2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1: TERM 1

Mathematics time allocation per day: 1 hr 24 mins × 5 = 7 hrs per week OR 1hr 30 mins x 4 days plus one 1-hr lesson per week = 7 hrs
Whole class activity 5 mins + 10 mins
• Counting, mental math (consolidation of concepts already taught) 20 mins
• New concept teaching
• Classroom management (allocation of independent activities) 24 × 2 groups = 48 mins
Independent group-guided teaching and independent work
Third group does substantial independent
(inclusive of the differentiated teaching of new concepts – oral, practical and written activities daily) written work
The teacher is also mindful to plan well for effective teaching and assessment for learning, to inform any remediation and further teaching
Suggested group teaching plan:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

TERM 1 WEEK 1 AND 2 READINESS ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT AREAS NUMBERS, OPERATIONS AND RELATIONSHIPS
AND TOPICS Counting – integrate with number patterns and mental maths
• Count forwards and backwards in 1s, from any •
Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any
number between 1-10 and describe the number between 1-10 and describe the number between 1-20 and describe the number between 1-20 and describe the number between 1-20 and describe the
sequence sequence: sequence: Sequence: sequence:
– link addition when counting forwards, add – link addition when counting forwards, add – link addition when counting forwards and - link addition when counting forwards, add
one more and subtraction when counting one more and subtraction when counting subtraction when counting backwards, also one more and subtraction when counting
backwards, make one less backwards, make one less add one more, make one less backwards, make one less
Mental maths number range 5: Ask quick maths questions to promote quick thinking (techniques: put large number first in order to count on, number line, doubling and halving, build up and break down)
• Order a given set of numbers 1-5: • Order a given set of numbers 1-5: - Order a given set of numbers 1-5: - Order a given set of numbers 1-5: • Order a given set of numbers 1-5:
NUMBER - first, last, in the middle – first, last, in the middle – first, last, in the middle – first, last, in the middle - first, last, in the middle
CONCEPT • Compare numbers to 5 say which is more, less: • Compare numbers to 5 say which is more, less: - Compare numbers to 5 say which is more, less: - Compare numbers to 5 say which is more, less: • Compare numbers to 5 say which is more, less:
DEVELOPMENT: - use relationship between adding on, taking - use relationship between adding on, taking – use relationship between more & less (+, -) - use relationship between more & less (+, -) - use relationship between more & less (+, -)
Building number away away – one more, one less, two more, two less - one more, one less, two more, two less - one more, one less, two more, two less
sense - subitise (immediate recognition of how - subitise (immediate recognition of how – subitise (immediate recognition of how many - subitise (immediate recognition of how - what number comes after, before, between
many objects in a group without counting, many objects in a group without counting) objects in a group without counting) many objects in a group without counting) - subitise (immediate recognition of how
e.g. use the dot cards) – big, small – what number comes after, before, between - what number comes after, before, between many objects in a group of without
– position: after, before, between - position: after, before, between counting)

Count objects reliably to 10

• Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting
out objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting
Number symbols and number names
• Recognise, identify, read number symbols from 1-20
• Write number symbols and number names to 10
Describe, compare and order up to 5 objects
• Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to:
- many, fewer; most, least - most, least; more than, less than -the same as, just as many; different the same as, just as many; different
- -more than, less than;
• Order collection of objects from: • Order collection of objects from: • Order collection of objects from: • Order collection of objects according to: • Order collection of objects according to:
- most to least and least to most - most to least, and least to most - most to least, and least to most - most to least and least to most - most to least and least to most

