ENGLISH MATHEMATICS _2023 WEEKLY TEACHING PLAN _ GRADE 5

TERM 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
3 days 5 days 5 days 5 days 5 days 5 days 5 days 5 days 5 days 3/5 days 5/3 days

Hours per 21 hrs. 9 hrs. 3 hrs. 18 hrs. 3/6 hrs 6/3 hrs
topic
REVISION OF GRADE 4 WORK (to be integrated NUMBER SENTENCES FORMAL WHOLE NUMBERS: Addition and subtraction REVISION FORMAL
into the topics, accordingly) ASSESSMENT ASSESSMENT
 Write number sentences to describe Number range for calculations
TASKS TASK
WHOLE NUMBERS: problem situations
ASSIGNMENT  Addition and subtraction of whole numbers Test All topics
 Solve and complete number sentences by:
Number range for counting, ordering, comparing Whole numbers with at least 5-digit numbers
‒ inspection
and representing, and place value of digits Number sentences Calculation techniques
‒ trial and improvement
 Order, compare and represent numbers to at Note: Assignment to  Use any two of the range of techniques to
 Check solution by substitution
be completed in class
least 6-digit numbers within 3 hrs
perform and check written and mental
 Recognize the place value of digits in whole calculations of whole numbers including:
numbers to at least 6-digit numbers ‒ estimation
 Round off to the nearest 5, 10, 100 and 1 000 ‒ adding and subtracting in columns
‒ building up and breaking down numbers
‒ using a number line
‒ rounding off and compensating
Topics, ‒ using addition and subtraction as inverse
concepts and operations
skills
Note: Ensure that the strategies used do not
compromise conceptual understanding
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 involving whole numbers,
including the following:
‒ financial contexts
‒ measurement contexts

 Counting ordering, comparing, and representing
place value of 4-digit numbers.
Prerequisite  Recognize the place value of digits in whole
skill or pre- numbers to at least 4-digit numbers.
knowledge  Rounding off to the nearest 100
Basic operations with whole numbers
 Addition and subtraction of 4-digit numbers.
 Round off to the nearest 10, 100, 1 000 and
estimate answers.
 Adding and subtracting units, multiples of 10
and multiples of 100, 1 000 to/from any 4-digit
number

1
TERM 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
3 days 5 days 3 days 4 days 5 days 5 days 5 days 5 days 5 days 4 days 5 days
Hours per 15 hrs. 15 hrs. 9 hrs. 6 hrs. 4 hrs 6 hrs.
3 hrs
topic
FORMAL WHOLE NUMBERS: Multiplication WHOLE NUMBERS: Division NUMERIC PATTERNS: GEOMETRIC PATTERNS REVISION OF ASSESSMENT
ASSESSMENT TERM 1 & 2 TASK
Number range for calculations Number range for calculations Investigate and extend patterns Investigate and extend patterns
TASK WORK TEST
INVESTIGATION  Multiplication of at least whole 3-  Division of at least whole  Investigate and extend numeric  Investigate and extend geometric All Term 1 & 2
digit by 2-digit numbers 3-digit by 2-digit numbers patterns looking for relationships patterns looking for relationships topics
Note: Administer or rules of patterns or rules of patterns:
Calculation techniques Calculation techniques
an investigation ‒ sequences not limited to ‒ represented in physical or
 Use any two of the range of  Use any two of the range of
on any ONE of constant difference or ratio diagram form
techniques to perform and check techniques to perform and check
the Term 2 topics ‒ of learner’s own creation ‒ sequences not limited to a
written and mental calculations of written and mental calculations with
before teaching it.  Describe observed relationships or constant difference or ratio
whole numbers including: whole numbers including
rules for sequences involving ‒ of learner’s own creation
‒ estimation ‒ estimation
constant difference or ratio in  Describe observed relationships
‒ building up and breaking down ‒ building up and breaking down
learner’s own words or rules in learner’s own words
numbers numbers
‒ doubling and halving ‒ using multiplication and division Input and output values Input and output values
‒ using multiplication and division as inverse operations
 Determine input values, output  Determine input values, output
as inverse operations
values and rules for patterns and values and rules for the patterns
Note: Ensure that the strategies Note: Ensure that the strategies
relationships: and relationships using flow
used do not compromise conceptual used do not compromise conceptual
‒ flow diagrams diagrams
understanding understanding
‒ tables
Properties of whole numbers
Number range for multiples and Equivalent forms
Equivalent forms
Topics, factors  Recognize and use the distributive
concepts property of whole numbers  Determine equivalence of different  Determine equivalence of
 Multiples of 2-digits whole numbers
and skills  1 in terms of its multiplicative descriptions of the same different descriptions of the same
to at least 100 relationship or rule presented:
property relationship or rule presented:
 Factors of 2-digit whole numbers to
‒ verbally ‒ verbally
at least 100 ‒ in a flow diagram
‒ in a flow diagram
Solving problems
Properties of whole numbers ‒ in a table ‒ by a number sentence
 Solve problems in contexts involving ‒ by a number sentence
 Recognize and use the
whole numbers, including
commutative, associative and
‒ financial contexts
distributive properties with whole
‒ measurement contexts
numbers
‒ comparing two or more quantities
 1 in terms of its multiplicative
of the same kind (ratio)
property
‒ comparing two quantities of
different kinds (rate)
Solving problems
‒ grouping and equal sharing with
 Solve problems involving whole
remainders
numbers, including
‒ financial contexts
‒ measurement contexts
‒ comparing two or more
quantities of the same kind
(ratio)
‒ comparing two quantities of
different kinds (rate)
  Describe, compare and order  Division of 3-digit numbers by 1-  Investigate and extend patterns  Investigate and extend patterns
Prerequisi common fractions of different digit numbers  Describe patterns in own words  Describe patterns in own words
te skill or denominators (halves, thirds,  Solve problems in financial and  Describe general rules observed  Describe general rules observed
pre- quarters, fifths, sixths, sevenths, measurement contexts with whole in patterns in patterns
knowledg eighths) fractions in diagram form numbers including sharing,  Determine input and output values  Determine input and output
e  Equivalent fractions grouping and rate in tables and flow diagrams values in tables and flow
diagrams
2
 Multiply at least and 2-digit by 2-  Multiples of 2-digit numbers to at
digit numbers. least 100
 Doubling and halving  Factors of 2-digit whole numbers to
 Multiplication facts for units by at least 100
multiples of 10 100.and 1 000  1 in terms of its multiplicative
 Building up and breaking down 4 property
digit whole numbers.
 Round off to the nearest 10, 100
and 1 000 to estimate answers.
 Multiples of 1 digit numbers to at
least 100
 1 in terms of its multiplicative
property

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
4 days 5 days 5 days 4 days 5 days 5 days 5 days 5 days 5 days 5 days 4 days
Hours per 21 hrs. 6 hrs. 12 hrs 9 hrs 6 hrs. 4 hrs.
topic
FORMAL COMMON FRACTIONS: LENGTH: PROPERTIES OF 2D SHAPES: PROPERTIES OF 3-D OBJECTS: REVISION FORMAL
ASSESSMENT ASSESSMENT
TASK Describing and ordering fractions: Practical measuring Range of shapes Range of objects
TASKS
 Count forwards and backwards in  Estimate and practically measure  Recognize, visualize and name 2-  Recognize, visualize and name
PROJECT
fractions 2-D shapes and 3-D objects D shapes in the environment and 3-D objects in the environment TEST
 Compare and order common fractions to using measuring instruments geometric setting, focusing on: and geometric settings, All Term 3
Note: The
at least twelfths such as: ‒ regular and irregular polygons focusing on: topics
project must
‒ rulers - triangles, squares, ‒ rectangular prisms and
cover a Calculations with fractions:
‒ metre sticks rectangles, other other prisms
combination of  Addition and subtraction of common
‒ tape measures quadrilaterals, pentagons, ‒ cubes
topics from fractions with same denominator
‒ trundle wheels hexagons, heptagons ‒ cylinders
Term 1 - 3 and  Addition and subtraction of mixed
 Record, compare and order ‒ circles ‒ cones
must be numbers
lengths of shapes and objects in  similarities and differences ‒ pyramids
completed  Fractions of whole which result in whole
millimetres (mm), centimetres between squares and rectangles  similarities and differences
before the end numbers
(cm), metres (m), kilometres (km) between cubes and rectangular
of Term 3  Recognise, describe and use the
Characteristics of shapes prisms
equivalence of division and fractions
Calculations and problem-solving
 Describe, sort and compare 2-D Characteristics of objects
Solving problems
 Solve problems in contexts shapes in terms of:
Topics,  Describe, sort and compare 3-
 Solve problems in contexts involving involving length ‒ straight and curved sides
concepts D objects in terms of:
common fractions, including grouping and  Convert between any of the ‒ number of sides
and skills ‒ shape of faces
sharing following units. ‒ lengths of sides
‒ number of faces
‒ millimetres (mm), ‒ angles in shapes, limited to:
Equivalent forms: ‒ flat and curved surfaces
‒ centimetres (cm),  right angles
 Recognize and use equivalent forms of ‒ metres (m) and  angles smaller than right Further activities
common fractions (fractions in which one ‒ kilometres (km) angles
 Make 3-D models using cut out
denominator is a multiple of another)  Conversions limited to whole  angles greater than right
polygons
numbers and common fractions angles
 Cut open boxes to trace and
Further activities describe their nets
 Draw 2-D shapes on grid paper
Angles
 Recognize and describe angles in
2-D shapes:
‒ right angles
‒ angles smaller than right
angles
‒ angles greater than right
angles
  Describe, compare and order common  Estimating, measuring,  Recognize, visualize and name 2-  Recognize, visualize and name
fractions of different denominators recording, comparing and D shapes in the environment and ‒ rectangular prisms
(halves, thirds, quarters, fifths, sixths, ordering length geometric settings: ‒ spheres
sevenths, eighths) fractions in diagram  Use of Measuring instruments: ‒ regular and irregular polygons ‒ cylinders
Prerequisi
form  Units of length up to hexagons ‒ cones
te skill or
 Equivalent fractions  Solve problems in contexts ‒ circles ‒ square-based pyramids
pre-
 Adding and subtracting fractions in  Converting between units  Describe, sort and compare 2-D  Describe, sort and compare 3-
knowledg
context  Conversions limited to whole shapes in terms of D objects in terms of:
e
numbers and common fractions ‒ straight and curved sides ‒ shapes of faces
‒ number of sides ‒ flat and curved surfaces
 Make 3-D models using cut-out
polygons

4
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 15 hrs 6 hrs. 6 hrs. 12 hrs. 6 hrs. 6 hrs 3 hrs.
topic
PERIMETER, AREA AND VOLUME CAPACITY/VOLUME TIME USE ALL FOUR BASIC REVISION FORMAL ASSESSMENT
OF 2 D SHAPES OPERATIONS TO SOLVE TASK
Practical Measuring Reading time and time instruments
PROBLEMS IN CONTEXT TEST
Perimeter
 Estimate and practically measure  Read, tell and write time in 12- Term 3 & 4 topics and
Solving problems
 Measure perimeter using rulers or 3-D objects using measuring hour and 24-hour formats on both fundamental topics of Term 1 & 2
measuring tapes instruments such as: analogue and digital instruments  Solve problems in contexts
‒ measuring spoons in: involving whole numbers and
‒ measuring cups, ‒ hours fractions, including:
Measurement of area
‒ measuring jugs ‒ minutes ‒ financial contexts
 Find areas of regular and irregular  Record, compare and order ‒ seconds ‒ measurement contexts
shapes by counting squares on capacity and volume of 3D  Instruments include clocks, ‒ fractions, including grouping
grids in order to develop an objects in millilitres (ml) and litres watches and stopwatches and equal sharing
understanding of square units (l) ‒ comparing two or more
Topics,
quantities of the same kind
concepts Measurement of volume Calculations and problem- solving Reading calendars (ratio)
and skills
 Find volume/capacity of objects by ‒ comparing two quantities of
 Solve problems in contexts
packing or filling them in order to Calculations and problem-solving different kinds (rate)
involving capacity/volume
develop an understanding of cubic  Convert between millilitres and time include:
units litres limited to examples with  problems in contexts involving
whole numbers and fractions time
 calculation of time intervals where
time is given in
‒ seconds and/or minutes
‒ minutes and/or hours
‒ hours and/or days
‒ days, weeks and/or months
‒ years and/or decades
 Measure perimeter using rulers or  Millilitres and litres.  Read, tell and write time in 12-  Number sentences
measuring tapes  Measuring instruments such as hour and 24-hour  All operations with whole
 Find areas of regular and irregular measuring cups and measuring formats on both analogue and numbers and common fractions
shapes by counting squares on spoons. digital instruments in hours,
grids in order to develop an  Read off measurements where minutes and seconds
Prerequisit
understanding of square units the calibration line is numbered.  Calculation of the number of days
e skill or
between any two dates within the
pre-
same or consecutive years
knowledge
 Calculation of time intervals where
time is given in minutes or hours
only
 Reading calendars