R-MAT 211

Mathematics Learning in
Grade R 1

R-MAT 211
 DIPLOMA IN GRADE R TEACHING

MATHEMATICS LEARNING IN GRADE R 1

YEAR 2
R-MAT 211

LEVEL 6
CREDIT 16

CURRICULUM AND LEARNING GUIDE

Copyright ¤ SANTS Private Higher Education Institution Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040

2020

¤ All rights reserved. Apart from any fair dealing for the purpose of research, criticism or
review as permitted under the Copyright Act, no part of this book may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including photocopying
and recording, without permission in writing from SANTS.
MATHEMATICS LEARNING IN GRADE R 1 CURRICULUM AND LEARNING GUIDE

2020 Edition

Programme coordinator Prof Ina Joubert

SANTS Private Higher Education Institution

Discipline coordinator Mrs Mariaan Jacobs

SANTS Private Higher Education Institution

Author(s) Mrs Jean Schäfer

Rhodes University

Mrs Ina Nel

SANTS Private Higher Education Institution
Reviewer Dr Roy Venketsamy
University of Pretoria

Language editor Ms Judith Brown

SANTS Private Higher Education Institution

Technical editor Ms Judith Brown

SANTS Private Higher Education Institution

Graphic artist N/A

Printing Business Print

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MATHEMATICS LEARNING IN GRADE R 1 CURRICULUM AND LEARNING GUIDE

DIPLOMA IN GRADE R TEACHING PROGRAMME

1. WELCOME TO THE MODULE

Dear SANTS student,

We welcome you to the Mathematics Learning in Grade R 1 (R-MAT 211) module that
forms part of the Diploma in Grade R Teaching programme and wish you success in your
studies.

The purpose of the Diploma in the Grade R Teaching programme is to offer a curriculum
that develops teachers who can acquire and eventually articulate focused knowledge,
skills and general principles appropriate for Grade R teaching, as specified in the Revised
Policy on the Minimum Requirements for Teacher Education Qualifications (Department
of Higher Education and Training, 2015).

The diploma qualification requires that teachers develop a depth of specialised knowledge,
practical competencies (skills) and experience in a Grade R context. As part of the diploma
qualification, you will need to gain experience in applying what you are learning during a
period of Workplace Integrated Learning (WIL). This means you will spend some time
teaching Grade R learners in an authentic (real) context.

The Diploma in Grade R Teaching qualification programme is aligned with the Revised
Policy on the Minimum Requirements for Teacher Education Qualifications, in particular
Appendix C of the policy that outlines the Basic Competencies of a Beginner Teacher
(Department of Higher Education and Training, 2015, Government Gazette, No. 38487, p.
62).

2. OUTCOMES OF THE PROGRAMME

At the end of the three-year Diploma in Grade R Teaching programme, you must
demonstrate the following competencies related to your own academic growth and
potential to work with Grade R learners:

x Read, write and speak the language in ways that facilitate your own academic
learning.
x Read, write, and speak the language/s of instruction related to Grade R in ways
that facilitate teaching and learning during play or instruction in the classroom.
x Demonstrate competence in communicating effectively, in general and in relation
to Grade R specialised knowledge in order to mediate and facilitate learning.
x Interpret and use basic mathematics and elementary statistics to facilitate your own
academic learning.
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x Use information and communications technology (ICT) in daily life and when
teaching Grade R.
x Explain the contents and purpose of the national curriculum with particular
reference to Grade R.
x Demonstrate skill in planning, designing, and implementing learning programmes
that are developmentally appropriate and culturally responsive to the Grade R
context.
x Demonstrate competence in identifying and accommodating diversity in the Grade
R classroom, and in early identification of learning and social problems. This
includes planning, designing and implementing learning programmes to
accommodate diversity.
x Demonstrate competence in observing, assessing and recording learner progress
regularly.
x Reflect upon and use assessment results to solve problems and to improve
teaching and learning.
x Conduct yourself responsibly, professionally and ethically in the classroom, the
school and the broader community in which the school is located.
x Display a positive work ethic that benefits, enhances and develops the status of the
teaching profession and of early childhood education more broadly.

3. PROGRAMME STRUCTURE

The diploma is presented on the National Qualifications Framework (NQF) exit level 6 with
a minimum total credit of 364, earned over the three years. The table below shows the
curriculum implementation plan of the diploma you are studying. It also tells you how many
credits each module carries. You will also see at which NQF level the study material has
been prepared and which modules you need to pass each year. This three-year
programme has been planned to strengthen the competencies you will need as a beginner
teacher.

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Outline of modules of the Diploma in Grade R Teaching programme

Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 1
SEMESTER 1 SEMESTER 2
Introduction to the Language and
Academic Literacy R-ALI 110 5 14 R-LLL 120 5 12
Literacy Landscape in Grade R
Introduction to Mathematics Learning
Fundamental Mathematics R-FMA 110 5 14 R-MAT 120 5 12
in Grade R
Computer Literacy R-CLI 110 5 14 Introduction to Life Skills in Grade R R-LSK 120 5 12
Education Studies 1:
Education Studies 2: Theories of
Theories of Child R-EDS 111 5 12 R-EDS 122 5 12
Teaching and Learning in Context
Development in Context
Language of Conversational C-LCX 120
Competence: isiXhosa / isiZulu / C-LCZ 120 5 10
Sepedi C-LCS 120
54 48-58
Workplace Integrated Learning Year 1 R-WIL 101 5 16
Sub-total credits for Year 1: 118 -128
YEAR 2
SEMESTER 1 SEMESTER 2
English Home and First R-FLA 221
First Additional Language and
Additional Language and R-FLX 221
R-EHF 211 6 19 Literacy Learning in Grade R 1: 5 12
Literacy Learning in Grade R-FLZ 221
Afrikaans / isiXhosa / isiZulu / Sepedi
R1 R-FLS 221
Home Language and R-HLA 211
Literacy Learning in Grade R-HLX 211 English First Additional Language and
6 16 R-FLE 221 5 12
R 1: Afrikaans / isiXhosa / R-HLZ 211 Literacy Learning in Grade R 1
isiZulu / Sepedi R-HLS 211
Professional Studies 1: The
Professional Studies 2: Grade R
Teacher and the Child R-PFS 211 5 12 R-PFS 222 6 14
Curriculum in Practice
Friendly Environment
Mathematics Learning in Education Studies 3: Curriculum,
R-MAT 211 6 16 R-EDS 223 6 14
Grade R 1 Pedagogy and Assessment
Life Skills in Grade R 1 R-LSK 211 6 16
60-79 28-40
Workplace Integrated Learning Year 2 R-WIL 202 6 20
Sub-total credits for Year 2: 120 - 127
Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 3
SEMESTER 1 SEMESTER 2
English Home and First R-FLA 322
First Additional Language and
Additional Language and R-FLX 322
R-EHF 312 6 19 Literacy Learning in Grade R 2: 6 14
Literacy Learning in Grade R-FLZ 322
Afrikaans / isiXhosa / isiZulu / Sepedi
R2 R-FLS 322
Home Language and R-HLA 312
Literacy Learning in Grade R-HLX 312 English First Additional Language and
6 16 R-FLE 322 6 14
R 2: Afrikaans / isiXhosa / R-HLZ 312 Literacy Learning in Grade R 2
isiZulu / Sepedi R-HLS 312
Mathematics Learning in Education Studies 4: Education
R-MAT 312 6 16 R-EDS 324 6 14
Grade R 2 Policy and Practice
Professional Studies 3:
Professional Studies 4: Critical Issues
Early Years Teacher Identity R-PFS 313 6 14 R-PFS 324 6 14
in Education
and the Profession
Life Skills in Grade R 2 R-LSK 312 6 16
62-81 28-42
Workplace Integrated Learning Year 3 R-WIL 303 6 22
Sub-total credits for Year 3: 126 - 131
Total credits for programme 364 - 386

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Language competencies will be assessed during the course of your programme.

The modules in the programme are divided into four broad types of learning (Department
of Higher Education and Training, 2015, pp. 9–11). Engaging in each type of learning
should help you develop specific knowledge, values, attitudes, competencies and skills
so that you can achieve the overall exit level outcomes of the programme.

The different types of learning are:

Fundamental learning

x This type of learning includes your personal and academic development and
involves academic literacy, fundamental mathematics and computer literacy.

Disciplinary learning

x This type of learning includes subject matter knowledge for example, the study of
education and its foundations and specific specialised subject matter such as
language;
x You will also learn about:
o How the child grows, develops and learns;
o The processes of teaching and learning;
o The relationship between child development and teaching and learning; and
o The historical, socio-political, policy and curriculum contexts of education,
particularly in South Africa.

Situational learning

x Situational learning means that you must know about the varied learning contexts
(circumstances) of learners.
x Such modules focus on professional studies, and explain:
o The complex context of teaching and learning in general and Grade R in
particular;
o The multifaceted roles a teacher plays; and
o The relationships between teaching and learning in the context of the school
and specifically the Grade R classroom.

Pedagogical learning

x This learning means you will learn more about the content you will teach and how
to teach and assess it i.e. you will study the principles, practices and methods of
teaching, learning and assessing; and

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x You will also gain subject knowledge and learn how to present concepts, apply
methods, strategies, approaches and the rules of your specific discipline (subject)
when teaching.

Types of learning and modules in the Diploma in Grade R Teaching programme

Types of learning Modules

Fundamental learning Academic Literacy
Student personal and Fundamental Mathematics
academic development Computer Literacy
Disciplinary learning Education Studies 1: Theories of Child Development in Context
Education studies Education Studies 2: Theories of Teaching and Learning in Context
Education Studies 3: Curriculum, Pedagogy and Assessment
Education Studies 4: Education Policy and Practice
Situational learning Professional Studies 1: The Teacher and the Child Friendly Environment
Professional studies Professional Studies 2: Grade R Curriculum in Practice
Professional Studies 3: Early Years Teacher Identity and the Profession
Professional Studies 4: Critical Issues in Education
Pedagogical learning Introduction to the Language and Literacy Landscape in Grade. R
Pedagogy Introduction to Mathematics Learning in Grade R
Mathematics Learning in Grade R 1 and 2
Introduction to Life Skills in Grade R
Life Skills in Grade R 1 and 2

Languages:
Five language options:

English Home and First Additional Language and Literacy Learning in

Grade R 1 and 2
Choose another (additional) language at Home Language level OR First
Additional Language level: Afrikaans, isiXhosa, isiZulu, Sepedi
Only if Afrikaans is chosen as another language: choose between
isiXhosa, isiZulu, Sepedi as Language of Conversational Competence
(LoCC)

Afrikaans Home Language and Literacy Learning in Grade R 1 and 2

English First Additional Language 1 and 2
Choose between isiXhosa, isiZulu, Sepedi as Language of
Conversational Competence (LoCC)

isiXhosa Home Language and Literacy Learning in Grade R 1 and 2

English First Additional Language 1 and 2

isiZulu Home Language and Literacy Learning in Grade R 1 and 2

English First Additional Language 1 and 2

Sepedi Home Language and Literacy Learning in Grade R 1 and 2

English First Additional Language 1 and 2

We call these four types of learning, the knowledge mix of a module (Department of
Higher Education and Training, 2015, p. 11). The level of knowledge for this module is set
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at level 6 and it carries 16 credits. For every credit you should spend approximately 10
hours mastering the content. You will thus have to spend at least 160 hours studying the
R-MAT 211 material and doing the assessments.

The knowledge mix of this level 3 module with the related credits is as follows:

x Disciplinary learning, (Study of education and its foundation, 1 credit and Subject
knowledge, 9 credits),
x Pedagogical learning, (General pedagogic knowledge, 1 credit and Pedagogic
content knowledge, 4 credits), and
x Situational learning with 1 credit.

4. PURPOSE OF THIS MODULE

Purpose

This module will prepare students to plan for teaching numbers, operations, and number
relations by providing both subject and pedagogical content knowledge. Students will
understand how to sequence mathematical knowledge and plan, implement and assess
mathematical learning in Grade R.

Learning Outcomes

At the end of this module students should be able to:

x Plan mathematics learning programmes for Grade R.

x Evaluate, select, and implement appropriate methods for teaching operations with
whole numbers and problem solving in Grade R.
x Evaluate, select, and implement appropriate methods to teach patterns with
physical objects and drawings in Grade R.
x Assess mathematical learning.
x Use assessment for learning and teaching.
x Select and develop appropriate resources for mathematics learning.
x Identify and support learners with barriers to mathematical learning.
x Reflect on practice.

Content

This module continues to lay the foundation for development of mathematical

understanding by introducing students to subject and pedagogical content knowledge in
order to teach number, operations, and number relations. The content comprises:

x The mathematic learning programme for Grade R.

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x Curriculum mapping for mathematics teaching and learning in Grade R.

x Problem solving with whole numbers in context including addition, subtraction,
grouping and sharing.
x Copy, extend and create patterns with physical objects and drawings.
x Assessment of problem solving in context.
x Assessment of patterns in context.
x Identification of barriers to mathematics learning.
x Support for learners with barriers to mathematics learning.

Competencies

x Subject and pedagogical content knowledge.

x Plan, implement, and assess mathematical learning in diverse contexts.
x Identification and support for barriers to mathematics learning.
x Use of assessment results to improve teaching and learning.
x Reflection of practice.

5. WORKING THROUGH THE CURRICULUM AND LEARNING

GUIDE
We developed the Curriculum and Learning Guide (CLG) to help you master the content
through a distance education mode. You will not have full time tutoring or support but the
Student Orientation Booklet, accessible at MySANTS, offers guidelines for distance
learning. Aspects such as plagiarism are also explained in this booklet. Make use of
MySANTS as a support system for any academic queries.

These guidelines will help you:

x To work consistently throughout the semester;

x To manage your time efficiently;
x To complete assignments on time; and
x To prepare for tests and examinations.

As you read the CLG, draw on your own experiences and the knowledge you already
have. The core text and recommended reading texts included in the CLG will also help
you to deepen your understanding of the content and concepts you are working through.

In the CLG, you will find a glossary (word list). The word list will help you understand
difficult concepts by providing the definitions (meaning) of such words.

You will also find icons (small pictures). The icons indicate the type of activity you must
do. If you do each activity as suggested, you ought to advance and consolidate your

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understanding of the core concepts in the module. You will find a list of the icons used in
this CLG on the next page.

Reading and writing activities have been designed to help you make connections with
what you already know, master the content and reflect on what you have learnt. Scenarios
(situations resembling an authentic (real-life) context) and dialogues provide background
to what you are learning. The review/self-assessment questions are based on the learning
outcomes.

Doing each activity will help you understand the content. Get a book or file in which you
complete all your activities. Write full sentences and always use your own words to show
your understanding. Working systematically through each activity, according to the
estimated time for each activity as provided, will also help prepare you for assessments
(assignments and the examination).

Try to find other students to work with. It is easier to share ideas and complete activities
when working in a study group. Doing so, may help you to master the content more easily.

Commentaries appear at the bottom of some activities. Commentaries are not answers
but rather a reflection to guide your understanding of the activity and to assist you in
knowing whether your own answer is appropriate or not. These commentaries alert you
to aspects you need to consider when doing the activity.

WRITING ACTIVITY
An activity is designed to help you assess your progress and
manage your learning. Sometimes you will have to define,
explain, and/or interpret a concept. Scenarios and dialogues
are often used to contextualise an activity. They will also help
you bridge theory and practice by linking the concept and real
life situations. When responding to the activities, use your
own words to show your understanding. Do not copy directly
from the text of the CLG. At the end of most activities, you will
find commentary that aims to guide your thinking and assess
how well you have understood the concepts. The activities
are numbered for easy reference.
READING ACTIVITY
Reading activities may require you to read additional material
not printed in the Curriculum and Learning Guide. These
readings will be either the full text or part of a core or
recommended journal article. Journal articles will give you an
expanded or alternative view on a concept. You might be
required to explain the concept from a different perspective or
compare what has been stated in the CLG with what you read
in the journal article.
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STUDY GROUP DISCUSSION

All study group discussion or peer activities require
preparation BEFORE the discussion. Preparation includes
reading and completing activities in writing. Study group
discussions are an opportunity for reflection and for you to
apply what you have learnt. Sharing your learning
experiences may help you to learn with and from each other.
Study group discussions can be done in your own study group
or with a peer.
REFLECTION
Reflection means to think deeply or carefully about
something. Reflection activities require you to review critically
what you have learnt and link this with your personal
experiences or what you have observed during Workplace
Integrated Learning (WIL).
REVIEW/SELF-ASSESSMENT
Often questions are provided at the end of each unit to assist
self-assessment. These questions are similar to the type of
questions that you may be asked in assignments or
examinations.

6. SELF-DIRECTED LEARNING
As a distance education student, it is your responsibility to engage with the content and to
direct your own learning by managing your time efficiently and effectively.

We designed the following self-directed learning programme template so that you can plan
your time carefully and manage your independent learning. The template will also help you
to keep to due dates and thus complete the assignments on time. Careful time
management and breaking the work up into manageable chunks will help you work through
the content without feeling too stressed. Once you have worked through the activities you
should be able to contribute to discussions in your study group and during the non-
compulsory student academic support sessions with peers and academic tutors.

When completing the template, consider the following:

x This module is offered in the first semester of your second year of study.
x The semester is 15 - 20 weeks long.
x The module carries 16 credits and has been developed for NQF level 6. It
should take you about 160 hours to work through this module.
x The 160 hours will be spent reading, studying, and completing the activities
in this CLG, as well as the assignments. You will also spend time preparing
and writing the examination.
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MATHEMATICS LEARNING IN GRADE R 1 CURRICULUM AND LEARNING GUIDE

x The estimated time to read for and complete each activity has been
suggested.
x You will need 5 to 10 hours to complete each assignment. This means you
will need to budget about 20 hours in total.
x You should plan to spend about 10 to 20 hours preparing for the examination
in order to be successful.

Plan your studies and keep pace of your progress by completing the template below. It
is not divided into specific weeks, but into the number of units in the CLG. Depending
on the nature of the content, it is possible to complete two or more units in one week.
Sometimes, you may only be able to complete one unit in a week. Use the template as
a guide to help you plan and pace yourself as you work through the content, and
activities in each unit.

Add dates to the template indicating when you plan to start working through a particular
unit. In addition, using a SANTS academic calendar will also assist you to pace your
learning. There is also space to indicate the due dates (deadlines) of the assessments.

UNIT IN CLG CONTENT IN CLG DATE PLANNED

Addition and subtraction

UNIT 1
THE BASIC
Grouping and sharing
OPERATIONS AND
PROBLEM SOLVING
Problem solving

Conceptualising patterns
UNIT 2 and functions
PATTERNS AND
FUNCTIONS Learning about
geometric patterns

Planning for assessment

UNIT 3
Assessment of numbers,
ASSESSMENT OF
basic operations and
MATHEMATICAL
problem solving
LEARNING
Assessment of patterns
and functions

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UNIT IN CLG CONTENT IN CLG DATE PLANNED

ASSIGNMENT 1

ASSIGNMENT 2

EXAMINATION

7. CORE READING
Core readings are an important part of your studies as you need to refer to these text(s)
when answering some of the questions in the activities.

1. Department of Basic Education. (2011). Curriculum and Assessment Policy

Statement. Mathematics: Foundation Phase Grade R. Pretoria: Government
Printers.
Open source:
http://www.thutong.doe.gov.za/supportformatrics/MathematicsCAPSFoundationPh
ase/tabid/5004/Default.aspx.
(If you follow this link you will be able to download the curriculum in all eleven official
languages.)

2. Carruthers, E. & Worthington, M. (2011). Understanding children’s mathematical

graphics: Beginnings in play. London: McGraw-Hill.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=375114&site=
ehost-live&ebv=EB&ppid=pp_Cover

3. Artut, P.D. (2015). Preschool children's skills in solving mathematical word

problems. Educational Research and Reviews, 10(18), pp. 2539–2549.
Open source:
https://academicjournals.org/journal/ERR/article-full-text/986557155415

4. Venketsamy, R. (2019). Role of the teacher in mathematics class: Problem solving.

Extract from unpublished PowerPoint presentation, University of Pretoria.
(Addendum E).

The text(s) for core readings are available on open source or EBSCOhost. To access the
core reading text on EBSCOhost, use the library tab on MySANTS and click on the
EBSCOhost link.

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8. RECOMMENDED READING
As a distance education student, you cannot only rely on your CLG. We recommend that
you also study the following sources so that you have broader insight into the study
material:

Unit 1

1. Lopes, C., Grando, R. & D'Ambrosio, B. (2017). Experiences situating mathematical

problem solving at the core of early childhood classrooms. Early Childhood
Education Journal, 45(2), pp. 251–259.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=121163222&sit
e=ehost-live

2. Ladhams, J. (2005). Teaching children to understand operations in early childhood.

Australian Primary Mathematics Classroom, 10(4), pp. 19–26.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=18862657&site
=ehost-live

Unit 2

1. Ahlskog-Björkman, E. & Björklund, C. (2016). Patterns of awareness - preschool

teachers’ integration of art and mathematics. International Journal of Education
through Art, 12(2), pp. 167–180.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115397803&sit
e=ehost-live

2. Fuson, K.C., Clements, D.H. & Sarama, J. (2015). Making early math education
work for all children. Phi Delta Kappan, 97(3), pp. 63–68.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110641343&sit
e=ehost-live

You can access the recommended reading text by using the links provided or the library
tab on MySANTS and then click on the EBSCOhost link.

9. ASSESSMENT OF THE MODULE

The SANTS assessment policy is included in the Student Orientation Booklet and is also
available on MySANTS. The policy provides information regarding the types of
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assessment you will need to do. It includes information about progression rules, perusal
of marks, or requests for remarking assessments.

In this module, both formative and summative assessment are done over a period of time
(continuous assessment). The activities in the Curriculum and Learning Guide (CLG) are
varied and are aimed at assisting you with self-directed learning. Reflecting on what you
are learning and discussing it in a study group is always helpful. The personal reflection is
aimed at revision, reinforcement, and self-assessment while informal peer assessment
takes place during the group discussions.

9.1 Summary of assessment

The following table provides a summary of the assessment for this module:

TYPES OF FORM OF ASSESSMENT WEIGHTING

ASSESSMENT
Formative assessment Two written assignments (100 marks 60%
each)
Summative assessment Examination (50 marks) 40%
TOTAL 100%

9.2 Self-assessment

An activity aimed at self-assessment is included at the end of each unit. Before you
complete the self-assessment activity, reflect on what you have learnt in the unit. Revise
the main concepts and if there is any topic or concept, of which you are unsure, go back
to the relevant unit and revise it.

9.3 Assignments
To support you in your self-directed learning and to keep track of your own progress, we
will provide guidelines or the memoranda on MySANTS after the assignments have been
marked and returned.

In order to demonstrate that you have gained the knowledge, skills, values and attitudes
described in the learning outcomes of the module, you need to do the following:

x Complete and submit each assignment (100 marks) before the due date.
x Submit both assignments that constitute 60% of your final promotion mark to
qualify for admission to the examination.

The task brief (specific information regarding what to do and how to prepare for each
assignment) will be explained in the assignment itself. These assignments are provided at
the beginning of the semester together with your CLG for this module. The assignments
are also available on MySANTS.
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9.4 Semester examination

At the end of the semester, you have the opportunity to sit for a formal summative
assessment. This includes the following:

x Write a formal examination, out of 50 marks that will constitute 40% of your
final promotion mark. Please read the SANTS Assessment Policy that deals
with all aspects of the general assessment and the examination policy.
x A minimum of 40% in the examination is required to qualify for a
supplementary examination.

10. PLAGIARISM WARNING FOR STUDENTS

Plagiarism is a form of academic misconduct that can lead to educational or disciplinary
action and has severe consequences - in some cases civil or criminal prosecution.

You are guilty of plagiarism if you copy from another person’s work (e.g. a book, an article,
a website or even another student’s assignment) without acknowledging the source and
thereby pretending it is your own work. You would not steal someone’s purse so why steal
his/her work or ideas. Submitting any work that you have written but have already used
elsewhere (thus not “original”), is also a form of plagiarism (auto-plagiarism). An example
is when you submit the same assignment or a part of it for two different modules.

Avoiding plagiarism by being academically honest is not difficult. Here is what you should
do:

x Submit only your own and original work.

x When using another person’s actual words, sentences or paragraphs, Indicate
exactly which parts are not your own (even if presented in the CLG). You must
do this by referencing in accordance with the Harvard style - a recognised
system specified by SANTS, and you must use quotation marks (“...”).
x You must also reference precisely when using another person’s ideas, opinions
or theory. You must do so even if you have paraphrased using your own words.
x You must acknowledge any information or images that you have downloaded
from the Internet by providing the URL link (web address) and the date on which
the item was accessed (downloaded).
x Never allow any student to use or copy any work from you and then to present
it as their own.
x Never copy what other students have done to present as your own.
x Prepare original assignments for each module and do not submit the same work
for another module.
x Always list any student who contributed to a group assignment. Never submit
the work as if only you worked on the assignment.
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The Examination Regulations and Procedures policy contains the following in Section
7.10:
“Students may not act in a dishonest way with regard to any test or examination
assessment, as well as with regard to the completion and/or submission of any
other academic task or assignment. Dishonest conduct includes, among other
things, plagiarism, as well as the submission of work by a student for the purpose
of assessment, when the work in question is, with the exception of group work as
decided by the Academic Committee, the work of somebody else either in full or in
part, or where the work is the result of collusion between the student and another
person or persons.”

All cases of suspected plagiarism will be investigated and if you are found guilty, there are
serious consequences. Disciplinary action that may result includes:

x You may lose marks for the assignment/activity. Your marks may be reduced by
as much as 50%. You may even be given zero.
x The module may be cancelled and you will have to enrol again. This is a great
waste of time and money.
x Your registration for that entire year may be cancelled. That means not all the
marks you achieved in all the modules you enrolled for will count anything.
x In some cases, prosecutions in courts of law may be instituted.

Plagiarism is considered such a serious academic crime that you are required to sign the
standard document (Declaration of Original Work) to every assignment that you submit
by either using the assignment booklet or electronic submission. The Declaration of
Original Work is printed on the cover of the assignment booklets.

