The document outlines the new Curriculum and Assessment Policy Statement (CAPS) for mathematics in the Intermediate Phase (grades 4-6) in South Africa. CAPS aims to simplify and strengthen the existing curriculum by filling gaps, ensuring progression between grades, and providing clear guidelines for teachers. It focuses on developing strong conceptual understanding through content-based learning, mental calculations, and problem solving. Assessment will have two components - continuous and common tasks - with clearer cognitive levels and weightings defined. Feedback from teachers and stakeholders informed changes to streamline the curriculum while maintaining high standards.

1. MATHEMATICSCurriculum and Assessment Policy Statement (CAPS)Intermediate PhaseGrades 4 - 6 Presented by: Peggy Seeliger and Ina Nel

3. Clear, to the point, measurable …

4. Content, concepts and skills …

5. Organised around knowledge, recommended methods and assessment requirements.Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 2

7. Presenting it in a teacher-friendly format

8. Ensuring seamless transition between Phases Develop a single Curriculum and Assessment Policy Statement (CAPS) Give guidelines per grade on what teachers must teach and assess Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 3

9. Intermediate Phase Focus Mental calculations are important Pocket calculators are NOT recommended for basic calculations Strong focus on concept development – CONTENT-BASED Teaching programme/ work schedule is suggested Examples give guidance andrepresent MINIMUM standards Problem-solving as an integral part of Mathematics teaching and learning Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 4

10. Three important Questions Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 5

11. Content areas Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 6

12. Content changesNumbers and Number Operations IN Counting extension: count in 9s, 19s, 49s and 99s Number concept: In 4 372 there are 4 Thousands, 43 hundreds, 437 tens, 4 372 units Factors (Grade 4): To enable learners to multiply 2-digit numbers by 2-digit numbers Relationship symbols < and > (from Grade 3) Compensation methods only for addition and multiplication Multiple operations with brackets Vertical addition, subtraction, multiplication and long division (from Grade 4) Fractions up to twelfths (Grade 4) OUT Calculators Prescribed contexts of Natural Science and Technology Contexts to build awareness of other learning areas and human rights History of Mathematicsto be dealt with where appropriate Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 7

15. Assessment Integral part of teaching and learning TWO Components/Parts: Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 11

16. Continuous Assessment (CASS) More test-driven (2 tests per term) Weighting of tasks introduced (10% for tests and 5% for other tasks) Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 12

17. Common understanding of cognitive levels Different types of questions must be included in assessment. It is hoped that the given examples and the suggested levels will clarify teachers’ uncertainties. Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 13

18. Mathematics teaching time Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 14

19. CAPS Implementation Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 15

20. Way Forward? Your inputs on IP are critical - even for FP & SP (and FET) Documents available on: www.education.gov.za Comments to: CAPScomments@dbe.gov.za Tuesday, October 12, 2010 Mathematics Curriculum and Assessment Policy (CAPS) 16