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CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 5

WEEKLY PLANNER AND TRACKER 9

ASSESSMENT RATIONALE AND RESOURCES 17

ITEM BANK FOR WRITTEN ASSESSMENTS: EXEMPLARS 21

SKILLS MASTERY ASSESSMENTS 29

SKILLS MASTERY EXEMPLARS 30

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ABOUT THE PLANNER AND TRACKER
This 2021 Revised Recovery Curriculum and Assessment Planner and Tracker is provided by the
National Education Collaboration Trust (NECT) on behalf of the Department of Basic Education
(DBE)! We hope that this programme provides you with additional skills, methodologies and content
knowledge that you can use to teach your learners more effectively.

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

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

PURPOSE OF PLANNER AND TRACKER

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

PREAMBLE
It must be emphasized that Term 1 and term 2 content coverage by teachers were impacted by
COVID-19. Schools were particularly disrupted by the fact that learners only attended school for 50%
of the time and had to endure variations of the rotation system implemented in the schools.
Disruption in schools has also meant disruption in different forms of assessment, so it’s been hard to
fully pin down exactly how much the school closures and transitions in and out of virtual learning
have affected students’ mathematical learning, but the evidence so far doesn’t bode well.

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

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS DATES TEACHING DAYS
Term 1 15 February - 23 April 50(10 weeks)
Term 2 3 May – 9 July 50(10 weeks)
Term 3 26 July – 01 October 50(10 weeks)
Term 4 11 Oct - 15 Dec 48(10 weeks)

NOTES:
• TEACHING APPROACH in this term assumes that ALL learners are attending schools and the
Rotation system may not be implemented meaning that schools may implement normal
timetable.
• NECT TERM 3 Planner and Tracker will maintain the Rotation process used in terms 1 and 2.
• NECT TERM 3 Planner and Tracker has 48 teaching and learning days (2 public holidays), of
which 15 days are used for formative and summative Assessment days.
• NECT Term 3 Planner and Tracker focuses on Deep learning through assessment for learning
- There is no time for assessment that does not inform the way forward. Teachers should
consolidate, revise and remediate through error analysis that leads to skills mastery.

ROTATION ROUTINE

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

GROUP ORGANIZATION: Below is a guide to support the teacher with organising the learners into at
least 3 groups, bigger classes will have more groups… based on the need for rotation – noting that all
our learners are expected to attend school from the beginning of term 3.
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• if the class size is approx. 36.
• divide the class into 3 groups – to facilitate teaching, this also helps the teacher to recognise
the learning potential of her 36 learners.
• groups can be differentiated/ ability groups or mixed groups – decide which will suit
effective teaching and learning best for your context.
• practice one of the 2 rotation of group methods below.
• be mindful that effective teaching and learning aims to lay solid foundations for learning
hence the teacher must be well organised and plan every day to deliver nothing but the
best!

BELOW IS THE 3 WEEK CYCLE FOR ROTATION OF GROUPS

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

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

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

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

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

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

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CONTENT COVERAGE

CORE DID ALL LEARNERS DID ALL LEARNERS NEW

QUESTIONS MASTER TERM 1 MASTER TERM 1 AND 2 CONCEPTS/CONTENT
SKILLS? SKILLS?

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

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

WEEKLY PLANNER AND TRACKER

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

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26 – 30 July 2021
Week 1
Day CAPS content, concepts, skills DBE Resources Date
workbook completed
Diagnostic:(Revision, consolidation DBE Diagnostic test
1 of term 1 and 2 skills)

