Grade 5 Mathematics Lesson Plans

INTERMEDIATE PHASE
GRADE 5 LESSON PLANS
2012
Platinum MATHEMATICS
CONTENTS PAGE
MATHEMATICS WORKSCHEDULE GRADE 5 ................................................................................... 3
TERM 1.....................................................................................................................................................................3
TERM 2.....................................................................................................................................................................4
TERM 3.....................................................................................................................................................................5
TERM 4.....................................................................................................................................................................6
EXEMPLAR TEACHING PLAN– GRADE 5 ........................................................................................... 7
TOPIC 1: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ......................................................7
TERM 1: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 13
TOPIC 1: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ................................................... 13
TOPIC 2: NUMBER SENTENCES ........................................................................................................................... 14
TOPIC 3: ADDITION AND SUBTRACTION ............................................................................................................ 15
TOPIC 4: NUMERIC PATTERNS ............................................................................................................................ 16
TOPIC 5: MULTIPLICATION AND DIVISION ........................................................................................................ 17
TOPIC 6: TIME ....................................................................................................................................................... 18
TOPIC 7: DATA HANDLING................................................................................................................................... 19
TOPIC 8: PROPERTIES OF 2D SHAPES................................................................................................................ 20
TOPIC 9: CAPACITY AND VOLUME ...................................................................................................................... 21
TOPIC 10: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ................................................. 22
TOPIC 11: ADDITION AND SUBTRACTION ......................................................................................................... 23
TOPIC 12: COMMON FRACTIONS ........................................................................................................................ 24
TOPIC 13: LENGTH ............................................................................................................................................... 25
TOPIC 14: MULTIPLICATION .............................................................................................................................. 26
TOPIC 15: PROPERTIES OF 3D OBJECTS............................................................................................................ 27
TOPIC 16: GEOMETRIC PATTERNS ..................................................................................................................... 28
TOPIC 17: SYMMETRY .......................................................................................................................................... 29
TOPIC 18: DIVISION.............................................................................................................................................. 30
TOPIC 20: MASS .................................................................................................................................................... 32
TOPIC 23: VIEWING OBJECTS .............................................................................................................................. 35
TOPIC 24: PROPERTIES OF 2-D SHAPES ........................................................................................................... 36
TOPIC 25: TRANSFORMATIONS .......................................................................................................................... 37
TOPIC 26: TEMPERATURE ................................................................................................................................... 38
TOPIC 27: DATA HANDLING ................................................................................................................................ 39
TOPIC 28: NUMERIC PATTERNS ......................................................................................................................... 40
TOPIC 29: MULTIPLICATION ............................................................................................................................... 41
TOPIC 32: PROPERTIES OF 3-D OBJECTS .......................................................................................................... 44
TOPIC 34: DIVISION.............................................................................................................................................. 46
TOPIC 35: PERIMETER, AREA AND VOLUME ..................................................................................................... 47
TOPIC 36: POSITION AND MOVEMENT .............................................................................................................. 48
TOPIC 37: TRANSFORMATIONS .......................................................................................................................... 49
TOPIC 38: GEOMETRIC PATTERNS ..................................................................................................................... 50
TOPIC 39: NUMBER SENTENCES......................................................................................................................... 51
TOPIC 40: PROBABILITY ...................................................................................................................................... 52
2
MATHEMATICS WORKSCHEDULE GRADE 5
TERM 1
TIME
WEEKS TOPIC ALLOCATION UNITS WITHIN EACH TOPIC
AS PER CAPS
1. Place value
Topic 1: Count, order, compare 2. Read, write and round off numbers
1 2 hours
and represent whole numbers 3. Count forwards and backwards
4. Compare and order numbers
1. Addition and subtraction number
sentences
2. Division and multiplication number
1–2 Topic 2: Number sentences 3 hours sentences
3. The order in a number sentence
4. Group numbers in different ways
5. Addition and subtraction facts
2 Revision 0.5 hours
1. Round off and estimate
Topic 3: Addition and
2–3 5 hours 2. Add whole numbers
subtraction
3. Subtract whole numbers
1. Patterns and flow diagrams
3 Topic 4: Numeric patterns 4 hours
2. Discover more numeric patterns
1. Find factors and multiples
2. Multiply two-digit numbers
Topic 5: Multiplication and
4–5 6 hours 3. Divide whole numbers
division
4. Solve multiplication or division
Problems
Formal Assessment:
5 0.5 hours
Assignment – Find patterns
1. Read and write time
5–6 Topic 6: Time 6 hours 2. Convert units of time
3. Measure and calculate time
1. Collect , organise and display data
2. Order data and find the mode
6–8 Topic 7: Data handling 10 hours 3. Work through a data cycle
4. Interpret and analyse data
5. Think about where data comes from
1. What is a 2D shape?
2. Identify polygons
8–9 Topic 8: Properties of 2D shapes 7 hours
3. Polygons and angles
4. Describe and draw 2D shapes
1. Estimate capacity
2. Estimate, measure and record
capacity
10 Topic 9: Capacity and volume 5 hours 3. Compare, order and record capacities
4. Convert units of capacity
5. Calculate and solve problems that
involve capacity
Formal Assessment:
10 1 hour
Test
3
TERM 2
TIME
WEEKS TOPIC ALLOCATION UNITS WITHIN EACH TOPIC
AS PER CAPS
Topic 10: Count, order, compare 1. Count, read and write whole numbers
1 1 hour
and represent whole numbers 2. Round off and compare whole numbers
1. Add whole numbers
Topic 11: Addition and
1–2 5 hours 2. Subtract whole numbers
subtraction
3. Solve addition and subtraction problems
1. Name and recognise fractions
2. Equivalent fractions
3. Count, compare and order fractions
2–3 Topic 12: Common fractions 5 hours 4. Make fractions by sharing and
grouping
5. Add fractions
6. Solve problems that involve fractions
1. Estimate and measure length
2. Convert units of length
3–4 Topic 13: Length 7 hours
3. Calculate with units of length
4. Solve problems that involve length
1. Work with factors and multiples
2. Multiply three-digit numbers by
4–6 Topic 14: Multiplication 6 hours two-digit numbers
3. Division is the inverse of multiplication
4. Solve multiplication problems
6 Formal Assessment: Test 1 hour
1. Recognise and name 3D objects
Topic 15: Properties of 3D
6–7 6 hours 2. Construct models of 3D objects
objects
3. Work with diagrams of 3D objects
1. Describe and extend geometric
7–8 Topic 16: Geometric patterns 4 hours patterns
2. Investigate geometric patterns
1. Line symmetry
8 Topic 17: Symmetry 2 hours
2. Rotational symmetry
1. Work with factors and multiples
2. Use multiplication facts to divide
3. Divide by a two-digit number
8 - 10 Topic 18: Division 8 hours
4. Division with remainders
5. Compare two quantities by dividing
6. Solve problems that involve division
Formal Assessment:
10 1 hour
Exam practice
4
TERM 3
TIME ALLOCATION AS
WEEKS TOPIC UNITS WITHIN EACH TOPIC
PER CAPS
1. Add and subtract common fractions
2. Mixed numbers
1–2 Topic 19: Common fractions 5 hours
3. Add and subtract mixed numbers
1. Estimate, measure and compare
masses
2–3 Topic 20: Mass 5 hours 2. Convert units of mass
3. Calculate with units of mass
4. Solve problems that involve mass
Topic 21: Count, order, compare 1. Round off numbers
3 1 hour
and represent whole numbers 2. Expand and compare whole numbers
1. Add numbers in columns
Topic 22: Addition and 2. Subtract numbers in columns
3–4 5 hours
Subtraction 3. Solve addition and subtraction
problems
1. Identify objects from different
viewpoints
4–5 Topic 23: Viewing objects 3 hours
2. Match the view with the position of the
viewer
1. Identify, describe and compare 2D
Topic 24: Properties of 2D
5 4 hours shapes
Shapes
2. Draw 2D shapes
1. Use transformations to describe the
movement of shapes
5–6 Topic 25: Transformations 3 hours
2. Use transformations to make
composite shapes
1. Estimate temperature
6 Topic 26: Temperature 2 hours 2. Measure temperature
3. Read and order temperatures
1. Collect , organise and display data
2. Find the mode
7–8 Topic 27: Data handling 9 hours 3. Work through a data cycle
4. Interpret and analyse data
5. Compare graphs
Formal Assessment: Project –
8
Data Handling
1. Create number patterns
8–9 Topic 28: Numeric patterns 5 hours 2. Find the rule for a number pattern
3. Investigate number sequences
1. Multiples and factors
1. Multiply three-digit numbers by two
9 – 10 Topic 29: Multiplication 7 hours digit numbers
3. Compare quantities
4. Solve multiplication problems
10 Formal Assessment: Test 1 hour
5
TERM 4
TIME ALLOCATION AS
WEEKS TOPIC UNITS WITHIN EACH TOPIC
PER CAPS
Topic 30: Count, order, compare 1. Round off large numbers
1 1 hour
and represent whole numbers 2. More practice with whole numbers
1. Add numbers in columns
Topic 31: Addition and 2. Subtract numbers in columns
1–2 5 hours
subtraction 3. Solve addition and subtraction
Problems
Topic 32: Properties of 3D 1. Recognise and name 3D objects
2–3 5 hours
objects 2. Sort and compare 3D objects
3. Compare and order fractions
3–4 Topic 33: Common fractions 5 hours 4. Calculate fractions of whole numbers
Formal Assessment:
4 Assignment – Travelling times 0.5 hours
and distances
1. Factors and multiples
2. Inverse operations
4–5 Topic 34: Division 7 hours
3. Use a clue board for division
4. Solve division problems
1. Measure perimeter
2. Calculate perimeter
Topic 35: Perimeter, area and
6–7 7 hours 3. Area
Volume
4. Volume
5. Find the volume of a container
Topic 36: Position and 1. Locate positions on a grid
7 2 hours
movement 2. Locate positions on a map
3. Use transformations to create
7–8 Topic 37: Transformations 4 hours tessellations
4. Describe patterns around us
Formal Assessment:
8 0.5 hours
Investigation – Palindromes
1. Extend a geometric pattern
2. Change the shape of a geometric
8–9 Topic 38: Geometric patterns 2 hours pattern
3. A different type of geometric pattern
4. Another type of pattern
1. Use number sentences to solve
9 Topic 39: Number sentences 3 hours problems
2. Multiple choice questions
1. List possible outcomes of experiments
10 Topic 40: Probability 2 hours
2. Record outcomes of experiments
Formal Assessment:
1 hour
Exam Practice
6
EXEMPLAR TEACHING PLAN– GRADE 5
Subject: Mathematics Grade: 5
Topic 1: Count, order, compare and represent whole numbers
Duration: 2 hours Term 1, Week 1
NUMBERS, OPERATIONS AND RELATIONS HIPS
1.1 Whole numbers
CAPS  Counting,
Content  Ordering
 Comparing
 Place value of digits
Unit 1: Place value
Unit 2: Read, write and round off numbers
Unit 3: Count forwards and backwards
Unit 4: Compare and order numbers
LEARNING TEACHING METHODS / APPROACH RESOURCES
ACTIVITY
LESSON 1: Duration: 60 minutes Platinum
Unit 1: Place Mathematics Grade
value Preparation and suggested resources 5 Learner's Book
The following resources will be useful for learners to understand the value and Teacher's Guide
of each digit that makes up a whole number:
DBOE Mathematics
• place value cards Grade 5 Workbook
• number lines Term 1 and 2
• whiteboards
• whiteboard markers Place value cards,
• place value tables. number lines,
whiteboards,
Common errors and misconceptions: whiteboard
markers,
• Learners sometimes have difficulty in crossing the place value bridges place value tables
from 9 000 to 10 000 and from 10 000 to 100 000. Practice counting
forwards and backwards from various starting points and in different
multiples.
• Use the place value cards and place value table to assist the learners that
find working with larger numbers difficult.
Key words
whole number
place value
digit
Teaching guidelines
1. Ask the learners for a three-digit number to write on the board. Ask a
volunteer to read the number out loud.
2. Now draw a place value table underneath the number and ask the
learners to work out what the value of each number will be. Learners
may use their place value cards to help them.
3. Explain a few examples on the board and write a number on the place
value table. Ask the class to work out the place value and/or value of
each digit.
7
4. Reinforce the learners’ understanding with questions such as, ‘What is
the value of the 6 in this number?’
5. Read through the examples in the Learner’s Book on page 4, which
explains place value and value. Once the learners know how to use the
place value table confidently, allow them to sit in groups and play with
four-digit numbers.
6. Monitor their progress.
Support and extension

