VV

PLANNER & TRACKER

2021 - 2023
FOR RECOVERY ANNUAL
TEACHING PLAN (ATP)
MATHEMATICS

GRADE 1 TERM 2
Helping teachers and learners to catch up with learning
losses, master new content and acquire skills for the future.

Department of Basic Education 222 Struben Street, Pretoria

Call Centre: 0800 202 933 callcentre@dbe.gov.za
Switchboard: 012 357 3000
• Please note that a Maths structured learning programme that includes daily lesson plans,
big books, reading worksheets and classroom resources is available for download from
www.nect.org.za
• This is a zero-rated website, so there are no data costs for downloads.
• This document can be used independently of the structured learning programme.
CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 6

WEEKLY PLANNER AND TRACKER 6

ASSESSMENT RATIONALE AND RESOURCES 18

ITEM BANK FOR WRITTEN ASSESSMENTS: EXEMPLARS 23

SKILLS MASTERY ASSESSMENTS 33

SKILLS MASTERY EXEMPLARS 36

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ABOUT THE PLANNER AND TRACKER
This 2022 Revised Recovery Curriculum and Assessment Planner and Tracker is provided by the
National Education Collaboration Trust (NECT) on behalf of the Department of Basic Education
(DBE)! We hope that this programme provides you with additional skills, methodologies and content
knowledge that you can use to teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) to eliminate poverty and
reduce inequality by the year 2030. Improving education is an important goal in the NDP which
states that 90% of learners will pass Maths, Science and languages with at least 50% by 2030. This is
an ambitious goal for the DBE to achieve on its own, so the NECT was established in 2015 to assist in
improving education.

The NECT has successfully brought together groups of people interested in education so that we can
work collaboratively to improve education. These groups include the teacher unions, businesses,
religious groups, trusts, foundations and NGOs.

PURPOSE OF PLANNER AND TRACKER

1) To mediate the amendments of the trimmed and re-organised 2021 Annual Teaching Plan
including School-Based Assessments for Mathematics Grade 1.
2) To ensure that meaningful teaching continues during the remaining teaching time as per the
school calendar for TERM 2.
3) To assist teachers with guided pacing and sequencing of curriculum content and assessment.
4) To enable teachers to cover the core skills and knowledge in each grade within the available
time.
5) To assist teachers with planning for the different forms of assessment.
6) To ensure learners are adequately prepared for the subsequent year/s in terms of skills,
knowledge, attitudes and values.

PREAMBLE
It must be emphasized that 2021 mathematics content coverage by teachers were impacted by
COVID-19. Schools were particularly disrupted by the fact that learners only attended school for 50%
of the time and had to endure variations of the rotation system implemented in the schools.
Disruption in schools has also meant disruption in different forms of assessment, so it’s been hard to
fully pin down exactly how much the school closures and transitions in and out of virtual learning
have affected students’ mathematical learning, but the evidence so far doesn’t bode well.

Curriculum coverage in 2022 must be viewed and implemented in term 2, in the light of some
contextual realities that includes the following:
1) 2021 was an abnormal year in terms of content coverage. Learners have progressed to a
higher grade level without learning all the core skills required for that grade.
2) Some learners were not in school for most of 2020 and perhaps for most of 2021.
3) Mathematics is almost always formally learned at school. Many of our parents are often less
well-equipped to help their children with mathematics, at a time when parent support can
be even more crucial to student progress. This means that the burden falls directly on our
teachers.
3
4) Broader stress and trauma related to the pandemic may worsen existing mathematics
anxiety in some students, and mathematics anxiety can exacerbate students’ other stress
while in class.
Awareness of the above challenges and the consequent assumptions that emerge out of it, is crucial
for the implementation of the Revised ATPs emphasizing the recovery of skills not yet mastered in
mathematics. This Planner and Tracker is in alignment with the theme of recovery of skills not learnt
and covers the following:
1) aims to ensure that the critical skills, knowledge, values and attitudes outlined in the ATPs
are covered over this time period.
2) Curriculum Reorganisation and Trimming for this term purports to reduce the envisaged
curriculum to manageable core content , skills, knowledge, attitudes and values to enhance
deep and meaningful learning.
3) The Planner and Tracker clearly define the core knowledge, skills, attitude to be taught and
assessed more specifically to guide and support teachers.
4) It also aligns curriculum content and assessment to the available teaching time.
5) Be used as planning tool to inform instruction during the remaining school terms.

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS DATES TEACHING DAYS
Term 1 10 January - 17 March 47 (10 weeks)
Term 2 5 April – 24 June 53 (12 weeks) – 6 holidays
Term 3 19 July – 30 September 54 (11 weeks) – 2 holidays
Term 4 11 October - 14 Dec 47 (10 weeks)

NOTES:
TEACHING APPROACH in this term assumes that ALL learners are attending schools and the
Rotation system may not be implemented meaning that schools may implement normal
timetable.
NECT TERM 2 Planner and Tracker will maintain the Rotation process used in 2021,
especially for schools who found this process useful.
NECT TERM 2 Planner and Tracker has 53 teaching and learning days, of which 15 days are
used for formative and summative Assessment days.
NECT Term 2 Planner and Tracker focuses on Deep learning through assessment for learning
- There is no time for assessment that does not inform the way forward. Teachers should
consolidate, revise and remediate through error analysis that leads to skills mastery.

