How this course works
Together, the Teacher’s Guide, Learner’s Book and Workbook present a comprehensive Mathematics course covering all aspects of the Mathematics National Curriculum and Policy Statement (CAPS) for the Foundation Phase.
Section 1 of this Teacher’s Guide includes guidelines on teaching Mathematics in the Foundation Phase, addressing common barriers to learning and creating an inclusive environment and classroom management.
SECTION 1 Guidelines to teach- ing in the Foundation Phase
The National Curriculum and Assessment Policy Statements
The National Curriculum Statement Grades R–12 (NCS) stipulates policy on curriculum and assessment in schools. To improve its implementation, the National Curriculum Statement was amended with effect from January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for each subject to replace the old Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines in Grades R –12. Key differences between the National Curriculum
Statement (NCS) and the Curriculum and Assessment Policy Statements (CAPS):
• providing opportunities for learners to engage in enjoyable activities that stimulate and challenge them
• providing pacing guidelines to ensure optimal curriculum coverage
• building learners’ skills base and confidence with increasingly complex tasks
• encouraging learners to interact critically with their context and become active citizens of a democracy
• assessing learners at the appropriate level • providing regular opportunities to assess learners’ progress and development
• encouraging learners to read, interpret and follow instructions
• developing the specialist vocabulary and conceptual terminology required in order to improve subject literacy
• providing guidance to the teacher regarding suitable support and intervention, as well as extension activities.
SECTION 2 Lesson Guides Term 1 overview
Recommended teaching times Weeks
Week 1
Counting, mental maths and problem solving Time: Seasons
Numbers 1 and 0 More and less Week 2
Counting, mental maths and problem solving Number patterns and counting Big and small Number 2 Week 3
Counting, mental maths and problem solving Bigger than/smaller than – objects Bigger than/smaller than – numbers
2 hrs
1.5 hrs 1.5 hrs 1 hr
1 hr 1 hr
2 hrs 3 hrs
1 hr
2.5 hrs 2 hrs
8 8
6 7
6 7
Time LB p. WB p.
TG p. 14 14 14 15 15 16 16 16 16 17 18 18 18 18
Section 2 of the Teacher’s Guide is divided into terms. Each term begins with a term opener page giving an overview of the topics, time allocations and the pages these topics can be found in all three of the Successful series components.
Guidelines on teaching each concept and carrying out the activities are given on the main content pages. Where an activity appears in the Learner’s Book or Workbook, the page reference is given next to the ‘Independent activities’ title in the Teacher’s Guide. Resources, vocabulary and tips are given in boxes on the margins of each page.
Resources
Term opener (LB p. 6), pictures of items used in summer, number cards 1−10, old magazines, calendar, birthday chart, weather recording chart
Term 1 Week 1
Much of this week will be taken up with baseline assessment, which should be carried out according to departmental regulations. Contact your local education authority for more information.
Core concepts covered By the end of this week learners need to have covered the following core concepts: Days of the week
Months of the year (January, February) Weather recording Sequences of time Count forwards from 0 to 5 Numbers 1 and 0 More and less.
Tip Each learner must be given
Introduction
Put up a calendar in the classroom. Spend fi ve minutes each day going through the different days of the week. Write each day’s name on the board and get learners
SECTION 3 Planning and Assessment
Planning in the Foundation Phase
Different types of plans
The NCAPS provides an overview of the content and topics for each subject in the Foundation Phase Grades R–3. This is best shown in the table below.
The topics and content are implemented in
schools through a further series of detailed plans: • Work Schedules • Lesson Plans • Formal Programmes of Assessment.
All these plans include information on Informal and Formal Assessment and how each should be recorded and reported. There are details about this in the section called Assessment in the Foundation Phase, page 123 of this Teacher’s Book.
Grade 1 Allocation of Content Areas and topics in lessons
On Average 3 lessons (which is between 4 and 4½ hours) a week are spent on Numbers, Operations and Relationships. The remaining 2 lessons (which is between 2½ and 3 hours) are split amongst the topics of the other Content Areas in the manner recommended below
Section 3 of this Teacher’s Guide includes planning and assessment guidelines and tools.
SECTION 4 Resources
Extra resources for Mathematics lessons and activities are included in Section 4.
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4 How this course works
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