Diagnostic: Remediation – error

2 analysis

Numbers 500 to 600 Worksheet 65 Scrap paper/whiteboards, 501–600

(pp. 2 - 3) number grid (see Printable
Resources), counters
3 Term 1 Printable Resources),
number cards (560–570, 519,
583, 594: make your own)
Written assessment item 1
Numbers 500 – 600 – place value Worksheet 66
4 and base 10 blocks (pp. 4 – 5)
Numbers 600 -700 Worksheet 67
5 (pp. 6 – 7)
Notes for the teacher.
1. The Diagnostic Assessment can be administered one-on one or to a group of at least 5 learners at a time – it is an
assessment FOR learning.
2. The onus is on the teacher to prepare substantial activities for the rest of the learners while the Diagnostic Assessment is
being administered.
3. Prepare well - study the Diagnostic Assessment i.e. familiarise yourself with the apparatus and templates that must be used.
4. Below are examples that can be used to administer the Diagnostic Assessment.
5. Teachers must also write comments/ make notes of the learners verbal responses in Learner Response Book(LRB).
EXAMPLES OF DIAGNOSTIC ASSESSMENT
Ask the learners . easy 1
to extend the
NOR
pattern with one
more shape
Moderate 1 Note the learner’s level of counting.
Count Groups/ sets Check on the correct counting’ skill.
NOR
of objects.

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Count numbers between 500 to 600
Struggling Learners Names:
• Place value for hundreds
• Apply base ten models
• Count numbers 600 to 700
HOD: Date:

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2 – 6 AUGUST 2021
Week 2
Day CAPS content, DBE Resources Date
concepts, skills workbook completed
Numbers 600 to 700 – Worksheet 69
Scrap paper/whiteboards, base ten
place value focus (pp. 10 – 11)
6 blocks, flard cards
Written assessment items 2 and 3

Numbers 650 to 750 – Worksheet 70 Scrap paper/whiteboards, 601–700

ordinal numbers (pp.12 – 13) number grid, (see Printable
7 Resources), counters, 3 sets of
flashcards (first–thirty first; 1st–
31st; and a–z: make your own)
Numbers 700 to 750 – Worksheet 71
8 place value and base ten (pp. 14 – 15)
blocks
Addition and subtraction Worksheet 73 Base ten blocks, flard cards
9 to 800, building and (pp. 18 – 19)
breaking down
Complete and consolidate the week’s
10 assessment and work
Week 2: Assessment Activity: ORAL and PRACTICAL – INFORMAL
CAPS: Numbers, operations and relationships: Ordinal numbers
Activity: Assess the learners’ ability to use ordinal numbers to show order, place Mark:
and position, including abbreviated form up to 31st /7
Mark Criteria – Checklist: (1 mark for each criterion achieved)

1 Able to identify the first and the last item in a collection of ordered items
1 Able to name objects in order from first to fifth place
1 Able to name objects in order from sixth to tenth place
1 Able to name objects in order from tenth to twentieth place
1 Able to name objects in order from twenty-first to thirty-first place
1 Able to write ordinal numbers in numeric format from 1st to 10th
1 Able to write ordinal numbers in numeric format from 11th to 31st

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Place value for hundreds Struggling Learners Names?
• Ordinal numbers 650 to 750
• Base ten models representing numbers
• Addition up to 800
• Subtraction up to 800
• Breaking down numbers HOD: Date:
• Building up numbers

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 10 – 13 August 2021 - 4-day week (skip the assessment activity at end of the week)
Week 3
Da CAPS content, concepts, DBE Resources Date
y skills workbook completed
11 Addition and subtraction to 800 – Worksheet 74 (pp. 20 – 21)
Scrap paper/white
focus on number families and boards
approaches
12 Addition and subtraction to 800 – Worksheet 75 (pp. 22 – 23)
focus on number families and
approaches
13 Number patterns – tens to 800, Worksheet 76 (pp. 24 – 25)
Scrap paper/
number sequences and number whiteboards
lines
14 Multiplication: fives up to 75 Worksheet 78 (pp. 28 – 29)
Number patterns: fives to 800 Worksheet 79 (pp. 30 – 31)

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Add to 800
• Subtract to 800
• Combining family of numbers
Struggling Learners names:
• Identify number patterns on the number line
• Multiply in fives
• Identify number patterns five to 800
HOD: Date:

16 – 20 August 2021
Week 4
Day CAPS content, concepts, DBE workbook Resources Date
skills completed
15 Time: daytime and night-time Worksheet 80
(pp. 32 – 33)
16 Sharing leading to fractions Worksheet 93
(pp. 58 – 59)
17 More about data Worksheet 96
(pp. 66 – 67)