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 1 WEEK 1 AND 2 READINESS ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT AREAS Describe, compare and order numbers to 5 (use a number line)
AND TOPICS Describe and compare numbers:
• Describe compare numbers: • Describe and compare numbers: • • Describe and compare numbers: • Compare numbers – which is more, less:
- smaller than, greater than - more than, less than, 1 more, 1 less - greater than, smaller than - one more, one less – 1, 2 more, 1, 2 less
• Order numbers: • Order numbers: - more than, less than, is equal to - 2 more, 2 less than • Identify, read, write numbers symbols and
- smallest to greatest, greatest to smallest - use the number line 1-5, first, last • Order numbers: • Order numbers: number names up to 5:
NUMBER - greatest to smallest, smallest to greatest - before, after, between, in the middle - use the number line, show position – on the number line, (1st- 5th)
CONCEPT - use the number line, position first and last - ascending, descending order – link to more • Describe, compare numbers
DEVELOPMENT: and less
Building number Solve problems in context and explain solutions to problems. Techniques: Use concrete counters, draw pictures, number lines with concrete beads
sense • Practically solve problems in context and explain • Practically solve problems in context and explain • Practically solve problems in context and explain • Practically solve problems in context and explain • Practically solve problems in context and explain
solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving:
- addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction
- equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may
include remainders include remainders include remainders include remainders include remainders
Context-free calculations to 5. Techniques: Use concrete counters, draw pictures, number lines with concrete beads
• Addition and subtraction up to 3 • Addition and subtraction up to 3 • Addition and subtraction up to 4 • Addition and subtraction up to 5 • Do context-free calculations up to (+, -, =, □)
• Practise number bonds up to 3 (+, -, =, □) • Practise number bonds up to 3 (+, -, =, □) • Practise number bonds up to 4 (+, -, =, □) • Practise number bonds up to 5 (+, -, =, □) • Practise number bonds up to 5
MEASUREMENT DATA HANDLING (integrates with NOR)
Time: Passing of time Mass • Collect and sort and describe objects (2s, 5s)
• Compare lengths of time using language e.g. longer, shorter, faster, slower • Estimate, measure and compare, order and • Answer questions of sorting process
record • Draw picture of sorted objects
• Sequence events using language – yesterday, today, tomorrow
Telling the time • Know relational and connected vocabulary:
Heavy and light, more less, big, small, etc.
• Describe when something happens, using language – morning, afternoon, evening
• Use non-standard measures
• Name and sequence days of week, months of year. Vocabulary: Today is, yesterday was, tomorrow will
be
SPACE AND SHAPE PATTERNS, FUNCTIONS AND ALGEBRA SPACE AND SHAPE
Position, orientation and views Geometric patterns Position, orientation, views and direction (vocabulary)
• Describe position of one object in relation to another e.g. right, left, on top of next to, in the middle, up, • Copy and extend simple patterns using: • In front of, behind, left, right, next to, in the middle, up, down
down - physical objects • Relevant vocabulary for comparing number.
- drawings (use colours and shapes) • Follow directions, move around classroom
Number patterns: • Follow simple instructions, put the ball next to the box
- Copy, extend and describe number sequences
in 1s to 50 forwards and backwards
PREVIOUS • Count objects, sort, match according to • Count beads, abacus to at least 5 • Order numbers 1-5 on a number line • Position in the line, race, on the number line: • 3D objects, position vocabulary
KNOWLEDGE attributes • Compare big, small • Stand next to, behind, on top of chair First, last, left, right • Position first, last, middle, before, after, left, right,
• Describe the sorted collections • Position first, last, in the middle on the number • Tell a story of 2, 3, and know what comes after, • Days of the week, today is, tomorrow will be, on the number line
• Vocabulary: more, less, big, small line before yesterday was… • Vocabulary heavy and light, more, less
• 3D objects, boxes and balls • Left hand, right hand • Position on the number line, left, right, • Numerosity of 4, one more, one less, after, • Count forwards and backwards in ones
• Days of the week, today is, tomorrow will be, • Share at least 4 objects equally • Patterns of 3 before • Number bonds of 3 and 4
yesterday was… • Thread a bead pattern according colours • Match number cards and objects to 4 • Count forwards and backwards in 1s to 5 and • Make more and take away
• Build a 20-piece puzzle • Match number names, objects and number link counting to making more and making less
symbols to at least 3
SUGGESTED DBE DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities
WORKBOOK - Matching, the same as, pg. 3 - Trace from top to bottom, pg. 13 - Measurement comparing shortest, longest by - Time of day: Which is fastest, growth order, pp. - Take away and add: Number line method, pg. 43
ACTIVITIES - Practical sorting, matching, pg. 4 - Time: A long time and a short time, pg. 14 using unifix cubes and vocabulary: In front of, on 34-35 - Add and subtract up to 5, pg. 44
- Left to right pattern movement, pg. 5 - Trace pattern from left to right, pg. 15 top, behind, pp. 24-27 - Five (5) trace and match, pp. 36-37 - Draw more to make 5, problem solving, pg. 45
- Match the clothing colours, pg. 6 - Revision: Shape, size, colour, pg. 16 - Comparing numbers 1-3, pp. 28-29 - Balls and boxes, pp. 48-49 - Colour beads to show addition, show take away
- Left to right patterns, big, small, pg. 7 - Circle the objects of the same colour, pg. 17 - Sorting patterns, pg. 4 - Revise numbers 1-5 count objects, pg. 38-39 from 5, pg. 46
- Sorting, matching shapes. Link number, pp. 8-9 - Count two (2), trace, draw 2 more, pp. 20-21 - Four, pp. 30-31 - Add up to 5, pp. 40-41 - Show addition and subtraction on number line to
- Find, sort, count, pp.10-11 - Count three (3), trace, draw 3 more, pp. 23-24 - Left and right, pp. 50-51 - Draw 1, 2, 3, 4 more, add to 5, pp. 40-41 5, pg. 47
- Matching, linking patterns: Positions, pg. 12 - Learn about 1 and add 1 more, pp. 18-19 - Direction, pp. 52-53 - Draw 1, 2, 3, 4, less, take away from 5, number - Left and right views, orientations and left, right
- Revision: Shape, colour, size, pp. 16-17 - Bigger and smaller, pp. 58-59 - Count and match 4, pp. 30-31 line method, pg. 42 directions, pp. 50-53
- Making 4, add and subtract to 4, pp. 32-33

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 1 WEEK 1 AND 2 READINESS ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
REMEDIATION CONSOLIDATION REVISION
Supporting learning gaps Reinforcing more of the same (practise) to embed knowledge and skills Repeat of the knowledge and skills taught to establish if learning has taken place and
Reteaching using another strategy for improved learning. Record all findings in the event of Provide opportunity for the learner to ask questions been understood
further support required This practise takes place before any new concepts can be taught
Revision of work strengthens the learner’s knowledge and supports further learning.
INFORMAL Assessment for Learning (AfL) is strategically planned for and completed alongside teaching. The teacher is always cognisant of the learning taking place and keeps a record of the learner’s progress
ASSESSMENT ORAL, PRACTICAL, WRITTEN: Assess core concepts, skills and values above
(AFL)
• Continuous assessment prevails. The onus is on the teacher to teach well and to observe if meaningful learning has occurred. Can the learner communicate his, her understanding of the concepts learnt and can the learner apply his, her knowledge of the
concepts learnt aptly
• The teacher is vigilant and records the observations made, this is integrated in the lesson time as per DBE directive
SBA Oral & practical Written Oral & practical
(FORMAL • Space and shape • Patterns, functions and algebra • Measurement
ASSESSMENT) Practical Oral, practical, written Written
(AOL) • Patterns, functions and algebra • Numbers, operations and relationships • Data handling
ONE FAT PER
Formal assessment must be fair, reliable and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
TERM
• Teach and assess well for learning gains (AfL)
• Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged and the evidence of the learner’s achievement can be justified at all times

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1: TERM 2

Mathematics time allocation per day: 1 hr 24 mins × 5 = 7 hrs per week OR 1hr 30 mins x 4 days plus one 1-hr lesson per week = 7 hrs
Whole class activity 5 mins + 10 mins
• Counting, mental math (consolidation of concepts already taught) 20 mins
• New concept teaching
• Classroom management (allocation of independent activities) 24 × 2 groups = 48 mins
Independent group-guided teaching and independent work
Third group does substantial independent
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily) written work
The teacher is also mindful to plan well for effective teaching and assessment for learning, to inform any remediation and further teaching
Suggested group teaching plan:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

