CAPS IP MATHEMATICS GR 4-6 Web
CAPS IP MATHEMATICS GR 4-6 Web
CAPS IP MATHEMATICS GR 4-6 Web
Intermediate Phase
Grades 4-6
Curriculum and Assessment Policy Statement
GRADES 4-6
MATHEMATICS
CAPS
MATHEMATICS GRADES 4-6
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CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
FOREWORD by the minister
Our national curriculum is the culmination of our efforts over a period of seventeen
years to transform the curriculum bequeathed to us by apartheid. From the start of
democracy we have built our curriculum on the values that inspired our Constitution
(Act 108 of 1996). The Preamble to the Constitution states that the aims of the
Constitution are to:
• heal the divisions of the past and establish a society based on democratic
values, social justice and fundamental human rights;
• improve the quality of life of all citizens and free the potential of each person;
• lay the foundations for a democratic and open society in which government is
based on the will of the people and every citizen is equally protected by law;
and
• build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of
nations.
Education and the curriculum have an important role to play in realising these aims.
In 1997 we introduced outcomes-based education to overcome the curricular divisions of the past, but the experience
of implementation prompted a review in 2000. This led to the first curriculum revision: the Revised National Curriculum
Statement Grades R-9 and the National Curriculum Statement Grades 10-12 (2002).
Ongoing implementation challenges resulted in another review in 2009 and we revised the Revised National
Curriculum Statement (2002) and the National Curriculum Statement Grades 10-12 to produce this document.
From 2012 the two National Curriculum Statements, for Grades R-9 and Grades 10-12 respectively, are combined
in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National
Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide
clearer specification of what is to be taught and learnt on a term-by-term basis.
The National Curriculum Statement Grades R-12 represents a policy statement for learning and teaching in South
African schools and comprises of the following:
(a) Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed in this document;
(b) National policy pertaining to the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
(c) National Protocol for Assessment Grades R-12.
MRS ANGIE MOTSHEKGA, MP
MINISTER OF BASIC EDUCATION
CAPS
MATHEMATICS GRADES 4-6
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
CONTENTS
Section 1: INTRODUCTION AND BACKROUND..................................................................................3
1.1. Background..................................................................................................................................................... 3
1.2. Overview ...................................................................................................................................................... 3
1.3. General aims of the South African curriculum............................................................................................. 4
1.4. Time allocations.............................................................................................................................................. 6
1.4.1 Foundation Phase................................................................................................................................... 6
1.4.2 Intermediate Phase................................................................................................................................. 6
1.4.3 Senior Phase.......................................................................................................................................... 7
1.4.4 Grades 10-12.......................................................................................................................................... 7
SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT......................................................................8
2.1 Introduction..................................................................................................................................................... 8
2.2 What is Mathematics?.................................................................................................................................... 8
2.3 Specific aims................................................................................................................................................... 8
2.4 Specific skills.................................................................................................................................................. 8
2.5 Focus of content areas................................................................................................................................... 9
Mathematics content knowledge..................................................................................................................... 10
2.6 Weighting of content areas.......................................................................................................................... 12
2.7 Specification of content................................................................................................................................ 12
• Numbers, Operations and Relationships................................................................................................... 13
• Patterns, Functions and Algebra................................................................................................................ 18
• Space and Shape (Geometry)................................................................................................................... 21
• Measurement............................................................................................................................................. 26
• Data handling............................................................................................................................................. 30
SECTION 3: CLARIFICATION OF CONTENT.........................................................................................32
3.1 Introduction................................................................................................................................................... 32
3.2 Allocation of teaching time.......................................................................................................................... 32
3.3 Clarification notes with teaching guidelines.............................................................................................. 33
3.3.1 Clarification of content for Grade 4....................................................................................................... 35
• Grade 4 term 1................................................................................................................................. 35
• Grade 4 term 2................................................................................................................................. 66
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MATHEMATICS GRADES 4-6
• Grade 4 term 3................................................................................................................................. 86
• Grade 4 term 4............................................................................................................................... 104
3.3.2 Clarification of content for Grade 5..................................................................................................... 123
• Grade 5 term 1............................................................................................................................... 123
• Grade 5 term 2............................................................................................................................... 154
• Grade 5 term 3............................................................................................................................... 174
• Grade 5 term 4............................................................................................................................... 194
3.3.3. Clarification of content for Grade 6..................................................................................................... 213
• Grade 6 term 1............................................................................................................................... 213
• Grade 6 term 2............................................................................................................................... 239
• Grade 6 term 3............................................................................................................................... 257
• Grade 6 term 4............................................................................................................................... 276
SECTION 4: ASSESSMENT ..................................................................................................................293
4.1 Introduction ................................................................................................................................................ 293
4.2 Types of assessment.................................................................................................................................. 293
4.3 Informal or daily assessment..................................................................................................................... 294
4.4 Formal assessment..................................................................................................................................... 294
4.5 Recording and reporting............................................................................................................................ 296
4.6 Moderation of assessment......................................................................................................................... 297
4.7 General .................................................................................................................................................. 297
2 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
Section 1: INTRODUCTION AND BACKGROUND
1.1 Background
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and assessment in the
schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments coming into
effect in January 2012. A single comprehensive Curriculum and Assessment Policy document was developed for
each subject to replace Subject Statements, Learning Programme Guidelines and Subject Assessment Guidelines
in Grades R-12.
1.2 Overview
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement for learning
and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current national curricula
statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of 31 May 2002,
and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6 October 2003 and
No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the following policy
documents which will be incrementally repealed by the National Curriculum Statement Grades R-12 (January
2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject Assessment
Guidelines for Grades R-9 and Grades 10-12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the General
Education and Training Band, promulgated in Government Notice No. 124 in Government Gazette No.
29626 of 12 February 2007;
(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the National
Qualifications Framework (NQF), promulgated in Government Gazette No.27819 of 20 July 2005;
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MATHEMATICS GRADES 4-6
(iv) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding learners with special
needs, published in Government Gazette, No.29466 of 11 December 2006, is incorporated in the policy
document, National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
(v) The policy document, An addendum to the policy document, the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol
for Assessment (Grades R-12), promulgated in Government Notice No.1267 in Government Gazette
No. 29467 of 11 December 2006.
(d) The policy document, National policy pertaining to the programme and promotion requirements of the
National Curriculum Statement Grades R-12, and the sections on the Curriculum and Assessment Policy as
contemplated in Chapters 2, 3 and 4 of this document constitute the norms and standards of the National
Curriculum Statement Grades R-12. It will therefore, in terms of section 6A of the South African Schools Act,
1996 (Act No. 84 of 1996,) form the basis for the Minister of Basic Education to determine minimum outcomes
and standards, as well as the processes and procedures for the assessment of learner achievement to be
applicable to public and independent schools.
1.3 General aims of the South African Curriculum
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and values worth
learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge
and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in
local contexts, while being sensitive to global imperatives.
(b) The National Curriculum Statement Grades R-12 serves the purposes of:
• equipping learners, irrespective of their socio-economic background, race, gender, physical ability or
intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful
participation in society as citizens of a free country;
• providing access to higher education;
• facilitating the transition of learners from education institutions to the workplace; and
• providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R-12 is based on the following principles:
• Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal
educational opportunities are provided for all sections of the population;
• Active and critical learning: encouraging an active and critical approach to learning, rather than rote and
uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each
grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
4 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
• Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and
environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R-12 is sensitive to issues of diversity such as poverty, inequality,
race, gender, language, age, disability and other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as
important contributors to nurturing the values contained in the Constitution; and
• Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to
those of other countries.
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• work effectively as individuals and with others as members of a team;
• organise and manage themselves and their activities responsibly and effectively;
• collect, analyse, organise and critically evaluate information;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the environment and
the health of others; and
• demonstrate an understanding of the world as a set of related systems by recognising that problem solving
contexts do not exist in isolation.
(e) Inclusivity should become a central part of the organisation, planning and teaching at each school. This can
only happen if all teachers have a sound understanding of how to recognise and address barriers to learning,
and how to plan for diversity.
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support
structures within the school community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom,
teachers should use various curriculum differentiation strategies such as those included in the Department of
Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).
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MATHEMATICS GRADES 4-6
1.4 Time Allocation
1.4.1 Foundation Phase
(a) The instructional time in the Foundation Phase is as follows:
GRADE R GRADES 1-2 GRADE 3
SUBJECT
(HOURS) (HOURS) (HOURS)
Home Language 10 8/7 8/7
First Additional Language 2/3 3/4
Mathematics 7 7 7
Life Skills 6 6 7
• Beginning Knowledge (1) (1) (2)
• Creative Arts
(2) (2) (2)
• Physical Education
(2) (2) (2)
• Personal and Social Well-being
(1) (1) (1)
TOTAL 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8 hours and a
minimum of 7 hours are allocated for Home Language and a minimum of 2 hours and a maximum of 3 hours for
Additional Language in Grades 1-2. In Grade 3 a maximum of 8 hours and a minimum of 7 hours are allocated
for Home Language and a minimum of 3 hours and a maximum of 4 hours for First Additional Language.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated by the hours
in brackets for Grade 3.
1.4.2 Intermediate Phase
(a) The instructional time in the Intermediate Phase is as follows:
SUBJECT HOURS
Home Language 6
First Additional Language 5
Mathematics 6
Natural Sciences and Technology 3,5
Social Sciences 3
Life Skills 4
• Creative Arts (1,5)
• Physical Education
(1)
• Personal and Social Well-being
(1,5)
TOTAL 27,5
6 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
1.4.3 Senior Phase
(a) The instructional time in the Senior Phase is as follows:
SUBJECT HOURS
Home Language 5
First Additional Language 4
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Economic Management Sciences 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5
1.4.4 Grades 10-12
(a) The instructional time in Grades 10-12 is as follows:
Subject Time allocation per week (hours)
Home Language 4.5
First Additional Language 4.5
Mathematics 4.5
Life Orientation 2
A minimum of any three subjects selected from Group B 12 (3x4h)
Annexure B, Tables B1-B8 of the policy document, National policy
pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R-12, subject to the
provisos stipulated in paragraph 28 of the said policy document.
TOTAL 27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified above,
and may not be used for any additional subjects added to the list of minimum subjects. Should a learner wish
to offer additional subjects, additional time must be allocated for the offering of these subjects.
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MATHEMATICS GRADES 4-6
SECTION 2: DEFINITION, AIMS, SKILLS AND CONTENT
2.1 Introduction
In Section 2, the Intermediate Phase Mathematics Curriculum and Assessment Policy Statement (CAPS) provides
teachers with a definition of mathematics, specific aims, specific skills, focus of content areas, weighting of content
areas and content specification.
2.2 What is Mathematics?
Mathematics is a language that makes use of symbols and notations to describe numerical, geometric and graphical
relationships. It is a human activity that involves observing, representing and investigating patterns and quantitative
relationships in physical and social phenomena and between mathematical objects themselves. It helps to develop
mental processes that enhance logical and critical thinking, accuracy and problem-solving that will contribute in
decision-making.
2.3 Specific Aims
The teaching and learning of Mathematics aims to develop:
• a critical awareness of how mathematical relationships are used in social, environmental, cultural and
economic relations;
• confidence and competence to deal with any mathematical situation without being hindered by a fear of
Mathematics
• a spirit of curiosity and a love for Mathematics
• an appreciation for the beauty and elegance of Mathematics
• recognition that Mathematics is a creative part of human activity
• deep conceptual understanding in order to make sense of Mathematics
• Acquisition of specific knowledge and skills necessary for:
-- the application of Mathematics to physical, social and mathematical problems
-- the study of related subject matter (e.g. other subjects)
-- further study in Mathematics.
2.4 Specific Skills
To develop essential mathematical skills the learner should
• develop the correct use of the language of Mathematics
• develop number vocabulary, number concept and calculation and application skills
8 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
• learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained
• learn to investigate, analyse, represent and interpret information
• learn to pose and solve problems
• build an awareness of the important role th at Mathematics plays in real life situations including the personal
development of the learner.
2.5 Focus of content areas
Mathematics in the Intermediate Phase covers five Content Areas.
• Numbers, Operations and Relationships;
• Patterns, Functions and Algebra;
• Space and Shape (Geometry);
• Measurement; and
• Data Handling.
Each content area contributes towards the acquisition of specific skills. The table below shows the general focus of
the content areas as well as the specific focus of the content areas for the Intermediate Phase.
CAPS 9
MATHEMATICS GRADES 4-6
MATHEMATICS CONTENT KNOWLEDGE
Content area General content focus Intermediate Phase specific content focus
10
Development of number sense that includes: • The range of numbers developed by the end of the Intermediate Phase is
extended to at least 9-digit whole numbers, decimal fractions to at least
• the meaning of different kinds of numbers
2 decimal places, common fractions and fractions written in percentage
form.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Content area General content focus Intermediate Phase specific content focus
Measurement focuses on the selection and use of appropriate units, • Learners should be exposed to a variety of measurement activities.
instruments and formulae to quantify characteristics of events, shapes,
objects and the environment. It relates directly to the learner’s scientific, • Learners should be introduced to the use of standardised units of
technological and economic worlds, enabling the learner to: measurement and appropriate instruments for measuring. They should be
able to estimate and verify results through accurate measurement.
• make sensible estimates
• Learners should be able to select and convert between appropriate units
• be alert to the reasonableness of measurements and results. of measurement.
Measurement
• Measurement in this phase should also enable the learner to:
-- informally measure angles, area, perimeter and capacity/volume;
-- discuss and describe the historical development of measuring instruments
and tools
• Measurement provides a context for learners to use common fractions and
decimal fractions.
Data handling involves asking questions and finding answers in order to • Learners should focus on all the skills that enable them to move from
describe events and the social, technological and economic environment. collecting data to reporting on data..
Through the study of data handling, the learner develops the skills to collect, • Learners should be exposed to:
organize, represent, analyze, interpret and report data.
-- a variety of contexts for collecting and interpreting data
• The study of probability enables the learner to develop skills and
techniques for making informed predictions, and describing randomness -- a range of questions that are posed and answered related to data
Data handling and uncertainty. It develops awareness that • Learners should begin to analyse data critically through exposure to some
-- different situations have different probabilities of occurring factors that impact on data such as from whom, when and where data is
collected.
-- for many situations, there are a finite number of different possible
comparing and representing, and place value of comparing, representing and place value of comparing, representing and place value of
Whole numbers
digits digits digits
• Count forwards and backwards in 2s, 3s, 5s, 10s, • Count forwards and backwards in whole number
25s, 50s, 100s between 0 and at least 10 000.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Common • Compare and order common fractions with • Count forwards and backwards in fractions • Compare and order common fractions, including
Fractions different denominators (halves; thirds, quarters; tenths and hundredths
• Compare and order common fractions to at least
fifths; sixths; sevenths; eighths)
twelfths
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• The main progression in Patterns, Functions and Algebra occurs in the range and complexity of relationships between numbers in the patterns.
• In Patterns, Functions and Algebra, learners are given opportunities to:
-- complete and extend patterns
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• Write number sentences to describe problem • Write number sentences to describe problem • Write number sentences to describe problem
Number
situations situations situations
sentences
• Solve and complete number sentences by • Solve and complete number sentences by • Solve and complete number sentences by
(Introduction
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Properties of 2-D • Draw 2-D shapes on grid paper • Recognize and describe angles in 2-D shapes: • Recognize and name the following angles in 2-D
shapes shapes:
-- right angles
-- acute
-- angles smaller than right angles
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
-- right
-- angles greater than right angles
-- obtuse
-- straight
-- reflex
-- revolution
3.2 Range of objects Range of objects Range of objects
Properties of 3-D • Recognize, visualize and name 3-D objects in the • Recognize, visualize and name 3-D objects in the • Recognize, visualize and name 3-D objects in the
objects environment and geometric settings, focusing on: environment and geometric settings, focusing on: environment and geometric settings, focusing on
-- rectangular prisms, -- rectangular prisms and other prisms -- rectangular prisms
-- spheres -- cubes -- cubes
-- cylinders -- cylinders -- tetrahedrons
-- pyramids -- cones -- pyramids
-- pyramids -- similarities and differences between tetrahedrons
and other pyramids
-- similarities and differences between cubes and
rectangular prisms
characteristics of objects characteristics of objects characteristics of objects
• Describe, sort and compare 3-D objects in terms • Describe, sort and compare 3-D objects in terms • Describe, sort and compare 3-D objects in terms
of of of
-- shapes of faces -- shape of faces -- number and shape of faces
-- flat and curved surfaces -- number of faces -- number of vertices
-- flat and curved surfaces -- number of edges
Further activities Further activities Further activities
• Make 3-D models using cut out polygons • Make 3-D models using cut out polygons • Make 3-D models using:
• Cut open boxes to trace and describe their nets -- drinking straws, toothpicks etc
-- nets
CAPS
TOPICS GRADE 4 GRADE 5 GRADE 6
Symmetry Symmetry Symmetry
3.3
• Recognize, draw and describe line(s) of symmetry • Recognize, draw and describe line(s) of symmetry • Recognize, draw and describe line(s) of symmetry
Symmetry
in 2-D shapes in 2-D shapes in 2-D shapes
3.4 Build composite shapes Use transformations to make composite shapes
Transformations • Put 2-D shapes together to make different • Make composite 2-D shapes including shapes
composite 2-D shapes including some shapes with line symmetry by tracing and moving a 2-D
with line symmetry. shape in one or more of the following ways:
-- by rotation
-- by translation
-- by reflection
Tessellations Use transformations to make tessellations Enlargement and reductions
• Pack out 2-D shapes to make tessellated patterns • Make tessellated patterns including some • Draw enlargement and reductions of 2-D shapes
including some patterns with line symmetry. patterns with line symmetry by tracing and moving to compare size and shape of
2-D shapes in one or more of the following ways
-- triangles
-- by rotation
-- quadrilaterals
-- by translation
-- by reflection
Describe patterns Describe patterns Describe patterns
• Refer to lines, 2-D shapes, 3-D objects and lines • Refer to lines, 2-D shapes, 3-D objects, lines of • Refer to lines, 2-D shapes, 3-D objects, lines of
of symmetry when describing patterns symmetry, rotations, reflections and translations symmetry, rotations, reflections and translations
when describing patterns when describing patterns
-- in nature
Position and • Locate position of objects, drawings or symbols • Locate position of objects, drawings or symbols • Locate position of objects, drawings or symbols
movement on a grid with alpha-numeric grid references on a grid with alpha-numeric grid references on a grid with alpha-numeric grid references
• Locate positions of objects on a map by using • Locate positions of objects on a map by using • Locate positions of objects on a map by using
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• Learners should work through the full data cycle a few times a year – this involves collecting, organizing, representing, analyzing, interpreting and reporting data.
• Some of the above aspects of data handling can also be dealt with as discrete activities.
• Data handling contexts should be selected to build awareness of social, economic and environmental issues.
• Learners should become sensitized to how data-gathering contexts can impact on the interpretations and predictions of the data.
• Data handling also provides the opportunity for completing projects
TOPICS GRADE 4 GRADE 5 GRADE 6
5.1 Collecting and organising data Collecting and organising data Collecting and organising data
Collecting and • Collect data using tally marks and tables for • Collect data using tally marks and tables for • Collect data
Organising data recording recording
-- using tally marks and tables for recording
• Order data from smallest group to largest group
-- using simple questionnaires (yes/no type
response)
• Order data from smallest group to largest group
5.2 Representing data Representing data Representing data
Representing Draw a variety of graphs to display and interpret Draw a variety of graphs to display and interpret Draw a variety of graphs to display and interpret
data data including: data including: data including:
• pictographs (one-to-one correspondence between • pictographs (many-to-one correspondence) • pictographs (many-to-one correspondence)
data and representation)
• bar graphs • bar graphs and double bar graphs
• bar graphs
CAPS
TOPICS GRADE 4 GRADE 5 GRADE 6
outcomes for a series of trials up to 20 trials outcomes for a series of trials up to 50 trials
MATHEMATICS GRADES 4-6
SECTION 3: CLARIFICATION of CONTENT
3.1 Introduction
• In this section, content clarification includes
-- teaching guidelines
-- suggested sequencing of topics per term
-- suggested pacing of topics over the year
• Each content area has been broken down into Topics. The sequencing of topics within terms provides an idea
of how content areas can be spread and re-visited throughout the year.
• Teachers may choose to sequence and pace the contents differently from the recommendations in this section.
However, cognisance should be taken of the relative weighting and number of teaching hours of the content
areas for this phase.
3.2 Allocation of teaching time
Time has been allocated in the following way:
• 10 weeks per term, with 6 hours for Mathematics per week
• Between 3 and 6 hours have been allocated for revision per term. In addition 6 hours have been allocated for
summative assessment for all subjects in Terms 2 and 4.
• Therefore, 210 notional hours have been distributed across the aontent areas.
• The distribution of time per topic, has taken account of the weighting for the Content Area as specified for the
Intermediate Phase in section 2.
• The weighting of content areas represents teaching hours; therefore, the recommended distribution of hours
may vary slightly across grades.
32 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
3.3 Clarification notes with teaching guidelines
The tables below provide the teacher with:
• content areas and topics per grade per term;
• concepts and skills per term;
• clarification notes with teaching guidelines; and
• the duration of time allocated per topic in hours.
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MATHEMATICS GRADES 4-6
Time allocation per topic: Grade 4
Term 1 Term 2 Term 3 Term 4
Topic Time Topic Time Topic Time Topic Time
Mental Mental Mental Mental 7
8 7 8
Mathematics Mathematics Mathematics Mathematics hours
hours hours hours
(10 minutes daily) (10 minutes daily) (10 minutes daily) (10 minutes daily)
Whole numbers: Whole numbers: Whole numbers:
counting, counting, counting,
ordering, ordering, ordering,
2 6
comparing, comparing, 1 hour Capacity/volume comparing, 1 hour
hours hours
representing representing representing
and place value and place value and place value
(3-digit numbers) (4-digit numbers) (4-digit numbers)
Number Whole numbers: Whole numbers:
sentences 3 addition and 4 5 addition and 4
Common fractions
hours subtraction hours hours subtraction hours
(4-digit numbers) (4-digit numbers)
Whole numbers: Whole numbers:
addition and counting,
subtraction ordering,
8 6 6
(3-digit numbers) Common fractions comparing, 1 hour Mass
hours hours hours
representing
and place value
(4-digit numbers)
Numeric patterns Whole numbers:
4 Length 7 addition and 4 Properties of 3-D 4
hours hours subtraction hours objects hours
(4-digit numbers)
Whole numbers:
Whole number:
multiplication and 4 6 2 5
multiplication Viewing objects Common fractions
division (1-digit by hours hours hours hours
(2-digit by 2-digit)
1 digit)
Time Whole numbers:
6 Properties of 3-D 5 Properties of 2-D 4 3
dvision (3-digit by
hours objects hours shapes hours hours
1-digit)
Data handling 10 Geometric 4 7 Perimeter , area & 7
Data handling
hours patterns hours hours volume hours
Properties of 2-D 5 2 4 Position and 2
Symmetry Numeric patterns
shapes hours hours hours movement hours
Whole numbers: Whole numbers: Whole numbers:
multiplication and 5 addition and 4 addition and 4 3
Transformations
division (2-digit by hours subtraction hours subtraction hours hours
1- digit) (4-digit numbers) (4-digit numbers)
Whole numbers: Whole numbers:
4 5 Geometric 2
division (3-digit by multiplication
hours hours patterns hours
1- digit) (2-digit by 2-digit)
Whole numbers:
Number 3 addition and 3
sentences hours subtraction hours
(4-digit numbers)
Transformations 3 2
Probability
hours hours
5 4 4 5
Revision Revision Revision Revision
hours hours hours hours
Assessment (all 6 Assessment (all 6
subjects) hours subjects) hours
Total: 60 hours Total: 60 hours Total: 60 hours Total: 60 hours
34 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
3.3.1 Clarification of content for Grade 4
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over 10 minutes
OPERATIONS Mathematics the year. Learners should not be asked to do random calculations each day. As every day
AND • Addition and subtraction facts for:
learners cover topics and develop calculating techniques in the main part of the
RELATIONSHIPS -- units lesson, so aspects of these can be incorporated into the mental Mathematics
programme. Concepts and skills are developed through the main lesson, and then
-- multiples of 10
practised, with smaller number ranges in the mental Mathematics programme.
-- multiples of 100
Keep the number range lower in Term 1 and increase it during the year. At the start
-- multiples of 1 000 of the year, number ranges and calculations techniques can be based on those
developed in Grade 3.
• Multiplication of whole numbers to at
least 10 x 10 The mental Mathematics should systematically develop three aspects of learners’
number knowledge:
• Multiplication facts for:
• Number facts
-- units by multiples of 10
-- number bonds: addition and subtraction facts for:
-- units by multiples of 100
◊ units
Number range for counting,
ordering, comparing and ◊ multiples of 10
representing, and place value of
-- times tables involving multiplication of whole numbers to at least 10 x 10
digits
• Calculation techniques
• Count forwards and backwards in 2s,
3s, 5s, 10s, 25s, 50s, 100s between -- doubling and halving,
0 and at least 10 000
-- using multiplication to do division,
(in hours)
NUMBERS, Calculation techniques • Number concept
OPERATIONS
AND Use a range of techniques to perform -- counting:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
+ 25
+ 25 + 25
37
MATHEMATICS GRADES 4-6
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
38
(in hours)
NUMBERS, 1.1 • Counting should not always start on the first multiple, nor should it always start
OPERATIONS on any other multiple e.g. counting in 2s can start from 5 or 27 or 348.
AND Whole
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(in hours)
PATTERNS, 2.1 • Using number sentences to help learners understand and use the fact that
FUNCTIONS AND addition and subtraction are inverse operations
ALGEBRA Number
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
sentences Subtraction can undo what addition does and addition can undo what subtraction
does if you keep the numbers the same.
(introduction
to algebraic Learners are not expected to use the expression “inverse operations”. They are
expressions) expected to know that
-- they can use addition to check subtraction calculations
-- they can use subtraction to check addition calculations
-- if they add and subtract the same number from a number, the number remains
unchanged
Examples:
58 – 58 = £
264 – 264 = £
304 – £ = 304
After completing a number of similar examples, they can be asked to explain what
they notice in their own words. Learners are expected to be able to say “When you
subtract a number from itself you get zero”.
Further examples:
37 – 4 + 4 = £
27 + 6 – 6 = £
After completing a number of similar examples, the learners can be asked to explain
what they notice in their own words.
Learners are expected to be able to say “When you add a number and then take
away the same number you end with the number you started with”.
As an extension of the above calculations, learners can work with pairs of equivalent
number sentences, in which the numbers in each pair of addition – subtraction
number sentences are the same.
• Using number sentences helps learners develop addition and subtraction
techniques
Examples:
36+13 = £ therefore 49 – 13 = £
261+36 = £ therefore 297 – 36 = £
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 After completing a number of similar examples, they can be asked to explain what
FUNCTIONS AND they notice in their own words.
ALGEBRA Number
sentences Learners are expected to be able to say “You can use addition to check subtraction”.
(introduction • Commutative property of addition
to algebraic
Numbers can be added in any order. Example: 29 + 19 = 19 + 26
expressions)
Further Examples:
13 + 49 = £ or 49 + 13 = £
36 + 297= £ or 297 + 36= £
27 + 94 = £ or 94 + 27= £
After completing a number of similar examples, they can be asked to explain what
they notice in their own words.
Learners are not expected to know the names of the properties of operations e.g.
commutative property. They only need to know how to use this property to make
their calculations easier or to make a number sentence true.
