Grade R

Mathematics
Programme

Concept Guide
Grade R Mathematics Programme

Concept Guide
First published by Schools Development Unit, University of Cape Town in 2017

Schools Development Unit

University of Cape Town
Neville Alexander Building, 4th floor
Upper Campus
University Avenue – South Entrance
Tel: 021-650 3368
Web: www.sdu.uct.ac.za

© University of Cape Town

Programme management: Cally Kuhne (SDU)

Publishing management: Arabella Koopman and Alco Meyer
Project management: Western Cape Education Department (WCED)
Writing team: Cally Kuhne (SDU), Karen Kaimowitz (ORT SA CAPE),
Bev Da Costa (ORT SA CAPE), WCED Grade R specialists, Meryl Glaser,
Sue Bailie, Sue Heese
Editing: Kathleen Sutton
Illustrations: Jiggs Snaddon-Wood
Design: Magenta Media
Typesetting: Baseline Publishing Services
Printed by Two Tone Printers

The Schools Development Unit acknowledges the For more information about re-using and/or distributing
financial support received for this project from ELMA this material, contact Schools Development Unit.
Foundation and Zenex Foundation.
Contents
Foreword.............................................................................................4

SECTION 1  Grade R Early Mathematics Programme (R-Maths)

Introduction......................................................................................5

R-Maths...........................................................................................6

The guiding principles of teaching maths in Grade R........................7

SECTION 2  Mathematics in the Grade R Daily Programme

Introduction....................................................................................32

Mathematics Content Areas...........................................................32

Maths and the Grade R daily programme.......................................34

How to organise your classroom for the daily maths session..........37

The R-Maths programme resources...............................................41

Assessment in Grade R.................................................................43

Mathematics content.....................................................................44

SECTION 3  Mathematics in Grade R

Introduction....................................................................................57

Numbers, Operations and Relationships........................................58

Patterns, Functions and Algebra....................................................68

Space and Shape (Geometry)........................................................73

Measurement.................................................................................82

Data Handling................................................................................90

Glossary............................................................................................94

References........................................................................................96
 Foreword
Grade R lays the foundation for all future maths learning at school.
The South African Curriculum and Assessment Policy Statement (CAPS)
for Foundation Phase Mathematics gives a framework for teaching and
learning five Mathematics Content Areas. Teachers in Grade R need to
teach learners the basic concepts that are the foundation for each of
these Mathematics Content Areas.

The Grade R maths classroom needs to be a safe, creative space in which

young learners can learn and develop. Learners need to be able to try
out new knowledge and skills without being scared of making mistakes.
Young learners might not be able to do things perfectly yet, but every
day they learn something new or understand more about something. It
does not happen all at once. As they grow and develop, young learners
learn to express themselves more clearly, recognise letters and sounds,
understand and create stories, count real things, add and subtract and
even divide (share) their counters evenly between their friends.

This is all possible when teachers encourage learners to be curious,

motivate them to try and to believe that they can succeed. Maths learning
happens when teachers:
LL have a solid understanding of the Grade R Mathematics curriculum
LL get to know the learners in their class
LL understand how young children learn
LL provide rich opportunities for maths learning

4
SECTION 1
Grade R Early Mathematics
Programme (R-Maths)

Introduction
R-Maths is a Grade R early maths programme that is aligned to and
extends the content of Grade R Mathematics in CAPS. The R-Maths
programme:
LL is designed to provide a framework for teaching and learning maths
in Grade R
LL is based on a set of teaching principles that encourage
successful learning
LL explains the concepts that are important for young children’s maths
development
LL sequences Grade R maths content and gives practical ideas for
the classroom
LL gives teachers detailed guidance that supports their lesson planning

The word ‘maths’ is used in different ways in this book. Here is how it is
used and what each term means:
• maths is the body of knowledge called ‘mathematics’ that includes
concepts, skills and applications
• Grade R Mathematics is the curriculum in the Curriculum and
Assessment Policy Statement (CAPS)
• R-Maths is the name of this Grade R early maths programme
• maths in Grade R is the kind of maths learning that takes place
in Grade R

In this guide, the word ‘children’ is used to talk about children before they
enter Grade R. The word ‘learner/s’ is used to talk about children in Grade R.

Features of this Concept Guide include:

LL information about teaching and learning maths
LL ‘In practice’ boxes that give examples of how the principles and
ideas in this book could be used with or by learners
LL Glossary boxes that give the meaning of words that may be new or
difficult to understand
LL a glossary list of all the new words used in this book

5
 R-Maths
There are four parts to R-Maths:
LL the Concept Guide
LL four Activity Guides – one for each school term – that provide Grade R
teachers with weekly suggestions for teaching and learning maths
LL a book of eleven posters
LL a classroom resource kit with maths apparatus for individual and small
group learning and teaching

Grade R
Grade R Mathematics
Mathematics Programme

Programme Activity Guide: Term 4

Concept Guide Grade R

Mathematics
Programme

Activity Guide: Term 3

Grade R
Mathematics
Programme

Activity Guide: Term 2

Grade R
Mathematics
Programme

Activity Guide: Term 1

Figure 1  The Concept Guide

Grade R Mathematics
Programme
Graad R Wiskunde-program
INkqubo yeZibalo
yabaQalayo yeBakala R

Poster Book
Figure 2  Activity Guides Term 1–4
Plakkaatboek
INcwadi yePowusta

2016/11/01 1:40 PM

Figure 3  The Poster Book Figure 4  Classroom resource kit

You can find more information on each of the R-Maths components in
this Concept Guide.

6
The guiding principles of
teaching maths in Grade R
R-Maths encourages an approach to teaching and learning that is GLOSSARY
stimulating and motivating for learners. Learners will develop the
knowledge and skills that they will build on in later grades. Education principle
a general rule that is
research in classrooms has highlighted a set of teaching principles,
accepted to be true
which contribute to successful learning. The R-Maths programme is built
on seven of these principles.

1. The context principle. Learning

takes place in meaningful and
appropriate situations.

2. The activity principle. Learners

7. The practice principle. Learning is should be directly involved in
consolidated through practising new the learning-teaching process.
skills and knowledge.

THE SEVEN PRINCIPLES

OF R-MATHS

6. The inclusivity principle. Learning 3. The level principle. Learners

takes place in an environment pass through various levels of
where everyone is welcomed, understanding and development.
included, fairly treated, respected
and can participate.

5. The guidance principle. 4. The interaction principle.

Learning takes place when Learning takes place when
teachers guide learners in there is communication and
developing new knowledge. sharing of ideas.

Figure 5  Principles of the R-Maths programme

7
 These seven teaching principles are listed separately but they are all linked.

The next part of the concept guide takes you through the seven
principles on which R-Maths is based. Each principle has:
LL a definition
LL an ‘In practice’ box
LL more information about the principle

1. The context principle

Definition
Learning takes place when a situation (or context) is meaningful to the
learner. Very often, the best kinds of maths problems involve maths
ideas that come from real-life situations. Learners find it easier to explore
solutions to problems that they are able to relate to because of their
life experiences.

In practice ...
There are opportunities for learning maths in almost all daily classroom and
home activities. The challenge for teachers and parents is to be aware of
these opportunities and to use them to build on what learners already know.

More about the context principle

Early maths at home
Young children’s experiences at home and in outdoor play lay the GLOSSARY
foundations for their understanding of important maths concepts.
concept
an idea or thought. In
Babies, toddlers and young children use their senses to learn about the other words, it cannot
world around them. They show an interest in basic shapes, create simple be touched. Maths
patterns and can learn to count before they come to school. They learn concepts include
about the world as they talk, eat and play, acquiring maths concepts at number, counting,
space, addition and
the same time. For example, when they: subtraction.
LL try to fit things into their mouths that are too big, they are developing
an understanding of size
LL use boxes and toilet roll inners to build imaginary cars, they are
developing a sense of shape
LL try to lift an object that is too heavy to carry, they are beginning to
understand the concept of mass
LL see similarities and differences between small collections of objects,
they are matching, sorting and comparing

Young children start to form ideas about maths concepts long before
they are taught maths at school.

8
The everyday activities of children at home are full of opportunities for
early maths. For example:
LL during daily routines, e.g. mealtimes, washing, getting dressed and
putting things away
LL when they use objects, e.g. putting lids onto plastic tubs and cutting
with scissors
LL as they play, e.g. when they share things, pretend to cook or pretend
to drive a taxi
LL when they draw and paint
LL when they imitate adults counting

These activities build children’s self-confidence. At the same time, they

develop their knowledge and understanding of the world around them.

Figure 6  Using daily activities to explore maths concepts

Young children’s understanding of maths develops over time. They:
LL learn that numbers have an amount or quantity attached to them that
does not change, e.g. when a three-year-old holds up three fingers to
show the quantity ‘three’.
LL may repeat a series of numbers, e.g. ‘one, two, three, six, ten.’ When
they do this they are copying adults by using counting words without
having a deeper understanding of what they mean

As children play on their own and with other children, and as they
GLOSSARY
interact with the adults around them, they start to develop ideas about
the concepts of number, shape, space and measurement. interact
communicate
with other people;
The concepts that children develop at home during their daily activities do activities with
are sometimes called their ‘everyday knowledge’. An example of this is other people
when children put out enough bowls for everyone eating a meal and then
put out one spoon per bowl. As they do this, they are learning about
one‑to-one matching.

9
 Maths in the school context
Many people think maths is just about numbers and doing sums but this
GLOSSARY
is just one part of maths, called arithmetic. Maths actually includes many
different concepts and skills. It also includes different ways of using these applications
concepts and skills. These are called ‘applications’. So when we talk different ways of using
maths concepts and
about maths we mean maths concepts, skills and applications. skills, e.g. checking
your change in a shop,
Children use maths concepts every day even if they don’t think of it as counting out your
taxi fare, or dividing
doing maths. They apply maths concepts when they fill a cup without
a packet of peanuts
it overflowing, know which container to use to fit in all the blocks, go between three friends
shopping or say how many of something we have.

Figure 7  We all use maths concepts in our daily lives – choosing

the right size box
At school, children build on this knowledge when, for example, they sort
objects into groups and then compare the number of objects in each
group. Then they learn to count using the correct sequence of numbers
and use one-to-one correspondence to find the total number in a
collection. This is called ‘school knowledge’.

Everyday knowledge
comparing, sorting, matching,
saying number names
learning about more/less,
bigger/smaller, light/heavy

School knowledge
Symbols and words

Numbers, Operations Patterns, Function Space and Shape Measurement Data Handling
and Relationships and Algebra

Figure 8  The link between everyday knowledge and school knowledge

10
When children arrive in Grade R, they come with their experiences as well
GLOSSARY
as their understanding and ideas about the world. This is their everyday
knowledge. Everyday knowledge will not be the same for all children prior knowledge
as it depends on the child’s family, community and culture. Everyday what learners know
from before and can
knowledge is sometimes called prior knowledge and teachers use it to already do
build on what learners already know and can do. observing
using our senses to
In Grade R, learners should have the chance to explore, investigate and find out about objects,
experiment with new ideas. They also should be encouraged to talk with events and attitudes.
We need to observe
their teacher and other learners about what they are doing and thinking. to gather information
Learners need the right kind of teaching to help them: about the world, e.g.
LL think and talk about their experiences using maths language looking and listening
carefully to what is
LL build new maths knowledge happening around us.
LL deepen their understanding of maths matching
identifying the same
LL develop a positive attitude to maths
attribute in two or
more objects, e.g. all
They need to engage in activities at home and at school that allow them the yellow objects.
to explore maths concepts, and to see maths as fun and enjoyable. Matching is an
important skill for
learning one-to-one
correspondence.
comparing
looking for similarities
and differences
between two or more
objects, e.g. ‘these are
both animals but one
of them is blue and
the other one is red’.
Comparing is about
finding the relationship
between objects
based on specific
features. This skill
Figure 9  Counting one-to-one matching at home and at school leads to the ability to
classify objects.
Creating a maths learning environment
sorting
Teachers should create a classroom environment in which learners: finding things that are
LL feel safe and secure the same, or alike,
and grouping them by
LL are confident enough to express themselves specific features. First
LL participate in all activities sort by one feature,
such as colour, e.g.
‘all the green shapes’.
The physical environment for maths learning should include: Then sort by two
features such as colour
LL resources (such as games, construction materials and puzzles) that
and size, e.g. ‘all the
are organised so that learners can see what is available and choose small, green shapes’.
what they need to use ordering
LL opportunities to explore and investigate lining up three or more
objects or events
LL opportunities for learners to use materials to solve problems and in a sequence, e.g.
record their solutions the daily classroom
LL activities that involve observing, matching, comparing, sorting routine, the learners’
morning routine (‘after
and ordering I wake up I get out of
LL opportunities for learners to use maths language, like ‘more’, ‘bigger bed, wash my face,
eat my breakfast …) or
than’, ‘corner’ and numbers
the events in a story.

11
 In practice ...
Set up a maths-rich area in your classroom. Use a table against a wall
so that labels, pictures and objects can be displayed and discussed.
Arrange the weather chart, calendar, number line (number washing line)
and number friezes in this area and use these for daily discussions.
Display the learners’ work in this area.
Encourage the learners to bring items from home for discussion. Add
these to the display table and give the learners who brought them an
opportunity to talk about them.
T1_R-maths_AB.indb 79

1
one
2016/11/11 12:46 PM

79

Figure 10  Number frieze

Figure 11  The maths area

2. The activity principle

Definition
The activity principle means learning by doing things yourself. Learners GLOSSARY
should be actively involved in their own learning. Learning maths in symbols
Grade R should consist of enjoyable, hands-on activities and meaningful things that represent
experiences that make use of many objects and symbols. Wherever or stand for something
possible the activities should provide learners with the opportunities else, such as a numeral,
logo or road sign
to use their whole bodies and their senses, especially sight, hearing
and touch.

12
 In practice ...
The teacher:
plans hands-on activities that are suitable for the learners’ ages, levels
of development and their interests
makes connections between what the learners already know and can
do, and the new ideas, concepts and/or skills that are to be learnt.

The learners:
are free to experiment, investigate and ask questions
work together, share ideas and ask questions.

Figure 12  Children learn in hands-on activities

More about the activity principle

Learning through play
For children, learning and play are not separate activities. Play is how
children learn at home and at school. It is not something that learners do
only in their ‘free time’ or when a teacher is not around.

Learners need many opportunities to:

LL explore their environment using their senses, e.g. physical activities
done outdoors such as climbing and running, or games with rules that
have to be followed such as hopscotch and ball games
LL investigate and solve problems, e.g. using construction materials to
make a tower, or using water or sand to fill containers
LL practise what they already know or can do, e.g. playing structured
games such as snakes and ladders or dominoes

Learning maths concepts through play

Play often involves children taking on adult roles. For example, they might
imitate adults preparing food, or a pilot flying an airplane, or a teacher
teaching a class. In these games, they often use objects in their environment
and pretend that they are other things, e.g. a wooden construction block
‘becomes’ a chopping board for chopping vegetables. In this kind of play,
children use one object to ‘stand for’ or represent another one.

13
 Figure 13  A cardboard box can represent a car, a wooden block can
represent an apple and stones can represent money.
When children play and draw they use objects and pictures to represent
real-life things. This is the beginning of learning that symbols can
represent real things. They learn:
LL that a drawing of two people can represent two real people
LL that symbols can represent other things, e.g. ‘2’ stands for two things
and this can be two of anything
LL about abstract thoughts and ideas, e.g. printing with a block and
talking about the printed shape helps children to recognise the
properties of a square
LL how things relate to each other, e.g. some containers fit into each
GLOSSARY
other, some blocks can support other blocks, construction toys have
some pieces that fit together but not all of them do relate
how objects and
ideas are connected
There are many other play activities that promote maths learning. For to each other
example: capacity
LL when learners use different-sized containers, sand and water to build the maximum or
sandcastles, they explore the concepts of capacity (more/less), size greatest amount that
something (such as a
(big/small) and quantity (many/fewer) bucket or a box, or a
LL games such as hopscotch and skipping encourage children to use stadium) can hold
counting and recognise patterns
LL children can explore the shape and size of objects by putting objects
(such as boxes and balls) in a ‘feely bag’, choosing one object and
describing it

In practice ...
Plan activities that interest learners and make them curious about maths.
Encourage fantasy play by starting a game, e.g. place chairs in a row to
make a train. Then ask a learner to be at the front as the train driver or
on the second or third chair as a passenger. In this way, learners have
fun but also learn concepts such as position and number order.
Join in and share activities with learners as they play. Show your enjoyment
and involvement by thinking aloud and talking about what is happening in
the activity, e.g. ‘I filled three cups with water – one, two, three. Now I’ve
filled one more so, look, there are four. Look how neatly they are lined up!’
Discussion is an important way to teach maths language to children.