18 Length: Working in centimetres Worksheet 97

(pp. 68 - 69)

19 Complete and consolidate the week’s assessment and

work
Week 4: Assessment Activity: ORAL – INFORMAL Mark:
CAPS: Numbers, operations and relationships: Rounding off /7
Activity: Assess the learners’ ability to round off numbers to the nearest 10
1 (0%–29%) Does not know what rounding off means
2 (30%–39%) Knows that rounding off means changing the number to simplify things but does not
know how to do it
3 (40%–49%) Able to round off but only when continually reminded of the rules for rounding
– cannot round off unassisted
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4 (50%–59%) Able to round off with just a few reminders of the rules for rounding – needs assistance
only in a few cases
5 (60%–69%) Able to round off to the nearest 10 without assistance but makes 3 or 4 careless errors
6 (70%–79%) Able to round off to the nearest 10 correctly with 1 or 2 careless errors
7 (80%–100%) Able to round off to the nearest 10 correctly without any careless errors
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Read daytime
• Read night-time Struggling Learners Names:
• Sharing that lead to fractions
• Sort data
• Measure length in cm

HOD: Date:

23 – 27 AUGUST 2021
Week 5
Day CAPS content, DBE Resources Date
concepts, skills workbook completed
20 Multiplication: twos up to 75 Worksheet 81 Multiplication table grid,
(pp. 34 - 35) counters (optional/
remediation
21 Number patterns: twos up Worksheet 82
to 800 (pp. 36 - 37)
22 Multiplication: 2s and 5s up Worksheet 83
to 75 (pp. 38 - 39)
23 Multiplication: threes up to Worksheet 84 Multiplication table grid,
75 (pp. 40 - 41) counters (optional/
remediation)

24 Complete and consolidate the week’s assessment

and work
Week 5 Assessment Activity: ORAL and PRACTICAL – FORMAL
CAPS: Space and shape – position and direction
Activity: Assess the learners’ ability to find objects on maps and to give Mark:
and follow directions using an informal map /7
Mark Criteria – Rubric
(percentage)
1 (0%–29%) Unable to find objects on a map. Cannot give/follow directions related to an informal map
2 (30%–39%) Can find objects on a map but unable to give and follow directions using an informal map
3 (40%–49%) Can find objects on a map but only able to give and follow directions using an informal map with
constant assistance
4 (50%–59%) Can find objects on a map and can follow directions using an informal map but cannot give
directions unless continually assisted
5 (60%–69%) Can find objects on a map but only able to give and follow directions using an informal map
with a little assistance

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 6 (70%–79%) Can find objects on a map but only able to give and follow directions using an informal map with
no assistance but makes a few mistakes
7 (80%–100%) Competently finds objects on a map and gives and follows directions using an informal map
Reflection
DID ALL THE LEARNERS LEARN THE What will you change next time? Why?
WEEKLY SKILLS? ARE THEY ABLE TO:
• Multiply in twos to 75
• Number patterns in twos
Struggling Learner names:
• Multiply in fives to 75
• Multiply in threes to 75

HOD: Date:

30 AUGUST to 3 SEPTEMBER 2021

Week 6
Day CAPS content, concepts, DBE workbook Resources Date
skills completed
25 Multiplication: 2s, 3s and 4s up Worksheet 85
to 75 – divide to test answers (pp. 42 - 43)
26 Working with time Worksheet 54
(pp. 122 - 123)

27 Distance around objects – Worksheet 94

finding perimeter (pp.60 - 61)
28 Trading money Worksheet 95a
Using money in context (pp. 62 -63)
Worksheet 95b
(pp. 64 – 65)

