TRACKER 2020 GRADE 1 MATHEMATICS TERM 2

GRADE 1

Mathematics

Teacher Toolkit: CAPS Planner, Tracker and Assessment Resources

2021 TERM 1

CONTENTS

About the Planner and Tracker

2

Adjusted School Calendar

4

Routine

4

Planner and Tracker

4

Week 1

4

Assessment Resources

14

1. Assessment Term Plan

14

2. Suggested formal assessment mark record sheet

15

3. Exemplar written assessment items with suggested

marking memos

16

4. Item bank for written assessment

18

English / isiXhosa

19

English / Sepedi

33

English / Setswana

47

English / Xitsonga_

61

English / Tshivenda_

75

Teacher Toolkit: CAPS Planner, Tracker and Assessment Resources 2019 Term 2 3

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS

DATES

TEACHING DAYS

Term 1

15 February - 23 April

50(10 weeks)

Term 2

3 May ? 9 July

50(10 weeks)

Term 3

28 July ? 01 October

50(10 weeks)

Term 4

11 Oct - 15 Dec

48(10 weeks)

NOTES:

? TEACHING APPROACH impact on the number of teaching and learning days. (eg: ROTATION ? approx. 25 days)

? NECT TERM 1 trimmed tracker has 32 teaching and learning days and 15 Consolidation, Remediation & Assessment days

ROUTINE

REMEMBER: THE TEACHER MUST DO MAT WORK AND EMPLOY GROUP TEACHING

BELOW IS A GUIDE TO SUPPORT THE TEACHER WITH ORGANISING THE LEARNERS INTO AT LEAST 3 GROUPS, BIGGER CLASSES WILL HAVE MORE GROUPS...

? if the class size is approx. 36. ? divide the class into 3 groups ? to facilitate teaching, this also helps the teacher to recognise the learning potential

of her 36 learners. ? groups can be differentiated/ ability groups or mixed groups ? decide which will suit effective teaching and learning

best for the context. ? practice one of the 2 rotation of group methods below. ? be mindful that effective teaching and learning aims to lay solid foundations for learning hence the teacher must be

well organised and plan every day to deliver nothing but the best!

BELOW IS THE 3 WEEK CYCLE FOR ROTATION OF GROUPS

MONDAY Group 1 and 2

TUESDAY Group 2 and 3

WEEK 1 WEDNESDAY Group 3 and 1

THURSDAY Group 1 and 2

FRIDAY Group 2 and 3

(1 x 3, 2 x 4, 3 x 3)

MONDAY Group 3 and 1

TUESDAY Group 1 and 2

WEEK 2 WEDNESDAY Group 2 and 3

THURSDAY Group 3 and 1

FRIDAY Group 1 and 2

(1 x 4, 2 x 3, 3 x 3)

MONDAY Group 2 and 3

TUESDAY Group 3 and 1

WEEK 2 WEDNESDAY Group 1 and 2

THURSDAY Group 2 and 3

FRIDAY Group 3 and 1

(1 x 3, 2 x 3, 3 x 4)

ALTERNATIVELY, SOME TEACHERS PREFER TO EMBRACE A GROUP ORIENTATION WHEREBY THEY TEACH EACH GOUP ON A DAILY BASIS.

MONDAY Group 1 and 3

TUESDAY Group 2 and 3

WEDNESDAY Group 1 and 3

THURSDAY Group 2 and 3

FRIDAY Whole class teaching

The plus factor here is that the teacher managers to teach the third group daily and the other groups will be able to complete more written work independently at the tables. Since there are 7 hours allocated for Mathematics the following as in the lesson above is a suggestion.

WEEK: 7 hrs

PER DAY 1 hr 24 min ? 5 = 7 hrs

Counting

5 min

Consolidation of Concepts

10 min

New Concept

20 min

Group work

24 ? 2 groups = 48 min

PLANNER AND TRACKER

15 ? 19 February 2021 RECOMMENDATION BASLEINE/READINESS ASSESSMENT:

? WHEN: to take place alongside teaching and learning ? SUGGESTED NUMBER OF ITEMS: Grade 1 = 10 / Grade 2 = 15 and Grade 3 = 20 ? ITEM BANK: Items can be from previous:

o BASELINE/READINESS assessment o Assessment Resources in this TRACKER or the o DBE Item Bank. ? PREPARATION: Test, Marking Guideline/s, Marksheet and apparatus

Week 1

Day CAPS content, concepts, skills

1

? ?

Baseline and Readiness Assessment Patterns

? Baseline and Readiness Assessment

2

(One to one correspondence number names and number symbols)

? Sort objects and patterns

? Baseline and Readiness Assessment 3 ? Count, compare and add

LP no.