TERM 2 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 1 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT NUMBERS, OPERATIONS AND RELATIONSHIPS
AREAS AND Counting – integrate with number patterns and mental maths
TOPICS
- Count forwards and backwards in 1s, from - Count forwards and backwards in 1s, from any - Count forwards and backwards in 1s, from - Count forwards and backwards in 1s, from - Count forwards and backwards in 1s, from
any number between 1-20 number between 1-30 any number between 1-40 any number between 1-50 any number between 1-50
- Count forwards in multiples of 10s, 5s, 2s - Count forwards in multiples of 10s, 5s, 2s - Count forwards in multiples of 10s, 5s, 2s - Count forwards in multiples of 10s, 5s, 2s - Count forwards in multiples of 10s, 5s, 2s
from any multiple of 10, 5, 2 between 0 and from any multiple of 10, 5, 2 between 0 and from any multiple of 10, 5, 2 between 0 and from any multiple of 10, 5, 2 between 0 and from any multiple of 10, 5, 2 between 0 and
20 30 40 50 50
NUMBER – see the relationship with addition – see the relationship with addition – see the relationship with addition – see the relationship with addition – see the relationship with addition
CONCEPT – emphasise more than – emphasise more than – emphasise more than – emphasise more than – emphasise more than
DEVELOPMENT: – ascending order – ascending order – ascending order – ascending order – ascending order
building number Mental maths number range 10: Ask quick maths questions to promote quick thinking (techniques: put large number first in order to count on, number line, doubling and halving, build up and break down)
sense • Order a given set of numbers: • Order a given set of numbers: • Order a given set of numbers: • Order a given set of numbers • Order a given set of numbers
– smallest to greatest, greatest to smallest – smallest to greatest, greatest to smallest – ascending, descending order, left to right • Compare numbers to 10 say which is more, less: • Compare numbers to 10 say which is more, less
• Compare numbers to 5 say which is more, less: • Compare numbers to 7 say which is more, less: • Compare numbers to 9 say which is more, less: - use relationship between more & less (+, -) - use relationship between more & less (+, -)
- use relationship between more & less (+, -) – use relationship between more and less (+, -) - use relationship between more & less (+, -) - recognition of dot formation 1-10 - recognition of dot formation 1-10
- recognition of dot formation 1-5 – recognition of dot formation 1-7 - recognition of dot formation 1-9 - position: after, before, between, first, last, in - position: after, before, between, to the left,
- position: after, before, between first, last, in – position: after, before, between first, last, in - position: after, before, between, first, last, the middle, left, right, use number line to the right of, use number line
the middle the middle, use number line in the middle, use number line

Count objects reliably to 20

• Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting out • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting
out objects reliably encourage group counting objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting
Number symbols and number names
• Recognise, identify, read number symbols from 1-50
• Write number symbols and number names to 10
Describe, compare and order up to 10 objects
• Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to:
- many, fewer; most, least -most, least; more than, less than -the same as, just as many; different -the same as, just as many; different -more than, less than;
• Order collection of objects from: • Order collection of objects from: • Order collection of objects from: • Order collection of objects according to: • Order collection of objects according to:
- most to least and least to most - most to least, and least to most - most to least, and least to most - most to least and least to most - most to least and least to most

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 2 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 1 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT Describe, compare and order numbers to 10
AREAS AND
• Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Compare numbers- which is more, less:
TOPICS
- smaller than, greater than; is equal to - more than, less than (1 more, 1 less) - greater than, smaller than - 2 more, 2 less than – 1, 2 more, 1, 2 less
• Order numbers from • Order numbers: - more than, less than (2 more, 2 less) • Order numbers: • Identify, read, write numbers, symbols and
- smallest to greatest and greatest to - before, after, between/ in the middle - is equal to - before, after, in the middle number names:
smallest - use the number line 1-10 • Order numbers: - use the number line – on the number line, (1st-10th)
- before, after, between, in the middle - ascending, descending order • Describe, compare numbers
NUMBER - use the number line – before, after, in the middle
CONCEPT Solve problems in context and explain solutions to problems. Techniques: Use concrete counters, draw pictures, building up and breaking down, doubling and halving, number lines supported by counting beads. See pp. 45-46 in CAPS for problem types.
DEVELOPMENT: • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own
• Solve problems in context and explain own
Building number solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving:
sense - addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction
- equal sharing and grouping that may - repeated addition - repeated addition - repeated addition - repeated addition
include remainders - equal sharing and grouping that may include - equal sharing and grouping that may - equal sharing and grouping that may include - equal sharing and grouping that may
• Recognise SA currency remainders include remainders remainders include remainders
• Solve money problems involving totals, change • Recognise SA currency • Recognise SA currency • Recognise SA currency • Recognise SA currency
• Solve money problems involving totals, change • Solve money problems involving totals, change • Solve money problems involving totals, change • Solve money problems involving totals, change
Context-free calculations to 10. Techniques: Use concrete counters, draw pictures, building up and breaking down, doubling and halving, lines with counting beads
• Addition and subtraction up to 6 (+, -, =, □) • Addition and subtraction up to 7 (+, -, =, □) • Addition and subtraction up to 8 (+, -, =, □) • Addition and subtraction up to 9 (+, -, =, □) • Addition and subtraction up to 10 (+, -, =, □)
• Practise number bonds up to 5 • Practise number bonds up to 6 • Practise number bonds up to 7 • Practise number bonds up to 7 • Practise number bonds up to 7
• Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □)
MEASUREMENT
Time: During whole class teaching time: morning, afternoon, evening; days of the week; a long time, a short time; sequence days of the week; months of the year; place birthdays on the calendar.
Length
• Compare length of objects.
• Talk about comparisons: Long, short, longer
• Estimate and compare lengths: Shorter, taller
PATTERNS, FUNCTIONS & ALGEBRA PATTERNS, FUNCTIONS & ALGEBRA
Geometric patterns: • Create and describe own patterns
• Copy, extend, describe simple patterns • Use physical objects
• Pack out objects • Draw own simple patterns
SPACE AND SHAPE
3D objects: Position and directions
• Follow directions: Right, left, etc.
2D shapes: Recognise and name: Circles, triangles, squares
DATA HANDLING IS INTEGRATED WITH ALL CONTENT AREAS WHERE POSSIBLE. Collect and sort objects; draw picture of sorted objects; answer questions of sorting process; describe sorted collections
• Collect and organise data – e.g. make class “birthday calendar”.
• Answer questions about data in pictograph
PREVIOUS • Days of the week • Sharing of at least 4 objects between 2 equally • One, two more and one, two less and linking it • Number bonds to 6 • Number bonds to 7
KNOWLEDGE • Count at least 5 objects reliably • Equally grouping of 4 to addition and subtraction • Grouping and sharing up to 6 • Grounded understanding of adding on and
• Number bonds of 4, 5 • 3D objects: boxes, balls • Number bonds to 5 • Days of the week, current month taking away, making less
• Know big and small, more and less • Left hand, right hand • Follow directions: Left, right… • Numerosity of numbers 1-6 • Grouping and sharing up to 7
• Addition and subtraction to 5 • Count in multiples of 5, 2 to 10 • Problem solving: Build up and break down, • Addition and subtraction to 6 • Comparing: more than, less than, position in the
number line line, race, on the number line to 7
• Days of the week, current month

