GRADE 5

Mathematics
Teacher Toolkit:
CAPS Planner and Tracker

2021 TERM 1

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 CONTENTS
A. About the Curriculum and Assessment Planner and Tracker 2

B. Lesson Preparation Key Steps 6

C. Trackers for Each Set of Approved LTSMs 9

1. Fabulous Mathematics 9
2. Oxford Headstart Mathematics 20
3. Oxford Successful Mathematics 31
4. Platinum Mathematics 42
5. Premier Mathematics 53
6. Solutions for All Mathematics 64
7. Study and Master Mathematics 75
8. Viva Mathematics 86

D. Assessment Resources 97
1. Assessment Term Plan 97
2. Suggested Assessment Record 99
3. Grade 5 Mathematics Test Term 1 100
4. Grade 5 Mathematics Test Term 1: Memorandum 103
5. Analysis of Weightings of Marks in the Mathematics Test 105

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 A. ABOUT THE CURRICULUM AND
ASSESSMENT PLANNER AND TRACKER I have looked at the planner and
tracker. It goes too fast!
1. Your quick guide to using this planner and tracker

What is the NECT and

where do I fit in? The CAPS planner and tracker is an expanded ATP. It helps
you pace yourself as if you were able to cover everything
in the ATP/CAPS. When you fall behind because time has
been lost, or because the learners are progressing slowly,
you need to confidently discuss this with your teaching
What you do matters! What you do every day as a teacher team without feeling blamed. The pace of coverage will be
can change the life-chances of every child that you determined by the pace of learning. That is why coverage
teach. The NECT supports teachers by providing CAPS must be tracked by the teacher and the SMT.
planners and trackers so that teachers can plan to cover
the curriculum, track progress, and seek help when they
are falling behind.
How do I use the planner and tracker?

But who will help me?

See the "Quick 5-step Guide to Using the

CAPS Planners and Trackers" on the opposite page.
The NECT will work with your school management team
(SMT) and assist them to have supportive and professional
conversations with you about curriculum coverage that will
be orientated to identifying and solving problems.

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 QUICK 5-STEP GUIDE TO USING THE CAPS PLANNERS AND TRACKERS

1. Find the textbook that YOU are using.

2. Use the planning page each week to plan your teaching for the week.
It will help you link the CAPS content and skills to relevant material
in the textbook, the teacher's guide, and other materials such as the
DBE workbook.

3. Keep a record of the date when you were able to complete the topic.
It may be different from the date you planned, and for different
classes. Write this date in the column on the right for your records.

4. At the end of the week, reflect and check if you are up to date. Make
notes in the blank space.

5. Be ready to have a professional and supportive curriculum coverage

conversation with your HoD (or subject or phase head).

The CAPS planners and trackers also provide guidelines for

assessment with samples and may also have enrichment
and remedial suggestions. Read the introduction pages
carefully for a full explanation.

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 2. Purpose of the tracker work than can be done in the time allocated to the lesson. Exercises from which you
should select examples are marked by the symbol (*) in the Learner's Book activities
The Grade 5 Mathematics Curriculum and Assessment Planner and Tracker is a tool (LB act.) column in the tracker. In some instances, the Learner’s Books do not have
to support you in your role as a professional teacher. Its main purpose is to help you sufficient activities for learners to consolidate work done on a topic and in these cases
to keep pace with the time requirements and the content coverage of the CAPS. The we recommend that you supplement the recommended activities using the DBE
tracker provides a programme of work which should be covered each lesson of the term worksheet and pages given in the DBE workbook column or other resources. The
and a space for reflection on work done. By following the programme in the tracker, you symbol (#) is marked in the Learner's Book activities (LB act.) column or the mental
should cover the curriculum in the allocated time, and complete the formal assessment mathematics (MM) column in these cases. The symbols (*) and (#) are given in the
programme. By noting the date when each lesson is completed, you can see whether heading for the weeks where we suggest you need to select or supplement activities.
or not you are on track and if not, you can strategise with your head of department
and peers as to how best to make up time to ensure that all the work for the term is The tracker uses the latest print editions of the eight approved Learner’s Books. It is
completed. In addition, the tracker encourages you to reflect on what in your lessons is important to note that page numbers may differ slightly from other print runs of the
effective, and where content coverage could be strengthened. These reflections can be same book. If the page numbers in your edition are not exactly the same as those
shared with colleagues. In this way, the tracker may encourage continuous improvement given in the tracker you should use the activity/exercise numbers given in the tracker
in practice. This tracker should be kept and filed at the end of the term. to guide you to the correct pages. These should only be a page or two different from
those given in the tracker.
3. Links to the CAPS
5. Links to the DBE workbooks
The Mathematics tracker for Grade 5 is based on the requirements prescribed by the
Department of Basic Education’s Curriculum and Assessment Policy Statement (CAPS) The tracker gives links to worksheets in the DBE workbooks relevant to the content
for Mathematics in the Intermediate Phase. The work set out for each lesson is linked described for each lesson. The worksheets are referred to by worksheet number and
directly to the topics and subtopics given in the CAPS, and the specified amount of time page. The worksheets are referred to by worksheet number and page. They should be
is allocated to each topic. However, the tracker assists you by giving details, which are used in conjunction with the Learner’s Book activities as mentioned above. You should
not given in the CAPS, about what should be taught in each lesson. The tracker gives review the suggested worksheets before each lesson and decide how best to use
the page number in the CAPS document of the topics and subtopics being addressed in them – for teaching, revision, extension or for consolidation, in class or for homework.
each session to help you to refer to the curriculum document directly should you wish to.
Please note: The trackers refer to the 2017 edition of the DBE workbooks. The
workbooks change very little from year to year and so the same pages are likely to be
4. Links to the approved sets of LTSMs relevant in subsequent years. However, if you are using a different edition, you should
The tracker coordinates the CAPS requirements with the content set out in the approved check that the page being referred to is still appropriate for the work being done.
Learner’s Books and Teacher’s Guides. There is a tracker for each of the Learner’s Books
on the list of approved books on the national catalogue. You must therefore refer to 6. Managing time allocated in the tracker.
the tracker for the book that is used by learners at your school. If you have copies of
The CAPS prescribes 6 hours of Mathematics per week in Grade 5. The tracker makes
other Learner’s Books, you can of course also refer to these for ideas to teach the same
provision for 6 lessons per week, each about 60 minutes long. As each school will
content in a different way – but you must be sure to cover the content systematically.
organise its timetable differently, you might have to divide the sessions in the tracker
For each Learner’s Book, links are given to the relevant pages in both the Learner’s Book
slightly differently to accommodate the length of the lessons at your school. Depending
and Teacher’s Guide to make it easier for you to access the correct resources.
on the pace at which your learners work, and how much support is needed, you might
In a few instances, when necessary, we recommend that you should use only selected also have to supplement the set activities by using other resources to ensure that the
activities from the Learner’s Book. This is when the recommended exercises have more full six hours of time for Mathematics is used constructively.

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 In this tracker the CAPS content has been arranged to be taught and assessed in a instead of the test in the LTSMs used by your class. In addition, there is an analysis of
9.5 week term with 58 lessons. By detailing the work to be done in each lesson, the the test according to the cognitive levels described in the CAPS. You will find these
tracker helps you do this. It is thus very important that you keep on track. Remember resources in Section D Assessment Resources of this document.
that learners should do some work at home; this has not been specified in the tracker.
Where the test is in the Learner’s Book you cannot use it as part of the formal assessment
Please note that if Term 1 in the year in which you are using this tracker is longer programme as learners will be able to prepare for it in advance. It can, however, be
or shorter than 9.5 weeks, you will need to adjust the pace of work accordingly. It is used for practice and for informal assessment. Where this is the case, you will need
important that you check this at the start of the term. to use a test from a Teacher’s Guide from a different set of LTSMs, or set your own,
or make use of the test in the tracker, mentioned above. We recommend that your
7. Sequence adherence learners write the test in Week 9.

The content in the programme of lessons has been carefully sequenced, and it is A suggested mark record sheet is provided for you to copy and complete for all the learners
therefore important that lessons are not skipped. Should you miss a Mathematics lesson in your class. This records the marks of the formal assessments that you carry out in the
for any reason, or should you be going at a slower pace, you should continue the next term. You may prefer to use your own mark sheet created using your class list. In addition
lesson from where you last left off. Do not leave a lesson out to get back on track. You to the prescribed formal assessment, you should also include some informal assessment
to help you and the learners gain insight into how they are progressing. Although marks
may need to speed up the pace of delivery to catch up the lesson schedule. To do this
do not have to be recorded for such assessments, you might like to record some marks
you could cut out or cut back on some of the routine activities like mental Mathematics
that are awarded or key comments for your own interest. If your Learner’s Book has the two
or homework reflection to save time until you are back on track for curriculum coverage.
informal assessments, specified in the CAPS, these are indicated in the tracker.

8. Links to assessment A table which summarises the informal and formal assessments in all eight approved
LTSMs is provided. This will help you to compare and choose a variety of assessments
In Term 1 of Grade 5, the formal assessment programme specified by CAPS requires for your class.
at least one assignment, one investigation and an end-of-term test. The approved
Learner’s Books and Teacher’s Guides provide exemplars of an investigation, an
9. Resources
assignment and tests which you can use with your class. The assessment plan, provided
in Section D Assessment Resources of this document, shows when in the programme The tracker makes clear which resources you will need each lesson in order to deliver the
of work they are included in each set of materials, and on which pages in the Learner’s lesson. Several of the published Learner’s Books and Teacher’s Guides provide printable
Books or Teacher’s Guides these can be found. The tracker indicates where in the series resources that you could copy for the learners’ use with the lessons in that book.
of lessons the formal assessments are to be done and when feedback should be given.
In addition, a number of actual printable resources, as well as useful information about
The actual tasks and the dates for the assessments vary slightly from Learner’s Book
them, are provided in two books that are part of the Jika iMfundo maths toolkit for the
to Learner’s Book, but are always in line with the CAPS specifications. It is suggested
Intermediate Phase and Grade 7. These books are:
that you discuss testing times with your colleagues teaching other subjects in order to
avoid the learners having to write several tests on the same day in a single week. • Mental Maths Activities and Printable Resources
• Remediation and Enrichment Activities
You should use the assignment, the investigation, tests and examination in your set
of LTSMs with due diligence making sure that you personalise them and supplement Where appropriate, reference is made to these books in the tracker, but you should
them using other Learner’s Books or ANA past papers and exemplars if necessary, in look through them carefully to see for yourself how you might make best use of them.
order to be sure that they fulfil the requirements of the CAPS.
Teachers for Grades 4-7 will receive these books once. They will not be redistributed
We have also provided a term test and marking memorandum which you could use each year as the trackers are.

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 Teachers in Grade 4 will receive a copy of the maths dictionary. This is really a Foundation used for counting or make your own flard cards/number boards using pieces
Phase resource but will be useful in Grade 4 as learners make the transition from of cardboard and a marker pen.
instruction in their home language to instruction in English. • Collect necessary items from home (e.g., bottles, bottle tops, etc.) long
in advance so that you have all the necessary resources for your lesson.
Section D of the tracker has resources for assessment as discussed above.
• Use newspapers and magazines to cut out pictures that could be used in your
teaching. If you have access to the internet, use Google to search for and print
10. Enrichment and remediation out pictures that you may need to use as illustrations in your lessons.
The tracker also provides a table summarising the enrichment and remediation support • Also make sure you have chalk or marking pens so that you can use your chalk
offered in each of the approved books. or whiteboard as needed. If you have digital resources, check that they are in
working order.
It is recommended that you, as the teacher, have a copy of the Teacher’s Guide and • Check the assessment programme so you can prepare any resources, such as
Learner’s Book for each of the approved sets. You can then consult these to get other test papers, needed for formal assessment so that learners can settle down
examples and ideas on teaching and assessing Mathematics. and begin working promptly.

B. LESSON PREPARATION KEY STEPS 3. Prepare the content: Think carefully about what it is that you will teach your learners
in this lesson. Think about the prior knowledge of the content that learners should
The tracker provides a detailed programme to guide you through the daily content have learned in earlier grades that will be built on in this lesson. You should refer to the
you need to teach to your class, and when to do formal assessments. You are still CAPS content and skills clarification column for further guidance while you prepare.
required to draw up your own lesson plans. You will still make the final professional Consider any common misconceptions, and how you will address these. Do you have
choices about which examples and explanations to give, which activities to set for your any learners with learning barriers in the class and how will you accommodate them?
class and how to manage your class on a daily basis. • Prepare a short introduction to the topic so that you can explain it in simple
terms to your learners. The Learner’s Book and Teacher’s Guide will assist
It is a good idea that you agree with your Mathematics colleagues on a day that you can get you. Also think about how learners will develop an understanding of the main
together to plan your lessons as a group and submit your plans to your head of department concepts of the lesson topic. You need to think about how to explain new
for quality assurance. To deliver the lessons successfully you must do the necessary Mathematics content and skills to your learners.
preparation yourself. Bear in mind that your lessons will not succeed if you have not • Make sure you have prepared for the teaching of the concepts before
prepared properly for them. This entails a number of key steps, such as those noted below. you teach. Prepare yourself to assist learners with any questions they might
have during the lesson. Look at the activities in the Learner’s Book and in the DBE
1. Review the term focus: Start by looking at the CAPS and orientating yourself to
workbook, and think about how best to help your learners engage with them.
the CAPS content focus for the term. It is important that you are clear about the
Consider what will be done in class and what at home. Be sure to have some
content focus as this will frame everything you do in your Mathematics lessons
enrichment and remediation activities ready to use as needed. The Teacher’s
during the term.
Guides offer suggestions for remediation and enrichment activities that you
2. Prepare resources: The resources needed for each lesson are listed at the start might want to use.
of each CAPS topic or for each lesson in the trackers. It is very important that you • Consider the needs of any learners with barriers to learning in your class,
check what is required for each lesson ahead of time so that you have all your and how best you can support them. The DBE has published some excellent
resources ready for use every lesson (e.g. counters, number boards, paper cut-outs, materials to support you in working with learners with learning barriers. Two
examples of shapes, etc.). such publications are:
• If you do not have all the necessary resources readily available, see how best − Directorate Inclusive Education, Department of Basic Education (2011)
you can improvise, e.g. ask learners to collect bottle tops or small stones to be Guidelines for Responding to Learner Diversity in the Classroom Through

