CURRICULUM AND ASSESSMENT POLICY

STATEMENT GRADE R-5 FOR LEARNERS

WITH SEVERE INTELLECTUAL DISABILITY

MATHEMATICS

GRADE R-5

Curriculum and Assessment

Policy Statement Grade R-5
for learners with Severe
Intellectual Disability

1 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
Acronymns
AAC Augmentative Alternative Communication
CDW Community Development Worker
DCAPS National Curriculum Statement: Grade R - 5 for learners with Severe
Intellectual Disability
NCS National Curriculum Statement
SID Severe Intellectual Disabilities

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1. Contents

SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY STATEMENT

GRADES R TO 5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY ............................. 5

1.1 Background ............................................................................................................................. 5

1.2 Overview ................................................................................................................................. 6
1.3 General aims of the Curriculum and Assessment Policy Statement Grades R to 5 for
learners with Severe Intellectual Disability .......................................................................................... 7
1.3.1 The aims of the Curriculum and Assessment Policy Statement Grades R to 5 for learners
with severe intellectual disability ...................................................................................................... 9
1.4 Subjects and time allocation ................................................................................................. 10

2. SECTION 2: INTRODUCTION TO MATHEMATICS ..................................................................... 12

2.1 Introduction............................................................................................................................ 12
2.2 What is Mathematics? ........................................................................................................... 12
2.3 Specific Aims ......................................................................................................................... 12
2.4 Specific Skills ........................................................................................................................ 13
2.5 Focus of Content Areas ........................................................................................................ 13
2.6 Age appropriate grading ........................................................................................................ 16
2.7 Weighting of content areas in Grades R-5 ............................................................................ 16
2.8 Mathematics for learners with Severe Intellectual Disabilities .............................................. 16
2.8.1 Time Allocation .................................................................................................................. 16
2.8.2 Suggested guidelines for classroom management ........................................................... 17
2.9 Differentiatied Approach to teaching Mathematics ............................................................... 18
2.10 Recommended Resources for the teaching of Mathematics in Grades R to 5 ..................... 18
2.11 Intergrated Daily Programme for Grade R and 1 .................................................................. 20

3. SECTION 3: CURRICULUM OVERVIEW FOR MATHEMATICS SKILLS FOR LEARNERS WITH

SEVERE INTELLECTUAL DISABILITIES IN GRADES R TO 5........................................................... 21

3.1 Introduction............................................................................................................................ 21
3.2 Specification of content to show progression ........................................................................ 21
3.2.1 Progression in Numbers, Operations and Relationships .................................................. 21
3.2.2 Progression in Patterns, Functions and Algebra ............................................................... 22
3.2.3 Progression in Space and Shape...................................................................................... 22
3.2.4 Progression in Measurement ............................................................................................ 22
3.2.5 Progression in Data Handling ........................................................................................... 22
3.3 GRADE OVERVIEW: Grade R - 5 ........................................................................................ 23
3.4 TERM OVERVIEW AND ASSESSMENT PLANS FROM GRADE R – 5 ............................ 46
3.4.1 TERM OVERVIEW GRADE R .......................................................................................... 46
3.4.2 ASSESSMENT PLANS: GRADE R .................................................................................. 57
3.4.3 TERM OVERVIEW GRADE 1 ........................................................................................... 65
3.4.4 ASSESSMENT PLANS: GRADE 1 ................................................................................... 74
3.4.5 TERM OVERVIEW GRADE 2 ........................................................................................... 82
3.4.6 ASSESSMENT PLANS: GRADE 2 ................................................................................... 94
3.4.7 TERM OVERVIEW GRADE 3 ......................................................................................... 104
3.4.8 ASSESSMENT PLANS: GRADE 3 ................................................................................. 120
3.4.9 TERM OVERVIEW GRADE 4 ......................................................................................... 133
3.4.10 ASSESSMENT PLANS: GRADE 4 ............................................................................. 151
3.4.11 TERM OVERVIEW GRADE 5 ..................................................................................... 173
3.4.12 ASSESSMENT PLANS GRADE 5 .............................................................................. 189

4. FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1-5 .................................................. 207

2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS 3
5. SECTION 5: ASSESSMENT ....................................................................................................... 212

5.1 Introduction.......................................................................................................................... 212

5.2 Assessment principles ........................................................................................................ 213
5.2.1 Definition ......................................................................................................................... 213
5.2.2 Informal Assessment or Daily Assessment ..................................................................... 213
5.2.3 Formal Assessment......................................................................................................... 214
5.3 Managing assessment ........................................................................................................ 217
5.3.1 Types of Assessment ...................................................................................................... 217
5.3.2 Planning Assessment ...................................................................................................... 218
5.3.3 Methods of Assessment .................................................................................................. 218
5.3.4 Assessment tools/instruments to execute assessment .................................................. 219
5.4 School Assessment Programme ......................................................................................... 221
5.5 Assessment programme ..................................................................................................... 221
5.6 Recording and Reporting .................................................................................................... 221
5.7 Moderation of Assessment.................................................................................................. 223
5.7.1 Moderation serves five purposes: ................................................................................... 223
5.7.2 Internal moderation ......................................................................................................... 223
5.8 General ................................................................................................................................ 223

6. RESOURCES .............................................................................................................................. 224

2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS 4
SECTION 1: INTRODUCTION TO THE CURRICULUM AND ASSESSMENT POLICY
STATEMENT GRADES R TO 5 FOR LEARNERS WITH SEVERE INTELLECTUAL
DISABILITY

1.1 Background
The South African Constitution, Act 108 of 1996, enshrines the right of every child to access
quality basic education without there being any form of discrimination. The Convention on
the Rights of Persons with Disabilities, ratified by the Parliament of South Africa in 2007
(Article 24) requires Government to ensure that children with disabilities are able to access
an inclusive, quality primary, compulsory education and secondary education on an equal
basis with others in the communities in which they live and that persons with disabilities are
not excluded from the general education.

There are learners participating in the General Education and Training Band who have an
aptitude and interest in applied knowledge and vocational skills for whom the National
Curriculum Statement, Grades R to 12 (NCS) needs to be differentiated to make it fully
accessible. This would include learners with moderate to severe intellectual disability and
learning difficulties. Knowledge and skills should be presented at a more functional level and
at reduced depth and breadth, whilst a number of occupational subjects are also made
available. They should be given an opportunity to receive an endorsed statement of
achievement that is related to learning within their interest and aptitude.

This Learning Programme has been developed to respond more effectively to the needs of
these learners who have been identified and assessed through the protocols outlined in the
Policy on Screening, Identification, Assessment and Support of 2014. They will benefit from
curriculum content that is aligned to the Foundation and Intermediate Phase of the National
Curriculum Statement at a more applied and functional level in accordance with their age,
interest and aptitude.

It is critical, that through flexibility and differentiated methodologies, learners enrolled for
these differentiated subjects will be able to progress with regard to applied competencies,
even where they might not be able to attain the minimum requirements set for the different
grades. There should always be high expectations for all learners and the necessary
scaffolding and learning support to master foundational competencies relevant to the specific
subject. They should be in a position to demonstrate the values and practical competencies

5 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
that they have mastered which will make it possible for them to progress to either the
Technical Occupational pathway or the world of work.

The learning programme is structured in such a way that it makes provision for a wide
spectrum of learners with moderate to severe intellectual disability and learning difficulties
across the age span. It is aimed at the full development of their human potential and sense
of dignity and self-worth. It also allows for the development of their personality, talents and
creativity, as well as their mental and physical abilities, cultural, social, environmental and
economic competencies to their fullest potential with a view to enabling them to participate
effectively and independently in a free society as adults (Convention on the Rights of
Persons with Disabilities, 2006 and the White Paper on the Rights of Persons with
Disabilities, 2015).

The learning programme for CSPID should be consulted in cases where a learner enters
the CAPS Grades R – 5 for learners with Severe Intellectual Disability (SID) programme at a
level where they require bridging to join the appropriate grade. The CSPID learning
programme will provide a framework for educators to design down to ensure that there is a
smooth transition into the SID learning programme.

The introduction of this Learning Programme within the National Curriculum Statement is
aimed at strengthening of respect for human rights, fundamental freedoms and human
diversity. It will provide learners in ordinary and in special schools across the range of
competencies and aptitudes with conditions that ensure dignity, promote self-reliance and
facilitate active participation in the school and in the community and offer the opportunity to
obtain a recognised and accredited statement of achievement.

1.2 Overview
Through the policy document the Minister of Basic Education will be able to prescribe the
minimum norms and standards for differentiated education in the General Education and
Training band.
The following legal framework will be adhered to:
(i) The United Nations Convention on the Rights of People with Disabilities adopted by
the United Nation general Assembly on 13 December 2006 and ratified by the South
African parliament on 5 June 2007;
(ii) The White Paper on the Rights of Persons with Disabilities (2015);
(iii) The National Education Policy Act (Act 27 of 1996);

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(iv) The South African Schools Act (Act 84 of 1996);
(v) The National Curriculum Statement, Grades R to 12 (2011);
(vi) The South African National Curriculum Framework for Children from Birth to Four
(2015);
(vii) National Early Learning and Development Standards for Children Birth to Four Years
(NELDS) (2009);
(viii) Section 11 of the Children’s Act (Act 31 of 2005);
(ix) Chapter 5, section 76 of the Children’s Act as amended (2007);
(x) Education White Paper 6 on Special Needs Education: Building an Inclusive Education
and Training System (2001);
(xi) Continuing Education and Training Act (2006 as amended by Act No 3 of 2012 and Act
No 1 of 2013);
(xii) Standards and Quality Assurance for General and Further Education and Training
(June 2008, Revised April 2013);
(xiii) Umalusi’s Quality Assurance of Assessment: Directives, Guidelines and
Requirements;
(xiv) Guidelines to Ensure Quality Education and Support in Special Schools and Special
School Resource Centres (2014);
(xv) Policy on Screening, Identification, Assessment and Support (SIAS) (2014);
(xvi) Guidelines for Responding to Diversity in the Classroom (2012);
(xvii) National Protocol on Assessment (2011), specifically Chapter 9;
(xviii) National Policy Pertaining to Promotion and Progression Requirements (2011);
(xix) Learning Programme for Children with Severe to Profound Intellectual Disability.

1.3 General aims of the Curriculum and Assessment Policy Statement Grades R to 5 for
learners with Severe Intellectual Disability
(a) The National Curriculum Statement Grades R to 9 gives expression to the knowledge,
skills, values and attitudes worth learning in South African schools. This curriculum
aims at removing the barriers that make it difficult for learners with moderate to severe
intellectual disability and learning difficulties to access the curriculum. It will enable
them to 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 Curriculum and Assessment Policy Statement (CAPS) Grades R to 5 for learners
with Severe Intellectual Disability serves the purpose of:

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 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;
 Facilitating the transition of learners from education institutions to either protective or
open employment;
 Providing employers with a sufficient profile of a learner’s competences;
 Being sensitive to issues of diversity such as poverty, inequality, race, gender,
language, age, and other factors;
 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
 Credibility, quality and efficiency: providing an education that is comparable in quality,
breadth and depth to those of other countries.
(c) The curriculum is based on the following principles:
 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;
 Active learning: encouraging an active approach to multi-sensory learning;
 Attainment of realistic, but high knowledge and skills levels: the minimum standards of
knowledge and skills to be achieved at each grade are specified and set high,
achievable standards in all subjects;
 Progression: content and context of each grade shows progression from simple to
complex;
 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.
(d) Inclusivity should become a central part of the organisation’s planning and teaching at
each school. All teachers should have a sound understanding of how to recognise and
address severe intellectual 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, School-based 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 Responding to Learner Diversity in the Classroom (2011).

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1.3.1 The aims of the Curriculum and Assessment Policy Statement Grades R to 5 for
learners with severe intellectual disability
The specific aims of the CAPS Grades R to 5 for learners with Severe Intellectual
Disability are to:
 Give recognition to learners who would follow the curriculum, irrespective if they meet
the requirements and achieve the competencies as specified in the learning
programmes;
 Provide a foundation of quality, standardised general education which will suit the
needs of these learners and help prepare them to be more independent and better
equipped for life after school. It may also enable the learners to enter a Technical
Occupational curriculum;
 Promote Lifelong learning to enable learners to continue with further learning and skills
development in sheltered or open employment;
 Prepare learners to function better in a fully inclusive society and employment; and
 Provide employers with a profile of the learner’s competence.

1.3.1.1 Learners successfully completing the curriculum will be able to:

 Identify, select, understand and apply knowledge to the intended purpose and identify
solutions to problems in the field of study;
 Demonstrate the necessary applied knowledge and skills identified for competence in
a subject, as specified in the curriculum;
 Demonstrate knowledge and skills gained for purpose of formal communication and
basic numerical operations;
 Use technology effectively and
 Demonstrate entrepreneurial skills that will enable them to create their own work in the
contexts in which they live.

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1.4 Subjects and time allocation
Instructional time for the Learning Programmes is 27½ hours in a five day cycle;

Subjects
Time
General Education
Languages 5 – 14 years = 10 hours
Home Language 14 – 18 years = 6 hours

First additional language 14 – 18 year = 2 hours

5 – 14 years = 5 hours
Mathematics
14 – 18 years = 3 hours
5 – 14 years = 8 hours
Life Skills – Personal and Social Wellbeing
14 – 18 years = 5 hours
Physical Education 1 hour
Life Skills 5 – 14 years = 3½ hours
Creative Arts
14 – 18 years = 1 hour
Natural Sciences 1½ hours
Skills subjects 14 – 18 years = 8 hours

Subjects Time
CAPS Grades R to 5 for learners with severe intellectual disability:
Electives
Agricultural Studies
Art and Crafts
Civil Technology: Bricklaying and Plastering
Civil Technology: Plumbing
Civil Technology: Woodworking and Timber
Consumer Studies: Food Production
Consumer Studies: Needlework
Hospitality Studies
8 hours
Mechanical Technology: Body Works: Panel Beating and or Spray Painting
Mechanical Technology: Motor Mechanics
Mechanical Technology: Welding
Office Administration
Personal Care: Ancillary Health Care
Personal Care: Beauty and Nail Technology
Personal Care: Hairdressing and Beauty Care
Service Technology: Maintenance
Total: General and Skills subjects 27½

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The following table proposes the learner progression across the years in the curriculum.

Grades R – 3 Grades 4 – 5
General Education General Education
Home Language Home Language
First Additional Language
Mathematics Mathematics
Life Skills Life Skills
- Personal and Social wellbeing - Personal and Social wellbeing
- Physical education - Physical education
- Creative arts - Creative arts
- Natural Sciences
Skills subjects
A minimum of 3 skills and maximum of 4 skills

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2. SECTION 2: INTRODUCTION TO MATHEMATICS

2.1 Introduction

The National Curriculum Statement (NCS) Grades R-12 gives expression to the knowledge,
skills and values worth learning in South African schools. This National Curriculum
Statement: Grade R - 5 for learners with Severe Intellectual Disability aims to ensure that all
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. It also serve the purpose of equipping all learners
irrespective of their socio economic background, race, gender, disability, sexual orientation,
with the knowledge, skills and necessary values necessary for self-fulfilment and meaningful
participation in society as citizen of a free country that provides access to Higher Education,
facilitate the transition of learners from education institutions to the work place and providing
employers with a sufficient profile of the learner’s competences.

2.2 What is Mathematics?

Mathematics is a language that makes use of symbols and notations to describe numerical,
basic 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
techniques that will contribute in decision-making.

2.3 Specific Aims

To use mathematical knowledge and skills learnt in the classroom and to apply them in the
real world; to equip the learners, irrespective of their socio background, race, gender,
physical ability or intellectual ability, with the knowledge, skills and values necessary for self-
fulfilment and meaningful participation in the society as a citizen of the free country.
Facilitating the transition of learners from educational institution to work in the community
e.g. Community Development Worker (CDW) or a sheltered workplace. It helps the teacher
to be able to:

12 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
  create a leaner’s profile of competences - the profile will bridge the gap between the
home and the school;
 identify what the learner knows, can do and demonstrate in the teaching and learning
situation;
 work effectively as individuals in/or a member of a team;
 Communicate effectively or by using Augmentative Alternative Communication (AAC)
and other communicative devices (Sign language, Braille, etc.)

2.4 Specific Skills

The curriculum is aimed at equipping the learner with mathematical skills to:
 manage their own budget (grants and income, living expenses) under supervision
 apply and utilise in the work situation; and
 utilise numerical data accordingly

2.5 Focus of Content Areas

Mathematics covers five content areas. Each content aread contributes to the acquisition of
specific skills. The content areas are:
 Number Operations and Relationships
 Patterns, Functions and Algebra
 Space and Shapes
 Measurement
 Data handling

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MATHEMATICS CONTENT KNOWLEDGE OVERVIEW FOR GRADES R-5
Content Area General Content Focus Grade R to 5 content Focus
Numbers, Operations Development of number sense that includes to:  The number range developed by the end of Grade 5 includes
and Relationships  Count objects whole numbers to at least 1000.
 Count forwards and backwards  Counting enables learners to develop number concept, mental
 Know number symbols, number values and number names Mathematics, estimation, calculation skills and recognition of
 Describe, compare and order numbers patterns
 Recognise place value of numbers  Number concept development helps learners to learn about
 Solve problems in context properties of numbers and to develop strategies that can make
 Complete context free calculations calculations easier

 Represent numbers in different ways  Learners build an understanding of basic operations of addition,

 Know South African coins and bank notes subtraction, multiplication and division with support
 Learners develop fraction concept through solving problems
involving the sharing of physical quantities and by using
drawings
 Solving problems in context enables learners to communicate
their own thinking orally and visually
Patterns, Functions and Expositor to patterns, develops a sense of order and  Use concrete objects, drawings and symbolic forms to copy,
Algebra sequencing extend, describe and create patterns
 Copy and extend simple geometric and number patterns  Describing the pattern helps learners to follow simple order and
using concrete objects and drawings sequence
 Number patterns support number concept development

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Space and Shape The main progression in Space and Shape is achieved  Learners recognise and name objects in their environment
(Geometry) by:  Learners describe the features 3D objects and 2D shapes
 Focus on new properties and features of shapes and objects.  Learners match and sort 3D objects and 2D shapes according
 Move from learning the language of position and matching to their shape and size
different views of the same objects to reading and following  Learners follow and give directions
directions  Learners build models using 3D objects
 Learners can describe their own positions and the positions of
others and objects in the environment
Measurement Measurement focuses on informal and formal ways of  The concept of measurement is developed by working
measuring. It enables the learner to: practically with different concrete objects and shapes which
 Make sensible measurement estimates facilitates learning the properties of time, length, capacity, mass,
 Measure using non-standard and standardised measuring and area
tools  Activities related to time should include days of week, months of
the year, reading a calendar and know how to tell and read time
(analogue and digital clocks)
 Learners learn concepts of capacity and mass
Data Handling Through the study of data handling the learner develops The data handling focus is on sorting objects according to
the skills to: features such as shape, size and colour. Learners are expected
 Collect to:
 Organise  Collect objects in the immediate environment
 Represent  Sort objects with similar features
 Analyse and interpret  Identify objects that are similar in a set
 Record and report  Represent data collected

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2.6 Age appropriate grading

Learners with Severe Intellectual Disabilities (SID) are progressed and promoted on age and
not according to their scholastic performance. The suggested Grades according to age are
as follows:

Age Suggested Grade

5, 6, 7 years Grade R
8-9 years Grade 1
10-11 years Grade 2
12-13 years Grade 3
14-15 years Grade 4
16, 17, 18 years Grade 5

2.7 Weighting of content areas in Grades R-5

The weighting of the Mathematics content areas, serves two primary purposes: firstly the
weighting gives guidance on the amount of time needed to address the concepts within each
content area adequately; secondly the weighting gives guidance on the spread of content for
assessment purposes. The suggested weighting of the Mathematics content areas for
Grades R to 5:

Content Areas Grade R-3 Grade 4&5

Weightings Weightings
Numbers, Operations and Relationships 55% 50%
Patterns, Functions and Algebra 10% 10%
Space and Shape (Geometry) 10% 10%
Measurement 15% 20%
Data handling 10% 10%

2.8 Mathematics for learners with Severe Intellectual Disabilities

The Mathematics programme has been adapted to accommodate learners with Severe
Intellectual Disabilities (SID). The pedagogy and methodology should support activity based
learning.

2.8.1 Time Allocation

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The suggested time allocation for Mathematics in Grades R to 3 is 5 hours per week which
works out to at least 1 hour per day. For in Grades 4-5 the suggested time allocation is 3
hours per week which calculates to a minimum of 30 minutes per day over five days.
Table reflecting the distribution of time between the subjects

SUBJECT 5-14 YEARS 14-18 YEARS

Home Language 10 hours per week 6 hours per week
First additional language 2 hours per week
Mathematics 5 hours per week 3 hours per week
Life Skills 8 hours per week 5 hours per week
Physical Education 1 hour per week 1 hour per week
Natural sciences 1 hour 30 minutes per week
Creative arts 3 hours 30 minutes / week 1 hour per week

2.8.2 Suggested guidelines for classroom management

The programme must accommodate each individual learner. Each individual should be
taught and supported according to their level of support needed (high, moderate, low). Small
group focussed teaching should be encouraged, to facilitate individual support.
Small group teaching
“Teaching and Learning in small groups has a valuable part to play in the all-round education
of learners. It allows them to negotiate meanings, to express themselves in the language of
the subject, and to establish more intimate contact with the teacher, than more formal
methods permit. It also develops the more instrumental skills of listening, presenting ideas
and persuading” (Jacques, 1991). It helps the learner to express his/her ideas and thoughts
in a small group, where there is trust and confidentiality.
Independent activities
Teacher chooses independent activities to suit the level of each individual learner.
Independent activities are given to learners especially those that can work for short periods
of time on their own.
Visual stimulating classroom
Simmons (1995) stated that colour, in the learning environment improves visual processing,
reduces stress, and challenges brain development. Visual stimulation rewires the brain,
making stronger connections while nurturing visual thinking, problem solving, and creativity.
Therefore the colours we use in a learning environment should maximize information
retention and stimulate learner participation.

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2.9 Differentiatied Approach to teaching Mathematics

Use a Differentiated Approach to teach Mathematics in Grades R to 5 to support learners

experiencing barriers to learning. Teacher must know the learners in the class and
differentiate the activity to suit each learner’s learning style (Auditory, Visual, and
Kinesthetic). Differentiate the content; from known to the unknown, using concrete, visual
and auditory learning resources. Concepts must be introduced from the concrete, semi-
concrete to the abstract. In other words, the acquisition of emergent Mathematics and
related mathematical concepts should, adhere to the following learning principles where
children move through three stages of learning namely the:
 Kinesthetic stage (experience concepts with the body and senses);
 Concrete stage (3D, using a variety of different objects such as blocks, bottle tops,
twigs and other objects in the environment); and
 Semi-concrete stage (paper and pencil representations using drawings, matching
cards etc.)
Creative Arts activities should also have a mathematical emphasis, for example, using
geometric shapes such as circles and squares to make a collage, or designing a pattern to
frame a picture. The weather chart, calendar and birthday charts provide opportunities for
exploring mathematical concepts. It is the teacher’s knowledge and initiative that can
maximise learning potential.
Routines where children participate actively, such as snack time, arrival, home time and
toilet routines, can also be given a Mathematics focus.

2.10 Recommended Resources for the teaching of Mathematics in Grades R to 5

 Counters  Play money- coins and notes

 Abacus  Birthday chart/calendar
 Legos  Weather chart
 Large and small (dice)  Bathroom scale
 Board games  Balancing scale
 Height chart  Kitchen scale
 Metre stick  Building blocks
 Measuring stick  Chalk boards/ white boards for children
 Measuring cups  Modelling clay
 Big counting frame/mat  Large analogue and digital wall clock

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 Big 1-10 and 1-100 number grid posters  Flard cards
 Number lines  Calculator
 Number cards  3D objects: sphere (ball), a rectangular prism
 A calendar for the current year (box), cube, cone, pyramid and cylinder
 Boxes of different shapes and sizes  Mathematical games, e.g. Ludo, Snake and
 Empty containers (recycled material) of different Ladder, Jigsaw Puzzles, Dominoes, Tangrams
shapes and sizes etc
 A variety of plastic or cardboard shapes

Essentials:
 Areas for sand and water play
 Apparatus for climbing, balancing, swinging and skipping
 A Mathematics corner/centre in the classroom with mathematical games etc.
Other Resources
 DBE Workbooks

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 2.11 Intergrated Daily Programme for Grade R and 1

( ± 7:30 – 13:00)
MATHEMATICS
30 min ARRIVAL AND FREE PLAY
 Activities designed from
CAPS (mathematics)
GREETING BIRTHDAYS  Songs and music
REGISTER NEWS activities
WEATHER CHART Mathematics  Perceptual activities
40 
Languages Counting rhymes
min 
TEACHER-GUIDED ACTIVITY Life Skills Theme discussions
Mathematics; Language; Life Skills  Science experiments
 Free play
 Routines

ART ACTIVITY
(every day: 1 MAIN +
60 min 2/3 supporting  Fantasy play
activities  Role play
FREE PLAY INSIDE  Construction play
TIDY UP INSIDE  Blocks
LANGUAGES
 Educational toys  Activities designed from CAPS
 Perceptual games (home language)
TEACHER-GUIDED ACTIVITY  Puzzles  Stories
Mathematics; Language; Life Skills  Book corner  Dramatisation
30 min  Quiet time  Books/pictures
 Quiet area  Picture reading
TOILET ROUTINE Language, Maths, Life Skills  Picture discussions
 Perceptual activities
10 min  Parent poster
 Parent letter
REFRESHMENTS Language, Maths, Life Skills  News
20 min  Poems/rhymes
 Music/songs/rhymes
 Tapes
Free play outside  Theme discussions
and  Human movement activities
tidy up  Routines
 Water play
 Free play
60 min  Sand play
 Role play
 Balls

10 min Toilet routine  Swings

Mathematics, Language, Life skills  Wheel toys LIFE SKILLS
 Activities designed from CAPS
 Educational toys
(life skills)
 Jungle gym  Human movement activities
30 min TEACHER-GUIDED ACTIVITY  Tyres  Songs and music
Mathematics, Language, Life skills
 Physical Education  Poems and rhymes
 Games  Theme discussion
 Birthdays
30 min  STORY every day  Routines
 Free play
15 min Rest/quiet time and departure

20 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3. SECTION 3: CURRICULUM OVERVIEW FOR MATHEMATICS
SKILLS FOR LEARNERS WITH SEVERE INTELLECTUAL
DISABILITIES IN GRADES R TO 5

3.1 Introduction

The National Curriculum Statement: Grade R - 5 for learners with Severe Intellectual
Disability (DCAPS) for learners with Severe Intellectual Disabilities has a compulsory
teaching time of 5 hours for Grades R-3 and 3 hours for Grades 4-5 per 27,5 hour week.
The curriculum overview gives a breakdown of:
 GRADE OVERVIEW
 TERM OVERVIEW
 ASSESSMENT PLAN

3.2 Specification of content to show progression

The Grade Overview shows the progression of concepts and skills across Grade R – 5 and
the Term overview shows the progression over the four terms of the year. However, in
certain topics the concepts and skills are similar in two or three successive Grades. The
Assessment Plans gives specific gidelines on formal assessment to be done per week and
term. The Lesson Plan Tracker and clarification notes (in a separate document) give
guidelines on how progression should be addressed. The specification of content should
therefore be read in conjunction with the lesson plan tracker and clarification notes.

3.2.1 Progression in Numbers, Operations and Relationships

 The main progression in Numbers, Operations and Relationships happens in

three ways:
- The number range increases.
- Different kinds of numbers are introduced.
- The calculation strategies change.
 As the number range for doing calculations increases up to Grade 5, learners
should develop more efficient strategies for calculations.
 Contextual problems should take account of the number range for the grade as
well as the calculation competencies of learners.

21 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.2.2 Progression in Patterns, Functions and Algebra

 In Patterns, Functions and Algebra, learners get opportunities to:

- Complete and extend patterns represented in different forms
- Identify and describe patterns.
 Describing patterns lays the basis for learners in the work environment.

3.2.3 Progression in Space and Shape

 The main progression in Space and Shape is achieved by:

- focussing on new properties and features of shapes and objects in each
grade: and
- moving from learning the language of position and matching different views of
the same objects to reading and following directions on informal maps.

3.2.4 Progression in Measurement

 The main progression in measurement across the grades is achieved by the

introduction of :
- new forms of measuring;
- new measuring tools, starting with informal tools and moving to formal
measuring instruments.
 Calculations and problem-solving with measurement should take cognisance of
the number work that has already been covered.

3.2.5 Progression in Data Handling

 The main progression in Data Handling across the grades is achieved by:
- moving from working with objects to working with data;and
- working with new forms of data representation.
 Learners should work through the full data cycle at least once a year- this
involves collecting and organising data, representing data, analysing, interpreting
and reporting data.
 Some of the above aspects of data handeling can also be dealt with as discrete
activities.

The following tables indicate the Grade Overview of the content areas.

