2021

1
CONTENTS
ABOUT THE PLANNER AND TRACKER 3
ADJUSTED SCHOOL CALENDER 4
CONTENT COVERAGE 6

WEEKLY PLANNER AND TRACKER 6

ASSESSMENT RATIONALE AND RESOURCES 16

ITEM BANK FOR WRITTEN ASSESSMENTS: EXEMPLARS 18

SKILLS MASTERY ASSESSMENTS 24

SKILLS MASTERY EXEMPLARS 27

CONSOLIDATION (REVISION) ASSESSMENTS FOR END OF TERM 35

2
ABOUT THE PLANNER AND TRACKER
This 2021 Revised Recovery Curriculum and Assessment Planner and Tracker is provided by the
National Education Collaboration Trust (NECT) on behalf of the Department of Basic Education
(DBE)! We hope that this programme provides you with additional skills, methodologies and content
knowledge that you can use to teach your learners more effectively.

WHAT IS NECT?
In 2012 our government launched the National Development Plan (NDP) to eliminate poverty and
reduce inequality by the year 2030. Improving education is an important goal in the NDP which
states that 90% of learners will pass Maths, Science and languages with at least 50% by 2030. This is
an ambitious goal for the DBE to achieve on its own, so the NECT was established in 2015 to assist in
improving education.

The NECT has successfully brought together groups of people interested in education so that we can
work collaboratively to improve education. These groups include the teacher unions, businesses,
religious groups, trusts, foundations and NGOs.

PURPOSE OF PLANNER AND TRACKER

1) To mediate the amendments of the trimmed and re-organised 2021 Annual Teaching Plan
including School-Based Assessments for Mathematics Grade 5.
2) To ensure that meaningful teaching continues during the remaining teaching time as per the
school calendar for TERM 4.
3) To assist teachers with guided pacing and sequencing of curriculum content and assessment.
4) To enable teachers to cover the core skills and knowledge in each grade within the available
time.
5) To assist teachers with planning for the different forms of assessment.
6) To ensure learners are adequately prepared for the subsequent year/s in terms of skills,
knowledge, attitudes and values.

PREAMBLE
It must be emphasized that term 1, term 2 and term 3 content coverage by teachers were impacted
by COVID-19. Schools were particularly disrupted by the fact that learners only attended school for
50% of the time and had to endure variations of the rotation system implemented in the schools.
Disruption in schools has also meant disruption in different forms of assessment, so it has been hard
to fully pin down exactly how much the school closures and transitions in and out of virtual learning
have affected students’ mathematical learning, but the evidence so far does not bode well.

Curriculum coverage in term 1, 2 and 3 must be viewed and implemented in term 4, in the light of
some contextual realities that includes the following:
1) 2020 was an abnormal year in terms of content coverage. Learners have progressed to a
higher grade level without learning all the core skills required for that grade.
2) Some learners were not in school for most of 2020 and perhaps part of 2021.
3) Mathematics is almost always formally learned at school. Many of our parents are often less
well-equipped to help their children with mathematics, at a time when parent support can
be even more crucial to student progress. This means that the burden falls directly on our
teachers.
3
4) Broader stress and trauma related to the pandemic may worsen existing mathematics
anxiety in some students, and mathematics anxiety can exacerbate students’ other stress
while in class.
Awareness of the above challenges and the consequent assumptions that emerge out of it, is crucial
for the implementation of the Revised ATPs emphasizing the recovery of skills not yet mastered in
mathematics. This Planner and Tracker is in alignment with the theme of recovery of skills not learnt
and covers the following:
1) aims to ensure that the critical skills, knowledge, values and attitudes outlined in the ATPs
are covered over this time period.
2) Curriculum Reorganisation and Trimming for this term purports to reduce the envisaged
curriculum to manageable core content , skills, knowledge, attitudes and values to enhance
deep and meaningful learning.
3) Create opportunities through adjusted ATPs to strengthen pre-knowledge, consolidation,
revision, and deeper learning.
4) The Planner and Tracker clearly define the core knowledge, skills, attitude to be taught and
assessed more specifically to guide and support teachers.
5) It also aligns curriculum content and assessment to the available teaching time. Entrench
assessment for learning as a Pedagogical Approach to address the learning losses.
6) Be used as planning tool to inform instruction during the remaining school terms.

