise
whe
re th
e lin
e of
sym
met
ry is
not
onl
y a
ver
tica
l lin
e.
REPE
AT T
ERM
3
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
0
MEA
SURE
MEN
T TO
PIC
TE
RM 1
TE
RM 2
TE
RM 3
TE
RM 4
Tim
e Pa
ssin
g of
tim
e or
der
reg
ula
r eve
nts
com
pa
re le
ngth
s of t
ime
e.g
. lo
nger
, sho
rter,
fast
er, s
low
er.
sequ
ence
eve
nts u
sing
yest
erd
ay,
tod
ay,
tom
orro
w
Telli
ng o
f tim
e: k
now
la
te, e
arly
; mor
ning
, a
ftern
oon,
eve
ning
d
ays o
f wee
k m
onth
s of y
ear
pla
ce b
irthd
ays
on
a
cale
nda
r.
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
RE
PEA
T TER
M 1
Leng
th
Info
rmal
mea
surin
g C
omp
are
, ord
er le
ngth
, he
ight
, wid
th o
f tw
o or
mor
e ob
ject
s Us
e la
ngua
ge:
long
er,
shor
ter,
talle
r, w
ider
etc
. Es
timat
e, m
easu
re, c
omp
are
, us
ing
non-
sta
nda
rd u
nits
of
mea
sure
men
t. (E
.g. h
and
sp
ans
, pen
cil le
ngth
s, et
c.)
REPE
AT T
ERM
1
Take
cog
nisa
nce
of th
e pr
act
ical
subj
ects
offe
red
and
pr
epa
re le
arn
ers a
deq
uate
ly fo
r th
e fo
rma
l mea
sure
men
ts in
cm
a
nd m
and
if so
req
uire
d te
ach
m
easu
rem
ent u
sing
the
tap
e m
easu
re, r
uler
, met
er st
ick,
etc
. C
onve
rsio
ns b
etw
een
cm a
nd m
m
ay
be n
eces
sary
to p
rep
are
le
arn
ers f
or th
e p
ract
ica
l su
bjec
ts.
REPE
AT T
ERM
2
RE
PEA
T TER
M 2
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
1
Mas
s
Info
rmal
mea
surin
g Es
timat
e, m
easu
re, c
omp
are
, or
der
and
reco
rd m
ass u
sing
non-
sta
nda
rd a
nd st
and
ard
m
easu
res.
Use
lang
uag
e to
talk
abo
ut
com
pa
rison
e.g
. lig
ht, h
eavy
, lig
hter
, hea
vier
.
REPE
AT T
ERM
1
Take
cog
nisa
nce
of th
e pr
actic
al
subj
ects
offe
red
and
pre
pa
re
lea
rner
s ad
equa
tely
for t
he
form
al m
easu
rem
ents
in g
and
kg
– u
se k
itche
n sc
ale
, ba
thro
om
sca
le, e
tc. t
o te
ach
the
form
al
mea
sure
men
t.
REPE
AT T
ERM
2
REPE
AT T
ERM
2
Cap
a-
city
/ Vo
lum
e
Info
rmal
mea
surin
g C
omp
are
and
ord
er th
e a
mou
nt
of liq
uid
(vol
ume)
in 2
con
tain
ers
pla
ced
nex
t to
each
oth
er. U
se
voca
bula
ry m
ore,
less
, ful
l em
pty
. Es
timat
e by
usin
g sp
oons
, cup
s, et
c.
REPE
AT T
ERM
1
Take
cog
nisa
nce
of th
e pr
actic
al
subj
ects
offe
red
and
pre
pa
re
lea
rner
s ad
equa
tely
for t
he
form
al m
easu
rem
ents
in m
l and
l –
use
mea
surin
g ju
gs w
ith lit
res
and
ml c
alib
ratio
ns.
REPE
AT T
ERM
1
REPE
AT T
ERM
1
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
2
DA
TA H
AN
DLIN
G
TOPI
C
TERM
1
TERM
2
TERM
3
TERM
4
Col
lect
and
so
rt ob
ject
s Re
pres
ent
sorte
d co
llect
ions
of
obj
ects
Di
scus
s an
d re
port
on
sorte
d co
llect
ion
of o
bjec
ts
Col
lect
and
sort
ever
yda
y p
hysic
al o
bje
cts.