• Associative property of addition
The associative property allows numbers to be grouped in different ways when
adding more than wo numbers, without it affecting the answer.
Examples:
(31 + 26) + 19= £ is the same as 31 +(26+ 19) = £
(in hours)
PATTERNS, 2.1 • Order of subtraction:
FUNCTIONS AND
ALGEBRA Number When you change the order in which you subtract numbers, the answers will NOT
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
sentences be the same. The commutative property does NOT hold for subtraction.
(introduction Example: 26 – 19 ≠ 19 – 26
to algebraic
Since learners do not work with negative numbers yet, learners cannot complete
expressions)
pairs of number sentences with the same numbers but subtracted in different order.
Here it is best to use number sentences with True and False.
Examples:
-- True or false? 49 – 13 = 13 – 49
-- True or false? 297 – 36 = 36 – 297
• Using number sentences to help learners see and use patterns in addition
and subtraction number bonds for:
-- 10
-- multiples of 10
-- multiples of 100
Examples:
• Ten
3 + 7= £ 4+6=£ 2+8=£ 5+5=£
7 + £= 10 4 + £= 10 8 + £= 10 3 + £= 10
10 – 7 = £ 10 – £= 4 10 – £= 6 10 – £= 5
• Multiples of 10
13 + 7 = £ 14 + 6 = £ 12 + 8= £ 15 + 5 = £
17 + £= 20 1 4 + £= 20 8 + £= 20 3 + £= 20
20 – 7 =£ 20 – £= 4 20 – £= 6 20 – £= 5
Similar examples can be given for other multiples of such as 30; 40; 50; 60; 70;
80; 90
• Multiples of 100
Similar examples can be given for multiples of 100 such as 200; 300; 400; 500; 600;
700; 800; 900
All concepts and techniques developed here can be practised throughout the year
in the mental Mathematics programme.
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculations Numbers, operations and relationships make up half the Mathematics that learners 8 hours
OPERATIONS do in the Intermediate Phase. Rather than do all the addition and subtraction in
AND Whole Addition and subtraction of whole
numbers one block, it is recommended that learners revisit calculations regularly. In this
RELATIONSHIPS numbers to at least 4 digits.
suggested sequencing of work, learners do addition and subtraction in each term
Addition and Calculation techniques in Grade 4. Eight hours are allocated to addition and subtraction in Term 1.
subtraction
Use a range of techniques to perform In Term 1, learners should revise and consolidate work done in Grade 3. Learners
and check written and mental add and subtract numbers up to 3-digits numbers.
calculations of whole numbers including What is different to Grade 3?
• estimation Rounding off to the nearest 10 and 100 as a way of estimating answers.
• building up and breaking down Learners should solve problems in contexts and do context free
numbers calculations.
• rounding off and compensating It helps learners to become more confident in and more independent at
• doubling and halving Mathematics, if they have techniques to:
Using the inverse operation to check solutions, is one reason for teaching addition
and subtraction simulteneously.
MATHEMATICS GRADES 4-6
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
44
(in hours)
NUMBERS, 1.1 Another reason for doing the two operations at the same time is that when
OPERATIONS learners solve problems, it is sometimes possible to solve the same problem by
AND Whole
doing either addition or subtraction. Example: Veli’s shopping costs R163. He
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers
pays with a R200 note. How much change does he get? Some learners may add
Addition and on from R163 to get R200 e.g. R163 + R7= R170 →R170 + R30 = R200. Veli gets
subtraction R37 change.
Most calculation techniques that learners use in Grade 4 involve breaking
down numbers.
• Breaking down all numbers according to place value parts to add
Example: Calculate 362 + 486
362 + 486 = 300 + 60 + 2 + 400 + 80 + 6 2+6 = 8
(in hours)
PATTERNS, 2.1 Concepts, skills and number range What is different to Grade 3? 4 hours
FUNCTIONS AND for Term 1
ALGEBRA Numeric In Grade 3 learners copy, extend and describe patterns made with numbers. The
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
patterns Investigate and extend patterns descriptions are only verbal. In Grade 4 learners also work with flow diagrams, as
a form of input-output diagram. The kinds of patterns become more complex in
• Investigate and extend numeric Grade 4.
patterns looking for relationships or
rules of patterns: Sequences of numbers:
Examples of the above are illustrated in Term 3. For Term 1 the recommendation is
-- sequences involving a constant
to focus on using input-output diagrams, with a focus on developing multiplication
difference or ratio tables and the properties of operations.
-- of learner’s own creation Patterns given in input-output diagrams
• Describe observed relationships or Input-output diagrams are sometimes called function diagrams, function machines
rules in learner’s own words or flow diagrams because they are a way of introducing learners to functional
relationships diagrammatically. Functional relationships become very important in
Input and output values the Senior Phase and FET Mathematics.
Determine input values, output values
The forms of input-output diagrams that learners use in the Intermediate Phase
and rules for patterns and relationships
most often are flow diagrams or spidergrams. When using flow diagrams,
using flow diagrams
the correspondence between input and output values should be clear in its
Equivalent forms representational form i.e. the first input produces the first output, the second input
produces the second output, etc.
Determine equivalence of different
descriptions of the same relationship or Examples
rule presented:
Input Output
• verbally Rule
1
• in a flow diagram
3
• by a number sentence
5 × 3
7
Input Output
1 5
Rule
3 13
5
× 4
+ 1
25
9
11 45
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 An input-output diagram can allow learners to see or work out the
FUNCTIONS AND
ALGEBRA Numeric • input values, if the rule and a corresponding output value are given
patterns
• output values, if the rule and a corresponding input values are given
• rule, if the rule works for every given input value and its corresponding output
value
Tables are a useful way to record patterns in Grades 4 & 5. In Grade 4 it is useful
to sometimes include the rule in a table.
Example:
1 2 3 4 5 6 7 8 9 10
x6 6 12 18 30 60
In Term 1 it is recommended that number patterns be used to develop concepts
and skills that will be used in multiplication and division. The focus can be on
input-output flow diagrams that help learners to understand and learn about
• the inverse operation between multiplication and division
• the multiplication of units by multiples of ten
• the associative property with whole numbers and how we can use this property
when we multiply by multiples of 10
Using flow diagrams help learners to understand and use the fact that
multiplication and division are inverse operations
(in hours)
PATTERNS, 2.1 Examples:
FUNCTIONS AND
ALGEBRA Numeric
Input Output
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
patterns 1
Rule
3
5 ×!
7
Input
Output
3
Rule
9
15 ÷ !
21
27
Input Output
1
Rule
3
×!
40
8
88
Once learners have completed the flow diagram, they can discuss how they found
the missing input values from the corresponding output values and rule.
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Using flow diagrams to help learners develop multiplication and division
FUNCTIONS AND techniques
ALGEBRA Numeric
patterns Associative property
Numbers can be multiplied in any order.
Example: 11 x (3 x 2) = (11 x 3) x 2
Input Output
1 6
Rule
2
30
×!
×!
7
9
11
Input Output
1 6
Rule
2 12
5
×!
×!
42
(in hours)
PATTERNS, 2.1 Using flow diagrams to help learners think about and use techniques for
FUNCTIONS AND multiplying by 10
ALGEBRA Numeric
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
patterns Learners complete a flow diagram like the one below. They then explain using
their own words what they notice about the input and output values
Input Output
1
Rule
2
5 ×!"
50
9
100
Using flow diagrams to help learners think about and use techniques for
multiplying by multiples of 10
Learners complete a flow diagram like the one below. They then explain using
their own words what they notice when they compare the flow diagrams.
Input Output
1 20
Rule
3
5 ×!"
100
9
Input Output
20
1 Rule
3 60
5
×!"
×!
140
9
11 220
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Do further examples involving multiplying by other multiples of 10
FUNCTIONS AND
ALGEBRA Numeric Further examples
patterns
Let learners compare the flow diagrams below
Input Output
1
Rule
2
5 ×!
30
9
66
Input Output
6
1 Rule
2 12
30
×!
×!
7
9
10
Learners can then be asked: “What is another way to multiply by 6?”
Learners can develop fast mental and written techniques based on this.
(in hours)
NUMBERS, 1.1 Number range for calculations Rather than do all the multiplication and division in one time frame, it is 4 hours
OPERATIONS recommended that learners revisit calculations regularly. In this suggested
AND Whole • Multiplication of at least whole 2-digit
sequencing of work, learners do multiplication and division in 3 of the 4 terms in
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• rounding off and compensating • move from skip counting and repeated addition to seeing the patterns in
multiplication tables up to 10 x 10
• doubling and halving
• learn short cuts and fast techniques for multiplying by one digit numbers and by
• using a number line ten
• using addition and subtraction as Once learners have understood the basics of each multiplication table, they should
inverse operations learn it. The tables can be practised in the daily mental Mathematics programme.
• using multiplication and division as Learners should solve problems in contexts and do context free
inverse operations calculations.
Number range for multiples and Learners can use pictures of grouped objects to count in groups. Learners can
factors also use diagrams of arrays to count in groups. They can then complete tables like
the one below.
Multiples of 1-digit numbers to at least
100 Example
Properties of whole numbers
1 2 3 4 5 6 7 8 9 10
Recognize and use the commutative;
associative; and distributive properties x7 7 14 21 35 70
ofwhole numbers
Learners can also use flow diagrams to record multiplication facts.
Solving problems
• Solve problems in contexts involving
whole numbers:
-- financial contexts
-- measurement contexts
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 • Solve problems involving whole Example:
OPERATIONS numbers:
AND Whole
Input
numbers -- comparing two or more quantities of Output
RELATIONSHIPS
the same kind (ratio) 1
Multiplication Rule
-- comparing two quantities of different 3
and
kinds (rate) x3
division 5
-- grouping and equal sharing with
7
remainders
9
Commutative property of multiplication
Numbers can be multiplied in any order.
Example: 3 x 4 = 4 x 3
Learners can be convinced of this by providing them with an array of counters,
which can be turned
Example
This array shows 36 counters.
multiplying.
MATHEMATICS GRADES 4-6
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
54
(in hours)
NUMBERS, 1.1 Example:
OPERATIONS
AND Whole
Input Output
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers 6
1 Rule
Multiplication 2
and
30
X2
x2 3
Xx3
division
7
9
11
Input Output
1
Rule
2
5 x6
30
9
48
66
Learners can discuss what they notice when they compare the examples.
Some easy calculations techniques can be covered in this way
£x6=£x2x3 Multiplying by both 2 and 3, is the same as multiplying by 6.
£x8=£x2x2x2
£x9=£x3x3
£ x 5 = £ x 10 ÷ 2 Multiplying by 10 and then dividing by 2 is the same as
multiplying by 5
Multiplication and division as inverse operations
It is important that learners understand that they can change any division
statement into a multiplication statement.
Example: 48 ÷ 8 = £ can be changed into £ x 8 = 48 or 8 x £ = 48.
Further Examples
5 x £ = 35 35 ÷ 5 = £
6 x £ = 24 24 ÷ 6 = £
8 x £ = 56 56 ÷ 8 = £
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Learners can also use arrays to investigate the relationship between multiplication
OPERATIONS and division.
AND Whole
RELATIONSHIPS numbers There are two kinds of problems that result in division. It is important that learners
Multiplication experience both of these, namely
and • problems involving sharing: 6 learners share 32 sweets. How many sweets
does each learner get?
division
• problems involving grouping: Samkele has one large packet with 32 sweets.
How many smaller packets can she make with 6 sweets in each?
Some problems and calculations should have a remainder, and some should not.
Kinds of problems
Multiplication as repeated addition, treating groups as units, see the description of
problem types at the end of the Grade 4 notes
All work developed here can be practised throughout the year in the mental
Mathematics programme.
MEASUREMENT 4.4 Reading time and time instruments What is different to Grade 3? 6 hours
Time Read, tell and write time in 12-hour and In Grade 3 learners work with analogue and digital clocks using 12-hour format. In
24-hour formats on both analogue and Grade 4 learners move onto digital 24-hour format.
digital instruments in: Once learners have been lernt to tell the time, further practise can take place
• hours during mental mathematics time.
History of time just before or after break time or before learners go home, or when they come in
Knows how time was measured and from a class in another venue.
represented in ancient times
MATHEMATICS GRADES 4-6
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
56
(in hours)
ASSESSMENT:
At this stage learners should have been assessed on:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• time
• multiplying and dividing with single-digit numbers
• number patterns
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
DATA HANDLING 5.1 Collect data using tally marks and What is different to Grade 3? 10 hours
tables for recording
Collecting The following are new in Grade 4
and
• learners read, interpret, analyse and summarise pie charts, where the
organising
information is presented in fractions only
data
• learners read, analyse data represented in word i.e. short paragraphs - the data
presented in words should be represented in other forms and then analysed
• learners summarise the information in the graph by writing a short paragraph
Teachers in the phase should ensure that different topics are chosen for data
collection and analysis in each of the grades.
5.2 Draw a variety of graphs to display and Complete data cycle including making class bar graph: context personal
interpret data including: data
Representing
data • pictographs (one-to-one The complete data cycle includes asking a question, collecting data, organising
representation) data, representing data, analyzing and interpreting data and reporting on the data.
• bar graphs The class works through the whole data cycle to make a class bar graph using
contexts that relate to themselves, their class, their school or their family. Making
a class graph allows you to assess and consolidate the knowledge and skills
learners have learned and remembered from Grade 3 e.g. Do they know
• where and how to label the graph (graph title)?
• where and how to label the axes (axes titles)?
• how to place the bars?
(in hours)
5.3 Critically read and interpret data Analysing graphs
represented in
Analysing, Analyse graphs on environmental or socio-economic contexts by answering
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
interpreting • words questions on graphs. Both graphs and questions to be provided by teacher or
and reporting textbook. Learners should work with at least
data • pictographs
• 2 pie graphs: where the information is given in fraction-form and not
• bar graphs percentages
• pie charts • 1 pictograph
Analyse data by answering questions • 1 bar graph
related to data categories
Suitable topics include:
• quantities of materials recycled in the town, province, country
• quantities of recycling materials collected by schools around the country
• sources of lighting and heating in SA
• kinds of toilets in SA homes
• kinds of homes in SA
Complete data cycle including drawing bar graph: context environmental
data
Summarise data verbally and in short Work through whole data cycle to create an individual bar graph using an
written paragraphs environmental context.
Suitable topics include:
• how much water is used per family/per household per day
• amount and kinds of litter in school playgrounds
• amount and kinds of recycling material collected by the school
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND 3.1 Shapes learners need to know and What is different to Grade 3?
SHAPE name
Properties of Pentagons, hexagons and irregular quadrilaterals are new shapes.
2-D shapes • Regular and irregular polygons: Learners were not taught to count the number of sides of straight-sided 2-D
-- triangles shapes (polygons)
(in hours)
SPACE AND 3.1 2. When looking at the group of shapes with straight sides, learners group them
SHAPE according to the number of sides. Closed shapes with straight sides are called
Properties of polygons.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Examples of pentagons
Learners need to know that all closed shapes with 4 straight sides are called
quadrilaterals.
Examples of quadrilaterals.
In Grade 4 learners need to identify and name squares and rectangles. For other
quadrilaterals they use the group name, quadrilateral.
Learners should be exposed to a range of different triangles, but are not expected
to name types of triangles in Grade 4.
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND 3.1 Activities to focus learners on characteristics of shapes 5 hours
SHAPE
Properties of Most commercially available sets of 2-D shapes do not show irregular shapes.
They are however easy to cut out of cardboard. Learners can draw irregular
2-D shapes shapes on grid paper, or if they have geoboards, they can create irregular shapes
on geoboards.
Learners can also put cut-out card or plastic shapes together to make composite
irregular shapes. Some examples are given below. This is further described under
transformations.
(in hours)
NUMBERS, 1.1 Number range for calculations This is the second time that learners do multiplication and division in Term 1. 5 hours
OPERATIONS Learners should already be familiar with the multiplication tables to 10 x 10 and be
AND Whole • Multiplication of at least whole 2-digit
able to use these in multiplying and dividing 2-digit numbers
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(in hours)
NUMBERS, 1.1 or
OPERATIONS
AND Whole 47 x 5 = (50 – 3) x 5
(using the distributive property)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers
= 50 x 5 – (3 x 5)
Multiplication
= 5 x 5 x 10 – 15
and
= 250 – 15
division
= 235
Dividing
Learners use what they know about multiplication to do division.
In the past learners have sometimes been taught to write out the whole times
table, which they were encouraged to work out by repeated addition. It is better
not to limit learners’ division ability to repeated addition. Rather let them work with
useful and easily remembered multiplication facts, especially multiples of , and
then doubling and halving.
Example
75 ÷ 4
Learners can write out a “clue board” of what they know about multiplying by 4
Example:
4 x 10 = 40
4 x 20 = 80 (doubling the first statement)
4 x 5 = 20 (halving the first statement)
4 x 4 = 16
4 x 3 = 12
Learners multiply and then subtract to calculate
Multiply Subtract
4 x 10 = 40 75 – 40 = 35
4 x 5 = 20 35 – 20 = 15
4 x 3 = 12 15 – 12 = 3
75 ÷ 4 = 10 + 5 + 3 + remainder 3 = 18 remainder 3
CAPS
GRADE 4 TERM 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Learners should check their calculations by multiplying: 18 x 4 = 72 therefore
OPERATIONS
AND Whole 72 + 3 = 75.
RELATIONSHIPS numbers
Kinds of problems
Multiplication
Sharing, grouping, treating groups as units, rate,
and
See the description of problem types at the end of the grade notes
division
ASSESSMENT:
At this stage learners should have been assessed on:
• data handling
• 2-D shapes
• multiplication and division of 2-digit numbers by 1-digit numbers
REVISION 5 hours
(in hours)
NUMBERS, Mental Mental calculations involving The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics year. Learners should not simply be asked to do random calculations each day. every day
AND • Addition and subtraction facts for:
As learners cover topics and develop calculating techniques in the main part of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units the lesson, so aspects of these can be incorporated into the mental Mathematics
programme: concepts and skills are developed through the main lesson, and then
-- multiples of 10
practised, sometimes with smaller number ranges in the mental Mathematics
-- multiples of 100 programme. From Term 2 onwards the number range should be increased towards
towards that required by the end of the year.
-- multiples of 1 000
The mental Mathematics should systematically develop three aspects of learners
• Multiplication of whole numbers to at number knowledge
least 10 x 10
• Number facts
• Multiplication facts for:
-- number bonds: addition and subtraction facts for
-- units by multiples of 10
◊ units
-- units by multiples of 100
◊ multiples of 10
Number range for counting,
ordering, comparing and ◊ multiples of 100
representing and place value of
◊ multiples of 1000
digits
-- times tables: multiplication of whole numbers to at least 10 x 10
• Count forwards and backwards in 2s,
3s, 5s, 10s, 25s, 50s, 100s between • Calculation techniques
0 and at least 10 000.
-- doubling and halving.
• Order, compare and represent
-- using multiplication to do division.
numbers to at least 4-digit numbers
-- multiplying by and
• Represent odd and even numbers to
at least 1 000 -- multiplying by 10, 100 and 1 000.
• Recognize the place value of digits -- multiplying by multiples of 10, 100 and 1 000.
in whole numbers to at least 4-digit
-- dividing by 10, 100 and 1 000.
numbers
-- building up and breaking down numbers.
• Round off to the nearest and 10, 100,
1 000 -- rounding off and compensating: rounding off to 10, 100 and 1 000.
-- adding and subtracting of units, multiples of 10 and multiples of 100 to/from
any 4-digit number.
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Calculation techniques • Number concept
OPERATIONS Mathematics
AND Use a range of techniques to perform -- counting forwards and backwards (in 2s, 3s, 5s, 10s, 25s, 50s, 100s) between
RELATIONSHIPS and check written and mental 0 and at least 10 000
calculations with whole numbers
-- ordering and comparing up to 4-digit numbers
including
-- place value up to 4-digit numbers
• estimation
-- building up and breaking down numbers
• building up and breaking down
numbers -- odd and even numbers
• rounding off and compensating -- multiples
• doubling and halving Recommend techniques
• using a number line • building up and breaking down numbers
• using addition and subtraction as • rounding off and compensating
inverse operations
• doubling and halving
• using multiplication and division as
• reciprocal relationship between multiplication and division
inverse operations
• inverse relationship between addition and subtraction
Number range for multiples and
factors Some mental Mathematics can be done without apparatus, but it is often useful to
do mental Mathematics with apparatus
Multiples of 1-digit numbers to at least
100 Recommended apparatus
Properties of whole numbers • numbered or un-numbered numberline
(in hours)
NUMBERS, 1.1 Number range for counting, What is different to Term 1? 1 hour
OPERATIONS ordering, comparing and
AND Whole • Counting number range increased to 10 000
representing, and place value of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers
digits • Rounding off to the nearest 10 and 100
Counting,
ordering, • Count forwards and backwards (in • Number range for place value, ordering, comparing and representing numbers
comparing, 2s, 3s, 5s, 10s, 25s, 50s, 100s) increased to 4 digits.
representing between 0 and at least 10 000
See notes for Term 1
and place • Order, compare and represent All work developed here can be practised throughout the year in the mental
value of digits numbers to at least 4-digit numbers Mathematics programme.
• Represent odd and even numbers to
at least 1 000
• Recognize the place value of digits
in whole numbers to at least 4-digit
numbers
• Round off to the nearest 10, 100 and
1 000
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculating What is different to Term 1? 4 hours
OPERATIONS
AND Whole Addition and subtraction of whole • In Term 2, learners add and subtract numbers up to 4 digits.
RELATIONSHIPS numbers numbers of at least 4-digits.
• Rounding-off includes rounding off to the nearest 1 000 as a way of estimating
Addition and Calculation techniques answers.
Subtraction
Use a range of techniques to perform Learners should solve problems in contexts and do context free calculations
and check written and mental
Learners continue to
calculations with whole numbers
including • check their solutions themselves by using the inverse operation
• estimation • judge the reasonableness of their solutions by rounding off numbers and
estimating answers.
• building up and breaking down
numbers The calculation techniques continue to mostly involve breaking down numbers.
• rounding off and compensating As the numbers learners work with get larger, learners may begin to lose track of
some numbers when they break up numbers to do calculations. Using brackets is
• doubling and halving
helpful to show grouping of numbers and so helps learners keep track of what they
• using a number line are doing. Since the operations in brackets have to be done first, it removes any
confusion about the order of operations. Learners thus do not have to learn rules
• using addition and subtraction as
such as BODMAS if brackets are used routinely to indicate which operations have
inverse operations
to be done first.
Properties of whole numbers
• Breaking down all numbers according to place value parts to add
Recognize and use the commutative
Example
and associative properties of whole
numbers Calculate 5 362 + 2 486
(in hours)
NUMBERS, 1.1 • Filling up tens by breaking down the number to be added.
OPERATIONS
AND Whole This can also be called rounding off and compensating. Here, compensating
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers means that whatever is added, must be subtracted again so that the statements
Addition and remain equivalent.
Subtraction Example
Calculate 2 486 + 48
2 486 + 48 = (2 486 + 14) – 14 + 48 = 2 500 + (48 –1 4) = 2 500 + 34 = 2 534
• Breaking down both numbers to subtract
Example
Calculate 4 687 – 2 143
4 687 – 2 143
= 4 000 + 600 + 80 + 7 – 2 000 - 100 – 40 – 3 OR 7– 3= 4
= (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3) and 80 – 40 = 40
= 2 000 + 500 + 40 + 4 and 600 – 100 = 500
= 2 544 and 4 000 – 2 000 = 2 000
This means that:
4 687 – 2 143 = 2 000 + 500 + 40 + 4
= 2 544
• Breaking down all the numbers to add using compensation
(counterbalance)
Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down
743 into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they
can subtract 4 from 13 and 80 from 130.
Calculate: 8 743 – 5 684
8 743 – 5 684 = (8 000 + 700 + 40 + 3) – 5 000 – 600 – 80 – 4
= (8 000 + 600 + 130 + 13) – 5 000 – 600 – 80 – 4
(breaking up 743 into 600 + 130 + 13)
Equivalent forms: • Set models develop the concept of a fraction of a collection of objects and can
1
Recognize and use equivalent forms of lay the basis for thinking about a fraction of a number e.g. 3 of 12
common fractions (denominators which Examples of set models include counters of any kind in different arrangements
are multiples of each other)
71
MATHEMATICS GRADES 4-6
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
72
(in hours)
NUMBERS, 1.2 Learners should not only work with one kind of model, because this can limit their 6 hours
OPERATIONS understanding of fractions. For example, fractions in diagram forms should include
AND Common region models (circles and other geometric shapes divided into fraction parts),
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS fractions length models (including number lines) and set models (which show collections of
objects).
In Term 1 learners should revise and consolidate what they learned about fractions
in Grade 3.
Learners should solve problems as well as work with apparatus and diagrams
involving area, length and set models to ensure that they
• understand the relationship between fractions and division i.e. if you share
amongst 3 learners you will be making thirds
• are able to name fractions.Terminology like “3 over 4” should be avoided as
it tends to encourage learners to think about each fraction as two different
3 1
numbers, rather than 4 being a number which is greater 2 than but less than 1.
When naming fraction parts it is useful for learners to rather use the form “3
quarters”.
Learners should, through work with apparatus, diagrams and solving problems,
learn the new fractions that they will deal with in Grade 4.
ASSESSMENT:
At this stage learners should have been assessed on:
• 4-digit numbers
• adding and subtracting with 4-digit numbers
• fractions
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.1 Practical measuring of 2-D shapes What is different to Grade 3?
and 3-D objects by
Length In Grade 3 learners work with non-standard or informal units when measuring.
• estimating They are introduced to metres and centimetres. They use rulers to measure
in centimetres only. In Grade 3 learners use metre sticks or lengths of string
• measuring to measure in metres. They do not learn that there are 100 cm in 1 m. They
do not do conversions between units. In Grade 4 learners work with new
• recording
measuring instruments. Millimetres and kilometres are introduced and learners do
• comparing and ordering conversions between units. Grade 4 learners need to understand and learn the
relationship between metres and centimetres, centimetres and millimetres, metres
Measuring instruments and kilometres.
rulers, metre sticks, tape measures, Reading instruments for measuring lengths
trundle wheels
Learners should measure lengths using
Units
• rulers (mm, cm)
millimetres (mm), centimetres (cm),
• metre sticks (m)
metres (m), kilometres (km)
• tape measures (m, cm, mm)
Calculations and problem-solving
related to length • trundle wheels (m)
Solve problems in contexts related to Learners find rulers easy to use for measuring because:
length
• centimetres are always numbered
Conversions include converting
• there are always 10mm divisions in a centimetre
between
In Grade 4 learners normally record their measurements with rulers as millimetres
• millimetres (mm), and centimetres or centimetres or millimetres and centimetres e.g. the pencil is 11 centimetres and
(cm)
(in hours)
MEASUREMENT 4.1 This is illustrated below. 7 Hours
Length Example:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
The eraser is (3cm –1cm ) + 7mm = 2cm + 7mm or 20mm + 7mm or 27mm long
Once learners have some experience of measuring in each unit, they should
estimate before every measurement. It is useful to have everyday referents as
comparisons e.g. the width of a door and height of a window are often 1 m, the
width of a match is often 1 mm.
Tape measures that are longer than 1 m and 2 m should also be used e.g. builder
tapes or surveyor tapes can be more than 10 metres. The longer measuring tapes
are more difficult to use. Learners cannot only read off the number corresponding
with the final measurement. They also need to know for how many metres they
have unrolled the tape, e.g, the distance may be 4 m and 78 cm, but the tape may
only show the number 78. When using the longer measuring tapes, estimation
becomes even more important.
