Support material

Module Code: R-MAT 120

Created by M. Bouwer
1
 2

This PowerPoint presentation has been developed and designed to address any
questions you might have regarding the successful completion of your e-
Assignments.
Furthermore, it will assist you in the preparation for your examination.

For further support, please visit or alternatively,

e-mail
us at [email protected]
 Emergent Numeracy is
Learners must learn the first idea of
to use the correct numbers and
mathematical Mathematics concepts
language in class. that a Grade R learner
develops.

A learner’s number
concept involves the
Learners must know
understanding of what
WHEN, WHY and HOW
different numbers mean
to use certain skills for
and needs to be
example addition and
developed over a period
subtraction,.
of time.

In order to familiarize yourself with Mathematics as a subject and to explore the Grade R curriculum, click on the following link to peruse through the
Grade R Mathematics CAPS document:
https://www.education.gov.za/Portals/0/CD/National%20Curriculum%20Statements%20and%20Vocational/CAPS%20MATHS%20ENGLISH%20%20G
R%20R%20FS.pdf?ver=2015-01-27-160228-003 3
 Numbers,
Patterns, Space and Data
Operations Measurement
Functions Shape Handling
and
and Algebra
Relationships

Focus on learners’ basic Development of geometric Development of: Involves comparing and Development of:
number concept patterns: • 2-D Shapes measuring: • Collecting and
development: • Copy • 3-D objects • Length organising objects
• Counting • Extend • Symmetry • Mass • Representation of
• Recognise number • Describe • Position and • Capacity/Volume collected data
symbols and names • Create orientations • Time • Interpret data by
• Compare and order Using colours and shapes Grade R uses comparative asking and answering
numbers words and non- questions.
• Add and subtract standardised units of
• Sharing and grouping measurement.
• Solve mathematical
problems 4
 Watch the following video by clicking on the link to
familiarize yourself on how to move from a
concrete stage to an abstract stage while teaching
Mathematics:
https://www.youtube.com/watch?v=YQMxzv1yL7o

Kinaesthetic learning Concrete level Semi-concrete level Abstract level

• Pictorial representation • Symbols represent
• Whole body movements • Use objects
of objects. objects.
• Examples: jumping, • Examples: counters,
• Examples: pictures, • Examples: Worksheets,
clapping hands, blocks, stones, fingers,
drawings, dots, posters. cards with words and
stomping feet, roll, etc. etc.
symbols.

Mathematics teaching always starts with the kinaesthetic and progressively moves to the abstract level.

5
Refer to the following key points in a lesson plan (template in Addendum A in your Curriculum
and Learning Guide):
 Knowledge/content area refers to the concept (topic) you will focus on in the lesson, for
example: counting backwards from 5 to 1, or number recognition.
 Pre-knowledge – provide information on what learners already know with regards to the
concept you are planning to teach. For example learners’ pre-knowledge may be that
know how to count forwards from 1 to 5.
 Concepts and new knowledge – integration in the Foundation Phase is crucial, therefore
you need to indicate how other subject areas (language and life skills) integrate in your
lesson. Other concepts in the mathematics area can also be integrated. For example,
when teaching learners counting from 5 to 1, they learn vocabulary, speaking and listening
skills when singing a song. Life Skills will depend on the theme for the week, and other
mathematical concepts learned include number recognition.
 Lesson objectives – what do you want your learners to do/achieve at the end of the
lesson? Your objectives must be clear, and relate to the concept to be taught in the
lesson. For example, At the end of the lesson, learners should be able to count backwards
from 5 to 1 using counters.
6
 Future learning – Briefly describe what you will teach in the following lesson. For example,
counting 1 to 7.
 Differentiation – not all your learners in your class will be on the same developmental level. You
need to indicate how you will support learners. You also need to take note of any external
challenges that may arise (for example, loadshedding, sport event at school, meetings).
 Introduction of lesson – Your introduction of the lesson should link learners’ prior knowledge to
the new knowledge. This is often done by starting the lesson with a song/rhyme or kinaesthetic
activity. For example, jump 5 times, clap your hands 5 times.
 Body of lesson (development) – In this part of the lesson you need to describe your main
activities in detail. Your activities must relate to the concept (e.g. counting backwards 5 to 1)
and on different learning levels. In detail, describe what learners will do with the resources and
your instructions to learners.
 Consolidation – Conclude the lesson by asking questions to learners to assess their
understanding, or by providing a short homework activity.
 Reflection – This part is very important to improve your practice when planning to present the
lesson again. You need to think back and decide what went well in the lesson, what did not go
well, and how can you change it? Provide as much detail as possible.
7
 As a teacher, you need to create a
classroom environment that will benefit
A clean and tidy your learners and maximize learning.
classroom is the first step
to having a conductive
environment for
Mathematics teaching
and learning. Learners must be
able to see wall
displays and should
Every Grade R classroom be displayed at
must have a Mathematics learners’ eye level.
corner to show that
Mathematics teaching
and learning is taken
place.