14
 Notice how learners talk about their ideas about counting, combining
and sharing during their play, and repeat their findings back to them,
e.g. ‘You counted out five red beads and then counted out five blue
beads. Let’s count how many beads you have. That’s right ten beads.’
Help children to think about symbols during fantasy play. Suggest how
one thing might represent another, e.g. ‘You could turn that table upside
down and use it as your boat.’

3. The level principle

Definition
Skills and concepts build on one another. This is called developmental
GLOSSARY
progression. Learners build their knowledge on what they already
know and can already do. Good teaching depends on the teacher first developmental
finding out what learners already know and understand, and then using progression
order in which skills
activities and everyday situations to build on that to help them learn new and concepts build on
knowledge and skills. one another

Each learner in your class will have had different experiences. This means
that they are all at different starting points in Grade R. Each learner’s prior
knowledge is the starting point for what he or she will learn. Learners can
use what they know already to learn new maths concepts and skills.

In practice ...
Plan games and activities that are appropriate for observing learners’
prior-knowledge.
Observe what learners do and say when they play, and how they
manage different activities.
Record individual learners’ strengths and needs.
Plan new activities that build on each learner’s prior knowledge and
current understanding.

More about the level principle

Differentiation
Learners in a Grade R classroom are all a similar age, but they each have
individual personalities, needs, abilities, strengths and challenges. They
differ in:
LL their home experience
LL their cultural background
LL their socioeconomic background
LL their language level
LL their interests
LL their prior knowledge
LL their readiness to learn
LL the pace at which they need to learn
LL the support they need from teachers and others to learn

15
 Teachers need to continuously observe and record each learner’s
progress and development in maths. Differentiation means that what you
teach and the way in which you teach it needs to take into account the
different abilities or developmental levels of your learners.

To use this approach, teachers need to observe each learner during

activities and determine what they understand and are able to do
successfully, and then use this information to plan activities and support for
the learners. Some learners may understand a new idea that is presented
in an activity, with just a little support from the teacher. Other learners
might need more time, more demonstrations, more examples and more
support from the teacher to achieve the same level of understanding.

Consider the example of learners in a Grade R class who are all learning
about the same topic – position in space (on/under, in front of/behind).
LL Some learners will understand the difference between these positions
with a little time and explanation from the teacher. They will soon be ready
to move on to the next concept, positions in space found in pictures.
LL Other learners may need more time and explanation from the teacher
while working on activities. They will also move on to the next concept
but it will take them longer and they will need more support.

In practice ...
You can use differentiation in your teaching by:
being aware of similarities and differences amongst your learners
planning the best way to teach each learner based on their strengths
changing what is taught so that it takes into account the ability, sensory
perceptual skills, prior-knowledge, interests and cultural background of
GLOSSARY
all learners sensory
adjusting, where necessary, what you expect each learner to have learnt perceptual skills
by the end of the activity using your senses to
gather information
thinking about learners’ personalities as well as their abilities when you about your
decide how to group learners so that they can learn from and support environment, for
each other in their groups example: looking,
hearing, touching,
using appropriate activities and resources smelling and tasting
teaching different learners at different rates, e.g. some learners may
require more time to complete activities or answer questions than
other learners
using small group activities so that you can focus on individual learners
and provide appropriate support for them if they need it
planning activities for those learners who need more challenging tasks

4. The interaction principle

Definition
Learning involves communication and the sharing of ideas. Learners should
be encouraged to talk with the teacher and with each other about what they
are thinking and doing. Sharing ideas, asking questions and explaining what

16
they are doing helps them to develop their understanding of concepts.
It also helps them learn to use maths language with confidence.

In practice ...
The classroom atmosphere needs to be relaxed so that learners feel free
to ask questions and to share their ideas with each other while they are
busy solving problems.
Young learners need to be taught to use maths words correctly so that
they can use them to express their ideas and thinking, e.g. learning to
describe a ball as ‘round’ rather saying it is ‘a circle’.

My crayon is Yes, that crayon

too small to is too short for
draw with. drawing with.

Figure 14  Teachers can guide children to use maths language.

More about the interaction principle
Communication: Active listening and speaking
We learn best when we do something and talk with another person,
in pairs or groups. Learners need to develop skills in communicating
and need to know how to be part of a conversation. They should
learn to listen actively to what the other person is saying, and respond
appropriately. This means that they need to be able to:
LL listen to what is being said
LL respond in a way that is appropriate
LL take turns in speaking and listening

In practice ...
Help learners to develop good listening and speaking skills by providing
opportunities for them to:
join in a conversation or discussion
listen carefully in a focused way
share or express their thoughts and ideas
give responses and feedback
ask questions
follow instructions

17
 When teachers listen to learners actively, learners:
LL are encouraged to share their ideas, questions, problems and opinions
LL feel that the teacher is interested in them and cares about whether
they understand something
LL develop their own active listening skills

Responding in an appropriate way to something is an important part

of communication, and of teaching and learning. When learners get a
proper response to their questions or ideas, they believe that their ideas
are important and have value. It also models for them how to respond
appropriately.

In practice ...
You can respond appropriately to your learners by:
never allowing them to feel they have asked a stupid question
sometimes repeating a question they ask, so that they know they are
being listened to
encouraging them to ask clear questions by rephrasing one of their
questions, or asking them to repeat it in a different way
trying to answer their questions in ways that are meaningful to them,
e.g. by drawing on what they already know, and/or by using examples
from their experience

The role of language in maths

We all use language to communicate. We use it to share ideas and
information, and to describe abstract ideas. Language is also important
GLOSSARY
for maths. We need it to describe, understand, question, think, reason,
explain and represent maths concepts. abstract
an idea, a thought or
a feeling
The language of maths includes the words and symbols we use to
communicate or share maths ideas or concepts. Sometimes we use exact
precise, accurate
everyday language, but maths language is exact and specific. You can
read more about everyday knowledge and school knowledge on
pages 8–11. Here are three examples of this.
LL In everyday language the word ‘half’ might be used to describe
something that is more or less shared into two parts of a similar size.
However, in maths, ‘half’ means two parts of a whole that has been
divided equally. The two parts are exactly the same size or number.
LL In everyday language we might say, ‘The teacher is big.’ However, in
maths we would say ‘The teacher is tall’, and measure his/her height,
counting ‘one’, ‘two’, ‘three’, and so on as we measure.
LL In everyday language we might say that the triangle is a pointy shape.
However, in maths we would say that a triangle has three straight
sides and three corners.

18
 Yes, you are
Nina is taller than her.
small.

Figure 15  Maths language is exact.

Developing children’s maths language
Part of learning new concepts involves learning new language. Teachers
need to guide learners as they gradually begin to understand and use
new maths language at school and in their daily lives. They need to
introduce Grade R learners to the correct maths vocabulary that will allow
them to follow instructions, ask questions and express their thinking and
reasoning. Learners acquire new language and maths at the same time.
As they learn new words they learn more concepts, then they learn more
words and more concepts, and so become more and more successful in
their maths tasks.

In practice ...
Learners who know the meaning of the words ‘round’ and ‘flat’ can
describe the mathematical properties of objects. For example, through their
play they come to realise that round objects roll and objects with flat sides
slide. Learners who do not know the terms ‘round’ or ‘flat’ can only draw
limited conclusions about the objects they explore – boxes slide and balls
roll. These learners need to be encouraged to learn the appropriate new
language to extend their conceptual understanding and knowledge.

Figure 16  Developing maths language through play

19
 Encourage learners to use their home language as much as possible.
This helps to develop their general language abilities and thinking skills. In
South Africa, many Grade R learners learn through their second or third
language. Maths teaching can help to develop their ability to use these
languages if they are given opportunities to talk about what they are doing
during maths activities, to share their ideas and to discuss their reasoning.

Learning correct maths vocabulary

Learners need the vocabulary to talk and think about maths concepts.
For example, they need to know words to describe:

Figure 17 Figure 18
LL quantity (a lot, more, many, fewer) LL calculation (add, take away)

Figure 19 Figure 20
LL shape (round, square) LL position (first, second, third,
last, before, after, between)

Figure 21 Figure 22
LL size (big, small) LL measurement (more, less, long,
wide, full, heavy, tall, short,
morning, night)

Encourage learners to use maths vocabulary by using it yourself when

you speak with them about maths concepts, and by rephrasing what
they say into maths language.

20
 I am the head Yes, you are
of the line. first in the line.

Figure 23  Encourage learners to use maths vocabulary.

Maths focuses on the relationship between things. Learners need the
language to think and talk about these relationships, including:
LL comparisons between collections (many, few, more, fewer)
LL comparison of size and measurement (big/small, taller/shorter,
heaviest/lightest)
LL comparison of shape (three sides, four sides, round or curved)
LL position in space (in front of, behind, under, next to, between)
LL the order of things (first, last, second, next, before, after, between)
LL comparisons between the amount of something (more, less, the same)

Understanding and using symbols

Symbols are all around us. The signs that learners
see in their everyday environment often have both
words and symbols on them. Learners learn that
these words and symbols have meaning. For
example, symbols show you when to cross the Figure 24  A stop sign and the
road or how much something costs. numeral ‘2’ are both symbols.
Young children experiment with written symbols through their drawing
and early writing attempts. In Grade R, understanding maths language
builds the foundation for using maths symbols correctly.

Reasoning and predicting

Learners also need the language to:
LL follow and comment on someone else’s reasoning.
GLOSSARY
LL explain their own thinking and use this to predict what will happen
reasoning
next. They need language to describe a pattern and to say what will
the thinking behind an
come next if the pattern is continued. idea or statement
predict
to say or estimate
what will happen in
the future

Figure 25  Predicting what shape comes next in the sequence.

21
 In practice ...
To encourage maths language development, learners need plenty of
opportunities to:
play
spend time with and communicate with adults and other children
talk about their ideas and reasoning

Let’s get
more sand. No! We don’t
need more.

Yes, we do.
It’s too wet. Okay, but only
one bucket.

One bucket of sand

was too much. Maybe
we need more water?

Figure 26  Play is an opportunity to use maths language

Notice how learners use maths language when they:
talk about what they are doing
describe their experiences outside of school, e.g. setting the dinner
table, playing a game or explaining how they got from home to school
make up words when the don’t yet know the correct maths language for
something, e.g. describing a corner as a ‘sharp end’ or naming ‘eleven’
as ‘eleventeen’.
predict what will happen, e.g. ‘The tower will fall over if I put more blocks
on the top.’

22
5. The guidance principle
Definition
Teachers guide learners in understanding new knowledge. They organise GLOSSARY
the teaching and learning situation to create opportunities for learners
to focus on specific tasks and materials so that the learners can explore mediation
a joint activity where
an idea and share their thinking about a maths problem. Teachers model a person who knows
what to do and ask guiding questions to help learners solve the problem. more or has more
This is sometimes called mediation. Through mediation, learners highly developed skills
develop new knowledge, behaviours and strategies for solving problems guides others to learn
something new
that they can use in other contexts.

In practice ...
How to use mediation in the classroom
1. Identify what concepts and skills the learners already know and plan an
appropriate activity.
2. Give the learners an activity that focuses on the new concept or skill.
3. Model the activity or show the learners how to complete it.
4. Give feedback to the learners on what they are doing.
5. Give hints or clues to assist learners, but don’t provide the solution.
6. Prompt the learners by asking questions about what they are doing.
7. Encourage learners to ask questions so that they make new connections
and discoveries for themselves.
8. Give the learners another activity that they complete on their own, using
the concept or skill they have learnt. In this activity, they should practise
using the new skill or knowledge in different ways. Guide and support
them, but in a less hands-on way.
9. Give the learners more activities and gradually withdraw your guidance
and support, allowing them to do things on their own.

More about the guidance principle

Teaching approaches
Teaching involves using different approaches at different times:
LL Direct instruction involves very little discussion. Learners might ask
questions, but these are mostly to do with following the instructions.
Direct instruction should be a very small part of teaching.
LL Guided instruction involves teachers and learners working together
to solve a problem or learn a new concept or skill. The teacher gives
guidance and support until the learners are able to do the activity on
their own. In R-Maths this is called a teacher-guided activity.

Structured activities
LL Structured activities are teaching and learning activities, often guided
by the teacher. They focus on a particular maths concept or skill.
LL In the R-Maths programme, structured activities are divided into:
–– Whole class activities
–– Small group teacher-guided activities

23
 –– Small group independent activities
–– Free choice activities

Asking questions
Good questioning techniques are essential for teaching. R-Maths
encourages teachers to use open-ended questions that stimulate
maths thinking. These kinds of questions are found in problems and
investigations. Open-ended questions also help teachers to gather
information about learners’ level of understanding and knowledge.

Closed questions Open-ended questions

Questions that have a limited or Questions that have more than one
‘yes’/‘no’ response possible answer
Example: Is this a triangle? Example: What can you tell me about triangles?
Example: Is this a triangle or a square? How is a triangle different from a square?

In practice ...
Ask open-ended questions that give learners opportunities to think independently and
communicate their thinking. Avoid using closed questions that focus only on remembering facts,
or that have only ‘yes’/‘no’ answers.
Give learners some time to try to answer a question so that they can think, organise their thoughts
and then express them in words.

1. How could you

sort these?

2. How else
could you have
6. What made you sorted them?
decide to do it
that way?

5. Why do you 3. What have

think that? you found?

4. How did you

find that out?

Figure 27  Open-ended questions

24
Problem solving
Learners encounter problems that they cannot solve immediately.
Grade R teachers should support learners to develop skills to approach
these problems more and more independently. This includes adequate
time to talk about the problem, try out ideas, learn from mistakes, play
with the problem and adapt their ideas based on investigations.

In practice ...
Learners do most of the talking.
Learners are encouraged to try out ideas and make mistakes.
Learners share their thinking with the teacher and other learners.
Teachers listen to learners’ ideas.
Teachers’ questions are generally open ended and guide learners’
thinking.

6. The inclusivity principle

Definition
Respect for diversity and inclusion are children’s rights. They are essential
if we want all children to learn and develop to their full potential. Teachers
need to be aware of each learner’s identity, needs and interests.

In practice ...
All learners have a right to feel special, participate and be included in
classroom activities and discussions. This includes children who have
disabilities, behavioural issues or other barriers to learning.
All learners, their parents and the school staff should be welcome,
included, treated fairly and respected regardless of culture, ethnicity,
race, sex, gender identity, sexual orientation, physical or intellectual
ability, religion or socio-economic status.

More about the inclusivity principle

Barriers to learning maths
Many children experience one or more barriers to learning. They may
need more practice and support than other learners may. Barriers to
learning are factors that make it difficult for some learners to learn maths.
Examples of barriers are shown in the following diagram.

25
 poverty health and well-being

intellectual
ommunity and societ social
c y
home environmental
emotional
school
information
classroom
services self
sensory
auditory

motor
communication
transport safety
visual violence
Figure 28  Barriers to learning

In practice ...
Some of the ways in which you can include all learners in your Grade R
classroom include the following.
Plan your lessons, activities and materials to make them suitable for the
needs of different learners, e.g. a maths problem based on a picture
might need to include a detailed description in order to help a learner to
focus on the important aspects of the picture.
Use many different practical activities with real objects.
Allow learners more time and support to complete activities, to think
and/or to answer questions, if they need it.
It may be helpful to discuss, with a colleague or the school support
team, the level you are working at with a learner to make sure you are
offering him/her the best support possible. You may also need to follow
up with the child’s parents or caregivers and the district-based support
team to provide the learner with all possible opportunities for learning
and development.

Perceptual and motor development

The development of perceptual and motor skills in young learners
is extremely important in laying a foundation for all future maths
development and learning. Sensory perception means using the senses
to get information about the environment. Sensory perceptual skills are
important for learning maths because they help us understand:
LL the way things are linked LL space and position
LL similarities and differences LL symbols and their meanings
LL size, shape and pattern

26
Motor skills are actions that involve using our muscles. We use the big
muscles in our bodies for gross motor activities, e.g. kicking a ball,
running and jumping. We use smaller muscles for fine motor activities,
e.g. cutting, writing and drawing.