Compare and order lengths up to 4 digits in mm, cm, m, km
In Grades R to 2 learners place objects next to each other and discuss which is
longer or shorter. In the Intermediate Phase learners need to compare lengths
and heights when given drawings of objects with specified lengths, or written
descriptions of objects with specified lengths. At first learners can compare length
given in the same units, but once they know how to convert between units, they
can compare lengths and heights of objects which are specified in different units.
Calculations (including conversions) and problem-solving
Measurement provides a context in which to practise skills acquired in Numbers,
Operations and Relationships. The skills, operations and number ranges that
learners have worked with so far in the year, are given below.
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.1 Estimate and calculate using mm, cm, m, km
Length • rounding numbers up or down to the appropriate unit of length
• rounding off to 10, 100, 1 000
• addition and subtraction of up to 4-digit numbers
• multiplication of 2-digit by 1-digit numbers
• division of 2-digit by 1-digit numbers
• add fractions in measurement contexts (using only halves, thirds, quarters,
fifths, sixths, sevenths and eighths)
By the end of the year the number ranges and operations can be increased to
include everything that is covered under Numbers, Operations and Relationships.
Solve problems relating to distance and length
Include rate and ratio problems
Conversions between units
mm ↔ cm
cm ↔ m
m ↔ km
Converting between the units of measurement above provides a context for
practising multiplying and dividing by 10; 100 and 1 000.
Conversions should be limited to whole numbers and fractions given only as
(in hours)
NUMBERS, 1.1 Number range for calculations What is different to Term 1?
OPERATIONS
AND Whole • Multiplication of at least whole 2-digit • In Term 2, learners multiply 2-digit by 2-digit numbers.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(in hours)
SHAPE AND 3.2 Objects learners need to know and What is different to Grade 3? 5 hours
SPACE name
Properties of Learners focus on the same 3-D geometrical objects, but in Grade 3 they spoke of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• Objects with only flat surfaces. In Grade 4 learners only identify and name
them.
Examples
rectangular prisms. pyramids: square- base pyramid
2. When looking at the group of objects with flat surfaces, learners should know
that the flat surfaces of a 3-D object are called faces. They describe these
objects according to the kinds of 2-D shapes that make up the flat surfaces e.g.
the faces of a rectangular prism can all be rectangles or some can be squares.
Square-based pyramids have one square face and the other faces are triangles.
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SHAPE AND 3.2 Making models of 3-D objects
SPACE
Properties of Making 3-D objects by putting together cut-out polygons, helps to focus attention
3-D objects on the shapes of the faces of the 3-D objects.
Interpreting drawings of 3-D objects and written exercises
Learners need to work with real objects. However, they also need to do written
exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult than
working with the real objects. Learners should practise interpreting drawings of
3-D objects. They should identify and name 3-D objects in drawings; compare 3-D
objects from drawings; identify everyday objects that look like geometric objects
e.g. a milk carton looks like a rectangular prism; describe the surfaces of objects
when shown drawings of 3-D objects; match the 2-D shapes that have the same
shape as the face of 3-D objects.
ASSESSMENT:
At this stage learners should have been assessed on:
• length
• multiplying 2-digit numbers by 2-digit numbers
• 3-D objects
(in hours)
PATTERNS, 2.2 Investigate and extend patterns What is different to Grade 3? 4 hours
FUNCTIONS AND
ALGEBRA Geometric • Investigate and extend geometric In Grade 3 learners copy, extend and describe patterns made with numbers,
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
patterns patterns looking for relationships or objects or drawings The descriptions are only verbal. They also createtheir own
rules of patterns patterns.
-- represented in physical or diagram The kinds of patterns become more complex in Grade 4.
form In Grade 4 learners are introduced to a new way to represent patterns: the input-
output flow diagram (some learners may have used this in Foundation Phase, but
-- sequences involving a constant
it is not a specification).
difference
Learners show the same patterns in different ways: in a diagram, as a verbal
-- of learner’s own creation description, as a flow diagram and in a number sentence. Sometimes learners are
• Describe observed relationships or able to see different aspects of a pattern when they change the form in which the
pattern is presented.
rules in learner’s own words
Learners work with patterns that are made from 2-D shapes and 3-D objects or
Input and output values from drawings/diagrams of these shapes and objects. In Patterns, Functions
• Determine input values, output and Algebra we choose geometric patterns that can be re-described using a
values and rules for the patterns and number pattern (this does not mean that it can’t be described in words, in fact the
relationships using flow diagrams description in words is usually the starting point). In Shape and Space learners
also work with visual patterns that are geometric. However, in Shape and Space
Equivalent forms they are only required to describe the patterns using the language of geometry
and to copy the patterns. While many of these patterns can be described using
• Determine equivalence of different algebraic expressions, this is beyond the scope of Intermediate Phase learners.
descriptions of the same relationship
or rule presented What kinds of geometric patterns should learners work with?
• verbally • Simple repeating patterns – but this is really more of a focus in the Foundation
Phase
• in a flow diagram
Example: Complete the pattern
• by a number sentence
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.2 -- patterns in which a shape or part of a shape is added at each stage
FUNCTIONS AND
ALGEBRA Geometric
patterns
In each of the examples above the patterns are made by adding on the same
number of matches in each successive shape. In the top pattern 3 matches are
added each time. In the second pattern two matches are added each time. Both
patterns show number patterns with a constant difference.
Most geometric patterns learners see in Grade 4, will be patterns with a constant
difference. They are more likely to get patterns with a constant ratio when working
only with number sequences.
• Patterns with neither a constant difference nor a constant ratio...
Example
(in hours)
PATTERNS, 2.2 Example:
FUNCTIONS AND
ALGEBRA Geometric Extending the pattern:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
patterns
Triangle number 1 2 3 4 5 5 10
Number of matchsticks 3 6 9
SHAPE AND 3.3 Recognize, draw and describe line of This should include shapes in which there are more than one line of symmetry. 2 hours
SPACE
Symmetry symmetry in 2-D shapes Drawings of 2-D shapes should include those where the line of symmetry is not
necessarily vertical.
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculating This is the second time that learners work with addition and subtraction with up to 4 hours
OPERATIONS 4-digit numbers in Term 2. Learners revise and consolidate what they have done
AND Whole Addition and subtraction of whole earlier in the term. See previous notes.
RELATIONSHIPS numbers numbers of at least 4 digits.
Addition and Calculation techniques
subtraction
Use a range of techniques to perform
and check written and mental
calculations with whole numbers
including
• estimation
• building up and breaking down
numbers
• rounding off and compensating
• doubling and halving
• using a number line
• using addition and subtraction as
inverse operations
Number range for multiples and
factors
Multiples of 1-digit numbers to at least
100
(in hours)
NUMBERS, 1.1 Number range for calculations What is different to Term 1? 4 Hours
OPERATIONS
AND Whole • Division of at least whole 3-digit by In Term 1, learners revise and consolidate work done in Grade 3.i.e. learners
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS numbers 1-digit numbers. divide at least whole 2-digit by 1-digit numbers.
Division Calculation techniques In term 2, learners divide 3-digit numbers by 1-digit numbers
• Use a range of techniques to perform Learners should solve problems in contexts and do context free calculations
and check written and mental
The following problem types remain important:
calculations of whole numbers
including • sharing, grouping, rate
-- estimation See the description of problem types at the end of theGrade notes
-- building up and breaking down Learners continue
numbers
• to check their solutions themselves, by using multiplication
-- rounding off and compensating
• to judge the reasonableness of their solutions, by estimating before calculating
-- doubling and halving Dividing
-- using multiplication and division as Learners continue to use what they know about multiplication to do division.
inverse operations
With all calculations in Grade 4, learners are not encouraged to treat the digits
Number range for multiples and separately, but rather to consider the number as a whole and to keep in mind the
factors value of the parts of the number. In the past Grade 4 learners were taught to write
out the whole times table, which they were encouraged to work out by repeated
• Multiples of 1-digit numbers to at addition. At other times in the past , Grade 4 learners were encouraged to divide
least 100 by doing repeated subtraction of the divisor. Most Grade 4 learners got lost in
Properties of whole numbers the extensive repeated subtraction of the divisor when dividing 3-digit by 1-digit
numbers. When dividing 3-digit by 1-digit numbers, it is preferable for learners to
• Recognize and use the commutative; work with the easily remembered multiplication facts of multiples of 10 and then
associative; and distributive doubling and halving. These large groups of numbers can then be subtracted from
properties of whole numbers the number being divided into. In this way learners do fewer subtractions and are
more likely to arrive at the correct answer
Solving problems
Example
• Solve problems in contexts involving
whole numbers 375 ÷ 8
Learners can write out a “clue board” of what they know about multiplying by 8.
-- financial contexts
This generally includes multiplying by 10 and multiples of 10.
-- measurement contexts
Multiply by 5 (halve the multiplying by 10 value).
• Solve problems involving whole
numbers, including Multiply by 2, 4, 8 (through doubling).
-- grouping and equal sharing with
remainders
CAPS
GRADE 4 TERM 2
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 -- comparing two or more quantities of Filling in other multiples as they need to use them.
OPERATIONS the same kind (ratio)
AND Whole CLUE BOARD
RELATIONSHIPS numbers -- comparing two quantities of different
kinds (rate) 10 x 8 = 80
Division
20 x 8 = 160
30 x 8 = 240
40 x 8 = 320
5 x 8 = 40
6 x 8 = 48
3 x 8 = 24
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics year. Learners should not simply be asked to do random calculations each day. every day
AND • Addition and subtraction of:
As learners cover topics and develop calculating techniques in the main part of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units the lesson, so aspects of these can be incorporated into the mental Mathematics
programme: concepts and skills are developed through the main lesson, and then
-- multiples of 10
practised, sometimes with smaller number ranges in the mental Mathematics
-- multiples of 100 programme.
-- multiples of 1 000 See further notes in Term 1 and Term 2
• Multiplication of whole numbers to at
least 10 x 10
• Multiplication facts of:
-- units by multiples of 10
-- units by multiples of 100
• Number range for counting,
ordering, representing and place
value of digits count forwards and
backwards in 2s, 3s, 5s, 10s, 25s,
50s, 100s) between 0 and at least
10 000
• order, compare and represent
numbers to at least 4-digit numbers
• represent odd and even numbers to
at least 1 000
• recognize the place value of digits
in whole numbers to at least 4-digit
numbers
• round off to the nearest 10, 100 or
1 000.
Calculation techniques
Use a range of techniques to perform
and check written and mental
calculations of whole numbers including
• estimation
• building up and breaking down
numbers
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental • rounding off and compensating
OPERATIONS Mathematics
AND • doubling and halving
RELATIONSHIPS • using a number line
• using addition and subtraction as
inverse operations
• using multiplication and division as
inverse operations
Number range for multiples and
factors
Multiples of 1-digit numbers to at least
100
Properties of whole numbers
Recognize and use the commutative;
associative; and distributive properties
of whole numbers
MEASUREMENT 4.3 Practical measuring of 3-D objects What is different to Grade 3? 6 Hours
by
Capacity/ In Grade 3 learners work with non-standard or informal units when measuring
volume • estimating capacity. They also work with litres and millilitres. They do not learn that there are
1 000 millilitres in 1 litre. They do not do conversions between units. They work
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• measuring with measuring cups and measuring spoons. They begin to work with measuring
jugs, but only read off measurements where the calibration line is numbered.
• recording
Grade 4 learners work with new measuring instruments, and convert between
• comparing and ordering units. Grade 4 learners need to
1 litre
2 litres
1 litre
NUMBERS, 1.1 • Number range for counting, See notes in Term 2 1 hour
OPERATIONS ordering, comparing, representing
AND Whole All work developed here can be practised throughout the year in the mental
numbers and place value of digits
RELATIONSHIPS Mathematics programme.
• Count forwards and backwards in 2s,
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Counting,
ordering, 3s, 5s, 10s, 25s, 50s, 100s between
comparing, 0 and at least 10 000
representing • Order, compare and represent
and place numbers to at least 4-digit numbers
value of digits
• Represent odd and even numbers to
at least 1 000
• recognize the place value of digits
in whole numbers to at least 4-digit
numbers
• round off to the nearest 10, 100 or
1 000
CAPS
Grade 4 Term 3
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculating This is further practice of addition and subtraction done in Term 2. Refer to those 4 hours
OPERATIONS notes.
AND Whole Addition and subtraction of whole
RELATIONSHIPS numbers numbers of at least 4 digits.
Addition and Calculation techniques
subtraction
Use a range of techniques to perform
and check written and mental
calculations of whole numbers including
• estimation
• building up and breaking down
numbers
• rounding off and compensating
• doubling and halving
• using a number line
• using addition and subtraction as
inverse operations
Properties of whole numbers
Recognize and use the commutative
and associative properties with whole
numbers
Solving problems
SHAPE AND 3.5 Position and views This links with the work done in Geography in Map Skills. 2 hours
SPACE
Viewing Match different views of everyday Learners work with side views, plan views and top views of simple single objects
objects objects such as a cup, hat, shoe, box, apple. They also work with side views and plan
views of a classroom, simple buildings, school fields. The skills of identifying
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Identify everyday objects from different everyday objects and collections of objects can be developed in the Geography
views lessons and practised in the Mathematics lessons.
SHAPE AND 3.1 Shapes learners need to know and This is revision and consolidation of work done in Term 1. See notes in Term 1 4 hours
SPACE name
Properties of Learners should do both written exercises and some practical work with apparatus
2-D shapes • Regular and irregular polygons:
-- triangles
-- squares, rectangles, other
quadrilaterals
-- pentagons
-- hexagons
• Circles
Characteristics which learners use
to distinguish, describe, sort and
compare shapes
• straight and curved sides
• number of sides
Further activities to focus on
characteristics of shapes
Draw 2-D shapes on grid paper
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
DATA HANDLING 5.1 Collect data using tally marks and Teachers in this phase should ensure that different topics are chosen for data 7 hours
tables for recording collection in each of the grades.
Collecting
and The following are new in Term 3 of Grade 4
organising • learners read, interpret, analyse and summarise pie charts, where the
data information is presented in fractions only
5.2 Draw a variety of graphs to display and • learners read, analyse data represented in words i.e. short paragraphs - the
interpret data including: data presented in words should be represented in other forms and then
Representing
data • pictographs (one-to-one analysed
representation) Analysing graphs
• bar graphs Analyse graphs on environmental or socio-economic contexts and answer
questions on graphs. Both graphs and questions to be provided by teacher or
5.3 Critically read and interpret data textbook. Learners should work with at least
represented in
Analysing, • 1 pie graph where the information is given in common fractions and not
interpreting • words percentages
and reporting
data • pictographs • 1 bar graph
• bar graphs Suitable topics include:
• pie charts • quantities of materials recycled in the town, province, country
Analyse data by answering questions • quantities of recycling materials collected by schools around the country
related to data categories
• sources of lighting and heating in SA
Summarise data verbally and in short
written paragraphs • kinds of toilets in SA homes
• kinds of homes in SA
9
11
Learners should discuss whether the order of the operations made a difference
Once learners have had practice in finding inputs and outputs when the rule is
stated, they can be given examples where inputs and outputs are provided but
no rule is given. At first these can be flow diagrams in which there is a “one stage
rule” i.e. add; or subtract or multiply or divide.
97
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
98
1 8
3 Rule 24
5
40
7 56
9 72
Then they can work with examples which have a two stage rule e.g. multiply and
then add, where one stage is left out
Example
Determine the rule
Input Output
1 9
Rule 19
3
5
29
+4
6 34
8 44
11 59
Sequences of numbers:
In the Intermediate Phase learners extend sequences of numbers. In Grade 4 they
work with two kinds of sequences.
1. Sequences involving a constant difference
Examples
a) 2; 4; 6; 8…
b) 18; 16; 14; 12…
In the examples above learners are adding 2 or subtracting 2 to make the pattern.
Learners may describe it as a pattern of counting on or counting back in twos.
Learners should also be given examples which do not start on a multiple of the
number they are adding or subtracting.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Examples
FUNCTIONS AND
ALGEBRA Numeric a) 1; 4; 7; 10…….
patterns
b) 87; 66; 45; ……..
2. Sequences involving a constant ratio
Example
1 600; 800; 400; ...
In the above example learners are dividing by 2. All the numbers in the sequence
are multiples of 2. Learners should also be given examples in which the numbers
in the sequence are not multiples of the number they are multiplying or dividing by.
Examples
a) 3; 6; 12; 24; ...
b) 10; 30; 90; 270; ...
NUMBERS, 1.1 Number range for calculating This is further practice of Addition and Subtraction done in Term 2. Refer to those 4 hours
OPERATIONS notes
AND Whole Addition and subtraction of whole
RELATIONSHIPS numbers numbers of at least 4 digits.
Addition and
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Calculation techniques
subtraction
Use a range of techniques to perform
and check written and mental
calculations of whole numbers including
• estimation
• building up and breaking down
numbers
• rounding off and compensating
• doubling and halving
• using a number line
• using addition and subtraction as
inverse operations
Number range for multiples and factors
Multiples of 1-digit numbers to at least
100
Properties of whole numbers
Recognize and use the commutative
and associative properties of whole
numbers
Solving problems
Solve problems in contexts involving
whole numbers, including financial
contexts
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculations This is further practice of Multiplication done in Term 2. Refer to those notes 5 hours
OPERATIONS
AND Whole Multiplication of at least whole 2-digit by
RELATIONSHIPS numbers 2-digit numbers
Multiplication Calculation techniques Use a range
of techniques to perform and check
written and mental calculations of
whole numbers including
• estimation
• building up and breaking down
numbers
• rounding off and compensating
• doubling and halving
Number range for multiples and
factors
Multiples of 1-digit numbers to at least
100
Properties of whole numbers
Recognize and use the commutative;
associative; and distributive properties
of whole numbers
Solving problems
PATTERNS, 2.3 Number sentences This is a continuation of the work done on number sentences in Term 1. 3 hours
FUNCTIONS AND
ALGEBRA Number • Write number sentences to describe In this term learners are given practice in writing number sentences to describe
sentences problem situations problem situations. Learners have the opportunity to practise a mixture of all
problem types (see the notes on problem types at the end of Grade 4) that they
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SPACE AND 3.4 Build composite shapes In this suggested sequencing of Grade 4 Mathematics, transformations are done 3 hours
SHAPE again inTerm 4. For Term 3 learners can focus on building composite shapes. In
Transforma- Put 2-D shapes together to create Term 4 learners can focus on tessellations and describing patterns in the world.
tions different composite 2-D shapes
including some shapes with line Build composite shapes
symmetry.
Learners put together 2-D shapes to make composite 2-D shapes. Tangram
Tessellations puzzles are an example of this. Sometimes learners should be instructed to put
together 2-D shapes to make composite shapes with a line of symmetry.
Pack out 2-D shapes to create
tessellating patterns including some
patterns with line symmetry.
Describe patterns
Refer to lines, 2-D shapes, 3-D objects
and lines of symmetry when describing
patterns
• in nature
• from modern everyday life
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics year. Learners should not simply be asked to do random calculations each day. every day
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
NUMBERS, 1.1 Number range for counting, See Term 2 notes 1 hour
OPERATIONS ordering, comparing and
AND Whole All work developed here can be practiced in the Mental Mathematics Programme
numbers: representing, and place value of for the rest of the year
RELATIONSHIPS digits
Counting;
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MEASUREMENT 4.2 Practical measuring of 3-D objects What is different to Grade 3? 6 hours
by
Mass In Grade 3 learners work with non-standard or informal units when measuring
• estimating mass. They also work with kilograms and grams. They read bathroom scales but
only read the mass at the numbered calibration lines. They do not learn that there
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• measuring, recording are 1 000g in 1kg. They do not convert between units. The Grade 4 learners must
learn the relationship between the two units.
• comparing and ordering
Grade 4 learners need to
• 3-D objects using mass
• consolidate their sense of how much 1kg is
Measuring instruments
• further develop a sense of how much 1g is
bathroom scales, kitchen scales and
balances • understand and know the relationship between grams and kilogram
Units • convert between grams and kilograms
grams (g) and kilograms (kg) • read measurements on scales indicated on both numbered and unnumbered
calibration lines.
Reading instruments and measuring mass
Learners need to
• estimate mass in grams and kilograms
• read the masses stipulated on packaging
• read the mass on pictures of kitchen scales (in g & kg) and bathroom scales (in
kg) and balance scales (in g & kg)
• read the mass on real kitchen scales in (g & kg) and bathroom scales (in kg) and
balance scales (in g & kg).
Reading the mass on kitchen and bathroom scales involves
-- knowing where to stand to read the scale correctly
-- knowing how to read the numbered gradation lines and to calculate what the
unnumbered gradation lines mean
Learners need to read
◊ different kinds of mass meters
◊ mass meters on which the numbered intervals/ gradation lines / calibration
represent different intervals /masses
◊ apparatus which have different numbers of un-numbered intervals within
each numbered interval.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.2 Learners need to practice with examples in which the numbered intervals are
divided into:
Mass
◊ 2 un-numbered intervals
◊ 4 un-numbered intervals
◊ 5 un-numbered intervals
◊ 10 un-numbered intervals
Example:
Here the numbered lines show 100g intervals: 100g, 200g, 300g, 400g, 500g,
600g, 700g, 800g, 900g, 1 000g
Calculations and problem-solving It is sometimes useful to convert the circular dial into a number line for learners
with mass include
problems in contexts with mass
600 g 700 g
converting between grams and
kilograms limited to examples with
whole numbers and fractions There are 10 spaces between each 100g.
NUMBERS, 1.2 Solving problems This is revision and consolidation of the concepts developed in Term 3. See Term 5 hours
OPERATIONS 3 notes
AND Common Solve problems in contexts involving
RELATIONSHIPS fractions fractions, including grouping and equal In Term 4 length, capacity and mass can be used as contexts for fractions.
sharing
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Measurement of area
Find areas of regular and irregular • In Grade 3 learners only measured perimeter informally by finding the distance
shapes by counting squares on grids in around two-dimensional shapes using string. Learners in Grade 3 are not
order to develop an understanding of required to state or write how long a perimeter is. They only show the string
square units length or compare different perimeters by comparing string lengths.
Measurement of volume • In Grade 4 learners measure the perimeters of shapes and spaces with rulers
and measuring tapes. They are required to state and record this measurement
Find volume/capacity of objects (by in standard units: mm, cm, m. They are also required to work from drawings in
packing or filling them in order to which side lengths are specified in mm, cm, m, km. Here they add the lengths.
develop an understanding of cubic units
In Grade 4 they will also count the lengths of the perimeters by counting the
number of sides of square grids on which shapes are drawn. Here learners need
to know that the diagonal distances between corners of a grid square are longer
than the vertical or horizontal distances between corners of a grid square.
• In Grade 3 learners only investigate areas using tiling.
In Grade 4 area measurements continue to be informal, but now learners use
both tiling and square grids. Learners count how many grid squares the shape
covers. The area is stated in number of grid squares.
Shapes should include
-- regular shapes with straight sides where the sides are all the same length.
-- irregular shapes length with straight sides where the sides are not all the same
-- shapes with curved sides
• Learners do not work with volume in Grade 3.
In Grade 4 learners
-- count how many cubes or rectangular prisms are used to fill a container
-- The volume of the container is stated in number of cubes or rectangular prisms
such as boxes or blocks
-- make stacks with cubes or rectangular prisms
The volume of the stack is stated in number of cubes or rectangular prisms
such as boxes or blocks
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
-- interpret pictures of
◊ stacks made of cubes or rectangular prisms in order to state the volume in
terms of the number of cubes or rectangular prisms
◊ containers filled with cubes or rectangular prisms in order to state the
volume in terms of the number of cubes or rectangular prisms
What is capacity? What is volume?
Capacity is the amount of substance that an object can hold or the amount of
space inside the object.
Volume is the amount of space that an object occupies.
A bottle can have a 1 litre capacity, but it may not be filled to its full capacity, it
could for example, only contain a volume of 250ml.
ASSESSMENT:
At this stage learners should have been assessed on:
• fractions
• division of 3-digit numbers by 1-digit numbers
• perimeter, area and volume
SHAPE AND 3.6 Location and directions • Cells in a grid are often labelled with a letter and a number e.g. D4; A3; E7. This 2 hours
SPACE is called alpha-numeric referencing. This links with the work done in Geography
Position and Locate position of objects, drawings or
movement in Map Skills. The skills described below can be developed in the Geography
symbols on grid using alpha-numeric
grid references lesson and practised in the Mathematics lesson.
• Learners work with alpha-numeric grid references on grids and maps. Locate
SHAPE AND 3.4 Build composite shapes In the suggested sequencing of Grade 4 Mathematics, transformations were done 3 hours
SPACE in Term 3. In that term learners focused on building composite shapes including
Transforma- Put 2-D shapes together to make some shapes with line symmetry. In Term 4 learners focus on tessellations and
tions different composite 2-D shapes describing patterns in real life.
including some shapes with line
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
symmetry Tessellations
Tessellations Learners use 2-D shapes to create tessellation patterns. In Grade 4 these tiling
patterns can be made by packing out the tiles. Learners need to identify and
Pack out 2-D shapes to create
describe tessellation patterns.
tessellating patterns including some
patterns with line symmetry Grade 4 learners are not required to create the patterns by rotating, translating or
reflecting a single shape.
Describe patterns
Describe patterns
Refer to lines, 2-D shapes, 3-D objects
and lines of symmetry when describing Learners describe patterns by talking about the shapes they see in the pattern
patterns e.g.
• in nature • the pattern I see on the crane is made of straight lines
• from modern everyday life • the pattern we see on the honeycomb looks like a tessellation pattern of
hexagons
• our cultural heritage
• the pattern I see on the bead bracelet looks like a tessellation pattern of
triangles
Learners describe patterns by discussing the symmetry of shapes e.g. the
butterfly’s wings make a symmetrical pattern
Learners often find patterns easier to describe, once they have copied or made
the patterns. It is useful to link the process of making or copying patterns with
the descriptions of patterns from nature, modern everyday life and our cultural
heritage. Often the geometrical process you use to make a copy of the pattern
is not the same as the original process used to make the pattern. Bees do not
tessellate with hexagons to make a honeycomb, but if learners tessellate with a
hexagon, they can make a pattern that looks similar to the pattern they see in the
honeycomb.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.2 Investigate and extend patterns This is consolidation of what was done in Term 2. See notes in Term 2. In Term 4 2 hours
FUNCTIONS AND learners should just do more examples.
ALGEBRA Geometric • Investigate and extend geometric
patterns patterns looking for relationships or
rules of patterns
-- represented in physical or diagram
form
-- sequences involving a constant
difference or ratio
-- of learner’s own creation
• Describe observed relationships or
rules in learner’s own words
Input and output values
Determine input values, output
values and rules for the patterns and
relationships using flow diagrams
Equivalent forms
Determine equivalence of different
descriptions of the same relationship or
rule presented
• verbally
• in a flow diagram
NUMBERS, 1.1. Addition and subtraction of whole This is further practice of Addition and Subtraction done in Term 2. Refer to those 3 hours
OPERATIONS numbers with at least 4 digits. notes
AND Whole
RELATIONSHIPS numbers Calculation techniques
Addition and
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Increase and Calculate the result The price for a container of barley is R8 231. Since some of the barley is ruined, the price is decreased by
decrease R3 789. What price does a shop owner pay for the container of barley?
Calculate the change A salesman earned R4 328 during November. During December, the amount increased to R7 435. How much
more money did he earn during December than in November?