22 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.3 GRADE OVERVIEW: Grade R - 5

GRADE OVERVIEW GRADES R TO 5

1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1  Count concrete  Estimate and  Estimate and count  Estimate and  Estimate and count  Estimate and count
Count objects objects to at least count concrete concrete objects to count concrete to at least 500 to at least 1000
1-10 reliably objects to at least at least 1- 50 objects to at least everyday objects everyday objects
1-20 reliably reliably 1- 200 reliably reliably reliably
 Count by grouping  Count by grouping  Count by grouping  Count by grouping
is encouraged is encouraged is encouraged is encouraged
1.2  Recite counting  Recite counting  Count forwards  Count forwards  Count forwards and  Count forwards and
Count forwards rhymes and songs rhymes and song from 0-50 from 0-200 backwards from 0- backwards from 0-
and backwards 500 1000
 Count forwards  Count forwards  Count forwards  Count forwards  Count forwards and  Count forwards and
from 0 to 5 and backwards and backwards in and backwards backwards in backwards in
from 0-10 multiples of: from any number multiples of: multiples of:
- 2s from 0-20 between 0-100 in - 2s from 0-500 - 2s from 0-500
- 10s between 0- multiples of: - 5s from 0-500 - 5s from 0-500
50 - 2s from 0-200 - 10s from 0-500 - 10s from 0-1000
- 5s from 0-200 - 3s from 0-100
- 10s from 0-200 - 4s from 0-100
- 50s and 100s to
1000 and beyond

23 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3  Recognise, identify  Recognise, identify  Recognise, identify  Recognise, identify  Recognise, identify  Recognise, identify
Number and read number and read number and read number and read the and read the and read the
symbols and symbols from 1-5 symbols from 1-10 symbols from 1- number symbols number symbols 1- number symbols 1-
number names  Write number 100 from 1-200 500 1000
symbols 1-10  Know the number  Know the number  Know the number  Know the number
names 1-5 names 1-10 names 1-20 names 1-1000
 Know number  Know number  Know number  Know number
names in multiples names in multiples names in multiples names in multiples
of 10s up to 50 of 10s up to 100 of 100s up to 1000 of 10s and 100s up
to 1000
 Write number  Write number  Write number  Write number
symbols 1-20 symbols 1-50 symbols 1-100 symbols 1-1000
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4 Use ordinal Order, compare Order, compare Order, compare Order, compare Order , compare
Describe, numbers to show and represent and represent and represent and represent and represent
compare and order, place or numbers to 5 numbers to 10 numbers to 50 numbers to 100 numbers to 1000
order numbers position:  Order and  Order and  Order and  Order and  Order and compare
 Develop an compare whole compare whole compare whole compare whole whole numbers
awareness of numbers numbers according numbers numbers according according to more
ordinal numbers according to more to more than and according to more to more than and than and less than,
e.g. first, second, than and less than less than, equal to than and less less than, equal to, equal to, greater
third  Order numbers than, equal to, and greater than and than and smaller
from smallest to greater than smaller than than

24 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
biggest up to 1-5
 Compare whole  Compare whole  Compare whole  Compare whole
numbers according numbers numbers according numbers according
Use ordinal to big, small, according to, more to more than, less to more than, less
numbers to show smaller than, than, less than, is than, is equal to, than, equal to,
order, place or bigger than, up to equal up to 50 most, least, fewer most, least, fewer
position 10 up to 100 up to 1000
 Position objects in  Position objects in  Position objects in  Position objects in  Position objects in
a line from first to a line from first to a line from first to a line from first to a line from first to
fifth tenth or first to last 20th or first to last 50th or first to last 100th or first to last
(ordinal numbers) (ordinal numbers) (ordinal numbers)
 Use, read and  Use, read and
write ordinal write ordinal
numbers, including numbers, including
abbreviated form abbreviated form
first to 30th first to 100th
NUMBER CONCEPT DEVELOPMENT: PLACE VALUE
1.5 Begin to recognise Begin to recognise Begin to recognise Begin to recognise
Place value the place value of the place value of the place value of the place value of
two-digit numbers to two-digit numbers to three-digit numbers three and four-digit
20 99 to 200 numbers to 1000
 Decompose two-  Decompose two-  Decompose  Decompose three
digit numbers into digit numbers into three-digit and four-digit
multiples of tens multiples of tens numbers into numbers into

25 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
and units and units multiples of multiples of
hundreds, tens thousands,
and units hundreds, tens and
units
 Identify and state  Identify and state  Identify and state  Identify and state
the value of each the value of each the value of each the value of each
digit digit digit digit
SOLVE PROBLEMS IN CONTEXT
1.6  Use concrete  Use concrete  Use concrete  Building up and  Building up and  Building up and
Problem solving apparatus e.g. apparatus e.g. apparatus e.g. breaking down breaking down breaking down
techniques counters and counters and physical number numbers numbers numbers
physical number physical number ladders; counters  Practise doubling  Practise doubling  Practise doubling
ladder ladder and pictures and halving and halving and halving
 Practise doubling  Practise doubling  Use number lines  Use number lines  Use number lines
and halving  Use 100 chart  Use 100 chart  Use 100 chart
 Use number lines  Rounding off in  Rounding off in 10s  Rounding off to the
supported by tens nearest 5, 10, and
concrete apparatus  Calculators  Calculators 100
1.7  Solve verbally  Use concrete  Solve word  Solve word  Solve word  Solve word
Addition and stated problems objects to solve problems (story problems (story problems (story problems (story
subtraction with answers up to problems involving sums) in context sums) in context sums) in context sums) in context
5 addition and and explain own and explain own and explain own and explain own
subtraction with solution to solution to solution to solution to

26 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
answers up to 10 problems involving problems involving problems involving problems involving
addition and addition and addition and addition and
subtraction with subtraction with subtraction with subtraction with
answers up to 20 answers up to 100 answers up to 250 answers up to 500
1.8  Solve addition  Solve addition  Solve addition  Solve addition
Repeated problems of 2s and problems of 2s, 5s problems of 2s, 5s problems of 2s, 5s
addition leading 10s with answers and 10s with and 10s with and 10s with
to multiplication up to 50 answers up to 100 answers up to 250 answers up to 500
1.9  Solve and explain  Solve and explain  Solve and explain  Solve and explain  Solve and explain  Solve and explain
Grouping and solutions to word solutions to word solutions to word solutions to word solutions to solutions to
sharing leading problems in context problems in context problems in context problems in context practical problems practical problems
to division (story sums) that (story sums) that (story sums) that (story sums) that involving equal involving equal
involve equal involve equal involve equal involve equal sharing and sharing and
sharing and sharing and sharing and sharing and grouping with grouping with
grouping with grouping with grouping with grouping with whole numbers up whole numbers up
whole numbers up whole numbers up whole numbers up whole numbers up to 100 and with to 500 and with
to 5 to 10 to 20 to 50 answers that may answers that may
include remainders include remainders
SOLVE PROBLEMS IN CONTEXT
1.10  Introduction to half  Introduction to half  Introduction to half  Solve and explain  Solve and explain  Solve and explain
Sharing leading using concrete using halving of using halving of solutions to solutions to solutions to
to fractions objects concrete objects concrete objects practical problems practical problems practical problems
that involve equal that involve equal that involve equal
sharing leading to sharing leading to sharing leading to

27 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
solutions that solutions that solutions that
include unitary include unitary and include unitary and
fractions e.g. half , non-unitary non-unitary
quarter fractions e.g. half, fractions e.g. half,
quarter, third quarter, third, fifth
1.11  Develop an  Recognise and  Recognise and  Recognise and  Recognise and  Recognise and
Money awareness of and identify South identify South identify South identify South identify South
recognise South African coins like African coins like African coins like African coins like African coins like
African coins 50c, R1.00, R2.00, 50c, R1.00, R2.00, 50c, R1.00, R2.00, 50c, R1.00, R2.00, 50c, R1.00, R2.00,
R5.00 R5.00 and notes R5.00 and notes R5.00 and notes R5.00 and notes
like R10.00, like R10.00, like R10.00, like R10.00,
R20.00, R50.00, R20.00, R50.00, R20.00, R50.00, R20.00, R50.00,
R100.00, R200.00 R100.00, and R100.00, and R100.00 and
R200.00 R200.00 R200.00
 Solve money  Solve money  Solve money
problems involving problems involving problems involving
totals and change totals and change total and change in
up to R100.00 up to 90c and Rand and cents up
R200.00 to R500.00
 Conversions
between Rand and
cents
CONTEXT FREE CALCULATIONS
1.12  Use concrete  Use concrete  Use concrete  Use the following  Use the following  Use the following

28 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
Techniques apparatus e.g. apparatus e.g. apparatus to solve techniques when Techniques when techniques when
(method or counters counters maths problems solving problems solving problems solving problems
strategies) e.g. drawings or and explain and explain and explain
concrete objects solutions to solutions to solutions to
problems: problems: problems:
 Building up and  Building up and  Building up and
breaking down breaking down breaking down
numbers numbers numbers
 Practise doubling  Practise doubling  Practise doubling  Practise doubling  Practise doubling
and halving and halving and halving and halving and halving
 Use number lines  Use number lines  Use number lines  Use number lines  Use number lines
 Use 100 chart  Use 100 chart  Use 100 chart  Use 100 chart  Use 100 chart
 Round off in 10s  Round off in 10s  Round off in 10s
and 100s
1.13  Solve verbally  Solve verbally  Add to 20  Add to 99  Add to 200  Add to 500 and
Addition and stated addition stated addition and  Subtract from 20  Subtract from 99  Subtract from 200  Subtract from 500
subtraction and subtraction subtraction  Practise number  Practise number  Practise number  Practise number
problems with problems with bonds up to 5 bonds to 10 bonds to 20 bonds to 30
concrete objects concrete objects  Use appropriate  Use appropriate  Use appropriate  Use appropriate
up to 5 up to 10 symbols( +,-,=,□) symbols( +,-,=,□) symbols (+,-,=,□) symbols( +,-,=,□)
CONTEXT FREE CALCULATIONS
1.14  Add the same  Add the same  Add the same
Repeated number repeatedly number repeatedly number repeatedly

29 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
addition leading up to 10 up to 20 up to 50
to multiplication  Multiply numbers 1  Multiply numbers  Multiply any
to 10 by 2, 10, 5 to 1-10 by 2, 5 ,3, 10 number by 2, 5, 3
a total of 50 to a total of 100 ,4 and 10 up to
100
 Use appropriate  Use appropriate  Use appropriate  Use appropriate
symbols( +,=) symbols( +,x,=) symbols(+, x, =) symbols(+, x, =)
1.15  Divide numbers to  Divide numbers to
Division 50 by 2, 5, 10 100 by 2, 5, 10
 Use appropriate  Use appropriate
symbols (÷, =) symbols (÷, =)
1.16 Number concept Number concept Number concept Number concept: Number concept: Number concept:
range 5 range 10 range 20 range 100 range 200 range 1000
Mental
 Count everyday  Name the number  Name the number  Name the number  Name the number  Name the number
Mathematics
objects before and after a before and after a before and after a before and after a before and after a
 Count forwards given number given number given number given number given number
 Compare numbers  Compare numbers  Compare numbers
and say which is and say which is 1 and say which is 1,
more or less or 2 more or less 2 and 3 more or
less
 Solve addition and  Solve addition and  Solve addition and  Solve addition and
subtraction subtraction subtraction subtraction
problems (number problems to 20 problems (number problems (number
bonds) to 5 bonds) to 30 bonds) to 50

30 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
 Order a given set  Know multiplication  Know multiplication
of selected tables of 5, 10 and tables of 2, 5,10, 3
numbers 2 and 4
1.17  Use and name  Use and name  Use and name  Use and name
Fractions unitary fractions unitary fractions unitary fractions unitary fractions
including halves including halves including halves , including halves,
and quarters quarters and thirds quarters, thirds
and fifths
 Recognise  Recognise  Recognise
fractions fractions fractions
diagrammatically diagrammatically diagrammatically
 Write fractions as 1  Write fractions as  Write fractions as
half ½, ¼, and ⅓ ½, ¼, ⅓, and 1/5

31 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
2.1 Copy, extend and Copy, extend and Copy, extend and Copy, extend and Copy, extend and Copy, extend and
Geometric represent represent represent represent represent represent
patterns  Copy simple  Copy simple  Copy and extend  Copy, extend and  Copy, extend and  Copy, extend, and
patterns using patterns using simple patterns create simple create patterns represent patterns
concrete objects; concrete objects using concrete patterns made with made with made with drawings
e.g. using colours objects shapes or objects drawings of lines, of lines, shapes or
and shapes shapes or objects objects
 Copy patterns made  Copy and extend  Copy, extend and  Copy, extend and
with drawings of patterns made with create complex create complex
lines, shapes or drawings of lines, patterns made with patterns made with
objects shapes or objects drawings of lines, drawings of lines,
shapes or objects shapes or objects
Patterns around us Patterns around us
 Identify and copy  Identify and copy
geometric patterns geometric patterns
in nature and from in nature and from
cultural heritage cultural heritage
2.2  Copy and extend  Copy and extend  Copy, extend and  Copy, extend and
Number describe describe
patterns  Copy and extend  Copy and extend  Copy, extend and  Copy, extend and
simple number simple number describe number describe number
sequences to at sequences to at sequences to at sequences to at
least 20 least 100 least 500 least 1000 in

32 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
multiples of 100s,
10s, 5s, 2s, 3s, 4s
 Create, extend and
describe own
patterns

33 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
3. SPACE AND SHAPE (GEOMETRY)
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
3.1 Language of Language of Language of Language of Language of Position and views
Position, position position position position position  Recognise and
orientation  Describe the  Describe the  Describe the  Describe the  Describe the match different
and views position of one position of one position of one position of one position of one views of the same
object in relation to object in relation to object in relation to object in relation to object in relation to everyday object
another e.g. on top another e.g. on top another e.g. on top another e.g. on top another e.g. on top
of, in front of, of, in front of, of, in front of, of, in front of, of, in front of,
behind, up, down, behind, up, down, behind, left, right, behind, left, right, behind, left, right,
next to next to up, down, next to up, down, next to up, down, next to
Position and Position and views Position and views Position and views Position and views
directions  Describe the  Describe the  Describe the  Describe the  Describe the
 Follow directions to position of one position of one position of one position of one position of one
move around the object in relation to object in relation to object in relation to object in relation to object in relation to
classroom the other e.g. top another. e. g. top another. e.g. top another. e.g. top another. e.g. top
and bottom and bottom etc. and bottom, front and bottom and left and bottom and left
and back etc. and right etc. and right etc.
 Recognise and
match different
views of the objects
Position and Position and Position and Position and Position and
directions directions directions directions directions
 Follow directions to  Follow directions to  Follow directions  Follow directions to  Follow and give
move around the move around the using a map move around the directions to move

34 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
3. SPACE AND SHAPE (GEOMETRY)
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
classroom classroom classroom and around the
 Follow instructions  Follow instructions  Follow instructions school classroom and
to place one object to place one object to place one object  Give directions to school
in relation to in relation to in relation to move around the  Follow directions on
another another another classroom and a map
school  Reading basic co-
 Follow directions ordinates
from one place to
another on an
informal map
3.2 Range of objects Range of objects Range of objects Range of objects Range of objects Range of objects
3D objects  Recognise and  Recognise, name  Recognise , name Recognise and  Recognise and  Recognise and
name 3D objects in and identify 3D and identify 3D describe 3D objects describe 3D objects describe 3D objects
the classroom e.g. objects in the objects in the in the classroom in the classroom in the classroom
box and ball shapes classroom e.g. box classroom e.g. e.g. and in pictures e.g. and in pictures e.g.
Focused activities and ball shapes - ball shapes, - ball shapes, - ball shapes, - ball shapes,
 Use 3D objects Features of objects (spheres) (spheres) (spheres) (spheres)
such as building  Sort 3D objects in - box shapes - box shapes - box shapes - box shapes (prisms)
blocks, recycling terms of: (prisms) (prisms) (prisms) - cylinders
material etc. to - size - cylinders - cylinders - cylinders - pyramids
construct objects - colour - cones - cones
e.g. towers, bridges Features of objects Features of objects Features of objects Features of objects
 Sort 3D objects in Describe, sort and  Describe, sort and • Describe, sort and

35 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
3. SPACE AND SHAPE (GEOMETRY)
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
terms of: compare 3D objects compare 3D compare 3D objects
- size in terms of: objects in terms of: in terms of:
- colour - size - size - size
- shape - colour - colour - colour
- objects that roll - shape - shape - objects that are flat
- objects that slide - objects that roll - objects that roll - objects that are
- objects that slide - objects that slide curved
3.3  Introduce figure  Introduce figure Range of shapes Range of shapes Range of shapes Range of shapes
2D shapes ground perception ground perception  Recognise and  Recognise and  Recognise and  Recognise and
and identify and identify name 2D shapes name 2D shapes name 2D shapes name 2D shapes
geometric shapes: geometric shapes:  circles  circles  circles  circles
- Star - Star  triangles  triangles  triangles  triangles
- Hart - Hart  rectangle  rectangle  rectangle
- Circle - Circle  squares  squares  squares  squares
- Triangles Features of shapes Features of shapes Features of shapes Features of shapes
- Squares  Describe, sort and  Describe, sort and  Describe, sort and  Describe, sort and
compare 2D shapes compare 2D shapes compare 2D shapes compare 2D shapes
in terms of: in terms of: in terms of: in terms of:
 size  size  size  size
 colour  colour  colour  colour
 straight sides  straight sides  straight sides
 curved sides  curved sides
Draw shapes Draw shapes Draw shapes Draw shapes

36 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
3. SPACE AND SHAPE (GEOMETRY)
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
 Star  Star  Star  Star
 Hart  Hart  Hart  Hart
 Circles  Circles  Circles  Circles
 Triangles  Triangles  Triangles  Triangles
 Squares  Squares  Squares  Squares
 Rectangles  Rectangles  Rectangles
3.4 Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry
Symmetry  Recognise  Recognise  Recognise Recognise  Recognise  Recognise symmetry in
own body and draw line
symmetry in own symmetry in own symmetry in own symmetry in own symmetry in own
in 2D geometrical and
body body body and draw line body and draw line body and draw line non-geometrical shapes
of symmetry in in geometrical in geometrical and  Determine line of
shapes shapes non-geometrical symmetry through paper
folding and reflection
shapes

37 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
4.1 Passing of time Passing of time Passing of time Passing of time Passing of time Passing of time
Time  Talk about the  Talk about the  Talk about the  Talk about the  Talk about the  Talk about the passing of
time
passing of time passing of time passing of time passing of time passing of time
 Tell the time
 Talk about things  Talk about things  Sequence events  Sequence events Name and
 Read dates on calendars
that happen during that happen: during that happened to that happened to sequence:  Place birthdays, religious
the day and night day and night them during the day them during the day - days of week festivals, public holidays,
historical events and
 Talk about things - Class Routine and night and during the night - months of the year
school events on a
that happen: during - Use weather chart  Start to use time  Know time concepts  Place birthdays,
calendar
day and night - Use birthday chart concepts: e.g. today, religious festivals,
- Class Routine - Use season chart - Today, tomorrow tomorrow public holidays,
- Use weather chart - Class Routine  Name and historical events,
- Use birthday chart - Use weather chart sequence: school events on a
- Use season chart - Birthday cart - days of week calendar
- Season cart - months of the year
 Intreduce 12 hour  Describe when
time in hours and something happens
half hours on digital using the language
clocks and watches e.g. morning,
and Cell phones afternoon, night,  Read 12 hour time
early, late in hours, minutes
 Place birthdays on and seconds on
a calendar digital clocks and
 Read 12 hour time  Read 12 hour time watches and cell

38 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
in hours and half in hours, half hours phone
hours on digital and quarter hours  Read 12 hour tome
clocks and watches and minutes on in hours, half hours
and Cell phones digital clocks and and quarter to and
 Read 12 hour time watches and cell quarter past.
in hours phones
 Read 12 hour time
in hours and half
hours in Analoge.
4.2 Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring
Length  Compare the  Compare the length  Compare the length  Compare the length
length (long and (long and short), (long and short), (long and short),
short) height (tall and height (tall and height (tall and
short) and width short) and width short) and width
(narrow and wide) (narrow and wide) (narrow and wide)
 Estimate, measure  Estimate, measure  Estimate, measure, Estimate, measure,
and compare, and compare, length compare, order record, compare, and
length using non- using non-standard and record length order, length using
standard measures measures e.g. hand using non-standard non-standard
e.g. hand spans, spans, paces, pencil measures e.g. measures e.g.
paces, pencil lengths, counters hands/feet, pencils, hands/feet, pencils,
lengths, counters string, objects string and objects
 Describe the length  Describe the length

39 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
of objects by of objects by
counting and counting and stating
stating the length in the length in
informal units informal units
Introducing formal Formal measuring
Measuring  Estimate, measure,
 Estimate, measure, compare, order and
compare order and record length using:
record length - Centimetres (cm)
using: - Metres (m)
- Metres (m) - Kilometres (km)
- Centimetres (cm)
4.3 Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring
Mass  Compare and order  Compare and order  Compare and order  Estimate, measure,  Estimate, measure,  Estimate, measure,
the mass of two or the mass of two or the mass of two or compare and order compare, order and compare, order and
more objects by more objects by more objects by mass using a record mass using record mass using a
feeling them feeling them feeling them or balancing scale and a balancing scale balancing scale and
using a balancing nonstandard and non-standard non-standard
scale measures e.g. measures measures
blocks, bricks
 Discuss mass e.g.  Describe the mass  Describe the mass  Describe the mass
light, heavy, lighter, of objects by of objects by of objects by
heavier counting and stating counting and counting and stating

40 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
the mass in informal stating the mass in the mass in informal
units informal units units
 Discuss mass e.g.  Discuss mass e.g.
light, heavy, lighter, light, heavy, lighter,
heavier heavier
 Introduce formal  Formal measuring  Formal measuring
measuring
 Compare and order  Compare, order  Compare, order and
the mass of and record the record the mass of
commercially mass of commercially
packaged objects commercially packaged objects
which have their packaged objects which have their
mass stated only in which have their mass stated in:
kilograms (kg) e.g. mass stated in Kilograms (kg)
2kg rice and 1 kg kilograms (kg) and Grams (g)
flour grams (g)
 Measure own mass  Measure own mass  Measure own mass
in kilograms using a in kilograms using in kilograms using a
bathroom scale a bathroom scale bathroom scale
 Measure the mass  Measure the mass  Measure the mass
of different items of different items of different items
using a kitchen scale using a kitchen using a kitchen
in kg scale in kg scale in kg and g

41 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
4.4 Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring Informal measuring
Capacity  Fill cups, bottles,  Fill cups, bottles,  Compare and order  Compare and order  Estimate, measure,  Estimate, measure,
/volume buckets with water buckets with water the amount of liquid the amount of liquid compare, order and compare, order and
 Use vocabulary e.g. (volume) in two (volume) in two record the capacity record the capacity
full, empty containers placed containers placed of containers by of containers by
next to each other next to each other using non-standard using non-standard
measures e.g. measures e.g.
spoons and cups Spoons and cups
Formal measuring Formal measuring
 Compare and order  Compare and order  Compare and  Compare and order
the amount of liquid the amount of liquid order the volume of the volume of
that two containers that two containers commercially commercially
can hold if filled can hold if filled packaged objects packaged objects
(capacity) (capacity) which have their which have their
 Use vocabulary e.g.  Use vocabulary e.g. volume stated in volume stated in
more than, less more than, less than, litres (l) and litres (l) and millilitre
than, full, empty full, empty millilitre (ml) e.g. (ml) e.g. 500ml of
 Compare and order  Estimate, measure, 500mℓ of cool drink cool drink and 1litre
the volume of compare, order and and1ℓitre of milk of milk
commercially record the capacity Measuring cups Measuring cups and
packaged objects of containers by and jugs jugs
which have their using non-standard Spoons e.g. Spoons e.g.
volume stated only measures e.g. teaspoons, teaspoons,

42 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
4. MEASUREMENT
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
in litres e.g. 2litre of spoons and cups tablespoons tablespoons
cool drink and 1litre Introduction of Millilitre (ml) Millilitre (ml)
of milk formal measuring Litre (l) Litre (l)
 Compare and order
the volume of
commercially
packaged objects
which have their
volume stated in
litres (l) and millilitre
(ml) e.g. 500mℓ cool
drink and 1litre milk
4.5 Perimeter
Perimeter  Measure perimeter using
rulers and measuring
and area
tape
Area
 Investigate the area of
regular and irregular
shapes by counting
squares on grids

43 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
5. DATAHANDLING
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
5.1  Collect and sort everyday  Collect sort everyday  Collect and sort  Collect data on the  Collect data on the  Collect and sort data
concrete objects concrete objects
Collect and concrete objects theme theme in the environment
according to certain
sort objects
characteristics
and draw pictures of  Answer question  Answer question according to stated
the collected objects posed by the posed by the features e.g. (colour,
teacher teacher shape and length)
5.2  Collect and sort objects  Collect and sort objects  Collect and sort  Collect and sort  Collect and sort own  Collect, sort and
according to size e.g. big according to size e.g. big
Represent objects according to objects according to data according to organise own data
and small and small, colour, and
sorted criteria criteria different according to
shape
collection  Draw a picture of  Draw a picture of characteristics different
of objects collected objects collected objects  Draw a picture of characteristics
collected objects  Draw a bar graph
5.3  Give reasons for  Answer questions  Answer questions  Make predictions
Discuss how collection was about how the about how the based in the data
and report sorted sorting was done sorting was done
on sorted  Answer questions (process) (process)
collection about how the  Answer questions  Answer questions
of objects sorting was done on what the sorted on what the sorted
(process) collection looks like collection looks like
(product) (product)
 Draw collections  Draw collections

5.4  Answer questions  Answer questions  Discuss data

Collect and about data collected about data collected collected

44 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE OVERVIEW GRADES R TO 5
5. DATAHANDLING
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
organise with assistance from independently independently
data the teacher  Organise data in  Organise data in
tables tables
5.5  Use concrete  Use concrete  Use pictures to  Represent data in  Represent data in  Represent data in
Represent objects to represent objects to represent represent data in pictograph pictographs and bar pictographs and bar
data data on a graph data on a graph pictograph graphs graphs
5.6  Answer questions  Answer questions  Discuss data  Discuss and
Analyse about data in about data in presented in compare data
and pictograph pictograph pictographs and bar presented in
interpret graphs pictographs and bar
data graphs

45 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4 TERM OVERVIEW AND ASSESSMENT PLANS FROM GRADE R – 5

The following tables show the progression over the terms in the different content area.