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 2 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 1 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
SUGGESTED DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities DBE workbook practice activities
DBE - Building up and breaking down of numbers to 5, - Draw, match and trace 6, pg. 70 - Draw, match and trace 8, pg. 74 - Numbers 1-10, pg. 84 - Count fingers on both hands, pg. 80
WORKBOOK pp. 54-55 - Colour 6, draw 6 more, pg. 71 - Colour 8, draw 8 more, pg. 75 - Numbers, grouping, smallest to biggest on the - Colour 10, draw 10 more, pg. 81
ACTIVITIES - Doubles up to 2 and on number line, pg. 56-57 - Draw, match and trace 7, draw 7 more, pp. 72-73 - Draw, match and trace 9, pg. 76 number line, one, 2 more, 1, 2 less, pg. 86 - Count on fingers 1-10 and draw, pg. 82
- Sort and match up to 5 like objects according to - Adding, pg. 90 - Colour 9, draw 9 more, pg. 77 - Bead line: Fill in missing numbers, pg. 87 - Revise numbers 6-10, pg. 83
attributes, pp. 60-61 - Collect and sort collections, pg. 92 - Addition: Using counting on, pg. 94 - Addition, pg. 91 - Addition using the number line method, pg. 95
- Equal sharing up to 4 objects, pp. 62-63 - Sort leaves accordingly, draw collections, pg. 93 - Doubling and halving, pg. 98 - Making addition sentences and using the number - Grouping, repeated addition, pp. 104-107
- Problem solving: Sharing and grouping, pp. 64- - 2D shapes, data handling, pp. 100-103 - Groups of two (2), pg. 104 line method, pg. 97 - Counting groups of 2, pp. 108-109
65 - Shape orientation and position, pp. 134-135 - Groups of 4 up to 8 problem solving, repeated - Groups of 3s up to 9, repeated addition of 3s, pp. - Five patterns to 20, pp. 122-123
- Building towers with 3D objects, pp. 66- 67 - Patterns with geometric shapes, pp. 136-137 addition, pp. 114-117 112-113 - Ten patterns of 10, number board, pp. 124-125
- Telling time: months of the year, days of week, - 2D shapes, 3D objects, geometric patterns, pp. - More, equal and less, pp. 88-89 - Groups of two (2) to 10, pg. 105 - Money, values, addition, change, pp. 126-133
pp. 68-69 138-139
REMEDIATION CONSOLIDATION REVISION
Supporting learning gaps Reinforcing more of the same (practise) to embed knowledge and skills. Provide opportunity Repeat of the knowledge and skills taught to establish if learning has taken place and
Reteaching using another strategy for improved learning. Record all findings in the event of for the learner to ask questions understood This practise takes place before any new concepts can be taught. Revision of
further support required work strengthens the learner’s knowledge and supports further learning
INFORMAL Assessment for Learning (AfL) is strategically planned for and completed alongside teaching. The teacher is always cognisant of the learning taking place and keeps a record of the learner’s progress
ASSESSMENT ORAL, PRACTICAL, WRITTEN: Assess core concepts, skills and values above
(AFL)
• Continuous assessment prevails. The onus is on the teacher to teach well and to observe if meaningful learning has occurred. Can the learner communicate his, her understanding of the concepts learnt and can the learner apply his, her knowledge of the concepts learnt aptly
• The teacher is vigilant and records the observations made, this is integrated in the lesson time as per DBE directive
SBA Oral & practical Written Written Oral & practical
(FORMAL • Data handling • Number operations & relationships • Space & shape • Number operations & relationships
ASSESSMENT) • Measurement • Patterns functions & algebra • Data handling Written
AOL • Patterns functions & algebra • Length
ONE FAT PER
TERM Formal assessment must be fair, reliable and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
• Teach and assess well for learning gains (AfL)
• Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged and the evidence of the learner’s achievement can be justified at all times

6
2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1: TERM 3

Mathematics time allocation per day: 1 hr 24 mins × 5 = 7 hrs per week OR 1hr 30 mins x 4 days plus one 1-hr lesson per week = 7 hrs
Whole class activity
• Counting, mental math (consolidation of concepts already taught) 5 mins + 10 mins
• New concept teaching 20 mins
• Classroom management (allocation of independent activities)
Independent group-guided teaching and independent work (inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily) 24 × 2 groups = 48 mins

The teacher is also mindful to plan well for effective teaching and assessment for learning, to inform any remediation and further teaching
Third group does substantial independent
written work
Suggested group teaching plan:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