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CONTENT
DIPLOMA IN GRADE R TEACHING PROGRAMME ..................................................... ii
1. WELCOME TO THE MODULE ............................................................................. ii
2. OUTCOMES OF THE PROGRAMME .................................................................. ii
3. PROGRAMME STRUCTURE ...............................................................................iii
4. PURPOSE OF THIS MODULE ............................................................................vii
5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE ..............viii
6. SELF-DIRECTED LEARNING .............................................................................. x
7. CORE READING .................................................................................................xii
8. RECOMMENDED READING..............................................................................xiii
9. ASSESSMENT OF THE MODULE .....................................................................xiii
9.1 Summary of assessment ..........................................................................xiv
9.2 Self-assessment.......................................................................................xiv
9.3 Assignments.............................................................................................xiv
9.4 Semester examination.............................................................................. xv
10. PLAGIARISM WARNING FOR STUDENTS ....................................................... xv

MATHEMATICS LEARNING IN GRADE R 1.................................................................. 1

1. INTRODUCTION .................................................................................................. 1
2. STRUCTURE AND OUTCOMES OF THIS MODULE .......................................... 2
3. GLOSSARY .......................................................................................................... 3

UNIT 1: THE BASIC OPERATIONS AND PROBLEM SOLVING ................................... 5

1. INTRODUCTION .................................................................................................. 5
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1 .................................... 5

SECTION 1: ADDITION AND SUBTRACTION............................................................... 6

1. INTRODUCTION .................................................................................................. 6
2. CURRICULUM REQUIREMENTS ........................................................................ 8
3. ADDITION............................................................................................................. 9
3.1 Introducing addition in Grade R................................................................ 10
3.2 Learning about addition at a concrete level .............................................. 12
3.2.1 Making groups with real objects ................................................ 13
3.2.2 The use of number ladders........................................................ 15
3.3 Learning about addition at a semi-concrete level ..................................... 17
3.3.1 The use of pictures .................................................................... 17
3.3.2 The use of dot cards.................................................................. 18
3.4 Commutative property .............................................................................. 19
4. SUBTRACTION .................................................................................................. 21
4.1 Introducing subtraction in Grade R........................................................... 22
4.2 Learning about subtraction in Grade R..................................................... 25
4.3 The use of fingers and counters ............................................................... 25
4.4 The use of counting frames ...................................................................... 26

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4.5 The use of connecting cubes.................................................................... 27

SECTION 2: GROUPING AND SHARING.................................................................... 29

1. INTRODUCTION ................................................................................................ 29
2. CURRICULUM REQUIREMENTS ...................................................................... 29
3 GROUPING ........................................................................................................ 30
3.1 Progression for introducing grouping........................................................ 30
3.2 Learning about grouping in Grade R ........................................................ 32
3.2.1 Kinaesthetic learning: Using learners ........................................ 32
3.2.2 Using concrete objects .............................................................. 32
4. SHARING............................................................................................................ 34
4.1 Progression for introducing sharing.......................................................... 35
4.2 Learning about sharing in Grade R .......................................................... 37
4.2.1 Kinaesthetic learning: Using learners ........................................ 37
4.2.2 Using concrete objects .............................................................. 37
5. REMAINDERS AND NO REMAINDERS ............................................................ 40
5.1 The use of everyday real items ................................................................ 41
5.2 The use of number cards and counters.................................................... 41

SECTION 3: PROBLEM SOLVING............................................................................... 43

1. INTRODUCTION ................................................................................................ 43
2. WHAT IS PROBLEM SOLVING?........................................................................ 43
3. CURRICULUM REQUIREMENTS ...................................................................... 45
4. PROBLEM SOLVING IN GRADE R.................................................................... 45
4.1 Problem solving in context........................................................................ 49
4.1.1 Concrete: Objects ...................................................................... 49
4.1.2 Semi-concrete: Picture or dot cards .......................................... 50
4.2 Children’s mathematical graphics............................................................. 51
4.3 Learning to solve problems using addition and subtraction...................... 52
4.4 Addition problems..................................................................................... 53
4.4.1 Addition using concrete objects ................................................. 53
4.4.2 Addition using picture and dot cards.......................................... 55
4.5 Subtraction problems ............................................................................... 57
4.5.1 Subtraction using concrete objects............................................ 57
4.5.2 Subtraction using dot and picture cards..................................... 58
4.6 Grouping and sharing problems ............................................................... 60
4.6.1 Grouping problems .................................................................... 61
4.6.2 Sharing problems ...................................................................... 62
4.6.3 Grouping and Sharing with Remainders .................................... 65

UNIT 2: PATTERNS AND FUNCTIONS........................................................................ 71

1. INTRODUCTION ................................................................................................ 71
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2 .................................. 72

SECTION 1: CONCEPTUALISING PATTERNS AND FUNCTIONS............................. 73

1. INTRODUCTION ................................................................................................ 73
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2. PATTERNS AND FUNCTIONS .......................................................................... 73

3. CURRICULUM REQUIREMENTS FOR GEOMETRIC PATTERNS................... 75
4. PATTERNS AROUND US .................................................................................. 75

SECTION 2: LEARNING ABOUT GEOMETRIC PATTERNS....................................... 78

1. INTRODUCTION ................................................................................................ 78
2. PROGRESSION IN LEARNING ABOUT PATTERNS ........................................ 78
2.1 Kinaesthetic experiences with patterns .................................................... 80
2.1.1 Patterns with learners’ bodies.................................................... 80
2.1.2 Body percussion and drumming (sound patterns) ..................... 81
2.1.3 Dance – follow the leader .......................................................... 81
2.1.4 Hopscotch.................................................................................. 81
2.2 Use patterns in language.......................................................................... 83
2.2.1 Songs and actions ..................................................................... 83
2.2.2 Rhymes/chants and actions....................................................... 84
2.2.3 Word patterns ............................................................................ 84
2.3 Patterns with concrete objects.................................................................. 85
2.3.1 Patterns with bread tags ............................................................ 85
2.3.2 Patterns with geometric shapes................................................. 86
2.3.3 Patterns with money .................................................................. 87
2.3.4 Pegboard patterns ..................................................................... 88
2.4 Semi-concrete representations................................................................. 88
2.4.1 Patterns with pictures ................................................................ 89
2.4.2 Using pattern strips.................................................................... 89
2.4.3 Patterns with drawings............................................................... 91
2.4.4 Patterns during art activities ...................................................... 91

UNIT 3: ASSESSMENT OF MATHEMATICAL LEARNING.......................................... 97

1. INTRODUCTION ................................................................................................ 97
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 3 .................................. 98

SECTION 1: PLANNING FOR ASSESSMENT............................................................. 99

1. INTRODUCTION ................................................................................................ 99
2. WHAT TO ASSESS WHEN ................................................................................ 99
3. PLANNING OF TASKS TO BE ASSESSED ..................................................... 100
3.1 Assessing learners’ application of skills ................................................. 100
3.2 Preparing for observation ....................................................................... 100
3.2.1 Plan what to observe ............................................................... 101
3.2.2 Plan how to record your observation ....................................... 101
3.3 Preparing checklists for use during assessment .................................... 102

SECTION 2: ASSESSMENT OF NUMBERS, BASIC OPERATIONS AND PROBLEM

SOLVING..................................................................................................................... 108
1. INTRODUCTION .............................................................................................. 108
2. ASSESSMENT OF COUNTING ....................................................................... 108
2.1 Estimation............................................................................................... 108
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2.2 Understanding of ordinal numbers ......................................................... 108

2.3 Identify number pictures ......................................................................... 109
2.4 Counting out objects............................................................................... 109
3. ASSESSMENT OF NUMBER SENSE.............................................................. 109
3.1 Comparison of sets ................................................................................ 109
3.1.1 Assessing more and less......................................................... 110
3.1.2 Assessing equal, most and least ............................................. 110
3.1.3 Scaffolding for learners who struggle....................................... 110
3.2 Order of numbers ................................................................................... 111
4. ASSESSMENT OF NUMBER RECOGNITION................................................. 111
5. ASSESSMENT OF PROBLEM SOLVING ........................................................ 113
6. CHARACTERISTICS THAT IMPACT LEARNERS’ ABILITY TO SOLVE
PROBLEMS ...................................................................................................... 113

SECTION 3: ASSESSMENT OF PATTERNS AND FUNCTIONS............................... 116

1. INTRODUCTION .............................................................................................. 116
2. ASSESSMENT OF PATTERNS AND FUNCTIONS ......................................... 117
2.1 Extending a pattern ................................................................................ 117
2.2 Describing a pattern ............................................................................... 117
2.3 Considering the complexity of patterns .................................................. 117
2.3.1 Using elements in different quantities ...................................... 118
2.3.2 Introducing more elements ...................................................... 118
2.3.3 Having elements that are more similar .................................... 119
2.4 Creating own patterns ............................................................................ 120
2.5 Describing patterns ................................................................................ 120
REFERENCES......................................................................................................... 125

ADDENDUM A: FOUNDATION PHASE OVERVIEW: NUMBERS OPERATIONS

AND RELATIONSHIPS................................................................. 129
ADDENDUM B: FOUNDATION PHASE OVERVIEW: PATTERNS, FUNCTIONS
AND ALGEBRA ............................................................................ 134
ADDENDUM C: WORK INTEGRATED LEARNING GRADE R LESSON PLAN..... 136
ADDENDUM D: SHAPES – CUT OUT TEMPLATES.............................................. 140
ADDENDUM E: ROLE OF THE TEACHER IN MATHEMATICS CLASS: PROBLEM
SOLVING ...................................................................................... 141

Activities 1 to 51

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MATHEMATICS LEARNING IN GRADE R 1

1. INTRODUCTION
In the Introduction to Mathematics Learning in Grade R module (R-MAT 120), written as a
specialised Grade R module but as a continuation of the Fundamental Mathematics (R-
FMA 110) module. In the Introduction to Mathematics Learning in Grade R module, you
learnt about the structure and requirements of the mathematics curriculum; what
mathematics teaching and learning in Grade R entails; how to reflect on activities and
develop a rationale for why you have to plan and teach mathematics in Grade R in
particular ways. You have also dealt with planning lessons on pre-number concepts and
counting to prepare learners to establish a sound number sense, as well as lessons on
number relationships and number recognition.

This Mathematics Learning in Grade R 1 module (R-MAT 211) (the first of two modules)
will assist you, as a student teacher, to teach mathematics effectively in Grade R and
enable you to reflect on your own practice. This module is based on the premise that a
well-developed number sense is a requirement for young learners to apply basic
operations such as addition, subtraction, grouping and sharing to solve problems. Lastly,
this module addresses Patterns, Functions and Algebra. Throughout this module, the
emphasis will be on the developmental progression of mathematics teaching and learning.

Mathematics teachers need to have sound mathematics content knowledge as well as the
pedagogic content knowledge (PCK). This means that teachers who teach mathematics
should know what to teach, how to teach, and why they teach the way, they teach. This
module strongly focuses on the WHAT, HOW and WHY of mathematics learning and
teaching in Grade R.

You will gain competence and confidence in Mathematics learning and teaching of the
following:

Unit 1: Basic Operations and Problem Solving will develop your conceptual understanding
of basic operations. This will equip you to teach Grade R learners how to apply the different
operations in an informal manner and use these in problem solving.

Unit 2: Patterns and Functions will introduce you to geometric patterns as well as how to
teach it to Grade R learners. Discussions on these concepts will enable you to teach
learners how to identify patterns in clothes, objects and the environment. You will also
learn how to teach learners to identify copy, extend and create patterns.

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Unit 3: Assessment of Mathematical Learning will learn how to plan for assessment. You
will be empowered to assess learners’ proficiency in addition, subtraction, sharing,
grouping and problem solving. You will also learn to assess learners’ ability to identify copy,
extend and create geometric patterns as well as address learning barriers identified during
assessment.

Now that that you have an idea of what to expect in this module, we look at the purpose
of Mathematics Learning in Grade R 1.

2. STRUCTURE AND OUTCOMES OF THIS MODULE

Module 1 consists of three units.

MATHEMATICS LEARNING IN
GRADE R 1

UNIT 1 UNIT 2
Basic operations and problem Patterns and functions
solving
Outcomes: At the end of this unit,
Outcomes: At the end of this unit, you you should be able to:
should be able to: x Know the Grade R curriculum
x Know the curriculum requirements requirements for patterns,
for addition, subtraction, grouping, functions and algebra.
sharing and problem solving. x Explain what geometric patterns
x Plan lessons on problem solving are.
relating to addition, subtraction, x Plan lessons on geometric
grouping and sharing that will be patterns that will be appropriate
appropriate for Grade R learners. for Grade R learners.
x Effectively teach problem solving x Effectively teach geometric
with addition, subtraction, patterns to develop Grade R
grouping and sharing in Grade R. learners’ ability to identify, copy,
x Assess learners’ proficiency in extend and create geometric
addition, subtraction, grouping, patterns.
sharing and problem solving.

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UNIT 3
Assessment of Mathematical Learning

Outcomes: At the end of this unit, you should be

able to:
x Plan for assessment.
x Assess learners’ proficiency in numbers,
addition, subtraction, grouping, sharing and
problem solving.
x Assess learners ’ ability to identify, copy, extend
and create geometric patterns.
x Identify and support learners with learning
barriers in basic operations and problem solving
as well as patterns and functions.

3. GLOSSARY
Understanding these terms will assist you when working through this module.

Abstract - Something that exists in thought and is not concrete.

Affect - The emotions influencing behaviour.

Algebra - The part of mathematics where symbols are used to represent

numbers.

Assessment - Checking of the level of understanding of learners.

Basic geometric - The 2-D shapes prescribed in the mathematics curriculum for
shapes Grade R i.e. circles, squares, triangles and rectangles.

Basic - Addition, subtraction, multiplication and division.

Operations

Characteristic - A typical quality of a particular person.

Cognition - The mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses.

Conceptual - Refers to abstract or intellectual understanding.

Concrete - Something you can see and touch.

Continuous - Constant, unbroken or uninterrupted.

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Continuum - Trajectory, direction to proceed.

Core - The part of the pattern that repeats.

Depicted - Indicated, shown, identified or pointed out.

Discrimination - The ability to judge or distinguish between things, objects or

concepts.

Equal groups - Having the same number of objects in groups.

Equal sharing - Splitting or partitioning a number into equal parts.

Flexibility - A willingness to change or compromise.

Functions - Rules used in mathematics to form patterns.

Graphics - Visual images of drawings.

Impact - Influence, effect.

Inverse - The opposite or reverse of something else.

Kinaesthetic - Using learners and body movement or actions.

Limitations - Restrictions, boundaries or constraints.

Mathematics - Correct terms/words used to refer to a specific mathematics

vocabulary concept.

Metacognition - The awareness and understanding of one’s own thought

processes.

Pattern - An arrangement of core elements repeated or extended

according to a rule or a design that is repeated.

Semi-concrete - An object representing a concrete object e.g. a drawing or

photograph of an apple.

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UNIT 1: THE BASIC OPERATIONS AND PROBLEM

SOLVING

1. INTRODUCTION
Before learners are introduced to the basic operations, teachers need to ensure that
learners have a good conceptual understanding of number concept, because the
operations all work on numbers. In the first module Introduction to Mathematics Learning
in Grade R, you were introduced to number concepts which form the foundation for number
operations. In this unit, you are introduced to addition, subtraction, grouping and sharing
as well as how to teach these topics to Grade R learners. Focus will also be on solving
problems involving these operations.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1

Unit 1 provides you with the opportunity to work towards competence in the areas listed
below. Unit 1 has three sections.

UNIT 1
THE BASIC OPERATIONS AND
PROBLEM SOLVING

SECTION 1 SECTION 2
Addition and subtraction Grouping and sharing

Learning outcomes: At the end of Learning outcomes: At the end of

this section, you should be able to: this section, you should be able to:
x Explain the curriculum x Explain the curriculum
requirements and teach addition requirements for grouping and
and subtraction to Grade R sharing.
learners. x Teach grouping and sharing to
x Understand and teach the inverse Grade R learners.
relationship between addition and x Support learners to solve
subtraction. grouping and sharing problems
x Support learners to overcome with and without remainders.
challenges with addition and
subtraction.

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SECTION 3
Problem solving

Learning outcomes: At the end of this

section, you should be able to:
x Use the correct vocabulary relating to
different types of problems.
x Identify the different situations which
call for addition, subtraction, grouping
and sharing.
x Effectively teach Grade R learners
how to solve different types of
problems.

SECTION 1: ADDITION AND SUBTRACTION

1. INTRODUCTION
Long before they are formally introduced to operations, learners discover their own
methods for working out quantities by adding, subtracting, grouping and sharing. In their
games, young children use their own methods of problem solving with numbers, although
they have yet to encounter basic mathematical operations. In this unit, you will learn how
to introduce the concepts of addition, subtraction, grouping and sharing. The Introduction
to Mathematics Learning in Grade R module showed you how to teach Grade R learners,
basic number concepts. A solid foundation in number is essential, because the operations
all work on numbers. This unit will also be on solving problems involving these operations.

The basic operations are clearly different although they are

related in many ways. Learners will grasp addition and subtraction Inverse: Means something is
the opposite or reverse of
better when understanding the complementary relationship something else.
between them. Addition and subtraction are inverse operations.
The connections between the addition and subtraction will be Basic facts: Refers to those
number combinations where
explored throughout this section as connected learning enables both addends (numbers you
deeper understanding on the part of learners. Mastery of basic add together) are less than
10 (Van de Walle, Karp &
facts and calculations is based on a clear understanding of these Bay-Williams, 2014).
basic operations and their relationship with each other.

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Although historically the basic operations such as addition and subtraction (multiplication
and division) were taught separately from each other, Section 1 advocates an approach
where addition and subtraction should be taught together. The same would apply to
sharing and grouping when these are introduced as multiplication and division to learners
later in the Foundation Phase.

These activities should be numbered. The total number of minutes will reflect the credits
of the module.

60 minutes
1
Reflect on the information above and answer these questions in your own words:

1. Remember the games you played as a young child. Do you remember solving
number problems in your games? Try to remember how you found solutions to these
problems.
2. Think back when you were at school. How were you taught the operations of addition
and subtraction? Did this teaching help you to understand how addition and
subtraction are related as inverse operations?

Commentary:
When learners are only taught algorithms (procedures) for solving problems, there is
often little understanding of the operation involved. By situating problem solving tasks
in learner’s contexts and building on what they already know, their grasp of the concept
is improved and understanding increased.

Most educators will agree that early mathematics learning is sequential (progressive), i.e.
learners should acquire certain foundational knowledge and skills before proceeding to the
next level. For example, learners must be able to count forwards and backwards using
one-to-one correspondence fluently, before doing addition and subtraction. As learners
become more proficient in counting, they may progress to count on (forward from the
specific number) or backward from a given number.

The early experience of addition and subtraction are grounded in contexts familiar to
learners (Rickard, 2013). Through sufficient exposure to problems within familiar contexts
the appropriate language for addition and subtraction is developed. For example: Peter
has two crayons and received one crayon from Lydia. How many crayons does Peter have
altogether? Or, Peter has 3 crayons. He gives one crayon to Lydia. How many crayons
does he still have? However, in this section we will first discuss the appropriate language
for addition and subtraction as well as the conceptual development through different
strategies and techniques. In Section 3, we will explore problem solving within contexts
that are familiar to Grade R learners.

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Before we discuss the different strategies and techniques that can be used to develop
learners’ conceptual understanding of addition and subtraction, we will look at what is
required by the curriculum.

2. CURRICULUM REQUIREMENTS
The Grade R curriculum requirements for techniques and strategies that can be used to
solve addition and subtraction problems are displayed in the table below.

TERM 1 TERM 2 TERM 3 TERM 4

Use the following Concrete Concrete Concrete Concrete
techniques and apparatus, e.g. apparatus, e.g. apparatus, e.g. apparatus, e.g.
strategies: counters counters counters counters
Physical number Physical number
ladder ladder
Solve orally stated Orally solve Orally solve Orally solve
addition and addition and addition and addition and
subtraction word subtraction subtraction subtraction
problems with problems with problems with problems with
solutions up to 10. answers up to 4. answers up to 7. answers up to 10.

60 minutes
2
1. Carefully look at the curriculum requirements and reflect on your own preparedness
to teach the different techniques and strategies.
2. Critically analyse the curriculum requirements for addition and subtraction in
Grade R. What can you conclude about the progression from term 1 to term 4 with
reference to the suggested techniques, strategies, number range as well as Grade
R learners’ level of learning? Describe the progression in your own words in two to
three paragraphs.

Commentary:
Did you notice that mathematics learning is sequential (progressive)? This means that
learners should acquire certain foundational knowledge and skills before proceeding to
the next level. This is very important in laying a strong foundation for mathematics
learning.

According to Piaget (1959), learners in Grade R are at the Pre-operational Stage, where
they need concrete physical objects to build concepts. As you observed in the table above,
concept building starts with concrete objects and moves to semi-concrete over the course
of the year.

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The first operation that will be dealt with is that of “Addition”.

3. ADDITION
Addition means to make more, to increase, to find the sum, to calculate the total or to add.
Learners should have a clear conceptual understanding of addition and the appropriate
language in order to solve a problem such as the above example of Peter and the crayons.
Therefore, a teacher should gradually introduce new terminology that relates to addition
and ensure that learners have a clear understanding of the meaning of each term.

For example, in the word problem “Peter has two crayons and received one crayon from
Lydia. How many crayons does Peter have altogether?” Learners should be able to identify
and realise that “and” describes the combination of one quantity (2 crayons) with another
(1 crayon) (Rickard, 2013).

Depending on the learners’ development level of counting (as discussed in the Introduction
to Mathematics Learning in Grade R) they may solve the problem as follows:

Learners who have mastered “Count all” may use one-to-one correspondence to find the
total number of crayons as shown next.

“Two”
Peter has three crayons
“One”
altogether.
“Three”

Lydia gives one

crayon.
Peter has 2 crayons.

Learners who have already progressed to “Count on” may solve the problem as follows:

Count 1 on from 2.

Peter had 2 3 (Now Peter has 3 crayons.)

Source: Heiser (2017)

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The ‘plus’ sign (+) is used to show addition on a more abstract level, but is not the focus
in Grade R. Grade R learners are not expected to perform operations on abstract level
using the operational signs.

Did you know addition is commutative? That means that the order in which the numbers
are added does not matter, i.e. 2 + 1 = 1 + 2. The result is the same regardless in which
order the numbers was added. This will be discussed in Paragraph 3.8 of this Unit.

30 minutes
3
1. Why do you think some Grade R learners struggle with addition?
2. How will you help a learner to overcome this problem?

Commentary:
To mediate the problem you should consider the different levels of counting, the
different levels and strategies of learning as well as the different Learning and Teaching
Support Material (LTSM) that can be used to promote counting skills as a prerequisite
for addition. Revise Unit 2 in the Introduction to Mathematics learning in Grade R
module (R-MAT 120).

We start off by suggesting steps for teaching addition. These progressive steps should be
followed when Grade R learners are introduced to whole number operations when solving
problems in different contexts.

3.1 Introducing addition in Grade R

Before learners will be able to add groups of numbers to obtain a single number, they must
be able to count with understanding and have an idea of the value (how-many-ness) of
numbers.

You already know that all teaching in Grade R should follow progressive steps to teach,
i.e. from the kinaesthetic/concrete to the semi-concrete and eventually to the abstract. You
should follow the same steps for addition. On the abstract level, Grade R learners should
be able to tell you that, for example, two plus one is equal to three.

Below is an example of the progression from concrete to abstract that you can follow when
you teach the operation “two plus one makes three.”

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CONCRETE – Learners use their bodies to learn. Therefore, start with kinaesthetic
learning and then progress to real objects.

Kinaesthetic Learning:
Ask two learners to stand in front of the class. Then call one other learner to join them.
Ask the rest of the class: “How many learners are standing in front of the class
altogether?” Encourage learners to count the total number of learners standing in front
of the class.
One learner joins the
Two learners stand in group of 2 learners.
front of the class.

Three learners are

standing altogether.
Source: AnnaliseArt (2019)

Guide learners to explain the addition in their own words. For example: “When you put
two learners and one learner together, you have three learners.”

Real objects:
Learners use real objects such as bottle tops and physically put all of the objects
together to find the sum/total:

In both situations learners can use “count all” or “count on”, depending on their level
of development.

As teacher, makes a verbal statement such as: “When you put 2 bottle tops and 1 bottle
top together, you get three bottle tops”.

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SEMI-CONCRETE – Use picture or dot cards.

From concrete objects first progress to picture cards and then to dot cards. For
example:
Picture Cards: Dot Cards:

Source: Birkett (2006)

As discussed in the previous step, learners can use “count all’ or “count on”, depending
on their level of development.

ABSTRACT – Grade R learners are not expected to use operational (+; -; x; ÷) and
equal signs (=).

However, they should be able to tell you that two plus (put together with) one is three.

PROBLEM SOLVING

Develop and apply the above steps when teaching learners how to solve addition word
problems (story sums).

Learners should be exposed to a variety of interesting ways to practise and reinforce their
understanding of addition. In the following paragraphs, we will give you some ideas on
HOW to develop Grade R learners’ addition skills on a concrete and semi-concrete level
of learning.

3.2 Learning about addition at a concrete level

In order to help Grade R learners build a rich understanding of addition, you have to use
concrete materials. Concrete materials and models serve as “thinking tools” to help
learners to understand the operation. Their understanding improves if they can relate
mathematical facts and symbols to an experience they can visualise (see). Concrete
materials serve as reference for later work, but also for constructing understanding for the
basic facts (mental mathematics). The most well-known and easily available concrete
materials used by learners are their own fingers!

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90 minutes
4
1. Make a list of different concrete objects you will be able to find in your environment
to use for addition and subtraction activities. They can be natural objects such as
stones, sticks or shells, or man-made ones like bottle tops, lids, bread tags and
buttons.
2. Collect at least five types of objects from your environment, put these into containers
and label them accordingly. They should be stored in your classroom and readily
available to your learners. Remember – you will need enough for the whole class to
have at least ten items each. Also use the correct font to label the containers.
3. Take a photo to share with your group at your next study group meeting and ask
your colleagues to assess your counting objects using the following criteria:

Counting objects

Yes! Maybe No
Are they easy to count?

Is the container attractive to learners?

Is the labelling correct, easy to understand and

attractive?
Are they accessible to learners?

Let us look at how Grade R learners use these objects in mathematics.

3.2.1 Making groups with real objects

Hand out a pack of counters (beans, bread tags, bottle tops or small stones – anything
that can be counted) and two A4 pages to each learner. On the one page, draw two large
circles (large enough for the two groups of counters to fit in) and on the second page draw
a circle large enough to hold the total number of counters. Each learner receives enough
counters to represent the sum (total), e.g. to teach one plus two makes three, each learner
must have 3 counters.

You could tell a story or make up a question that leads to the addition of 1 + 2. For
example, say to the learners “One girl is sitting on a bench. Two more girls go and sit next
to her on the bench. How many girls are sitting on the bench?” Ask the learners to show
this using their counters. Ask, “How will you show what numbers you need to add?” They
should work it out that they need to add 1 and 2, and to show this they should put one
counter in one circle and 2 counters in the other circle on the one page. Now ask the
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question: “How many counters are there altogether?” “Use your counters to show this.”
Learners physically take the one counter in the first circle and the two counters in the
second circle and put them together in the third circle on the second page. Then learners
count their counters and say how many they have.

Tell your learners: “You have just made a sum that reads: One plus two is equal to three.”
Grade R learners are not expected to represent their calculations as number sentences
(1 + 2 = 3), although some may have already started to do so. In Grade R, it is more
important that children develop a deep conceptual understanding of the operations
(addition, subtraction, multiplication and division) rather than learn the symbols for these
operations.

Sufficient practice will help learners to grasp the idea of addition by putting together a
number of objects in a group to another group of objects to give you the total. Therefore,
repeat the above activity by giving learners more story sums in a variety of contexts to
solve, using counters and different ideas on how to form “groups”.

For example:

x Make nests with play dough.

x Use empty containers such as tins or boxes.
x Use a piece of wool to make circles.

Remember to increase the number range gradually to 10.

It cannot be emphasised enough that in Grade R sufficient opportunities to manipulate

concrete objects will promote learners’ understanding of an abstract concept such as
addition. Therefore, more examples of concrete material, that can be used to develop
learners’ addition skills, are suggested.

It is important that you have a variety of concrete materials available in your class. Grade
R learners need direct access to counters, abacuses, counting frames, number ladders,
connecting cubes and other concrete apparatus to manipulate. Any other concrete objects
such as pumpkin seeds, beans, buttons, and so on can be used to provide learners with
opportunities to practise addition on a concrete level. Below are some pictures showing
different concrete objects that can be used.

Source: Versh (2019) Source: Versh (2018)

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3.2.2 The use of number ladders

A number ladder is similar to a number track. A number ladder is a representation of

numbers in sequence just as a number line. However, a number ladder is a less abstract
representation of a number sequence comparing to a number line. Therefore, the
introduction of a number ladder to learners precedes the introduction of a number line.
The number line is only introduced to learners in Grade 1.

A number ladder represents

numbers in sequence, with each 1 2 3 4 5 6 7
number in its own compartment of
the ladder.

Whereas, a number line represents numbers in

sequence, by attaching each number to a marked 1 2 3 4 5 6 7
position on the number line.

To use a number ladder in addition, a learner should have mastered number recognition
as well as counting on. Therefore, the curriculum suggested that this strategy should only
be introduced in the third term of Grade R when these skills should have been well-
developed.

120 minutes
5
Reflect on what you have learnt so far.

1. Explain in two paragraphs (approximately 60 words), why you think “number

recognition” and “count on” are pre-requisites for using a number ladder in addition
activities.
2. Share your ideas with your own study group and write down what you are learning
from your peers.

Although a number ladder is a semi-concrete representation of a number sequence, it can

be used in addition activities where
learners are physically involved or
manipulate counters on concrete level.
The next example shows how a number
ladder can be used during a kinaesthetic
learning activity. 7
4 5 6
1 2 3

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Kinaesthetic learning:

Draw a large number ladder outside on the ground (or with chalk on the paving or cement).
Ask a learner to stand on number 4 and then jump two places forward. Learners should
identify the new position on the number ladder, i.e. 6. Guide learners to explain this
process: “If you stand on 4 and jump forward two places you will land on 6” or “Two more
than four is six” or “Four plus two is six”. Involve as many learners as possible, by giving
different learners the opportunity to physically stand on a specified position and jump
forward according to the given instruction. To reinforce the part-part-whole relationship,
different combinations for the same number could be used in the activity. For example, for
the number 6 you can also use: 3 and 3 (stand on 3 and jump three places forward); 5 and
1 (stand on 5 and jump one place forward).