Sensory perceptual motor development includes the following:

LL visual perception
LL auditory perception
LL tactile perception
LL kinaesthetic perception

R-Maths recognises the importance of these skills for the development of

maths concepts in Grade R learners.

Visual perception
Visual perception is the ability of the brain to use what the eyes see and
to interpret this information. Visual perception skills are important for
manipulating objects, drawing, reading and writing in maths.

Visual discrimination

Visual discrimination is the ability to see similarities and differences

between objects. For example, to recognise what is the same and what is
different between 2-D shapes such as a square and a rectangle.

Visual motor coordination

Visual motor coordination is the ability of the eyes, brain and body
muscles to work together to perform actions. In maths, it is important for
activities such as handling objects, drawing and writing.

Activities that help develop visual motor coordination include:

LL ball and beanbag games
LL using building blocks
LL playing with objects that roll or slide
LL drawing patterns
LL cutting and pasting
LL threading

Visual closure

Visual closure is the ability to complete objects, pictures or drawings that

are incomplete. In other words, the learner is able to recognise or identify
a whole object even though the total picture is incomplete. Learners who
struggle with visual closure will, for example, find it difficult to complete
puzzles. They may also have difficulty describing what is missing in a
picture that shows only the right side of the face or body, or completing
the picture.

27
 Form constancy and form perception (recognition)

Form constancy is the ability to tell the difference between forms and
symbols, even though their size and position might change. In other
words, it means being able to recognise the constant characteristics
of something. For example, a circle is a circle because of its shape. It
remains a circle even if it is blue, purple, large or small, in a book or
drawn in the sand. In the same way, the number symbol ‘5’ remains the
same whether it is written in different colours or in big or small writing.

Visual figure-ground perception

Visual figure-ground perception is the ability to recognise the difference

between objects that are in the foreground and those that are in the
background. You can help learners to develop this skill by asking them
to identify particular objects in a picture or in a collection of objects,
e.g. ‘Find the girl with red pants in the picture’ or ‘Find the box with
oranges in the picture’ or ‘Find your shoes in this pile of all of our shoes’.

Visual sequencing

Visual sequencing is the ability to place objects or items in the correct

order after looking at them or observing them. Help learners to develop
this skill by asking them to look at a pattern of different coloured beads
on a string and then repeat the pattern themselves.

Visual motor integration

Visual motor integration is the ability to make sense of visual information

and then use it in another activity that uses motor skills. Learners use
visual information and fine motor skills when, for example, they copy
numbers or draw objects in front of them.

Visual conceptualising

Visual conceptualising is the ability to make pictures in your mind

(mental images) based on experiences, observations or other visual
information. Learners use this skill when, for example, they draw pictures
of something like a room in their homes or of their families.

Auditory perception
Auditory perception is the ability of the brain to use what the ears hear
and to interpret this information. Auditory perception is important for
developing language skills, following and understanding instructions as
well as sharing and discussing ideas and information.

28
 Auditory discrimination

Auditory discrimination is the ability to recognise similarities and

differences in sound, e.g. being able to hear the difference between the
words ‘rectangle’ and ‘triangle’.

Auditory memory

Auditory memory is the ability to store and remember something you

have heard. Learners use this skill when they follow a set of instructions
or repeat a number sequence that is read aloud, e.g. 4, 6, 8, 1.

Auditory figure-ground perception

Auditory figure-ground perception is the ability to recognise or isolate

a sound from other sounds. It also is the ability to focus on a particular
sound separately from background noise. This skill allows learners to
focus on what someone in their group is saying without being distracted
by the noise of other groups talking.

Auditory sequencing

Auditory sequencing is the ability to remember the objects or items in the

correct order after hearing a list. For example, the order of the numbers
from 1 to 10 or months of the year. Asking learners to describe a few of
the day’s events in order helps to develop this skill.

Tactile and kinaesthetic perception

Tactile perception is the ability to use the sense of touch to explore
your environment. Kinaesthetic perception is the awareness of body
movements and position in space. They work together to provide the
brain with information. An activity that helps to develop learners’ tactile
and kinaesthetic perception is to ask learners to shut their eyes, then to
feel and describe a number of different objects in a bag or pillowcase. For
example, they could say it has corners/it is round.

7. The practice principle

Definition
Learners should have plenty of time to practise new skills and knowledge.
When learners get regular practice in what they have already learnt, they
get better at it and become more confident. They enjoy repetition and
practice. The Grade R teacher should provide repeated opportunities for
learners to practise and improve new skills.

29
 In practice ...
Counting and problem solving are done every day as regular activities –
even if the focus is on other concepts such as shape or measurement.
Provide varied materials and tasks so that learners can practise newly
learnt skills in different ways.
Maths concepts can also be practised across the curriculum, for
example in Language and Life Skills activities such as stories, drama,
painting and obstacle courses.

More about the practice principle

Using rhymes, songs and stories
Singing songs and repeating rhymes together, and sharing stories is
an enjoyable, non-competitive way of learning. Children learn maths
concepts and skills when they repeat rhymes and songs, and listen to
stories again and again. They learn and practise:
LL number names (e.g. ‘There were three little meerkats …’)
LL the order of number names
LL forward and backward counting
LL counting groups of things
LL informal maths operations, e.g. adding and subtracting
LL the sequence of events

In practice ...
Add movement, rhythm and music to songs, rhymes and stories to
make them even more enjoyable. Experiences that use all our senses
help learners to remember things more easily.
Encourage parents and other caregivers to learn the stories, songs and
rhymes you use with the learners. In this way, they become an important
link for children between home and school activities.

Maths integration across the Grade R daily

programme
Teachers need to make connections between maths, the daily routine
and other subjects (e.g. Home Language and Life Skills), as well as
between maths and learners’ daily lives. Teachers should take advantage
of all opportunities to practice maths skills.

30
 In practice ...
Learners are more likely to show an interest in learning maths, and find
it easier to understand, if they can see how maths has meaning and
usefulness in their own lives. Teachers can help by:
being more aware of how maths is part of their own personal and
professional lives
showing learners how maths is used in daily life, e.g. when you use
money to buy something
integrating maths activities into other classroom and outdoors
experiences, such as
~~using ordinal numbers ‘first’, ‘second’ and ‘third’ when learners line up
~~referring to position and direction when learners are playing
~~talking about ‘more’ and ‘less’ when learners share fruit, bread
and/or juice.
making connections with maths concepts such as size, measurement,
time, estimation, counting, comparisons, shape and/or distance when
you read stories to the learners.

Teach maths concepts during the Grade R maths focus time and look for
other opportunities to develop maths language and concepts throughout
the day. This:
helps learners develop an understanding of how different areas of
knowledge are related
ensures a more holistic or complete learning experience
gives learners more opportunities to practise what they have learnt

31
 SECTION 2
Mathematics in the Grade R
Daily Programme

Introduction
The R-Maths programme has been developed to strengthen and support
the Grade R Mathematics curriculum.

R-Maths:
LL includes and extends the CAPS Grade R Mathematics content
outlined in the five Content Areas
LL encourages inquiry-based learning by suggesting ways to extend
learners’ natural curiosity to explore their surroundings
LL provides activities that encourage learners to investigate and explore
maths concepts
LL encourages teachers to talk with learners about their thinking and to
help them express their ideas
LL suggests ways for learners to plan, observe and gather information,
and then to compare, sort, classify and interpret their findings
LL provides appropriate materials and resources

Mathematics Content Areas

Mathematics in the Foundation Phase (including Grade R) covers five
Content Areas. Each Content Area contributes towards the learner
developing specific maths knowledge and skills.

The Content Areas are:

LL Numbers, Operations and Relationships
LL Patterns, Functions and Algebra
LL Space and Shape (Geometry)
LL Measurement
LL Data Handling

You can find out more about each Content Area in the CAPS and in
Section 3 of this guide (page 57).

32
Weighting of Mathematics Content Areas
CAPS does not provide a weighting or a breakdown for Grade R of
the time that should be spent on each Content Area for each term.
The R-Maths programme suggests an approximate weighting of the
Content Areas. This is based on the following:
LL all Content Areas are equally important even though the same amount
of time might not be spent on each one
LL some Content Areas need more time for concept development,
e.g. Number, Operations and Relationships, and Space and
Shape (Geometry).

The R-Maths programme focuses on a specific Content Area each

week whilst ensuring consolidation and integration of new knowledge.
The table below shows the number of content focus weeks needed for
each Content Area each term.

Table 1  Number of weeks per Content Area for each term

Weighting of Grade R Mathematics Content

Content Area Topic Term 1 Term 2 Term 3 Term 4 Total number Total %
weeks weeks weeks weeks of weeks of time
per year
Numbers, All Number, Operations 3 4 5 5 17 42,5
Operations and and Relationship
Relationships
Patterns, Identify, copy, extend 1 1 1 1 4 10
Functions and and create own patterns
Algebra
Space and Position, Orientation 4 3 2 2 11 27,5
Shape and View
(Geometry) 3-D Objects and 2-D
Shapes
Symmetry
Measurement Time 1 4 10
Length 1
Mass 1
Capacity/Volume 1
Data Handling Collecting, sorting, 1 1 1 1 4 10
representing and
analysing objects/
information
Total weeks 10 10 10 10 40 100

33
 Maths and the Grade R daily
programme
The daily programme
The Grade R daily programme is a timetable that has its own unique
features. It is not the same as the timetables used in other grades in
the school. It provides for the learners’ developmental needs whilst
addressing CAPS policy requirements.

The Grade R daily programme diagram (Figure 29) includes a breakdown

of approximate time as a guide for teachers. These times need to be
flexible in Grade R but there should be:
LL 4 hours and 36 minutes per day (or 23 hours per week) of learning
and teaching contact time
LL activities that cover three subjects: Home Language (10 hours
per week), Mathematics (7 hours per week) and Life Skills (6 hours
per week)

Each of the subjects has a daily focused session and is also integrated
into other activities throughout the day. The shaded areas in the
daily programme diagram highlight focused maths time as well as
opportunities for incidental maths learning. Maths learning takes place in:
LL whole class sessions where learners interact as one large group with
the teacher
LL small group teacher-guided sessions where up to eight learners work
with the teacher
LL small group sessions where up to eight learners work independently
on activities at tables (workstations)
LL free choice sessions where learners choose for themselves what they
would like to do from a selection of activities set out by the teacher
(own choice)

34
 Approx. ARRIVAL and INDIVIDUAL
times CHOICE

MATHEMATICS
Integration: Home Language,
10 GREETING ROUTINE Mathematics, Life Skills 1 h 20 min. per day (30% of the day)

FOCUS TIME:
50 min. per day (59% of
Mathematics)
FOCUS ON MATHEMATICS
50 Numbers, Operations and
Whole class (WC) and Rotation groups (RG) Relationships
Patterns, Functions, Algebra
Space and Shape (Geometry)
Measurement
Data Handling
INDIVIDUAL
PLUS INTEGRATION:
45 CHOICE 34 min. per day (41%)
and TIDY UP INTEGRATION
Home Language
INDOOR/OUTDOOR Life Skills
creative area: Indoor/Outdoor
• main activity
• drawing
TOILET ROUTINE • cutting and pasting
10
Life Skills • painting LIFE SKILLS
• box construction 1 h 15 min. per day (27% of the day)
• book corner
REFRESHMENTS • fantasy area STUDY AREAS:
20
Life Skills 60 min. per day (70% of Life
construction area:
Skills time)
• block corner
Personal and Social Well-being
FOCUS ON • construction toys
Beginning Knowledge
30
LIFE SKILLS Creative Arts
Physical Education
PLUS INTEGRATION
15 min. per day (30%)
INDIVIDUAL Life Skills
30 CHOICE Home Language
and TIDY UP Mathematics

INTEGRATION
TOILET ROUTINE INDOOR/OUTDOOR
10 • sand play HOME LANGUAGE
Life Skills
• water play 2 h per day (43% of the day)
• sensopathic play
• climbing FOCUS TIME
FOCUS ON • balance 1 h 15 min. per day (63% of
HOME LANGUAGE • wheeled toys Home Language)
• balls/beanbags Listening and Speaking
55
Text based: BLA • fantasy play, etc. Emergent Reading
2 x Whole class (WC) sessions AND Phonological and Phonemic
1 x small group, Rotation group (RG) Awareness
session Emergent Writing
Emergent Handwriting
STORY TIME PLUS INTEGRATION
15 (Read aloud) 45 min. per day (37%)
Mathematics
Life Skills
Indoor/Outdoor
4 h 35 min.
REST/QUIET TIME and DEPARTURE
per day

Figure 29  WCED exemplar Grade R Daily Programme

35
 The Mathematics time allocation
The time allocated to Mathematics is seven hours per week and 1 hour
24 minutes (84 minutes) per day. Each day this time is made up of:
LL 50 minutes of focused maths learning and teaching activities
LL 34 minutes of integrated learning, structured activities and
independent learner activities inside and outside the classroom

Figure 30 shows a suggestion of how you could use the daily allocation
of 1 hour 24 minutes.

Focused maths time: 50 minutes (total)

Whole class Small group

session: 15 to 25 sessions: 25 to 30 Routines
minutes minutes e.g. Toilet; Snack; Tidy up;
(Counting, number (Rotation activities: problem Lining up
work, revision, concept solving, investigation,
development, new concept) concept development)

Integration: 20 minutes
Home Language: e.g. stories and discussions
Life Skills: e.g. Beginning Knowledge, Creative Arts, Physical Education and Personal and
Social Development; Free choice (i.e. free play) indoors and/or outdoors

Figure 30  Suggested use of daily maths time

Figure 31 shows how each day’s maths focus time is structured in R-Maths.

15–25 min. Whole class session

Small group Mathematics sessions

Teacher-guided
activity
Problem solving and
concept development

Independent activity Independent activity

25–30 min. Application and Application and
consolidation of concepts consolidation of concepts

Independent activity Independent activity

Application and Application and
consolidation of concepts consolidation of concepts

Free choice
Provide Mathematics-orientated play-based activities for learners to
choose from once they have completed their small group task.

Figure 31  Daily maths focus time in R-Maths

36
Additional activities that can be offered to learners include:
LL puzzle building
LL playdough activities
LL construction activities
LL educational games
LL book corner – ‘reading’
LL DBE workbooks and worksheets

Once the focused maths session has been completed all learners participate
in tidying up and then transition to the next part of the daily programme.

How to organise your classroom

for the daily maths session
Follow these guidelines to help you put the R-Maths programme into
practice in your classroom every day.

Whole class maths sessions

Whole class maths sessions are usually between 15 and 25 minutes long
and all the learners sit in a circle together with the teacher.

The following maths activities can be done in whole class maths sessions:
LL consolidating and practising previously taught concepts
LL introducing a new concept
LL extending the concept that is the main focus of the week
LL oral/rote counting (rhymes, songs, sequencing numbers)
LL mental maths (posing problems, memory games)
LL giving instructions for the tasks to be done in the small group context
whilst you are busy with the teacher-guided activity

Figure 32  A whole class maths session

37
 Small group maths sessions
In small group sessions, the class is divided into five groups of learners.
Each day, one group works with the teacher (teacher-guided activity)
while the other four groups work independently on maths activities that
the teacher has planned.

Over the course of five days, the groups rotate to a different activity
each day. This means that in a week all learners have the opportunity to
complete the teacher-guided activity and four other small group activities
(a total of five different maths activities).

In practice ...
Ways of grouping learners for maths
Ability groups: In these groups, learners are on a similar developmental
level. Sometimes it is easier to teach new maths concepts using ability
groups as some learners will need more time to complete a task while
others will need more challenging tasks.
Mixed-ability groups: In these groups, learners have different levels
of skill and understanding of a concept. These kinds of groups work
well for construction, measurement, patterning and sorting activities,
and games.
Whichever way you choose to group the learners, the groups should
remain the same over time and each group should have their own symbol
and name.

Teacher-guided small group activities

In the teacher-guided activity, the teacher works with one group of
learners while the other groups are busy completing the planned activities
at one of the other four workstations.

The following activities are best suited to the teacher-guided small

group context:
LL consolidating and practising previously taught concepts
LL deepening an understanding of a new concept

In practice ...
Tips for teacher-guided small group maths activities
Complete activities that focus on the Grade R Mathematics concept
planned for that week.
Work with the learners on the floor or at a table.
Make the session interactive, with both you and the learners joining in.
The focus should be on working orally and practically with the learners.

