ENGLISH MATHEMATICS _2021 WEEKLY TEACHING PLAN _ GRADE 4

TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
3 days 5 days 5 days 5 days: 5 days 5 days 5 days 5 days 4 days 3 days

Hours per 3 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 5 hrs 3 hrs.
week
Hours per 3 hrs. 12 hrs. 9 hrs. 2 hrs. 18 hrs. 5 hrs 3 hrs.
topic
Topics, REVISION WHOLE NUMBERS: NUMBER SENTENCES FORMAL WHOLE NUMBERS: REVISION FORMAL
concepts  Write number sentences to ASSESSMENT ASSESSMENT
and skills Number range for counting, ordering, describe problem situations TASK Number range for calculations TASK
comparing and representing, and place  Solve and complete number ASSIGNMENT Test
value of digits sentences by  Whole number  Addition and subtraction of whole of at All topics
‒ inspection  Number least 4 digits
 Count forwards and backwards (in 2s, ‒ trial and improvement sentence
3s, 5s, 10s, 25s, 50s, 100s) between 0  Check solution by substitution Calculation techniques
and at least 10 000
 Order, compare and represent Properties of whole numbers  Use a range of techniques to perform
numbers to at least 4-digit numbers and check written and mental
 Represent odd and even numbers to  Recognize and use the calculations with whole numbers
at least 1 000. commutative; associative and including;
 Recognize the place value of digits in distributive properties of ‒ estimation
whole numbers to at least 4-digit operations with whole ‒ building up and breaking down
numbers numbers. numbers
 Round off to the nearest 10, 100 and  0 in terms of its additive ‒ rounding off and compensating
1 000. property ‒ using a number line
‒ using addition and subtraction as
inverse operations.

Properties of whole numbers

 Recognize and use the commutative

and associative properties of whole
numbers
 0 in terms of its additive property

Solving problems

 Solve problems in contexts involving

whole numbers, including
‒ financial contexts
‒ measurement contexts

Prerequisit  Counting ordering, comparing, and  Multiply 2, 3, 4, 5, 10 to at  Counting ordering, comparing, and
e skill or representing place value of 3-digit least 100 representing place value of 3-digit
pre- numbers up to 800  Divide numbers to 100 by 2, 3, numbers up to 800.
knowledge  Recognize the place value of digits in 4, 5,10  Add up to 800
whole numbers to at least 3-digit  Use appropriate symbols (+,  Subtract from 800
numbers up to 800. −, ×, ÷, = , )  Recognize the place value of digits in
 Round off to the nearest 10 whole numbers to at least 800.
 Round off to the nearest 10
 Adding and subtracting units, multiples
of 10 and multiples of 100 to/from any 3-
digit number up to 800

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TERM 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
4 days 5 days 3 days 5 days 5 days 5 days 5 days 5 days 5 days 4 days 5 days
Hours per 5 hrs. 6 hrs. 3 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs 5 hrs. 6 hrs.
week
Hours per 6 hrs. 15 hrs. 12 hrs. 9 hrs. 2 hrs. 6 hrs. 5 hrs. 6 hrs.
topic
WHOLE NUMBERS: WHOLE NUMBERS: WHOLE NUMBERS: NUMERIC PATTERNS: FORMAL GEOMETRIC REVISION OF FORMAL
Number range for ASSESSMENT PATTERNS TERM 1 AND 2 ASSESSMENT
calculations: Number range for calculations Number range for calculations Investigate and extend TASK Investigate and WORK TASK
 multiplication and patterns Investigation extend patterns Test
division (1-digit by 1  Multiply at least 2-digit by 1-  Division of 2- digit by 1 - digit  Investigate and extend  Investigate and All Term 1 and
digit) digit  Division of at least whole 3- numeric patterns looking extend geometric Term 2 topics
 Multiplication of at least whole digit by 1-digit numbers for relationships or rules of patterns looking for
Number range for 2-digit by 2-digit numbers patterns relationships or
multiples and factors Calculation techniques ‒ sequences involving a rules of patterns:
 Multiples of 1-digit Calculation techniques constant difference or ‒ represented in
numbers to at least  Use a range of techniques to ratio physical or
100  Use a range of techniques to perform and check written ‒ of learner’s own diagram form
perform and check written and mental calculations of creation ‒ sequences not
and mental calculations of whole numbers including:  Describe observed limited to a
whole numbers including: ‒ estimation relationships or rules for constant
‒ estimation ‒ building up and breaking sequences involving difference or
‒ building up and breaking down numbers constant difference or ratio
down ‒ using multiplication and ratio in learner’s own ‒ of learner’s own
numbers division as inverse words creation
‒ doubling and halving operations.  Describe observed
‒ using multiplication and Input and output values relationships or
division as inverse Determine input values, rules in learner’s
Topics, operations.
concepts Multiples and factors output values and rules for own words
and skills patterns and relationships: Input and output
Multiples and factors  Multiples of 1-digit numbers ‒ flow diagrams values
to at least 100. ‒ tables  Determine input
 Multiples of 1-digit numbers to values, output
at least 100 Properties of whole numbers Equivalent forms values and rules for
 Determine equivalence of the patterns and
Properties of whole numbers  Recognize and use the different descriptions of relationships using
distributive properties of the same relationship or flow diagrams
 Recognize and use the whole numbers. rule presented: Equivalent forms
commutative; associative and ‒ verbally  Determine
distributive properties of Solving problems ‒ in a flow diagram equivalence of
whole numbers. ‒ by a number different
 Solve problems in contexts sentence descriptions of the
Solving problems involving whole numbers, same relationship or
including: rule presented:
 Solve problems in contexts ‒ financial contexts ‒ verbally
involving whole numbers, ‒ measurement contexts ‒ in a flow
including: ‒ comparing two or more diagram
‒ financial contexts quantities of the same ‒ by a number
‒ measurement contexts kind (ratio) sentence
‒ comparing two or more ‒ comparing two quantities
quantities of the same of different kinds (rate).
kind (ratio)

