CONTENT AREA / CONCEPTS AND SKILLS FOR TERM 4 / DATE
Completed / VOCABULARY
GLOSSARY / MENTAL MATHS / RESOURCES
Week 1
3 Hours / Textbook Page: Workbook Page: Caps Page:
NUMBERS AND OPERATIONS
Addition and subtraction
Whole numbers / REVISION OF TERM 2 WORK / Biggest; Smallest
Ascending; Descending
Place value ; Value
Odd & even
Rounding off
Whole number Multiple; Estimate
Add; Plus; altogether; total; More than; increase
Subtract, subtraction,
take (away), minus,
decrease, difference Intervals on number lines
Whole number
Even number
Odd number / Recognize and use properties: commutative
Associative
Distributive
Count forwards and backwards
Between 0 and at least 10000
Order, compare and represent
Numbers to at least 4-digit numbers
Represent odd and even numbers to
At least 1 000
Place value of 4-digit numbers
Round off to the nearest 10 to 1 000 / Number grids
Number lines
Pictures
Arrays
Diagrams
Place value cards
Flash cards
Dienes blocks
Base ten blocks
Place value mat
Addition up to 4 digits
- Estimating
- Breaking down all numbers according to place value parts to add
- Adding on by breaking down the number to be added
- Filling up tens by breaking down the number to be added.
Subtraction up to 4 digits
- Breaking down both numbers to subtract
- Breaking down all the numbers to add using compensation
- Subtracting by breaking down the number to be subtracted
Problem solving - caps page 120
- Summation, increase and decrease, comparison by difference or ratio
- Solve problems in contexts including financial contexts
Check their solutions themselves by using the inverse operation
Judge the reasonableness of their solutions by rounding and estimating
Week 1
3 Hours / Textbook Page: Workbook Page: Caps Page:
Week 2
3 Hours / Reading instruments and measuring mass / Estimate
Mass
Grams
Kilograms
Scales
Numbered
Unnumbered
Gradation lines
Rate
Ratio / Multiplying and dividing by 10; 100
And 1 000.
Count forwards and backwards
Multiplication: times 0 to 10
X and ÷ as inverse operations
Doubling and halving.
Building up and breaking down numbers
Rounding off to 5, 10, 100 and 1000 / Bathroom scales
Kitchen scales
Balances
Number lines
Masses
Adverts
Recipe
Packaging
- Estimate mass in grams and kilograms
MEASUREMENT
Mass /
- Read the masses stipulated on packaging and pictures
- Read the mass on balance scales (in g kg).
- Read numbered and unnumbered gradation lines
- Convert between grams and kilograms
Compare masses with up to 4 digits in grams and kilograms
Translate the decimal numbers on some packaging into fractions
Calculate and estimate (using grams and kilograms)
- Round numbers to the appropriate unit of mass(10,100,1000)
- Addition and subtraction of up to 4-digit numbers
- Multiplication 2-digit by 2-digit numbers
- Division: 3-digit by 1-digit numbers
- Add fractions in context (halves to eighths)
Solve problems relating to mass. CAPS page 120
Include rate especially rands per kilograms
Increasing or decreasing
Week 2
3 Hours / Textbook Page: Workbook Page: Caps Page:
SHAPE AND SPACE
3-D objects / REVISION OF TERM 2 WORK / Sphere
Cones
Cylinders
rectangular prisms
square- base pyramid
flat surfaces
curved surfaces
Faces / Revision of 2D shapes
Game: I have who has ……..Guessing game: keep 3D object closed and the learners must ask questions to identify the object
Ordering, identifying and comparing 3D objects / Pictures
Boxes
3D objects
Wall chart
2D shapes
Geometric solids
Construction rods
Distinguish between objects
- curved surface only: a sphere
- flat and curved surfaces: Cones and Cylinders
- flat surfaces only: Rectangular prisms and square- base pyramid
Identify and name 3D objects
Describe these objects according to the kinds of 2-D shapes (faces)
Making models of 3-D objects using cut out polygons
Identify and name 3-D objects in drawings
- compare 3-D objects from drawings
- identify everyday objects that look like geometric objects
- match the 2-D s that have the same shape as the face of 3-D
Week 3
3 Hours / Textbook Page: Workbook Page: Caps Page:
NUMBERS
Fractions / REVISION OF TERM 3 WORK / Share, Equal sharing
Divide, Remainder
Fraction, Part of
Denominator Numerator, eighths
equal parts, sixths, sevenths, quarters
halves, thirds, fifths /
- Count forwards and backwards Multiplication: times 0 to 10
- X and ÷ as inverse operations
- Doubling and halving.
- Building up and breaking down numbers
- + and - as inverse operations
Fraction tiles
Cuisenaire rods
Number lines
counters
geometric shapes
diagrams
Fraction wall
Describing and ordering fractions
Compare and order common fractions with different denominators
Describe and compare common fractions in diagram form
Calculations with fractions:
Adding fractions with the same denominators
Recognize, describe and use the equivalence of division and fractions
Solving problems in contexts including grouping and equalsharing
Use length, capacity and mass can be used as contexts.