38
Figure 33  Matching counters with dot cards
Small group activities
The following activities are best suited to the small group context where
learners work independently of the teacher:
LL consolidating and practising previously taught concepts
LL investigating the new concept that is the main focus for the week
LL practising the concept that is the main focus of the week

In practice ...
Tips for planning and managing independent small group maths activities
Learners with a range of different abilities must be able to complete the
activities.
The activities must be meaningful for learners.
The activities must be clear and simple enough to be completed without
learners having to ask the teacher for help.
If learners are working slowly, explore the reasons. Change or adapt the
activity if necessary.
Learners need to be responsible for completing their activities and
should not need to disturb the teacher who will be busy with the
teacher-guided activity.
Teach the learners simple rules for what to do and how to behave
during small group activities: how to tidy/pack up their work when done;
how to behave in the transition activities. Repeat the rules daily until
the learners know and can follow them automatically. This takes time!
Be consistent. Gently correct learners if they challenge the rules.

Free choice activities

Additional activities should be provided for those learners who complete
their individual small group activity before the end of the maths session.
Learners choose an activity from those set out by the teacher. These
activities should have a maths focus.

39
 Moving between activities (transitions)
A transition is the time when learners move from one activity to another.
For example, after the maths whole class session is over the classroom
needs to be tidied and prepared for the next session. Transition times
should be used to practise Mathematics, Home Language and Life Skills,
e.g. oral counting, clapping patterns.

Teachers who plan and manage transitions are more likely to have calm,
organised classrooms with happy, cooperative and stress-free learners.

In practice ...
Tips for emphasising maths during transitions
Give the learners enough warning before they need to change activities,
e.g. ‘In two minutes we are going to complete the session.’
Give clear instructions, e.g. ‘First pack away what you are doing and
then line up quietly at the door/sit in a ring.’
Use ‘attention grabbers’ such as counting the number of claps, number
songs and rhymes, and number signals (counting down/up).

Planning and preparing maths lessons

There are approximately 40 weeks in the year. You will need to plan and
prepare thoroughly for each week.

In the week before the lesson

LL Read the relevant sections of the Concept Guide and Activity Guide.
These explain the content and concepts that will be taught, and give
suggestions for appropriate activities and discussions.
LL Plan and prepare the activities in the week before they will be taught.
LL Identify the focus of assessment. (You can find more information on
assessment on page 43.)
LL Prepare the resources and organise the classroom for the week.
Some resources need to be collected well in advance, e.g. egg boxes,
toilet roll inners, yoghurt cups, milk bottles or objects for sorting.

During the week

LL Focus on understanding the maths concept being taught that week.
Read the relevant section in the Concept Guide.
LL Each day, check that you have the resources needed for the following
day’s activities.
LL Familiarise yourself with the activities well in advance. Teachers should
never prepare while learners are sitting and waiting for an activity
to begin.

40
The R-Maths programme
resources
The R-Maths programme has four components.

2. Four Activity Guides

1. Concept Guide

4. Resource Kit

3. Poster Book

Figure 34  The components of the R-Maths programme

Concept Guide (this book)

This book provides:
LL the principles behind the R-Maths programme for teaching maths to
young learners
LL guidance on how to organise your classroom for effective teaching
and learning
LL suggestions on how to teach maths in Grade R
LL an outline of the maths content to be taught in the R-Maths
programme
LL guidelines on using R-Maths
LL a glossary

Activity Guides
There are four Activity Guides – one for each school term. Each Activity
Guide includes:
LL an overview of what will be covered in the term
LL a maths concept area topic to be focused on in each week
LL suggested activities for each week: whole class, and independent and
teacher-guided small group activities
LL teaching tips for planning and organising maths activities
LL maths vocabulary that is learnt through the activities each week
LL information on the resources that will be needed for the week
LL resources such as rhymes, songs, stories and templates

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 Poster Book
The Poster Book is a big book containing eleven posters. The posters are
meant for use in whole class activities and small group teacher-guided
activities. They help to link maths to everyday life and can be used in
different ways, e.g. for counting, discussing position and direction, time
(sequencing events) and problem solving.

Resource Kit
This kit contains essential teaching and learning materials that will be
used regularly as part of the teacher-guided activities. The kit provides
enough apparatus for a small group of six to eight learners. Each kit has
the following as shown in Figure 4 on page 6:
LL counting materials, e.g. coloured discs and sticks, fruit and animal
counters, and Unifix blocks
LL jumbo dice
LL strings of ten structure beads
LL number cards: number symbols (0–10) and number names (zero–ten)
LL attribute blocks
LL dot cards

Other resources
Additional resources (not supplied) that are needed for R-Maths
activities include:
LL a height chart
LL jumbo playing cards
LL pretend-money: coins and notes
LL a calendar for the current year
LL a large analogue wall clock
LL a balance scale
LL pattern blocks (attribute blocks)
LL beads for counting, sorting, threading and patterning
LL building blocks
LL construction toys
LL puzzles
LL modelling clay/playdough
LL cardboard boxes of different shapes and sizes
LL a variety of plastic bottles and containers for describing and
comparing capacity
LL mathematical games: Lotto, Ludo, snakes and ladders, jigsaw
puzzles, dominoes
LL sand and water play equipment
LL apparatus for climbing, balancing, swinging and skipping
LL a play shop with items to be bought with pretend money
LL counters for sorting
LL storage boxes: 40 litre, 5 litre and 2 litre

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Assessment in Grade R
In Grade R, assessment is a continuous, planned process of gathering, GLOSSARY
analysing and interpreting information about each learner. It should be
mainly formative and informal. In other words, the information gathered formative
assessment
about the learners’ progress during assessment should help you to plan
assessment that
and/or adapt learning activities. In Grade R, assessment is used to make provides information
decisions about the best way to support each learner’s development. while learning is taking
place and measures
learners’ progress

In practice ...
Assessment tips
Assessment should never make learners feel anxious or scared.
Information about what learners know and can do (or ‘evidence’) should
be collected continuously (daily) over time.
The length of an assessment task should be suitable for each learner’s
interests and attention span.

It is best to use many different ways of assessing learners. Here are

some examples.
LL Observe learners during whole class, teacher-guided small group
activities and free play inside and outside the classroom.
LL Record learners’ understanding of specific maths concepts during and
after teacher-guided activities.
LL Interviews, questions and conversations with individual learners or
small groups of learners can help you to understand the level and
depth of learners’ thinking and reasoning.
LL The things that learners do and record (using pictures, drawings,
objects and/or ‘writing’) show you what they understand and
have achieved.
LL Listening to and recording learners’ responses (practical, oral, written)
allows you to do continuous assessment.

You need to continually assess all learners’:

LL maths knowledge
LL maths understanding
LL maths skills
LL responses to solving problems
LL ways of doing things (Learners use their own ways of solving maths
problems. These may be quite different from your methods but this
does not make them incorrect.)

Continuous assessment is especially important for helping teachers

plan activities, check on learners’ progress and plan additional support
for learners who experience barriers to learning. (You can find more
information on barriers to learning on pages 25–26.)

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 You will need to record your assessment observations and other
‘evidence’ in a journal, and on an observation sheet or checklist. In this
way, during the year, a complete picture of each learner, with all their
strengths and weaknesses, is gradually built up.

Mathematics content
The content overview that follows provides a table of the R-Maths
content to be taught in the Grade R year. It shows what content is to be
taught each term.
LL The text in red is the content from the Grade R CAPS for
Mathematics.
LL The text descriptions and content in black have been added to extend
and build on CAPS.
LL The topics are sequenced to show a developmental progression from
one topic to another.

Section 3 gives an overview of each Content Area with practical ideas for
classroom implementation.

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 1. NUMBERS, OPERATIONS & RELATIONSHIPS
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
COUNTING
1.1 Count objects Number range: 1–5 Number range: 1–7 Number range: 1–10 Number range: 0–10 and beyond
(Estimate and count objects to Count in ones: one-to-one Estimate and count Estimate and count Estimate and count
develop number sense) correspondence: body parts and Count in ones: one-to-one Count in ones: one-to-one Count in ones: one-to-one
concrete objects correspondence: body parts and correspondence; count all correspondence; count all
Introduce the Helpers Chart concrete objects --body parts --body parts
Introduce the concept of estimation Reinforce Helper’s Chart --concrete objects --concrete objects
(a reasonable guess) Dot cards Reinforce Helper’s Chart Reinforce Helper’s Chart
Dot cards --Identify number of dots on cards, Dot cards: recognise collections Dot cards: recognise collections of
--Identify number dots on cards, dominoes and dice (1–6) of dots 1–5 and up to 3 more on dots 1–5 and up to 5 on dice (1–6)
dominoes and dice (1–5) --Match objects to pictures and cards, dice and dominoes and dominoes
--Match objects to pictures and dot cards Start at given number and “count Start at given number and “count
dot cards Use a range of contexts, objects on” jumping along a number track, on” jumping along a number track,
Count ‘how many’ using fingers, and events for counting ‘how using ten structure beads, picture using ten structure beads, picture
dot cards, objects in and outside many’. Fingers, dot cards, ten cards, number washing line cards, number washing line
the classroom, pictures and structure beads, other objects in Show “one more/one less; two Show “one more/one less; two
actions, e.g. clapping hands, and outside the classroom, pictures more/three less” more/three less”
stamping feet. and actions, e.g. clapping hands, Clap many times/fewer times: Clap many times/fewer times:
stamping feet. Which number of claps are more/ Which number of claps are more/
Show “one more/one less” less, most/least less, most/least
Clap many times/fewer times Meaning of zero (naught) ‘0’
1.2 Count forwards and backwards Counting forwards: 1–10 Counting forwards: 1–15 Counting forwards: 1–20 Counting forwards: 0–20 and
Oral or rote counting (rhythmic) Counting backwards: 5–1 Counting backwards: 7–1 Counting backwards: 10–1 beyond
Incidental counting using number Incidental counting using number Incidental counting using number Counting backwards: 10–0
rhymes and songs, daily routine, rhymes and songs, daily routine, rhymes and songs, daily routine, Incidental counting using number
body movements, etc. body movements, etc. body movements, etc. rhymes and songs, daily routine,
Count in ones Count in ones Count in ones body movements, etc.
Number range: 1 Number range: 1–4 Number range: 1–7 Count in: ones, twos
Number range: 0–10

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TOPIC TERM 1 TERM 2 TERM 3 TERM 4
1.3 Number symbols and Number symbols: 1, 2, 3 Number symbols: 4 & 5 Number symbols: 6, 7, 8 Number symbol: 0 to 10
number names Number names: one, two, three Number names: four, five Number names: six, seven, eight Number name: zero (naught), eight,
Recognise and identify number Represent numbers using: Represent numbers using: Represent numbers using: nine, ten
symbols and number names --Body (Kinaesthetic) --Body (Kinaesthetic) --Body (Kinaesthetic) Represent numbers using:
--Objects (concrete) --Objects (concrete) --Objects (concrete) --Body (Kinaesthetic)
--Pictures, drawings --Pictures, drawings --Pictures, drawings --Objects (concrete)
(semi‑concrete) (semi‑concrete) (semi‑concrete) --Pictures, drawings
--Dot cards (semi-concrete) --Dot cards (semi-concrete) --Dot cards (semi-concrete) (semi‑concrete)
--Match with number symbol --Match with number symbol --Match with number symbol --Dot cards (semi-concrete)
(abstract) and number name (abstract) and number name (abstract) and number name --Match with number symbol
Number symbol: 1 Reinforce: 1, 2, 3 Reinforce: 1, 2, 3, 4, 5 (abstract) and number name
Number name: one Reinforce: one, two, three Reinforce: one, two, three, four, five Reinforce all numbers.
Number symbol: 2, 3, 4 Number symbol: 5, 6, 7
Number name: two, three, four Number name: five, six, seven
NUMBER RECOGNITION
1.4 Use numbers in familiar contexts Use numbers in familiar contexts Use numbers in familiar contexts Use numbers in familiar contexts Use numbers in familiar contexts
--age --address --address, contact numbers --address, contact numbers
--numbers in pictures and --numbers in pictures and --birthday --numbers in pictures and
dot cards dot cards --numbers in pictures and dot cards
--number card games --number card games dot cards --number card games
--attendance register --numbers in adverts/flyers/ --number card games --numbers in adverts/flyers/
birthday cards --numbers in adverts/flyers/ birthday cards
--attendance register birthday cards --attendance register
--attendance register
NUMBER SENSE (RELATIONSHIPS)
Describe, compare and order numbers
1.4 Identify and describe whole Number range: 1–3 Number range: 1–5 Number range: 1–8 Number range: 0–10
numbers Identify and describe whole --Identify and describe whole --Identify and describe whole --Identify and describe whole
numbers up to 1, 2, 3 using numbers 4, 5 using collections numbers 6, 7, 8 using collections numbers 0, 9, 10
collections and symbols (one and symbols and symbols --Reinforce numbers 1–8
more, one less than; before --Reinforce numbers 1–3 --Reinforce numbers 1–5
after, between) Number range: 1–7
Number range: 1
 TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Compare numbers Compare which of two given Compare which of two given --More than, less than, equal to More than, less than, equal to
collections of objects are: collections of objects are: --Many and fewer Many and fewer
--Big, small --Big, small --Ask questions ‘Which was Ask questions ‘Which was
--Bigger, smaller --Bigger, smaller most/least?’ most/least?’
--Biggest, smallest --Biggest, smallest
--Order more than two given --More than, less than, equal to
collections of objects from --Many and fewer, e.g. incidental
smallest to biggest and biggest clapping
to smallest
--Many and fewer e.g. incidental
clapping, snack time, sharing
equipment
Make equal groups (sets) of objects Use objects to make equal Use objects to make equal
e.g. children or objects in the groups (sets) groups (sets)
classroom
Breaking down and building up Breaking down and building up Use manipulatives to investigate Use manipulatives to investigate
collections of 2 and 3, e.g. 3 collections of 4 and 5, e.g. 4 and develop strategies for breaking and develop strategies for breaking
could be could be down and building up collections down and building up collections
1 and 1 and 1 OR 1 and 1 and 1 and 1 OR to 8. to 10.
2 and 1 OR 3 and 1 OR
1 and 2 2 and 2
nothing (zero) and 3 nothing (zero) and 4
Order (sequence) numbers Order more than two given Order more than two given Order collections of objects from Order collections of objects from
collections of objects from smallest collections of objects from smallest smallest to biggest and biggest to smallest to biggest and biggest to
to biggest and biggest to smallest to biggest and biggest to smallest smallest smallest. Match number symbol
card to collections
Incidental ordering of numbers Place number symbols in the Place number symbols in the Incidental: Number range: 0–10
‘What comes next, after, between’ correct counting order. correct counting order. Place number symbols in the
--Number/washing line ‘What comes next, after, between’ ‘What comes next, after, between’ correct counting order.
--Number track or ladder --Number/washing line --Number/washing line ‘What comes next, after, between’
--Number cards --Number track or ladder --Number track or ladder --Number/washing line
--Number cards --Number cards --Number track or ladder
--Number cards