Calculate the initial value A farmer struggles to sell some of his sheep. He decreases the original price of one sheep by R1 456. He sells
the sheep for R 4 787 each. What was the original price that the farmer wanted for his sheep?
Multiplication as Learners sell sweets during market day. They put 25 sweets in a packet. How many sweets will they need to fill
repeated addition 15 packets?
Grouping Grouping problems which are solved with A rich company gives boxes of toys to a school. Each box contains 8 toys. How many boxes are needed to pack
division and/or repeated subtraction 375 toys?
Answers to problems which have or do not
have remainders
Grouping problems which are solved with A school gives 15 bags of soccer balls to a poor school. Each bag contains 45 soccer balls. How many soccer
multiplication and/or repeated addition. balls does the school give away?
Answers to problems which have or do not
have remainders
Grouping problems in an array form A farmer plants 34 rows of apple trees. There are 56 apple trees in each row. How many apple trees are there in
total?
Problems solved by division (or repeated
subtraction) or multiplication (repeated or
addition)
A farmer wants to plant 1 904 apple trees. He wants to plant the same number of trees in each of 34 rows. How
many apple trees must he plant in each row?
Sharing Sharing problems solved by division/ The school shares 174 chocolate cakes equally between 9 hospitals. How many cakes does each hospital get?
repeated subtraction
Smaller groups of equal size formed from
a given amount.
Answers to calculations which have
remainders lead to the concept of fractions
(common or decimal fractions)
Comparison by Zwi collected 6 231 bottles for recycling during the year. She collected 2 879 fewer bottles than a class mate.
difference How many bottles did the classmate collect?
Treating groups as You can buy 15 candles for R56. What will you pay for 195 of the same candles?
units
CAPS
Problem type Additional notes Examples
Rate Learners calculate the total if given rate One box of chocolates costs R28. How much will 45 boxes of these boxes of chocolate cost?
per object
Learners calculate the rate per object The mass of 6 containers of equal size of flour is 234 kg. What is the mass of one of these containers of flour?
Learners first calculate the rate and then If 9 bowls cost R135, how much will 56 of these bowls cost?
apply it to generate more information
Comparison by ratio Zwi collected 65 bottles for recycling. Her friend collected twelve times as many bottles as Zwi. How many
bottles did the friend collect?
Proportional sharing Feroza works for 3 hours and Daniel works for 1 hour cleaning homes. Together they are paid R520. How
should the money be fairly shared between the two?
Part of a whole where the whole is a single object Susan eats two eighths of a chocolate bar. What fraction of the chocolate bar is left? Show your answer in a drawing.
Part of a whole where the whole is a collection of Five friends share 21 chocolates equally. How many chocolates does each person get?
objects
Relationship Barry earns a third of what his father earns per hour. If his father earns R267 per hour, how much does Barry earn per hour?
Ratio 2
5 of a cup of milk is needed to make one batch of biscuits. How many cups of milk are needed to make 5 batches of these
biscuits?
Comparator Which is the longest?
2 1
3 of a metre or 4 of a metre?
Unit of measurement 2 4
I need 15 m material to make a shirt, and I have 5 m. How much material do I still need to buy?
Grade 5 Term 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over 10 minutes
OPERATIONS AND Mathematics the year. Learners should not be asked to do random calculations each day. As every day
RELATIONSHIPS • Addition and subtraction facts of:
learners cover topics and develop calculating techniques in the main part of the
-- units lesson, so aspects of these can be incorporated into the mental Mathematics
programme. Concepts and skills are developed through the main lesson, and
-- multiples of 10
then practised, sometimes with smaller number ranges in the mental Mathematics
-- multiples of 100 programme.
-- multiples of 1 000 You can keep the number range lower in Term 1 and increase it during the year. At
the start of the year, number ranges and calculations techniques can be based on
• Multiplication of whole numbers to at those developed in Grade 4.
least 10 x 10
The mental Mathematics should systematically develop three aspects of learners’
• Multiplication facts for: number knowledge
-- units by multiples of 10 • number facts
-- units by multiples of 100 -- number bonds: addition and subtraction facts for:
-- units by multiples of 1 000 ◊ units
-- units by multiples of 10 000 ◊ multiples of 10
Number range for counting, -- times tables involving multiplication of whole numbers to at least 10x10
ordering, comparing, and
representing numbers and for the • calculation techniques
place value of digits
-- doubling and halving
and 1 000
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
124
at least 1 000
Calculation techniques ◊ count forwards and backwards in 100s between 0 and at least 10 000.
• building up and breaking down Some mental Mathematics can be done without apparatus, but it is often useful to
numbers do mental Mathematics with apparatus
31 +9 +9 +9
+9
+9 +9 +9
Counting should not always start on the first multiple. Nor should it always start on
any other multiple e.g. counting in 2s can start from 5 or 27 or 348.
125
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
126
Counting,
ordering, • place value or flash cards
comparing, • expanded notation,
representing
and place Recommended apparatus: place value/flash cards, Dienes blocks
value of digits Compare and order (number range 0 to 999)
Here learners should be given a range of exercises, e.g.
• Arrange the given numbers below from the smallest to the biggest, or biggest to
smallest
• Fill in missing numbers in
-- a sequence
-- on a number grid
• Show a given number on a numbered or un-numbered number line e.g. on a
number show line which number is halfway between 1 340 and 1 350.
• Indicate which of two numbers is greater or smaller e.g. 5 431 or 5 413.
• Replace * with <, = or > e.g. 7 889 * 7 898, 41 09 * 5 190
All work developed here can be practised throughout the year in the mental
Mathematics programme.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Number sentences Writing number sentences can be seen as a way of preparing learners to write 3 hours
FUNCTIONS AND algebraic equations.
ALGEBRA Number • Write number sentences to describe
sentences problem situations Number sentences can be used to describe problem situations.
(introduction • Solve and complete number Number sentences can also be used as an equivalent form of expression to
to algebraic sentences by sections of flow diagrams or tables.
expressions)
-- inspection Sometimes in the Intermediate Phase learners work with number sentences in
isolation. However, it is more common for learners to work with number sentences
-- trial and improvement
and other forms of representation e.g. problems specified in words, numbers and
• Check the solution by substitution calculations represented in diagrams (including flow diagrams).
Examples of the above should be included at appropriate times throughout the
year.
Number sentences are also a way of showing equivalence. It seems obvious
that what is written on the one side of the equal sign is equal to what is written
on the other side. However learners need to be taught that these are equivalent
expressions on either side of the equal sign.
In the Intermediate Phase it is useful to use number sentences, and patterns
made up of number sentences to assist learners to make sense of and learn the
following:
• The inverse relationship between addition and subtraction
• The commutative, associative, and distributive properties with whole numbers
and how we can use these properties together with building up and breaking
down numbers when we add and subtract
• Addition and subtraction facts for:
(introduction 63 – 63 = £
to algebraic
742 – 742 = £
expressions)
7 654 – £ = 7 654
After completing a number of similar examples, learners should explain in their
own words what they notice.
Further examples:
a) 79 – 4 + 4 = £
b) 237 + 6 – 6 = £
c) 6 997 + 6 – 6 = £
d) 54 + 6 – £ = 54
After completing a number of similar examples, learners should explain what they
notice in their own words.
Further examples
a) 62 + 5= £+ 4 (learners can use the fact that 5 = 4 + 1, so 62 + 1 + 4 = 63+ 4
b) 23 + 7 – £ = 22
c) 20 – 12 = £+ 12 – 12
Using number sentences to focus attention on addition and subtraction as
inverse operations and to encourage learners to use them in calculations
Subtraction can undo what addition does and addition can undo what subtraction
does if you keep the numbers the same.
Learners are not expected to use the expression “inverse operations”. They are
expected to know that
• addition can be used to check subtraction calculations
• subtraction can be used to check addition calculations
Examples:
54 – 12 = £ therefore 42 + 12 = £
387 – 142 = £ therefore 245 + 142 = £
482+ 200 = £ therefore 682 – 200 = £
262 + 237 = £ therefore 499 – 237 = £
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 After completing a number of similar examples, learners should explain in their
FUNCTIONS AND own words what they notice
ALGEBRA Number
sentences Using number sentences to focus attention on multiplication and division as
inverse operations and to encourage learners to use them in calculations
(introduction
to algebraic Examples:
expressions)
8x9=£ therefore 72 ÷ 9 = £
6x7=£ therefore 42 ÷ 7 = £
32 x 3 = £ therefore 6÷3=£
4 x 1 000 = £ therefore 4 000 ÷ 1 000 = £
Using number sentences to consolidate learners understanding of the
multiplicative properties of 1
a) 45 x 1 = £
b) 8 ÷ 8 = £
c) 74 ÷ 74 = £
d) 7 654 ÷ 7 654 = £
e) £÷ 9 = 1
After completing a number of similar examples, learners should explain what they
notice in their own words. They are expected to be able to say: “When you divide a
number by itself, you get 1”; “When you multiply or divide a number by 1 it remains
unchanged”.
PATTERNS, 2.1 Using number sentences to help learners consolidate the commutative and
FUNCTIONS AND associative properties
ALGEBRA Number
sentences Commutative property
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
NUMBERS, 1.1 Number range for calculations Numbers, operations and relationships make up about half the Mathematics 5 hours
OPERATIONS AND that learners do in the Intermediate Phase. Rather than focus on addition and
RELATIONSHIPS Whole Addition and subtraction of whole
numbers numbers with at least 5-digit numbers subtraction once in the year, it is recommended that learners revisit addition and
subtraction each term in Grade 5.
Addition and
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Calculation techniques
subtraction In Term 1, learners should revise and consolidate work done in Grade 4.
Using a range of techniques to
Learners add and subtract numbers with up to digits.
perform and check written and mental
calculations with whole numbers Learners round off numbers to the nearest 10, 100 where appropriate
including
Learners should do context free calculations and solve problems in contexts
• estimation
It helps learners to become more confident in and more independent at
• adding and subtracting in columns Mathematics, if they have techniques
• building up and breaking down • to check their solutions themselves
numbers
• to judge the reasonableness of their solutions
• using a number line
Judging reasonableness of solutions
• rounding off and compensating
Learners should be trained to judge the reasonableness of solutions.
• doubling and halving
One way to do this is to estimate their answers before calculating. They can round
• using addition and subtraction as off the number involved in the calculations. When adding or subtracting -digit
inverse operations numbers, learners can round off to the nearest
Properties of whole numbers When adding two numbers that are close to each other e.g. 3 345 and 3 340
learners can use doubling as a way of estimating their answers.
• Recognize and use the
commutative, associative and Checking solutions
distributive properties with whole
Learners should know that they can
numbers
• check an addition calculation by subtraction.
• O in terms of its additive property
Example: If 5 362 + 2 488 = 7 848 then 7 848 – 2 488 = 5 362
• 1 in terms of its multiplicative
property • check a subtraction calculation by addion
Solving problems Example: If 4 687 – 2 134 = 2 544 then 2 544 + 2 134 = 4 687
• Solve problems involving whole Using the inverse operation to check solutions is one reason for teaching addition
numbers, including and subtraction simultaneously.
• financial contexts Another reason for doing the two operations at the same time is that when
learners solve problems, it is sometimes possible to solve the same problem by
• measurement contexts
doing either addition or subtraction Example: Veli’s shopping costs R163. He
pays with a R200 note. How much change does he get”? Some learners may add
on from R163 to get R200 e.g. R163 + R7 = R170 and R170 + R30 = R200. This
means Veli gets R37 change.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 For the first part of Grade 5 addition and subtraction techniques are still based on
OPERATIONS AND breaking down numbers.
RELATIONSHIPS Whole
numbers As the numbers learners work with get larger, learners may begin to lose track of
Addition and some numbers when they break up numbers to do calculations. Using brackets is
subtraction helpful to show grouping of numbers and so helps learners keep track of what they
are doing. Since the operations in brackets have to be done first, it removes any
confusion about the order of operations. Learners thus do not have to learn rules
such as BODMAS if brackets are used routinely to indicate which operations have
to be done first.
• Breaking down all numbers according to place value parts to add
Example:
Calculate 5 362 + 2 486
= 5 000 + 300 + 60 + 2 + 2 000 + 400 + 80 + 6
= 5 000 + 2 000 + 300 + 400 + 60 + 80 + 2 + 6
= 7 000 + 700 + 140 + 8
= 7 848
OR
2 +6= 8
and 60 + 80 = 140
and 300 + 400 = 700
and 5 000 + 2 000 = 7 000
subtraction This may get unwieldy if more than 2 numbers are added.
• Breaking down both numbers to subtract
Example:
Calculate 4 687 – 2 143
4 687 – 2 143 = 4 000 + 600 + 80 + 7– 2 000 – 100 – 40 – 3
= (4 000 – 2 000) + (600 – 100) + (80 – 40) + (7 – 3)
= 2 000 + 500 + 40 + 4
= 2 544
OR
7–3= 4
and 80 – 40 = 40
and 600 – 100 = 500
and 4 000 – 2 000 = 2 000
means 4 687 – 2 143 = 2 544
• Breaking down all numbers to add using compensation (counterbalance)
Learners cannot subtract 4 from 3 or 80 from 40. Instead of breaking down 743
into 700 + 40 + 3 they will break down 743 into 600 + 130 + 13. Then they can
subtract 4 from 13 and 80 from 130.
Calculate: 8 743 – 5 684
8 743–5 684=8000+700+40+3–5 000–600–80–4
(compensate by breaking up 743 into 600 + 130 + 13)
1 2 3 4 5 6 7 8 9 10
x6 6 12 18 30 60
In Term 1 it is recommended that number patterns are used to develop concepts
and skills that will be used in multiplication and division. The focus can be on
input-output flow diagrams that help learners to understand and learn about
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 • inverse operation between multiplication and division
FUNCTIONS AND
ALGEBRA Numeric • multiplication of units by multiples of 10, 100 and 1 000
patterns
• the associative property with whole numbers and how we can use this property
when we multiply e.g. multiplying by multiples of 10
Using flow diagrams to focus attention on multiplication and division as
inverse operations
Learners are not expected to use the expression “inverse operations”. They are
expected to know that
• multiplication can be used to do division calculations
• multiplication can be used to check division calculations
Provide learners with appropriate flow diagrams which they complete and discuss.
Examples:
Input Output Input Output
1 7
Rule Rule
3 21
25 x7
35 ÷7
7 49
9 63
88
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
138
PATTERNS, 2.1 Once learners have completed the flow diagram, they can discuss how they found
FUNCTIONS AND the missing input numbers from the corresponding output number and rule. This
ALGEBRA Numeric can be consolidated by giving learners pairs of number sentences in which the
patterns same numbers are multiplied and divided.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Input Output
1 10
Rule
2
50
x5 x2
7
9
13 130
Input Output
1 10
Rule
2
50
x2 x5
7
9
13 130
Learners discuss what they notice when they compare the examples.
Learners are not required to know the name of the associative property. They are
only expected to be able to use it to make calculations easier or use equivalent
statements.
Using flow diagrams to help learners think about and use techniques for
multiplying by multiples of 10
Learners complete a flow diagram like the one below. They then explain using
their own words what they notice when they compare the flow diagrams. They
then diiscuss a short way to multiply by
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Input Output Input Output
FUNCTIONS AND
Numeric 50 1 50
ALGEBRA 1
patterns 3 150 2
5
5 x50
250
x10 x5 9
350
9 11
11 550
Learners can develop fast mental and written techniques based on this. Once
learners understand these techniques for multiplying and dividing, further practice
NUMBERS, 1.1 Number range for calculations Rather than do all the multiplication and division in one block, it is recommended 6 hours
OPERATIONS AND that learners revisit calculations regularly. In this suggested sequencing of work,
RELATIONSHIPS Whole • multiplication of at least whole
numbers learners do multiplication and division in 3 of the 4 terms in Grade 4. Nine hours
-3-digit by 2-digit numbers
are allocated to multiplication and division for Term 1.
Multiplication
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• 1 in terms of its multiplicative Using the inverse operation to check solutions is one reason for teaching
property multiplication and division simulteneously. Another reason for combining
multiplication and division is that we almost always use multiplication to solve
division problems.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Solving problems In Grade 5 learners continue to break up numbers to multiply. There are different
OPERATIONS AND ways of doing this. Sometime the numbers involved in the calculation make
RELATIONSHIPS Whole • Solve problems involving whole different methods easier or more difficult.
numbers numbers, including
Learners are already able to use the associative and commutative properties to
Multiplication -- financial contexts multiply two or more numbers.
and -- measurement contexts Multiplication and the distributive law
division One way for learners to understand how and why the distributive property works,
• Solve problems involving whole
numbers, including: is to split arrays and write number sentences to describe the arrays. Example
-- comparing two or more quantities
of the same kind (ratio)
-- comparing two quantities of
different kinds (rate)
-- grouping and equal sharing with
remainders 9x6= 5x6 + 4x6
The distributive law allows you to break down the number and then multiply each
part separately.
As the numbers learners work with get larger, learners may begin to lose track of
some numbers when they break up numbers to do calculations. Using brackets is
helpful to show grouping of numbers and so helps learners keep track of what they
are doing. Since the operations in brackets have to be done first, it removes any
confusion about the order of operations. Learners thus do not have to learn rules
such as BODMAS if brackets are used routinely to indicate which operations have
to be done first.
Using the distributive property to multiply
= 2 115
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
142
multiple of the divisor e.g. 400 ÷ 8 = 50 and 320 ÷ 8 = 40. So the answer should lie
between 40 and 50.
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
144
MEASUREMENT 4.4 Reading time and time instruments What is different to Grade 4? 6 hours
Time Read, tell and write time in 12-hour Stopwatches are introduced.
and 24-hour formats on both analogue Learners can either use stopwatches that occur as single instruments, or
and digital instruments in stopwatches on cell phones or wrist watches.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• hours Learners continue to read, record and calculate time in -hour and -hour formats
• minutes and to work with analogue and digital instruments.
This is practised regularly. Once learners have been taught to tell the time, it can
• seconds
be practised during the mental Mathematics section of the lesson, and frequently
Instruments include clocks, watches at other times during the day.
and stopwatches Learners continue to read calendars
Reading calendars Calculations and problem-solving related to time
Calculations and problem solving Decades are introduced.
related to time include
Calculations should be limited to whole numbers and fractions.
Calculation of time intervals where
time is given in
• seconds and/or minutes
• minutes and/or hours
• hours and/or days
• days and/or weeks and/or months
• months and/or years
• years and/or decades
History of time
Know how time was measured and
expressed in ancient times.
ASSESSMENT:
At this stage learners should have been assessed on:
• multiplication ( 2-digit by 2-digit numbers) and division (3-digit by 1-digit numbers)
• time
• 2-D shapes including identifying right angles
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
DATA HANDLING 5.1 • Collect data using tally marks and What is different to Grade 4? 10 hours
tables for recording
Collecting and The following are new in Grade 5
organising • Order data from smallest group to
• ordering data sets
data largest group
• analyzing data not only according to categories, but also taking into account
contexts and sources of data
• analyzing ungrouped numerical data sets to find the mode
• pictographs which show a many-to-one correspondence
5.2 Draw a variety of graphs to display and
interpret data including • conclusions and predictions when analysing and summarising data
Representing
data • pictographs (many-to-one Teachers in this phase should ensure that different topics are chosen for data
correspondence) collection and analysis in each of the grades.
• bar graphs Complete data cycle including drawing bar graph: context personal data
The complete data cycle includes asking a question, collecting, organising,
5.3 Critically read and interpret data
representing, analyzing,interpreting data and reporting on the data.
represented in
Analysing, Work through whole data cycle to make individual bar graph using contexts that
interpreting • words relate to themselves, their class, their school or their family.
and reporting
• pictographs Suitable topics include:
data
• bar graphs • favourite sports / favourite movies / favourite music / favourite TV programmes /
• pie charts foods or cool drinks/ favourite colours, etc.
Analyse data by answering questions • models/makes of cars passing the school grounds
related to Analysing graphs
so that the numbers are large. This can be provided as unstructured data, in a
paragraph, in a list or in a table or tally. Learners sort and order the data and draw
a pictograph with many-to-one representation. They then complete the rest of the
data cycle.
Suitable topics include:
• Facilities at schools in SA
• Sources of water for families in SA e.g. piped to house, piped to yard, piped to
communal source outside the property, borehole, spring, etc.
• what source/sources of lighting for families in SA, e.g. electricity, candles,
paraffin, etc.
• kinds of homes in SA
Assessment point
Recommended form of assessment: Project
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND SHAPE 3.1 Shapes learners need to know and What is different to Grade 4? 7 hours
name
2-D shapes • Heptagons are a new shape.
• Regular and irregular polygons -
• Learners also examine the length of the sides of shapes; so that they can
triangles, squares, rectangles, other
describe the differences between squares and rectangles.
quadrilaterals, pentagons, hexagons,
heptagons, • Learners start to focus on angle. In Grade 5 the focus is on right angles.
• Circles Shapes and their distinguishing characteristics
• Similarities and differences between There are four ways in which learners distinguish shapes in Grade 5.
squares and rectangles 1. By checking whether they have straight or curved sides. Two dimensional
Characteristics learners use to shapes can be grouped as follows:
distinguish, describe, sort and • Closed shapes with curved sides only: Examples
compare shapes
• Straight and / curved sides
• Number of sides
• Length of sides
• Angles: limited to The only 2-D shape that has curved sides that learners are expected to name is
the circle. They should, however, be exposed to other shapes with curved sides
-- right angles which they are not expected to name
-- angles smaller than right angles • Closed shapes with curved and straight sides: Examples
-- angles greater than right angles
Further activities to focus learners
on charatceristics of shapes
2. When looking at the group of shapes with straight sides, learners group them
147
according to the number of sides. A polygon is a closed shape with only straight
sides. Learners are not expected to know the name polygon.
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
148
Examples of hexagons
Examples of pentagons
Learners need to know that all closed shapes with straight sides are called
quadrilaterals.
They need to be able to identify and name, squares and rectangles, for other
quadrilaterals they use the group name, quadrilateral in Grade 5
Examples of quadrilaterals.
Learners should be exposed to a range of different triangles, but are not expected
to name types of triangles in Grade 5
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND SHAPE 3.1 3. Learners distinguish shapes by looking at the length of the sides. Learners
differentiate between squares and rectangles by looking at the lengths of the
2-D shapes sides.
However, learners can also discuss the lengths of sides of other shapes e.g. a
learner may say that the following shape is a pentagon whose sides are not all
the same length
4. Learners distinguish shapes by looking at the size of their angles. Here learners
need to know how to identify a right angle (see notes below). They check
whether shapes are rectangles or squares by checking whether all their angles
are right angles.
Angles
In the Intermediate Phase learners measure angles informally. They do not use
protractors or discuss angles in terms of degrees. In Grade 5 learners only need to
know what a right angle looks like. All other angles are described as either bigger
or smaller than right angles.
Learners can be introduced to angles as a 'how much turning has taken place
between the arms or sides of the angle'. Here a right angle is equivalent to a
quarter turn or revolution.
Learners use informal angle measurers such as the corner of a sheet of paper or a
page folded to make a right angle, to check whether shapes or objects have right
angles.
Learners should first learn characteristics of each shape, before discussing
comparisons between shapes.
MEASUREMENT 4.3 Practical measuring of 3-D objects What is capacity? What is volume? 5 hours
by
Capacity/ Capacity is the amount of a substance that an object can hold or the amount of
Volume estimating space inside the object.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
1 litre
1 litre 2 litres
choose examples that allow learners to realize that the height of a container is not
directly proportional to the capacity and that learners need to take into account the
diameter of the container.
Recording capacities
Because learners will only work with decimal fractions in Grade 6, they should
record capacities as
• litres only e.g. 5 litres
• millilitres only e.g. 250ml
• litres and millilitres together e.g. 2 litres and 80 millilitres
3
• litres and fractional parts of litres e.g. 24 litres
• since learners will be reading half litres in decimal form off some packaging they
can also write half litres in the decimal form, but this is not a requirement in this
grade.
Calculations (including conversions) and problem-solving
Measurement provides a context in which to practise skills acquired in Numbers,
Operations and Relationships. The skills, operations and number ranges required
are appropriate for Term 1. By the end of the year the number ranges and
operations can be increased to include everything that is covered under Numbers,
Operations and Relationships.
Estimate and calculate using millilitres and litres
• rounding numbers up or down to the most appropriate unit of capacity
• rounding off to10, 100, 1 000 (Doing rounding off when reading measuring
instruments can help learners to understand the reasons for rounding up or
down)
• addition and subtraction of up to 4-digit numbers
• multiplication up to 2-digit by 2-digit numbers
• division up to 3-digit by 1-digit numbers
• add fractions in measurement contexts (using only halves, thirds, quarters,
fifths, sixths, sevenths and eighths)
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.3 Solve problems relating to capacity including
Capacity/ • rate problems (especially price per litre)
Volume
• ratio problems ( e.g. increasing ingredients in a recipe by fixed ratios, or
calculations where ingredients are mixed in a fixed ratio e.g. 1 part to 4 parts)
Convert between units: ml ↔ l
Converting between litres and millilitres provides a context for practising
multiplication and dividision by 1 000 .
Conversions should be limited to whole numbers and fractions (given only as
halves, thirds, quarters, fifths, sixths, sevenths, eighths). Conversions can also
include converting the decimal half to the common fraction form of half.
In Grade 5 learners do not calculate with decimals. When doing division they
sometimes have a remainder e.g. 37 ÷ 4 = 9 remainder 1. Similarly when
converting between units they may state their answers in a combination of units
e.g.
• 3 750 ml = 2 litres and 750millilitres
1
• 4 2 litres = 4 500millilitres
ASSESSMENT:
At this stage learners should have been assessed on:
• data handling
• capacity
REVISION 5 hours
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics • Addition and subtraction facts of: year. Learners should not simply be asked to do random calculations each day. every day
AND As learners cover topics and develop calculating techniques in the main part of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units the lesson, so aspects of these can be incorporated into the mental Mathematics
-- multiples of 10 programme: concepts and skills are developed through the main lesson, and then
-- multiples of 100 practised with smaller number ranges in the mental Mathematics programme.
-- multiples of 1 000 The mental Mathematics should systematically develop three aspects of learners’
number knowledge
• Multiplication of whole numbers to at
least 10 x 10 • number facts
• Multiplication facts of: -- number bonds: addition and subtraction facts of
-- units by multiples of 10 ◊ units
-- units by multiples of 100 ◊ multiples of 10
-- units by multiples of 1 000 ◊ multiples of 100
-- units by multiples of 10 000 ◊ multiples of 1 000
Number range for counting, -- times tables up to 10 x 10
ordering, comparing and • calculation techniques
representing, and place value of -- doubling and halving
digits
-- using multiplication to do division
• Count forwards and backwards in
whole number intervals up to at least -- multiplying by 10, 100 and 1 000
10 000 -- multiplying by multiples or 10, 100 and 1 000
• Order, compare and represent -- dividing by 10, 100 and 1 000
numbers to at least 6-digit numbers -- building up and breaking down numbers
• Represent odd and even numbers to -- rounding off and compensating: rounding off to 5, 10, 100 and 1 000
at least 1 000
• Recognize the place value of digits -- Adding and subtracting of units, multiples of 10, 100 and 1 000 to/from any
in whole numbers to at least 6-digit 5-digit number
numbers. • number concept
• Round off to the nearest 5, 10, 100, -- counting forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0
1 000 and at least 10 000.