ROTATION ROUTINE

REMEMBER: The teacher must employ group teaching based on principles of differentiation – cater
for the needs of every learner by making sure every learner masters the fundamental skills in
mathematics. The teacher is also mindful to plan well for effective for assessment for learning to
inform the remediation and teaching, through the skills mastery approach applied in this Planner
and Tracker.

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GROUP ORGANIZATION: Below is a guide to support the teacher with organising the learners into at
least 3 groups, bigger classes will have more groups… based on the need for rotation – noting that all
our learners were expected to attend school from the beginning of term 1.

• if the class size is approx. 36.

• divide the class into 3 groups – to facilitate teaching, this also helps the teacher to recognise
the learning potential of her 36 learners.
• groups can be differentiated/ ability groups or mixed groups – decide which will suit
effective teaching and learning best for your context.
• practice one of the 2 rotation of group methods below.
• be mindful that effective teaching and learning aims to lay solid foundations for learning
hence the teacher must be well organised and plan every day to deliver nothing but the
best!

BELOW IS THE 3 WEEK CYCLE FOR ROTATION OF GROUPS

WEEK 1
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY (1 x 3, 2 x 4, 3 x 3)
Group 1 and 2 Group 2 and 3 Group 3 and 1 Group 1 and 2 Group 2 and 3

WEEK 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY (1 x 4, 2 x 3, 3 x 3)
Group 3 and 1 Group 1 and 2 Group 2 and 3 Group 3 and 1 Group 1 and 2

WEEK 2
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY (1 x 3, 2 x 3, 3 x 4)
Group 2 and 3 Group 3 and 1 Group 1 and 2 Group 2 and 3 Group 3 and 1

ALTERNATIVELY: Some teachers prefer to embrace a group orientation whereby they teach each
group daily.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

The plus factor here is that the teacher managers to teach the third group daily and the other groups
will be able to complete more written work independently at the tables.

TEACHING TIME
Since there are 7 hours allocated for Mathematics, the following is a suggested plan.
WEEK: 7 hrs

Counting 5 min
Consolidation of Concepts 10 min
New Concept – class activity 20 min
Group work 24 × 2 groups = 48 min

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CONTENT COVERAGE

CORE DID ALL LEARNERS MASTER 2021 AND TERM 1 NEW

QUESTIONS SKILLS? CONCEPTS/CONTENT

RECOMMEN- 1. Implement at least two Skills Mastery (SM) NEW

DATION formative assessments every week. CONCEPTS/CONTENT
2. Consolidation of Concepts – 10 minutes – twice a
week apply 5-item SM assessments.
3. Teacher – can use SM as individual, pair, small
group, or whole class activity.
4. Aim – to consolidate, remediate and work towards
mastery.
5. Record – monitor learners who have learning gaps
in the REFLECTION section of the Tracker

WEEKLY PLANNER AND TRACKER

RECOMMENDATION
DIAGNOSTIC TERM 2: Implement DBE Diagnostic – see exemplar – or any similar diagnostic – Based
on 2021 and term 1 core skills (counting, place value, number recognition and operations, etc)
6
WHEN: Day 1, allow learners to complete individually and/or work with ability groups based on your
classroom context.
NUMBER OF ITEMS: Grade 1 = 10 - 15 items – depending on your context and ability groups
ITEM BANK: Items can be from previous:
1) BASELINE/READINESS assessment, 2) Assessment Resources in this TRACKER or 3) the DBE
Item Bank and 4) PREPARATION: Test, Marking Guideline/s, Marksheet and apparatus.

5 – 8 April 2022 (four-day week)

Week 1
Day ATP content, concepts, skills DBE workbook 1 Resources D
at
e
1 HOLIDAYS
Baseline: (Revision/consolidation of Term 1
2
core skills)
Baseline: (Revision/consolidation of Term 1core
3
skills)
Number 6: representing the number 6. Identify, Worksheet 33 Number symbol and name card (6
recognise, read and write number symbol 6 and (pp. 70, 71) six) (see Printable Resources),
4 the number name six number tracing card (6)
(See Printable Resources)
Number 7: representing the number 7. Identify, Worksheet 34
Number symbol and name card (7
recognise, read and write number symbol 7 and (pp. 72, 73)
seven) (see Printable Resources),
5 the number name seven number tracing card (7)
(See Printable Resources)
Week 1 Assessment Activity: ORAL and PRACTICAL – INFORMAL Mark:
/7
CAPS: Numbers, operations and relationships: Counting
Activity: Assess the learners’ ability to count objects to 20
Mark (percentage) Criteria – Rubric
1 (0%–29%) Unable to count less than 20 objects reliably
2 (30%–39%) Counts out less than 20 objects reliably, saying the names with errors most times

3 (40%–49%) Counts out up to 20 objects reliably, saying the names in sequence with a few errors most
times
4 (50%–59%) Counts out 20 objects reliably, saying the names in sequence with a few errors sometimes
5 (60%–69%) Counts out 20 objects reliably, saying the names correctly in sequence
6 (70%–79%) Counts out more than 20 objects reliably, saying the names in sequence correctly
7 (80%–100%) Counts out more than 20 objects reliably, saying the names in sequence correctly and
confidently
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
Representing the number 6 Struggling Learners Names:
Representing the number 7

HOD: Date:

7
11 – 14 April 2022 (four-day week)
Week 2
Day ATP content, concepts, skills DBE Workbook Resources Date
1
Number 8: representing the number 8. Worksheet 35 Number symbol and name card
Identify, recognise, read and write number (pp. 74, 75) (8 eight) (see Printable
6 symbol 8 and the number name eight Resources), number tracing card
(9)(See Printable Resources)
Number 9: representing the number 9. Worksheet 36 Number symbol and name card
Identify, recognise, read and write number (pp. 76, 77) (9 nine) (see Printable
7
symbol 9 and the number name nine Resources), number tracing card
(9) (See Printable Resources)
Number 10: representing the number 10. Worksheet 38 Number symbol and name
Identify, recognise, read and write number (pp. 80, 81) card (10 ten) (see Printable
8 symbol 10 and the number name nine Resources), number tracing
card (10) (See Printable
Resources)
Worksheet 39 Number cards (1–10) (see
(pp. 82, 83) Printable Resources), counters
9 Understand numbers 1–10 (e.g., bottle tops), flashcards:
more, less, the same as
Written assessment item 1
10 Public Holiday
Week 2 Assessment Activity: ORAL – FORMAL Mark:
CAPS: Numbers, operations and relationships: Numbers 1 to 10 /7
Activity: Assess the learners’ ability to recognise, read and write the number symbols 1 to 10
Mark (percent) Criteria – Rubric
1 (0%–29%) Unable to recognise, read and write any of the number symbols from 1 to 10
2 (30%–39%) Able to recognise, read and write the number symbols from 1 to 5
3 (40%–49%) Able to recognise the symbols 1 to 10 but can read and write the number symbols
from 1 to 5
4 (50%–59%) Able to recognise the symbols 1 to 10 but read and write the number symbols from 1 to
10 with much assistance
5 (60%–69%) Able to recognise the symbols 1 to 10 but read and write the number symbols from 1 to
10 with a little assistance
6 (70%–79%) Able to recognise, read and write the number symbols 1 to 10
7 (80%–100%) Able to recognise, read and write the number symbols 1 to 10 and more

Reflection

8
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next
Identify, recognise, read and write number symbol 8 and the time? Why?
number name eight
Identify, recognise, read and write number symbol 9 and the Struggling Learners
number name nine Names?
Identify, recognise, read and write number symbol 10 and the
number name ten
Use fingers to make numbers 1 to 10 HOD:
Practice writing the numbers in words
Date:

19 – 22 April 2022 (four-day week)

Week 3
Da ATP content, concepts, skills DBE Resources Date
y Workbook 1
11
Public Holiday

12 Numbers 1–10: identify fewer Counters, Unifix blocks

objects. Write from smallest to Worksheet 41 Written assessment item 2 and 3
biggest on number lines. Apply (pp. 86, 87)
more than, less than concepts.
13 Conservation of number: Counters, forks, spoons
Worksheet 42
matching same/ not same objects.
(pp. 88, 89)
Identify more, equal, less.
14 Shape cut-outs (see Printable
Worksheet 64b
Resources), scrap paper, shapes to
2-D shapes: Colour the shapes colour (see Printable Resources)
(pp. 138, 139)
Written assessment item 18
15 Complete and consolidate the week’s assessment and work

Week 3 Assessment Activity: ORAL – INFORMAL

CAPS: Numbers, operations and relationships: Numbers 1 to 50 Mark:
Activity: Assess the learners’ ability to count forwards and backwards in ones between /7
1 and 50
Mark (percentage) Criteria – Rubric
1 (0%–29%) Cannot count verbally forwards and backwards in ones between 1 and 50
2 (30%–39%) Needs constant assistance to count forwards and backwards in ones between 1 and 50

3 (40%–49%) Counts verbally forwards and backwards in ones between 1 and 50 with some assistance
4 (50%–59%) Counts verbally forwards but not backwards in ones between 1 and 50
5 (60%–69%) Counts verbally forwards and backwards in ones between 1 and 50 but makes 1 error
6 (70%–79%) Counts verbally independently forwards and backwards in ones between 1 and 50
7 (80%–100%) Independently and consistently counts verbally forwards and backwards in ones between
1 and 50 and beyond

Reflection

9
 DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change
Identify fewer objects. next time? Why?
Write from smallest to biggest on number lines.
Apply more than, less than concepts.
Matching same/ not same objects. Struggling Learners
Identify more, equal, less. Names?
Colour the shapes

HOD:

Date:

25 – 29 April 2022 (four-day week)

Week 4
Day ATP content, concepts, skills DBE workbook 1 Resources Date
16 Capacity and volume: Identify Worksheet 37 Variety of containers, sand or
full or empty. (pp. 78, 79) water, cups, mugs, 2 litre bottle,
500 ml bottle, flash cards: full,
empty
Written assessment item 19
17 Capacity and volume: Identify Worksheet 40 Variety of 2 litre and 1 litre
more than in containers. Identify (pp. 84, 85) containers, a 500 ml jug, some large
less than in containers. jugs, sand or water
18 PUBLIC HOLIDAY
19 Worksheet 43 Counters, number symbol cards
Addition up to 10: Use counting (pp. 90, 91) (1–10) (see Printable Resources),
on strategy flashcards: and makes and + (per
learner – see Printable Resources)
20 Complete and consolidate the week’s assessment
and work
Week 4 Assessment Activity: WRITTEN – FORMAL Mark:
CAPS: Measurement: Capacity /7
Activity: Assess the learners’ ability to use vocabulary (full and empty), order and
compare amounts in containers according to capacity and estimate and measure
capacity using non- standard measures
Mark Criteria – Rubric
(percentage)
1 (0%–29%) Use vocabulary such as full and empty
2 (30%–39%) Use vocabulary such as the same as, full and empty
3 (40%–49%) Use vocabulary such as more than and less than, same as, full and empty
4 (50%–59%) Order the amount of liquid that two containers can hold if filled
5 (60%–69%) Order and compare the amount of liquid that two containers can hold if filled
6 (70%–79%) Estimate the capacity of containers by using non-standard measures
7 (80%–100%) Measure the capacity of containers by using non-standard and standard measures
Reflection