29 Complete and consolidate the week’s assessment and

work
Week 6 Assessment Activity: ORAL – FORMAL
CAPS: Numbers, operations and relationships
Activity: Assess the learners’ ability to solve multiplication and division problems Mark:
involving 2s, 3s and 5s /7
Mark Criteria – Checklist: (1 mark for each criterion achieved)
1 Knows basic multiples of 2, 3 and 5 (from 1 x to 10 x)
1 Able to use basic multiples to calculate multiplication or division with bigger numbers
1 Able to solve multiplication problems involving rectangular arrays
1 Able to solve multiplication problems involving multiplicative comparisons
1 Able to solve multiplication problems involving equivalent groups
1 Able to solve division problems involving grouping
1 Able to solve division problems involving sharing

Reflection

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DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Multiply in 2s, 3s and 5s, and check answers
using division
Struggling Learners Names:
• Solve time problems
• Find perimeters
• Trade money

HOD: Date:

6 – 10 SEPTEMBER 2021
Week 7
Day CAPS content, DBE Resources Date
concepts, skills workbook completed
30 Number patterns Worksheet 86
(pp. 44 – 45)
31 Multiplication: fours up to Worksheet 87
75 (pp. 46 – 47)

32 Number patterns: four up to Worksheet 88

800 (pp. 48 - 49)

33 Multiplication and division: Worksheet 89

2s, 3s, 4s and 5s up to 75 (pp. 50 - 51)

34 Complete and consolidate the week’s assessment

and work
Week 7 Assessment Activity: ORAL and PRACTICAL – FORMAL
CAPS: Patterns and algebra: Geometric patterns Mark:
Activity: Assess the learners’ ability to describe and extend geometric /7
patterns
Mark Criteria – Checklist: (1 mark for each criterion achieved)
1 Able to describe a pattern in terms of colours
1 Able to describe a pattern in terms of positions of shapes
1 Able to describe a pattern in terms of sizes of shapes
1 Able to extend patterns with one shape/object where the colours of the shape/object changes in a
regular way
1 Able to extend patterns with one shape/object where the position of the shape/object changes in a
regular way
1 Able to extend patterns with a single kind of shape that decreases in size
1 Able to extend patterns with a single kind of shape that increases in size

Reflection

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 DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Identify number patterns
• Multiply in fours up to 75 Struggling Learners Names:
• Identify number patterns in fours to 800
• Multiply in 2s, 3s, 4s and 5s
• Divide by 2s, 3s, 4s and 5s
HOD: Date:

13 – 17 SEPTEMBER 2021
Week 8
Day CAPS content, concepts, DBE Resources Date
skills workbook completed
35 Rounding off in tens Worksheet 77
(pp.26 - 27)
36 Fraction Strip kits Worksheet 91
(pp. 54 - 55)
37 Sharing leading to Worksheet 92
fractions in real contexts (pp. 56 - 57)

38 Numbers 700 to 800 Worksheet 88

(pp. 70 - 71)

39 Complete and consolidate the week’s

assessment and work
Week 8 Assessment Activity: PRACTICAL – FORMAL
CAPS: Data handling Mark:
Activity: Assess the learners’ ability to collect, organise, represent and interpret data /7
Mark Criteria – Checklist: (1 mark for each criterion achieved)
1 Able to sort data into given categories
1 Able to tally data items in a frequency table
1 Able to find data totals and record in the frequency table
1 Able to answer questions posed by the teacher about the collected data, (e.g. tallies and frequencies)
1 Able to use a scale to draw a bar graph
1 Able to label the bars on a bar graph
1 Able to answer questions about the data on a bar graph

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
ARE THEY ABLE TO:
• Round off in tens
• Use fraction strips to identify fractions Struggling Learners Names:
• Sharing leading to fractions
• Count numbers from 700 to 800
•

HOD: Date:

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20 -23 SEPTEMBER 2021- 4-DAY WEEK THEREFORE NO ASSESSMENT
Week 9
Day CAPS content, concepts, DBE Resources Date
skills workbook completed
40 Naming fractions Workshop 125
(pp. 126 – 127)
41 Grouping and sharing Worksheet 126
(pp. 128 - 129)
42 Working with money Worksheet 107 Cut out 8 and 9
(pp. 90 – 91)