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 Curriculum and Assessment Policy Statements. Pretoria. www.education. Rather, mental calculations should be used as an opportunity to consolidate
gov.za, www.thutong.doe.gov.za/InclusiveEducation three aspects of learners’ number knowledge:
− Directorate Inclusive Education, Department of Basic Education (2010)
1. Number Facts
Guidelines for Inclusive Teaching and Learning. Education White Paper 6.
1.1 Number Bonds
Special needs education: Building an inclusive education and training system. 1.2 Times Tables.
Pretoria. www.education.gov.za, www.thutong.doe.gov.za/InclusiveEducation 2. Calculation Techniques
• You will also find helpful information and resources in the Remediation and 2.1 Doubling and halving, using multiplication to do division, multiplying
Enrichment Activities book. and dividing by 10, 100, 1 000
4. Plan the steps in your lesson and think carefully about how much time to 2.2 Multiplying by multiples of 10, 100, 1 000
allocate to different learner activities. Also think about how to organise the 2.3 Building up and breaking down numbers, rounding off and
learners when they work. Most lessons should include the steps below and we compensating, etc.
have suggested the time to be spent on each – but you might find that you need 3. Number Concept
to work differently in some lessons, such as when a test is being written. 3.1 Counting, Ordering and Comparing, Place Value, Odd and Even
Numbers, Multiples and Factors
Step 1: Mental Mathematics (5–10 minutes):This is the start-up activity for each 3.2 Properties of Numbers (Identity Elements for Addition and Multiplication)
lesson and should not take more than ten minutes. The purpose of this activity 3.3 Commutative and Associative Property for Addition and Multiplication
is to focus on numeracy and to drill basic numeric concepts so that they can be 3.4 Inverse Operation for Multiplication and Division.
easily recalled in other higher level work. Each day you need to prepare for the (CAPS, p. 39)
mental Mathematics activities. This is a mental activity for the learners. If the mental
Learners should not use concrete material to work out the answers in mental
Mathematics is in your Learner’s Book (which is the case with some of them), then
Mathematics. If learners need to, let them use their fingers as a concrete aid during
you do not need to copy the mental Mathematics work for the learners. If the
mental Mathematics, but make a note of which learners are doing this and then
mental Mathematics activity is in the Teacher’s Guide, then you will need to make
spend time with them during remediation to help them with the basic skills.
photocopies for the learners. Learners could do mental Mathematics orally most
lessons, but they should do mental Mathematics in written form at least once a Mental Mathematics skills improve hugely through repeated activity and enable
week (choose set days, such as Tuesdays and Wednesdays, for example, on which learners to perform higher level tasks with greater ease.
you do written mental Mathematics on a weekly basis) so that there is some record Helping learners develop a range of mental Mathematics strategies.
of your daily mental Mathematics activities.
Learners will be at different stages in terms of number facts that they have committed
Each of the LTSMs has a different approach to mental calculations. Read the to memory and the strategies available to them for figuring out other facts. It is
extract below from the CAPS and then check your LTSM and your copies of the important for you to be aware of a range of mental Mathematics strategies so that:
other approved LTSMs to see which most closely follow the requirements as laid • When learners are carrying out mental calculations, you will be in a better
down by the CAPS. You may need to supplement your LTSM’s mental Mathematics position to recognise the strategy being used.
programme by using good examples from other approved books. You will find • You can draw attention to and model a variety of strategies used by learners in
many ideas for Mental Mathematics activities in the Mental Maths Activities and the class.
Printable Resources book which is part of the maths toolkit. • You can make suggestions to learners that will move them on to more efficient
Mental calculations should be used to practice concepts and skills developed strategies.
through the main lesson, sometimes with smaller number ranges. Learners There are THREE aspects to ensuring that learners become effective in drawing on
should not be asked to do random calculations each lesson. and using these strategies:

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 • Raising learner’s awareness of the range of strategies and mark. Look out for the * linked to an exercise or activity which is too long and
• Developing their confidence and fluency with a range of strategies choose which numbers you want your learners to complete.
• Helping them to choose from the range the most efficient method for a given
Also encourage them, where appropriate, to write their answers and to show their
calculation.
working neatly and systematically in their workbooks. Plan the timing of the lesson
Step 2: Homework review/reflection (10 minutes): We recommend that you so that you and the learners can go over the classwork together and they can do
take about 10 minutes (not more) to remediate and correct the previous lesson’s corrections in the lesson.
homework. Read out answers to all of the homework questions. Make sure that
you mark the homework activities – use peer and individual marking and check If you require your learners to work in groups, carefully assign learners to groups
homework yourself as often as you can. If peer or individual marking has been in such a way that there are learners with mixed abilities who can assist each other
done, you should regularly sample some Learners’ Books to moderate this marking. in each group.
Choose one or two activities that you realise were problematic to go over more This is also the part of the lesson where you can assist learners who need extra support
thoroughly. During this part of the lesson, you may reflect on the previous lesson’s and extend those who need enrichment. Throughout the lesson, try to identify learners
work. Allow learners the opportunity to write corrections as needed. who need additional support or extension by paying attention to how well they
Step 3: Lesson content – concept development (15–20 minutes): This is the cope with the mental Mathematics activities, how they manage the homework, how
third activity of the lesson. We recommend that you should actively teach your class they respond when you develop the new content, and how they cope with the class
for 15 minutes – going through examples interactively with your learners. Worked activities. While the rest of the class is busy working through the classwork activities,
examples and suggested explanations are given in the learner Learner’s Book or you should spend some time with those learners who need extra support and help
Teacher’s Guide that you should go through with your class as a whole. The CAPS them to work through appropriate remediation activities. If learners successfully
content clarification column would also be a useful reference should you need complete the daily classwork activities ahead of the rest of the class, be prepared to
further examples or ideas to enrich your explanations. You should elaborate on give them enrichment activities to do. You will find useful resources for remediation
these explanations and provide additional examples if necessary. and enrichment in the Remediation and Enrichment Activities toolkit book.
Step 4: Classwork activity (25–30 minutes): This part of the lesson provides Step 5: Allocate homework (5 minutes): This is the final activity of the lesson. In this
an opportunity for learners to consolidate new concepts by doing activities or step you should tell the learners about the homework for the lesson and make sure
exercises from the Learner’s Book or DBE workbook. These activities allow them they know what is expected of them and understand what it is that they have to do.
to practice their Mathematics and problem solving skills. It is important that you
prepare yourself for the classwork activity – you need to assist learners as they do For homework, you can select a few questions from the classwork in their Learner’s
the classwork. You might also need to select particular questions from each activity Book and ask the learners to complete them at home or ask them to do part or all of
for the classwork so that learners can manage the selection – the exercises given a DBE worksheet. Homework enables the learners to consolidate the Mathematics
in the various Learner’s Books vary greatly in length and you need to make this that you have taught them in class. It also promotes learner writing and development
selection in advance (ensuring that all types of activities or concepts are covered of mathematical knowledge, and the development of regular study habits. Encourage
each lesson) so that you can give quick and clear instructions to your learners about your learners to show their parent(s) or their guardian(s) the work they have done.
which numbers of each exercise they should do. When you can, take in homework books to check the work, and always allow some
time to go through the homework with the learners to check that the work has been
Depending on your learners and the activities, you could go over one or two of
understood.
the classwork activities orally with the whole class before allowing the learners to
work independently. Allow the learners opportunities to do these activities alone, 5. After each lesson, reflect on how it went: Each week there is a reminder to you that
in pairs, and in groups, so that they experience working alone as well as with their you should note your thoughts about the lesson. You will use these notes as you plan
peers. Remember not to give your learners more work than you are able to control and prepare for your teaching.

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 C. TRACKERS FOR EACH SET OF APPROVED LTSMs
1. Fabulous Mathematics

This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Fabulous Mathematics Week 1
TG and LB page numbers are not synchronised in this LTSM
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s
number in MM Activities and
Printable Resources book Date completed
1 ORIENTATION AND REVISION

2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Fabulous Mathematics Week 2
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
4 LB p. 2 Act. 1 NUMBERS, OPERATIONS AND 123–124 1–3 18–20 14–16 No. 1a Number lines
TG p. 4 Act. 1 RELATIONSHIPS and b (No. 5), abacus,
1.1 Whole numbers (pp. 2–4) Dienes blocks, place
Counting, ordering, comparing, value cards (No. 4),
representing and place value of digits sets of base 10
(4-digit numbers); Counting and blocks
ordering; Number value; Place value
5 LB p. 2 Act. 1 NUMBERS, OPERATIONS AND 123–124 1–3 18–20 14–16 No. 1a Number lines
TG p. 4 Act. 1 RELATIONSHIPS and b (No. 5), abacus,
1.1 Whole numbers (pp. 2–4)Dienes blocks, place
Counting, ordering, comparing, representing and value cards (No. 4),
place value of digits (4-digit numbers); Counting sets of base 10
and ordering; Number value; Place value(contd) blocks
6 LB p. 2 Act. 2 Expanded notation; Rounding off; Odd and 4–7 20–23 16–17 No. 2 and 3 LB p. 2 Act. 2
TG p. 4 Act. 2 even; Factors (pp. 6–8) TG p. 4 Act. 2

7 LB p. 82 Whole numbers: Counting, ordering, 157–159 *1–7 96–99 70–72 No. 25a–b Flard cards (no. 4)
Act. 1 comparing, representing and place value (6- (pp. 78–81)
TG p. 62 digit numbers): No. 26(pp.
Act. 1 (1 hour) 82–84)No.
TG p. 61 27a–b (pp.
82–87)
8 LB p. 82 Whole numbers: Counting, ordering, 157–159 *1–7 96–99 70–72 No. 25a–b Flard cards (no. 4)
Act. 1 comparing, representing and place value (6- (pp. 78–81)
TG p. 62 digit numbers): No. 26(pp.
Act. 1 (contd) 82–84)No.
TG p. 61 27a–b (pp.
82–87)
9 1.1 WHOLE NUMBERS Counting, 182 *1–6 165–168 126–128 No. 80 Flard cards/place value
ordering, comparing, (pp. 30–31) cards (No. 1)
representing and place value No. 81
(pp. 32–33)

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 Fabulous Mathematics Week 3
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
10 1.1 WHOLE NUMBERS Counting, 182 *1–6 165– 126– No. 80 Flard cards/place value
ordering, comparing, 168 128 (pp. 30–31) cards (No. 1)
representing and place value (contd) No. 81
(pp. 32–33)
11 LB p. 202 WHOLE NUMBERS 196 *1, 2, 3 214– 173– No. 105 Dienes blocks;
Act. 1 Counting, ordering, comparing, representing and 215 175 (pp. 96–97) Counters; Place value
TG p. 164 place value (6-digit numbers) cards; Abacus
Act. 1
12 LB p. 202 WHOLE NUMBERS 196 *1, 2, 3 214– 173– No. 105 Dienes blocks;
Act. 1 Counting, ordering, comparing, representing and 215 175 (pp. 96–97) Counters; Place value
TG p. 164 place value (6-digit numbers) cards; Abacus
Act. 1
13 # Catch up – Finish work not yet completed; Add in MM Activities and
your own planning here Printable Resources
book
14 Catch up – Finish work not yet completed; Add in MM Activities and
your own planning here Printable Resources
book
15 REVISION AND REMEDIAL /ENRICHMENT MM Activities and
SUPPORT Printable Resources
book
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

12 Grade 5 Mathematics

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 Fabulous Mathematics Week 4
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
16 LB p. 3 Act. 3 PATTERNS, FUNCTIONS AND ALGEBRA 127–131 1–2 25–27 18–19 Rev. no. 6 Place value cards (No.
TG p. 4 Act. 3 2.1 Number sentences (p. xxii) 4), number grid 1-100
Working with zero and other numbers; Inverse (No. 3), flash cards
relationships – Addition and subtraction
17 LB p. 3 Act. 3 PATTERNS, FUNCTIONS AND ALGEBRA 127–131 1–2 25–27 18–19 Rev. no. 6 Place value cards (No.
TG p. 4 Act. 3 2.1 Number sentences (p. xxii) 4), number grid 1-100
Working with zero and other numbers; Inverse (No. 3), flash cards
relationships – Addition and subtraction(contd)
18 LB p. 3 Act. 4 Multiplication and division are inverse 3–4 28–30 20 No. 4 LB p. 3 Act. 4
TG p. 4 Act. 4 relationships (p. 10) TG p. 4 Act. 4

19 LB p. 3 Act. 5 Numbers can be added in any order; Break up and 5–6 30–31 21 No. 5 LB p. 3 Act. 5
TG p. 5 Act. 5 regroup numbers (p. 12) TG p. 5 Act. 5

20 LB p. 3 Act. 5 Numbers can be added in any order; Break up and 5–6 30–31 21 No. 5 LB p. 3 Act. 5
TG p. 5 Act. 5 regroup numbers(contd) (p. 12) TG p. 5 Act. 5

21 LB p. 4 Act. 6 Order of subtraction; Addition and subtraction 7–9 31–33 22 LB p. 4 Act. 6

TG p. 5 Act. 6 of 10, 100 and 1 000; Writing number TG p. 5 Act. 6
sentences for word problems
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Fabulous Mathematics Week 5
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
22 LB p. 3 Act. 4 Multiplication and division are inverse 3–4 28–30 20 No. 4 LB p. 3 Act. 4
TG p. 4 Act. 4 relationships (p. 10) TG p. 4 Act. 4
23 Catch up – Finish work not yet completed; Add in MM Activities and
your own planning here Printable Resources
book
24 REVISION AND REMEDIAL /ENRICHMENT SUPPORT MM Activities and
Printable Resources
book