-- ordering and comparing up to 6-digit numbers
-- place value for up to 6-digit numbers
-- building up and breaking down numbers
-- odd and even numbers
-- multiples
-- factors
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Calculation techniques Some mental Mathematics can be done without apparatus, but it is often useful to
OPERATIONS Mathematics do mental Mathematics with apparatus
AND Using a range of techniques to
RELATIONSHIPS perform and check written and Recommended apparatus
mental calculations of whole numbers
• number lines including structured and unstructured number lines
including:
• a number grid
• estimation
• place value cards
• adding and subtracting in columns
• counting beads
• building up and breaking down
numbers
• using a number line
• rounding off and compensating
• doubling and halving
• using addition and subtraction as
inverse operations
• using multiplication and division as
inverse operations
Number range for multiples and
factors
• Multiples of 2-digits whole numbers
to at least 100
• Factors of 2-digit whole numbers to
NUMBERS, 1.1 Number range for counting, ordering, What is different to Term 1 1 Hour
OPERATIONS representing and place value of digits
AND Whole • counting number range increased – learners count forwards and backwards in
RELATIONSHIPS numbers • Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, 100s between 0 and at least 10 000.
whole number intervals up to at least
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Counting, • learners also count in fractions (after the topic of fractions has been covered in
ordering, 10 000
the main lesson – see comment in that section about counting in fractions)
comparing, • Order, compare and represent
representing • Rounding off to the nearest 10, 100, 1 000
numbers to at least 6-digit numbers
and place • number range for place value, ordering, comparing and representing numbers
value of digits • Represent odd and even numbers to
increased to 6 digits
at least1 000
See further notes in Term 1, but be aware that number ranges have increased in
• Recognize the place value of digits
Term 2. The increased number ranges are shown in the column on the left.
in whole numbers to at least 6-digit
numbers. All work learnt here can be practiced throughout the year in the mental
Mathematics programme.
• Rounding off to the nearest 5, 10,
100 or 1000
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for calculations What is different to Term 1? 5 hours
OPERATIONS
AND Whole Addition and subtraction of whole • In Term 2, learners add and subtract numbers with up to 5 digits.
RELATIONSHIPS numbers numbers with at least 5-digit numbers
• Rounding off as a way of estimating answers to include rounding off to the
Addition and Calculation techniques nearest 1 000 as well as rounding off to the nearest 10, 100
subtraction
Using a range of techniques to Learners should solve problems in contexts and do context free calculations
perform and check written and
As number ranges get larger many learners tend to lose the parts of the number
mental calculations of whole numbers
that they break up, when they try to combine again. This is especially the case
including:
when more than two 5-digit numbers are being added. It is for this reason that
• estimation column addition and column subtraction are introduced in Grade 5. In Term 2 one
can still encourage learners to expand the numbers as they write them in columns.
• adding and subtracting in columns
In Term 1, an option of a column method was provided, but it consisted of putting
• building up and breaking down different place values into different rows.
numbers
Learners continue to:
• using a number line
• check their solutions themselves e.g. by using the inverse operation
• rounding off and compensating
• judge the reasonableness of their solutions e.g. by rounding off numbers and
• doubling and halving estimating answers
• using addition and subtraction as Example:
inverse operations Calculate: 56 423 +7 581 +21 479
Properties of whole numbers • Breaking down all the numbers to add
• Recognize and use the commutative; Adding in a row (horizontally)
associative; distributive properties of
whole numbers 50 000+6 000+400+20+3+7 000+500+80+1+20 000+1 000+400 +70+9
NUMBERS, 1.2 Concepts, skills and number range What is different to Grade 4? 5 hours
OPERATIONS
AND Common • Describing and ordering fractions • Ninths, tenths, elevenths and twelfths
RELATIONSHIPS fractions
• Count forwards and backwards in • Learners count in fractions
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
fractions
• Subtraction of fractions with the same denominators
• Compare and order common
• Addition and subtraction of mixed numbers
fractions to at least twelfths
Calculations with fractions • Fractions of whole numbers that result in whole numbers
Most of the new work mentioned above can be developed in Terms 3 and 4.
• Addition of common fractions with the
However, learners can begin to count in fractions
same denominator
Learners should develop the concept of fractions in a variety of ways. Problem
• Recognize, describe and use the solving contexts can help learners to understand many ways of thinking about
equivalence of division and fractions fractions. A variety of problems should be given to learners. See the types of
Solving problems fractions problems stated at the end of the grade notes.
Solve problems in contexts involving Learners can also work with apparatus and diagrams. Different diagrams or
common fractions, including grouping apparatus develop different ways of thinking about fractions.
and sharing • Region or area models develop the concept of fractions as part of a whole.
Equivalent forms: If used in particular ways they can also develop the concept of fraction as a
measure.
Recognize and use equivalent forms of
common fractions with denominators Examples of area models include circles cut into fraction pieces (or diagrams of
pies), rectangles or other geometric shapes divided into fraction pieces (paper
which are multiples of each other.
folding), fractions using square or dotty grid paper, geoboards.
• Length or measurement models can be used to develop the concept of fractions
as part of a whole and if used in particular ways also fraction as a measure.
Examples of length models include fraction strips, Cuisenaire rods, number lines.
• Set models develop the concept of fraction of a collection of objects (and can lay
1
the basis for thinking about a fraction of a number e.g. 3 of 12)
Examples of set models include counters of any kind in different arrangements.
Learners should not only work with one kind of model, because this can limit their
understanding of fractions. For example fractions in diagram forms should include
region model (circles and other geometric shapes divided into fraction parts), length
models (including number lines) and set models (which show collections of objects).
In Term 2 learners should revise and consolidate what they learned about fractions
in Grade 4.
This is described below, but learners can also count in fractions.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.2 Counting in fractions can happen
OPERATIONS
AND Common • as learners place down fraction pieces
RELATIONSHIPS fractions
• on the number line
• or in number chains like the one shown below.
+ 12
+ 12
1
3 +2
1
+
2
1
1
1
+2 +2 +2
Learners should solve problems as well as work with apparatus and diagrams (area,
length and set models) to ensure that they
• understand the relationship between fractions and division i.e. if you share
equally amongst 3 learners you will be making thirds
• are able to name fractions (terminology like “3 over 4” should be avoided as
it tends to encourage learners to think about each fraction as two different
3 1
numbers, rather than 4 being a number which is greater than 2 but less than 1).
Learners should, through work with apparatus, diagrams and solving problems,
deal with at least the list of fractions required in Grade 4. This should be extended
to include the full range of fractions required in Grade 5.
The initial focus on fractions should deal with understanding the concept of a
fraction. Once learners have consolidated this they can move on to working with
1
equally, they will each get 5 of the sweets
• adding fractions with the same denominators
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
162
NUMBERS, 1.2 Calculations as with other aspects of fractions should be developed either through
OPERATIONS problem contexts or with the use of apparatus or diagrams. Learners should be
AND Common given problem contexts in which they need to add fraction parts. Learners should
RELATIONSHIPS fractions
3 4
also be given either fraction pieces to count e.g. 8 + 8 can be done by counting
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
capacity packaging, that 22 is the same as 2,5 , they will also be able to use the
decimal ',5' in their recording i.e. 2,5cm long.
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
164
MEASUREMENT 4.1 Tape measures that are longer than 1m and 2m should also be used e.g. builder
tapes or surveyor tapes can be more than 10 metres. The longer measuring tapes
Length are more difficult to use. Learners cannot only read off the number corresponding
with the final measurement. They also need to know for how many metres they
have unrolled the tape, e.g, the distance may be 4m and 78cm, but the tape
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
may only show the number 78. When using the longer longer measuring tapes,
estimation becomes even more important.
Compare and order lengths up to 6 digits in mm, cm, m, km
In the Intermediate Phase learners need to work with drawings of objects with
specified lengths, or written descriptions of objects with specified lengths. At first
learners can compare length given in the same units, but once they know how to
convert between units, they can compare lengths and heights of objects which are
specified in different units
Calculations (including conversions) and problem-solving
Measurement provides a context in which to practise skills acquired in Numbers,
Operations and Relationships. The skills, operations and number ranges required
are given below.
Estimate and calculate using
• Round numbers up or down to the appropriate unit of length
• Rounding off to 5, 10, 100 and1 000
• Addition and subtraction up to 5-digit numbers
• Multiplication: 3-digit number by 2-digit number
• Division: 3-digit number by 2-digit number
• Add common fractions in the context of measurement (using only halves, thirds,
quarters, fifths, sixths, sevenths and eighths)
By the end of the year the number ranges and operations can be increased to
include everything that is covered under Numbers, Operations and Relationships.
Solve problems relating to distance and length including rate and ratio problems.
Conversions between units
mm ↔ cm
cm ↔ m
m ↔ km
Converting between the units of measurement above provides a context for
practising multiplication and division by 10, 100, 1 000
Conversions should be limited to whole numbers and fractions given only as
halves / thirds / quarters / fifths / sixths / sevenths / eighths.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.1 In Grade 5 learners do not calculate using decimals. When doing division there will
sometimes be a remainder in the answer, e.g. 37 ÷ 4 = 9 remainder 1. Similarly
Length when converting between units, answers may be stated in a combination of units
e.g.
1
• 35cm = 3cm and 5mm or 32cm
• 526cm = 5m and 26cm
• 2 500m = 2m and 500cm
1
• 4 2 km = 4 500m
NUMBERS, 1.1 Number range for calculations What is different to Term 1? 6 hours
OPERATIONS Whole In Term 1, learners multiply 2-digit by 2-digit numbers. In Term 2, learners multiply
Multiplication of at least whole 3-digit by
AND numbers 3-digit by 2-digit numbers
RELATIONSHIPS 2-digit numbers
Multiplication Calculation techniques Learners should do context free calculations and solve problems in contexts
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Using a range of techniques to Focus on multiples and factors, so that learners’ knowledge of multiples and
perform and check written and factors can be used in multiplication.
mental calculations of whole numbers Learners should continue to judge the reasonableness of their solutions e.g. by
including: estimating before calculating using rounding off to the nearest 10, 100, 1 000
• estimation Using the distributive property to multiply
• building up and breaking down 547 x (40 + 5) = 547 x40 + 547 x 5
( using the distributive property)
numbers
= 21 880 + 2 735
• using a number line
= 24 615
• rounding off and compensating
or
• doubling and halving
547x (50 – 5) = 547 x 50 – 547 x5
(using the distributive property)
Number range for multiples and
factors = 27 350 – 2 735
• Objects with only flat surfaces. In Grade 5 learners only identify and name
rectangular prisms cubes:
167
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
168
2. When looking at the group of objects with flat surfaces, learners should know
that the flat surfaces of a 3-D object are called faces. They describe these
objects according to the kinds of 2-D shapes that make up the flat surfaces e.g.
the faces of a rectangular prism can all be rectangles or some can be squares.
Square-based pyramids have one square face and the other faces are triangles.
3. Learners can also look for right angles on the faces of objects. If the object that
they are examining has faces with only right angles, then it will be either a cube
or a rectangular prism.
Further activities to focus learners on characteristics of objects:
Learners create 3-D objects by putting together cut-out polygons, which helps to
focus attention on the shapes of the faces of the 3-D objects.
Learners cut open boxes to make nets. They describe the nets of the boxes.
Interpreting drawings of 3-D objects and written exercises
Learners need to work with real objects. However they also need to do written
exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult than
working with the real objects. Learners should practice interpreting drawings of
3-D objects. They should identify and name 3-D objects in drawings and identify
everyday objects that look like geometric objects e.g. a milk carton looks like a
rectangular prisms. Describe the surfaces of objects when shown drawing of 3-D
objects, match the 2-D shapes that have the same shape as the faces of 3-D
objects, match nets of rectangular prisms to the appropriate drawing of rectangular
prisms and compare 3-D objects from drawings.
ASSESSMENT:
At this stage learnes should have been assessed on:
• length
• multiplication of up to 3-digit numbers by 2-digit numbers
• 3-D objects
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.2 Investigate and extend patterns In Geometric Patterns in the Intermediate Phase the aim is for learners to get 4 Hours
FUNCTIONS AND more practice in working with geometric patterns each year. Learners continue
ALGEBRA Geometric • Investigate and extend geometric to do the activities they did in Grade 4. They just learn to do them more quickly.
patterns patterns looking for relationships or Learners no longer work with simple repeating patterns.
rules of patterns
Learners work with patterns that are made from 2-D shapes and 3-D objects or
-- represented in physical or diagram from drawings / diagrams of these shapes and objects. In Patterns, Functions
form and Algebra we choose geometric patterns that can be re-described using a
number pattern, this does not mean that it can’t be described in words. In fact the
-- sequences involving a constant description in words is usually the starting point. In Shape and Space learners
difference also work with visual patterns that are geometric. However they are only required
-- of learner’s own creation to describe the patterns using the language of geometry and to copy the patterns.
While many of these patterns can be described using algebraic expressions, this
• Describe observed relationships or is beyond the scope of Intermediate Phase learners.
rules in learner’s own words Learners show the same patterns in different ways: in a diagram, as a verbal
Input and output values description, as a flow diagram and in a number sentence. Sometimes learners are
able to see different aspects of a pattern when they change the form in which the
Determine input values, output pattern is presented.
values and rules for the patterns and
What kinds of geometric patterns should learners work with?
relationships using flow diagrams
Patterns in which the shapes grow (increase) or decrease in different ways.
Equivalent forms
• patterns in which the shape keeps its form, but gets larger (or smaller) at each
Determine equivalence of different
stage e.g.
descriptions of the same relationship or
rule presented
• verbally
• in a flow diagram
In each of the examples above the pattern is made by adding on the same number
of matchsticks. In the top pattern four matchsticks are added each time. In the
second pattern three matchsticks are added each time. Both number patterns are
patterns with a constant difference.
Most geometric patterns learners see in Grade 5 will be patterns with a constant
difference. They are more likely to get patterns with a constant ratio when working
with number sequences.
169
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
170
PATTERNS, 2.2 The pattern below is also a pattern with a constant difference: four squares are
FUNCTIONS AND added each time.
ALGEBRA Geometric
patterns
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SPACE AND 3.3 Recognize, draw and describe lines This should include shapes in which there is more than one line of symmetry. 2 hours
SHAPE of symmetry in 2-D shapes
Symmetry Drawings of 2-D shapes where the line of symmetry is not necessarily vertical.
171
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
172
NUMBERS, 1.1 Number range for calculations What is different to Term 1? 8 hours
OPERATIONS
AND Whole Division of at least whole 3-digit by In Term 1, learners revised and consolidated work done in Grade 4, i.e.learners
RELATIONSHIPS numbers 2-digit numbers divided at least whole 3-digit by 1-digit numbers. In term 2, learners divide 3-digit
numbers by 2-digit numbers.
Division
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Calculation techniques
Learners should do context free calculations and solve problems in contexts.
Use a range of techniques to perform
and check written and mental The following problem types remain important: sharing, grouping and rate (see the
calculations with whole numbers description of problem types at the end of the Grade 5 notes)
including Learners continue to:
• estimation • check their solutions themselves, by using multiplying
• building up and breaking down • judge the reasonableness of their solutions, by estimating before calculating.
numbers
Dividing
• using multiplication and division as
inverse operations Learners continue to use what they know about multiplication to do division.
Number range for counting, ordering Focus on multiples and factors, so that learners’ knowledge of multiples and
and representing, and place value of factors can be used in division.
digits Learners should continue to be given problems with and without remainders.
• Recognize the place value of digits Learners are still not encouraged to treat the digits separately, but rather to
in whole numbers to at least 6-digit consider the number as a whole and to keep the value of the parts of the
numbers. number in mind. Sometimes in the past learners were taught to write out a whole
times table, which they were encouraged to work out by repeated addition. At
• Round off to the nearest 10, 100, other times in the past learners were encouraged to divide by doing repeated
1 000 subtraction of the divisor. Many learners got lost in the extensive repeated
subtraction of the divisor when dividing 3-digit by 2-digit numbers. When dividing
Number range for multiples and 3-digit by 2-digit numbers, it is preferable for learners to work with the easily
factors remembered multiplication facts of multiples of 10 and then doubling and halving.
• Multiples of 2-digit numbers to at These large groups of numbers can then be subtracted from the number being
least 100 divided into. In this way learners do fewer subtractions and are more likely to
arrive at the correct answer.
• Factors of 2-digit whole numbers to
at least 100
Multiplication facts
• Units by multiples of 10
• Units by multiples of 100
Properties of whole numbers
• Recognize and use the commutative;
associative; and distributive
properties of whole numbers
• 1 in terms of its multiplicative property
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Solving problems Example
OPERATIONS
AND Whole Solve problems in contexts involving 442 ÷ 17
RELATIONSHIPS numbers whole numbers, including financial
Learners can write out a “clue board” of what they know about multiplying by 17.
Division contexts
While they do not know the 17 times table, they do know 17 x 10 and how to use
Solve problems involving whole this to get multiples of 17 x 10 .
numbers, including
Learners find 17 x 5 by halving 17 x 10
• comparing two or more quantities of
Learners use doubling to find 17 x 2; 17 x 4; 17 x 8.
the same kind (ratio)
Lerners fill in other multiples as they need to use them e.g.
• comparing two quantities of different
kinds (rate) Clue board
• grouping and equal sharing with 10 x 17 = 170
remainders
20 x 17 = 340
30 x 40 = 510
5 x 17 = 85
2 x 17 = 34
3 x 17 = 51
6 x 17 = 102
442 ÷ 17 = 20 + 6 = 26
Learners should check their calculations by multiplying:
26 x 17 = (26 x 10) + (26 x 7)
= 260 + 182
= 422
REVISION 3 hours
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics year. Learners should not simply be asked to do random calculations each day. every day
AND • Addition and subtraction facts of
As learners cover topics and develop calculating techniques in the main part of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units the lesson, so aspects of these can be incorporated into the mental Mathematics
programme. Concepts and skills are developed through the main lesson, and
-- multiples of 10
then practised, sometimes with smaller number ranges in the mental Mathematics
-- multiples of 100 programme.
-- multiples of 1 000 See further notes in Term 1 and Term 2, but be aware that number ranges have
increased. The increased number ranges are shown in the column on the left.
• Multiplication of whole numbers to at
least 10 x10
• Multiplication facts of
-- units by multiples of 10
-- units by multiples of 100
-- units by multiples of 1 000
-- units by multiples of 10 000
Number range for counting,
ordering, comparing and
representing and place value of
digits
• Count forwards and backwards in
whole number intervals up to at least
10 000
• Order, compare and represent
numbers to at least 6-digit numbers
• Represent odd and even numbers to
at least 1 000.
• Recognize the place value of digits
in whole numbers to at least 6-digit
numbers.
• Rounding off to the nearest 5, 10,
100 and 1 000
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Calculation techniques
OPERATIONS Mathematics
AND Using a range of techniques to
RELATIONSHIPS perform and check written and mental
calculations of whole numbers including
• estimation
• adding and subtracting in columns
• building up and breaking down
numbers
• using a number line
• rounding off and compensating
• doubling and halving
• using addition and subtraction as
inverse operations
• using multiplication and division as
inverse operations
Number range for multiples and
factors
• Multiples of 2-digits whole numbers
to at least 100
• Factors of 2-digit whole numbers to
at least 100
NUMBERS, 1.2 Describing and ordering fractions: Learners should develop the concept of fractions in a variety of ways, including 5 hours
OPERATIONS
AND Common • count forwards and backwards in • a range of problem-solving contexts (see the types of fractions problems stated
RELATIONSHIPS fractions fractions at the end of the Grade 5 notes).
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• compare and order common fractions • a range of apparatus and diagrams (see notes in Term 1)
to at least twelfths
Learners are not expected to be able to give equivalent fractions in symbolic
Calculations with fractions: (number) form without having diagrams to which they can refer or a problem context
in which to make sense of the equivalence. It is recommended that fraction strips
• addition and subtraction of common or fraction walls are provided when learners are formally assessed on equivalence.
fractions with same denominator Once learners are comfortable with equivalence, it is easy for them to compare and
order fractions.
• addition and subtraction of mixed
numbers Calculations with fractions:
• fractions of whole numbers which Learners continue to
result in whole numbers
• make fractions through grouping or sharing which is linked with understanding
• recognise, describe and use the the relationship between division and fractions e.g. If 5 children share sweets
equivalence of division and fractions 1
equally, they will each get 5 of the sweetss
Solving problems • add fractions with the same denominators
Solve problems in contexts involving Calculations as with other aspects of fractions should be developed either through
common fractions, including grouping problem contexts or with the use of apparatus or diagrams. Learners should be
and sharing given problem contexts in which they need to add fraction parts. Learners should
3 4
Equivalent forms: also be given either fraction pieces to count e.g. 8 + 8 can be done by counting
out and counting on in eighths with apparatus or by colouring in diagrams or by
Recognize and use equivalent forms of “hopping” in eighths on a number line.
common fractions with denominators
which are multiples of each other Learners are also expected to:
1
• find fractions of whole numbers which result in whole numbers e.g. what is 4 of
24? If learners have worked with drawings of collections of objects, and they
know the relationship between division and fractions, this can be done without
learning a rule or method. Learners can simply draw 24 objects and then make
4 equal groups
• subtract fractions with the same denominators
• add and subtract mixed numbers
It is not expected that learners know rules for simplifying fractions or for converting
between mixed numbers and fraction forms. Learners should
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.2 know from working with equivalence, when a fraction is equal to or greater than
OPERATIONS
AND Common Examples
RELATIONSHIPS fractions
The examples below are illustrated without contexts, but could equally arise in a
problem situation.
3 4 7 5 2 2
25 + 35 = 55 = 5 + 5 + 5 = 65
Similarly with subtraction, learners can first subtract the whole numbers, and then
use equivalence and compensation to complete the calculation.
3 4 3 4 5 3 4 4
65 – 2 5 = 4 + 5 – 5 = 3 + 5 + 5 – 5 = 3 5
Measurement is an important context through which to develop and consolidate the
concept of fractions. If the suggested sequencing in this document is followed then
learners will alredy have covered length and capacity. Length and capacity can be
used to develop the concepts of fractions, equivalence, and adding with fractions.
MEASUREMENT 4.2 Practical measuring of 3-D objects In Grade 5 learners work with the same units of mass as they did in Grade 4. They 5 hours
by also work with the same measuring instruments. Learners need to
Mass
estimating, measuring, recording, • consolidate their sense of how much 1kg is
comparing and ordering
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
600 g 700 g
There are 10 spaces between each 100g.
• Rounding off to 5, 10, 100, 1 000. Doing rounding off when reading measuring
instruments can help learners to understand the reasons for rounding up or
down
• Multiplication of 3-digit by 2-digit
• Division of 3-digit by 2-digit
• Add and subtract common fractions and mixed numbers with same denominator
(using only halves, thirds, quarters, fifths, sixths, sevenths , eighths, ninths,
tenths, elevenths and twelfths)
• Determine fractions of whole numbers that result in whole numbers
Solve problems relating to mass including rate (especially rands per kilogram)
and ratio problems e.g. increasing or decreasing the mass of ingredients in a
recipe by a set ratio
Convert between units: g ↔ kg
Converting between the units of measurement provides a context for practising
multiplying and dividing by 1 000.
When learners do division in Grade 4 a remainder may result e.g.
115 ÷ 25 = 4 remainder 15. Similarly when converting grams to kilograms learners
may get part of the answer in kilograms and state the remaining part in grams e.g.
4 250g = 4kg and 250g
Conversions should be limited to whole numbers and fractions given only as
halves / thirds / quarters / fifths / sixths / sevenths / eighths. Conversions can also
include converting the decimal half to the common fraction form of half.
Recording mass
Because learners will only work with decimal fractions in Grade 6, they should
record masses as
• kilograms only e.g. 5kg
• grams only e.g. 250g
• kilograms and grams together e.g. 3 kilograms and 45 grams
3
• kilograms and fractional parts of kilograms e.g. 2 4 kilograms
• since learners will be reading half kilograms in decimal form off some packaging
they can also write half kilograms in the decimal form, but this is not a
requirement in this grade.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Number range for counting, See further notes in Term 1, but be aware that number ranges have increased. 1 hour
OPERATIONS ordering, comparing, representing The increased number ranges are shown in column 3 on the left and summarised
AND Whole
numbers and place value of digits in Term 2 notes, clarifications and teaching guidelines.
RELATIONSHIPS
• Count forwards and backwards in All work developed here can be practised throughout the year in the mental
Counting,
whole number intervals up to at least Mathematics programme.
ordering,
comparing, 10 000
representing • Order, compare and represent
and place numbers to at least 6-digit numbers
value of digits
• Represent odd and even numbers to
at least 1 000
• Recognize the place value of digits
in whole numbers to at least 6-digit
numbers
• Round off to the nearest 5, 10, 100
or 1000
NUMBERS, 1.1 Number range for calculations This is further practice of Addition and Subtraction with up to 5-digit numbers done 5 hours
OPERATIONS in Term 2. Refer to those notes.
AND Whole • Addition and subtraction of whole
RELATIONSHIPS numbers numbers with at least 5-digit numbers You can revise the expanded column method shown below. Learners can then
begin to use the traditional column methods.
Addition and
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Calculation techniques
subtraction Learners continue to:
Using a range of techniques to
perform and check written and • check their solutions themselves e.g. by using the inverse operation
mental calculations of whole numbers • judge the reasonableness of their solutions e.g. by rounding off numbers and
including: estimating answers
• estimation • Expanded vertical column method to add
• adding and subtracting in columns 56 423 = 50 000 + 6 000 + 400 + 20 + 3
• building up and breaking down + 7 581 = 7 000 + 500 + 80 + 1
numbers
+ 21 479 = 20 000 + 1 000 + 4 00 + 70 + 9
• using a number line
Total = 70 000 + 14 000 + 1 300 + 170 + 14
• rounding off and compensating
= 70 000 + 10 000 + 5 000 + 400 + 80 + 4
• doubling and halving
= 85 484
• using addition and subtraction as
inverse operations • The vertical column method to add.
Properties of whole numbers 1 1 1
= 53 059
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 • The vertical column method to subtract
OPERATIONS
AND Whole 8 6 13 13
RELATIONSHIPS numbers 2 5 7 4 6 8 7 4 3
–1 4 5 3 2 Or –5 6 8 4
Addition and 1 1 2 1 4 3 0 5 9
subtraction
ASSESSMENT:
At this stage learners should have been assessed on:
• fractions
• mass
• addition and subtraction of up to 5-digit numbers
SHAPE AND 3.5 Position and views What is different to Grade 4? 5 hours
SPACE Viewing Link the position of viewer to views of • In Grade 4 learners matched different views of single everyday objects.
objects single everyday objects, collections • In Grade 5 learners work with views of single everyday objects or collections of
of everyday objects or scenes from everyday objects. They match views of the object or objects with the position of
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MEASUREMENT 4.5 Practical measuring of temperature Measuring temperature is a new topic in Grade 5 Mathematics and 2 hours
by Geography.
Temperature
estimating, measuring, recording, Learners need to develop a sense of how hot or cold things are when described
comparing and ordering in degrees Celsius. This can be achieved through learning common temperature
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
referents e.g.
Measuring instruments
• the freezing point of pure water is 0oC
thermometers
• the boiling point of pure water is 100oC
Units
• the average normal human body temperature is 37 0oC
degrees Celsius (oC)
• the daily environmental temperatures.
Calculations and problem-solving
related to temperature Reading temperature measurement
Solve problems in contexts involving to Learners should read temperatures on pictures of thermometers.
Temperature Where possible learners should read temperatures on real thermometers.