Next, a learning activity using number ladders and real (concrete) objects is discussed.

Using objects:

An activity similar to the kinaesthetic learning activity above can be done in class in small
groups. Each group should receive a number ladder and a counter such as a bottle top. If
possible, laminate the number ladders to ensure that it lasts longer and can be used
repeatedly. In this activity, learners place the counter, e.g. bottle top on a specified position
and then move it forward according to given instructions.

For example:

Place the bottle top on 5 and move it forward 2 places.

1 2 3 4 5 6 7

As in the kinaesthetic activity above, guide learners to explain the process: “If the bottle
top is on 5 it will land on 7 when you move it forward two places” or “Five plus two is seven”
or “Two more than five is seven.” Give different instructions and ensure each learner gets
an opportunity to manipulate the bottle top.

120 minutes
6
1. Prepare a number ladder which can be used as LTSM during an addition activity for
Grade R learners.
(Hint: If possible, for more durability, laminate your number ladder.)

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2. Be creative and develop your own activity to show how you will use the number
ladder to develop Grade R learners’ addition skills on a concrete level.

Your activity should include:

xA suitable topic and objective;

xThe appropriate number range for the third term;
xFour different instructions learners should follow to develop their understanding
of addition; and
x Possible questions you could ask to assess and promote learners’
understanding.
(Keep your resource and activity for future use during WIL and in your own classroom.)

Learners can be introduced to learning on a semi-concrete level when learners are ready
during the third or fourth term to practise their addition skills on a more advanced level. A
few ideas are discussed next.

3.3 Learning about addition at a semi-concrete level

In Grade R, the focus should be to give learners sufficient opportunities to practise their
addition and subtraction skills on a concrete level, including kinaesthetic learning.
However, Grade R learners who demonstrate that they have mastered addition on a
concrete level, by confidently manipulating concrete objects during addition activities can
be introduced to activities on a semi-concrete level.

3.3.1 The use of pictures

NOTE: If you use pictures for addition or subtraction (or any other operation), use
pictures of the SAME THINGS (or the same category), e.g. butterflies, insects, animals,
flowers, etc. It is confusing and mathematically incorrect to add or subtract different
types of things.

This establishes the principle that only “like terms” can be added or subtracted i.e.
objects that are the same.

For example, it doesn’t make mathematical sense to add 1 bird to 2 bananas or subtract
1 bird from 2 bananas. In both the pictorial representations below, there is NO answer
or solution.

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+ = ?

െ = ?
Sources of clip art: Coquet (2019) and Doofi (2010)

It is impossible to answer “How many of WHAT?” Are we referring to birds or bananas?

By letting learners make and join sets with concrete objects, progress to working with
pictures that represent real objects, e.g. 1 + 2 = 3.

+ =

Images: Adapted from Segerst (2020)

In this picture sum, we say: “One butterfly plus two butterflies equals three butterflies.” In
this case, we can add the objects together as they are all butterflies. It is important to
expose learners to the correct mathematical language during both concrete and semi-
concrete activities.

By using pictures (semi-concrete), we can progress to using dot cards to show addition in
another semi-concrete way. Dots are more abstract than pictures, but they are still seen
as semi-concrete as they are visual representations of numbers or quantities. They are
not symbols (e.g. 1, 2, 3, etc.).

3.3.2 The use of dot cards

Dot cards can be effectively used to help learners to understand the abstract idea of
addition. For example, the number problem “one plus two makes three” can be shown in
the following semi-concrete way:

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Encourage learners to use their own informal language to talk about and explain their
thoughts orally. They must say what they think and explain HOW they reason. Informally
introduce the operation sign to describe the operation.

Learners can also make their own drawings to present “the putting together of groups” on
a semi-concrete level.

3.4 Commutative property

Grade R learners are not expected to know the name of Commutative property: Commutative is
the commutative property of addition, but they can be derived from commute which means to
move around. Thus the commutative
introduced informally to the use of the property in a fun property of addition means numbers can
be moved (swopped) around in a number
way. The commutative property of addition means that sentence without impacting the answer. In
changing the order of the addends (the numbers to be other words, numbers can be added in
any order and the answer will remain the
added) does not affect the sum (the answer). Learners same.
must realise that the same two numbers have the same
sum, no matter which comes first. In other words, numbers can be added in any order –
the result will be the same.

The next activity on a concrete level will demonstrate to learners that the same two
numbers have the same sum.

Take 5 counters and call two learners. Put 2 counters in Mary’s hand and 3 in John’s hand.

Mary’s hand John’s hand

Ask, “How many counters do we have altogether?” Let them first try to work it out. Then
tell learners, “Two plus three equals to five.” Encourage learners to repeat it after you.

Ask the two learners to keep the counters in their hands, close their hands, and let Mary
and John swop places.

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Swop places

John’s hand Mary’s hand

They then open their hands and count how many counters John has in his hand (three).
How many counters does Mary have? (two). Ask learners, “How many are there
altogether?” (five). Again, let them first try to work it out. Tell learners: “Three and two is
five.” Therefore, two plus three is equal to three plus two. In symbols (for your own
knowledge): 2 + 3 = 3 + 2. NOTE: Grade R learners are not supposed to be using number
symbols and operational signs to express their ideas about numbers.

This activity can be repeated several times, using different pairs of learners and different
number combinations.

240 minutes
7
1. Prepare the following resources that could be used during an enrichment activity on
addition.
1.1 A set of picture cards (representing one to seven).
1.2 A set of dot cards (representing one to seven).
(Keep these for future use during WIL or in your own classroom.)

2. In 400 words, discuss the above-mentioned resources with particular reference to:
2.1 When you will use the prepared resources (refer to the time of the year and the
learners you will involve).
2.2 How you will use these resources progressively to promote learners’
understanding of addition. Include clear explanations of the activities as well as
diagrams to show how the resources will be used.

Commentary:
Keep in mind that:
x Grade R learners should mainly focus on concrete learning and only those who
are ready to progress to learning on a semi-concrete level should be included in
enrichment activities.
x Pictures showing representations of real objects are less abstract than dot cards.

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x Keep in mind that number sentences using symbols should not be the focus in
Grade R.

Next, we will address subtraction.

4. SUBTRACTION
Subtraction is the process of taking something away. Subtraction can be thought of as
making a number smaller by taking away a part of the number. When you have a number
of objects and you subtract (take away) an item from it, the number becomes smaller or
decreases. Subtraction is also a way in which we can find out what the ‘difference’ is
between the two numbers that we are comparing. That is if we subtract the one number
from the other number, we can find out which number is bigger and by how much.

Learners should have a clear conceptual understanding of subtraction and the appropriate
mathematical language to use in order to solve subtraction word problems. The latter will
be addressed in Section 3. Therefore, a teacher should gradually introduce new
terminology that relates to subtraction, such as these mentioned in the above paragraph.
Furthermore, the teacher should ensure that learners understand the meaning of the
correct terminology to be used when referring to subtraction.

For example, in the problem: “Peter has 3 crayons. He gives one crayon to Lydia. How
many crayons does he still have?” Learners should be able to realise that if something is
given or taken away, the number will decrease. The strategy learners will use to solve the
problem will depend on their level of development.

Most Grade R learners will easily solve this problem on a concrete level, by physically
taking away a crayon from a group of 3 crayons and then count the remaining number of
crayons through one-to-one correspondence.

Peter has 3 crayons

One crayon is given to

Lydia (taken away)

Peter has 2 crayons

left.
Source: Heiser (2017)

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Sufficient opportunities for learners to practice ‘taking away’ will assist them to realise that
subtraction has the ‘opposite effect’ compared to addition – i.e. subtraction makes less,
not more.

On a more advanced level, learners who have mastered counting backwards may solve
the problem as follows:

Count 1 backwards
from 3.

3 2 (Peter has 2 crayons left)

120 minutes
8
Compare the word problems in the Addition section and the Subtraction section about
the crayons of Peter and Lydia. Also, look at the strategies used to solve these
problems.

In three paragraphs of 60 to 80 words each, discuss your observations with particular

reference to:
1. The link between the two problems and the strategies used to solve the problems.
2. The knowledge and skills required to solve the problems.
3. Why you will recommend/not recommend that addition and subtraction should be
linked when taught to Grade R learners.

Keep in mind that subtraction is the inverse (opposite) operation of addition. Therefore, if
3 – 1 = 2, it means that 2 + 1 = 3. Did you know subtraction is NOT commutative? In this
context, a smaller number can be subtracted from a larger number but not vice versa.
Therefore, the order in which numbers are subtracted is extremely important, i.e. 3 – 1
(three minus one) is NOT equal to or the same as 1 – 3 (one minus three).

The same progressive steps for introducing addition must be followed for subtraction.
Remember, these progressive steps should be followed when Grade R learners are
introduced to whole number operations when solving problems in different contexts.

4.1 Introducing subtraction in Grade R

Before learners will be able to competently subtract numbers, they should be able to count
backwards with understanding and have an idea of the value (how-many-ness) of
numbers. Again, we start with learning on a kinaesthetic/concrete level and gradually
progress to a semi-concrete and abstract level. Step 1 to Step 4 is shown next.

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STEP 1: CONCRETE – Always start with kinaesthetic learning and then progress to
real or concrete objects.
Kinaesthetic Learning:

Ask three learners to stand in front of the class. Learners should verify the number of
learners standing in front of the class by counting them. Then ask one learner to return
to the carpet and sit down. Ask the rest of the class how many learners are still standing
in front of the class. Encourage them to count the remaining learners.

Group of 3 learners
standing in front of Source: AnnaliseArt (2019)
the class.

Two learners are still One learner leaves the

standing in front of the group of 3 to sit down.
class.

Guide learners to explain the subtraction in their own words. For example: “When you
have three learners standing and one learner leaves to sit down, only two learners are
still standing.” Ensure that they realise the number of learners standing decrease when
one learner leaves the group.

Real (or concrete) objects:

Give learners 3 counters, such as bottle tops. They should pack out the counters and
count them. Ask them how many counters they do have in front of them. Then they
should take away one counter and count how many counters are left.

Three bottle tops

Two bottle tops Take away one

are left. bottle top.

As the teacher, make a verbal statement such as “When you have 3 bottle tops and
you take away 1 bottle top there will be 2 bottle tops left.”

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STEP 2: SEMI-CONCRETE – Use picture or dot cards.

From concrete objects, first progress to picture cards and then to dot cards. When using
picture or dot cards, learners should not be provided with cards showing for example a
group of dots that represents a number. Instead, provide learners with cards that show
individual pictures or dots. For example:

Three dots

Take away one dot

Left with
two dots

Group of dots representing the number 3 Three dot cards

(Not recommended) (Recommended)

This will allow learners to manipulate the dot or picture cards. Thus, they can remove
the number of dots physically and count the remaining dots to find the answer as shown
next.

STEP 3: ABSTRACT
Grade R learners are not expected to use operational and equal signs to present
subtraction in written number sentences.

For example: 3െ1=2

However, they should be able to recognise number symbols and tell you that three take
away (minus) one will give you (equals) two.

STEP 4: APPLY TO CONTEXTUAL PROBLEMS

Develop and apply the above steps when teaching learners how to solve subtraction
word problems (story sums).

Provide learners with many opportunities to use manipulatives (objects) and drawings, to
represent their solutions and encourage them to explain their reasoning. Learners should
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always be encouraged to use the correct mathematical language to express their thoughts
and methods of solutions.

120 minutes
9
Reflect on the similarities and differences between the steps to be followed when
teaching subtraction and addition.
1. What is the same? What is different?
2. Why is the dot cards with single dots recommended instead of the dot cards with
multiple dots when you teach subtraction in Grade R? Do you agree with the
explanation and illustration provided under the semi-concrete level in the diagram
given above? Motivate your answer.

Throughout the year, learners need many different ways to practise and reinforce their
understanding of subtraction. In the next paragraphs, you will learn about many practical
ideas on HOW to teach subtraction on a concrete level. You will notice that they are very
closely related to the ways in which the teaching of addition was presented in the previous
section.

4.2 Learning about subtraction in Grade R

As with addition, concrete materials should be your main teaching tools to build Grade R
learners’ conceptual understanding of subtraction. First, we look at how learners can use
their own fingers and counters to develop their understanding of subtraction.

4.3 The use of fingers and counters

Learners should use their fingers to show combinations of, for example, five. When working
with five, let learners first show all their fingers on one hand (five). Then ask them to take
away a specific number, for example: “Take away two fingers. How many fingers are left?”
Do this with all the possible combinations of five. Reinforce the concepts of subtracting
(take away, decrease, making less, reduce, minus) as well as, “How many are left?” (The
result or decreased total.)

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“I have five fingers. If I take away two fingers, how many are left?”

Show 5 fingers.
3 Fingers are left.

Take away
2 fingers.

Also, provide learners with sufficient opportunities to manipulate counters when solving
subtraction problems. Learners can work in small groups. Give each group, for example,
five counters. First, learners hold the five counters in one hand. Ask learners to take two
counters to the other hand and put it behind their back. They should then count the number
of counters that are left. Repeat this with different combinations of five.

Hold 5 counters Take away 2 There are 3

in one hand. counters. counters left.

Learners can use both the above methods (using fingers and counters) to practise the
solving of problems within the number range 1 to 10. Gradually increase the number range
up to 10 as prescribed by the curriculum. When learners work within a number range
where the counters will be too many to hold in one hand, they can unpack the counters in
a row. Similar activities can be done with counting frames.

4.4 The use of counting frames

The abacus (counting frame) can also be used with success to help learners understand
the concept of subtraction. They can move the beads on each row
to show different combinations of 10. Let learners follow your
instructions: “You have ten beads in a row. Take away 1 (move
one to the other side). How many are left? Continue in this manner,
by taking one more bead to the other side every time you move to
the next row.
Source: Moriarty (2017)

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Next, we look at how connecting cubes can be used to develop the concept “finding the
difference.”

4.5 The use of connecting cubes

To build learners’ understanding of subtraction as “finding the difference,” let learners use
connecting cubes to compare sets of quantities and the difference between them. In the
example below, eight cubes are used. Have learners make two bars with their 8 cubes.
Discuss the difference between the two bars to generate the third number.

Difference

For example, if learners made a bar of five and a bar of three cubes, the difference is two.
Provide learners with sufficient opportunities to practise the concept of difference with
connecting cubes for a variety of number combinations.

Encourage learners to make a drawing of their cubes showing the difference.

180 minutes
10
You are expected to reinforce Grade R learners’ ability to solve subtraction problems
on a kinaesthetic and concrete level of learning. Demonstrate how you will enhance
their understanding by:
1. Referring to the following problem: Peter has 8 sweets. He gives 3 sweets to his
brother. How many sweets are left?
2. Using a number ladder.
3. Including labelled diagrams to explain how the number ladder will be used.

Commentary:
Keep in mind that:
x Subtraction is the inverse operation of addition. Therefore, the process involved
for subtraction will be the opposite of addition, i.e. learners and counters will
have to move backwards on the number ladder.
x For kinaesthetic learning, learners’ whole bodies should be involved through,
for example, a movement such as jumping.

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x For concrete learning, learners’ should manipulate concrete objects such as

counters.
The total number (8) should first be identified on the number ladder and then learners
or counters should move 3 spaces backwards (count 3 backwards).

Addition and subtraction are often taught as two different operations. In this way of
teaching, the focus is often on teaching algorithms (short calculation methods), and not on
the understanding of these basic operations and how they relate to each other. Most young
learners come to school with some understanding of addition as an act of putting things
together (join) and subtraction as separating or taking away something.

Teaching addition and subtraction separately hides the internal connectedness of these
basic operations. This is why addition and subtraction are taught together (also in this
section of work) in order to emphasise the inverse relationship of these operations. There
will be times when you teach the two operations separately but ultimately, if you show
learners the connections between them, you will help them to understand these two
operations better. This deeper understanding will strengthen learners’ number sense,
which is the foundation of mathematics learning.

Although the role of number facts in inverse relationships will not be taught formally to
Grade R learners, their understanding of both addition and subtraction will be enhanced if
they are able to recognise the inverse relationship.

180 minutes
11
1. Reflect on what you have learnt about addtion, subtraction and the inverse
relationship between addition and subtraction. Read the scenario and then answer
the questions.

Scenario:
As a newly appointed Grade R teacher, your HoD asks you to do a presentation
at the next Foundation Phase meeting to discuss the teaching of addition and
subtraction in Grade R.

1.1 On an A4 page, draw a mindmap to show your preparation for your presentation
at the Foundation Phase meeting. Include as much detail as you would like to
but focus on teaching the following:
x Addition;
x Subtraction; and
x The relationship between Addition and Subtraction.
1.2 On another page, show how you will use examples to explain the following
concepts to a fellow Grade R teacher:
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MATHEMATICS LEARNING IN GRADE R 1 CURRICULUM AND LEARNING GUIDE

x Inverse Operation; and

x Commutative property.
2. Think about the four basic operations. With the exception of addition and
subtraction, are there other operations that are also inverse operations? Try this
out and prove this with your own examples.

120 minutes
12
1. Share your responses to the above activity with peers or colleagues in your own
study group.
2. Write down what you have learnt from others.

You should now be familiar with different strategies and techniques that can be used to
teach addition and subtraction. Remember that your learners will need a lot of
opportunities to practice what they are learning. Keep this in mind when you do your
planning for teaching addition and subtraction to your Grade R learners.

In Section 2, you will be equipped to teach grouping and sharing in Grade R.

SECTION 2: GROUPING AND SHARING

1. INTRODUCTION
The main concepts that serve as preparation for learners to learn about division are
sharing equally and grouping. These concepts are important to establish from an early age
in order for learners to grasp division in later grades. In this section, the focus is on how to
teach sharing and grouping in Grade R.

This section will provide you with the content knowledge to enhance both you and your
learners’ conceptual understanding of grouping and sharing. It will also provide you with
the pedagogical knowledge to be able to teach grouping and sharing to Grade R learners.

Before discussing the different strategies and techniques to develop learners’ conceptual
understanding of grouping and sharing, we will look at what is required by the curriculum.

2. CURRICULUM REQUIREMENTS
The curriculum requirements for techniques and strategies that can be used to solve
grouping and sharing problems are displayed in the next table.

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TERM 1 TERM 2 TERM 3 TERM 4

Equal sharing and Concrete Concrete Concrete Concrete
grouping with whole apparatus, e.g. apparatus, e.g. apparatus, e.g. apparatus, e.g.
numbers up to 10 counters counters counters counters
with answers that
include remainders
Orally solve Orally solve Orally solve
problems that problems that problems that
involve numbers 1 involve numbers 1 involve numbers 1
to 4. to 7. to 10.

Let’s first look at grouping.

3 GROUPING
Grouping means to allocate a collection of objects to the groups required (Barmby,
Bilsborough, Harries & Higgins, 2009). In Grade R, grouping starts-off as an incidental
learning experience. For example, learners can be asked to put away six balls after a free
play session. They must put 2 balls in a box. They can tell you in how many boxes they
have put 2 balls each.

Siemon et al. (2013) refer to quotitive division (grouping) as a situation where the total
number of objects as well as the quantity per group is known and the amount of groups
have to be determined. For your own conceptual understanding, in grouping, the
divisor indicates the quantity per equal sized group, whilst the Divisor: Refers to the number
quotient indicates the amount of equal sized groups. For you must divide with.

example: You have six apples and you want to give each Quotient: Refers to the answer
of the division problem.
learner two apples. How many learners will each receive two
apples?
6÷2=3

The divisor indicates the The quotient indicates the

quantity you want to include number of groups that can be
per group (e.g. in this formed (e.g. in this situation 3
situation each group / learner groups / learners will each
should receive 2 apples). receive 2 apples).

Let us look at how to teach grouping in a progressive way in Grade R.

3.1 Progression for introducing grouping

Refer to the Introduction to Mathematics Learning module (R-MAT 120) again on Bruner’s
three stages of progression from more concrete (enactive), through semi-concrete (iconic)
to more abstract (symbolic). As such, you must follow progressive steps to teach grouping
to Grade R learners, i.e. from kinaesthetic/concrete to semi-concrete. Grade R learners
won’t yet be able to work with the abstract level. Be attentive to your learners’ progression
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and development to make sure when and how to move from more concrete to more semi-
concrete representations.

CONCRETE – objects
Group a given number of objects into groups of equal size. How many groups can you
make? (At first, with no remainders). Learners must use the given number of objects
and put them into equal groups, until all the objects are used.

Given number of objects Given quantity per group

I have six sweets to share between learners. Each learner must receive two sweets.
How many learners will each receive two sweets?
Unknown number of groups
I have 6 sweets. I must put them into groups of 2.

Source: ClkerFreeVectorImages (2014a)

How many groups of 2 did I make? I made 3 groups.

SEMI-CONCRETE – pictures/dots/arrays

From concrete objects (sets) progress to pictures/dots/arrays. Let learners represent

the calculation using drawings of pictures instead of using real/concrete objects. Show
how you group 6 sweets into groups of 2.

Ask learners to draw six dots to represent the sweets:

Put the dots (which represent sweets) into groups of 2:

How many groups did you make? I made 3 groups

“I did a drawing to show how I put 6 sweets into groups of 2. I showed that I found 3
groups.”

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ABSTRACT – Grade R learners are not expected to use operational and equal signs to
present grouping in written number sentences.

For example: 6 ÷ 2 = 3
However, learners should be able to tell you (explain) that there are three groups, two
objects in each of them.

APPLY TO CONTEXTUAL PROBLEMS

Develop and apply the above steps when teaching learners how to solve word problems
relating to grouping. You can make your own word problems.

Next, are some practical examples that you could use to effectively teach learners the
concept of grouping. These examples give you a variety of approaches and models.

3.2 Learning about grouping in Grade R

Learners in Grade R need a lot of practise working on the kinaesthetic and concrete level
before they move towards the semi-concrete level of conceptual understanding.

3.2.1 Kinaesthetic learning: Using learners

During outdoor play, you can draw different shapes on the floor and ask learners that there
must be 4 learners in each shape. Ask learners how many shapes (groups) are there.

Source: AnnaliseArt (2019)

3.2.2 Using concrete objects

Concrete objects can also be used to make groups. For example, you can ask:

If I have 8 sweets and I want to put them into small packets with 2 sweets in each packet,
how many packets can I make?

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Try to illustrate this on your own before you look at the solution below.

Solution:
I have 8 sweets.

Source: ClkerFreeVectorImages (2014a)

I must put the sweets into packets of 2 and count the number of packets made.

Packet 1

Packet 2

Packet 3

Packet 4

I made 4 packets with 2 sweets in each packet.

Learners can use bottle tops, counters, stones, etc. to represent the sweets and put them
into groups to represent the packets.

After many practical grouping examples that you work through with the class as a whole,
you should reinforce the concept of grouping by letting learners themselves get
opportunities to perform the action of grouping. Vary the activities.

For example: Give learners 10 counters. Then ask learners questions like the following:

x How many groups of 2 counters can I make if I have 10 counters? (I can make 5
groups.)
x How many groups of 5 counters can I make if I have 10 counters? (I can make 2
groups.)
x How many groups of 10 counters can I make if I have 10 counters? (I can make 1
group.)

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180 minutes
13
1. Explain grouping in your own words.
2. Why do you think it is important to teach grouping in Grade R?
3. Develop a lesson plan in which you teach learners grouping on a kinaesthetic,
concrete and semi-concrete level. Use the lesson plan template in Addendum C
for this purpose. Include the following in your lesson plan:
x Objectives;
x LTSM;
x Prior knowledge;
x Presentation (include 3 activities for learners and explain the teacher’s role
and the learners’ role); and
x Conclusion (include the questions you will ask for assessment of learning and
the homework/fun work for learners).

Commentary:
Ensure your lesson progresses from concrete to semi-concrete and take into
consideration what learners’ first need to know before they will be able to complete this
lesson (prior knowledge). Also, keep progression in mind by moving from easy to more
challenging and from concrete to semi-concrete.

Next we will discuss sharing and how to teach it to Grade R learners.

4. SHARING
Sharing means to allocate or ‘deal’ objects, one at a time, into each of the specified groups
(Barmby, Bilsborough, Harries & Higgins, 2009). Young learners start to develop the
concept of sharing at home in an informal way at a very young age. Objects are shared
among families, and learners will have experienced the concept of sharing in practical
ways. As a teacher, you need to be aware of the learners’ everyday knowledge, and your
role is to move learners from everyday knowledge to more formal mathematical
knowledge. In order to do this you need to ask questions like, “How many will each person
get if I share an amount between them?” The answer to the question is a certain number
that you find by sharing the amount equally.
According to Siemon et al. (2013), partitive division (sharing) is when the total number of
objects and the amount of groups you want to form is known and the quantity in each
group has to be determined. Opposing quotitive division (grouping). For your own
conceptual understanding it is important to know that in sharing, the divisor indicates the
number of groups, whilst the quotient indicates the size of each group (quantity per group)
(Roche & Clarke, 2009). We will use a word problem to clarify all these concepts, for
example:

There are eight apples which you have to divide between four learners. How many apples
will each learner receive?
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8÷4=2 The quotient indicates the

quantity per group (e.g. in
this situation each group
The total number that The divisor indicates the (learner) will receive 2
should be divided is number of groups that you apples). This is unknown
known as dividend want to form (e.g. in this and needs to be found.
(e.g. in this situation it situation 4 groups should
is 8 apples). be formed).

Let us now look at how to teach this in a progressive way to Grade R learners.

4.1 Progression for introducing sharing

Use and refer to Bruner’s three stages of progression to teach learners the concept of
sharing. Remember that you need to decide when and how to move from more
kinaesthetic/concrete to more semi-concrete activities and to be responsive to what
learners can and cannot do. As in all Grade R learning situations, this should be done in
an exploratory manner, with lots of learner participation and activities.

Here is an example showing the progressive steps for introducing sharing.

CONCRETE – objects
Share a given number of objects between a given number of groups (at first, with no
remainders). Learners must use the given number of objects, share them out until all
the objects are used to find out the quantity per group.

Given number of objects. Given number of groups.

I have six sweets to share between 3 learners. How many sweets do they each get?

Unknown quantity
per group.

Source: ClkerFreeVectorImages (2014a)

I have shared six sweets equally among the three learners and each learner gets two
sweets. Six divided by three equals two.

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SEMI-CONCRETE – pictures/dots/arrays

From concrete objects (sets) progress to pictures/dots/arrays. Let learners represent

the calculation using drawings of pictures instead of using real/concrete objects. Show
how you share 6 sweets between 3 learners.

Ask learners to draw six dots to represent the sweets:

Let them draw three boxes:

They will now share the six dots equally into the three boxes. This can be done in many
ways. Allow learners to explore different ways to do so. One possible way is to ask
learners to draw individual dots into the boxes while counting, and stop when they have
shared six dots. They will then count the number of dots in each box as the answer.
Emphasise that each box must have equal number of dots.

I did a drawing to show how I shared six sweets equally among the three learners. I
showed that each learner gets two sweets. Six divided by three equals two.

ABSTRACT – Grade R learners are not expected to use operational (+; െ; ×; ÷) and
equal (=) signs to present sharing (division) in written number sentences.

For example: 6 ÷3=2

However, they should be able to tell you each learner will get 2 sweets.

PROBLEM SOLVING

Develop and apply the above steps when teaching learners how to solve sharing word
problems (story sums). You can make your own story sums!

Learners should be exposed to a variety of interesting ways to practise and reinforce their
understanding of sharing. In the following paragraphs, we will give you some ideas on
HOW to develop Grade R learners’ ability to do equal sharing on a kinaesthetic, concrete
and semi-concrete level of learning.

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4.2 Learning about sharing in Grade R

It is important to provide learners with mostly kinaesthetic and concrete experiences to

build learners’ conceptual understand of sharing. Below are a few examples of activities
you can use to build and reinforce learners’ understanding of sharing.

4.2.1 Kinaesthetic learning: Using learners

Explain to learners that they are going to play a game. In this game, they have to be divided
into three groups. One group will be blue; one will be red and another yellow. Beforehand,
the teacher can place flags to represent the different colour groups. Ask learners to stand
in a straight line and the learner in front will start at the blue group, the second learner will
go to the red group, the third to the yellow group and the forth learner will start at the blue
group again. Learners will continue this until there aren’t any more learners to be divided
in equally or left over. For example:

BLUE group

RED group

YELLOW group

Source: Adapted from Stux (2015)

The teacher can then ask learners to count how many learners are in their group, as well
as in the other groups. Note: The number of learners in per group will depend on the
number of learners in the class and will not necessarily be equal.

