Assessment standards

We know this when the learner:

• Counts to at least 34 everyday objects reliably.
• Counts forwards and backwards in:
  • ones from any number between 0 and 100;
  • tens from any multiple of 10 between 0 and 100.
• Knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34.
• Orders, describes and compares whole numbers to at least 2-digit numbers.
• Solves money problems involving totals and change in rands and cents.
• Solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders.
• Can perform calculations, using appropriate symbols, to solve problems involving:
  • addition and subtraction with whole numbers and solutions to at least 34;
  • repeated addition with whole numbers and with solutions to at lease 34;
  • estimation.
• Performs mental calculations involving addition and subtraction for numbers to at least 10.
• Uses the following techniques:
  • building up and breaking down numbers;
  • doubling and halving;
  • using concrete apparatus (e.g. counters);
  • number-lines.
• Explains own solutions to problems.
• Checks the solution given to problems by peers.

Assessment standards

We know this when the learner:

• Copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes).
• Copies and extends simple number sequences to at least 100.
• Creates own patterns.
• Describes observed patterns.
• Identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and times.

Assessment standards

We know this when the learner:

• Recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures, including:
  • boxes (prisms) and balls (spheres);
  • triangles and rectangles;
  • circles.
• Describes, sorts and compares physical two-dimensional shapes and three-dimensional objects according to:
  • size;
  • objects that roll or slide;
  • shapes that have straight or round edges.
• Observes and builds given three-dimensional objects using concrete materials (e.g. building blocks and construction sets).
• Recognises symmetry in self and own environment (with focus on ‘left’, ‘right’, ‘front’ and ‘back’).
• Describes one three-dimensional object in relation to another (e.g. ‘in front of ’ or ‘behind’).
• Follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other.

Assessment standards

We know this when the learner:

• Describes the time of day using vocabulary such as ‘early’, ‘late morning’, ‘afternoon’ and ‘night’.
• Compares events in terms of the length of time they take (longer, shorter, faster, slower).
• Sequences events using language such as ‘yesterday’, ‘today’ and ‘tomorrow’.
• Places birthdays on a calendar.
• Estimates, measures, compares and orders three-dimensional objects using non-standard measures:
  • mass (e.g. bricks, sand bags);
  • capacity (e.g. spoons, cups);
  • length (e.g. hand spans, footsteps)

Assessment standards

We know this when the learner:

• Collects everyday objects (alone and/or as a member of a group or team) in the classroom and school environment according to given criteria or categories.
• Sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours.’).
• Gives reasons for collections being grouped in particular ways.
• Draws a picture as a record of collected objects.
• Constructs pictographs where stickers or stamps represent individual elements in a collection of objects.
• Describes own collection of objects, explains how it was sorted, and answers questions about it.