25 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences
26 FORMAL ASSESSMENT TASKS ASSIGNMENT
Whole numbers
Number sentences
27 FORMAL ASSESSMENT TASKS ASSIGNMENT
Whole numbers
Number sentences
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Fabulous Mathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
28 LB pp. 4–5 NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 1 35–36 25 No. 6a–b Place value cards
Act. 7 1.1 Whole numbers (pp. 14–16) (No. 4), sets of base
TG p. 5 Act. 7 Addition and subtraction of whole numbers with at 10 blocks, Dienes
least 4 digits – Term 1 blocks, abacus, 100
chart (No. 3), number
lines (No. 5), counters,
beads, strings of beads
29 LB p. 5 Act. 8 Adding 4-digit numbers *2 37–38 26 No. 7a–b
TG p. 6 Act. 8 (pp. 18–20)

30 LB p. 5 Act. 9 Methods of subtraction *3 39–40 27–28 No. 8a–b

TG p. 6 Act. 9 (pp. 22–24)
31 LB p. 6 Act. 10 Word problems 4 40 24, 28 No. 9a–b Example of
TG p. 6 Act. (pp. 26– vocabulary wall
10 28) chart (No. 1)
32 LB p. 6 Act. 10 Word problems 4 40 24, 28 No. 9a–b Example of vocabulary
TG p. 6 Act. (pp. 26– wall chart (No. 1)
10 28)
33 LB p. 82 Addition and subtraction of 5-digit numbers: 1, 2.1 100–101 74 No. 28 Teacher or capable
Act. 2 (5 hours) (pp. 88– learners make wall
TG p. 62 Estimation and vertical method for addition 89) charts of methods
Act. 2 No. 29a (pp. of adding and
TG p. 61 90–91) subtracting (see TG
and LB for examples)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Fabulous Mathematics Week 7
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
34 LB p. 82 Vertical method for subtraction 2.2 101– 75 No. 29b LB p. 82
Act. 3 102 ( pp. 92– Act. 3
TG p. 62 93) TG p. 62
Act. 3 Act. 3
TG p. 61 TG p. 61
35 LB p. 82 Problem solving 3 102 75–76 No. 30a–b LB p. 82
Act. 4 (pp. 94–97) Act. 4
TG p. 62 TG p. 62
Act. 4 Act. 4
TG p. 61 TG p. 61
36 LB p. 83 Problem solving continued 3 102 76 No. 32 LB p. 83
Act. 5 (pp. 100- Act. 5
TG p. 63 101) TG p. 63
Act. 5 No. 33 Act. 5
TG p. 61 (pp. 102– TG p. 61
103)
37 LB p. 144 1.1 WHOLE NUMBERS 182–183 1 170 129– No. 82a Make a poster to show
Act. 10 Addition and subtraction Revise the four 131 (pp. 40– different setting out
TG p. 114 methods of addition; Method 5: The vertical column 41) methods
Act. 11 method
TG p. 111
38 LB p. 144 Problem solving 2 170– 131 No. 82b Squared paper to assist
Act. 12 171 (pp. 42–43) learners to keep the
TG p. 114 No. 83 place value columns and
Act. 13 (pp. 44– the numbers lined up
TG p. 111 45) correctly (No. 20)
39 LB p. 144 Methods of subtraction 3 171–172 131–132 No. 84
Act. 13 (pp. 46–47)
TG p. 114
Act. 14
TG p. 111
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Fabulous Mathematics Week 8
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
40 LB p. 144 Problem solving 4 172 133 No. 85
Act. 14 (pp. 48–
TG p. 115 49)
Act. 15
TG p. 111
41 LB p. 202 WHOLE NUMBERS 197 1 217 175 No. 106a Concrete materials,
Act. 2 Addition and subtraction of 5-digit Q. 1, 2 (pp. 100–101) e.g. counters
TG p. 164 numbers No. 106b
Act. 2 (pp. 100–103)
Addition and subtraction calculations
42 LB p. 203 Addition and subtraction calculations (cont.) 1 217– 176 No. 107 Put up posters of the
Act. 3 Q. 3, 4, 5 218 (pp. 102– various methods of
TG p. 164 103) addition and
Act. 3 No. 108 subtraction
(pp. 104–
105)
43 LB p. 203 Problem solving 2 218 176 No. 109
Act. 4TG p. 165 Q. 1–5 (pp. 106–
Act. 4 107)
44 LB p. 203 Problem solving (cont.) Estimation 2 218 176 No. 110
Act. 5 Q. 6– (pp. 108–
TG p. 165 11 109)
Act. 5 3
Q. 1–5
45 Catch-up: Finish any work not yet completed No. 31 Remediation and
Remedial support: Learners must practise (pp. 98–99) Enrichment Activities
adding and subtracting using the method which (see toolkit book)
they find the easiest and most accurate
Enrichment: Learners must practise adding and
subtracting using the method which they find the
easiest and most accurate
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Fabulous Mathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
46 FORMAL ASSESSMENT TASKS
TEST
All topics
47 FORMAL ASSESSMENT TASKS
TEST
All topics

48 FORMAL ASSESSMENT TASKS

TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51 FORMAL ASSESSMENT TASKS

TEST
All topics
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Fabulous Mathematics Week 10
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
52 FORMAL ASSESSMENT TASKS
TEST
All topics
53 FORMAL ASSESSMENT TASKS
TEST
All topics
54 FORMAL ASSESSMENT TASKS
TEST
All topics

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped for? teach more effectively next term?
Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

HOD: Date:

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 2. Oxford Headstart Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Oxford Headstart Mathematics Week 1
* = Select
# = Supplement
Notes for each unit in this book
1. There are a number of short written exercises at the start of the unit in the LB which are to be spread over the unit and some suggestions in the TG for additional activities.
However, it is recommended that you supplement these with activities from other resources.
2. You should refer to other resources to supplement the printable resources and Mental Maths activities provided in this set of LTSMs. Refer to the toolkit book Mental
Mathematics Activities and Printable Resources.
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
1 ORIENTATION AND REVISION

2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Oxford Headstart Mathematics Week 2
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
4 LB p. 8 NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 *1–4 9–11 25–28 No. 1a–b
Q. A–F 1.1 Whole numbers (pp. 2–4)
TG pp. 25–26 Write numbers words and values; Use
columns
5 Guess what Use the abacus; Ordering and comparing numbers; *5–9 11–14 30–32 No. 2–3 MM (see TG p. 25)
number I am Rounding off (pp. 6–8)
game with a
100 card #
6 Guess what Use the abacus; Ordering and comparing numbers; *5–9 11–14 30–32 No. 2–3 MM (see TG p. 25)
number I am Rounding off(contd) (pp. 6–8)
game with a
100 card #
7 Q. LB Whole numbers: Counting, ordering, 157–159 * 1–7 106– 105– No. 25a–b Flard cards (No. 4)
p. 106 A–F comparing, representing and place value 110 110 (pp. 78–81)
A. TG p. 105 No. 26
(pp. 82–83)
No. 27a–b
(pp. 84–87)
8 Q. LB Whole numbers: Counting, ordering, 157–159 * 1–7 106– 105– No. 25a–b Flard cards (No. 4)
p. 106 A–F comparing, representing and place value 110 110 (pp. 78–81)
A. TG p. 105 (expanding) No. 26
(pp. 82–83)
No. 27a–b
(pp. 84–87)
9 # 1.1 WHOLE NUMBERS *1–3 198–199 197–198 No. 80 #
Counting, ordering, comparing, (pp. 34–35)
representing and place value No. 81a
and b
(pp. 36–39)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Headstart Mathematics Week 3
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
10 # 1.1 WHOLE NUMBERS *1–3 198– 197– No. 80 #
Counting, ordering, comparing, representing 199 198 (pp. 34–35)
and place value (contd) No. 81a
and b
(pp. 36–39)
11 LB WHOLE NUMBERS 196 *1–6 257– 251– No. 105 Dienes blocks; Place-
pp. 256–257 Counting, ordering, comparing, representing 259 253 (pp. 96–97) value cards (No. 4);
TG and place value (6-digit numbers) Abacus; Structured,
pp. 250–251 semi- structured and
*A–F empty number lines (No.
8)
12 Remedial support MM Activities and
Enrichment Printable Resources
Catch up – Finish work not yet completed; Add in book, pairs of dice for
your own planning here groups of learners,
Remediation and
Enrichment Activities
book
13 Remedial support MM Activities and
Enrichment Printable Resources
Catch up – Finish work not yet completed; Add in book, pairs of dice
your own planning here for groups of
learners,
Remediation and
Enrichment Activities
book
14 Remedial support MM Activities
Enrichment
Catch up – Finish work not yet completed; Add in
your own planning here
15 Revision work

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 Oxford Headstart Mathematics Week 4
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
16 # PATTERNS, FUNCTIONS AND ALGEBRA 127–131 *1–5 15–19 32–36 Rev. no. 6 #
LB p. 15 2.1 Number sentences (p. xxii) LB p. 15
Q. 1–9 Patterns in addition and subtraction Q. 1–9
TG pp. 32–33 TG pp. 32–33
17 # 2.1 Number sentences 127–131 *1–5 15–19 32–36 Rev. no. 6 #
LB p. 15 Patterns in addition and subtraction(contd) (p. xxii) LB p. 15
Q. 1–9 Q. 1–9
TG pp. 32–33 TG pp. 32–33
18 # Number facts; Properties of 0 and 1; Inverse *6–14 19–23 36–39 No. 4 Structured, semi-
operations (p. 10) structured and empty
number lines (see
Printable Resources J)
19 # Word problems 15–18 23–26 39–40 No. 5
(p. 12)

20 # Word problems (contd) 15–18 23–26 39–40 No. 5

(p. 12)

21 Numbers can be added in any order; Break # # #

up and regroup numbers

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Oxford Headstart Mathematics Week 5
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
22 # Numbers can be added in any order; Break up and 127-131 # # #
regroup numbers

23 Remedial support MM Activities and

Enrichment Printable Resources
Catch up – Finish work not yet completed; Add in book, pairs of dice
for groups of
your own planning here learners,
Remediation and
Enrichment
Activities book
24 Revision work

25 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences
26 FORMAL ASSESSMENT TASKS ASSIGNMENT
Whole numbers
Number sentences
27 FORMAL ASSESSMENT TASKS ASSIGNMENT
Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back on
track?

HOD: Date:

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 Oxford Headstart Mathematics Week 6
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
28 # NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 1–6 27–29 43–45 No. 6a–b Card game and target
LB p. 27 1.1 Whole numbers (pp. 14–16) game TG p. 42
Q. A–M Addition and subtraction of whole numbers –
TG pp. 42–43 4-digit numbers for Term 1; Properties of numbers
29 # Properties of numbers cont.; Rounding off to * 7–8 29–31 45–47 No. 7a–b Speed addition game
estimate; Doubling to round off 9–10 (pp. 18–20) TG pp. 45–46
30 # Addition – methods *11– 32–35 47–49 No. 8a–b
12 (pp. 22–24)
31 # Subtraction – Methods *13–15 36–38 49–51 No. 9a–b #
(pp. 26–28)
32 # Subtraction – Methods (contd) *13– 36–38 49–51 No. 9a–b #
15 (pp. 26–
28)
33 # More problem solving – Calculating profit 16–17 39–40 51–52 #

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

26 Grade 5 Mathematics

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 Oxford Headstart Mathematics Week 7
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
34 Q. LB Addition and subtraction of 5-digit 1, 2 112– 113 No. 28
p. 111 A–B numbers: (5 hours) 114 (pp. 88–89)
A. TG p. 112 The order of addition Grouping in addition No. 29a
(pp. 90–
91)
35 Q. LB The order of multiplication; grouping in 3, 4 114– 114 No. 29b
p. 111 C–D multiplication; easy ways to multiply and 115 (pp. 92–
A. TG p. 112 5 93)
36 Q. LB Properties of 0 and 1 * 6, 7 115– 114– No. 30a–b
p. 111 E–F Estimating answers by rounding off; estimating by and 8 117 116 (pp. 94–97)
A. TG p. 112 doubling
37 Q. LB Subtracting 5-digit numbers – 3 methods * 11, 12 120– 117– Teacher or capable
p. 111 G–H and 13 122 121 learners make wall
A. charts of different
TG p. methods for adding and
112 subtracting (see TG and
LB for examples)
38 Q. LB Subtracting 5-digit numbers – 3 methods (contd) * 11, 12 120– 117– Teacher or capable
p. 111 G–H and 13 122 121 learners make wall
A. TG p. 112 charts of different
methods for adding and
subtracting (see TG and
LB for examples)
39 Q. LB Addition and subtraction: Problem solving 14 123 122 No. 32 Q. LB
p. 111–112 J–K (pp. 100– p. 111–112 J–K
A. TG p. 112 101) A. TG p. 112
No. 33
(pp. 102–
103)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Headstart Mathematics Week 8
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
440 Q. LB Addition and subtraction: Problem solving (contd) 14 123 122 No. 32
p. 111–112 J–K (pp. 100–
A. TG p. 112 101)
No. 33
(pp. 102–
103)
41 Q. LB p. 197 1.1 Whole numbers 182–183 *1–2 201– 199– No. 82a
A. TG p. 196 Addition and subtraction (5 hours) Method 202 201 (pp. 40–
A 1: Add using the expanded column method; 41)
Method 2: Adding in columns without carrying
over
42 Q. LB p. 197 Add in columns using carrying over; *3–5 202– No. 82b (pp. Use squared paper (No.
A. TG p. 196 Check answers; 203 42–43) 20) to assist learners to
B Carrying over with more than two numbers keep the place value
columns and the
numbers lined up
correctly
43 Q. LB p. 197 Problem solving with addition 6 204– 204 No. 83
A. TG p. 196 205 (pp. 44–45)
C
44 Subtraction Method 1: *7 205–206
Expanded column method (without
compensation);
Expanded column method (with
compensation)
45 # Subtract using any method 9 208 207–208 No. 85 #
(pp. 48–49)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Headstart Mathematics Week 9
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
46 FORMAL ASSESSMENT TASKS
TEST
All topics

47 FORMAL ASSESSMENT TASKS

TEST
All topics

48 FORMAL ASSESSMENT TASKS

TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Headstart Mathematics Week 10
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
52 FORMAL ASSESSMENT TASKS
TEST
All topics

53 FORMAL ASSESSMENT TASKS

TEST
All topics

54 FORMAL ASSESSMENT TASKS

TEST
All topics

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped for? teach more effectively next term?
Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