4.2.2 Using concrete objects

When working with concrete materials, learners come to grips with the concept of sharing
something equally or passing out items so that everyone has the same number of items.

First, demonstrate practically HOW you share things equally among a number of learners.
Use any objects from your environment. For example, pick 12 flowers or leaves (or cut-
out examples (pictures) from a magazine) and show learners HOW you share them equally
among three of them:

Source: Freesvg (2019)

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Practically show learners how to share the flowers equally, “One for you … one for you …
one for you.” Keep on doing this until all the flowers are finished (no flowers are left). Then
count how many flowers each learner got.

I have four
I have four I have four

Each learner gets a flower until

all the flowers are shared.

After many practical sharing examples that you work through with the class as a whole,
you should reinforce the concept of sharing by letting learners themselves get
opportunities to perform the action of sharing. Vary the activities.

For example, let the children work in pairs and explore the following:

x How many counters will each learner get if 10 counters are shared between 2
learners? (Each learner will get 5 counters.)
x How many counters will each learner get if 8 counters are shared between 2
learners? (Each learner will get 4 counters.)
x How many counters will each learner get if 6 counters are shared between 2
learners? (Each learner will get 1 counter.)

Remember to keep within the number range for the term. For most of the year, you will
use problems that allow objects to be equally shared. This means you have to plan
beforehand so that you will know how many counters learners will need. Write down the
problems you want to pose to learners beforehand and make sure the number of groups
and objects per group can divide equally into the total number of objects. In paragraph 5,
below we will discuss sharing and grouping with whole numbers up to 10 with answers
that include remainders.

60 minutes
14
Reflect on your own experience of learning division (grouping and sharing) when you
were at school.

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Compare your own experiences of learning division with the equal sharing and grouping
examples discussed above. Write short notes about your own experiences, compared
to the examples provided.

180 minutes
15
1. Explain ‘equal sharing’ in your own words.
2. Why do you think it is important to teach learners about sharing in Grade R?
3. Develop a lesson plan in which you teach learners sharing on a kinaesthetic,
concrete and semi-concrete level. Use the lesson plan template in Addendum C
for this purpose. Include the following in your lesson plan:
x Objectives;
x LTSM;
x Prior knowledge;
x Presentation (include 3 activities for learners and explain the teacher’s role
and the learners’ role); and
x Conclusion (include the questions you will ask for assessment of learning and
the homework/fun work for learners).

Commentary:
Learners develop a strong conceptual understanding when they learn about sharing
before they go to Grade 1. Make however sure your lesson progress from kinaesthetic,
concrete to semi-concrete and take into consideration what learners first need to know
before they will be able to complete this lesson (prior knowledge). Think about any
three activities to teach sharing that will take learners’ progress and development into
consideration. Keep progression in mind – always move from easy to more challenging
and from kinaesthetic, concrete to semi-concrete.

240 minutes
16
In your own study group, share/present your lesson plan on sharing to your peers.

1. Discuss the following:

x Objectives (Are these correctly formulated? Are they developmentally
appropriate for Grade R learners? Are they measureable? How can they be
improved?).
x LTSM (Is it appropriate for the lesson? Can it enhance learning?).
x Prior knowledge (What knowledge will the new knowledge be built on? Or what
was taught in a previous lesson?).

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x Presentation (How was the lesson introduced? Were three activities for
learners included? Are the use of the LTSM explained and does the preparation
indicate how learning will be enhanced by the LTSM? Are the teacher’s role
and the learners’ roles explained? Is there progression in the trajectory (path)
of learning e.g. moving from the concrete to the semi-concrete? How will the
activities help to achieve the lesson objectives?).
x Conclusion (Are the questions for assessment included? Do the questions have
the potential to assess if the objectives were achieved? Are the learners’
activities appropriate for the lesson and suitable for the developmental level of
the learners?).

2. Review your own lesson plan. Make changes to incorporate good, relevant
suggestions from others. Keep your lesson plan to teach during Work Integrated
Learning (WIL) or in your own classroom.

Now that you have learnt what the difference is between sharing and grouping, let us take
a closer look at examples with remainders or no remainders.

5. REMAINDERS AND NO REMAINDERS

Once your learners have learned to group and share objects equally, you can introduce
remainders. The two types of problems: sharing and grouping, may or may not lead to
remainders. Remainders are left-over objects that cannot go into a group, as this will cause
the groups to be unequal.

Let us look at a practical example of a problem without a remainder.

How many triangles will each learner get if they share 8 triangles between them?

We had 8 triangle shapes. We each

got 4 whole triangles.

Source: AnnaliseArt (2019)

In other words, problems without remainders mean that the total can be shared equally (or
grouped into equal quantities) with nothing left over.

The following is an example of a problem with a remainder.

How many triangles will each learner get if they share 9 triangles between them?

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One remaining
triangle

We had 9 triangle shapes. We each got 4 whole triangles. There is a

remainder of 1 triangle.

Thus, problems with remainders mean that when the total is shared (or grouped)
something is left over.

Learners should first be exposed to a lot of concrete experiences where there is no

remainder, before you pose problems involving a remainder. You also need to make use
of a variety of resources in order for you to get ideas and know how to apply different
strategies with your learners. A few examples are provided below to show how different
resources can be used with sharing and grouping (with and without remainders).

5.1 The use of everyday real items

Practical, everyday situations can be used, for example, slices of bread which could be
equally divided among a number of learners.

For example, when sharing 7 slices of bread among three friends. Each friend will receive
two slices of bread, and one slice of bread will remain.

Because one should always be aware of not wasting food and that some learners may be
hungry, this activity could form the introduction to a baking activity. Bring enough slices for
the whole class, let the learners spread peanut butter or jam on the slices of bread and
then eat them!

5.2 The use of number cards and counters

Different numbers of counters should be used when teaching grouping and sharing. Be
sure to work within the number range set out in the mathematics curriculum. Always
gradually build up the number range starting with smaller numbers. Also group and share
into different parts, starting with fewer groups.

Let learners work in pairs and hand out number cards from 1 to 10 and at least 20 counters
for each pair. One learner will then get the chance to take a card with a number on it. They
then have to use the counters to share that number of counters equally between the two
of them. For example, the learner picks up the number card 6. They count-out 6 counters
and share that counters between the two of them. It will look like this:

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If the other learner picks up the card number 9, then the representation will look like this:

Let learners then discuss what they will do with the one counter remaining. Give each pair
of learners at least 5 opportunities to work with different numbers. First, always check their
answers before they can choose a new number. On a later occasion, do the same activity,
but increase the number of learners to share between (e.g. 3, 4, 5, learners).

The examples done will have been of both types – sharing and grouping with and without
remainders. Learners will realise that some remainders can be broken up further (shared
equally) but some cannot. For example:

Remainders that can be shared:

When we share loaves of bread, a leftover slice can be cut in half. This is the start of
learning about fractions in later grades.

Remainders that cannot be shared:

When we put learners into groups (e.g. of 5) in the class, if 4 learners are left over, the last
group has to be a smaller group. We cannot ‘cut up’ or divide the remaining learners.

Take note that activities must be repeated often, but with different LTSM and different
number combinations until the concepts of sharing and grouping are firmly established.
When learners do these activities, ask relevant questions to assess learners’
understanding. Remember, learners must be able to explain their thinking and justify their
answers. Encourage mathematical reasoning to challenge learners to enhance their level
of thinking.

In the next section, we will discuss word problems relating to addition and subtraction
(which was covered in Section 1), as well grouping and sharing (which was covered in
Section 2).

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SECTION 3: PROBLEM SOLVING

1. INTRODUCTION
Grade R learners come to school with pre-existing knowledge about addition, subtraction,
grouping and sharing. They gained this knowledge through concrete play activities where
objects in their real life were added, compared, grouped and shared. Learners learned
these concepts informally. It is important for a Grade R teacher to link learners pre-
knowledge concepts to more advanced mathematical concepts. This will be the focus of
this section.

We are going to discuss what problem solving is, what types of problems are appropriate
for Grade R learners, as well as how to teach problem solving with regards to addition,
subtraction, grouping and sharing in Grade R.

2. WHAT IS PROBLEM SOLVING?

Problem solving gives learners the opportunity to use their knowledge of counting, number
recognition, number sense and operations with numbers in contextualised or real life
situations. Artut (2015, p. 2540) indicates that solving mathematical word problems “helps
learners make connections between conceptual and mathematical knowledge. Through
problem solving, they can easily establish and develop these connections. These
problems teach students to make use of the knowledge and skills that they have learned
in school while solving problems in their real lives.” Problem solving in mathematics is
therefore important in helping learners to solve real life problems.

According to Naudé and Meier (2014, p. 104), “problem solving is the process that is
followed to overcome unknown situations, obstacles or barriers, where a direct solution or
method of solution is not immediately clear.” This gives learners the opportunity to engage
and participate actively in the learning environment by exploring, taking risks, collecting
data, comparing, reasoning, making decisions and learning about success and failure.

180 minutes
17
Read the excerpt from core reader: Preschool children’s skills in solving mathematical
word problems by Artut (2015, p. 2539) to answer the questions given below.

Introduction
Problems are difficult situations that a person has not previously encountered
and feels unprepared to solve. For preschool children, the world is new; as a

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result, each new situation that they encounter is in fact a natural problem. When
children in this period of life first come across a new situation, they primarily
wonder about it. Thereafter, however, they approach this situation with more
flexibility and reason (NTCM, 2008).
Problem solving opens a new horizon in children’s mathematical thinking and
presents them with opportunities to understand mathematics. Consequently,
problem-solving skills are an important tool to evaluate children’s mathematical
thinking (Charlesworth & Leali, 2012).
According to National Council of Teaching of Mathematics (NCTM, 2000),
students should be acquainted with new information through problem-solving
skills from preschool until the end of secondary school, improve their
mathematical problem-solving skills, use different strategies to solve problems
and implement their already acquired knowledge in new and different situations.
In other words, it has been noted that problem solving is at the centre of
mathematics teaching. Similarly, De Corte et al. (2000) claim that inclusion of
verbal problems into the school curriculum is potentially important as they show
children when and how to implement their mathematical knowledge into daily
life situations.

Questions:
1. According to the article, how do young learners approach problem situations?
2. Refer to the information in the excerpt to discuss the importance and value of
problem solving in Grade R.
3. How can you, as the Grade R teacher, promote problem solving in your
classroom?

Commentary:
One of the specific aims of mathematics teaching is the acquisition of specific
knowledge and skills necessary for the application of mathematics to physical, social
and mathematical problems (Department of Basic Education, 2011, p. 8). The value of
problem solving includes helping learners to make sense of mathematics as it provides
them with a context for the mathematics they work with. It also provides learners with
opportunities to apply their mathematical knowledge and skills in new situations and
use different strategies to solve the problems. In this way they have opportunities to
develop their own creativity and logical thinking as they will often need to think about
creative ways to solve problems they come across not only in mathematics but also in
real life situations. Solving mathematical problems can provide learners with powerful
tools in using mathematics to solve real life problems. Learners must constantly be
challenged to solve problems in groups and on their own. The more problems they
solve, the more skilled learners will become in solving problems.

In Grade R, simple stories can be used to create a context within which the problem needs
to be solved. It is essential that the context should be familiar to learners, i.e. they must
be able to relate to the simulated situation. For example: Mary has 5 crayons. She gives
1 crayon to Jane. How many crayons does she have left?

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Let us start by looking at what the curriculum requirements pertaining to problem solving
for Grade R learners are.

3. CURRICULUM REQUIREMENTS
TERM 1 TERM 2 TERM 3 TERM 4
Orally solve word Use counters Use counters and Use counters and
problems (story sums) and orally solve orally solve orally solve
and explain own problems that problems that problems that
solutions to problems involve numbers involve numbers involve numbers
involving: 2, 3 and 4. 5, 6 and 7. 8, 9 and 10.
Addition and
subtraction up to 10
Equal sharing and Reinforce the Reinforce the Reinforce the
grouping with whole solving of solving of solving of
numbers up to 10 with problems that problems that problems that
answers that include involve numbers involve numbers 1 involve numbers 1
remainders 1 to 4. to 7 to 10.

Next, you will be equipped to teach Grade R learners how to solve different types of word
problems.

4. PROBLEM SOLVING IN GRADE R

When teaching problem solving you will need to present your learners with a mathematics
problem and let them work out the solution. There is normally more than one way to come
to the answer or solution. Allowing learners to find their own way and then explain their
thinking will help them to own and understand the process.

Problems given to Grade R learners may involve addition Remainder: Refers to the amount that
and subtraction with answers up to 10, grouping, and isexactly left over when a number cannot be
divided by another (Cambridge
sharing equally with answers including remainders. It is Dictionary, 2017).
best to give Grade R learners concrete apparatus to work
with when giving them word problems or story sums so they can physically manipulate the
concrete objects and work out the best solutions to the problem.

We will discuss teaching problem solving according to the types of problems prescribed
for Grade R; rather than according to the level, you teach at. Artut (2015, p. 2540) also
refers to ‘join problems’, ‘separate problems’, ‘part-part-whole problems’ and ‘compare
problems’. To assist you to develop your own word problems for your learners, we discuss
two of these types. All of these problem types have sub-categories, which are differently
phrased, but involve addition and/or subtraction in the solutions. Carefully study the
examples of join and compare problems below. You may use similar examples when
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developing word problems for your learners but always keep your learners’ development
level as well as their interests and contexts (life world) in mind when you set your own
word problems for your learners. Also, keep the language simple so that the problems are
accessible and solutions are within reach of your learners.

120 minutes
18
Read the following extract from Artut (2015, p. 2540) and answer the questions in the
next activity.

Mathematical word problems

Solving mathematical word problems helps learners make connections between
conceptual and mathematical knowledge. Through problem solving, they can easily
establish and develop these connections. These problems teach learners to make use
of the knowledge and skills that they have learned in school while solving problems in
their real lives.

According to the revision of the related literature (Nesher et al., 1982; Carpenter and
Moser, 1981; Nesher, 1980; Van De Walle, 2001), the researchers categorized the
verbal problems related to addition and subtraction in terms of the relationships they
were based on. In line with their analysis of prior research, Nesher et al. (1982) said
that they can group word problems semantically in three groups: combine, change and
compare.

This categorization was handled differently in the past research. To exemplify, combine
problems were referred as “static” by Nesher (1980) and as “part-part-whole” by
Carpenter and Moser (1981). Also, change problems were called as “joining and
separating” by Carpenter and Moser (1981) and as dynamic by Nesher (1980). In this
research, the explanation by Van De Walle (2001, p. 109) was followed as it extensively
covered all other groupings.

Therefore, in line with this explanation, word problems were grouped in four groups,
joining, separating, part-part-whole and comparing. In expressing these problems,
there are three elements: beginning, change and conclusion. The problems were sub-
categorized when one of these elements was unknown. The explanations related to this
categorization and sub-categories are given below:

Join problems: In these problems, there are three amounts: the initial, the change (the
part being added or joined) and the result (the amount that results from the operation).
One of these may be the unknown element in the problem. The sub-categories and
examples based on them are as follows:

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Result unknown: Sara had 3 marbles. Eren gave her 4 more. How many marbles
does Sara have altogether?
Change unknown: Sara had 3 marbles. Eren gave her some more. Now Sandra has
7 marbles. How many did Eren give her?
Initial unknown: Sara had some marbles. Eren gave her 4 more. Now Sandra has 7
marbles. How many marbles did Sara have to begin with?

Separate: In separate problems, the initial amount is the whole or the largest amount,
whereas in join problems, the result is the whole. In separate problems, the change
means the difference in a quantity from the initial quantity. The sub-categories and
related examples are as follows:

Result unknown: Sara had 7 marbles. She gave 4 marbles to Eren. Now Sandra has
7 marbles. How many marbles does Sara have now?
Change unknown: Sara had 7 marbles. She gave some to Eren. Now Sandra has 3
marbles. How many did she give to Eren?
Initial unknown: Sara had some marbles. She gave 4 to Eren. Now Sandra has 3
marbles left. How many marbles did Sara have to begin with?

Part-part-whole problems: Part-part-whole problems involve two parts that are

combined into one whole. The combining may be a physical action or a mental
combination in which the parts are not physically combined. The sub-categories and
related examples are as follows:

Whole unknown: Eren has 3 yellow marbles and 4 blue marbles. How many marbles
does he have?
Part unknown: Eren has 7 marbles. Three of his marbles are yellow marbles, and
the rest are blue marbles. How many blue marbles does Eren have?

Compare problems: Compare problems involve the comparison of two quantities. The
third amount is not actually present but is the difference between the two amounts.
However, the third amount is the difference between the two already-given amounts.
The subcategories and the related examples are as follows:

Difference unkown: Eren has 7 marbles and Sara has 4 marbles. How many more
marbles does Eren have than Sara?
Larger unknown: Eren has 3 more marbles than Sara. Sara has 4 marbles. How
many marbles does Eren have?

Do the next activity on your own before discussing your responses with your own study
group in the next academic support session.

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240 minutes
19
1. Compare the examples and find solutions for the join problems given above. Now
set your own developmentally appropriate join problems for the third term for each
of the subcategories given above for Grade R learners. [HINT: Keep the number
range for the third term in mind.]
2. Compare your word problems in the first question to those of others in your own
study group or at the next academic support session. Use the checklist below to
give and receive feedback from your group.

Criteria YES NO Comments

Word problems are within the number
range for the third term.
Each word problem addresses a
different sub-category of join problems.
Word problems use simple language,
but provide a challenge to Grade R
learners.
The word problems have the potential
to arouse interest and involve learners.
The word problems are contextually
and developmentally appropriate for
Grade R learners.

Keep your word problems and feedback from others for future use during WIL or in your
own teaching.

By now you know that when you teach Grade R learners a new skill you need to start on
a concrete level, first kinaesthetically and then with objects, and then move to a semi-
concrete level. In Grade R, learners are not expected to learn on an abstract level,
although while solving problems, some learners may be able to do so.

When presenting problem solving activities to your learners, remember to:

x Think about the questions you want to ask.

x Challenge the learners to think creatively.
x Give the learners time to think and plan.
x Encourage learners to think aloud and talk about their problem solving
methods/strategies/ideas.
x Allow learners to solve problems individually and in small groups.
x Ensure that learners have concrete objects to work with.
x Encourage trial and error (guess estimation and check).

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x Encourage the learners to listen to everyone’s ideas on how to solve the problem
and even try them out themselves.

A golden rule to remember is that problems must be challenging enough to keep learners
interested but easy enough to avoid frustration while at the same time encourage them to
want to succeed. We will now focus on solving problems within a context that is familiar to
Grade R learners.

4.1 Problem solving in context

In order to develop Grade R learners’ problem solving skills they must use real objects
and counters, you need to pose problems that relate to real situations that they are familiar
with. Problem solving is an abstract activity which can be difficult for Grade R learners. By
using real life examples of problems, the learners will identify with the problem and enjoy
finding solutions. Furthermore, you can also link word problems to a known story or rhyme
to keep learners’ interest. Their problem-solving skills will be enhanced through learning
on a concrete and semi-concrete level.

4.1.1 Concrete: Objects

In the second term when you introduce problem solving to your Grade R learners, you
must use real objects and show them how to act out the problem as these will help the
learners to understand the story sums or problems clearly.

In the next example, you will use two learners from the class and some counters. When
you present this problem to the learners, ask two volunteers to come and sit side by side
on the carpet in front of the group. Tell your story sum or word problem to the learners.

For example: Melusi has two bottle tops and Thato has 1 bottle top. How many bottle tops
do the boys have altogether?

As you explain the problem, put two bottle tops in front of Melusi and one bottle top in front
of Thato. Invite a learner to come forward and count the bottle tops altogether to give you
the answer to the problem.

In the third or even fourth term when the learners have been exposed to problem solving,
you can use counters to represent objects, if the actual objects mentioned in the story are
not available. For example, tell the learners that they must pretend that the bottle tops are
strawberries. That will give you the flexibility to be more creative when formulating story
problems. Tell the learners your story.

For example: Patrick and his sister, Lindiwe, went out to play in the park. Mother gave
Lindiwe two strawberries and she gave Patrick four strawberries. How many strawberries
did the children receive altogether?

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Model this story to the class repeatedly, but involve different learners to participate. When
learners are ready, they can solve this kind of problem on their own in small groups.
Provide each small group with sufficient bottle tops to act out the story and to find the
answer. Randomly ask learners from different groups to give the answer and to explain
how their group solved the problem.

Think about your learners and their lives to make up your stories which will link to the
learners’ experiences. Use stationery from the classroom, cutlery from the kitchen in the
fantasy corner, leaves, sticks or stones from the garden, to ‘act out’ the problems.

4.1.2 Semi-concrete: Picture or dot cards

Once the learners are experienced and able to work-out several story sums by using
concrete objects, you may replace the concrete objects with picture or dot cards; provided
that, learners are ready to progress from learning on a concrete level, to learning on a
semi-concrete level.

The way you present problem solving skills to learners and how they tackle problem
solving, will stay the same. Only start using your picture and dot cards in the last term (can
you say why?) and only involve learners who are ready for this challenge.

Let’s look at how to prepare and use picture or dot cards in problem solving activities. We
start with individual picture cards.

180 minutes
20
Make your own individual picture and dot cards:

1. Make yourself a few sets of picture cards for problem solving activities. You will need
10 pictures in each set; 10 pictures of dogs cut out from magazines or 10 little fish
cards that you have drawn. Each picture that you have cut out or drawn needs to be
stuck onto cardboard. These can be used in the same way the learners would use
counters to work out a problem. Picture cards like these help to make your stories
more interesting as you can talk about dogs and fish without having the actual dogs
and fish in your classroom.
2. Also, prepare one set of dot cards (10 dot cards).

HINT: Keep your picture and dot cards for future use during Grade R problem solving
activities during WIL or in your own classroom. If possible, also laminate the picture and
dot cards so that they can be used repeatedly.

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An example of problem solving using individual picture cards is shown. Place the pile of
10 fish cards on the carpet.

Tell the following story:

Two little fish went out swimming one day. They thought they were alone in the
pond but when they swam around the big rock they suddenly saw three more little
fish. They were so happy to find some new fish friends and swam off together. How
many fish are now swimming in the pond?

Ask one of your learners to take some fish from the pile and show you how many fish went
swimming. Then ask another learner to count out how many fish they met. Now they can
count them altogether to get the answer.

Source: Zeimusu [n.d.]

In the same way, you can prepare a few sets of dot cards. Dot cards are a bit more abstract
than picture cards but can be used in the same way. Remember that up to Grade R level,
it is much better for the learners to manipulate actual objects or even the picture cards
mentioned above. Dot cards require thinking on a more abstract level and are therefore
more challenging to use than picture cards. It should only be used when learners can
confidently solve problems using objects and pictures, provided that, they are ready for
the challenge.

Now that you know how to make your own picture and dot cards, we will explore how-to -
teach learners to solve problems orally, by using concrete objects, as well as picture and
dot cards; starting with addition and subtraction problems.

As young learners become increasingly able to think in terms of symbols, they learn to
solve problems through representing them with mathematical graphics.

Below are two case studies where learners were given problems to solve in the classroom
context. Remember – it is appropriate for Grade R learners to learn through play and
discovery, rather than formally.

4.2 Children’s mathematical graphics

“Although children need to learn the special mathematics vocabulary involved in

addition and subtraction, these problems also give them wonderful opportunities to
integrate art (drawing pictures) and language practice and pretend play while also

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generalizing their growing mathematical knowledge.” (Schweingruber, Woods &

Cross, 2009, p. 149).

180 minutes
21
Read the Preface and Chapter 11 in the core reader: Understanding Children's
Mathematical Graphics: Beginnings in Play and answer the following questions.

1. Why are mathematical graphics an important way for learners to develop their
understanding of mathematics? Explain your reasoning in 200 words.
2. How will you be able to use mathematical graphics in your own classroom?
3. Is there special equipment that you, as a teacher will need to have in order for
learners to feel comfortable using mathematical graphics? Discuss what equipment
you would need and how you will procure it.

120 minutes
22
Read your reflection from Activity 21 to your study group and discuss mathematical
graphics amongst each other.

1. Have you seen young learners using mathematical graphics? Explain your
observation.
2. What was the situation that prompted them to use mathematical graphics? Explain
in your own words.

Commentary:
Remember that mathematical graphics include any form of drawing related to
mathematical problem solving. Drawing with sticks in sand or mud, chalk, pencils,
crayons on paper, chalkboards or whiteboards are all possible ways of representing
mathematical ideas.

4.3 Learning to solve problems using addition and subtraction

Problem solving is the best tool for teaching addition and subtraction in Grade R. In order
to, orally solve problems; learners need to learn to add and subtract. Different strategies
and techniques that will assist learners to solve addition and subtraction problems were
discussed in Section 1. Remember learners are not expected to write number sentences
in Grade R.

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Problem solving using addition and subtraction can be explored either in small groups with
the teacher, or with the whole class with the learners in pairs or small groups. Make sure
that you have enough resources (real objects and picture or dot cards) for each learner or
group to use.

4.4 Addition problems

Do you still remember that addition is when you count two sets of objects or numbers
together to find the total amount? For example: 1 + 1 = 2 or 4 + 2 = 6? Learners are only
introduced to the written number sentences in Grade 1, but they can start with addition in
Grade R through story sums and appropriate resources (without writing the number
sentences in symbols).

4.4.1 Addition using concrete objects

The best way to teach addition in Grade R is by providing concrete objects (bottle tops,
seed, pipe cleaners, crayons, chairs, etc.) that the learners can move around and
physically count. Do you remember all the different resources Grade R learners can use
to solve problems on a concrete level? If not, revise Section 1 and you will be reminded
about the connecting cubes, number ladder and others.

The key words you have to use in your addition story sums are “more” and “altogether.”
Here are two examples of how the words “more” and “altogether” lead the learners to work
out addition sums.

Learners could be grouped in pairs for this activity. The teacher has a container of cups
(double the number of learners in the class). They act out the story using real cups
(preferably plastic toy cups) or counters to represent the cups. Always encourage them to
explain their reasoning in their own words.

Story sum 1: Using “More”

Say to the learners:

We’re going to have some tea. How many cups will you need for two learners?

One learner from each group fetches two cups which they put on the floor between them.

You have two cups. Now one of your friends comes and also wants a cup.
What will you do?

Ask children to make suggestions. One learner from each pair can fetch another cup.

You’ve got one more cup. How many are there now?
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Let the learners go to the whiteboard or chalkboard to draw the problem or let them make
their drawings on blank A4 paper.

For example:

1. There are two 2. Put out one more

cups. cup.

3. Now there are

3 cups.
Source: ClkerFreeVectorImages (2014b)

Story sum 2: Using “Altogether”

In the same way, this story can be acted out, using real toy cars or counters that could
represent the cars. Remember, learners should always explain their reasoning. If they do
this, you can easily identify misconceptions and address these at an early stage.

Again, group the learners in pairs. One learner should fetch four toy cars and the other
learner two.

Peter has four toy cars and Abel has two toy cars. How many toy cars do they have
altogether?

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1. Learners pack out four cars

to show Peter’s cars.
2. Two cars to show Abel’s cars.

3. Learners count all the cars to

find the total number of six cars.

Source: GDJ (2015)

Let the learners illustrate (draw) the problem on chalkboards, whiteboards or pieces of
paper.

120 minutes
23
The following questions are based on the two story sum examples given above.

1. Identify and discuss the two levels (kinds) of counting learners might use to solve
these problems. Hint: Revise the different counting levels in the Introduction to
Mathematics learning in Grade R module (R-MAT 120).
2. During which term(s) of the year will it be appropriate to address the two problems
respectively? Explain your answer. Hint: Consult the CAPS for mathematics in
Grade R to confirm your answer.
3. How can ‘explaining their thinking’ help you to assess learners’ understanding and
identify possible misconceptions?

You will learn more about assessment of problem solving in Unit 2.

