Term 3 2023 Mathematics Annual Teaching Plan (ATP) Grade R

GRADE R MATHEMATICS TERM 3

HEALTH CHECK

Daily hygiene routines are to be strictly followed:

▪ Remind learners of the daily routine tests when coming to school.

▪ Encourage learners to stay at home when ill
▪ Slogan: Keep your distance - Teach learners about social distancing and how to greet without touching.
▪ Learners are to wear masks every day. Masks are only to be removed and placed in a safe place while they are eating.
▪ Supervise snack and lunchtime.
▪ Teach them to cover their mouth and nose with a flexed elbow or tissue when coughing or sneezing. Dispose of the used tissue immediately.
▪ Teach them to avoid touching their Mouth, Eyes, Nose (MEN)
▪ Wash hands with soap and water often and sanitize your hands
▪ Sanitize and clean frequently touched surfaces toys, stationery, objects, etc. Introduce this practice as routine.
▪ If you have no sanitizer, you could make a sterilising solution by mixing 5 tablespoons of bleach to 1 litre of water

The approach to learning Mathematics should be based on the principles of integration and play-based learning. The amount of time spent on Mathematics has a decisive impact on
learners’ development of mathematical concept and skills. A Kinaesthetic approach is used to introduce and develop all Maths concepts in Grade R, emphasis is on the use of Maths
Language and this should be integrated into Greeting, Free play, Teacher directed and routine times. Development that is an integral part of emergent numeracy includes cognitive
development (problem-solving, logical thought and reasoning), language development (the language of mathematics) and perceptual motor as well as emotional and social development.
Please note:

1. In Grade R, Mathematics should be executed through the following teaching and learning techniques:
1.1 Whole class activity: should be administered daily through rhyme or song; Oral counting/Mental Maths; Counting concrete objects. Allow a week for orientation at the
beginning of each term and a week for Consolidation of concepts at the end of the term, and classroom management. the teacher can also consolidate concepts that are a
little challenging.
1.2 Small group activities: should be administered daily. Explain instructions for each activity (Including games). Small group activities include one teacher-guided activity and four
small group independent activities. The teacher works orally and practically with the learners, engaging in such activities as counting, estimation, number concept development and
problem-solving activities, as well as activities concerning pattern, space and shape, measurement and data handling, which should be carefully planned for. The group sessions
should be very interactive, and learners should be encouraged to “do, talk, demonstrate and record” their mathematical thinking.
1.3 Independent activity: While the teacher is busy with the small group focused lesson, the rest of the class must be purposefully engaged in a variety of mathematical activities that
focus on reinforcing and consolidating concepts and skills that have already been taught during small group focused lessons. These independent activities should be differentiated
to cater for different ability levels. Independent activities may include: - work book activities; - graded worksheets/work cards for counting, manipulating numbers, simple problems in
context (word problems), etc.; - mathematics games like Ludo, dominoes, jigsaw puzzles; and - tasks that involve construction, sorting, patterning or measurement.

2. Assessment must be done continuously through observations: Screening; diagnostic assessment; tracking down performance, reactions, participation. It is important to
assess continuously for early detection of learning barriers.
3. The mathematics period should also provide for supporting learners experiencing barriers to learning, enrichment for highflyers and continuous assessment activities. It is important for
learners who experience barriers to learning Mathematics to be exposed to activity-based learning. Practical examples using concrete objects together with practical activities should be
used for a longer time than with other learners, as moving to abstract work too soon may lead to frustration and regression.
4. The Mathematics Activity guide must be used as a daily working tool in consultation with the Mathematics CAPS Policy documents, Annual Teaching Plan and other relevant
and recommended resources, to strengthen daily planning, preparation, teaching, learning, observation, and assessment.

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 THE FOLLOWING TOOLS AND RESOURCES SHOULD BE INCLUDED IN PLANNING AND ASSESSMENT

• GRADE R MATHS RESOURCE KIT

• SIX BRICKS
•
DBE WORKBOOKS AS PER CONTENT AREAS TOPICS, SKILLS AND KNOWLEDGE
• PIZZA KIT
2023 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
TERM 3
GRADE R MATHS IN THE DAILY PROGRAMME – DAILY ROUTINE AS PER MATHEMATICS ACTIVITY GUIDE
IMPLEMENTATION OF THE ROUTINE IS OF OUTMOST IMPORTANCE FOR EFFECTIVE TEACHING AND LEARNING.