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TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Ordinal numbers Incidentally develop an Incidentally develop an Incidentally develop an Incidentally develop an
awareness of awareness of awareness of awareness of
First, second, third…last, next. First, second, third, fourth, last, First, second, third, fourth, fifth, First, second, third, fourth, fifth,
Introduce during: Refreshment/ next. last, next sixth, last, next
Snack time and Toilet routine In everyday contexts: daily routine Reinforce ordinal numbers in the Reinforce ordinal numbers in the
In everyday contexts, across – lining up, snack time, toilet daily routine and integrate during daily routine and integrate during
subjects, lining up. Integrate: Life Skills, Physical the day and in outdoor activities, the day and in outdoor activities,
‘Who was first/last/second to come development & art activities (where e.g. races e.g. races
in the door’ appropriate) Place learners and objects in a row Place learners and objects in a
Outdoor activities, e.g. races and identify ordinal position in one row and identify ordinal position in
Line up objects or manipulatives direction, e.g. left to right. both directions, e.g. left to right and
and discuss position. right to left.
1.5 Place value No CAPS content for Grade R (focus on number concept of numbers 1–9 and zero, 1.1 and 1.4)
SOLVE PROBLEMS IN CONTEXT
1.6 Problem solving techniques Number range: 1–3 Number range: 1–5 Number range: 1–8 Number range: 0–10
Solve problems in everyday Solve problems in everyday Solve problems in everyday Solve problems in everyday
contexts contexts contexts contexts
Uses the following techniques Uses the following techniques Uses the following techniques Uses the following techniques
Concrete apparatus e.g. counters Concrete apparatus e.g. counters Concrete apparatus e.g. counters Concrete apparatus e.g. counters
Counting all in ones Physical number ladder Physical number ladder Physical number ladder
Ten structure beads Ten structure beads Ten structure beads
Counting all in ones Counting all in ones Counting all in ones
Number range: 1–4 Counting on … Counting on …
Number range: 1–7 Number range: 0–10
1.7 Addition and subtraction Investigate addition and subtraction Orally solve problems that involve Orally solve problems that involve Orally solve problems that involve
Orally solve word problems (story in everyday activities through the numbers 1–5 using objects, numbers 1–8 using objects, numbers 0–10 using objects,
sums) and explain own solutions use of manipulatives and stories. stories, pictures. stories, pictures. stories and pictures.
to problems involving addition and Orally solve problems that involve Use counters and orally solve Introduce terminology (add to/add Use terminology (add and subtract)
subtraction with answers up to 10. numbers 1–3 using counters, problems that involve the take away/subtract) Use counters and orally solve
stories, pictures numbers 2, 3 and 4 Use counters and orally solve problems that involve the numbers
Reinforce the solving of problems problems that involve the 8, 9, and 10
that involve numbers 1 to 4 numbers 5, 6, and 7 Reinforce the solving of problems
Reinforce the solving of problems that involve numbers 1 to 10
that involve numbers 1 to 7
1.8 Repeated addition leading to No CAPS content for Grade R
multiplication
 TOPIC TERM 1 TERM 2 TERM 3 TERM 4
1.9 Grouping and sharing leading Introduce concept of equal sharing Equal sharing Equal sharing Equal sharing
to division (equal sharing and --During daily activities --During daily activities --Grouping --Grouping
grouping with whole numbers --Stories and pictures --Stories and pictures --Half --Half & Double
up to 10 with answers that incl. --One-to-one sharing --One-to-one sharing --Use concrete objects --Use concrete objects
remainders)
1.10 Sharing leading to fractions No CAPS content for Grade R (focus on problem solving with remainders that can be shared, 1.9).
1.11 Money Develop an awareness of South Develop an awareness of South Provide play money in the
African coins: 10, 20c, 50c, R1, African bank notes: R10, R20, R50, house corner
R2, R5 R100, R200
Identify colour and animals Identify similarities and differences
Identify similarities and differences between notes
Sort play money according to Sort play money according to
colour and size colour and size
--Provide play money in the Provide play money in the house
house corners corner
CONTEXT-FREE CALCULATIONS: OPERATIONS
1.12 Techniques No CAPS content for Grade R (focus on counting all and counting on, 1.1 and 1.6)
1.13 Addition and subtraction: solves Number: 1–5 Number: 1–8 Number: 1–10
verbally stated addition and Orally solves addition and Orally solves addition and Orally solves addition and
subtraction problems subtraction problems with solutions subtraction problems with solutions subtraction problems with solutions
up to 5 up to 8 up to 10
Number range: 1–4 Number range: 1–7 Number range: 1–10
1.14 Repeated addition leading No CAPS content for Grade R
to multiplication
1.15 Division No CAPS content for Grade R (focus on equal sharing, 1.9)
1.16 Mental Maths Begin each whole class and teacher guided activity with mental maths and where incidental learning opportunities arise.
Counting everyday objects
Counting forwards and backwards
Ordinal counting
Estimating
Problem solving
Memory games
1.17 Fractions No CAPS content for Grade R (focus on equal sharing, 1.9)

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2. PATTERNS, FUNCTIONS & ALGEBRA
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
2.1 GEOMETRIC PATTERNS
Identify patterns Identify patterns in familiar
everyday environment, e.g. clothes
objects and environment
Recognise the ‘repeat’ in patterns
Copy and extend simple repeating Copy and complete patterns Copy and extend patterns with Copy and extend own pattern Copy and extend own patterns
patterns using physical objects Copy patterns using body pictures with pictures with pictures
and drawings percussion Copy a given pattern using coins Copy vertical and horizontal Copy a noise (auditory) pattern
Copy, complete and create own Describe the repeat in patterns patterns using concrete objects. Use physical objects and draw
patterns Copy a given pattern using 3-D Extend simple repeating patterns. patterns
Introduce language: what comes concrete objects and 2-D shapes,
next? What comes before? How is coins, beads etc.
it the same? How is it different?
Creates own repeating patterns Create own pattern using: Create own pattern with pictures Create own pattern with pictures Create own pattern
physical objects, drawings, Explain own pattern (repeating rule) Explain own pattern (repeating rule) Explain own pattern (repeating rule)
geometric patterns --Two colour, two shapes Three/four colours, different shape, Three/four colours, different shape,
Explain own pattern (repeating rule) --Two shape, two colours etc. etc.
--One colour, two shapes
--One shape, two colours
2.1 Number patterns No CAPS content for Grade R (focus on counting: ordering number in ones and twos, 1.2)
 3. CONTENT AREA: SPACE & SHAPE (GEOMETRY)
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
3.1 Position, orientation and views Spatial relationships Spatial relationships Spatial relationships Spatial relationships
--Describes one 3-D object in Position of the child in relation to Position of the child in relation to Position of two or more objects Position of two or more objects
relation to another (e.g. ‘in front their surroundings their surroundings in relation to each other and to in relation to each other and to
and behind) Position of two or more objects in Position of two or more objects in one another the learners and in relation to
relation to the learner relation to the learner --In front of and behind one another
--In front of and behind --On and under --On, on top, under, bottom and --In front of and behind
--On, on top, under, below --On top of and underneath below --On top of, under, above, below
--In and out, inside and outside --In front of and behind --Next to --Top and bottom
--up and down --Middle --Next to, between and middle
--Next to and between --Left and right --Left and right
--Pegboard work The position of 2 or more objects in
Describe objects from different relation to each other
perspectives, e.g. a doll, house
from the front, the back, the side
depending on where you stand
Follow directions --Directionality – forwards/ --Directionality – forwards/ --Forward/ backwards --Forwards and backwards
(alone and/or as a member of a backwards backwards --Arrow chart --Up and down
group or team) to move/place --Up and down --Obstacle course – following --Left and right --Upwards and downwards
self within a specific space --Games such as tracking the train a direction --Left and right
(directionality) --Obstacle course – following --Outdoor activities --Where does the sound
a direction --Incidental: left and right come from?
--Physical education and music
3.2 3-D objects
Recognise, identify and name Introduce and explore
three dimensional objects in the Compare and sort
classroom --Balls
--Boxes with square and
rectangular faces (sides).

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TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Describe, sort and compare Introduce Tidy-up chart (sorting Sort 3-D objects according to Sort 3-D objects according to Sort 3-D objects according (two or
3-D objects toys) similarities and differences similarities and differences (two more attributes)
Sort 3-D objects according to (one --Size attributes) --Size
attribute): --Colour --Size --Colour
--Size (big/small) --Shape --Colour --Shape
--Colour --Shape Explore 3-D objects: flat, round,
--Shape Explore 3-D objects: flat, round, square or rectangular shape
Identify and explore 3-D square or rectangular shape
objects: flat, round, square or
rectangular shape
Objects that roll
Objects that slide
Build 3-D objects Ongoing Ongoing Ongoing Ongoing
--Provide building blocks and --Provide building blocks and --Provide building blocks and --Provide building blocks and
construction materials during free construction materials during free construction materials during free construction materials during free
play inside on a daily basis play inside on a daily basis play inside on a daily basis play inside on a daily basis
--Explore with building blocks --Explore with building blocks --Build own construction by --Ongoing during free play inside
--Use building blocks and copying from a given construction
recycled materials to build own example
constructions --Copy the same construction from
a design or picture card
3.3 2-D shapes
Recognise, identify and name Introduce tidy-up/helper chart Recognise learner symbol Recognise and identify Identify learner name
two dimensional shapes in Recognise learner symbol and and name learner name Reinforce: rectangle
the classroom name Recognise, identify and name Reinforce: circle, square, triangle Recognise, identify and name 2-D
Introduce 2-D shapes: circle, 2-D shapes: circles, squares Compare rectangles and squares shapes: circle, square, triangle,
square, triangle, rectangle and triangles Puzzles (minimum 18 piece) rectangle.
Puzzles (minimum 6 piece) Puzzles (minimum 12 piece) Puzzles (minimum 24 piece)
Describe, sort and compare Sort 2-D shapes according to: Sort 2-D shapes according to Sort 2-D shapes according to: Sort 2-D shapes according to:
2-D shapes --Colour similarities and differences --Colour --Size
--Shape --Shape --Shape (curved line, three or --Colour
Circle: curved line Reinforce triangle four lines) --Shape
Square: 4 sides, straight lines, Reinforce circle and square Reinforce circle, square and
corners triangle
Triangle: 3 sides, straight lines,
corners
 TOPIC TERM 1 TERM 2 TERM 3 TERM 4
Figure-ground Perception --Introduce figure-ground --Reinforce figure-ground --Reinforce figure-ground --Reinforce figure-ground
Geometric shapes perception (identify objects and perception through sorting, perception through sorting, perception through sorting,
shapes – ‘I spy with my little eye’) matching and grouping activities matching and grouping activities matching and grouping activities
--Introduce circle, square and and tidy up routine. and tidy up routine. and tidy up routine.
triangle --Reinforce the triangle --Reinforce the square --Reinforce the circle, triangle,
--Shape conservation (form --Shape conservation (form square and rectangle
constancy of triangle) constancy of shapes learnt up --Shape conservation (form
to date) constancy of shapes learnt up
to date)
3.4 Symmetry Identify body parts --Crossing midline – performing --Crossing midline (- chalkboard --Develop an awareness that there
(Recognise line of symmetry in Awareness of body in terms of: actions activities) is symmetry in objects
self, and own environment) --One’s body has two sides --Applying crossing the midline --Applying crossing the midline --Applying crossing the midline
--The one side, the other side, during Life Skills (Physical during Life Skills (Physical during Life Skills (Physical
leading to left and right Development) Development) Development)
--Top/bottom --Using rhymes and songs
--Back/front --During Creative Arts
--Crossing midline (physical
activities)
Activities to be done during
Physical Development
--Using rhymes and songs
--During Creative Arts

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4. MEASUREMENT
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.1 Time Introduce both concepts day / --Daily programme (ongoing). --Daily programme (ongoing). --Daily programme (ongoing).
night; light / dark; morning / Reinforce the sequencing of Reinforce the sequencing of Reinforce the sequencing of
afternoon / night (tonight). recurring events in one day. recurring events in one day. recurring events in one day.
--Introduce daily programme --Weather chart (daily) with --Weather chart (daily) with --Weather chart (daily) with
with pictures displayed from left day, date and month song and day, date and month song and day, date and month song and
to right and arrow to show the rhyme, flash cards and display rhyme, flash cards and display rhyme, flash cards and display
activities as the day progresses. labels, symbols and pictures on a labels, symbols and pictures on a labels, symbols and pictures on a
--Introduce weather chart (daily) weekly calendar. weekly calendar. weekly calendar.
with name of the day, date and --Days of the week (ongoing). --Days of the week (ongoing) --Days of the week (ongoing)
month with song and rhyme, Repeat song or rhyme daily. --Seasons chart (ongoing) --Seasons chart (ongoing)
flash cards and display labels --Develop an awareness of what --Birthday chart: continuous --Birthday chart: continuous
and symbols and pictures on a the learner does from the time whenever a learner has a birthday whenever a learner has a birthday
calendar representing the week. he/she wakes up until going
--Days of the week (daily) to school
sequence learnt through a song --Develop an awareness of what
or rhyme. happens between suppertime
--Indicate birthdays, outings, and bedtime
special days, holidays during --Birthday chart: continuous
the week whenever a learner has a birthday
--Sequence months of the year --Seasons chart
through a song Summer, Autumn, Winter, Spring
--Develop and awareness of the
time concept
--Introduce seasons chart
Summer, Autumn, Winter, Spring
--Introduce the birthday chart
and own age, date of birth (day
and month)
--Develop an awareness of
reading directions
 TOPIC TERM 1 TERM 2 TERM 3 TERM 4
4.2 Length During daily routines introduce the During daily routines explore the Estimate the length of different Measure the height of learners with
Concretely compare and order concept of length: concept of length: objects a tape measure
objects using appropriate long and short, tall, taller and tallest long and short, tall, taller and tallest Estimate and measure the length of Height chart comparison: learners
vocabulary to describe length. Introduce a height chart. Learners Compare and order two or more different objects using feet, hands, discover whether they have grown
can compare their heights against objects by placing them next to a piece of string, a stick since last term
something in the class, e.g. each other. Height chart comparison: learners
cupboard Use appropriate vocabulary to discover whether they have grown
--measure with hands (visual describe length: since last term
and incidental) Longest and shortest, longer
--measure with footprints/feet and shorter
Height chart comparison: learners
discover whether they have grown
since last term
4.3 Mass Incidental learning indoors and Incidental learning indoors and Introduce concept of mass Reinforce the language of mass
Works concretely comparing and outdoors outdoors by comparing the masses of during indoor and outdoor
ordering objects using appropriate Continuous during water and Continuous during water and different objects. activities.
vocabulary sand play sand play Light/heavy
Lighter/heavier
Lightest/heaviest
4.4 Capacity/Volume Incidental learning indoors and Incidental learning indoor and Introduce the measuring concept of Continuous during water and
Works concretely comparing and outdoors: empty/full, more than, outdoor activities: capacity by comparing how much sand play
ordering objects using appropriate less than Water/sand play various containers hold. Reinforce the language of capacity/
vocabulary Continuous during water and Use containers to compare Empty/full volume during indoor and outdoor
sand play amounts using familiar containers More than/less/than activities.
4.5 Perimeter and Area No CAPS content for Grade R

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5. DATA HANDLING
TOPIC TERM 1 TERM 2 TERM 3 TERM 4
5.1 Collect and sort objects Introduce the concept of data Collect objects (twigs of different Pose a question: ‘Are names with Collect data: Whose birthdays are
Collect and sort physical objects handling: sizes/lengths) six letter most popular?’ in which month?
according to one attribute. e.g. size Collect and sort data Sort the collected objects (twigs) Collect data to answer the question --Sort the data according to the
of leaves e.g. How many boys/girls in using the learners name cards relevant birthday month of
the class? Sort the name cards according to each learning
Sort the data by letting learners the number of letter in each name. Collect data, e.g. What is your
stand in a boy/girl row favourite playdough colour?
--Select one block representing the
colour of his/her choice of play
dough for the week
Collect data: Which mode of
transport do learners use to come
to school?
--Sort the collected data (walk, with
parent’s car, taxi or bus)
5.2 Represent sorted collections of Represent the graph using Draw a graph to display data Draw a graph by pasting each Draw a graph representing the
objects concrete objects (twigs): name card below the relevant leaners birth days in each month
Make a graph representing the --Draw a picture as a record of column Use real objects to make a graph
data using blocks or shapes collected objects Make a pictograph such as blocks to represent the
Make a pictograph colour of dough you plan to make,
e.g. blue, yellow, green
Draw a pictograph representing the
learners who walk, come by taxi,
car, bus
5.3 Discuss and report on sorted Read and interpret data by Read and interpret graphs using Read and interpret data by --Read and interpret graphs using
collections of objects using play dough to make a questions. counting the number cards in questions to determine which
representation of the number of Answer questions based on own each column and coming to a month has the most birthdays
boys and girls in the class. picture or own sorted objects. conclusion. --According to the choice of the
Answer questions based on own learners the colour of the play
sorting of objects. dough for the week will for
How many big leaves did you example be yellow
draw? Which are the most, the big --Read and interpret graphs
leaves or the small leaves? (How many walk, come by taxi,
How many/more/less/same as? bus, etc.)
SECTION 3
Mathematics in Grade R

Introduction
This section of the R-Maths Concept Guide provides an overview of the
Content Areas of the Grade R Mathematics CAPS.

It
LL explains the maths concepts and content that teachers need to
understand
LL highlights the development of maths knowledge in young learners.