4.4.2 Addition using picture and dot cards

For this activity, you can use picture or dot cards. To solve the first problem on cups, you
will need 3 “cup” picture cards (or 3 dot cards, each showing one dot) for each group. This
will enable learners to manipulate the picture or dot cards in the same way they
manipulated the plastic cups. They can first pack out two “cup” picture cards (or dot cards)
and then add one “cup” picture card (or dot card). Finally, they will count the total “cup”
picture cards (or dot cards).
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180 minutes
24
Follow the instructions below to plan an activity that will promote Grade R learners’
understanding of addition:

x Give your activity a suitable topic.

x Write down at least two appropriate objectives.
x Select one of the sets of picture cards you have prepared in Activity 20.
x Be creative and formulate an addition word problem that will be appropriate for
your selected picture cards.
x Work within the recommended number range for Term 4. (Do you remember that
learning on a semi-concrete level is recommend for Term 4?)

Be ready to present your activity to your own study group.

180 minutes
25
Work in pairs in your study group and evaluate the presentation of the activities on
addition done by your peers. Complete a copy of the check list below and give
constructive feedback in the “Comment” column. Note: Comments should not be limited
to aspects which have been ticked off under the “No” column.

Criteria Yes No Comment

A suitable topic was given.

The objectives are derived from the topic and
are formulated in terms of what the learner
should be able to do at the end of the activity.
The picture cards:
x Are neat.
x Will promote the achievement of the
objectives.
x Are appropriate for the formulated word
problem.
The word problem:
x Represents a situation within Grade R
learners’ real life experience.
x Involve numbers according to the
curriculum requirements for Term 4 (1 to
10).

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The activity will develop Grade R learners’

ability to solve addition problems.

Next, we will look at problems that require subtraction.

4.5 Subtraction problems

Subtraction is when you have a number of objects and you take some away and then have
to work out how many you have left. A written number sentence for subtraction looks like
this: 4 – 1 = 3. Grade R learners are not expected to solve subtraction problems on such
abstract level, but will first use concrete material to find answers for subtraction story
problems. When they are ready, progress to solving problems on a semi-concrete level.

4.5.1 Subtraction using concrete objects

Start by using the learners to act out your subtraction stories (kinaesthetic learning). For
example: Ask 7 learners to stand in front of the class.

There were seven learners standing, two sat down. How many are still standing?

Encourage them to count the remaining learners to find the answer.

Next, we look at how a word problem and concrete objects can be used to develop
learners’ ability to solve subtraction problems. Always formulate a word problem that is
within your learners’ everyday life experience. Once again, learners can be grouped in
pairs to explore this concept.

For example: Mary has five crayons. She gives two crayons to Adam. How many crayons
does Mary still have?

Learners should act out the story using real crayons or counters to represent crayons.
Always encourage them to explain their actions and reasoning.

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1. Learners pack out 5

crayons to show Mary’s
crayons.

2. Learners take away two crayons to

3. Learners count the remaining show the crayons given to Adam.
crayons to find the answer (3).

Source: Heiser (2017)

When you are sure that they have understood the concept, allow them to illustrate it.

4.5.2 Subtraction using dot and picture cards

Remember that you will only progress to learning on a semi-concrete level with those
learners who are ready to do so and only during the fourth term after learners had sufficient
practice in working with real objects. Furthermore, it is important that the resources should
be of such that it can be manipulated by learners as shown in the next example.

Example: Four little fish were out swimming in a pond, one fish swam away from the pond
to the river. How many fish are left in the pond?

The learners will start with four fish pictures and take one away. They can work in small
groups or pairs to solve this problem. Provide each group with four “fish” picture cards to
act out the story. Remember to encourage them to explain their actions and reasoning.

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1. Learners pack out four

“fish” picture cards to show
the four fish in the pond.

2. Learners take away one ”fish” picture card

3. Learners count the remaining “fish”
to show the fish that swam away.
picture cards to find the answer (3).

Source: Zeimusu [n.d.]

180 minutes
26
Follow the instructions below to plan an activity that will promote Grade R learners’
understanding of subtraction:

x Give your activity a suitable topic.

x Write down at least two appropriate objectives for your activity.
x Plan your activity around the set of picture cards you have prepared during
Activity 20.
x Be creative and formulate a subtraction word problem that will be appropriate for
your set of picture cards.
x Work within the recommended number range for Grade R learners for Term 4.
(Do you remember that learning on a semi-concrete level is recommend for Term
4?)

Consider the comments given by peers when the addition activity was evaluated to
improve your subtraction activity (see Activity 25). Be ready to present your activity to
your own study group.

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180 minutes
27
Work in pairs in your study group and evaluate the presentation on subtraction done by
your peers. Complete a copy of the check list below and give constructive feedback in
the “Comment” column. Note: Comments should not be limited to aspects which have
been ticked off under the “No” column.

Criteria Yes No Comment

A suitable topic was given.
The objectives are derived from the topic and are
formulated in terms of what the learner should be able
to do at the end of the activity.
The picture cards:
x Are neat.
x Will promote the achievement of the objectives.
x Are appropriate for the formulated word problem.

The word problem:

x Represent a situation within Grade R learners’
real life experience.
x Involve numbers according to the curriculum
requirements for Term 4 (1 to 10).
The activity will develop Grade R learners’ ability to
solve subtraction problems.

Next, you will be introduced to activities on how to teach problem solving with sharing and
grouping.

4.6 Grouping and sharing problems

Both grouping and sharing prepare learners for division. Refer back to Section 2 of this
unit for the explanation on the difference between grouping and sharing for your own
knowledge. A key point to remember is that in a sharing problem the learner needs to
determine how many objects can be given to each group. Whereas, with grouping, the
learner needs to determine how many groups there are. Grade R learners will use word
problems and concrete material to develop their conceptual understanding of sharing and
grouping.

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4.6.1 Grouping problems

Do you remember that in grouping problems, the quantity per group is given and the
number of groups needs to be determined? Here are examples for posing problems with
grouping:

Given quantity per group

Total number (dividend) (divisor)

I have eight sweets. I need to put two sweets into each bowl. How many bowls will I fill
with 2 sweets each?
Unknown number
of groups

Allow learners to work in small groups. Give each group eight counters to represent the
eight sweets and five or six small empty tins/yoghurt containers to represent the bowls.
Guide your learners to put two counters in each container till no counters are left. Then
learners can use one-to-one correspondence to count the number of containers with two
counters each. They will find that four containers have two counters each.

As usual, let the learners consolidate their learning by drawing the problem on
whiteboards/chalkboards/paper.

You can also say to the learners: I have six colouring pencils. I need to give three pencils
to each learner. How many learners will get three colouring pencils each?

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60 minutes
28
1. Explain why the above problem on colouring pencils is a grouping problem and not
a sharing problem.
2. Use labelled diagrams/drawings to show how learners can solve the above problem
using graphics (drawings).

In summary, grouping word problems are about finding “how many groups.” For example:

x A farmer has 10 eggs and wants to put 2 eggs into each box. How many boxes
does he need to pack all of the eggs?
x Mrs. Phakude has 4 seeds to plant. How many pots does she need if she plants 2
seeds in each pot?
x Mother bought 9 flowers and puts 3 flowers in a vase. How many vases will she
need to put all the flowers in vases?

In all the above problems, the numbers in each group are known, and the question is about
how many groups. Therefore, all represent grouping problems.

Let us now look at problem solving with sharing.

4.6.2 Sharing problems

Here are some ideas for posing problems with sharing:

Total number (dividend) Given number of

groups (divisor)

I have nine sweets and I need to share them equally between three learners. How
many sweets will each learner receive?

Unknown quantity per group

Here you can let the learners explore in small groups of three. Although you are talking
about sweets in your imaginary story, stones, buttons or bottle tops to present the sweets
might be used.

Give each group nine bottle tops/buttons/stones and let them decide how to share them
amongst the group. Let learners count the number of bottle tops that each of the 3 learners
received.

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Source: AnnaliseArt (2019)

Learners will find that each of the three learners received three sweets.

They can then illustrate this problem on chalkboards/whiteboards/paper.

Another example of a word problem involving sharing is:

I have eight apples and I need to pack them equally into four baskets. How many
apples will be packed into each basket?

What is known in this word problem, and what does learners need to find?

You can let your learners solve this word problem by working in small groups. Give each
group four small empty tins or yoghurt containers to represent the baskets. Give each
group eight counters (‘apples’). Guide them to share the ‘apples’ equally amongst the four
‘baskets’. They must first put one counter in each container (one-to-one correspondence).
Then they have to repeat the action till no counters are left. Afterwards, they must count
the number of counters in each container. During the activity ask questions to assess
learners understanding and address misconceptions if these occur.

Afterwards they can illustrate the problem on their boards/paper.

120 minutes
29
1. Formulate a word problem that will require learners to practise their skill to solve a
sharing problem. You word problem should:
x Involve numbers within the number range recommended for Term 3.
x Be within a context familiar to Grade R learners.
x Require learners to find the quantity per group.

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2. In two paragraphs, discuss how you will support learners to solve this problem. In
your discussion make particular reference to:
x The resources that will be used.
x The method, e.g. teacher demonstration, group work, etc. That will be used.
x How the problem will be solved. Include labelled diagrams to illustrate the
process.

Share your response with other group members during the next student academic
support session.

In summary, sharing word problems are about finding “how many in each group.” For
example:

x At the supermarket, Dad shares (puts) 8 tins equally into two bags. How many tins
does he put in each bag?
x Jan, Mashida and Angela share out 6 marbles. How many marbles do each of them
get?

Let the learners use mathematical graphics to illustrate this problem.

In the two problems above, the number of groups is known, and the question is about how
many in each group. Therefore, both represent sharing problems.

180 minutes
30
Prepare yourself thoroughly so that you can actively participate in the group
discussion/activity with a peer or in your study group.

1. In your group, consider the division calculation, 8 ÷ 2 and formulate two word
problems – one for grouping and one for sharing. Make a drawing to represent each
of the two word problems.
2. Divide your group into two smaller groups. The first half of the group members
develops a Grade R mathematics lesson on sharing and the other half develops a
Grade R mathematics lesson on grouping. Each lesson should:
x Focus around one of the word problems (sharing or grouping) formulated in
Question 1;
x Have an appropriate topic and objective;
x Indicate appropriate LTSM;
x Show how progressive learning will take place;

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x Include two questions you will ask learners during the activity to assess their
understanding; and
x Have two appropriate homework problems to assess and reinforce learners’
understanding of sharing or grouping.
3. Compare the sharing and grouping lessons in your group and record the
differences and similarities in a table. Consider the following when comparing the
lessons:
x The objective(s) to be achieved and how they influences the approach;
x LTSM required; and
x The path of learning.

Commentary:
HINT: When you ask the question “how many groups?” The action required is grouping
to find the answer. When you ask the question “how many in each group?” The action
required is sharing to find the answer.

Lastly, we discuss problem solving with grouping and sharing with remainders.

4.6.3 Grouping and Sharing with Remainders

Refer back to Section 2 of this unit on the explanation of sharing and grouping with
remainders. Here we will provide you with an example of a problem solving situation with
remainders.

Example: Grouping and Sharing with Remainders

This is the
remainder.

If you give the learners seven counters to share equally into two groups, they will soon
discover that each group can get three counters but there is one counter left over
(remaining). Problems such as this one form the foundation to understanding odd and
even numbers and that some numbers can be divided equally but others cannot.

In this example, there will be three in each group and a remainder of one. Because the
seven counters could not be divided equally by two (in two equal groups), seven is an odd
number. [This can also be the start of teaching a new concept i.e. fractions which will be
explored later in the Foundation Phase.]

When teaching grouping or sharing with remainders, you will do it in a similar way to when
equal numbers were used. Only the numbers and quantities in the problems you use will
differ and there will be a remaining object (as we have seen in the above example).

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120 minutes
31
1. Be creative and formulate a grouping or sharing problem that will result in an
answer with a remainder. Your problem should be within a number range that is
appropriate for the fourth term and within a context that is familiar to Grade R
learners.
2. Discuss how you will teach learners to solve this problem on a:
x Concrete level; and
x Semi-concrete level.
Include labelled diagrams in your discussion.

The case studies that follow, using problem solving from Understanding Children's
Mathematical Graphics: Beginnings in Play (Carruthers & Worthington, 2011) show some
interesting ways of using mathematical graphics with Grade R’s.

CASE STUDY 1
Stanley’s shoes

Children: Hannah (5 years, 5 months) and Stanley (5 years, 6 months)

Teacher: Kylie

Context: There were nine children in the home corner who had taken off their shoes
during their play and at tidy-up time Kylie asked, ‘How many shoes will we need to
find?’, suggesting they might find a way of working this out.

The mathematics: Writing numbers, counting.

Dimension of the taxonomy: Written number and quantities: numerals as labels,

representing quantities that are counted.

Hannah counts all the legs Stanley: counting the pairs of shoes
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Hannah decided to fetch some paper and drew nine people, then counted all the legs
she had drawn and wrote ‘18’ at the foot of the paper (see Figure above). Stanley drew
a horseshoe shape to represent each pair of legs and feet. He then counted in twos,
writing each number down beneath a horseshoe (Figure above). He had missed
counting the ‘feet’ of one horseshoe and at first counted 16, (the children had been
learning and counting things in twos the week before). When they looked together at
their different methods, Stanley quickly realized (grasped) what he had done and
counted again, this time counting them all to get the total.

From: Carruthers, E. & Worthington, M. (2011, p. 131). Solving problems: Children’s

mathematical graphics, in Understanding children’s mathematical graphics: beginnings
in play. London: McGraw-Hill.

CASE STUDY 2
Lily and the whiteboards

Child: Lily (5 years, 0 months)

Teacher: Jan

Context: Jan was busy working with a group when the school secretary delivered a
parcel of 20 small whiteboards

The mathematics: Division – sharing a quantity equally between three (and showing
a remainder)

Dimension of the taxonomy: Calculations – children’s own written methods: counting

continuously; separating sets; exploring symbols; calculating with larger numbers.

Lily offered to sort out the whiteboards, to share them equally between the three
Reception (Grade R) classes so that she would know how many to give to each class.
She began dividing the whiteboards into three piles (adding one board to each pile in
turn). As she did so, she wrote a cross for each on a scrap of paper, then, drawing the
three teachers on a larger piece of paper, she wrote their names, and recounted the
boards, writing each numeral in turn as she did so (see Figure below). Lily checked her
progress, beginning with the six boards for one of the teachers (on the right) by ticking
each and writing ‘Done’. At one point she noted (on the left) ‘Need to do’ for another
teacher and then added a cross as she checked each board in another pile. She then
wrote ‘Need now’ as she continued. Lily twice wrote ‘No’ with a cross, as she identified
the two boards that remained after she had equally shared all 20 boards.

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Lily and the whiteboards

Finally, Lily put one pile of six whiteboards in the graphics area of her own class and
delivered the other two piles of six to each of the other teachers. On her return, she
gave the two surplus boards to her teacher. Expecting Lily to give her a piece of paper
with a number, Jan was surprised when Lily gave her a paper with an illustration,
showing the method she had used to solve the problem.

In this example, Lily’s drawings of the three teachers were not vital to the mathematics,
although they may have initially helped her focus on the problem. It is important for
teachers to use their knowledge of individual children to help scaffold the children’s
leaning through collaborative discussions: these will not only help children think about
the meanings of their symbols and representations, but will also help them move to
increasingly efficient methods over time. Jan said that Lily often instigated her own
projects and problems and that she encouraged her to do this. Small groups of children
can also benefit from solving problems such as this, since they allow children to share
and discuss their various strategies and negotiate meanings.

From: Carruthers, E. & Worthington, M. (2011, pp. 128–129). Solving problems:

children’s mathematical graphics, in Understanding children’s mathematical graphics:
beginnings in play. McGraw-Hill: London.

Note that in the two case study examples, the learners are allowed to draw the problem in
their own ways. Some learners draw each object as they see it, while others are learning
more abstract ways of thinking and might represent people with, say, a dot or a circle. As
they become more fluent in problem solving and as they use larger numbers, Grade R’s
soon realise that it is quicker and easier not to draw detailed figures each time.

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White boards are an excellent way for learners to become familiar with solving problems
in this way. Learners find them less threatening than using paper as they can easily be
erased.

240 minutes
32
Refer to the case studies again and read Chapter 9 from Understanding children’s
mathematical graphics: Beginnings in play, before completing this activity.
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1. In the two case study examples above, identify and discuss the skills the two
learners were using to solve problems.
2. During which term(s) of the year will it be appropriate to address the two problems
respectively? Explain your answer. Hint: Consult the CAPS for mathematics in
Grade R to confirm your answer.
3. Think about two more problem solving activities which would be appropriate for
Grade R’s. These activities should be related to one of the themes you will work on
in Grade R:
3.1 A sharing problem.
3.2 An addition problem.
4. How can ‘explaining their thinking’ help you to assess learners understanding and
identify possible misconceptions?
5. Study the extract of the presentation by Dr Roy Venketsamy (2019) in Addendum E
at the end of this CLG.
5.1 Use Polya’s steps to solve the problems you have developed in Question 3.
5.2 How can these steps help Grade R learners to solve problems? Explain.

Learners naturally encounter different types of mathematical problems in their everyday

lives and as a teacher; it is your task to enable your learners to solve problems confidently
and competently by teaching them the necessary skills. We have explored problem solving
by using kinaesthetic learning, concrete objects, picture and dot cards and mathematical
graphics to solve addition and subtraction problems as well as grouping and sharing
problems. One should always bear in mind that within a class, there will be learners of
different developmental levels. This means that while some learners may be able to solve
problems in ways that are more abstract than others, other learners will need to use
concrete objects. Therefore, as the teacher, you should always provide for every type of
learner by having concrete as well as semi-concrete LTSM available. In Unit 3, we will
discuss what you have to take into consideration when assessing Numbers, Operations
and Relationships in Grade R.

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You have reached the end of Unit 1. In this unit, we have explored problem solving
techniques and strategies, how to teach these to Grade R learners and to solve different
types of problems (addition, subtraction, grouping and sharing). Furthermore, we looked
at ways to teach learners these problem solving types in a progressive manner.

Read the following articles as indicated in the recommended reading to broaden your
knowledge:

1. Lopes, C., Grando, R. & D'Ambrosio, B. (2017). Experiences situating

mathematical problem solving at the core of early childhood classrooms. Early
Childhood Education Journal, 45(2), pp. 251–259.
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2. Ladhams, J. (2005). Teaching children to understand operations in early childhood.

Australian Primary Mathematics Classroom, 10(4), pp. 19–26.
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Before you go on, reflect on what you have learnt so far and complete the self-assessment
activity.

60 minutes

33
Self-assessment activity: Unit 1

If your answer is UNSURE or NO on any of the criteria, go back to the relevant

section to study it again.

Now that I have worked through this unit, I can: YES UNSURE NO
Explain the curriculum requirements and teach
addition and subtraction to Grade R learners.
Understand and teach the inverse relationship
between addition and subtraction.
Support learners to overcome challenges with
addition and subtraction.
Explain the curriculum requirements for grouping
and sharing.

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Teach grouping and sharing to Grade R learners by

organising learner-focused activities.
Support learners to solve grouping and sharing
problems with and without remainders.
Use the correct vocabulary relating to different types
of problems.
Identify the different situations which call for
addition, subtraction, grouping and sharing.
Plan lessons on problem solving relating to addition,
subtraction, grouping and sharing.
Effectively teach Grade R learners how to solve
different types of problems.

In Unit 1 different mathematical operations, were introduced — addition, subtraction,

grouping and sharing. You were shown how to teach these concepts to Grade R learners
by always starting from kinaesthetic learning, progressing to the use of concrete objects,
and using semi-concrete objects. Problem solving using these operations was also
explored.

Unit 2 will focus on Patterns and Functions and how to teach this to Grade R learners.

UNIT 2: PATTERNS AND FUNCTIONS

1. INTRODUCTION
In this unit, we will explain in Section 1 what patterns and functions are and the types of
patterns that are appropriate for Grade R. The focus of patterns as a topic in Grade R is to
lay the foundation for further development of patterns and functions in the Foundation
Phase and algebraic ideas in the Intermediate Phase. Teachers therefore cannot just
briefly cover patterns, but need to present high quality, challenging experiences to learners
to provide them with a set of experiences to make sense of patterns in mathematics and
with the habits of mind which they need to think algebraically (Naudé & Meier, 2014). These
experiences should include activities mostly at the concrete and semi-concrete levels. At
a concrete level, copying the pattern helps learners to see the logic of how the pattern is
made. At a semi-concrete level, extending the pattern helps learners to check that they
have properly understood the logic of the pattern.

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As a Grade R teacher, you will need to have the kind of knowledge that is important for
learning in general. You are advised to refer back to some of the other modules you have
done earlier in this course – such as the Education Studies modules 1 and 2. It is
recommended to read up again on general knowledge about learning and teaching. This
will assist you in knowing your learners in order to teach patterns and functions in
Grade R in a developmentally appropriate manner.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2

Unit 2 provides you with the opportunity to work towards competence in the areas listed
below. Unit two has two sections.

UNIT 2
PATTERNS AND FUNCTIONS

SECTION 1 SECTION 2
Conceptualising patterns and Learning about geometric patterns
functions
Learning outcomes: At the end of
Learning outcomes: At the end of this section, you should be able to:
this section, you should be able to: x Introduce geometric patterns in
x Explain the curriculum progressive ways to Grade R
requirements for this mathematics learners.
content area. x Confidently and competently
x Discuss why patterns are teach the key concepts relating to
important in Grade R. geometric patterns to Grade R
x Differentiate between patterns learners.
and functions.
x Explain basic key concepts of
patterns and functions.

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SECTION 1: CONCEPTUALISING PATTERNS AND

FUNCTIONS

1. INTRODUCTION

Section 1 will focus on conceptualising patterns by explaining what patterns are and the
types of patterns that are appropriate for Grade R, i.e. geometric patterns. This section will
provide you with resources that help Grade R learners develop the ability to, identify, copy,
extend and create geometric patterns.

Once you have a sound understanding of what patterns are, you will be able to teach this
to Grade R learners.

2. PATTERNS AND FUNCTIONS

One of the content areas in Mathematics is Patterns, Patterns: Designs that are repeated
Functions and Algebra. In Grade R, we focus on patterns over and over.
Functions: Rules used in
and functions which will eventually form the basis for Mathematics. The function or rule
determines the order of objects used in
algebra, which learners will learn about much later in their a pattern.
school career.

Algebra is not often heard of or used in the context of the Foundation Phase and is often
seen as an ‘abstract’ topic. However, the rules of patterns and functions laid down in the
Foundation Phase are extremely important for a good grounding for Algebra. Once
learners have a good understanding of patterns, they will have acquired the necessary
pre-knowledge for formulating algebraic rules for patterns and calculating the general
sequences and series covered in Algebra at a more abstract level in the Senior Phases
and Further Education and Training Bands.

Piaget (1958) identified three kinds of knowledge required for learning particularly in
mathematics, namely Physical knowledge, Social knowledge and Logic-mathematical
knowledge. These kinds of knowledge are essential for learning patterns and functions.
Piaget based the kinds of knowledge that learners should be exposed to in the classroom,
on the three worlds of knowledge introduced by Karl Popper (1978).

These types/kinds of knowledge required for learning are presented as follows:

x Physical knowledge: Touching, feeling and manipulating mathematical objects

that develop algebraic concepts.
x Social knowledge: Learning the rules of patterns as well as the algebraic
vocabulary to ‘read’ and describe patterns.
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x Conceptual knowledge: Conceptual knowledge relating to patterning.

Representing and describing geometric and number patterns.

Source: (Naudé & Meier, 2014, p. 144)

Understanding of the three types of knowledge, as described by Piaget, forms the basis of
our work in the mathematics classroom. The teaching of patterns and functions has its
foundation in the worlds of physical knowledge, social knowledge and conceptual
knowledge.

In order to grasp the concepts of patterns, functions and algebra, your learners will have
to engage in activities in which they can physically touch, feel and manipulate
mathematical objects; socially learn the rules of patterns as well as algebraic vocabulary
to recognise and describe patterns; and conceptually represent, create and describe
geometric patterns. Understanding Popper’s three worlds of knowledge and Piaget’s three
kinds of knowledge help us to decide when it is appropriate/necessary to “tell” learners and
when it is appropriate/necessary to “let them puzzle it out and think for themselves,” i.e.
knowing when to teach and when to facilitate learning.

180 minutes
34
1. Explain the differences between ‘patterns’ and ‘functions’ in a mathematical context
in your own words.
2. Why do you think that the emphasis on patterns is important as a foundation for
functions and algebra?
Present your response to no. 2 as a well-formulated argument, with at least some
justification from the literature. In your argument:
x Refer to general learning theories as presented in the Education Studies: 2
module (R-EDS 122).
x Include Piaget’s three types of knowledge within the three worlds of
knowledge proposed by Popper, applying these to the mathematics
classroom.
x Conclude your presentation; by focusing on the topic of patterns and how the
understanding of patterns lays the foundation for the concepts of functions
and algebra.

Commentary:
Patterns in mathematics enable us to see connections and structure: in numbers,
mathematical operations, geometric shapes and objects, and in data. They are thus
foundationally important in developing the concepts of functions and algebra in the
Foundation Phase. In addition, pattern exploration tasks may contribute to the
development of abilities related to problem solving, through emphasising the analysis
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of particular cases, organizing data systematically, conjecturing (predicting) and

generalising.

It would be important to include Piaget’s three kinds of knowledge discussed in the

“Introduction” above and describe some activities on each level of knowledge that you
think are required in your Grade R mathematics classroom for teaching patterns.
Describe how your activities at each knowledge level can form the basis for the learning
of Patterns, Functions and Algebra.

You might want to revisit this activity again once you have completed this unit to see if you
still agree or want to improve on with your original argument. Before we discuss patterns
and functions and the learning and teaching thereof, let us look at the curriculum
requirements in this content area for Grade R learners.

3. CURRICULUM REQUIREMENTS FOR GEOMETRIC

PATTERNS
Patterns in Grade R focus on geometric patterns. The requirements for Grade R learners
are summarised below:

Geometric Term 1 Term 2 Term 3 Term 4

patterns x Identify x Copy, extend x Copy, extend x Copy, extend
patterns in and create and create and create
(Copy and clothes, own patterns. own pattern own auditory
extend simple objects, and x Copy a given with pictures. patterns.
repeating environment. pattern using x Copy a noise
patterns using x Copy and coins. pattern.
physical objects complete x Play a game
and drawings.) patterns. “hop scotch”
(Creates own x Copy pattern.
repeating patterns
patterns.) using body
percussion.
x Copy,
complete and
create own
pattern.

Grade R learners can be introduced to patterns in a variety of ways. Let us start by looking
at patterns around us.

4. PATTERNS AROUND US
There are many observable patterns all around us. Finding patterns is great fun, and
learners naturally enjoy activities to find patterns. The types of patterns you can look for
are stripes, spots, zig-zags and chequered squares. Patterns bring order to our world and
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our experiences. From early on, learners observe patterns in all kinds of situations as they
observe the world around them. These might be patterns made by people, like tiling
patterns; or patterns in nature as, for example, in honeycomb. You must expose your
learners to many different kinds of learning experiences where you help them to develop
their thinking around what makes a pattern. You must also help them to make predictions
and generalise rules from various kinds of patterns.

Grade R learners are familiar with geometric patterns in their surroundings, since many
examples of patterns are found in nature, in modern everyday life and in their cultural
heritage. Such patterns as depicted below from nature, modern everyday life and from
cultural heritage will be discussed in more detail.

Source: Crafts at Ndebele Village (2015) Source: KKPCW (2020)

Source: KKPCW (2020) Source: Peg (2007)

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Here are some ideas and more examples of different patterns you can find with your
learners and where to find them:

x Clothes: You can try to wear clothes with a pattern to school on the days you are
talking about patterns. Take a few items to school to show the class and talk about
the patterns. You can also cut pictures of clothes out of a magazine or clothing
catalogue, show these to the class one at a time and discuss what patterns they
can see.

x Objects: Look around the classroom and school for patterns; table cloths and
carpets may have a pattern, a set of lockers will create a square pattern, a set of
drawers has a rectangular pattern, maybe the lights in the ceiling are arranged in a
pattern. Go for a pattern hunt to see what patterns the learners can find around the
school.

x The environment: Go for a walk outside and help the learners to look for patterns
in leaves, flowers, walls, fences, gates, doors and windows. There are many
animals with lovely patterns on their coats. Look for pictures in books or magazines
which you can show to the learners and discuss. Examples of these animals would
be: giraffe, zebra, leopard, cheetah, cow, tiger, wild dogs, tortoise. You may find
some other animals to look at and discuss the patterns.

x Nature: Make learners aware of the patterns we follow in our daily lives, like the
pattern of the daily routine at school and home. Talk about the pattern that is
repeated every year in the changing of the seasons – Summer, Autumn, Winter and
Spring. Discuss the pattern of the sun rising each morning and setting each evening
and the way the moon changes from month to month from full moon to new moon
and back again. You could sing songs about the days of the week, months of the
year and seasons.

