Grade 4 Platinum Mathematics Lesson Plans - 2012

INTERMEDIATE PHASE

GRADE 4 LESSON PLANS

2012

Platinum MATHEMATICS

CONTENTS PAGE

MATHEMATICS WORKSCHEDULE GRADE 4 ..................................................................................................... 3

TERM 1 ......................................................................................................................................................................................... 3

TERM 2 ......................................................................................................................................................................................... 4

TERM 3 ......................................................................................................................................................................................... 5

TERM 4 ......................................................................................................................................................................................... 6

EXEMPLAR TEACHING GUIDELINE– GRADE 4 ................................................................................................. 7

TERM 1: PLATINUM SERIES LESSON PLANS – GRADE 4 ............................................................................ 14

T OPIC 1: C OUNT , ORDER , COMPARE AND REPRESENT WHOLE NUMBERS .......................................................................... 14

T OPIC 2: N UMBER S ENTENCES ................................................................................................................................................. 15

T OPIC 3: A DDITION AND S UBTRACTION ................................................................................................................................. 16

T OPIC 4: N UMERIC P ATTERNS ................................................................................................................................................. 17

T OPIC 5: T IME ............................................................................................................................................................................. 18

T OPIC 6: M ULTIPLICATION AND DIVISION .............................................................................................................................. 19

T OPIC 7: D ATA H ANDLING ........................................................................................................................................................ 20

T OPIC 8: 2-D S HAPES ................................................................................................................................................................ 21

T OPIC 9: M ULTIPLICATION AND D IVISION ............................................................................................................................. 22

TERM 2: PLATINUM LESSON PLANS – GRADE 4 ........................................................................................... 23

T OPIC 10: C OUNT , ORDER , COMPARE AND REPRESENT WHOLE NUMBERS ....................................................................... 23

T OPIC 11: A DDITION AND SUBTRACTION ............................................................................................................................... 24

T OPIC 12: C OMMON FRACTIONS .............................................................................................................................................. 25

T OPIC 13: L ENGTH ..................................................................................................................................................................... 26

T OPIC 14: 3-D OBJECTS ............................................................................................................................................................ 27

T OPIC 15: M ULTIPLICATION ..................................................................................................................................................... 28

T OPIC 16: S YMMETRY .............................................................................................................................................................. 29

T OPIC 17: G EOMETRIC PATTERNS ........................................................................................................................................... 30

T OPIC 18: A DDITION AND SUBTRACTION ............................................................................................................................. 31

T OPIC 19: D IVISION ................................................................................................................................................................... 32


T OPIC 20: C APACITY AND VOLUME .......................................................................................................................................... 33

T OPIC 21: C OMMON F RACTIONS .............................................................................................................................................. 34



T OPIC 24: 2-D SHAPES .............................................................................................................................................................. 37

T OPIC 25: V IEWING OBJECTS .................................................................................................................................................... 38

T OPIC 26: D ATA HANDLING ...................................................................................................................................................... 39

T OPIC 27: N UMERIC PATTERNS ............................................................................................................................................... 40


T OPIC 29: M ULTIPLICATION ..................................................................................................................................................... 42

T OPIC 30: N UMBER SENTENCES .............................................................................................................................................. 43

T OPIC 31: T RANSFORMATIONS ................................................................................................................................................ 44




T OPIC 34: M ASS .......................................................................................................................................................................... 47

T OPIC 35: 3-D SHAPES .............................................................................................................................................................. 48

T OPIC 36: C OMMON FRACTIONS .............................................................................................................................................. 49

T OPIC 37: D IVISION ................................................................................................................................................................... 50

T OPIC 38: P ERIMETER , AREA AND VOLUME ........................................................................................................................... 51

T OPIC 39: P OSITION AND MOVEMENT .................................................................................................................................... 52

T OPIC 40: T RANSFORMATIONS ................................................................................................................................................ 53

T OPIC 41: G EOMETRIC PATTERNS ........................................................................................................................................... 54


T OPIC 43: P ROBABILITY ............................................................................................................................................................ 56

2

TERM 1

WEEKS

MATHEMATICS WORKSCHEDULE GRADE 4

1

TOPIC

Topic 1: Count, order, compare and represent whole numbers

1 – 2 Topic 2: Number sentences

2 Revision

2 - 3

Topic 3: Addition and subtraction

3 – 4 Topic 4: Numeric Patterns

4 Revision

4 – 5 Topic 5: Time

5

6

6

Formal Assessment:

Assignment – Keeping a diary

Topic 6: Multiplication and

Division

Revision

6 – 8 Topic 7: Data Handling

8 - 9

9

10

10

Topic 8: 2-D shapes

Revision

Topic 9: Multiplication and

Division

Formal Assessment:

Test

TIME

ALLOCATION

AS PER CAPS

2 hours

3 hours

0,5 hours

8 hours

4 hours

0,5 hours

6 hours

0,5 hours

4 hours

0,5 hours

10 hours

5 hours

0,5 hours

5 hours

1 Hour

UNITS WITHIN EACH TOPIC

1. Count forwards and backwards

2. Place value and expanded form

3. Round to the nearest 10

4. Order numbers

1. Use addition to check subtraction

2. Order and grouping in addition

3. Addition and subtraction facts

1. Estimate answers by rounding

2. Add whole numbers

3. Use addition to solve problems

4. Subtract whole numbers

1. Patterns and flow diagrams

2. Multiplication and division flow diagrams

1. Read and write time

2. Convert between units of time

3. Work with time

4. Interpret calendars

1. Read and write time

2. Convert between units of time

3. Work with time

4. Interpret calendars

1. Collect and organise data

2. Draw pictographs

3. Draw bar graphs

4. Interpret and summarise data

5. Interpret pie charts

6. Interpret different graphs

7. The data cycle

1. Compare and sort 2-D shapes

2. Name and identify 2-D shapes

3. More ways to sort 2-D shapes

4. Draw 2-D shapes

1. Multiply and solve problems

2. Divide and solve problems


4. Check using opposite operations

3

TERM 2

WEEKS

1

TOPIC


1 – 2

2

2 – 3


Revision

Topic 12: Common fractions

3 – 4

4

4 – 5

5 – 7

7

7

7

7 - 8

8

8 – 9

9 – 10

10

10

Topic 13: Length

Revision

Topic 14: 3-D objects

Topic 15: Multiplication

Revision

Formal Assessment:

Test

Topic 16: Symmetry

Topic 17: Geometric patterns

Revision


Topic 19: Division

Revision

Formal Assessment:

Exam practice

TIME

ALLOCATION

AS PER CAPS

1 hour

4 hours

0.5 hours

6 hours

7 hours

0.5 hours

5 hours

6 hours

0.5 hours

1 hour

2 hours

4 hours

4 hours

0.5 hours

1 hour

0.5 hours

4 hours


1. Compare whole numbers

2. Place value and rounding


2. Use addition to check subtraction

3. Add whole numbers

4. Subtract whole numbers

5. Solve money problems

1. Describe common fractions

2. Order and compare common fractions

3. Find a fraction of a group

4. Solve problems with fractions

1. Measure and record lengths

2. Estimate lengths

3. Compare and order lengths

4. Work with length

5. Convert different units of length

6. Solve problems with length

1. Identify and sort 3-D objects

2. Name and compare 3-D objects

3. Make 3-D models

1. Multiply two-digit numbers

2. Multiply using factors

3. Estimate by rounding

4. Solve multiplication problems

1. Recognise lines of symmetry

2. Draw and describe lines of symmetry

1. Patterns that get bigger

2. Patterns that change shape

3. More geometric patterns

1. Add and subtract whole numbers

2. Use a number line

3. Check using opposite operations

4. Solve addition and subtraction problems

1. Divide a three-digit number

2. Estimate and check

3. Solve division problems

4

3

3

3 – 4

4

4 – 5

8

8

8 – 9

9

10

10

10

1 – 2

2 – 3

5

5

5 – 7

7

7

TERM 3

WEEKS TOPIC

Topic 20: Capacity and volume

Topic 21: Common fractions

Revision



Revision

Topic 24: 2-D shapes

Topic 25: Viewing objects

Revision

Topic 26: Data Handling

Formal Assessment:

Project – Data Handling

Topic 27: Numeric patterns

Revision


Topic 29: Multiplication

Revision

Topic 30: Number sentences

Topic 31: Transformations

Formal Assessment:

Test

TIME

ALLOCATION

AS PER CAPS

6 hours

5 hours

0.5 hours

1 hour

4 hours

0.5 hours

4 hours

2 hours

0.5 hours

7 hours

4 hours

0.5 hours

4 hours

5 hours

0.5 hours

3 hours

3 hours

1 hour


1. Estimate and measure capacity

2. Measure, record and compare amounts

3. Convert between units of capacity

4. Solve capacity problems

1. Add common fractions

2. Equivalent fractions

3. Order and compare common fractions

4. Solve problems with fractions

1. Count, compare and order numbers


1. Estimate, add and subtract


1. Compare and sort shapes

2. Identify and name 2-D shapes

3. Composite shapes

1. Different views

2. Match different views

1. Collect and organise data

2. Present data in different ways

3. Interpret data

4. Compare data

1. The order in mixed operations

2. Find the rule

3. Number sequences

1. Opposite operations and estimation

2. Use the breaking down method


1. Multiply two-digit numbers

2. Solve multiplication problems

1. Solve problems

2. Multiple choice questions

1. Transform 2-D shapes

5

TERM 4

WEEKS

1

1 – 2

2

TOPIC



Revision

2 – 3 Topic 34: Mass

3 – 4 Topic 35: 3-D objects

4

4

Revision

Formal Assessment:

Investigation

– House numbers in a street

4 – 5 Topic 36: Common fractions

5 – 6 Topic 37: Division

6

6 – 7

7

8

8

Revision

Topic 38: Perimeter, area and

Volume

Topic 39: Position and movement

Revision

Formal Assessment:

Assignment – Design houses

8 Topic 40: Transformations

8 – 9 Topic 41: Geometric patterns

9

9

Revision


10 Topic 43: Probability

Formal Assessment:

Exam Practice

TIME

ALLOCATION

AS PER CAPS

1 hour

4 hours

0.5 hours

6 hours

4 hours

0.5 hours


1. Count forwards and backwards


1. Estimate and work with money

2. Add and subtract 4-digit numbers

3. Solve problems

1. Estimate and use units of mass

2. Read, measure and record mass

3. Convert units of mass

4. Compare and order mass

5. Work with mass

6. Solve problems with mass

1. Identify, sort and compare 3-D objects

2. Make 3-D models

1 hour

5 hours

3 hours

0.5 hours

7 hours

2 hours

0.5 hours

1 hour

3 hours

2 hours

0.5 hours

3 hours

2 hours

1 hour

1. Recognise fractions

2. Use fractions to measure

3. Solve measurement problems

1. Estimate and check answers

2. Solve division problems

3. Solve problems of unequal sharing

1. Measure and calculate perimeter

2. Area

3. Volume

1. Find objects on a grid

2. Find objects on a map

1. Build composite shapes

2. Tessellating patterns

3. Describe patterns around us

1. Extend geometric patterns

2. Identify a sequence

3. Find a rule

1. Add and subtract 4-digit numbers


1. Do experiments and list outcomes

2. List and count outcomes

6

EXEMPLAR TEACHING GUIDELINE– GRADE 4

Subject: Mathematics Grade: 4

Topic 1:

Count, order, compare and represent whole numbers

Duration: 2 hours Term 1, Week 1

CAPS

Content

NUMBERS, OPERATIONS AND RELATIONSHIPS

1.1 Whole Numbers

 counting,

 ordering,

 comparing,

 representing and

 place value of digits

Unit 1: Count forwards and backwards

Unit 2: Place value and expanded form

Unit 3: Round to the nearest 10

Unit 4: Compare and order numbers

LEARNING TEACHING METHODS / APPROACH

ACTIVITY

LESSON 1:


Duration: 30 minutes

Preparation and suggested resources

You will need

 counters,

 counting beads,

 a vocabulary sheet with a list of the following numbers in words: o one to twenty, o multiples of ten to ninety, o ‘hundred’ and ‘thousand’,

 place value cards

Learners struggle with counting over 1 000.

Give these learners practice in counting forwards and backwards in ones involving numbers over 1 000. Include counting sequences spanning multiples of 10, 100. As they grow in confidence, begin counting in ones over 1 000. Gradually introduce the learners to counting in 2s and then in

10s.

Key words

interval

Mental Maths

(10 minutes daily)

See the Mental Maths section at the back of the Teacher’s Guide.

Teaching guidelines

1. Using a variety of suitable resources, practise counting forwards and backwards:

• from any whole numbers in 2s, 10s, 100s and 1 000s

• from any multiple of 5 in 5s

• from in any multiple of 10 in 20s

• from any multiple of 50 in 50s

• from any multiple of 100 in 25s and 200s

• from any multiple of 500 in 500s.

7

RESOURCES

Platinum

Mathematics Grade

4 Learner's Book and Teacher's Guide

DBOE Mathematics

Grade 4 Workbooks

Term 1 and 2

Copy Mental Maths exercises 1.1 and

1.2 from the back of the Teacher’s Guide. counters, counting beads, vocabulary sheet, place value cards, number line, whiteboards, whiteboard markers, list of numbers in words

LESSON 2:


This can be done with the entire class.

2. The teacher stands at the front of the class and taps out a ‘counting rhythm’ and the entire class can count.

Alternatively, the class can be set work to do and a small group of learners at a time could count with the teacher, before returning to their workplaces to tackle the exercises.

3. Each learner can be given number cards and ‘100’ blocks to help them

‘count’, while on the mat.

4. The teacher needs to monitor the learners to determine which learners may require intervention as a result of not understanding or having difficulties with the oral counting exercises.

5. Before the learners attempt Exercise 1.1, complete some counting exercises on the board, which require learners to complete a counting sequence.

Ensure that the learners understand the key words for this section of work.

6. Repeat several times for different sequences, while making sure that you include counting backwards as well as counting forwards.

7. Provide a variety of examples on the board, which the learners will complete.

Read through the key words with the learners, before allowing them to complete Exercise 1.1 on page 4 in the Learner’s Book.

8. Once these exercises have been completed, allow the learners to complete the challenge.

They may work individually or in pairs.

Support and extension guidelines

If there are learners who are struggling, you may consider allowing the learners to use a ‘hundred block’.

Learners complete Exercise 1.1 on page 4 in the Learners’ Book.

Mental Maths 1.1 (TG page 172)

Exercise 1.1 (LB page 4)

Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 2)


Preparation and suggested resources

You will need:

 counters,

 counting beads,



Learners may get confused between the meaning of ‘value’ and ‘place value’.

8

Remind the learners of the rules:

Value is how much the number is worth; place value is a digit’s position in a number.

Learners may experience a problem with breaking up numbers that contain

0s.

A place value chart can assist them, for example 7 080: Writing place value headings:

The learner writes in the digits of the number in the correct place.

Then the 0s can be written in as placeholders in the empty spaces.

Key words digit, value, place value, expanded notation, expand

Mental Maths (10 minutes daily)

See the Mental Maths section at the back of the Teacher’s Guide.


1.

On the board, draw a blank place value chart labelled Thousands,

Hundreds, Tens and Units, and ask your learners to copy it into their books. Explain that the idea of this activity is to make as large a number as possible. Ask a volunteer to come up to the front of the class, roll a ten-sided die, and call out the digit rolled.

2.

Give learners a short time to write the digit in the column of their choice and then call up another volunteer to roll the die. Repeat twice more, until four digits have been rolled. Tell learners that once they have written a digit they may not move it to another column.

3.

Ask learners to call out the four-digit numbers, they made. Ask them: ‘Who has the largest number? Is that the largest possible number you can make with those digits? If not, which number is the largest possible number?’

4.

Discuss with learners the strategies they used. Using the numbers that the learners have given you, explain the difference between the

‘value of a number’ and the ‘place value of a number’.

5.

Examples are in the textbook on page 5 for the teacher to use. Read through the examples with the learners and explain them.

6.

Allow learners to make their own place value charts, using the recognised abbreviations for the full words (H for hundreds, T for tens and U for units). The learners on thin card can make the place value charts and digit cards. These cards can be reused many times.

7.

Alternatively, laminate the charts and write on them with a whiteboard marker.

8.

In small groups, the learners can play the same starter game. Their numbers can be written or made up on their place value charts.

They can alternate between making the smallest number or largest number using the digits rolled by the die.

9.

Another game learners could play requires you to either prepare number cards, or to let the learners prepare them. Each number

9

card has a four-digit number written in figures on a place value chart on one side, and the same number written in words on the other. Learners shuffle the cards together in a pile with the word side of each card facing up. They read the number written in words on the top card and make it on their place value chart, using digit cards. They check their answers by turning the card over.

10.

Read through the ‘Did you know? feature’ on page 5 of the Learner’s

Book with the class. Explain this statement to the class. Write the following sentence on the board: In the place value system, every place is worth _____ of the place to its left. Ask the class to supply the missing word (one-tenth).

11.

Learners complete Exercise 1.2 during the remainder of the lesson.


Any class work, which has not being completed, can be done for homework.

Give your learners the following instruction: ‘Teach someone at home how to play the place value game. Play a few rounds of the game with them.’



Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 6 )

10

LESSON 3:

Unit 3: Round to the nearest

10

Duration 30 minutes


You will need:

 place value cards,

 a number line,

 whiteboards and

 whiteboard markers.

Some learners may find it difficult to remember and apply the rounding rule and may adopt the strategy of rounding every number down or every number up.

These learners might find it useful to circle the specific digit – either the units, tens or hundred’s digit in each number, using different coloured pencils: for example, a red pencil for the digits that are less than 5 and a blue pencil for the digits that are 5 or more.

This should help the learners to focus on the specific digit when they decide whether to round up or down.

Key words

round to the nearest 10, multiple of 10

Mental Maths

(10 minutes daily)



1.

Draw a timeline on the board. Label the one side 0 and the opposite side 10. The middle mark must be a five. Explain to the learners that when we round off to the nearest 10, we look at the unit digit as a guideline for whether we round the number up to the next 10 or round the number down.

2.

Read through the rules on page 6 in the Learner’s Book. Write the examples onto the number line on the board while explaining the examples to the learners.

3.

Ask the learners for a few more examples to work through. If the learners have whiteboards, allow them to work through the examples on their whiteboards

4.

When the learners understand the concepts of rounding up or down, allow the learners to complete Exercise 1.3


Using the place value cards allow the learners to make ten two-digit numbers and ten three-digit numbers. Learners then round the numbers off to the nearest 10. Learners can also attempt the Revision Exercise or Target

Worksheet 1A or 1B.




11

LESSON 4:

Unit 4:

Compare and order numbers



You will need

 counters,

 counting beads,



Key words

whole numbers, ascending order, descending order

Mental Maths

(10 minutes daily)



1.

Use the sets of number cards made in Lesson 2’s starter activity.

Remove the cards that show numbers written in words. Shuffle the remaining cards.

2.

Draw five cards and display them. Explain the terms ‘ascending order’ and ‘descending order’ and then ask the learners to write these numbers in either ascending or descending order.

Give the learners a limited time (for example, one minute) before they have to show their answers.

12

3.

Ask the class how they decided on the correct order. Repeat this with another set of five numbers.

4.

Before the learners attempt to do Exercise 1.5 do a couple of examples together as a class.

Write five whole numbers on the board and ask the learners to write them in either ascending or descending order.