15 – 25 MIN WHOLE CLASS ACTIVITY DAILY - Mathematics Activity Guide

25 – 30 MIN ONE TEACHER-GUIDED ACTIVITY PER DAY AND SMALL GROUPS - Mathematics Activity Guide
35 MIN Free choice activities, integration with Language and Life Skills , remediation
SONGS, RHYMES Rhyme: It’s Song: Six Song: Seven Song: It’s a Song: One Rhyme: Eight Rhyme: Five Story: Rhyme: Song: Eight
AND STORIES pattern little ducks. green rectangle elephant little mice little Number 8 Spaceship elephants.
time. Story: speckled went out hotdogs. story (with Game: I
Story: Number 7 frogs. to play Story: Number 8 wrote a
Number 6 story (with Song: Looby Shopping frieze letter to
story (with Number 7 loo for a hat. template) my friend
Number 6 frieze
frieze template).
template) Song: One
little, two
little
CMM CYCLES
12,5 % 12,5 %

EXPECTED CC 2.5% CC 5% CC 7.5% CC 10% CC 12.5% CC 15% CC 17.5% CC 20% CC 22.5% CC 25%
CURRICULUM
COVERAGE
ACTUAL
CURRICULLUM
COVERAGE

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 TOPICS / SKILLS AND KNOWLEDGE
CONTENT WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
AREAS

NUMBER *Oral Number 6 Number 7 Oral Oral Number 8 Oral Oral Money – *Grouping,
OPERATION counting: Two/three *Oral counting: counting: *Ordinal counting: counting: *recognise half up to
AND Forwards more/ fewer counting: *Forwards *Forwards numbers: *forwards *Forwards banknotes three more
RELATIONSHIP 1–20, *Equal backwards 1–20, 1–20, fifth, last, 1–20 and 1–20 and *Problem (using dot
backwards groups 10–1 *backwards *backwards next Oral beyond, beyond, solving 1–8 cards)
7–1 *Counting on *Counting 10–1 10–1 counting: *backwards *backwards *Oral * Order
Counting Oral objects 1–10 *Reinforce *Counting *forwards 1– 10–1 10–1 counting: collections
objects 1– counting: *Oral number objects 20 and *Counting *Counting forwards 1– from
7 forwards 1– counting: concept 1–7 1–10 *beyond objects 1– objects 1–10 20 and smallest to
20, forwards 1– Two/three Oral 10 beyond, biggest
backwards 20, more/ fewer counting: Two/three backwards *Oral
7–1 backwards Equal forwards 1– more/ 10–1 counting:
*Counting 7–1 groups 20, fewer More, *Counting forwards 1–
objects 1–7 *Sequencing backwards fewer, objects 1–10 20 and
*Sequencing numbers 1–6 10–1 equal *Sequencing beyond,
numbers 1–5 Two/three *Counting numbers 1–8 backwards
*Reinforce more/ fewer objects 1–10 * Ordinal 10–1 *
number Add, take *Sequencing numbers *Counting
concept 1–5 away numbers 1–7 first to fifth objects
*Reinforce *Ordinal *Reinforce 1–10
number numbers first numbers *Sequencing
concept 1–6 to fifth Add, 1–8 numbers
take away Add, take 1–8
Two/three away Coins * Problem
more/ fewer solving 1–8
*Reinforce *Reinforce

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 number number
concept 1–7 concept 1–8
More,
fewer, most,
least, equal
Two/three
more/ fewer

2. PATTERNS, *Copy
FUNCTIONS vertical and
AND ALGEBRA horizontal

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 patterns
using
concrete
objects.
*Create
and explain
own
pattern
with three
or four
colours/
shapes,
etc.
Identify
patterns
*Copy and
extend
patterns
3. SPACE AND *Shapes: *Position of
SHAPE rectangle objects in
*Direction: relation to
left, right each other *
*Position: Arrow chart
middle, Copy and
bottom Sort build a
objects construction
according to (picture
two cards)
attributes *Shapes:
Eighteen- circle,
piece square,
puzzles triangle,
*Shapes: rectangle
circle, Boxes, balls
square, *Midline
crossing
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 triangle *Position:
*Symmetry forwards
and
backwards
*Mass Big, small
MEASUREMENT Light,
lighter,
lightest
Heavy,
heavier,
heaviest
Bigger,
smaller
DATA HANDLING *Draw a
picture to
represent
data
*Collect,
sort and
represent
collection of
objects

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 ASSESSMENT – AS PER MATHEMATICS ACTIVITY GUIDELINES
TOOLS OF ASSESSMENT

1. CHECKLIST / RUBRIC (SEE MATHEMATICS ACTIVITY GUIDE)

2. PROBLEM SOLVING RUBRIC – CONCEPT GUIDE PAGE – 53

CRITERIA Not Achieved Elementary Moderate Adequate Substantial Meritorious Outstanding