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 3. Oxford Successful Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Oxford Successful Mathematics Week 1
# = Supplement
Note 1: For MM throughout this tracker, refer to TG pp. 24–35 for very important background information on the focus of Mental Mathematics; supplement the MM given for
each topic with exercises from these pages and from other resources.
Note 2: This LTSM provides no printable resources so please see the book that is part of the toolkit.
Note 3: The TG and LB pages can be used in all lessons for each topic.
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
1 ORIENTATION AND REVISION

2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Oxford Successful Mathematics Week 2
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
4 # NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1 10 38 No. 1a–b Abacus, Dienes blocks,
LB p. 10 1.1 Whole numbers (pp. 2–4) counters, flard cards (No.
TG p. 38 Counting and representing 4-digit numbers 4)
5 # Comparing, ordering and place value of 4- 2–3 15–16 40–42 No. 2–3 Flard cards (No. 4)
digit numbers (pp. 6–8)
6 # Comparing, ordering and place value of 4-digit 3 15–16 40–42 No. 2–3 Flard cards (No. 4)
numbers(Rounding off) (pp. 6–8)

7 p. 90 Whole numbers: Counting, ordering, 157–159 * 1–4 90–94 No. 25a–b Flard cards (No. 4)
91–94
comparing, representing and place value (6- (pp. 78–81)
digit numbers) No. 26
(pp. 82–83)
No. 27a–b
(pp. 84–87)
8 p. 90 Whole numbers: Counting, ordering, 157–159 * 1–4 90–94 91–94 No. 25a–b Flard cards (No. 4)
comparing, representing and place value (6- (pp. 78–81)
digit numbers) contd No. 26
(pp. 82–83)
No. 27a–b
(pp. 84–87)
9 # 1.1 WHOLE NUMBERS *1–3 198–199 197–198 No. 80 #
Counting, ordering, comparing, (pp. 34–35)
representing and place value (1 hour) No. 81a
and b
(pp. 36–39)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Successful Mathematics Week 3
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
10 LB p. 234 WHOLE NUMBERS 196 1, 2 234– 186– No. 105 LB p. 234
TG p. 186 # Counting, ordering, comparing, representing 236 188 (pp. 96–97) TG p. 186 #
and place value (6-digit numbers)
(CAPS specifies 1 hour)
Order, represent and compare 6-digit whole
numbers; Rounding off to the nearest 5
11 LB p. 234 order, represent and compare 6-digit whole 196 ,2 234–236 186– No. 105
TG p. numbers; Rounding off to the nearest 10 188 (pp
18 .
6
# 9
6
–
9
7
)
12 LB p. 234 WHOLE NUMBERS 196 1, 2 234– 186– No. 105 LB p. 234
TG p. 186 # Counting, ordering, comparing, representing 236 188 (pp. 96– TG p. 186 #
and place value (6-digit numbers) 97)
(CAPS specifies 1 hour)
der, represent and compare 6-digit whole numbers;
Rounding off to the nearest 100
13 Catch up – Finish work not yet completed; Add in
your own planning here
14 Catch up – Finish work not yet completed; Add in
your own planning here
15 Revision work

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 Oxford Successful Mathematics Week 4
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
16 # PATTERNS, FUNCTIONS AND ALGEBRA 127–131 1 18 42–43 Rev. no. 6 Blank flow diagrams,
LB p. 17 2.1 Number sentence (p. xxii) number lines
TG p. 42 What is a number sentence?
17 # Properties of numbers (addition and subtraction) 2–3 18–19 44–45 No. 4 #
(p. 10)
18 # Addition and subtraction facts for 10, 100 and 1 000 4 21 45 No. 5 #
(p. 12)

19 Addition and subtraction facts for 10, 100 and 1 000 4 21 45 No. 5 #
(p. 12)

20 Number facts; Properties of 0 and 1; Inverse *6–14 19–23 36–39 No. 4 Structured, semi-
operations (p. 10) structured and empty
number lines (see
Printable Resources J)
21 Word problems 15–18 23–26 39–40 No. 5
(p. 12)

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Oxford Successful Mathematics Week 5
* = Select
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
22 Word problems (contd) 15–18 23–26 39–40 No. 5
(p. 12)

23 Numbers can be added in any order; Break up and # # # Numbers can be added
regroup numbers in any order; Break up
and regroup numbers
24 Revision
Catch up – Finish work not yet completed; Add in your
own planning here
25 FORMAL ASSESSMENT TASKS
ASSIGNMENT
Whole numbers
Number sentences

26 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

36 Grade 5 Mathematics

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 Oxford Successful Mathematics Week 6
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
28 # NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 1 23 46 No. 6a–b Abacus, Dienes blocks,
LB p. 22 1.1 Whole numbers (pp. 14–16) place value cards (No.
TG p. 45 Addition and subtraction of whole numbers with at 4), counters
least 4 digits;
Estimation and rounding off; Comparing,
representing and place value of digits
(4-digit numbers)
29 # Solve addition sums using 3 methods; Check the 2 24 47–48 No. 7a–b
answer by doing the inverse operation (pp. 18–
20)
30 # Solve subtraction sums using three methods; 3 26 49–50 No. 8a–b
Check answer by doing the inverse operation (pp. 22–
24)
31 # Solving subtraction sums using compensation. 4 28 51 No. 9a–b #
(pp. 26–28)

32 p. 95 Addition and subtraction: Estimation and 1 95–96 95–96 No. 28

rounding off to the nearest 1 000 (pp. 88–89)
No. 29a
(pp. 90–
91)
33 # Solve addition sums; adding in rows; adding in 2 97–98 96–97 No. 29b (pp. Teacher or competent
columns and breaking down 92–93) learners copy an
example of each
method of addition
from LB pp. 96–97 and
make a wall chart
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Successful Mathematics Week 7
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
34 # Solve addition sums; adding in rows; adding in 2 97–98 96–97 No. 29b (pp. Teacher or competent
columns and breaking down(contd) 92–93) learners copy an
example of each method
of addition from LB pp.
96–97 and make a wall
chart
35 # Word problems involving the addition of 5-digit 3 99 97–98 # Word problems
numbers involving the addition
of 5-digit numbers
36 # Word problems involving the addition of 5-digit 3 99 97–98 # Word problems
numbers(contd) involving the addition
of 5-digit numbers
37 Q. LB p. 197 1.1 Whole numbers 182–183 *1–2 201– 199– No. 82a
A. TG p. 196 Addition and subtraction (5 hours) Method 202 201 (pp. 40–
A 1: Add using the expanded column method; 41)
Method 2: Adding in columns without carrying
over
38 Q. LB p. 197 Add in columns using carrying over; *3–5 202– No. 82b Use squared paper (No.
A. TG p. 196 Check answers; 203 (pp. 42– 20) to assist learners to
B Carrying over with more than two numbers 43) keep the place value
columns and the
numbers lined up
correctly
39 Q. LB p. 197 Problem solving with addition 6 204–205 204 No. 83
A. TG p. 196 (pp. 44–45)
C

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Successful Mathematics Week 8
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
40 Subtraction Method 1: *7 205–
Expanded column method (without 206
compensation);
Expanded column method (with compensation)
41 Q. LB p. 197 Subtraction Method 2: *8 207– 206– No. 84 Q. LB p. 197
A. TG p. 196 The vertical column method (without compensation); 208 207 (pp. 46–47) A. TG p. 196
D The vertical column method (with D
compensation)
42 # Subtract using any method 9 208 207– No. 85 #
208 (pp. 48–49)
43 LB p. 234 WHOLE NUMBERS 197 3 136– 188– No. 106a
TG p. 186 # Addition and subtraction of 5-digit 138 189 (pp. 100–
numbers (CAPS specifies 5 hours) 101) No.
Solve problems on money and measurement 106b (pp.
100–103)
44 LB p. 234 Add and subtract 5-digit numbers in columns 4 238– 190 No. 107
TG p. 186 # 240 (pp. 102–
103)
No. 108
(pp. 104–
105)
45 LB p. 234 Revise addition and subtraction with whole 5 240–242 190–192 No. 109 Put up posters of the
TG p. 186 numbers Q. 1–4 (pp. 106– examples of how to
# 107) set out each method;
See LB pp. 236, 238,
239
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Oxford Successful Mathematics Week 9
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
46 FORMAL ASSESSMENT TASKS TEST
All topics

47 FORMAL ASSESSMENT TA TEST

All topics

48 FORMAL ASSESSMENT TASKS TEST

All topics

49 FORMAL ASSESSMENT TASKS TEST

All topics

50 FORMAL ASSESSMENT TASKS TEST

All topics

51

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

40 Grade 5 Mathematics

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 Oxford Successful Mathematics Week 10
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
52 FORMAL ASSESSMENT TASKS
TEST
All topics

53 FORMAL ASSESSMENT TASKS

TEST
All topics

54 FORMAL ASSESSMENT TASKS

TEST
All topics

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped teach more effectively next term?
for? Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

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 4. Platinum Mathematics
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:
This section maps out how you should use your school’s selected Teacher’s Guide and
• Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning
the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching.
understood it fully and so could teach it effectively?
• You should refer to other resources to supplement the printable resources
• Did the purpose of the lesson succeed? For instance, did the learners reach
provided in this set of LTSMs
a good understanding of the key concepts for the lesson? Could they use
The following components are provided in the columns of the tracker table: the language expected from them? Could they write what was expected
1. Lesson number. from them?
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as • Did the learners cope with the work set for the lesson? For instance, did they
well as activity number). Also refer to the Mental Maths Activities and Printable finish the classwork? Was their classwork done adequately? Did you assign
Resources book for additional Mental Mathematics ideas. the homework?
3. CAPS content linked to Learner’s Book content. • Are your learners’ books up to date?
4. CAPS page numbers at the start of each new CAPS topic. • Does what the learners have done in their books correlate with the tracked
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson. comments in the tracker?
If needed, an * indicates the need to select some of the activities and a # to
Briefly write down your reflection weekly, following the prompts in the tracker.
supplement the lesson’s activities.
• What went well?
6. Page reference in the Learner’s Book for the lesson’s activities
• What did not go well?
(LB page reference).
• What did the learners find difficult or easy to understand or do?
7. Page reference in your Teacher’s Guide for the lesson’s activities
• What will you do to support or extend learners?
(TG page reference).
• Did you complete all the work set for the week?
8. DBE workbook link to related content (worksheet and page numbers
• If not, how will you get back on track?
are referenced). NB: Where a resource is referred to by a number, such
• What will you change for next time? Why?
as (No. 5), this number is the number of the resource in the Mental Maths
Activities and Printable Resources book that is part of the toolkit. The reflection should be based on the daily lessons you have taught each week. It will
9. Resources needed for the lesson (other than the Learner’s Book, provide you with a record for the next time you implement the same lesson again,
DBE workbook and basic stationery). and also forms the basis for collegial conversations with your head of department and
10. Date completed. your peers.

Weekly reflection
The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving

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 Platinum Mathematics Week 1
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
1 ORIENTATION AND REVISION

2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Platinum Mathematics Week 2
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
4 TG p. 180 NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1.1– 4–5 4–5 No. 1a–b Place value cards (No.
1.1 Whole numbers 1.3 (pp. 2–4) 5), white boards, white
Place value (30 mins); board markers
Read write and round off numbers
5 TG p. 180 Count forwards and backwards Compare and order 1.4– 6–7 5–7 No. 2–3
numbers 1.6 (pp. 6–8)
6 p. 193 Whole numbers: Counting, ordering, 157–159 * 10.1 56–57 48–49 No. 25a–b MM – photocopy as
1 comparing, representing and place value (6- 10.2 (pp. 78–81) needed for each day,
digit numbers): 10.3 No. 26 number lines, dice,
Count, read and write numbers Round off to nearest (pp. 82–83) flard cards (No. 4)
5 and 10 and compare numbers No. 27a–b
(pp. 84–87)
7 p. 193 Whole numbers: Counting, ordering, 157–159 * 10.1 56–57 48–49 No. 25a–b MM – photocopy as
1 comparing, representing and place value (6- 10.2 (pp. 78–81) needed for each day,
digit numbers): 10.3 No. 26 number lines, dice,
Count, read and write numbers Round off to nearest (pp. 82–83) flard cards (No. 4)
100 and compare numbers No. 27a–b
(pp. 84–87)
8 TG p. 1.1 WHOLE NUMBERS Counting, No. 77 TG p. 208
208 ordering, comparing, (pp. 28–29) Q. and A.
Q. and A. representing and place value No. 78
(pp. 30–31)
No. 79
(pp. 32–33)
No. 80
(pp. 34–35)
9 TG p. 1.1 WHOLE NUMBERS Counting, No. 77 TG p. 208
208 ordering, comparing, (pp. 28–29) Q. and A.
Q. and A. representing and place value (expanded No. 78
notation) (pp. 30–31)
No. 79
(pp. 32–33)
No. 80
(pp. 34–35)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?