Ask a few volunteers to write the correct order on the board, and while doing so to explain how they arrived at their particular order.

5.

Explain to the learners how the ordering can be made easier by the

‘rules’ found on page 7 of the Learner’s Book.

Counting the number of digits in the number will tell you that the whole number with more digits will be larger than the number with fewer digits.

If the numbers have equal number of digits, then we compare the first digit on the left.

Show examples on the board. Should the first digit on the left be the same, then we look at the second digit.

We carry on reading from left to right until the digits are different, then we can compare, which one is larger or smaller.

6.

The challenge is suitable for all learners and can be set as a homework activity.


Learners can complete the challenge on page 7 for homework. Using the place value cards, the learners can create groups of four three-digit numbers. The learners can then order the numbers in ascending and descending order. Learners can also attempt Target Worksheet 1A and 1B.

Challenge

Let each learner form a number. Then ask the learners to place the digits in their correct place values while forming the numbers.

Learners have to spell out each number as they are written. They can arrange the numbers in ascending or descending order.

While arranging numbers in ascending or descending order they have to give each other the reason why they say a particular number is bigger or smaller than the other. This will show if they have developed conceptual understanding of place values or not. If the learners are struggling to make the numbers, they need to use the number cards designed for the previous challenge.

They need to play a game of hiding 0 and spell out the number. For example, slowly spell out 342 as 300 and 40, 2. While you are talking, show the learners the cards that represent 300, 40 and 2. After showing the learners the cards/numbers, the learners then hide the 0s so that the numbers are reduced to 342.



Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 42)

13

TERM 1: PLATINUM SERIES LESSON PLANS – GRADE 4

Subject: Mathematics

Topic 1:

Count, order, compare and represent whole numbers

Grade: 4


CAPS

Content


1.1 Whole Numbers

 Counting

 Ordering

 Comparing

 Representing and

 Place value of digits



Unit 3: Round to the nearest 10

Unit 4: Compare and order numbers


ACTIVITY

LESSON 1:


LESSON 2:


LESSON 3:

Unit 3: Round to the nearest

10

LESSON 4:

Unit 4: Order numbers


 Using a variety of suitable resources, practise counting forwards and backwards.

 Ensure that the learners understand the key words for this section of work.





 On the board, draw a blank place value chart.

 Explain the difference between the ‘value of a number’ and the ‘place value of a number’.



Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 6 )

Duration 30 minutes

 Explain to the learners that when we round off to the nearest 10, we look at the unit digit as a guideline for whether we round the number up to the next 10 or round the number down.

 Read through the rules on page 6 in the Learner’s Book.





 Explain the terms ‘ascending order’ and ‘descending order.

 Explain to the learners how the ordering can be made easier by the

‘rules’ found on page 7 of the Learner’s Book.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Copy Mental Maths exercises 1.1 and

1.2 from the back of the Teacher’s Guide. counters, counting beads, vocabulary sheet, place value cards, number line, whiteboards, whiteboard markers, list of numbers in words

14


Topic 2: Number Sentences

Duration: 3 hours

CAPS

Content

PLATINUM SERIES LESSON PLANS – GRADE 4

Grade: 4

Term 1, Week 1 -2

PATTERNS , FUNCTIONS AND ALGEBRA

2.1 Number sentences

 Write number sentences to describe problem situations

 Solve and complete number sentences by: o inspection o trial and improvement o substitution

Unit 1: Use addition to check subtraction

Unit 2: Order and grouping in addition

Unit 3: Addition and subtraction facts


ACTIVITY

LESSON 1:



 Show that subtraction can undo addition.

 While the correct mathematics term is that addition and subtraction are

‘inverse operations’ it is sufficient for learners to use the term ‘opposite’ in place of ‘inverse’.

LESSON 2:

Unit 2: Order and grouping in addition

Mental Maths (TG page 172)

Exercise 2.1 & 2.2 (LB page 8)



 Explain the rules of commutative and associative properties.

 Learners are asked to state what they notice from their answers to exercises. It is important in this ‘self discovery’ process that they be given opportunity to express themselves by telling each other, telling the class or writing down what they have learnt.

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Copy Mental Maths exercises

LESSON 3:

Unit 3: Addition and subtraction facts

Mental Maths (TG page 172 )

Exercise 2.3 - 2.5 (LB page 9)



 Explain how easy it is to write the bonds of 20, 30, 40, … 90 if we know the bonds of 10.

Mental Maths (TG page 172 )



REVISION: Topics: 1 - 2

TG page:10

15


Topic 3: Addition and Subtraction



Grade: 4

Term 1, Week 2 - 3

CAPS

Content

NUMBERS, OPERATIONS AND RELATIONS HIPS

1.1

Whole numbers (addition and subtraction)

 Number range for calculations

 Calculation techniques

 Properties of whole numbers

 Solving problems

Unit 1: Estimate answers by rounding

Unit 2: Add whole numbers

Unit 3: Use addition to solve problems

Unit 4: Subtract whole numbers

LEARNING

ACTIVITY

TEACHING METHODS / APPROACH

LESSON 1:

Unit 1:

Estimate answers by rounding


 Have a class discussion about rounding. Why would we sometimes want to round numbers off? Ask the class to come up with some practical ideas.

 In this lesson, the focus is rounding whole numbers to the nearest 10 and 100 for the purpose of estimating the possible answer of a calculation.

 Pay special attention to the rules of rounding off to the nearest 100.


Exercise 3.1 - 3.3 (LB pages 12 & 13)


LESSON 2:


LESSON 3:

Unit 3: Use addition to solve problems


 Revise the different meanings of the word sum.

 Write two two-digit whole numbers on the board. Ask learners to find the sum of these two numbers as quickly as possible, to write down their answers and to show them to you.

 Have a class discussion on the various addition methods used.

 Extend this exercise to two three-digit numbers with totals of less than

1 000.





 Remind learners that when they do problem-solving calculations, they must always find the key word to help them decide what type of calculation it is.

 Show learners the correct method of setting out a calculation.

 Explain to the learners that they need to show all the working out when doing problem-solving calculations.

LESSON 4:






 Explain to the learners that there are three methods that they can use when subtracting numbers from each other. Explain each of the following ...

Method 1: breaking down both numbers

Method 2: using compensation

Method 3: breaking down the number which needs to be subtracted


Exercise 3.6 & 3.7 (LB pages 16 & 17)

Incorporate the exercises in DOE Workbook Term 1 and 2 (page 54)

16

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 number cards, number lines


Topic 4: Numeric Patterns


Grade: 4

Duration: 2.5 hours

CAPS

Content


2.1 Numeric patterns

 Investigate and extend patterns

 Input and output values

 Equivalent forms

Unit 1: Patterns and flow diagrams

Unit 2: Multiplication and division flow diagrams

LEARNING

ACTIVITY

Term 1, Weeks 3 - 4


LESSON 1:

Unit 1: Patterns and flow diagrams


 Explain the concept of a flow diagram.

 Ask the learners to describe in words what the flow diagram is saying.

LESSON 2:

Unit 2:

Multiplication and division flow diagrams




Duration: 90 minutes (including Mental Maths)

 Explain that division and multiplication are opposite operations.

Division cancels multiplication and multiplication cancels division.

 In Exercise 4.2 they will also encounter a table as a means for showing a flow diagram. Explain this carefully.

 Explain the commutative property of multiplication.

 Explain the method of multiplying by multiples of 10.


Exercise 4.2 – 4.6 (LB pages 19 & 20)


REVISION: TOPICS: 3 – 4: TG page: 17

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

17


Topic 5: Time


CAPS

Content

LEARNING

ACTIVITY

LESSON 1:

Unit 1: Read and write time

DAY- BY-DAY LESSON PLANS – GRADE 4

Grade: 4

Term 1, Weeks 4 - 5

MEASUREMENT

4.4 Time

Reading time and time instruments

Calculations and problem solving with time

Unit 1: Read and write time

Unit 2: Convert between units of time

Reading calendars

History of time

Unit 3: Work with time

Unit 4: Interpret calendars



 Develop the learners’ sense of the passage of time by timing them doing various activities.

 When introducing this topic, ask the learners to look at the analogue clock faces very carefully. Encourage the learners to count the minutes as they point to them on the clock face.

 Ensure that the learners are confident reading analogue time.

 Explain that we read a digital clock according to the figures on the display.

 Explain the terms ‘a.m.’ and ‘p.m.’.

 Explain to the learners that a digital clock shows both the hour and the minutes up to 24:00.

 Ensure that the learners can convert from analogue time to digital time.

LESSON 2:

Unit 2: Convert between units of time





 Have a discussion in class about different activities and the length of time that it takes to complete each activity.

 Discuss and explain the different units of time.

 Read through the text in the Learner’s Book, with special emphasis on the conversion table that shows how to convert between different units of time.

 Point out the rule for each conversion and work through the example that illustrates the rule.

LESSON 3:

Unit 3: Work with time

LESSON 4:

Unit 4:

Interpret calendars





 Revise how to use a stopwatch.

 Learners are to do practical exercises using a stopwatch.

 Learners are to convert the seconds to minutes.

 Explain to the learners that time can also mean ‘How long it takes to do something..





 Revise the months of the year and how many days are in each month.

 Explain the meaning of ‘calendar dates’ to the learners.




FORMAL ASSESSMENT TASK

Term Assignment: TG page: 23

18

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Paper plates, cardboard, split pins, analogue clock, digital clock, kitchen clock, wall chart displaying units of time, calendar, egg timer, pictures of sundials, stopwatch


Topic 6: Multiplication and division



Grade: 4

Term 1, Week 6

CAPS

Content


1.1

Whole numbers, multiplication and division



 Number range for multiples and factors



Unit 1: Double and halve

Unit 2: Multiplication and division facts

Unit 3: Find facts and break up numbers

LEARNING

ACTIVITY


LESSON 1:

Unit 1: Double and halve


 Start the lesson using the counters so that the learners can do practical work halving and doubling.