Calculate temperature differences Reading calibrated capacity measuring instruments
limited to positive whole numbers Reading analogue thermometers requires learners to read the temperature on
numbered and un-numbered gradation lines. In thermometers designed to read
the environmental temperatures the unnumbered gradation lines often refer to
whole degrees. In thermometers designed to read human body temperature the
unnumbered gradation lines often refer to fractions of degrees.
Recording and reporting on temperature measurements
Learners should record and report on temperature measurements they have read
off thermometers in whole numbers. This may involve rounding up or down. They
can also record and report temperatures by using fraction notion.
Calculations and problem-solving related to temperature
Calculations and problem-solving involvingtemperatures should be limited to
positive whole numbers and fractions (although learners in Grade 5 work with
halves, thirds, quarters, fifths, sixths, sevenths, eighths, ninths, tenths, elevenths
and twelfths, with temperature calculations it makes sense to use tenths, quarters
and halves)
ASSESSMENT:
At this stage learners should have been assessed on:
• views
• tranformations- making composite shapes by rotating, translating and reflecting
• temperature
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
DATA HANDLING 5.1 • collect data using tally marks and What is different to Grade 4? 9 hours
tables for recording
Collecting The following are new in Grade 5
and • order data from smallest group to
• ordering data sets
organising largest group
data • analyzing data not only according to categories but also taking into account
contexts and sources of data
5.2 Draw a variety of graphs to display • analyzing ungrouped numerical data sets to find the mode
and interpret data including:
Representing • pictographs which show many-to-one correspondence
data • pictographs with a many-to-one
representation • conclusions and predictions when analysing and summarising data
• bar graphs Teachers in this phase should ensure that different topics are chosen for data
collection and analysis in each of the grades.
5.3 Critically read and interpret data
represented in Analysing graphs
Analysing,
Interpreting • words Analysing graphs on environmental or socio-economic contexts by answering
and reporting questions on graphs. Both graphs and questions to be provided by the teacher or
data • pictographs textbook. Learners should work with at least
• bar graphs • 1 pictograph with many to one correspondence
• pie charts • 1 bar graph
Analyse data by answering Suitable topics include
questions related to:
• quantities of materials recycled in the town, province, country
• data categories
• quantities of recycling materials collected by schools around the country
• data sources and contexts
• sources of lighting and heating in SA
• comparing data collected at your school to national data from ‘Census At School
e.g. favourite sports; favourite subjects; transport to school; time taken to get to
school; type of dwelling; access to goods and services at home
• comparing data collected from girls and boys e.g. favourite sports, favourite
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Input Output
3 24
5
40
7 56
9 72
Work with examples which have a two stage rule e.g. multiply and then add, where
one stage is left out
Example
Determine the rule
1 9
3 19
5
29
+4
6 34
8 44
11 59
NUMBERS, 1.1 Number range for calculations This is further practice of multiplication done in Term 2. Refer to those notes 7 hours
OPERATIONS
AND Whole Multiplication of at least whole 3-digit by
RELATIONSHIPS numbers 1-digit numbers
Multiplication
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Calculation techniques
Use a range of techniques to perform
and check written and mental
calculations of whole numbers including
• estimation
• building up and breaking down
numbers
Number range for counting,
ordering, representing and place
value of digits
• Recognize the place value of digits
in whole numbers to at least 6-digit
numbers.
• Round off to the nearest 10, 100 or
1 000
Number range for multiples and
factors
• Multiples of 2-digit numbers to at
least 100
• Factors of 2-digit whole numbers to
at least 100
Multiplication facts for
• units by multiples of 10
• units by multiples of 100
Properties of whole numbers
• Recognize and use the commutative,
associative and distributive properties
with whole numbers
• 1 in terms of its multiplicative property
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Solving problems
OPERATIONS
AND Whole Solve problems in contexts involving
RELATIONSHIPS numbers whole numbers, including financial
Multiplication contexts
Solve problems involving whole
numbers, including
• comparing two or more quantities of
the same kind (ratio)
• comparing two quantities of different
kinds (rate)
ASSESSMENT:
At this stage learners should have been assessed on:
• data handling
• number patterns
• multiplication to at least 3-digits by 2-digits
REVISION 3 hours
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: See the notes in Term 2, but be aware that number ranges have increased. 10 minutes
OPERATIONS Mathematics The increased number ranges are shown in the column on the left. The mental every day
AND • Addition and subtraction facts of
Mathematics programme should be developed systematically over the year.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units
-- multiples of 10
-- multiples of 100
-- multiples of 1000
• Multiplication of whole numbers to at
least 10 x 10
• Multiplication facts for
-- units by multiples of 10
-- units by multiples of 100
-- units by multiples of 1000
-- units by multiples of 10 000
Number range for counting,
ordering, comparing and
representing, and place value of
digits
• Count forwards and backwards in
whole number intervals up to at least
10 000
• Order, compare and represent
numbers to at least 6-digit numbers
• Represent odd and even numbers to
at least 1 000
• Recognize the place value of digits
in whole numbers to at least 6-digit
numbers
• Rounding off to the nearest and 5,
10, 100 and 1000
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Calculation techniques
OPERATIONS Mathematics
AND Using a range of techniques to
RELATIONSHIPS perform and check written and
mental calculations of whole numbers
including:
• estimation
• adding and subtracting in columns
• building up and breaking down
numbers
• using a number line
• rounding off and compensating
• doubling and halving
• using addition and subtraction as
inverse operations
• using multiplication and division as
inverse operations
Number range for multiples and
factors
• Multiples of 2-digits whole numbers
to at least 100
• Factors of 2-digit whole numbers to
NUMBERS, 1.1 Number range for counting, See further notes in Term 1, but be aware that number ranges have increased. 1 hour
OPERATIONS ordering, comparing and The increased number ranges are shown in the column 3 on the left and
AND Whole
numbers representing, and place value of summarised in Term 2. Notes clarifications and teaching guidelines.
RELATIONSHIPS digits
Counting, All work dealt with here can be practised throughout the year in the mental
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SPACE AND 3.2 Objects learners need to know and This is further practice of 3-D objects done in Term 2. Refer to the notes in Term 2 5 hours
SHAPE name:
Properties of
3-D objects • Rectangular prisms and other prisms
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• Cubes
• Cylinders
• Cones
• Pyramids
• Similarities and differences between
cubes and rectangular prisms
Characteristics learners use to
distinguish, describe, sort and
compare shapes
• Shape of faces
• Number of faces
• Flat and curved surfaces
Further activities to focus learners
on characteristics of objects
• Create 3-D models using cut-out
polygons
• Cutting open boxes to trace and
describe their nets
ASSESSMENT:
At this stage learners should have been assessed on:
• addition and subtraction of 5-digit numbers
• 3-D objects
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, 1.2 Describing and ordering fractions This is further practice of fractions done in Term 3. Refer to those notes. 5 hours
OPERATIONS
AND Common • Count forwards and backwards in In Term 4 length, capacity and mass can be used as contexts for fractions.
RELATIONSHIPS fractions fractions
• Compare and order common
fractions to at least twelfths
Calculations with fractions
• Addition and subtraction of common
fractions with the same denominator
• Addition and subtraction of mixed
numbers
• Fractions of whole numbers which
result in whole numbers
• Recognize, describe and use the
equivalence of division and fractions
Solving problems
Solve problems in contexts involving
common fractions, including grouping
and sharing
Equivalent forms:
Recognize and use equivalent forms of
common fractions with denominators
which are multiples of each other.
NUMBERS, 1.1 Number range for calculations This is further practice of division of 3-digit numbers by 2-digit numbers done in 7 hours
OPERATIONS Whole Division of at least whole 3-digit by Term 2. Refer to those notes.
AND numbers 2-digit numbers.
RELATIONSHIPS
Division Calculation techniques
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MEASUREMENT 4.6 Perimeter Learners are not required to know or apply formulae for the perimeter, area or 7 hours
volume of any shape or objects in the Intermediate Phase. Area and volume are
Perimeter, Measure perimeter using rulers or
only measured informally in the Intermediate Phase.
area and measuring tapes
volume Grade 5 learners practise and consolidate what they have learned about
Measurement of area
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
SHAPE AND 3.6 Location and directions Cells in a grid are often labelled with a letter and a number e.g. D4; A3; E7. This is 2 hours
SPACE called alpha-numeric referencing.
Position and Locate position of objects / drawings/
movement symbols on grid using alpha-numeric What is different to Grade 4?
grid references
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
PATTERNS, 2.2 Investigate and extend patterns This is consolidation of what was done in Term 2. See notes in Term 2. In Term 4 2 hours
FUNCTIONS AND learners should just do moreexamples.
ALGEBRA Geometric • Investigate and extend geometric
patterns patterns looking for relationships or
rules of patterns:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
DATA HANDLING 5.2 Perform simple repeated events and list Performing simple repeated events 2 hours
possible outcomes for events such as
Probability Learners need to perform experiments by tossing a coin, rolling a die, or spinning
• tossing a coin a spinner. Doing experiments with a coin is easier than with a die because the
coin can only have two outcomes (heads or tails), while rolling the die can have
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• rolling a die 6 outcomes (numbers1 - 6). The spinner can have any number of outcomes,
• spinning a spinner depending on number of divisions made on the spinner. Learners must first list the
possible outcomes before doing the experiments. They should learn how to record
Count and compare the frequency of the results of their experiments in a table using tally marks.
actual outcomes for a series of trials up
to 20 trials. They then count how many times heads or tails, or each number, or colour on a
spinner, occurs in 20 trials. If learners do this in groups, the results from all the
groups can be collated. They can then compare the number of outcomes that
occur as the number of trials increase.
REVISION 4 hours
ASSESSMENT 6 hours
CAPS
Problem type Additional notes Examples
Summation A sum A farmer sells fruit to several stores in his city. He sold 13 789 pears, 35 278 apples and 24 678 oranges in one month.
How much fruit did he sell in one month?
Missing part of a given sum Farm workers picked 42 345 pears during the morning. After lunch they picked some more. By the end of the day, they had
picked 16 589 pears. How many pears did they pick after lunch?
Increase and Calculate the result The price for a container of beans is R65 231. Some of the beans are ruined and the price is decreased by R14 789. What
decrease is the price of the container of beans now?
Calculate the change A salesman earned R34 328 during November. During December, the amount earned increased to R47 435. How much
more money did he earn during December tha in November?
Calculate the initial result A farmer struggled to sell his farm. He decreased the original price of his farm by R10 456. He sold the farm for R 85 787.
What was the original price that the farmer wanted for his farm?
Grouping • Grouping problems that are solved A shop gives boxes of toys to a poor school. Each box contains 48 toys. If there are 875 toys, how many boxes are
with division and/or repeated needed?
subtraction or
• Answers to problems have or do not A company gives 35 bags of soccer balls to a soccer club. If there are 315 soccer balls, how many balls are there in a bag?
have remainders
• Grouping problems that are solved A school gave 45 boxes of toys to an orphanage. Each box contains 548 toys. How many toys did the school donate?
with multiplication and/or repeated
addition
• Answers to problems have or do not
have remainders
• Grouping problems in an array form On a farm there are 134 rows of tomatoes. Each row has 56 tomato plants. How many tomato plants are there in total?
• These problems can be solved with
division (or repeated subtraction) or
groups as
units
Rate Learners calculate the total if given rate One box of sweets costs R48. How much will 135 of the same boxes of sweets cost?
per object
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Learners calculate the rate per object The mass of 12 same-sized bags of sugar is 300 kg. What is the mass of 1 bag of sugar?
Learners first calculate the rate If 16 small tables cost R720, how much will 124 of the same small tables cost?
and then apply it to generate more
information
Comparison Joey bought 240 metres of wire to fence his farm. This is 15 times more than Peter bought. How much wire did Peter buy?
by ratio
Proportional Feroza works for 7 hours and Jamie for 6 hours at the fast food restaurant. Together they are paid R975. How should the
sharing money be shared fairly to reflect the number of hours worked by each one?
CAPS
Meaning of the fraction Examples of problems
Part of a whole where the whole is a single 1 1
Susan eats 3 of a chocolate cake. Another 4 is given away. How much cake is left over?
object
Part of a whole where the whole is a collection 1
A wall has 124 panels. A painter paints 3 of these panels. How many panels has he painted? How many panels must still be painted?
of objects
Or
2
Sue uses 3 of an apple to make a cake. If she has 30 apples, how many cakes can she bake?
Relationship The daughter earns a quarter of what her father earns per hour. If her father earns R267 per hour, how much does the daughter earn?
Grade 6 Term 1
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over 10 minutes
OPERATIONS Mathematics the year. Learners should not be asked to do random calculations each day. As every day
AND • Addition and subtraction facts of:
learners cover topics and develop calculating techniques in the main part of the
RELATIONSHIPS -- units lesson, so aspects of these can be incorporated into the mental Mathematics
programme. Concepts and skills are developed through the main lesson, and
-- multiples of 10
then practised, sometimes with smaller number ranges in the mental Mathematics
-- multiples of 100 programme.
-- multiples of 1 000 Keep the number range lower in Term 1 and increase it during the year. At the start
of the year, number ranges and calculations techniques can be based on those
• Multiplication of whole numbers to at developed in Grade 5.
least 12 x 12
The mental Mathematics should systematically develop three aspects of learners’
• Multiplication facts of: number knowledge
-- units and tens by multiples of 10 • number facts
-- units and tens by multiples of 100 -- number bonds: addition and subtraction facts of:
-- units and tens by multiples of 1 000 ◊ units
-- units and tens by multiples of ◊ multiples of 10
10 000
◊ multiples of
Number range for counting,
ordering, comparing and -- times tables (multiplication of whole numbers to at least
representing, and place value of
• calculation techniques
digits
+9 +9 +9
Counting should not always start with the first multiple. Nor should it always start on
any other multiple e.g. counting in 25s can start from 27 or 113 , counting in 9’s can
start from 2 641 or from 38
Place value(number range 0 to 999999)
Learners should be able to break up numbers into hundreds, tens and units using
• the number names (number words)
• place value or flash cards
215
• expanded notation
Recommended apparatus: place value, flash cards, Dienes blocks
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
216
Counting, smallest
ordering,
representing • Fill in missing numbers in
and place -- a sequence
value of digits
-- on a number grid
◊ Show a given number on a number line – structured or semi-structured e.g.
show on a number line which number is halfway between 471 340 and
471 350.
• Indicate which of two numbers is greater or smaller: 395431 or 395413?
• Fill in <, = or > between the following:
a) 247 889 £ 247 898
b) 784 109 £ 785 190
All work developed here can be practised throughout the year in the mental
Mathematics programme.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
Patterns, 2.1 Number sentences • Writing number sentences can be seen as a way of preparing learners to write 3 hours
Functions and algebraic equations.
Algebra Number • Write number sentences to describe
sentences problem situations • Number sentences can be used to describe problem situations.
(introduction • Solve and complete number • Sometimes in the Intermediate Phase learners work with number sentences in
to algebraic sentences by isolation from other work. However, it is more common for learners to work with
expressions) number sentences together with other forms of representation e.g. problems
-- inspection
specified in words, numbers and calculations represented in diagrams, flow
-- trial and improvement diagrams. Examples are specified in appropriate places at different times of the
year.
• Check solutions by substitution
• Number sentences are also a way of showing equivalence. It seems obvious
that what is on the one side of the equal sign is equal to what is on the other
side. However learners need to be trained to see that there are equivalent
expressions on either side of the equals sign.
• In Grade 6 it is useful to use number sentences, and patterns made up of
number sentences to assist learners to make sense of and learn the following:
-- multiple operations with and without brackets and the order of operations
-- multiplication and division as inverse operations
-- the commutative, associative, and distributive properties with whole numbers
and how we can use these properties together with building up and breaking
down numbers when we calculate
-- quick mental calculation techniques especially multiplying by multiples of 10,
100, 100, 10 000
-- dividing by 10, 100, 1 000 as this is useful for decimal fractions
(introduction
c) (88 ÷ 4) – (88 ÷ 11)
to algebraic
expressions) d) (79 – 21) ÷ 2
Example
25 x 27 is equivalent to which of the following?
a) 25 x (20 x 7)
b) (20 + 5) x (20 + 7)
c) 25(20 + 7)
d) 20(20 + 7) + 5(20 + 7)
Example
39 x 14 is equivalent to which of the following?
a) 39 x (10 x 4)
b) (30 + 9) x (10 + 4)
c) 14 (40 – 1)
d) 10 (40 – 1) + 4(40 – 1)
e) 30 (10 + 4) + 8 (10 + 4)
Using number sentences helps learners to consolidate the commutative and
associative properties
By Grade 6, learners should be familiar with the fact that you can add numbers
in any order and that you can change the way you group numbers before adding
them. Learners should know how to use the commutative and associative property
of addition to simplify calculations.
Commutative property of multiplication
Numbers can be multiplied in any order.
Example: 37 x 9 = 9 x 37
It is useful to confirm this by using arrays and number sentences.
Learners can write a number sentence to show an array and then turn it through a
right angle and write another multiplication number sentence to describe it.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
Patterns, 2.1 Example
Functions and
Algebra Number This array shows 36 counters.
sentences
(introduction
to algebraic
expressions)
Learners can write multiplication number sentences for the array before and after
it is turned. This allows them to see that 4 x 9 = 9 x4.
Learners can also write division number sentences for the array e.g.
36 ÷ 4 = 9 and 36 ÷ 9 = 4.
This helps learners to see that multiplication and division are inverse operations.
Multiplication and division as inverse operations
Learners can continue to use number sentences for thinking about multiplication
and division as inverse operations, and how they can change any division
calculation into a multiplication calculation. This is especially useful for doing
division mentally e.g. if a learner forgets the answer to 49 ÷ 7, they can change
this into 7 x £= 49 . Often this is easier to remember.
Examples:
b) 38 ÷ 6 x 6 =£
c) 7 997 ÷6 x 6 =£
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
220
Patterns, 2.1 After completing a number of similar such examples, learners should explain in
Functions and their own words what they notice.
Algebra Number
sentences They are expected to be able to conclude “When you multiply and divide a number
by the same number the number is unchanged”.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
(introduction
to algebraic Using number sentences to consolidate learners’ understanding of the
expressions) multiplicative properties of 1
a) 92 x 1 = £
b) 18 ÷ 18 = £
c) 67 154 ÷ 67 154 = £
d) £÷ 9 = 1
After completing a number of similar examples, learners should explain in their
own words what they notice.
They are expected to be able to conclude “When you multiply or divide a number
by 1 it does not change the number”; “when you divide a number by itself you get
one”.
Associative property
You can change the way you group numbers when multiplying more than 2
numbers. Example (18 x 4) x 5 = 18 x (5 x 4)
Examples:
(8 x 7) x 3 = £
8 x (7 x 3) = £
After completing a number of similar examples, learners should explain in their
own words what they notice.
Learners are not expected to know the names of the properties of operations e.g.
associative property. They only need to know how to use them to simplify their
calculations.
Using number sentences to consolidate learners’ understanding of the
additive properties of 0
Examples:
a) 79 – 4 + 4 = £
b) 237 + 6 – 6 = £
c) 6 997 + 6 – 6 = £
d) 54 + 6 – £ = 54
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
Patterns, 2.1 After completing a number of similar examples, learners should explain in their
Functions and own words what they notice.
Algebra Number
sentences They are expected to say “When you add a number and then subtract the same
number you get back to the number you have actually added 0”.
(introduction
to algebraic Examples:
expressions)
a) 62 + 5 = £ + 4 (learners can use the fact that 5 = 4 + 1, so that 62 + 5 = 63 + 4
b) 47 + 7– £ =46
c) 30 – 14= £ +14 – 14
d) True or false: 200 + 17 = 212 + 5
Revise multiplying by multiples of ten, hundred and thousand.
Examples:
4 x 20 = 4 x 2 x 10 =
5 x 30 = 5 x 3 x 10 =
7 x 70 = 7 x 7 x 10 =
Learners should discuss what they notice
2 x 400= 2 x 4 x 100=
6 x 500= 6 x 5 x 100=
8 x 900= 8 x 9 x 100 =
(introduction
60 000 ÷ 100 = 80 000 ÷ 100 = 40 000 ÷ 100 =
to algebraic
expressions) Learners discuss what they notice
Similar patterns of number sentences can be set for dividing by 1 000
All concepts developed here can be practised throughout the year in the mental
Mathematics programme.
NUMBERS, 1.1 Number range for counting, Numbers, operations and relationships make up about half the Mathematics 7 hours
OPERATIONS ordering, comparing and that learners do in the Intermediate Phase. Rather than focus on addition and
AND Whole
numbers representing, and place value of subtraction once in the year, it is recommended that learners revisit addition and
RELATIONSHIPS digits subtraction in the third term of Grade 6. Although learners can start by revising
Addition and Grade 5 work i.e. adding and subtracting with numbers up to 5 digits, the number
subtraction • Order, compare and represent
range should be increased to include numbers of any size and more complex
numbers at least 9-digit numbers
problem-solving can be addressed.
• Represent prime numbers to at least
Learners should solve problems in contexts and do context free calculations
100
It helps learners to become more confident in and more independent at
• Recognizing the place value of digits
Mathematics, if they have techniques
in whole numbers to at least 9-digit
numbers • to check their solutions themselves
• Rounding off to the nearest 5, 10, • to judge the reasonableness of their solutions
100 and 1 000
Judging reasonableness of solutions
Number range for calculations
Learners should be trained to judge the reasonableness of solutions.
• addition and subtraction of whole
One way to do this is to estimate their answers before calculating. They can round
numbers with at least 6-digit number
off the number involved in the calculations.
• multiple operations on whole
• When adding or subtracting 4-digit numbers, learners can round off to the
numbers with or without brackets
nearest 1 000.
Calculation techniques
• When adding or subtracting 5-digit numbers, learners can round off to the
Using a range of techniques to nearest 10 000, following the same principles as the rounding they have done
perform and check written and mental with rounding off to smaller numbers, or they can continue to round to 1 000 as
calculations with whole numbers the calculations will be sufficiently simplified to do without a calculator.
including Example: 45 678 + 12 345
• estimation Rounding off both numbers to the the nearest 1 000 gives 46 000 + 12 000 which
equals 58 000. Learners should be able to do this mentally.
• adding, subtracting in columns
When adding two numbers that are close to each other e.g. 3 345 and 3 340
• building up and breaking down
learners can use doubling as a way of estimating their answers.
numbers
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 • rounding off and compensating Checking solutions
OPERATIONS
AND Whole • using addition and subtraction as Learners should know that they can
RELATIONSHIPS numbers inverse operations
• check an addition calculation by subtraction.
Addition and • using a calculator
subtraction Example: If 45 362 + 32 488 = 77 848; then 77 848 – 32 488 = 45 362
Properties of whole numbers
• check a subtraction calculation by addition
• Recognize and use the commutative;
Example: If 54 687 – 32 134 = 22 544, then 22 544 + 32 134 = 54 687
associative; distributive properties of
whole numbers Using the inverse operation to check solutions is one reason for teaching addition
and subtraction simulteneously.
• 0 in terms of its additive property
Another reason for doing the two operations at the same time is that when
Solving problems
learners solve problems, it is sometimes possible to solve the same problem by
• Solve problems involving whole doing either addition or subtraction.
numbers and decimal fractions,
Example: Veli’s shopping costs R163. He pays with a R200 note. How much
including
change does he get”?
-- financial contexts
Some learners may add on from R163 to get R200 as follows:
-- measurement contexts
R163 + R7= R170, then R170 + R30 = R200. Veli gets R37 change.
• Solve problems involving whole
Example:
numbers, including comparing two
or more quantities of the same kind Calculate: 56 423 + 7 581 + 21 479
(ratio)
• Column method for adding
By Grade 6 learners should have had enough experience with breaking up
numbers to add and subtract them. The horizontal method of expanding
numbers before adding them can get unwieldy when more than two 5-digit
+ 21 479
subtraction
+ 7 581
85 483
• Expanded vertical column method to subtract
Example: Calculate: 98 743 – 45 684
600 130 13
6 13 13
98 743
– 45 684
53 059
Problems
Summation, increase and decrease, comparison by difference; comparison by
ratio
See the description of problem types at the end of the Grade 6 notes
Working with calculators
• The mental Mathematics programme contains work on number concept, number
facts and mental calculation techniques. Daily work on mental Mathematics
combined with daily written calculations will prevent learners from becoming
dependent on calculators and not knowing how to calculate without them.
Calculators are a useful way for learners to explore number patterns and when
working with very large numbers.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 Learners should be taught how to use calculators including how to clear an
OPERATIONS incorrectly entered number. Learners should always estimate answers before
AND Whole doing a calculation on a calculator. Learners should estimate whether their
RELATIONSHIPS numbers answers will be in tens, hundreds, thousands, ten thousands, hundred thousands
Addition and or millions. For example when adding 12 345 and 87 654 they should estimate
subtraction that the answer will be between 90 and 100 thousand.
ASSESSMENT:
At this stage learners should have been assessed on:
• 6-digit numbers
• adding and subtracting with 5-digit numbers
• working with number sentences
NUMBERS, 1.2 Describing and ordering fractions: What is different to Grade 5? 5 hours
OPERATIONS
AND Common Compare and order common fractions, • In Grade 6 learners name, order and compare all common fractions
RELATIONSHIPS fractions including specifically tenths and
• There is a special focus on tenths and hundredths in Grade 6. This is to lay the
hundredths
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Find percentages of whole numbers -- decimal fraction and percentage forms of the same number
In Term 1 learners focus on common fractions, which will then be consolidated in
Equivalent forms:
Term 4.
Learnes should recognize Learners start by focusing on the meaning of a fraction. Learners should develop
• equivalent forms of common fractions the concept of fractions in a variety of ways. Problem-solving contexts can help
with 1-digit or 2-digit denominators learners to understand many ways of thinking about fractions. A variety of problems
(denominators which are multiples of should be given to learners. (See the types of fractions problems stated at the end
of the grades notes). Learners can also work with apparatus and diagrams. Different
each other)
diagrams or apparatus develop different ways of thinking about fractions:
• equivalence between common
• Region or area models develop the concept of fractions as part of a whole. They
fraction and decimal fraction forms of
can also develop the concept of a fraction as a measure.
the same number
Examples of area models include circles cut into fraction pieces or diagrams of
• equivalence between common pies, rectangles or other geometric shapes divided into fraction pieces by paper
fraction, decimal fraction and folding, fractions using square or dotty grid paper, geoboards
percentage forms of the same
• Length or measurement models can be used to develop the concept of fractions
number
as part of a whole and if used in particular ways also of a fraction as a measure
Example: length models include fraction strips, Cuisenaire rods, number lines.
• Set models develop the concept of a fraction of a collection of objects and can
1
lay the basis for thinking about a fraction of a number e.g. 3 of 12.
Examples of set models include counters of any kind in different arrangements
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.2 Learners should not only work with one kind of model, because this can limit their
OPERATIONS Common understanding of fractions. For example fractions in diagram forms should include
AND fractions region models e.g. circles and other geometric shapes divided into fraction parts,
RELATIONSHIPS length models including number lines and set models which show collections of
objects.
Special attention should be paid to tenths and hundredths as learners will need this
background when they work with decimal fractions up to 2 decimal places.
Learners have been naming fractions since Grade 2. Extending the range of common
fractions should not cause difficulties. Time should rather be spent on equivalence,
comparing fractions and doing calculations with fractions and calculating.
Once learners are comfortable with equivalence, it is easy for them to compare and
order fractions.
Calculations with fractions:
Learners continue to
• determine fractions through grouping or sharing which is linked to understanding
the relationship between division and fractions e.g. If 5 children share sweets
1
equally, they will each get 5 of the sweets
• add fractions with the same denominators
• subtract fractions with the same denominators
• add and subtract mixed numbers.