Section 2 (pages 32–56) gives a breakdown of the Term 1–4 Grade R

content. The five CAPS Content Areas are:

Numbers, Operations
and Relationships

Patterns, Functions
and Algebra
Data Handling

Content Areas
are closely linked
and often overlap

Measurement Space and Shape

(Geometry)

Figure 35  Grade R CAPS Mathematics Content Areas

Each Content Area is divided into topics. For each of these topics, this
section of the Concept Guide provides:
LL An explanation of the topic, which includes identifying specific
concepts and skills
LL Teaching suggestions in the ‘In practice’ boxes
LL An explanation of maths terms

57
 Although the Content Areas reflect particular strands of maths development,
they are all closely linked and often overlap during activities. For example,
when learners are focusing on a measurement task they will also use their
knowledge of numbers, counting and skills of comparison. Learners have
opportunities to apply their knowledge and skills in different contexts.

In practice ...
While teachers focus specifically on these Content Areas during the
maths focus time, they should also remember to make the most of other
opportunities in the daily programme to:
use maths language to introduce and reinforce concepts
model the use of a wide range of vocabulary linked to number, shape,
space, measurement and data handling

Here are some practical ways to do this:

provide bought, recycled and natural materials for learners to sort,
compare and order
provide resources to role-play buying and selling, weighing and measuring
make sets of pictures to show the sequence of events during the day
and the weather during the week
observe and talk about shape and patterns in pathways, fences,
vegetable gardens
plan activities and games where learners use their physical and
mathematical skills to follow and give directions
link stories and outdoor play to maths

Numbers, Operations and

Relationships
Understanding number
Children develop a sense of number and counting through their everyday
experiences. They use these to begin to make connections between the
different meanings of number. They discover that numbers can be used
differently in different situations. For example, ‘five’ can be used:
LL to express an amount (‘how muchness’): ‘I have five sweets.’
LL to express the order of things: ‘She is the fifth person in the row.’
LL as a measure: ‘He is five years old.’
LL as a label: ‘We live at number five.’
LL in a calculation: ‘2 + 3 = 5’

Numbers are ideas or concepts of quantity (how much). Learners begin

to understand that ‘five’ means that there are five of something, and that
five can be the fifth position in a row, or ‘five’ can tell us how many things
there are. Numbers communicate specific, detailed information about
collections and quantities of objects, events or actions.

58
Figure 36  Different meanings of ‘five’
Numbers are abstract concepts. They are not objects themselves. They
describe something about other objects. For example, just like the word
‘green’ can be used to describe the colour of an apple, the number ‘six’
can be used to describe the number of apples in a collection. If someone
asks you to give them a plate you can hand them the physical object, but
if someone asks you to give them ‘five’ you can’t pick that up and hand it
to them. You might think of giving them the numeral ‘5’ written on a card
or you might give them five sticks, or show five fingers. It is impossible
to show the number itself because it is an idea in our heads, so we find
ways of showing or representing the number, such as using a collection
of objects, a picture or a symbol such as a numeral or a word.

In practice ...
Help learners build new maths knowledge and concepts based on their
everyday experiences:
Draw on learners’ prior knowledge when introducing new maths concepts.
Use practical situations to model new maths concepts.
Make links between everyday activities and concepts.
Plan activities that build on and deepen learners’ understanding of a
maths concept.

59
 Figure 37 illustrates a simple progression from everyday activities to more
complex concepts of number in Grade R. It starts with everyday activities
that have links to numbers and initial number concepts and progresses to
more complex concepts of number:

Adding 3
plus 4 and
knowing the
Combining total is 7
two
collections
and counting
to find the
Matching find the total
one counting
word to each
Learning object in a
the number collection to
names and count ‘how
sequencing many’
Comparing
collections numbers in
to see which order
has more
and which
Matching
has fewer
objects one
objects
to one

Figure 37  Progression

Representing number
During Grade R, learners use symbols to represent words, images and GLOSSARY
ideas. Children first learn to represent ideas or actions through fantasy
play, for example a learner’s arms are the aeroplane wings as she zooms represent
to use objects, symbols
around the room, or a learner might use a plastic lid as a steering wheel
or actions to stand for
to drive a car. an idea or concept

Learners begin to represent numbers using their fingers and then

gradually start to use other methods, such as objects, drawings, pictures
or symbols. Learners progress from using:
LL actual objects to represent numbers, e.g. lemons, sweets, pencils, leaves
LL pictures or drawings to represent the objects, e.g. a drawing of a
lemon, person, car
LL counters to represent the objects or pictures, e.g. plastic discs to
show the number of lemons
LL marks to represent the physical objects and pictures, e.g. circles,
dots, tally marks
LL written number symbols and number words, e.g. ‘2’ or ‘two’

60
Here are some different ways of representing five.

Figure 38  Different representations of five

Different kinds of number

There are different kinds of number in the number system. In Grade R we
focus only on understanding and using natural numbers (whole numbers).
In higher grades, learners will learn about:
LL integers include whole numbers and negative numbers
LL rational numbers include whole numbers, negative numbers
and fractions

Rational
Natural Integers numbers
1
(whole) –1 /2
numbers –2
5
/7
3
0, 1, 2, 3, 4 ... –3 /4

Figure 39  Grade R focus is on whole numbers.

GLOSSARY
Subitising subitising
the cognitive ability to
Learning about whole numbers can be based on subitising. Subitising immediately recognise
involves immediately recognising, without counting, the number of items the total number of
in small collections of between one and five objects. Subitising is an early objects in a collection
without counting
skill that exists before learning to count.

61
 In practice ...
Learners enjoy playing games that involve quickly showing a small number
of objects before hiding them, then asking how many there were.

Dot cards can be used to:

present different number arrangements from one to five
support the development of recognition of small numbers
associate number names with small collections
match counters to the dots

A B C D E
Figure 40  Dot cards

Activities such as dominoes and dice games provide fun opportunities to

practise subitising skills.

Counting
Counting is a complex skill that needs lots of practice. Learners develop
it as they practise counting real objects. Often they begin by imitating the
counting of older learners and adults.

There are two activities that involve counting. The first is oral or rote
counting that involves memorising the names and order of the counting
numbers, often in a rhyme or song. The second is counting objects one
by one to find out ‘how many’.

Oral counting
In Grade R, learners learn the correct order of number names and repeat
the sequence daily, counting out loud. This kind of oral counting is also
called rote or acoustic counting. The purpose of counting out loud is to
help learners to understand that when we count there is a set order for
the number names, beginning at one, and then following with two, three,
four. Initially, learners do not fully understand the meaning of the number
words and might skip numbers in a counting sequence.

Reciting a rhyme or series of numbers orally means repeating the

numbers from memory. Even when learners count in steps of two, five
and ten they are using their knowledge of this number order. Learning
number words and repeating them in the correct order does not
necessarily mean that learners can count. This is different from counting
to find out ‘how many’.

62
Counting objects
Counting objects is also called rational or resultative counting. This means
that objects or events are matched with a number name. To count ‘how
many’, learners need to realise that each object in a collection gets a number
name (‘one, two, three, four …’) and that you count each object only once.
With plenty of hands-on activities and guidance from the teacher, learners
begin to understand and apply the following counting principles:
1. One-to-one correspondence principle: Matching one, and only
one, counting word to each object in the collection being counted.
Initially learners might count the same object twice, skip an object or
forget which objects have been counted. It is useful for learners to
touch and move objects as they count.
2. Stable order principle: Number names are always arranged in the
same fixed order, e.g. one is followed by two, two is followed by three,
three is followed by four, and so on.
3. Cardinal principle: The last number word said when counting a
collection represents the total number in the collection.
4. Abstraction principle: Learners understand that even if groups with
the same number of objects look very different (e.g. five grapes, five
people, five houses) they have the same numerosity, i.e. ‘fiveness’.
They realise that counting can be applied to objects, pictures, colours,
shapes, or even actions or sounds.
5. Order-irrelevance principle: The order of counting the objects in a
collection does not matter. Learners need to understand that however
we arrange the objects, the total number of objects in the collection
remains the same.

Figure 41  Example of proportion

Once learners have understood and can apply all five of these counting
principles, we can confidently say that they can count.

In practice ...
With practice, learners understand that counting can be used to compare
collections of objects. Once learners know the counting sequence or order
of the counting numbers they:
begin to understand that each number in the counting sequence is one
bigger than the number before and one smaller than the next number
can mentally compare numbers and see that two is one more than one,
and that three is one more than two

63
 realise that numbers grow by one each time and that any number in
the counting sequence is exactly one more than the previous number

1 2 3 4 5

Figure 42  Counters represent number quantities in order

Estimation
Although counting is about finding the exact number of objects in a
collection, learners also need to develop estimation skills so that they can
say ‘about’ how many objects there are in a collection. They need to be
able to use terms such as ‘a lot’, ‘few’, ‘more’, ‘too many’ or ‘the same
as’. Estimating is about learners using their understanding of number to
make sensible and accurate guesses about quantities and amounts while
realising that an estimate does not need to be exactly right. Learners are
often reluctant to make a guess in case it is incorrect.

In practice ...
Although learners may not yet be able to count a number of objects precisely, they can find an answer
by estimation.
Based on the visual image learners can see that there are more objects or items in a picture.
They can say which has more or which has fewer.
Learners can find the answer by using one-to-one matching of the objects from two collections to
compare which collection has the most and which has the least.
Learners can compare the number of items in two pictures by drawing a line around the same
number of items in each picture.
Learners can also use their hands to cover a number of items, for example four ice creams in each
picture. It would be clear that there are more ice creams uncovered in the first picture.

64
 Figure 43  Estimating based on the visual image that is seen

Ordinal numbers
Ordinal numbers are used to describe the place or position of a person
or object, e.g. in a line or row. Learners understand that if they run a race
they don’t come ‘three’ they come third. In the same way, they know that
they don’t stand ‘one’ in line but ‘first’.

Figure 44  First, second and third positions

Calculating
A good understanding of number and counting is important for learning
how to calculate. Learners first need to understand the relationship
between numbers: comparison, ordering and partitioning numbers
(breaking down and building up) in order to learn number operations,
such as addition, subtraction, multiplication and division.

Activities and experiences that involve breaking down and building up

numbers, adding to and comparing collections are the beginning of
the concept of combining (adding) and separating (subtraction). Grade
R learners are also exposed to addition and subtraction during their
everyday games and activities, e.g. when they play ‘shop’ together or
have to share toys. For subtraction, learners need to take part in practical
activities that involve ‘taking away’, in other words, finding how many
are left in a collection of objects when some have been removed. Initially
learners will use counting strategies to solve problems involving addition
or subtraction, e.g. counting all the objects in two collections to reach a
total amount when the two collections are combined, or counting how
many coins are left when some have been given away.

65
 Multiplication, division and fractions are not formally taught in Grade R,
but learners use these concepts when they solve problems that involve
making groups of objects and when they share something equally.
Activities that involve repeated addition and repeated subtraction lay the
foundation for the concepts of multiplication and division. These activities
also help to establish relationships between addition and multiplication,
and subtraction and division, which need to be understood later on
at school.

In practice ...
Present learners with problems that explore making equal groups and equal
sharing, for example:
Ask three learners to each take two counters. Together count the
total number of counters, e.g. two and two is four and two is six
(repeated addition).
Place six counters on the mat. Remove two at a time as you say ‘six
take away two is four, take away two is two and take away two leaves
nothing’ (repeated subtraction).
Give learners cut-out circles. Ask them to make equal groups on each
circle using counters, e.g. three in each circle.
Ask learners to share objects equally between them, e.g. share
15 counters between three learners.
Ask learners to share objects where the remainder must be shared, e.g.
share two apples equally between three learners.

Figure 45  Using objects for calculations

Questions to ask for Numbers, Operations and Relationships

• Can you arrange these in a different way?

• How many are there?
• How many can you count?
• Who has more/fewer?
• What number comes before …? What number comes after …? What
number is between … and …?

66
• How many more are in this group?
• If we share these equally between us, how many will we each have?
• If I cover some of these, how many are hidden?
• What number is this (showing a number card or written numeral)?
• Can you put the number cards in order?
• Who is standing first, second, …?
• If you have two of these and I give you two more, how many will you have?
• If I have three of these and I give you one, how many will I have?

Vocabulary for Numbers, Operations and Relationships

Count and recognise numbers Operating with numbers

• match, sort, compare Addition and subtraction
• number • match, compare
• one, two, three … twenty and • add, more, and
beyond • together, altogether
• none, nothing, empty, • double/half
nought, zero • one more, two more, ...
• how many…? • how many more to make …?
• count (up) to • how many more is …. than …?
• count on (from, to) • take away, subtract
• count back (from, to) • one less, two less, …
• count in ones, twos … tens … • how many are left/left over?
• more, many, few, fewer • difference between
• fewer that, greater than,
Multiplication/division
most, least
• bundles, groups of two, three, …
• too many, too few, enough,
• share fairly/equally
not enough
• share, share between/among
• every other
• share one/more than one at a time
• group, collection
• is the same as, different from
• nearly, close to, about the same as
• how many left over, remaining
• just over, just under
Equivalence
Compare and order numbers
• match, compare
• match, sort, compare, order
• exactly the same
• the same number as, as many as
• same as, different from
• one more, two more, …
• makes
• one less, two less, …
• equal to
• in front of, behind, next, next to,
• equal groups
between
Estimate
• first, second, third …. tenth
• match, compare
• last, before, after
• guess how many; estimate
Of two objects/amounts:
• nearly, close to
greater, more, larger, bigger, less,
• about the same
fewer, smaller
• just under, just over
Of three or more objects/amounts:
• too many, too few, enough,
greatest, most, biggest, largest,
not enough
least, fewest, smallest

67
 Patterns, Functions and Algebra
Pattern is all around us. Children encounter patterns and sequences
GLOSSARY
in people’s behaviour, in daily routines, days of the week, months of the
year, in weather cycles, in music and art, and in their built environment. pattern
For example: the regular sequence
of objects, movements
LL clothes or events that
are repeated in a
predictable way
sequence
the particular order
in which objects,
movements or events
follow each other

Figure 46  Patterns in clothes

LL buildings

Figure 47  Patterns in buildings

LL nature

Figure 48  Patterns in nature

68
Identifying patterns

Figure 49  Irregular patterns

Young children tend to focus on the colour and attractiveness of a picture
or object, e.g. a piece of wrapping paper, and will say it has a ‘pretty
pattern’. Most of these patterns are irregular patterns. We can see that
there is a repetition of objects, colours or shapes but we cannot tell how
the repetition works.

Teachers should draw learners’ attention to patterns inside and outside

the classroom. For example, point out how the bricks in a wall are
arranged, the paving tiles in a path or the markings on animals.

Figure 50  Patterns around us

In a regular pattern we can see how the elements in a pattern are
GLOSSARY
repeated and we can predict the order or sequence that the pattern will
follow, e.g. in the pattern below we can see that the circle and square are elements
repeated and we can predict that the next shape in the sequence will be the objects,
movements or events
a circle, followed by a square, and so on. in a pattern

Figure 51  Circle, square pattern

In Grade R, learners may be able to recognise a pattern but they may not
be able to identify or describe ‘what makes the pattern’. Teachers can
help learners identify patterns by asking them what makes a particular
pattern and how the elements are sequenced. For example in the pattern
above: ‘Which shape is first? Which shape is next? What shape do you
think will come next?’

69
 Different types of patterns
Geometric patterns
A geometric pattern is a pattern that is made of lines and geometric
shapes that are arranged in a repeated order, for example a rhombus,
rectangle, square or pentagon. Geometric patterns can be found all
around us, e.g. on floor tiles and wrapping paper:

Figure 52  Geometric patterns

Repeating patterns
Repeating patterns are made up of a repeated sequence of elements,
for example shapes, colours, sounds, objects, movement or events. In a
repeating pattern, the same elements are repeated regularly.

Figure 53  ABAB pattern

Start by introducing learners to patterns with only one attribute that
GLOSSARY
differs, e.g. colour or shape, and provide a long enough repeat sequence
so that learners can work out the pattern. attribute
a feature or
characteristic of
Learners can then recognise more challenging patterns, such as ABB or something, for example
AABB patterns. colour or shape

Figure 54  ABBABB pattern

Figure 55  AABBAABB pattern

Gradually introduce learners to patterns that have two or more attributes,
such as colour and shape.

Figure 56  ABCABC pattern

70
Growing patterns
Growing patterns are different from repeating patterns in that the
pattern increases or decreases in size in each sequence. In the pattern
in Figure 57, the number of coloured blocks increases by one in each
sequence of blocks.

Figure 57  Growing pattern

Learners can associate the pattern with the sequence of numbers and
recognise that the number increases by one each time.

1 2 3 4
Figure 58  Growing pattern

Figure 59  Growing pattern

In the pattern below, the sequence increases by two each time.