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 Platinum Mathematics Week 3
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
10 TG. p. 219 WHOLE NUMBERS 196 * 30.1 156–157 130– No. 105 Place value table and
Q. and A. No. Counting, ordering, comparing, representing 30.2 132 (pp. 96–97) place value cards (No.
1 and place value (6-digit numbers) 30.3 4); Number lines
marked in 10s, 100s
and 1 000s (No. 5)
11 TG. p. 219 WHOLE NUMBERS 196 * 30.1 156– 130– No. 105 Place value table
Q. and A. No. Counting, ordering, comparing, representing 30.2 157 132 (pp. 96– and place value
1 and place value (6-digit numbers) 30.3 97) cards (No. 4);
(words and munmbers) Number lines
marked in 10s,
100s and 1 000s
(No. 5)
12 Catch up – Finish work not yet completed. Add in MM Activities and
your own planning here. Printable Resources
book, pairs of dice for
groups of learners
13 Catch up – Finish work not yet completed. Add in MM Activities and
your own planning here. Printable Resources
book, pairs of dice for
groups of learners
14 Catch up – Finish work not yet completed. Add in MM Activities and
your own planning here. Printable Resources
book, pairs of dice for
groups of learners
15 Revision work

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 4
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
16 TG p. 180 PATTERNS, FUNCTIONS AND ALGEBRA 127–131 2.1– 8–9 8–9 Rev. no. 6 (p. TG p. 180
2.1 Number sentences 2.5 xxii)
Addition and subtraction number sentences ;
17 TG p. 180 PATTERNS, FUNCTIONS AND ALGEBRA 127–131 2.1–2.5 8–9 8–9 Rev. no. 6 TG p. 180
2.1 Number sentences (p. xxii)
Division and multiplication number sentences
18 TG p. 181 The order in a number sequence Group numbers in 2.6– 10–11 10–11 No. 4 TG p. 181
different ways 2.10 (p. 10)
19 TG p. 181 Addition and subtraction facts. 2.11– 12 11 No. 5 TG p. 181
2.12 (p. 12)
20 # Number facts; Properties of 0 and 1; Inverse *6–14 19–23 36–39 No. Structured,
operations 4 semi-
(p. 10) structured
and empty
number
lines (see
Printable
Resources J)
21 # Word problems 15–18 23–26 39–40 No.
5
(p. 12)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Platinum Mathematics Week 5
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
22 Word problems (contd) # # # #

23 Numbers can be added in any order; Break up and # # #

regroup numbers

24 Revision
Catch up – Finish work not yet completed; Add in your
own planning here
25 FORMAL ASSESSMENT TASKS
ASSIGNMENT
Whole numbers
Number sentences

26 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
28 TG p. 181 Addition and subtraction 3.2–3.3 15 14 No. 7a–b TG p. 181
Add whole numbers – 3 methods (pp.18–
20)
29 TG p. 181 Addition and subtraction 3.2–3.3 15 14 No. 7a–b TG p. 181
Add whole numbers – 3 methods (contd) (pp.18–
20)
30 TG p. 182 Inverse operations 3.4–3.5 16 15 No. 8a–b TG p. 182
(pp. 22–
24)
31 p. 193 Addition and subtraction: (5 hours) 5- 11.1 58 50–51 No. 28
2 digit numbers (pp. 88–89)
Addition No. 29a (pp.
90–91)
32 p. 193 Addition 11.2 58 51–52 No. 29b (pp. Flard cards (No. 4)
3 92–93)

33 p. 193 Subtraction 11.3 60 52–53 No. 30a–b

4 11.4 (pp. 94–97)

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 7
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
34 p. 194 Subtraction 11.5 60 52
5
35 p. 194 Problem solving in context: Addition and 11.6 62 52–53 No. 32
5 subtraction (pp. 100–
101)
No. 33
(pp.102–103)
36 TG p. WHOLE NUMBERS 22.1 116 98 No. 81a Place value cards
208 Addition and subtraction (5 hours) Add (pp. 36–37) (No. 4); Hundreds,
Q. and A. numbers in columns; No. 81b tens and units
(Round off first to estimate the answer) (pp. 38– apparatus; Squared
39) paper to assist with
columns (No. 20)
37 TG p. Add numbers in columns; 22.1 116 98 No. 82a Place value cards (No.
208 (Round off first to estimate the answer) (pp. 40– 4); Hundreds, tens and
Q. and A. 41) units apparatus;
Squared paper to assist
with columns (No. 20)
38 TG p. Subtract numbers in columns 22.2 117 99 No. 82b Tip: Use squared paper
208 (pp. 42– to assist learners to
Q. and A. 43) keep the place value
columns and the
numbers lined up
correctly (No. 20)
39 TG p. Subtract numbers in columns (30 minutes) 22.2 117 99 No. 83
208 (pp. 44–45)
Q. and A.
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 8
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
40 TG p. Solve addition and subtraction problems 22.3 118 100 No. 84 TG p. 208
208 (pp. 46–47) Q. and A.
Q. and A.
41 TG p. Solve addition and subtraction problems 22.3 118 100 No. 85 TG p. 209
209 (pp. 48–49) Q. and A.
Q. and A.
42 TG. p. 219 WHOLE NUMBERS 197 31.1 158 133 No. 106a Place value cards
Q. and A. Addition and subtraction of 5-digit numbers (pp. 100– (No. 4)
No. 2 Add numbers in columns 101) No.
106b (pp.
100–103)
43 TG. p. 219 Subtract numbers in columns 31.2 159 134 No. 107 Poster of setting out
Q. and A. (pp. 102– see LB p. 159 and 160
No. 3 103)
No. 108
(pp. 104–
105)
44 Catch-up: Finish any work not yet completed Remedial
support: Target worksheet 14A Enrichment:
Do your own planning:
45 Catch-up: Finish any work not yet completed
Remedial support: Target worksheet 14A
Enrichment: Target worksheet 14B
Do your own planning:
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
46 FORMAL ASSESSMENT TASKS
TEST
All topics

47 FORMAL ASSESSMENT TASKS

TEST
All topics

48 FORMAL ASSESSMENT TASKS

TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Platinum Mathematics Week 10
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
52 FORMAL ASSESSMENT TASKS
TEST
All topics

53 FORMAL ASSESSMENT TASKS

TEST
All topics

54 FORMAL ASSESSMENT TASKS

TEST
All topics

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped for? teach more effectively next term?
Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

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 5. Premier Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Premier Mathematics Week 1
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

4 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Premier Mathematics Week 2
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
5 TG NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1–3 1–4 1–5 No. 1a–b Counters, sets of base
Q. p. 303 1.1 Whole numbers (2 hrs) (pp. 2– 4) 10 blocks, abacus, flard
Ex. 1 Counting, ordering, sequencing and place cards (No. 4)
A. p. 269 value
6 TG Expanded notation and rounding off to the nearest 4–7 4–7 5–6 No. 2–3
Q. p. 303 10, 100 and 1 000 (pp. 6–8)
Ex. 2
A. p. 269

7 TG Expanded notation and rounding off to the nearest 4–7 4–7 5–6 No. 2–3 TG Q. p. 303
Q. p. 303 10, 100 and 1 000(contd) (pp. 6–8) Ex. 2
Ex. 2 A. p. 269
A. p. 269
8 p. 327 Whole numbers: Counting, ordering, 156 * 1–5 74 51 No. 25a–b Flard cards (No. 4);
Act. 1 comparing, representing and place value (6- (pp. 78–81) Dienes blocks or base
digit numbers): No. 26 10 blocks
(pp. 82–83)
No. 27a–b
(pp. 84–87)
9 p. 327 Whole numbers: Counting, ordering, comparing, 156 * 1–5 74 51 No. 25a–b Flard cards (No. 4);
Act. 1 representing and place value (6-digit (pp. 78–81) Dienes blocks or base
numbers):contd No. 26 10 blocks
(pp. 82–83)
No. 27a–b
(pp. 84–87)
10 Q. TG p. 1.1 WHOLE NUMBERS Counting, ordering, *1–5 145– 97–99 No. 81a
352 comparing, representing and place value 147 (pp. 36–37)
A. TG No. 81b
p. 287 (pp. 38–39)
Ex. 10
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Premier Mathematics Week 3
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
11 Q. TG p. 1.1 WHOLE NUMBERS Counting, ordering, *1–5 145–147 97–99 No. 81a Q. TG p. 352
352 comparing, representing and place (pp. 36–37) A. TG
A. TG value(contd) No. 81b (pp. p. 287
p. 287 38–39) Ex. 10
Ex. 10
12 Q. TG p. WHOLE NUMBERS 196 *1–5 197– 133– No. 105 Place value cards (No. 4)
372 Counting, ordering, comparing, representing 198 135 (pp. 96–
A. TG p. 295 and place value (6-digit numbers) 97)
2
13 Q. TG p.372 WHOLE NUMBERS 196 *1–5 197– 133– No. 105 Place value cards (No. 4)
A. TG p. 295 Counting, ordering, comparing, representing 198 135 (pp. 96–
2 and place value (6-digit numbers) 97)

14 Catch-up: Any work not completed Remedial support:

Length/height/width – estimate then measure
numerous items Enrichment: Groups of 3-4 learners;
each learner measures a different item (e.g. height
of desk, length of classroom, width of window); then
they add all the measurements together
15 Catch-up: Any work not completed Remedial support:
Length/height/width – estimate then measure
numerous items Enrichment: Groups of 3-4 learners;
each learner measures a different item (e.g. height
of desk, length of classroom, width of window); then
they add all the measurements together
16 REVISION WORK
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Premier Mathematics Week 4
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
17 TG PATTERNS, FUNCTIONS AND ALGEBRA 127–131 1–2 8–9 6–7 Rev. no. 6 TG Q. p. 304
Q. p. 304 2.1 Number sentences Introduction to algebraic (p. xxii) Ex. 3
Ex. 3 expressions; Additive properties of 0; Inverse A. p. 269
A. p. 269 operations
18 TG Multiplication and division properties of 1; Three 3–4 9–11 9 No. 4
Q. p. 304 different methods of adding (p. 10)
Ex. 4
A. p. 269
19 TG Multiplication and division properties of 1; Three 3–4 9–11 9 No. 4
Q. p. 304 different methods of adding(contd) (p. 10)
Ex. 4
A. p. 269
20 TG Addition and subtraction facts for 10, 100 and 1 5–6 11–12 9–10 No. 5 TG Q. p. 305
Q. p. 305 000; Read word problems and translate them into (p. 12) Ex. 5
Ex. 5 number sentences A. p. 269
A. p. 269
21 TG Addition and subtraction facts for 10, 100 and 1 5–6 11–12 9–10 No. 5 TG Q. p. 305
Q. p. 305 000; Read word problems and translate them into (p. 12) Ex. 5
Ex. 5 number sentences(contd) A. p. 269
A. p. 269
22 Q. TG p. PATTERNS, FUNCTIONS AND ALGEBRA 207 1 233 160 No. 142
388 2.3 Numbers sentences (Introduction to (pp. 186–
A. TG p. 300 algebraic expressions) 187)
33 Read problems and write the correct number
sentences
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Premier Mathematics Week 5
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
23 Q. TG p. Use of inverse operation to solve the problems 2 235 161 No. 143a
388 (pp. 188–
A. TG p. 300 189)
34 No 143b
(pp. 190–
191)
24 Q. TG p. Decide which number sentences are true or false 2 236 161
389
TG p. 300 35

25 Catch-up: Any work not completed Remedial support:

26 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

28 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Premier Mathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
29 TG NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 *1–3 13–14 10–11 No. 6a–b (pp. Number lines (No. 5),
Q. p. 305 1.1 Whole numbers (5 hrs) 14–6) counters, place value
Ex. 6 Addition and subtraction of whole numbers; cards (No. 4)
A. p. 269 Estimation; Column method; Breaking down
into place values
30 TG Other methods of addition *4–7 14–16 11–12 No. 7a–b
Q. p. 306 (pp. 18–
Ex. 7 20)
A. p. 269
31 TG Methods of subtraction; Use the number line; *8–12 16–18 13–14 No. 8a–b Number lines (No. 5)
Q. p. 306 Doubling and halving (pp. 22–
Ex. 8 24)
A. p. 270
32 TG Properties of whole numbers 13 18–19 14–15 No. 9a–b
Q. p. 307 (pp. 26–28)
Ex. 9
A. p. 270
33 TG Problem solving 14 19–20 15 No. 10a–b
Q. p. 307 (pp. 30–32)
Ex. 10
A. p. 270
34 TG Problem solving(contd) 14 19–20 15 No. 10a–b
Q. p. 307 #(pp. 30–32)
Ex. 10
A. p. 270
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Premier Mathematics Week 7
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
35 p. 327 Addition and subtraction: 157–159 1–2 78 54 No. 28
Act. 2 5-digit numbers (pp. 88–89)
Estimation and vertical method for addition No. 29a (pp.
90–91)
36 p. 328 Building up and breaking down numbers for * 3, 4 79–80 55–57 No. 29b (pp. Teacher or capable
Act. 3 addition and 5 92–93) learners make wall
Expanded vertical method Adding on charts of strategies for
adding and subtracting
(see TG and LB for
examples)
37 p. 328 Subtraction using the column method, breaking * 6, 7 57–59 57–59 No. 30a–b
Act. 4 down method or the number line and 8 (pp. 94–97)
No. 31
(pp. 98–99)
38 p. 329 Compensation method * 9, 10 83–84 59–60
Act. 5 Doubling and halving to estimate answers Inverse and 11
operations to check answers

39 p. 327 Addition and subtraction: 157–159 1–2 78 54 No. 28

Act. 2 5-digit numbers (5 hours) (pp. 88–89)
Estimation and vertical method for addition No. 29a
(pp. 90–
91)
40 p. 329 Properties of whole numbers * 12, 13 84–86 61–62 No. 32
Act. 6 Problem solving in context: Addition and (pp. 100–
subtraction 101)
No. 33
(pp. 102–
103)
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Premier Mathematics Week 8
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
41 Q. TG p. 1.1 WHOLE NUMBERS 182–183 1–2 148 97 No. 82a Squared paper to
353 Addition and subtraction (5 hours) Estimate by (pp. 40–assist learners to keep
A. TG p. rounding off; 41) the place value
287 Place value columns and the
Ex. 11 numbers lined up
correctly see TG p.
175 (also No. 20)
42 Q. TG p. Building up and breaking down method; *3 149 100–102 No. 82b (pp. Squared paper to
353 Expanded vertical column method 42–43) assist learners to
A. TG p. keep the place value
287 columns and the
Ex. 12 numbers lined up
correctly see
TG p. 175 (also No. 20)
43 Q. TG p. Number line; *4–5 150 103–104
354 Counter balance/compensation method
A. TG p.
288
Ex. 13
44 Q. TG p. Doubling method; *6–7 151 104 No. 83
354 Inverse of addition and subtraction (pp. 44–45)
A. TG p.
288
Ex. 14
45 Q. TG p. Problem solving 9 152–53 105 No. 85
355 (pp. 48–
A. TG p. 49)
288
Ex. 16
46 Q. TG p. Revise counterbalance/compensation method for 3, 4 200 137–138 No. 107
373 subtraction; Revise doubling method to calculate (pp. 102–
A. TG p. 295 estimating addition 103)
4 No. 108
(pp. 104–
105)
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?