It is not expected that learners know rules for simplifying fractions or for converting
between mixed numbers and fraction forms. Learners should know when a fraction
is equal to or greater than 1.
Examples
The examples below are illustrated without contexts, but could equally arise in a
1
learners first calculate of 18 and use multicplication to find the answer.
4
MEASUREMENT 4.4 Reading time and time instruments What is different to Grade 5? 4 hours
Time Read, tell and write time in 12-hour and • Time zones are introduced.
24-hour formats on both analogue and
• Centuries are introduced
digital instruments in
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Once learners have been taught to tell the time, this can be practised during the
• hours mental Mathematics section of the lesson.
• minutes Learners continue to read calendars, and do calculations based on dates.
• seconds Calculations and problem-solving related to time include
Instruments include clocks, watches calculations with and conversions between all the units mentioned in the column
and stopwatches on the left.time zones
Reading calendars Learners should be able to:
Calculations and problem-solving • read time zone maps and do calculations using zoned maps. Help learners to
related to time understand why there are time zone differences between different places in the
Solve problems in contexts involving world
time • calculate time differences when given clock faces showing the times in different
Read time zone maps and calculating places.
time differences based on time zones
Calculation of time intervals where time
is given in
• seconds and/or minutes;
• minutes and/or hours
• hours and /or days
• days and/or weeks and/or months
• years and/or decades
• centuries, decades and years
History of time
Know some ways in which time was
measured and represented in the past.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND 3.1 Shapes learners need to know and What is different to Grade 5? 8 hours
SHAPE name
Properties of • Octagons are new shapes.
2-D shapes • Regular and irregular polygons
• Parallelograms are new shapes.
- triangles, squares, rectangles,
parallelograms, other quadrilaterals, • Learners to name angles according to their sizes but still do not work with
pentagons, hexagons, heptagons, protractors. Nor do they measure angles in degrees.
octagons
• Learners use angles, in particular right angles to distinguish shapes. This is the
• Similarities and differences between case when distinguishing between rectangles and parallelograms
rectangles and parallelograms
2-D shapes and their distinguishing features
Features of shapes
Learners should first learn characteristics of each shape, before discussing
Describe, sort and compare 2-D comparisons between shapes.
shapes in terms of There are four ways in which learners distinguish shapes in Grade 6.
• number of sides 1. By checking whether they have straight or curved sides. 2-D shapes can be
• length of sides grouped as follows:
-- acute Examples
-- right
-- obtuse
-- straight
-- reflex
The only 2-D shape that has curved sides that learners are expected to name is
-- revolution the circle. They should, however, be exposed to other shapes with curved sides
SPACE AND 3.1 Recognize and name the following • Closed shapes with straight sides only:
SHAPE angles in 2-D shapes:
Properties of Examples of polygons.
2-D shapes -- acute
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
-- right
-- obtuse
-- straight
-- reflex
-- revolution
2. By grouping shapes with straight sides according to the number of sides. A
polygon is a closed shape with only straight sides. Learners are not expected to
know the name polygon.
Polygons
A regular polygon is a straight sided, closed shape with all sides the same length
and all its angles the same size. Learners do not have to know the terms “regular”
and “irregular”. Learners should be able to identify polygons according to their
number of sides. They must be able to identify any octagon, heptagon, hexagon or
pentagon.
Examples of octagons
Examples of heptagons/septagons
Examples of hexagons
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
SPACE AND 3.1 Example of pentagons
SHAPE
Properties of
2-D shapes
Learners need to know that all closed shapes with 4 straight sides are called
quadrilaterals.
Examples of quadrilaterals.
4. By looking at the sizes of their angles. Here learners need to know how to check
for a right angle (see notes below). They check whether shapes are rectangles
or squares by checking whether all their angles are right angles.
Angles
In the Intermediate Phase learners measure angles informally. They do not use
protractors or discuss angles in terms of degrees. In Grade 6 learners identify
the following angles by comparing them with right angles and straight angles:
231
MATHEMATICS GRADES 4-6
DURATION
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• A straight angle
• A reflex angle bigger than a straight angle but smaller than a revolution
• A revolution a complete circle
Learners can also be introduced to the size of an angle as the amount of turning
between the arms or sides of the angle. Here a right angle is equivalent to a
quarter turn; a straight angle is equivalent to a half turn, and a revolution is
equivalent to a full turn.
Learners use informal angle measurers such as the corner and side of a sheet
of paper to check whether shapes or objects have right angles or straight
angles.
Activities to focus learners on characteristics of shapes
Most commercially available sets of 2-D shapes do not show irregular shapes.
They are however, easy to cut out of cardboard. Learners can draw irregular
shapes on grid paper, or if they have geoboards, they can make irregular
shapes on geoboards.
Learners can also put cut-out or plastic shapes together to create composite
irregular shapes. Some examples are given below (this is further described under
Transformations).
5.2 Draw a variety of graphs to display • collecting data by using simple questionnaires
and interpret data including • double bar graphs
Represent-
ing data • pictographs with many-to-one • median
representations
Complete data cycle including creating an individual bar graph: context
• bar graphs and double bar graphs environmental data
5.3 Critically read and interpret data The complete data cycle includes asking a question, collecting, organising,
represented in representing, analyzing and interpreting data and reporting on the data.
Analysing,
interpreting • words Work through whole data cycle to create an individual bar graph using
and reporting environmental data.
• pictographs
data Suitable topics include:
• bar graphs
• how much water is used per month by families of learners in the class
• double bar graphs
• amount and kinds of litter in school playgrounds
• pie charts
• amount and kinds of recycling collected by the school
Analyse data by answering
questions related to Analysing graphs
DATA HANDLING Examine ungrouped numerical data Representing and analyzing data presented in words:
to determine
The data presented in words should be represented in other forms such as tally
• the most frequently occurring score in marks, tables or pictographs and then analysed.
the data set (mode)
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
output value.
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PATTERNS, 2.1 Learners have already worked with tables in which the rule has been included. In
FUNCTIONS AND grade 6 learners can work with tables in which the rule has not been stated and
ALGEBRA Numeric use patterns to find the rule.
patterns
In Term 1 it is recommended that number patterns are used to develop concepts
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
and skills that will be used in multiplication and division. The focus here can be on
input-output flow diagrams.
In Term 1 it is recommended that learners spend 4 hours working with flow
diagrams that help them to understand and learn about
• Multiplication and division as inverse operations
• Multiplication of units by multiples of 10 multiples of 100 and multiples of 1 000
• The associative property with whole numbers and how to use this property when
we multiply. e.g. multiplying by multiples of 10
Using flow diagrams to help learners understand and use multiplication and
division as inverse operations
Learners are not expected to use the expression “inverse operations”. They are
expected to know that
• multiplication can be used to do division calculations
• division can be used to check division calculations
Using flow diagrams to help learners develop multiplication and division
techniques
Commutative property
Numbers can be multiplied in any order. Example: 13 x 5 x 2 = 13 x 2 x 5..
Input Output
1 10
Rule
2
50
x5
x2
7
9
11 110
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1
Output
FUNCTIONS AND Input
Numeric 1 10
ALGEBRA Rule
patterns 2 20
5
x2
x5
70
9
Learners can discuss what they notice when they compare the examples.
Learners are not required to know the name of the commutative property. They
are only expected to be able to use it to simplify calculations or to use equivalent
statements.
Using flow diagrams to help learners think about and use techniques for
multiplying by multiples of 10:
Learners complete flow diagrams like the one below. They then explain using their
own words what they notice when they compare the flow diagrams. They then
discuss a short way to multiply by 50
Input Output
1 50
Rule
3 150
5
x10
x5
350
9
Input Output
1 Rule 50
3 150
5
x50
350
9
11 550
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PATTERNS, 2.1 Similar pairs of flow diagrams can be used, to help learners develop techniques
FUNCTIONS AND for multiplying by multiples of 100.
ALGEBRA Numeric
patterns Other quick multiplication techniques can be developed in this way.
Example
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Input Output
1 25
Rule
2
75
x100
+4
7
8 200
10
Input Output
1 25
Rule
2
75
x25
7
8 200
10
Learners can develop fast mental and written techniques based on this.
All concepts developed here can be practised throughout the year in the mental
Mathematics programme.
ASSESSMENT:
At this stage learners should have been assessed on:
• fractions
• time
• 2-D shape including angles
• number patterns
REVISION 4 hours
CAPS
Grade 6 Term 2
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: The mental Mathematics programme should be developed systematically over the 10 minutes
OPERATIONS Mathematics year. See Term 1 notes, but notice the increased number range in the column on every day
AND • Addition and subtraction facts of: the left in Term 2
RELATIONSHIPS -- units
-- multiples of 10
-- multiples of 100
-- multiples of 1000
• Multiplication of whole numbers to at
least 12x12
• Multiplication facts of:
-- units and tens by multiples of 10
-- units and tens by multiples of 100
-- units and tens by multiples of 1000
-- units and tens by multiples of
10 000
Number range for counting,
ordering, representing and place
value of numbers
• Order, compare and represent
• estimation
• adding, subtracting and multiplying
in columns
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240
• Multiplication of at least whole 4-digit 547 x 40 + 5 = 547 x 40 + 547 x 5 → (using the distributive property)
by 3-digit numbers = 21 880 + 2 735
• Multiple operations on whole = 24 615
numbers with or without brackets
or
Calculation techniques include
547 x 50 – 5 = 547x 50 – 547 x 5 → (using the distributive property)
• estimation
= 27 350 – 2 735
• multiplying in columns
= 24 615
• building up and breaking down
numbers Using rounding-off to estimate and judge reasonableness of answer
NUMBERS, 1.1 Properties of whole numbers Notice that as numbers get larger learners will tend to use more than one
OPERATIONS calculating strategy at the same time e.g. in the above example the multiplier is
AND Whole • Recognize and use the broken up into factors, but the multiplicant is broken down into place value parts.
RELATIONSHIPS numbers commutative; associative;
distributive properties of whole The horizontal method of expanding numbers before multiplying the parts can get
Multiplication
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
numbers unwieldy when using the number ranges recommended for Grade 6.The traditional
column method helps learners to make sure that they do not lose parts of larger
• 0 in terms of its additive property numbers.
• 1 in terms of its multiplicative After about 2 hours consolidating the Grade 5 work, the number ranges can be
property increased to 4-digit by 3-digit numbers.
• Solve problems involving whole Learners should judge the reasonableness of their solutions e.g. by estimating
numbers and decimal fractions, before calculating using rounding off to the nearest 10, 100 and 1 000.
including Depending on which numbers learners round off, and what they round them off to,
-- financial contexts they will get different estimations. If they round off both numbers, the calculations
are easier to do mentally, but the approximation is not as close to the actual
-- measurement contexts answer.
• Solve problems involving whole Example
numbers, including
4 362 x 108 ≈ 4 000 x 100 ≈ 400 000
-- comparing two or more quantities
of the same kind (ratio) 4 362 x 108 ≈ 4 400 x 108 ≈ 475 200
SPACE AND 3.2 Objects learners need to know and What is different to Grade 5?
SHAPE name
Properties of • Tetrahedrons are new objects
3-D objects • rectangular prisms
• Other pyramids are new objects
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• cubes
• Learners distinguish between tetrahedrons and other pyramids by looking at the
• tetrahedrons and other pyramids shapes of their bases,
• similarities and differences between • Learners use nets to build objects
tetrahedrons and other pyramids
• Learners match nets with drawings of objects
Features learners use to
• Learners count the number of edges of 3-D objects
distinguish, describe, sort and
compare objects • Learners build skeleton objects using drinking straws
Describe, sort and compare 2-D • Learners count the number of vertices of objects.
shapes and 3-D objects in terms of:
Objects and their distinguishing characteristics
• number and shape of faces There are three ways in which learners distinguish 3-D objects in Grade 6.
• number of vertices 1. Checking whether they have flat or curved surfaces. Three dimensional objects
• number of edges can be grouped as follows:
Further activities to focus learners • Objects with a curved surface only: spheres
on charactaristics of objects Sphere
Make 3-D models using:
• drinking straws/toothpicks, etc. to
form a skeleton
• nets • Objects with flat and curved surfaces
Cone Cylinders
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
SPACE AND 3.2 • Objects with only flat surfaces. In Grade 6 learners only identify and name the
SHAPE objects.
Properties of
3-D objects Prisms
rectangular prisms
cubes
other prisms
other pyramids
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SPACE AND 3.2 2. When looking at the group of objects with flat surfaces, learners should know
SHAPE that the flat surfaces of 3-D objects are called faces. They describe these
Properties of objects according to
3-D objects
• the kinds and numbers of 2-D shapes that make up the flat surfaces e.g. a
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
rectangular prism can have 6 faces that are rectangles or 4 that are rectangles
and 2 that are squares.
• the number of edges
• the number of vertices
3. Learners can also look for right angles on the faces of objects. If the object that
they are examining has faces with only right angles, then it will be either a cube
or a rectangular prism.
Further activities: making models of 3-D objects
Learners create 3-D objects from nets
Learners create skeletons of 3-D objects with straws / toothpicks, etc.
Interpreting drawings of 3-D objects and written exercises
Learners need to work with real objects. However they also need to do written
exercises on 3-D objects. Interpreting pictures of 3-D objects is more difficult
than working with the real objects. Learners should practise interpreting drawings
of 3-D objects. They should identify and name 3-D objects in drawings identify
everyday objects that look like geometric objects e.g. a milk carton looks like
a rectangular prism, match nets of objects to drawing of objects, describe 3-D
objects by stating the number of flat and curved surfaces, count the number of
vertices, edges, and number and shape of faces when shown drawings of 3-D
objects.
In Term 2 learners focus on the kind of surface the shape number of faces of 3-D
object. They also build objects using nets.
In Term 4 they can consolidate what they have learned in Term 1 and build
skeleton shapes with straws or toothpicks. They will then focus on the edges and
vertices of the objects. This means that by the end of the year they will be able to
describe 3-D geometric objects according to surfaces, faces, edges and vertices.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
PATTERNS, 2.2 Investigate and extend patterns Learners work with patterns that are made from 2-D shapes and 3-D objects or
FUNCTIONS AND from drawings / diagrams of these shapes and objects. In Patterns, Functions
ALGEBRA Geometric • Investigate and extend geometric and Algebra we choose geometric patterns that can be re-described using a
patterns patterns looking for relationships or number pattern this does not mean that it can’t be described in words. In fact the
rules of patterns: description in words is usually the starting point. In Shape and Space learners also
work with visual patterns that are geometric. However, in Shape and Space they
-- represented in physical or diagram
are only required to describe the patterns using the language of geometry and to
form make copies of the patterns. While many of these patterns can be described using
-- sequences involving a constant algebraic expressions, this is beyond the scope of Intermediate Phase learners.
difference or ratio Learners show the same patterns in different ways: in a diagram, as a verbal
-- of learner’s own creation description, as a flow diagram, a table and in a number sentence. Sometimes
learners are able to see different aspects of a pattern when they change the form
• Describe observed relationships or in which the pattern is presented.
rules in learner’s own words What is different to Grade 5?
Input and output values There is more emphasis on presenting patterns in tables.
Determine input values, output There is more emphasis on stating the general rule of the pattern.
values and rules for the patterns and
relationships using flow diagrams What kinds of geometric patterns should learners work with?
The patterns shown below are in picture or diagram form. Learners can also work
Equivalent forms
with patterns which are made from real shapes, or objects concrete apparatus.
• Determine equivalence of different What kinds of patterns should learners work with?
descriptions of the same relationship
or rule presented: Patterns in which the shapes grow or decrease in different ways.
-- verbally Examples:
-- in a flow diagram • Patterns in which the shape keeps its form, but gets larger (or smaller) at each
stage.
247
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248
PATTERNS, 2.2 In each of the examples above the patterns are made by adding the same number
FUNCTIONS AND of matches. In the top pattern 3 matches are added each time. In the second
ALGEBRA Geometric pattern two matches are added each time. Both patterns are patterns with a
patterns constant difference. Most geometric patterns learners see in Grade 6 will be
patterns with a constant difference. They are more likely to get patterns with a
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Hexagon number 1 2 3 4 5 10
Number of matches 6 12 18
SHAPE AND 3.3 Recognize, draw and describe lines This should include shapes in which there is more than one line of symmetry. 2 hours
SPACE of symmetry in 2-D shapes
Symmetry Drawings of 2-D shapes should include those where the line of symmetry is not
necessarily vertical.
249
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
250
NUMBERS, 1.1 Number range for counting, What is different to Grade 5? 8 hours
OPERATIONS ordering and representing, and
AND Whole Initially learners revise and consolidate work done in Grade 5 .i.e. learners divide
numbers place value of digits at least whole 3-digit by 1-digit numbers. Then they move on to divide 4-digit
RELATIONSHIPS
• Order, compare and represent numbers by 3-digit numbers.
Division
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
numbers up to at least 9-digit Learners should solve problems in contexts and do context free calculations
numbers
The following problem types remain important:
• Represent prime numbers to at least
100 sharing, grouping, rate (see the description of problem types at the end of the
Grade 6 notes)
• Recognize the place value of digits
in whole numbers up to at least Learners should continue to be given problems with and without remainders.
9-digit numbers Learners continue to
• Round off to the nearest 5, 10, 100 • check their solutions themselves, by multiplying or using a calculator
and 1 000
• judge the reasonableness of their solutions, by estimating before calculating.
Number range for calculations
Using multiplying to divide
• Division of at least whole 4-digit by
3-digit numbers Example
NUMBERS, 1.3 Recognizing, ordering and place Decimal fraction is a new topic for Grade 6 learners. 10 hours
OPERATIONS value of decimal fractions
AND Decimal Learners should already have worked with tenths and hundredths in common
RELATIONSHIPS fractions • Count forwards and backwards in fraction form. They should start by rewriting and converting tenths and hundredths
decimal fractions to at least two in common fraction form to decimal fractions. Where denominators of other fractions
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
decimal places are factors of 10 e.g. 2, 5 or factors of 100 e.g. 2, 4, 25, 20, 50 learners can convert
these to hundredths using what they know about equivalence
• Compare and order decimal fractions
Dividing whole numbers by 10, 100, 1 000, etc. helps to build learners’ understanding
to at least two decimal places
of the place value of the digits in decimal fractions. Calculators can be useful tools
• Place value of digits to at least two for learners to learn about patterns when multiplying or dividing decimal fractions
decimal places by 10, 100, etc.
• conversions should include fraction • consolidate their sense of how much 1 millilitre is
and decimal forms to 2 decimal • understand and know the relationship between litres and millilitres
places
• understand and know the relationship between kilolitres and litres and millilitres
Check whether learners have a sense of which units and instruments are
appropriate for measuring which sorts of capacities e.g.
What units would you use if you wanted to measure
• the amount of water you use in a month
numbered gradation lines is more difficult. Learners need to be taught the skills
which include
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MEASUREMENT 4.3 • knowing where to stand to read the measuring jug correctly
Capacity / • knowing how to read the numbered gradation lines and to calculate what the un-
volume numbered gradation lines mean
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
2 litres
1 litre
2 litres
1 litre
• estimation
• adding, subtracting and multiplying in
columns
MATHEMATICS GRADES 4-6
DURATION
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258
measuring Problems, calculations and conversions around mass provide a context for
practising calculating with decimal fractions. Supermarkets with electronic scales
recording often print the mass labels including decimal places e.g. 2,25kg potatoes. These
contexts can be used to practise the reading, writing and understanding of
comparing and ordering decimal fractions, and for rounding off, converting, adding and subtracting decimal
Measuring instruments fractions.
bathroom scales (analogue and digital), In Grade 6 learners work with the same units of mass they worked with in Grades
kitchen scales (analogue and digital) 4 and 5. They also work with the same measuring instruments. Learners need to
and balances • consolidate their sense of how much is 1kg
Units • consolidate their sense of how much is 1g
grams (g) and kilograms (kg) • to understand and know the relationship between kilograms and grams.
Calculations and problem-solving Learners should have a sense of which units are appropriate for measuring which
related to mass include different masses. For example, they need to know which units to use to state the
mass of
Solve problems in context using mass
• a cow
converting between grams and
kilograms conversions should include • a baby
fraction and decimal forms (to 2
• flour for baking a cake
decimal places).
• their own mass
Reading scales and balances
Here the numbered lines show 100 g intervals: 100g; 200g; 300g; 400g; 500g;
600g; 700g.
It is sometimes useful to convert the circular dial into a number line
There are 10 spaces between each 100g.
Each 100g interval has been divided into 10 smaller spaces.
This means that each un-numbered interval shows 100g ÷ 10 = 10g
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.2 Compare, order, sequence masses of up to 9 digits in grams and kilograms
Mass If learners have not in previous grades sequenced containers marked in grams
and kilograms, it is worth doing. Choose examples that allow learners to realize
that the size of a container or the volume it contains is not directly proportional to
the mass because some substances have a greater density than others. Learners
should do exercises from their textbook that ask them to order and compare the
mass of objects including grocery items labelled in grams and kilograms.
Learners should also compare, order, sequence masses stated in different units.
Calculations (including conversions) and problem-solving
Measurement provides a context in which to practise skills acquired in Numbers,
Operations and Relationships. The skills, operations and number rangesusing
grams and kilograms required are given below.
• Rounding numbers up or down to the most appropriate unit of mass
• Rounding off to 5, 10, 100 and 1 000 Measurement especially when focusing on
reading analogue measuring instruments can help learners to understand the
meaning behind rounding up or down
• Addition and subtraction Calculations and problems should include fractional
parts of kilograms expressed either as common fractions or decimal fractions-
up to 2 decimal places
• Multiplication of up to 4-digit by 3-digit whole numbers
• Division of up to 4-digit by 3-digit whole numbers
• Find percentages of whole numbers
• Multiple operations with or without brackets
NUMBERS, 1.1 Number range for counting, See Term 1 notes, but notice the increased number range in the column on the left 1 hour
OPERATIONS ordering, comparing and in Term 2
AND Whole
numbers representing, and place value of
RELATIONSHIPS digits
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Counting,
ordering, • Order, compare and represent
comparing, numbers to at least 9-digit numbers
representing • Represent prime numbers to at least
and place 100
value of digits
• Recognize the place value of digits
in whole numbers to at least 9-digit
numbers
• Round off to the nearest 5, 10, 100
and 1 000
NUMBERS, 1.1 Number range for counting, Learners should get a lot of practice adding and subtracting large numbers. 8 hours
OPERATIONS ordering, comparing and
AND Whole Problem situations can become more complex.
numbers representing, and place value of
RELATIONSHIPS digits Learners can also focus on multiple operations, especially in problem contexts.
Addition and
Subtraction • Order, compare and represent Learners should continue to judge the reasonableness of the solutions and to
numbers at least 9-digit numbers check their answers.
• Represent prime numbers to at least When learners can add and subtract 6 digit numbers confidently, they may
100 beasked to add or subtract very large numbers until more than 6 digits with or
without using calculators. The mental Mathematics programme contains work
• Recognizing the place value of digits on number concept, number facts and mental calculating techniques. Daily
in whole numbers to at least 9-digit work on mental Mathematics combined with daily written calculations will prevent
numbers learners from becoming dependent on calculators and not knowing how to
• Rounding off to the nearest 5, 10, calculate without them.
100 and 1 000
Number range for calculations
• Addition and subtraction of whole
numbers of at least 6-digit numbers
• Multiple operations on whole
numbers with or without brackets
Calculation techniques
Using a range of techniques to
perform and check written and
mental calculations of whole numbers
including:
• estimation
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.1 • adding, subtracting in columns
OPERATIONS Whole • building up and breaking down
AND numbers
RELATIONSHIPS numbers
Addition and • rounding off and compensating
Subtraction
• using addition and subtraction as
inverse operations
• using a calculator
Properties of whole numbers
• Recognize and use the commutative;
associative; distributive properties of
whole numbers
• 0 in terms of its additive property
Solving problems
• Solve problems involving whole
numbers and decimal fractions,
including
-- financial contexts
-- measurement contexts
• Solve problems involving whole
numbers, including comparing two
or more quantities of the same kind
(ratio)
SPACE AND 3.5 Position and views What is different to Grade 5? 3 hours
• 9-digit numbers
• addition and subtraction of whole numbers
• views
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
264
SPACE AND 3.1 Shapes learners need to know and What is different to Term 1? 4 hours
SHAPE name
Properties of Learners draw circles and patterns with circles using a pair of pair of compasses
2-D shapes • Regular and irregular polygons Learners revise and consolidate what they learned in Term 1 (see notes). They
- triangles, squares, rectangles, also spend time working with a pair of compasseses and drawing circles and
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• from our cultural heritage • The pattern I see on the honeycomb looks like a tessellation pattern of
hexagons. I can make this pattern by translating the hexagon.
Enlargement and reductions
• The pattern I see on the bead bracelet looks like a tessellation pattern of
Draw enlargement and reductions of triangles. I can make this pattern by reflecting the triangle.
2-D shapes to compare size and shape
of: • I can make a pattern like the one I see on the doily by translating the
parallelogram.
• triangles
Use symmetry to describe patterns
• quadrilaterals
Learners identify symmetry in patterns.
Although learners are not required to draw the patterns in Grade 6, they often
find patterns easier to describe, once they have copied or made the patterns. It
is useful to link the process of making or copying patterns with the descriptions
of patterns from nature, modern everyday life and our cultural heritage. Often the
geometrical process you use to make a copy of the pattern is not the same as the
original process used to make the pattern. Bees do not tessellate with hexagons
to make a honeycomb, but if learners tessellate with a hexagon, they can make a
pattern that looks similar to the pattern they see in the honeycomb.
Enlargements and reductions
measuring
used as a context for practising reading and calculating with decimal fractions.
recording
Learners need to consolidate their sense of how hot or cold things are when
comparing and ordering described in degrees Celsius. This can be achieved through learning about
common temperature referents, e.g.
Measuring instruments
• The freezing point of pure water is 0oC
thermometers (analogue and digital)
• The boiling point of pure water is 100oC
Units
• The average normal human body temperature is 37oC
degrees Celsius
• daily environmental temperatures
Calculations and problem-solving
related temperature include Reading temperature measurement
Solving problems in contexts related to Learners should read temperatures off pictures of both digital and analogue
temperatures thermometers.
Where possible learners should read temperatures off real of both digital and
analogue thermometers.
Reading temperatures and temperature measuring instruments
Reading analogue thermometers requires learners to be able to read off the
temperature at numbered and un-numbered gradation lines. In thermometers
designed to read the environmental temperatures the un-numbered gradation
lines often refer to whole degrees. In thermometers designed to read human body
temperature the un-numbered gradation lines often refer to fractions of degrees.
Recording and reporting on temperature measurements
Learners should record and report on whole number temperature measurements
read on thermometers. This may involve rounding up or down. They can also
record and report temperatures by using decimal fraction notation e.g. 36,7oC
Calculations and problem-solving related to temperature
Calculations and problem-solving related to temperatures should be limited to
positive whole numbers and decimal fractions
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
NUMBERS, 1.2 Calculations Percentages is a new topic for Grade 6 learners. 5 hours
OPERATIONS
AND Percentages Find percentages of whole numbers Learners have already worked with tenths and hundredths in common fraction form.