43 Measurement puzzle Worksheet 110

(pp. 96 – 97)
PUBLIC HOLIDAY: could change lesson 43 with assessment below
Week 9: Assessment Activity: ORAL and PRACTICAL – FORMAL
CAPS: Measurement: Time Mark:
Activity: Assess the learners’ ability to tell the time in hours, half hours and /7
quarter hours on analogue and digital clocks
Mark (percentage) Criteria
1 (0%–29%) Able to tell the time in hours
2 (30%–39%) Able to tell the time in half hours
3 (40%–49%) Able to tell the time in quarter hours – quarter to times
4 (50%–59%) Able to tell the time in quarter hours – quarter past times.
5 (60%–69%) Able to write times in analogue format in hours, half hours and quarter hours
6 (70%–79%) Able to write times in digital format in hours, half hours and quarter hours
7 (80%–100%) Able to identify an analogue and a digital clock
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Name fractions
• Group fractions STRUGGLING LEARNERS:
• Order fractions
• Trade with money
• Solve measurement problems

HOD: Date:

27 SEPTEMBER – 1 OCTOBER 2021

Week 10
Day CAPS content, concepts, DBE Resources Date
skills workbook completed
44 Map work – position and Worksheet 68
direction (pp. 8 - 9)

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 45 Data Handling revision Worksheet 16
(pp. 34 - 35)

46 Writing number sentences – Worksheet 99

focus place value (pp. 72 - 73)

47 Numbers 800 to 900 Worksheet 100

(pp. 74 - 75)
48 Complete and consolidate the week’s assessment
and work
Week 10: Assessment Activity: ORAL and PRACTICAL – FORMAL
CAPS: Numbers, operations and relationships: Fractions
Activity: Assess the learners’ ability to work with fractions – answer questions Mark:
about parts of the whole and grouping and sharing /7
Mark Criteria – Checklist: (1 mark for each criterion achieved)
1 Able to write fraction names and numerals
1 Able to identify and find halves of given unit wholes
1 Able to identify and find thirds and quarters of given unit wholes
1 Able to find fifths, sixths, and eighths of given unit wholes
1 Able to identify and find halves of given wholes by sharing/grouping
1 Able to identify and find thirds and quarters of given wholes by sharing/grouping
1 Able to find fifths, sixths, and eighths of given wholes by sharing/grouping
Reflection
Identify some skills that need revising during the What will you change next time? Why?
next term:
Struggling Learners Names:

HOD: Date:

ASSESSMENT RATIONALE AND RESOURCES

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

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Week Informal Assessment (End of Formal Assessment Activities (End of
week) and Skills Mastery week)
Activities (Tuesdays and
Thursdays)
1 Diagnostic Assessment Diagnostic Assessment
2 Written: Item bank questions 1, 2, 3 and 4
Tuesday Numbers, operations and relationships.
Skills mastery Assessment 1 ACTIVITY 1
Thursday
Skills mastery Assessment 2
3 No Informal Assessment – 4-day week No Formal Assessment – 4-day week
Tuesday
Skills mastery Assessment 3
Thursday
Skills mastery Assessment 4

4 Tuesday Written: Item bank questions 5, 6, 7 and 8

Skills mastery Assessment 5 Numbers, operations and relationships.
Thursday ACTIVITY 2
Skills mastery Assessment 6

5 Tuesday Oral and Practical: Activity 3

Skills mastery Assessment 7 Space and shape: Position and direction
Thursday
Skills mastery Assessment 8

6 Tuesday Oral and Practical: Activity 4

Skills mastery Assessment 9 Numbers, operations and relationships:
Thursday Multiplication and division
Skills mastery Assessment 10
Written: Item bank questions 9 and 10
Numbers, operations and relationships
7 Tuesday Oral and Practical: Activity 5
Skills mastery Assessment 11 Patterns and algebra: Geometric patterns
Thursday
Skills mastery Assessment 12 Written: Item bank questions 11 and 15
Numbers, operations and relationships; and Patterns
8 Tuesday Practical: Activity 6
Skills mastery Assessment 13 Data handling
Thursday
Skills mastery Assessment 14 Written: Item bank questions 16 and 25
Patterns; and Data handling
9 No Assessment – 4-day week Oral and Practical: Activity 7
Tuesday Measurement: Time
Skills mastery Assessment 15
Thursday Written: Item bank questions 17, 18, 21
Skills mastery Assessment 16 and 22
Space and shape; and Measurement
10 Tuesday Oral and Practical: Activity 8
Skills mastery Assessment 17 Numbers, operations and relationships: Fractions
Thursday
Skills mastery Assessment 18 Written: Item bank question 14
Numbers, operations and relationships

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Exemplar Written Assessment ITEMS with marking memos.

