Grade 1 Mathematics ATP for 2023

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2023 Mathematics ATP Grade 1 Term 1 * {margin:0; padding:0; text-indent:0; } p { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 12pt; margin:0pt; } .s1 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 11pt; } .s2 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 11pt; } .s3 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 12pt; } .s4 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s5 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 10pt; } .s6 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s7 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s8 { color: #FFF; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s9 { color: #FFF; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s10 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s12 { color: #FFF; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 10pt; } .s13 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: bold; text-decoration: none; font-size: 9pt; } .s14 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 6.5pt; vertical-align: 2pt; } .s15 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 10pt; vertical-align: -2pt; } .s16 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 6.5pt; } .s17 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 12pt; } .s18 { color: #585858; font-family:ArialNarrow-BoldItalic, sans-serif; font-style: italic; font-weight: bold; text-decoration: none; font-size: 9pt; } .s19 { color: black; font-family:"Arial Narrow", sans-serif; font-style: normal; font-weight: normal; text-decoration: none; font-size: 9pt; } li {display: block; } #l1 {padding-left: 0pt;counter-reset: c1 1; } #l1> li>*:first-child:before {counter-increment: c1; content: counter(c1, decimal)". 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Mathematics time allocation: 7 hours per week.


1 hr 24 min × 5 = 7 hours OR (1hr 30 min lessons × 4 plus one, 60 min lesson = 7hours).

  1. Whole Class Activity:

    • Counting, Mental Maths (consolidation of concepts)

    • New Concept teaching

    • Classroom Management (allocation of independent activities)

  2. Independent group teaching and independent work

(inclusive of the differentiated teaching of new concepts – oral, practical and written activities daily)

The teacher must be mindful to plan well, for effective assessment (for learning and of learning). This will inform the remediation and teaching.


5 min +10 min

20 min


24 × 2 groups = 48 min

See a suggested group teaching plan below.

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

45 days

Week 1(3 days)

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9(4 days)

Week 10(3 days)


CAPS Topic

First 3 days are used to do orientation and administer the Grade 1 Readiness Assessment (RA).

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Count objects

  • Count forwards and backwards

  • number symbols and number names

  • Describe, order and compare objects

  • Solve Problems in context


    SPACE & SHAPE

  • Position, orientation and views

  • 3-D objects

    MEASUREMENT

  • Time

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Count objects

  • Count forwards and backwards

  • Count whole numbers

  • Describe, compare and order objects

  • Describe, compare and order numbers

  • Solve Problems in context

  • Grouping and Sharing (in context)

  • Addition and Subtraction context free

    PATTERNS FUNCTIONS AND ALGEBRA

  • Geometric Patterns


    SPACE & SHAPE

  • Position, orientation and views

  • 3-D objects

    MEASUREMENT

  • Time

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Count objects

  • Count forwards and backwards

  • Count whole numbers

  • Describe, compare and order objects

  • Describe, compare and order numbers

  • Solve Problems in context

  • Grouping and Sharing (in context)

  • Addition and Subtraction context free

    PATTERNS FUNCTIONS AND ALGEBRA

  • Geometric Patterns

  • Number Patterns


    MEASUREMENT

  • Time

  • Mass

    DATA HANDLING

  • Collect and sort objects

  • Represent sorted objects

  • Discuss sorted collections

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Count objects

  • Count forwards and backwards

  • Count whole numbers

  • Describe, compare and order objects.

  • Describe, compare and order numbers.

  • Grouping and Sharing (in context)

  • Addition and Subtraction context free


    PATTERNS FUNCTIONS AND ALGEBRA

  • Geometric Patterns

  • Number Patterns


    MEASUREMENT

  • Time

REVISION of Term 1


Core Concepts, Skills and Values

Orientation and Administer Readiness Assessment (RA)

  • This RA is largely a practical exercise.

  • Study the Teacher’s Guide and use spread sheet to mark RA.

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Estimate and count concrete objects to 5

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Estimate and count concrete objects to 10

NUMBERS, OPERATIONS AND RELATIONSHIPS

  • Estimate and count concrete objects to 10

  • Estimation skills help to create critical thinkers.