3.4.1 TERM OVERVIEW GRADE R

GRADE R OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
COUNTING
1.1 Number range: 1 to 2 Number range 1 to 5 Number range 1 to 7 Number range 1 to 10
Count objects Count concrete objects Count concrete objects Count concrete objects Count concrete objects
 One- to- one  One- to- one  One- to- one  One- to- one
correspondence correspondence correspondence correspondence
 Count in ones  Count in ones  Count in ones  Count in ones
Clapping hands Clapping hands Clapping hands Clapping hands
Stamping feet Stamping feet Stamping feet Stamping feet
Climbing stairs Climbing stairs Climbing stairs Climbing stairs
Body parts Body parts Body parts Body parts
 Rote counting using number  Rote counting using  Rote counting using  Rote counting using
rhymes and songs number rhymes and songs number rhymes and songs number rhymes and songs
1.2 Number range: 1 to 2 Number range: 1 to 3 Number range: 1 to 4 Number range: 1 to 5
Count forwards and  Practise incidental counting  Practise incidental counting  Practise incidental counting  Practise incidental counting
backwards using number rhymes and using number rhymes and using number rhymes and using number rhymes and
songs, concrete objects songs, concrete objects songs, concrete objects songs, concrete objects
 Count in: ones  Count in: ones  Count in: ones  Count in: ones

46 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
1.3 Number range: 1 to 2 Number range: 1 to 3 Number range: 1 to 4 Number range: 1 to 5
Number symbols and  Identify number symbols: 1  Identify number symbols: 1  Identify number symbols: 1  Identify number symbols: 1
number names to 2 to 3 to 4 to 5
 Kinesthetic (experience with  Kinesthetic (experience  Kinesthetic (experience  Kinesthetic (experience
body) with body) with body) with body)
 Recognise concrete 3D  Recognise concrete 3D  Recognise concrete 3D  Recognise concrete 3D
objects that involve the objects that involve the objects that involve the objects that involve the
numbers 1 to 2 numbers 1 to 3 numbers 1 to 4 numbers 1 to 5
 Reinforce the knowledge  Reinforce the knowledge  Reinforce the knowledge  Reinforce the knowledge
gained that involves gained that involves gained that involves gained that involves
numbers from 1 to 2 numbers from 1 to 3 numbers 1 to 4 numbers 1 to 5
NUMBER RECOGNITION
NUMBER SENSE (RELATIONSHIPS)
1.4 Number range: 1 to 2 Number range: 1 to 3 Number range: 1 to 4 Number range: 1 to 5
Describe and order  Identify whole numbers up  Identify whole numbers up  Identify whole numbers up  Identify whole numbers up
numbers to 2 to 3 to 4 to 5
 Compare which of the two  Compare which of the two  Compare which of the two  Compare which of the two
given collection of objects given collection of objects given collection of objects given collection of objects
are small and big are: small and big are: small and big are: small and big
 Incidental clapping,  Incidental clapping,  Incidental clapping,  Incidental clapping
stamping during number stamping during number stamping during number stamping during number
rhymes and songs rhymes and songs rhymes and songs rhymes and songs
 Incidentally develop an  Incidentally develop an  Incidentally, develop an  Incidentally develop an

47 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
awareness of ordinal awareness of ordinal awareness of ordinal awareness of ordinal
numbers e.g. first, second, numbers e.g. first, second, numbers e.g. first, second, numbers e.g. first, second,
third, last.(games, races) third, last .(games, races) third, last third, last
 Introduce during  Introduce during  Introduce during  Introduce during
refreshment/breakfast and refreshment/breakfast and refreshment/breakfast and refreshment/breakfast and
Toilet routine- 1st, 2nd, last, Toilet Routine- 1st, 2nd, Toilet routine- 1st, 2nd,last, Toilet Routine- 1st,2nd,last,
next last, next next next
1.5 Place Value Instruction in place value commences in grade 2
SOLVE PROBLEMS IN CONTEXT USING THE FOLLOWING TECHNIQUES
1.6  Use the following  Use the following  Use the following  Use the following
Problem solving techniques: techniques: techniques: techniques:
techniques Concrete apparatus e.g. Concrete apparatus e.g. Concrete apparatus e.g. Concrete apparatus e.g.
(Uses concrete objects and counters or any concrete counters or any concrete counters or any concrete counters or any concrete
strategies) objects available objects available objects available objects available
1.7  Use concrete objects to  Use concrete objects to  Use concrete objects to  Use concrete objects to
Addition and subtraction solve problems that involves solve problems that solve problems that solve problems that
(Orally solve word problems) numbers 1 and 2 involves numbers 1 to 3 involves numbers 1 to 4 involves numbers 1 to 5
1.9  Share objects equally  Share objects equally  Share objects equally  Share objects equally
Grouping and sharing between 2 people up to 2 between 2 people up to 4 between 2 people up to 4 between 2 people up to 6
leading to division (Equal (practically) (practically) (practically) (practically)
sharing and grouping with  Group objects in 2s up to 5  Group objects in 2s up to 5
whole numbers up to 5 (practically) (practically)
1.10 Sharing leading to  Practise halving with real

48 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
fractions things e.g. fruit or cake etc.
1.11  Use play or real money  Use play or real money to  Use play or real money  Use play or real money
Money (coins) to develop develop an awareness of develop an awareness of develop an awareness of
awareness of South African South African coins 50c, South African coins 50c, South African coins 50c,
coins R1, R2, R5 R1, R2, R5 R1, R2, R5 R1, R2, R5
CONTEXT FREE CALCULATIONS
1.12  Use concrete apparatus e.g.  Use concrete apparatus  Use concrete apparatus  Use concrete apparatus
Techniques (method or counters in the classroom to e.g. counters in the e.g. counters in the e.g. counters in the
strategies) count from 1-2 classroom to count from 1-3 classroom to count from 1-4 classroom to count from 1-5
1.13  Solve addition and  Solve addition and  Solve addition and  Solve addition and
Addition and subtraction subtraction problems orally subtraction problems orally subtraction problems orally subtraction problems orally
with answers up to 2 with answers up to 3 with answers up to 4 with answers up to 5
1.14 Repeated addition  Add the same number  Add the same number
leading to multiplication repeatedly up to 4 repeatedly up to 4
1.16  Count 1-2 concrete objects  Count 1-3 concrete objects  Count 1-4 objects daily  Count 1-5 objects daily
Mental Mathematics daily daily  Tell number that comes  Tell number that follow 1-2-
 Tell number that comes after 1-2-3 3 etc.
after 1-2  Tell number 1 more than 1-  Tell number 1 more than 2-
 Tell number 1 more than 2- 2-3 3-4-5 etc.
3  Tell number 1 less than 2-  Tell number 1 less than 2-
3-4 3-4-5

49 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
2.1 Copy and extend simple Copy and extend simple Copy and extend simple Copy and extend simple
Geometric patterns patterns using concrete patterns using concrete patterns using concrete patterns using concrete
(Creates own repeating objects objects objects objects
patterns)  Copy and extend simple Copy and extend simple  Follow simple patterns  Follow simple patterns
patterns using body patterns using body using body using body
percussion (clapping, percussion (clapping, percussion(clapping, percussion(clapping,
stamping) stamping) stamping) stamping)
 Make simple patterns using Make simple patterns using
2D geometric shapes 2D geometric shapes

50 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
3. SPACE AND SHAPE(GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
3.1 Language of position Language of position Language of position Language of position
Position, orientation and  Tell the position of two or  Tell the position of two or  Tell the position of two or  Tell the position of two or
views more objects in relation to more objects in relation to more objects in relation to more objects in relation to
the learner the learner, on and under the learner the learner
- In front of and behind - In front of and behind - In front of and behind - In front of and behind
- In and out - In and out - Left and right - Top and bottom
- Up and down - Up and down - Up and down - On top, under or below
- On, on top, under and - On, on top, under and - Left and right
below below
Follows directions (alone Practise: Practise: Practise:
and/or as a member of a  Directionality forwards/  Forward /backwards  Forwards and backwards
group or team) backwards  Games such as tracking the  Up and down
 Games such as tracking the train  Upwards and downward
train  Physical education and  Left and right
 Physical education and musical activities  Where does the sound
musical activities  Obstacle course-following a come from Physical
 Obstacle course-following a direction education and music
direction activities
 Obstacle course-following a
direction
3.2  Balls: Introduce and explore  Balls: Introduce and explore  Balls: Introduce and explore  Balls: Introduce and explore
3D objects balls( discuss shape e.g. balls( discuss shape e.g. balls( discuss shape e.g. balls( discuss shape e.g.

51 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
3. SPACE AND SHAPE(GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Recognise, identify and name round) round) round) round)
three dimensional objects in  Boxes: Introduce and  Boxes: Introduce and  Boxes: Introduce and  Boxes: Introduce and
the classroom explore boxes(discuss explore boxes(discuss explore boxes(discuss explore boxes(discuss
shape and sides) shape and sides) shape and sides) shape and sides)
3D objects  Objects that roll  Sort 3D objects according  Sort 3D objects according  Sort 3D objects according
Describe, sort and compare  Identify and explore objects to similarities and to similarities and to similarities and
3D objects that roll differences (size) differences (size and differences (size and
 Reinforce objects that roll - Identify and explore shape) shape)
 Sort 3D objects according to - Objects that roll - Identify and explore - Identify and explore
size - Objects that slide - Objects that roll - Objects that roll
- Objects that slide - Objects that slide
Build 3D objects using  Provide building blocks and  Provide building blocks and  Provide building blocks and  Provide building blocks and
concrete materials (e.g. construction materials construction materials construction materials construction materials
building blocks) during free play on a daily during free play on a daily during free play on a daily during free play on a daily
basis basis basis basis
 Explore with building blocks  Explore with building blocks  Explore with building blocks  Explore with building blocks
3.3  Identify own photo and  Identify own photo and  Identify photo and symbol of  Identify photo and symbol of
2D shapes symbol symbol self and class mates self and class mates
Recognise, identify and name  Build Puzzles (3 pieces)  Build Puzzles (4 pieces)  Build Puzzles (5 pieces)
two dimensional shapes
2D shapes  Introduce figure-ground  Reinforce figure-ground  Reinforce figure-ground  Reinforce figure-ground
Figure-ground perception perception (identify objects) perception through sorting perception through sorting perception through sorting
 Recognise different shapes activities, matching and activities, matching shapes activities, matching and

52 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
3. SPACE AND SHAPE(GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
grouping shapes according according to colour, size grouping shapes according
to colour, size and shape and shape to colour, size and shape
 Introduce: circle  Reinforce: circle  Reinforce: circle
3.4  Tell rhymes and sing songs  Tell rhymes and sing songs  Tell rhymes and sing songs  Tell rhymes and sing songs
Symmetry  Identify body parts (under  Practise crossing the  Practise crossing the  Develop the awareness that
(recognise line of symmetry in counting) midline-performing actions midline-chalkboard there is symmetry in objects
self, and own environment)  Identify head, eyes, nose,  Creative art activities activities
mouth, chin, necks,  Understand one’s body has  Understand one’s body has  Understand one’s body has
shoulders, arm, hand, two sides two sides two sides
fingers, chest, leg, knee,  Reinforce the awareness  Reinforce the awareness
foot, toes that one’s body has two that one’s body has two
sides e.g. left and right sides e.g. left and right
 Cross the midline  Cross the midline
incorporated with counting incorporated with counting

53 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.1  Conscious of time.g.  Conscious of time.g.  Conscious of time.g.  Conscious of time.g.
Time: morning and night morning and night morning and night morning and night
Sequence recurring events in  Introduce the daily  Daily programme (on-going)  Daily programme (on-going)  Daily programme (on-going)
own daily life programme with pictures  Reinforce the sequencing of  Reinforce the sequencing of  Reinforce the sequencing of
showing daily classroom recurring events in one day recurring events in one day recurring events in one day
routines (snack, toilet, rest, through the daily through the daily through the daily
free play, brushing teeth programme programme programme
etc.)  Identify weather on chart  Talk about things that  Talk about things that
 Identify weather on chart (daily) happen during the night happen during the night
(daily)  Use Birthday Chart (daily)  Identify weather on chart  Identify weather on chart
 Use Birthday Chart (daily)  Use calendar(daily) chart (daily) chart (daily)
 Use birthday Chart (daily)  Use birthday Chart (daily)
 Use calendar (daily)  Use calendar (daily)
4.2  Conscious of length  Conscious of length  Conscious of length  Conscious of length
Length (long/short) (long/short) (long/short) (long/short)
 Compare and order  Compare and order  Compare and order  Compare and order
concrete objects according concrete objects according concrete objects according concrete objects according
to short, long to short, long to short, long to short, long
4.3  Consciousness of mass  Consciousness of mass  Consciousness of mass
Mass e.g. heavy/light heavy/light heavy/light
 Compare and weigh objects  Compare and weigh objects Compare and weigh objects
physical, understanding the physically, understanding physically, understanding the
following: light, heavy the following: light, heavy following: light, heavy

54 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.4  Conscious of volume e.g.  Conscious of volume e.g.
Capacity/Volume full/empty full/empty
 Compare and order objects  Compare and order objects
to understand the following: to understand the following:
- empty - empty
- full - full

55 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R OVERVIEW
5. DATA HANDLING
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
5.1  Collect and sort concrete  Collect and sort concrete  Collect and sort different  Collect and sort different
Collect and sort objects objects of a similar kind objects of a similar kind objects 2D shapes, toys, objects, 2D shapes toys,
(individually and /or in a individually alone and /or in utensils utensils
group) a group)  Collect and sort different
objects according to size,
shape and colour

56 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.2 ASSESSMENT PLANS: GRADE R

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE R : SUGGESTED ASSESSMENT PLAN
(FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and Shape Measurement Data handling
and Relationships algebra
Week 2  Count concrete objects  Sequence recurring
up to 2 events in own daily life
Week3  Copy and extend simple
patterns using body
percussion
Week4  Awareness of his/her  Identify body parts
age by the show of
fingers
Week5  Identify him or herself in  Collect and sort concrete
a photograph objects
Week6  Identify whole numbers  Introduce figure-ground
up to 2
Week7 Language of position
 Identify the position of
two or more objects in
relation to the learner
In front of and behind
In and out
Up and down

57 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R : SUGGESTED ASSESSMENT PLAN
(FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT)
Week8  Copy and extend simple
patterns
Week9  Recognise line of
symmetry in self
Week 10  Use concrete objects to
solve problems that
involve numbers 1 and 2
(orally and practically)

58 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
Term 2 Numbers, Operations Patterns, functions and Space and Shape Measurement Data handling
and Relationships algebra
Week 2  Count concrete objects  Sort, match and group
up to 5 shapes according to
 Count in ones up to 5 colour, size and shape
Week3  Solve addition and  Consciousof time e.g.
subtraction problems morning and night
orally up to 3
Week4  Identify, recognise and  Collect and sort concrete
read number symbols 1- objects
3
Week5  Identify whole numbers  Cross midline
up to 3
Week6  Build Puzzles (3 pieces)  Compare objects by
feeling them
Week7  Share concrete objects  Sort, match and group
equally between 2 shapes according to
people up to 3 colour, size and shape
Week8  Compare and order e.g.:
empty, full

Week9  Use concrete objects to  Sort according to

solve problems number similarities and
range 1 to 3 differences
Week 10  Compare and order
concrete objects

59 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 according to short, long

60 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
Term 3 Numbers, Operations Patterns, functions and Space and Shape Measurement Data handling
and Relationships algebra
Week 2  Count concrete objects  Describe, sort and
up to 7 compare 3D objects

 Count in ones up to 7
Week3  Copy and extend simple
patterns using concrete
objects
Week4  Identify, recognise and  Identify body parts
read number symbols 1-  Introduce figure-ground
4
Week5  Compare which of the  Recognise line of
two given collection of symmetry in self

objects are: small and

big
Week6  Build Puzzles (4 pieces)  Compare objects
according to their weight
(heavy; light)
Week7  Share concrete objects
equally between 2
people up to 4
Week8  Recognise line of  Compare and order
symmetry in self, and objects to understand the
own environment
following: empty, full
Week9  Solve addition and  Sort 3D objects  Collect and sort 2D
subtraction problems according to size and shapes or pictures

61 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 orally with answers up to shape
4
Week 10  Compare and order  Collect and sort 2D
concrete objects shapes or pictures
according to light and
heavy

62 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R : SUGGESTED ASSESSMENT PLAN
(FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and Shape Measurement Data handling
and Relationships algebra
Week 2  Count concrete objects  Follow directions  Conscious of time.g.
up to 10 Forwards and backwards morning and night
 Count in ones up to 10 Up and down
Upwards and downward
Left and right
Week3  Orally solve addition and  Describe, sort and
subtraction problems up compare 3D objects
to 5
Week4  Identify, recognise and  Identify circle
read number symbols 1-  Awareness that one’s
5 body has two sides e.g.
left and right
Week5  Add the same number  Make simple patterns  Collect and sort 2D
repeatedly up to 4 using 2D geometric shapes or pictures
shapes
Week6  Identify whole numbers  Build Puzzles (5 pieces)
up to 5
Week7  Share concrete objects  Awareness that one’s
equally amongst 2 body has two sides e.g.
people up to 5 left and right
Week8  Recognition and an  Sort 3D objects
awareness of South according to size
African coins 50c, R1,

63 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE R : SUGGESTED ASSESSMENT PLAN
(FORMATIVE ASSESSMENT AND SUMMATIVE ASSESSMENT)
R2, R5
Week9  Solve addition and
subtraction problems
orally with answers up to
5
Week 10  Finalise assessment

64 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.3 TERM OVERVIEW GRADE 1

The following tables show the progression over the terms within GRADE 1 in the different content area:

GRADE 1 OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
COUNTING WITH WHOLE NUMBERS
1.1 Number range: 1 to 10 Number range 1 to 13 Number range 1 to 15 Number range 1 to 20
Count objects  One to one correspondence  One to one correspondence  One to one correspondence  One to one correspondence
 Count in ones  Count in ones  Count in ones  Count in ones
Clapping hands Clapping hands Clapping hands Clapping hands
Count concrete objects Count concrete objects Count concrete objects Count concrete objects
Count body parts Count body parts Count body parts Count body parts
Stamping feet Stamping feet Stamping feet Stamping feet
 Practise rote counting using  Practise rote counting using  Practise rote counting using  Practise rote counting using
number rhymes and songs number rhymes and songs number rhymes and songs number rhymes and songs
1.2 Number range: 1 to 5 Number range: 1 to 7 Number range: 1 to 8 Number range: 1 to 10
Count forwards  Incidental counting using  Incidental counting using  Incidental counting using  Incidental counting using
and backwards number rhymes and songs, number rhymes and songs, number rhymes and songs, number rhymes and songs,
concrete objects, counters, concrete objects counters, concrete objects counters, concrete objects counters,
counting with body movements counting with body movements counting with body movements counting with body movements
 Count in ones, forwards and  Count in ones, forwards and  Count in ones, forwards and  Count in ones, forwards and
backwards from any given backwards from any given backwards from any given backwards from any given
number between 1-5 number between 1-7 number between1-8 number between1-10

65 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3 Number range: 1 to 5  Number range: 1 to 7  Number range: 1 to 8  Number range: 1 to 10
Number symbols  Recognise, identify and read  Recognise, identify and read  Recognise, identify and read  Recognise, identify and read
and number number symbols 1-5 number symbols 1-7 number symbols 1-8 number symbols 1-10
names  Reinforce the knowledge  Reinforce the knowledge  Reinforce the knowledge  Reinforce the knowledge
gained gained gained gained
 Trace, colour, copy and write  Trace, colour, copy and write  Trace, colour, copy and write
number symbols incidentally number symbols incidentally number symbols
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4 Number range: 1 to 2 Number range: 1 to 3 Number range: 1 to 4 Number range: 1 to 5
Describe,  Identify whole numbers  Identify whole numbers  Identify whole numbers  Identify whole numbers
compare and  Compare which of the two  Compare which of the two  Compare which of the two  Compare which of the two
order numbers given collection of objects given collection of objects given collection of objects given collection of objects are:
are: are: are: - Small and big
- Small and big - Small and big - Small and big - Most and least
- More and less - More and less - Most and least - First to last
- Number rhymes and songs - Number rhymes and songs - First to last - Equal
- Equal - Many and few
 Position objects from first to  Position objects from first to
last in a line tenth in a line

SOLVE PROBLEMS IN CONTEXT

66 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
1.6  Use the concrete apparatus  Use the concrete apparatus  Use concrete apparatus e.g.  Use concrete apparatus e.g.
Problem solving e.g. Counters and physical e.g. Counters and physical Counters and physical number Counters and physical number
techniques number ladder or any concrete number ladder or any concrete ladder ladder
objects available in and objects available in and  Practise doubling and halving  Practise doubling and halving
outside the classroom outside the classroom
 Practise doubling  Practise doubling and halving
1.7  Use concrete objects to solve  Use concrete objects to solve  Use concrete objects to solve  Use concrete objects to solve
Addition and problems involving addition problems involving addition problems involving addition problems involving addition
subtraction and subtraction with answers and subtraction with answers and subtraction with answers and subtraction with answers
up to 5 up to 7 up to 8 up to 10
1.9  Solve problems practically  Solve problems practically  Solve problems practically  Solve problems practically
Grouping and involving sharing with concrete involving sharing with concrete involving sharing with concrete involving sharing with concrete
sharing leading objects equally amongst the 4 objects equally amongst the 6 objects equally amongst the 8 objects equally amongst the 10
to division learners learners learners learners
 Solve problems practically  Solve problems practically
involving grouping with involving grouping with
concrete objects up to 8 concrete objects up to 10
1.10  Introduction to half using  Introduction to half using  Introduction to half using  Introduction to half using
Sharing leading concrete objects concrete objects concrete objects concrete objects
to fractions
1.11  Recognise of South African  Recognise of South African  Recognise of South African
Money Rand., R1, R2, R5 RandR1, R2, R5 Rand, R1, R2, R5, R10
 Identify similarities and  Identify similarities and  Identify similarities and

67 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
differences between coins e.g. differences between coins e.g. differences between coins e.g.
sort play money according to sort play money according to sort play money according to
amount amount amount
CONTEXT FREE CALCULATIONS:
1.12  Use concrete apparatus e.g.  Use concrete apparatus e.g.  Use concrete apparatus e.g.  Use concrete apparatus e.g.
Techniques and counters counters counters counters
methods  Practise doubling  Practise doubling and halving  Practise doubling and halving
 Use number lines  Use number lines
 Use 100 chart
1.13  Solve addition problems with  Solve addition problems with  Solve addition problems with  Solve addition problems with
Addition and answers up to 5 answers up to 7 answers up to 8 answers up to 10
subtraction  Solve subtraction problems  Solve subtraction problems  Solve subtraction problems  Solve subtraction problems
with answers up to 5 with answers up to 7 with answers up to 8 with answers up to 10
1.14  Add the same number  Add the same number  Add the same number  Add the same number
Repeated repeatedly up to 4 repeatedly up to 6 repeatedly up to 8 repeatedly up to 10
addition leading
to multiplication
1.16  Count everyday objects  Count everyday objects  Count everyday objects  Number Concepts: Ordinal
Mental forwards up to 10 forwards up to 10 forwards up to 10 counting up to 10
Mathematics  Say number names of up to 10  Say number names of up to 10  Count everyday objects
daily daily forwards up to 10.
 Say number names of up to 10
daily

68 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
1. NUMBER, OPERATIONS AND RELATIONSHIPS
TOPICS Term 1 Term 2 Term 3 Term 4
 Compare numbers and say
which is more and less

GRADE 1 OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
2.1  Identify patterns in clothes,  Identify patterns in clothes,  Identify patterns in clothes,  Identify patterns in clothes,
Geometric objects and the environment objects and the environment objects and the environment objects and the environment
patterns  Copy patterns using body  Copy patterns using body  Copy patterns using concrete  Copy patterns using concrete
percussion percussion objects objects

69 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
3. SPACE AND SHAPE(GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
3.1 Language of position Language of position Language of position Language of position
Position,  Understand the position of one  Understand the position of one  Understand the position of one  Understand the position of one
orientation and object in relation to another object in relation to another object in relation to another object in relation to another
views e.g. on top of, in front of, e.g. on top of, in front of, e.g. on top of, in front of, e.g. on top of, in front of,
behind, up, down, next to behind, up, down, next to behind, up, down, next to behind, up, down, next to

 Position and directions  Position and directions  Position and views  Position and views
 Follow directions to move  Follow directions to move  Understand the position of one  Understand the position of one
around the classroom around the classroom object in relation to the other object in relation to the other
 Follow instructions to place e.g. top and bottom e.g. top and bottom
one object in relation to
another
3.2 Range of objects Range of objects Range of objects Range of objects
3D objects  Recognise and identify 3D  Recognise and identify 3D  Recognise and identify 3D  Recognise and identify 3D
objects in the classroom e.g. objects in the classroom e.g. objects in the classroom e.g. objects in the classroom e.g.
box and ball shapes box and ball shapes box and ball shapes box and ball shapes
3.3  Recognise, identify and name  Recognise, identify and name  Recognise, identify and name  Recognise, identify and name
2D shapes two-dimensional shapes in the two-dimensional shapes in the two-dimensional shapes in the two-dimensional shapes in the
classroom and in pictures classroom and in pictures classroom and in pictures classroom and in pictures
including: including: including: including:
Class name Learner Symbols Learner Symbols Learner Symbols
Learners Symbols Class name Class name Class name
Figure ground perception Figure ground perception Figure ground perception Figure ground perception

70 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
3. SPACE AND SHAPE(GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Recognise of 2D shapes: Recognise of 2D shapes:  Recognise of 2D shapes: Star Recognise of 2D shapes:
 Star  Star  Hart  Star
 Hart  Hart  Circles  Hart
 Circles  Circles  Triangles  Circles
 Triangles  Squares  Triangles
 Squares
3.4 Symmetry Symmetry Symmetry Symmetry
Symmetry  Recognise symmetry in own  Recognise symmetry in own  Recognise symmetry in body  Recognise symmetry in own
body body and shapes body and shapes

71 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.1 Passing of time Passing of time Passing of time Passing of time
Time  Talk about things that happen  Talk about things that happen  Talk about things that happen  Talk about things that happen
during day and night during day and night during day and night during day and night
 Understand class outine  Understand class outine  Understand class outine  Understand class outine
 Use weather chart  Use weather chart  Use weather chart  Use weather chart
 Use birthday chart  Use birthday chart  Use birthday chart  Use birthday chart
 Use season chart  Use season chart  Use season chart  Use season chart
 Know age  Know age  Know age  Know age
4.2 Informal measuring Informal measuring Informal measuring Informal measuring
Length  Compare and order objects  Compare and order objects  Compare and order objects  Compare and order objects
according to length: according to length: according to length: according to length:
- Short and long - Short and long - Short and long - Short and long
 Introduce the concept of  Introduce the concept of  Introduce the concept of
height: short, tall height: short, tall height: short, tall
 Introduce height chart  Introduce height chart  Introduce height chart
 Introduce the concept of Introduce the concept of width:
width: wide and narrow wide and narrow
4.3 Informal measuring Informal measuring Informal measuring Informal measuring
Mass  Introduce the concept of mass Introduce the concept of mass Introduce the concept of mass  Introduce the concept of
by comparing the masses of by comparing the masses of by comparing the masses of mass by comparing the
different objects by feeling different objects by feeling them different objects by feeling them masses of different objects by
them feeling them
4.4 Informal measuring Informal measuring Informal measuring Informal measuring

72 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Capacity/volume  Fill cups, bottles, buckets  Fill cups, bottles, buckets  Fill cups, bottles, buckets  Fill cups, bottles, buckets
with water with water with water with water
 Use vocabulary e.g. full, Use vocabulary e.g. full, Use vocabulary e.g. full, empty  Use vocabulary e.g. full,
empty empty empty

GRADE 1 OVERVIEW
5. DATAHANDLING
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
5.1  Collect and sort everyday  Collect and sort objects  Collect and sort objects
Collect and sort concrete objects according to different according to different
objects attributes e.g. size, shape, attributes e.g. size , shape,
colour colour
5.2  Collect and sort at least 5
Represent sorted objects according to size and
collections of colour
objects
5.5  Use concrete objects to
Represent data represent data on a graph

73 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.4 ASSESSMENT PLANS: GRADE 1

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in ones up to 10  Understand the position
of one object in relation
to another e.g. on top of,
in front of, behind, up,
down, next to
Week3  Count in ones forwards  Identify patterns in  Know age
and backwards from any clothes, objects and the
given number up to 5 environment
Week4  Compare and recognise  Collect and sort everyday
a collection of objects in concrete objects
terms of more and less
Week5  Recognise, identify and  Recognise and identify
read number symbols 1- 3D objects in the
5 classroom e.g. box and
ball shapes
Week6  Solve problems with  Compare the masses of
concrete objects equally different objects (heavy;
amongst the 4 learners light)
Week7  Solve addition problems  Recognise, identify and

74 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
with answers up to 5 name 2D- shapes in the
classroom and in
pictures
Week8  Add the same number
repeatedly up to 4
Week9  Use vocabulary: full,
empty(sand and water
play)
Week 10  Recognise symmetry in
own body

75 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in ones up to 13  Position and directions
 Follow directions to move
around the classroom
Week3  Count forwards and  Collect and sort everyday
backwards from any objects according to
given number up to 13 different attributes: size,
shape and colour
Week4  Recognise, identify and  Identify patterns in  Recognise and identify
read number symbols 1- clothes, objects and the 3D objects in the
7 environment classroom e.g. box and
ball shapes
Week5  Compare a collection of
objects and recognise
more and less up to 13
Week6  Use concrete objects to  Compare and order
solve problems involving objects according to
addition and subtraction length:
with answers up to 7 - Short and long
Week7  Solve addition problems  Copy patterns using
with answers up to 7 body percussion
Week8  Solve orally subtraction  Collect and sort everyday
problems with answers objects according to

76 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
up to 7 different attributes: size,
shape and colour
Week9  Add the same number
repeatedly up to 6
Week 10  Recognise of South
African Rand: R1, R2, R5

77 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in ones up to 15  Recognise long and
short objects
Week3  Recognise, identify and  Copy simple patterns
read number symbols up using concrete objects
8
Week4  Count forwards and  Collect and sort at least 5
backwards from a given objects according to size
number up to 15 and colour
Week5  Compare which of the  Recognise and identify
two given collection of 3D objects in the
objects are: classroom
More and less
Most and least
Equal
Week6  Use concrete objects to  Identify seasonal
solve problems involving changes
addition and subtraction
with answers up to 8
Week7  Practically share  Understand the position
concrete objects equally of one object in relation
up to 8 to another e.g. on top of,
in front of, behind, up,
down, next to

78 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week8  Solve addition problems
with answers up to 8
 Solve orally subtraction
problems with answers
up to 8
Week9  Add the same number  Copy simple patterns
repeatedly up to 8 using concrete objects
Week 10  Say number names up to  Sort 3D objects in terms
10 of size, shape and colour

79 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in ones up to 20  Recognise and identify
3D objects in the
classroom e.g. box and
ball shapes
Week3  Practise doubling up to  Copy patterns using  Learners should know  Collect and sort objects
10 body percussion the classroom routine according to different
attributes:
Size
Shape
Colour
Week4  Recognise of South  Recognise the mass:
African Rand, R1, R2, heavy and light
R5, R10
Week5  Recognise, identify and  Follow directions to move
read number symbols 1- around the classroom
10
Week6  Compare numbers and  Use vocabulary e.g. full,
say which is more and empty
less
Week7  Solve addition problems  Collect and sort objects
with answers up to 10 according to different
attributes:

80 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 1 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Size
Shape
Colour
Week8  Count backwards from  Recognise, identify and
any given number name 2D shapes:
between1-10 Circle
Triangle
Week9  Add the same number
repeatedly up to 10
Week 10  Practically solve
problems
 Sharing objects equally
amongst the 10 learners
 Practically solve
problems involving
grouping up to 10

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3.4.5 TERM OVERVIEW GRADE 2

The following tables show the progression over the terms within GRADE 2 in the different content areas:
GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
NUMBER CONCEPT DEVELOPMENT: Counting with whole numbers
1.1  Count with whole numbers 0-  Count with whole numbers 0-  Count with whole numbers 0-  Count with whole numbers 0-
Count 20 30 40 50
objects  Count everyday objects  Count everyday objects  Count everyday objects  Count everyday objects
reliable reliable reliable reliable
 Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of
a number of objects that can a number of objects that can a number of objects that can a number of objects that can
be checked by counting be checked by counting be checked by counting be checked by counting
 Encourage strategy of  Encourage strategy of  Encourage strategy of  Encourage strategy of
grouping grouping grouping grouping
1.2  Counts forwards and  Counts forwards and  Counts forwards and  Counts forwards and
Count backwards: 0-20 backwards: 0-30 backwards: 0-40 backwards: 0-50
forwards and  Incidental counting using  Incidental counting using  Incidental counting using  Incidental counting using
backwards number rhymes and songs, number rhymes and songs, number rhymes and songs, number rhymes and songs,
counters 3D objects, counting counters 3D objects, counting counters 3D objects, counting counters 3D objects, counting
with body movements. with body movements. with body movements. with body movements.
 Count from any number up to  Count from any number  Count from any number  Count from any number
20 in multiples of: in multiples of: in multiples of:
- 2s up to 14 - 2s up to 18 - 2s up to 20
- 10s up to 50 - 10s up to 80 - 10s up to 100
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers

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 GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
1.3  Recognise, identify and read  Recognise, identify and read  Identify, recognise and read  Identify, recognise and read
Number number symbols 1-20 number symbols 1-30 numbers 1-40 number symbols 1-50
Symbols and  Write number symbols 1-10  Write number symbols 1-15  Identify, recognise and read  Write number symbols 1-20
number names  Recognise, identify and read  Recognise, identify and read number symbols 0-18  Identify, recognise and read
number names 1-5 number names 1 -5  Write number symbols 1-18 number names 1 -5
 Identify, recognise and read  Know number names 1-5
number names 1-5
 Know number names 1-5
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4  Describe, compare and order  Describe , compare and order  Describe, compare and order  Describe , compare and order
Describe, numbers 1-5 numbers 1-10 numbers 1-15 numbers 1-20
compare and  Compare whole numbers using  Compare whole numbers using  Compare whole numbers using  Compare whole numbers up to
order numbers big, small, more, less and big, small, more, less and big, small, more, less and 10 using smaller than, greater
equal to equal to equal to than, more than, less than and
is equal to
 Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to
smallest smallest smallest and smallest to smallest and smallest to
biggest; smaller than, greater biggest; smaller than, greater
than, more than, less than and than, more than, less than and
equal to equal to
 Position objects in a line from  Position objects in a line from
first to tenth first to tenth
 Use ordinary numbers to show  Use ordinary numbers to show

83 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
order, place per position order, place per position
NUMBER CONCEPT DEVELOPMENT: Place value
1.5  Recognise place value of  Recognise place value of
Place value numbers up to 30 numbers up to 30
 Decompose 2digit numbers  Decompose 2- digit numbers
into multiples of 10s and ones into multiples of 10s and ones
(units) (units)
 Identify and state the value of  Identify and state the value of
each digit each digit
SOLVE PROBLEMS IN CONTEXT
1.6  Use drawings or concrete  Use drawings or concrete  Use drawings or concrete  Use drawings or concrete
Problem apparatus e g counters apparatus e g counters apparatus e g counters apparatus e.g. counters
solving  Practise doubling and halving  Practise doubling and halving  Practise doubling and halving  Building up and breaking down
techniques (concrete objects) (concrete objects) (concrete objects) of numbers
 Practise doubling and halving
(concrete objects)
 Use number lines supported  Use number lines supported  Use number lines supported  Use number lines supported
by concrete apparatus by concrete apparatus by concrete apparatus by concrete apparatus
1.7  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in
Addition and context and explain own context and explain own context and explain own context and explain own
subtraction solution to problems involving, solution to problems involving, solution to problems involving, solution to problems involving,
addition and subtraction with addition and subtraction with addition and subtraction with addition and subtraction with
answers 1 up to 10 answers up to 15 answers up to 18 answers up to 20

84 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
1.8  Solve simple word problems in  Solve simple word problems in
Repeated context and explain own context and explain own
addition solution to problems involving solution to problems involving
leading to repeated addition leading to repeated addition leading to
multiplication multiplication with answers up multiplication with answers up
to 20 to 50
1.9  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in
Grouping and context and explain own context and explain own context and explain own context and explain own
sharing leading solution to problems that solution to problems that solution to problems that solution to problems that
to division involve equal sharing and involve equal sharing and involve equal sharing and involve equal sharing and
grouping up to 10 grouping up to 30 grouping up to 40 grouping up to 50
1.10  Introduction to half using  Introduction to half using Introduction to half using
Sharing leading concrete objects concrete objects concrete objects
to fractions
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the
Money South African coins, R1,R2, R5 South African coin, 50c, R1, South African coins, 50c, South African coins 50c,
R2, R5 and bank notes R10, R1,R2, R5 and bank notes R1,R2, R5 and bank notes
R20 R10, R20, R50, R100 R10, R20, R50, R100 and
R200
CONTEXT FREE CALCULATIONS
1.12  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Techniques when performing calculations: when performing calculations: when performing calculations: when performing calculations:
(methods or - Drawings or concrete - Drawings or concrete - Drawings or concrete - Drawings or concrete

85 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
strategies) apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Use number lines supported - Use number lines supported - Use number lines - Building up and breaking down
by concrete apparatus by concrete apparatus - Use 100 chart strategy
- Use 100 chart - Use number lines
- Use 100 chart
1.13  Add to 10  Add to 15  Add to 18  Add to 20
Addition and  Subtract from 10  Subtract from 15  Subtract from 18  Subtract from 20
subtraction  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
(+,-,= ) (+,-,=) (+,-,=) (+,-,=)
 Practice number bonds to 5  Practice number bonds to 5  Practice number bonds to 5
1.14 Repeated  Add the same number  Add the same number  Add the same number  Add the same number
addition
leading to repeatedly up to 10 repeatedly up to 15 repeatedly up to 20 repeatedly up to 20
multiplication
1.16 Number range 10 Number range 15 Number range 18 Number range 20
Mental  Name the numbers before and  Name the numbers before and  Name the numbers before and  Name the numbers before and
Mathematics after a given number after a given number after a given number after a given number
 Compare numbers and say  Compare numbers and say  Compare numbers and say  Compare numbers and say
which is more of less which is more of less which is more of less which is more of less
 Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction
problems (number bonds) to 5 problems (number bonds) to 5 problems (number bonds) to problems (number bonds) to
10 10
1.17  Reinforce half with concrete  Reinforce half with concrete

86 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
Topic Term 1 Term 2 Term 3 Term 4
Fractions objects objects

GRADE 2 OVERVIEW
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
2.1  Copy and extend simple  Copy, extend and describe in
Geometric patterns using concrete objects words simple patterns made
patterns and drawings with concrete objects
2.2  Copy and extend simple  Copy and extend simple  Copy and extend simple  Copy and extend simple
Number number sequence to at least number sequence to at least 15 number sequence to at least number sequence to at least 20
patterns 10  Sequence should show 18  Sequence should show
 Sequence should show counting forwards in 1’s and 5s  Sequence should show counting forwards in 1’s, 5s and
counting forwards in 1’s counting forwards in 1’s, 5s 10s
and 10s

87 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW
3. SPACE AND SHAPE (GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
3.1 Language of position Language of position Language of position
Position,  Understand the position of one  Understand the position of one  Understand the position of one
orientation object in relation to another object in relation to another object in relation to another
and views e.g. on top of, in front of, e.g. on top of, in front of, e.g. on top of, in front of,
behind, up, down, next to behind, up, down, next to behind, up, down, next to
Position and views Position and views Position and views
 Understand the position of one  Understand the position of one  Understand the position of one
object in relation to the other object in relation to the other object in relation to the other
e.g. top and bottom e.g. top and bottom e.g. top and bottom
Position and directions Position and directions Position and directions
 Follow directions to move  Follow directions to move  Follow directions to move
around the classroom around the classroom around the classroom
 Follow instructions to place  Follow instructions to place Follow instructions to place one
one object in relation to one object in relation to object in relation to another
another another
3.2 Range of objects Range of objects Range of objects Range of objects
3D objects  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D
objects in the classroom and in objects in the classroom and in objects in the classroom and in objects in the classroom and in
pictures pictures pictures pictures
- ball shapes (spheres) - ball shapes (spheres) - ball shapes (spheres) - ball shapes (spheres)
- box shapes (prisms) - box shapes (prisms) - box shapes (prisms) - box shapes (prisms)
- cylinder

88 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW
3. SPACE AND SHAPE (GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Features of the objects Features of the objects Features of the objects Features of the objects
 Describe, sort and compare  Describe, sort and compare  Describe, sort and compare  Describe, sort and compare 3D
3D objects in terms of: 3D objects in terms of: 3D objects in terms of: objects in terms of:
- size - size - size - size
- colour - colour - colour - colour
- shape - shape - shape - shape
- objects that roll
- objects that slide
3.3 Range of shapes Range of shapes Range of shapes Range of shapes
2D shapes  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D
shapes shapes shapes shapes
- Star - Star - Star - Star
- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles
- Squares - Squares - Squares - Squares
Features of shapes Features of shapes Features of shapes Features of shapes
 Describe, sort and compare  Describe, sort and compare  Describe, sort and compare  Describe, sort and compare
2D shapes in terms of: 2D shapes in terms of: 2D shapes in terms of: 2D shapes in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
Draw shapes Draw shapes Draw shapes Draw shapes

89 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 OVERVIEW
3. SPACE AND SHAPE (GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

- Star - Star - Star - Star

- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles
- Triangles
- Squares - Squares - Squares
- Squares
3.4  Recognise symmetry in own  Identify symmetry in shapes  Draw a line of symmetry in
Symmetry body and pictures shapes

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 GRADE 2 OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.1  Know days of the week  Know days of the week  Know days of the week  Know days of the week
Time  Sing song or recite a rhyme  Sing song or recite a rhyme  Underdstand concept of today  Understand concept of today
about days of the week about days of the week and tomorrow and tomorrow
 Reinforce season chart  Reinforce season chart  Order regular events from their  Order regular events from their
 Place birthdays on a chart  Place birthdays on a chart own lives own lives
 Intreduce 12 hour time in hours  Sequence of events  Sequence of events
and half hours on digital clocks  Reinforce season chart  Reinforce season chart
and watches and Cell phones  Place birthdays on a chart  Place birthdays on a chart
 Intreduce 12 hour time in hours  Intreduce 12 hour time in hours
and half hours on digital clocks and half hours on digital clocks
and watches and Cell phones and watches and Cell phones
4.2 Informal measuring Informal measuring Informal measuring Informal measuring
Length  Compare and order the length  Compare and order the length,  Compare and order the length,  Compare and order the length,
(long and short), height (tall and height and width (narrow and height and width (narrow and height and width (narrow and
short) of two or more objects by wide) of two or more objects by wide) of two or more objects by wide) of two or more objects by
placing them next to each other placing them next to each other placing them next to each other placing them next to each other
 Describe length in terms of  Describe length in terms of  Describe length in terms of
short and long short and long short and long
 Estimate, measure and compare Estimate, measure and compare Estimate, measure and compare
lengths using non-standard lengths using non-standard lengths using non-standard
measures e.g. hand spans measures e.g. hand spans measures e.g. hand spans
4.3 Informal measuring Informal measuring Informal measuring Informal measuring
Mass  Compare and order the mass  Compare and order the mass  Compare and order the mass  Compare and order the mass

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 GRADE 2 OVERVIEW
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
of two or more objects by of two or more objects by of two or more objects by of two or more objects by
feeling them or using a feeling them or using a feeling them or using a feeling them or using a
balancing scale balancing scale balancing scale balancing scale
 Discuss mass e.g. light, heavy,  Discuss mass e.g. light, heavy,  Discuss mass e.g. light, heavy,  Discuss mass e.g. light, heavy,
lighter, heavier lighter, heavier lighter, heavier lighter, heavier
4.4  Informal measuring Informal measuring Informal measuring
Capacity  Compare and order the amount  Compare and order the amount  Compare and order the amount
/volume of liquid (volume) in two of liquid (volume) in two of liquid (volume) in two
containers placed next to each containers placed next to each containers placed next to each
other other other
 Compare and order the amount  Compare and order the amount  Compare and order the amount
of liquid that two containers can of liquid that two containers can of liquid that two containers can
hold if filled (capacity) hold if filled (capacity) hold if filled (capacity)
 Use vocabulary e.g. more than,  Use vocabulary e.g. more than, Use vocabulary e.g. more than,
less than, full, empty less than, full, empty less than, full, empty

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 GRADE 1 OVERVIEW
5. DATA HANDLING
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
5.1  Collect and sort everyday  Collect and sort objects  Collect and sort objects  Collect and sort objects
Collect and sort concrete objects according to different according to different according to different
objects  Sort concrete objects attributes e.g. size, shape, attributes e.g. size, shape, attributes e.g. size, shape,
5.2 according to one attribute e.g. colour colour colour
Represent sorted blue cups for breakfast  Answer questions about how  Answer questions about how  Answer questions about how
collections of the sorting was done the sorting was done the sorting was done
objects  Give reasons for how Give reasons for how collection
5.3 collection was sorted was sorted
Discuss and
report on sorted
collections of
objects
5.5  Use pictures to represent data  Use pictures to represent data  Use pictures to represent data  Use pictures to represent data
Represent data in pictograph in pictograph in pictograph in pictograph
5.6  Answer questions about data  Answer questions about data  Answer questions about data  Answer questions about data
Analyse and in pictographs in pictographs in pictographs in pictographs
interpret data

93 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.6 ASSESSMENT PLANS: GRADE 2

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
1 Relationships algebra
Week  Count forwards in 1s from  Sort concrete objects
2 any number up to 20 according different
attributes e.g. colour,
shape, size
Week3  Recognise, identify and  Place birthdays on a chart
read number symbols up to
1-20
Week4  Solve simple word problems  Describe, sort and
in context and explain own compare 3D objects in
solution to problems terms of:
involving, equal sharing and - size
grouping up to 10 - colour
- shape
Week5  Solve simple word problems  Compare and order the
in context and explain own mass of two or more
solution to problems objects using a
involving addition and balancing scale
subtraction with answers up

94 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
1 Relationships algebra
to 10
Week6  Addition and subtraction up  Use pictures to represent
to 10 data in pictograph
Week7  Recognise, identify and  Copy and extend simple
read number names 1-20 number sequence to at
 Write number symbols 1-10 least 10, sequence
should show counting
forwards in 1’s
Week8  Describe, compare and  Recognise and name 2D
order numbers 1-15 and shapes
recognise: - Star
- more and less - Hart
- equal to - Circles
- Triangles
- Square
Week9  Add the same number
repeatedly up to 10
Week  Recognise and identify the
10
South African coins, R1,R2,
R5 and the bank notes R10,
R20, R50 and R100

95 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count forwards and  Sort physical objects
backwards up 30 from a according to different
given number attributes (shape, size,
 Identify the numbers colour)
before and after a given
number up to 20
Week3  Identify and read number  Copy and extend simple  Know the days of the
symbols up to 30 patterns using concrete week
 Write number symbols objects and drawings
1-25
Week4  Order numbers from Position and views
biggest to smallest up to  Understand the position
10 of one object in relation to
the other e.g. top and
bottom
Week5  Count forwards 0-30  Describe length in terms
of short and long
Week6  Solve addition and  Describe, sort and  Use pictures to represent
subtraction word compare 2D objects in data in pictograph
problems up to 15 terms of:
- size
- colour

96 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESMENT)
Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
- shape
Week7  Addition and subtraction  Copy and extend simple
up to 15 number sequence to at
 Use appropriate symbols least 20, sequence
(+, -, =) should show counting
forwards in 1’s and 5’s
Week8  Add the same number  Recognise and name 2D
repeatedly up to 15 shapes:
- Star
- Hart
- Circles
- Triangles
- Squares
Week9  Practise doubling up to  Compare and order the
10 amount of liquid that two
containers can hold if
filled (capacity)
Week 10  Recognise and identify  Recognise symmetry in
the South African coins, own body
R1,R2, R5 and the bank
notes R10, R20, R50
and R100

97 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count with whole  Collect and sort everyday
numbers 0-40 concrete objects
 Count in multiples of 10  Sort physical objects
up to 80 according to one attribute
 Count in multiples of 2s
up 18
Week3  Order numbers from  Understand concept of
biggest to smallest and today and tomorrow
smallest to biggest;
smaller than, greater
than, more than, less
than and equal to up to
15
 Order and position
numbers up to 20
(number line)
Week4  Identify, recognise and  Follow directions to move
read number symbols 1- around the classroom
40  Follow instructions to
 Write number symbols 1- place one object in
18 relation to another
Week5  Recognise place value of  Compare and order the

98 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
numbers up to 30 amount of liquid in two
 Decompose 2digit containers using
numbers into multiples of vocabulary more than;
10s and ones (units) less than, full and empty
 Identify and state the
value of each digit
Week6  Addition and subtraction  Use pictures to represent
up to 18 data in pictograph
 Use appropriate symbols  Answer questions about
(+, -, =) data in pictographs
 Practise doubling and
halving up to 20
Week7  Solve simple word  Copy and extend simple
problems involving number sequence to at
addition and subtraction least 30, sequence
with answers up to 18 should show counting
forwards in 1’s, 5’s and
10’s
Week8  Solve simple word  Recognise, name and
problems in context draw 2D shapes
involving, equal sharing - Star
and grouping up to 40 - Hart
- Circles

99 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
- Triangles
- Squares
Week9  Add the same number  Recognise symmetry in
repeatedly up to 15 geometrical shapes and
picture
Week 10  Identify half with concrete
object

100 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count with whole  Describe, sort and
numbers 0-50 compare 3D objects in
 Count in multiples of 10 terms of:
up to 100 from a given - Size
number - Colour
 Count in multiples of 2s - Shape
up to 20 from a given - Objects that roll
number - Objects that slide
Week3  Number symbols 1-40  Know the days of the
 Recognise week
 Identify  Know the seasons of the
 Read year

Week4  Identify, recognise and

read numbers 1-50
 Write number symbols 1-
20
 Identify, recognise and
read number names 1-5
Week5  Recognise place value of
numbers up to 30
 Decompose 2digit

101 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
numbers into tens and
units
 Identify and state the
value of each digit
Week6  Addition and subtraction  Use pictures to represent
up to 20 data in pictograph
 Use appropriate  Answer questions about
symbols (+, -, =) data in pictographs
 Know number bonds up
to 10
 Solve simple word
problems in contexts
involving addition and
subtraction up to 20
Week7  Solve simple word  Copy and extend number
problems in context sequence to at least 20,
involving, equal sharing sequence should show
and grouping up to 50 counting forwards in 1’s,
5’s and 10’s up to 50
Week8  Add the same number  Draw a line of symmetry
repeatedly up to 20 in geometric shapes
 Solve simple word

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 GRADE 2 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
problems in contexts
involving repeated
addition leading to
multiplication with
answers up to 50
Week9  Recognise and identify
the South African coins
50c, R1,R2, R5 and bank
notes R10,R20, R50,
R100 and R200
Week 10 Finalise assessment

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3.4.7 TERM OVERVIEW GRADE 3

The following tables show the progression over the terms within GRADE 3 in the different content area:
GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1  Count with whole numbers up  Count with whole numbers up  Count with whole numbers up  Count with whole numbers up
Count to 50 reliably to 100 reliably to 150 reliably to 200 reliably
objects  Give a reasonable estimate of a  Give a reasonable estimate of a  Give a reasonable estimate of a  Give a reasonable estimate of a
number of objects that can be number of objects that can be number of objects that can be number of objects that can be
checked by counting checked by counting. checked by counting. checked by counting.
 Encourage strategy of grouping  Count by grouping is  Count by grouping is  Count by grouping is
encouraged encouraged encouraged
1.2  Counts forwards and  Counts forwards and  Counts forwards and  Counts forwards and
Counts backwards 0-50 backwards 0-100 backwards 0-150 backwards 0-200
forwards and  Practise incidental counting  Practise incidental counting  Practise incidental counting  Incidental counting
backwards  Count in 1s from any number  Count in 1s from any number  Count in 1s from any number  Count in 1s from any number
up 50 up 100 up 150 up 200
 Count forwards in multiples of:  Count forwards in multiples of:  Count forwards in multiples of:  Count forwards in multiples of:
2s up to 50 2s up to 100 2s up to 100 2s up to 200
5s up to 50 10s up to 100 10s up to 150 10s up to 200
10s up to 100 5s up to 100 5s up to 150 5s up to 200
 Count backwards in:  Count backwards in:  Count backwards in:  Count backwards in:
1s from 20 1s from 20 1s from 50 1s from 100
10s from 50 10s from 50 10s from 100 10s from 200
2s from 20 5s from 50 2s from 100 2s from 150

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 GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
 NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
Number number symbols 1-50 number symbols 1-100 number symbols 1-150 number symbols 1-200
Symbols and  Write number symbols 1-20  Write number symbols 1-30  Write number symbols 1-40  Write number symbols 1-50
number  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
names number names 1-5 number names 1-10 number names 1-10 number names 1-20
 Know number names 1-5  Know number names in  Know number names in  Know number names in
multiples of 10s up to 100 multiples of 10s up to 150 multiples of 10s up to 200
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4  Describe, compare and order  Describe, compare and order  Describe, compare and order  Describe, compare and order
Describe numbers 1-20 numbers 1-30 numbers 1-40 numbers 1-50
compare and  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to
order 20 using smaller than, greater 30 using smaller than, greater 40 using smaller than, greater 50 using smaller than, greater
numbers than, more than, less than and than, more than, less than and than, more than, less than and than, more than, less than and
is equal to is equal to is equal to is equal to
 Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to
smallest and smallest to smallest and smallest to smallest and smallest to smallest and smallest to
biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater
than, more than, less than and than, more than, less than and than, more than, less than and than, more than, less than and
equal to, up to 50 equal to, up to 100 equal to up to 150 equal to, up to 200
 Position objects in a line from  Position objects in a line from  Position objects in a line from  Position objects in a line from
first to tenth first to tenth first to twentieth first to thirtieth
 Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show

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 GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
order, place per position order, place per position order, place per position order, place per position

1.5  Recognise place value of  Recognise place value of two  Recognise the place value of  Recognise the place value of
Place value numbers up to 30 digit numbers from 10-50 two digit numbers from 10-80 two digit numbers from 10-99
 Decompose 2- digit numbers  Decompose two- digit  Decompose two digit  Decompose two digit
into 10s and units numbers into tens and units numbers into tens and units numbers into tens and units
 Identify and state the value of  Identify and state the value of  Identify and state the value of  Identify and state the value of
each digit each digit each digit each digit
SOLVE PROBLEMS IN CONTEXT
1.6  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Problem when solving problems and when solving problems and when solving problems and when solving problems and
solving explain solutions to problems explain solutions to problems explain solutions to problems explain solutions to problems
techniques - Drawings or concrete - Drawings or concrete - Drawings or concrete - Drawings or concrete
apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters
- Building up and breaking down - Building up and breaking down - Building up and breaking down - Building up and breaking down
of numbers of numbers of numbers of numbers
- Use number lines supported - Use number lines supported - Use number lines supported - Use number lines supported
by by by by
- concrete apparatus - concrete apparatus - concrete apparatus - concrete apparatus
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Calculator - Calculator - Calculator
1.7  Solve simple word problems in  Solve word problems in context  Solve word problems in context  Solve word problems in context
Addition and context involving, addition and involving addition and involving addition and and explain own solution to
subtraction subtraction with answers up to subtraction with answers up to subtraction with answers up to problems involving addition

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 GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
20 50 80 and subtraction with answers
up to 100
1.8  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in
Repeated context and explain own context and explain own context and explain own context and explain own
addition solution to problems involving solution to problems involving solution to problems involving solution to problems involving
leading to repeated addition leading to repeated addition leading to repeated addition leading to repeated addition leading to
multiplication multiplication multiplication multiplication multiplication
 Solve addition problems of 10s,  Solve addition problems of 10s,  Solve addition problems of 10s,  Solve addition problems of 10s,
5s, with answers up to 20 5s and 2s with answers up to 5s and 2s with answers up to 5s and 2s with answers up to
50 80 100
1.9  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in  Solve simple word problems in
Grouping context and explain own context and explain own context and explain own context and explain own
and sharing solution to problems that solution to problems that solution to problems that solution to problems that
leading to involve equal sharing and involve equal sharing and involve equal sharing and involve equal sharing and
division grouping up to 10 grouping up to 20 grouping up to 30 grouping up to 50
1.10  Solve practical problems that  Solve practical problems that  Solve practical problems that  Solve practical problems that
Sharing involve equal sharing, leading equal sharing leading to equal sharing leading to equal sharing leading to
leading to to solutions that include unitary solutions that include unitary solutions that include unitary solutions that include unitary
fractions fractions e.g. half fractions e.g. half fractions e.g. half fractions e.g. half and quarter
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the
Money South African coins: 50c, South African coins: 50c, R1, South African coins: R1, R2, South African coins: R1, R2,
R1,R2, R5 and bank notes R2, R5 and bank notes R10, R5 and bank notes R10, R20, R5 and banknotes R10, R20,
R10, R20, R50, R100 and R20, R50, R100 and R200 R50, R100 and R200 R50, R100 and R200

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 GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
R200  Solve money problems  Solve money problems  Solve money problems
involving totals and change in involving totals and change in involving totals and change in
cents up to 50c and Rand to cents up to 50c and Rand to cents up to 50c and Rand to
R50 R80 R100
CONTEXT FREE CALCULATION
1.12  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Techniques when performing calculations: when performing calculations: when performing calculations: when performing calculations:
(methods or - Drawings or concrete - Drawings or concrete - Drawings or concrete - Drawings or concrete
Strategies) apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters apparatus e.g. counters
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Building up and breaking down - Building up and breaking down - Building up and breaking down - Building up and breaking down
- Use number lines - Use number lines - Use number lines - Use number lines
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Rounding of in 10s - Rounding of in 10s - Rounding of in 10s - Rounding of in 10s
1.13  Add to 20  Add to 50  Add to 80  Add to 100
Addition and  Subtract from 20  Subtract from 50  Subtract from 80  Subtract from 100
subtraction  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
(+,-,=) (+,-,=) (+,-,=) (+,-,=)
 Know addition and subtraction  Know addition and subtraction  Know addition and subtraction  Know addition and subtraction
facts (number bonds) to 5 facts (number bonds) to 10 facts (number bonds to 10 facts (number bonds) to 10
1.14  Add the same number  Add the same number  Add the same number  Add the same number
Repeated repeatedly up to 20 repeatedly up to 30 repeatedly up to 40 repeatedly to 50
addition  Multiply numbers 1-10 by 5 and  Multiply numbers 1-10 by 5 and  Multiply numbers 1-10 by 2, 5,  Multiply numbers 1-10 by 2, 5,
leading to

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 GRADE 3 OVERVIEW PER TERM
1. Numbers, Operations and Relationships
Topic Term 1 Term 2 Term 3 Term 4
multiplication 10 up to 50 10 up to 50 and 10 up to 50 and 10 up to 50
 Use appropriate symbols
(+, x, =)
1.16 Number concept: Range 20 Number Concept: Range 50 Number Concept: Range 80 Number Concept: Range 100
Mental  Name the number before and  Name the number before and  Name the number before and  Name the number before and
Mathematics after a given number after a given number after a given number after a given number
 Order a given set of selected  Order a given set of selected  Order a given set of selected  Order a given set of selected
numbers numbers numbers numbers
 Compare numbers and say  Compare numbers and say  Compare numbers and say  Compare numbers and say
which is more or less which is more or less which is more or less which is more or less
 Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction
problems up to 20 problems up to 50 problems up to 80 problems up to 100
1.17  Use and name fractions:  Use and name fractions:  Use and name fractions:
Fractions halves halves halves