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

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

There are several assessment items for Numbers, operations and relationships. These are
linked in the Resources column of the tracker. You could use the sheet on the next page to
record the written assessment marks for Numbers, operations and relationships per learner
as the term progresses. You can then add the marks to get a mark out of 55 for each learner.
This mark can then be inserted into the column for the total mark for written assessment of
Numbers, operations and relationships in the suggested overall exemplar mark sheet.
There is also a column in the overall exemplar mark sheet for the total mark per learner for
written assessment in each of the other CAPS curriculum strands: Pattern, Space and shape,
Measurement and Data handling. The information below summarises the items for these
content topics given in the exemplar items.

2. Written assessment items for Pattern.

Questions 15 and 16 – Marks 3 + 3 = 6

3. Written assessment items for Space and shape.

Questions 17, 18, 19 and 20 – Marks 3 + 2 + 2 + 1 = 8

4. Written assessment items for Measurement.

Questions 21, 22, 23 and 24 – Marks 2 + 2 + 2 + 3 = 9

5. Written assessment items for Data handling.

Question 25 – Marks 6

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

Written assessment items for numbers, operations & relationships.

Recording sheet

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

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Written assessment items for Numbers, Operations and Relationships: Solutions and
mark allocations.
1a. (1 mark per correct answer) (3)

four hundred and ninety-nine

1b. (1 mark for expanded notation and 1 mark for final correct answer)

500 + 70 + 4 = 574

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2. (1 mark for expanded notation and 1 mark for final correct answer) (4)

a) 200 + 60 + 3 = 263 b) 400 + 0 + 5 = 405

3a. (1 mark per correct answer; any FOUR of these need to be shaded) (6)

584, 577, 675, 745, 647

3b. (1 mark partially sorted, 2 marks fully sorted)

599, 591, 590, 559, 519, 509, 501

4. (1 mark per correct line) (3)

a) 666 or 667

b) Six hundred and twenty-nine

c) 631

5. (1 mark per correct answer) (3)

a) 30 b) 310
c) 300
6. Learners must label number line and show hops on number line (1) (2)

correct answer (1)

530 + 150 = 680

7. (3 marks per correct answer with working – accept alternative methods) (9)

a) 247 b) 515
c) 604

8. (1 mark for using doubling, 1 mark for correct answer) (6)

a) 14 + 14 = 28 b) 30 + 31 = 30 + 30 + 1 = 61
c) 20 + 19 = 19 + 19 + 1 = 39

9. (1 mark for the picture and 1 mark for the correct answer) (2)
There are 27 plants in the garden.

10. (1 mark for method, 1 mark for the correct answer) (2)
Tony can eat sweets for 12 days.

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 11. a) one quarter (2) (3)
b) they each get 9 chocolate bars (1)

12. (1 mark for each correct answer) (2)

a) R2,40
b) R115,40
13. (helpful drawing 1 mark, answer 2 mark, 2 marks if answer correct even if (3)
no drawing)

10c

14. (1 mark per correct answer) (the shaded parts must be labelled) (7)

Written Assessment Items for Patterns

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Solutions and Mark Allocation
15. (1 mark per correct answer) (3)

Any picture where squares were used (1) size changing in a regular way (2)

16. (1 mark for the correct answer) (3)

a) 650, 600, 550
b) 550, 525, 500
c) 550, 575, 600

Written Assessment Items for Space and Shape

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Solutions and Mark Allocation

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Written Assessment items for Measurement.