10
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY What will you change next time?
ABLE TO: Why?
Identify full or empty.
Identify more than in containers.
Identify less than in containers. Struggling Learners Names:
Use counting on strategy

HOD:

Date:

3 – 6 May 2022 (four-day week)

Week 5
Day ATP content, concepts, skills DBE Resources Dat
workbook 1 e
21
PUBLIC HOLIDAY

22 Worksheet 45
Unifix blocks, counters, number
Addition: Building up numbers up to 10 by symbol cards (1–10) (see Printable
(pp. 94, 95)
counting on. Adding in context of worded Resources), flashcards: +, makes and
problems. Adding on the number lines. = (see Printable Resources)
Filling in missing numbers.
Written assessment item 5, 6, 7
23 Worksheet 46 Unifix blocks, counters, number
Addition: Building up numbers up to 10 by symbol cards (1–10) (see Printable
(pp. 96, 97)
counting on. Adding in context of worded Resources), flashcards: +, makes and
problems. Adding on the number lines. = (see Printable Resources)
Filling in missing numbers.
Written assessment item 9, 10
24 Worksheet 47 Pictures of tricycles/cows/hands
(pp. 98, 99) (collect from old magazines/
Doubling and Halving: use real life newspapers and bring them to the
examples to double or half. lesson), Unifix blocks, counters
Written assessment item 8
25 Complete and consolidate the week’s assessment and work

Week 5 Assessment Activity: ORAL – FORMAL Mark:

CAPS: Numbers, operations and relationships /7
Activity: Assess the learners’ ability to do addition and subtraction word problems
Mark (percentage) Criteria – Rubric
1 (0%–29%) Makes no attempt to read word problems
2 (30%–39%) Attempts to read word problems but does not understand the questions
3 (40%–49%) Able to read and interpret word problems with assistance from peers/the teacher
4 (50%–59%) Able to read and interpret word problems and makes an attempt to record a numeric
solution but without success
5 (60%–69%) Able to read and interpret word problems, uses a diagram/table and records numeric
solutions successfully for addition problems
6 (70%–79%) Able to read and interpret word problems, uses a diagram/table and records numeric
solutions successfully for addition and subtraction problems
7 (80%–100%) Able to read and interpret and solve word problems competently
Reflection

11
 DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
Building up numbers up to 10 by counting on.
Adding in context of worded problems.
Struggling Learner names:
Adding on the number lines.
Filling in missing numbers.
Use real life examples to double or half.

HOD:

Date:

9 – 13 May 2022
Week 6
Day ATP content, concepts, skills DBE Resources Dat
workbook 1 e
26 Geometric patterns: extend Worksheet 64a Pattern strips (see Printable Resources ),
pattern by one more. (pp. 136, 137) shape cut-outs (see Printable
Resources), beads and string
27 2s patterns to 20: Draw lines to Worksheet 51 1–20 number boards (see Printable
match numbers. Complete patterns (pp. 108, 109) Resources), 1–20 number line (see
by colouring numbers. Show Printable Resources), 1–20 number cards
jumps/hops on the number line (see Printable Resources), counters
28 5s patterns to 20: use groups of Worksheet 56 1–20 number boards (see Printable
five to count. Write down sums of (pp. 118, 119) Resources), 1–20 number line (see
fives. Printable Resources), 1–50 number cards
(see Term 1 and 2 Printable Resources),
counters
Written assessment item 17
29 10s patterns: Fill in missing Worksheet 59 Counters, Unifix cubes, string, containers
numbers on a number line. Complete (pp. 124, 125)
the number board.
30 Complete and consolidate the week’s assessment and
work
Week 6 Assessment Activity: PRACTICAL – FORMAL Mark:
CAPS: Space and shape: Recognise and name 2-D shapes /7
Assess the learners’ ability to name and compare 2-D shapes (circles, triangles and squares) in geometric
patterns
Mark Criteria – Checklist (1 mark for each criterion achieved)
1 Able to recognise and name circles
1 Able to recognise and name squares
1 Able to recognise and name triangles
1 Able to identify simple geometric patterns made using circles, triangles and squares in familiar
orientations
1 Able to identify geometric patterns made using circles, squares and triangles in unfamiliar
orientations
1 Able to copy geometric patterns made using circles, squares and triangles
1 Able to extend geometric patterns made using circles, squares and triangles

Reflection

12
DID ALL THE LEARNERS LEARN THE What will you change next time? Why?
WEEKLY SKILLS? ARE THEY ABLE TO:
extend pattern by one more.
2s patterns to 20: Draw lines to match
Struggling Learners Names:
numbers. Complete patterns by
colouring numbers. Show jumps/hops
on the number line
5s patterns to 20: use groups of five to
count. Write down sums of fives.
10s patterns: Fill in missing numbers HOD: Date:
on a number line. Complete the
number board.