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 Premier Mathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
47 FORMAL ASSESSMENT TASKS
TEST
All topics

48 FORMAL ASSESSMENT TASKS

TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51 FORMAL ASSESSMENT TASKS

TEST
All topics

52

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Premier Mathematics Week 10
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
53 FORMAL ASSESSMENT TASKS
TEST
All topics

54 FORMAL ASSESSMENT TASKS

TEST
All topics

55 FORMAL ASSESSMENT TASKS

TEST
All topics

56

57

58

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach
1. Was the learners’ performance during the term what you had expected and hoped more effectively next term?
for? Which learners need particular support with Mathematics in the next term?
What strategy can you put in place for them to catch up with the class? Which
learners would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what
your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you
in the future? make to get back on track?

HOD: Date:

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 6. Solutions for All Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Solutions forAll Mathematics Week 1
Note1: The purpose of the activities is for the learners to learn and practise the concepts. The exercises are an assessment of whether the learners have grasped the concepts.
Note 2: This LTSM has joined the second and third units. In The CAPS document they are separate.
Note 3: This LTSM provides no printable resources so please consult other books on the recommended list.
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

4 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get
back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 2
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
5 LB Q. NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1–2 3–7 1–3 No. 1a–b Abacuses, counters,
p. 322 No. 1 1.1 Whole numbers (pp. 2–4) counting beads, flard
TG A. Counting, ordering, comparing, representing and cards (No. 4)
pp. 312–318 place value of digits (4-digit numbers)
6 LB Q. NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1–2 3–7 1–3 No. 1a–b Abacuses, counters,
p. 322 No. 1 1.1 Whole numbers (pp. 2–4) counting beads, flard
TG A. Counting, ordering, comparing, representing and cards (No. 4)
pp. 312–318 place value of digits (4-digit numbers)contd
7 LB Q. Odds and evens; Inverse operations Ex. 1 8–12 4–5 No. 2–3
p. 322 No. 2 Act. 3 (pp. 6–8)
TG A.
pp. 312–318
8 Q. Whole numbers: Counting, ordering, 157–159 Act. 1 86–87 68–69 No. 25a–b Flard cards (No. 4)
LB p. 330 comparing, representing and place value (6- (pp. 78–81)
A. TG p. 318 digit numbers): (1 hour) No. 26,
No. 51 Working with hundred thousands Counting, 27a–b (pp.
ordering and representing whole numbers with 5 82–87)
digits
9 Q. Whole numbers: Counting, ordering, 157–159 Act. 1 86–87 68–69 No. 25a–b
LB p. 330 comparing, representing and place value (6- (pp. 78–81)
A. TG p. 318 digit numbers): (1 hour) No. 26,
No. 51 Working with hundred thousands Counting, 27a–b (pp.
ordering and representing whole numbers with 5 82–87)
digits (contd)
10 Q. LB p. 339 1.1 WHOLE NUMBERS Counting, Act. 1 183–184 153–154 No. 79 Q. LB p. 339
A. TG ordering, comparing, (pp. 32– A. TG
p. 326 representing and place value Counting and 33) p. 326
No. 108 rounding off No. 80 No. 108
(pp. 34–35)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get
back on track?

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 Solutions forAll Mathematics Week 3
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
11 Q. LB p. 346 WHOLE NUMBERS 196 1, 2 256– 214– No. 105 Place value cards (No. 4)
A. TG p. 331 Counting, ordering, comparing, representing 258 216 (pp. 96–97)
No. 150 and place value (6-digit numbers)

12 # Word problems 196 # # 214- #

216

13 # Word problems(contd) 196 # # 214- #

216

14 Catch-up: Finish any work not yet completed

Remedial support and enrichment: Do your own
planning:

15 Catch-up: Finish any work not yet completed

Remedial support and enrichment: Do your own
planning:

16 REVISION WORK

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do to
get back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 4
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
17 LB Q. PATTERNS, FUNCTIONS AND ALGEBRA 127–131 4–5 5–6 4–6 Rev. no.
p. 322 No. 3 2.1 Number sentences 6 (p. xxii)
TG A. Number sentences about problems; Patterns in
pp. 312–318 number sentences
18 LB Q. Properties of 0 and 1; Associative properties of 6–7 7–9 7–9 No. 4 LB Q.
p. 322 No. 4 multiplication and addition (p. 10) p. 322 No. 4 TG A.
TG A. pp. 312–318
pp. 312–318
19 LB Q. Ex. 2 – Application of the associative properties of Ex. 2 10–12 10–12 LB Q.
p. 322 No. 5 multiplication and addition Asses p. 322 No. 5 TG A.
TG A. Check what you know smen pp. 312–318
pp. 312–318 t
20 LB Q. Ex. 2 – Application of the associative properties of Ex. 2 10–12 10–12 LB Q.
p. 322 No. 5 multiplication and addition Asses p. 322 No. 5 TG A.
TG A. Check what you know(contd) smen pp. 312–318
pp. 312–318 t
21 Q. LB p. 352 PATTERNS, FUNCTIONS AND ALGEBRA 207 1 306–307 257–258 No. 142 Q. LB p. 352
A. TG p. 335 2.3 Numbers sentences (Introduction to (pp. 186– A. TG p. 335
No. 182 algebraic expressions) 187) No. 182
(CAPS specifies 3 hours)
Checking number sentences; Describing problems
with number sentences
22 Q. LB p. 352 PATTERNS, FUNCTIONS AND ALGEBRA 306–307 257–258 No. 142 Q. LB p. 352
. TG p. 335 No. 2.3 Numbers sentences (Introduction to (pp. 186– A. TG p. 335 No. 182
182 algebraic expressions) 187)
(CAPS specifies 3 hours)
ecking number sentences; Describing
problems with number sentences(contd)

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do to
get back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 5
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
23 Q. LB p. 352 Writing number sentences; Checking number 2 307– 258– No. 143a (pp.
A. TG p. 335 sentences Ex. 1 308 259 188–189)
No. 183

24 Q. LB p. 352 oosing equivalent number sentences 3 307 259 No. 143b

A. TG p. 335 No. (pp. 190–
184 191)

25 Remedial support MM Activities and

Enrichment Printable Resources book,
Catch up – Finish work not yet completed; Add in pairs of dice for groups of
your own planning here learners, Remediation and
Enrichment Activities book
26 FORMAL ASSESSMENT TASKS ASSIGNMENT
Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

28 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
29 LB Q. NUMBERS, OPERATIONS AND 132–135 1 14–16 13 No. 6a–b
p. 322 No. 6 RELATIONSHIPS (pp. 14–
TG A. 1.1 Whole numbers 16)
pp. 312–318 Addition and breaking down numbers to add and
subtract
30 LB Q. Filling up tens and hundreds 2 16 14 No. 7a–b
p. 323 No. 7 (pp.18–20)
TG A.
pp. 312–318
31 LB Q. Using making up to subtract 3 17 14 No. 8a–b
p. 323 No. 8 (pp. 22–24)
TG A.
pp. 312–318
32 LB Q. Adding and subtracting; Using number sentences Ex. 1 18–19 15 No. 9a–b
p. 323 No. 9 to solve problems Act. 4 (pp. 26–
TG A. 28)
pp. 312–318
33 LB Q. Adding and subtracting; Using number sentences Ex. 1 18–19 15 No. 9a–b
p. 323 No. 9 to solve problems(contd) Act. 4 (pp. 26–
TG A. 28)
pp. 312–318
34 LB Q. Check what you know ; Hand back the last 19 15–16 LB Q.
p. 323 No. 10 assessment and remediate any misconceptions p. 323 No.
TG A. 10 TG A.
pp. 312–318 pp. 312–318

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 7
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
35 Q. Addition and subtraction: (5 hours) Addition Act. 2 88–89 69–70 No. 28 Teacher or capable
LB p. 330 of 5-digit whole numbers; (pp. 88–89) learners make wall charts
A. TG p. 318 introduction to the expanded column method No. 29a of strategies for addition
No. 52 (pp. 90– and subtraction (see TG
91) pp. 70–71 and LB pp. 89
and 92 for examples)
36 Q. Practise the expanded column method Ex. 1 89 70 No. 29b (pp.
LB p. 330 92–93)
A. TG p. 318
No. 53
37 Q. Subtraction of 5-digit whole numbers Act. 3 90 70 No. 30a–b
LB p. 330 (pp. 94–
A. TG p. 318 97)
No. 54
38 Q. Practise addition and subtraction Ex. 2 91 70 No. 31
LB p. 331 Check what you know (pp. 98–
A. TG p. 319 99)
No. 55
39 Q. Subtraction using expanded columns Act. 4 92–93 71–72 No. 32
LB p. 331 (pp. 100–
A. TG p. 319 101)
No. 56 No. 33
(pp. 102–
103)
40 Q. LB p. 340 1.1 WHOLE NUMBERS 182–183 Act. 2 185–187 No.
A. TG p. 326 Addition and subtraction (5 hours) Adding in 81a
No. 109 columns and b
(pp. 36–39)
No. 82 a
(pp. 40–41)
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Solutions forAll Mathematics Week 8
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
41 Q. LB p. 340 Adding in columns Ex. 1 188 154 No. 82b (pp. Tip: Use squared
A. TG 42–43) paper to assist
p. 326 learners to keep the
No. 110
place value columns
and the numbers lined
up correctly (No. 20)
42 Q. LB p. 340 Estimation and addition Ex. 2 188-189 155
A. TG p. 326
No. 111

43 Q. LB p. 340 Subtraction in columns Act. 3 189– 155– No. 83

A. TG p. 326 190 156 (pp. 44–
No. 112 45)

44 Q. LB p. 341 Subtraction in columns Ex. 3 189– 156 No. 84

A. TG p. 326 190 (pp. 46–
No. 113 47)

45 Q. LB p. 341 Problem solving with addition Ex. 4 192 156– No. 85

A. TG p. 326 157 (pp. 48–49)
No. 114

46 Q. LB p. 347 Using column addition and subtraction; More 5 260–261 217–219 No. 109
A. TG p. 332 adding and subtracting Ex. 1 (pp. 106–
No. 153 107)
No. 110
(pp. 108–
109)

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 Solutions forAll Mathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
47 FORMAL ASSESSMENT TASKS
TEST
All topics

48 FORMAL ASSESSMENT TASKS

TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51 FORMAL ASSESSMENT TASKS

TEST
All topics

52

Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

HOD: Date:

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 Solutions forAll Mathematics Week 10
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act./ pp. pp. workbook (No.) is the resource’s number
ex. in MM Activities and Printable
Resources book Date completed
53 FORMAL ASSESSMENT TASKS
TEST
All topics

54 FORMAL ASSESSMENT TASKS

TEST
All topics

55 FORMAL ASSESSMENT TASKS

TEST
All topics

56
57
58

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you teach
1. Was the learners’ performance during the term what you had expected and hoped more effectively next term?
for? Which learners need particular support with Mathematics in the next term?
What strategy can you put in place for them to catch up with the class? Which
learners would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not, what
your teaching to improve their understanding of this section of the curriculum are the implications for your work on these topics in future? What plan will you
in the future? make to get back on track?

HOD D t

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 7. Study and Master Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 Study and MasterMathematics Week 1
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

4 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Study and MasterMathematics Week 2
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
5 LB Q. p. 2 TG NUMBERS, OPERATIONS AND RELATIONSHIPS 125–126 *1.1 2–5 23–27 No. 1a–b Flard cards (No. 4
A. p. 23 1.1 Whole numbers 2.2 (pp. 2–4) and TG pp. 343–
Rounding off to estimate; Representing numbers 344),
and place value Dienes blocks, number
grids (No. 3), number
lines (No. 5)
6 LB Q. p. 6 TG Comparing and ordering numbers; Counting and 3.1 6–8 27–30 No. 2–3 Flard cards (No. 4
A. p. 26 calculating (pp. 6–8) and TG pp. 343–
344)
7 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114– No. 25a–b Flard cards
A. TG p. 114 comparing, representing and place value (6- 116 (pp. 78–81) TG pp. 343–
digit numbers) rounding off No. 26, 344
27a–b (pp. (also No. 4)
82–87)
8 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114– No. 25a–b Flard cards
A. TG p. 114 comparing, representing and place value (6- 116 (pp. 78–81) TG pp. 343–
digit numbers) rounding off (contd) No. 26, 344
27a–b (pp. (also No. 4)
82–87)
9 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114– No. 25a–b Flard cards
A. TG p. 114 comparing, representing and place value (6- 116 (pp. 78–81) TG pp. 343–
digit numbers) expanded form No. 26, 344
27a–b (pp. (also No. 4)
82–87)
10 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114–116 No. 25a–b Flard cards
A. TG p. 114 comparing, representing and place value (6- (pp. 78–81) TG pp. 343–
digit numbers) expanded form No. 26, 344
27a–b (pp. (also No. 4)
82–87)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Study and MasterMathematics Week 3
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
11 LB p. 258 WHOLE NUMBERS 196 *1.1 258– 278– No. 105 Place value cards (No. 4)
TG p. 278 Counting, ordering, comparing, representing 259 279 (pp. 96–97)
and place value (6-digit numbers)

12 LB p. 258 WHOLE NUMBERS 196 *1.1 258– 278– No. 105 Place value cards (No.
TG p. 278 Counting, ordering, comparing, representing 259 279 (pp. 96–97) 4)
and place value (6-digit numbers)
Different strategies
13 Remedial support 31 MM Activities and
Catch up – Finish work not yet completed; Printable Resources
Add in your own planning here book, pairs of dice for
groups of learners
14 Remedial support 31 MM Activities and
Catch up – Finish work not yet completed; Add in Printable Resources
your own planning here book, pairs of dice for
groups of learners
15 REVISION WORK

16 REVISION WORK

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get
back on track?

