2021 Annual Teaching Plan – Term 1: MATHEMATICS: Grade 2

Mathematics Time Allocation:

7 hours per week is allocated for Mathematics. the following break down for the daily lesson is suggested.
PER WEEK: 7 hrs
PER DAY 1 hr. 24 min × 5 = 7 hrs. (or 1hr 30 min plus one 1hour lesson per week) The prescribed time of 7 hours for Maths per week must be observed.
1. Whole Class Activity:
o Counting, Mental Maths (consolidation of concepts) 5 min +10 min
o New Concept teaching 20 min
o Classroom Management (allocation of independent activities)
2. Independent group teaching and independent work
24 × 2 groups = 48 min
(inclusive of the differentiated teaching of new concepts - oral, practical and written activities daily)
The teacher is also mindful to plan well for effective for assessment for learning to inform the remediation and teaching.
See a suggested group teaching plan below.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Group 1 and 3 Group 2 and 3 Group 1 and 3 Group 2 and 3 Whole class teaching

Term 1
Week 1(3 days) Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
Baseline NOR: NOR: NOR: NOR: Revision (based off
Assessment • Count objects • Addition and Subtraction • Addition and Subtraction • Place value the error analysis –
NOR: • Count forwards and backwards • Place value • Place value • Repeated addition leading to for possible content
• Count objects • Describe, Order and Compare • Money Multiplication gaps)
• Count forwards • Place value
and backwards • Addition and Subtraction EXAMPLE:
CAPS Topic • Describe, Order PFA: SPACE & SHAPE: MEASUREMENT: • Addition
and Compare • Geometric Patterns • 3-D objects • Time • Subtraction
• Number Patterns • Multiplication
MEASUREMENT: DATA HANDLING:
• Length • Collect and sort objects
• Represent sorted objects
• Analyse and Interpret data
Counting: Counting: Counting: Counting: Counting: Counting: Counting: Counting: Counting: Counting:
• count out 30 (Numeric • forwards and • forwards and • forwards and • forwards and • forwards and • forwards and • Forwards and • Forwards and
objects reliably patterns backwards in 2s backwards in backwards in 2s backwards in 5s backwards in backwards in 5s backwards in backwards in
in 1s integrated) & 10s up 60 2s & 5s up 60 & 5s up 80 (from & 10s up 80 5s & 10s up & 10s up 100 2s, 5s & 10s up 2s, 5s & 10s up
• Count forwards • forwards any number and (from any 100 (from any (from any 100 100
and backwards and in multiples) number and in number and in number and in
in 1s, 2s, 5s and backwards multiples) multiples) multiples)
Core 10s (0 to 30) in 2s & 10s
Concepts, up 50
Skills and
Values Mental Math:
Mental Math: Mental Math: Mental Math: Mental Math: Mental Math: Mental Math: Mental Math: Mental Math: Mental Math: • 2 more/ 2 less
1 more/1 less • 1 more/1 • Number that • More than/less • Add/subtract up • Doubling and • Recall addition • Recall addition • 2 more/ 2 less • 10 more/10
less comes before than to 10 halving facts to 20 facts to 20 • 10 more/10 less less
Number bonds and after • 2 more/2 less • Which number is • 2 more/2 less • Recall • Recall • 5 more/ 5 less • 5 more/ 5 less
2--6 • Smallest/biggest • Number bonds between? • 5 more/ 5 less subtraction subtraction facts • Add/subtract up
number of 7-10 • Order numbers facts from 20 from 20 to 20
 Term 1
Week 1(3 days) Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
• Number bonds 4- • Number bonds of • Number bonds of • Number bonds
8 7-10 10 of 10