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 GRADE 3 OVERVIEW PER TERM
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
2.1  Copy, extend and create simple  Copy, extend and create simple  Copy, extend and create simple  Copy, extend and create simple
Geometric patterns made with shapes or patterns made with shapes or patterns made with shapes or patterns made with shapes or
patterns concrete objects; drawings or concrete objects; drawings or concrete objects; drawings or concrete objects; drawings or
lines lines lines lines
2.2  Copy, extend and describe  Copy, extend and describe  Copy, extend and describe  Copy, extend and describe
Number simple number sequences to at simple number sequences to at simple number sequences to at simple number sequences to at
patterns least 20 least 50 least 80 least100
 Sequence should show counting  Sequence should show counting  Sequence should show counting  Sequence should show counting
forwards in 1s forwards in 1s, 10s, 5s forwards and backwards in 1s, forwards and backwards in 1s,
2s,10s, 5s 2s,10s, 5s

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 GRADE 3 OVERVIEW PER TERM
3. SPACE AND SHAPE
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
3.1 Language of position Language of position Language of position Language of position
Position,  Understand the position of  Understand the position of  Understand the position of  Understand the position of
orientation one object in relation to one object in relation to one object in relation to one object in relation to
and views another e.g. on top of, in front another e.g. on top of, in front another e.g. on top of, in front another e.g. on top of, in front
of, behind, up, down, next to of, behind, up, down, next to of, behind, up, down, next to of, behind, up, down, next to
Position and views Position and views Position and views Position and views
 Describe the position of one  Describe the position of one  Describe the position of one  Describe the position of one
object in relation to another object in relation to another object in relation to another. object in relation to another.
e.g. top and bottom, front and e.g. top and bottom, front and E.g. top and bottom, front and E.g. top and bottom, front and
back etc. back etc. back etc. back etc.
Position and directions Position and directions Position and directions Position and directions
 Follow directions to move  Follow directions to move  Follow directions using an  Follow directions using an
around the classroom. around the classroom. informal map informal map
 Follow instructions to place  Follow instructions to place  Follow instructions to place  Follow instructions to place
one object in relation to one object in relation to one object in relation to one object in relation to
another another another another
3.2 Range of objects Range of objects Range of objects Range of objects
3D objects  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D
objects in the classroom and objects in the classroom and objects in the classroom and objects in the classroom and
in pictures in pictures in pictures in pictures
- Ball shapes (spheres) - Ball shapes (spheres) - Ball shapes (spheres) - Ball shapes (spheres)
- Box shapes (prisms) - Box shapes (prisms) - Box shapes (prisms) - Box shapes (prisms)
- Cylinders - Cylinders - Cylinders - Cylinders

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 GRADE 3 OVERVIEW PER TERM
3. SPACE AND SHAPE
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Features of the objects Features of the objects Features of the objects Features of the objects
 Describe, sort and compare  Describe, sort and compare  Describe, sort and compare  Describe, sort and compare
3D objects in terms of: 3D objects in terms of: 3D objects in terms of: 3D objects in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
- Shape - Shape - Shape - Shape
- Objects that roll - Objects that roll - Objects that roll - Objects that roll
- Objects that slide Objects that slide - Objects that slide Objects that slide
3.3 Range of shapes Range of shapes Range of shapes Range of shapes
2D shapes  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D
shapes shapes shapes shapes
- Star - Star - Star - Star
- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles
- Squares - Squares - Squares - Squares
Features of shapes Features of shapes Features of shapes Features of shapes
 Describe, sort and compare  Describe, sort and compare  Describe, sort and compare  Describe, sort and compare
2D shapes in terms of: 2D shapes in terms of: 2D shapes in terms of: 2D shapes in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
Draw shapes Draw shapes Draw shapes Draw shapes
- Star - Star - Star - Star

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 GRADE 3 OVERVIEW PER TERM
3. SPACE AND SHAPE
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles
- Squares - Squares - Squares - Squares
- Rectangles - Rectangles - Rectangles - Rectangles
3.4 Symmetry Symmetry Symmetry Symmetry
Symmetry  Recognise symmetry in own  Recognise symmetry in own  Recognise symmetry in own  Recognise symmetry in own
body and draw line of body and draw line of body and draw line of body and draw line of
symmetry in geometric shapes symmetry in geometric shapes symmetry in geometric shapes symmetry in geometric shapes

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 GRADE 3 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.1 Passing of time Passing of time Passing of time Passing of time
Time  Know days of the week  Know days of the week  Know days of the week  Know days of the week
 Understand concept of today  Understand concept of today and  Know months of the year  Know months of the year
and tomorrow tomorrow  Understand concept of today  Understand concept of today
 Order regular events from their  Order regular events from their and tomorrow and tomorrow
own lives own lives  Order regular events from their  Order regular events from their
 Sequence events  Sequence events own lives own lives
 Reinforce season chart  Reinforce season chart  Sequence events  Sequence events
 Place birthdays on a chart  Place birthdays on a chart  Reinforce season chart  Reinforce season chart
Telling time Telling time  Place birthdays on a chart  Place birthdays on a chart.
 Read 12 hour time in hours and  Read 12 hour time in hours and Telling time
Telling time
half hours on digital clocks and half hours on digital clocks and  Read 12 hour time in hours and  Tell-12 hour time in hours on
watches and Cell phones watches and Cell phones half hours on digital clocks and analogue clocks and digital
watches and Cell phones instruments e.g. cell phones
4.2 Informal measuring Informal measuring Informal measuring Informal measuring
Length  Compare and order the length,
height or width of two or more
objects by placing them next to
each other
 Estimate measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,
order and record length using order and record length using order and record length using order and record length using
non-standard measures e.g. non-standard measures e.g. non-standard measures e.g. non-standard measures e.g.
hand, spans, paces, pencil hand spans, paces, pencil hand spans, paces, pencil hand spans, paces, pencil

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 GRADE 3 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
lengths, counters etc. lengths counters etc. lengths counters etc. lengths counters etc.
 Use language to talk about  Use language to talk about  Use language to talk about
comparison e.g. long, short, tall, comparison e.g. long, short, tall, comparison e.g. long, short, tall,
short short short
Introducing formal measuring Introducing formal measuring
 Measure using metre (m), and  Measure using metre (m), and
centimetres (cm) centimetres (cm)
 Estimate and measure height  Estimate, and measure height
using height chart using height chart
4.3 Informal measuring Informal measuring Informal measuring
Mass  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,
order and record using a order and record using a order and record using a
balancing scale and non- balancing scale and non- balancing scale and non-
standard measures e.g. blocks, standard measures e.g. blocks, standard measures e.g. blocks,
bricks etc. bricks etc. bricks etc.
 Use language to talk about the  Use language to talk about the  Use language to talk about the
comparison:, light, heavy, lighter, comparison:, light, heavy, lighter, comparison:, light, heavy, lighter,
heavier heavier heavier
Introduce formal measuring Introduce formal measuring
 Compare and order the mass of  Compare and order the mass of
commercially packaged objects commercially packaged objects
which have their mass stated which have their mass stated
only in kilograms e.g. 2 kg of rice only in kilograms e.g. 2 kg of rice

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 GRADE 3 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
and 1 kg of flour and 1 kg of flour
 Measure own mass in kilograms  Measure own mass in kilograms
using a bathroom scale using a bathroom scale
 Measure the mass of different  Measure the mass of different
items using a kitchen scale in kg items using a kitchen scale in kg
4.4 Informal measuring Informal measuring
Capacity/  Compare and order the amount  Compare and order the amount
Volume of liquid (volume) in two of liquid (volume) in two
containers placed next to each containers placed next to each
other other
 Compare and order the amount  Compare and order the amount
of liquid that two containers can of liquid that two containers can
hold if filled (capacity) hold if filled (capacity)
 Use vocabulary e.g. more than,  Use vocabulary e.g. more than,
less than, full, empty less than, full, empty
 Estimate, measure, compare,  Estimate, measure, compare,
order and record the capacity of order and record the capacity of
containers by using non-standard containers by using non-standard
measures e.g. spoons and cups measures e.g. spoons and cups
Introduction of formal Introduction of formal
measuring measuring
 Compare and order the volume  Compare and order the volume
of commercially packaged of commercially packaged

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 GRADE 3 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
objects which have their volume objects which have their volume
stated in litres (l) and millilitres stated in litres (l) and millilitres
(ml) e.g. 500ml of cool drink and (ml) e.g. 500ml of cool drink and
1l of milk 1l of milk

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 GRADE 3 OVERVIEW PER TERM
5. Data Handling
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
5.1  Collect data on the theme  Collect data on the theme  Collect data on the theme  Collect data on the theme
Collect and sort  Sort objects according to  Sort objects according to  Sort objects according to  Sort objects according to
objects different attributes different attributes different attributes different attributes
 Answer questions on  Answer questions on Answer questions on collections  Answer questions on
collections collections collections
 Make pictograph with one-to-
one correspondence
5.2  Collect and sort objects  Collect and sort objects  Collect and sort objects
Represent sorted according to different criteria according to different criteria according to different criteria
collection of  Draw a picture of the collected  Draw a picture of the collected Draw a picture of the collected
objects data data data
5.3  Answer questions about how
Discuss and the sorting was done
report on sorted (process)
collection of  What the sorted collection
objects looks like (product)
 Describe the collection
through drawings
5.5  Represent data in pictograph Represent data in pictograph  Represent data in pictograph Represent data in pictograph
Represent data with one-to-one with one-to-one with one to one with one-to-one
correspondence correspondence correspondence correspondence
5.6  Answer questions about data
Analyse and in pictograph

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 GRADE 3 OVERVIEW PER TERM
5. Data Handling
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
interpret data

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3.4.8 ASSESSMENT PLANS: GRADE 3

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers. Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Count forwards in  Understand the position
multiples: of one object in relation
 5s up to 50 to another e.g. on top of,
 10s up to 100 in front of, behind, up,
 2s up to 50 down, next to
Week3  Identify, recognise and  Copy, extend and create
read number symbols 1- simple patterns made
50 with shapes or concrete
 Write number symbols 1- objects; drawings or lines
20
 Know number names 1-5
Week4  Compare whole numbers Passing of time
up to 20 using smaller  Know days of the week
than, greater than, more  Understand concept of
than, less than and is today and tomorrow
equal to  Sequence of events
 Place and identify
birthdays on

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 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers. Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
chart/calendar
Week5  Solve simple word  Describe, sort and
problems in context and compare 3D objects in
explain own solution to terms of:
problems involving, - Size
addition and subtraction - Colour
with answers up to 20 - Shape
- Objects that roll
- Objects that slide
Week6  Add to 20  Copy, extend and
 Subtract from 20 describe simple number
 Use appropriate sequence to at least 20
symbols (+,-,=) in 1s, 5s, 2s
 Solve addition and
subtraction problems up
to 20
 Practise doubling and
halving up to 20
Week7  Solve simple word  Collect data on the theme
problems in context and  Sort objects according to
explain own solution to different attributes
problems involving  Answer questions on
repeated addition

121 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers. Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
leading to multiplication collections
 Represent data on
pictograph
Week8  Solve addition problems Informal measuring
of 10s, 5s, with answers  Compare and order the
up to 20 length, height or width of
two or more objects by
placing them next to
each other
Week9  Recognise and identify Symmetry
 Draw line of symmetry in
the South African coins
geometric shapes
50c, R1,R2, R5 and bank
notes R10,R20, R50,
R100 and R200
Week 10  Solve simple word  Order regular events
problems in context and from their own lives
explain own solution to  Sequence of events
problems that involve
equal sharing and
grouping up to 10

122 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Count backwards in:  Sort objects according to
- 1s from 20 different attributes
- 10s from 50  Answer questions on
- 5s from 20 collections
Week3  Identify, recognise and  Copy, extend and
read number symbols 1- describe number
100 sequence to at least 50
 Write number symbols 1- (sequence should include
30 counting forwards and
 Identify, recognise and backwards in 1s,2s,5s
read number names 1 - and 10s)
10
 Know number names in
multiples of 10s up to
100
Week4  Order numbers from  Use language to talk
biggest to smallest and about comparison e.g.
smallest to biggest; long, short and tall, short
smaller than, greater
than, more than, less
than and equal to, up to
100

123 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week5  Days of the week
 Understand concept of today
and tomorrow

Week6  Solve word problems in  Order regular events from

context and explain own their own lives
solutions to problems  Sequence of events
involving addition and
subtraction with answers
up to 50
Week7  Add to 50  Copy and extend a given
 Subtract from 50 geometric patterns
 Use appropriate symbols  Make own patterns using
(+,-,=) 2D shapes
 Solve addition and
subtraction problems
(number bonds) to 20
 Practise doubling and
halving up to 50
Week8  Solve addition problems  Estimate, measure and
of 10s, 5s and 2s with compare mass of items
answers up to 50 using a balancing scale
 Multiply numbers 1-10 by and non-standard
5 and 10 measures

124 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 9  Solve money problems  Recognise and name 2D
involving totals and shapes
change in cents up to 50c - Circles
and Rand to R50 - Triangles
- Squares
Week 10  Use and name fractions:
halves

125 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Number, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Count forwards with  Copy, extend and create
whole numbers up to 150 simple patterns made
- 2s up to 100 with shapes or concrete
- 5s up to 150 objects; drawings or
- 10s up to 150 lines
Week3  Identify, recognise and  Know the days of the
read number symbols 1- week
150  Identify months of the
 Write number symbols 1- year on a calendar
40
 Identify, recognise and
read number names 1 -10
 Know number names in
multiples of 10s up to
150
Week4  Compare whole numbers  Describe the position of
up to 40 using smaller one object in relation to
than, greater than, more another
than, less than and is  Follow directions using
equal to an informal map
Week5  Recognise the place value  Measure using metre (m),
of two digit numbers from and centimetres (cm)

126 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Number, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
10-80
 Decompose two digit
numbers into tens and
units
 Identify and state the value
of each digit
Week6  Solve word problems in  Compare and order the
context involving addition volume of commercially
and subtraction with packaged objects which
answers up to 80 have their volume stated
in litres (l) and millilitres
(ml)
Week7  Add to 80  Copy, extend and
 Subtract from 80 describe number
 Use appropriate symbols sequence to at least 80
(+,-,=) (sequence should show
 Solve addition and counting forwards and
subtraction problems backwards in 1s, 2s,5s,
(number bonds) to 20 10s)

127 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Number, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week8  Solve addition problems  Use pictures to represent
of 10s, 5s and 2s with data in pictograph
answers up to 80  Answer questions about
 Multiply numbers 1-10 by data in pictographs
2, 5 and 10
Week9  Solve money problems  Measure own mass in
involving totals and kilograms using a
change in cents up to bathroom scale
50c and Rand to R80  Measure the mass of
different items using a
kitchen scale in kg
Week 10  Use and name fractions:  Recognise and name 2D
halves shapes
- Circles
- Triangles
- Squares
 Draw shapes
- Circles
- Triangles
- Squares

128 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count forwards with whole  Use pictures to represent
numbers up to 200
data in pictograph
- 2s up to 200
 Answer questions about
- 5s up to 200
data in pictographs
- 10s up to 200
 Count backwards in:
- 1s from 100
- 10s from 200
- 5s from 150
- 2s from 150
Week3  Position objects in a line  Tell-12-hour time in
from first to thirtieth hours on analogue
 Use ordinary numbers clocks and digital
to show order, place per instruments
position
Week4  Identify, recognise and  Recognise the place
read number symbols 1- value of two digit
200 numbers from 10-99
 Write number symbols 1-  Decompose two digit
50 numbers into tens and
 Identify, recognise and units
read number names 1 -  Identify and state the
20

129 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
 Know number names in value of each digit
multiples of 10s up to 200

Week5 Number concept: Range  Compare and order the

100 volume of commercially
 Name the number packaged objects which
before and after a given have their volume stated
number in litres (l) and millilitres
 Order a given set of (ml)
selected numbers
 Compare numbers and
say which is more or
less
 Addition and
subtraction up to 100

Week6  Solve word problems in  Represent data in

context and explain own pictograph with one to
solution to problems one correspondence
involving addition and  Answer questions about
subtraction with answers data in a pictograph
up to 100
Week7  Add to 100  Copy, extend and

130 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
 Subtract from 100 describe number
 Use appropriate symbols sequence to at least 100
(+,-,=) (sequence should show
 Solve addition and counting forwards and
subtraction problems backwards in 1s, 2s,5s,
(number bonds) to 25 10s)
 Practise doubling and
halving up to 50
Week8  Multiply numbers 1-10 by  Compare and order the
2,5,10 up to 50 mass of commercially
 Solve simple word packaged objects which
problems in context and have their mass stated
explain own solution to only in kilogram (kg)
problems involving
repeated addition leading
to multiplication
Week9  Solve simple word
problems in context and
explain own solution to
problems that involve
equal sharing and
grouping up to 50

131 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 3 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 10  Solve money problems
involving totals and
change in cents up to 50c
and Rand to R100

132 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.9 TERM OVERVIEW GRADE 4

The following tables show the progression over the terms within GRADE 4 in the different content area:
GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1  Count with whole numbers  Count with whole numbers  Count with whole numbers  Count with whole numbers
Count objects up to 200 reliable up to 300 reliable up to 400 reliable up to 500 reliable
 Give a reasonable estimate  Give a reasonable estimate  Give a reasonable estimate  Give a reasonable estimate
of a number of objects that of a number of objects that of a number of objects that of a number of objects that
can be checked by counting can be checked by counting can be checked by counting can be checked by counting
 Give a reasonable estimate  Give a reasonable estimate  Give a reasonable estimate  Give a reasonable estimate
of a number of objects that of a number of objects that of a number of objects that of a number of objects that
can be checked by counting can be checked by counting can be checked by counting can be checked by counting
 Count by grouping is  Count by grouping is  Count by grouping is  Count by grouping is
encouraged encouraged encouraged encouraged
1.2  Counts forwards and  Counts forwards and  Counts forwards and  Counts forwards and
Count forwards backwards 0-200 backwards 0-300 backwards 0-400 backwards 0-500
and backwards  Count in 1s from any number  Count in 1s from any number  Count in 1s from any number  Count in 1s from any number
up to 200 up to 300 up to 400 up to 500
 Count forward in multiples  Count forward in multiples  Count forward in multiples  Count forward in multiples
from a given number: from a given number: from a given number: from a given number:
- 2s up to 200 - 2s up to 300 - 2s up to 400 - 2s up to 500
- 10s up to 200 - 10s up to 300 - 10s up to 400 - 10s up to 500
- 5s up to 200 - 5s up to 300 - 5s up to 400 - 5s up to 500

133 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
 Count backwards in:  Count backwards in:  Count backwards in:  Count backwards in:
- 1s from 100 - 1s from 300 - 1s from 400 - 1s from 500
- 10s from 200 - 10s from 300 - 10s from 400 - 10s from 500
- 2s from 150 - 2s from 200 - 2s from 200 - 2s from 300
- 5s from 150 - 5s from 200 - 5s from 250 - 5s from 300
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
1.3  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
Number symbols number symbols 1-200 number symbols 1-300 number symbols 1-400 number symbols 1-500
and number names  Write number symbols 1-50  Write number symbols 1-100  Write number symbols 1-250  Write number symbols 1-500
 Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
number names 1 -50 number names 1 -100 number names 1 -250 number names 1 -500
 Know number names in  Know number names in  Know number names in  Know number names in
multiples of 10s up to 200 multiples of 10s up to 300 multiples of 10s up to 400 multiples of 10s up to 500
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4  Describe, compare and order  Describe, compare and order  Describe, compare and order  Describe, compare and order
Describe, compare numbers 1-50 numbers 1-60 numbers 1-80 numbers 1-100
and order numbers  Compare whole numbers up  Compare whole numbers up  Compare whole numbers up  Compare whole numbers up
to 50 using smaller than, to 60 using smaller than, to 80 using smaller than, to 100 using smaller than,
greater than, more than, less greater than, more than, less greater than, more than, less greater than, more than, less
than and is equal to than and is equal to than and is equal to than and is equal to
 Order numbers from biggest  Order numbers from biggest  Order numbers from biggest  Order numbers from biggest
to smallest and smallest to to smallest and smallest to to smallest and smallest to to smallest and smallest to
biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater
than, more than, less than and than, more than, less than and than, more than, less than and than, more than, less than and

134 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
equal to, up to 50 equal to, up to 80 equal to, up to 100 equal to, up to 200
 Position objects in a line from  Position objects in a line from  Position objects in a line from  Position objects in a line from
first to thirtieth first to thirtieth first to thirtieth first to thirtieth
 Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show
order, place per position order, place per position order, place per position order, place per position
 Give a reasonable estimate of
a number of objects that can
be checked by counting
 Count by grouping is
encouraged
 Count with whole numbers up
to 200 reliably
 Give a reasonable estimate of
a number of objects that can
be checked by counting
 Count by grouping is
encouraged
NUMBER CONCEPT DEVELOPMENT: Place value
1.5  Recognise the place value of  Recognise the place value of  Recognise the place value of  Recognise the place value of
Place value two digit numbers 10-99 three digit numbers 10-200 three digit numbers 10-300 three digit numbers 10-500
 Decompose two digit numbers  Decompose three digit  Decompose three digit  Decompose three digit
into tens and units numbers into hundreds, tens numbers into hundreds, tens numbers into hundreds, tens
 Identify and state the value of and units and units and units

135 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
each digit  Identify and state the value of  Identify and state the value of  Identify and state the value of
each digit each digit each digit
SOLVE PROBLEMS IN CONTEXT
1.6  Use the following techniques:  Use the following techniques:  Use the following techniques:  Use the following techniques:
Problem solving - Building up and breaking - Building up and breaking - Building up and breaking - Building up and breaking
techniques down numbers down numbers down numbers down numbers
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Use number lines - Use number lines - Use number lines - Use number lines
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Rounding off in tens - Rounding off in tens - Rounding off in tens - Rounding off in tens
- Calculator - Calculator - Calculator - Calculator
1.7  Solve word problems in  Solve word problems in  Solve word problems in  Solve word problems in
Addition and context and explain own context and explain own context and explain own context and explain own
subtraction solution to problems involving solution to problems involving solution to problems involving solution to problems involving
addition and subtraction with addition and subtraction with addition and subtraction with addition and subtraction with
answers up to 100 answers up to 150 answers up to 180 answers up to 250
1.8  Solve word problems in  Solve word problems in  Solve word problems in  Solve word problems in
Repeated addition context and explain own context and explain own context and explain own context and explain own
leading to solution to problems involving solution to problems involving solution to problems involving solution to problems involving
multiplication repeated addition leading to repeated addition leading to repeated addition leading to repeated addition leading to
multiplication with answers up multiplication with answers up multiplication with answers up multiplication with answers up
to 30 to 100 to 200 to 250
1.9  Solve word problems in  Solve word problems in  Solve word problems in  Solve word problems in

136 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Grouping and context and explain own context and explain own context and explain own context and explain own
sharing leading to solution to problems that solution to problems that solution to problems that solution to problems that
division involve equal sharing and involve equal sharing and involve equal sharing and involve equal sharing and
grouping up to 30 with grouping up to 50 with grouping up to 100 with grouping up to 500 with
answers that may include answers that may include answers that may include answers that may include
remainders remainders remainders remainders
1.10  Solve word problem in context  Solve word problem in context  Solve word problem in context  Solve word problem in context
Sharing leading to and explain own solutions to and explain own solutions to and explain own solutions to and explain own solutions to
fractions problems that involve equal problems that involve equal problems that involve equal problems that involve equal
sharing leading to solutions sharing leading to solutions sharing leading to solutions sharing leading to solutions
that include unitary fractions that include unitary fractions that include unitary fractions that include unitary fractions
e.g. half e.g. half and quarter e.g. half, quarters, three e.g. half, quarters, three
quarters, third and fifth quarters, third and fifth
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the
Money South African coins 50c, R1, South African coins 50c, R1, South African coins 50c, R1, South African coins50c, R1,
R2, R5 and bank notes R10, R2, R5 and bank notes R10, R2, R5 and bank notes R10, R2, R5 and bank notes R10,
R20, R50, R100, R200 R20, R50, R100, R200 R20, R50, R100, R200 R20, R50, R100, R200
 Solve money problems  Solve money problems  Solve money problems  Solve money problems
involving total change in cents involving total change in cents involving total change in cents involving total change in cents
up to 50c and Rand up to R50 up to 50c and Rand up to R50 up to 75c and Rand up to R75 up to 90c and Rand up to R99
CONTEXT FREE CALCULATION
1.12  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Techniques when performing calculation when performing calculation when performing calculation when performing calculation
(methods or - Building up and breaking - Building up and breaking - Building up and breaking - Building up and breaking

137 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
strategies) down numbers down numbers down numbers down numbers
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Use number lines - Use number lines - Use number lines - Use number lines
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Rounding of in 10s - Rounding of in 10s - Rounding of in 10s - Rounding of in 10s
- Calculator - Calculator - Calculator - Calculator
1.13  Add to 100  Add to 150  Add to 180  Add to 200
Addition and  Subtract from 100  Subtract from 150  Subtract from 180  Subtract from 200
subtraction  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
 (+,-,=,□)  (+,-,=,□)  (+,-,=,□)  (+,-,=,□)
 Practice number bonds to 15  Practice number bonds to 15  Practice number bonds to 20  Practice number bonds to 20
1.14  Multiply numbers 1 to 10 by  Multiply numbers 1 to 10 by  Multiply numbers 1 to 10 by  Multiply numbers 1 to 10 by
Repeated addition 10, 5 and 2 up to 100 10, 5 and 2 up to 100 10, 5, 2 and 3 up to 100 10, 5, 2 and 3 up to 100
leading to  Use appropriate symbol  Use appropriate symbol  Use appropriate symbol  Use appropriate symbol
multiplication  (+ ,x, =)  ( +,x, =)  ( +,x, =)  ( +x,, =)
1.15  Divide numbers to 50 by 2,  Divide numbers to 50 by 2,  Divide numbers to 50 by 2,  Divide numbers to 50 by 2,
Division 5,and 10 5,and 10 5,and 10 5,and 10
 Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
 (÷, =)  (÷, =)  (÷, =)  (÷, =)
1.16 Range 100 Range 150 Range 180 Range 200
Mental  Name the number before and  Name the number before and  Name the number before and  Name the number before and
Mathematics after a given number: after a given number: after a given number: after a given number:
- 1 more or1ℓess - 1 more or1ℓess - 1 more or1ℓess - 1 more or1ℓess

138 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
- 2 more or 2 less - 2 more or 2 less - 2 more or 2 less - 2 more or 2 less
- 3 more or 3 less - 3 more or 3 less - 3 more or 3 less - 3 more or 3 less
- 4 more or 4 less - 4 more or 4 less - 4 more or 4 less - 4 more or 4 less
- 5 more or 5 less - 5 more or 5 less - 5 more or 5 less - 5 more or 5 less
- 10 more or 10 less - 10 more or 10 less - 10 more or 10 less - 10 more or 10 less
 Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction  Solve addition and subtraction
problems up to 30 problems up to 30 problems up to 30 problems up to 30
 Know multiplication tables of  Know multiplication tables of  Know multiplication tables of  Know multiplication tables of
2, 5 and 10 2, 5 and 10 2, 5 and 10 2, 5, 3 and 10
1.17  Recognise halves and  Use and name fractions in  Use and name fractions in  Use and name fractions in
Fractions quarters familiar context including familiar including halves, familiar context including
halves, quarters quarters and third halves, quarters and third
 Recognise fractions in  Recognise fractions in  Recognise fractions in
diagrammatic form diagrammatic form diagrammatic form
 Write fractions 1 half, 1  Write fractions as ½, ¼, ⅓ 1/
5  Write fractions ½, ¼, ¾, ⅓ 1/5
quarter, 1 third e.g. ½, ¼, ⅓

139 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
2. PATTENS, FUNCTION AND ALGEBRA
Topic Term 1 Term 2 Term 3 Term 4
2.1  Copy, extend and create  Copy, extend and create  Copy, extend and create  Copy, extend and create
Geometric patterns made with drawings of patterns made with drawings of patterns made with drawings of patterns made with drawings of
Patterns lines, shape or objects lines, shape or objects lines, shape or objects lines, shape or objects
 Identify, describe (in own  Identify, describe (in own  Identify, describe (in own  Identify, describe (in own
words) and copy geometric words) and copy geometric words) and copy geometric words) and copy geometric
patterns from nature and patterns from nature and patterns from nature and patterns from nature, modern
modern everyday life modern everyday life modern everyday life everyday life and our cultural
heritages
2.2  Copy and extend number  Copy, extend and describe  Copy, extend and describe  Copy, extend and describe
Number sequence to at least 50 number sequence to at least number sequence to at least number sequence to at least
patterns 100 250 500
 Sequences should show  Sequences should show  Sequences should show  Sequences should show
counting forwards and counting forwards and counting forwards and counting forwards and
backwards in 1s, 2s, 5s, 10s backwards in: backwards in: backwards in:
- 1s from any number 0-100 - 1s from any number 0-300 - 1s from any number 0-500
- 10s from any multiple up to 200 - 10s from any multiple up to 300 - 10s from any multiple up to 500
- 5s from any multiple up to 100 - 5s from any multiple up to 300 - 5s from any multiple up to 500
- 2s from any multiple up to 100 - 2s from any multiple up to 300 - 2s from any multiple up to 500
- 3s from multiple up to 300 - 3s from multiple up to 500
- Create own number patterns