DBE

workbook

Worksheet 2 (p. 7)

Worksheet 3 (pp. 6, 7)

Worksheet 5 (p. 10) Worksheet 4 (pp. 8, 9)

Dice from DBE cutouts at the back

Resources

Date completed

Zero and number 1: Identify, recognise, 1 read and write number symbol 1 and 4 the number name one

Worksheet 9 (pp. 18, 19)

Number symbol and number name cards (0 zero, 1 one),

counting objects, old magazines/newspapers, number tracing card (see Printable Resources)

Number 2: Identify, recognise, read

2

Worksheet 10 Number symbol and number

and write number symbol 2 and the

(pp. 20, 21)

name cards (2 two), counting

5 number name two

objects, old magazines/

newspapers, number tracing

card (see Printable Resources)

Notes for the teacher. 1. The Readiness Test can be administered one-on one or to a group of at least 5 learners at a time.

2. The onus is on the teacher to prepare substantial activities for the rest of the learners while the Baseline Assessment is being administered.

3. Prepare well-study the Readiness Test i.e. familiarise yourself with the apparatus and templates that must be used. (All templates/ apparatus are

provided, simply cut these out and use.)

4. Below are examples to administer the Readiness Test.

5. Teachers must also write comments/ make notes of the learners verbal responses in Learner Response Book(LRB).

NOR Draw 5 objects

EXAMPLES FOR BASELINE/READINESS TASKS easy 1

Draw 5 apples.

Ask learners to draw 5

.

Teacher places 10 counters randomly on the table,

Give the following instructions:

Count the counters.how many counters have you counted?

moderate 1 Count one by one / in groups? Note the learner's level of counting.

Count

One to one correspondence

NOR

number names and number symbols

Check on the correct `touch counting' skill ? can the learner verbally match the correct number name while counting to counters and give the correct total.

ten

10

NOTE: DBE WORKSHEET 5 can also work for one to one correspondence

Reflection

Think about and make a note of: What went well?

What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support

or extend learners? Did you complete all the work set for the week? If not, how will you get back on track?

What will you change next time? Why? HOD:

Date:

22 ? 26 February 2021

Week 2

Day CAPS content, concepts, skills LP no.

DBE

workbook

Resources

Date completed

Number 3: Identify, recognise, 6 read and write number symbol 3 3

and the number name three

Worksheet 11 (pp. 22, 23)

Number symbol and number name cards (3 three), counting objects,

magazines/ newspapers, number tracing card (see

Printable Resources)

Compare and order numbers 1 to

7

3: Describe and compare a collection of objects and

4

numbers (1 to 3)

Number 4: Identify, recognise, 8 read and write number symbol 4 5

and the number name four

Worksheet 13 (pp. 28, 29)

Worksheet 14 (pp. 30, 31)

Counters, number symbol cards, flashcards (more,

less, the same as)

Number symbol and number name cards (4 four) (see

Printable Resources), counting objects, magazines/

newspapers, number tracing card (see Printable Resources)

Number 5: Compare

numbers 0 to 5 and say

which is more than or less

Number symbol and number

than; Practically solve problems 9 using concrete apparatus and

pictures and explain solutions to

6

Worksheet 17 (pp. 36, 37)

name cards (5 five) (see Printable Resources), counting objects, magazines/

problems involving addition and

newspapers, beads

subtraction with answers up to

five

10

Complete and consolidate the week's assessment and work

n/a

Week 2 Assessment Activity: ORAL and PRACTICAL ? INFORMAL CAPS: Number, operations and relationships: Counting Activity: Observe learners to assess their ability to count objects up to 3

Mark: /7

Mark

Criteria ? Rubric

(percentage)

1 (0%?29%) Unable to count less than 3 objects reliably

2 (30%?39%) Counts out less than 3 objects reliably, saying the names with errors most times

3 (40%?49%) Counts out up to 3 objects reliably, saying the names in sequence with a few errors most times

4 (50%?59%) Counts out 3 objects reliably, saying the names in sequence with a few errors sometimes

5 (60%?69%) Counts out 3 objects reliably, saying the names correctly in sequence

6 (70%?79%) Counts out more than 3 objects reliably, saying the names in sequence correctly

7 (80%?100%) Counts out more than 3 objects reliably, saying the names in sequence correctly and confidently Reflection

Think about and make a note of: What went well? What did not go well? What did the learners find difficult or easy to understand or do? What will you do to support or extend learners? Did you complete all the work set for the week? If not, how will you get back on track?

What will you change next time? Why?

HOD:

Date:

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