ADJUSTED SCHOOL CALENDAR

SCHOOL TERMS DATES TEACHING DAYS
Term 1 15 February - 23 April 50(10 weeks)
Term 2 3 May – 9 July 50(10 weeks)
Term 3 26 July – 01 October 50(10 weeks)
Term 4 11 Oct - 15 Dec 48(10 weeks)

NOTES:
• TEACHING APPROACH in this term assumes that ALL learners are attending schools and the
Rotation system may not be implemented meaning that schools may implement normal
timetable.
• NECT TERM 4 Planner and Tracker has 48 teaching and learning days, of which 15 days are
used for formative and summative Assessment days.
• NECT Term 4 Planner and Tracker focuses on Deep learning through assessment for learning
- There is no time for assessment that does not inform the way forward. Teachers should
consolidate, revise and remediate through error analysis that leads to skills mastery.

MANAGING TIME ALLOCATED IN THE TRACKER

• The tracker for each term contains details of work to be covered over 60 lessons per term,
six per week for ten weeks.
• The CAPS prescribes six hours of Mathematics per week in Grade 5.
• Each school will organise its timetable differently, so the programme of lessons is based on
work in the Learner’s Book and DBE workbook, which should take just over an hour per day
to complete.
4
 • You might have to divide the sessions in the programme slightly differently to accommodate
the length of the lessons at your school.
• Depending on the pace at which your learners work, and how much support is needed,
• you might also have to supplement the set activities by using other resources to ensure that
the full six hours allocated to teaching Mathematics is used constructively.
• The breakdown of work to be done each week corresponds to the ‘annual teaching plan and
programme of assessment’ drawn up by the Provincial Department of Education; however,
the tracker gives a more detailed outline of what should be taught each day.
• This tracker is designed for a term that is 10 weeks long.
• In most weeks, one lesson is set aside for you to catch up on work not done in the previous
five lessons, or to provide remedial support or enrichment.
• The formal teaching programme, some revision, and the term test should be completed by
the end of Week 9.

REMEMBER: The teacher should employ group teaching based on principles of differentiation – cater
for the needs of every learner by making sure every learner masters the fundamental skills in
mathematics. The teacher is also mindful to plan well for effective assessment for learning to inform
the remediation and teaching, through the skills mastery approach applied in this Planner and
Tracker.

LINKS TO THE DBE WORKBOOKS

The tracker gives links to worksheets in the DBE workbooks relevant to the content described for
each day. The worksheets are referred to by worksheet number and page number. These workbooks
should be used in conjunction with the Learner’s Book activities. You should review the suggested
worksheets before each lesson and decide how best to use them – for teaching, revision, extension
or consolidation, in class or for homework.

TEACHING TIME
Since there are 6 hours allocated for Mathematics per week, the following is a suggested plan for
daily lessons.

WEEK: 6 hours

Consolidation of Concepts – skills

mastery and other 10 min
New Concept – class activity 50 min

5
CONTENT COVERAGE

CORE DID ALL LEARNERS DID ALL LEARNERS NEW

QUESTIONS MASTER TERM 1 and MASTER TERM 3 SKILLS? CONCEPTS/CONTENT
term 2 SKILLS?

RECOMMEN- 1. Implement at least two Skills Mastery (SM) NEW

DATION formative assessments every week. CONCEPTS/CONTENT
2. Consolidation of Concepts – 10 minutes – twice a
week apply 5-item SM assessments.
3. Teacher – can use SM as individual, pair, small
group, or whole class activity.
4. Aim – to consolidate, remediate and work towards
mastery.
5. Record – monitor learners who have learning gaps
in the REFLECTION section of the Tracker