Figure 60  Growing pattern

Patterning skills – what learners need to know
Learners’ skills will vary but generally Grade R learners will work towards
being able to:
LL match and sort objects according to one or more attribute, e.g. shape,
colour, sound
LL compare similarities and differences in two or more objects
LL talk about patterns that arise from daily experiences
LL recognise patterns in their environment, e.g. fence posts, bricks, paving

71
 LL identify patterns
LL copy patterns that others have made
LL extend patterns that others have started
LL create their own patterns at various levels of difficulty such as:
–– circle, square, circle, square
–– circle, square, triangle, repeat
–– circle, circle, square, repeat
–– red circle, blue circle, yellow square, repeat
–– tell what is missing if part of a pattern is hidden

In practice ...
Teachers should guide learners to recognise and make patterns and
provide opportunities for them to observe, describe and discuss patterns,
focusing on activities that involve:
talking about ‘what makes the pattern’
exploring patterns using objects, pictures and rhythm, such as clapping,
in the maths focus time as well as in creative art, music and physical
activities outdoors
making their own patterns and talking about how and why they have
sequenced elements in a particular way
drawing patterns and using different colours and shapes, and to talk
about the way the pattern is repeated

Questions to ask for Patterns, Algebra and Functions

• Can you see a pattern? Tell me about it.

• What comes first, last, next, after, before?
• Are these two patterns the same? What is different? How could you
make them the same?
• Can you copy this pattern? What will come next in the pattern?
• What must I do to extend this pattern?
• Can you tell me what your pattern is? Could you make a different pattern?
What is missing in this pattern?

Vocabulary for Patterns, Function and Algebra

• match, compare, order, sequence

• start, beginning
• first, middle, last
• before, after, end
• which is next …?
• size
• big, bigger, biggest

72
 • small, smaller, smallest
• same, different, difference
• colour names
• build the pattern
• recognise
• show, identify
• continue, carry on, extend
• copy
• repeat, again
• describe, explain
• what comes before/after?
• follows, between
• in a line, in a row
• space, spaced

Space and Shape (Geometry)

Young children explore shape and space during their everyday activities
as they try to make sense of the forms and shapes around them, such as
their mother’s face, objects that move and their own bodies. They explore
spatial concepts related to shape and space when they play with balls
or get in and out of boxes and climb onto and under objects. They have
observed different shapes in things in their homes and outside, such as
clouds, buildings, leaves and vehicles.

Many children come to Grade R with some knowledge of different GLOSSARY

shapes and may be able to identify and draw shapes such as circles and
triangles. They may also have played with blocks, construction toys and orientation
how objects are
puzzles. In Grade R, learners build on these experiences as they learn placed in relation to
about space, shape, position, orientation, views and direction. They each other
need plenty of opportunity to investigate and explore different everyday geometry
objects. These experiences of space and shape help to lay a solid an aspect of
foundation for understanding geometry in later grades. Mathematics that
deals with properties,
measurement and
Space relationships of points,
lines and angles of
Children orientate themselves in space using their own bodies. First they shapes in space
explore the relationship between themselves, other people and objects.
Babies reach and grasp objects near to them, and then gradually start to
move around and explore their environment using all their senses. They
explore what happens when they push, pull, roll or turn different objects
as they play with them, and when they do this they develop a sense of
themselves in relation to the objects. They also learn the limitations of
their own physical movement as they climb over and under chairs, into
boxes, hide behind trees or look down from steps.

Position
Position in Grade R starts with the positions of objects in relation to the
learner, and progresses to the position of objects in relation to other

73
 objects. Position vocabulary includes in, on, above, in front of, behind, in
between, next to, and so on.

With the help of adults at home and teachers at school, Grade R learners
can develop the vocabulary to describe space, position and direction as
they play, look for objects or climb into and onto things.

In practice ...
There are many opportunities during the day for learners to think spatially
and to use position vocabulary
in games
when putting things away during tidy-up time
when lining up
talking about where things are in pictures and stories

To allow learners to explore their movements:

create an obstacle course inside or outside using chairs, tyres, boxes
and/or planks
act out stories that use maths vocabulary about position, e.g. over and
under, up and down, near and far, beside and between
place objects in different positions and orientations
ask learners to look at objects from different positions (view) and say
what they see

Figure 61  Exploring position

Figure 62  Different orientations

74
Direction
Learners in Grade R initially begin to show direction by pointing, then
by using simple phrases like ‘over there’. The concept of direction
progresses from being about the position of where children are to where
they are in relation to other things, e.g. go straight, turn, and so on.

In practice ...
Use direction vocabulary:
during snack and tidy-up time
when giving instructions about where to put things and how to get from
one place to another
when going on outings

Perspective
In Grade R, as learners’ gain an increased understanding that when things GLOSSARY
are far away they look smaller, their concept of perspective develops.
perspective
the effect of distance
or depth on the
In practice ... appearance of objects

Observe people and objects outside the classroom and talk about why
they look smaller.
Close one eye and measure how big a person or object looks and talk
about whether they are really that small.
Focus attention on objects in pictures that appear to be small and talk
about why this is so.

Shape
In Grade R, learners focus on recognising, identifying and naming GLOSSARY
3-dimensional (3-D) objects and 2-dimensional (2-D) shapes. In
2-dimensional
everyday language, learners will say that they can look at the object (2-D)
from all sides, the top and the bottom. Mathematically we describe the a shape has two
properties of 3-D objects by their length, breadth (width) and height. dimensions: length
In everyday language, learners will talk about 2-D shapes as pictures, and breadth (width)
but mathematically we talk about shapes as having length and breadth 3-dimensional
(width) to describe two dimensions. (3-D)
an object has three
dimensions: length,
breadth (width) and
Three-dimensional (3-D) objects height
In Grade R, learners explore the properties of everyday 3-D objects. They property
build constructions using recycled household materials such as boxes, the characteristics of
cans, tubs, toilet roll inners and balls. They investigate and describe box- a 2-D shape or 3-D
object, e.g. length,
and ball-shaped objects. They compare and sort objects, and talk about
width, height, sides
similarities and differences. (faces), edges, corners

75
 In practice ...
Learners can:
play with collections of 3-D objects including blocks, tins, boxes and balls
describe objects. They can choose one object at a time. You can prompt
their thinking through questioning and introduce them to the correct
names and properties of each object.
sort 3-D objects according to a particular property, such as straight
edges or whether they can roll. This will allow learners to become
familiar with, and to explore the properties of the objects.
describe these objects using everyday language such as flat, smooth,
pointy. As learners notice more properties they learn the appropriate
names, e.g. edge, corner, surface or base, face. Sorting activities and
discussions about objects are important because they help learners to
understand for example that although a cardboard tube is tall and thin
and a drink can is much shorter, they are both cylinders.

These all have flat faces

These will all roll

These all have triangles on some of their faces

Figure 63  3-D objects

Learners should be guided to recognise that it is the property of an
object, such as the length, breadth or depth, that we are focusing on
when sorting and not the colour, size or other feature.

Grade R learners may ask what the name of an object is, e.g. a cube,
cylinder or cone. In higher grades learners learn about the 3-D solids
shown in Figure 64.

76
 vertex
edge
face

Cube Cuboid Square-based pyramid Cone

Triangular Triangular-based Cylinder Sphere

prism pyramid
Figure 64  3-D solids
Two-dimensional (2-D) shapes
In Grade R, learners recognise, identify and name 2-D shapes: circles,
triangles, squares and rectangles. Inside and outside the classroom they
see shapes and can explore the properties of these shapes in pictures
and look for objects that ‘look like’ shapes, e.g. a road sign might look
like a circle, the windowpane like a square, the door like a rectangle.

In practice ...
Learners can:
explore the properties 2-D shapes inside and outside the classroom,
such as circles, squares, rectangles and triangles
look for objects that have a ‘square’ shape, referring to the side or face of a
box or a ‘circle’ shape referring to a road sign or the base or edge of a cup
describe 2-D shapes of various sizes and orientations in pictures

Learners need to see a variety of 2-D shapes, e.g. different triangles (not
just equilateral ones), cuboids of different sizes. This helps the learners
realise what particular shapes have in common, for example that all
triangles have three sides and three corners but may not look exactly the
same, and that rectangles have four sides regardless of the orientation.

Figure 65  Shapes with three sides

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 Parallelogram Square Rectangle

Trapezoid Rhombus Kite

Figure 66  Shapes with four sides
Give learners opportunities to explore 2-D shapes during independent
play activities. Make a variety of materials available – plastic shapes
(attribute blocks) and cardboard shapes of different colours and sizes –
and then encourage learners to use them to create patterns, pictures and
simple representations. During these activities, teachers can discuss with
learners what they are doing and ask encouraging questions such as:
‘Tell me about the pattern you are making.’ ‘That is a lovely house, how
did you make it? Describe the steps to your partner.’

When Grade R learners begin to investigate and describe shapes and

objects, they often use everyday language such as flat, smooth, pointy.
Gradually teachers can help them learn to focus on the lines of a shape
or object and use maths terms to replace the everyday ones – sides,
curved, straight, corner.

Learners’ understanding of the properties of shapes develops as they are

able to recognise differences and similarities between shapes. This
can be done through sorting and classifying activities as well as through
matching activities such as deciding whether a shape will fit in a jigsaw or
a construction, or playing shape lotto.

These two shapes These two shapes are not

are the same the same because one
because they both has four sides and one
have four sides. has three sides.

Figure 67  Differences and similarities of shapes

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 In practice ...
Go from 3-D to 2-D
Trace around learners and other objects in the classroom to see and talk about the ‘picture’ that is
formed. Learners can dip objects in paint and press them on paper to make prints. They can also trace
around the edge of objects and talk about the line and shape they create. Bowls, building blocks, toilet
roll inners, and almost any recycled materials can be used to create shape pictures in this way.

Shape games
Learners play in pairs. One learner hides a shape or object behind her/his back and the other learner
asks questions about it until she/he can guess what it is. ‘Is it flat? Does it have three sides?’

Teachers can challenge learners to make as many different shapes as possible on a geoboard.

Build and take apart shapes

Once learners can identify 2-D shapes (square, circle, triangle, rectangle) and 3-D objects (boxes and
balls), they are ready to build and then take apart shapes:
Straws, sticks and other similar materials can be used with playdough to make shapes.
Ask learners to make a shape and discuss it. ‘That’s a square. Can you turn it into a triangle?’

Figure 68  Building shapes

Construct shape pictures
Learners can use attribute blocks to create a picture.

Figure 69  A shape picture

They can glue cut-out shapes onto paper to form other shapes or pictures.

They can roll, pinch and press playdough to make shapes and combine these to make new shapes.

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 Transformations
Learners slide, flip and turn shapes as they solve problems involving shapes, such as matching shapes
in pictures, and copying shape patterns using attribute blocks.

In higher grades learners will learn about a range of 2-D shapes, learners in Grade R will often ask teachers
and adults what a shape is called and the diagrams below provide a reference for these instances.

Circle Oval Triangle Square Trapezium

Kite Rhombus Parallelogram Rectangle Pentagon

Hexagon Heptagon Octagon Nonagon Decagon

Figure 70  Range of 2-D shapes

Symmetry
Learners can notice symmetrical patterns all around them, in nature, in
GLOSSARY
buildings, in paintings and objects. In the early years, symmetry is easiest
understood as ‘reflection’ or ‘mirroring.’ Learners can explore this concept symmetry
by folding and cutting shapes and pictures in half, or by drawing a picture when a shape or
object can be divided
on one half of a piece of paper using wax crayons, then folding the paper into two equal halves
and rubbing the area behind their drawing and seeing the exact copy of along a central line
what they have drawn reproduced on the other half of the page.

Symmetrical patterns can be found on our bodies, in nature, in the built

environment and in pictures. Line symmetry divides the shape into two
identical parts. The line can be horizontal or vertical.

Figure 71  Line symmetry divides the shape into two identical parts.
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In Grade R, learners explore symmetry by comparing objects and pictures.
They learn that symmetry is not about being ‘the same as’ but about
being identical, for example a butterfly is symmetrical but a hand is not.

Figure 72  Symmetrical Figure 73  Not symmetrical

Figure 74  Folded piece of paper with image cut out and copied opposite
to show symmetry.

Questions to ask for Space and Shape (Geometry)

• Where are you standing?

• What is in front of/behind you?
• Can you tell me how to get from … to …?
• Can you show me how to move around the box, over the chair and
under the table?
• What shape is this?
• How do you know it is a triangle/square/rectangle/circle?
• How many sides does this shape have?
• How many corners/points does this shape have?
• What can you tell me about the sides of this shape?
• What can you tell me about the line?
• What is the same/different about these two shapes?
• Why do they belong together?
• Can you see anything in the classroom that looks like this shape?
• What would happen if I flipped this shape? What would happen if I
turned this shape around?

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 • Can you use these shapes to make a model of that picture?
• Which of these objects can roll/slide?
• Can you put these objects on top of each other?
• Can these shapes fit together?
• Can you find an object with flat sides?
• Can you find an object with curved sides?
• How many edges/corners/points does the box have?
• What is the same/different about these two boxes?

Vocabulary for Space and Shape

Position and direction

• in, on, off, on top of, over, under, out, into, out of, top, bottom, above,
below, between, in front of, behind, next to, upside down
• near, far, beside, side, inside, outside
• close, closer
• far, further
• near
• straight, turn
• around, along, through
• to, from, towards, away from
• opposite
• forward, backwards, sideways
• left, right
2-D shapes
• circle, square, rectangle, triangle
• line, side, edge, corner, point, sharp
• curved, straight
3-D objects
• block, box, bottom, top, sides, flat
• lines, straight, edge
• corner, sharp, point
• ball, round, curved
Symmetry
• same as
• left, right
• top, bottom

Measurement
GLOSSARY
Children are involved in measurement when they play and explore
in their everyday lives. They come to Grade R with their own ideas of measurement
measurement, for example that an adult is ‘big’, that something is too ‘how much’ of
something, e.g. height,
high to reach, that they need many things to fill a box, that it takes a length, mass, volume,
long time to walk to the shop. They will compare which of two sweets capacity
is the biggest, which is the tallest block tower or which of two boxes is

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the heaviest. Conceptual understanding of different kinds of measures
develops gradually and grows out of children’s practical, day-to-day
experiences and conversations with adults and friends, when for example
they might take the biggest piece of bread or compare height or find out
who has the smallest foot or who has made the tallest tower. They make
decisions about which of two toy cars will fit into a garage and how many
blocks they would need to make the garage bigger or smaller. They may
measure out ingredients for cooking, pouring water or sand from a jug to
see how many cups can be filled, or compare how heavy a bag of sugar
and a box of oranges are.

Measurements and the units we use to measure are about finding ‘how
much’ there is of a particular thing. Measurement links with other maths
areas, such as numbers, patterns, shape and data. Learners count how
many units are needed to measure physical quantities, such as height,
capacity, volume, length, weight, or non-physical quantities, such as
time, money or temperature. They may estimate which of something is
‘more’ or ‘less’, for example the scoops of ice cream in a bowl. They will
base their estimation on the amount of space the ice cream takes up, not
on the weight of the bowls or the number of scoops.

Figure 75  Estimating the amount of ice cream

In Grade R, measurement is practical and learners should do many
hands-on activities that are meaningful to them. To understand
measurement concepts, for example how ‘heavy’ something is, learners
need to pick up objects and compare their weight. Measurement is
about determining the size or amount of one thing by comparing it with a
non-standard unit, such as hands, feet, a pencil or a piece of string, or a
standard unit of measure, such as a centimetre or litre.

Teachers need to observe learners during the activities and talk with
them about their ideas. Teachers can introduce new vocabulary while
learners are comparing, for example how long things are. When learners
talk about something being ‘big’ or ‘small’ the teacher can model the use
of the correct vocabulary by rephrasing their words. For example, when
a learner says that someone is big or small teachers should encourage
them to say what it is about the person that makes them big or small. Is it
the height or the width or the weight of the person?

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 Teacher you
are so big. How can we
find out how
tall I am?

Figure 76  Using maths vocabulary

Once learners have decided what they want to measure (the attribute) they
need to decide how they will measure a particular attribute, such as height.

That’s so many
hands, 28! Now
you measure how
tall I am.

Figure 77  Using hands to measure height

In this way, learners will begin to understand ‘big’ things aren’t just
large objects, and that they can look at them in terms of their length,
height or weight.

