Weighting of Content Areas in Mathematics


Content Area


Numbers, Operations and Relationships*


Patterns, Functions and Algebra


Data Handling (Statistics)


Grade 1 Grade 2 Grade 3 65% 60% 58%


10% 10% 10%


Space and Shape (Geometry) 11% 13% 13% Measurement


9% 5%


12% 14% 5%


5%


*The CAPS has increased the amount of time spent on Numbers, Operations and Relationships, compared to the previous curriculum. In Grades 1–3, Number, Operations and Relationships are the main focus of Mathematics. Learners must leave the Foundation Phase with a secure number sense and operational fl uency. The aim is for learners to be competent and confi dent with numbers and calculations. Most of the work on patterns should focus on number patterns to further consolidate learners’ ability to work with numbers.


Classroom management for effective Mathematics teaching


The CAPS provides the following guidelines that assist with the management of Mathematics teaching. All the time allocated to Mathematics on a single


day should be considered as one period. During the Mathematics period, the following should usually happen: • Whole class activity » mental Mathematics » consolidation of concepts


» classroom management (allocation of independent activities, etc.) • Small group teaching » counting


» concept development (oral and practical activities)


» problem solving (oral and practical activities) » written recording


» developing calculating strategies (oral and practical activities)


• Independent work


» Learners practise and consolidate concepts developed in whole class and small group teaching.


Whole class activities


The focus will be mainly on mental Mathematics, consolidation of concepts and allocation of independent activities, for 20 minutes per day, at the start of each Mathematics lesson. This time should also be used to record the name of the day, the date,


8 Guidelines to teaching in the Foundation Phase


the number of learners present and absent, and the nature of the weather. • Mental Mathematics should include mental starters such as ‘the number after/before 8 is …’; 2 more/less than 8 is …; 4 + 2; 5 + 2; 6 + 2, etc. During this time, the teacher can also consolidate more challenging concepts.


• The teacher provides the class with their general class activity, as well as independent activities that they do on their own, while she/he attends to the small focus group sessions.


Small focus group sessions or teacher- guided activities


The group work strategies that can be used include: • Mixed ability groups • Same ability groups


• Appointing group leaders who are able to help the less able learners.


Small focus group sessions are most effective when conducted with small groups of learners (8–12). These sessions can either be done on a mat or at the learners’ desks. The rest of the class should be engaged in independent activities. In these focus groups the teacher works orally and practically with the learners. Activities should include counting, estimating, developing concepts and problem solving. These activities must be carefully planned. Written work (Workbook, worksheet examples,


work cards, etc.), should form part of the group session, where possible, to reinforce the concept development. Learners should have writing materials (classwork books, exercise books or mat books, etc.) available for problem-solving activities. Learners should be encouraged to do, talk, demonstrate and record their mathematical thinking. Teachers should not underestimate learners who


work at a slower pace. Slower learners should also be provided with opportunities to do more challenging activities. Same ability groups assist in matching appropriate diffi culty levels of the work to learners. However, mixed ability groups can work well for construction, measurement and patterning, or sorting activities, or games.


Independent activities


These mathematical activities focus on reinforcing and consolidating concepts and skills that have already been taught during small focus group sessions. These independent activities should be differentiated to cater for different ability levels. These activities are done by the rest of the class while the teacher engages with the smaller group in focus group activities. Independent activities may include: Learner’s


Book and Workbook activities; graded worksheets or work cards for counting, manipulating numbers, simple problems in context (word problems), etc.; Mathematics games such as Ludo, Dominoes, jigsaw


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