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 Study and MasterMathematics Week 4
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
17 LB Q. pp. PATTERNS, FUNCTIONS AND ALGEBRA 127–121 5.1 9–11 31–34 Rev. no. 6 LB Q. pp. 9–10 TG A. p.
9–10 TG 2.1 Number sentences (p. xxii) 32
A. p. 32 Number sentences 1

18 LB Q. p. 12 Number sentences 2 6.1 12–13 35–36 No. 4

TG A. p. 35 (p. 10)

19 LB Q. p. 13 TG Balanced number sentences 7.1 13–14 36–39 Balancing scales

A. p. 36
20 LB Q. p. NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 8.1 15–16 42–43 No. 6a–b
15 TG A. 1.1 Whole numbers (pp. 14–16)
p. 42 Short cuts and inverse operations
21 LB Q. p. Number rules 9.1 17–18 43–46 No. 7a–b
17 TG A. (pp. 18–20)
p. 43
22 LB p. 313 PATTERNS, FUNCTIONS AND ALGEBRA 207 32.1 313–315 326–328 No. 142
TG p. 326 2.3 Numbers sentences (Introduction to (pp. 186–
algebraic expressions) 187)
Number expressions
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 Study and MasterMathematics Week 5
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
23 LB p. 315 Writing and solving number sentences 33.1 315– 328– No. 143a
TG p. 328 316 330 (pp. 188–
189)

24 LB p. 317 Equations that balance 34.1 317– 330– No. 143b

TG p. 330 318 331 (pp. 190–
191)

25 Remedial support – Help learners with flow charts MM Activities and

Enrichment Printable Resources
Catch up – Finish work not yet completed; Add in book, pairs of dice for
your own planning here groups of learners,
Remediation and
Enrichment Activities
book
26 FORMAL ASSESSMENT TASKS
ASSIGNMENT
Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences

28 FORMAL ASSESSMENT TASKS

ASSIGNMENT
Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Study and MasterMathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
29 LB Q. p. 19 TG Whole numbers: Counting, ordering, 10.1 19–20 46–48 No. 8a–b LB Q. p. 19 TG A. p. 46
A. p. 46 comparing, representing and place value (pp. 22–24)
Using strategies to calculate smartly
30 LB Q. p. 20 TG Adding and subtracting 4-digit numbers 11.1 21–22 49–50 No. 9a–b
A. p. 49 (pp. 26–28)
31 LB Q. p. Problem solving 12.1 22–23 51–52 Example of
22 TG A. vocabulary wall
p. 51
chart (No. 1)

32 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114–116 No. 25a–b Flard cards
A. TG p. comparing, representing and place value (6- (pp. 78–81) TG pp. 343–
114 digit numbers) No. 26, 344
27a–b (also No. 4)
(pp.
82–87)
33 Q. LB p. 92 Addition and subtraction: 5-digit 2.1 93 116– No. 28 Counting grids, number
118
A. TG p. 116 numbers; (pp. 88– lines (No. 3 & 5)
Round off to estimate and calculate 89)
No. 29a (pp.
90–91)
34 Q. LB p. 94 Ancient addition and subtraction 3.1 95 120–121 No. 29b
A. TG p. (pp. 92–
119 93)

35 Q. LB pp. More addition and subtraction 4.1 96–97 122–123 No. 30a–b Teacher or capable
95–96 No. 1, (pp. 94–97) learners make wall
A. TG pp. 2, 3a–e charts of different
121– methods of adding
122 and subtracting (see
TG and LB for
examples)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Study and MasterMathematics Week 7
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
36 More addition and subtraction 4.1 96–97 122– Flard cards (No. 4)
No. 3f– 123
j, 4

37 Q. LB p. 90 Whole numbers: Counting, ordering, 157–159 * 1.1 90–91 114– No. 25a–b Flard cards
A. TG p. 114 comparing, representing and place value (6- 116 (pp. 78–81) TG pp. 343–
digit numbers) (1 hour) No. 26, 344
27a–b (pp. (also No. 4)
82–87)
38 Q. LB p. 95 Problem solving in context: Addition and 5.1 98 125– No. 32 Flard cards TG pp. 343–
A. TG pp. subtraction 127 (pp. 100– 344
121–122 101)
No. 33
(pp. 102–
103)
39 Q. LB p. 1.1 WHOLE NUMBERS Addition and 181 11 185– 216– No. 79
185 subtraction Counting, ordering, comparing, 187 217 (pp. 32–
A. TG p. representing and 6-digit place value 33)
216 No. 80
(pp. 34–
35)
No. 81a
pp. 36–
37
No. 81b
pp. 38–39
40 Q. LB p. 1.1 WHOLE NUMBERS 182–183 12.1 188– 217– No. 82a (pp.
188 Addition and subtraction (5 hours) Addition and 189 218 40–41)
A. TG doubling
pp. 217–
218
41 Q. LB p. Subtraction 13.1 190 219– No. 82b (pp.
190 220 42–43)
A. TG
p. 219
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?

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 Study and MasterMathematics Week 8
* = Select
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
42 Q. LB p. Problem solving in context 14.1 191 220– No. 83
191 221 (pp. 44–45)
A. TG
pp. 220–
221
43 Q. LB p. Addition and subtraction without carrying and 15.1 192 221–222 No. 84 Tip: Use squared paper
192 decomposing (pp. 46–47) to assist learners to keep
A. TG p. 221 the place value columns
and the numbers lined
up correctly (No. 20)
44 LB p. 260 WHOLE NUMBERS 197 2.1 260– 279–280 No. 106a
TG p. 279 Addition and subtraction of 5-digit numbers 261 (pp.
(CAPS specifies 5 hours) Quick addition and 100–
subtraction 101) No.
106b
(pp.
100–
103)
45 LB p. 262 dd and subtract 4- and 5-digit numbers 3.1 263 282 No. 107
TG p. 281 (pp. 102–
103)
No. 108
(pp. 104–
105)
46 LB p. 263 Solve word problems with addition and 4.1 264 283– No. 109
TG p. 283 subtraction 284 (pp. 106–
107)

47 Remedial support
Catch up – Finish work not yet completed; Add in
your own planning here

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend

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 Study and MasterMathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
LB pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
48 FORMAL ASSESSMENT TASKS
TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51 FORMAL ASSESSMENT TASKS

TEST
All topics

52 FORMAL ASSESSMENT TASKS

TEST
All topics

53

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 Study and MasterMathematics Week 10
# = Supplement
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
FORMAL ASSESSMENT TASKS
TEST
All topics

FORMAL ASSESSMENT TASKS

TEST
All topics

FORMAL ASSESSMENT TASKS

TEST
All topics

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped teach more effectively next term?
for? Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

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 8. Viva Mathematics
This section maps out how you should use your school’s selected Teacher’s Guide and • Was your preparation for the lesson adequate? For instance, did you have all
Learner’s Book in a way that enables you to cover the curriculum sequentially, aligning the necessary resources? Had you thought through the content so that you
with the CAPS, for well-paced and meaningful teaching. understood it fully and so could teach it effectively?
• Did the purpose of the lesson succeed? For instance, did the learners reach
The following components are provided in the columns of the tracker table:
a good understanding of the key concepts for the lesson? Could they use
1. Lesson number.
the language expected from them? Could they write what was expected
2. Mental Mathematics (MM) link (page references in LB and in TG provided, as
from them?
well as activity number). Also refer to the Mental Maths Activities and Printable
• Did the learners cope with the work set for the lesson? For instance, did they
Resources book for additional Mental Mathematics ideas.
finish the classwork? Was their classwork done adequately? Did you assign
3. CAPS content linked to Learner’s Book content.
the homework?
4. CAPS page numbers at the start of each new CAPS topic.
• Are your learners’ books up to date?
5. Learner’s Book exercises/activities that cover the CAPS content for the lesson.
• Does what the learners have done in their books correlate with the tracked
If needed, an * indicates the need to select some of the activities and a # to
comments in the tracker?
supplement the lesson’s activities.
6. Page reference in the Learner’s Book for the lesson’s activities Briefly write down your reflection weekly, following the prompts in the tracker.
(LB page reference). • What went well?
7. Page reference in your Teacher’s Guide for the lesson’s activities • What did not go well?
(TG page reference). • What did the learners find difficult or easy to understand or do?
8. DBE workbook link to related content (worksheet and page numbers • What will you do to support or extend learners?
are referenced). NB: Where a resource is referred to by a number, such • Did you complete all the work set for the week?
as (No. 5), this number is the number of the resource in the Mental Maths • If not, how will you get back on track?
Activities and Printable Resources book that is part of the toolkit. • What will you change for next time? Why?
9. Resources needed for the lesson (other than the Learner’s Book,
The reflection should be based on the daily lessons you have taught each week. It will
DBE workbook and basic stationery).
provide you with a record for the next time you implement the same lesson again,
10. Date completed.
and also forms the basis for collegial conversations with your head of department and
Weekly reflection your peers.

The tracker gives you space to reflect on your Mathematics lessons on a weekly basis.
You can share this reflection with your HOD and discuss things that worked or did not
go so well in your lesson. Together with your HOD you can think of ways of improving
on the daily work that the learners in your class are doing. When you reflect you could
think about things such as:

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 VivaMathematics Week 1
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
2 ORIENTATION AND REVISION

3 ORIENTATION AND REVISION

4 ORIENTATION AND REVISION

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 VivaMathematics Week 2
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
5 LB Q. p. 1 TG NUMBERS, OPERATIONS AND RELATIONSHIPS 123–124 1–2 2–3 6–7 No. 1a–b Counters, counting
A. p. 129 1.1 Whole numbers (pp. 2–4) grids TG pp. 137–138
Counting and place value (also No. 3), number
lines TG p. 140 (also
No. 5), place value
cards TG p. 140 (also
No. 4)
6 LB Compare and order; Rounding off(nearest 5,10) 3–4 3 8 No. 2–3
Q. p. (pp. 6–8)
1 TG
A. p.
129
7 LB Compare and order; Rounding off(nearest 100) 3–4 3 8 No. 2–3
Q. p. (pp. 6–8)
1 TG
A. p.
129
8 Q. LB p. 67 Whole numbers: Counting, ordering, 157–159 *1 68 41 No. 25a–b Flard cards (No. 4)
A. comparing, representing and place value (6- (pp. 78–81)
TG p. digit numbers) No. 26,
135 Counting on and place value 27a–b (pp.
82–87)
9 Q. LB p. 67 Whole numbers: Counting, ordering, 157–159 *1 68 41 No. 25a–b Flard cards (No. 4)
A. comparing, representing and place value (6- (pp. 78–81)
TG p. digit numbers) expanded notation No. 26,
135 Counting on and place value(contd) 27a–b (pp.
82–87)
10 LB p. 190 WHOLE NUMBERS 196 1 191 100 No. 105 Place value cards
TG p. 148 Counting, ordering, comparing, representing (pp. 96–97) (No. 4)
and place value (6-digit numbers)

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 VivaMathematics Week 3
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
11 LB p. 258 WHOLE NUMBERS 196 #
TG Counting, ordering, comparing, representing
p. and place value (6-digit numbers)
278
12 LB p. 258 WHOLE NUMBERS 196 #
TG Counting, ordering, comparing, representing
p. and place value (6-digit numbers)
278 Different strategies
13 # Remedial support #
Catch up – Finish work not yet completed; Add in
your own planning here

14 # Remedial support #
Catch up – Finish work not yet completed; Add in
your own planning here

15 # REVISION WORK #

16 # REVISION WORK

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 VivaMathematics Week 4
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
17 LB Q. PATTERNS, FUNCTIONS AND ALGEBRA 127–131 5 4 8 Rev. no. 6
p. 1 2.1 Number sentences (p. xxii)
TG A.
The four operations
p.
129
18 LB Q. Number sentences 6 5 8 No. 4
p. 1 (p. 10)
TG A.
p.
129
19 LB Q. Word problems 7 6 8 No. 5
p. 1 (p. 12)
TG A.
p. 129
20 LB p. 221 PATTERNS, FUNCTIONS AND ALGEBRA 207 3 No. 142
TG p. 2.3 Numbers sentences (Introduction to (pp. 186–
151 algebraic expressions) 187)
Equivalence
21 LB p. 221 PATTERNS, FUNCTIONS AND ALGEBRA 207 3 No. 142
TG p. 2.3 Numbers sentences (Introduction to (pp. 186–
151 algebraic expressions) 187)
Equivalence
22 LB p. 221 Multiple choice 4 No. 143a (pp.
TG p. 151 188–189)

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 VivaMathematics Week 5
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
23 LB p. 221 Number sentences 5 No. 143b
TG p. (pp. 190–
151 191)

24 Catch-up: Any work not yet completed Remedial

support and enrichment: Do your own
planning:

25 Catch-up: Any work not yet completed Remedial

support and enrichment: Do your own
planning:

26 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

27 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

28 FORMAL ASSESSMENT TASKS ASSIGNMENT

Whole numbers
Number sentences

Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 VivaMathematics Week 6
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
29 LB Q. NUMBERS, OPERATIONS AND RELATIONSHIPS 132–135 1 8 11 No. 6a, Counters, counting
p. 7 TG A. p. 1.1 Whole numbers (5 hrs) 6b (pp. grids TG pp. 137–138,
130 Addition and subtraction of whole numbers with at 14–6) number lines
least 5 digits; TG p. 140, place value
Estimating by rounding off cards TG p. 140
30 LB Q. Addition of 5-digit numbers 2 9 11 No. 7a,
p. 7 TG A. p. 7b
130 (pp.18–
20)
31 LB Q. Subtraction 3 10 11–12 No. 8a, 8b
p. 7 TG A. p. (pp. 22–24)
130
32 LB Q. Inverse operations 4 11 12 No. 9a–b
p. 7 TG A. p. (pp. 26–28)
130
33 LB Q. Problem solving 5 12 12 Example of vocabulary
p. 7 TG A. p. wall chart (No. 1)
130
34 Q. LB p. 67 Addition and subtraction: (5 hours) 5- 2 70 42 No. 28 Counting grids and
A. TG p. 135 digit numbers (pp. 88–89) number lines (No. 3
Estimation and rounding off No. 29a (pp. & 5)
90–91)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

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 VivaMathematics Week 7
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
36 Q. LB p. 67 Addition of 5-digit numbers 3 71 42 No. 29b
A. TG p. (pp. 92–
135 93)

37 Q. LB p. 67 Subtraction of 5-digit numbers 4 72 43 No. 30a

A. TG p. and b
135 (pp. 94–
97)
38 # Problem solving 6 74 43 No. 32
(pp. 100–
101)
No. 33
(pp. 102–
103)
39 Q. LB p. 131 1.1 WHOLE NUMBERS 182–183 1 139– 74–75 No. 79 Copymaster 1b TG p.
A. TG p. Addition and subtraction (5 hours) Whole 140 (pp. 32–33) 158
142 numbers, 6-digit numbers, reading and writing; No. 80
Place value and rounding off (pp. 34–35)
No. 81a
(pp. 36–37)
No. 81b
(pp. 38–39)
40 Q. LB p. 138 Estimating and rounding off; Two methods of 2 141 75
A. TG calculating
p. 143

41 Q. LB p. 138 Inverse operations 3 142 75 No. 82b (pp. Tip: Use squared paper
A. TG p. 143 42–43) to assist learners to
keep the place value
columns and the
numbers lined up
correctly (No. 20)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

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 VivaMathematics Week 8
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
42 Q. LB p. 138 Properties of numbers – commutative and 4 143 75 No. 83
A. TG associative laws (pp. 44–
p. 143 45)

43 Q. LB p. 138 Addition and subtraction games 5 144 76 No. 84

A. TG (pp. 46–
p. 143 47)

44 Q. LB p. 138 Problem solving 6 145 76 No. 85

A. TG (pp. 48–
p. 143 49)

45 LB p. 190 WHOLE NUMBERS 197 2, 3 193– 100– No. 106a

TG p. 148 Addition and subtraction of 5-digit numbers 194 101 (pp. 100–101)
(CAPS specifies 5 hours) Estimating by rounding off; No. 106b
Inverse operations (pp. 100–103)
46 LB p. 190 Properties of numbers 4 195 101 No. 107
TG p. 148 (pp. 102–
103)
No. 108
(pp. 104–
105)
47 LB p. 190 Problem solving 6 197 103 No. 110 Calculators
TG p. 148 (pp. 108–
109)
Reflection
Think about and make a note of: What went well? What did not go well? What did the What would you change for next time? Why?
learners find difficult or easy to understand or do? What will you do to support or extend
learners? Did you complete the work set for the week? If not, what will you do to get back
on track?