 Learners can now complete Exercise 1.1, Questions 1, 2 and 3 on
page 4 in the Learner’s Book.
 Once learners have completed Exercise 1.1, they can attempt the
Challenge on page 4 in the Learner’s Book. Learners can work in
pairs or individually.
Mental Maths 10 minutes (TG page 180)
Exercise 1.1 (LB page 4)
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 2)
Lesson 2: Duration: 30 minutes
Unit 2: Read, Preparation and suggested resources

write and The following resources will be useful for learners to understand the value
round off of each digit that makes up a whole number:
numbers • place value cards
• number lines
• whiteboards
• whiteboard markers
• place value tables.
Common errors and misconceptions:

 Learners sometimes have difficulty in crossing the place value
bridges from 9 000 to 10 000 and from 10 000 to 100 000. Practise
counting forwards and backwards from various starting points and
in different multiples.
 Use the place value cards and place value table to assist the learners
who have difficulty with larger numbers.
 Learners either miss ‘hidden’ zeros or put in too many, for example,
learners write 15 057 as 15 57 or 15 00057. Ask them to practise
looking carefully at each placeholder, making sure there is a digit in
every place, even if it is a zero.
Key words
rounding
estimate
Teaching guidelines
1. Call out some numbers for learners to write down, for example: four
hundred and seventy six, and include numbers that have zeros in them,
such as one thousand and sixty-six.
2. Ask volunteers to write the numbers on the board. Play ‘Guess my
number’ whereby you think of a number and the learners use ten or
twenty questions to identify the number. They can only ask one question
at a time, to which the answer is either ‘yes’ or ‘no’, for example ‘Is it
tens’ digit less than 5?’, ‘Does it have more than six hundreds?’ and ‘Is its
thousands’ digit even?’ You can either let the learners know how many
digits the number has, or make them guess that as well.
8
3. To make this activity more exciting, you can divide the class into two
teams so that they can compete against each other. The fewer questions
asked before the number is correctly guessed, the higher the ‘score’ for
the team.
4. Do Exercise 1.2 Question 1 orally, or ask the learners to work in pairs to
practice saying the numbers.
5. Ask the learners to complete Question 2 orally before they write the
numbers in words in their exercise book.
6. Read through the ‘Did you know?’ feature on page 6 of the Learner’s
Book. This shows how the Zulu people use the fingers of both hands to
name the numbers from one to ten.
7. Learners should then complete Question 3 and Exercise 1.3 in their
exercise books.

 Ask learners to write down ten four-digit numbers.
 They must then write out the ten numbers in words.
 You will have to mark their work to ensure that they understand
this section of work.
 Read through the ‘Did you know?’ feature on page 6 in the Learner’s
Book.
Exercise 1.2 & 1.3 (LB page 5)
Unit 3: Count Preparation and suggested resources

forwards and The following resources will be useful so that learners will understand the
backwards value of each digit that makes up a whole number:
• place value cards
• number lines
• whiteboards
• place value tables.
Common errors and misconceptions:

 If learners sometimes have difficulty in crossing the place value
bridges from 9 000 to 10 000 and from 10 000 to 100 000, practise
counting forwards and backwards from various starting points and
in different multiples, for example in 3s and 4s, as well as in the
usual 5s and 10s. Use number lines as a support.
Teaching guidelines
1. Practice counting in 10s, starting from any two-digit number, and then
from any three-digit number and then any four-digit number.
2. Repeat this activity, first counting in 5s, then in 100s and finally in
1 000s.
3. Make sure that the learners are clear about what happens at the place
value bridges.
9
4. Do the following activity with the learners:
 Ask learners to draw a 4 × 4 grid and write a four-digit number in
each row. Explain that they have to cross out any of the numbers
that match your statements. The winner will be the first one to have
crossed out all of their numbers.
 Use statements such as ‘A number with six 10s’, ‘A value of two 1

000s’ and ‘A 4 in the hundreds’ place’.
 Depending on how much time you have, you could ask learners to
cross out only one number each time or cross out all the numbers
that apply.
 Remember to include zeros in your statements and keep a record of

the values you have used.
 Demonstrate counting forwards and backwards using a number line.

Write 997 and 998 on the middle of the line and then count
forwards, writing down the numbers as they are said. Point out
where the number of digits changes from three digits to four digits.
 Next, write the numbers 1 002 and 1 003 on the middle of the
number line. This time, count backwards and point out where the
number of digits changes from four digits to three digits. Repeat this
activity for the 9 999 to 10 000 bridge.
 Now practice counting in 2s, 5s, 10s, 100s and 1 000s, starting at
different points. Use the number line as support, and point to each
mark as you count. Make sure that learners can also count
backwards over these bridges.
 Write a number on the number line, for example 10 005 and ask the
learners if they know what 5 less than this number is and then
repeat the 5 less again. If necessary, count backwards together.

5. Learners can now do Exercise 1.4.
 Ask learners to make up some four-digit numbers of their own and

then practice counting forwards and backwards from these
numbers.
 Learners should practice counting from 9 900 to 10 010.
Mental Maths (TG page 180)
10
Unit 4: Preparation and suggested resources

Compare and The following resources will be useful for learners to understand the value
order of each digit that makes up a whole number:
numbers • place value cards
• number lines
• whiteboards
• place value tables
Common errors and misconceptions

If learners order numbers by reading from left to right and ignore the place
value, give them sets of five three-digit numbers to order. Ask them to write
the numbers in a blank place value chart and then to order them, using their
charts. Once the learners are comfortable with this, you can include four-
digit numbers for them to order.
Keywords
compare
ascending order
descending
Teaching guidelines
1. Ask two volunteers to give you a pair of four digit numbers, which you
write on the board. Ask for the numbers in a place value table; once they
understand the value of each digit ask them which number is bigger, the
first or second.
2. Repeat this activity with a few more numbers.
3. Now ask for three numbers and follow the same procedure. Increase the
numbers that the children have to compare and order.
4. Read through the rules on how to order whole numbers on page 7 in the
Learner’s Book. Explain the meaning of ‘ascending order’ and
‘descending order’, using the examples on the board. Now go through
the example on page 7 in the Learner’s Book using the place value table.
5. You can include some more examples of four digit numbers with the
same ten thousand and thousand place values, for example: 4 576, 4 675
and 4 567. Ask the learners which digit will help them to decide which
number is larger.
6. Learners could draw a place value table in their books to help them.
Revise the use of the symbols < and > with the learners. Remind them
that the ‘mouth’ of the crocodile will always face the largest number.
7. Learners should now complete Exercise 1.6. If they have coped well with
Exercise 1.6, then they must attempt the Challenge in which they put all
numbers in Exercise 1.6 Question 1 in order.

