Mathematics caps intermediate phase

10,626 views
10,248 views

Published on

Maths CAPS overivew for intermediate phase

0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
10,626
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
82
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Mathematics caps intermediate phase

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

×