WEEKLY PLANNER AND TRACKER

RECOMMENDATION
BASELINE TERM 4: Implement DBE Diagnostic or see baseline exemplar in Planner and Tracker or any
similar diagnostic – Based on term 1, 2 and 3 core skills. Teachers are encouraged to use the
exemplar, based on what content they have completed. Meaning teachers can select different items
in the diagnostic for their purposes.
WHEN: Day 1, allow learners to complete individually and/or work with ability groups based on your
classroom context. Day 2 is set aside for remediation purposes.
NUMBER OF ITEMS: Grade 5 = 20 items – depending on your context and ability groups
ITEM BANK: Items can also be drawn from previous:
1) BASELINE/READINESS assessment, 2) Assessment Resources in this TRACKER or 3) the DBE
Item Bank and 4) PREPARATION: Test, Marking Guideline/s, Marksheet and apparatus.
11 – 15 October 2021
Week 1
Lesson ATP Content concepts, skills DBE workbook Resourc Date
es
1 Baseline: (Revision,
6
 consolidation of term
1,2 & 3 skills)
Baseline: Remediation
2
– error analysis
PERIMETER, AREA & VOLUME OF 2-D calculate lengths and Bk 1
SHAPES perimeters. No. R11 (pp. xxxiv &
Perimeter: xxxv)
3
Measure perimeter using rulers or
measuring tapes

PERIMETER, AREA & VOLUME OF 2-D calculate lengths and Bk 2

SHAPES perimeters. No. 127 (pp. 154 &
Perimeter: 155)
4
Measure perimeter using rulers or
measuring tapes

PERIMETER, AREA & VOLUME OF 2-D Understanding square Bk 1

SHAPES units No. R12 (pp. xxxvi &
Measurement of area: Find areas of regular xxxvii)
5 Find areas of regular and irregular and irregular shapes
shapes by counting squares on grids Draw diagrams to
in order to develop an understanding show differences in
of square units area.
PERIMETER, AREA & VOLUME OF 2-D Understanding square Bk 2
SHAPES units No. 128 (pp. 156 &
Measurement of area: Find areas of regular 157)
6 Find areas of regular and irregular and irregular shapes
shapes by counting squares on grids in Draw diagrams to
order to develop an understanding of show differences in
square units area.
Notes for the teacher.
1. The Baseline Assessment can be administered one-on one or to a group of at least 5 learners at a time – it is an assessment
FOR learning.
2. The onus is on the teacher to prepare substantial activities for the rest of the learners while the Baseline Assessment is being
administered.
3. Prepare well - study the Baseline Assessment i.e. familiarise yourself with the apparatus and templates that must be used.

Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• calculate lengths and perimeters.
Struggling Learners Names:
• Understanding square units
• Find areas of regular and irregular shapes
• Draw diagrams to show differences in area.
• Find areas of regular and irregular shapes
HOD: Date:

18 - 22 October 2021
Week 2
Lesson ATP Content concepts, DBE workbook Resource Date
skills s
PERIMETER, AREA & VOLUME OF 2-D Find areas of Bk 2
SHAPES regular and No. 129 (pp. 158 &
7 Measurement of area: irregular 159)
Find areas of regular and irregular shapes shapes
by counting squares on grids in order to Count number

7
 develop an understanding of square units of square
units.
Measure lengths
accurately
PERIMETER, AREA & VOLUME OF 2-D Finding Bk 1
SHAPES capacity/volume No. R13 (pp.
of objects xxxviii & xxxix)
Measurement of volume
8 Find volume/capacity of objects by packing Understand cubic
or filling them in order to develop an units as
understanding of cubic units measurement
unit
PERIMETER, AREA & VOLUME OF 2-D Finding capacity/ Bk 2
SHAPES volume of No. 130 (pp. 160
objects by & 161)
Measurement of volume
counting cubes
9 Find volume/capacity of objects by packing
or filling them in order to develop an Understand cubic
understanding of cubic units units as
measurement
unit
PERIMETER, AREA & VOLUME OF 2-D Finding capacity/ Bk 2
SHAPES volume of No. 131 (pp. 162
objects & 163)
Measurement of volume
10 Find volume/capacity of objects by packing Show length,
or filling them in order to develop an width and height
understanding of cubic units of blocks

PERIMETER, AREA & VOLUME OF 2-D Finding capacity/ Bk 2

SHAPES volume of No. 132 (pp. 164)
Measurement of volume objects
11 Find volume/capacity of objects by packing Show length,
or filling them in order to develop an width and
understanding of cubic units height of
blocks
Assessment Activity: Consolidate and revise – assess learners fraction understanding,
12 remediate for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? ARE THEY What will you change next time?
ABLE TO: Why?
• Find areas of regular and irregular shapes
• Count number of square units. Struggling Learners Names?
• Measure lengths accurately
• Understand cubic units as measurement unit
• Finding capacity/ volume of objects by counting cubes
• Finding capacity/ volume of objects
• Show length, width and height of blocks HOD:

Date:

25 – 29 October 2021
Week 3
Lesson ATP content concepts, skills DBE Resources Date
workbook

8
13 PERIMETER, AREA & VOLUME OF 2-D Finding capacity/ Bk 2
SHAPES volume of objects No. 132 (pp.
Show length, width 165)
Measurement of volume
Find volume/capacity of objects by and height of blocks
packing or filling them in order to
develop an understanding of cubic
units
14 CAPACITY/VOLUME Using appropriate Bk 1
Practical Measuring measuring tools. No. 24a (pp.
Finding capacity of 74)
Estimate and practically measure 3-D
objects using measuring instruments objects
such as:‒ measuring spoons‒ Apply units of
measuring cups,‒ measuring jugs measurement
Record, compare and order capacity Convert between
and volume of 3D objects in (ml) and litres, millilitres
litres (l)
15 CAPACITY/VOLUME Using appropriate Bk 1
Practical Measuring measuring tools. No. 24a (pp.
Finding capacity of 75)
Estimate and practically measure 3-D
objects using measuring instruments objects
such as:‒ measuring spoons‒ Apply units of
measuring cups,‒ measuring jugs measurement
Record, compare and order capacity Convert between
and volume of 3D objects in (ml) and litres, millilitres
litres (l)
16 CAPACITY/VOLUME Comparing capacity Bk 1
Practical Measuring and volume. No. 24b (pp.
Estimate and practically measure 3- Record results of 76)
D objects using measuring problem-solving
instruments such as:‒ measuring
spoons‒ measuring cups,‒
measuring jugs
Record, compare and order capacity
and volume of 3D objects in (ml) and
litres (l)
17 CAPACITY/VOLUME Comparing capacity Bk 1
Practical Measuring and volume. No. 24b (pp.
Calculations and problem- solving Record results of 77)
problem-solving
Solve problems in contexts involving
capacity/volume
Convert between millilitres and litres
limited to examples with whole
numbers and fractions
18 Assessment Activity: Consolidate and revise – assess learners fraction understanding,
remediate for understanding – use SM Activities

Reflection

9
 DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Finding capacity/ volume of objects
• Show length, width and height of blocks
• Using appropriate measuring tools.
Struggling Learners names:
• Apply units of measurement
• Convert between litres, millilitres
• Comparing capacity and volume.
• Record results of problem-solving

HOD: Date:

1 – 5 November 2021
Week 4
Day ATP Content CAPS content, DBE Resour Date
concepts, skills workbook ces
19 TIME: Calculate time in am and Bk 1
Reading time and time instruments: pm. No. 20a (pp.
Read, tell and write time in 12-hour and 24- Use analogue instrument 60 & 61)
hour formats on both analogue and digital Use digital instrument.
instruments in:‒ hrs‒ mins ‒ secs
Instruments include clocks, watches and
stopwatches. Reading calendars
20 TIME: Calculate differences in Bk 1
Reading time and time instruments: time using hrs and mins. No. 20b (pp.
62)
Read, tell and write time in 12-hour and 24-
hour formats on both analogue and digital
instruments in:‒ hrs‒ mins ‒ secs
Instruments include clocks, watches and
stopwatches. Reading calendars
21 TIME: Calculate differences in Bk 1
Reading time and time instruments: time using hrs and mins. No. 20b (pp.
63)
Read, tell and write time in 12-hour and 24-
hour formats on both analogue and digital
instruments in:‒ hrs‒ mins ‒ secs
Instruments include clocks, watches and
stopwatches. Reading calendars
22 TIME: Calculate time in years, Bk 1
Calculations and problem-solving time decades No. 21 (pp.
include problems in contexts involving time, 64)
calculation of time intervals where time is
given in: ‒ seconds and/or minutes, minutes
and/or hours‒ hours and/or days ‒ days,
weeks and/or months, years and/or decades
23 TIME: Calculate time in years, Bk 1
Calculations and problem-solving time decades No. 21 (pp.
include problems in contexts involving time, 65)
calculation of time intervals where time is
given in: ‒ seconds and/or minutes, minutes
and/or hours‒ hours and/or days ‒ days,
weeks and/or months, years and/or decades

10
 24 Assessment Activity: Consolidate and revise – assess learners fraction understanding, remediate
for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Calculate time in am and pm.
• Use analogue instrument
Struggling Learners Names:
• Use digital instrument.
• Calculate differences in time using hrs and
mins.
• Calculate time in years, decades

HOD: Date:

8 – 12 October 2021
Week 5
Day ATP Content concepts, skills DBE workbook Resources Dat
e
25 USE ALL FOUR BASIC OPERATIONS Describe the difference Bk 1
TO SOLVE PROBLEMS IN CONTEXT between ratio and rate No R7a (pp. xxiv
NUMBER SENTENCES Solve problems in context & xxv)
No R7b (pp. xxvi
SOLVING PROBLEMS- Solve & xxvii)
problems in contexts involving whole
numbers and fractions, including:‒
financial contexts‒ measurement
contexts‒ fractions, including
grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing
two quantities of different kinds
(rate)
26 USE ALL FOUR BASIC OPERATIONS Solve fraction problems in Bk 1
TO SOLVE PROBLEMS IN CONTEXT measurement No R9 (pp. xxx &
NUMBER SENTENCES xxxi)
SOLVING PROBLEMS- Solve
problems in contexts involving whole
numbers and fractions, including:‒
financial contexts‒ measurement
contexts‒ fractions, including
grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing
two quantities of different kinds
(rate)
27 USE ALL FOUR BASIC OPERATIONS Solve problems in a Bk 1
TO SOLVE PROBLEMS IN CONTEXT financial context No R10 (pp. xxxii
NUMBER SENTENCES Solving money problems & xxxiii)
Bk 2
SOLVING PROBLEMS- Solve problems using a budget
No. 83 (pp. 44 &
in contexts involving whole numbers
45)
and fractions, including:‒ financial
contexts‒ measurement contexts‒
fractions, including grouping and

11
 equal sharing‒ comparing two or
more quantities of the same kind
(ratio)‒ comparing two quantities of
different kinds (rate)
28 USE ALL FOUR BASIC OPERATIONS solve money problems Bk 1
TO SOLVE PROBLEMS IN CONTEXT solve problems in financial No 32 (pp. 100 &
NUMBER SENTENCES context. 101)
SOLVING PROBLEMS- Solve No. 33 (pp. 102 &
problems in contexts involving whole 103)
numbers and fractions, including:‒
financial contexts‒ measurement
contexts‒ fractions, including
grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing
two quantities of different kinds
(rate)
29 USE ALL FOUR BASIC OPERATIONS Solving fraction problems in Bk 2
TO SOLVE PROBLEMS IN CONTEXT different contexts No 73 (pp. 18 &
NUMBER SENTENCES Solving fraction problems in 19)
SOLVING PROBLEMS- Solve measuring contexts/ No 77 (pp. 28 &
problems in contexts involving whole capacity 29)
numbers and fractions, including:‒ No. 78 (pp. 30 &
financial contexts‒ measurement 31)
contexts‒ fractions, including
grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing
two quantities of different kinds
(rate)
30 Assessment Activity: Consolidate and revise – assess learners fraction
understanding, remediate for understanding – use SM Activities
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Describe the difference between ratio and rate
• Solve problems in context
Struggling Learner names:
• Solve fraction problems in measurement
• Solve problems in a financial context
• Solving money problems using a budget
• solve money problems
• Solving fraction problems in different contexts
• Solving fraction problems in measuring HOD: Date:
contexts/ capacity

