2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4

2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4 (TERM 1)

TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

HOURS PER TOPIC 21 9 3 18 3/6 6/3

TOPICS, CONCEPTS Revision of Grade 3 work (to be integrated into the topics NUMBER SENTENCES FORMAL WHOLE NUMBERS: ADDITION AND SUBTRACTION REVISION FORMAL
AND SKILLS accordingly) • Write number sentences to describe problem situations ASSESSMENT Number range for calculations ASSESSMENT
WHOLE NUMBERS • Solve and complete number sentences by: TASK Addition and subtraction of whole numbers of at least four digits TASK
Number range for counting, ordering, comparing and o Inspection ASSIGNMENT Calculation techniques
representing, as well as place value of digits • Whole numbers Test all topics
o Trial and improvement Use any two of the range of techniques to perform and check
• Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, • Number written and mental calculations with whole numbers, including the
100s between 0 and at least 10 000 o Checking the solution by substitution
sentences following:
• Order, compare and represent numbers to at least four-digit Properties of whole numbers
Note: Assignment • Estimation
numbers • Recognize and use the commutative, associative and to
distributive properties of operations with whole numbers • Building up and breaking down numbers
• Represent odd and even numbers to at least 1 000. be completed in
• 0 in terms of its additive property • Rounding off and compensating
• Recognise the place value of digits in whole numbers to at least class within three
four-digit numbers hours • Using a number line
• Round off to the nearest 10, 100 and 1 000 • Using addition and subtraction as inverse operations
Note: Ensure that the strategies used do not compromise
conceptual understanding
Properties of whole numbers
• Recognise 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

PREREQUISITE • Counting ordering, comparing and representing the place value • Multiply 2, 3, 4, 5 and 10 to at least 100 • Counting, ordering, comparing and representing the place value
SKILL OR PRE- of three-digit numbers up to 800 • Divide numbers to 100 by 2, 3, 4, 5 and 10 of three-digit numbers up to 800
KNOWLEDGE • Recognise the place value of digits in whole numbers to at least • Add up to 800
• Use of appropriate symbols (+, −, ×, ÷, =)
three-digit numbers up to 800 • Subtract from 800
• Round off to the nearest 10 • Recognise the place value of digits in whole numbers to at least
800
• Round off to the nearest 10, 100 and 1 000
• Adding and subtracting units, multiples of 10 and multiples of
100 to/from any three-digit number up to 800

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2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4