140 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 OVERVIEW PER TERM
3. SHAPES AND SPACE
TOPIC TERM 1 TERM 2 TERM3 TERM 4
3.1 Language of position Language of position Language of position Language of position
Position,  Understand the position of  Understand the position of  Understand the position of  Understand the position of
orientation one object in relation to one object in relation to one object in relation to one object in relation to
and views another e.g. on top of, in front another e.g. on top of, in front another e.g. on top of, in front another e.g. on top of, in front
of, behind, up, down, next to of, behind, up, down, next to of, behind, up, down, next to. of, behind, up, down, next to.
Position and views Position and views Position and views Position and views
 Understand the position of  Understand the position of  Describe the position of one  Describe the position of one
one object in relation to the one object in relation to the object in relation to another object in relation to another
other e.g. top and bottom other e.g. top and bottom e.g. top and bottom, front and e.g. top and bottom, front and
 Describe the position of one  Describe the position of one back etc. back etc.
object in relation to another. object in relation to another.  Recognise and match  Recognise and match
e.g. top and bottom, front and e.g. top and bottom, front and different views of objects different views of objects
back etc. back etc.
Position and directions Position and directions Position and directions Position and directions
 Follow directions to move  Follow directions to move  Follow and give directions to  Follow and give directions to
around the classroom and around the classroom and move around the classroom move around the classroom
school school  Follow directions on an Follow directions on an informal
 Follow directions on an Follow directions on an informal informal map map
informal map map
3.2 Range of objects Range of objects Range of objects Range of objects
3D objects  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D
objects in the classroom and in objects in the classroom and in objects in the classroom and in objects in the classroom and in
pictures pictures pictures pictures

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 GRADE 4 OVERVIEW PER TERM
3. SHAPES AND SPACE
TOPIC TERM 1 TERM 2 TERM3 TERM 4
- Ball shapes (spheres) - Ball shapes (spheres) - Ball shapes (spheres) - Ball shapes (spheres)
- Box shapes (prisms) - Box shapes (prisms) - Box shapes (prisms) - Box shapes (prisms)
- Cylinders - Cylinders - Cylinders - Cylinders
Features of the objects Features of the objects Features of the objects Features of the objects
 Describe, sort and compare 3D  Describe, sort and compare 3D  Describe, sort and compare 3D  Describe, sort and compare 3D
objects in terms of: objects in terms of: objects in terms of: objects in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
- Shape - Shape - Shape - Shape
- Objects that roll - Objects that roll - Objects that roll - Objects that roll
- Objects that slide - Objects that slide - Objects that slide - Objects that slide
Focused activities Focused activities Focused activities Focused activities
 Observe and build given 3D Observe and build given 3D  Observe and build given 3D Observe and build given 3D
objects using concrete materials objects using concrete materials objects using concrete materials objects using concrete materials
such as cut-out 2D shapes/ such as cut-out 2D shapes/ such as cut-out 2D shapes/ such as cut-out 2D shapes/
templates, building blocks, templates, building blocks, templates, building blocks, templates, building blocks,
recycled material, construction recycled material, recycled material, construction recycled material,
kits, other 3D geometric objects kits, other 3D geometric objects
construction kits, other 3D construction kits, other 3D
geometric objects geometric objects

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 GRADE 4 OVERVIEW PER TERM
3. SHAPES AND SPACE
TOPIC TERM 1 TERM 2 TERM3 TERM 4
3.3 Range of shapes Range of shapes Range of shapes Range of shapes
2D shapes  Recognise and name 2D shapes  Recognise and name 2D shapes  Recognise and name2D shapes  Recognise and name2D shapes
- Star - Star - Star - Star
- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles
- Squares - Squares - Squares - Squares
- Rectangle - Rectangle - Rectangle - Rectangle
Features of shapes Features of shapes Features of shapes Features of shapes
 Describe, sort and compare 2D  Describe, sort and compare 2D  Describe, sort and compare 2D  Describe, sort and compare 2D
Shapes in terms of: Shapes in terms of: Shapes in terms of: Shapes in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
- Straight sides - Straight sides - Straight sides - Straight sides
Draw shapes Draw shapes Draw shapes Draw shapes
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles
- Squares - Squares - Squares - Squares
Rectangles - Rectangles Rectangles - Rectangles
3.4 Symmetry Symmetry Symmetry Symmetry
Symmetry  Recognise symmetry in own Recognise symmetry in own body  Recognise symmetry in own  Recognise symmetry in own body and
draw line of symmetry in 2D geometrical
body and draw line of symmetry and draw line of symmetry in 2D body and draw line of symmetry
shapes and non-geometrical shapes
in 2D geometrical shapes and geometrical shapes and non- in 2D geometrical shapes and

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 GRADE 4 OVERVIEW PER TERM
3. SHAPES AND SPACE
TOPIC TERM 1 TERM 2 TERM3 TERM 4
non-geometrical shapes geometrical shapes non-geometrical shapes

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 GRADE 4 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
4.1 Time Passing of time Passing of time Passing of time Passing of time
 Name days of the week in  Name days of the week in  Name days of the week in  Name days of the week in
correct sequence correct sequence correct sequence correct sequence
 Name and sequence months of  Name and sequence months of  Name and sequence months of  Name and sequence months of
the year the year the year the year
 Understand concept of today  Understand concept of today  Understand concept of today  Understand concept of today
and tomorrow and tomorrow and tomorrow and tomorrow
 Order regular events from their  Order regular events from their  Order regular events from their  Order regular events from their
own lives own lives own lives own lives

 Place birthdays, public  Place birthdays, public  Place birthdays, public  Place birthdays, public
holidays, school events, holidays, school events, holidays, school events, holidays, school events,
religious holidays and historical religious holidays and historical religious holidays and historical religious holidays and historical
events on the calendar events on the calendar events on the calendar events on the calendar
Telling time Telling time Telling time Telling time
 Tell-12 hour time in hours on  Tell 12 hour time in hours, half  Tell 12 hour time in hours, half  Tell 12 hour time in hours, half
analogue clocks and digital hours, quarter hours and hours, quarter hours and hours, quarter hours and
instruments e.g. Cell phones minutes on analogue clocks minutes on analogue clocks minutes on analogue clocks
and digital clocks and other and digital clocks and other and digital clocks and other
digital instruments that show digital instruments that show digital instruments that show
time e.g. Cell phone time e.g. Cell phone time e.g. Cell phone
4.2 Informal measuring Formal measuring Formal measuring Formal measuring
Length  Estimate, measure, compare,  Measuring using metres (m),  Measuring using metres (m),  Measuring using metres (m),

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 GRADE 4 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
order and record length using and centimetres (cm) and centimetres (cm) and centimetres (cm)
non-standard measures e.g.  Estimate, measure, order and  Estimate, measure, order and  Estimate, measure, order and
hand, spans, paces, pencil record length using metres record length using metres record length using metres
lengths, counters etc. (either metre sticks or metre (either metre sticks or metre (either metre sticks or metre
 Describe the length of objects long length of string, measuring long length of string, measuring long length of string, measuring
by counting and stating the tape and ruler) and centimetres tape and ruler) and centimetres tape and ruler) and centimetres
length using informal units as the standard unit of length as the standard unit of length as the standard unit of length
Introducing formal measuring
 Measurement using metres
(m), and centimetres (cm)
 Estimate, and measure height
using height chart
4.3 Informal measuring Informal measuring Informal measuring Informal measuring
Mass  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,
order and record using a order and record using a order and record using a order and record using a
balancing scale and non- balancing scale and non- balancing scale and non- balancing scale and non-
standard measures e.g. blocks, standard measures e.g. blocks, standard measures e.g. blocks, standard measures e.g. blocks,
bricks etc. bricks etc. bricks etc. bricks etc.
 Use language to talk about the  Use language to talk about the  Use language to talk about the  Use language to talk about the
comparison: light, heavy, comparison: light, heavy, comparison: light, heavy, comparison: light, heavy,
lighter, heavier lighter, heavier lighter, heavier lighter, heavier
 Describe the mass of objects by  Describe the mass of objects by  Describe the mass of objects by  Describe the mass of objects by
counting and stating the mass counting and stating the mass counting and stating the mass counting and stating the mass

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 GRADE 4 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
using informal units using informal units using informal units using informal units
Introduce formal measuring Introduce formal measuring Formal measuring Formal measuring
 Compare and order the mass of  Compare and order the mass of  Compare and order the mass of  Compare and order the mass of
commercially packaged objects commercially packaged objects commercially packaged objects commercially packaged objects
which have their mass stated which have their mass stated which have their mass stated which have their mass stated
only in kilograms e.g. 2 kg of only in kilograms e.g. 2 kg of only in kilograms e.g. 2 kg of only in kilograms e.g. 2 kg of
rice and 1 kg of flour rice and 1 kg of flour rice and 1 kg of flour rice and 1 kg of flour
 Measure own mass in  Measure own mass in  Measure own mass in  Measure own mass in
kilograms using a bathroom kilograms using a bathroom kilograms using a bathroom kilograms using a bathroom
scale scale scale scale
 Measure the mass of different  Measure the mass of different  Measure the mass of different  Measure the mass of different
items using a kitchen scale in items using a kitchen scale in items using a kitchen scale in items using a kitchen scale in
kg kg kg kg
 Measure own mass in  Measure own mass in  Measure own mass in  Measure own mass in
kilograms using a bathroom kilograms using a bathroom kilograms using a bathroom kilograms using a bathroom
scale scale scale scale
4.4 Informal measuring Informal measuring Informal measuring Informal measuring
Capacity/  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,  Estimate, measure, compare,
Volume order and record the capacity of order and record the capacity of order and record the capacity of order and record the capacity of
containers by using non- containers by using non- containers by using non- containers by using non-
standard measures e.g. spoons standard measures e.g. spoons standard measures e.g. spoons standard measures e.g. spoons
and cups and cups and cups and cups
Formal measuring Formal measuring Formal measuring Formal measuring

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 GRADE 4 OVERVIEW PER TERM
4. MEASUREMENT
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
 Compare and order the volume  Compare and order the volume  Compare and order the volume  Compare and order the
of commercially packaged of commercially packaged of commercially packaged volume of commercially
objects which have their objects which have their objects which have their packaged objects which have
volume stated in litres and volume stated in litres and volume stated in litres and their volume stated in litres
millilitre e.g. 500mℓ of cold drink millilitre e.g. 500mℓ of cold drink millilitre e.g. 500mℓ of cold drink and millilitre e.g. 500 mℓ of
and 1ℓ of milk and 1ℓ of milk and 1ℓ of milk cold drink and 1ℓ of milk

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 GRADE 4 OVERVIEW PER TERM
5. DATA HANDLING
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
5.1  Collect data on the theme to  Collect data on the theme to  Collect and sort objects  Collect and sort objects
Collect and answer questions posed by the answer questions posed by the according to different attributes according to different attributes
Sort objects teacher teacher  Introduce the concept of data  Introduce the concept of data
 Use data cycle to make class  Use data cycle to make class handling by collecting data of handling by collecting data of
pictograph with one-to-one pictograph with one-to-one how many boys and girls are in how many boys and girls are in
correspondence correspondence the class the class
5.2  Use data cycle to make class  Use data cycle to make class  Use data cycle to make class
Represent pictograph with one-to-one pictograph with one-to-one pictograph with one-to-one
sorted correspondence correspondence correspondence
collection  Collect data about the theme to  Collect data about the theme to  Collect data about the theme to
of objects answer questions posed by the answer questions posed by the answer questions posed by the
teacher teacher teacher
5.3  Answer questions about how
Discuss and the sorting was done (process)
report on  What the sorted collection
sorted looks like (product)
collection of  Describe the collection through
objects drawings
5.4  Make pictograph with one-to- Make pictograph with one-to-one  Collect data about the theme to  Collect data about the theme to
Collect and one correspondence correspondence answer questions posed by the answer questions posed by the
Organise data teacher teacher
 Organise data in a table  Organise data in a table
5.5  Represent data in pictographs  Represent data in pictographs  Represent data in pictographs

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 GRADE 4 OVERVIEW PER TERM
5. DATA HANDLING
TOPIC 1 TERM1 TERM 2 TERM 3 TERM 4
Represent and bar graphs and bar graphs and bar graphs
data
5.6  Represent data in pictograph  Analyse data from  Represent data in pictograph  Analyse data from in
Analyse and with one-to-one representations provided and bar graph with one to one pictograph and bar graph
interpret correspondence  Represent data in pictograph correspondence representations provided
 Answer questions about data in with one-to-one  Answer questions about data in  Represent data in pictograph
pictograph with one-to-one correspondence pictograph and bar graphs with and bar graph with one-to-one
correspondence one-to-one correspondence correspondence

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3.4.10 ASSESSMENT PLANS: GRADE 4

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Count in 1s from any Position and views
number up to 200  Describe the position of
 Count forwards in one object in relation to
multiples of: another. e.g. top and
- 2s up to 200 bottom, front and back
- 10s up to 200 etc.
- 5s up to 200
 Count backwards in
multiples of:
- 1s from 100
- 10s from 200
- 2s from 150
- 5s from 150
Week3  Identify, recognise and  Describe, sort and
read number symbols 1- compare 3D objects in
200 terms of:
 Write number symbols 1- - Size
50 - Colour

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
 Identify, recognise and - Shape
read number names 1 - - Objects that roll
20 - Objects that slide
 Know number names in
multiples of 10s up to
200

152 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week4  Recognise the place Passing of time  Represent data in
value of two digit  Name days of the week pictographs
numbers 10-99 in correct sequence
 Decompose two digit  Name and sequence
numbers into tens and months of the year
units  Identify birthdays, public
 Identify and state the holidays, school events,
value of each digit religious holidays and
historical events on the
calendar
Telling time
 Tell-12 hour time in
hours on analogue
clocks and digital
instruments e.g. cell
phones
Week5  Recognise and identify Formal measuring
the South African coins  Compare and order the
50c, R1, R2, R5 and volume of commercially
bank notes R10, R20, packaged objects which
R50, R100, R200 have their volume
 Solve money problems stated in litres and

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
involving total change in millitres
cents up to 50c and
Rand up to R50
Week6  Solve addition problems Informal measuring
 Estimate, measure,
up to 100
compare, order and
 Solve subtraction record the capacity of
problems from100 containers by using non-
standard measures e.g.
 Use appropriate symbols
spoons and cups
(+,-,=,□)
 Solve addition and
subtraction problems to
30 (Mental Maths)
 Practise doubling and
halving up to 100
Week7  Multiply numbers 1 to 10  Copy and extend number
by 10, 5 and 2 up to 100 sequences to at least 50
 Know multiplication  Sequences should show
tables of 2, 5 and 10 counting forwards and
(Mental Maths) backwards in 1s, 2s
Week8  Divide numbers to 50 by  Represent data in
2, 5,and 10 pictographs and bar
 Use appropriate graphs with one-to-one

154 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
symbols (÷, =) correspondence.
 Answer questions about
data in pictographs and
bar graphs with one-to-
one correspondence
Week9  Solve word problems in Symmetry
context and explain own  Draw line of symmetry in
solution to problems that 2D geometrical shapes
involve equal sharing and non-geometrical
and grouping up to 30 shapes
with answers that may
include remainders
Week 10  Recognise halves and  Copy and extend number
quarters sequence to at least 50
 Sequence should show
counting forwards and
backwards in 1s

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)

Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in 1s from any  Collect and sort data
number up to 300 according to different
 Count forward in attributes
multiples from a given  Represent data in a
number in: pictograph
- 2s up to 300
- 10s up to 300
- 5s up to 200
 Count backwards in
multiples from a given
number in:
- 1s from 300
- 10s from 300
- 2s from 200
- 5s from 200
Week 3  Identify, recognise and  Measure using metres
read number symbols 1- (m) and centimetres (cm)
300
 Write number symbols
1-100
 Identify, recognise and
read number names 1-

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)

Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
100
 Know number names in
multiples of 10s up to
300
Week 4  Order numbers from Telling time
biggest to smallest and  Tell 12 hour time in
smallest to biggest; hours, half hours on
smaller than, greater analogue clocks and
than, more than, less digital clocks and other
than and equal to, up to digital instruments that
80 show time
Week 5  Recognise the place  Identify and describe in
value of three digit own words and copy
numbers up to-200 geometric patterns from
 Decompose three digit nature and modern
numbers into hundreds, everyday life
tens and units
 Identify and state the
value of each digit
Week 6  Solve simple word  Understand the
problems in context and position of one object

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)

Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
explain own solution to in relation to another
problems involving e.g. on top of, in front
addition and subtraction of, behind, up, down,
with answers up to 150 next to
 Solve addition problems
up to 150
 Solve subtraction
problems from150
 Use appropriate symbols
(+,-,=,□)

158 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)

Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week7  Solve word problems in  Sequences should show
context and explain own counting forwards and
solution to problems backwards in:
involving repeated - 5s from any multiple up
addition leading to to 100
multiplication with - 2s from any multiple up
answers up to 30 to 100
 Multiply numbers 1 to 10 - 10s from any multiple up
by 10, 5 and 2 up to 150 to 200
 Use appropriate symbol
(+ ,x, =)
Week8  Divide numbers to 50 by  Analyse data from
2, 5,and 10 representations provided
 Use appropriate
symbols (÷, =)
 Solve word problems in
context and explain own
solution to problems that
involve equal sharing
and grouping up to 50
with answers that may

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)

Term 2 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
include remainders
Week9  Recognise and identify
the South African coins
50c, R1, R2, R5 and
bank notes R10, R20,
R50, R100, R200
 Solve money problems
involving total change in
cents up to 50c and
Rand up to R50
Week 10  Solve word problems in
context and explain own
solutions to problems
that involve equal
sharing leading to
solutions that include
unitary fractions e.g.½,
¼, and ⅓

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in 1s from any Position and views
number up to 400  Describe the position
Count forwards in of one object in relation
multiples from a given to another. e.g. top and
number: bottom, front and back
- 2s up to 400 etc.
- 10s up to 400  Recognise and match
- 5s up to 400 different views of
 Count backwards in objects
multiples from a given
number:
- 1s from 400
- 10s from 400
- 2s from 200
- 5s from 250
Week3  Identify, recognise and  Describe, sort and
read number symbols 1- compare 3D objects in
400 terms of:
 Write number symbols - Size
1-250 - Colour
 Identify, recognise and - Shape
read number names 1- - Objects that roll

161 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
250 - Objects that slide
 Know number names in
multiples of 10s up to
400
Week4  Order numbers from Telling time
biggest to smallest and  Tell 12 hour time in
smallest to biggest; hours, half hours and
smaller than, greater quarter hours on
than, more than, less analogue clocks and
than and equal to, up to digital clocks and other
100 digital instruments that
show time
Week5  Recognise the place Formal measuring
value of three digit  Measure own mass in
numbers 10-300 kilograms using a
 Decompose three digit bathroom scale
numbers into hundreds,  Measure the mass of
tens and units different items using a
 Identify and state the kitchen scale in kg
value of each digit

162 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 6  Solve word problems in Symmetry
context and explain own  Recognise symmetry in
solution to problems own body and draw line
involving addition and of symmetry in 2D
subtraction with answers geometrical and non-
up to 180 geometrical shapes
 Add to 180
 Subtract from 180
 Use appropriate symbols
(+,-,=,□)
 Practice number bonds to
30
Week 7  Solve word problems in  Sequences should show  Organise and discuss
context and explain own counting forward and data in:
solution to problems backwards in: - Tables
involving repeated - 1s from any number 0- - Pictograph
addition leading to 300 - Bar graphs
multiplication with - 10s from any multiple up  Answer questions on the
answers up to 30 to 300 data
 Know multiplication - 5s from any multiple up
tables of 2, 5 and 10 to 300
 Multiply numbers 1 to 10 - 2s from any multiple up

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 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
by 10, 5 and 2 up to 100 to 300
- 3s from multiple up to
300

164 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week8  Solve word problems in  Represent data in
context and explain own pictographs and bar
solution to problems that graphs with one-to-one
involve equal sharing correspondence
and grouping up to 100  Answer questions about
with answers that may data in pictographs and
include remainders bar graphs
 Divide numbers to 50 by
2, 5,and 10
 Use appropriate
symbols (÷, =)
Week9  Recognise and identify Position and directions
the South African coins  Follow and give
50c, R1, R2, R5 and directions to move
bank notes R10, R20, around the classroom
R50, R100, R200  Follow directions on an
 Solve money problems informal map
involving total change in
cents up to 75c and
Rand up to R75

165 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 10  Solve word problem in
context and explain own
solutions to problems
that involve equal
sharing leading to
solutions that include
unitary fractions e.g.
half, 2 quarters, three
quarters, one third and
one fifth
 Recognise fractions in
diagrammatic form
 Write fractions as ½, ¼,
¾, ⅓, 1/5

166 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week 2  Count in 1s from any  Copy, extend and
number up to 500 describe number
 Count forward in sequences to at least
multiples from a given 500
number:  Sequences should show
- 2s up to 500 counting forwards and
- 10s up to 500 backwards in:
- 5s up to 500 - 5s from any multiple up
 Count backwards in to 500
multiples from a given - 2s from any multiple up
number: to 500
- 1s from 500 - 3s from any multiple up
- 10s from 500 to 500
- 2s from 300
- 5s from 300
Week3  Identify, recognise and  Analyse data from in
read number symbols 1- pictographs and bar
500 graphs representations
 Write number symbols provided
1-500
 Know number names in
multiples of 10s up to

167 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
500
 Identify, recognise and
read number names 1-
500
Week4  Order numbers from Telling time
biggest to smallest and  Tell 12 hour time in
smallest to biggest; hours, half hours, quarter
smaller than, greater hours and minutes on
than, more than, less analogue clocks and
than and equal to, up to digital clocks and other
200 digital instruments that
show time e.g. Cell
phone
Week5  Recognise the place  Copy, extend and
value of three digit describe number
numbers 10-500 sequences to at least
 Decompose three digit 500
numbers into hundreds,  Sequences should show
tens and units counting forward and
 Identify and state the backwards in:
value of each digit - 5s from any multiple up
to 500

168 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
- 2s from any multiple up
to 500
- 3s from any multiple up
to 500
 Create own number
patterns
Week6  Solve word problems in Formal measuring
context and explain own  Compare and order the
solution to problems volume of commercially
involving addition and packaged objects which
subtraction with answers have their volume stated
up to 250 in litres and millilitre e.g.
 Solve addition problems 500ml of cold drink and
up to 200 1L of milk
 Solve subtraction
problems from200
 Practise doubling and
halving up to 200
 Use appropriate
symbols (+,-,=,□)
Week7  Solve word problems in  Draw shapes
context and explain own - Star

169 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
solution to problems - Hart
involving repeated - Circles
addition leading to - Triangles
multiplication with - Squares
answers up to 250 - Rectangles
 Multiply numbers 1 to 10
by 10, 5 and 2 up to 100
 Use appropriate symbol
(+ ,x, =)

170 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 4 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week8  Solve word problems in Formal measuring
context and explain own  Measuring using metres
solution to problems that (m), and centimetres (cm)
involve equal sharing and
grouping up to 500 with
answers that may include
remainders
 Divide numbers up to 50
by 2, 5,and 10
 Use appropriate symbols
(÷, =)
Week9  Recognise and identify
the South African coins
50c, R1, R2, R5 and
bank notes R10, R20,
R50, R100, R200
 Solve money problems
involving total change in
cents up to 90c and Rand
up to R99
Week 10  Use and name
fractions in familiar

171 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 context including
halves, quarters and
third
 Recognise fractions in
diagrammatic form
 Write fractions ½, ¼,
¾,⅓, 1/5,

172 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.11 TERM OVERVIEW GRADE 5

The following tables show the progression over the terms within GRADE 5 in the different content area:
GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

NUMBER CONCEPT DEVELOPMENT: count with the whole numbers

1.1  Count to at least 500 everyday  Count to at least 600 everyday  Count to at least 800 everyday  Count to at least 1000
Count objects objects reliably objects reliably objects reliably everyday objects reliably
 Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of  Give a reasonable estimate of
a number of objects that can a number of objects that can a number of objects that can a number of objects that can
be checked by counting be checked by counting be checked by counting be checked by counting
 Encourage strategy of  Encourage strategy of  Encourage strategy of  Encourage strategy of
grouping grouping grouping grouping
1.2  Counts forwards and  Counts forwards and  Counts forwards and  Counts forwards and
Count backwards in: backwards in: backwards in: backwards in:
backwards and - 1s from any number between - 1s from any number between - 1s from any number 0-800 - 1s from any number 0-1000
forwards 0-500 0-600 - 10s from any multiple up to 800 - 10s from any multiple up to
- 10s from any multiple up to - 10s from any multiple up to - 2s from any multiple up to 400 1000
500 600 - 5s from any multiple up to 600 - 2s from any multiple up to 1000
- 2s from any multiple up to 100 - 2s from any multiple up to 200 - 3s from any multiple up to 600 - 5s from any multiple up to 1000
- 5s from any multiple up to 100 - 5s from any multiple up to 400 - 4s from any multiple up to 800 - 3s from any multiple up to 1000
- 3s from any multiple up to 300 - 4s from any multiple up to 1000
- 50s and 100s to 1000 and
more
-
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers

173 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

1.3  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read  Identify, recognise and read
Number number symbols 1-500 number symbols 0-700 number symbols 0-800 number symbols 0-1000
Symbols and  Write number symbols 1-500  Write number symbols 0-700  Write number symbols 0-800  Write number symbols 0-1000
number names  Know number names in  Write number names 0-20  Write number names 0-20  Write number names 0-20
multiples of 10s up to 500  Know number names in  Know number names in  Know number names in 10s up
multiples of 10s up to 700 multiples of 10s up to 800 to 1000
NUMBER CONCEPT DEVELOPMEMT: Describe, compare and order whole numbers
1.4  Describe, compare and order  Describe, compare and order  Describe, compare and order  Describe, compare and order
Describe, numbers 1-100 numbers 1-200 numbers 1-500 numbers 1-1000
compare and  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to  Compare whole numbers up to
order numbers 100 using smaller than, greater 150 using smaller than, greater 200 using smaller than, greater 250 using smaller than,
than, more than, less than and than, more than, less than and than, more than, less than and greater than, more than, less
is equal to is equal to is equal to than and is equal to
 Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to  Order numbers from biggest to
smallest and smallest to smallest and smallest to smallest and smallest to smallest and smallest to
biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater biggest; smaller than, greater
than, more than, less than and than, more than, less than and than, more than, less than and than, more than, less than and
equal to, up to 500 equal to, up to 700 equal to, up to 800 equal to, up to 1000
 Position objects in a line from  Position objects in a line from  Position objects in a line from  Position objects in a line from
first to thirtieth first to fiftieth first to eightieth first to hundredth
 Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show  Use ordinary numbers to show
order, place per position up to order, place per position up to order, place per position up to order, place per position up to
30 50 80 100

174 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

NUMBER CONCEPT DEVELOPMENT: Place value

1.5  Recognise the place value of  Recognise the place value of  Recognise the place value of  Recognise the place value of
Place value three digit numbers from 10 to three digit numbers from 10- three digit numbers from 10- three digit numbers from 10-
500 700 800 1000
 Decompose three digit  Decompose three digit  Decompose three digit  Decompose three digit
numbers into hundreds, tens numbers into hundreds, tens numbers into hundreds, tens numbers into hundreds, tens
and units and units and units and units
 Identify and state the value of  Identify and state the value of  Decompose four digit  Decompose four digit
each digit each digit numbers into thousands, numbers into thousands,
hundreds, tens and units hundreds, tens and units
 Identify and state the value of  Identify and state the value of
each digit each digit
SOLVE PROBLEMS IN CONTEXT
1.6  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Problem solving when solving problems and when solving problems and when solving problems and when solving problems and
techniques explain solutions to problems explain solutions to problems explain solutions to problems explain solutions to problems
- Building up and breaking down - Building up and breaking down - Building up and breaking down - Building up and breaking
of numbers of numbers of numbers down of numbers
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Use number lines - Use number lines - Use number lines - Use number lines
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Rounding off in tens and - Rounding off in tens and - Rounding off in tens and - Rounding off in tens and
hundreds hundreds hundreds hundreds

175 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

- Calculator - Calculator - Calculator - Calculator

1.7  Solve word problems in  Solve word problems in  Solve word problems in  Solve word problems in
Addition and context and explain own context and explain own context and explain own context and explain own
Subtraction solution to problems involving solution to problems involving solution to problems involving solution to problems involving
addition and subtraction with addition and subtraction with addition and subtraction with addition and subtraction with
answers up to 200 answers up to 300 answers up to 400 answers up to 500
1.8  Solve number problems in  Solve number problems in  Solve number problems in  Solve number problems in
Repeated context and explain own context and explain own context and explain own context and explain own
addition leading solution to problems involving solution to problems involving solution to problems involving solution to problems involving
to multiplication multiplication with answers up multiplication with answers up multiplication with answers up multiplication with answers up
to 200 to 300 to 400 to 500
1.9  Solve word problems In  Solve number problems in  Solve number problems in  Solve number problems in
Grouping and context and explain own context and explain own context and explain own context and explain own
sharing leading solutions to problems that solutions to problems that solutions to problems that solutions to problems that
to division involve equal sharing and involve equal sharing and involve equal sharing and involve equal sharing and
grouping up to 200 with grouping up to 300 with grouping up to 400 with grouping up to 500 with
answers that may include answers that may include answers that may include answers that may include
remainders remainders remainders remainders
1.10  Solve word problem in context  Solve word problem in context  Solve word problem in context  Solve word problem in context
Sharing leading and explain own solutions to and explain own solutions to and explain own solutions to and explain own solutions to
to fractions problems that involve equal problems that involve equal problems that involve equal problems that involve equal
sharing leading to solutions sharing leading to solutions sharing leading to solutions sharing leading to solutions
that include unitary fractions that include unitary fractions that include unitary fractions that include unitary fractions