• Learners can complete outstanding class work for homework.
• They can write down a variety of four-digit numbers and then place them
in ‘ascending’ and ‘descending’ order, using the ‘rules’ explained in class.
• Learners can also attempt the Challenge.
• Once learners have completed the Topic, they can complete Target
Worksheet 1A or 1B.
11
Challenge
This challenge builds on Exercise 1.6. Learners are asked to order all the
numbers in Exercise 1.6 in descending order.
 Ask them to work in pairs for this challenge. If they have coped well
with Exercise 1.6, they should be able to do this fairly easily.
 An important mathematical skill is to be able to realise that previous

answers can be used to save time and effort. In Question 1, learners
should realise that their answers to Exercise 1.6 are already in
ascending order.
 They should then simply merge their five ordered lists from Exercise
1.6 in order to produce one long list.
 Observe the pairs at work and which of them are working efficiently
and which pairs have adopted the tedious approach of ordering all
the numbers from scratch.
 Intervention may be necessary in assisting struggling pairs. Explain

to them how they can approach the challenge.
12
TERM 1: PLATINUM LESSON PLANS – GRADE 5
NUMBERS, OPERATIONS AND RELATIONSHIPS
1.2 Whole numbers
CAPS  Counting
 Comparing
Unit 1: Place value
Unit 2: Read, write and round off numbers
Unit 3: Count forwards and backwards
Unit 4: Compare and order numbers
ACTIVITY
Unit 1: Place  Write a three-digit number on the board. Mathematics Grade
value  Now draw a place value table underneath the number and ask the 5 Learner's Book
learners to work out what the value of each number will be. and Teacher's Guide
 Reinforce the learners’ understanding with questions.
DBOE Mathematics
Grade 5 Workbook
Term 1 and 2
LESSON 2: Duration: 30 minutes Place value cards,
Unit 2: Read,  Call out some numbers for learners to write down. number lines,
write and  Play ‘Guess my number’ whereby you think of a number and the whiteboards,
round off learners use ten or twenty questions to identify the number. whiteboard
numbers markers, place
value tables
LESSON 3: Duration: 90 minutes
Unit 3: Count  Practise counting in 5’s, 10s, 100’s, 1 000’s.
forwards and  Make sure that the learners are clear about what happens at the place
backwards value bridges.
 Demonstrate counting forwards and backwards using a number line.
Unit 4:  Read through the rules on how to order whole numbers on page 7 in
Compare and the Learner’s Book.
order  Explain the meaning of ‘ascending order’ and ‘descending order’.
numbers  Revise the use of the symbols < and > with the learners.
13
PLATINUM LESSON PLANS – GRADE 5
Topic 2: Number sentences
Duration: 3 hours Term 1, Weeks 1 - 2
PATTERNS, FUNCTIONS AND ALGEBRA
2.1 Number sentences
CAPS  Write number sentences to describe problem situations
Content  Solve and complete number sentences by – inspection, trial and improvement
 Check the solution by substitution
Unit 1: Addition and subtraction number sentences
Unit 2: Division and multiplication number sentences
Unit 3: The order in a number sentence
Unit 4: Group numbers in different ways
Unit 5: Addition and subtraction facts
ACTIVITY
Unit 1:  Consolidate the properties of zero and the fact that addition and Mathematics Grade
Addition and subtraction are inverse operations. 5 Learner's Book
subtraction and Teacher's Guide
number Mental Maths 10 minutes (TG page 180)
Exercise 2.1 & 2.2 (LB page 8) DBOE Mathematics
sentences Grade 5 Workbook
Term 1 and 2
Unit 2:  Revise the principle of division and multiplication being inverse Counters or small
Division and operations. stones
multiplication  Emphasise the property of the number 1 in multiplication and division.
number
sentences
Exercise 2.3 – 2.5 (LB page 9)
Unit 3: The  Explain to the learners that changing the order of numbers being added
order in a together does not affect the answer.
number  Explain that when two numbers are being subtracted and the order is
sentence changed, it results in trying to subtract a bigger number from a smaller.
Unit 4: Group  As an introduction to the lesson, ask learners to answer these
numbers in questions:
different ways 17+ = 20 37+ = 50 ...
Unit 5:  Work through the examples given in the Learner’s Book with the class.
Addition and Mental Maths (TG page 180)
subtraction Exercise 2.11 & 2.12 (LB page 12)
facts Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 70 )
REVISION: Duration: 30 minutes
Topics 1 - 2 TG page: 12
14
Topic 3: Addition and subtraction
Duration:5 hours Term 1, Weeks 2 - 3
1.1 Whole numbers, addition and subtraction
CAPS  Number range for calculations: addition and subtraction of whole numbers with at least 5-digit numbers
Content  Calculation techniques: using a range of techniques to perform and check calculations
 Properties of whole numbers: recognize and use the commutative, associative and distributive properties
 Solving problems
Unit 1: Round off and estimate
Unit 2: Add whole numbers
Unit 3: Inverse operations
Unit 4: Subtract whole numbers
ACTIVITY
Unit 1: Round  Explain the rules of rounding off to the nearest 10. Mathematics Grade
off and  Explain to the learners that for Exercise 3.1, they will either use 5 Learner's Book
estimate rounding off to the nearest 10 or 100 so that they can estimate the and Teacher's Guide
answers.
DBOE Mathematics
 Learners will need to use the expanded method of addition to complete
Grade 5 Workbook
their calculations.
Term 1 and 2
Mental Maths 10 minutes (TG page 180) Place value cards,
Exercise 3.1 (LB page 14) number lines,
whiteboards,
LESSON 2: Duration: 90 minutes whiteboard
Unit 2: Add  Throughout this lesson, remind learners to estimate their answers markers, place
whole using rounding. value tables,
numbers  Revise the expanded method taught in Grade 5. hundred, tens and
Mental Maths 10 minutes (TG page 180) units apparatus
Unit 3:  Practise adding three numbers with the learners.
Inverse  Emphasise that addition can be done in any order, so using number
operations bonds to 10 is a useful strategy.
 Reinforce the inverse calculations used to find missing numbers.
Subtract  Explain the ‘breaking down of both numbers’ method on the board and
whole show the learners how to use the brackets in order to keep track of
numbers their numbers.
 Explain how the learners should ‘exchange’ amounts from one number
to another, so that they can be subtracted from one another.
 Remind learners how we use an inverse operation to check the
accuracy of our answers.
15
Topic 4: Numeric patterns
2.1 Numeric patterns
 Investigate and extend patterns: investigate and extend numeric patterns looking for relationships or rules of
CAPS patterns
Content  Input and output values: determine input values, output values and rules for patterns and relationships using
flow diagrams
 Equivalent forms: determine equivalence of different descriptions of the same relationship or rule
Unit 1: Patterns and flow diagrams
Unit 2: Discover more numeric patterns
ACTIVITY
Unit 1:  Ensure that learners are clear that multiplication and division are Mathematics Grade
Patterns and inverse operations. 5 Learner's Book
flow diagrams  Learners are to carry out exercises in which they use multiplication to and Teacher's Guide
check division.
DBOE Mathematics
 Give learners additional similar examples to consolidate this process.
Grade 5 Workbook
Mental Maths 10 minutes (TG page 180) Term 1 and 2
Exercise 4.1 – 4.4 (LB pages18 - 19)
Unit 2:  Ensure that learners are able to recognise that when two numbers are
Discover multiplied together, the answer remains the same if the numbers are
more numeric reversed.
patterns  Explain that to multiply by a multiple of 100 or 1 000, it is easier first to
multiply by the multiple, and then by the 100 or 1 000.
Topics: 3 - 4 TG page: 19
16
Topic 5: Multiplication and division
1.1 Whole numbers, multiplication and division
 Number range for calculations: multiplication of at least whole -3-digit by 2-digit numbers
CAPS  Calculation techniques: using a range of techniques to perform and check calculations
Content  Number range for multiples and factors: multiples of 2-digit whole numbers to at least 100; Factors of 2 digit
whole numbers to at least 100
 Properties of whole numbers: recognize and use the commutative; associative; distributive properties
Unit 1: Find factors and multiples Unit 3: Divide whole numbers
Unit 2: Multiply two-digit numbers Unit 4: Solve multiplication or division problems
ACTIVITY
Unit 1: Find  Explain the difference between a factor and a multiple. Mathematics Grade
factors and  Show the inverse relation between factors and multiples. 5 Learner's Book
multiples  Point out that a factor must not leave any remainder when it divides into and Teacher's Guide
the given number.
DBOE Mathematics
 Remind learners that multiplying or dividing by 1 does not change a
Grade 5 Workbook
number. Term 1 and 2
 Remind the learners that ‘between’ does not include the given boundary
numbers. Factor and multiple
 Show the learners how to use factors to multiply in steps wall charts,
Mental Maths 10 minutes (TG page 180) counters,
Exercise 5.1 & 5.2 (LB page 22) multiplication fact
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 16, 18) boards (tables)
Unit 2:  Use a diagram to show how to break up a group of 15 coins or counters.
Multiply two-  Ensure that the learners know how to use brackets.
digit numbers  Show learners how to use factors together with brackets to do
multiplication in steps.
 Remind learners how important it is to first estimate the answer to check
that their answer makes sense.
Unit 3: Divide  Revise doubling and halving and how to set up a clue board.
whole  Explain again that multiplication and division are inverse operations.
numbers  In all the examples, stress how important it is to first round off numbers
to estimate the answer.
 Show how they can use multiplication to check each division answer.
Unit 4: Solve  Suggest to learners that they follow the seven steps used to solve a word
multiplication problem.
and division  Encourage learners to draw pictures if this helps.
problems Mental Maths (TG page 180)
Incorporate the exercises in DOE Workbook Term 1 and 2 (page 116)
FORMAL ASSESSMENT TASK
Assignment: Finding patterns: TG page 24
17
Topic 6: Time
MEASUREMENT
4.4 Time
 Reading time and time instruments: read, tell and write time in 12-hour and 24-hour formats on both analogue
CAPS and digital instruments
Content  Reading calendars
 Calculations and problem solving related to time
 History of time
Unit 1: Read and write time
Unit 2: Convert units of time
Unit 3: Measure and calculate time
ACTIVITY
Unit 1: Read  Ask learners to use the hands on their cardboard clocks to find specific Mathematics Grade
and write times. 5 Learner's Book
time  Discuss analogue and digital clocks. and Teacher's Guide
 Explain how to convert between 12-hour time and 24-hour time.
DBOE Mathematics
 Explain that we use seconds when measuring time in smaller units.
Grade 5 Workbook
 Work with a calendar and encourage learners to investigate the number Term 1 and 2
of weeks and days in a month before trying to formalise the learning.
Mental Maths 10 minutes (TG page 180) Clocks made from
Exercise 6.1 & 6.2 (LB pages 28- 29) cardboard, watches
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 154) with second hands,
LESSON 2: Duration: 120 minutes stopwatches, a
Unit 2:  Revise how many minutes there are in 1 hour and how many seconds poster that shows
Convert units there are in 1 minute. the units of time and
how to convert
of time  The focus of this lesson is on converting between seconds, minutes and
them, calendars,
hours.
timetables
 Remember to revise the concept of ‘leap year’ and ‘decade’.
 Explain that in order to convert weeks to months and vice versa, they
should work on the premise that there are 4 weeks in a month.
Unit 3:  Discuss with learners how they calculate the amount of time that has
Measure and elapsed and how much time until an activity is over.
calculate time  Discuss calendars and how we use them to plan our lives and to
prepare for certain events.
Exercise 6.5 & 6.6 (LB pages31 - 32)
18
Topic 7: Data handling
DATA HANDLING
CAPS 5.1 Collecting and organising
Content 5.2 Representing data: draw a variety of graphs to display and interpret data
5.3 Analysing, interpreting and reporting data: critically read and interpret data
Unit 1: Collect, organise and display data Unit 4: Interpret and analyse data
Unit 2: Order data and find the mode Unit 5: Think about where data comes from
Unit 3: Work through a data cycle
ACTIVITY
Unit 1:  Ensure that learners are able to collect data, draw up tables to organise Mathematics Grade
Collect, and record data, work with tallies, and draw simple pictographs and 5 Learner's Book
organise and bar graphs. and Teacher's Guide
display data  Revise the key words.
DBOE Mathematics
 Spend some time discussing the pictograph and the key on page 34 in
Grade 5 Workbook
the Learner’s Book.
Term 1 and 2
 Remind learners that the graph needs a title and that bars and the scale
on the other axis must be labelled. Statistics/survey
 Make sure the learners can see that the pictograph and bar graph show results
the same set of data in different ways.
Unit 2: Order  Introduce the concept of mode / average practically by tossing a coin.
data and find  Explain the term mode.
the mode
Unit 3: Work  Use the diagram on page 37 in the Learner’s Book to talk about the data
through a cycle.
data cycle  Point out that they also need to interpret and summarise the data that
they collect.
Unit 4:  In this lesson the learners will practise interpreting data shown in
Interpret and different graphs, in words and in tables.
analyse data  Read through the guidelines on page 38 with the class.
Exercise 7.4 & 7.5 (LB pages 39 - 40)
Think about  The main focus in this lesson is for learners to understand that the
where data source of the data and the context in which it was collected can affect