2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

HOURS PER TOPIC 3 18 15 9 6 2 6

TOPICS, CONCEPTS FORMAL WHOLE NUMBERS: MULTIPLICATION WHOLE NUMBERS: DIVISION NUMERIC PATTERNS: INVESTIGATE AND GEOMETRIC PATTERNS: INVESTIGATE REVISION OF TERM ASSESSMENT
AND SKILLS ASSESSMENT Number range for calculations Number range for calculations EXTEND PATTERNS AND EXTEND PATTERNS 1 AND 2’s WORK TASK
TASK • Investigate and extend numeric patterns • Investigate and extend geometric patterns TEST
• Multiplication of one-digit numbers by numbers • Division of at least a two-digit number by a
INVESTIGATION up to 10 one-digit number looking for relationships or rules of patterns looking for relationships or rules of patterns All Term 1 and 2’s
Note: Administer o sequences involving a constant difference that are: topics
• Multiplication of at least a two-digit number by a • Division of at least a whole three-digit number
an investigation on one-digit number by one-digit numbers or ratio of learner’s own creation o represented in physical or diagram form
any ONE of the • Describe observed relationships or rules for o sequences not limited to a constant
Term 2 topics • Multiplication of at least a whole two-digit Calculation techniques
number by two-digit numbers sequences involving constant difference or difference or ratio
before teaching it Use any two of the range of techniques to ratio in learners’ own words
Calculation techniques perform and check written and mental o of the learners’ own creation
calculations of whole numbers, including the Input and output values • Describe observed relationships or rules in
Use any two of the range of techniques to perform
and check written and mental calculations of whole following: Determine input values, output values and rules learners’ own words
numbers, including the following: for patterns and relationships: Input and output values
• Estimation
• Estimation • Building up and breaking down numbers • Flow diagrams Determine input values, output values and rules
• Tables for the patterns and relationships using flow
• Building up and breaking down numbers • Using multiplication and division as inverse diagrams
• Doubling and halving operations Equivalent forms
Equivalent forms
• Using multiplication and division as inverse Note: Ensure that the strategies used do not Determine the equivalence of different
compromise conceptual understanding descriptions of the same relationship or rule Determine equivalence of different descriptions
operations of the same relationship or rule presented in
Multiples and factors presented in the following ways:
Note: Ensure that the strategies used do not the following ways:
compromise conceptual understanding Multiples of one-digit numbers to at least 100 • Verbally
• Verbally
Multiples and factors Properties of whole numbers • In a flow diagram
• In a flow diagram
• Multiples of one-digit numbers to at least 100 Recognise and use the distributive properties of • In a table
whole numbers • By a number sentence
• Factors of one-digit whole numbers to at least 10 • By a number sentence
Solving problems
• Factors of two-digit whole numbers to at least
100 Solve problems in contexts involving whole
numbers, including the following:
Properties of whole numbers
Recognise and use the commutative; associative • Financial contexts
and distributive properties of whole numbers • Measurement contexts
Solving problems • Comparing two or more quantities of the
Solve problems in contexts involving whole same kind (ratio)
numbers, including the following: • Comparing two quantities of different kinds
(rate)
• Financial contexts
• Grouping and equal sharing with remainders
• Measurement contexts
• Comparing two or more quantities of the same
kind (ratio)
• Comparing two quantities of different kinds (rate)

PREREQUISITE • Multiply 2, 3, 4, 5 and 10 to at least 100 • Divide numbers to 100 by 2, 3, 4, 5 and 10 • Investigate and extend patterns • Investigate and extend patterns
SKILL OR PRE- • Multiply 1 by one-digit whole numbers • Halving and doubling • Describe patterns in own words • Describe patterns in own words
KNOWLEDGE
• Halving and doubling • Building up and breaking down three-digit
• Multiplication facts for units by multiples of 10 whole numbers
and 100 • Use multiplication and division as inverse
• Building up and breaking down three-digit whole operations
numbers. • Round off to the nearest 10 and estimate
• Round off to the nearest 10 and estimate answers
answers

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2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4

2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11
3
HOURS PER TOPIC 21 9 6 12 6 4

TOPICS, CONCEPTS FORMAL COMMON FRACTIONS TIME LENGTH PROPERTIES OF 2D SHAPES: RANGE REVISION FORMAL
AND SKILLS ASSESSMENT Describing and ordering fractions Reading time and time instruments Practical measuring OF SHAPES ASSESSMENT
TASK TASKS
• Compare and order common fractions with different • Read, tell and write time in 12-hour and 24- • Estimate and practically measure 2D shapes • Recognise, visualise and name 2D
PROJECT shapes in the environment and TEST
denominators (halves, thirds, quarters, fifths, sixths, hour formats on both analogue and digital and 3D objects using measuring instruments
Note: The project sevenths and eighths) instruments in the following: such as the following: geometric setting, focusing on regular All Term 3’s topics
must cover a and irregular polygons: :
• Describe and compare common fractions in diagram o Hours o Rulers
combination of topics form o Triangles
from Term 1 to 3 and o Minutes o Metre sticks
o Squares
must be completed o Seconds o Tape measures
before the end of Calculations with fractions o Rectangles
• Instruments include clocks and watches o Trundle wheels
Term 3 o Other quadrilaterals
• Recognise, describe and use the equivalence of Reading calendars • Record, compare and order lengths of shapes
division and fractions and objects in millimetres (mm), centimetres o Pentagons
Calculations and problem-solving with regard
• Addition of common fractions with same to time include the following: (cm), metres (m) and kilometres (km) o Hexagons
denominators. Solving problems o Heptagons
• Solve problems in contexts involving time
Solve problems in contexts involving length • Recognise, visualise and name 2D
• Calculation of the number of days between any • shapes in the environment and
Solving problems two dates within the same or consecutive • Convert between the following: geometric setting, focusing on circles
Solve problems in contexts involving fractions, including years o Millimetres (mm) and centimetres (cm)
grouping and equal sharing Characteristics of shapes
• Calculation of time intervals where time is o Centimetres (cm) and metres (m)
given in minutes or hours only Describe, sort and compare 2D shapes in
o Metres (m) and kilometres (km) terms of the following:
Equivalent forms
• Conversions limited to whole numbers and • Straight and curved sides
Recognise and use equivalent forms of common common fractions
fractions (denominators which are multiples of one • Number of sides
another) Further activities
Draw 2D shapes on grid paper