 Introduce the concept that to double means to multiply by 2, and to halve means to divide by 2.

LESSON 2:

Unit 2:

Multiplication and division facts

LESSON 3:

Unit 3: Find facts and break up numbers




 The children must use counters when building their own arrays from calculations which you have written on the board.

 It is vital that the learners realise that both sums give the same answer when using the commutative property.

 The relationship between division and multiplication must also be established now.





 Exercise 6.3 is to help the learners learn their multiplication tables instead of skip counting, and also to see the patterns in the tables.

 Explain that breaking up one of the numbers into factors is to enable the learners to multiply bigger numbers.

 Encourage the learners to look for factor pairs for the number.




REVISION: TOPICS: 5 – 6: TG page: 26

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 counters / buttons

19


Topic 7: Data Handling



Grade: 4

Term 1, Weeks 6 - 8

CAPS

Content

DATA HANDLING

5.1 Collecting and organising data

5.2 Representing data

Unit 1: Collect and organise data

Unit 2: Draw pictographs

Unit 3: Draw bar graphs

Unit 4: Interpret and summarise data

LEARNING

5.3 Analysing, interpreting and reporting data

Unit 5: Interpret pie charts

Unit 6: Interpret different graphs

Unit 7: The data cycle


ACTIVITY

LESSON 1:



 Revise the concept of tallies (work covered in Grade 3).

 Explain the definitions in the Key Words feature on page 34 of the text book.

 Ensure that the learners are able to work with a tally table and demonstrate to them how to complete a table.

LESSON 2:

Unit 2: Draw pictographs





 Revise pictographs (previous knowledge)

 Learners need to understand that a pictograph must have a heading and a key to indicate what the symbols mean.

 Learners should also realise that the symbols are lined up one above the other so that it is easy to read and make sense of the data.

 Spend some time discussing the elements of the pictograph.

 Model how to draw a pictograph with the class.

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Tally chart, coins, coloured beads, squared paper, rulers

LESSON 3:

Unit 3: Draw bar graphs





 Compare a bar graph and a table. Discuss any similarities with the learners.

 Explain the ‘rules’ for drawing a bar graph,

 Explain to the learners how the data is placed on the axes in columns and rows.

LESSON 4:

Unit 4:

Interpret and summarise data

LESSON 5:

Unit 5:

Interpret pie charts

LESSON 6:

Unit 6:

Interpret different graphs

LESSON 7:

Unit 7: The data cycle




 The main focuses in this unit are to have learners read graphs and identify what data the graph shows.

 Explain and use the term ‘categories’ to help describe patterns found in data.





 It is important that you spend some time introducing the idea of a circle graph and showing the learners how the circle can be divided into fractions to show groups in the data.

 Ensure that the learners know how to read pie graphs.




 Use this unit to assess how well learners are able to read and interpret pictographs, bar graphs and pie charts.




 In this unit learners are going to pay attention to the steps in a survey and also interpret the data they collect.

 Use the diagram on page 41 (LB) to talk about the data cycle.



20


Topic 8: 2-D Shapes



Grade: 4

Term 1, Weeks 8 - 9

CAPS

Content

SPACE AND SHAPE

3.1 Properties of 2-D shapes

 Name

 Distinguish

 Describe

 Sort

 Compare shapes

Unit 1: Compare and sort 2-D shapes

Unit 2: Name and identify 2-D shapes

Unit 3: More ways to sort 2-D shapes

Unit 4: Draw 2-D shapes


ACTIVITY

LESSON 1:

Unit 1:

Compare and sort 2-D shapes

LESSON 2:

Unit 2: Name and identify 2-D shapes


 Show learners pictures of polygons with more than four sides.

 Explain to the learners that all shapes bounded by straight lines, are called polygons.

 Ask the learners to identify where they have seen polygons in the world around them.

 The learners are asked to distinguish between shapes.

 Introduce the learners to sorting shapes.

 Ensure that besides being able to recognise the shapes, the learners become familiar with the vocabulary.





 Revise the concepts covered in the previous lesson.

LESSON 3:

Unit 3: More ways to sort 2-D shapes

LESSON 4:

Unit 4: Draw 2-

D shapes





 Accurately construct a regular shape to paste on the board and also some irregular shapes with the same number of sides.

 The learners are to identify what is the same and what is different.

 Encourage learners to measure and create angle testers to test the angles.





 Ensure that the learners are able to identify various shapes. Discuss the properties of each shape as the learners identify them

 Ensure that the learners draw different 2-D shapes accurately and neatly.




REVISION: TOPICS: 7 – 8: TG page: 38

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Wall chart of polygons, cut out polygons, grid paper, prepared cut outs, pencil, eraser, rulers , angle testers

21


Topic 9: Multiplication and Division



Grade: 4

Term 1, Week 10

CAPS

Content


1.1

Whole numbers, Multiplication and division



 Number range for multiples and factors



Unit 1: Multiply and solve problems

Unit 2: Divide and solve problems


Unit 4: Check using opposite operations


ACTIVITY

LESSON 1:

Unit 1: Multiply and solve problems


 Revise the break up method used in Topic 6.

 Introduce the method of splitting up the bigger number (distributive property) with practical equipment.

 It is important that when learners break up a number it is into a multiple of 10, plus what is left over.

LESSON 2:

Unit 2: Divide and solve problems

LESSON 3:

Unit 3:


LESSON 4:




Incorporate the exercises in the DBOE Workbook Term 1 and 2 (64)


 Learners need to understand the clue board concept thoroughly.

 It may be a good idea before you start on the clue board to remind them that division can be repeated subtraction as they did in Topic 6.

 Spend time ensuring that the learners realise that the remainder signifies

3 } 5

, if they have been dividing by 5.





 Introduce learners to rounding off by using a number line.

 Only when the learners are clear about the rules do you relate rounding off to division and the skill of checking.





 You would have already introduced your learners to the concept that multiplication and division are inverse operations.

 Spend time showing how the remainder has to be included in the answer.




Term 1 Test: TG page: 42

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 counters / buttons

22

TERM 2: PLATINUM LESSON PLANS – GRADE 4


Topic 10: Count, order, compare and represent whole numbers

Duration: 1 hour

CAPS

Content

LEARNING

ACTIVITY

Term 2, Week 1


1.1

Whole numbers

 Counting

 Ordering

 Comparing

 Representing


Unit 1: Count, order, compare and represent whole numbers

Unit 2: Place value and rounding


LESSON 1:

Unit 1: Count, order, compare and represent whole numbers

LESSON 2:



 Ask for volunteers to roll the die for you and write the digits down on the board to form three and four-digit numbers.

 Ask the class to read out each number.

 Learners count backwards and forwards in various intervals.

 Introduce comparing numbers by using the greater than and bigger than symbols.

Mental Maths 10 minutes (TG page 172)



 Have learners roll the dice again and write the digits down on the board to form three and four digit numbers.

 Draw a place value chart onto the board and introduce the ‘Th’ symbol for thousand.

 Also focus on rounding whole numbers up to 1 000. Pay special attention to the rules of rounding off.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Ten-sided dice, or 0 to 9 digit cards, mini boards and chalks or mini whiteboards and pens, blank number lines

23


PLATINUM LESSON PLANS – GRADE 4

Grade: 4

Topic 11: Addition and subtraction


CAPS

Content

LEARNING

ACTIVITY

LESSON 1:

Term 2, Week 1 - 2


1.1

Whole numbers, Addition and Subtraction

 Number range for calculating Addition and subtraction of whole numbers of at least 4-digits.

 Calculation techniques: Use a range of techniques to perform and check written and mental calculations.

 Properties of whole numbers: recognize and use the commutative and associative properties






Unit 5: Solve money problems

TEACHING METHODS / APPROACH RESOURCES

Unit 1:


LESSON 2:



 Discuss why estimation is a good method to use.

 Revise the rules of rounding off.

 Combine a few numbers as addition calculations and get them to round off to find the approximate answer.





 Prepare a set of cards with addition and subtraction equations involving three whole numbers, with four digit totals.

 Hold up an addition card. Ask the learners to write down a subtraction they can make from this addition sum.

 Hold up a subtraction card. Ask the learners to write down an addition they can make from this subtraction sum.

 Discuss how mistakes can be avoided (for example, by using another method of addition or another method of subtraction).





Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 place value apparatus, a set of 0 to 9 digit cards, a ten-sided die, a set of cards with addition and subtraction equations, timers, calculators

LESSON 3:


 Discuss the various methods used when adding 4-digit numbers.

 Learners can use whichever method they feel comfortable with.

 Discuss with the class the various methods they can use to check their work.



Duration: 60 minutes LESSON 4:

Unit 4:

Subtract whole numbers

LESSON 5:

Unit 5: Solve money problems

 Use the same introduction as lesson 3.

 Place two four-digit numbers onto the board and apply the three methods used for subtraction.





 Draw up a simple questionnaire for the learners to complete.




Revision: Topics 10 – 11 (TG page 52)

24


Topic 12: Common fractions


Grade: 4


CAPS

Content

LEARNING

ACTIVITY

Term 2, Weeks 2 - 3


1.2

Common fractions

 Solving problems: grouping and equal sharing

 Describing and ordering fractions: compare and order common fractions.

 Calculations with fractions: recognize, describe and use the equivalence of division and fractions. Addition of common fractions

 Equivalent forms: recognize and use equivalent forms of common fractions

Unit 1: Describe common fractions

Unit 2: Order and compare common fractions

Unit 3: Find a fraction of a group

Unit 4: Solve problems with fractions


LESSON 1:

Unit 1:

Describe common fractions

LESSON 2:

Unit 2: Order and compare fractions


 Spend time doing concrete fraction work on the mat. Use different apparatus so that the learners have the broadest possible experience and do not simply see one aspect of fractions.