D
raw
pic
ture
s of t
he so
rted
ob
ject
s. G
ive
reas
ons f
or h
ow th
e co
llect
ion
wa
s sor
ted
A
nsw
er q
uest
ions
ab
out:
how
the
sorti
ng w
as
don
e (p
roce
ss)
wha
t the
sorti
ng
colle
ctio
n lo
oks
like(
pro
duc
t)
des
crib
e th
e so
rted
co
llect
ion.
REPE
AT T
ERM
1
REPE
AT T
ERM
1
REPE
AT T
ERM
1
Col
lect
and
or
gani
se
data
Re
pres
ent
data
A
naly
se
data
Who
le d
ata
cyc
le –
ma
ke
pic
togr
ap
h C
olle
ct a
nd o
rga
nise
da
ta
Ans
wer
que
stio
ns a
bou
t dat
a
Rep
rese
nt d
ata
in p
icto
gra
ph
Ana
lyse
da
ta fr
om
repr
esen
tatio
ns.
RE
PEA
T TER
M 2
RE
PEA
T TER
M 2
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
3
MA
THEM
ATIC
S
G
RADE
2
O
VERV
IEW
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
4
MA
THEM
ATIC
S G
RADE
2 (o
verv
iew
) N
UMBE
RS, O
PERA
TION
S A
ND
RELA
TION
SHIP
S TO
PIC
TE
RM 1
TE
RM 2
TE
RM 3
TE
RM 4
C
ount
ing
obje
cts
Cou
nt to
at l
east
100
ev
eryd
ay
obje
cts r
elia
bly.
RE
PEA
T TER
M 1
ext
end
to15
0 RE
PEA
T TER
M 1
ext
end
to18
0 RE
PEA
T TE
RM 1
ext
end
to 2
00
Cou
nt
forw
ards
an
d ba
ck-
war
ds
Cou
nt fo
rwar
ds a
nd
back
war
ds in
: 1s
, fro
m a
ny n
umb
er
bet
wee
n 0-
100
10s f
rom
any
mul
tiple
of
10
betw
een
0 a
nd
100
5s
from
any
mul
tiple
of
5 be
twee
n 0
and
100
2s
from
any
mul
tiple
of
2 be
twee
n 0
and
100
Cou
nt fo
rwar
ds a
nd b
ackw
ards
in:
1s, f
rom
any
num
ber
bet
wee
n 0-
150
10s f
rom
any
mul
tiple
of 1
0 be
twee
n 0
and
150
5s
from
any
mul
tiple
of 5
be
twee
n 0
and
150
2s
from
any
mul
tiple
of 2
be
twee
n 0
and
150
3s
from
any
mul
tiple
of 3
be
twee
n 0
and
99
4s fr
om a
ny m
ultip
le o
f 3
betw
een
0 a
nd 1
00
Cou
nt fo
rwar
ds a
nd b
ackw
ards
in
: 1s
, fro
m a
ny n
umb
er
betw
een
0-18
0 10
s fro
m a
ny m
ultip
le o
f 10
betw
een
0 a
nd 1
80
5s fr
om a
ny m
ultip
le o
f 5
betw
een
0 a
nd 1
80
2s fr
om a
ny m
ultip
le o
f 2
betw
een
0 a
nd 1
80
3s fr
om a
ny m
ultip
le o
f 3
betw
een
0 a
nd18
0 4s
from
any
mul
tiple
of
betw
een
0 a
nd 1
80
Cou
nt fo
rwar
ds a
nd b
ackw
ards
in:
1s, f
rom
any
num
ber
bet
wee
n 0-
200
10s f
rom
any
mul
tiple
of 1
0 be
twee
n 0
&20
0
5s fr
om a
ny m
ultip
le o
f 5
betw
een
0 a
nd 2
00
2s fr
om a
ny m
ultip
le o
f 2
betw
een
0 a
nd 2
00
3s fr
om a
ny m
ultip
le o
f 3
betw
een
0 a
nd 2
00
4s fr
om a
ny m
ultip
le o
f4
betw
een
0 a
nd 2
00
Num
ber C
once
pt D
evel
opm
ent:
Repr
esen
t who
le n
umbe
rs
Num
ber
sym
bols
and
num
ber
nam
es
Iden
tify
reco
gnise
and
re
ad n
umbe
rs:
sym
bol
s 0 to
100
w
rite
num
ber
na
mes
0
to 2
5
Iden
tify
reco
gnise
and
read
nu
mbe
rs:
sym
bol
s 0 to
150
w
rite
num
ber
na
mes
0 to
50
Iden
tify
reco
gnise
and
read
nu
mbe
rs:
sym
bol
s 0 to
180
w
rite
num
ber
na
mes
0 to
75
Iden
tify
reco
gnise
and
read
nu
mbe
rs:
sym
bol
s 0 -2
00
writ
e nu
mb
er n
am
es 0
- 10
0
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
5
Num
ber C
once
pt D
evel
opm
ent:
Desc
ribe,
com
pare
and
ord
er w
hole
num
bers
De
scrib
e,
com
pare
and
or
der n
umbe
rs
Desc
ribe,
com
pare
and
or
der n
umbe
rs to
25
Com
pa
re w
hole
num
ber
s us
ing
sma
ller t
han,
gr
eate
r tha
n, m
ore
tha
n,
less
tha
n a
nd is
eq
ual t
o
Ord
er n
umb
ers f
rom
sm
alle
st to
gre
ate
st a
nd
grea
test
to sm
alle
st.