16 – 20 May 2022
Week 7
Day ATP content, concepts, skills DBE workbook Resources Date
1
31 Collecting and organising data: Worksheet 44 Unifix cubes, counters, bottle tops,
Sort data. Make drawing of sorted (pp. 92, 93) shapes (see Printable Resources),
data. leaves (optional)
Written assessment item 20
32 Groups of 2 up to 10: solve Worksheet 49 Pictures with pairs of shoes/hands/
problems in worded context. (pp. 104, 105) bicycles (collect and cut out from old
magazines etc.), counters
Written assessment item 11
33 2s – Repeated addition up to 10:Worksheet 50 Pictures of people and animals
Write sums for pictures. From sums (pp. 106, 107) (collect and cut out from old
draw pictures magazines, etc.), counters
Written assessment item 12
34 Patterns of two up to 20: match Worksheet 51
numbers to the number line. (pp. 108, 109)
Complete patterns.
35 Complete and consolidate the week’s assessment and
work
Week 7 Assessment Activity: ORAL – FORMAL Mark:
CAPS: Data handling /7
Activity: Assess the learners’ ability to collect, sort and organise data
Mark (percentage) Criteria – Rubric
1 (0%–29%) Unable to collect or sort data
2 (30%–39%) Able to collect data but not able to sort the data
3 (40%–49%) Able to collect data and sort data with assistance
4 (50%–59%) Able to collect data and sort data without assistance
5 (60%–69%) Able to collect data, sort data and make a drawing of the sorted data but does make
some mistakes
6 (70%–79%) Able to collect data, sort data and make a drawing of the sorted data without making
mistakes
7 (80%–100%) Able to collect data, sort data and make a drawing of the sorted data and to answer
questions about the data
Reflection

13
 DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
Sort data.
Make drawing of sorted data. Struggling Learners Names:
Make groups of 2 up to 10
Solve problems in worded context.
Repeated addition in twos up to 10
Write sums for pictures. HOD:
From sums draw pictures Da
Make patterns of two up to 20 te:
Match numbers to the number line.
Complete patterns.

23 – 27 May 2022
Week 8
Day CAPS content, concepts, skills DBE workbook Resources Date
1
36 Groups of 3 up to 10: make Worksheet 52 Pictures of tricycles or things grouped in
groups of three in context. Write (pp. 110, 111) threes (collect and cut out from old
number sentences. magazines, etc.), counters, Unifix cubes
37 3s – Repeated addition up to 10. Worksheet 53 Shape cuts outs – triangles (see
Draw shapes to show sums. Write (pp. 112, 113) Printable Resources), counters, Unifix
sums for given pictures cubes
38 Groups of 4 up to 10: count the Worksheet 54 Pictures of various wild animals /cars
shapes and write the numbers. Make (pp. 114, 115) (collect and cut out from old magazines,
groups of four. etc.), Unifix blocks, counters
39 4s – Repeated addition up to 10: Worksheet 55 Pictures of 2 giraffes/2 zebras/ other
counting number of legs in context. (pp. 116, 117) animals (collect and cut out from old
magazines, etc.), Unifix blocks,
counters, variety of objects to count
Written assessment item 13
40 Consolidation assessment 3 plus remediation

Week 8 Assessment Activity: ORAL – FORMAL Mark:

CAPS: Patterns and algebra: Number patterns /7
Activity: Assess the learners’ ability to count forwards and backwards in 2s, 3s, 4s and 5s to 50
Mark Criteria – Checklist (1 mark for each criterion achieved)
1 Able to count forwards and backwards in 2s to 20
1 Able to count forwards and backwards in 3s to 20
1 Able to count forwards and backwards in 4s to 20
1 Able to count forwards and backwards in 5s to 20
1 Able to add 3s using repeated addition
1 Able to add 4s using repeated addition
1 Able to use groups of 3s and 4s to solve word problems

Reflection

14
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY ABLE TO: What will you change next
Make groups of 3 up to 10 time? Why?
Make groups of three in context.
Write number sentences.
Repeated addition in threes up to 10. Struggling Learners Names:
Draw shapes to show sums of three.
Write sums of three for given pictures
Make groups of 4 up to 10 HOD:
Count the shapes in 4s and write the numbers.
Date:
Repeated addition in 4s up to 10.
Counting number of legs in fours in context.

30 May – 3 June 2022

Week 9
Day ATP content, concepts, skills DBE Workbook 1 Resources Date

41 Groups of five up to 10: Worksheet 58 Pictures of the Big Five or other

make groups of fives. Write (pp. 122, 123) animals (collect and cut out from old
sums for pictures of fives. magazines, etc.), Unifix blocks,
counters, string
Written assessment item 14
42 5s – Repeated addition up to Worksheet 57 Pictures of two footprints in the sand
10. Count using fingers and (pp. 120, 121) (collect and cut out from old magazines
toes. Write sums for groups of etc. or draw your own), Unifix blocks,
five. counters, variety of objects to count
43 Money: Match amounts of Worksheet 60a Money coin cut-outs (see Printable
money. Identify notes of (pp. 126, 127) Resources)
highest value. Written assessment item 15
44 Money. Identify like coins and Worksheet 60b Money coin cut-outs (see Printable
its value. Select coins to get to (pp. 128, 129) Resources)
a particular number/value. Written assessment item 16