 Different aspects can include the following plus any of your own making: The use of shapes cut into fractions, fraction strips, Cuisenaire rods and number lines help learners to develop concepts of length and comparing of fractions, counters and objects can be used, cut and fold paper into various fractions.

 After all the concrete work, the learners can move on to more abstract work, like diagrams.





 Learners understand how to compare and order fractions using concrete apparatus.

 When comparing fractions, learners need a fraction wall from which to work.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 fraction strips,

Cuisenaire rods, shape fractions, paper, number lines, buttons, counters, beans

LESSON 3:

Unit 3: Find a fraction of a group

LESSON 4:






 Spend time once again doing lots of practical work with counters and breaking up or sharing out of objects.

 The play with the counters should remind them of similar work they have done with division, and this should help them see the relationship between fractions and division.





 Encourage learners to return and use the apparatus available in the classroom, and to do drawings if they are finding some of the examples difficult.




25


Topic 13: Length


Grade: 4

Duration: 7 hours

CAPS

Content

Term 2, Weeks 3 - 4

MEASUREMENT

41. Length : Practical measuring of 2-D shapes and 3-D objects by, estimating, measuring, recording, comparing and ordering

Calculations and problem-solving related to length;

Conversions

Unit 1: Measure and record lengths Unit 4: Work with length

Unit 2: Estimate lengths Unit 5: Convert different units of length

Unit 3: Compare and order lengths Unit 6: Solve problems with length


ACTIVITY

RESOURCES

LESSON 1:

Unit 1: measure and record lengths

LESSON 2:

Unit 2:

Estimate lengths

LESSON 3:

Unit 3:

Compare and order lengths

LESSON 4:

Unit 4: Work with length


 The focus here is to get learners to consolidate their understanding of how large a millimetre, a centimetre, a metre and a kilometre is.

 Start by talking about different ways of measuring.

 Revise how to measure using a ruler.

 Have some 2-D and 3-D objects for learners to estimate the length of and choose the appropriate unit of measurement.





 Explain to learners how to convert between kilometres, metres,

 centimetres and millimetres.

It is important to discuss the differences in the units so that the learners

 are able to form a very clear impression of the different units of length.

Summarise the conversion factors, using both the full name of each unit

(kilometres, metres, centimetres and millimetres), as well as the abbreviations (km, m, cm and mm).





 Revise converting between units before covering the unit.





 Point out that we can only add and subtract lengths that have the same

 unit.

When adding or subtracting, it is important that they align the numbers correctly in the place value columns.




 Revise the concepts that were covered earlier in the topic.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 rulers, metre stick, card cut into 1m lengths, books, pieces of wood, rectangular boxes, string, wool, tape, trundle wheel

LESSON 5:

Unit 5:

Convert different units of length

LESSON 6:

Unit 6: Solve problems with length




 Encourage the learners to draw a picture or a diagram that illustrates the problem, writing in the given lengths.



REVISION:

Topics 12 - 13


TG page: 61

26


Topic 14: 3-D objects


Grade: 4

Duration: 5 hours

CAPS

Content

SHAPE AND SPACE

3.2 Properties of 3-D objects

 Distinguish

 Describe

 Sort

 Compare objects

Unit 1: Identify and sort 3-D objects

Unit 2: Name and compare 3-D objects

Unit 3: Make 3-D models

LEARNING

ACTIVITY

Term 2, Weeks 4 - 5


LESSON 1:

Unit 1:

Identify and sort 3-D objects

LESSON 2:

Unit 2: Name and compare

3-D objects


 Display a collection of 3-D objects that the learners studied in Grade 3.

 Introduce learners to the idea of the shape having a base.

 Distinguish the difference between 2-D shapes and 3-D objects.

 Revise the names of 3-D shapes





 Teach learners the names of the 3-D objects displayed in the classroom.

 Compare different 3-D objects, identifying the similarities and the differences between the shapes.

LESSON 3:

Unit 3: Make

3-D objects





 Knowledge of 2-D shapes is important for this lesson.

 Request learners to bring empty boxes to school, they then look at the different parts and talk about them, using the appropriate terminology for 2-D shapes.

 In this lesson, the learners will make models of a cube, a rectangular and a square-based pyramid.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 models of different shapes, wall chart, grid paper, cardboard , scissors, glue, tape, angle testers, rulers

27


Topic 15: Multiplication


Grade: 4

Duration: 6 hours Term 2, Weeks 5 - 7

CAPS

Content


1.1

Whole numbers, Multiplication

 Number range for calculations: multiplication of at least whole 2-digit by 2-digit numbers

 Calculation techniques: use a range of techniques to perform and check written and mental calculations

 Number range for multiples and factors: multiples of 1-digit numbers to at least 100

 Properties of whole numbers: recognize and use the commutative; associative; and distributive properties


Unit 1: Multiply two-digit numbers

Unit 2: Multiply using factors

Unit 3: Estimate by rounding

Unit 4: Solve multiplication problems

LEARNING TEACHING METHODS / APPROACH RESOURCES

ACTIVITY

LESSON 1:

Unit 1:

Multiply twodigit numbers

LESSON 2:

Unit 2:

Multiply using factors


 Use counters and revise arrays of larger numbers.

 Emphasise why it is necessary to break up one of the numbers.

 Make sure the learners are confident with breaking up a number before you introduce the idea of compensation.




Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 counters, buttons

LESSON 3:

Unit 3:

Estimate by rounding

LESSON 4:


REVISION:

Topics 14 -15


 Refer to how numbers were broken up in the previous unit to make it easier to multiply larger numbers.

 Explain why it can be useful to break up numbers into factors.

 Distinguish between factors and multiples.

 Encourage learners to look for factor pairs for various numbers.





 Revise rounding numbers off to the nearest 10 and 100.





 Explain carefully the concept of ‘times as many’.





TG page: 68


FORMAL ASSESSMENT: TEST (TG page 69)

28


Topic 16: Symmetry


Grade: 4


CAPS

Content

SHAPE AND SPACE

3.3 Symmetry

 Recognize

 Draw

 Describe line of symmetry in 2-D shapes

Unit 1: Recognise lines of symmetry

Unit 2: Draw and describe lines of symmetry

LEARNING

ACTIVITY

Term 2, Week 7


LESSON 1:

Unit 1:

Recognise lines of symmetry


 This lesson explores line symmetry in different shapes.

 Demonstrate symmetry using simple symmetrical shapes cut out of paper

 or card.

It is also important to show learners a shape that does not have a line of

 symmetry.

Learners talk about the difference between shapes that have lines of symmetry and those that do not.

LESSON 2:

Unit 2: Draw and describe lines of symmetry





 This lesson explores line symmetry in objects from nature and from human culture.

 Explain to the learners that, although many objects in nature show a degree of symmetry, a shape should show perfect symmetry in order to be mathematically symmetrical.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 small mirrors, symmetrical shapes

29


Topic 17: Geometric patterns


Grade: 4


CAPS

Content


2.2 Geometric patterns

 Investigate and extend patterns: looking for relationships or rules of patterns

 Input and output values: determine input values, output values and rules for the patterns and relationships

 Equivalent forms: determine equivalence

Unit 1: Patterns that get bigger

Unit 2: Patterns that change shape

Unit 3: More geometric patterns


ACTIVITY

LESSON 1:

Unit 1:

Patterns that get bigger

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

Boxes of matches, counters, bottle tops, small stones

LESSON 2:

Unit 2:

Patterns that change

LESSON 3:

Unit 3: More geometric patterns

Revision:

Topics 16 – 17


 This unit consists of two structured questions that lead learners through an understanding of geometric patterns.

 Work through these questions before the lesson.

 Learners can work in groups of two or more depending on the number in the class and the suitability of space.

 Give each group a box of matches to work with.

 Learners to follow the questions in the Learner’s Book.










Give each group a box of matches to work with.

Learners to follow the questions in the Learner’s Book.






 Give each group sufficient counters or bottle tops or small stones.

 Learners to follow the questions in the Learner’s Book.




30 minutes

TG page: 74

30



Grade: 4



CAPS

Content


1.1

Whole numbers, Addition and subtraction

 Number range for calculating: addition and subtraction of whole numbers of at least 4 digits.

 Calculation techniques: use a range of techniques to perform and check calculations




Unit 1: Add and subtract whole numbers

Unit 2: Use a number line


Unit 4: Solve addition and subtraction problems


ACTIVITY

LESSON 1:

Unit 1: Add and subtract whole numbers


 Learners to participate in a shopping activity.

 Explain to the learners that the activity needed them to work with multiple numbers and complete addition calculations.

 Explain that the expanded method of addition works best, when adding up more than two numbers.

 Explain expanding numbers by using brackets, according to place value.

 Explain that working with money is similar to working with four-digit numbers.

LESSON 2:

Unit 2: Use a number line

LESSON 3:


LESSON 4:





 Explain that, as in counting, the number line can also be used for addition and subtraction.

 Explain how the number line can also be used for subtraction calculations.

Mental Maths 10 minutes (TG page 172



 Revise all the various methods that can be used for checking the accuracy of work.

 Revise how to use opposite operations to check the accuracy of work.





 Revise the setting out of problem-solving calculations.

 Remind the learners to look out for key words, such as ‘the sum of’, ‘the difference between’ and ‘how many altogether’, in the wording of problem-solving calculations.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 place value apparatus, a set of 0 to 9 digit cards, a ten-sided die, a set of cards with addition and subtraction equations, calculators, pamphlets from various supermarkets

31


Topic 19: Division


Grade: 4


CAPS

Content

LEARNING

ACTIVITY

Term 2, Weeks 9 - 10


1.1

Whole numbers, Division

 Number range for calculations: division of at least whole 3-digit by 1-digit numbers.





Unit 1: Divide a 3- digit number

Unit 2: Estimate and check

Unit 3: Solve division problems


LESSON 1:

Unit 1: Divide a 3-digit number


 Remind learners of all the techniques they used to divide a two-digit number by a one-digit number.

 Introduce the learners to writing a clue board.

 Ensure that learners understand what the concept of the remainder means.





Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2

LESSON 2:

Unit 2:

Estimate and check

 Explain the methods used for checking the reasonableness of solutions, namely: rounding, and inverse operations.

LESSON 3:


REVISION:

Topics 18 -19





 Revise the concept of ‘how many times more’.

 Explain that in this topic, the answer to ‘how many times more’ will be calculated by doing division.

 Ensure that each calculation starts with an opening number sentence, working is shown by using a clue board, and the calculation is completed with a final number sentence.





TG page: 80


FORMAL ASSESSMENT: TEST

TG page 80

32



Topic 20: Capacity and volume

Grade: 4

Duration: 6 hours Term 3, Week 1 -2

CAPS

Content

MEASUREMENT

4.3 Capacity/volume

 Estimating

 Measuring

 Recording

 Comparing and ordering

 Converting

Unit 1: Estimate and measure capacity

Unit 2: Measure, record and compare amounts

Unit 3: Convert between units of capacity

Unit 4: Solve capacity problems


ACTIVITY

LESSON 1:

Unit 1:

Estimate and measure capacity


 Collect a variety of containers on which the capacity is clearly indicated.

 Ask the learners to order the containers from those that hold the most to those that hold the least, and vice versa.

 Ask the learners to classify the containers into large and small groups.

 Revise the terms capacity and volume and the names of units.

 Explain that we measure smaller amounts in millilitres.

 Learners are to complete practical activities. Allow for discussion time once their activities are completed.

LESSON 2:

Unit 2:

Measure, record and compare amounts

LESSON 3:

Unit 3:

Convert between unit of capacity

LESSON 4:

Unit 4: Solve capacity problems



Incorporate the exercises in DBOE Workbook Term 1 and 2 (page 28)


 Ensure that learners remember how to read the scale on a measuring jug.

 Ensure that the learners are aware that they should take the error of parallax into account.

 Explain the following terms: meniscus, concave, convex and parallax.

 Spend some time looking at a variety of scales, to help learners work out what each division stands for.





 Revise the basic conversion facts of converting units of capacity between

 litres and millilitres.

Revise how to multiply and divide by 1 000 quickly.

 Discuss with your learners why it is necessary to be able to convert millilitres to litres and vice versa.



Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 124 )


 Stress that we can only add and subtract capacities if the capacities have the same units.



RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4 sand, containers, measuring dropper, syringe, measuring cups, measuring jugs, measuring cylinders, plastic bottles, teaspoons

33




Grade: 4


CAPS

Content

LEARNING

ACTIVITY

Term 3, Week 2 - 3


1.2 Common fractions

 Solving problems: grouping and equal sharing

 Describing and ordering fractions: compare and order common fractions with different denominators; describe and compare common fractions in diagram form

 Calculations with fractions: addition of common fractions

 Equivalent forms: recognize and use equivalent forms

Unit 1: Add common fractions

Unit 2: Equivalent fractions

Unit 3: Order and compare common fractions



LESSON 1:

Unit 1: Add common fractions

LESSON 2:

Unit 2:

Equivalent fractions

LESSON 3:

Unit 3: Order and compare fractions


 Use fraction pieces and fraction number lines to introduce the idea of adding fractions.





 Lots of practical teaching must take place here to demonstrate the concept of adding the numerators but not the denominators.





 The fraction wall is useful when learners have to compare fractions.





Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4 fractions wall, fraction strips

LESSON 4:


REVISION:

Topics 20 -21

 This lesson deals with dividing out or fractioning out from a group, rather than just one object.

 Do many practical working out and dividing out examples.





TG page: 89

34



Grade: 4


Duration: 1hour

CAPS

Content


1.1 Whole numbers

 Counting

 Ordering

 Comparing

 Representing


Unit 1: Count, compare and order numbers


LEARNING

ACTIVITY

Term 3, Week 3


LESSON 1:

Unit 1: Count, compare and order numbers


 Learners practise their counting by counting backwards and forwards.

 Get the learners to create a few four-digit numbers.

 Learners compare their numbers.

 Learners order the numbers from the smallest to the greatest – in ascending order.

LESSON 2:






 Revise place value.

 Write a 4-digit number on the board and ask the learners to identify which digit is which.

 Ask the learners to compare the value of two digits.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

10-section spinner,

0 to 9 number cards

35



Grade: 4



CAPS

Content

LEARNING

ACTIVITY

Term 3, Week 3 - 4


1.1

Whole numbers, addition and subtraction


 Calculation techniques: use a range of techniques to perform and check written and mental calculations



Unit 1: Estimate, add and subtract



LESSON 1:

Unit 1:

Estimate, add and subtract

LESSON 2:


REVISION:

Topics 22 -23


 Learners work with 4 digit numbers and arrange them from the smallest to

 the greatest number.

Allow learners to use estimation and inverse calculations in their calculations.

 Ask the volunteers to explain how they would estimate or use inverse operations.

 If necessary, refer back to previous topics, where these methods are explained.




 Request each group to come up with a scenario, which can be developed into a problem-solving calculation.

 Request each group to present their scenario and help them to develop a problem- solving calculation.

 Ensure that the learners know how to set out a problem-solving calculation.




TG page 95

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4 place value apparatus, set of 0 to 9 digit cards; a ten-sided die

36


Topic 24: 2-D shapes


Grade: 4


CAPS

Content

SHAPE AND SPACE

3.1 Properties of 2-D shapes

 Distinguish

 Describe

 Sort

 Compare shapes

Unit 1: Compare and sort shapes

Unit 2: Identify and name 2-D shapes

Unit 3: Composite shapes

LEARNING

ACTIVITY

Term 3, Week 4 -5


LESSON 1:

Unit 1:

Compare and sort shapes

LESSON 2:

Unit 2:

Identify and name 2-D shapes

LESSON 3:

Unit 3:

Composite shapes


 Revise the basic concepts covered in Topic 8.





 Revise the work done in the first term.





 This lesson takes the form of an investigation

 Point out that composite shapes are formed when we put together shapes.



RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4 squared grid paper, scissors, rulers, pencils

37


Topic 25: Viewing objects


Grade: 4


CAPS

Content

LEARNING

ACTIVITY

Term 3, Week 5

SHAPE AND SPACE

3.5 Viewing objects

 Position and views: match different views of everyday objects; identify everyday objects from different views

Unit 1: Different views

Unit 2: Match different views


LESSON 1:

Unit 1:

Different views

LESSON 2:

Unit 2: Match different views

REVISION:

Topic: 24 -25


 Bring a variety of objects to class such as a cup, a toy car, a shoe etc.

 Show the different views of the objects.

 Get them to draw only what they see.

 Ask the class to guess what object the learners have drawn.

 Discuss views and the position of the viewer.





 Prepare a plan drawing of your classroom with all the features of your actual classroom.

 Learners identify the picture and the position of the viewer.

 Discuss why plan views are useful.


Exercise 25.3 – 25.5 (LB pages 125 - 126)



TG page: 100

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4 objects, mirrors, plan views of buildings, maps, evacuation plans, aerial photographs, architectural plans, brochures

38


Topic 26: Data handling


Grade: 4

Duration:7 hours Term 3, Week 5 - 7

CAPS

Content

DATA HANDLING

5.1 Collecting and organising data: collect data using tally marks and tables for recording

5.2 Representing data: draw a variety of graphs to display and interpret data

5.2 Analysing, interpreting and reporting data: critically read and interpret data


Unit 2: Present data in different ways

Unit 3: Interpret data

Unit 4: Compare data


ACTIVITY

LESSON 1:


LESSON 2:

Unit 2:

Present data in different ways


 Remind the learners that they collected data, organised it in tables and used their tables to draw graphs in Topic 7.

 Revise the concept of tally marks.

 Make sure learners know how to draw up a table and that they can use the words rows and columns correctly.

 Remind them that a bar graph must have a heading and labels on the axes.





 Point out that it is not easy to interpret data when it is given in words or written form.

 Remind learners that data in tables can be shown on graphs.

LESSON 3:

Unit 3:

Interpret data





 Remind the learners what they need to look for when they are trying to make sense of a graph.

LESSON 4:

Unit 4:

Compare data





 Learners need to realise that how and where you collect data can give you different results.





Formal Assessment: Project – Data Handling TG page: 105

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

39


Topic 27: Numeric patterns


Grade: 4


CAPS

Content


2.1 Numeric patterns

 Investigate and extend numeric 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: The order in mixed operations

Unit 2: Find the rule

Unit 3: Number sequences


ACTIVITY

LESSON 1:

Unit 1: The order in mixed operations

LESSON 2:

Unit 2: Find the rule


 Give learners some examples of pairs of numbers added together and multiplied together. Let them write down the answers.

 Then ask them to reverse the order and see how their answers compare

 with the original.





Explain to learners what the possibilities are that they need to try to find the rule.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Spidergrams

LESSON 3:

Unit 3:

Number sequences

REVISION:

Topics 26 -27





 Explain to learners what a sequence of numbers is.

 Help them to understand that there are four possible operations that they can try to find the rule.





TG page: 108

40



Grade: 4



CAPS

Content

LEARNING

ACTIVITY

Term 3, Week 8


1.1






Unit 1: Opposite operations and estimation

Unit 2: Use the breaking down method



LESSON 1:

Unit 1:

Opposite operations and estimation

LESSON 2:

Unit 2: Use the breaking down method

LESSON 3:



 Ask for volunteers to choose two numbers to either add or subtract.

Then ask them how they would use estimation to check on the accuracy of their calculations.

 Then ask them to apply inverse operations to the same calculations to determine if their calculations were accurate.

 Remind them to use brackets if they don’t want to lose numbers.