RELATIONSHIPS They should start by rewriting and converting tenths and hundredths in common
Equivalent forms: fraction form to percentages. Where denominators of other fractions are factors of
• Recognize equivalence between 10 e.g. 2, 5 or factors of 100 e.g. 2, 4, 5, 20, 25, 50 learners can convert these to
hundredths using what they know about equivalence.
common fraction and decimal fraction
forms of the same number Equivalence between common fractions and percentage
• Recognize equivalence between Learners are not expected to be able to convert any common fraction into its
common fraction, decimal fraction percentage form, merely to see the relationship between tenths and hundredths in
and percentage forms of the same their percentage form. Learners should be able to convert any decimal fraction in
number tenths or hundredths into a percentage.
Calculations
Learners should be able to find percentages of whole numbers e.g. What is 25% of
R300? Here learners use what they know about both converting between percentage
and common fraction form and also what they know about finding fractions of whole
1
numbers e.g. 25% of R30 = 4 of R300 = R75.
ASSESSMENT:
At this stage learners should have been assessed on:
• 2-D shapes
• transformation especially describing patterns
• temperature
• percentages
DATA HANDLING 5.1 Collect data using: Teachers in this phase should ensure that different topics are chosen for data 9 hours
collection in each of the grades.
Collecting • tally marks and tables for recording
and What is different to Grade 5?
organising • simple questionnaires with a (yes/
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
data no type response) order data from The following are new in Grade 6
smallest group to largest group • graphs can include data expressed in percentages. This is important in pie
5.2 Draw a variety of graphs to display and charts, but percentages can also be used in bar graphs or double bar graphs
interpret data including: • collecting data by using simple questionnaires
Representing
data • pictographs (many-to-one • double bar graphs
correspondence)
• the median of a data set
• bar graphs and double bar graphs
Complete a data cycle including drawing a double bar graph: context
5.3 Critically read and interpret data personal data
represented in
Analysing, This is recommended as the Mathematics project in Grade 6
Interpreting • words
The complete data cycle includes posing a question, collecting, organising,
and reporting representing, analyzing, interpreting data and reporting on the data.
• pictographs
data
• par graphs Learners work through the whole data cycle to make an individual double bar
graph using contexts that relate to themselves, their class, their school or their
• double bar graphs family.
• pie charts Suitable topics include:
Analyse data by answering • favourite sports / favourite movies / favourite music / favourite TV programmes /
questions related to: foods or cool drinks/ favourite colours, etc. Include boys versus girls
• data categories, including data • heights of learners in class. Include boys versus girls
intervals
• mass of learners in class. Include boys versus girls
• data sources and contexts
• shoe size of learners in class. Include boys versus girls
• central tendencies (mode and
median) Analysing ungrouped numerical data using measures of central tendency
Summarise data verbally and in Learners find the mode and median of ungrouped numerical data sets.
short written paragraphs that include Suitable topics include:
• drawing conclusions about the data • heights of learners in class
• making predictions based on the data • mass of learners in class
Examine ungrouped numerical data • shoe sizes of learners in class
to determine
• average time taken to get from home to school
• the most frequently occurring score in
the data set called the mode • number of people staying in homes of learners in the class
PATTERNS, 2.1 Investigate and extend patterns In Term 1 learners worked with flow diagrams in order to learn about 5 hours
FUNCTIONS AND
ALGEBRA Numeric • Investigate and extend numeric • multiplication and division as inverse operations
patterns patterns looking for relationships or
• multiplication of units by multiples of ten, multiples of 100 , multiplies of 1 000
rules of patterns:
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
• the associative property of whole numbers and how this property can be used
-- sequences involving a constant
when multiplying numbers.
difference or ratio
Flow diagrams are further developed in this term. Learners also work with
-- of learner’s own creation number sequences.
• Describe observed relationships or Learners have been working with flow diagrams since Grade 4. Towards the end
rules in learner’s own words of Grade 6 the focus can be on “finding the rule”.
Input and output values First these can be flow diagrams in which there is a “one stage rule” i.e. add; or
Determine input values, output values subtract or multiply or divide.
and rules for patterns and relationships Example:
using flow diagrams
Determine the rule
Equivalent forms
Input Output
Determine equivalence of different 1 8
descriptions of the same relationship or Rule
3 24
rule presented
5
40
• verbally
7 56
• in a flow diagram
9 72
• by a number sentence
11 88
Then they can work with examples which have a two-stage rule e.g. multiply and
then add, where one stage is left out
Example:
Determine the rule
Input Output
1 9
Rule
3 19
5
29
+4
6
34
8 44
11 59
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
PATTERNS, 2.1 Example where learners have to find a rule involving 2 operations
FUNCTIONS AND
ALGEBRA Numeric Determine the rule
patterns
Input Output
1 5
Rule 8
2
3
11
6 20
8 26
11 35
Learners can do similar examples using a table format.
Start with a simple example where the rule has one operation.
Input 1 2 3 4 5 6 7 8 9 10
Output 17 34 51 70 170
Learners should state the rule e.g. in this case “input value x17”
Then do more complicated examples where the rule invovles two operations
Input 1 2 3 4 5 6 7 8 9 10
Output 3 3,5 4 4,5 5 7,5
Learners should not only complete the table, because this can sometimes be done
by counting on. They should also try to state the rule e.g. “add 5 to the input value
• 16; 14; 12 …
MATHEMATICS GRADES 4-6
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
272
PATTERNS, 2.1 In the example above learners are subtracting 2 to create the pattern. Learners
FUNCTIONS AND may describe it as a pattern of counting back in twos. Learners should also be
ALGEBRA Numeric given examples which do not start on a multiple of the number they are adding or
patterns subtracting.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Examples:
a) 1; 4; 7; 10; …
b) 87; 66; 45; ...
c) 857; 807; 757; 707; …
Patterns involving a constant ratio:
In the sequence 400, 200, 100, ... all the numbers are multiples of 2 and learners
must divide by 2 to get the next number.
Learners should also be given examples in which the numbers in the sequence
are not multiples of the number they are multiplying or dividing by, e.g. 8; 24; 72;...
Examples of patterns without a constant difference or ratio:
a) 1; 2; 4; 7; 11; 16;
b) 1; 6; 3; 8; 5; 10; 7 ……..
MEASUREMENT 4.1 Practical measuring of 2-D shapes In Grade 6 learners work with the same units of length that they worked with 5 Hours
and 3-D objects by in Grades 4 & 5 .They also work with the same measuring instruments. Check
Length whether learners understand which units and instruments are appropriate for
estimating, measuring, recording, measuring which lengths, heights and distances.
comparing and ordering
Learners should understand which units are appropriate for measuring various
Measuring instruments lengths or distances. They need to know which units to use in order to find:
rulers, metre sticks, tape measures, • the length and width of a desk
trundle wheels
• the distance to the next town
Units
• the length of a nail
millimetres (mm), centimetres (cm),
Learners must know which instrument to use to measure:
metres (m), kilometres (km)
• the length and width of a desk
Calculations and problem-solving
related to length • the length of a classroom
Solve problems in contexts related to • the length of a rugby field
length
What is different to Grade 6? Decimals are introduced.
Conversions include converting This allows learners to express conversions and parts of measures in decimal
between any of the following units: fraction form to one or two decimal places.
millimetres (mm), centimetres (cm),
metres (m) and kilometres (km) Use the contexts of length measurement to practise the reading, writing and
understanding of decimal fractions, and for rounding off, converting, adding and
Conversions should include fraction subtracting with decimal fractions.
and decimal forms (to 2 decimal places)
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS AND SKILLS SOME CLARIFICATION NOTES OR TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.1 Reading instruments for measuring lengths
Length Learners should measure lengths using
• rulers (mm, cm)
• metre sticks (m)
• tape measures (m, cm, mm)
• trundle wheels (in m)
Learners find rulers easy to use for measuring because
• centimetres are always numbered
• there are always 10mm divisions in a centimetre
Stating and recording length measurements
In Grade 6 learners should be given opportunities to record their measurements
using rulers, in decimal fraction from e.g. e.g. the eraser is 2,5cm long.
Tape measures that are longer than 1m and 2m should also be used e.g. builder
tapes or surveyor tapes can be more than 10 metres. The longer measuring
tapes are more difficult to use. Learners can’t only read off the number at the end
of the distance. They also need to know how many metres they have unrolled
the tape. For example, the distance may be 4m and 78cm, but at the end of the
object / distance the tape may only show the number 78. With these longer tape
measures estimation becomes even more important. Recording this in one unit of
measurement can also become more complex: in this example 4,78m or 478cm.
But if the measurement is 4m and 7cm, learners need to remember to convert
correctly into 4,07m or 407cm
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, Mental Mental calculations involving: See the notes in Term 2, but be aware that number ranges have increased. 10 minutes
OPERATIONS Mathematics The increased number ranges are shown in the column on the left. The mental every day
AND • Addition and subtraction facts of:
Mathematics programme should be developed systematically over the year.
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
RELATIONSHIPS -- units
-- multiples of 10
-- multiples of 100
-- multiples of 1000
• Multiplication of whole numbers to at
least 12x12
• Multiplication facts of:
-- units and tens by multiples of 10
-- units and tens by multiples of 100
-- units and tens by multiples of 1 000
-- units and tens by multiples of 10 000
Number range for counting, ordering
and representing, and place value of
digits
• Order, compare and represent
numbers to at least 9-digit numbers
• Represent prime numbers to at least
100
• Recognize the place value of digits
in whole numbers to at least 9-digit
numbers
• Round off to the nearest 5, 10, 100
and 1 000
Calculation techniques
Using a range of techniques to
perform and check written and mental
calculations with whole numbers
including:
• estimation
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
NUMBERS, Mental • adding, subtracting and multiplying in
OPERATIONS Mathematics columns
AND
RELATIONSHIPS • long division
• building up and breaking down
numbers
• rounding off and compensating
• using addition and subtraction as
inverse operations
• using multiplication and division as
inverse operations
Number range for multiples and
factors
• Multiples of 2-digit and 3-digit
numbers
• Factors of 2-digit and 3-digit whole
numbers
• Prime factors of numbers to at least
100
Properties of whole numbers
• Recognize and use the commutative,
associative and distributive properties
of whole numbers
NUMBERS, 1.1 Number range for counting, ordering See Term 1 notes, but notice the increased number range in the column on the left 1 hour
OPERATIONS and representing, and place value of in Term 2
AND Whole
numbers: digits
RELATIONSHIPS
Counting, • Order, compare and represent
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
NUMBERS, 1.2 Describing and ordering fractions This is revision and consolidation of the concepts developed in Term 2. See Term 5 hours
OPERATIONS 1 notes. However, since decimals and percentages have both been done, it is
AND Common • Compare and order common useful to practise equivalence between the common fraction, decimal fractions and
RELATIONSHIPS fractions fractions, including specifically tenths percentage forms of the same number in Term 4.
and hundredths
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MEASUREMENT 4.6 Perimeter Learners are not required to know or apply formulae for the perimeter, area or 7 hours
volume of any shape or object in the Intermediate Phase. Area and volume are
Perimeter, Measure perimeter using rulers or only measured informally in the Intermediate Phase.
area and measuring tapes
volume Perimeter
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
In Grade 6 learners measure the perimeters of shapes and spaces with rulers
and measuring tapes. They are required to state and record this measurement in
standard units: mm, cm, m.
They are also required to work from drawings in which side lengths are specified
in mm / cm / m / km. Here they add up the distances.
At times in Grade 6 they will also count the lengths of the perimeters by counting
the number of sides of square grids on which shapes are drawn or placed. Here
learners need to know that the diagonal distances between corners of a grid
square are longer than the vertical or horizontal distances between corners of a
grid square. No formulae for perimeters of shapes are required
Measurement of area Area
• Continue to find areas of regular and In Grade 6 area measurements continue to be informal. Learners should examine
irregular shapes by counting squares the areas of
on grids
• regular shapes where the sides are all the same length with straight sides
• Develop an understanding of why the
• irregular shapes where the sides are not all the same length with straight sides
area of rectangles can be described
as their length multiplied by their • shapes with curved sides.
width Learners continue to count how many grid squares are covered by the shape. The
area is stated in number of grid squares.
Learners have been stating the areas of shapes in terms of squares counted
since Grade 4. In Grade 6 they should investigate why the area of a rectangle
can be stated as its length multiplied by its width. They are not required to know
this formula off by heart, nor are they required to apply this formula in area
calculations.
The relationship between the area and perimeter of rectangles and squares.
This investigation can be done as an Assessment Task. There are two different
investigations that learners can do.
• If learners are given the perimeter of a rectangle, they can draw a number of
rectangles of differing areas. Does this also work with squares? Similarly if they
are given the area of a square, there will only be one possibility for the length of
the sides. Is this the same for rectangles?
• Investigating the relationship between the areas and perimeters of squares
and rectangles can be combined with the shape and space requirement. Draw
enlargements and reductions of 2-D shapes using grid paper to compare their
size and shape.
CAPS
DURATION
CONTENT AREA TOPICS CONCEPTS and SKILLS SOME CLARIFICATION NOTES or TEACHING GUIDELINES
(in hours)
MEASUREMENT 4.6 Here learners can draw a square or rectangle with specified side lengths. Then
they can investigate what happens to the area of the shape, if the length of one
Perimeter, pair of opposite sides of the shape are doubled or halved.
area and
volume Measurement of volume Volume
• Continue to find volume/capacity of In Grade 6 learners continue to
objects (by packing or filling them.
• count how many cubes or rectangular prisms they use to fill a container.
• Develop an understanding of why the
volume of rectangular prisms can be The volume of the container is stated in number of cubes or rectangular prisms
described as their length multiplied such as boxes or blocks.
by their width multiplied by their • make stacks with cubes or rectangular prisms.
height
The volume of the stack is stated in number of cubes or rectangular prisms such
Investigate the: as boxes or blocks.
• relationship between perimeter and • interpret pictures of:
area of rectangles and squares
-- stacks made of cubes / rectangular prisms so that they are able to state the
• relationship between surface area volume in terms of the number of cubes / rectangular prisms
and volume of rectangular prisms
-- containers filled with cubes / rectangular prisms so that they are able to state
the volume in terms of the number of cubes / rectangular prisms.
MEASUREMENT 4.7 Know how people measured and Here learners should read and discuss a short history of measurement provided in 1 hour
recorded measurement in the past. the textbook.
History of
measurement
ASSESSMENT:
At this stage learners should have been assessed on:
NUMBERS, 1.1 Number range for counting, This is further practice of division of 4-digit numbers by 3-digit numbers done in 7 hours
OPERATIONS ordering, comparing and Term 2. Refer to those notes
AND Whole
numbers representing, and place value of
RELATIONSHIPS digits
Division
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
PATTERNS, Number Number sentences This is a continuation of the work done on number sentences in Term 1. 3 hours
FUNCTIONS AND sentences
ALGEBRA • Write number sentences to describe In this term learners are given practice in writing number sentences to describe
(introduction problem situations problem situations. Learners have the opportunity to practise a mixture of all
to algebraic problem types see the notes on problem types at the end of the grade that they
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
and 344 532 silver DVD players. How many DVD players did he buy altogether?
Missing part of a given sum Farm workers picked 342 345 pears during the morning. After lunch they picked some more. By the
end of the day, they had 866 589 pears. How many pears did they pick after lunch?
CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
Increase and Calculate the result The price of anumber of containers of sugar is R268 231. Water leaked into some of the containers
decrease and the price was decreased by R43 789. Calculae the decreased price of the sugar?
Calculate the change A clothing factory generated R864 328 during November. During December, the amount decreased
to R367 435. How much less money did the factory generate during December than in November?
Calculate the initial result A farmer struggled to sell his farm. He decreased the original price of his farm by R10 456. He sold
the farm for R985 787. What was the original price that the farmer wanted for his farm?
Grouping • Grouping problems that are solved with division and/or A rich man gave 5375 toys packed in boxes to a school. Each box contained 126 toys. How many
repeated subtraction boxes of toys did the school get?
• Answers to problems have or do not have remainders
• Grouping problems that are solved with multiplication This year a company gave 523 boxes of rugby balls to schools. Each box contained 3 126 rugby
and/or repeated addition balls. How many rugby balls did the company give away?
• Answers to problems have or do not have remainders
• Grouping problems in an array form A farmer wants to plant 6 708 apple trees. He wants to plant the same number of trees in each of
156 rows. How many apple trees must he plant in each row?
• These problems can be solved using division (or
repeated subtraction) or multiplication (repeated
addition)
Sharing • Sharing problems can be solved using division/repeated A man owns 346 shops. He bought 8 654 radios on sale and shares them equally between these
subtraction shops. How many radios does each shop get?
• Smaller groups of equal size are formed from a given
quantity or number
• Answers to calculations that have remainders can lead
to the concept of common fractions decimal fractions -
see Grade 4 example
Comparison by Thombi spent R175 322 on building materials for his house. Ziggi spent R25 789 more than Thombi
difference on building materials. How much money did Ziggi spend?
Treating groups Houses in a town need new toilets. 123 toilets will cost the municipality R4 132. How much will 17
as units 835 of these new toilets cost?
CAPS
Problem type Additional notes Examples
Rate • Calculate the total if given rate per object A second hand MP3 player costs R145. How much will 3 445 of the same MP3 players cost?
• Calculate the rate per object 156 pairs of shoes cost R7 020. How much will one pair of the same shoes cost?
• First calculate the rate and then apply it to generate If 12 chairs cost R2 808, how much will 2 567 of the same chairs cost?
more information
Comparison by 5
Zwi collected 132 bottles for recycling. Her friend collected 6 of this number of bottles. How many
ratio bottles did the friend collect?
Proportional Denozo works for 8 days and Chino works for 7 days at a building site. Together they are paid R6
sharing 780. How should the money be shared fairly between the two to show the number of days each
worked?
Part of a whole where the whole is a single object Susan eats one half of a chocolate bar. The remainder is equally divided between two friends. How much does each one
292
Relationship 20
The son earns 100 of what his father earns per month. If his father earns R18 000 per month, how much does the son earn?
Ratio 2
5cup of milk is needed to make 40 biscuits. How many cups are needed for 2 000 biscuits? Or is 10litre of milk enough to
bake 2 000 of these biscuits?
Comparison comparator What is the longest?
6 7
100 of a metre or 10 of a metre of material?
Unit of measurement 2 1
Nomfundo needs 210 metres of rope to make a basked. How many baskets can she make with 285 metres of rope?
Number 8 2 40
Indicate the position of the numbers 0,1; 10 ; 5 ; 1100 on a number line
Fractional parts put together to make a whole (iterative) 20 4
On a sports day, 500 children get: 100 of a bottle of cool drink and 10 of a bar of chocolate. How many bottles and chocolate
bars are needed to serve all the children?
Operator 2
Calculate: 3 x336
MATHEMATICS GRADES 4-6
SECTION 4: ASSESSMENT
4.1 Introduction
Assessment is a continuous planned process of identifying, gathering and interpreting information regarding the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting
evidence of achievement, evaluating this evidence, recording the findings and using this information to understand
and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment
should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the
learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49% required
in Mathematics for promotion purposes.
4.2 Types of assessment
The following types of assessment are very useful in Mathematics and teachers are encouraged to use them to serve
the purpose associated with each.
Baseline assessment: Mathematics teachers who might want to establish whether their learners meet the basic
skills and knowledge levels required to learn a specific Mathematics topic will use baseline assessment. Knowing
learners’ level of proficiency in a particular mathematics topic enables the teacher to plan her/his Mathematics lesson
appropriately and to pitch it at the appropriate level. Baseline assessment, as the name suggests, should therefore
be administered prior to teaching a particular mathematics topic. The results of the baseline assessment should not
be used for promotion purposes.
Diagnostic assessment: It is not intended for promotion purposes but to inform the teacher about the learner’s
Mathematics problem areas that have the potential to hinder performance. Two broad areas form the basis of
diagnostic assessment viz. content-related challenges where learners find certain difficulties to comprehend, and
psycho-social factors such as negative attitudes, mathematics anxiety, poor study habits, poor problem-solving
behaviour, etc. Appropriate interventions should be implemented to assist learners in overcoming these challenges
early in their school careers.
Formative assessment: Formative assessment is used to aid the teaching and learning processes, hence
assessment for learning. It is the most commonly used type of assessment because it can be used in different
forms at any time during a mathematics lesson, e.g. short class works during or at the end of each lesson, verbal
questioning during the lesson. It is mainly informal and should not be used for promotion purposes. The fundamental
distinguishing characteristic of formative assessment is constant feedback to learners, particularly with regard to
learners’ learning processes. The information provided by formative assessment can also be used by teachers to
inform their methods of teaching.
Summative assessment: Contrary to the character of formative assessment, summative assessment is carried out
after the completion of a Mathematics topic or a cluster of related topics. It is therefore referred to as assessment of
learning since it is mainly focusing on the product of learning. The results of summative assessment are recorded
and used for promotion purposes. The forms of assessment presented in Table 4.1 are examples of summative
assessment.
CAPS 293
MATHEMATICS GRADES 4-6
4.3 Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information about learner performance, that can
be used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions,
practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment
may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is
progressing. Informal assessment should be used to provide feedback to learners and to inform planning for teaching,
but need not be recorded. It should not be seen as separate from the learning activities taking place in the classroom.
Self-assessment and peer assessment actively allow learners to assess themselves. This is important as it allows
learners to learn from, and reflect on their own performance. The results of the informal daily assessment tasks are
not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into
account for promotion purposes.
4.4 Formal assessment
Formal assessment comprises School-Based Assessment (SBA) and End of the year Examination. Formal
assessment tasks are marked and formally recorded by the teacher for promotion purposes. All Formal Assessment
tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are
maintained. The SBA component may take various forms. However, tests, examinations, projects, assignments
and investigations are recommended for Mathematics. The Intermediate Phase Mathematics minimum formal
programme of assessment tasks are outlined in Table 4.1
Table 4.1 Minimum requirements for formal assessment: Intermediate Phase Mathematics
Forms Minimum requirements per term Number of
of tasks per Weighting
Term 1 Term 2 Term 3 Term 4 year
assessment
Tests 1 1 1 3
Examination 1 1
SBA Assignment 1 1 2
75%
Investigation 1 1
Project 1 1
Total 2 2 2 2 8*
End of the year
1 25%
Examination
*To be completed before the End of the year Examination
Tests and examinations are individualised assessment tasks and should be carefully designed to ensure that
learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater
for different cognitive levels of learners. Tests and examinations are predominantly assessed using a memorandum.
Assignment, as is the case with tests and examinations, is mainly an individualised task. It can be a collection of
past questions, but should focus on the more demanding work as any resource material can be used, which is not
the case in a task that is done in class under supervision.
294 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
MATHEMATICS GRADES 4-6
Projects are used to assess a range of skills and competencies. Through projects, learners are able to demonstrate
their understanding of different Mathematics concepts and apply them in real-life situations. Caution should however;
be exercised not to give projects that are above learners’ cognitive levels. The assessment criteria should be clearly
indicated on the project specification and should focus on the Mathematics involved and not on duplicated pictures
and facts copied from reference material. Good projects contain the collection and display of real data, followed by
deductions that can be substantiated.
An Investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve
inductive reasoning, identifying or testing patterns or relationships, drawing conclusions, and establishing general
trends. To avoid having to assess work which is copied without understanding, it is recommended that whilst initial
investigation could be done at home, the final write-up should be done in class, under supervision, without access to
any notes. Investigations are assessed with rubrics, which can be specific to the task, or generic, listing the number
of marks awarded for each skill. These skills include
• organizing and recording ideas and discoveries, e.g. diagrams and tables
• communicating ideas with appropriate explanations
• calculations showing clear understanding of mathematical concepts and procedures
• generalizing and drawing conclusions.
The forms of assessment used should be appropriate to the age and cognitive level of learners. The design of these
tasks should cover the content of the subject and designed to achieve the broad aims of the subject. Appropriate
instruments, such as rubrics and memoranda, should be used for marking. Formal assessments should cater for a
range of cognitive levels and abilities of learners as shown in Table 4.2.
CAPS 295
MATHEMATICS GRADES 4-6
Table 4.2 Cognitive levels
Description of skills to be
Cognitive levels Examples
demonstrated
• Estimation and appropriate 1. Write down the next three numbers in the sequence: 103; 105;
rounding off of numbers 107…[Grade 4]
• Straight recall
Knowledge • Identification and direct use of 2. Determine the factors of 64 [Grade 5]
(≈25%) correct formula
• Use of mathematical facts
• Appropriate use of mathematical 3. Write down the prime numbers that are factors of 36 [Grade 6]
vocabulary
• Perform well-known procedures 1. Determine the value for if x + 4 = 10. [Grade 4]
• Simple applications and 2. Use three different techniques of calculating 488 16
calculations, which might involve [Grade 5]
many steps
Routine 1 3 1
3. Calculate: 1 5 + 10 – 2 . [Grade 6]
procedures • Derivation from given information
may be involved
(≈45%)
• Identification and use (after
changing the subject) of correct
formula generally similar to those
encountered in class
• Problems involving complex 1. Peggy is 4 years old and Jock is 8 years old. Determine the
calculations and/or higher order ratio between their ages. Write the ratio in simplest fractional
reasoning form. [Grade 4]
• Investigations to describe rules 2. Investigate the properties of rectangles and squares to identify
and relationships - there is often similarities and differences. [Grade 5]
Complex not an obvious route to the
procedures 3. There were 20 sweets in the packet. William and his friend ate
solution 2
(≈20%) 5 of the sweets. How many sweets are left? [Grade 6]
• Problems not based on a real
world context - could involve
making significant connections
between different representations
• Conceptual understanding
• Unseen, non-routine problems 1. The sum of three consecutive whole numbers is 27. Find the
(which are not necessarily numbers. [Grade 4]
difficult)
2. Heidi divided a certain number by 16.He found an answer of
Problem- solving • Higher order understanding and 246 with a remainder of 4. What is the number? [Grade 5]
(≈10%) processes are often involved 3. Busi has a bag containing six coloured balls: 1 blue, 2 red ball
• Might require the ability to and 3 yellow balls. She puts her hand in the bag and draws a
break the problem down into its ball. What is the chance that she will draw a red ball? Write the
constituent parts answer in simplest fractional form. [Grade 6]
4.5 Recording and reporting
Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment
task. It indicates the learner’s progress towards the achievement of the knowledge as prescribed in the National
Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the
learner’s conceptual progression within a grade and her/his readiness to be promoted to the next grade. Records of
learner performance should also be used to verify the progress made by teachers and learners in the teaching and
learning process.
Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Primary schooling is a critical period for the acquisition of foundational Mathematics skills and conceptual knowledge.
296 CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS)
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Reporting of learner performance is therefore essential and should not be limited to the quarterly report card. Other
methods of reporting should be explored, e.g. parents’ meetings, school visitation days, parent-teacher conferences,
phone calls, letters. These extreme, but worthwhile modalities will ensure that any underperformance is communicated
promptly and appropriate measures of intervention are implemented collaboratively by teachers and parents. Formal
reporting is done on a 7-point rating scale.
Table 4.3: Scale of achievement for the National Curriculum Statement Grades 4 - 6
RATING CODE DESCRIPTION OF COMPETENCE PERCENTAGE
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29
4.6 Moderation of assessment
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation
should be carried out internally at school and/or externally at district, provincial and national levels. Given that the
promotion of learners in the Intermediate Phase is largely dependent upon the SBA (which contributes 75%) the
moderation process should be intensified to ensure that:
• learners are not disadvantaged by invalid and unreliable assessment tasks,
• quality assessment is given and high but achievable standards are maintained.
4.7 General
This document should be read in conjunction with:
4.7.1 National policy pertaining to the programme and promotion requirements of the National Curriculum
Statement Grades R-12; and
4.7.2 National Protocol for Assessment Grades R-12.
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CAPS 299
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