45 Complete and consolidate the week’s assessment and

work
Week 9 Assessment Activity: PRACTICAL – INFORMAL Mark
CAPS: Numbers, operations and relationships: Money /7
Activity: Assess the learners’ ability to recognise and identify the South African currency
coins: 10c, 20c, 50c, R1, R2 and R5
Mark Criteria – rubric
(percentage)
1 (0%–29%) Does not recognise South African coins even when prompted
2 (30%–39%) Able to recognise SA cents coins (10c, 20c and 50c)
3 (40%–49%) Able to recognise SA cents and rands coins (10c, 20c, 50c, R1, R2 and R5)
4 (50%–59%) Able to recognise all SA coins and can exchange between cents coins of different
values not over 50c
5 (60%–69%) Able to recognise all SA coins and can exchange between cents coins of different for
values over 50c
6 (70%–79%) Able to recognise all SA coins and able to exchange between rands coins and cents
coins separately
7 (80%–100%) Recognises all SA coins and able to make exchanges between any given coins
15
 Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY What will you change next time?
ABLE TO: Why?
Make groups of five up to 10
Write sums for pictures of fives.
Repeated addition in fives up to 10.
Count using fingers and toes. STRUGGLING LEARNERS:
Write sums for groups of five.
Match amounts of money. Identify notes of highest value. HOD:
Identify like coins and its value.
Select coins to get to a particular number/value. Date:

6 – 10 June 2022
Week 10
Day CAPS content, concepts, DBE Resources Date
skills Workbook 1
46 Money: total the coins. Add coins Worksheet 61 Money coin cut-outs (see Printable
to give a total. (pp. 130, 131) Resources), shop items (see
Printable Resources)

47 Money: give coins and find what Worksheet 62 Money coin cut-outs (see Printable
is left in change. (pp. 132, 133) Resources)

48 2-D shapes: Complete given Worksheet 48a (pp. Shape cut-outs (see Printable
shapes. List the names of given 100, 101) Resources), shapes to colour (see
shapes. Use cut-outs to make Worksheet 48b (pp. Printable Resources)
shapes. Sort the shapes. Make 102, 103)
drawings of your sorted shapes
49 2-D shapes: Identify shape. Worksheet 63 Shape cut-outs (see Printable
Identify Orientation. Identify (pp. 134, 135) Resources), shapes to colour (see
position. Printable Resources), cardboard
shapes (make your own using different
colours)
Written assessment item 18.
50 Complete and consolidate the week’s assessment and
work
Week 10 Assessment Activity: PRACTICAL – INFORMAL Mark:
CAPS: Space and shape /7
Activity: Assess the learners’ ability to recognise, sort and compare 2-D shapes (circles,
triangles and squares)
Mark Criteria – Rubric
(percentage)
1 (0%–29%) Able to recognise and name circles
2 (30%–39%) Able to recognise and name squares and circles
3 (40%–49%) Able to recognise and name triangles, squares and circles
4 (50%–59%) Able to recognise and compare circles, squares and triangles in familiar orientations according to
shape and colour
5 (60%–69%) Able to recognise, sort and compare circles, squares and triangles in unfamiliar orientations
according to shape, colour and size
6 (70%–79%) Able to recognise, sort and compare circles, squares and triangles in any orientation according to
shape, colour and size
7 (80%– Able to describe, sort and compare circles, squares and triangles in any orientation according to
100%) shape, colour and size; and types of sides (round/straight)
Reflection

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DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
Total the coins. Struggling Learners Names:
Add coins to give a total.
Give coins and find what is left in change.
Complete the given 2-D shapes. HOD:
List the names of given shapes.
Use cut-outs to make shapes.
Sort the shapes. Date:
Make drawings of your sorted shapes
Identify 2-D shapes.
Identify Orientation of 2-D shapes.
Identify position of objects.

13 – 15 June 2022 (three-day week)

Week 11
Day CAPS content, concepts, DBE Resources Date
skills Workbook 1
51 2-D shapes: Identify 2-D shapes Worksheet 64b (pp. Shape cut-outs (see Printable
138, 139) Resources), scrap paper, shapes to
colour (see Printable Resources)
52 Length and position: Identify Worksheet 12a
longest or shortest length. Choose (pp. 24, 25)
the correct word: in front, on top,
behind, next to.
53 Length: Select shorter or longer Worksheet 12b
object. Draw objects that are (pp. 26, 27)
longer or shorter.
54 PUBLIC HOLIDAY
55 PUBLIC HOLIDAY
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY What will you change next time? Why?
ABLE TO:
Identify 2-D shapes Struggling Learners Names:
Identify longest or shortest length.
Choose the correct word: in front, on top, behind, next to.
Select shorter or longer objects. HOD:
Draw objects that are longer or shorter.

Date:

20 – 24 June 2022
Week 12
Day CAPS content, concepts, skills DBE Resources Date
Workbook 1
56 Time: Show the time order in which a Worksheet 16
person grows. (pp. 34, 35)

57 Time: Trace the months of the year. Worksheet 32

Trace days of the week (pp. 68, 69)

17
 58 Complete, consolidate and revise work.
Complete assessment

59 Complete, consolidate and revise work.

Complete assessment
60 Complete, consolidate and revise work.
Complete assessment
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE What will you change next time? Why?
THEY ABLE TO:
Show the time order in which a person grows. Struggling Learners Names:
Trace the months of the year.
Trace days of the week
HOD:

Date:

ASSESSMENT RATIONALE AND RESOURCES

Assessment Term Plan
The assessment term plan gives an overview of
1) how the formal and informal assessment programme fits into the weekly lesson plans.
2) How the skills mastery assessments fit into the weekly lesson plans
Note:
• The practical and oral activities provided in the tracker link to the lesson activities in the
week in which they are to be done.
• The written assessment items and guidelines for marking them are included in this
document.
• The Skills mastery assessments – aimed at consolidating, revising and remediating skills
already covered this year - are added at the end of the document.
Written assessment tasks are to be selected and marked by teachers in appropriate lessons
according to the lesson plans. Teachers may wish to group the items or use them individually.