In practice ...
Learners also add or subtract when they solve measurement problems that
involve number, for example when they:
compare amounts when pouring water or sand into different containers,
they will realise they need 2 cups to fill a jug
work out how many objects to place on either side of a balance scale
to make the sides balance, they will realise that they need one more or
fewer and count the total number
construct block towers and add, subtract and count the number of
blocks to make a tower taller or shorter

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Developing the concept of measurement
Learners should have plenty of opportunity to solve problems involving
measurement and should have a range of appropriate containers that
they can use in informal activities to investigate and find solutions for
themselves. Learners need hands-on activities that involve comparisons
by picking up, pouring, touching and talking about what they experience.

Figure 78  Containers for measurement activities

Different ways of measuring
Direct comparison
The focus of measurement is on comparing the attribute of something
‘directly’. For example, measuring the length of a pencil against another
pencil or comparing the height of two learners standing back to back.

Figure 79  Comparing the height of two learners

‘Max is taller than Lola.’
‘How much taller is he?’

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 Comparisons can also involve ordering:
‘Max is taller than Lola but shorter than Elton.’

Figure 80  Tallest to shortest

Informal measuring
We measure informally, using non-standard units to measure, for GLOSSARY
example when we use an arm’s length to measure a piece of string, or
use our feet to measure the size of a carpet. non-standard unit
a unit of measurement
that uses an object
Standard measuring unit such as a shoe, paper
clip or cube; it can also
We use standard units such as millilitres, litres, centimetres, metres,
be an informal item
grams, kilograms, minutes and hours to compare the length of such as a hand span,
something, how heavy something is or how long it takes to do foot or body length
something. We use standard units to measure more accurately.

Estimation
Learners need to develop estimation skills during their informal
measurement activities, for example they should estimate how heavy they
think something is before measuring, or how long they think something is
based on the number of blocks they think they will need to measure it, or
how long they think it will take to finish tidying up the classroom. They then
use measuring instruments to find out how accurate their estimation was.

In practice ...
Learners begin to understand what measurement means and why we need
to measure. They understand that:
measurement involves direct comparison and the use of non-standard
units, such as hands and feet, and other units that are exactly the same
size or length such as blocks, string, counting straws
each unit is a different size; they realise that each measure produces a
different result
we use one standard unit to measure so that we all have the same
outcome when comparing an attribute

Learners need plenty of opportunity to make decisions themselves about

what to measure and how to measure. They should compare the results of
their measurements and use different units to measure the same objects.

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In higher grades, when learners have acquired comparison and
estimation skills, they begin to use standard units. Some Grade R
learners may be exposed to measuring tools at home and these can be
discussed informally at school, for example:
LL measuring jugs, measuring spoons – to measure millilitres, litres
LL rulers, tape measures – to measure centimetres, metres
LL scales – to measure grams, kilograms
LL watches and clocks – to measure minutes, hours

Time
The practical aspects of measurement – distance, capacity, weight – can
be presented to learners through familiar activities and events, but time
is a difficult abstract concept for learners to understand. This is partly
because adults do not always use the language of time accurately, and
use everyday expressions like ‘I will be there in a minute,’ but then take
much longer than that. Also, young children tend to live ‘in the moment’
and therefore recalling past events in order or predicting future events is
more difficult for them. Learners need to understand how time passes
in their own lives so teachers need to relate time to the learners’ daily
experiences and events that are familiar to them.
LL Sequencing events: Learners need to understand the language of
time so that they can talk about the order in which a sequence of
events occurs. Use the daily routine and stories to talk about the order
of events during the day and the sequence of actions to complete a
task – ‘what happened next/before/after’.
LL Units of time: Compare different units of time: school time is in the
morning, home time is in the afternoon, bedtime is in the night, two
‘sleeps’ until your birthday. Make a weather chart, keep a monthly
calendar, record important events on a pictorial timetable. Talk about
‘yesterday, today, tomorrow’. Gradually learners begin to understand
how time builds into days of the week, months of the year and seasons.
LL Rates of speed: Run and race outside. Use plastic guttering to make
tracks to roll marbles along and ramps to push cars up and down.
Dance to slow and fast music. Ask learners how long it takes them to
brush their teeth or walk around the school. Talk about fast, quick and
slow movements and activities.

Length
In Grade R, the focus is on estimating, measuring, comparing and
ordering length and distance. Learners need to understand that in order
to find out the length of something they need
to measure it from one end to the other
end. For example, they can measure and
compare the length of a pencil using paper
clips as non-standard units. The illustration
below shows how the same pencil can
be measured using two different units of
measurement. In the first picture there are
five paper clips and in the second picture Figure 81  Measuring length with two different
there are three larger paper clips. units of measurement
87
 Learners can also measure from top to bottom to find the length of
something, e.g. to find out how tall the learners in the class are. Then you
can arrange them in order from tallest to shortest.
LL Direct comparison: Find things that are longer than/shorter than …
Sort objects according to length and height. Talk about and describe
why the objects are sorted in a particular way.
LL Attributes: Talk about the length, height or width that is to be measured.
LL Non-standard units: Use hands, leaves, pencils to measure and
compare objects.
LL Uniform non-standard units: Use the same size unit, for example,
blocks. Place these along the whole length of the object being
measured. Later use one block and move it along, counting the
number of moves.

Mass
In Grade R the focus is on estimating, weighing, comparing and ordering GLOSSARY
objects according to how heavy or light they are. It takes time for learners to
understand the concept that size and mass (or weight) are different. Learners mass
how heavy
need to explore small heavy objects, small light objects, big heavy objects something is
and big light objects and make comparisons between them. Teachers
should help learners focus on how heavy the object is, not on its size.
LL Direct comparison: Hold an object and estimate its mass. Find things
that are heavier or lighter than the object.
LL Attributes: Talk about the shape, size and mass of the object
being measured.
LL Non-standard units: Use a balance scale to compare the mass of objects.
Place an object to be weighed on one side of the scale. Add another (or
more than one) object on the other side of the scale to make it level.
LL Uniform non-standard units: Use the same size unit, for example a large
block or a book to compare the mass of objects using the balance scale.

Capacity
The capacity of an object is how much it can hold, for example a one- GLOSSARY
litre milk bottle can hold one litre of liquid. In Grade R, the focus is on
estimating, measuring, comparing and ordering containers according to capacity
the maximum or
how much they can hold. Teachers need to provide many opportunities greatest amount that
for learners to use the concepts of empty and full, e.g. when they are something (such as a
filling or emptying containers with water or sand and during snack time. bucket or a box, or a
Learners can fill containers with different substances and talk about their stadium) can hold

capacity: ‘How many cups of water do we need to fill this jug? Why do
we need fewer milk bottles of water to fill the jug?’
LL Direct comparison: Fill, empty and pour between similar containers using
water or sand to find out if they hold the same amount. Initially, learners
are likely to estimate that the taller of two containers will hold more water.
LL Non-standard units: Experiment with how much water or sand
different containers can hold. Compare which holds ‘more’ or ‘less’.
Fill one container and then pour the water or sand into another to see
if it overflows or if there is room left for more to be added. Fill tall and
wide containers and put them in order from the one that holds the
most to the one that holds the least.
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LL Uniform non-standard units: Count the number of spoons or cups that
fill containers of the same and different sizes.

Volume
Volume is about how much of something an object is holding, such as
GLOSSARY
water, sand, rice or sugar. In Grade R, the focus of measuring should be on
how much a container can hold (capacity) rather than the amount of space volume
a container takes up (volume). Volume can change according to the amount the amount something
is holding or the space
of contents at any given time, but capacity is always the same, for example, the contents take up
the capacity of the jug is 1 litre regardless of how much it contains at the
moment. This is a difficult concept for learners in Grade R to grasp.

Figure 82  Exploring capacity and volume

LL Direct comparison: Learners experiment with different-shaped
containers to find out how big the container is and how much they
think it could hold.
LL Non-standard units: Float containers like plastic lunchboxes, plastic
peanut butter jars, milk jugs in water. Fill them with counters or sand
and discuss what happens. Ask questions such as: ‘Do they still float?
What happens to the water in the bucket? Does it spill over?’

Questions to ask for Measurement

• What did you do when you woke up?

• What did you do next?
• What happened after that?
• What did we do before …?
• What will we do after …?
• Which moves the fastest/slowest?
• What day is …? What day will be …?
• Which one is longer/shorter?
• Which one is heavier/lighter?
• How many cups/spoons/bottles does … hold?
• Which container can hold more than this container?
• Whose container has the most capacity? How do you know?
• I am really thirsty. Which cup should I use? Why?

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 Vocabulary for Measurement

• match, sort, compare, order

• measure, same as
Time
• before, after, next, now, then
• quickly, slowly
• day, night, morning, afternoon
• today, yesterday, tomorrow
• week, days of the week
• month, months of the year
• calendar
• year, date
• autumn, winter, spring, summer, seasons
Length
• how long, short, wide, tall
• taller, longer, shorter, wider
• shortest to longest, longest to shortest
Mass
• heavy, heavier, heaviest
• light, lighter, lightest
Capacity
• more, less, empty, full
Volume
• big, little, large, small, tiny

Data Handling
Young children ask questions as they try to make meaning of the world they
live in. Teachers need to encourage learners in Grade R to ask questions
and seek explanations. These questions can be used as the basis for
collecting information (data) and finding out about things and events.

Sorting and classifying

Learners constantly sort and classify objects around them in different GLOSSARY
ways. They put objects into groups of different colours and sizes, they
pack and unpack items at home and at school, sorting them into piles of classify
the process of
different shapes and uses, e.g.
grouping things in a
LL sorting and matching groups of objects: socks, shoes, plates, cups systematic way, e.g.
separating clothes by
LL packing objects: cans, boxes, bottles, counters winter and summer
LL sorting counters or toys by attribute: colour, size, type
LL tidy-up time: books, blocks, puzzles, games, crayons

Objects can be sorted and classified according to their similarities, such

as colour. The more learners know about the properties of objects such

90
as plants and animals, and their similarities and differences, the more
they are able to classify them into different groups.

Data Handling involves collecting, sorting and organising, representing

and interpreting information in order to solve a problem or answer a
question, e.g. ‘How many learners like eating apples?’ In order to answer
this question, learners would need to collect information, sort it and
represent it in a way that would make it easy for them to interpret the
information in order to answer the question.

Figure 83  Collecting, sorting and organising into groups

Data Handling can link to other areas of learning, for example finding
out about:
LL the world around us, by observing and recording the daily weather or
collecting different kinds of leaves
LL personal preferences, like favourite colours
LL healthy foods, like fruit and vegetables

Identifying attributes
Initially, learners sort and classify objects according to one attribute, such
as colour, size or shape. Gradually they can give reasons for why they
have grouped objects in a certain way. They can also think of other ways
of grouping the same objects, based on a different attribute. As learners
explore and talk about how they are gathering, organising and sorting
‘things’ around them, they begin to organise objects into groups based
on more than one attribute, such as the colour and shape of objects.

In practice ...
A teacher could ask learners to sort a collection of different coloured shapes:
Find all the green shapes.
Find all the squares.
Find the green squares.

Sorting by two attributes is challenging for learners because they have to

understand conceptually the difference between the three groups. Two of
the groups have only one attribute while the third group has attributes that
make it fit into both groups.

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 The Data Handling cycle
People often refer to the process of Data Handling as a cycle because
the events or activities that are involved are repeated in the same
sequence for each new question that is answered.

Collect
data to answer
the question

Ask a
question

Sort data

Report
on data

Represent
data

Analyse
data

Figure 84  The Data Handling cycle

1. Ask a question: Learners decide what they want to find out about,
e.g. ‘I wonder how many learners come to school by bus and how many
come by car?’ The thread that holds data together is the reason for
collecting specific data or information. This means that the data collected
or groups generated through sorting should feed into answering a
question that the learners have decided they want to find answers to.
2. Collect data: Learners decide how they want to collect data based
on the question or problem, e.g. by asking other learners how they
come to school and drawing a picture for each.
3. Sort data: Learners organise and sort the data into groups according
to the attribute. In order to answer questions and decide how to
represent data they have collected, decisions need to be made about
how things could be sorted.
4. Represent data: Learners explore different ways of showing or GLOSSARY
displaying the information they have collected, e.g. by placing real
objects on the mat or constructing pictographs. pictograph
a way of representing
5. Analyse data: Learners describe and compare the data that is data using pictures
represented, e.g. which is the most or least used form of getting to school.

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Figure 85  A pictograph
6. Report on data: Learners answer the question that was initially asked,
‘I wonder how many learners come to school by bus and how many
come by car?’ They can easily see that six learners come to school by
bus and five learners come to school by car. They can also compare
other information such as how many learners come to school in other
ways and which mode of transport is used the most or least.

Questions to ask for Data Handling

• Which group has the most/least? Can you tell without counting?
• Which group has more/fewer?
• What do you think the answer will be?
• How should we find out?
• Why did you put these things together?
• Could you organise these another way?
• Do these belong here?
• Are oranges or bananas the most popular fruit?
• How many days were: sunny, windy, rainy, …
• What would happen if …?

Vocabulary for Data Handling

• match, sort, compare

• same, different, belongs, does not belong
• more than, fewer than, same as
• always, sometimes, never
• row, column
• maybe, possible, sure

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 Glossary
abstract an idea, a thought or a feeling
acoustic counting counting out loud, saying the numbers in the correct
order (also known as oral or rote counting)
applications different ways of using maths concepts and skills, e.g.
checking your change in a shop, counting out your taxi fare, or
dividing a packet of peanuts between three friends.
attribute a feature or characteristic of something, for example colour
or shape
capacity the maximum or greatest amount that a container (such as a
bucket or a box) can hold
classify the process of grouping things in a systematic way, e.g.
separating clothes by winter and summer
comparing looking for similarities and differences between two or more
objects, e.g. ‘these are both animals but one of them is blue and the
other one is red’. Comparing is about finding the relationship between
objects based on specific features. This skill leads to the ability to
classify objects.
concept an idea or thought. In other words, it cannot be touched or
held. Maths concepts include number, counting, space, addition
and subtraction.
developmental progression order in which skills and concepts build on
one another
elements the objects, movements or events in a pattern
exact precise, accurate
formative assessment assessment that provides information while
learning is taking place and measures learners’ progress
geometry an aspect of Mathematics that deals with properties,
measurement and relationships of points, lines and angles of shapes
in space
interact communicate with other people; do activities with other people
mass how heavy something is
matching identifying the same attribute in two or more objects, e.g. all
the yellow objects. Matching is an important skill for learning one-to-
one correspondence.
measurement ‘how much’ of something, e.g. height, length, mass,
volume, capacity
mediation a joint activity where a person who knows more or has more
highly developed skills guides others to learn something new
non-standard unit a unit of measurement that uses an object such as
a shoe, paper clip or cube; it can also be an informal item such as a
hand span, foot or body length
observing using our senses to find out about objects, events and
attitudes. We need to observe to gather information about the world,
e.g. looking and listening carefully to what is happening around us.

94
oral counting counting out loud, saying the numbers in the correct order
(also known as acoustic or rote counting)
ordering lining up three or more objects or events in a sequence, e.g.
the daily classroom routine, the learners’ morning routine (‘after I wake
up I get out of bed, wash my face, eat my breakfast …) or the events
in a story
orientation how objects are placed in relation to each other
pattern the regular sequence of objects, movements or events that are
repeated in a predictable way
pictograph a way of representing data using pictures
predict to say or estimate what will happen in the future
principle a general rule that is accepted to be true
prior knowledge what learners know from before and can already do
rational counting counting objects to find out ‘how many’ (also known
as resultative counting)
reasoning the thinking behind an idea or statement
relate how objects and ideas are connected to each other
represent to use objects, symbols or actions to stand for an idea
or concept
resultative counting counting objects to find out ‘how many’ (also
known as rational counting)
rote counting counting out loud, saying the numbers in the correct
order (also known as acoustic or oral counting)
sensory perceptual skills using the senses to get information about
the environment, for example: looking, hearing, touching, smelling
and tasting
sequence the particular order in which objects, movements or events
follow each other
sorting finding things that are the same, or alike, and grouping them by
specific features. First sort by one feature, such as colour, e.g. ‘all the
green shapes’. Then sort by two features like colour and size, e.g. ‘all
the small, green shapes’.
subitising the cognitive ability to immediately recognise the total number
of objects in a collection without counting
symbols things that represent or stands for something else, such as a
numeral, logo or road sign
symmetry when a shape or object can be divided into two equal halves
along a central line
volume the amount of space a something takes up

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 References
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