TERM 3 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 2 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT NUMBERS, OPERATIONS AND RELATIONSHIPS
AREAS AND Counting – integrate with number patterns and mental maths
TOPICS
• Count forwards and backwards in 1s, from • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any
any number between 1-50 number between 1-60 number between 1-70 number between 1-80 number between 1-80
• Count forwards in multiples of 10s, 5s, 2s • Count forwards in multiples of 10s, 5s, 2s from • Count forwards in multiples of 10s, 5s, 2s from • Count forwards in multiples of 10s, 5s, 2s from • Count forwards in multiples of 10s, 5s, 2s from any
from any multiple of 10, 5, 2 between 0 and any multiple of 10, 5, 2 between 0 and 60 any multiple of 10, 5, 2 between 0 and 70 any multiple of 10, 5, 2 between 0 and 80 multiple of 10, 5, 2 between 0 and 80
50 – see the relationship with addition – see the relationship with addition – see the relationship with addition – see the relationship with addition
– see the relationship with addition – emphasise more than – emphasise more than – emphasise more than – emphasise more than
NUMBER
– emphasise more than – ascending order – ascending order – ascending order – ascending order
CONCEPT
DEVELOPMENT: – ascending order
Building number Mental maths number range 15. Ask quick maths questions to promote quick thinking (techniques: Put large number first in order to count on, number line, doubling and halving, build up and break down)
sense • Order a given set of numbers 1-10: • Order a given set of numbers 1-12: • Order a given set of numbers 1-15: • Order a given set of numbers 1-15 • Order a given set of numbers 1-15
– smallest to greatest, greatest to – smallest to greatest, greatest to smallest – ascending, descending order • Compare numbers to 15 say which is more, • Compare numbers to 15 say which is more, less:
smallest • Compare numbers to 12 say which is more, • Compare numbers to 15 say which is more, less: - use relationship between more and less (+, -)
• Compare numbers to 10 say which is more, less: less: - use relationship between more, less (+, -) - position: after, before, between, to the left, to
less: – use relationship between more, less (+, -) - use relationship between more, less (+, -) - position: after, before, between, first, last, in the right of…, use number line
- use relationship between more, less (+, – position: after, before, between first, last, in - position: after, before, between, first, last, the middle, left, right, use number line • Rapid recall of number bonds to 5
-) the middle, use number line in the middle, use number line • Rapid recall of number bonds to 5 • Practise addition and subtraction facts to 5
- position: after, before, between first, • Rapid recall of number bonds • Rapid recall of number bonds to 5 • Practise addition and subtraction facts to 5
last, in the middle • Practise addition and subtraction facts to 5 • Practise addition and subtraction facts to 5
• Rapid recall of number bonds
• Practise addition and subtraction facts to 5
Count objects reliably to 40
• Give a reasonable estimate, check by • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting • Give a reasonable estimate, check by counting out
counting out objects reliably encourage out objects reliably encourage group counting out objects reliably encourage group counting out objects reliably encourage group counting objects reliably encourage group counting
group counting
Number symbols and number names
• Recognise, identify, read number symbols from 1-80
• Write number symbols and number names to 15
Describe, compare and order up to 15 objects
• Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according to:
- many, fewer; most, least - most, least; more than, less than -the same as, just as many; different -the same as, just as many; different - more than, less than;
• Order collection of objects from: • Order collection of objects from: • Order collection of objects from: • Order collection of objects according to: • Order collection of objects according to:
- most to least and least to most - most to least, and least to most - most to least, and least to most - most to least and least to most - most to least and least to most

7
2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 3 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 2 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT Describe, compare and order numbers to 15
AREAS AND
• Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers:
TOPICS
- smaller than, greater than - more than, less than; is equal to - smaller than, greater than - smaller than, greater than - smaller than, greater than
• Describe and order numbers: • Describe and order numbers: • Order numbers: • Order numbers: • Order numbers:
- smallest to greatest and greatest to - smallest to greatest, greatest to smallest - smallest to greatest, greatest to smallest - before, after, in the middle - before, after, in the middle
smallest - before, after, in the middle / between - before, after, in the middle / between - use the number line 0-15 - use the number line 0-15
- before, after, in the middle / between - use the number line 0-15 - use the number line 0-15
Place Value to 15
NUMBER • Decompose 2-digit numbers of multiples of • Decompose 2-digit numbers of multiples of ten • Decompose 2-digit numbers of multiples of ten • Decompose 2-digit numbers of multiples of ten • Decompose 2-digit numbers of multiples of ten
CONCEPT ten and ones e.g. 11 is 10 and 1 and ones e.g. 12 is 10 and 2 and ones e.g. 13 is 10 and 3 and ones e.g. 14 is 10 and 4 and ones e.g. 15 is 10 and 5
DEVELOPMENT: Solve problems in context, explain solutions to problems. Techniques: use concrete counters, draw pictures, building up and breaking down, doubling and halving, number lines with counting beads; See pp. 45-46 in CAPS for problem types.
Building number • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own
• Solve problems in context and explain own
sense solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving:
solutions to problems involving:
- addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction
- equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may include
include remainders include remainders include remainders include remainders remainders
• Recognise SA currency: • Recognise SA currency: • Recognise SA currency: • Recognise SA currency: • Recognise SA currency:
- solve money problems involving totals - solve money problems involving totals and - solve money problems involving totals - solve money problems involving totals and - solve money problems involving totals and
and change change and change change change
Context-free calculations to 15. Techniques: Use concrete counters, draw pictures, building up and breaking down, doubling and halving, number lines with counting beads
• Addition and subtraction up to 10 (+, -, =, □) • Addition and subtraction up to 10 (+, -, =, □) • Addition and subtraction up to 15 (+, -, =, □) • Addition and subtraction up to 15 (+, -, =, □) • Addition and subtraction up to 15 (+, -, =, □)
• Practise number bonds up to 7 • Practise number bonds up to 8 • Practise number bonds up to 9 • Practise number bonds up to 9 • Practise number bonds up to 9
• Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □)
SPACE AND SHAPE PATTERNS, FUNCTIONS AND ALGEBRA
3D objects: Geometric patterns:
• Position and directions • Copy, extend, describe simple patterns
– Follow directions: right, left, etc. • Pack out objects
2D shapes: • Draw own simple patterns
– Recognise & name: circles, triangles, • Create and describe own patterns
squares
MEASUREMENT Capacity, volume
Time - Estimate, compare, order the amount of liquid that 2 containers can hold if filled
During whole class teaching time: morning, afternoon, evening; days of the week; a long time, a short time; sequence days of the week; months of the - Use language to compare: more than, less than, full, empty (use non-standard measures e.g. spoons,
cups)
year; place birthdays on the calendar.

DATA HANDLING integrated with NOR, S&S (collect, organise data about school, learners’ birthdays, etc. show data in pictograph, answer questions). See work in DBE bk2 pg. 28, 29, 31 for more ideas. Section C CAPS Page 182
PREVIOUS • Position: in front of, behind, etc. • 3D objects: boxes, balls • Number bonds of 7 • Number bonds of 8 • Number bonds of 8
KNOWLEDGE • Number bonds to 5, 6 • Context-free and problem solving to 10 • Grouping and sharing to 12 • Grouping and sharing to 14 • Grouping and sharing to 15
• Counting in 2s, 5s, • Problem solving techniques: building up and • Repeated addition link to counting • Solve problems with rands and cents • Compare and order numbers
• Addition and subtraction breaking down numbers • Order and compare numbers to 7 • Sharing with remainders • Numerosity of 8

8
2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 3 WEEK 1 AND 2 DIAGNOSTIC ASSESSMENT 2 WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
SUGGESTED REMEDIATION CONSOLIDATION REVISION
DBE Supporting learning gaps. Reinforcing more of the same (practise) to embed knowledge and skills. Provide opportunity for the Repeat of the knowledge and skills taught to establish if learning has taken place and
WORKBOOK Reteaching using another strategy for improved learning. Record all findings in the event of further support learner to ask questions understood. This practise takes place before any new concepts can be taught. Revision of
ACTIVITIES required work strengthens the learner’s knowledge and supports further learning
DBE workbook 1 (revise 10) practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities
- Groups of 5 to 10, pp. 118-119 - Understand 12 one more, less, pp. 4-5 - Understand 13 one more, less, pp. 6-7 - Understand 14 one more, less pp. 8- 9 - Number patterns of 5 up to 50 using counting
- Adding to 10 (counting on number line), pg. - Repeated addition up to 5, pp. 34-35 - Counting in fives up to 15, missing numbers, - Geometric patterns, pp. 50-51 chart and number lines, pp. 38-39
96 - 3D objects and their features, pp. 46-47 pp. 36-37 - Problem solving, pp. 56-57 - More counting patterns of 5s to 80, pp. 40-41
- Counting of 3 to 10, pp. 110-111 - Halves, pp. 44-45 - 3D objects, pp. 48-49 - Addition and subtraction, pg. 19 - Number patterns in 2s up to 50, pp. 58-59
- Repeated addition of 5 to10, pp. 120-122 - Doubles, pp. 42-43 - Addition problem solving, addition on the - More money problems, pg. 26 - Understand 15 one more, less, pp. 10-11
DBE workbook 2 practice activities - Understanding number 11, pp. 2-3 number line, pp. 12 -13 - Subtraction problem solving with money, pg. 27 - Groups of 2 up to 15, pp. 52- 53
- Understand 11 one more, less, pp. 2-3 - Data one more, pp. 28-31 - Building up and breaking down method to 10 - Data, pp. 28-31 - Repeated addition up to 15, pp. 54-55
- Addition and subtraction on number line, pg. - Groups of 5, context-free calculations, and number line work, pp. 14-15 - Groups of 5 to 15, pp. 32-33 - Numbers and place value (10+, -), pp. 62-63
18 repeated addition, pp. 32- 33 - Money and change R10, R20, pg. 22 - Repeated addition in 5s to 15, pg. 34 - Building up and breaking down method and
- Tallest, shortest, pp. 20-21 - Calculate, problem solving, pp. 23-24 - Use grid boards to draw the other halve, pg. 61 number line work and views, pp. 16-17
- Practise length, pp. 64-65 - Money totals and change, pg. 25
INFORMAL Assessment for Learning (AfL) is strategically planned for and completed alongside teaching. The teacher is always cognisant of the learning taking place and keeps a record of the learner’s progress
ASSESSMENT
ORAL, PRACTICAL, WRITTEN: Assess core concepts, skills and values above
(AFL)
• Continuous assessment prevails. the onus is on the teacher to teach well and to observe if meaningful learning has occurred, Can the learner communicate his, her understanding of the concepts learnt and can the learner apply his, her knowledge of
the concepts learnt aptly
• The teacher is vigilant and records the observations made, this is integrated in the lesson time as per DBE directive
SBA Written Oral & practical Written Written
(FORMAL • Numbers, operations & relationships • Numbers, operations & relationships • Numbers, operations & relationships Data handling
ASSESSMENT) • Measurement • Patterns, functions & algebra • Patterns, functions & algebra
(AOL) Oral: Data handling • Space & shape • Space & shape
ONE FAT PER Formal assessment must be fair, reliable and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
TERM
• Teach and assess well for learning gains (AfL)
• Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged and the evidence of the learner’s achievement can be justified at all times

9
2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1: TERM 4

Mathematics time allocation per day: 1 hr 24 mins × 5 = 7 hrs per week OR 1hr 30 mins x 4 days plus one 1-hr lesson per week = 7 hrs
Whole class activity 5 mins + 10 mins
• Counting, mental math (consolidation of concepts already taught) 20 mins
• New concept teaching
• Classroom management (allocation of independent activities) 24 × 2 groups = 48 mins
Independent group-guided teaching and independent work (inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
Third group does substantial independent
The teacher is also mindful to plan well for effective teaching and assessment for learning, to inform any remediation and further teaching written work
Suggested group teaching plan:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

