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Revised National Curriculum Statement Grades R-9 (Schools)
Grade One
Learning Area: Mathematics
( Further information on the Outcomes for this Learning Area )
Learning Outcome 1: Numbers, Operations and Relationships
The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.
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.
Learning Outcome 2: Patterns, Functions and Algebra
The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
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.
Learning Outcome 3: Space and Shape (Geometry)
The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.
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.
Learning Outcome 4: Measurement
The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
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)
Learning Outcome 5: Data Handling
The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.
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.
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