CAPS page 121
Week 3
3 Hours / REVISION AND ASSESSMENT Test 40 Marks
REVISION AND ASSESSMENT / Addition and subtraction of whole numbers
Measurement - Mass
3D - Objects
Fractions
Week 4
3 Hours / Textbook Page: Workbook Page: Caps Page:
NUMBERS
Division / Revision of term 2 work / Estimate round off
Multiples division remainder multiply multiplication arrays number sentences
Sharing, grouping, times
Multiplication
Product rate
Share equal sharing
Divide division
Inverse
Factor quotient / Count in multiples and non-multiples
Rounding to 10 , 100 and 1000
Multiplication: times 1 to 10
Building up and breaking down numbers
Inverse between multiplication and division
Doubling and Halving
Commutative,
Associative, and distributive properties / “clue board”
Number board
Flard cards
Base 10 blocks
Concrete material
Number lines
Hundred chart
Division of at least whole 3-digit by 1-digit numbers
Calculation techniques
Estimation
Building up and breaking down numbers
Rounding off and compensating
Doubling and halving
Using multiplication and division as inverse operations
Learners use what they know about multiplication to do division.
Solve problems in contexts CAPS page 120
Financial and Measurement contexts
Grouping and equal sharing with remainders - Rate and ratio
Week 4
3 Hours / Textbook Page: Workbook Page: Caps Page:
Week 5
3 Hours / Learners are not required to know or apply formulae / perimeter, area or
volume
shape or objects.
distance
around
length
rulers
measuring tapes.
mm, cm, m.
sides of square grids
corners of a grid square
vertical or horizontal
grid squares
irregular
rectangular prisms
container
cubes / Revision of 2D shapes
Revision of 3D objects
Count in multiples and non-multiples
Multiplication: times 1 to 10
Building up and breaking down numbers / rulers
measuring tapes
Boxes
Blocks
Plastic shapes
Grid paper
Drawings
Perimeter
MEASUREMENT
Perimeter, Area, Volume / Measure perimeters of shapes and spaces with rulers and measuring tapes
Record this measurement mm, cm, m.
Add the lengths of drawings mm, cm, m, km
Count the lengths by counting the number of sides of square grids
Diagonal distances between corners of a grid square are longer
Than the vertical or horizontal distances between corners of a grid square
Area
Learners count how many tiles the shape covers.
Learners count how many grid squares the shape covers.
The area is stated in number of grid squares or number of tiles
Regular shapes with straight sides where the sides are all the same length
Irregular shapes length with straight sides - sides are not all the same
Shapes with curved sides
Volume
Count how many cubes or rectangular prisms are used to fill a container
Make stacks with cubes or rectangular prisms
The volume is stated in number of cubes or rectangular prisms
Capacity is the amount of substance that an object can hold space inside
Volume is the amount of space that an object occupies.
Week 5
3 Hours / Textbook Page: Workbook Page: Caps Page:
SHAPE AND SPACE
Position and movement / Locate position of objects, drawings or symbols on grid / Locate
Positions / Order, compare and represent
Numbers to at least 4-digit numbers
Represent odd and even numbers to
At least 1 000
Place value of 4-digit numbers / objects
map
Grid paper
Locate positions of objects on a map
To find the cell i.e. To answer questions like “what is in cell b3?”
In which cell an object is i.e. To answer questions like “where is the cow?”
Week 6
3 Hours / Textbook Page: Workbook Page: Caps Page:
SHAPE AND SPACE
Transformations / Build composite shapes / Tessellations
2-D shapes
patterns
symmetry
3-D objects
symmetry
hexagons
triangles / Count in multiples and non-multiples
Rounding to 10 , 100 and 1000
Multiplication: times 1 to 10
Building up and breaking down numbers
Inverse between multiplication and division
Doubling and Halving / 2-D shapes
3-D objects
hexagons
triangles
Drawings
Put 2-D shapes together to make different composite 2-D shapes
symmetry
Tessellations use 2-D shapes to create tessellation patterns
Make patterns by packing out the tiles.
Identify and describe tessellation patterns.
Gr4. do not create the patterns by rotating, translating or reflecting
Copied or made the patterns.
Describe patterns
Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when describing
patterns
Week 6
3 Hours / Textbook Page: Workbook Page: Caps Page:
PATTERNS
Geometric Patterns / Revision of term 2 work / Input values
output values
rules
flow diagrams
constant difference
ratio
number sentence / Count in multiples and non-multiples
Multiples
Factors / 2D shapes
3Dobjects
flow diagram
Investigate and extend patterns: 2D shapes and 3Dobjects
Look for relationships or rules of patterns represented in
- Physical or diagram form
- Sequences involving a constant difference or ratio
- Learner’s own creation
Describe observed relationships or rules in learner’s own words
Input and output values
Determine input, output values and rules for the patterns in flow diagrams
Equivalent forms
Determine equivalence of different descriptions of the same relationship or
Rule presented
In a flow diagram
By a number sentence
Week 7
3 Hours / Textbook Page: Workbook Page: Caps Page:
DATA
Probability / Perform repeated events and list possible outcomes for events such as / Outcomes
Coins
Die
tally marks
results / Count in multiples and non-multiples
Multiplication: times 1 to 10 / Coins
Die
Tossing a coin
Rolling a die
Record the results of their experiments in a table using tally marks.
Week 7-10 / REVISION AND ASSESSMENT Examination 40 Marks
Teaching Plan Grade 4 MNED Make Maths Count Page 1 of 5