15 – 19 November 2021
Week 6
Day ATP Content concepts, skills DBE Resourc Date
workbook es
31 USE ALL FOUR BASIC OPERATIONS TO Using grouping and Bk 1
SOLVE PROBLEMS IN CONTEXT sharing to solve problems No. 18a (pp.
NUMBER SENTENCES 54 & 55)
No. 18b (pp.
SOLVING PROBLEMS- Solve problems in 56 & 57)
contexts involving whole numbers and
fractions, including:‒ financial contexts‒
12
 measurement contexts‒ fractions, No. 59a (pp.
including grouping and equal sharing‒ 164 & 165)
comparing two or more quantities of the
same kind (ratio)‒ comparing two
quantities of different kinds (rate)
32 USE ALL FOUR BASIC OPERATIONS TO Using grouping and Bk 1
SOLVE PROBLEMS IN CONTEXT sharing to solve fraction No 36 (pp.
NUMBER SENTENCES problems 108 & 109)
Bk 2
SOLVING PROBLEMS- Solve problems in
No. 115 (pp.
contexts involving whole numbers and 126 &127)
fractions, including:‒ financial contexts‒
No 116 (pp.
measurement contexts‒ fractions,
128 & 129)
including grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing two
quantities of different kinds (rate)
33 USE ALL FOUR BASIC OPERATIONS TO Solve rate problems Bk 1
SOLVE PROBLEMS IN CONTEXT Solve ratio problems No. 45 (pp.
NUMBER SENTENCES 132 & 133)
No. 60 (pp.
SOLVING PROBLEMS- Solve problems in 166 & 167)
contexts involving whole numbers and
fractions, including:‒ financial contexts‒
measurement contexts‒ fractions,
including grouping and equal sharing‒
comparing two or more quantities of the
same kind (ratio)‒ comparing two
quantities of different kinds (rate)
34 USE ALL FOUR BASIC OPERATIONS TO Solving problems in Bk 2
SOLVE PROBLEMS IN CONTEXT financial contexts No. 110 (pp.
NUMBER SENTENCES Solving problems 108 & 109)
No. 126a (pp.
SOLVING PROBLEMS- Solve problems in involving division
150 & 151)
contexts involving whole numbers and
No. 126b (pp.
fractions, including:‒ financial contexts‒
152 & 153)
measurement contexts‒ fractions,
including grouping and equal sharing‒
comparing two or more quantities of the
same kind (ratio)‒ comparing two
quantities of different kinds (rate)
35 USE ALL FOUR BASIC OPERATIONS TO Using fractions of whole Bk 2
SOLVE PROBLEMS IN CONTEXT numbers to solve No. 114a (pp.
NUMBER SENTENCES problems 122 & 123)
No. 114b (pp.
SOLVING PROBLEMS- Solve problems in 124 & 125)
contexts involving whole numbers and
fractions, including:‒ financial contexts‒
measurement contexts‒ fractions,
including grouping and equal sharing‒
comparing two or more quantities of
the same kind (ratio)‒ comparing two
quantities of different kinds (rate)
36 Complete and consolidate the week’s assessment and work.

Reflection

13
 DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? ARE THEY ABLE TO:
• Using grouping and sharing to solve problems
• Using grouping and sharing to solve fraction
Struggling Learners Names:
problems
• Solve rate problems
• Solve ratio problems
• Solving problems in financial contexts
• Solving problems involving division
• Using fractions of whole numbers to solve
problems HOD: Date:

22 – 26 November 2021
Week 7
Day ATP Content concepts, skills DBE workbook Resources Date

37 Consolidation assessment 1

38 Remediation

39 Skills Mastery assessments 11

and 12

40 Consolidation assessment 2

41 Remediation

42 Assessment activity: remediation of concepts which some learners have not fully understood
and enrichment cards for the learners who are on track
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY What will you change next time? Why?
SKILLS? WHAT ARE THEY ABLE TO MASTER:

Struggling Learners Names:

HOD: Date:

29 November – 3 December 2021

Week 8
Day ATP content concepts, skills DBE workbook Resources Date

43 Consolidation assessment 3

14
 44 Remediation

45 Skills Mastery assessments –

selected items from term 3

46 Consolidation assessment 4

47 Remediation

48 Assessment activity: remediation of concepts which some learners have not fully understood
and enrichment cards for the learners who are on track
Reflection
DID ALL THE LEARNERS LEARN THE WEEKLY SKILLS? What will you change next time? Why?
WHAT SKILLS ARE THEY ABLE TO MASTER?