NOR: NOR: NOR: Range 20 NOR: Range 20 NOR: Range 20 EXAMPLE

• Complete • Recognise, identify Revision of Term 1
number • Read and write number symbols and • Add and subtract problems up to 20 • Add and subtract up to 20 context free
sequence of number names up to 50 • Solve addition and subtraction problems calculations • Add the same number repeatedly • Addition
counting in 1s • Order and compare whole numbers In context and context free calculations • Multiply numbers 1 to 10 by 2 • Subtraction
up to 30 • Arrange from greatest to smallest, Money: • Use appropriate symbols (+, =, ×, ⃞) • Multiplication
• Read and write less than and is equal to • Recognise, identify RSA money (5c,
• Decompose two-digit numbers into 10c, 20c, 50c, R1, R2, R5, and bank Solve word problems in context (repeated
number symbol addition)
multiples of tens and units/ones notes R10, R20, R50), and
1 to 20
• Identify and state the value of each • Solve money problems up to R20.
• Write number
digit
names 1 to 10
• Solve addition and subtraction
problems up to 10 in context
DBE Workbook:
DBE Workbook: Act 17 & 18 DBE Workbook: Act 5, 21, 23 & 24 DBE Workbook: Act 6, 25 & 26 DBE Workbook: Act 29, 30 & 31 Act 23, 24 & 30
DBE Workbook:
PFA: Space & Shape - 3-D objects: Measurement: Time
Act 3, 4, 19
Geometric patterns • Name, recognise, describe, sort, and • Name and sequence days of the week
• Copy, extend and describe simple compare 3-D objects (Data handling • Name and sequence months of the
Geometric patterns in words integrated) year
• Tell 12 hr time in hours and half hours
DBE Workbook: Act 27, 28
in an analogue clock
Numeric patterns: • Calculate length of time and passing of
time
• Copy, extend and describe simple
patterns in words (in 2s, 5s & 10s) • Use clocks to calculate length of time in
DBE Workbook: Act 7 hours or half hours
DBE Workbook: Act 9 & 32 DBE Workbook: Act 13, 14, 22
Measurement: Length Data Handling:
• Estimate, measure, compare, order, and Collect, represent, and analyse data
record length using non-standardised, (pictograph with one-to-one
e.g. hand spans, paces, pencil length, correspondence)
bottle tops etc. as part of informal
measuring.
• Estimate, measure, compare, order and
record length using metres as the
standard unit of length
DBE Workbook: Act 10 DBE Workbook: Act 15, 16
Number line Expanded Notation, building up, Number line Doubling and halving Counting in 2s, 5s, 10s
Strategies breaking down, Number line Breaking down Counting in 2s, 5s, 10s Number line
Building up
In Grade 1, the In Grade 1, the learners should have • Use apparatus, pictures, number lines, • Knowledge of morning, afternoon, and • Bonds of numbers up to 10
learners should learnt how to: breaking down and building up of evening • Operational signs (+ & −)
have learnt how to: • Copy, extend and describe simple numbers when solving and explaining • Numbers 1 to 12 • Solve word problems in context and
Requisite Pre- • Count forwards number sequences to at least 100, problems and performing calculations. • Hours and half hours explains own solutions to problems
Knowledge and backwards which should include counting • Solve word problems in context and • Name and sequence days of the week involving repeated addition with
from 0 to 80 forwards and backwards in ones. explain own solution to problems • Name and sequence months of the answers up to 10
• Counting forwards in 10s, 5s and 2s involving addition and subtraction with year • Using the appropriate symbols +, =,
up to 100. answers up to 10. • Do repeated addition to 10.
 Term 1
Week 1(3 days) Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
45 days
• Recognise and • Use apparatus, pictures, number • Bonds of numbers up to 10 as well as • Bonds of numbers up to 10
read number lines, breaking down and building up using the appropriate symbols:
symbols 1 to 80. of numbers when solving and +, –, =, ⃞
• Write number explaining problems and performing • Compare and order the length, height,
symbols 1 to 20. calculations. or width of two or more objects by
• Solve word problems in context and placing them next to each other.
explain own solution to problems • Use language to talk about the
involving addition and subtraction comparison.
with answers up to 10.
• Bonds of numbers up to 10 as well
as using the appropriate symbols:
+, –, =, ⃞
• DBE Workbook • 100 board • Counters, abacus • Calendars • Counters, plastic plates, circles drawn • DBE Workbook
• Worksheets/clas • DBE Workbook • DBE Workbook • Analogue clock on the floor • Worksheets/cla
Resources
swork book • Worksheets/classwork book • Worksheets/classwork book • DBE Workbook • DBE Workbook sswork book
(other than
• Concrete • Counters, abacus, • Paper, scissors, pencils, sticks, bottle • Worksheets/classwork book • Worksheets/classwork book
textbook) to
apparatus • DBE Workbook tops.
enhance
learning • 100 board per • Worksheets/classwork book • Empty matchboxes, strings, rulers,
learner measuring tape
• Activity cards
Informal
Assess as Core Concepts, Skills and Values above
Assessment
NOR NOR SPACE AND SHAPE NOR MEASUREMENT NOR NOR
SBA • Oral PFA • Practical SPACE AND SHAPE • Oral MEASUREMENT • Practical
(Formal • Written DATA HANDLING • Written
Assessment) • Written: