Math Games

Copy, extend and describe simple number sequences to at least 100.

Create and describe own patterns

Copy, extend and describe in words simple patterns made with physical objects, and simple patterns made with drawings of
lines, shapes or objects.

Create own patterns with physical objects and by drawing lines, shapes or objects.

Identify, describe in words and copy geometric patterns in nature, from modern everyday life, and from our cultural heritage.

Estimate and count to at least 50 everyday objects reliably. Counting by grouping is encouraged.

Fractions

Recognise and identify the South African coins (5c, 10c, 20c, 50c, R1, R2, R5) and bank notes R10 and R20

Solve money problems involving totals and change to R20 and in cents up to 20c

Use the following techniques when performing calculations:
• drawings or concrete apparatus e.g. counters
• building up and breaking down numbers
• doubling and halving
• number lines supported by concrete apparatus

Add to 20.

Subtract from 20.

Use appropriate symbols (+, -, =, __).

Practise number bonds to 10.

Add the same number repeatedly to 20

Use appropriate symbols (+, =, __)

Name the number before and after a given number up to 20.

Order a given set of selected numbers up to 20.

Compare numbers up to and say which is 1 and 2 more or less up to 20.

Rapidly recall addition and subtraction facts to 10.

Use calculation strategies to add and subtract efficiently:
•Put the larger number first in order to count on or count back
•Doubling and halving
•Building up and breaking down
•Number line

Count forwards and backwards in ones from any number between 0 and 100.

Count forwards in 10s from any multiple of 10 between 0 and 100.

Count forwards in fives from any multiple of 5 between 0 and 100.

Count forwards from any multiple of 5 between 0 and 100 2s from any multiple of 2 between 0 and 100

Know and read number symbols 0 to 100.

Write number symbols 1 to 20.

Recognise, identify and read number names 1 to 10.

Write number names 1 to 10.

Describe and compare collections of objects according to most, least, the same as up to 20.

Describe and order collections of objects from most to least and least to most up to 20.

Describe and compare whole numbers up to 20 according to smaller than, greater than and more than, less than, is equal to.

Describe and order numbers up to 20 from smallest to greatest and greatest to smallest.

Use ordinal numbers to show order, place or position. Position objects in a line from first to tenth or first to last e.g. first, second, third ... tenth.

Begin to recognise the place value of at least two-digit numbers to 20. Decompose two-digit numbers into multiples of 10 and ones/units.

Use the following techniques when solving problems and explain solutions to problems:
• concrete apparatus e.g. counters
• pictures to draw the story sum
• building up and breaking down numbers
• doubling and halving
• number lines supported by concrete apparatus

Solve word problems in context and explain own solution to problems involving addition and subtraction with answers up to 20.

Solve word problems in context and explain own solution to problems involving repeated addition with answers up to 20

Solve and explain solutions to practical problems involving equal sharing and grouping with whole numbers up to 20 and with answers that may include remainders.

Language of position
• Describe the position of one object in relation to another e.g. on top of, in front of, behind, left, right, up, down, next to.

Position and views
• Recognise and match different views of the same everyday object

Position and directions
• Follow directions to move around the classroom
• Follow instructions to place one object in relation to another, e.g. put the pencil behind the box

Range of objects
• Recognise and name 3-D objects in the classroom and in pictures
- ball shapes (spheres)
- box shapes (prisms)

Features of objects
• Describe, sort and compare 3-D objects in terms of:
- size
- colour
- objects that roll
- objects that slide

Focused activities
• Observe and build given 3-D objects using concrete materials such as building blocks, recycling material, construction kits

Range of shapes
• Recognise and name 2-D shapes
- circles
- triangles
- squares

Features of shapes
• Describe, sort and compare 2-D shapes in terms of:
- size
- colour
- straight sides
- round sides

Symmetry
• Recognise symmetry in own body.
• Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes

Passing of time
• Talk about the passing of time
- Order regular events from their own lives
- Compare lengths of time using language e.g. longer, shorter, faster, slower
- Sequence events using language such as yesterday, today, tomorrow

Telling the time
• Describe when something happens using language e.g. morning, afternoon, night, early, late
• Name and sequence days of week and months of year
• Place birthdays on a calendar

Informal measuring
• Compare and order the length, height or width of two or more objects by placing them next to each other. Use language to talk about the comparison e.g. longer, shorter, taller, wider
• Estimate, measure, compare, order and record length using nonstandard measures e.g. hand spans, paces, pencil lengths, counters
• Describe the length of objects by counting and stating the length in informal units

Informal measuring
• Estimate, measure, compare, order and record mass using a balancing scale and non-standard measures e.g. blocks, bricks
• Describe the mass of objects by counting and stating the mass in informal units
• Use language to talk about the comparison e.g. light, heavy, lighter, heavier

Informal measuring
• Compare and order the amount of liquid (volume) in two containers placed next to each other. Learners check by pouring into a third container if necessary
• Compare and order the amount of liquid that two containers can hold if filled (capacity).
• Use language to talk about comparison e.g. more than, less than, full, empty
• Estimate, measure, compare, order and record the capacity of containers by using non-standard measures e.g. spoons and cups
• Describe the capacity of the container by counting and stating how many of the informal units it takes to fill the container e.g. the bottle has the capacity of four cups

Collect and sort objects

Collect and organise objects
• Collect and sort everyday physical objects.

Represent sorted collection of objects
• Draw a picture of collected objects.

Discuss and report on sorted collection of objects
• Give reasons for how collection was sorted;
• Answer questions about
- how the sorting was done (process)
- what the sorted collection looks like (product)
• Describe the collection and/drawing
• Explain how the collection was sorted

Discuss and report on sorted collection of objects

Collect and organise data
• Collect data about the class or school to answer questions posed by the teacher

Represent data
• Represent data in pictograph
• Limited to pictographs with one-to-one correspondence

Analyse and interpret data
• Answer questions about data in pictograph
- limited to pictographs with one-to-one correspondence