Struggling Learners Names:

HOD: Date:

6 – 10 December 2021
Week 9
Day ATP content concepts, skills DBE workbook Resources Date
49 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
50 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
51 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
52 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
53 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
54 FORMAL ASSESSMENT TASK
TEST – term 3 and 4 concepts
Reflection
What will you change next time? Why?

HOD: Date:

13 – 15 December 2021 (three-day week)

15
 Week 10
Day ATP content concepts, skills DBE workbook Resources Date

55 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

56 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

57 FORMAL ASSESSMENT TASK

TEST – term 3 and 4 concepts

58

59

60

Reflection
Identify some skills that need revising during the What will you change next time? Why?
next term in 2022
Struggling Learners Names:

ASSESSMENT RATIONALE AND RESOURCES

Assessment Term Plan
The assessment term plan gives an overview of
1) how the formal and informal assessment programme fits into the weekly lesson plans.
2) How the skills mastery assessments fit into the weekly lesson plans
Note:
• There is ONE FORMAL Assessment tasks: 1) Test
• The Skills mastery assessments – aimed at consolidating, revising and remediating skills
already covered this year - are added at the end of the document.
Written assessment tasks are to be selected and marked by teachers in appropriate lessons
according to the lesson plans. Teachers may wish to group the items or use them individually.

Week Skills Mastery Activities Formative Assessment Activities:

(Tuesdays and Thursdays) Aimed to enhance Revision
Programme

1 Baseline Assessment Baseline Assessment

16
 2 Tuesday
Skills mastery Assessment 1
Thursday
Skills mastery Assessment 2

3 Tuesday
Skills mastery Assessment 3
Thursday
Skills mastery Assessment 4

4 Tuesday
Skills mastery Assessment 5
Thursday
Skills mastery Assessment 6
5 Tuesday
Skills mastery Assessment 7
Thursday
Skills mastery Assessment 8

6 Tuesday
Skills mastery Assessment 9
Thursday
Skills mastery Assessment 10
7 Lesson 3 Lesson 1 and 2:
Skills mastery Assessment 11 Consolidation Assessment 1 plus Remediation
Skills mastery Assessment 12 Lesson 4 and 5:
Consolidation Assessment 2 plus Remediation

8 Lesson 3 Lesson 1 and 2:

Selected items for SMA Consolidation Assessment 1 plus Remediation
Lesson 4 and 5:
Consolidation Assessment 2 plus Remediation
9 FORMAL ASSESSMENT TASK – Test

10 FORMAL ASSESSMENT TASK – Test

Exemplar Written Assessment ITEMS with marking memos.

The exemplar items can be used as a baseline diagnostic pre-assessment, but can be used, later in
the term, as a post-assessment to monitor learning.

The skills mastery items can be used as a secondary assessment, both to monitor progress in
learning skills and mastery of skills. For example, the teacher can select 5 items from the first three
Skills Mastery Assessments (a selection from 15 items) and use it for end of week assessments. End-
of-week days have been planned for this purpose, as well as for consolidating the learning of the
week’s content.

• Written assessments is to be done in addition to oral and practical assessment to carry

out meaningful continuous assessment throughout the term.
• You need to plan when you will do a written assessment. We suggest you do it at the
end-of week.
• The questions provided in the exemplar and Skills Mastery Assessments are taken from
past written assessment papers and assessments generally, that were previously in the

17
 lesson plans. We suggest you use selected items as smaller written assessment tasks.
This aligns better with the curriculum objective of continuous assessment.
• There is one lesson “slot” per week that is assigned for you to catch up or consolidate
the lesson plan content covered in the week’s lessons. This lesson should also be used
for the purpose of carrying out written assessment tasks or to complete oral or practical
tasks for that week.

ITEM BANK FOR DIAGNOSTIC: EXEMPLAR

18
19
MEASUREMENT

16

17.

18

19

20

20
PATTERNS, FUNCTIONS AND ALGEBRA
21.

22.