REPE
AT T
ERM
1 e
xten
d to
50
REPE
AT T
ERM
1 e
xten
d to
75
Use
ord
inal
num
ber
s to
show
or
der
, pla
ce o
r pos
ition
. Pos
ition
fir
st to
tent
h.
REPE
AT T
ERM
1 e
xten
d to
99
Use
ord
inal
num
ber
s to
show
or
der
, pla
ce o
r pos
ition
. Po
sitio
n fir
st, s
econ
d, t
hird
to
20th
Plac
e Va
lue
Re
cogn
ise th
e pl
ace
valu
e of
nu
mbe
rs 1
1-25
D
ecom
pos
e tw
o-d
igit
num
ber
s int
o m
ultip
les o
f 10
and
one
s/un
its
Iden
tify
and
stat
e th
e va
lue
of e
ach
dig
it
RE
PEA
T TER
M 1
ext
end
to 5
0
RE
PEA
T TER
M 1
ext
end
to 7
5
REPE
AT T
ERM
1 e
xten
d to
99
SOLV
E PR
OBL
EMS
IN C
ON
TEXT
Pr
oble
m
solv
ing
in
cont
ext
Use
the
follo
win
g te
chni
ques
w
hen
solv
ing
prob
lem
s an
d ex
plai
n so
lutio
ns to
pro
blem
s
dra
win
gs o
r con
cret
e a
ppa
ratu
s e.g
. cou
nter
s b
uild
ing
up a
nd b
rea
king
d
own
num
ber
s d
oub
ling
and
ha
lvin
g
num
ber
lines
supp
orte
d
by c
oncr
ete
app
ara
tus.
REPE
AT T
ERM
1
RE
PEA
T TER
M 1
REPE
AT T
ERM
1
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
6
Add
ition
an
d Su
btra
c-tio
n
Solv
e w
ord
pro
blem
s in
cont
ext a
nd e
xpla
in o
wn
solu
tion
to p
robl
ems i
nvol
ving
a
dd
ition
and
subt
ract
ion
with
a
nsw
ers u
p to
20.
REPE
AT T
ERM
1 e
xten
d t
o 50
REPE
AT T
ERM
1ex
tend
to
75
RE
PEA
T TER
M 1
exte
nd t
o 99
Repe
ated
ad
ditio
n le
adin
g to
m
ultip
lica
tion
Solv
e w
ord
pro
blem
s in
cont
ext a
nd e
xpla
in o
wn
solu
tion
to p
robl
ems i
nvol
ving
re
pea
ted
ad
diti
on w
ith
ans
wer
s up
to 2
0
REPE
AT T
ERM
1 e
xten
d t
o 30
RE
PEA
T TER
M 1
ext
end
to 4
0 RE
PEA
T TER
M 1
ext
end
to 5
0
Gro
upin
g an
d sh
arin
g le
adin
g to
di
visio
n
Solv
e a
nd e
xpla
in so
lutio
ns to
p
ract
ical
pro
ble
ms i
nvol
ving
eq
ual s
harin
g a
nd g
roup
ing
with
who
le n
umb
ers u
p to
20
and
with
ans
wer
s tha
t ma
y in
clud
e re
ma
ind
ers.
