Platinum Mathematics Grade 4 Lesson Plans

INTERMEDIATE PHASE
GRADE 4 LESSON PLANS
2013
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
TOPIC 1: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS .......................................................................... 14
TOPIC 2: NUMBER SENTENCES................................................................................................................................................. 15
TOPIC 3: ADDITION AND SUBTRACTION ................................................................................................................................. 16
TOPIC 4: NUMERIC PATTERNS ................................................................................................................................................. 17
TOPIC 5: TIME ............................................................................................................................................................................. 18
TOPIC 6: MULTIPLICATION AND DIVISION .............................................................................................................................. 19
TOPIC 7: DATA HANDLING ........................................................................................................................................................ 20
TOPIC 8: 2-D SHAPES ................................................................................................................................................................ 21
TOPIC 9: MULTIPLICATION AND DIVISION ............................................................................................................................. 22
TERM 2: PLATINUM LESSON PLANS – GRADE 4 ........................................................................................... 23
TOPIC 10: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ....................................................................... 23
TOPIC 11: ADDITION AND SUBTRACTION ............................................................................................................................... 24
TOPIC 12: COMMON FRACTIONS .............................................................................................................................................. 25
TOPIC 13: LENGTH ..................................................................................................................................................................... 26
TOPIC 14: 3-D OBJECTS............................................................................................................................................................ 27
TOPIC 15: MULTIPLICATION..................................................................................................................................................... 28
TOPIC 16: SYMMETRY .............................................................................................................................................................. 29
TOPIC 17: GEOMETRIC PATTERNS ........................................................................................................................................... 30
TOPIC 18: ADDITION AND SUBTRACTION ............................................................................................................................. 31
TOPIC 19: DIVISION ................................................................................................................................................................... 32
TOPIC 20: CAPACITY AND VOLUME.......................................................................................................................................... 33
TOPIC 21: COMMON FRACTIONS.............................................................................................................................................. 34
TOPIC 24: 2-D SHAPES .............................................................................................................................................................. 37
TOPIC 25: VIEWING OBJECTS .................................................................................................................................................... 38
TOPIC 26: DATA HANDLING ...................................................................................................................................................... 39
TOPIC 27: NUMERIC PATTERNS ............................................................................................................................................... 40
TOPIC 29: MULTIPLICATION..................................................................................................................................................... 42
TOPIC 30: NUMBER SENTENCES .............................................................................................................................................. 43
TOPIC 31: TRANSFORMATIONS ................................................................................................................................................ 44
TOPIC 34: MASS.......................................................................................................................................................................... 47
TOPIC 35: 3-D SHAPES .............................................................................................................................................................. 48
TOPIC 36: COMMON FRACTIONS .............................................................................................................................................. 49
TOPIC 37: DIVISION ................................................................................................................................................................... 50
TOPIC 38: PERIMETER, AREA AND VOLUME ........................................................................................................................... 51
TOPIC 39: POSITION AND MOVEMENT .................................................................................................................................... 52
TOPIC 40: TRANSFORMATIONS ................................................................................................................................................ 53
TOPIC 41: GEOMETRIC PATTERNS ........................................................................................................................................... 54
TOPIC 43: PROBABILITY............................................................................................................................................................ 56
2
MATHEMATICS WORKSCHEDULE GRADE 4
TERM 1
TIME
WEEKS TOPIC ALLOCATION UNITS WITHIN EACH TOPIC
AS PER CAPS
1. Count forwards and backwards
Topic 1: Count, order, compare 2. Place value and expanded form
1 2 hours
and represent whole numbers 3. Round to the nearest 10
4. Order numbers
1. Use addition to check subtraction
1–2 Topic 2: Number sentences 3 hours 2. Order and grouping in addition
3. Addition and subtraction facts
2 Revision 0,5 hours
1. Estimate answers by rounding
Topic 3: Addition and 2. Add whole numbers
2-3 8 hours
subtraction 3. Use addition to solve problems
4. Subtract whole numbers
1. Patterns and flow diagrams
3–4 Topic 4: Numeric Patterns 4 hours
2. Multiplication and division flow diagrams
1. Read and write time
2. Convert between units of time
4–5 Topic 5: Time 6 hours
3. Work with time
4. Interpret calendars
Formal Assessment:
5 0,5 hours
Assignment – Keeping a diary
1. Read and write time
Topic 6: Multiplication and 2. Convert between units of time
6 4 hours
Division 3. Work with time
4. Interpret calendars
1. Collect and organise data
2. Draw pictographs
3. Draw bar graphs
6–8 Topic 7: Data Handling 10 hours 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
8-9 Topic 8: 2-D shapes 5 hours
3. More ways to sort 2-D shapes
4. Draw 2-D shapes
1. Multiply and solve problems
Topic 9: Multiplication and 2. Divide and solve problems
10 5 hours
Division 3. Estimate answers by rounding
4. Check using opposite operations
Formal Assessment:
10 1 Hour
Test
3
TERM 2
TIME
AS PER CAPS
Topic 10: Count, order, compare 1. Compare whole numbers
1 1 hour
and represent whole numbers 2. Place value and rounding
1. Estimate answers by rounding
2. Use addition to check subtraction
Topic 11: Addition and
1–2 4 hours 3. Add whole numbers
subtraction
4. Subtract whole numbers
5. Solve money problems
2 Revision 0.5 hours
1. Describe common fractions
2. Order and compare common fractions
2–3 Topic 12: Common fractions 6 hours
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
3–4 Topic 13: Length 7 hours
4. Work with length
5. Convert different units of length
6. Solve problems with length
1. Identify and sort 3-D objects
4–5 Topic 14: 3-D objects 5 hours 2. Name and compare 3-D objects
3. Make 3-D models
1. Multiply two-digit numbers
2. Multiply using factors
5–7 Topic 15: Multiplication 6 hours
3. Estimate by rounding
4. Solve multiplication problems
Formal Assessment:
7 1 hour
Test
1. Recognise lines of symmetry
7 Topic 16: Symmetry 2 hours
2. Draw and describe lines of symmetry
1. Patterns that get bigger
7-8 Topic 17: Geometric patterns 4 hours 2. Patterns that change shape
3. More geometric patterns
1. Add and subtract whole numbers
2. Use a number line
8–9 4 hours 3. Check using opposite operations
subtraction
4. Solve addition and subtraction
problems
1. Divide a three-digit number
9 – 10 Topic 19: Division 4 hours 2. Estimate and check
3. Solve division problems
Formal Assessment:
10 1 hour
Exam practice
4
TERM 3
TIME
AS PER CAPS
1. Estimate and measure capacity
2. Measure, record and compare amounts
1–2 Topic 20: Capacity and volume 6 hours
3. Convert between units of capacity
4. Solve capacity problems
1. Add common fractions
2. Equivalent fractions
2–3 Topic 21: Common fractions 5 hours
3. Order and compare common fractions
4. Solve problems with fractions
Topic 22: Count, order, compare 1. Count, compare and order numbers
3 1 hour
1. Estimate, add and subtract
3–4 Topic 23: Addition and subtraction 4 hours
2. Solve addition and subtraction problems
1. Compare and sort shapes
4–5 Topic 24: 2-D shapes 4 hours 2. Identify and name 2-D shapes
3. Composite shapes
1. Different views
5 Topic 25: Viewing objects 2 hours
2. Match different views
1. Collect and organise data
2. Present data in different ways
5–7 Topic 26: Data Handling 7 hours
3. Interpret data
4. Compare data
Formal Assessment:
7
Project – Data Handling
1. The order in mixed operations
7 Topic 27: Numeric patterns 4 hours 2. Find the rule
3. Number sequences
1. Opposite operations and estimation
8 Topic 28: Addition and subtraction 4 hours 2. Use the breaking down method
3. Solve addition and subtraction problems
1. Multiply two-digit numbers
8–9 Topic 29: Multiplication 5 hours
2. Solve multiplication problems
1. Solve problems
10 Topic 30: Number sentences 3 hours
2. Multiple choice questions
10 Topic 31: Transformations 3 hours 1. Transform 2-D shapes
Formal Assessment:
10 1 hour
Test
5
TERM 4
TIME
AS PER CAPS
Topic 32: Count, order, compare 1. Count forwards and backwards
1 1 hour
1. Estimate and work with money
1–2 4 hours 2. Add and subtract 4-digit numbers
subtraction
3. Solve problems
1. Estimate and use units of mass
2. Read, measure and record mass
3. Convert units of mass
2–3 Topic 34: Mass 6 hours
4. Compare and order mass
5. Work with mass
6. Solve problems with mass
1. Identify, sort and compare 3-D objects
3–4 Topic 35: 3-D objects 4 hours
2. Make 3-D models
Formal Assessment:
4 Investigation 1 hour
– House numbers in a street
1. Recognise fractions
4–5 Topic 36: Common fractions 5 hours 2. Use fractions to measure
3. Solve measurement problems
1. Estimate and check answers
5–6 Topic 37: Division 3 hours 2. Solve division problems
3. Solve problems of unequal sharing
1. Measure and calculate perimeter
Topic 38: Perimeter, area and
6–7 7 hours 2. Area
Volume
3. Volume
Topic 39: Position and 1. Find objects on a grid
7 2 hours
movement 2. Find objects on a map
Formal Assessment:
8 1 hour
Assignment – Design houses
1. Build composite shapes
8 Topic 40: Transformations 3 hours 2. Tessellating patterns
3. Describe patterns around us
1. Extend geometric patterns
8–9 Topic 41: Geometric patterns 2 hours 2. Identify a sequence
3. Find a rule
1. Add and subtract 4-digit numbers
9 3 hours 2. Solve addition and subtraction
subtraction
problems
1. Do experiments and list outcomes
10 Topic 43: Probability 2 hours
2. List and count outcomes
Formal Assessment:
1 hour
Exam Practice
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
NUMBERS, OPERATIONS AND RELATIONSHIPS
1.1 Whole Numbers
 counting,
CAPS  ordering,
Content  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 RESOURCES
ACTIVITY
LESSON 1: Duration: 30 minutes Mathematics Grade
Unit 1: Count 4 Learner's Book
forwards and and Teacher's Guide
Preparation and suggested resources
backwards
You will need Copy Mental Maths
 counters, exercises 1.1 and
 counting beads, 1.2 from the back of
 a vocabulary sheet with a list of the following numbers in words: the Teacher’s Guide.
o one to twenty,
o multiples of ten to ninety, counters, counting
o ‘hundred’ and ‘thousand’, beads, vocabulary
 place value cards sheet, place value
cards, number line,
whiteboards,
Learners struggle with counting over 1 000.
whiteboard
markers, list of
Give these learners practice in counting forwards and backwards in ones numbers in words
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
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)
LESSON 2: Duration: 30 minutes

Unit 2: Place
value and Preparation and suggested resources
expanded form
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 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

Teaching guidelines
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.’

)
10
LESSON 3: Duration 30 minutes
Unit 3: Round
to the nearest Preparation and suggested resources
10
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

Teaching guidelines
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
Unit 4:
Compare and Preparation and suggested resources
order
numbers 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
Key words
whole numbers, ascending order, descending order

Teaching guidelines
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.
13
TERM 1: PLATINUM SERIES LESSON PLANS – GRADE 4
Topic 1: Count, order, compare and represent whole
numbers
1.1 Whole Numbers
 Counting
CAPS  Ordering
Content  Comparing
 Representing and
 Place value of digits
Unit 2: Place value and expanded form
Unit 3: Round to the nearest 10
Unit 4: Compare and order numbers
ACTIVITY
Unit 1: Count  Using a variety of suitable resources, practise counting forwards and 4 Learner's Book
forwards and backwards. and Teacher's Guide
backwards  Ensure that the learners understand the key words for this section of
work.
Copy Mental Maths
exercises 1.1 and
1.2 from the back of
the Teacher’s Guide.
Unit 2: Place  On the board, draw a blank place value chart. counters, counting
value and  Explain the difference between the ‘value of a number’ and the ‘place beads, vocabulary
expanded form value of a number’. sheet, place value
Mental Maths 1.1 (TG page 172) cards, number line,
Exercise 1.2 (LB page 5) whiteboards,
whiteboard
LESSON 3: Duration 30 minutes markers, list of
Unit 3: Round  Explain to the learners that when we round off to the nearest 10, we numbers in words
to the nearest look at the unit digit as a guideline for whether we round the number
10 up to the next 10 or round the number down.
 Read through the rules on page 6 in the Learner’s Book.

Unit 4: Order  Explain the terms ‘ascending order’ and ‘descending order.
numbers  Explain to the learners how the ordering can be made easier by the
‘rules’ found on page 7 of the Learner’s Book.
14
PLATINUM SERIES LESSON PLANS – GRADE 4
Topic 2: Number Sentences
Duration: 3 hours Term 1, Week 1 -2
PATTERNS , FUNCTIONS AND ALGEBRA
2.1 Number sentences
 Write number sentences to describe problem situations
CAPS
 Solve and complete number sentences by:
Content 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
Unit 1: Use  Show that subtraction can undo addition. 4 Learner's Book
addition to  While the correct mathematics term is that addition and subtraction are and Teacher's Guide
check ‘inverse operations’ it is sufficient for learners to use the term ‘opposite’
subtraction in place of ‘inverse’.
Copy Mental Maths
Mental Maths (TG page 172) exercises
Exercise 2.1 & 2.2 (LB page 8)

Unit 2: Order  Explain the rules of commutative and associative properties.
and grouping in  Learners are asked to state what they notice from their answers to
addition 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.
Mental Maths (TG page 172 )

Exercise 2.3 - 2.5 (LB page 9)

Unit 3: Addition  Explain how easy it is to write the bonds of 20, 30, 40, … 90 if we know
and subtraction the bonds of 10.
facts
Mental Maths (TG page 172 )
REVISION: Topics: 1 - 2
TG page:10
15
Topic 3: Addition and Subtraction
Duration: 8 hours Term 1, Week 2 - 3
NUMBERS, OPERATIONS AND RELATIONS HIPS
1.1 Whole numbers (addition and subtraction)
CAPS  Number range for calculations
Content  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
ACTIVITY
Unit 1:  Have a class discussion about rounding. Why would we sometimes 4 Learner's Book
Estimate want to round numbers off? Ask the class to come up with some and Teacher's Guide
answers by practical ideas.
rounding  In this lesson, the focus is rounding whole numbers to the nearest 10
number cards,
and 100 for the purpose of estimating the possible answer of a
number lines
calculation.
 Pay special attention to the rules of rounding off to the nearest 100.
Mental Maths (TG page 172)
Exercise 3.1 - 3.3 (LB pages 12 & 13)

Unit 2: Add  Revise the different meanings of the word sum.
whole numbers  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.

Unit 3: Use  Remind learners that when they do problem-solving calculations, they
addition to must always find the key word to help them decide what type of
solve problems 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.

Unit 4: Subtract  Explain to the learners that there are three methods that they can use
whole numbers 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)
16
Topic 4: Numeric Patterns
Duration: 2.5 hours Term 1, Weeks 3 - 4
2.1 Numeric patterns
CAPS  Investigate and extend patterns
Content  Input and output values
 Equivalent forms
Unit 1: Patterns and flow diagrams
Unit 2: Multiplication and division flow diagrams
ACTIVITY
Unit 1: Patterns  Explain the concept of a flow diagram. 4 Learner's Book
and flow  Ask the learners to describe in words what the flow diagram is saying. and Teacher's Guide
diagrams
LESSON 2: Duration: 90 minutes (including Mental Maths)

Unit 2:  Explain that division and multiplication are opposite operations.
Multiplication Division cancels multiplication and multiplication cancels division.
and division  In Exercise 4.2 they will also encounter a table as a means for showing a
flow diagrams 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
17
DAY- BY-DAY LESSON PLANS – GRADE 4
Topic 5: Time
Duration: 6 hours Term 1, Weeks 4 - 5
MEASUREMENT
CAPS 4.4 Time
Content Reading time and time instruments Reading calendars
Calculations and problem solving with time History of time
Unit 1: Read and write time Unit 3: Work with time
Unit 2: Convert between units of time Unit 4: Interpret calendars
ACTIVITY
Unit 1: Read  Develop the learners’ sense of the passage of time by timing them doing 4 Learner's Book
and write time various activities. and Teacher's Guide
 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. Paper plates,
 Ensure that the learners are confident reading analogue time. cardboard, split
 Explain that we read a digital clock according to the figures on the display. pins, analogue clock,
 Explain the terms ‘a.m.’ and ‘p.m.’. digital clock, kitchen
 Explain to the learners that a digital clock shows both the hour and the clock, wall chart
minutes up to 24:00. displaying units of
 Ensure that the learners can convert from analogue time to digital time. time, calendar, egg
timer, pictures of
Mental Maths (TG page 172) sundials, stopwatch

Unit 2: Convert  Have a discussion in class about different activities and the length of time
between units that it takes to complete each activity.
of time  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.