SOLUTIONS AND MEMORANDUM

21
22
23
SKILLS MASTERY ASSESSMENTS
Rationale
• A Skills Mastery Assessment (SMA) is one in which there is an iterative revisiting of skills,
topics, subjects or themes throughout the year.
• SMA is not simply the repetition of a topic taught. It requires the deepening of it, with
each successive encounter building on the previous one.
• SMA is critical in today’s educational environment, especially in mathematics, where we
must consistently give our learners the opportunity to revisit and practice skills they
have already learned aimed at mastery.
• The traditional practice is to incorporate consolidating, revising or reviewing, through
homework, morning work, small group instruction, and even after school math classes.
Through SMA we are going to continuously review skills and concepts with our students.
• It makes sense that we would continue to assess their understanding on those same
skills by changing the context of the question using C-P-A-W (Concrete – Pictorial –
Abstract -Worded)
• When we first teach and assess a skill, many of our students have yet to master it. By
incorporating a SMA activity into your classroom, you are providing your students with
the opportunity to demonstrate their growth and understanding on a regular basis.

24
 • These regular SMAs help you see where your students are always struggling. You can
use the results to guide your small group instruction and customize your lessons and
activities to meet the needs of your students, not just the covering of curriculum.

Implementation
• In every lesson plan there are 10 minutes set aside for consolidation and revision,
meaning one could apply SMA every day for 10 minutes, before teaching a new concept
for that day.
• Each SMA is using a five-item design to ensure teachers can complete it in 10 minutes.
• As a minimum, this Planner and Tracker, recommends the use of Tuesdays and Fridays,
but teachers could use every day.
• Each Tuesday and Thursday you are encouraged to take 10 minutes and give a SMA to
the whole class, or groups. Learners should be able to take about 5 minutes to complete
– then the teacher must remediate by addressing errors, misconceptions and
misunderstandings.
• Teachers could also use the data from the SMA to help plan small group lessons for the
next week.
• Teachers could also pull different students for different skills until the teacher felt
confident that the learners were more confident in their responses. Then next week,
repeat….new set of SMAs, similar skills being assessed, new data for small group
instruction.
• These daily SMAs should be seen as a progress monitoring tool as well. This will prove
to be effective in letting teachers know how their most struggling students are
progressing.

SKILLS MASTERY SKILLS PER 5-ITEM ASSESSMENT

SM Assessment 1 Growing patterns
Fill in the missing numbers
Use a rule to complete a number sequence
Number sequences: mixed review
Division and Multiplication
SM Assessment 2 Time: Draw hands on the clocks
Write the times in minutes and seconds
Place Value up to 100 000
Which number in the pattern comes next?
Flow Diagram
SM Assessment 3 Activities to consolidate the Bonds and factors.
Focus: Repeated addition, leading to multiplication.
Name the different 3D shapes
SM Assessment 4 Rounding off to the nearest 1000
Perimeter of a rectangle
Tell time 24 hours
Fill in the number line - fractions
SM Assessment 5 Label the fraction showing numerator and
denominator
Fill in the missing answers – fractions
Arrange the numbers from smallest to biggest
Prime factors

25
SM Assessment 6 Addition, subtraction, multiplication and division
terms
Compare decimals
Order fractions with like numerators or
denominators
Order fractions
Find smaller or larger fractions
SM Assessment 7 Replace by adding bigger, smaller or equal
Addition patterns over increasing place values
Choose numbers with a particular sum
Find intervals in number sentences
SM Assessment 8 Flow diagrams
Litres/millilitres
Word sums
Fractions
SM Assessment 9 Multiplication – Associative property
Find the value of a variable
List from smallest to biggest
Multiplying by 10
SM Assessment 10 Number pattern
Input/output tables - write the rule - up to ten
thousand
SM Assessment 11 Factors of 48
Perimeter
Tessellation
Draw the next pattern
SM Assessment 12 Make drawings to show multiplication grouping
Number Operations
Definitions: addition, subtraction, multiplication
and division
Word sum

26
SKILLS MASTERY EXEMPLARS

27
28
29
30
31
32
33
34
CONSOLIDATION (REVISION) ASSESSMENTS FOR END OF TERM

35
36
37
38
39
MEMORANDUM

40
41