Informal Assessment (End of week) and Formal Assessment Activities (End of week)
Week Skills Mastery Activities (Tuesdays and
Thursdays)
1 Baseline Readiness Assessment Baseline assessment or the revision activities
Oral and Practical: CAPS: Activity 1
Numbers, operations and relationships:
Counting
2 Tuesday Oral: Activity 2
Skills mastery Assessment 1 Numbers, operations and relationships: Numbers
Thursday 1 to 10
Skills mastery Assessment 2 Written: Item bank questions 1, 2 and 3
Numbers, operations and relationships
3 Oral: Activity 3 Written: Item bank questions 4
Numbers, operations and relationships: Number operations and relationships
Numbers 1 to 50
Tuesday
Skills mastery Assessment 3
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 Thursday
Skills mastery Assessment 4

4 Tuesday Practical: Activity 4

Skills mastery Assessment 5 Measurement – Capacity
Thursday
Skills mastery Assessment 6
Written: Item bank questions 5 and 19
Numbers, operations and relationships;
Measurement
5 Tuesday Oral: Activity 5
Skills mastery Assessment 7 Numbers, operations and relationships
Thursday
Skills mastery Assessment 8 Written: Item bank questions 6, 7, 8, 9 and
10
Numbers, operations and relationships
6 Tuesday Oral and Practical: Activity 6
Skills mastery Assessment 9 Space and shape
Thursday
Skills mastery Assessment 10 Written: Item bank question 17
Patterns
7 Tuesday Practical: Activity 7
Skills mastery Assessment 11 Data handling
Thursday
Skills mastery Assessment 12 Written: Item bank questions 11, 12 and 20
Numbers, operations and relationships; Data handling
8 Tuesday Oral: Activity 8
Skills mastery Assessment 13 Patterns and algebra: Number patterns
Thursday
Skills mastery Assessment 14 Written: Item bank question 13
Numbers, operations and relationships
9 Practical: Activity 9 Written: Item bank questions 14, 15 and 16
Numbers, operations and relationships Numbers, operations and relationships
Tuesday
Skills mastery Assessment 15
Thursday
Skills mastery Assessment 16
10 Oral and Practical: Activity 10 Written: Item bank question 18
Space and shape: Recognise and name 2-D Space and shape
shapes
11 Tuesday
Skills mastery Assessment 17

12 Tuesday
Skills mastery Assessment 18
Thursday
Skills mastery Assessment 19

Exemplar Written Assessment ITEMS with marking memos.

These are Resources that can be used for written assessment of each curriculum content strand and
their memos are given in the following section.
• Written assessment is to be done in addition to oral and practical assessment to carry
out meaningful continuous assessment throughout the term. The tracker provides a
suggested set of oral and practical assessment activities with rubrics or checklists that
can be used to help you carry out your oral and practical assessment of learners.
19
 • You need to plan when you will do a written assessment. We suggest you do it during
the lessons in which you are teaching the same content (links to the items are given in
the Resources column of the tracker).
• The questions provided here are taken from past written assessment papers that were
previously in the lesson plans, but they have been grouped according to content area.
We suggest you use selected items as smaller written assessment tasks. This aligns
better with the curriculum objective of continuous assessment in Foundation Phase.
• You can choose to mark and record the mark of the selected items OR of an equivalent
classwork activity.
• There is one lesson “slot” per week that is assigned for you to catch up or consolidate
the lesson plan content covered in the week’s lessons. This lesson should also be used
for the purpose of carrying out written assessment tasks or to complete oral or practical
tasks for that week.
Written assessment item mark breakdown (according to exemplar items)

1. Written assessment items for Numbers, operations and relationships.

There are several assessment items for Numbers, operations and relationships. These are
linked in the Resources column of the tracker. You could use the following sheet to record
the written assessment marks for Numbers, operations and relationships per learner as the
term progresses. You can then add the marks to get a mark out of 43 for each learner. This
mark can then be inserted into the column for the total mark for written assessment of
Numbers, operations and relationships in the suggested overall exemplar mark sheet.
There is also a column in the overall formal assessment mark record sheet for the total mark
per learner for written assessment in each of the other CAPS curriculum strands: Pattern,
Space and shape,
Measurement and Data handling. The information below summarises the items for these
content topics given in the exemplar items.
2. Written assessment items for Pattern.
Questions 17 – Marks 4

3. Written assessment items for Space and shape.

Questions 18 – Marks 4

4. Written assessment items for Measurement.

Questions 19 – Marks 4

5. Written assessment items for Data handling.

Question 20 – Marks 4

The exemplar items and suggested marking memoranda for these items are given on the pages that
follow the suggested recording sheet.

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ITEM BANK FOR WRITTEN ASSESSMENT: EXEMPLAR
Written assessment items for Numbers, Operations and Relationships

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Written assessment items for Numbers, Operations and Relationships: Solutions and
mark allocations.

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Written Assessment Items for Patterns

Solutions and Mark Allocation

Written Assessment Items for Space and Shape

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Solutions and Mark Allocation

Written Assessment items for Measurement.