 Revise the expanding method with the learners.

 Ask them to give you four-digit numbers, which can be used as addition calculations.

 Let them re-organise the numbers so that they can be used in subtraction calculations.

 Remind the learners that they can use brackets to assist them with the calculations.

 Remind them to use their place value tables if they struggle with expanding the numbers.





 Guide the learners to ensure that they use the correct method and show all their working out.



RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Place value apparatus, a set of 0 to 9 digit cards, ten-sided die, set of cards with addition and subtraction equations

41


Topic 29: Multiplication


Grade: 4


CAPS

Content

LEARNING

ACTIVITY

Term 3, Week 8 - 9


1.1

Whole numbers, multiplication

 Number range for calculations: multiplication of at least whole 2-digit by 2-digit numbers





Unit 1: Multiply 2-digit numbers



LESSON 1:

Unit 1:

Multiply 2digit numbers

LESSON 2:


REVISION:

Topics 28 -29


 Remind learners that the number has to be broken up so that calculations can be easily done.

 Remind learners that when they round off and compensate, they can subtract or add.

 The importance of estimating their answer first must be stressed again.





 Spend some time on the concept of ‘rate’.

 ‘Rate’ and the concept of ‘best buy’ are introduced.

 The learners need to realise that there are several things they need to take into consideration to judge which is a best buy.





TG page: 114

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Different size tins of the same product

42


Topic 30: Number sentences


Grade: 4

Duration:3 hours

CAPS

Content

Term 3, Week 10


2.3 Number sentences (introduction to algebraic expressions)

 Write number sentences to describe problem situations

 Solve and complete number sentences by: o inspection o trial and improvement

 Check the solution by substitution

Unit 1: Solve problems

Unit 2: Multiple choice questions


ACTIVITY

LESSON 1:



 When teaching encourage learners to: read the questions carefully, associate the numbers given in the question with the quantities that the numbers represent, identify the unknown quantity, write the number sentence, solve the number sentence.

 Ensure that the learners match the number with the quantity correctly.



Duration: 90 minutes LESSON 2:

Unit 2:

Multiple choice questions

 The emphasis here is on a particular way of testing learners’ knowledge and understanding, and the concept of equivalent statements.

 Ensure that learners give the answer as the letter representing the answer, and not the answer itself.



RESOURCES

Platinum

Mathematics Grade


43


Topic 31: Transformations


Grade: 4


CAPS

Content

SPACE AND SHAPE

3.4 Transformations

 Build composite shapes

 Tessellations

 Describe patterns

Unit 1: Transform 2-D shapes

LEARNING

ACTIVITY

Term 3, Week 10


LESSON 1:

Unit 1:

Transform 2-

D shapes


 Discuss each of the shapes that form the tangram puzzle which you made before the lesson.

 Discuss the name of each 2-D shape.

 Put two shapes together to form a new composite shape. Ask learners to name the new shape.

 Eventually ask learners to create a convex shape using all the pieces.





Formal Assessment: Test: TG page: 118

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Matchboxes, rulers, pencils, scissors

44




Duration: 1 hour

CAPS

Content


1.1 Whole numbers:

 Counting

 Ordering

 Comparing

 Representing




Term 4, Week 1

TEACHING METHODS / APPROACH LEARNING

ACTIVITY

LESSON 1:



 Explain to the learners that they are going to play a counting game that involves them taking turns to count, while clapping a beat.

 The learners need to be comfortable counting forwards and backwards, beginning with any random whole number.

LESSON 2: rounding

Unit 2: Place value and





 Explain that an expanded numbers place value table is another type of place value table and that it can be used to make numbers, but that it works in a different way.

 Revise the rules of rounding off to the nearest 10, 100, 1000.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Ten-section spinner, 0 to 9 number cards, set of number cards, a set of large place value number cards

45




Grade: 4


CAPS

Content

Term 4, Week 1-2


1.1


 Number range for calculating: addition and subtraction of whole numbers with at least 4 digits.




Unit 1: Estimate and work with money

Unit 2: Add and subtract 4-digit numbers


LEARNING

ACTIVITY


LESSON 1: money

Unit 1:

Estimate and working with


 Revise with learners what they understand by the term ‘doubling’.

 Explain to the learners that if two numbers are of the same value, we can

‘double’ the number.

 Explain to the learners that they can also use ‘doubling’ when it comes to estimation.

 Revise the concept of adding and subtracting with money.

 Remind learners that they can use the expanded method, with brackets, when they are doing money calculations.

 Remind learners to add in the ‘R’ symbol to show rands once they have finished calculating the answer.

LESSON 2: problems

Unit 2: Add and subtract

4-digit numbers

LESSON 3:

Solve

REVISION:

TOPICS 32 - 33





 Ask the learners to make up a series of four-digit numbers.

 They are to arrange the numbers from the smallest to greatest.

 Learner are to identify the value of the various digits, this can be done orally as a class or in groups.

 Pair the numbers and request the class to do either addition or subtraction sums using the expanded method.





 Revise the setting out of problem-solving calculations.





TG page: 126

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Place value apparatus, a set of

0 to 9 digit cards, ten-sided die, a set of cards with addition and subtraction equations

46


Topic 34: Mass


CAPS

Content


MEASUREMENT

4.2

Mass

Estimating Comparing

Measuring Ordering

Recording Problem-solving

Grade: 4


Unit 1: Estimate and use units of mass Unit 4: Compare and order mass

Unit 2: Read, measure and record massUnit 5: Work with mass

Unit 3: Convert units of massUnit 6: Solve problems with mass

LEARNING

ACTIVITY


LESSON 1:

Unit 1:

Estimate and use units of mass

LESSON 2:

Unit 2: Read, measure and record mass


 Learners estimate and measure the masses of different objects.

 Learners are to gain practical experience in understanding what a kilogram is, and what a gram is.

 Ask the learners to order items from the lightest to the heaviest, and vice versa.

 Ask learners to classify the items into two groups namely heavy and light.

 Learners can also be asked to arrange items in groups of similar masses.

 Discuss why we need measuring tools if we want to measure accurately.

 Remind learners that we use the metric system, based on powers of 10.



Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 32)


 Explain that a number line represents the dial of a scale.

LESSON 3:

Unit 3: Convert units of mass

LESSON 4:

Unit 4: Compare and order mass

LESSON 5:

Work with mass

LESSON 6:

Solve problems with mass



Incorporate the exercises in the


DBOE Workbook Term 1 and 2 (page 32)

 The focus of the lesson is on converting between kilograms and grams.

 Ensure that the learners can multiply and divide by 1 000 easily.

 Point out that the numbers become bigger when we convert to the smaller unit

(grams) and become smaller when we convert to the bigger unit (kilograms).





 Revise how to convert between units.

 Find three objects with distinctly different masses and ask your class to order them from the lightest object to the heaviest one.



BOE Workbook Term 1 and 2 (page 122) Incorporate the exercises in the D


 Read through the introductory text on page 172 and work through the worked examples with the class.

 Make sure that all the learners understand the various methods, especially those for multiplication and division.

 Make sure that they understand that they have to add and subtract mass with different units separately.

 Remind learners to include the unit of mass in their answers.




 When solving the word problems, make sure that the learners have sufficient time to engage with each problem in order to understand it.

 Encourage the learners to verbalise various strategies to solve the problems before deciding on a specific strategy.



47

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Items of mass, sand, number lines, wall chart



Topic 35: 3-D shapes


CAPS

Content

SHAPE AND SPACE

3.2 Properties of 3-D objects

 Distinguish

 Describe

 Sort

 Compare

Unit 1: Identify, sort and compare 3-D objects

Unit 2: Make 3-D models

Grade: 4



ACTIVITY

LESSON 1:

Unit 1:

Identify, sort and compare

3-D objects

LESSON 2:

35

Unit 2: Make

3-D models

REVISION:

Topics: 34-


 Revise the properties and names covered in the second term.

 Learners are to compare 3-D objects, identifying the similarities and the differences between the shapes.

 Ensure that the learners understand all the terminology involved with 3-D shapes.

 Use models of 3-D objects to demonstrate the term ‘face’ to the class.

 Explain to the class about the opposite faces on a prism being identical.





 Ask learners to take apart boxes that they have collected. The learners must look at the different parts and talk about them, using the appropriate

 terminology for 2-D shapes.

Learners put their boxes together again using tape.

 Work through the step-by-step process with the class to create a squarebased pyramid and a triangular pyramid.





TG page: 135


Formal Assessment: Investigation – House numbers in a street TG page: 135

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

3-D objects, wall charts, pictures, paper, cardboard, rulers, scissors, sticky tape, preferably masking, boxes of matchsticks

48




CAPS

Content


Grade: 4



1.2

Common fractions

 Solving problems: solve problems in contexts involving fractions, including grouping and equal sharing

 Describing and ordering fractions: compare and order common fractions with different denominator; describe and compare common fractions in diagram form

 Calculations with fractions: addition of common fractions

 Equivalent forms: recognize and use equivalent forms

Unit 1: Recognise fractions

Unit 2: Use fractions to measure

Unit 3: Solve measurement problems

TEACHING METHODS / APPROACH RESOURCES LEARNING

ACTIVITY

LESSON 1:

Unit 1:

Recognise fractions

LESSON 2: fractions to measure

Unit 2: Use


 Revise all the fractions concepts that have been covered before this year.





 It is important to establish the relationship between division and a fraction.

This must be done in the most practical manner possible.

LESSON 3: measurement problems

Unit 3: Solve





 Use the number line with fractions to help learners in understanding mixed

 numbers.

