Mathematics caps intermediate phase

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Maths CAPS overivew for intermediate phase

Maths CAPS overivew for intermediate phase

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  • 1. MATHEMATICSCurriculum and Assessment Policy Statement (CAPS)Intermediate PhaseGrades 4 - 6
    Presented by: Peggy Seeliger and Ina Nel
  • 2. Background (Task Team Report)
    Review of the Implementation of the NCS
    (Oct 2009)
    • NCS should be rationalised … in the form of CAPS
    • 3. Clear, to the point, measurable …
    • 4. Content, concepts and skills …
    • 5. Organised around knowledge, recommended methods and assessment requirements.
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    2
  • 6. Brief of the CAPS team(from MPC)
    Repackagethe current NCS into a simple content-based curriculum by:
    • Filling gaps within the Phase
    • 7. Presenting it in a teacher-friendly format
    • 8. Ensuring seamless transition between Phases
    Develop a single Curriculum and Assessment Policy Statement (CAPS)
    Give guidelines per grade on what teachers must teach and assess
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    3
  • 9. Intermediate Phase Focus
    Mental calculations are important
    Pocket calculators are NOT recommended for basic calculations
    Strong focus on concept development – CONTENT-BASED
    Teaching programme/ work schedule is suggested
    Examples give guidance andrepresent MINIMUM standards
    Problem-solving as an integral part of Mathematics teaching and learning
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    4
  • 10. Three important Questions
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    5
  • 11. Content areas
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    6
  • 12. Content changesNumbers and Number Operations
    IN
    Counting extension: count in 9s, 19s, 49s and 99s
    Number concept: In 4 372 there are 4 Thousands, 43 hundreds, 437 tens, 4 372 units
    Factors (Grade 4): To enable learners to multiply 2-digit numbers by 2-digit numbers
    Relationship symbols < and > (from Grade 3)
    Compensation methods only for addition and multiplication
    Multiple operations with brackets
    Vertical addition, subtraction, multiplication and long division (from Grade 4)
    Fractions up to twelfths (Grade 4)
    OUT
    Calculators
    Prescribed contexts of Natural Science and Technology
    Contexts to build awareness of other learning areas and human rights
    History of Mathematicsto be dealt with where appropriate
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    7
  • 13. Content changes (cont)Patterns and Functions
    IN
    Use letters in number sentences from Grade 4 – (not only ):
    t + 3 = 7 ; m x 4 = 72
    OUT
    Contexts to build awareness of other learning areas and human rights etc.
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    8
    Space and Shape
    IN
    • 2-D shapes: 6-sided (Grade 4); 7-sided (Grade 5); 8-sided (Grade 6)
    • 14. 3-D objects: No change in progression
    OUT
    • None
  • Content changes (cont)Measurement
    IN
    Measuring angles (Grade 6)
    OUT
    Prescribed contexts of Natural Science and Technology
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    9
    Data Handling
    IN
    • Labeling of axes of graphs to be emphasized
    OUT
    • Double bar graphs (Grade 6)
  • Motivation for content changes
    Teachers and other stakeholders at various discussion groups indicated their support for a simple content based curriculum.
    Concern about curriculum overload and repetition prompted progression from Grades 4 to 6 to be built in.
    Smooth transition from Grade 3 and a solid foundation for Senior Phase.
    The need for strong focus on mental calculations and filling the NCS gaps to ensure learners’ conceptual development.
    BACK TO THE BASICS!
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    10
  • 15. Assessment
    Integral part of teaching and learning
    TWO Components/Parts:
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    11
  • 16. Continuous Assessment (CASS)
    More test-driven (2 tests per term)
    Weighting of tasks introduced (10% for tests and 5% for other tasks)
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    12
  • 17. Common understanding of cognitive levels
    Different types of questions must be included in assessment.
    It is hoped that the given examples and the suggested levels will clarify teachers’ uncertainties.
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
    13
  • 18. Mathematics teaching time
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
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  • 19. CAPS Implementation
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
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  • 20. Way Forward?
    Your inputs on IP are critical - even for FP & SP (and FET)
    Documents available on: www.education.gov.za
    Comments to: CAPScomments@dbe.gov.za
    Tuesday, October 12, 2010
    Mathematics Curriculum and Assessment Policy (CAPS)
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