Unit 3: Work  Revise how to use a stopwatch.
with time  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..

Unit 4:  Revise the months of the year and how many days are in each month.
Interpret  Explain the meaning of ‘calendar dates’ to the learners.
calendars
FORMAL ASSESSMENT TASK

Term Assignment: TG page: 23
18
Topic 6: Multiplication and division
1.1 Whole numbers, multiplication and division
 Number range for calculations
CAPS  Calculation techniques
Content  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
ACTIVITY
Unit 1: Double  Start the lesson using the counters so that the learners can do practical 4 Learner's Book
and halve work halving and doubling. and Teacher's Guide
 Introduce the concept that to double means to multiply by 2, and to
halve means to divide by 2.
counters / buttons
Unit 2:  The children must use counters when building their own arrays from
Multiplication calculations which you have written on the board.
and division  It is vital that the learners realise that both sums give the same answer
facts when using the commutative property.
 The relationship between division and multiplication must also be
established now.

Unit 3: Find  Exercise 6.3 is to help the learners learn their multiplication tables
facts and break instead of skip counting, and also to see the patterns in the tables.
up numbers  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.
19
Topic 7: Data Handling
DATA HANDLING
CAPS
5.1 Collecting and organising data 5.3 Analysing, interpreting and reporting data
Content 5.2 Representing data
Unit 1: Collect and organise data Unit 5: Interpret pie charts
Unit 2: Draw pictographs Unit 6: Interpret different graphs
Unit 3: Draw bar graphs Unit 7: The data cycle
Unit 4: Interpret and summarise data
ACTIVITY
Unit 1: Collect  Revise the concept of tallies (work covered in Grade 3). 4 Learner's Book
and organise  Explain the definitions in the Key Words feature on page 34 of the text book. and Teacher's Guide
data  Ensure that the learners are able to work with a tally table and demonstrate to
them how to complete a table.
Mental Maths (TG page 172) Tally chart, coins,
coloured beads,
Duration: 90 minutes squared paper,
LESSON 2: rulers
Unit 2: Draw  Revise pictographs (previous knowledge)
pictographs  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.

Unit 3: Draw  Compare a bar graph and a table. Discuss any similarities with the learners.
bar graphs  Explain the ‘rules’ for drawing a bar graph,
 Explain to the learners how the data is placed on the axes in columns and rows.
Unit 4:  The main focuses in this unit are to have learners read graphs and identify what
Interpret and data the graph shows.
 Explain and use the term ‘categories’ to help describe patterns found in data.
summarise data

Unit 5:  It is important that you spend some time introducing the idea of a circle graph and
Interpret pie showing the learners how the circle can be divided into fractions to show groups in
the data.
charts
 Ensure that the learners know how to read pie graphs.
Unit 6:  Use this unit to assess how well learners are able to read and interpret pictographs,
Interpret bar graphs and pie charts.
different graphs Mental Maths (TG page 172)
Unit 7: The  In this unit learners are going to pay attention to the steps in a survey and also
data cycle interpret the data they collect.
 Use the diagram on page 41 (LB) to talk about the data cycle.
20
Topic 8: 2-D Shapes
SPACE AND SHAPE
3.1 Properties of 2-D shapes
 Name
CAPS  Distinguish
Content  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
Unit 1:  Show learners pictures of polygons with more than four sides. 4 Learner's Book
Compare and  Explain to the learners that all shapes bounded by straight lines, are and Teacher's Guide
sort 2-D shapes called polygons.
 Ask the learners to identify where they have seen polygons in the world
Wall chart of
around them.
polygons, cut out
 The learners are asked to distinguish between shapes. polygons, grid
 Introduce the learners to sorting shapes. paper, prepared cut
 Ensure that besides being able to recognise the shapes, the learners outs, pencil, eraser,
become familiar with the vocabulary. rulers , angle
Mental Maths (TG page 172) testers

Unit 2: Name  Revise the concepts covered in the previous lesson.
and identify 2-D
shapes Mental Maths (TG page 172)
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 30)
Unit 3: More  Accurately construct a regular shape to paste on the board and also
ways to sort 2-D some irregular shapes with the same number of sides.
shapes  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.
Unit 4: Draw 2-  Ensure that the learners are able to identify various shapes. Discuss the
D shapes properties of each shape as the learners identify them
 Ensure that the learners draw different 2-D shapes accurately and
neatly.
21
Topic 9: Multiplication and Division
1.1 Whole numbers, Multiplication and division
 Number range for calculations
CAPS  Calculation techniques
Content  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: Duration: 90 minutes Platinum
Unit 1: Multiply  Revise the break up method used in Topic 6. Mathematics Grade
and solve  Introduce the method of splitting up the bigger number (distributive 4 Learner's Book
problems property) with practical equipment. and Teacher's Guide
 It is important that when learners break up a number it is into a
DBOE Mathematics
multiple of 10, plus what is left over.
Grade 4 Workbook
Mental Maths (TG page 172) Term 1 and 2
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (64) counters / buttons
Unit 2: Divide  Learners need to understand the clue board concept thoroughly.
and solve  It may be a good idea before you start on the clue board to remind them
problems 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.
Unit 3:  Introduce learners to rounding off by using a number line.
Estimate  Only when the learners are clear about the rules do you relate rounding
answers by off to division and the skill of checking.
rounding
Unit 4: Check  You would have already introduced your learners to the concept that
using opposite multiplication and division are inverse operations.
operations  Spend time showing how the remainder has to be included in the
answer.
Term 1 Test: TG page: 42
22
TERM 2: PLATINUM LESSON PLANS – GRADE 4
Duration: 1 hour Term 2, Week 1
1.1 Whole numbers
 Counting
CAPS  Ordering
 Representing
Unit 1: Count, order, compare and represent whole numbers
Unit 2: Place value and rounding
ACTIVITY
Unit 1: Count,  Ask for volunteers to roll the die for you and write the digits down on Mathematics Grade
order, the board to form three and four-digit numbers. 4 Learner's Book
compare and  Ask the class to read out each number. and Teacher's Guide
represent  Learners count backwards and forwards in various intervals.
DBOE Mathematics
whole  Introduce comparing numbers by using the greater than and bigger
Grade 4 Workbook
numbers than symbols. Term 1 and 2
Mental Maths 10 minutes (TG page 172)
Exercise 10.1 (LB page 54) Ten-sided dice, or 0
LESSON 2: Duration: 60 minutes to 9 digit cards,
Unit 2: Place  Have learners roll the dice again and write the digits down on the board mini boards and
value and to form three and four digit numbers. chalks or mini
rounding  Draw a place value chart onto the board and introduce the ‘Th’ symbol whiteboards and
for thousand. pens, blank number
 Also focus on rounding whole numbers up to 1 000. Pay special lines
attention to the rules of rounding off.
23
PLATINUM LESSON PLANS – GRADE 4
Topic 11: Addition and subtraction
1.1 Whole numbers, Addition and Subtraction
CAPS  Number range for calculating Addition and subtraction of whole numbers of at least 4-digits.
Content  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 2: Use addition to check subtraction
Unit 3: Add whole numbers
Unit 4: Subtract whole numbers
Unit 5: Solve money problems
ACTIVITY
Unit 1:  Discuss why estimation is a good method to use. Platinum
Estimate  Revise the rules of rounding off. Mathematics Grade
answers by  Combine a few numbers as addition calculations and get them to round 4 Learner's Book
rounding off to find the approximate answer. and Teacher's Guide
Exercise 11.1 (LB page 56) DBOE Mathematics
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 92) Grade 4 Workbook
Term 1 and 2
Unit 2: Use  Prepare a set of cards with addition and subtraction equations place value
addition to involving three whole numbers, with four digit totals. apparatus, a set of 0
check  Hold up an addition card. Ask the learners to write down a subtraction to 9 digit cards, a
subtraction they can make from this addition sum. ten-sided die, a set
 Hold up a subtraction card. Ask the learners to write down an addition of cards with
they can make from this subtraction sum. addition and
 Discuss how mistakes can be avoided (for example, by using another subtraction
method of addition or another method of subtraction). equations, timers,
Mental Maths 10 minutes (TG page 172) calculators
Unit 3: Add  Discuss the various methods used when adding 4-digit numbers.
whole  Learners can use whichever method they feel comfortable with.
numbers  Discuss with the class the various methods they can use to check their
work.
Unit 4:  Use the same introduction as lesson 3.
Subtract  Place two four-digit numbers onto the board and apply the three
whole methods used for subtraction.
numbers Mental Maths (TG page 172)
Unit 5: Solve  Draw up a simple questionnaire for the learners to complete.
money Mental Maths (TG page 172)
problems Exercise 11.6 (LB page 60)
Revision: Topics 10 – 11 (TG page 52)
24
Topic 12: Common fractions
1.2 Common fractions
 Solving problems: grouping and equal sharing
CAPS
 Describing and ordering fractions: compare and order common fractions.
Content  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
ACTIVITY
Unit 1:  Spend time doing concrete fraction work on the mat. Use different Mathematics Grade
Describe apparatus so that the learners have the broadest possible experience 4 Learner's Book
common and do not simply see one aspect of fractions. and Teacher's Guide
fractions  Different aspects can include the following plus any of your own
DBOE Mathematics
making: The use of shapes cut into fractions, fraction strips, Cuisenaire
Grade 4 Workbook
rods and number lines help learners to develop concepts of length and
Term 1 and 2
comparing of fractions, counters and objects can be used, cut and fold
paper into various fractions.
fraction strips,
 After all the concrete work, the learners can move on to more abstract Cuisenaire rods,
work, like diagrams. shape fractions,
Mental Maths 10 minutes (TG page 172) paper, number
Exercise 12.1 (LB page 63) lines, buttons,
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 18) counters, beans
Unit 2: Order  Learners understand how to compare and order fractions using
and compare concrete apparatus.
fractions  When comparing fractions, learners need a fraction wall from which to
work.
Unit 3: Find a  Spend time once again doing lots of practical work with counters and
fraction of a breaking up or sharing out of objects.
group  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.
Unit 4: Solve  Encourage learners to return and use the apparatus available in the
problems with classroom, and to do drawings if they are finding some of the examples
fractions difficult.
25
Topic 13: Length
MEASUREMENT
41. Length : Practical measuring of 2-D shapes and 3-D objects by, estimating, measuring, recording, comparing and
CAPS
ordering
Content 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
Unit 1:  The focus here is to get learners to consolidate their understanding of how Mathematics Grade
measure and large a millimetre, a centimetre, a metre and a kilometre is. 4 Learner's Book
record lengths  Start by talking about different ways of measuring. and Teacher's Guide
 Revise how to measure using a ruler.
 Have some 2-D and 3-D objects for learners to estimate the length of and DBOE Mathematics
choose the appropriate unit of measurement. Grade 4 Workbook
Mental Maths 10 minutes (TG page 172) Term 1 and 2
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 24) rulers, metre stick,
card cut into 1m
lengths, books,
Unit 2:  Explain to learners how to convert between kilometres, metres,
centimetres and millimetres. pieces of wood,
Estimate rectangular boxes,
lengths  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. string, wool, tape,
 Summarise the conversion factors, using both the full name of each unit trundle wheel
(kilometres, metres, centimetres and millimetres), as well as the
abbreviations (km, m, cm and mm).
Unit 3:  Revise converting between units before covering the unit.
Compare and Mental Maths (TG page 172)
order lengths Exercise 13.4 (LB page 71)
Unit 4: Work  Point out that we can only add and subtract lengths that have the same
with length unit.
 When adding or subtracting, it is important that they align the numbers
correctly in the place value columns.
Unit 5:  Revise the concepts that were covered earlier in the topic.
Convert Mental Maths (TG page 172)
different units Exercise 13.6 (LB page 73)
of length
Unit 6: Solve  Encourage the learners to draw a picture or a diagram that illustrates the
problems with problem, writing in the given lengths.
length Mental Maths (TG page 172)
REVISION: Duration: 30 minutes
Topics 12 - 13 TG page: 61
26
Topic 14: 3-D objects
SHAPE AND SPACE
3.2 Properties of 3-D objects
 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
ACTIVITY
Unit 1:  Display a collection of 3-D objects that the learners studied in Grade 3. Mathematics Grade
Identify and  Introduce learners to the idea of the shape having a base. 4 Learner's Book
sort 3-D  Distinguish the difference between 2-D shapes and 3-D objects. and Teacher's Guide
objects  Revise the names of 3-D shapes
DBOE Mathematics
Mental Maths 10 minutes (TG page 172) Grade 4 Workbook
Exercise 14.1 & 14.2 (LB pages 76 & 77) Term 1 and 2
LESSON 2: Duration: 90 minutes models of different
Unit 2: Name  Teach learners the names of the 3-D objects displayed in the classroom. shapes, wall chart,
and compare  Compare different 3-D objects, identifying the similarities and the grid paper,
3-D objects differences between the shapes. cardboard, scissors,
Mental Maths 10 minutes (TG page 172) glue, tape, angle
Exercise 14.3 (LB page 78) testers, rulers
Unit 3: Make  Knowledge of 2-D shapes is important for this lesson.
3-D objects  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.
27
Topic 15: Multiplication
1.1 Whole numbers, Multiplication
 Number range for calculations: multiplication of at least whole 2-digit by 2-digit numbers
CAPS  Calculation techniques: use a range of techniques to perform and check written and mental calculations
Content  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
ACTIVITY
Unit 1:  Use counters and revise arrays of larger numbers. Mathematics Grade
Multiply two-  Emphasise why it is necessary to break up one of the numbers. 4 Learner's Book
digit numbers  Make sure the learners are confident with breaking up a number before and Teacher's Guide
you introduce the idea of compensation.
DBOE Mathematics
Mental Maths 10 minutes (TG page 172) Grade 4 Workbook
Exercise 15.1 (LB page 80) Term 1 and 2
LESSON 2: Duration: 90 minutes counters, buttons
Unit 2:  Refer to how numbers were broken up in the previous unit to make it
Multiply using easier to multiply larger numbers.
factors  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.
Unit 3:  Revise rounding numbers off to the nearest 10 and 100.
Estimate by Mental Maths (TG page 172)
rounding Exercise 15.3 (LB page 82)
Unit 4: Solve  Explain carefully the concept of ‘times as many’.
multiplication Mental Maths (TG page 172)
Topics 14 -15 TG page: 68
FORMAL ASSESSMENT: TEST (TG page 69)
28
Topic 16: Symmetry
SHAPE AND SPACE
3.3 Symmetry
CAPS  Recognize
Content  Draw
 Describe line of symmetry in 2-D shapes
Unit 1: Recognise lines of symmetry
Unit 2: Draw and describe lines of symmetry
ACTIVITY
Unit 1:  This lesson explores line symmetry in different shapes. Mathematics Grade
Recognise  Demonstrate symmetry using simple symmetrical shapes cut out of paper 4 Learner's Book
lines of or card. and Teacher's Guide
symmetry  It is also important to show learners a shape that does not have a line of
symmetry. DBOE Mathematics
 Learners talk about the difference between shapes that have lines of Grade 4 Workbook
symmetry and those that do not. Term 1 and 2
Mental Maths 10 minutes (TG page 172) small mirrors,

Exercise 16.1 (LB page 86) symmetrical
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 60) shapes
Unit 2: Draw  This lesson explores line symmetry in objects from nature and from human
and describe culture.
lines of  Explain to the learners that, although many objects in nature show a degree
symmetry of symmetry, a shape should show perfect symmetry in order to be
mathematically symmetrical.
29
Topic 17: Geometric patterns
2.2 Geometric patterns
CAPS  Investigate and extend patterns: looking for relationships or rules of patterns
Content  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
Unit 1:  This unit consists of two structured questions that lead learners Mathematics Grade
Patterns that through an understanding of geometric patterns. 4 Learner's Book
get bigger  Work through these questions before the lesson. and Teacher's Guide
 Learners can work in groups of two or more depending on the number
DBOE Mathematics
in the class and the suitability of space.
Grade 4 Workbook
 Give each group a box of matches to work with. Term 1 and 2
 Learners to follow the questions in the Learner’s Book.
Mental Maths 10 minutes (TG page 172) Boxes of matches,
Exercise 17.1 (LB page 88) counters, bottle
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 152) tops, small stones
Unit 2:  Learners can work in groups of two or more depending on the number
Patterns that in the class and the suitability of space.
change  Give each group a box of matches to work with.
Unit 3: More  Learners can work in groups of two or more depending on the number
geometric in the class and the suitability of space.
patterns  Give each group sufficient counters or bottle tops or small stones.
Revision: 30 minutes
Topics 16 – 17 TG page: 74
30
1.1 Whole numbers, Addition and subtraction
 Number range for calculating: addition and subtraction of whole numbers of at least 4 digits.
CAPS  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 3: Check using opposite operations
Unit 4: Solve addition and subtraction problems
ACTIVITY
Unit 1: Add  Learners to participate in a shopping activity. Mathematics Grade
and subtract  Explain to the learners that the activity needed them to work with 4 Learner's Book
whole multiple numbers and complete addition calculations. and Teacher's Guide
numbers  Explain that the expanded method of addition works best, when adding
DBOE Mathematics
up more than two numbers.
Grade 4 Workbook
 Explain expanding numbers by using brackets, according to place value. Term 1 and 2
 Explain that working with money is similar to working with four-digit
numbers. place value
Mental Maths 10 minutes (TG page 172) apparatus, a set of 0
Exercise 18.1 & 18.2 (LB page 92) to 9 digit cards, a
LESSON 2: Duration: 60 minutes ten-sided die, a set
of cards with
Unit 2: Use a  Explain that, as in counting, the number line can also be used for
addition and
number line addition and subtraction.
subtraction
 Explain how the number line can also be used for subtraction equations,
calculations. calculators,
Mental Maths 10 minutes (TG page 172 pamphlets from
Exercise 18.3 (LB page 93) various
LESSON 3: Duration: 60 minutes supermarkets
Unit 3: Check  Revise all the various methods that can be used for checking the
using accuracy of work.
opposite  Revise how to use opposite operations to check the accuracy of work.
operations Mental Maths (TG page 172)
Unit 4: Solve  Revise the setting out of problem-solving calculations.
addition and  Remind the learners to look out for key words, such as ‘the sum of’, ‘the
subtraction difference between’ and ‘how many altogether’, in the wording of
problems problem-solving calculations.
31
Topic 19: Division
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
ACTIVITY
Unit 1: Divide  Remind learners of all the techniques they used to divide a two-digit Mathematics Grade
a 3-digit number by a one-digit number. 4 Learner's Book
number  Introduce the learners to writing a clue board. and Teacher's Guide
 Ensure that learners understand what the concept of the remainder
DBOE Mathematics
means.
Grade 4 Workbook
Unit 2:  Explain the methods used for checking the reasonableness of solutions,
Estimate and namely: rounding, and inverse operations.
check Mental Maths 10 minutes (TG page 172)
Unit 3: Solve  Revise the concept of ‘how many times more’.
division  Explain that in this topic, the answer to ‘how many times more’ will be
problems 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.
FORMAL ASSESSMENT: TEST
TG page 80
32
Topic 20: Capacity and volume
MEASUREMENT
4.3 Capacity/volume
 Estimating
CAPS  Measuring
Content  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
Unit 1:  Collect a variety of containers on which the capacity is clearly indicated. Mathematics Grade
Estimate and  Ask the learners to order the containers from those that hold the most to 4 Learner's Book
measure those that hold the least, and vice versa. and Teacher's Guide
capacity  Ask the learners to classify the containers into large and small groups.
 Revise the terms capacity and volume and the names of units. DBOE Mathematics
 Explain that we measure smaller amounts in millilitres. Grade 4 Workbook
 Learners are to complete practical activities. Allow for discussion time Term 3 and 4
once their activities are completed.
sand, containers,
Mental Maths 10 minutes (TG page 172) measuring dropper,
Exercise 20.1 & 20.2 (LB page 103) syringe, measuring
Incorporate the exercises in DBOE Workbook Term 1 and 2 (page 28) cups, measuring
LESSON 2: Duration: 60 minutes jugs, measuring
Unit 2:  Ensure that learners remember how to read the scale on a measuring jug. cylinders, plastic
Measure,  Ensure that the learners are aware that they should take the error of bottles, teaspoons
record and parallax into account.
compare  Explain the following terms: meniscus, concave, convex and parallax.
amounts  Spend some time looking at a variety of scales, to help learners work out
what each division stands for.
Unit 3:  Revise the basic conversion facts of converting units of capacity between
Convert litres and millilitres.
between unit  Revise how to multiply and divide by 1 000 quickly.
of capacity  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 )
Unit 4: Solve  Stress that we can only add and subtract capacities if the capacities have
capacity the same units.
problems Mental Maths (TG page 172)
33
 Solving problems: grouping and equal sharing
CAPS
 Describing and ordering fractions: compare and order common fractions with different denominators; describe and
Content 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
Unit 4: Solve problems with fractions
ACTIVITY
Unit 1: Add  Use fraction pieces and fraction number lines to introduce the idea of Mathematics Grade
common adding fractions. 4 Learner's Book
fractions and Teacher's Guide
Exercise 21.1 & 21.2 (LB page 109) DBOE Mathematics
LESSON 2: Duration: 60 minutes Term 3 and 4
Unit 2:  Lots of practical teaching must take place here to demonstrate the
Equivalent concept of adding the numerators but not the denominators. fractions wall,
fractions fraction strips
Unit 3: Order  The fraction wall is useful when learners have to compare fractions.
and compare Mental Maths (TG page 172)
fractions Exercise 21.4 (LB page 111)
Unit 4: Solve  This lesson deals with dividing out or fractioning out from a group,
problems with rather than just one object.
fractions  Do many practical working out and dividing out examples.
34
Duration: 1hour Term 3, Week 3
1.1 Whole numbers
 Counting
CAPS  Ordering
 Representing
Unit 1: Count, compare and order numbers
ACTIVITY
Unit 1: Count,  Learners practise their counting by counting backwards and forwards. Mathematics Grade
compare and  Get the learners to create a few four-digit numbers. 4 Learner's Book
order  Learners compare their numbers. and Teacher's Guide
numbers  Learners order the numbers from the smallest to the greatest – in
DBOE Mathematics
ascending order.
Grade 4 Workbook
Term 3 and 4
10-section spinner,
0 to 9 number
LESSON 2: Duration: 30 minutes cards
Unit 2: Place  Revise place value.
value and  Write a 4-digit number on the board and ask the learners to identify
rounding which digit is which.
 Ask the learners to compare the value of two digits.
35
1.1 Whole numbers, addition and subtraction
CAPS  Number range for calculating: addition and subtraction of whole numbers of at least 4 digits.
Content  Calculation techniques: use a range of techniques to perform and check written and mental calculations
Unit 1: Estimate, add and subtract
ACTIVITY
Unit 1:  Learners work with 4 digit numbers and arrange them from the smallest to Mathematics Grade
Estimate, add the greatest number. 4 Learner's Book
and subtract  Allow learners to use estimation and inverse calculations in their and Teacher's Guide
calculations.
 Ask the volunteers to explain how they would estimate or use inverse DBOE Mathematics
operations. Grade 4 Workbook
Term 3 and 4
 If necessary, refer back to previous topics, where these methods are
explained.
place value
apparatus, set of 0
to 9 digit cards; a
ten-sided die
Unit 2: Solve  Request each group to come up with a scenario, which can be
addition and developed into a problem-solving calculation.
subtraction  Request each group to present their scenario and help them to develop
problems a problem- solving calculation.
 Ensure that the learners know how to set out a problem-solving
calculation.
Topics 22 -23 TG page 95
36
Topic 24: 2-D shapes
SHAPE AND SPACE
3.1 Properties of 2-D shapes
 Sort
 Compare shapes
Unit 1: Compare and sort shapes
Unit 2: Identify and name 2-D shapes
Unit 3: Composite shapes
ACTIVITY
Unit 1:  Revise the basic concepts covered in Topic 8. Mathematics Grade
Compare and 4 Learner's Book
Mental Maths 10 minutes (TG page 172) and Teacher's Guide
sort shapes Exercise 24.1 (LB page 120)
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 28) DBOE Mathematics
LESSON 2: Duration: 60 minutes Grade 4 Workbook
Unit 2:  Revise the work done in the first term. Term 3 and 4
Identify and
name 2-D squared grid paper,
Exercise 24.2 (LB page 121) scissors, rulers,
shapes
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 28) pencils
Unit 3:  This lesson takes the form of an investigation
Composite  Point out that composite shapes are formed when we put together shapes.
shapes
37
Topic 25: Viewing objects
SHAPE AND SPACE
CAPS 3.5 Viewing objects
Content  Position and views: match different views of everyday objects; identify everyday objects from different views
Unit 1: Different views
Unit 2: Match different views
ACTIVITY
Unit 1:  Bring a variety of objects to class such as a cup, a toy car, a shoe etc. Mathematics Grade
Different  Show the different views of the objects. 4 Learner's Book
views  Get them to draw only what they see. and Teacher's Guide
 Ask the class to guess what object the learners have drawn.
DBOE Mathematics
 Discuss views and the position of the viewer. Grade 4 Workbook
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 144) objects, mirrors,
LESSON 2: Duration: 60 minutes plan views of
Unit 2: Match  Prepare a plan drawing of your classroom with all the features of your buildings, maps,
different actual classroom. evacuation plans,
views  Learners identify the picture and the position of the viewer. aerial photographs,
 Discuss why plan views are useful. architectural plans,
Mental Maths 10 minutes (TG page 172) brochures
Exercise 25.3 – 25.5 (LB pages 125 - 126)
Topic: 24 -25 TG page: 100
38
Topic 26: Data handling
Duration:7 hours Term 3, Week 5 - 7
DATA HANDLING
CAPS 5.1 Collecting and organising data: collect data using tally marks and tables for recording
Content 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 1: Collect and organise data
Unit 2: Present data in different ways
Unit 3: Interpret data
Unit 4: Compare data
ACTIVITY
Unit 1: Collect  Remind the learners that they collected data, organised it in tables and Platinum
and organise used their tables to draw graphs in Topic 7. Mathematics Grade
data  Revise the concept of tally marks. 4 Learner's Book
 Make sure learners know how to draw up a table and that they can use and Teacher's Guide
the words rows and columns correctly.
DBOE Mathematics
 Remind them that a bar graph must have a heading and labels on the
Grade 4 Workbook
axes.
Term 3 and 4
Unit 2:  Point out that it is not easy to interpret data when it is given in words
Present data or written form.
in different  Remind learners that data in tables can be shown on graphs.
ways
Unit 3:  Remind the learners what they need to look for when they are trying to
Interpret data make sense of a graph.

Unit 4:  Learners need to realise that how and where you collect data can give
Compare data you different results.
Formal Assessment: Project – Data Handling TG page: 105
39
Topic 27: Numeric patterns
2.1 Numeric patterns
CAPS  Investigate and extend numeric patterns
Content  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
Unit 1: The  Give learners some examples of pairs of numbers added together and Platinum
order in multiplied together. Let them write down the answers. Mathematics Grade
mixed  Then ask them to reverse the order and see how their answers compare 4 Learner's Book
operations with the original. and Teacher's Guide
Term 3 and 4
Unit 2: Find  Explain to learners what the possibilities are that they need to try to
Spidergrams
the rule find the rule.
Unit 3:  Explain to learners what a sequence of numbers is.
Number  Help them to understand that there are four possible operations that
sequences they can try to find the rule.
40
CAPS  Number range for calculating: addition and subtraction of whole numbers of at least 4 digits.
Content  Calculation techniques: use a range of techniques to perform and check calculations
Unit 1: Opposite operations and estimation
Unit 2: Use the breaking down method
ACTIVITY
Unit 1:  Ask for volunteers to choose two numbers to either add or subtract. Platinum
Opposite Then ask them how they would use estimation to check on the accuracy Mathematics Grade
operations of their calculations. 4 Learner's Book
and  Then ask them to apply inverse operations to the same calculations to and Teacher's Guide
estimation determine if their calculations were accurate.
DBOE Mathematics
 Remind them to use brackets if they don’t want to lose numbers.
Grade 4 Workbook
Term 3 and 4
Place value
LESSON 2: Duration: 120 minutes apparatus, a set of 0
Unit 2: Use  Revise the expanding method with the learners. to 9 digit cards,
the breaking  Ask them to give you four-digit numbers, which can be used as addition ten-sided die, set of
down method calculations. cards with addition
 Let them re-organise the numbers so that they can be used in and subtraction
subtraction calculations. equations
 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.
Unit 3: Solve  Guide the learners to ensure that they use the correct method and show
addition and all their working out.
subtraction
41
Topic 29: Multiplication
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
Unit 2: Solve multiplication problems
ACTIVITY
Unit 1:  Remind learners that the number has to be broken up so that Platinum
Multiply 2- calculations can be easily done. Mathematics Grade
digit numbers  Remind learners that when they round off and compensate, they can 4 Learner's Book
subtract or add. and Teacher's Guide
 The importance of estimating their answer first must be stressed again.
DBOE Mathematics
Grade 4 Workbook
Term 3 and 4
LESSON 2: Duration: 180 minutes Different size tins of
Unit 2: Solve  Spend some time on the concept of ‘rate’. the same product
multiplication  ‘Rate’ and the concept of ‘best buy’ are introduced.
problems  The learners need to realise that there are several things they need to
take into consideration to judge which is a best buy.
42
Topic 30: Number sentences
Duration:3 hours Term 3, Week 10
2.3 Number sentences (introduction to algebraic expressions)
 Write number sentences to describe problem situations
CAPS
 Solve and complete number sentences by:
Content o inspection
o trial and improvement
 Check the solution by substitution
Unit 1: Solve problems
Unit 2: Multiple choice questions
ACTIVITY
Unit 1: Solve  When teaching encourage learners to: read the questions carefully, Platinum
problems associate the numbers given in the question with the quantities that the Mathematics Grade
numbers represent, identify the unknown quantity, write the number 4 Learner's Book
sentence, solve the number sentence. and Teacher's Guide
 Ensure that the learners match the number with the quantity correctly.
Unit 2:  The emphasis here is on a particular way of testing learners’ knowledge
Multiple and understanding, and the concept of equivalent statements.
choice  Ensure that learners give the answer as the letter representing the
questions answer, and not the answer itself.
43
Topic 31: Transformations
SPACE AND SHAPE
3.4 Transformations
CAPS  Build composite shapes
Content  Tessellations
 Describe patterns
Unit 1: Transform 2-D shapes

ACTIVITY
Unit 1:  Discuss each of the shapes that form the tangram puzzle which you Platinum
Transform 2- made before the lesson. Mathematics Grade
D shapes  Discuss the name of each 2-D shape. 4 Learner's Book
 Put two shapes together to form a new composite shape. Ask learners and Teacher's Guide
to name the new shape.
DBOE Mathematics
 Eventually ask learners to create a convex shape using all the pieces.
Grade 4 Workbook
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 56) Matchboxes, rulers,
pencils, scissors
Formal Assessment: Test: TG page: 118
44
Duration: 1 hour Term 4, Week 1
1.1 Whole numbers:
 Counting
CAPS  Ordering
 Representing
ACTIVITY
Unit 1: Count  Explain to the learners that they are going to play a counting game that Platinum
forwards and involves them taking turns to count, while clapping a beat. Mathematics Grade
backwards  The learners need to be comfortable counting forwards and backwards, 4 Learner's Book
beginning with any random whole number. and Teacher's Guide
Mental Maths 10 minutes (TG page 172) DBOE Mathematics

Exercise 32.1 (LB page 154) Grade 4 Workbook
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 66) Term 3 and 4
Unit 2: Place  Explain that an expanded numbers place value table is another type of Ten-section
value and place value table and that it can be used to make numbers, but that it spinner, 0 to 9
rounding works in a different way. number cards, set
 Revise the rules of rounding off to the nearest 10, 100, 1000. of number cards, a
Mental Maths 10 minutes (TG page 172) set of large place
Exercise 32.2 & 32.3 (LB page 155) value number
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 66) cards
45
Duration: 4 hours Term 4, Week 1-2
CAPS  Number range for calculating: addition and subtraction of whole numbers with at least 4 digits.
Content  Calculation techniques: use a range of techniques to perform and check calculations
Unit 1: Estimate and work with money
Unit 2: Add and subtract 4-digit numbers
Unit 3: Solve problems

ACTIVITY
Unit 1:  Revise with learners what they understand by the term ‘doubling’. Mathematics Grade
Estimate and  Explain to the learners that if two numbers are of the same value, we can 4 Learner's Book
working with ‘double’ the number. and Teacher's Guide
money  Explain to the learners that they can also use ‘doubling’ when it comes to
estimation. DBOE Mathematics
 Revise the concept of adding and subtracting with money. Grade 4 Workbook
 Remind learners that they can use the expanded method, with brackets, Term 3 and 4
when they are doing money calculations.
 Remind learners to add in the ‘R’ symbol to show rands once they have Place value
finished calculating the answer. apparatus, a set of
0 to 9 digit cards,
Mental Maths 10 minutes (TG page 172) ten-sided die, a set
Exercise 33.1 & 33.2 (LB page 156) of cards with
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 42) addition and
LESSON 2: Duration: 90 minutes subtraction
Unit 2: Add  Ask the learners to make up a series of four-digit numbers. equations
and subtract  They are to arrange the numbers from the smallest to greatest.
4-digit  Learner are to identify the value of the various digits, this can be done
numbers 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.
Solve  Revise the setting out of problem-solving calculations.
problems
TOPICS 32 - 33 TG page: 126
46
Topic 34: Mass
MEASUREMENT
4.2 Mass
CAPS
Estimating Comparing
Content Measuring Ordering
Recording Problem-solving
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
ACTIVITY
Unit 1:  Learners estimate and measure the masses of different objects. Mathematics Grade
Estimate and  Learners are to gain practical experience in understanding what a kilogram is, and 4 Learner's Book
use units of what a gram is. and Teacher's Guide
mass  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.
DBOE Mathematics
 Learners can also be asked to arrange items in groups of similar masses.
Grade 4 Workbook
 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.
Term 3 and 4
Exercise 34.1 (LB page 160) Items of mass, sand,
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 32) number lines, wall
LESSON 2: Duration: 60 minutes chart
Unit 2: Read,  Explain that a number line represents the dial of a scale.
measure and Mental Maths 10 minutes (TG page 172)
record mass Exercise 34.2 (LB page 161)
Unit 3: Convert  The focus of the lesson is on converting between kilograms and grams.
units of mass  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).
Unit 4: Compare  Revise how to convert between units.
and order mass  Find three objects with distinctly different masses and ask your class to order them
from the lightest object to the heaviest one.
Work with mass  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.
Solve problems  When solving the word problems, make sure that the learners have sufficient time
with mass 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
Topic 35: 3-D shapes
SHAPE AND SPACE
3.2 Properties of 3-D objects
 Sort
 Compare
Unit 1: Identify, sort and compare 3-D objects
Unit 2: Make 3-D models

ACTIVITY
Unit 1:  Revise the properties and names covered in the second term. Platinum
Identify, sort  Learners are to compare 3-D objects, identifying the similarities and the Mathematics Grade
and compare differences between the shapes. 4 Learner's Book
3-D objects  Ensure that the learners understand all the terminology involved with 3-D and Teacher's Guide
shapes.
 Use models of 3-D objects to demonstrate the term ‘face’ to the class. DBOE Mathematics
 Explain to the class about the opposite faces on a prism being identical. Grade 4 Workbook
Term 3 and 4
Exercise 35.1 – 35.3 (LB pages 166 - 168) 3-D objects, wall
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 22) charts, pictures,
LESSON 2: Duration: 120 minutes paper, cardboard,
Unit 2: Make  Ask learners to take apart boxes that they have collected. The learners rulers, scissors,
3-D models must look at the different parts and talk about them, using the appropriate sticky tape,
terminology for 2-D shapes. preferably
 Learners put their boxes together again using tape. masking, boxes of
 Work through the step-by-step process with the class to create a square- matchsticks
based pyramid and a triangular pyramid.
Exercise 35.4 – 35.6 (LB pages 169 - 170)
Topics: 34- TG page: 135
35
Formal Assessment: Investigation – House numbers in a street TG page: 135
48
 Solving problems: solve problems in contexts involving fractions, including grouping and equal sharing
CAPS
 Describing and ordering fractions: compare and order common fractions with different denominator; describe and
Content 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
ACTIVITY
Unit 1:  Revise all the fractions concepts that have been covered before this year. Mathematics Grade
Recognise 4 Learner's Book
fractions and Teacher's Guide
DBOE Mathematics
Grade 4 Workbook
Unit 2: Use  It is important to establish the relationship between division and a fraction. Term 3 and 4
fractions to This must be done in the most practical manner possible.
measure Fraction apparatus,
counters, buttons,
fruit
Unit 3: Solve  Use the number line with fractions to help learners in understanding mixed
measurement numbers.
problems  Remind learners to read the questions carefully.
49
Topic 37: Division
Duration:3 hours Term 4, Week 5 - 6
1.1 Whole numbers, division
 Number range for calculations: division of at least whole 3-digit by1-digit numbers
CAPS
 Calculation techniques: use a range of techniques to perform and check calculations
Content  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 2: Solve division problems
Unit 3: Solve problems of unequal sharing
ACTIVITY
Unit 1:  Revise all the skills that are needed for doing division – dividing, using the Mathematics Grade
Estimate and multiples of 10, 100 or a 1 000, and doubling and halving. 4 Learner's Book
 Ensure that the learners are also comfortable with all the terminology used and Teacher's Guide
check
up till now.
answers  Remind learners once again how to set up a clue board and which DBOE Mathematics
techniques to use. Grade 4 Workbook
 Remind the learners that when checking and using inverse operations they Term 3 and 4
must not forget to add in the remainder.