176 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

e.g. ½, ¼, ⅓, 1/5 e.g. ½, ¼, ⅓, 1/5 e.g. ½, ¼, ⅓, 1/5, etc. e.g. ½, ¼, ⅓, 1/5, etc.
1.11  Recognise and identify the  Recognise and identify the  Recognise and identify the  Recognise and identify the
Money South African coins 50c, South African coins 5c, 10c, South African coins 50c, R1, South African coins 50c, R1,
R1,R2, R5 and bank notes 20c, 50c, R1, R2, R5 and bank R2, R5 and bank notes R10, R2, R5 and bank notes R10,
R10, R20, R50, R100, R200 notes R10, R20, R50, R100, R20, R50, R100, R200 R20, R50, R100, R200
 Solve money problems R200  Solve money problems  Solve money problems
involving total change in cents  Solve money problems involving total change up to involving total change up to
up to 90c and Rand up to involving total change up to R399.99 and beyond R499.99 and beyond
R199.99 R299.99 and beyond
CONTEXT FREE CALCULATIONS
1.12  Use the following techniques  Use the following techniques  Use the following techniques  Use the following techniques
Techniques when performing calculations: when performing calculations: when performing calculations: when performing calculations:
(methods or - Building up and breaking down - Building up and breaking down - Building up and breaking down - Building up and breaking
strategies) numbers numbers numbers down numbers
- Practise doubling and halving - Practise doubling and halving - Practise doubling and halving - Practise doubling and halving
- Use number lines - Use number lines - Use number lines - Use number lines
- Use 100 chart - Use 100 chart - Use 100 chart - Use 100 chart
- Rounding off in 10s and 100s - Rounding off in 10s and 100s - Rounding off in 10s and 100s - Rounding off in 10s and 100s
1.13  Add to 200  Add to 300  Add to 400 and beyond  Add to 500 and beyond
Addition and  Subtract from 200  Subtract from 300  Subtract from 400 and beyond  Subtract from 500 and beyond
subtraction  Use appropriate symbols  Use appropriate symbols (+,,=,  Use appropriate symbols  Use appropriate symbols
 (+,-,=, □) □)  (+,-,=,□ )  (+,-,=, □ )
1.14  Multiply numbers 1 to 10 by 2,  Multiply numbers 2 ,3, 4, 5 and  Multiply numbers 2, 3, 4, 5 and  Multiply numbers 2, 3, 4, 5 and

177 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

Repeated 3, 4, 5, and 10 10 to a total of 100 10 to a total of 100 and beyond 10 to a total of 100 and beyond
addition leading  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
to multiplication  (+, x, =)  (+, x, =)  (+, x, =)  (+, x, =)
 Tables 2, 3, 4, 5 and 10  Tables 2, 3, 4,5 and 10  Tables 2, 3, 4, 5 and 10  Tables 2, 3, 4, 5 and 10
1.15  Divide numbers up to 100 by  Divide numbers up to 100 by 2,  Divide numbers up to 100 and  Divide numbers up to 100 and
Division 10 and 10 beyond by 25, and 10 beyond by 2, 5, and 10
 Use appropriate symbols  Use appropriate symbols  Use appropriate symbols  Use appropriate symbols
 (÷, =)  (÷, =)  (÷, =)  (÷, =)
1.16  Number concept: Range 600  Number concept: Range 700  Number concept: Range 800  Number concept: Range 1000
Mental  Order a given set of selected  Order a given set of selected  Order a given set of selected and beyond
Mathematics numbers numbers numbers  Order a given set of selected
 Compare numbers to 600 and  Compare numbers to 700 and  Compare numbers to 800 and numbers
say which is: say which is: say which is:  Compare numbers to 1000 and
1 more or1ℓess 1 more or1ℓess 1 more or1ℓess say which is:
2 more or 2 less 2 more or 2 less 2 more or 2 less 1 more or1ℓess
3 more or 3 less 3 more or 3 less 3 more or 3 less 2 more or 2 less
4 more or 4 less 4 more or 4 less 4 more or 4 less 3 more or 3 less
5 more or 5 less 5 more or 5 less 5 more or 5 less 4 more or 4 less
10 more or 10 less 10 more or 10 less 10 more or 10 less 5 more or 5 less
10 more or 10 less
 Rapidly recall  Rapidly recall  Rapidly recall  Rapidly recall
 Solve addition and subtraction  Recall addition and subtraction  Recall addition and subtraction  Recall addition and subtraction
problems to 30 facts to 30 facts to 40 facts to 50

178 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
1. NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4

 Add or subtract multiples of 10  Add or subtract multiples of 10  Add or subtract multiples of 10  Add or subtract multiples of 10
from 0 to 200 from 0 to 300 from 0 to 400 from 0 to 500
1.17  Use and name fractions in  Use and name fractions in  Use and name unitary and  Use and name unitary and
Fractions familiar context including familiar context including non-unitary fractions including non-unitary fractions including
halves, quarters, third and fifth halves, quarters, third and fifth halves, quarters, third and fifth halves, quarters, third and fifth
 Recognise fractions in  Recognise fractions in  Recognise fractions in  Recognise fractions in
diagrammatic form diagrammatic form diagrammatic form diagrammatic form
 Begin to recognise that two  Begin to recognise that two
halves or three thirds make halves or three thirds make
one whole and that one half one whole and that one half
and two quarters are and two quarters are
equivalent equivalent
 Write fractions ½, ¼, ¾, ⅓, 1/5  Write fractions ½, ¼, ¾, ⅓, 1/5  Write fractions ½, ¼, ¾, ⅓, 1/5  Write fractions ½, ¼, ¾, ⅓, 1/5

179 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
2.1 Copy ,extend and describe Copy, extend and describe Copy, extend and describe Copy, extend and describe
Geometric patterns around us patterns around us patterns around us patterns around us
patterns  Identify ,describe and copy  Identify ,describe and copy  Identify ,describe and copy  Identify ,describe and copy
geometric patterns: geometric patterns made with: geometric patterns made with: geometric patterns made with:
- in nature - Concrete objects - Concrete objects - Concrete objects
- from modern everyday life - Drawings - Drawings - Drawings
- from our cultural heritages - Shapes or objects - Shapes or objects - Shapes or objects
 Create own geometric - Simple patterns in which - Simple patterns in which - Simple patterns in which
patterns: shapes or group of shapes are shapes or group of shapes are shapes or group of shapes are
- with concrete objects repeated in exactly the same repeated in exactly the same repeated in exactly the same
- by drawing lines way way way
- Shapes or objects - Patterns in which the number - Patterns in which the number - Patterns in which the number
- Describe own patterns or size of shapes in each stage or size of shapes in each stage or size of shapes in each stage
changes in a predictable way changes in a predictable way changes in a predictable way
i.e. regularly increasing i.e. regularly increasing i.e. regularly increasing
patterns patterns patterns
 Create own geometric  Create own geometric  Create own geometric
patterns with physical objects patterns with physical objects patterns with physical objects
 Create own patterns by  Create own patterns by  Create own patterns by
drawing lines, shapes or drawing lines, shapes or drawing lines, shapes or
objects objects objects
 Describe own patterns  Describe own patterns  Describe own patterns

180 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
2. PATTERNS, FUNCTIONS AND ALGEBRA
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
2.2 Copy, extend and describe Copy, extend and describe Copy, extend and describe Copy, extend and describe
Number patterns number sequence to at least number sequence to at least number sequence to at least number sequence to at least
600 700 800 1000
 Sequences should show  Sequences should show  Sequences should show  Sequences should show
counting forward and counting forward and counting forward and counting forward and
backwards in: backwards in: backwards in: backwards in:
- 1s from any number between - 1s from any number between - 1s from any number between - 1s from any number between
0-600 0-700 0-800 0-1000
- 10s from any multiple up to - 10s from any multiple up to - 10s from any multiple up to - 10s from any multiple up to
600 700 800 1000
- 5s from any multiple up to 600 - 5s from any multiple up to 700 - 5s from any multiple up to 800 - 5s from any multiple up to
- 2s from any multiple up to 600 - 2s from any multiple up to 700 - 2s from any multiple up to 800 1000
- 3s from multiple up to 600 - 3s from multiple up to 700 - 3s from multiple up to 800 - 2s from any multiple up to
- 4s from multiples up to 600 - 4s from multiples up to 700 - 4s from multiples up to 800 1000
- 3s from multiple up to 1000
- 4s from multiples up to 1000
 Create own number patterns  Create own number patterns  Create own number patterns  Create own number patterns

181 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
3. SPACE AND SHAPE (GEOMETRY)
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
3.1 Language of position Language of position Language of position Position and views
Position,  Understand the position of one  Understand the position of one  Understand the position of one  Understand the position of one
orientation and object in relation to another object in relation to another object in relation to another object in relation to the other
views e.g. on top of, in front of, e.g. on top of, in front of, e.g. on top of, in front of, e.g. top and bottom
behind, up, down, next to behind, up, down, next to behind, up, down, next to  Describe the position of one
Position and views Position and views Position and views object in relation to another.
 Recognise and match different  Recognise and match different  Recognise and match different e.g. top and bottom, front and
views of the same everyday views of the same everyday views of the same everyday back etc.
objects objects objects Position and directions
 Describe the position of one  Describe the position of one  Describe the position of one  Follow and give directions to
object in relation to another. object in relation to another. object in relation to another. move around the classroom
e.g. top and bottom, front and e.g. top and bottom, front and e.g. top and bottom, front and and school
back etc. back etc. back etc.  Follow directions on a map
Position and directions Position and directions Position and directions  Read basic co-ordinates
 Follow and give directions to  Follow and give directions to  Follow and give directions to
move around the classroom move around the classroom move around the classroom
and school and school and school
 Follow directions on a map  Follow directions on a map  Follow directions on a map
3.2 Range of objects Range of objects Range of objects
3D objects  Recognise and name 3D  Recognise and name 3D  Recognise and name 3D
objects in the classroom and in objects in the classroom and in objects in the classroom and
pictures pictures in pictures

182 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
3. SPACE AND SHAPE (GEOMETRY)
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
- Ball shapes (spheres) - Ball shapes (spheres) - Ball shapes (spheres)
- Box shapes (prisms) - Box shapes (prisms) - Box shapes (prisms)
- Cylinders - Cylinders - Cylinders
- Pyramids - Pyramids - Pyramids
- Cones - Cones - Cones
Features of the objects Features of the objects Features of the objects
 Describe, sort and compare 3D  Describe, sort and compare  Describe, sort and compare
objects in terms of: 3D objects in terms of: 3D objects in terms of:
- Size - Size - Size
- Colour - Colour - Colour
- shape - shape - shape
- Objects that roll - Objects that roll - Objects that roll
- Objects that slide - Objects that slide - Objects that slide
- Objects that are flat - Objects that are flat
- Objects that are curved - Objects that are curved
3.3 Range of shapes Range of shapes Range of shapes Range of shapes
2D shapes  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D  Recognise and name 2D
shapes shapes shapes shapes
- Star - Star - Star - Star
- Hart - Hart - Hart - Hart
- Circles - Circles - Circles - Circles
- Triangles - Triangles - Triangles - Triangles

183 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
3. SPACE AND SHAPE (GEOMETRY)
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
- Rectangle - Rectangle - Rectangle - Rectangle
- Squares - Squares - Squares - Squares
Features of shapes Features of shapes Features of shapes Features of shapes
 Describe, sort and compare 2D  Describe, sort and compare 2D  Describe, sort and compare 2D  Describe, sort and compare 2D
shapes in terms of: shapes in terms of: shapes in terms of: shapes in terms of:
- Size - Size - Size - Size
- Colour - Colour - Colour - Colour
- Straight sides - Straight sides - Straight sides - Straight sides
- Curved sides - Curved sides Draw shapes: Draw shapes:
Draw shapes: Draw shapes: - Star - Star
- Star - Star - Hart - Hart
- Hart - Hart - Circles - Circles
- Circles - Circles - Triangles - Triangles
- Triangles - Triangles - Squares - Squares
- Squares - Squares - Rectangles - Rectangles
- Rectangles - Rectangles
3.4 Symmetry Symmetry Symmetry
Symmetry  Recognise symmetry in own  Recognise symmetry in own  Recognise and draw line of
body and draw line of body and draw line of symmetry in 2D geometrical
symmetry in 2D geometrical symmetry in 2D geometrical and non-geometrical shapes
and non-geometrical shapes and non-geometrical shapes

184 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
4. MEASUREMENT
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
4.1 Passing of time Passing of time Passing of time Passing of time
Time  Name days of the week in  Name days of the week in  Name days of the week in  Name days of the week in
correct sequence correct sequence correct sequence correct sequence
 Name and sequence months  Name and sequence months  Name and sequence months  Name and sequence months
of the year of the year of the year of the year
 Read dates on a calendar  Read dates on a calendar  Read dates on a calendar  Read dates on a calendar
 Place birthdays, public  Place birthdays, public  Place birthdays, public  Place birthdays, public
holidays, school events, holidays, school events, holidays, school events, holidays, school events,
religious holidays and historical religious holidays and historical religious holidays and historical religious holidays and historical
events on the calendar events on the calendar events on the calendar events on the calendar
 Telling time  Telling time  Telling time  Telling time
 Tell 12 hour time in hours, half  Tell 12 hour time in hours, half  Tell 12 hour time in hours, half  Tell 12 hour time in hours, half
hours, quarter hours and hours, quarter hours and hours, quarter hours and hours, quarter hours and
minutes on analogue clocks minutes on analogue clocks minutes on analogue clocks minutes on analogue clocks
and digital clocks and other and digital clocks and other and digital clocks and other and digital clocks and other
digital instruments that show digital instruments that show digital instruments that show digital instruments that show
time e.g. Cell phone time e.g. Cell phone time e.g. Cell phone time e.g. Cell phone
4.2 Formal measuring Formal measuring Formal measuring Formal measuring
Length  Estimate, measure, order and  Estimate, measure, order and  Estimate, measure, order and  Estimate, measure, order and
record length using standard record length using standard record length using standard record length using standard
unit of length metre (m) and unit of length metre (m) and unit of length metre (m) and unit of length metre (m) and
centimetres (cm): centimetres (cm): centimetres (cm): centimetres (cm):

185 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
4. MEASUREMENT
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
metre sticks metre sticks metre sticks metre sticks
metre long length of string metre long length of string metre long length of string metre long length of string
measuring tape measuring tape measuring tape measuring tape
ruler ruler ruler ruler
 Read distances in km  Read distances in km  Read distances in km
4.3 Formal measuring Formal measuring Formal measuring
Mass  Compare and order the mass  Compare and order the mass  Compare and order the mass
of commercially packaged of commercially packaged of commercially packaged
objects which have their mass objects which have their mass objects which have their mass
stated only in kilograms e.g. stated only in kilograms e.g. stated only in kilograms e.g.
2kg of rice and 1 kg of flour 2kg of rice and 1 kg of flour 2kg of rice and 1 kg of flour
 Measure own mass in  Measure own mass in  Measure own mass in
kilograms using a bathroom kilograms using a bathroom kilograms using a bathroom
scale scale scale
 Measure the mass of different  Measure the mass of different  Measure the mass of different
items using a kitchen scale in items using a kitchen scale in items using a kitchen scale in
kg kg kg
 Measure own mass in
kilograms using a bathroom
scale
4.4 Formal measuring Formal measuring Formal measuring
Capacity/Volume  Compare and order the  Compare and order the  Compare and order the

186 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
4. MEASUREMENT
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
volume of commercially volume of commercially volume of commercially
packaged objects which have packaged objects which have packaged objects which have
their volume stated in litres their volume stated in litres their volume stated in litres
and millilitres e.g. 500mL of and millilitres e.g. 500mL of and millilitres e.g. 500mL of
cold drink and 1L of milk cold drink and 1L of milk cold drink and 1L of milk
 Measure liquids using  Measure liquids using
measuring jug in litres and measuring jug in litres and
measuring cup and spoon in measuring cup and spoon in
mililitre mililitre
4.5 Perimeter Perimeter
Perimeter and  Investigate the distance  Investigate the distance
area around 2D shapes and 3D around 2D shapes and 3D
objects using direct objects using direct
comparison or informal units comparison or informal units
Area Area
 Investigate the area using  Investigate the area using
tiling tiling

187 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 OVERVIEW PER TERM
5. DATA HANDLING
TOPICS TERM 1 TERM 2 TERM 3 TERM 4
5.1  Collect data on the theme  Collect data on the theme  Collect data on the theme  Collect data on the theme
Collect and sort  Answer question posed by the  Answer question posed by the  Answer question posed by the  Answer question posed by the
objects teacher teacher teacher teacher
5.2  Collect and sort own data  Collect and sort own data  Collect and sort own data  Collect and sort own data
Represent sorted according to different according to different according to different according to different
collection of characteristics characteristics characteristics characteristics
objects  Draw a picture of collected  Draw a picture of collected  Draw a picture of collected  Draw a picture of collected
objects objects objects objects
5.3  Answer questions about how  Answer questions about how  Answer questions about how  Answer questions about how
Discuss and the sorting was done (process) the sorting was done (process) the sorting was done (process) the sorting was done (process)
report on sorted  Answer questions on what the  Answer questions on what the  Answer questions on what the  Answer questions on what the
collection of sorted collection looks like sorted collection looks like sorted collection looks like sorted collection looks like
objects (product) (product) (product) (product)
 Draw collections  Draw collections  Draw collections  Draw collections
5.4  Discuss independently the  Discuss independently the  Discuss independently the  Discuss independently the
Collect and collected data collected data collected data collected data
organise data  Organise and discuss data in:  Organise and discuss data in:  Organise and discuss data in:  Organise and discuss data in:
5.5 - Tables - Tables - Tables - Tables
Represent data - Pictograph - Pictograph - Pictograph - Pictograph
5.6 Analyse and - Bar graphs - Bar graphs - Bar graphs - Bar graphs
interpret data  Answer questions on the data  Answer questions on the data  Answer questions on the data  Answer questions on the data

188 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
3.4.12 ASSESSMENT PLANS GRADE 5

The following tables indicate the suggested formative and summative assessment plan. The teacher should instruct all five content areas every
week, however formative and summative assessment are suggested in specific content areas.
GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Numbers, Operations Patterns, functions Space and shape Measurement Data handling
and Relationships and algebra
Week 2  Counts forwards and Position and views
backwards in:  Recognise and match
- 1s from any number different views of the
between 0-500 same everyday objects
- 10s from any multiple of Position and directions
10, 0-500  Follow directions on a
- 2s from any multiple of map
2, 0-100
- 5s from any multiple of
5, 0-100
Week3  Identify, recognise and  Tell 12 hour time in hours,
half hours, quarter hours and
read number symbols
minutes on analogue clocks
1-500 and digital clocks
 Write number symbols
1-500
 Know number names in
multiples of 10s up to
500

189 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Number, Operations Patterns, functions Space and shape Measurement Data handling
and Relationships and algebra
Week4  Order numbers from  Describe, sort and
biggest to smallest and compare 2D shapes in
smallest to biggest; terms of:
smaller than, greater - Size
than, more than, less - Colour
than and equal to, up to - Straight sides
500 - Curved sides
Draw shapes:
- Star
- Hart
- Circles
- Triangles
- Squares
- Rectangles
Week5  Recognise the place  Create own geometric
value of three digit patterns:
numbers from 10 to - with concrete objects
500 - by drawing lines
 Decompose three digit - with shapes or objects
numbers into hundreds,
tens and units
 Identify and state the

190 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Number, Operations Patterns, functions Space and shape Measurement Data handling
and Relationships and algebra
value of each digit
Week6  Solve word problems in  Estimate, measure,
context and explain order and record length
own solution to using standardised unit
problems involving of length metres (m)
addition and subtraction and centimetres (cm)
with answers up to 200
 Add to 200
 Subtract from 200
 Use appropriate
symbols
(+,-,=, □)
Week7  Solve number problems  Organise and discuss
in context and explain data in:
own solution to - Tables
problems involving - Pictographs
multiplication with - Bar graphs
answers up to 200
 Multiply numbers 1 to
10 by 2, 3, 4, 5, and 10

191 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Number, Operations Patterns, functions Space and shape Measurement Data handling
and Relationships and algebra
Week8  Solve money problems  Tell 12 hour time in hours,
half hours, quarter hours and
involving total change in
minutes on analogue clocks
cents up to 90c and and digital clocks and other
Rand up to R199.99 digital instruments that show
time

Week9  Solve word problems in  Copy, extend and describe

number sequences to at least
context and explain
600 in:
own solution to
- 5s from multiples of 5s
problems that involve
between 0-600
equal sharing and
- 10s from multiples of
grouping up to 200 with
10s between 0-600
answers that may
- Create own number
include remainders
patterns
 Divide numbers up to
100 by 10
Week 10  Recognise fractions in
diagrammatic form
 Recognise that two
halves or three thirds
make one whole and
that one half and two
quarters are equivalent

192 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 1 Number, Operations Patterns, functions Space and shape Measurement Data handling
and Relationships and algebra
 Write fractions ½, ¼, ¾,
⅓, 1/5

193 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Counts forwards and Copy, extend and
backwards in: describe simple number
- 10s from any multiple up sequence to at least 700,
to 600 counting forwards and
- 2s from any multiple up to backwards in:
200 - 1s from any number
- 5s from any multiple up to between 0-700
400 - 10s from any multiple up
- 3s from any multiple up to to 700
300 - 5s from any multiple up
to 700
Week3  Identify, recognise and Range of objects
read number symbols 0-  Recognise and name 3D
700 objects
 Write number symbols 0- - Ball shapes (spheres)
700 - Box shapes (prisms)
 Write number names 0-20 - Cylinders
 Know number names in - Pyramids
multiples of 10s up to 700 - Cones

194 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week4  Order numbers from  Tell 12 hour time in hours,
biggest to smallest and half hours, quarter hours
smallest to biggest; and minutes on analogue
smaller than, greater clocks and digital clocks
than, more than, less than and other digital
and equal to, up to 700 instruments that show
time e.g. Cell phone
Week5  Recognise the place  Measuring using metres
value of three digit and centimetres
numbers from , up to -700
 Decompose three digit
numbers into hundreds,
tens and units
 Identify and state the
value of each digit
Week6  Solve word problems in  Recognise and draw line
context and explain own of symmetry in 2D
solution to problems geometrical shapes and
involving addition and non-geometrical shapes
subtraction with answers
up to 300
 Add to 300

195 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
 Subtract from 300
 Use appropriate symbols
(+,,=, □)
Week7  Solve number problems in  Collect data on the theme
context and explain own  Draw a picture of
collected objects
solution to problems
 Discuss independently
involving multiplication the collected data
with answers up to 300  Answer questions on the
data
 Multiply numbers 1 to 10
by 2, 3, 4, 5, and 10
 Use appropriate symbol
(+, x, =)
Week8  Solve number problems in  Formal measuring
context and explain own  Measure liquids using
solutions to problems that measuring jug in litres
involve equal sharing and and measuring cup and
grouping up to 300 with spoon in millilitres mℓ
answers that may include
remainders
 Divide numbers up to 100
by 2 and 10
Week9  Solve money problems  Answer questions on the

196 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 2 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
involving total change up data represented in
to R299.99 and beyond tables, pictographs and
bar graphs
Week  Solve word problems in
10
context and explain own
solutions to problems that
involve equal sharing
leading to solutions that
include unitary fractions
e.g. half, 2 quarters,
thirds, fifths

197 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week 2  Counts forwards and  Recognise and make  Describe, sort and
backwards in: patterns in which the compare 3D objects in
- 10s from any multiple up number or size of shapes terms of:
to 800 in each stage changes in - Objects that roll
- 2s from any multiple up to a predictable way - Objects that slide
800 - Objects that are flat
- 5s from any multiple up to - Objects that are curved
800
- 3s from any multiple up to
800
- 4s from any multiple up to
800
Week3  Identify, recognise and Telling time
read number symbols 0-  Tell 12 hour time in hours,
800 half hours, quarter hours
 Write number symbols 0- and minutes on analogue
800 clocks and digital clocks
 Write number names 0-20 and other digital
 Know number names in instruments that show
multiples of 10s up to 800 time e.g. Cell phone
 Read and know the date
e.g. calendar
Week4  Recognise the place  Recognise, name and

198 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
value of three digit draw 2D shapes
numbers up to 800 - Star
 Decompose three digit - Hart
numbers into hundreds, - Circles
tens and units up to 800 - Triangles
- Rectangle
- Squares
Week5  Add to 400 and beyond Copy , extend and
 Subtract from 400 and describe number
beyond sequence to at least 800,
 Use appropriate symbols sequences should show
(+,-,=,□ ) counting forward sand
backwards in:
- 5s from any multiple up to
800
- 2s from any multiple up to
800
- 3s from multiple up to 100
- 4s from multiples up to
100
Week6  Multiply numbers 2, 3, 4,  Compare and order the
5 and 10 up to 100 and mass of commercially
beyond packaged objects which

199 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
 Use appropriate symbol have their mass stated
(+, x, =) only in kilograms e.g. 2 kg
 Tables 2,3,4,5 and 10 of rice and 1 kg of flour
Week7 Perimeter
 Investigate the distance
around 2D shapes and
3D objects using direct
comparison or informal
units
Week8  Solve word problems in Area
context and explain own  Investigate the area using
solution to problems tiling
involving addition and
subtraction with answers
up to 400

200 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 3 Numbers, Operations Patterns, functions and Space and shape Measurement Data handling
and Relationships algebra
Week9 Solve money problems Formal measuring
involving total change up  Compare and order the
to R399.99 and beyond volume of commercially
packaged objects which
have their volume stated
in litres and millilitre e.g.
500ml of cool drink and
1ℓ of milk
Week 10  Recognise that two
halves or three thirds
make one whole and
that one half and two
quarters are equivalent
 Write fractions ½, ¼, ¾,
⅓, 1/5

201 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations and Patterns, functions Space and shape Measurement Data handling
Relationships and algebra
Week 2  Counts forwards and Position and directions
backwards in:  Follow directions on a
- 1s from any number 0-1000 map
- 10s from any multiple up to  Read basic co-ordinates
1000 on a map
- 2s from any multiple up to
1000
- 5s from any multiple up to
1000
- 3s from any multiple up to
1000
- 4s from any multiple up to
1000
- 50s and 100s to 1000 and
more
Week3  Identify, recognise and read  Copy, extend and
number symbols 0-1000 describe number
 Write number symbols 0- sequence to at least
1000 1000 :sequences
 Write number names 0-20 should show counting
 Know number names in forwards and
multiples of 10s up to 1000 backwards in:

202 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations and Patterns, functions Space and shape Measurement Data handling
Relationships and algebra
 1s from any number
between 0-1000
 10s from any multiple
up to 1000
 5s from any multiple
up to 1000
Week4  Order numbers from biggest  Tell 12 hour time in
to smallest and smallest to hours, half hours, quarter
biggest; smaller than, hours and minutes on
greater than, more than, analogue clocks and
less than and equal to, up to digital clocks and other
1000 digital instruments that
show time e.g. Cell
phone
Week5  Recognise the place value  Estimate, measure, order
of three digit numbers from and record length using
up to -1000 standardised unit of
 Decompose three digit length metres (m) and
numbers into hundreds, centimetres (cm)
tens and units  Read distances in km
 Decompose four digit
numbers into thousands,

203 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations and Patterns, functions Space and shape Measurement Data handling
Relationships and algebra
hundreds, tens and units
 Identify and state the value
of each digit

204 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week6  Solve word problems in  Copy ,extend and
context and explain own describe number
solution to problems sequence showing
involving addition and counting forward and
subtraction with answers backwards in:
up to 500 - 10s from any multiple up
to 1000
- 5s from any multiple up to
500
- 2s from any multiple up to
500
- 3s from any multiple up to
200
- 4s from any multiples up
to 200
Week7  Add to 500 and beyond  Describe, sort and
 Subtract from 500 and beyond
compare 3D objects in
terms of:
- Objects that roll
- Objects that slide
- Objects that are flat
- Objects that are curved