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 ‒ comparing two quantities ‒ grouping and equal
of different kinds (rate). sharing with remainders
‒
 Multiply 2, 3, 4, 5, 10 to  Multiply 2, 3, 4, 5, 10 to a total  Divide numbers to 100 by 2,  Investigate and extend  Investigate and
at least 100 of 100 3, 4, 5,10 patterns extend patterns
 Divide numbers to 100  Halving and doubling  Halving and doubling  Describe patterns in own  Describe patterns in
by 2, 3, 4, 5,10  Multiplication facts for units by  Building up and breaking words own words
Prerequisite
 Use appropriate multiples of 10 and 100. down 3 digit whole numbers.
skill or
symbols (+, −, ×, ÷,  Building up and breaking  Use multiplication and
pre-
=, ) down 3 digit whole numbers. division as inverse
knowledge
  Round off to the nearest 10 operations.
and estimate answers.  Round off to the nearest 10
 and estimate answers.

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TERM 3 Week 1 Week 2 Week 3
4 days 5 days 5 days
Hours 5 hrs. 6 hrs. 6 hrs.
per week
Hours 18 hrs.
per topic
COMMON FRACTIONS:
Describing and ordering
fractions
 Compare and order
common fractions of
different denominators
(halves, thirds, quarters,
fifths, sixths, sevenths,
eighths)
 Describe and compare
common fractions in
diagram form.
Calculations with fractions
 Recognize, describe and
use the
Topics, equivalence of division
concepts and fractions
and skills  Addition of common
fractions with same
denominators.
Solving problems
 Solve problems in
contexts involving
fractions, including
grouping and equal
sharing.
Equivalent forms
 Recognize and use
equivalent forms of
common fractions
(denominators which are
multiples of each other)
 Use and name unitary and
non-unitary fractions in
Prerequis familiar contexts including
ite skill halves, quarters, eighths,
or pre- thirds, sixths, fifths
knowledg  Recognise fractions in
e on a calendar
diagrammatic form
Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
5 days 4 days 5 days 5 days 5 days 5 days 5 days 4 days
6 hrs. 5 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs 6 hrs. 5 hrs.
6 hrs. 6 hrs. 12 hrs. 3 hrs 3 hrs. 3 hrs. 8 hrs.
TIME: LENGTH: PROPERTIES OF 2D SYMMETRY: TRANSFORMATIONS  REVISION FORMAL
Reading time and time SHAPES:  Recognize, draw and Build composite ASSESSMENT
instruments Practical measuring Range of shapes describe line(s) of shapes TASK
 Read, tell and write time  Recognize, visualize symmetry in 2-D  Put 2-D shapes
in 12-hour and 24-hour  Estimate and and name 2-D shapes in shapes together to make
formats on both practically measure the different composite 2- TEST
analogue and digital 2-D shapes and 3-D environment and D shapes including
instruments in: objects using geometric setting, some shapes with All topics
‒ hours measuring instruments focusing on line symmetry.
‒ minutes such as:  regular and irregular Tessellations
‒ seconds ‒ rulers polygons - triangles,  Pack out 2-D shapes
 Instruments include ‒ metre sticks  squares, rectangles, to make tessellated
clocks and watches ‒ tape measures other quadrilaterals, patterns
‒ trundle wheels pentagons, hexagons, including some
Reading calendars  Record, compare and heptagons patterns with line
order lengths of  circles symmetry.
Calculations and problem shapes and objects in  similarities and Describe patterns
solving time include: millimetres (mm), differences between  Refer to lines, 2-D
 problems in contexts centimetres (cm), squares and rectangles shapes, 3-D objects
involving time metres (m), kilometres and lines
 calculation of the (km) Characteristics of shapes of symmetry when
number of days between  Describe, sort and describing patterns
any Calculations and compare 2-D shapes in ‒ in nature
 two dates within the problem-solving terms of: ‒ from modern
same or consecutive ‒ straight and curved everyday life
years  Solve problems in sides ‒ our cultural
 calculation of time contexts involving ‒ number of sides heritage
intervals where time is length Further activities
given in minutes or  Convert between  Draw 2-D shapes on
hours only ‒ millimetres (mm) grid paper
and centimetres
(cm),
‒ centimetres (cm)
and metres (m)
‒ metres (m) and
kilometres (km)
 Conversions limited to
whole numbers and
common fractions
 Read dates on  Estimate, measure, Identify circles, Triangles, • Recognise and draw New concept in the
calendars compare, order and Squares and Rectangles line of symmetry in 2- grade
Place birthdays, record length D shapes
religious festivals, public usingnon-standard Describe, sort and compare
holidays, historical measures e.g. hand 2-D shapes in terms of:
events, school events spans, paces, pencil ‒ shape
lengths, counters, etc. ‒ straight sides
 Use calendars to  Describe the length of ‒ round sides
calculate and describe objects by counting
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  Recognise that two halves
or three thirds make one
whole and that 1 half and
2 quarters are equivalent
 Write fractions as 1 half, 2
third
 Use clocks to calculate
lengths of time in days and stating the length
or weeks or months in informal units
including
‒ converting between
days and weeks
‒ converting between
weeks and months
length of time in hours,
half hours and quarter
hour