TERM 4 WEEK 1 AND 2: END-LINE ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT AREAS NUMBERS, OPERATIONS AND RELATIONSHIPS
AND TOPICS Counting – integrate with number patterns and mental maths
• Count forwards and backwards in 1s, from • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from • Count forwards and backwards in 1s, from any • Count forwards and backwards in 1s, from any
any number between 1-80: number between 1-90: any number between 1-90: number between 1-100: number between 1-100:
– link to one more, one less (+, -) – link to one more, one less (+, -) – link to one more, one less (+, -) – link to make one more, one less (+, -) – link to make one more, one less (+, -)
• Count forwards in multiples of 10s, 5s, 2s • Count forwards in multiples of 10s, 5s, 2s from • Count forwards in multiples of 10s, 5s, 2s • Count forwards in multiples of 10s, 5s, 2s from any • Count forwards in multiples of 10s, 5s, 2s from any
from any multiple of 10, 5, 2 between 0 & any multiple of 10, 5, 2 between 0 and 90 from any multiple of 10, 5, 2 between 0 & multiple of 10, 5, 2 between 0 and 100 multiple of 10, 5, 2 between 0 and 100
80 – see the relationship with addition 90 – see the relationship with addition – see the relationship with addition
– see the relationship with addition – emphasise more than, less than – see the relationship with addition – emphasise more than – emphasise more than
NUMBER
– emphasise more than – ascending order – emphasise more than – ascending order – ascending order
CONCEPT
– ascending order – ascending order
DEVELOPMENT:
Building number Mental maths number range 20. Ask quick maths questions to promote quick thinking (Techniques: Put large number first in order to count on, number line, doubling and halving, build up and break down)
sense • Order a given set of numbers 1-16: • Order a given set of numbers 1-17: • Order a given set of numbers 1-18: • Order a given set of numbers 1-20 • Order a given set of numbers 1-15
– smallest to greatest, greatest to – smallest to greatest, greatest to smallest – ascending, descending order, left to • Compare numbers to 15 say which is more, less: • Compare numbers to 15 say which is more, less:
smallest • Compare numbers to 17 say which is more, right - use relationship between more, less (+, -) - use relationship between more, less (+, -)
• Compare numbers to 16 say which is more, less: • Compare numbers to 18 say which is more, - position: after, before, between, first, last, in the - position: after, before, between, to the left, to
less: – use relationship between more, less (+, -) less: middle, left, right, use number line the right of…, use number line
- use relationship between more, less – position: after, before, between first, last, in - use relationship between more, less (+, • Number bonds to 10 • Number bonds to 5
- position: after, before, between first, the middle, use number line -) • Recall addition and subtraction facts to 10 • Recall addition and subtraction facts to 10
last, in the middle • Rapid recall of number bonds to 8 - position: after, before, between, first,
• Rapid recall of number bonds to 8 • Recall addition and subtraction facts to 8 last, in the middle, use number line
• Recall addition and subtraction facts to 8 • Number bonds to 9
• Recall addition and subtraction facts to 9
Count objects reliably to 50
- Give a reasonable estimate, check by - Give a reasonable estimate, check by counting • Give a reasonable estimate, check by • Give a reasonable estimate, check by counting out • Give a reasonable estimate, check by counting out
counting out objects encourage group out objects encourage group counting counting out objects encourage group objects encourage group counting objects encourage group counting
counting counting
Number symbols and number names
• Recognise, identify, read number symbols from 1-100
• Write number symbols and number names to 20
Describe, compare and order up to 20 objects
• Compare collection of objects according to: • Compare collection of objects according to: • Compare collection of objects according • Compare collection of objects according to: • Compare collection of objects according to:
- many, fewer; most, least - most, least; more than, less than to: -the same as, just as many; different -more than, less than;
• Order collection of objects from: • Order collection of objects from: - the same as, just as many; different • Order collection of objects according to: • Order collection of objects according to:
- most to least and least to most - most to least, and least to most • Order collection of objects from: - most to least and least to most - most to least and least to most
- most to least, and least to most

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 4 WEEK 1 AND 2: END-LINE ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
CONTENT AREAS Describe, compare and order numbers to 20
AND TOPICS
• Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers: • Describe and compare numbers:
- smaller than, greater than - more than, less than; is equal to - is equal to - more than, less than - smaller than, greater than
• Describe and order numbers: • Describe and order numbers: • Describe and order numbers: • Describe and order numbers: • Describe and order numbers:
- from smallest to greatest and greatest - before, after, in the middle / between - before, after, in the middle / between - smallest to greatest, greatest to smallest - before, after, in the middle / between
to smallest - use number line 0-20 - use number line 0-20 - before, after, in the middle / between - use number line 0-20
• Use ordinal numbers to show order, place, • Use ordinal numbers to show order, place, • Use ordinal numbers to show order, place, - use number line 0-20 • Use ordinal numbers to show order, place, position:
position: position: position: • Use ordinal numbers to show order, place, position: - order numbers from first to tenth / 1st-10th
NUMBER - position objects in a line from first, second, - order numbers from first to tenth / 1st- - order numbers from first to tenth / 1st-10th
- position objects in a line from first,
CONCEPT third… tenth, last 10th
second, third… tenth, last
DEVELOPMENT:
Place value to 20
Building number
sense • Decompose two-digit numbers into • Decompose two-digit numbers into multiples of • Decompose two-digit numbers into • Decompose two-digit numbers into multiples of ten • Decompose two-digit numbers into multiples of tens
multiples of ten and ones, e.g. 16 is 10 and ten and ones, e.g. 17 is 10 and 7 multiples of ten and ones, e.g. 18 is 10 and and ones, e.g. 19 is 1 ten and 9 ones and ones, e.g. 20 is 2 ten and 0 ones
6 8
Solve problems in context, explain solutions to problems to at least 20. Techniques: Use concrete counters, draw pictures, building up and breaking down, doubling and halving, lines with counting beads; See pp. 45-46 in CAPS for problem types.
• Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own • Solve problems in context and explain own
solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving: solutions to problems involving:
- addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction - addition and subtraction
- equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may - equal sharing and grouping that may include - equal sharing and grouping that may include
include remainders include remainders include remainders remainders remainders
• Recognise SA currency: • Recognise SA currency: • Recognise SA currency: • Recognise SA currency: • Recognise SA currency:
- Solve money problems involving totals - Solve money problems involving totals and - Solve money problems involving totals - Solve money problems involving totals and - Solve money problems involving totals and
and change change and change change change
Context-free calculations to 20. Techniques: Use concrete counters, draw pictures, building up and breaking down, doubling and halving, lines with counting beads
• Addition and subtraction up to 16 (+, -, =, • Addition and subtraction up to 16 (+, -, =, □) • Addition and subtraction up to 16 (+, -, =, • Addition and subtraction up to 16 (+, -, =, □) • Addition and subtraction up to 16 (+, -, =, □)
□) • Practise number bonds up to 8 □) • Practise number bonds up to 8 • Practise number bonds up to 8
• Practise number bonds up to 8 • Repeated addition, use (+, =, □) • Practise number bonds up to 8 • Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □)
• Repeated addition, use (+, =, □) • Repeated addition, use (+, =, □)
MEASUREMENT
Time: During whole class teaching time: morning, afternoon, evening; days of the week; a long time, a short time; sequence days of the week; months of the year; place birthdays on the calendar.
DATA HANDLING
• Collect and sort objects, discuss sorted collections, represent sorted objects
PATTERNS, FUNCTIONS AND ALGEBRA
Geometric Patterns
• Copy, extend and describe simple patterns - pack out objects
• Draw own simple patterns
• Create and describe own pattern
Number patterns are integrated with counting
PREVIOUS • Counting in multiples of 10, 5, 2 • Counting in multiples and linking it to +, -., =, • Count reliably to 15 • Count reliably to 20
KNOWLEDGE • Position: In front of, behind, between, first, • 3D objects: Boxes, balls • Addition and subtraction, can count on • Number bonds of 9
last • Repeated addition, subtraction, problem solving • Number bonds of 9 • Grouping and sharing to 20
• Problem solving with money, sort and • Build up, break down, number line • Problem solving • Group counting in multiples of 10, 5, 2, and from any number to 100
discuss coins • Rapid recall of number facts • Grouping and sharing to 15 • Build up, break down, number line strategies
• Build up, break down, number line • Number bonds of 8 • Build up, break down, number line • Language of position ordinals and know the cardinal value of numbers to 15
strategies strategies
• Addition and subtraction
• Number bonds of 7