205 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 GRADE 5 SUGGESTED ASSESSMENT PLAN
(FORMATIVE AND SUMMATIVE ASSESSMENT)
Term 4 Numbers, Operations and Patterns, functions and Space and shape Measurement Data handling
Relationships algebra
Week8  Multiply numbers 2, 3, 4, Perimeter
5 and 10 to a total of 100  Investigate the distance
and beyond around 2D shapes and
 Divide numbers up to 100 3D objects using direct
and beyond by 2,5,10 comparison or informal
units
 Area
 Investigate the area using
tiling
Week9  Solve money problems Symmetry
involving total change up  Recognise symmetry in
to R499.99 and beyond 2D geometrical shapes
and non-geometrical
shapes
Week  Use and name unitary  Collect and sort own data
10
and non-unitary fractions according to different
including ½, ¼, ⅓, 1/
5 characteristics
Draw a picture of
collected objects

206 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
4. FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1-5
FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1 TO 5
Grade Term 1 Term 2 Term 3 Term 4
1 Task 1: Weeks 7-8 Task 1: Weeks 7-8 Task 1: Weeks 7-8 Task 1: Weeks 7-8
 Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,
practical, written recording) practical, written recording) practical, written recording) practical, written recording)
 Recognise, identify and read  Count forwards and backwards  Count forwards and backwards  Count in ones up to 20
number symbols 1-5 from any given number up to 13 from a given number up to 15  Recognise of South African
 Add the same number repeatedly  Solve addition problems with  Use concrete objects to solve Rands, R1, R2, R5, R10
up to 4 answers up to 7 problems involving addition and  Recognise and identify 3D
 Recognise, identify and name 2D-  Compare and order objects subtraction with answers up to 8 objects in the classroom
shapes according to length  Collect and sort at least 5 objects  Recognise the mass (heavy
according to size and colour and light)
 Recognise capacity (full,
empty)
2 Task 1: Weeks 7-8 Task 1: Weeks 7-8 Task 1: Weeks 7-8 Task 1: Weeks 7-8
 Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed(oral,  Content to be assessed(oral,
practical, written recording) practical, written recording) practical, written recording) practical, written recording)
 Recognise, identify and read  Write number symbols 1-25  Identify, recognise and read
number symbols up to 1-20  Order numbers from biggest to number symbols 1-40
smallest up to 10  Recognise place value of numbers
 Solve addition and subtraction  Solve addition and subtraction up to 30  Solve addition and subtraction
problems up to 10 problems up to 15  Solve simple word problems problems up to 20
 Copy and extend simple number  Understand the position of one involving addition and subtraction  Solve simple word problems in

207 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS
 FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1 TO 5
Grade Term 1 Term 2 Term 3 Term 4
sequence to at least 10 object in relation to the other with answers up to 18 context involving, equal
 Recognise, name and draw 2D sharing and grouping up to 50
shapes:  Draw a line of symmetry in
- Star geometric shapes
- Hart  Use pictures to represent data
- Circles in pictograph
- Triangles
- Squares
- Rectangles
3 Task 1: Weeks 7-8 Task 1: Weeks 7-8 Task 1: Weeks 4-5 Task 1: Weeks 7-8
 Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,
practical, written recording) practical, written recording) practical, written recording) practical, written recording)
 Count forwards in multiples:  Recognise place value of numbers  Solve money problems involving  Recognise place value of two
5s up to 50 up to 30 totals and change in cents up to digit numbers from 10-99
10s up to 100  Solve word problems in context 50c and Rand to R50  Solve addition and subtraction
2s up to 50 and explain own solutions to  Recognise the place value of two problems up to 100
 Compare whole numbers up to 20 problems involving addition and digit numbers from 10-80  Copy, extend and describe
 Solve addition and subtraction subtraction with answers up to 50  Solve addition and subtraction number sequence to at least
problems up to 20  Copy and extend a given problems up to 80 100
 Name days of the week in correct geometric pattern  Describe the position of one object  Compare and order the mass
sequence in relation to another of commercially packaged

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 FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1 TO 5
Grade Term 1 Term 2 Term 3 Term 4
Task 2: Weeks 7-8 objects which have their mass
 Content to be assessed (oral, stated only in kilogram (kg)
practical, written recording)
 Solve word problems in context
involving addition and subtraction
with answers up to 80
 Measure using metre (m), and
centimetres (cm)
 Compare and order the volume of
commercially packaged objects
which have their volume stated in
litres (l) and millilitre (ml)
 Use pictures to represent data in
pictograph
4 Task 1: Weeks 7-8 Task 1: Weeks 4-5 Task 1: Weeks 4-5 Task 1: Weeks 7-8
 Content to be assessed(oral,  Content to be assessed (oral,  Content to be assessed(oral,  Content to be assessed (oral,
practical, written recording) practical, written recording) practical, written recording) practical, written recording)
 Identify, recognise and read  Solve addition problems up to 150  Recognise the place value of three  Copy, extend and describe
number symbols 1-200  Solve subtraction problems digit numbers 10-300 number sequence to at least
 Recognise the place value of two from150  Solve word problems in context 500
digit numbers 10-99  Solve simple word problems in and explain own solution to  Recognise the place value of
 Recognise and identify the South context and explain own solution problems involving repeated three digit numbers up to 500
African coins 50c, R1, R2, R5 and to problems involving addition addition leading to multiplication  Solve money problems

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 FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1 TO 5
Grade Term 1 Term 2 Term 3 Term 4
bank notes R10, R20, R50, R100, and subtraction with answers up to with answers up to 30 involving total change in cents
R200 150  Solve addition and subtraction up to 90c and Rands up to R99
 Tell-12 hour time in hours on problems up to 180  Use and name fractions in
analogue clocks and digital familiar context including
halves, quarters and thirds
Task 2: Weeks 7-8 Task 2: Weeks 7-8
 Content to be assessed(oral,  Content to be assessed (oral,
practical, written recording) practical, written recording)
 Multiply numbers 1 to 10 by 10, 5  Draw line of symmetry in 2D
and 2 up to 150 geometrical and non-geometrical
 Measure using metres (m) and shapes
centimetres (cm)  Recognise and match different
 Represent data in a pictograph views of objects
 Represent data in pictograph and
bar graph with one-to-one
5 Task 1: Weeks 7-8 Task 1: Weeks 4-5 Task 1: Weeks 4-5 Task 1: Weeks 7-8
 Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,  Content to be assessed (oral,
practical, written recording) practical, written recording) practical, written recording) practical, written recording)
 Order numbers from biggest to  Decompose three digit numbers  Multiply numbers 2, 3, 4, 5 and 10  Identify, recognise and read
smallest and smallest to biggest; into hundreds, tens and units to a total of 100 and beyond number symbols 0-1000
smaller than, greater than, more  Solve word problems in context  Divide numbers up to 100 and  Recognise the place value of
than, less than and equal to, up to and explain own solution to beyond by 2, 5, and 10 three digit numbers from 10-
500 problems involving addition and  Solve money problems involving 1000
 Solve addition and subtraction subtraction with answers up to 300 total change up to R299.99 and  Solve addition and subtraction

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 FORMAL ASSESSMENT TASKS OVERVIEW : GRADES 1 TO 5
Grade Term 1 Term 2 Term 3 Term 4
problems up to 500  Divide numbers up to 100 by 2 beyond problems up to 500 and
 Solve number problems in context and 10  Solve word problems in context beyond
and explain own solution to and explain own solutions to  Multiply numbers 2, 3, 4, 5 and
problems involving multiplication problems that involve equal 10 to a total of 100 and beyond
with answers up to 200 sharing leading to solutions that  Divide numbers up to 100 and
 Draw shapes: include unitary fractions e.g. half, beyond by 2, 5, 10
Circles quarters, thirds, fifths
Triangles Task 2: Weeks 7-8 Task 2: Weeks 7-8
Squares  Content to be assessed (oral,  Content to be assessed (oral,
Rectangles practical, written recording) practical, written recording)
 Recognise and draw line of  Answer questions on the data
symmetry in 2-D geometrical and represented in tables, pictographs
non-geometrical shapes and bar graphs
 Measure using metres and  Investigate the distance around 2D
centimetres shapes and 3D objects using
 Tell 12 hour time in hours, half direct comparison or informal units
hours, quarter hours and minutes  Recognise and make patterns in
on analogue clocks and digital which the number or size of
clocks shapes in each stage changes in a
predictable way

Formal Mathematics assessment tasks include more than one topic in Mathematics. The assessment tasks over the year need to cover all
content areas and topics, but not everything in the curriculum needs to be formally assessed or formally reported

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5. SECTION 5: ASSESSMENT

5.1 Introduction
This section on assessment standardises the recording and reporting processes for the CAPS Grades
R to 5 for learners with Severe Intellectual Disability. It also provides a policy framework for the
management of School Based Assessment (SBA) and School Assessment Records.

It is required of teachers to offer a differentiated form of assessment, as learners with moderate to

severe intellectual disability and learning difficulties also have diverse learning styles and support
needs. Since a learner or learners may be functioning on different levels, the assessment / recording /
reporting system must make provision for reflecting the level(s) of each individual learner. These
different levels should be outlined in the Individual Support Plan which should be developed at the
beginning of the year in accordance with the procedures contained in the Policy on Screening,
Identification, Assessment and Support (SIAS). Each learner, regardless of his/her number of years in
the school, must have access to various forms of assessment best suited to his/her competences,
learning styles, strengths and needs. The targets set for each learner in terms of attainment of
knowledge and skills outlined in each Subject Statement will always strive to take a learner to the next
level and should never set a ceiling on learning potential. Individualised adaptation is required in
terms of content, methods of presentation, classroom pedagogy, pacing of instruction and
accommodations in assessment. The principle is to have high expectations for each learner, to
identify and address barriers to learning so as to ensure fairness in assessment (See Chapter 9 of the
National Protocol for Assessment, 2011).

Assessment does not imply that after every lesson the learners must complete a
worksheet/assignment or project, but will be based on observation and recording of progress
steps attained during the lesson or a series of lessons. Formal assessment can be done in a
format which would be suitable for each learner, e.g. through written or oral assessments, or
by making use of a range of accommodations measures, e.g. a reader and a scribe. The
main aim is to be able to develop a report which is based on definable attainment (even
through the smallest of steps) as prescribed in each subject and can be shared with parents
and care-givers on at least a quarterly basis so as to elicit their participation and co-
operation in the support programme of the learner. At the end of the year a Statement of
Achievement/Report card must be made available on which the Individual Support Plan for
the following year will be based. There will be no learner retention, as the Individual Support
Plan and the Curriculum Schedule (see SIAS Form 124) will indicate at which grade level
learners are working in each subject.

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5.2 Assessment principles
5.2.1 Definition
Assessment is a continuous planned process of identifying, gathering and interpreting
information about the performance of learners, using various forms of assessment. It
involves four steps: generating and collecting evidence of achievement; evaluating this
evidence; recording the findings and using this information to understand and thereby assist
the learner’s development in order to improve the process of learning and teaching.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of
Learning). In both cases regular feedback should be provided to learners to enhance the
learning experience.

Assessment is a process that measures individual learners’ attainment of knowledge

(content and concepts) and skills by collecting, analysing and interpreting the data and
information obtained from this process to:
 enable the teacher to assess a learner’s progress in a reliable way.
 inform learners of their strengths, areas to be developed and progress.
 assist teachers, parents and other stakeholders in making decisions about the learning
process, the progress of learners and the planning for their individualised support.

Assessment should be mapped against the content, skills, intended goals and topics
specified in the learning programme. In both informal and formal assessments it is important
to ensure that in the course of a school year:
 all of the topics and content are covered.
 the full range of skills is included.
 a variety of different forms of assessment are used.

5.2.2 Informal Assessment or Daily Assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s
achievement that can be used to improve their learning. Informal assessment is a daily monitoring of
learners’ progress. This is done through observations, discussions, practical demonstrations, learner-
teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as
stopping during the lesson to observe learners or to discuss with learners how learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for
teaching but need not be recorded. It should not be seen as separate from learning activities taking
place in the classroom.

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Learners or teachers can assess their performance in the tasks. Self-assessment and peer
assessment actively involves learners in assessment. This is important as it allows learners to learn
from and reflect on their own performance. The results of all the informal daily assessment tasks may
be recorded based on assessment instruments used such as rubrics and checklists. This may serve
to give feedback to the learners, their parents and the school management team.

Informal, on-going assessments should be used to scaffold the acquisition of knowledge and
skills and should be the stepping stones leading up to formal assessment.

5.2.3 Formal Assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as
formal assessment. Formal assessment tasks are marked and results are formally recorded by the
teacher. All formal assessment tasks are subject to internal moderation for the purpose of quality
assurance and to ensure that appropriate standards are maintained in the school. Assessment tasks
should always set high expectations for learners.

To implement formal assessment the teacher should:

 Ensure that the formal assessment task coincides with the practical skills and
theoretical work embedded in the practical skill corresponding with the tasks
performed on that day or within the previous week;
 Explain the task to guide the learner, show an example of the completed task in order for the
learner to know exactly what to do and what is expected;
 Divide the class, according to abilities, in more than one group and give a task with
similar content, but differentiated in terms of level of difficulty, abstractness or method
of questioning, to all the learners. The way in which the assessment task is set should
be in reach of the learners’ level of development whilst also setting targets for the next
step of development;
 Written tests could be set to assess theoretical knowledge within a set time, allowing for
assessment accommodations in line with learners’ individual needs;
 Write the date of expected completion of the task in the learner’s book;
 Compile a suitable assessment tool; and
 Formal assessment should reflect 20 % theoretical knowledge embedded in practical work.
Eighty percent (80%) should be practical work.

The formal assessment requirements are indicated in the formal School-Based Assessments table. In
the three core subjects, the ratio may be adapted to the needs of the learners. The focus however
must be on practical skills and not on the written tasks.

Formal School-Based Assessments

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Term 1 Term 2 Term 3 Term 4
Minimum of 1 Minimum of 1 Minimum of 1 Minimum of 1
worksheet/test/activity worksheet/test/activity worksheet/test/activity worksheet/test/activity
per term in order for per term in order for per term in order for per term in order for
20 % of rating codes 20 % of rating codes 20 % of rating codes 20 % of rating codes
to reflect on theoretical to reflect on theoretical to reflect on theoretical to reflect on theoretical
knowledge knowledge knowledge knowledge
Minimum of 4 practical Minimum of 4 practical Minimum of 4 practical Minimum of 4 practical
assessment tasks or assessment tasks or assessment tasks or assessment tasks or
activities in order for activities in order for activities in order for activities in order for
80% of rating codes to 80% of rating codes to 80% of rating codes to 80% of rating codes to
reflect on different reflect on different reflect on different reflect on different
practical skills practical skills practical skills practical skills

In Creative Arts and Art and Crafts, the above table is not applicable. In these two subjects,
a minimum of 4 practical assessment tasks should be completed. Theoretical content will not
be assessed. Refer to the learning programme for assessment requirements.

In Physical Education assessment, the above tables does not apply. Refer to the learning
programme for assessment.

Assessment in the CAPS Grades R to 5 for learners with Severe Intellectual Disability is
underpinned by the objectives of the National Qualifications Framework (NQF). These
objectives are to:
 Create an integrated national framework for learning achievements;
 Facilitate access to and progression within education, training and career paths;
 Enhance the quality of education and training;
 Redress unfair discrimination and past imbalances and thereby accelerate
employment opportunities;
 Contribute to the holistic development of the learner and preparation for the world of
work by addressing:
- social adjustment and responsibility;
- moral accountability and ethical work orientation;
- resilience and adaptability;
- economic participation and entrepreneurial skills; and
- nation-building.

The principles that drive these objectives are:

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  Integration
To adopt a unified approach to education and training that will strengthen the capacity of
learners to adapt to the requirements of the workplace.
 Relevance
To be dynamic and responsive to workplace needs and a range of employment fields.
 Credibility
To demonstrate national and international values and recognition of qualification and
acquired competencies and skills.
 Coherence
To work within a consistent framework of principles.
 Flexibility
To allow for creativity and resourcefulness when achieving skills to cater for different
learning styles and use a range of assessment methods, instruments and techniques.
 Participation
To enable stakeholders to participate in setting standards and co-ordinating the
achievement of the qualification.
 Access
To address barriers to learning at each level to facilitate learners’ progress.
 Progression
To ensure that the qualification framework permits individuals to move through the levels of
the national qualification via different, appropriate combinations of the components of the
delivery system.
 Articulation
To allow for vertical and horizontal mobility in the education system when accredited pre-
requisites have been successfully completed.
 Validity of assessments
To ensure assessment covers a broad range of knowledge, skills, values and attitudes to
demonstrate applied competency. This is achieved through:
- clearly stating the skill to be assessed;
- selecting the appropriate or suitable evidence;
- matching the evidence with a compatible or appropriate method of assessment; and
- selecting and constructing an instrument(s) of assessment.
 Reliability
To assure assessment practices are consistent so that the same result or judgment is
arrived at if the assessment is replicated in the same context. This demands consistency in
the interpretation of evidence; therefore, careful monitoring of assessment is vital.

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  Fairness and transparency
To verify that no assessment process or method(s) hinders or unfairly advantages any
learner. The following could constitute unfairness in assessment:
- Inequality of opportunities, resources or teaching and learning approaches
- Bias based on ethnicity, race, gender, age, disability or social class
- Lack of clarity regarding topic, content or skill being assessed
- Comparison of learners’ work with that of other learners, without taking into account
differences in learning styles, language and culture.
 Practicability and cost-effectiveness
To integrate assessment practices within the teaching and learning process and strive for
cost and time-effective assessment.

5.3 Managing assessment

5.3.1 Types of Assessment
Assessment benefits the learner and the teacher. It informs learners about their progress
and helps teachers make informed decisions at different stages of the learning process.
Depending on the intended purpose, different types of assessment can be used.
 Baseline assessment: At the beginning of a year or learning experience, baseline
assessment establishes the knowledge, skills, values and attitudes that learners bring
to the classroom. This knowledge assists teachers to plan learning programmes and
learning activities flexibly enough to accommodate a wide range of learning styles and
learning needs. This assessment should be done at three levels, namely to determine:
Progress with the curriculum
- Are learner learning what they were taught?
- Are they at the right entry point to ‘grasp’ the content worked on in the classroom?
- Are they practicing and performing as expected?
- Are they applying the facts, concepts and/or skills being learned?
Interests
- Are learners engaged in the lessons and activities?
- Are they showing interest in a new topic or area of study?
- Are they sharing their interests with others?
Characteristics
- What are their preferred learning styles (e.g., whole class teaching or pair work)?
- What are their responses to the content?
- What are their responses to the difficulty level of instruction?
- What are their responses to the pacing of instruction?

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 - What are their responses to the environment?
 Diagnostic assessment: This assessment diagnoses the nature and causes of
learning barriers experienced by specific learners. It is followed by guidance,
appropriate support and intervention strategies. This type of assessment is useful to
make referrals for learners requiring specialist assistance.
 Formative assessment (Informal Assessment): This assessment monitors and
supports teaching and learning. It determines learners’ strengths and areas to be
addressed and provides feedback on progress. It determines if a learner is ready for
summative assessment.
 Summative assessment (Formal Assessment): This type of assessment gives an
overall picture of the learner’s progress at a given time.

5.3.2 Planning Assessment

An assessment plan should cover three main processes:
 Collecting evidence: The assessment plan indicates which learning programme
topics, content and skills will be assessed, what assessment method or activity will be
used and when this assessment will be conducted.
The assessment tasks may be broken down (designed down) into smaller, achievable steps
and support may gradually be withdrawn as the learner master the content/skills. Thus,
designing down means to look at the assessment goal and dividing this into smaller
components which are spread over a longer period.

Two or more grades may be straddled, in other words the evidence may be collected over
more than one grade within a subject. But straddling should be carefully recorded and
monitored through Form 125 of the SIAS Protocol.
 Recording: The process of recording refers to the assessment instruments or tools
with which the assessment will be captured or recorded. Therefore, appropriate
assessment instruments must be developed or adapted.
 Reporting: All the evidence is put together in a report to deliver a decision for the
subject. Reporting must reflect the straddling that has been applied and should provide
guidance to parents through meaningful descriptive paragraphs on what has been
achieved and what the next expected outcomes are.

5.3.3 Methods of Assessment

Methods of assessment refer to who carries out the assessment and includes teacher
assessment, self-assessment, peer assessment and group assessment.

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 The teacher assesses learners’ performance against given
TEACHER ASSESSMENT criteria in different contexts, such as individual work, group
work, etc.
Learners assess their own performance against given
SELF-ASSESSMENT criteria in different contexts, such as individual work, group
work, etc.
Learners assess another learner or group of learners’
PEER ASSESSMENT performance against given criteria in different contexts, such
as individual work, group work, etc.
Learners assess the individual performance of other
GROUP ASSESSMENT learners within a group or the overall performance of a
group of students against given criteria.

5.3.4 Assessment tools/instruments to execute assessment

An assessment tool is the instrument the teacher utilizes to execute the assessment. When
choosing and assessment tool ensure that the tool:
 is appropriate for the selected assessment method;
 provides the most valid and reliable information on the learners’ performances;
 measures the objectives of the lesson.

Examples of assessment tools are checklist, rubrics, questionnaires, worksheets and video
recordings.

A rubric serves as an objective assessment tool that provides, at varying levels, clear
descriptions of the characteristics of the tasks. The descriptions or criteria in the rubric
enables learners to understand what the teacher expects from them and complete the task
accordingly. Rubrics are either holistic or analytic.

Rubrics should explain the competence level descriptors for the skills, knowledge, values
and attitudes (SKVAs) a learners must demonstrate to achieve each level of the rating scale.
The relevant content must be used to create the rubric to assess the task or question. The
descriptions must clearly indicate the minimum level of attainment for each category on the
rating scale.

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Analytical descriptive rubrics focus on elements of the product or performances.
Descriptive sentences are formulated for each of the seven rating codes, with the best
performance reflected with a score of 7 and the poorest with a score of 1. This is the most
reliable and trustworthy assessment tool.

Task lists and checklists are examples of a holistic rubric and show the learners what
needs to be done. They consist of short statements describing the expected performance in
a particular task. The statements on the checklist can be ticked off when the learner has
adequately achieved the criterion. Checklists and task lists are useful in peer or group
assessment activities.

Learners must do a minimum of 5 activities/projects/worksheets/tests per term 1 to 4. The

teacher compiles the activities/worksheets/tests and these should consist of activities that
require the learner to:
 Identify the correct answer/picture/object – the question as well as the answer may
consist of images/objects, e.g. Boardmaker or clip art images;
 Match column A to B and both columns may consist of pictures/objects;
 Fill in the missing words. The missing words may be available to the learners (on a
separate sheet or printed on the worksheet) and they can copy the words, or write the
words on the dotted lines provided by the teacher;
 Perform a skill other than writing, e.g. to colour, to cut and paste in specified groups, to
find pictures in a magazine and cut and paste in book; or
 Provide answers.

The following should at least be included in the Teacher’s Assessment or Planning

and Assessment File:
 Programme of Assessment for the grade
 The tools (rubric, checklist, etc.) used for each assessment task
 A mark sheet/record sheet for each assessment task

The learners Evidence must at least include:

 Classwork book
 Worksheet file

Evidence of learner performance must be available for quality assurance. This may be in
the form of a Portfolio of Evidence (POE) which will include the learners’ classwork books

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and the Support Needs Analysis (SNA).

5.4 School Assessment Programme

The Programme of Assessment takes place continuously and should commence in the
second week of each term. The programme of assessment should include a minimum of five
(5) assessment goals per subject. The programme of assessment should be recorded in the
Teacher’s assessment file or planning file (which may serve a dual purpose).

The following should at least be included in the Teacher’s Assessment or Planning

and Assessment File:
 A contents page
 The assessment goals for each subject
 The tools used for each assessment task
 A mark sheet/record sheet and report for each assessment task
 Recording instrument(s) for each assessment task
 A mark sheet and report for each assessment task

The learners Portfolio of Evidence must at least include:

 A contents page
 The assessment tasks according to the assessment programme as indicated below
 The assessment tools or instruments for the task
 A record of the rating code (and comments) achieved for each task.
Eighty to hundred percent (80% - 100%) of formal assessment should consist of practical
tasks/activities/skills. Each learner should do a variety of practical tasks and activities
during each term as indicated in the learning programmes.

5.5 Assessment programme

The grade overview for each grade is followed by the suggested assessment tasks per
grade divided into four terms.

5.6 Recording and Reporting

Recording is a process in which the teacher documents the level of a learner’s performance
in a specific assessment task. It indicates learner progress towards the achievement of the
knowledge and skill. Records of learner performance should provide evidence of the
learner’s progression. Records of learner performance should also be used to verify the
progress made by teachers and learners in the teaching and learning process.

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Reporting is a process of communicating learner performance to learners, parents, schools,
and other stakeholders. Learner performance can be reported in a number of ways. These
include report cards, parents’ meetings, school visitation days, parent-teacher conferences,
phone calls, letters, class or school newsletters, etc.

Good record keeping is essential in all assessment, particularly in continuous assessment. A

record book or file must be kept up to date by each teacher. It should contain:
 learners’ names;
 dates of assessment;
 name and description of the assessment activity;
 the results of assessment activities, according to Subject;
 comments for support purposes.

Teachers in all grades issue formal report cards quarterly indicating the competence level of
the learner and as stated above also provide explanatory notes on what the learner has
achieved per subject and what could be done by the parents at home to provide further
stimulation.

The report cards may either be in narrative form that states the theory embedded in the skills
and skill performed, or in a rating code as follows:

Rating code Description of competence

7 Outstanding achievement
6 Meritorious achievement
5 Substantial achievement
4 Adequate achievement
3 Moderate achievement
2 Elementary achievement
1 Not achieved

The reports should always be a combination of both the narrative form and rating codes. All
records must be accessible, easy to interpret, securely kept, confidential and helpful in the
teaching and reporting process. The school assessment policy determines the details of how
record books must be completed. Schools are required to provide quarterly feedback to
parents, using a formal reporting tool, such as a report card. The schedule and the report
card should indicate the overall level of performance of a learner.

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NOTE:
Criterion referencing is best used to describe learner’s performance in a skill. Teachers must
make use of suitable analytical descriptive rubrics when assessing a learner’s competence
for a specific skill using practical demonstrations.

5.7 Moderation of Assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and
reliable. Moderation must be implemented at school as required. Comprehensive and
appropriate moderation practices must be in place for the quality assurance of all subject
assessments. The formal School-Based Assessment and the practical assessment tasks
should be moderated internally and if necessary by the relevant subject specialists at the
district.

5.7.1 Moderation serves five purposes:

 It must ascertain whether subject content and skills have been sufficiently covered.
 The moderator must ensure that the correct balance of cognitive demands are
reflected in the assessments.
 The assessments and marking are of an acceptable standard and consistency.
 The moderator must make judgements about the comparability of learner performance
across schools; whilst recognising that teachers teach in different ways.
 The subject specialist/moderator must identify areas in which a teacher may need
development and support and must ensure that this support is provided.

5.7.2 Internal moderation

Assessment must be moderated according to the internal moderation policy of the School,
Provincial and National Departments. Moderation is a continuous process. The moderator’s
involvement starts with the planning of assessment methods and instruments and follows
with continuous collaboration with and support to the assessor. Internal moderation creates
common understanding of topics and skills and maintains these across the learning
programmes.

Moderation is therefore an on-going process and not a once-off end-of-year event.

5.8 General
This document should be read in conjunction with:
 White Paper 6 on Special Needs Education: Building an Inclusive Education and Training
System (2001);

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 National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R – 12; and (NPPPPR) (2011);
 National Protocol for Assessment Grades R – 12. (NPA) (2011);
 Guidelines for Responding to Diversity in the Classroom through the Curriculum and
Assessment Policy Statements (2011);
 Guidelines to Ensure Quality Education and Support in Special Schools and Special School
Resource Centres (2013);
 Policy on Screening, Identification, Assessment and Support (2014);
 Guidelines for Full-service/Inclusive Schools (2010);
 Standard Operating Procedures for Assessment of Learners who Experience Barriers to
Assessment (2016).

6. RESOURCES

 Department of Basic Education 2001. Education White Paper 6: Special needs education
– building an inclusive education and training system. Pretoria: Government Printers.
 Department of Basic Education 2014. Policy on Screeening, Identification, Assessment
and Support. Pretoria: Government Printers.
 Department of Basic Education 2011. National Curriculum Statement: Mathematics.
Grade R. Pretoria: Government Printers.
 Department of Basic Education 2011. National Curriculum Statement: Mathematics.
Grade 1-3. Pretoria: Government Printers.
 Department of Basic Education 2011. National Curriculum Statement: Mathematics.
Grade 4-6. Pretoria: Government Printers.
 Department of Basic Education 2009. National Early Learning for Learning and
Development Standards for children birth to four years. Pretoria: Government Printers.
 Department of Basic Education 2011. Guidelines for responding to learner diversity in
the classroom through Curriculum and Assessment Policy Statements. Pretoria:
Government Printers.
 Department of Basic Education 2014. Guidelines to ensure quality education in special
school and special school resource centres. Pretoria: Government Printers.
 Early Childhood Development Institute. Birth to four curriculum. Gauteng Province.
Pretoria: Government Printers.

224 2018 CAPS GRADE R-5 FOR LEARNERS WITH SEVERE INTELLECTUAL DISABILITY MATHEMATICS