HOD: Date:

94 Grade 5 Mathematics

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 VivaMathematics Week 9
Lesson MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. act. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
48 FORMAL ASSESSMENT TASKS
TEST
All topics

49 FORMAL ASSESSMENT TASKS

TEST
All topics

50 FORMAL ASSESSMENT TASKS

TEST
All topics

51 FORMAL ASSESSMENT TASKS

TEST
All topics

52 FORMAL ASSESSMENT TASKS

TEST
All topics

53
Reflection
Think about and make a note of: What went well? What did not go well? What did What would you change for next time? Why?
the learners find difficult or easy to understand or do? What will you do to support or
extend learners? Did you complete the work set for the week? If not, what will you do
to get back on track?

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 VivaMathematics Week 10
MM CAPS concepts and skills CAPS LB LB TG DBE Resources and notes Class
pp. ex. pp. pp. workbook (No.) is the resource’s number
in MM Activities and Printable
Resources book Date completed
54 FORMAL ASSESSMENT TASKS
TEST
All topics

55 FORMAL ASSESSMENT TASKS

TEST
All topics

56 FORMAL ASSESSMENT TASKS

TEST
All topics

57
58

End-of-term reflection
Think about and make a note of: 3. What ONE change should you make to your teaching practice to help you
1. Was the learners’ performance during the term what you had expected and hoped for? teach more effectively next term?
Which learners need particular support with Mathematics in the next term? What
strategy can you put in place for them to catch up with the class? Which learners
would benefit from extension activities? What can you do to help them?

2. With which specific topics did the learners struggle the most? How can you adjust 4. Did you cover all the content as prescribed by the CAPS for the term? If not,
your teaching to improve their understanding of this section of the curriculum in the what are the implications for your work on these topics in future? What plan will
future? you make to get back on track?

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 D. ASSESSMENT RESOURCES

1. Assessment Term Plan You need to go over any assessments when you hand them back to your learners. Time
is allocated in the tracker for this purpose.
The term plan gives an overview of how the formal assessment programme fits
into the weekly planned lessons. You have to plan the dates on which other informal tests and assignments will be
written, should you wish to do so.
In Term 1, according to the CAPS, you need to set and mark one assignment and one
test. You could carry out other informal assessment activities (using your LTSM or other A suggested mark record sheet for the year is provided in this Assessment Resources section.
resources) at your discretion.
Also in this section, an exemplar of an end-of-term test and memorandum for Term 1
The test should be written during Week 9. The suggested formal assessment is provided for you to use instead of any one in the LTSMs if you choose to do so. You
(assignment) is noted in the tracker, corresponding to the LTSM which you are using. will also find the analysis of both the cognitive levels and the areas of content for each
question of the exemplar. These levels are CAPS compliant.

Table 1: Formal and informal assessment tasks included in each set of LTSMs for Term 1
LTSM Informal assessment as stated in the CAPS Formal assessment: assignment Formal assessment: end-of-term test
document (Weeks 3, 6 and 9) (Weeks vary) (Week 9)
Fabulous Revision at the end of each unit – could be used Week 5 TG pp. 57–58: photocopiable test paper;
Mathematics as informal assessment. Assignment: TG p. 59: answers
Answers are in TG for each revision exercise Or use the exemplar test in Section D
Oxford Assessment 1: Week 5 No end-of-term test provided.
Headstart Assessment 2: Assignment: You could use the test in another of the LTSMs or
Mathematics Assessment 3: the exemplar in Section D
Oxford Revision 1 Week 5 No end-of-term test provided.
Successful Revision 2 Assignment: You could use the test in another of the LTSMs or
Mathematics Revision 3 the exemplar test in Section D

Platinum *Revision 1 Week 5 TG pp. 170–171: photocopiable test;

Mathematics Revision 2 Assignment: TG p. 44: answers
Revision 3 Or use the exemplar test in Section D

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 LTSM Informal assessment as stated in the CAPS Formal assessment: assignment Formal assessment: end-of-term test
document (Weeks 3, 6 and 9) (Weeks vary) (Week 9)
Premier Assessment 1 Week 5 Term test
Mathematics Assessment 2 Assignment: TG pp. 194–199: whole of Term 1 work assessed;
TG pp. 240–243: Memorandum.
Or use the exemplar test in Section D

Solutions for All Check what you know exercises are at the end of Week 5 TG pp. 269-272: photocopiable test paper;
Mathematics each unit. Assignment: TG pp. 273–275: memorandum with analysis of
TG: answers for each Check what you know cognitive levels of each question in the test
exercise is in the TG Or use the exemplar test in Section D

Study and TG: There are nine assessment tasks and any of Week No end-of-term test provided.
Master these could be used as informal assessment 75Assignment: You could use the test in another of the LTSMs or
Mathematics TG pp. 15–16 has page numbers of all the tests the exemplar test in Section D
and solutions
Viva Assessment 1 Week 5 No end-of-term test provided.
Mathematics Assignment: You could use the test in another of the LTSMs or
the exemplar test in section D

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 2. Suggested Assessment Record
MARK RECORDING SHEET SCHOOL: CLASS:

SUBJECT: Mathematics GRADE 5 MATHEMATICS FORMAL ASSESSMENT TASKS

TERM 1 TERM 2 TERM 3 TERM 4

EXAMINATION 25%
GRADE: 5

SBA TOTAL 75%

TOTAL TERM 1

TOTAL TERM 2

TOTAL TERM 3

TOTAL TERM 4
ASSIGNMENT
YEAR: ............

COMMENT
TOTAL %
TEST 1
DATE OF ASSESSMENT TASK
TOTAL POSSIBLE MARKS
No SURNAME NAME 100%
1
2
3
4
5
6
7
8
9
10
11
12
13
HOD Signature
Date
TEACHER Signature
Date

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Gr 5 Maths Tracker Term 1 2018 p108 KZN.indd 100

3. Grade 5 Mathematics Test Term 1

100 Grade 5 Mathematics

Surname:

Name: Boy Girl

Date of birth:

School:

Province:

EMIS no.: Date: 50

INSTRUCTIONS TO LEARNERS:
1. The use of calculators is not allowed.
2. Answer all the questions in the spaces provided.
3. You have 60 minutes to write the test.

1. Expand these numbers and calculate the answer:

6 534 + 2 325 =

= 6 000 + + 30 + 4 + 2 000 + 300 + +5

= + 800 + +9

= (5)

2. Fill in the table:

+ 100 – 100 + 1 000 – 1 000

12 340 = = = = (4)

3. Fill in the answer:

1 3
a) of 1 kilometre is m b) of 1 litre is ml
4 4
1
c) 2
a kilogram is g d) 2 x 250 ml is ml (4)

4. Circle the correct answer:

4.1. 4 x (5 + 2) =

a) (4 x 5) + 2 b) 4 x 5 x 2 c) (4 + 5) x (4 + 2) d) (4 x 5) + (4 x 2)

4.2. 2 911 rounded off to nearest 100 is:

a) 2 900 b) 3 000 c) 900 d) 2 000

4.3. 93 547 = ? in expanded notation

a) 3 000 + 40 + 5 000 + 90 000 + 7 b) 9 + 2 000 + 500 + 30 000 + 40

c) 40 + 90 000 + 7 + 500 + 3 000 d) 400 + 3 000 + 90 000 + 7 + 50

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4.4. Which number between 12 and 100 is a multiple of 12?

a) 12 b) 96 c) 38 d) 46 (4)

(5)

(1)

5. Calculate the following. Show all your calculations.

a) 5 187 + 42 236 = b) 85 126 – 34 296 = c) 224 x 75 =

(2) (2) (2)

d) 625 ÷ 8 = e) 315 + (9 x 8) ÷ 3
Teacher Toolkit: CAPS Planner and Tracker 2019 Term 1

(2) (2)

6. I left my house at 09:10. I came back at 13:45. How much time did I spend away from home?

(2)

7. This term is 9 weeks long. You do 6 hours of mathematics a week.

How many hours of mathematics would you have done by the end of term?

(1)

8. Write down a number sentence for the following:

Mrs Mashile bought 43 World Cup tickets at R160 each. How much did she pay altogether?
101

(1)
10/16/2017 12:01:26 PM
 (8)

4. Grade 5 Mathematics Test Term 1: Memorandum Expected answer Content Cognitive Marks
area levels
Expected answer Content Cognitive Marks
7. a) Can use any method. 1 mark for
area levels
Possible method. calculation
1. = 6 000 + 500 + 30 + 4 + 2 000 + 300 + 20
11 and 1 for
+5 35 187
answer
= 8 000 + 800 + 50 +9 + 42 236
77 423 (2)
= 8 859 1 R (5)
b) 85 126 – 34 296
2. = 12 440 = 12 240 = 13 340 11 340 1 R (4)
= 80 000 + 5 000 + 100 + 20 + 6 –
(30 000 + 4 000 + 200 + 90 + 6)
= (80 000 – 30 000) + (5 000 – 4 000) +
1 mark for
(100 – 200) + (20 – 90) + (6 – 6)
calculation
= (80 000 – 30 000) + (4 000 – 4 000) +
and 1 for
(1 000 – 200) + (120 – 90) + (6 – 6)
answer
4.1. d) (4 x 5) + (4 x 2) 1 C (1) = 50 000 + 0 + 800 + 30 + 0
= 50 830 (2)
4.2. a) 2 900 K (1)
c) (200 + 20 + 4) x (70 + 5)
4.3. c) 40 + 90 000 + 7 + 500 + 3 000 K (1)
= (200 x 70) + (200 x 5) + (20 x 70) + (20 x 5)
4.4. b) 96 K (1) + (4 x 70) + (4 x 5)
1 mark for
(4) = 14 000 + 1 000 + 1 400 + 100 + 280 + 20
calculation
= 10 000 + 4 000 + 1 000 + 1 000 + 400 +
and 1 for
100 + 200 + 80 + 20
answer
= 10 000 + 6 000 + 700 + 100
= 16 800 1 R (2)

d) 315 + (9 x 8) ÷ 3 1 C 1 mark for

= 315 + 72 ÷ 3 calculation
= 315 + 24 and 1 for
 Expected answer Content Cognitive Marks Expected answer Content Cognitive Marks
area levels area levels
e) Can use any method. Possible method. Total 50
419 x 34
= (400 + 10 + 9) x (30 + 4)
= (400 x 30) + (400 x 4) + (10 x 30) + (10 x 4)
+ (9 x 30) + (9 x 4)
1 mark for
= 12 0000 + 1 600 + 300 + 40 + 270 + 36
calculation
= 10 000 + 2 000 + 1 000 + 600 + 300 + 200
and 1 for
+ 40 + 70 + 30 + 6
answer
= 10 000 + 3 000 + 1 100 + 140 + 6
= 14 246 1 R (2)
8. Can use any method. Possible method. 1 mark for
calculation
50 minutes + 3 hours + 45 minutes = 3 hours +
and 1 for
95 minutes
answer
= 3 hours + 1 hour + 35 minutes
= 4 hours and 35 minutes 4 C (2)
9. 9 x 6 = 54 hours 4 P (1)
10. 34 x 160 = R5 440 or 160 x 34 = R 5 440 4 P (1)

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 5. Analysis of Weightings of Marks in the Mathematics Test
The percentage of marks that should be allocated to content areas and the number of The percentage of marks that should be allocated to cognitive levels and the number
marks in each level in the Term 1 test are shown below in Table 1. of marks in each level in the Term 1 test are shown below in Table 2.

Table 1: Weighting of content areas in Term 1 Test Table 2. Cognitive levels Term 1 Test
CAPS Marks per Marks per Cognitive level Specified Specified Marks out of 50
100% area in a test area in the percentage of percentages as at each level in
out of 50 Term 1 Test marks at each marks for a test the Term 1 Test
Numbers, Operations and ≈50% 25 marks 24 marks level out of 50
Relationships Knowledge ≈25% 12.5 marks 12 marks
Patterns, Functions and Algebra ≈10% 5 marks 5 marks Routine procedures ≈45% 22 .5 marks 22 marks
Complex procedures ≈20% 10 marks 11 marks
Problem solving ≈10% 5 marks 5 marks
≈100

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