  • We use estimation with cooking, shopping, time, distance.

  • Key words used are approximately, almost, close to, etc.


  • Count forwards and backwards in 1s from any number between 1 and 10

  • Count forwards and backwards in 1s from any number between 1 and 15

  • Count forwards and backwards in 1s from any number between 1 and 20



Mental Maths Number range 5. This is a daily activity for 10 minutes. Be vigilant and ascertain via learner response where to remediate and provide more practice opportunities for development.

Term 1

45 days

Week 1(3 days)

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9(4 days)

Week 10(3 days)


  • Record the teaching and learning gaps from the gleaned data at hand i.e. on the grade specific spread sheet.

  • Work at remediating the gaps.

  • Use the data analysed to influence and strengthen teaching.


Revise the Grade R TERM 3 and 4 knowledge and skills.

  • Order a given set of numbers (1-5).

  • Order from smallest to biggest and biggest to smallest; ascending and descending.

  • Order a given set of numbers (1-5).

  • Order from smallest to biggest and biggest to smallest; ascending and descending.

  • Order a given set of numbers (1-5).

  • Order from smallest to biggest and biggest to smallest; ascending and descending.

  • Line up a few learners and ask who

is first and last.

  • Compare numbers (1-5) say which is one more and less.

  • Show 3, ask – what comes before, after; one more, one less than 3, etc.

  • Compare numbers (1-5) say which is one more and less.

  • Show 4, ask – count forward to 10.

  • Compare numbers

(1-5) say which is one more and less.

  • Order a given set of numbers.

  • Compare numbers (1-5) say which is one more and less.

  • Order a given set of numbers.

  • Compare numbers (1-5) say which is more and less.

  • Recognise, identify, read number symbols 1-

    20.

  • Write number symbols 1-5.

  • Compare numbers 1-5.

  • Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.


  • Recognise, identify, read number symbols 1-5.

  • Recognise, identify, read number symbols 1-10.

  • Write number symbols and names

to 5.

  • Recognise, identify, read number symbols 1-10.

  • Write number symbols and names

to 5.

  • Recognise, identify, read number symbols 1-15.

  • Write number symbols and names

to 5.

  • Recognise, identify, read number symbols 1-15.

  • Write number symbols and names to 5.

  • Recognise, identify, read number symbols 1-20.

  • Write number symbols and names

to 5.

  • Recognise, identify, read number symbols 1-20.

  • Write number symbols and names

to 5.

Describe, compare and order up to 5 objects

  • Compare collection of objects according to big circles and small circles; many and fewer.

Describe, compare and order up to 5 objects


  • Compare collection of objects according to more than, less than.

Describe, compare and order up to 5 objects.


  • Compare collection of objects according to just as many, the same as, different.


  • Order collection of objects from most to least and least to most.

Describe, compare and order up to 5 objects.


  • Order collection of objects from most to least and least to most.

Describe, compare and order numbers to 5.

  • Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to.

  • Use the number line 1-5.

Describe, compare and order numbers to 5.

  • Describe and compare whole numbers according to smaller than, greater than, more than, less than, is equal to.

  • Describe and order number: smallest to greatest and greatest to smallest.

  • Use the number line 1- 5.

Describe, compare and order numbers to 5.


  • Describe and order number: smallest to greatest and greatest to smallest.


  • Use the number line 1-5.

Practically solve Addition and Subtraction

word problems in context, explain own solutions with answers to 5


Techniques (methods/ strategies)

  • use concrete counters, beads

  • draw pictures

  • use the number line.


  • Bonds of 3

Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.


Techniques (methods/ strategies)

  • use concrete counters, beads

  • draw pictures

  • use the number line.

Practically solve Addition and Subtraction word problems in context explain own solutions with answers to 5.


Techniques (methods/ strategies)

  • use concrete counters, beads

  • draw pictures

  • use the number line.

Practically solve word problems in context and explain own solutions to problems involving equal sharing and grouping with whole numbers to 5 that may include remainders.