1 Achievement Achievement Achievement Achievement Achievement Achievement
2 3 4 5 6 7
Solves addition Unable to solve Is able to solve Is able to solve Is able to solve Is able to solve Is able to Is able to
problems problems problems problems problems problems solve solve
practically practically practically, using practically but practically and practically and problems problems
concrete cannot explain describes describes practically practically and
apparatus. solution method. solution method solution method and is able to is able to
when prompted. independently. explain explain
solution solution
method. method and
suggest
alternative
methods

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 MATHEMATICS
GRADE R CURRICULLUM COVERAGE TRACKING TOOL
Term 3 – 2023

NB:
• 2,5% per week is made by oral, practical and emergent written activities.
• The number of activities is increasing per week, meaning we will have a total of 21 emergent written activities that we can verify
within learners’ portfolio.

WEEKS & LEARNER EXPECTED ACTUAL EXPECTED ACTUAL BACKLOG

CONTENT ACTIVITY NUMBER OF NUMBER OF CURRICULLUM CURRICULLUM Comments and support
AREAS ACTIVITIES ACTIVITIES COVERAGE % COVERAGE %
1 Learners paste
Patterns, strips of paper to
Functions and copy and then
Algebra extend the pattern. 3 2,5
Learners use paints
to copy and extend
the patterns on the
cards. They create
their own patterns
Learners paste the
flower petals and
leaves on paper to
copy and extend
the pattern. They
use crayons to
decorate their
page.
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 2 Learners write
Numbers, number 1 with
Operations and kokis using the
Relationships number line as a 5 5%
guide. They count
out the number of
counters (one) to
match this. Repeat
with numbers 2–6
The learners use
playdough to
complete the
template
3 Playdough
Numbers, template: Number
Operations and 7 (page 105) – 1
Relationships per learner 7 7,5 %
Learners ‘fill’ the
jars with the
correct number of
‘sweets’ to
correspond with
the number on
each jar.

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 Learners complete
Space and Shape the shape in the
(Geometry) picture so that
both sides are the
same, which makes
the shape
symmetrical. They
colour the two
sides using two
different colours 10 10%
Learners copy or
trace the individual
shapes and draw a
picture using all the
shapes
Learners paste
rectangle shapes
onto paper to
make a rectangle
person.
5 Learners decide
Measurement which objects they 11 12.5 %
think are heavy and
which are light.
They then cut out
the pictures to
match these
objects and paste
them in the
appropriate
columns

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Numbers, Playdough
Operations and template: Number
Relationships 8 (page 106) – 1
per learner
Learners colour in
the correct number
of rectangles for 13 15 %
their age and write
the number symbol
to match. They
draw one picture in
each of the
coloured rectangles
for this birthday
crown ‘wish list’.
7 Learners sort the
Data Handling blocks according to
shapes. They draw 15 17,5
a picture to show
how the blocks
were sorted.
Learners shade in
the boxes to show
how many of each
different type of
fruit they have.
8 Learners make
Space and Shape pictures from the
(Geometry) shapes provided, 16 20%
for example, a
house or an animal.

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Numbers, Learners cut out
Operations and the rectangles.
Relationships Referring to the
banknotes, they
create their own
banknotes by
drawing pictures
on both sides and
writing a number
on one side of each
rectangle.
Learners draw a 19 22,5%
shopping basket on
the A4 page. They
roll a dice and add
two to the number
of dots shown on
the dice. (They can
use a number 2 dot
card for support.)
They roll this
number of balls
from playdough
and place the balls
(fruit) in the
basket. They repeat
the activity
A4 tortoise
template (page
109).
Place the dot cards
face down on the
table. Learners turn
over a dot card.
They find the piece
of the tortoise’s
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 shell with the same
number of dots
and place the
correct number of
counters on these
dots. They repeat
the activity
colouring in the
dots as they count.
10 Learners thread
Unifix blocks
Numbers,
according to the 21 25%
Operations and
number cards in
Relationships
their envelope
(Group activity)
Pairs of learners
roll playdough
sweets and wrap
them. They place
the correct number
of sweets in each
bag and order the
bags from 1–8.
They write the
numbers 1–8 and
place these in the
matching bag
Learners order and
paste flower
centres 1–8 on the
page. They paste
the correct number
of petals for each
flower and draw a
stem with the

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 matching number
of leaves.

DEPARTMENTAL HEAD BOOK CONTROL REPORT PER TEACHER

RESOURCES: Mathematics Activity Guide, lesson plans, checklist/ rubrics
REFERENCE
learners informal activity book/file alignment with curriculum tracking tool and oral and practical activities.

WEEK GOOD PRACTICES CHALLENGES RECOMMENDATIONS SUPPORT DATE

1
2
3
4

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5
6
7
8
9
10

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