120 minutes
35
Make a list of songs and rhymes (at least ten) you can teach your learners, which will
help them to understand patterns in nature i.e. seasons, days of the week, months of
the year. Share them with your study group and learn new ones from your colleagues.

Commentary:
Songs and rhymes are wonderful examples of patterns, both in the way they repeat
verses, lines and words, and in the topics that they are about.

Teachers have to bear in mind the logical progression in developing conceptual

knowledge. As with other concepts, learners are introduced to the concept of patterns in a
carefully planned sequence, to ensure that they proceed along the continuum (range) from
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concrete to semi-concrete. Learners will start copying and extending simple patterns using
physical objects and drawings in Grade R.

Let us now look what is meant by a pattern and how to teach this to Grade R learners in
more detail.

SECTION 2: LEARNING ABOUT GEOMETRIC

PATTERNS

1. INTRODUCTION
In this section, you will familiarise yourselves with the knowledge and skills required to
teach geometric patterns in such a manner that learners will be able to identify, copy,
extend and create a variety of patterns. As is appropriate for learners in Grade R all their
senses should be used — visual, auditory and kinaesthetic.

Repeating patterns must be introduced to learners following the sequence that progresses
from kinaesthetic to concrete to semi-concrete. Learners in Grade R are not expected to
learn about patterns at an abstract (symbolic) level i.e. they should only learn about
concrete and semi-concrete patterns. As always in Grade R, when learning about concepts
learners should be actively involved. When showing them patterns with concrete objects
provide enough opportunities and materials for them to explore and experiment with. The
focus must be on exploration and learning rather than on teaching and teacher-directed
activities.

2. PROGRESSION IN LEARNING ABOUT PATTERNS

The table below shows progression from concrete to semi-concrete to abstract level in
working with and learning about patterns.

Concrete Semi-concrete Abstract (symbolic)

Learners copy, find, extend Learners copy, find, Learners copy, find, extend
or make a pattern using extend or make a or make patterns using
real objects (buttons, pattern in pictorial or letters or other symbols. (Not
beads, bottle tops, etc.). 2-D-format, or with expected to be done in
Patterns need to be picture cards. Grade R.)
presented in different
modes, e.g. visual, auditory
or kinaesthetic mode.

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A pattern with buttons: A drawing of the same The same pattern described
pattern: in letters or number symbols:
… ABAB (where A represents
the big button and B
represents the small button).

You should start by showing the learners a simple (easy) pattern to follow and slowly build
up to more challenging patterns. Here are some pattern examples in order of level of
complexity:

Pattern name Examples

AB Sock, shoe, sock, shoe, sock, shoe...
AABB Sock, sock, shoe, shoe, sock, sock, shoe, shoe...
ABC Sock, shoe, tie, sock, shoe, tie, sock, shoe, tie...
ABB Sock, shoe, shoe, sock, shoe, shoe...
AAB Sock, sock, shoe, sock, sock, shoe...

Can you see how the patterns get more complex from the first pattern? In the examples,
the same objects have been used to show the different patterns. These patterns can be
made using any items (or even claps and other sounds, used to make auditory patterns).
Remember to always teach patterns to Grade R learners first by giving them activities
using their bodies (kinaesthetic experience), then proceed to using concrete objects and
only move on to the semi-concrete activities once they can do the former confidently. It is
best so start with a simple ‘ABAB’ pattern, and gradually add more variations as the
learners’ confidence increase and their ability with patterns.

120 minutes
36
Explain why it is important for learners to have a kinaesthetic experience when they first
learn about patterns, before they move on to concrete and semi-concrete activities.
Substantiate your response with examples.

Commentary:
Grade R learners are very aware of their own bodies and like to experiment with
movement, shape and sounds. By experiencing a repetition in shape or movement,
they learn how to create their own patterns and what the important elements are to
form a pattern.

The concept of a repeating pattern and how a pattern is extended or continued can be
introduced to the whole class in different ways (types/modes) (Van de Walle, Karp, & Bay-

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Williams, 2010, p. 267). Patterns need to be presented in a variety of different modes

(e.g. visual, auditory and kinaesthetic), because this enhances the potential for identifying
and generalising patterns as elements that repeat, regardless of the mode. You need to
provide ample time, materials and opportunities for learners to discover, explore and
describe patterns in different modes such as movement (actions), music (sound) and real
objects (e.g. geometric shapes).

Keeping this in mind, the teaching of geometric patterns on a concrete and semi-concrete
level will now be discussed. Teachers should always allow many opportunities for learners
to create and describe their own patterns.

2.1 Kinaesthetic experiences with patterns

Patterns using the learner’s body (kinaesthetic learning) and sounds are useful in Grade
R teaching.

2.1.1 Patterns with learners’ bodies

Here is a fun activity to do in class using the learners as resources: Call one learner forward
and ask the learner to make a shape with his/her body. Now call the next learner to make
another shape with his/her body. Do this, until you have a core of three learners creating
a pattern with their bodies. Use another three learners to repeat the core to form a pattern.

Core of the pattern Part that repeats

1 2 3 1 2 3

Source: Anonymous (2009)

Discuss the pattern created by the six learners, also some important aspects regarding
patterns (repeating part [core], etc.). Now call out another learner and ask, “What comes
next?” This learner should now look at the first learner, and make the same design with
his/her body. Continue to repeat the pattern until all the “resources” are used. NOTE: The
illustration above is just an example – let learners decide themselves how they want to
make a shape with their body.

To extend this activity, let the initial segment (first three learners) remain standing for a
while and let the class then draw and continue the pattern with stick-figures on paper. This
drawing is a semi-concrete representation of the pattern. In this way, the concrete pattern
(real learners) is represented in semi-concrete by a 2-D drawing. Note: Make sure that the
three initial learners also get the chance to draw and repeat the pattern on paper.
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An important mode for patterns is that of kinaesthetic experiences, i.e. patterns created
through movement and actions. When integrated with sound, it becomes an even more
powerful patterning activity. You will find many movement games, action songs and rhymes
from your culture on which you can base your patterning activities. A few examples are
given below.

2.1.2 Body percussion and drumming (sound patterns)

Body percussion and drumming provide excellent means of making patterns with music
and actions (noise patterns). Ensure that Grade R learners get sufficient practising in noise
patterns using musical instruments. The following are just some ideas to build on.

Body percussion means that we use our bodies as an “orchestra,” almost like rapping.
For example, bounce your head up and down and say ‘boing’; clap hands and say ‘clap’;
tap knees and say ‘tap’; stamp feet and say ‘stamp’; push your nose with your finger and
say ‘honk’; and so on. Now you can create patterns using body percussion, e.g. boing,
clap, clap, tap; boing, clap, clap, tap; … Continue until everyone is joining in successfully.
Stop and ask the learners to listen again if they have lost the rhythm.

Drumming - If drums are available for cultural activities in your community, try to borrow
some and plan patterning activities with different rhythms. Alternatively, learners can make
their own drums with old tins and hide/rubber. Desks or other surfaces that can make a
sound can also be used.

2.1.3 Dance – follow the leader

The teacher can demonstrate a line dance and ask learners to repeat the actions several
times. For example, one stamp, two claps, one slide to the right, one stamp, two claps,
one slide to the right. Learners must stand in rows facing the teacher. Let learners first do
the actions, and then let them represent the same pattern in a different mode, for example,
in a drawing.

On a later occasion, let learners design a dance in groups for the rest of the class to follow
(repeat).

2.1.4 Hopscotch

It is important to provide kinaesthetic (body movement) experiences with patterns.

Create hopscotch patterns together with the learners (draw a pattern with a stick on the
ground or use chalk on a paved area or corridor). Remember to keep all the aspects of
patterns in mind (repeat / core / predictable / rule) when you make the hopscotch pattern!

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For example: Let learners hop the squares, e.g. 1: left foot, 2-3: both feet, 4: left foot, 5-6:
both feet, 7: left foot, 8-9: both feet, 10: left foot, rest and turn around – and hop all the way
back in the same way.

On a later occasion, let learners work in groups to first design a hopscotch pattern on paper
(they can use cut-out shapes or make their own drawings) and then you use the patterns
they made as design to make the large hopscotch patterns outside.

Rest / Turn
around

10 Let learners transfer their own hopscotch designs to a large scale to

make hopscotch blocks outside. Let learners physically try out all the
8 9
hopscotch patterns. Have a discussion and encourage learners to
7 find the core and describe the pattern in terms of the rule. Are all of
5 6 the hopscotch patterns real repeating patterns? Why or Why not?
4 Try to answer on your own keeping in mind that any pattern must
2 3 always have a rule or a core that repeats.

180 minutes
37
1. Create your own examples on how you will teach repeating geometric patterns on a
kinaesthetic and concrete level including:
1.1 a pattern with learners’ bodies;
1.2 body percussion and drumming;
1.3 dance; and
1.4 hopscotch.
2. In what way do the different examples allow learners to investigate copy and extend
the patterns?
3. What are possible limitations when presenting patterns to your Grade R learners?

Commentary:
Here are some examples you could use for teaching patterns:
x Lying down in different positions.
x Clap hands, stamp feet; tap knees, make kissing sound with lips. Drums made
from different sized tins and rubber will produce different sounds. Other
percussion instruments can also be used like chimes, bells, triangles,
rainmakers, shakers or clappers.
x Skip, hop on one foot, turn around, and sit down.
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x Both feet, right foot, both feet, left foot, turn.

Different examples should allow learners to experience the core and repetition of the
patterns irrespective of the mode, e.g. sound, actions and movement. These could be
limited by space, insufficient supply of musical instruments, learners’ physical
limitations, learners unable to follow instructions, etc.

Next, you will look at examples of how patterns are used in language.

2.2 Use patterns in language

Songs and actions are concrete experiences and can be used to create noise patterns.
Although used so frequently in Grade R classrooms, you do not often connect the pattern
of repeated sound and words in stories, songs and rhymes to mathematics.

There are many children’s rhymes, finger rhymes, stories and songs which contain a
pattern. The rhythm, rhyme and repeating phrases can be used to introduce learners to
the patterns found in language. Find rhymes, stories and songs from your own culture or
environment to use in class.

2.2.1 Songs and actions

Any song can be used to create patterns with music and actions. The well-known song,
‘Father Jacob’, can easily be translated into learners’ Home Language. See the isiZulu
version below:

Sawubona, Sawubona
Bhuti John, Bhuti John
Ziyakhal ‘icingo, Ziyakhal ‘icingo
Ding dong belele, Ding dong belele.

The whole song can be used to perform repeating actions. See how the actions for “Ding
dong be-le-le” are represented below (learners can perform the repeating actions in
various different ways). For example:

Ding (action 1) Dong (action 2) Be-le-le (action 3)

Source: Anonymous (2009)

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What symbols can be used to represent the pattern - can it be clapped, clicked, counted
and drawn? Is the pattern generalisable - can you find other tunes, poems that have the
same rhythm or beat?

2.2.2 Rhymes/chants and actions

An example of a Zulu action chant is provided below:

Impukanekati /The mouse and the cat

Impukanekatiziyawaleqana (repeat) The mouse and the cat are chasing around
(repeat)
Zithinyawu, nyawu, zithinyawu, nyawu,
nyawu (repeat) They say, "meow, meow." They say, "meow,
meow, meow!" (repeat)

Let learners stand in a circle, holding hands. One learner is the cat (ikati) and another one
the mouse (impuku). The cat starts outside the circle; the mouse starts inside the circle.
The cat chases the mouse in and out of the circle, weaving around each learner. When the
chant ends, the cat and mouse choose a new cat and mouse. Remember to focus learners’
attention on the patterns created through this game (i.e. the repetitive language of the
chant).

2.2.3 Word patterns

The learners can say word patterns too. Ask your learners to repeat a word pattern, see
how long they can say it without getting tongue tied or confused. As the learners become
familiar with saying two-word patterns you can move to three words with more difficult
patterns to copy.

For example:

x Sun, sky, sun, sky (a two word pattern).

x Banana, apple, pear, banana, apple, pear (a three word pattern).
x Susan, John, Abby, Susan, John, Abby (a pattern with three names).
x Waka, waka, eh, eh, waka, waka, eh, eh (pattern with double sounds/words).
x Cat, dog, bee, ant, Cat, dog, bee, ant (pattern with four animals/insects).
x Red, blue, blue, purple, red, blue, blue, purple (pattern with some repeating
colours).

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240 minutes
38
1. Find rhymes, stories and songs from your own culture or environment to use as
examples when teaching patterns in language.
2. Choose an appropriate rhyme or a song. Show how you will use the rhyme/song
when teaching patterns to your learners.

Commentary:
Choose a rhyme and song familiar to your class. Bring learners’ attention to the
repetitive language in the rhyme and song creating a pattern.

Now you will learn more about creating patterns with real objects.

2.3 Patterns with concrete objects

Resources for patterning activities on the concrete level are limitless. Find suitable real
objects from waste (bottle tops, beads, old buttons, used matches, etc.) or from the
environment (stones, shells, leaves, seeds, etc.). Some ideas are provided next:

2.3.1 Patterns with bread tags

Let learners use, for example, bread tags to copy, build and extend repeating patterns like
the following:

EXAMPLE 1:

EXAMPLE 2:

Can you see the difference between these two patterns?

Describe the difference in your own words.

Ask learners questions like:

x What part of the pattern repeats itself (i.e. what is the core of the pattern)?
x What comes next? How will you extend the pattern?
x Can you draw the pattern?

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In the first bread tag pattern, the core pattern is:

In the second bread tag pattern, the core pattern is:

Learners can assist to collect the bread tags for this activity. Each group can use the bread
tags to create (build) their own pattern.

Groups must rotate so that each group can:

x Identify the core pattern in the pattern built by another group.

x Extend the pattern for at least one more core pattern.
x Describe the pattern.
x Draw the identified pattern in their class work books.

Remember that the word ‘core’ is not used in Grade R. This is used to enhance your own
understanding of patterns and help you to teach it to Grade R learners. Rather than asking
learners, ‘what is the core of the pattern?’ you would ask ‘what is repeated in the pattern?’

2.3.2 Patterns with geometric shapes

Learners can use shapes (cut-out geometric shapes or real shapes if they are available)
to build and extend patterns like the following:

EXAMPLE 1:

EXAMPLE 2:

You can make your own cut-out shapes for your learners – see Addendum D at the end of
this Curriculum Learning Guide. You will learn more about geometric shapes in the
Mathematics Learning for Grade R module 2 (R-MAT 312).

For each pattern, ask learners questions such as:

x What comes next? How do you know?

x Which part is repeating? (Can you identify the core pattern in each case?)
x Which shapes were used?
x How many of each shape are used for the repeating part (the core of each pattern)?

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You can also proceed with more challenging questions like:

x What is same and what is different in the two patterns?

x If you want to repeat the core pattern three times, how many of each shape do you
need?

Hint: Start with different geometric shapes that are all the same colour. The reason for
this is that you want learners initially to focus only on one attribute i.e. the different shapes
only and not also the colour of the shapes.

120 minutes
39
Develop your own geometric pattern by using geometric shapes to build and extend
patterns (you can make your own shapes or use concrete plastic/perspex shapes). After
developing your own geometric pattern, answer the following questions.

1. Identify the core pattern.

2. Which shapes were used in the pattern?
3. How many of each shape are used for the core of the pattern?
4. Repeat the core pattern three times. How many of each shape do you need in this
case?
5. Now draw the extended pattern on A4 paper.
6. What did you learn in this activity? Write down what you have learnt.

Commentary:
Trace and cut out geometric shapes such as circles, squares, rectangles and triangles
to design your own geometric pattern. Remember the geometric shapes can be placed
in any orientation to create a pattern.

The transition from concrete to semi-concrete level is important to notice. The concrete
level should always precede the semi-concrete level when you work with Grade R learners.

2.3.3 Patterns with money

Using money coins to make patterns is the same as using any of the other objects we have
talked about. There are different size coins and different colour coins used in our money
system. If you are able to collect sets of the different coins: 10c, 20c, 50c, R1, R2 and R5;
use them at your pattern activity table or during a small group teacher guided activity.

You can teach examples of money patterns by making your own LTSM (play money) for
learners to explore:

x You can make size patterns; big R5, small 10c, big R5, small 10c ...
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x You can make colour patterns and not worry about the amount; bronze coin,
silver coin, bronze coin, silver coin ...
x Or the learners can copy and make patterns using the numbers on the coins;
R1, R2, R5, R1, R2, R5 ...

After sufficient practise with patterning on the concrete level, activities on the semi-
concrete or pictorial level can be presented.

2.3.4 Pegboard patterns

Pegboards are strengthened hardboards with equally spaced pre-drilled holes. Pegs are
used in these holes in order to make patterns and shapes. Some schools have these
manipulatives available but if you get a little help from a handyman/craftsman you can
easily make your own pegboards for your learners to use. You can paint your pegboard in
a plain colour but you will need bright coloured pegs for learners to make patterns and
shapes.

Start with a simple pattern. The teacher composes a pattern on the pegboard and learners
then copy the pattern on their own pegboards. Once they can do this, you can let them
create their own patterns with the pegs on their pegboards.

Let Grade R learners first use their right hands, then their left hands and then both hands
together to place the pegs on the pegboard. They can also make shapes on the pegboard.

To further integrate with Space and Shape, ask learners to place their pegs (see CAPS
2011, p. 262) for example:

x In the top row;

x In the bottom row;
x On the left side;
x On the right side; and
x In the middle.

2.4 Semi-concrete representations

Remember to only introduce working with semi-concrete patterns once learners have had
the opportunity to use both body movement and concrete objects to make patterns. As the
learners progress through your programme for teaching patterns throughout the year, they
will have explored patterns with their bodies, with objects and finally on semi-concrete level
i.e. on paper.

Following this sequence will ensure that learners have a clear idea of how patterns work
and how to create their own patterns.

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2.4.1 Patterns with pictures

Copying and extending patterns using pictures really follows on from using concrete
objects. Make a set of picture cards to use for building patterns. You can make simple
shapes, trees and flowers or anything else appropriate. If you are able to find lots of the
same picture in a magazine or shopping catalogue, cut these out, and stick them onto little
cards.

Present your lesson in the same way you have presented your lessons on making patterns
using the whole body and concrete objects:

x First, make a pattern using your picture cards; milk, bread, milk, bread...
x Ask the learners to tell you what pattern they can see.
x Ask the learners what would come next in the pattern. Let them explain why
they say so.
x Allow the learners to use the rest of your picture cards to continue building the
same pattern.
x Give pairs of learners a set of different picture cards. Ask them to take turns in
making a pattern for their friend to complete.

Once you have played with the picture cards in teacher directed activities, these cards can
be placed in a corner of the room or on a table where the learners can play with the cards
to make their own patterns during free play inside.

2.4.2 Using pattern strips

Pattern strips are very useful to introduce geometric patterns on the semi-concrete level.
Learners can extend them, describe them in words and also use them to create, build or
design their own patterns.

Draw different patterns on paper strips and let learners investigate and extend these
patterns, for example:

Ask learners questions like:

x What is part of the pattern is repeating? (i.e. what is the core of the pattern?)
x How many shapes are used in the pattern?
x How many times is the core (first part) repeated?
x What comes next?
x How will you extend the pattern?

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You can also ask learners to complete the “missing shapes” in a geometric pattern.

For example: What is missing in the next pattern? Explain your thinking.

Here is another example of a pattern strip.

„}}Ÿ„}}Ÿ„}}Ÿ„}}Ÿ„}}Ÿ

To teach geometric patterns like these effectively, you need to continuously ask learners
questions like:

x Do you recognise a pattern? Describe the repeating part (core pattern).

x What comes next? How do you know?
x Can you continue the pattern? Let me see.
x How is your pattern different from mine? Explain.
x Is there a rule in this pattern? Why do you say that?
x Can you represent the pattern in another way? Show me how.
x Can you create your own pattern? Show me.

Let your learners draw their own chosen shapes to create a colourful border pattern for the
front page of their class work books. The pattern does not have to be complicated but must
show regularity (it must show how the pattern is repeated). Each learner can create his/her
own border pattern.

A significant step forward mathematically is when learners realise that two patterns
constructed with different materials can be put together and then represented as the same
pattern. Allow learners more opportunities to create their own patterns during art activities.

120 minutes
40
Design your own TWO pattern strips.

After designing the pattern strips, formulate questions that you will ask your learners
when using the pattern strips to explain geometric patterns.

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Commentary:
Design pattern strips using shapes or pictures. Ask learners to discuss the patterns and
identify how many elements in each core. Ask them to show you how the core is
repeated. Your questions must reinforce that two patterns constructed with different
materials can represent the same pattern.

2.4.3 Patterns with drawings

Drawing patterns found in clothes or in nature: Once your learners are able to draw a
body image, add an interesting instruction using patterns. For example: Today when you
draw yourself, I want you to colour in a stripy T-shirt. Or even give yourself a stripy shirt
and spotty pants. Allow the learners freedom to create their patterns within their own
capability of drawing a body image.

For animal patterns: You could draw a basic outline of a giraffe, zebra, tiger or leopard
on any paper or even newsprint. Create an outline for each learner. When the learners
have chosen their animal, tell them to make the animals’ coat pattern, inside the outline.

2.4.4 Patterns during art activities

Wrapping paper: Let learners create their own wrapping paper to cover their school
books. Use a variety of leaves (or any other suitable material) to make texture rubbings by
placing the leaves under the paper or newspaper and then colour over it with charcoal, or
any other suitable medium.

Encourage learners to first, think about what their pattern is. Let them choose what should
be repeated (core). Remind them that the core of the pattern must be repeated. Have a
discussion afterwards to let learners share their ideas and talk about the patterns they
created. Some of the learners’ wrapping paper creations might not be patterns, but it allows
for discussion about what a pattern is and what not. Potato, flower, leaf and apple prints
can also be used as an art activity that can be used to reinforce learners’ knowledge about
patterns.

Patterns of potato prints: Cut potatoes in half. Use a sharp knife to cut out a shape on
the flat sides of the halves. Let learners then dip the potatoes in paint and print the shapes
on paper or old newspaper. (Other waste material like toilet rolls, corks, a piece of plastic
squeezed into a ball, etc. can be used for printing. If you don’t have paint, learners can
also dip their print material into mud or ash and make a print on paper.)

Remember, patterns must be created according to rules!

Picture frames: Let learners make a picture frame during the Art period. You could either
let them create their own patterns with 2 or three elements and extend the pattern around
the frame, or you could draw the core pattern at the top-left corner of the page and ask
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learners to extend the pattern around the frame. Start with a core of 2 to 3 elements only.
Learners have to carefully look at your core pattern, and repeat the segment (the elements
in the same order) around the frame. This activity will allow Grade R learners to copy and
extend a pattern. This activity requires higher order thinking skills of analysing and
synthesising. Therefore, begin with simple patterns, and after learners have sufficient
experiences, you can extend it to more challenging patterns.

For example:

The core of this pattern contains three elements:

Observing learners as they complete the border pattern for their picture frames can provide
you with valuable insight into their understanding of patterns as segments that repeat.
Allow them the opportunity to describe their own patterns. Sufficient describing
opportunities will develop learners’ mathematical language needed to describe patterns. It
will also allow you to assess learners’ understanding of patterns.

An example of a pattern with a core of 6 elements is shown next. Can you see how difficult
it becomes?
The shaded area is the core of the pattern – the
segment (part) that must be repeated all the way round.

‡ ™ z ” _ Î ‡ ™ z ” _
Ï Ð
_ ‡
” ™
z z
™ ”
‡ _
Ï Ð
_ ” z ™ ‡ Í _ ” z ™ ‡

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Patterns like this one are not expected of Grade R learners but are included to show you
that geometric patterns can take different forms and do not have to only include basic
geometric shapes.

Many more activities can be used to develop learners’ understanding of repeating patterns.
Provide enough opportunities for learners to enable them to copy, extend, describe and
create their own geometric patterns. Always discuss the patterns created by learners.
Learners must be able to explain HOW their pattern was created (what rule was followed)
and what the regularity within the pattern is.

240 minutes
41
In your study group or with a peer:

1. Discuss and summarise the different activities that can be used to teach “Geometric
patterns” on a concrete level.
2. Critically read through the summaries and collectively choose the activity you think
is the best to enhance learners’ understanding of geometric patterns. Write a short
paragraph to motivate your choice. In your paragraph:
2.1 Refer to the skills and knowledge learners will gain during your selected
activity.
2.2 Also reflect on how this activity will promote learners’ understanding of the
required knowledge and skills about patterns and functions.
3. Extend this activity to the semi-concrete level. Why is this extension a useful learning
experience for learners?
4. Share your discussion with other groups during the feedback session. Make notes
of what you learn from other group members.

Finger paint: Ask learners to dip the tip of their thumb in paint. They can dip their fingers
in different colours to make a pattern of colour e.g. green, green, orange; green, green,
orange; … along the page. Encourage them to use more than just two alternating colours
at this stage. Pink, pink, blue, green is a more challenging and interesting pattern than just
pink, green, pink, green. Learners can also choose one colour and change the direction of
their finger to make a pattern with the paint e.g. upwards, downward, sideways. The
learners can make as many patterns as they can think of.

Example: Patterns with 2-D shapes

Draw shapes on a chalk board or put the shapes on the wall of the classroom using Prestik.
Study the examples given below. Extend and complete these yourself before you give it to
your learners to draw on paper. Note the core of each pattern.

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1.

2.

3.

4.

5.

To consolidate your own knowledge, complete the next activity.

180 minutes
42
Consider how the following Grade R learners extended pattern 5 above:

Robert

Daisy

Faith

David

1. Did any of the learners extend the pattern correctly? Provide reasons for your
answer.
2. What is problematic with the question in no 5 above? Why do you say so?
3. Identity the mistake(s) of learners who could not complete the pattern correctly.
4. Write down four questions you will ask the learners to identify their conceptual errors
and to support them to extend the pattern correctly.

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5. Prepare your own worksheet for Grade R learners to enable them to extend and
complete patterns with 2-D shapes on semi-concrete level. Do not just copy the
above patterns but think about the 2-D shapes familiar to Grade R learners and
design your own patterns.

x Explain in 150 to 200 words how you will integrate knowledge from the
Space and Shape content area when teaching learners about patterns with
2-D shapes.
x Keep your worksheet for use during WIL or in your own teaching.

Commentary:
Both Robert and Faith could be correct depending on what the core of the pattern is. If
the core is:

Robert’s response is correct. But if the core is, , then Faith has the
correct response. Teachers must therefore be make sure that their questions to learners
are clearly formulated. Learners must be able to identify the core and then use the core
to repeat the pattern. It seems as if Daisy confused the order of the shapes while David
did not include the triangle in his extension.

Questions to understand and guide learners’ thinking can include:

x Do you recognise a pattern? Why do you say so?

x Describe the repeating part (core pattern).
x What comes next? How do you know?
x Can you continue/extend the pattern? How will you do that?
x How far can the pattern be extended? How do you know?

Should learners struggle to extend patterns on semi-concrete level, go back to concrete

level with plastic or cut-out 2-D shapes? You can copy the examples in Addendum D to
make cut-out shapes for your learners.

Patterns enhance the world around us and can be found both in the natural and man-made
forms. Learning about patterns can be interesting and exciting, and patterns lend
themselves to be integrated into themes such as animals and plants, and subject areas
such as art and language. Knowledge about patterns forms the basis for learning about
algebra in later grades. In Section 2, you have focussed on how to introduce the concept
of patterns to Grade R learners.

In this unit, you have learned about geometric patterns. You have worked through many
examples and thought about several ways in which you can teach patterns to Grade R
learners. The basic progression through different representations was again considered,

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with an awareness that you will not proceed through it in a simple linear fashion – learners
will need to move forwards and backwards between representations as they develop their
understanding. The importance of developing learners’ ability to reason and describe their
thinking in an abstract way about patterns was emphasised – this is because it extends
learners’ cognitive thinking skills and prepares them for Algebra in later years. In Unit 3,
you will learn what to take into consideration when assessing Patterns and Functions in
Grade R.