Techniques (methods/ strategies)

  • use concrete counters, beads

  • draw pictures

  • use number line.


Addition and subtraction to 5 (context free)


Techniques (methods/ strategies)

  • use concrete apparatus

  • draw pictures

  • use the number line


  • Bonds of 3

Addition and subtraction to 5 (context free)


Techniques (methods/ strategies)

  • use concrete apparatus

  • use the number line.


  • Bonds of 4.

Addition and subtraction to 5 (context free)


Techniques (methods/ strategies)

  • use concrete apparatus

  • use the number line.


  • Bonds of 5.


PATTERNS FUNCTIONS AND ALGEBRA

Geometric Patterns

  • Copy and extend simple patterns using:

    • physical objects

    • drawings (use colours and shapes).

PATTERNS FUNCTIONS AND ALGEBRA

Number Patterns (integrated with counting)

  • Copy, extend and describe simple number sequences to 10.

PATTERNS FUNCTIONS AND ALGEBRA

Number Patterns

  • Copy, extend and describe simple

PATTERNS FUNCTIONS AND ALGEBRA

Number Patterns

  • Copy, extend and describe simple number sequences to 20




 

Term 1

45 days

Week 1(3 days)

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9(4 days)

Week 10(3 days)






number sequences to 20

  • Sequence and show counting forwards and backwards in 1s from any number between 1 and 20 (integrated with Numbers, Operations and

Relationships).

  • Sequence and show counting forwards and backwards in 1s from any number between 1 and 20 (integrated with Numbers, Operations and Relationships).


SPACE AND SHAPE

Position Orientation and views

  • describe position of one object in relation to another e.g. on top of, under;

3-D Objects

  • recognise and name ball shapes and box shapes

  • describe, sort, compare 3-D objects in terms of size and colour

SPACE AND SHAPE

Position Orientation and views

  • describe position of one object in relation to another

e.g. in front of, behind


3-D Objects

  • recognise and name ball shapes and box shapes

  • describe, sort, compare 3-D objects in terms of size and

colour

SPACE AND SHAPE

Position Orientation and views

  • describe position of one object in relation to another

e.g. left, right, up, down, next to


3-D Objects

  • recognise and name ball shapes and box shapes

  • describe, sort, compare 3-D objects in terms of

size and colour






MEASUREMENT

Time

Passing of time

  • Compare lengths of time using language e.g. longer, shorter, faster, slower.

  • Sequence events using language yesterday, today, tomorrow.

    Telling the time

  • Describe when something happens, using language morning, afternoon, evening.

  • Name and sequence days of week.

MEASUREMENT

Time

Passing of time

  • Compare lengths of time using language

e.g. longer, shorter, faster, slower.

  • Sequence events using language yesterday, today, tomorrow.


    Telling the time

  • Place birthdays for month on calendar.

MEASUREMENT

Time

Passing of time

  • Sequence events using language yesterday, today, tomorrow.


    Telling the time

  • Describe when something happens, using language morning, afternoon, evening.


  • Name and sequence days of week.

MEASUREMENT

Time

Passing of time

  • Sequence events using language yesterday, today, tomorrow.


    Telling the time

  • Describe when something happens, using language morning, afternoon, evening.

  • Name and sequence days of week & months of year.

MEASUREMENT

Time

Passing of time

  • Compare lengths of time using language

e.g. longer, shorter, faster, slower.


Telling the time (integrated into Data handling)

  • Place birthdays for month on calendar.

MEASUREMENT

Time

Passing of time

  • Sequence the days of week, today is; tomorrow will be and yesterday was.

MEASUREMENT

Time

Passing of time

  • Sequence the days of week, today is; tomorrow will be and yesterday was.


    Telling the time

  • Describe when something happens, using language morning, afternoon, evening.

  • Name and sequence days of week & months of year.


    Mass: informal measuring

  • Estimate, measure and compare, order and record using non-standard measures.






DATA HANDLING

Data Handling

  • Collect and sort objects.

  • Draw pictures of sorted objects.

  • Talk about the collection process and product.