REPE
AT T
ERM
1 e
xten
d t
o 30
RE
PEA
T TER
M 1
ext
end
to 4
0 RE
PEA
T TER
M 1
ext
end
to 5
0
Shar
ing
lead
ing
to
fract
ions
Solv
e a
nd e
xpla
in so
lutio
ns to
p
ract
ical
pro
ble
ms t
hat
invo
lve
equa
l sha
ring
lea
din
g to
solu
tions
tha
t inc
lud
e un
itary
fra
ctio
ns. ½
, ¼, e
tc.
REPE
AT T
ERM
1
REPE
AT T
ERM
1
REPE
AT T
ERM
1
Mon
ey
Reco
gnise
and
iden
tify
the
Sout
h A
frica
n co
ins
(5c,
10c
, 20c
, 50c
, R1,
R2,
R5
) and
ba
nk n
otes
R10
, R2
0, R
50
Solv
e m
oney
pro
blem
s in
volv
ing
tota
ls a
nd
cha
nge
to 5
0c a
nd ra
nds
to R
20.
REPE
AT T
ERM
1ex
tend
to R
50.
RE
PEA
T TER
M 1
1ext
end
to R
75.
REPE
AT T
ERM
11e
xten
d to
R99
.
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
7
CO
NTE
XT-F
REE
CA
LCUL
ATIO
NS
Tech
niqu
es
(met
hods
or
stra
tegi
es)
Use
the
follo
win
g te
chni
ques
w
hen
perfo
rmin
g ca
lcul
atio
ns:
dra
win
gs o
r con
cret
e a
ppa
ratu
s e.g
. cou
nter
s b
uild
ing
up a
nd b
rea
king
d
own
num
ber
s d
oub
ling
and
ha
lvin
g
num
ber
lines
supp
orte
d
by
conc
rete
ap
pa
ratu
s
REPE
AT T
ERM
1
Use
the
follo
win
g te
chni
ques
w
hen
perfo
rmin
g ca
lcul
atio
ns:
dra
win
gs o
r con
cret
e a
ppa
ratu
s e.g
. cou
nter
s b
uild
ing
up a
nd b
rea
king
d
own
num
ber
s d
oub
ling
and
ha
lvin
g
num
ber
lines
REPE
AT T
ERM
3
Add
ition
an
d su
btra
ctio
n
Ad
d to
20
Subt
ract
from
20
Use
appr
opria
te sy
mb
ols
(+, –
, =, □
) Pr
act
ise n
umbe
r bon
ds t
o 10
REPE
AT T
ERM
1 e
xten
d to
50
Prac
tise
num
ber b
ond
s to
15
REPE
AT T
ERM
1 e
xten
d to
75
Pr
act
ise n
umbe
r bon
ds t
o 20
REPE
AT T
ERM
1 e
xten
d to
99
Pra
ctise
num
ber
bon
ds
to 2
0 Re
peat
ed
addi
tion
lead
ing
to
mul
tipli-
ca
tion
Add
the
sam
e nu
mbe
r re
peat
edly
to 2
0
Mul
tiply
num
ber
s 1 to
10
by
2
Use
appr
opria
te sy
mb
ols
(+,×
, =, □
)
Mul
tiply
num
ber
s 1 to
10
by
2
and
5
Use
appr
opria
te sy
mb
ols
(+,×
, =, □
)
Mul
tiply
num
ber
s 1 to
10
by
2, 5
and
4
Use
ap
prop
riate
sym
bol
s (+
,×, =
, □ )
Mul
tiply
num
ber
s 1 to
10
by 2
, 5, 3
, and
4
Use
ap
prop
riate
sym
bol
s (+
,×, =
, □ )
-
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
ATH
EMA
TIC
S
2
8
Men
tal M
aths
Num
ber r
ange
25
Od
er a
giv
en se
t of
num
ber
s C
omp
are
num
ber
s to
25
1 m
ore
or 1
less
2
mor
e , 2
less
10
mor
e or
less
Ra
pid
reca
ll ad
ditio
n an
d su
btra
ctio
n fa
cts
to
10
Cal
cula
tion
Stra
tegi
es
Use
calc
ula
tion
stra
tegi
es to
ad
d a
nd
sub
tract
effi
cien
tly:
Put l
arge
r num