Read the following articles as indicated in the recommended reading to broaden your
knowledge:

1. Ahlskog-Björkman, E. & Björklund, C. (2016). Patterns of awareness - preschool

teachers’ integration of art and mathematics. International Journal of Education
through Art, 12(2), pp. 167–180.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=115397803&site
=ehost-live

2. Fuson, K.C., Clements, D.H. & Sarama, J. (2015). Making early math education
work for all children. Phi Delta Kappan, 97(3), pp. 63–68.
EBSCOhost permalink:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110641343&site
=ehost-live

Before you go on, reflect on what you have learnt so far and complete the self-assessment
activity.

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60 minutes

43
Self-assessment activity: Unit 2

If your answer is UNSURE or NO on any of the criteria, go back to the relevant section
to study it again.

Now that I have worked through this unit, I can: YES UNSURE NO
Explain the curriculum requirements for the content
area: Pattern and Functions.

Understand and can explain what a pattern is.

Discuss what geometric patterns are and its

importance in Grade R.
Introduce geometric patterns in progressive ways to
Grade R learners.
Confidently and competently, teach key concepts
relating to geometric patterns to Grade R learners.

You came to the end of Unit 2. In Unit 3, you will learn more about assessment of
mathematical learning in Grade R – with specific focus on numbers, basic operations and
problem solving, as well as patterns and functions.

UNIT 3: ASSESSMENT OF MATHEMATICAL

LEARNING

1. INTRODUCTION
Unit 3 builds on what you have learnt in Unit 1 and Unit 2. In this unit, you will learn how
to plan and prepare for assessment of mathematical learning. You will also learn how
apply assessment in the Grade R classroom with specific reference to addition,
subtraction, grouping, sharing and problem solving. You will also learn how to assess
Grade R learners’ proficiency in working with patterns and functions.

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2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 3

Unit 3 provides you with the opportunity to work towards competence in the areas listed
below. Unit three has three sections.

UNIT 3
ASSESSMENT OF MATHEMATICAL LEARNING

SECTION 1 SECTION 2
Planning for assessment Assessment of numbers, basic
operations and problem solving
Learning outcomes: At the end of
this section, you should be able to: Learning outcomes: At the end of
x Explain what to assess and when this section, you should be able to:
to assess. x Assess learners’ proficiency in
x Plan assessment tasks for numbers, basic operations and
Grade R learners. problem solving.
x Prepare checklists to assess x Identify and support learners with
learners mathematical knowledge barriers to learning.
and skills.
x Apply assessent of learning
effectively in the Grade R
classroom.
x Prepare assessment instruments
to assess mathematical learning.

SECTION 3
Assessment of patterns and
functions

Learning outcomes: At the end of

this section, you should be able to:
x Assess learners’ proficiency in
copying, extending and creating
own patterns.
x Identify and support learners with
barriers to learning.

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SECTION 1: PLANNING FOR ASSESSMENT

1. INTRODUCTION
In this section, we are going to discuss what you need to consider when planning the
assessment of Mathematics in Grade R. Many of these aspects will also apply to the
assessment of Language and Life Skills. We address what to assess, when to assess and
how to plan specific tasks with the purpose of using them to assess learners’ mathematical
knowledge and skills. As a teacher, one has to know how well learners have grasped the
mathematical concepts, both for the impact this has on your own teaching strategies, and
to help you understand and assist your learners.

2. WHAT TO ASSESS WHEN

The current curriculum guides you as to when you should teach which knowledge and
skills. This will guide you on what knowledge and skills can be assessed in which term.
Keep in mind that learners need adequate time to gain the required knowledge and to
practise their skills before you can assess them. Refer to your Grade R Mathematics CAPS
document for guidance on which skills should be assessed in which term. Remember that
you should never hold learners back. If they progress more quickly than expected by
CAPS, you need to allow for this and support the further development of these learners.
For example, in term two learners are expected to build at least a 12-piece puzzle. If you
observed in term one that Thandi could build a 24-piece puzzle, you would not give her a
12-piece puzzle for assessment. Rather challenge her by providing a 36-piece puzzle.

Keep in mind that assessment in Grade R should be continuous. You cannot give a learner
only one opportunity to show whether they have gained a certain skill. Use different
activities to assess the same skill.

For example, you want to determine whether learners can count up to five objects
accurately. You worked with learners individually and gave them wooden counters to pack
in a row and count out. Ndumiso could only count out two counters accurately. Most
learners could count up to at least five. Rather than repeating the activity a few days later,
look for another opportunity to observe Ndumiso’s counting skills. When you notice him
playing with cars in the fantasy play area, you can sit down next to him. You then can ask:
“How many cars are in your race, Ndumiso?” He counts and replies that there are eight.
Because he is now relaxed, he is more able to demonstrate his skills accurately.

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3. PLANNING OF TASKS TO BE ASSESSED

When planning tasks for assessment, you need to consider what skills and/or knowledge
you want to assess as well as how you would record the assessment.

3.1 Assessing learners’ application of skills

Ensure that you expect learners to apply only the skills and/or knowledge you are
assessing. If assessment tasks are too involved, a learner could struggle with a skill that
is not being assessed, and this negatively reflects on the assessment results.

For example, you want to assess learners’ knowledge of basic shapes. When you ask,
“What is the green shape called?” you are also assessing the learner’s knowledge of
colour. Rather point to the shape you want the learner to name.

You need to keep in mind that Grade R learners should be working primarily on a concrete
level. Unless stated otherwise by the curriculum, Mathematics skills should be assessed
on a concrete level. This means having learners demonstrate a skill using body
movements or by working with real objects.

Here is an example of an activity where the learner needs to place a certain amount of
counters on the number symbol. You should however not use this activity to assess
counting:

1 2

Activity NOT suitable for

assessing counting.

3 4

Why? Because you would be expecting the learner to recognise number symbols as well
as count. Such activities can be used for teaching in class, but not for assessment.

3.2 Preparing for observation

Observation is the main assessment tool you use in Grade R. Whenever possible you
should assess learners by observing them as they naturally go about their day. This will
allow learners to feel relaxed and allow you to see what they really are capable of. You
still need to prepare for observation.
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When you assess continuously, this also allows learners to become used to the methods
you use and be more comfortable. You should always ensure that learners are at ease
when you assess them.

You need to plan what you will observe as well as how you will record your observation.

3.2.1 Plan what to observe

You need to know what you are going to focus on every day you are planning to do
observation. Do you want to observe how learners sort shapes? Or perhaps whether they
can identify numbers? Remember that though this module focuses only on Mathematics,
your teaching is integrated. This means you will not assess only Mathematics on any given
day.

We discussed that during assessment you should expect a learner only to apply the skill
you are assessing. Because of the integrated nature of learning, you cannot always assess
only one skill at a time. What is important is that you must know what you are expecting of
a learner and record each skill they apply separately.

For example, while observing to see if a learner can sort shapes, you can also observe
whether the learner can follow instructions. If some learners do not do the activity
successfully, is it because they did not follow your instructions or because they cannot
sort? You need to record your observation of each skill separately even though you are
observing two skills during the same activity.

Use the curriculum as a guideline, but also consider whether the learners had sufficient
opportunity to practice what you taught them in class. You must plan what and when you
are going to teach well in advance to be sure you have enough time to observe all the
required knowledge and skills during a term. Plan your assessment when you plan your
daily lessons, your weekly plans and your term plans.

Make sure you plan activities that allow learners to demonstrate the knowledge or skills
you want to assess on the day you planned for the assessment. It cannot be the first time
they do that specific activity. When you are observing the learners to assess them, they
must have had enough time and opportunities to practice what you taught them in class.

3.2.2 Plan how to record your observation

No teacher can remember everything she observes every day. Especially with numeracy
skills, you will be observing very specific things. For example, up to which number a learner
can rote count. (Do you still remember what is meant by rote counting? Refer to the
Introduction to Mathematics Learning in Grade R (R-MAT 120) where this was explained.)
You need to record this in some way. One way of recording your observations is by making
short notes.
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A checklist is also a useful tool for recording specific information such as this. This saves
time and allows you to record observations accurately.

60 minutes
44
In your own words, explain your understanding of each of the following concepts:

1. Assessment;
2. Continuous assessment; and
3. Observation as a main assessment tool in Grade R.
Write approximately one paragraph per concept.

3.3 Preparing checklists for use during assessment

You need to prepare checklists well before you plan to use them. This means drawing or
typing a table with the knowledge or skills you want to assess as well as the name of each
learner in the class. After discussing checklists, we will give an example.

When checklists will be used

You will use a checklist most often during observation. You observe the extent to which a
learner is able to perform a task or demonstrate a skill and record it on your checklist. For
example, you observe whether learners are able to extend patterns. Whilst observing each
learner, record the extent to which the learner is able to extend patterns by writing the
appropriate code on your checklist.

After an activity, you can also record learners’ performance in pencil-and-paper activities
on a checklist. For example, learners completed an activity where they wrote down the
number symbols 1 to 5. While learners are resting after lunch that day, you go through the
learners’ written work and write down a code for each learner that reflects their
achievement in the activity.

Steps for preparing a checklist

We will first list the steps that you should follow when preparing a checklist. Then an
example will be given according to these steps. You should prepare your checklists as you
write your term plan. This way you can be sure they are ready when you need them.

x Draw a table in which you can fill in the criteria and the learners’ names.
x Decide on the assessment criteria you want to use (use the criteria given for week
10, 20, 30 and 40 in the Grade R Mathematics CAPS as a guide).
x Write each criterion as a separate skill on your checklist table.
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x Fill in the names of the learners on your table.

Now let us work through an example according to the steps. We will use some of the
numbers and operations assessment criteria. Remember that you assess throughout
the term, not only in the last week.

Step 1: Draw a table in which you can fill in criteria and learners’ names

Draw the table on an A4 page. You can draw as many columns for criteria as fit on your
page. Make sure you have enough lines to write the name of each learner in your class
(to save space, only a few are shown in the example). Your table will look something like
this:

Term 1: Describe, compare and order numbers

Date of
assessment:
…………………
…………………
…………………
…………………
Date of
interventions:
……………………
Criteria 1
Criteria 2
Criteria 3

……………………
……………………
……………………
Names of learners

You can write the codes you use to indicate the achievement levels on a separate page
that you keep with your checklists. The codes in the CAPS document are given in the
following block.

Codes:
7 – Outstanding achievement (80-100%)
6 – Meritorious achievement (70-79%)
5 – Substantial achievement (60-69%)
5 – Adequate achievement (50-59%)
3 – Moderate achievement (40-49%)
2 – Elementary achievement (30-39%)
1 – Not achieved (0-29%)

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Step 2: Decide on the assessment criteria you want to use

You will use your CAPS document to identify the assessment criteria that you will use. In
the example, the following criteria will be used in order to assess problem solving:

x Can add concrete objects up to 10.

x Can subtract objects less than 10.
x Can share concrete objects amongst groups.
x Can put concrete objects into groups.
x Knows which operation to use when solving problems.
x Can explain solutions to problems.

Step 3: Write each criterion as a separate skill on your checklist table

How you fill in the criteria on your checklist will depend on what criteria are listed on the
report you write for the Grade R learners. On the following table, the criteria are written as
separate skills.

Term 2: Solving problems

Date of
Knows which operation to use when solving problems

assessment:
…………………… Can explain solutions to problems by drawing
……………………
Can share concrete objects amongst groups

Can explain solutions to problems verbally

……………………
……………………
Can put concrete objects into groups
Can add concrete objects up to 10

Can subtract objects less than 10

Date of
interventions:
……………………
……………………
……………………
……………………
……………………

Names of learners

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Step 4: Fill in the names of the learners on your checklist table

In the left column, under ‘Names of learners’ write the names of the learners alphabetically
in your class. This will help you easily find each learner’s name on the list while using it.
Write one name on each line.

Using the checklist

Now your checklist is ready to use. You will not mark off all the items on the checklist in
one day. You also will not check each item only once for each learner. Fill in the date each
time you use the checklist. Write small numbers so that you can record more than one
number (corresponding to the codes you use to indicate achievement) in each block.

An intervention should be planned for learners who cannot demonstrate skills. An

intervention would usually be explaining the concept again and giving the learner more
opportunities to practise. It may also mean going back a few steps to develop the skills
that formed the foundation of what you are assessing.

Complete the next review activity to demonstrate your own understanding of teaching
problem solving involving addition, subtraction, grouping and sharing, as well as ways to
assess learners’ proficiency in problem solving.

240 minutes
45
1. You are expected to plan how you will teach and assess the skills related to problem
solving during the third term.

1.1 Redraw and complete the template below to show how you will plan your
teaching and learning activities. Do this by:

x Formulating two appropriate addition word problems to provide learners

the opportunity to develop their problem solving skills within the number
range
5 to 7.
x Selecting and describing an appropriate strategy (concrete or semi-
concrete) to solve each of the word problems. (Do not use the same
strategy for both problems.)
x Indicating the resources learners will need to act out and solve the
problems on a concrete level.
x Using labelled diagrams/drawings to demonstrate how you expect
learners to solve the problems.

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Word problem 1:

Strategy Resources Demonstrate how problems

might be solved

Word problem 2:
Strategy Resources Demonstrate how problems
might be solved

1.2 Plan your assessment by developing an appropriate checklist to record your

observations during different learning activities. The checklist should include:

x Two different criteria that focus on characteristics that impact learners’ ability
to solve problems. (See “Characteristics that impact learners’ ability to solve
problems” in paragraph 6 of Unit 3, Section 2.)
x Two criteria to assess learners’ skills and knowledge pertaining to solving
addition problems. (Consider the CAPS document and keep in mind that the
assessment should be appropriate for Term 3.)
x Briefly discuss how you will use the checklist to assess learners’ knowledge
and skills. Make particular reference to:
o When you will assess the learners;
o How many criteria will be assessed at a time;
o How many learners will be assessed at a time;
o Questions you will ask learners to prompt them to solve the problems;
and
o The information that could be provided by the checklist and how you will
use the information.

2. Read the scenario, observe the observation checklist below, and then answer the
questions that follow.

Scenario:
During the second term, Ms. Anderson observed her Grade R learners during
numerous problem-solving activities. Thabiso’s assessed competency in solving
word problems based on sharing, is reflected in the observation checklist below:

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Term 2: Checklist for Problem Solving

Orally solve sharing problems

Explains own thinking through

Explains own thinking through

in
Date of assessment:
……………………

thinking
……………………
……………………
……………………

concrete objects

own

up to number 4
Date of interventions:
……………………

drawings
……………………

Explains
words
……………………
……………………
Names of learners
Thabiso Kunene x x x x

The purpose of gathering information during formative assessment is not only to identify
challenges experienced by learners, but also to identify shortfalls in teaching and to
improve teaching strategies.

Considering the statement and assessment above, answer the following questions:

2.1 Identify and discuss four factors that may have contributed to Thabiso’s inability
to solve sharing word problems.
2.2 Advise Ms. Anderson on how she should support Thabiso to improve his
problem-solving skills. In your advice make particular reference to:

x Pre-knowledge required to solve word problems in general and sharing

problems in particular;
x Appropriate strategies, considering the trajectory of learning from
kinaesthetic to concrete level. (Keep in mind that Grade R learners are not
expected to solve problems on semi-concrete level. Only more advanced
learners will be introduced to problem solving on a semi-concrete level.)
x How the impact of the four factors mentioned in Question 2.1, can be
eliminated or reduced.
x An appropriate contextual sharing problem and how learners should solve
the problem. Include labelled diagrams to illustrate how learners are
expected to solve the problem.

HINT: Refer back to Unit 1 where teaching of the above-mentioned concepts were
discussed before you answer Question 2.2.

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In the next section, we will discuss the assessment of numbers, basic operations and
problem-solving in more detail.

SECTION 2: ASSESSMENT OF NUMBERS, BASIC

OPERATIONS AND PROBLEM SOLVING

1. INTRODUCTION
Refer to the Introduction to Mathematics Learning in Grade R (R-MAT 120), Unit 1 for an
explanation of the concepts and terms discussed here. In this section, we will give you
some ideas for activities you can use to assess counting, number sense, number
recognition, operations and problem solving. Please adapt these activities as required, use
additional activities of your own and consult the curriculum to ensure you cover all the
necessary content.

2. ASSESSMENT OF COUNTING

For mathematical learning, it is vital that learners count accurately. Counting skills of each
learner must be assessed individually. This will help you make sure the learner truly has
acquired the skill you are assessing, rather than simply repeating after the group. Here
are some ideas for counting activities you can assess.

2.1 Estimation

Place three counters on the carpet and cover them with a cloth. Tell the learners you are
going to show them the counters just for a few seconds, they must quickly look how many
there are. Do this and let the learners give you their answer. You can do the same with
any number from one to five. The idea is that they recognise how many counters there are
without counting. You must do this many times as a small group or a class activity before
assessing the activity with each individual learner.

2.2 Understanding of ordinal numbers

Place three suitable objects (e.g. farm animal figures) in a line, facing the door of the
classroom. Say to the learner: “Let us pretend these animals are racing to the door.” Ask:
“Which animal is first?” (cow) Do the same for second (horse) and third (sheep). Allow the
learner to point to the animal. For this activity, you are not assessing whether they know
the animal’s names.

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2.3 Identify number pictures

Place picture cards, representing different numbers, on the carpet or on a table. Ask the
learner to point to the card with the number of objects the same as the number you say.
For example: “Show me which card has two pictures” (flowers). Make sure that the cards
you use for this activity have no number symbols or number names on them.

Source: Freesvg (2019) Source: Zeimusu [n.d.] Source: Coquet (2019)

2.4 Counting out objects

Anything can be counted, for example:

x Put four cups on the table. Ask the learner to count how many there are.
x Ask the learner to bring you four cups. The learner must count out four cups from a
stack.

3. ASSESSMENT OF NUMBER SENSE

You learnt in the Introduction to Mathematics Learning in Grade R (R-MAT 120), that
number sense means making the connection between quantities and counting. Learners
need number sense to understand more, less and equal. Number sense is therefore
indirectly assessed with counting. You can assess the foundational skills of number sense
in two ways.

These are:

x Asking learners to compare sets according to amount and tell which is more, less,
equal, most or least; or
x Ask learners which number comes before or after another number (order of
numbers).

We will discuss the assessment of each.

3.1 Comparison of sets

To simplify the task, use many of the same object to make up sets. For example, only
blocks or only counters instead of having a car, block and leaf in one set.

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3.1.1 Assessing more and less

Use only two sets of objects. There should be an obvious difference in the sets. For
example, one set can have three blocks and the other set seven. Learners should be able
to identify ‘more’ and ‘less’ before you introduce equal, most and least.

The set on the left has less blocks. The set on the right has more blocks.

3.1.2 Assessing equal, most and least

You should have at least three, but not more than five sets. The sets that are not equal
should clearly have a different amount/number of objects.

The first and third sets have an equal number of blocks. The second set has the most
blocks. The last set has the least blocks.

3.1.3 Scaffolding for learners who struggle

When learners struggle to identify more, less, equal, most or least you can make the task
a little easier by organising the sets into rows. You can do this for non-assessment
activities as well. You will then explain that the longer row has more blocks and the shorter
row has fewer blocks.

Once the learner is able to correctly identify sets (according to more, less, equal, most and
least) when they are organised in rows, you can move on to using groupings that are more
random. The above example will look like this when organised in rows:

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The longer row has more blocks and the shorter row has fewer blocks. Rows with an
equal number of blocks can also be easily identified.

3.2 Order of numbers

When teaching the order of numbers you will use different forms of a number line. This
could include learners standing in a line holding number symbols, plastic number symbols
placed in a line, a number line represented by objects, dots and number symbols and a
written number line. What you have used will determine how you assess.

At first, you will allow the learner to see a number line while you ask questions such as
“Which number comes before five?” or “Which number comes before two?” At this point,
you are assessing whether the learner understands the concept of one number coming
before or after another.

Once learners understand the concept of one number coming before or after another while
seeing a number line, you can ask the same questions without the learner being able to
see a number line. Now you will truly be assessing the learners’ number sense. You are
expecting the learner to think on an abstract level – they know the order of numbers without
seeing it.

4. ASSESSMENT OF NUMBER RECOGNITION

By the end of Grade R, learners should be able to recognise number symbols as well as
number names from 0 – 10. These should be visible in your Mathematics corner to allow
for incidental learning.

Remember an important principle of assessment – you cannot assess something learners

have not had the opportunity to practise. This means you cannot rely on incidental learning
only in your assessment planning. You need to create many opportunities for learners to
actively recognise and identify number symbols and number names before you can assess
this.

You will always assess the recognition of number symbols and number names separately.
In this case, it is just as important to isolate the skill you want to assess as expecting the
learner to apply only the knowledge or skill you want to assess.

This means you cannot use LTSM such as a number frieze or poster from numbers 1 to
10 to assess recognition of number symbols or names. Why not? Consider the following:
If you asking the learner to identify the number three (for example), how will you know if
the learner is counting the pictures or looking at the symbol or the word? It will not be
possible. You need to use separate cards. Place them randomly when you are assessing
recognition thereof. Use cards with the correct form of the numbers as shown below.

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For identifying number symbols:

For identifying number names:

Learners do sometimes enjoy “showing off” their knowledge and skills. This means you
can simply ask a learner “Show me the number four,” for example. You would go through
all the numbers a learner should know in a random order. Think of other creative ways you
can assess recognition of number symbols and names, related to the activities you have
presented to learners.

120 minutes
46
Compare the Number, Operations and Relationships assessment activities discussed
in the CLG with the assessment activities you are using in your class or during WIL to
assess your learners. Reflect on the following:
1. What are the same? What are different? What have you learnt that you did not know
before?
2. What will you apply in your classroom to improve your mathematics assessment
strategies in future?
Share this with a fellow-student or colleague.

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5. ASSESSMENT OF PROBLEM SOLVING

Remember that for many activities in Grade R, learners are more focused on the process
than the end-product. Your assessment of problem solving should be as well. This means
you need to assess how learners solve problems, not only if they can reach the correct
answer of a number problem. According to Baroody (1999), there are numerous
characteristics that have an impact on a learner’s ability to solve genuine problems. By
observing whether learners demonstrate these characteristics you are assessing some of
the how factors of problem solving as well as other factors that indirectly play a role in
learners’ problem solving success.

Consider the following:

“Evidence of children’s self-confidence or belief in themselves as problem solvers

can be seen in such behaviours as being willing, even eager to try; persisting if first
efforts fail; representing and solving some problems in more than one way; and
realising that some problems may have more than one answer.” (Payne, 1990, p.
59).

This means that above all, your learners should feel excited and curious about
mathematics. Confidence in their own their efforts at solving problems should be praised
and encouraged. Grade R learners are naturally curious and you can use this natural
curiosity to inspire their learning and their confidence to find out more. Your classroom
should be a place of discovery, where they learn that there are different ways to arrive at
the same answer and that some problems have more than one answer. If you, as their
teacher, show these characteristics, your learners will have the confidence to solve
problems in different ways.

In the next paragraph, we will look at characteristics that impact on learners’ ability to solve
problems.

6. CHARACTERISTICS THAT IMPACT LEARNERS’ ABILITY

TO SOLVE PROBLEMS
Teachers should be sensitive to factors which may impact on their learners’ ability to
successfully solve mathematical problems (Payne, 1990; Schweingruber, Woods & Cross,
2009; Ryan & Williams, 2007). During teaching, you should guide learners to apply these
skills through interacting with them and posing relevant guiding questions.

Let us now look at factors that could impact on your learners’ ability to solve mathematical
problems:

x Cognition: (gaining knowledge and understanding)

o The ability to take existing information (e.g., strategies or processes) into a new
situation and know how to use it.
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o The adaptive expertise to use sense making and reasoning to solve a problem
in a way that does not rely solely on memory, procedures, and rules.

x Affect: (feelings and beliefs)

o A positive emotional response towards Mathematics and problem solving;
o Self-confidence as a problem solver;
o A perception of mathematics as something that can be of interest and of help in
learning about the world;
o The ability to persevere in learning skills for coping in the face of a challenging
problem;
o The ability to take risks and know that the Mathematics class is a safe
environment in which learners’ ideas are valued and their mathematical thinking,
ideas, and/or strategies are neither ridiculed nor criticised; and
o A belief that mistakes are a way of learning more and an opportunity to deepen
and enhance understanding.

x Metacognition: (awareness of your own thought processes)

o The ability to think about one’s own thinking.
o The ability to recognise that a solution makes sense and is reasonable.
o The possession of strategies for knowing what to do when one does not know
what to do.
o The ability to self-monitor throughout the problem-solving process.

x Flexibility: (ability to adapt to different situations)

o An understanding that the first plan is not necessarily the only plan and that
plans are often modified throughout the process.
o An understanding that there is usually more than one way to arrive at a solution.
o An openness to the ideas of others.
o A willingness to try new ways or strategies.
o An understanding that some problems can be interpreted in more than one way.

Through observing whether learners display these characteristics, you will be able to
assess how learners use concrete objects, drawings and words to explain their thinking
and solve problems effectively. Learners will not display all the characteristics in all
problem-solving situations. For example, you want to observe whether a learner is able to
divide a number of marbles equally among four friends and how he does it. You will not
give the learner the marbles and instructions and return when he is done. You will observe
what the learner does and ask questions along the way. The process (how the problem is
solved) is as important as the product (the answer or solution).

Does he give each learner one marble at a time until all the marbles are divided, or does
he have another way of doing it? You have done a similar problem with the learners before
using blocks. Can the learner apply the same strategy to this new situation (demonstrating

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cognition)? If there are some marbles left over, does the learner know what to do with
them (flexibility)?

Assessment of problem solving is important and this should not be neglected. For this
reason, you have been asked in previous activities to think about the questions you will
ask learners during the learning activity. Remember that for many activities in Grade R,
learners are more focused on the process than the result or end-product. Your assessment
of problem solving should also focus on the process rather than the product. This means
you need to assess how learners solve problems, not only if they can achieve the correct
answer to a number problem. This will also give you clues as to how to help a learner who
appears not to understand the concept.

For example, if you want to observe whether a learner is able to divide a number of marbles
equally among four friends, you have to observe how he does it. You therefore cannot just
give the learner the marbles and instructions and return to the learner when he is done.
You must be present all the time to observe what the learner does and will ask questions
along the way.

Always encourage learners to try different strategies to solve the same problem and to try
again if the first attempt fails. The more successful learners are in solving problems the
more confident they become. According to Payne (1990) learners experiencing success
show more self-confidence or belief in themselves as problem solvers and this will
manifest in behaviours such as being willing, even eager to try; persisting if first efforts fail;
representing and solving some problems in more than one way; and realising that some
problems may have more than one answer.

Take note of the characteristics that impact learners’ ability to solve problems above.
These characteristics have to be taken into consideration when assessing learners’
problem-solving skills involving addition, subtraction, grouping and sharing. This can be
done by asking learners questions such as: “How did you share these marbles with your
four friends?” Whilst learners are busy solving the problems, you as the teacher need to
observe them and give guidance where necessary. You can use a checklist to determine
your learners’ level of understanding and to whom you can give tasks that are more
challenging.

120 minutes
47
You would like to assess your class’s problem solving skills in the area of sharing.
Read the scenario below, then offer your suggestions as to how you would assess each
of these learners:

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A teacher brings some oranges to class, and after talking about the oranges, she asks
the learners how many oranges she should cut so that each learner will get half an
orange. She provides paper, pencils, playdough and counters, and tells the learners to
investigate the problem: How many oranges will we need to cut?

x Grace counts all the learners by touching each one on the head. She makes a
playdough ball for each learner, and then she is not sure how to proceed and
how to then give each pair an orange.
x Omphile draws all the learners in the class, then she draws an orange above
each pair of learners. She then counts how many oranges she has drawn.
x Liso starts by counting the learners, but she miscounts and leaves out number
16. She consequently ends up with 21 learners. She works out the problem by
putting out one counter per learner (and again miscounts), then she groups the
counters in twos, but ends up with one over and doesn’t know what to do.
x Once he has correctly counted the learners, Nthatho touches the oranges one
at a time and skip-counts: 2, 4, 6, 8, 10 ... until he reaches 20. He counts the
oranges he has and there are ten.
x Robbie counts the learners, then counts out two oranges per learner.
x Siziwe seems to be working hard with her pencil and paper, but when you go
and see what she is doing, she is just scribbling and has no idea how to proceed.