PREREQUISITE • Use and name unitary and non-unitary fractions in
SKILL OR PRE- familiar contexts including halves, quarters, eighths,
KNOWLEDGE thirds, sixths and fifths
• Recognise fractions in diagrammatic form
• Recognise that two halves or three thirds make one
whole and that one half and two quarters are
equivalent
• Write fractions as one half, two thirds
• Read dates on calendars • Estimate, measure, compare, order and record • Identify circles, triangles, squares and
• Place birthdays, religious festivals, public length using non-standard measures, e.g. hand rectangles
holidays, historical events and school events spans, paces, pencil lengths, counters, etc. • Describe, sort and compare 2D shapes
on a calendar • Describe the length of objects by counting and in terms of the following:
• Use calendars to calculate and describe stating the length in informal units o Shape
lengths of time in days or weeks or months, o Straight sides
including the following:
o Round sides
o Converting between days and weeks
o Converting between weeks and months
• Use clocks to calculate length of time in hours,
half hours and quarters of an hour

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2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4

2023/24 ANNUAL TEACHING PLANS: ENGLISH MATHEMATICS: GRADE 4 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

HOURS PER TOPIC 12 6 12 12 6 3

TOPICS, CONCEPTS PERIMETER AND AREA CAPACITY/VOLUME Use all four basic operations to solve problems in context REVISION FORMAL ASSESSMENT TASK
AND SKILLS Perimeter Practical measuring NUMBER SENTENCES TEST
Measure perimeter using rulers or measuring tapes • Estimate and practically measure 3D objects using Write number sentences to describe problem situations Term 3 and 4’s topics and the fundamental
Measurement of area measuring instruments such as the following: SOLVING PROBLEMS topics from Term 1 and 2
Find areas of regular and irregular shapes by counting squares on o Measuring spoons Solve problems in contexts involving whole numbers and fractions,
grids in order to develop an understanding of square units o Measuring cups including the following:
o Measuring jugs • Financial contexts
• Record, compare and order the capacity and volume • Measurement contexts
of 3D objects in millilitres (ml) and litres (ℓ) • Fractions, including grouping and equal sharing
Calculations and problem-solving • Comparing two or more quantities of the same kind (ratio)
• Solve problems in contexts involving • Comparing two quantities of different kinds (rate)
capacity/volume
• Convert between millilitres and litres (limited to
examples with whole numbers and fractions)

PREREQUISITE • Solve problems in contexts involving length • Estimate, measure, compare, order and record the • Number sentences
SKILL OR PRE- • Convert between the following: capacity of objects by measuring in litres, half litres • All operations with whole numbers and common fractions
KNOWLEDGE and quarter litres using the following:
o Millimetres (mm) and centimetres (cm)
o Bottles with a capacity of one litre
o Centimetres (cm) and metres (m)
o A measuring jug with calibrated lines (litres, half
o Metres (m) and kilometres (km) litres and quarter litres)
• Counting in any interval o Measuring cups and teaspoons that indicate
capacity
• Read pictures of products with their capacity written
in order to sequence and order them
• 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
than/exactly the number of litres read on the jug