Unit 2: Solve  Ensure that the learners set their work out correctly in this unit.
division Mental Maths 10 minutes (TG page 172)
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page16)
Unit 3: Solve  With this sharing, each person does not get an equal amount.
problems of  You must give examples, so that the learners realise that you have to add
unequal the two quantities together, as in ratio, to get the correct solution.
sharing Mental Maths (TG page 172)
Topics: 36 - TG page: 142
37
50
Topic 38: Perimeter, area and volume
MEASUREMENT
4.6 Perimeter, area and volume
CAPS  Perimeter
Content  Measurement of area
 Measurement of volume
Unit 1: Measure and calculate perimeter
Unit 2: Area
Unit 3: Volume
ACTIVITY
Unit 1:  Give the learners practice in measuring lengths to the nearest centimetre. Mathematics Grade
Measure and  Remind learners about the importance of lining up the 0 mark with the end 4 Learner's Book
calculate of the line they want to measure. and Teacher's Guide
perimeter  Discuss different mental strategies when adding more than two numbers.
 Learners calculate, rather than measure, perimeters. DBOE Mathematics
 Explain scaled drawings and working out the perimeter of a scaled Grade 4 Workbook
drawing. Term 3 and 4
Mental Maths 10 minutes (TG page 172) Rulers, cardboard

Exercise 38.1 & 38.2 (LB pages 182 & 183) squares, squared
Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 140) paper, cubes, blocks,
LESSON 2: Duration: 120 minutes boxes
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.
Unit 3:  Remind the learners that volume and capacity are related.
Volume  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.
51
Topic 39: Position and movement
SHAPE AND SPACE
CAPS 3.6 Position and movement
Content  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
ACTIVITY
Unit 1: Find  Introduce this topic with a game. This activity introduces the learners to Mathematics Grade
objects on a locating positions on a grid consisting of labelled columns and rows. 4 Learner's Book
grid  Guide the learners to see how they must ‘read’ the grid by using the given and Teacher's Guide
letter to locate the column and then use the given number to find the row.
 Ensure that the learners are confident with grid references. DBOE Mathematics
Grade 4 Workbook
Term 3 and 4
Mental Maths 10 minutes (TG page 172) Pegboard, map book
Unit 2: Find  Revise what was discussed in the previous lesson and apply to reading a
objects on a map using grid references.
map
Topics: 38 - TG page: 149
39
Formal Assessment: Assignment – Design houses TG page: 149
52
Topic 40: Transformations
SHAPE ANDSPACE
3.4 Transformations
CAPS  Build composite shapes
Content  Tessellations
 Describe patterns
Unit 1: Build composite shapes
Unit 2: Tessellating patterns
Unit 3: Describe patterns around us
ACTIVITY
Unit 1:  Encourage learners to refer to Topic 31 to answer the questions in the Mathematics Grade
Build exercise. 4 Learner's Book
and Teacher's Guide
composite Mental Maths 10 minutes (TG page 172)
shapes Exercise 40.1 (LB page 194) DBOE Mathematics
LESSON 2: Duration: 60 minutes Term 3 and 4
Unit 2:  Use the large rectangles you have made to start tessellating shapes.
Tessellating  Ask learners to use their own cut-out shapes to look for other possible Pictures of patterns,
patterns orientations. wall charts, tangram
pieces, rectangles,
Mental Maths 10 minutes (TG page 172) triangles
Unit 3:  Ask learners for examples of where they may have seen patterns like the
Describe examples in the text book.
patterns
around us Mental Maths (TG page 172)
53
Topic 41: Geometric patterns
2.2 Geometric patterns
CAPS  Investigate and extend geometric patterns looking for relationships or rules of patterns
Content  Input and output values: determine input values, output values and rules for the patterns and relationships using
flow diagrams
 Equivalent forms: determine equivalence of different descriptions of the same relationship or rule presented
Unit 1: Extend geometric patterns
Unit 2: Identify a sequence
Unit 3: Find a rule
ACTIVITY
Unit 1: Extend  Revise what was learnt in Topic 17. Mathematics Grade
geometric 4 Learner's Book
patterns and Teacher's Guide
LESSON 2: Duration: 30 minutes Term 1 and 2 and
Unit 2:  Learners are to use both the rule for the flow diagram and the rule for Term 3 and 4
Identify a the sequence to complete the output numbers for given input numbers.
sequence Matchsticks,
counters, bottle
tops, small stones
Unit 3: Find a  Through practical application you will notice that the first part of the
rule 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)
Topics 40 - TG page: 155
41
54
1.1. Whole numbers, addition and subtraction
 Addition and subtraction of whole numbers with at least 4 digits.
Content  Number range for multiples and factors: multiples of 1-digit numbers to at least100
Unit 1: Add and subtract four-digit numbers
ACTIVITY
Unit 1: Add  Ensure that by now learners are comfortable with the various methods Mathematics Grade
and subtract used for addition and subtraction. 4 Learner's Book
4-digit  Ask for volunteers to explain the various methods. and Teacher's Guide
numbers
Mental Maths 10 minutes (TG page 172) DBOE Mathematics
Exercise 42.1 (LB page 202) Grade 4 Workbook
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 116) Term 3 and 4
Unit 2: Solve  Reinforce problem-solving calculations using addition and subtraction. Place value
addition and  Remind learners to set out their calculations correctly and show all apparatus, set of 0
subtraction their working out. to 9 digit cards,
problems ten-sided die, set of
Mental Maths 10 minutes (TG page 172) cards with addition
Exercise 42.2 (LB page 203) and subtraction
Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 116) equations
55
Topic 43: Probability
DATA HANDLING
CAPS 5.1. Probability
Content  Perform simple repeated events and list possible outcomes
Unit 1: Do experiments and list outcomes
Unit 2: List and count outcomes
ACTIVITY
Unit 1: Do  Explain which side of a coin is heads and which one tails. Mathematics Grade
experiments  Demonstrate how to toss a coin. Let the children practise with the coins 4 Learner's Book
and list they have. They should say whether their coin lands heads up or tails and Teacher's Guide
outcomes up.
DBOE Mathematics
 Ensure that the learners know the difference between a trial and an
Grade 4 Workbook
outcome.
Term 3 and 4
 The learners need to realise that it is alright to get different results
when you perform an experiment. Coins, six-sided die

Unit 2: List  Discuss when you would use dice.
and count  Explain that the die is used to give everyone a fair chance.
outcomes  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

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INTERMEDIATE PHASE

GRADE 4 LESSON PLANS

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

Mental Maths (10 minutes daily)

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

4. The teacher needs to monitor the learners to determine which learners

5. Before the learners attempt Exercise 1.1, complete some counting

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

Support and extension guidelines

Mental Maths 1.1 (TG page 172)

LESSON 2: Duration: 30 minutes

Mental Maths (10 minutes daily)

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

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

9. Another game learners could play requires you to either prepare

Support and extension guidelines

Mental Maths 1.1 (TG page 172)

Mental Maths (10 minutes daily)

4. When the learners understand the concepts of rounding up or down,

Support and extension guidelines

Mental Maths 1.2 (TG page 172)

Mental Maths (10 minutes daily)

4. Before the learners attempt to do Exercise 1.5 do a couple of

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

Support and extension guidelines

LESSON 4: Duration: 30 minutes

LESSON 2: Duration: 60 minutes

Mental Maths (TG page 172 )

LESSON 3: Duration: 60 minutes

LESSON 2: Duration: 120 minutes

LESSON 3: Duration: 120 minutes

LESSON 4: Duration: 120 minutes

LESSON 2: Duration: 90 minutes (including Mental Maths)

REVISION: TOPICS: 3 – 4: TG page: 17

LESSON 2: Duration: 120 minutes

Mental Maths (TG page 172)

LESSON 3: Duration: 120 minutes

LESSON 4: Duration: 60 minutes

FORMAL ASSESSMENT TASK

LESSON 3: Duration: 120 minutes

REVISION: TOPICS: 5 – 6: TG page: 26

LESSON 3: Duration: 60 minutes

LESSON 5: Duration: 90 minutes

LESSON 2: Duration: 60 minutes

Mental Maths 10 minutes (TG page 172) small mirrors,

Mental Maths (TG page 172)

Unit 1: Transform 2-D shapes

Mental Maths 10 minutes (TG page 172) DBOE Mathematics

LEARNING TEACHING METHODS / APPROACH RESOURCES

LEARNING TEACHING METHODS / APPROACH RESOURCES

Mental Maths 10 minutes (TG page 172)

Mental Maths 10 minutes (TG page 172) Rulers, cardboard

Mental Maths 10 minutes (TG page 172)

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