Write an assessment on each learner’s problem solving skills. Explain where the learner
could be helped and where he/she might need some help.

In Section 3, we will discuss the assessment of Patterns and Functions.

SECTION 3: ASSESSMENT OF PATTERNS AND

FUNCTIONS

1. INTRODUCTION
Remember that assessment must take place at the same level of learning at which
learners have been taught. This means that when learners have been experiencing
patterns with concrete objects, you need to assess their ability to create a pattern using
concrete objects. When they have worked with shape patterns, you will assess them using
shape patterns. Once learners have a good understanding of patterns they must create
and describe their own patterns, using real objects, drawing lines and shapes. To assess
the concept of a pattern as a core that is repeated, it is essential for learners to identify the
core elements in the pattern and to use repetition to grow patterns.

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2. ASSESSMENT OF PATTERNS AND FUNCTIONS

First, learners need to be able to extend patterns and describe them, before you can
expect them to create their own patterns. You also need to be aware of the complexity of
the pattern you are expecting a learner to complete or describe. We will now discuss some
examples using shape cards. Once learners have a good understanding of patterns they
must create and describe their own patterns, using real objects, drawing lines and shapes.
To assess the concept of a pattern as a core that is repeated, it is essential for learners to
identify the core elements in the pattern and to use repetition to grow patterns.

2.1 Extending a pattern

Remember that for something to be a pattern there must be at least two repetitions. To
assess whether a learner is able to extend a pattern, you pack out shape cards as follows:

You give the learner some more shape cards, including squares and circles, and ask them
to continue with the same pattern. They should place more cards in the order square,
circle; square, circle; square, circle.

2.2 Describing a pattern

You can use the same pattern to assess whether a learner is able to describe a pattern. If
you want to assess whether the learner can describe it, make sure you do not give them
the description in a previous step. Ask the learner to tell you what the pattern looks like/how
the pattern are made/explain the pattern to you.

Make sure you use the same language that you did when you were teaching how to
describe patterns. The learner should be able to tell you the pattern above is: square,
circle; square, circle; square, circle.

2.3 Considering the complexity of patterns

Let us assume all the shapes in the example given for extending patterns are the same
colour. This is then the simplest form of a pattern. There are only two elements that repeat
alternately. In this case: square, circle; square, circle; square, circle. Learners should be
comfortable with these types of patterns before you introduce complex patterns and
assess extension and description thereof.

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There are many ways you can make the pattern more complex. Let us discuss a few so
that you understand better how to use patterns of an appropriate difficulty level, increase
the difficulty of patterns learners work with and use during assessment.

2.3.1 Using elements in different quantities

This pattern also has two elements as the simple pattern in the first example does, but is
more complex. This is because the elements are no longer simply alternating; one (the
square) is being repeated more than the other (the circle). The pattern is now: square,
square, circle; square, square, circle; square, square, circle.

2.3.2 Introducing more elements

In this example, a third element, namely a triangle, is introduced. There are now three
things that are repeating alternatively. Triangle, circle, square; triangle, circle, square.

Having shapes in different colours also introduces more elements and makes the pattern
more complex. For example:

There are now four repeating elements: black circle, black triangle, grey circle, grey
triangle.

The more elements there are in the core (repeating part), the more complex the pattern.

120 minutes
48
1. Develop a teacher-guided, concrete activity that encourages learners to create their
own patterns.
2. Explain and provide illustrative examples to show how you will extend the activity in
no 1 to semi-concrete level.
3. Think about the learning outcomes of the other content areas in mathematics.
Describe how this activity integrates with other areas in the Mathematics curriculum.
4. Develop a checklist as described in Paragraph 3.3, Section 1 of Unit 3 in this module
to show how you will assess this activity.
5. Use the lesson plan template in Addendum C to plan a complete Grade R lesson
with the activity you have designed as the main activity of the lesson.
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Now do the next activity.

120 minutes
49
Read the scenario below before answering the question that follows.

Ms. Zulu, a young, inexperienced Grade R teacher, assessed her learners on

patterns. The assessment activity was given after exposing learners to a concrete
experience of patterns, using shapes. The pattern was created using two elements
only ( ) and learners were given the opportunity to extend the
pattern.

In the assessment activity she assessed learners’ ability to extend and describe
patterns, giving them a diagrammatic representation of the following pattern:

Many of her Grade R learners could not successfully complete the assessment
activity.

Question:
Explain why many of Mrs. Zulu’s learners did not perform well in this assessment
activity. Also give her suitable advice on how to prepare and assess learners on
patterns in future.

Commentary:
Reasons for poor performance are linked to the preparation of learners for the
assessment. Refer to the level of learning, the objects used to create the pattern, and
the complexity of the pattern in your explanation. Advice should also be based on these
aspects.

2.3.3 Having elements that are more similar

In these examples, beads are used to form patterns.

Which pattern do you think will be easier for learners to extend correctly? The one on the
right of course. This is because the two types of beads used to form the pattern are more
different from each other than the beads used in the pattern on the left.
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When explaining patterns to learners and assessing patterns, always use materials that
are clearly different from each other. This way you are only assessing pattern skills. If you
use objects that are very similar, learners also need to apply their visual discrimination
skills. Later in the year, you can use similar objects to challenge learners, but never to
assess them.

2.4 Creating own patterns

When you want to assess learners’ abilities to create patterns, you should provide suitable
objects following the guidelines on complexity of patterns discussed above. This means at
first, only offer two types of objects. When learners are comfortable to create patterns
using two types of objects, you can provide a wider selection of objects. Learners will
typically build patterns at a level of complexity they are comfortable with.

Only once learners have had many opportunities to create patterns with objects and you
have assessed that they can do so successfully, can you move on to them making patterns
with shapes. Give them many opportunities to practise before assessing the skill at this
level.

It helps first to discuss with the learner what pattern they want to make before they start
making it. This can be done even when you want to assess the learner. However, during
assessment, you should not assist the learner in making the pattern, make suggestions
for how their pattern should look, or correct errors there may be in their pattern as they
make it.

As an extension activity learners can draw a pattern they have built. For example, after
building a colour pattern with unifix blocks (linking cubes); learners copy the pattern onto
paper by drawing squares in the same colour pattern. This supports the development of
thinking on a semi-concrete level. You should observe learners while they are busy, not
only look at the pictures afterwards. This will allow you to see, for example, whether the
learners work systematically or if they make corrections to their pattern afterwards.

2.5 Describing patterns

You also need to assess learners’ use of mathematical language to describe patterns.
Language and communication are very important elements of patterning activities.
Encourage learners to “think out loud” as they create or describe their patterns. Often
learners see or make different patterns than what you anticipate. As a teacher, you must
try to understand learners’ patterns and encourage them to share their thinking. Questions
like: “Why did you choose a specific piece?” and “How did you decide on a specific
pattern?” are very important and should be answered. Learners should initially be guided
by questions and progressively move to a stage where they can describe patterns without
the aid of guiding questions.

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When explaining patterns to learners and assessing patterns, always use materials that
are clearly different from each other. In this way, you will only assess learners’ patterning
skills. If you use objects that are very similar, learners also need to apply their visual
discrimination skills.

240 minutes
50
The following lesson on geometric patterns was planned for Grade R learners. Study
the lesson plan and then answer the questions that follow:

GRADE: R

DATE: 22 September 2020

TOPIC: Geometric Patterns

LESSON OBJECTIVES:
Learners must be able to:
x Identify and describe patterns in words.
x Copy and extend patterns.
x Create their own patterns.

LTSM:
x Coloured blocks.
x Paper, pencils

ASSESSMENT OF PREVIOUS KNOWLEDGE: Assess learners’ understanding of a

core of a pattern by showing them these patterns:

Draw a circle around the repeating part (core) of the pattern:

1.

2.

3.

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LESSON PRESENTATION:

Learners work in pairs. Each group receives 12 coloured blocks of the same size. The
teacher shows learners how to create a pattern using the different colour block and
encourage learners to create their own patterns. For example:

Orange Blue Red Orange Blue Red

The teacher facilitates the group activity and supports learners where needed. She
assesses their understanding through observation and questions. Asking questions
such as:
“Tell me more about your pattern.”
“Identify and describe your pattern.”
“What colours did you use in your pattern?”
“How did you use the colours in your pattern?”

Encourage learners to create different patterns. For example: If a pair’s pattern is a

pattern that with only blue and red blocks let them create a pattern with another colour
too.

Each learner draws their group’s geometric pattern on paper and extends the pattern
with two more blocks. To extend learning on a semi-concrete level each learner draws
their own geometric pattern comprising of coloured blocks and exchanges it with a peer.
The peer has to add one more colour. In groups, they will then describe the different
patterns with particular reference to how the colours of the blocks changes from one
group to the next as well as the rule that needs to be applied to extend the pattern.

HOMEWORK/FUN WORK

Learners gather sticks and stones at home and create a pattern with these objects.
Afterwards they make a drawing of their pattern.

Now answer the following questions based on the lesson:

1. In approximately 240 words, discuss how this lesson was informed by Piaget’s
different types of knowledge (see Unit 2 Section 1 of this module (R-MAT 211)) and
Bruner’s 3 modes of representations (see the Introduction to Mathematics Learning
in Grade R (R-MAT 120) module). In your discussion:
x Refer to Piaget’s physical, social and conceptual knowledge.
x Also, refer to Bruner’s enactive, iconic and symbolic representations.

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x Include sufficient and relevant examples from the lesson to substantiate how
each of the above-mentioned informs the lesson.

2. Mathematics lessons must always be informed by the specifications in the

curriculum i.e. CAPS: Grade R Mathematics. Consider this, redraw, and complete
the table below.

Curriculum Requirements for Examples from the above lesson

Geometric Patterns in Grade R that show evidence that this lesson
speaks to the curriculum
requirements.

Complete the above table as follows:

2.1 List the curriculum requirements in the first column.
2.2 In the second column, provide appropriate examples from the lesson to show how
this lesson speaks to the curriculum requirements.

3. In a paragraph, explain in detail how you will assess your learners’ understanding
of the lesson and geometric patterns.

4. One of your learners struggles to create their own pattern. Write down the questions
you will ask the learner and explain how you will guide and support this learner to
succeed.

Before you go on, reflect on what you have learnt so far and complete the self-assessment
activity.

60 minutes

51
Self-assessment activity: Unit 3

If your answer is UNSURE or NO on any of the criteria, go back to the relevant section
to study it again.

Now that I have worked through this unit, I can: YES UNSURE NO

Explain what to assess and when to assess.

Plan assessment tasks for Grade R learners.

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Design a checklist with appropriate criteria to assess

Grade R learners’ mathematical knowledge and
skills.
Apply assessment of learning effectively in the
Grade R classroom.
Assess learners’ proficiency in numbers, basic
operations and problem solving.
Assess learners’ proficiency in copying, extending
and creating own patterns.
Identify and support learners who struggle with
numbers, basic operations and problem solving.
Identify and support learners who struggle with
copying, extending and creating patterns.

This concludes the first module on Mathematics Learning in Grade R 1 (R-MAT 211).
Throughout the module, the focus has been on the WHAT, HOW and WHY of mathematics
teaching and learning, providing you with information that will support you to become a
competent and confident teacher of mathematics in Grade R. We hope that this module
assisted you to be the best teacher you can be.

In the next module in the series, Mathematics Learning in Grade R 2 (R-MAT 312) you will
learn more about Space and Shape, Measurement and Data Handling in Mathematics
learning and teaching. Best wishes on your future teaching career!

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ADDENDUM A: FOUNDATION PHASE OVERVIEW: NUMBERS OPERATIONS AND RELATIONSHIPS

FOUNDATION PHASE OVERVIEW: NUMBERS, OPERATIONS AND RELATIONSHIPS
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3
NUMBER CONCEPT DEVELOPMENT: Count with whole numbers
1.1 Count concrete objects Count concrete objects Count concrete objects Count concrete objects
Count Estimate and count to at least Estimate and count to at least 50 Estimate and count to at least Estimate and count to at least 1 000
objects 10 everyday objects reliably. everyday objects reliably. Counting 200 everyday objects reliably. everyday objects reliably. Counting by
by grouping is encouraged. Counting by grouping is grouping is encouraged.
encouraged.
1.2 Count forwards and backwards Count forwards and backwards in Count forwards and backwards Count forwards and backwards in:
Count in ones from 1 to 10. ones from any number between 0 in: x 1s from any number between 0 and
forwards Use number rhymes and songs. and 100. x 1s from any number between 1 000.
and 0 and 200. x 10s from any multiple of 10 between 0
backwards Count forwards in: x 10s from any multiple of 10 and 1 000.
x 10s from any multiple of 10 between 0 and 200. x 5s from any multiple of 5 between 0 and
between 0 and 100. x 5s from any multiple of 5 1 000.
x 5s from any multiple of 5 between 0 and 200. x 2s from any multiple of 2 between 0 and
between 0 and 100. x 2s from any multiple of 2 1 000.
x 2s from any multiple of 2 between 0 and 200. x 3s from any multiple of 3 between 0 and
between 0 and 100. x 3s from any multiple of 3 1 000.
between 0 and 200. x 4s from any multiple of 4 between 0 and
x 4s from any multiple of 4 1 000.
between 0 and 200. x in 20s, 25s, 50s, 100s to at least
1 000.
NUMBER CONCEPT DEVELOPMENT: Represent whole numbers
Say and use number names in
familiar context.
1.3 Recognise, identify and read Recognise, identify and read Recognise, identify and read Recognise, identify and read number
Number symbols number symbols number symbols number symbols symbols
and number x Recognise, identify and read x Recognise, identify and read x Recognise, identify and read x Recognise, identify and read number
names number symbols 1 to 10. number symbols 1 to 100. number symbols 0 to 200. symbols 0 to 1 000.
x Recognise, identify and read x Write number symbols 1 to 20. x Write number symbols 0 to x Write number symbols 0 to 1 000.
number names 1 to 10. 200.
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x Recognise, identify and read x Recognise, identify and read x Recognise, identify and read number
number names 1 to 10. number names 0 to 100. names 0 to 1 000.
x Write number names 1 to 10. x Write number names 0 to 100. x Write number names 0 to 1 000.
NUMBER CONCEPT DEVELOPMENT: Describe, compare and order whole numbers
1.4 Describe, compare and order Describe, compare and order Describe, compare and order Describe, compare and order numbers to
Describe, collection of objects up to 10. objects up to 20 numbers to 99 999
compare x Describe whole numbers up x Describe and compare x Describe and compare whole x Describe and compare whole numbers up
and order to 10 collections of objects according numbers up to 99 using smaller to 999 using smaller than, greater than,
numbers x Compare which of two given to most, least, the same as. than, greater than, more than, more than, less than and equal to.
collection of objects is big, x Describe and order collections of less than and equal to. x Describe and order whole numbers up to
small, smaller than, greater objects from most to least and x Describe and order whole 999 from smallest to greatest, and
than, more than, less than, least to most. numbers up to 99 from greatest to smallest.
equal to, most, least, fewer up Describe, compare and order smallest to greatest, and
to10. numbers to 20 greatest to smallest.
x Order more than two given x Describe and compare whole
collections of objects from numbers according to smaller
smallest to greatest up to 10. than, greater than and more
than, less than, is equal to.
x Describe and order numbers
from smallest to greatest and
greatest to smallest.

Use ordinal numbers to show Use ordinal numbers to show Use ordinal numbers to show Use ordinal numbers to show order,
order, place or position. order, place or position order, place or position place or position
Develop an awareness of Position objects in a line from first Position objects in a line from first Use, read and write ordinal numbers,
ordinal numbers e.g. first, to tenth or first to last e.g. first, to twentieth or first to last e.g. including abbreviated form (1st, 2nd, 3rd
second, third up to sixth and second, third … tenth. first, second, third … twentieth. up to 31st).
last
NUMBER CONCEPT DEVELOPMENT: Place value
1.5 Begin to recognise the place Recognise the place value of at Recognise the place value of three digit
Place value value of at least two-digit least two-digit numbers to 99 numbers to 999
numbers to 20 x Decompose two-digit numbers x Decompose three-digit numbers up to
x Decompose two-digit numbers up to 99 into multiples of 10 999 into multiples of 100, multiples of 10
into multiples of 10 and and ones/units. and ones/units.
ones/units. x Identify and state the value of each digit.
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x Identify and state the value of

each digit.
SOLVE PROBLEMS IN CONTEXT
1.6 Use the following techniques up Use the following techniques when Use the following techniques Use the following techniques when solving
Problem solving to 10: solving problems and explain when solving problems and problems and explain solutions to problems:
techniques x concrete apparatus e.g. solutions to problems: explain solutions to problems: x building up and breaking down numbers.
counters x concrete apparatus e.g. x drawings or concrete x doubling and halving.
x physical number ladder. counters. apparatus e.g. counters. x number lines.
x pictures to draw the story sum. x building up and breaking down x rounding off in tens.
x building up and breaking down of numbers.
numbers. x doubling and halving.
x doubling and halving. x number lines.
x number lines supported by
concrete apparatus.
1.7 Solve word problems (story Solve word problems in context Solve word problems in context Solve word problems in context and explain
Addition sums) in context and explain and explain own solution to and explain own solution to own solution to problems involving addition
and own solution to problems problems involving addition and problems involving addition and and subtraction leading answers up to 999.
subtraction involving addition and subtraction with answers up to 20. subtraction with answers up to
subtraction with answers up to 99.
10.
1.8 Solve word problems in context Solve word problems in context Solve word problems in context and explain
Repeated and explain own solution to and explain own solution to own solution to problems using
addition problems involving repeated problems using repeated addition multiplication with answers up to 100.
leading to addition with answers up to 20. and multiplication with answers
multiplication up to 50.
1.9 Solve and explain solutions to Solve and explain solutions to Solve and explain solutions to Solve and explain solutions to practical
Grouping word problems in context (story practical problems involving equal practical problems that involve problems that involve equal sharing and
and sharing sums) that involve equal sharing and grouping with whole equal sharing and grouping up to grouping up to 100 with answers that may
leading to sharing, grouping with whole numbers up to 20 and with answers 50 with answers that may include include remainders
division numbers up to 10 and answers that may include remainders. remainders.
that may include remainders.
SOLVE PROBLEMS IN CONTEXT
1.10 Solve and explain solutions to Solve and explain solutions to practical
Sharing practical problems that involve problems that involve equal sharing leading
leading to
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fractions equal sharing leading to solutions to solutions that include unitary and non-
that include unitary fractions. unitary fractions.
1.11 Develop an awareness of South x Recognise and identify the South x Recognise and identify the x Recognise and identify all the South
Money African coins and bank notes. African coins (5c, 10c, 20c, 50c, South African coins (5c, 10c, African coins and bank notes.
R1, R2, R5) and bank notes R10 20c, 50c, R1, R2, R5) and x Solve money problems involving totals
and R20. bank notes R10, R20, R50. and change in rands or cents.
x Solve money problems involving x Solve money problems x Convert between rands and cents.
totals and change to R20 and in involving totals and change to
cents up to 20c. R99 and in cents up to 90c.
CONTEXT-FREE CALCULATIONS
1.12 Use the following techniques when Use the following techniques Use the following techniques when
Techniques performing calculations: when performing calculations: performing calculations:
(methods x drawings or concrete apparatus x drawings or concrete x building up and breaking down numbers.
or strategies) e.g. counters. apparatus e.g. counters. x doubling and halving.
x building up and breaking down x building up and breaking down x number lines.
numbers. numbers. x rounding off in tens.
x doubling and halving. x doubling and halving.
x number lines supported by x number lines.
concrete apparatus.
1.13 Solve verbally stated addition x Add to 20. x Add to 99. x Add to 999.
Addition and subtraction problems with x Subtract from 20. x Subtract from 99. x Subtract from 999.
and subtraction solutions up to 10. x Use appropriate symbols (+, –, x Use appropriate symbols (+, –, x Use appropriate symbols (+, –, =).
=). =). x Practise number bonds to 30.
x Practise number bonds to 10. x Practise number bonds to 20.
1.14 x Add the same number repeatedly x Multiply numbers 1 to 10 by 2, x Multiply any number by 2, 3, 4, 5, 10 to a
Repeated to 20. 5, 3 and 4 to a total of 50. total of 100.
Addition leading to x Use appropriate symbols (+, =). x Use appropriate symbols (+, x, x Use appropriate symbols (x).
multiplication =).
1.15 x Divide numbers up to 100 by 2, 3, 4, 5, 10.
Division x Use appropriate symbols (÷, =).
1.16 Number concept: Range 10 Number concept: Range 20 Number concept: Range 99 Number concept: Range 1 000
Mental Each activity commences with x Name the number before and x Order a given set of selected x Order a given set of selected numbers.
mathematics Mental Maths: after a given number. numbers. x Compare numbers up to 1000 and say
x Counting everyday objects. x Order a given set of selected which is 1, 2, 3, 4, 5 and 10 more or less.
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Counting forwards and numbers x Compare numbers up to 99 and

backwards x Compare numbers up to and say say which is 1, 2, 3, 4, 5 and 10
x Ordinal counting which is 1 and 2 more or less more or less. Rapidly recall:
x Clap hands many/few times x Recall addition and subtraction facts to 20.
x Which claps are Rapidly recall: x Add or subtract multiples of 10 from 0 to
most/least/more/fewer x Addition and subtraction facts to Rapidly recall: 100.
x Which number comes 10 x Addition and subtraction facts x Multiplication facts for the:
before/after/between to 20 o 2 times table with answers up to 20.
x Add or subtract multiples of 10 o 10 times table with answers up to 100.
from 0 to 100. x Division facts for numbers:
o up to 20 divisible by 2.
o up to 100 divisible by 10.
Calculation strategies
Use the following calculation strategies:
x Put the larger number first in order to
Calculation strategies count on or count back.
Calculation strategies Use calculation strategies to add x Number line.
Use calculation strategies to add and subtract efficiently: x Doubling and halving.
and subtract efficiently: x Put the larger number first in x Building up and breaking down.
x Put the larger number first in order to count on or count x Use the relationship between addition
order to count on or count back. back. and subtraction.
x Number line. x Number line. x Use the relationship between
x Doubling and halving. x Doubling and halving. multiplication and division.
x Building up and breaking down. x Building up and breaking down.
x Use the relationship between
addition and subtraction.
1.17 x Use and name unitary fractions x Use and name unitary and no-unitary
Fractions including halves, quarters, fractions including halves, quarters,
thirds and fifths. eighths, thirds, sixths, fifths.
x Recognise fractions in x Recognise fractions in diagrammatic form.
diagrammatic form. x Begin to recognise that two halves or
x Write fractions as 1 half. three thirds make one whole and that one
half and two quarters are equivalent.
x Write fractions as 1 half and 2 thirds.

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ADDENDUM B: FOUNDATION PHASE OVERVIEW: PATTERNS, FUNCTIONS AND ALGEBRA

Progression in Patterns, Functions and Algebra
x In Patterns, Functions and Algebra, learners get opportunities to:
o complete and extend patterns represented in different forms ; and
o identify and describe patterns.
x Describing patterns lays the basis for learners in the Intermediate Phase to describe rules for patterns. This in turn becomes more
formalised in algebraic work in the Senior Phase.
TOPICS GRADE R GRADE 1 GRADE 2 GRADE 3
2.1 Copy and extend Copy, extend and describe Copy, extend and describe Copy, extend and describe
Geometric Copy and extend simple patterns Copy, extend and describe in Copy, extend and describe in Copy, extend and describe in
patterns using physical objects and words words words
drawings (e.g. using colours and x simple patterns made with x simple patterns made with x simple patterns made with
shapes). physical objects physical objects physical objects
x simple patterns made with x complex patterns made with x more complex patterns made
drawings of lines, shapes or drawings of lines, shapes or with drawings of lines, shapes
objects objects or objects

Create own patterns Create and describe own Create and describe own
Create own geometric patterns patterns patterns
x with physical objects x with physical objects x with physical objects
x by drawing lines, shapes or x by drawing lines, shapes or x by drawing lines, shapes or
objects objects objects

Patterns around us Patterns around us Patterns around us

Identify, describe in words and Identify, describe in words and Identify, describe in words and
copy copy copy geometric patterns
geometric patterns geometric patterns x in nature
x in nature x in nature x from modern everyday life
x from modern everyday life x from modern everyday life x from our cultural heritage
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x from our cultural heritage x from our cultural heritage

2.2 Copy, extend and describe Copy, extend and describe Copy, extend and describe
Number Copy, extend and describe Copy, extend and describe simple Copy, extend and describe simple
Patterns simple number sequences to at number sequences to at least number sequences to at least
least
Create and describe own Create and describe own Create and describe own
patterns patterns patterns

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ADDENDUM C: WORK INTEGRATED LEARNING GRADE R LESSON

PLAN
SANTS Private Higher Education Institution
GRADE R LESSON PLANNING FORM

NAME: STUDENT NO.

1. SUBJECT e.g. English HL, Mathematics, Life Skills 3. KNOWLEDGE/CONTENT AREA e.g. Phonics

2. DATE 4. THEME e.g. Healthy living, My body etc.

y y y y m m d d
2 0 - -
5. TYPE of LESSON / LESSON FOCUS
e.g. Outdoor lesson, group work, class work etc.

PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS
5. CAPS AIMS/General aims (tick boxes)
Learners are able to:
‰ Identify and solve problems and make decisions using critical and creative thinking.
‰ Work effectively with others as members of a team, group, organisation and community.
‰ 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.
‰ Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON
(Briefly summarise the content that you will be presenting in this lesson.)

7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)
At the start of this lesson the learners should already know… and can do…

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7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)

Language: English (HL/FAL) Mathematics Life Skills

7.3 LESSON OBJECTIVES

(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)
By the end of the lesson the learners should be able to…

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)

Learner support Enrichment activities Concerns

(Indicate what measures are in place for (Indicate what measures are in place for (e.g. Loadshedding – won’t be able to
learners who grasped concepts quickly. learners who struggle to grasp the listen to audio book. Will have to read
How will you challenge them and keep concepts. How will you support them and story instead, using instruments for
them from getting bored?) keep them from getting negative and sound effects.)
frustrated?)

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8. LESSON PHASES:

8.1 INTRODUCTION OF THE LESSON 8.1.1 Time allocated:

(Give a detailed description of how you plan to begin your lesson by explaining: you will
greet the learners, set the atmosphere for the lesson, awaken the learners’ prior knowledge,
and create a link between what they already know to the new knowledge that you will be
presenting. Also explain how the THEME you selected in 3 above will help you do this.): 8.1.2 LTSM:
(Describe the resources and media
you will be using in the introduction
phase of the lesson)

8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE 8.2.1 Time allocated:

(Give a detailed description of WHAT content you will be presenting (selected in 7.2), HOW
you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.2.2 LTSM:
(Describe the resources and media
you will be using in the development
phase of the lesson)

8.3 CONSOLIDATION 8.3.1 Time allocated:

(Give a detailed description of how you plan to end the lesson by explaining how you will
consolidate the new knowledge, incorporate assessment of the objectives and wrap up. If
applicable, mention here any HOMEWORK/FUNWORK that you will give the learners.):
8.3.2 LTSM:
(Describe the resources and media
you will be using in the consolidation
phase of the lesson)

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9. ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the
appropriate blocks):

9.1 FORMS OF ASSESSMENT:

Written work (drawings, painting etc.)
Demonstrations (performing actions, experiments etc.)
Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)
Models (artwork, constructions, collages etc.)

ASSESSMENT
ASSESSOR ASSESSMENT INSTRUMENT
STRATEGY
Observation Teacher Checklist
Listening Self Assessment scale
Reading Peer Analytical rubric
Interpreting Holistic rubric
Reviewing
Questioning
Writing

10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you find
challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the following
questions to guide your reflection:

x Describe aspects of your lesson that worked really well.

x Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
x Look again at your lesson objectives. Did you meet them? Why/why not?
x What did you learn about the learners in your class today?
x What was your most challenging moment in this lesson and why? How will you respond next time?
x To what extent were the learners productively engaged in the learning process? Discuss.
x If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
x What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?

11. REFERENCE LIST

(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)

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ADDENDUM D: SHAPES – CUT OUT TEMPLATES

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ADDENDUM E: ROLE OF THE TEACHER IN MATHEMATICS CLASS:

PROBLEM SOLVING

Selected slides from a presentation by Dr Roy Venketsamy (2019) (UP).

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