Storage containers
and materials should
LTSM for mathematics be easily accessible
includes; counters, dot cards, and labelled.
number names, building
blocks, picture cards, fraction
wall, 2-D shapes and 3-D
objects, etc. 8
 1 2 3 4
 One-to-one correspondence
Matching an object/number with a corresponding object/number name in another group. For example:
matching the number cards 1 to 4 with the corresponding amount of counters.

 Classification
Sort things together that has similar properties. For example: Classify/sort household objects that slide
together and all the objects that roll together.

 Ordering
Sort objects in a sequence, such as from smallest to biggest, longest to shortest, heavy to light, etc. For
example: Arrange household items from smallest to biggest.

 Conservation and reversibility

• Conservation means that the quantity of something stays the same even if their appearance changes.
For example, pouring water from a small cup to a bigger cup.
• Reversibility means that something can be changed and then returned back to their original state. For
example, pouring the water back from the big cup to the smaller cup again.

9
 Counting:
Rote counting: Rational counting: One-to-one Skip counting: Counting forwards
correspondence: and backwards:

Counting the Counting real Counting by Counting in 2’s, 5’s Counting so that
numbers in their objects with matching each and 10’s. numbers become
correct sequence. understanding. object with a larger and smaller.
1, 2, 3, 4, 5 corresponding
number.

10
Number Sense: Value of whole Comparison Comparison Estimation: Ordinal numbers:
numbers: according to size: according to
amount:

Making a connection Learners must be able Learners must be able Learners must be able Guessing the amount Number words used
between quantities to identify and to compare objects to compare according of objects without to order something as
and counting. describe whole and set of objects to amount to counting. Quantity, first, second, third, …,
Understanding: numbers. according to their size. determine whether size and distance can last, next.
• More, less and Size: one is more or less be used.
equal. • Big and small. than the other.
• Relationship • Bigger and Amount:
between space smaller. • More than, less
and quantity. • Biggest and than, equal to
• Parts and wholes smallest. • Many and few.
of quantities.

11
 Number recognition is the ability to know and identify number symbols and name them.
 Counting and one-to-one correspondence is a pre-requisite for number recognition. When
asked to design a lesson on number recognition, you can start with counting, but the focus
should be that learners identify and recognize the number symbol.
 Here are an example of an activity to do with Grade R learners to help them recognize number
symbols:
Number hunt game – Place different numbers around the classroom (this can be theme-based,
for example farm animals with numbers written on them). Ask learners to take a number card
in a bag and find the same number in the classroom. They then get to keep the number card.
Always keep the term and learners’ developmental level into consideration.
 Think of three of your own activities you can incorporate in the Grade R classroom to
recognize number symbols (activities should not be listed in your CLG). Share these activities
with a peer or group. Discuss and critique each other’s activities on creativity and whether
they are appropriate to develop and reinforce number recognition.

12
 Click on the following link to watch a video on
how number recognition can be introduced to
Grade R learners:
https://www.youtube.com/watch?v=Q1S0effktII

Learners are Number recognition can be

exposed to the used during Art Activities,
number and for example, cutting out
number word. pictures to represent a
specific number.

Number frieze
cards should be
displayed on the wall. South African money
Should consist of (coins and notes) can
picture, dot number be used to develop
symbol and word. number recognition.

Different resources can be

used to develop learners’
Number number recognition, for
recognition can be example, counters and number
used during cards.
attendance register. 13
To answer questions adequately in your assessments, keep the following into consideration:

 Look at the INSTRUCTION WORDS that tell you how to go about answering the question. For
example list, explain, discuss, or define.

 Consider the CONCEPT that you need to read about in order to answer the question. For example,
number recognition, counting skills, one-to-one correspondence, etc.

 Look for KEY WORDS in the question. Key words are bolded in green in the following example:

Example 1: Compare the teacher’s role and learners’ role during each of Shulman’s stages.
concept
Instruction word

 Always refer to the MARK ALLOCATION to provide you with an indication of how much information
to provide.

 Always write answers in your own words to avoid PLAGIARISM, with in-text referencing.

14
Here are strategies you can utilise to help you prepare for the examination:
• Create MIND-MAPS to summarise important concepts and ideas.
• Summarise activities and concepts in your OWN WORDS. This helps you to remember the ideas.
• Use the ASSIGNMENT SUPPORT GUIDELINES (ASGS) to:
– See how questions are structured.
– Revise concepts in the Curriculum and Learning Guide (CLG) that you are unfamiliar with.
– See how to answer questions.
– Help manage time to complete the assessment.
• Organise STUDY GROUPS with peers.
• START studying a few weeks before you write. This gives you time to read additional sources on
the concept that you find difficult in the CLG.
• ASK the lecturer for support on concepts that you find difficult to understand.
• PLAN your examination day: Refer to your timetable on when you will write, and make
arrangements to ensure you write when you have limited distractions and internet access.

15
 Watch the video on creating an inviting classroom:
https://www.youtube.com/watch?v=qHoM85z9IEs
[Press the button to show subtitles in English.]

 This website provides you with some ideas on the layout of a classroom during
Covid-19.
https://www.kaplanco.com/ii/covid-classrooms

 This video look at ways how learners learn mathematics.

https://www.youtube.com/watch?v=VH5Xq2Z7aQg&ab_channel=Sprouts

16