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2023/24 ANNUAL TEACHING PLANS: MATHEMATICS: GRADE 1

TERM 4 WEEK 1 AND 2: END-LINE ASSESSMENT WEEK 3 AND 4 WEEK 5 AND 6 WEEK 7 AND 8 WEEK 9 AND 10
SUGGESTED DBE DBE workbook 2 practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities DBE workbook 2 practice activities
WORKBOOK - Understand number 16, pp. 66-67 - Understanding number 17, pp. 68-69 - Understand number 18, pp. 70-71 - Geometric patterns, pp. 50-51 - Twos – pattern up to 100 counting on the
ACTIVITIES - Number patterns 2-50, number line, pp. 58- - Subtraction – breaking down, doubles, pp. 78- - Groups of five up to 20, link to repeated +, - Problem solving, pp. 56-57 number line, pp. 110-111
59 79 problem solving, pp. 96-99 - Addition, pg. 77 - More counting in groups of 2 linking to repeated
- Number patterns of 5 up to 50, pp. 37-38 - 2D shapes sorting, smallest, largest, draw the - Share amongst 5, multiples of 5 on - Sharing up to 20, pp. 100-101 addition, pp. 112-113
- Bigger number and addition - 10 +, pg. 76 shape in the grid, pp. 90-93 counting chart, number chart, pg. 100 - Make groups of 2 up to 20, write the number - Mass: Heavy and light, informal measuring of
- Addition filling the 10, pg. 77 - Names of 2D shapes, draw the other half of the - Problem solving: Sharing 10, 6, 11,15, 6 sentence, pp. 106-107 objects at hand, pp. 114-115
- Problem solving +, -, number line method shape, pp. 94-95 amongst 5 children and repeated addition, - Twos - repeated addition up to 20, pp.108-109 - Doubling, pp. 116-117
strategy, one, two more, pp. 80-81 - Ordinal numbers 1st-10th, pp. 82-83 pg. 101 - Understanding number 20, pg. 74 - Halving, pp. 118-119
- Shapes and objects, pp. 84-85 - Money: Matching, addition and subtraction, - Number patterns of 5 to 100: Counting - Numbers and number names, before and after more - Geometric patterns, pp. 126-127
problem solving: Totals and change, pp. 86-89 chart, number line, clock, pp. 102-103 and less, pg. 75
- Understanding number 19, pp. 72-73 - Position, views and direction, pp. 104-105

REMEDIATION CONSOLIDATION REVISION

Supporting learning gaps Reinforcing more of the same (practise) to embed knowledge and skills. Provide opportunity for Repeat of the knowledge and skills taught to establish if learning has taken place and
Reteaching using another strategy for improved learning. Record all findings in the the learner to ask questions understood. This practise takes place before any new concepts can be taught. Revision
event of further support required of work strengthens the learner’s knowledge and supports further learning
INFORMAL Assessment for Learning (AfL) is strategically planned for and completed alongside teaching. The teacher is always cognisant of the learning taking place and keeps a record of the learner’s progress
ASSESSMENT
ORAL, PRACTICAL, WRITTEN: Assess core concepts, skills and values above
(AFL)
• Continuous assessment prevails. The onus is on the teacher to teach well and to observe if meaningful learning has occurred. Can the learner communicate his, her understanding of the concepts learnt and can the learner apply his, her knowledge of
the concepts learnt aptly
• The teacher is vigilant and records the observations made, this is integrated in the lesson time as per DBE directive
SBA Written & practical Written Oral & written
(FORMAL • Numbers operations & relationships • Numbers operations & relationships • Numbers, operations & relationships
ASSESSMENT) • Data handling • Measurement • Patterns functions & algebra
(AOL) • Space and shape • Space & shape
ONE FAT PER Formal assessment must be fair, reliable and valid. The assessment must reveal what the learner knows, the onus is on the teacher to:
TERM
• Teach and assess well for learning gains (AfL)
• Use an appropriate form of assessment so that the learner’s knowledge and skills can be gauged and the evidence of the learner’s achievement can be justified at all times

12