Solutions and Mark Allocation

19. (2 marks for the correct answer) (2)

quarter past ten

22. (2 marks for the correct answer) / (2)

11:45
23. (1 mark per correct answer) (2)

a) 5 cm

b) 10 cm

24. (1 mark for the correct answer; 1 mark for double 8 and 1 mark for (3)
double 3)

8 + 8 + 3 + 3 = 22 cm

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Written Assessment items for Data Handling.

a) Which shape is there the least of? _____________________________ (1)

b) How many cones are there than squares? _______________________ (1)

Solutions and Mark Allocation

25. (1 mark per correct answer) (6)

a) Bars completed in graph to correct height – (1) per bar (4)

b) Pyramids (1)

c) There are 3 more cones than squares (1)

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

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

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SKILLS MASTERY SKILLS FOR 5-ITEM ASSESSMENTS
SM Assessment 1 Read clocks and write times.
Place value models up to thousands
Put numbers in order.
Problem Solving
SM Assessment 2 Put numbers in order.
Elapsed time word problems
Write the number symbol up to two-digit numbers.
Understand fractions: fraction bars
SM Assessment 3 Add 10 more to the missing numbers on the number line.
Multiplication - facts to 12
Multiply three or more numbers
Add money amounts - word problems
SM Assessment 4 Growing patterns
Even or odd: arithmetic rules
Identify three-dimensional shapes
Identify faces of three-dimensional shapes
Rounding off
SM Assessment 5 Show fractions: fraction bars.
Fill in missing numbers in this clockwise pattern.
Make largest number with one-digit number series.
Division
Write a figure using numbers
SM Assessment 6 Repeating patterns
Convert between standard and expanded form.
9. J.9Interpret line graphs
Draw an arrow to match to the nearest 100.
Line of Symmetry
SM Assessment 7 Fractions of a number - unit fractions: word problems
Add and subtract money amounts.
Add money amounts - word problems.
Write times.
Capacity
SM Assessment 8 Understand fractions: area models.
Identify three-dimensional shapes.
Input and Output Flow Diagrams of Addition
SM Assessment 9 Number symbol table
Ascending and descending of three-digit numbers
Add two numbers up to three digits - word problems.
Round off to the nearest 10 and halving the numbers.

SM Assessment 10 Multiply three or more numbers - word problems

Make a repeating pattern.
Counting patterns - up to 100
SM Assessment 11 Breaking down numbers up to three-digits
Extend the growing pattern.
Counting patterns by ascending order

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 Write numbers in words.
Write a number sentence for a growing number line
SM Assessment 12 Grouping and multiplying in a table
Flow diagram of multiplication
Fill in the missing numbers in bonds up to three-digit numbers.
Bigger smaller or equal - Addition
SM Assessment 13 Breaking down three-digit numbers
Identify three-dimensional shapes.
Add two numbers up to three digits.
Subtraction input/output tables - up to three digits
Multiply a one-digit number by a larger number.

SM Assessment 14 Interpret bar graphs.

SM Assessment 15 Read clocks and write times.

Adding fractions with same denominators
Write a number sentence on a number line to show answer of
word problem.
Multiplication by making use of a flow diagram
SM Assessment 16 Find the next row in a growing pattern.
Counting: Write the next two numbers.
Capacity
Halving numbers up to three-digits
Round off to the nearest 10 with three-digit numbers
SM Assessment 17 Bigger/smaller or equal: Addition
Doubling
Repeating the pattern
Problem solving
Number line: Complete the word problem on number line.
SM Assessment 18 Comparing fractions
Creating multiplication and division number sentences
Multiplication
Addition
BODMAS
SM Assessment 19 Input/output tables - write the rule - up to 20.
Number Symbols
Missing numbers in a pattern.
Place Value up to three-digit numbers
SM Assessment 20 Continue the pattern.
Bar Graph
Interpret bar graphs.
Estimate differences: word problems.
Find two numbers based on sum and difference

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SKILLS MASTERY EXEMPLARS
SKILLS MASTERY (SM) ASSESSMENT 1

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