comes from the results of an investigation.
 Explain the meaning of the words ‘source’ and ‘context’.
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 176 )
19
Topic 8: Properties of 2D shapes
SPACE AND SHAPE
3.1 2-D shapes
CAPS  Shapes learners need to know and name
Content  Distinguish, describe, sort and compare shapes
 Draw 2-D shapes on grid paper
Unit 1: What is a 2-D shape?
Unit 2: Identify polygons
Unit 3: Polygons and angles
Unit 4: Describe and draw 2-D shapes
ACTIVITY
Unit 1: What  Discuss with learners how to tell if something is 2-D or 3-D. Mathematics Grade
is a 2-D 5 Learner's Book
shape? Mental Maths 10 minutes (TG page 180) and Teacher's Guide
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 40) DBOE Mathematics
Grade 5 Workbook
Term 1 and 2
Unit 2:  Revise some basic information about 2-D shapes.
Identify  Ensure that the learners know the names of shapes. 3-D objects,
polygons  Demonstrate the use of markers to show which sides are equal in pictures, wall chart
length. of shapes,
Mental Maths 10 minutes (TG page 180) cardboard,
Exercise 8.2 (LB page 43) matchsticks, grid
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 168) paper
Unit 3:  Ask learners to point out right angles in the classroom.
Polygons and  Explain that polygons can have interior angles that are right angles, or
angles are bigger than or smaller than right angles.
Exercise 8.3 & 8.4 (LB pages44- 45)
Unit 4:  Discuss the properties of various shapes with the class and ask learners
Describe and to give either a similarity or a difference of the shapes.
draw 2-D Mental Maths (TG page 180)
shapes Exercise 8.5 (LB page 46)
20
Topic 9: Capacity and volume
MEASUREMENT
CAPS 4.3 Capacity/Volume
Content  Practical measuring of 3-D objects
 Calculations and problem-solving related to capacity / volume
Unit 1: Estimate capacity
Unit 2: Estimate, measure and record capacity
Unit 3: Compare, order and record capacities
Unit 4: Convert units of capacity
Unit 5: Calculate and solve problems that involve capacity
ACTIVITY
Unit 1:  Revise the terms capacity and volume. Mathematics Grade
Estimate  Show the learners a range of empty containers. Let them order them 5 Learner's Book
capacity from greatest to smallest capacity. and Teacher's Guide
 Discuss how people use the word ‘capacity’ in different contexts.
DBOE Mathematics
Grade 5 Workbook
Term 1 and 2
LESSON 2: Duration: 60 minutes Containers,
Unit 2:  Explain carefully how to measure the amount of liquid in a measuring measuring dropper
Estimate, jug or cylinder. /syringe, sand,
measure and  Ensure that the learners are aware that they should take the error of teaspoons,
record parallax into account. measuring jugs
capacity  Spend some time looking at a variety of scales to help learners to work
out what each division stands for.
Unit 3:  This unit deals with converting units of capacity using litres and
Compare, millilitres. Revise the basic conversion facts.
order and  Revise how to multiply and divide by 1 000 quickly.
record  Discuss why it is necessary to be able to convert millilitres to litres and
capacities vice versa.
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 142 )
Unit 4:  Revise the conversion factors.
Convert units Mental Maths (TG page 180)
of capacity Exercise 9.4 (LB page 51)
Calculate and  In this lesson, the focus is on calculating with units of capacity.
solve  Stress that one can only add and subtract capacities when using the
problems that same units.
involve Mental Maths (TG page 190)
capacity Exercise 9.5 (LB page 53)
FORMAL ASSESSMENT TASK 60 minutes
Assessment Test: TG page: 44
21
Duration: 1 hour Term 2, Week 1
1.1 Whole numbers
CAPS  Counting
 Representing
Unit 1: Count, read and write whole numbers
Unit 2: Round off and compare whole numbers
ACTIVITY
Unit 1: Count,  Explain to the class how the number line works. Mathematics Grade
read and  Get the learners to count forwards and backwards. 5 Learner's Book
write whole  Explain how to work out the intervals between the numbers, so that and Teacher's Guide
numbers they know by what amount to count forwards or backwards.
DBOE Mathematics
Mental Maths 10 minutes (TG page 180) Grade 5 Workbook
Exercise 10.1 (LB page 56) Term 1 and 2
Unit 2: Round  Explain the rule for rounding off and introduce rounding to 1 000. number cards,
off and number lines, dice
 Point out that the important digit when rounding to the nearest
compare thousand is the hundreds’ digit.
whole  Use a number line when explaining rounding off.
numbers Mental Maths 10 minutes (TG page 180)
22
 Properties of whole numbers: recognize and use the commutative; associative; distributive properties
Unit 1: Add whole numbers
Unit 2: Subtract whole numbers
Unit 3: Solve addition and subtraction problems
ACTIVITY
Unit 1: Add  Give learners two three-digit numbers. Let them add a 1 000 to each Mathematics Grade
whole number and then add the two numbers together using the expanded 5 Learner's Book
numbers method. and Teacher's Guide
 Ask the class how they would check the accuracy of the answers to a
DBOE Mathematics
calculation.
Grade 5 Workbook
 Explain that there are easier methods that can be used when calculating
Term 1 and 2
five- or six-digit numbers.
 Explain both methods carefully. Place value cards
Exercise 11.1 &11.2 (LB pages 58 - 59)
Unit 2:  Repeat the same introductory activity that was done for Unit 1, using
Subtract subtraction instead of addition.
whole  Allow the learners to participate and explain the methods used.
numbers  As this section is done over a few lessons, it may be necessary that you
explain only one or two methods per day to avoid confusing the
learners.
Exercise 11.3 – 11.5 (LB pages 60 - 61)
Incorporate the exercises in the BDOE Workbook Term 1 and 2 (page 12)
Unit 3: Solve  Revise the expanded column method.
addition and  Revise the way they are to set out the problem solving calculations.
subtraction  Explain that they have to show all their working out.
Topics: 10-11 TG page: 53
23
Topic 12: Common fractions
1.2 Common fractions
 Concepts, skills and number range: describing and ordering; counting forwards and backwards; compare and order
CAPS
 Calculations with fractions: addition of common fractions with the same denominator; recognize, describe and use
Content the equivalence of division and fractions
 Equivalent forms: recognise and use
Unit 1: Name and recognise fractions Unit 4: Make fractions by sharing and grouping
Unit 2: Equivalent fractions Unit 5: Add fractions
Unit 3: Count, compare and order fractions Unit 6: Solve problems that involve fractions
ACTIVITY
Unit 1: Name  All the fraction lessons must be very concrete and practical. Mathematics Grade
and recognise  Remind learners of the role of the denominator and the numerator. 5 Learner's Book
 It is important for learners to realise that the two numbers are part of the same and Teacher's Guide
fractions
concept.
 Encourage the learners to read each fraction that they work with, and to check that DBOE Mathematics
they can write them in words. Grade 5 Workbook
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 28) Wall charts, fraction
LESSON 2: Duration: 30 minutes strips, fraction
Unit 2:  Learners must be able to recognise equivalent fractions from fraction walls and shapes, number
Equivalent division diagrams. lines, fraction
 All problems must be solved through direct physical comparisons. chains, geo-boards,
fractions
 Explain how to use fraction strips. paper, fraction
Exercise 12.2 (LB page 65) diagram, counters,
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 84) oranges, apples
Unit 3: Count,  Use number lines to assist learners when counting in fractions.
compare and  Spend a great deal of time discussing where to find one half on the number line, one
quarter, three quarters, and so on.
order
 Remind learners of how to use a fraction wall.
fractions  Ensure that learners understand how to compare fractions using diagrams and
remind learners of the meanings of the symbols < and >.
Unit 4: Make  Show different fractions by sharing counters into equal groups.
fractions by Mental Maths (TG page180)
sharing and
grouping
Add fractions  Do plenty of practical adding with concrete apparatus.
 Keep stressing that the denominator stays the same and that only the numerators
are added.
Solve  Do the example on the board to show how to apply each of the steps.
problems that Mental Maths (TG page 180)
involve
fractions
24
Topic 13: Length
MEASUREMENT
4.1 Length
CAPS  Practical measuring of 2-D shapes and 3-D objects
Content  Calculations and problem-solving related to length
 Conversions
Unit 1: Estimate and measure length
Unit 2: Convert units of length
Unit 3: Calculate with units of length
Unit 4: Solve problems that involve length
ACTIVITY
Unit 1:  Start by asking the learners to estimate the lengths of objects. Mathematics Grade
Estimate and  This lesson requires learners to work flexibly with different units of 5 Learner's Book
measure length as they estimate and measure in millimetres, centimetres and and Teacher's Guide
length metres.
DBOE Mathematics
 Do not expect learners to be able to estimate lengths with any degree of
Grade 5 Workbook
accuracy yet.
Term 1 and 2
Exercise 13.1 (LB page 71) Ruler, metre stick,
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 34) measuring tape,
LESSON 2: Duration: 60 minutes trundle wheels,
Unit 2:  Establish that the learners understand that they must multiply by 10 to wall charts, string
Convert units convert from centimetres to millimetres and divide by 10 to convert
of length from millimetres to centimetres.
 Establish that 100 cm = 1 m.
 Introduce the concept of 1 000 m = 1 kilometre.
 Tell learners that kilo means one thousand, and reinforce the bigger to
smaller rule
Unit 3:  This lesson focuses on the ability of learners to do operations with units
Calculate with of length.
units of length  Make sure that all the learners understand the rules that apply.
 Ensure that the learners always include the unit of measurement in the
answer.
Mental Maths (TG page180)
Unit 4: Solve  Revise the meaning of the words sum, difference, order, etc. and
problems that emphasise the importance of reading problems carefully to understand
involve length what is being asked.
Topics:12 -13 TG page: 63
25
Topic 14: Multiplication
OPERATIONS AND RELATIONSHIPS
1.1 Whole numbers, multiplication
 Number range for calculations: multiplication of at least whole 3-digit by 2-digit numbers
CAPS  Calculation techniques: using a range of techniques to perform and check calculations
Content  Number range for multiples and factors: multiples of 2-digits whole numbers to at least 100; factors of 2-digit
whole numbers to at least 100
 Properties of whole numbers: recognize and use the commutative; associative and distributive properties
Unit 1: Work with factors and multiples
Unit 2: Multiply three-digit numbers by two-digit numbers
Unit 3: Division is the inverse of multiplication
Unit 4: Solve multiplication problems
ACTIVITY
Unit 1: Work  Remind learners of the meaning of a factor and multiple. Mathematics Grade
with factors  Show them how to use the rules for division to help them to find factors 5 Learner's Book
and multiples of larger numbers. and Teacher's Guide
 Revise how to estimate the answer first and then how to multiply by 10
DBOE Mathematics
and by 100.
Grade 5 Workbook
Exercise 14.1 & 14.2 (LB pages 76 -77)
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 14) Wall lists of factors
LESSON 2: Duration: 120 minutes and multiples,
Unit 2:  The learners can multiply numbers by either splitting up a number or counters, magazines,
Multiply by using factors. newspapers
three-digit  Remind learners how to break down numbers and form groups to
numbers by multiply.
two-digit  Encourage learners to combine the strategies of factors and of breaking
numbers down numbers.
 Remind them to round off numbers first to estimate the answers.
Exercise 14.3 – 14.5 (LB pages 78 -79)
Unit 3:  Remind learners how to use division to work out the missing number in
Division is the a multiplication statement.
inverse of  Remind learners that they can use the one operation to check the
multiplication answer of the other operation.
Unit 4: Solve  Make sure that they know that the word ‘per’ means ‘for one’, so that
multiplication per kilogram means for one kilogram.
FORMAL ASSESSMENT TASK 60 MINUTES
Test: TG page: 67
26
Topic 15: Properties of 3D objects
SPACE AND SHAPE
CAPS 3.2 Properties of 3-D objects
Content  Objects learners need to know and name; similarities and differences between cubes and rectangular prisms
 Distinguish, describe, sort and compare shapes
Unit 1: Recognise and name 3-D objects
Unit 2: Construct models of 3-D objects
Unit 3: Work with diagrams of 3-D objects
ACTIVITY
Unit 1:  Discuss the properties of 3-D objects. Mathematics Grade
Recognise and  The focus of this lesson is on identifying 3-D objects. 5 Learner's Book
name 3-D and Teacher's Guide
shapes Mental Maths 10 minutes (TG page 180)
DBOE Mathematics
Grade 5 Workbook
Term 1 and 2
Unit 2:  Have models already constructed with copies of each face pasted onto 3-D objects, square
Construct the face. grid paper,
models of 3-D  Try to make the models much bigger than those described in the cardboard,
objects exercise so that learners can see the faces clearly. scissors, sticky
Mental Maths 10 minutes (TG page 180) tape, rulers, pencil,
Exercise 15.2 (LB page 85) boxes
Unit 3: Work  This lesson focuses on visualising different views of 3-D objects.
with diagrams Mental Maths (TG page 180)
of 3-D objects Exercise 15.3 (LB page 86)
27
Topic 16: Geometric patterns
2.2 Geometric patterns
 Investigate and extend patterns: investigate and extend geometric patterns looking for relationships or rules of
CAPS patterns
Content  Input and output values: determine input values, output values and rules for the patterns and relationships
using flow diagrams
 Equivalent forms: determine equivalence of different descriptions of the same relationship or rule
Unit 1: Describe and extend geometric patterns
Unit 2: Investigate geometric patterns
ACTIVITY
Unit 1:  This section consists of a worked example of a problem that learners Mathematics Grade
Describe and will be required to solve. 5 Learner's Book
extend  Ensure that the learners understand what is expected of them, and Teacher's Guide
geometric especially identifying the rule for the pattern of matchsticks required.
DBOE Mathematics
patterns Mental Maths 10 minutes (TG page 180)
Grade 5 Workbook
Term 1 and 2
LESSON 2: Duration: 120 minutes Matchsticks,
Unit 2:  Ensure that the learners understand the pattern in each example counters, bottle
Investigate displayed in the Learner’s Book. tops, small stones
geometric
patterns Exercise 16.3 (LB page 91)
28
Topic 17: Symmetry
SPACE AND SHAPE
CAPS 3.3 Symmetry
Content  Recognise, draw and describe lines of symmetry in 2-D shapes
Unit 1: Line symmetry
Unit 2: Rotational symmetry
ACTIVITY
Unit 1: Line  This lesson revises the learners’ existing knowledge of line symmetry. Mathematics Grade
symmetry  Ensure that all the learners understand the concepts of symmetry and lines 5 Learner's Book
of symmetry. and Teacher's Guide
Exercise 17.1 (LB page 92) DBOE Mathematics
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 70) Grade 5 Workbook
LESSON 2: Duration: 60 minutes Term 1 and 2
Unit 2:  Explain the terms ‘rotational symmetry’ and ‘order of rotational Dotted grid paper,
Rotational symmetry’, using practical demonstration. small mirrors, stiff
symmetry Mental Maths 10 minutes (TG page 180) paper, pliable
Exercise 17.2 & 17.3 (LB page 94) cardboard, shapes,
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 70) stickers, drawing
REVISION: Duration: 30 minutes pins
29
Topic 18: Division
1.1 Whole numbers, division
 Number range for calculations: division of at least whole 3-digit by 2-digit numbers
 Counting, ordering and representing, and place value of digits
CAPS
 Number range for multiples and factors: multiples of 2-digit numbers to at least 100;factors of 2-digit whole numbers
Content to at least 100
 Multiplication facts
 Properties of whole numbers: recognise and use the commutative; associative; and distributive properties
Unit 1: Work with factors and multiples Unit 3: Divide by a two-digit number Unit 5: Compare two quantities by dividing
Unit 2: Use multiplication facts to divide Unit 4: Division with remainders Unit 6: Solve problems that involve division
ACTIVITY
Unit 1: Work  Revise how to find factor pairs for a number. Mathematics Grade
with factors  Point out that when factors are written in ascending order, the factor pairs are 5 Learner's Book
formed from the outside in. and Teacher's Guide
and multiples
 Remind learners of the divisibility rules given in Topic 14.
Mental Maths 10 minutes (TG page 180) DBOE Mathematics
Exercise 18.1 (LB page 96) Grade 5 Workbook
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 18) Term 1 and 2
Unit 2: Use  This is revision of the division work done in Topic 5. Wall charts of
multiplication  Remind learners how to estimate an answer and then how to use multiplication factors and
facts to divide facts to divide by single digit numbers. multiples, clue
 Show the learners how to use multiplication to check their final answer. board charts,
Mental Maths 10 minutes (TG page 180) newspapers,
Exercise 18.2 (LB page 97) magazines
Unit 3: Divide  Remind learners of the inverse relation between division and multiplication.
by a two-digit  Remind them to start with the division number times 10, and then use doubling and
halving to find more multiplication facts.
number
 Remind learners how to estimate an answer.
Unit 4:  Remind learners of process on board.
Division with Mental Maths (TG page 180)
remainders Exercise 18.4 (LB page 99)
LESSON Duration: 60 minutes
5:Unit 5:  Revise rate work covered in Topic 14.The main idea is that if the learners know the
Compare two value for one unit, they can multiply to find the value for more units.
quantities by Mental Maths (TG page 180)
dividing Exercise 18.5 (LB page 100)
Unit 6: Solve  Remind learners of the steps to solve word problems.
problems that Mental Maths (TG page 180)
involve Exercise 18.6 (LB page 101)
division Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 22)
FORMAL ASSESSMENT TASK 60 Minutes
Exam Practice: TG page: 82
30
CAPS  Describing and ordering fractions
Content  Calculations with fractions: addition and subtraction of common fractions with same denominator
 Equivalent forms: recognise and use equivalent forms
Unit 1: Add and subtract common fractions
Unit 2: Mixed numbers
Unit 3: Add and subtract mixed numbers
Unit 4: Solve problems that involve fractions
ACTIVITY
Unit 1: Add  Revise adding fractions with the same denominator and then introduce Mathematics Grade
and subtract the subtraction of fractions with the same denominator. 5 Learner's Book
common  Once you have done enough practical examples of addition and and Teacher's Guide
fractions subtraction with the class, move on to the exercises in the Learner’s
DBOE Mathematics
Book.
Grade 5 Workbook
 Remind learners to read the fractions in words as they work, to help
Term 3 and 4
them understand what they are doing.
Mental Maths 10 minutes (TG page 180) Fruit, chocolate
Exercise 19.1 (LB page 104) bars, cardboard
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 36) shapes, shapes cut
LESSON 2: Duration: 90 minutes into equal pieces,
Unit 2: Mixed  Take the time to establish the concept of mixed numbers clearly, as fraction number
numbers much of the later fraction work depends on this work. lines
 Show that a number can have a whole part and a fraction part added
together.
 When working with mixed numbers, the learners should again use
concrete apparatus as much as possible.
Unit 3: Add  Encourage learners to add the whole numbers and then the fraction
and subtract parts.
mixed  Show that we sometimes have to break down a whole number to
numbers provide enough fractions for subtraction.
 Explain how to simplify an improper fraction in an answer.
Mental Maths (TG page180)
Unit 4: Solve  This is further practice in adding and subtracting mixed numbers, in the
problems that context of word problems.
involve Mental Maths (TG page180)
fractions Exercise 19.4 (LB page 107)
31
Topic 20: Mass
MEASUREMENT
4.2 Mass
CAPS  Practical measuring of 3-D objects: estimating, measuring, recording, comparing and ordering
Content  Calculations and problem-solving related to mass
 Converting
Unit 1: Estimate, measure and compare masses
Unit 2: Convert units of mass
Unit 3: Calculate with units of mass
Unit 4: Solve problems that involve mass
ACTIVITY
Unit 1:  The learners need to be able to identify units of mass, which they could Mathematics Grade
Estimate, use to measure the mass of the objects you have on display. 5 Learner's Book
measure and  Discuss the concept of mass. and Teacher's Guide
compare  Discuss the units of mass.
DBOE Mathematics
masses Mental Maths 10 minutes (TG page 180) Grade 5 Workbook
Exercise 20.1 & 20.2 (LB pages 108 - 109) Term 3 and 4
LESSON 2: Duration: 60 minutes Teabag, paper clip,
Unit 2:  Remind your learners how many grams make up 1 kg and how much tomatoes, bananas,
Convert units 1 000 is. scales, box of
of mass  In this lesson, learners build on their ability to convert from grams and matches, a wad of
kilograms and vice versa. cotton wool, small
ball of wool, brick,
 Learners are introduced to converting using decimal numbers.
textbook, shoe,
Mental Maths 10 minutes (TG page 180) packet of flour
Unit 3:  Allow learners to suggest strategies which allow them to add numbers
Calculate with (include mixed units).
units of mass Mental Maths (TG page 180)
Unit 4: Solve  The focus of this unit is on using the four basic operations together with
problems that the units of mass.
involve mass  Learners have to apply their knowledge of the four basic operations
together with decimal numbers.
 Learners have to convert between units of mass as they work with the
calculations.
 Remind your learners to read each problem through carefully.
32
Duration: 1hour Term 3, Week 3
1.1 Whole numbers
 Counting
CAPS
 Ordering
Content  Comparing
 Representing
Unit 1: Round off numbers
Unit 2: Expand and compare whole numbers
ACTIVITY
Unit 1: Round  Revise rounding off to the nearest 10, 100 and 1 000. Mathematics Grade
off numbers  Ensure that the learners have a sound understanding of the rounding 5 Learner's Book
off rules. and Teacher's Guide
 Revise, which the significant digit is when rounding to a whole number.
DBOE Mathematics
Exercise 21.1 & 21.2 (LB page 114) Term 3 and 4
LESSON 2: Duration: 30 minutes Number lines
Unit 2:  This lesson has two parts: writing numbers in their expanded form and marked in 10s, 100s
Expand and then comparing whole numbers using the symbols < and >. and 1 000s, dice,
compare  Explain the concept of expanding the number by addition. number lines
marked in single
whole  Revise the concept of ‘greater than’ and ‘less than’.
spaces, place value
numbers Mental Maths 10 minutes (TG page 180)
table, place value
cards
33
Duration: 5 hours Term 3, Week 3 - 4
 Properties of whole numbers: recognise and use the commutative, associative and distributive properties
Unit 1: Add numbers in columns
Unit 2: Subtract numbers in columns
ACTIVITY
Unit 1: Add  In this lesson, the learners revise the partitioning method and then they Mathematics Grade
numbers in are introduced to the column method. 5 Learner's Book
columns  Explain the column method using place value cards or place value and Teacher's Guide
apparatus.
DBOE Mathematics
Incorporate the exercises in the DBOE Workbook Term 3 and 4(page 6)
Unit 2:  In this lesson, the learners revise the partitioning method and then they place value
Subtract are introduced to subtraction using the column method. apparatus
numbers in  Explain the column method using place value cards or place value
columns apparatus.
 Remember to start off using examples with no exchanging.
 Explain now how to use exchanging with the column method. Make
sure they understand this method.
Unit 3: Solve  Reinforce the correct setting out of the ‘column method’ by writing up a
addition and variety of addition and subtraction calculations for learners to
subtraction complete.
problems  Revise the correct method of setting out a problem solving calculation.
Topics:21-22 TG page: 101
34
Topic 23: Viewing objects
SHAPE AND SPACE
CAPS 3.5 Viewing objects
Content  Position and views: Link the position of viewer to views of single everyday objects, collections of everyday objects or
scenes from everyday life
Unit 1: Identify objects from different viewpoints
Unit 2: Match the view with the position of the viewer
ACTIVITY
Unit 1:  This unit gives learners the chance to engage with the position of the Mathematics Grade
Identify viewer. 5 Learner's Book
objects from  Learners sort various pictures or photographs according to views or and Teacher's Guide
different according to the images of each object.
DBOE Mathematics
viewpoints Mental Maths 10 minutes (TG page 180) Grade 5 Workbook
LESSON 2: Duration: 120 minutes Photographs,
Unit 2: Match  This unit gives learners another chance to engage with the position of pictures, wall chart
the view with the viewer of different photographs. displaying different
the position  Discuss plan views with learners and what they are used for. viewpoints, floor
of the viewer plan, 3-D objects
35
Topic 24: Properties of 2-D shapes
SPACE AND SHAPE
CAPS 3.1 Properties of 2-D shapes
Content  Shapes learners need to know and name are regular and irregular polygons
Unit 1: Identify, describe and compare 2D shapes
Unit 2: Draw 2-D shapes
ACTIVITY
Unit 1:  Revise the basic features of polygons. Mathematics Grade
Identify, 5 Learner's Book
describe and Mental Maths 10 minutes (TG page 180) and Teacher's Guide
compare 2-D Exercise 24.1 – 24.3 (LB pages 122 - 124)
shapes Grade 5 Workbook
Unit 2: Draw  To create a geometric pattern, demonstrate the steps for the class to
2-D shapes ensure that all the learners understand what to do. Paper, square grid
 Encourage learners to be as creative as possible. paper, scissors,
 Encourage learners to present their patterns to the class and to coloured paper,
verbalise their plan and which shapes have been included in the pattern rulers, pencil
and where the lines of symmetry would be. crayons
36
Topic 25: Transformations
SHAPE AND SPACE
3.4 Transformations
CAPS  Use transformations to create composite shapes
Content  Use transformations to create tessellations
 Describe patterns
Unit 1: Use transformations to describe the movement of shapes
Unit 2: Use transformations to make composite shapes
ACTIVITY
Unit 1: Use  It is important that the learners grasp the differences between the Mathematics Grade
transformations different transformations. 5 Learner's Book
to describe the and Teacher's Guide
movement of Exercise 25.1 (LB page 128)
DBOE Mathematics
shapes Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 66)
Grade 5 Workbook
Unit 2: Use  In this unit, the learners will make interesting patterns and
transformations tessellations from different geometric shapes. Pictures of patterns,
to make  Show learners how to construct patterns for themselves. squared grid paper,
rulers, fabric, quilts,
composite
Mental Maths 10 minutes (TG page 180) knitting patterns
shapes
37
Topic 26: Temperature
MEASUREMENT
CAPS 4.5 Temperature
Content  Practical measuring of temperature
 Calculations and problem-solving related to temperature
Unit 1: Estimate temperature
Unit 2: Measure temperature
Unit 3: Read and order temperatures
ACTIVITY
Unit 1:  Display pictures and ask learners which pictures they associate with Mathematics Grade
Estimate each of the four seasons of the year. 5 Learner's Book
temperature  Ask the learners to identify words that relate directly to temperature. and Teacher's Guide
 Introduce and explain the notation of °C.
DBOE Mathematics
 Make sure that the learners understand the melting point of ice and the
Grade 5 Workbook
boiling point of water. Term 3 and 4
Mental Maths 10 minutes (TG page 180) Pictures of different
Exercise 26.1 (LB page 130) seasons,
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 122) thermometers, map
LESSON 2: Duration: 60 minutes of South Africa
Unit 2:  Explain the purpose and use of thermometers.
Measure  Discuss the weather forecast and what the learners think a weather
temperature forecast shows us.
 Explain the terms, minimum and maximum temperatures.
Unit 3: Read  Explain how temperatures can be shown as negative numbers using the
and order ‘-‘ symbol.
temperatures  Discuss temperatures below 0 and its relation to freezing point if this
was not dealt with in unit 1.
38
Topic 27: Data handling
DATA HANDLING
5.1 Collecting and organising data
 Collect data using tally marks and tables for recording; order data
5.2 Representing data
CAPS  Draw a variety of graphs to display and interpret data
Content 5.3 Analysing, Interpreting and reporting data
 Critically read and interpret data
 Analyse data
 Summarise data verbally and in short written
Unit 1: Collect, organise and display dataUnit 4: Interpret and analyse data
Unit 2: Find the modeUnit 5: Compare graphs
Unit 3: Work through a data cycle
ACTIVITY
Unit 1:  Revise the concepts covered in Topic 7. Mathematics Grade
Collect,  Let the learners work through Exercise 7.1 individually. Check their 5 Learner's Book
organise and answers to make sure each one has mastered the basic concepts. and Teacher's Guide
display data Mental Maths 10 minutes (TG page 180) DBOE Mathematics
Exercise 27.1 & 27.2 (LB pages 134 - 135) Grade 5 Workbook
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 174) Term 3 and 4
Unit 2: Find  Remind the learners what the mode is. Statistics
the mode  Introduce the term bimodal.
 Make sure everyone can order data sets and find the mode of a set of
data.
 Check that the learners are able to work with two sets of numbers.
Exercise 27.3 &27.4 (LB pages 136 - 137)
Unit 3: Work  Revise the steps in the data cycle.
through a  Point out that they also need to interpret and summarise the data that
data cycle they collect.
Unit 4:  In this unit the learners will practise interpreting data shown in
Interpret and different graphs, in words and in tables.
analyse data  Learners will also answer questions about the data and represent the
same data in different ways.
Compare  In this lesson, we aim to formalise and develop the concept that the
graphs source of data and the ways in which it is collected can affect the
results.
Project: Data handling: TG page: 119
39
Topic 28: Numeric patterns
2.1 Numeric patterns
CAPS  Investigate and extend patterns: investigate and extend numeric patterns looking for relationships or rules of
Content patterns
 Input and output values: determine input values, output values and rules for patterns and relationships
 Equivalent forms: determine equivalence of different descriptions of the same relationship or rule presented
Unit 1: Create number patterns
Unit 2: Find the rule for a number pattern
Unit 3: Investigate number sequences
ACTIVITY
Unit 1: Create  Give learners a few examples of simple sequences for them to continue Mathematics Grade
number so that they are familiar with using a rule to calculate outputs from 5 Learner's Book
patterns inputs as well as with continuing a sequence. and Teacher's Guide
Term 3 and 4
Unit 2: Find  Explain to learners what the possibilities are that they need to try in
the rule for a order to find the rule.
number
pattern Exercise 28.2 (LB page 147)
Unit 3:  Explain to learners what a sequence of numbers is.
Investigate
number Exercise 28.3 (LB page 148)
sequences Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 80)
40
Topic 29: Multiplication
1.1 Whole numbers, multiplication
 Number range for calculations: multiplication of at least whole 3-digit by 1-digit numbers
 Calculation techniques: use a range of techniques to perform and check calculations
CAPS  Counting, ordering, representing and place value of digits
Content  Number range for multiples and factors: multiples of 2-digit numbers to at least 100; factors of 2-digit whole
numbers to at least 100
 Properties of whole numbers: recognize and use the commutative, associative and distributive properties
Unit 1: Multiples and factors
Unit 2: Multiply three-digit numbers by two-digit numbers
Unit 3: Compare quantities
Unit 4: Solve multiplication problems
ACTIVITY
Unit 1:  Remind the learners that special numbers have an inverse relation, so Mathematics Grade
Multiples and that if 3 × 5 forms the multiple 15, we can also write 15 ÷ 5 = 3 so that 3 5 Learner's Book
factors is a factor of 15. and Teacher's Guide
 Revise the division rules given in Topic 14 to help learners to identity
DBOE Mathematics
factors.
Grade 5 Workbook
 Revise how to multiply by 1 000.
Term 3 and 4
 Show how to use factors to multiply by a multiple of 1 000.
Mental Maths 10 minutes (TG page 180) Wall lists of
Exercise 29.1 & 29.2 (LB page 150) multiples and
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (pages 5, 10, 12) factors
Unit 2:  This unit provide more practice in multiplying by two-digit numbers.
Multiply  Learners will break down numbers to multiply in steps.
three-digit  Remind learners how to round off numbers to estimate the final
numbers by answer.
two-digit Mental Maths 10 minutes (TG page 180)
numbers Exercise 29.3 (LB page 151)
Unit 3:  Revise work done in Topic 14.
Compare  Introduce the ‘/’ notation for a rate.
quantities Mental Maths (TG page 180)
Unit 4: Solve  Revise the steps for solving word problems.
multiplication  Ensure that all the steps are followed and no short cuts taken.
41
1.1 Whole numbers
 Counting
CAPS  Ordering
Content  Comparing
 Representing
Unit 1: Round off large numbers
Unit 2: More practice with whole numbers
ACTIVITY
LESSON Duration: 30 minutes Platinum
1:Unit 1:  Ask the learners to explain the rules that need to be followed when Mathematics Grade
Round off rounding off, and then apply the rules. 5 Learner's Book
large numbers and Teacher's Guide
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 72 ) Grade 5 Workbook
Unit 2: More  In this chapter learners work with larger six digit numbers.
practice with Number line, dice,
whole place value table,
Mental Maths 10 minutes (TG page 180) place value cards
numbers Exercise 30.2 & 30.3 (LB page 157)
42
 Number range for calculating: addition and subtraction of whole numbers of at least 5 digits
CAPS
Content  Number range for multiples and factors: multiples of 2-digit numbers to at least 100
 Properties of whole numbers: recognise and use the commutative and associative properties
Unit 1: Add numbers in columns
Unit 2: Subtract numbers in columns
ACTIVITY
Unit 1: Add  In this lesson, the learners revise the column method and inverse Mathematics Grade
numbers in operations. 5 Learner's Book
columns Mental Maths 10 minutes (TG page 180) and Teacher's Guide
Grade 5 Workbook
Term 3 and 4
Unit 2:  In this lesson, the learners revise the column method for subtraction.
Subtract  Start by using examples that require no exchanging. Place value cards,
numbers in Mental Maths 10 minutes (TG page 180) place value
columns Exercise 31.2 (LB page 159) apparatus
Unit 3: Solve  Reinforce the correct setting out of the ‘column method’.
addition and  Remind learners to show all their working out.
subtraction Mental Maths (TG page 180)
problems Exercise 31.3 (LB page 160)
43
Topic 32: Properties of 3-D objects
SPACE AND SHAPE
CAPS 3.2 Properties of 3-D objects
Content  Objects learners need to know and name; similarities and differences between cubes and rectangular prisms
Unit 1: Recognise and name 3-D objects
Unit 2: Sort and compare 3-D objects
ACTIVITY
Unit 1:  The focus of this unit is on revising the names and features of 3-D Mathematics Grade
Recognise and objects. 5 Learner's Book
name 3-D  Ensure that you have models of some of these shapes available for and Teacher's Guide
objects learners to work with.
DBOE Mathematics
LESSON 2: Duration: 180 minutes Wall chart showing
Unit 2: Sort  Discuss that all 3-D objects have three dimensions in common, but 3-D objects, 3-D
and compare there are certain other features that make some of them more alike models
3-D objects than others.
 Learners are to identify similarities and the differences – the things the
objects have in common and the features that distinguish them.
44
CAPS  Describing and ordering fractions
Content  Calculations with fractions
 Equivalent forms: recognise and use equivalent forms
Unit 1: Compare and order fractions
Unit 2: Calculate fractions of whole numbers
Unit 3: Solve problems that involve fractions
ACTIVITY
Unit 1:  Revise the meaning of ascending and descending order. Mathematics Grade
Compare and  Ensure that the learners understand when the numerator is 1; a larger 5 Learner's Book
order denominator means a smaller fraction, because the whole is being and Teacher's Guide
fractions divided into more pieces.
DBOE Mathematics
 Revise the meaning of the symbols < and >.
Grade 5 Workbook
Term 3 and 4
Exercise 33.1 (LB page 166) Fraction wall,
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 86) fraction strips,
LESSON 2: Duration: 120 minutes fraction number
Unit 2:  Learners are to practise sharing counters or buttons into equal groups, lines, coins,
Calculate to find a fraction of the whole number. matchsticks, buttons
fractions of  The idea of sharing and choosing groups is emphasised, rather than the
whole technique of dividing by the denominator and multiplying by the
numbers numerator.
Unit 3: Solve  Refer to the wall chart of steps in solving problems and revise the steps.
problems that  Point out that they must also remember how to add and subtract
involve fractions with the same denominator.
fractions Mental Maths (TG page180)
Assignment: Travelling times and distance
TG page: 142
45
Topic 34: Division
1.1 Whole numbers, division
 Number range for calculations: division of at least whole 3-digit by 2-digit numbers.
CAPS  Counting, ordering and representing, and place value of digits
Content  Number range for multiples and factors: multiples of 2-digit numbers to at least 100; factors of 2-digit whole
numbers to at least 100
 Properties of whole numbers: recognise and use the commutative; associative and distributive properties
Unit 1: Factors and multiples
Unit 2: Inverse operations
Unit 3: Use a clue board for division
Unit 4: Solve division problems
ACTIVITY
Unit 1:  Revise how to find a factor pair for a number. Mathematics Grade
Factors and  Point out to learners that if they have one factor pair, they can use 5 Learner's Book
multiples division and multiplication to form another factor pair. and Teacher's Guide
 Show how you can write a number as a product of its smallest factors.
DBOE Mathematics
Grade 5 Workbook
Mental Maths 10 minutes (TG page 180) Term 1 and 2 and
LESSON 2: Duration: 60 minutes Factors and
Unit 2:  Revise that multiplication and division are inverse operations. multiples wall chart,
Inverse  Remind learners that they can use an inverse operation to check an clue board wall
operations answer. charts, problem
Mental Maths 10 minutes (TG page 180) solving steps chart
Unit 3: use a  Remind learners of how important it is to estimate an answer first and
clue board for also to use an inverse operation to check their answer.
division  Ensure that learners can write down an inverse statement.
Unit 4: Solve  Remind learners of the steps that they should follow to solve word
division problems, including estimating and checking their answers.
46
Topic 35: Perimeter, area and volume
MEASUREMENT
4.6 Perimeter, area and volume
CAPS  Perimeter: measure perimeter
Content  Measurement of area: find areas of regular and irregular shapes
 Measurement of volume: find volume/capacity of objects
Unit 1: Measure perimeterUnit 4: Volume
Unit 2: Calculate perimeterUnit 5: Find the volume of a container
Unit 3: Area
ACTIVITY
Unit 1:  Revise the concept of measuring perimeter by demonstrating how to do Mathematics Grade
Measure so. 5 Learner's Book
perimeter and Teacher's Guide
LESSON 2: Duration: 60 minutes Term 1 and 2 and
Unit 2:  Ensure that the learners understand the concept of scale drawing. Term 3 and 4
Calculate  Work through the worked example with the class to make sure they
perimeter remember and understand this concept. Rulers, grid paper,
Mental Maths 10 minutes (TG page 180) containers, blocks,
Exercise 35.2 (LB page 177) unifix cubes
Unit 3: Area  Revise what the learners learnt in Grade 5.
 Read through the introductory text and work through the worked
examples with them.
 Remind them to follow the procedure you have taught them for
estimating.
Unit 4: Volume  Remind the learners that volume and capacity are related.
 Revise the terms and the concepts.
 Remind the learners that two differently shaped objects can have the
same volume.
 Ensure that the learners are able to work with diagrams of objects, and
not just concrete objects.
Find the  Explain that you can find the volume of a box in cube units by packing it
volume of a full of cubes. You can also do it by building a model of the same volume
container next to it and then counting the cubes.
Topics: 34 - TG page: 151
35
47
Topic 36: Position and movement
SHAPE AND SPACE
CAPS 3.6 Position and movement
Content  Location and directions
Unit 1: Locate positions on a grid
Unit 2: Locate positions on a map
ACTIVITY
Unit 1: Locate  This unit introduces the learners to locating positions on a grid Mathematics Grade
positions on a consisting of labelled columns and rows. 5 Learner's Book
grid  Guide learners to ‘read’ the grid by using the given letter to locate the and Teacher's Guide
column and then use the given number to find the row.
DBOE Mathematics
Grade 5 Workbook
Term 3 and 4
Square grid paper,
LESSON 2: Duration: 60 minutes highlighters, rulers
Unit 2: Locate  Learners already have the basic knowledge needed for this unit; they
positions on a will need to know how to trace between positions.
map  Ensure that learners are able to describe grid references.

48
Topic 37: Transformations
SHAPE AND SPACE
3.4 Transformation
CAPS  Use transformations to make composite shapes
Content  Use transformations to make tessellations
 Describe patterns
Unit 1: Use transformations to create tessellations
Unit 2: Describe patterns around us
ACTIVITY
Unit 1: Use  Make a display of pictures of objects with tessellations on them. Mathematics Grade
transformations Discuss with the class which shape is being tessellated for each 5 Learner's Book
to create pattern. and Teacher's Guide
tessellations  Point out particular parts of the pattern and try to get learners to
describe the type of transformation that is being used. DBOE Mathematics
Grade 5 Workbook
Term 3 and 4
Brochures, pictures,
honeycomb,
LESSON 2: Duration: 120 minutes wooden flooring,
Unit 2: Describe  Show learners the display of tessellating patterns that you have put square grid paper
patterns around up and discuss the shapes or objects being tessellated in each
us pattern.
 Allow learners to recreate the pattern.
Investigation – Palindromes
TG page: 158
49
Topic 38: Geometric patterns
2.2 Geometric patterns
CAPS  Investigate and extend patterns: investigate and extend geometric patterns looking for relationships or rules of
Content patterns
 Input and output values: determine input values, output values and rules for the patterns and relationships
 Equivalent forms: determine equivalence of different descriptions of the same relationship or rule presented
Unit 1: Extend a geometric pattern
Unit 2: Change the shape of a geometric pattern
Unit 3: A different type of geometric pattern
Unit 4: Another type of pattern
ACTIVITY
Unit 1: Extend  The exercises have been structured along the same requirements that Mathematics Grade
a geometric were used in Topic 16. 5 Learner's Book
pattern and Teacher's Guide
Term 3 and 4
Unit 2:  The exercises have been structured along the same requirements that Matchsticks
Change the were used in Topic 16.
shape of a Mental Maths 10 minutes (TG page 180)
geometric Exercise 38.2 (LB page 195)
pattern Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 82)
Unit 3: A  The exercises have been structured along the same requirements that
different type were used in Topic 16.
of geometric Mental Maths (TG page 180)
pattern Exercise 38.3 (LB page 196)
Unit 4:  The exercises have been structured along the same requirements that
Another type were used in Topic 16.
of pattern Mental Maths (TG page 180)
50
Topic 39: Number sentences
2.3 Number sentences
CAPS
 Write number sentences to describe problem situations; solve and complete number sentences by inspection, trial
Content and improvement
 Check solution by substitution
Unit 1: Use number sentences to solve problems
Unit 2: Multiple choice questions
ACTIVITY
Unit 1: Use  When teaching, encourage learners to read the question carefully, Mathematics Grade
number preferably aloud. 5 Learner's Book
sentences to  Associate the numbers given in the question with the quantities that the and Teacher's Guide
solve numbers represent.
DBOE Mathematics
problems  Explain all the steps required when solving problems.
Grade 5 Workbook
Term 3 and 4

Unit 2:  The emphasis here is on a particular way of testing learners’ knowledge
Multiple and understanding; and also the concept of equivalent statements.
choice  Ensure that learners give the answer as the letter representing the
questions answer, and not the answer itself.
 Show learners how to recognise when there might be more than one
correct answer.
51
Topic 40: Probability
DATA HANDLING
CAPS 5.2 Probability
Content  Perform simple repeated events and list possible outcomes
Unit 1: List possible outcomes of experiments
Unit 2: Record outcomes of experiments
ACTIVITY
Unit 1: List Duration: 30 minutes Platinum
possible  Remind the learners that they did experiments with coins and dice in Mathematics Grade
outcomes of Grade 5. 5 Learner's Book
experiments  Demonstrate various experimental activities and discuss possible and Teacher's Guide
outcomes of these experiments with the learners.
DBOE Mathematics
 Learners must be able to list possible outcomes.
Grade 5 Workbook
Term 1 and 2 and
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 108) Dice, coin,
LESSON 2: Duration: 90 minutes cardboard, round
Unit 2: Record  Revise the concept of a tally table and introduce the word frequency. objects, toothpicks,
outcomes of  Explain that an important concept in experimental probability is that it nails, colouring
experiments is okay to get different results when you perform an experiment. pencils

Exercise 40.2 – 40.4 (LB pages 203 - 205)
Exam practice: TG page: 169
NOTES
52
NOTES
53
NOTES
54
NOTES
55
NOTES
56

Grade 5 Mathematics Lesson Plans

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Grade 5 Mathematics Lesson Plans

Загружено:

Авторское право:

Доступные форматы

INTERMEDIATE PHASE

GRADE 5 LESSON PLANS

Support and extension

Unit 2: Read, Preparation and suggested resources

Common errors and misconceptions:

Support and extension

Unit 3: Count Preparation and suggested resources

Common errors and misconceptions:

 Use statements such as ‘A number with six 10s’, ‘A value of two 1

 Remember to include zeros in your statements and keep a record of

 Demonstrate counting forwards and backwards using a number line.

Support and extension

 Ask learners to make up some four-digit numbers of their own and

Unit 4: Preparation and suggested resources

Common errors and misconceptions

Support and extension

 An important mathematical skill is to be able to realise that previous

 Intervention may be necessary in assisting struggling pairs. Explain

Mental Maths 10 minutes (TG page 180)

Mental Maths 10 minutes (TG page 180)

Mental Maths 10 minutes (TG page 180)

Вам также может понравиться