  • Record a class birthday calendar accordingly.




 

 

Term 1

45 days

Week 1(3 days)

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9(4 days)

Week 10(3 days)


Requisite Pre- Knowledge


  • Know numbers 1-5

  • Maths vocabulary:

    • more, less;

    • big, small;

  • Matching objects.

  • 3-D objects: boxes, balls

  • Days of the week

  • Know numbers 1-5

  • Maths vocabulary:

  • more, less;

  • big, small;

  • more than, less than;

  • Matching objects.

  • 3-D objects: boxes, balls

  • Days of the week

  • Months of the year

  • Count on beads / abacus to 10

  • Maths Vocabulary:

  • many and fewer

  • before, after, between

  • Colours

  • Days of the week

  • Position

– left, right

  • Numerosity of 3

  • Count on beads / abacus to 10

  • Maths Vocabulary

  • most and least

  • before, after, between

  • 3-D objects:

– boxes, balls

  • Numerosity of 3

  • Days of the week

  • Position in the line/ race/ on the number line

  • Count on beads / abacus to 20

  • Maths Vocabulary

– before, after, between

  • Story of 3

  • 3-D objects:

  • boxes, balls

  • Days of the week

  • Position first and last in the line/ race/ on the number line

  • Vocabulary heavy and light

  • Count on beads / abacus to 20

  • Maths Vocabulary

– before, after, between

  • Ordinal numbers 1st-3rd

  • Numerosity of 4

  • Days of the week

  • Position in the line/ race/ on the number line

  • Count on beads / abacus to 20

  • Ordinal numbers 1st– 5th

  • Position in the line/ race

– Before, after, between

  • Numerosity of 4

  • Days of the week

  • Count on beads / abacus to 20

  • Ordinal numbers 1st– 6th

  • Position in the line/ race/ on the number line

  • Numerosity of 5

  • Days of the week



Resources (other than textbook) to enhance learning


See pg. 16 in CAPS for more ideas


Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act. 4: Sorting Shapes

  • Act. 5: Counting

  • Act. 7; Time

  • Act. 9: One

  • Act. 27: Bigger and smaller

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act. 10: Two

  • Act.12: Vocabulary

  • Act.13: Comparing numbers 1-3

  • Act. 23: Balls and boxes

  • Act. 32: Telling time

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act.1: Patterns

  • Act.11: Three

  • Act. 23: Balls and boxes

  • Act. 32: Telling time

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act. 2: Patterns

  • Act.14: Four

  • Act. 24a: Left and Right

  • Act. 24b: Direction

  • Act. 6: Positions

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act.15: Add and subtract to 4

  • Act. 24b: Direction

  • Act. 16: Time

Concrete counters Abacus/ beads on string

Weather chart Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act. 5: Find and count

  • Act. 17: Five

  • Act. 18: Revise numbers 1-5

  • Act. 19: Add up to 5

  • Act. 28: Sorting objects

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act. 6: Positions

  • Act. 20: Subtract from 5 and add up to 5

  • Act. 25: Building up and breaking down of numbers

  • Act. 29: Grouping and sharing

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook:

  • Act 21: Addition and subtraction up to 5

  • Act 22: Addition and subtraction 1 to 5

  • Act. 29: Grouping and sharing

  • Act. 25: Building up and breaking down of numbers

Concrete counters Abacus/ beads on string Weather chart

Number cards Calendar Flash cards Number frieze Number line


DBE Workbook

  • Act 21: Addition and subtraction up to 5

  • Act 22: Addition and subtraction 1

    to 5

  • Act. 29: Grouping and sharing

Informal Assessment


Oral

Oral

Practical

Practical

Practical

Written

Written

Practical


SBA

(Formal Assessment)

SBA suggested- taken from exemplar booklet



SPACE AND SHAPE

  • Oral

  • Practical

PATTERNS FUNCTIONS AND ALGEBRA

  • Written

NOR

  • Oral

  • Practical

  • Written

(Talk, show / do, write)

MEASUREMENT

  • Oral & Practical

DATA HANDLING

  • Written