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Solutions and Mark Allocation

Written Assessment for Data Handling

Solutions and Mark Allocation

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SKILLS MASTERY ASSESSMENTS
Rationale
• A Skills Mastery Assessment (SMA) is one in which there is an iterative revisiting of skills,
topics, subjects or themes throughout the year.
• SMA is not simply the repetition of a topic taught. It requires the deepening of it, with
each successive encounter building on the previous one.
• SMA is critical in today’s educational environment, especially in mathematics, where we
must consistently give our learners the opportunity to revisit and practice skills they
have already learned aimed at mastery.
• The traditional practice is to incorporate consolidating, revising or reviewing, through
homework, morning work, small group instruction, and even after school math classes.
Through SMA we are going to continuously review skills and concepts with our students.
• It makes sense that we would continue to assess their understanding on those same
skills by changing the context of the question using C-P-A-W (Concrete – Pictorial –
Abstract -Worded)
• When we first teach and assess a skill, many of our students have yet to master it. By
incorporating a SMA activity into your classroom, you are providing your students with
the opportunity to demonstrate their growth and understanding on a regular basis.
• These regular SMAs help you see where your students are always struggling. You can
use the results to guide your small group instruction and customize your lessons and
activities to meet the needs of your students, not just the covering of curriculum.

Implementation
• In every lesson plan there are 10 minutes set aside for consolidation and revision,
meaning one could apply SMA every day for 10 minutes, before teaching a new concept
for that day.
• Each SMA is using a five-item design to ensure teachers can complete it in 10 minutes.
• As a minimum, this Planner and Tracker, recommends the use of Tuesdays and Fridays,
but teachers could use every day.
• Each Tuesday and Thursday you are encouraged to take 10 minutes and give a SMA to
the whole class, or groups. Learners should be able to take about 5 minutes to complete
– then the teacher must remediate by addressing errors, misconceptions and
misunderstandings.
• Teachers could also use the data from the SMA to help plan small group lessons for the
next week.
• Teachers could also pull different students for different skills until the teacher felt
confident that the learners were more confident in their responses. Then next week,
repeat….new set of SMAs, similar skills being assessed, new data for small group
instruction.
• These daily SMAs should be seen as a progress monitoring tool as well. This will prove
to be effective in letting teachers know how their most struggling students are
progressing.

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SKILLS MASTERY SKILLS FOR 5-ITEM ASSESSMENTS
SM Assessment 1 Grouping: Addition
Counting in 2s
Fill in the missing number in the pattern: Adding 1
Identify the picture and state whether it is equal
Draw the same pattern in the block
SM Assessment 2 Use the numbers in the box to balance the scale.
Count and write the correct number
Addition of 6. Complete the number sentences
Show addition and subtraction on the number line
Subtraction: Subtract the dots then write a number sentence.
SM Assessment 3 Write the numbers in the correct order
Write the number sentences for the picture given
Count the fingers in the picture, relate the counting to the dice.
Bond of 5
Comparing numbers
SM Assessment 4 Colour in the correct answer and identify which container is full and
empty.
Practise the number: 6
Colour in 7 rectangles and 7 blocks
Capacity: Draw more water in the container
Adding: Counting and grouping
SM Assessment 5 Write numbers to words
Write number symbols for the numbers given in words
Fill in the numbers on the number line: Write a number sentence for
each
Doubling: Look at the picture
SM Assessment 6 Colour all of the half circles blue
Circle the greater number
Addition: Count the amount of soccer balls given
Subtraction: Word Problem
Time: Draw hands on the clock
SM Assessment 7 Write a sum for the following picture
Repeated addition of twos up to 10s
Calculate addition and complete the drawing
Patterns: 2 to 20
Fill in the missing numbers in the pattern.
SM Assessment 8 Make the following sets – Days of the week
Write a name for the set given
Circle the object that does not belong to the set and state with
reasons
Colour in the plane shapes using colour coded
Fill in =, > or < to make the statements correct
SM Assessment 9 Count the objects and write the number
Fill in the blocks from 0 – 20
Problem solving
Geometric patterns
Doubling
SM Assessment 10 Complete the table: Number symbol and number name
Addition – Complete the sums
Subtraction – Complete the sums
Match the word to the picture
34
 Circle which two blocks have the same number by looking at the
pictures

SM Assessment 11 Counting forwards and backwards on a number line

Complete the number patterns
More or Less: Compare numbers
Order the numbers: before, between and after
SM Assessment 12 Circle the number symbol and draw dots
Count, write the number and the number name
Bonds of 5
Write a number sentence
Doubling
SM Assessment 13 Halving
Write a numbers sentence to half the numbers
Even numbers: Count in 2s from 2 to 10
Sharing equally
Addition and Subtraction
SM Assessment 14 Money: Recognise and identify
Identify the smallest number in the pattern
Grouping: Complete the combinations of 6
Descending order
Complete the subtraction sums
SM Assessment 15 Place Value: Units and Tens
Counting on in 10s from 0 – 100
How many pictures do you count?
Count by grouping
SM Assessment 16 Count the fingers on every hand given. Multiply
Compare numbers
Fill in =, > or < to make the statements correct
Repeated addition
SM Assessment 17 Subtraction
Divide and grouping: Share objects
Doubling
Smallest to biggest
SM Assessment 18 Match the correct word: Time of the day
Place value
Pattern
Division: Word problem
SM Assessment 19 Addition
Subtraction
Counting backwards in 1s from 17
Arrange numbers from biggest to smallest
SM Assessment 20 Grouping: Addition
Write a sum for the picture given
Colour all the even numbers
Order the numbers: before, between and after

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SKILLS MASTERY EXEMPLARS

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