Remind learners to read the questions carefully.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Fraction apparatus, counters, buttons, fruit




49


Topic 37: Division

Duration:3 hours

CAPS

Content


Grade: 4

Term 4, Week 5 - 6


1.1

Whole numbers, division

 Number range for calculations: division of at least whole 3-digit by1-digit numbers


 Properties of whole numbers: recognize and use the commutative, associative, and distributive properties

 Solving problems: grouping and equal sharing with remainders; comparing two or more quantities of the same kind

(ratio); comparing two quantities of different kinds

Unit 1: Estimate and check answers


Unit 3: Solve problems of unequal sharing

TEACHING METHODS / APPROACH RESOURCES LEARNING

ACTIVITY

LESSON 1:

Unit 1:

Estimate and check answers


 Revise all the skills that are needed for doing division – dividing, using the multiples of 10, 100 or a 1 000, and doubling and halving.

 Ensure that the learners are also comfortable with all the terminology used up till now.

 Remind learners once again how to set up a clue board and which techniques to use.

 Remind the learners that when checking and using inverse operations they must not forget to add in the remainder.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

LESSON 2: problems

Unit 2: Solve division





 Ensure that the learners set their work out correctly in this unit.

LESSON 3:

Unit 3: Solve problems of unequal sharing

REVISION:

Topics: 36 -

37



Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page16)


 With this sharing, each person does not get an equal amount.

 You must give examples, so that the learners realise that you have to add the two quantities together, as in ratio, to get the correct solution.





TG page: 142

50



Topic 38: Perimeter, area and volume

Grade: 4

Term 4, Week 6 - 7 Duration: 7 hours

CAPS

Content

MEASUREMENT

4.6 Perimeter, area and volume

 Perimeter

 Measurement of area

 Measurement of volume

Unit 1: Measure and calculate perimeter

Unit 2: Area

Unit 3: Volume


ACTIVITY

LESSON 1:

Unit 1:

Measure and calculate perimeter


 Give the learners practice in measuring lengths to the nearest centimetre.

 Remind learners about the importance of lining up the 0 mark with the end of the line they want to measure.

 Discuss different mental strategies when adding more than two numbers.

 Learners calculate, rather than measure, perimeters.

 Explain scaled drawings and working out the perimeter of a scaled drawing.

LESSON 2:

LESSON 3:

Unit 3:

Volume

Unit 2: Area





 Remind the learners what they learned in Grade 3. Ask them what they

 remember. Then do a practical activity.

Ask the learners to make as many different squares and rectangles as

 possible. These are to be drawn on squared paper.

Discuss the shapes with the class.

 They should find the area of each shape accurately, if possible, and estimate as closely as possible if the shape contains bits of squares.

 Ask the learners to build other shapes besides squares and rectangles.





 Remind the learners that volume and capacity are related.

 Mention that it is possible to melt down a solid that has volume into a liquid that can be poured into a hollow container that has capacity.

 Encourage the learners to model problems by actually building the shapes.

 Explain that you can find the volume of a box in cube units by packing it full of cubes.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Rulers, cardboard squares, squared paper, cubes, blocks, boxes

51



Topic 39: Position and movement

Grade: 4


CAPS

Content

Term 4, Week 7

SHAPE AND SPACE

3.6 Position and movement

 Locate position of objects, drawings or symbols on grid using alpha-numeric grid references

 Locate positions of objects on a map using alpha-numeric grid references

Unit 1: Find objects on a grid

Unit 2: Find objects on a map

LEARNING

ACTIVITY

LESSON 1:

Unit 1: Find objects on a grid



 Introduce this topic with a game. This activity introduces the learners to locating positions on a grid consisting of labelled columns and rows.

 Guide the learners to see how they must ‘read’ the grid by using the given

 letter to locate the column and then use the given number to find the row.

Ensure that the learners are confident with grid references.

LESSON 2: map

Unit 2: Find objects on a





 Revise what was discussed in the previous lesson and apply to reading a map using grid references.

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Pegboard, map book

REVISION:

Topics: 38 -

39





TG page: 149


Formal Assessment: Assignment – Design houses TG page: 149

52



Topic 40: Transformations


CAPS

Content

SHAPE ANDSPACE

3.4 Transformations

 Build composite shapes

 Tessellations

 Describe patterns

Unit 1: Build composite shapes

Unit 2: Tessellating patterns

Unit 3: Describe patterns around us

Grade: 4

Term 4, Week 8


ACTIVITY

LESSON 1:

Unit 1:

Build composite shapes


 Encourage learners to refer to Topic 31 to answer the questions in the exercise.

LESSON 2:

Unit 2:

Tessellating patterns





 Use the large rectangles you have made to start tessellating shapes.

 Ask learners to use their own cut-out shapes to look for other possible orientations.

LESSON 3:

Unit 3:

Describe patterns around us





 Ask learners for examples of where they may have seen patterns like the examples in the text book.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Pictures of patterns, wall charts, tangram pieces, rectangles, triangles

53


Topic 41: Geometric patterns


Grade: 4


CAPS

Content


2.2 Geometric patterns

 Investigate and extend geometric patterns looking for relationships or rules of patterns

 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 presented

Unit 1: Extend geometric patterns

Unit 2: Identify a sequence

Unit 3: Find a rule

LEARNING

Term 4, Week 8 - 9


ACTIVITY

LESSON 1:

Unit 1: Extend geometric patterns

LESSON 2:

Unit 2:

Identify a sequence


 Revise what was learnt in Topic 17.

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 1 and 2 and

Term 3 and 4

Matchsticks, counters, bottle tops, small stones

LESSON 3:

Unit 3: Find a rule

REVISION:

Topics 40 -

41





 Learners are to use both the rule for the flow diagram and the rule for the sequence to complete the output numbers for given input numbers.





 Through practical application you will notice that the first part of the rule is dependent on the number of extra items needed to make the next shape in the pattern.

 Assist learners to see that it is a good point to start when trying to get the rule for of a sequence of numbers by having a constant difference.


Exercise 41.3 & 4.1.4 (LB page 200)



TG page: 155

54




Grade: 4


CAPS

Content

Term 4, Week 9


1.1.


 Addition and subtraction of whole numbers with at least 4 digits.


 Number range for multiples and factors: multiples of 1-digit numbers to at least100



Unit 1: Add and subtract four-digit numbers



ACTIVITY

LESSON 1:

Unit 1: Add and subtract

4-digit numbers


 Ensure that by now learners are comfortable with the various methods used for addition and subtraction.

 Ask for volunteers to explain the various methods.

LESSON 2: addition and subtraction problems

Unit 2: Solve





 Reinforce problem-solving calculations using addition and subtraction.

 Remind learners to set out their calculations correctly and show all their working out.




RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Place value apparatus, set of 0 to 9 digit cards, ten-sided die, set of cards with addition and subtraction equations

55


Topic 43: Probability


CAPS

Content


Grade: 4

Term 4, Week 10

DATA HANDLING

5.1. Probability

 Perform simple repeated events and list possible outcomes

Unit 1: Do experiments and list outcomes

Unit 2: List and count outcomes


ACTIVITY

LESSON 1:

Unit 1: Do experiments and list outcomes


 Explain which side of a coin is heads and which one tails.

 Demonstrate how to toss a coin. Let the children practise with the coins they have. They should say whether their coin lands heads up or tails up.

 Ensure that the learners know the difference between a trial and an outcome.

 The learners need to realise that it is alright to get different results when you perform an experiment.

RESOURCES

Platinum

Mathematics Grade


DBOE Mathematics

Grade 4 Workbook

Term 3 and 4

Coins, six-sided die

LESSON 2: outcomes

Unit 2: List and count





 Discuss when you would use dice.

 Explain that the die is used to give everyone a fair chance.

 Make sure that the learners are able to construct and complete tables to record the results of their experiments.





Formal Assessment: Exam Practice TG page: 160

56

Grade 4 Platinum Mathematics Lesson Plans - 2012

INTERMEDIATE PHASE

GRADE 4 LESSON PLANS

2012

Platinum MATHEMATICS

TERM 1

TERM 2

TERM 3

TERM 4

Count, order, compare and represent whole numbers

LESSON 1:

Duration: 30 minutes

Preparation and suggested resources

Key words

Mental Maths

Teaching guidelines

LESSON 2:

Support and extension guidelines

Duration: 30 minutes

Support and extension guidelines

LESSON 3:

Duration 30 minutes

Preparation and suggested resources

Key words

Mental Maths

Teaching guidelines

Support and extension guidelines

LESSON 4:

Duration: 30 minutes

Preparation and suggested resources

Key words

Mental Maths

Teaching guidelines

Support and extension guidelines

Challenge

Count, order, compare and represent whole numbers

Topic 2: Number Sentences

Topic 3: Addition and Subtraction

Topic 4: Numeric Patterns

Topic 5: Time

Topic 6: Multiplication and division

Topic 7: Data Handling

Topic 8: 2-D Shapes

Topic 9: Multiplication and Division

Topic 10: Count, order, compare and represent whole numbers

Topic 11: Addition and subtraction

Topic 12: Common fractions

Topic 13: Length

Topic 14: 3-D objects

Topic 15: Multiplication

Topic 16: Symmetry

Topic 17: Geometric patterns

Topic 18: Addition and subtraction

Topic 19: Division

Topic 20: Capacity and volume

Topic 21: Common fractions

Topic 22: Count, order, compare and represent whole numbers

Topic 23: Addition and subtraction

Topic 24: 2-D shapes

Topic 25: Viewing objects

Topic 26: Data handling

Topic 27: Numeric patterns

Topic 28: Addition and subtraction

Topic 29: Multiplication

Topic 30: Number sentences

Topic 31: Transformations

Topic 32: Count, order, compare and represent whole numbers

Topic 33: Addition and subtraction

Topic 34: Mass

Topic 35: 3-D shapes

Topic 36: Common fractions

Topic 37: Division

Estimate and check answers

Topic 38: Perimeter, area and volume

Topic 39: Position and movement

Topic 40: Transformations

Build composite shapes

Topic 41: Geometric patterns

Topic 42: Addition and subtraction

Topic 43: Probability