N.B. BY THE END OF TERM 3, LEARNERS SHOULD HAVE COMPLETED A PROJECT AND A TEST. SEE NOTES ON PROJECT FROM ABRIDGED SECTION 4 OF CAPS.

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TERM 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
4 days 5 days 5 days 5 days: 5 days 5 days 5 days 5 days 5 days 3 days

Hours per 5 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs. 6 hrs 3 hrs.
week
Hours per 9 hrs. 6 hrs. 12 hrs. 6 hrs. 6 hrs. 6 hrs 3 hrs.
topic
PERIMETER AND AREA CAPACITY/VOLUME USE ALL FOUR BASIC REVISION REVISION FORMAL FORMAL
OPERATIONS TO SOLVE ASSESSMENT ASSESSMENT TASK
Perimeter Practical Measuring PROBLEMS IN CONTEXT TASK TEST
 Measure perimeter using rulers or TEST All Term 3 and
measuring tapes  Estimate and practically NUMBER SENTENCES All Term 3 and Term 4 topics
Measurement of area measure 3-D objects using  Write number sentences to Term 4 topics
 Find areas of regular and irregular measuring instruments such describe problem situations
shapes by counting squares on grids in as:
order to develop an understanding of ‒ measuring spoons SOLVING PROBLEMS
square units ‒ measuring cups,  Solve problems in contexts
‒ measuring jugs involving whole numbers and
fractions, including:
 Record, compare and order ‒ financial contexts
Topics,
capacity and volume of 3D ‒ measurement contexts
concepts
objects in millilitres (ml) and ‒ fractions, including grouping
and skills
litres (l) and equal sharing
‒ comparing two or more
Calculations and quantities of the same kind
problem- solving (ratio)
‒ comparing two quantities of
 Solve problems in contexts different kinds (rate)
involving capacity/volume
 Convert between millilitres
and litres limited to examples
with whole numbers and
fractions

New concept in Grade 3 and was not done • Estimate, measure, compare,  Number sentences 
in 2020 order and record the capacity  All operations with whole numbers
of objects by measuring in and common fractions
litres, half litres and quarter
litres using:
‒ bottles with a capacity of 1
litre
‒ a measuring jug which has
numbered calibration lines
in litres, half litres and
Prerequisit
quarter litres.
e skill or
‒ measuring cups and
pre-
teaspoons which indicate
knowledge
their capacity
 Read pictures of products with
their capacity written in order
to sequence in order
 Describe the volume on jugs
where the volume is near to a
numbered millilitre gradation
line using almost/ nearly/
close to/ a bit more than/
more or less/ exactly the

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number of litres they read on
the jug.