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 TERM 3: PLATINUM LESSON PLANS GRADE 4 ........................................................................................... 33 TOPIC 20: CAPACITY AND VOLUME.......................................................................................................................................... 33 TOPIC 21: COMMON FRACTIONS.............................................................................................................................................. 34 TOPIC 22: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ....................................................................... 35 TOPIC 23: ADDITION AND SUBTRACTION ............................................................................................................................... 36 TOPIC 24: 2-D SHAPES .............................................................................................................................................................. 37 TOPIC 25: VIEWING OBJECTS .................................................................................................................................................... 38 TOPIC 26: DATA HANDLING ...................................................................................................................................................... 39 TOPIC 27: NUMERIC PATTERNS ............................................................................................................................................... 40 TOPIC 28: ADDITION AND SUBTRACTION ............................................................................................................................... 41 TOPIC 29: MULTIPLICATION..................................................................................................................................................... 42 TOPIC 30: NUMBER SENTENCES .............................................................................................................................................. 43 TOPIC 31: TRANSFORMATIONS ................................................................................................................................................ 44 TERM 4: PLATINUM LESSON PLANS GRADE 4 ........................................................................................... 45 TOPIC 32: COUNT, ORDER, COMPARE AND REPRESENT WHOLE NUMBERS ....................................................................... 45 TOPIC 33: ADDITION AND SUBTRACTION ............................................................................................................................... 46 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 42: ADDITION AND SUBTRACTION ............................................................................................................................... 55 TOPIC 43: PROBABILITY............................................................................................................................................................ 56
MATHEMATICS WORKSCHEDULE GRADE 4
TERM 1
WEEKS TOPIC
Topic 1: Count, order, compare and represent whole numbers Topic 2: Number sentences Revision Topic 3: Addition and subtraction Topic 4: Numeric Patterns Revision Topic 5: Time Formal Assessment: Assignment Keeping a diary Topic 6: Multiplication and Division Revision
TIME ALLOCATION AS PER CAPS

2 hours
UNITS WITHIN EACH TOPIC

1. Count forwards and backwards 2. Place value and expanded form 3. Round to the nearest 10 4. Order numbers 1. Use addition to check subtraction 2. Order and grouping in addition 3. Addition and subtraction facts 1. Estimate answers by rounding 2. Add whole numbers 3. Use addition to solve problems 4. Subtract whole numbers 1. Patterns and flow diagrams 2. Multiplication and division flow diagrams 1. Read and write time 2. Convert between units of time 3. Work with time 4. Interpret calendars 1. Read and write time 2. Convert between units of time 3. Work with time 4. Interpret calendars 1. Collect and organise data 2. Draw pictographs 3. Draw bar graphs 4. Interpret and summarise data 5. Interpret pie charts 6. Interpret different graphs 7. The data cycle 1. Compare and sort 2-D shapes 2. Name and identify 2-D shapes 3. More ways to sort 2-D shapes 4. Draw 2-D shapes 1. Multiply and solve problems 2. Divide and solve problems 3. Estimate answers by rounding 4. Check using opposite operations
12 2 2-3 34 4 45 5 6 6
3 hours 0,5 hours 8 hours 4 hours 0,5 hours 6 hours 0,5 hours 4 hours 0,5 hours
68
Topic 7: Data Handling
10 hours
8-9 9 10 10
Topic 8: 2-D shapes Revision Topic 9: Multiplication and Division Formal Assessment: Test
5 hours 0,5 hours 5 hours 1 Hour
TERM 2
1 hour
WEEKS
1
TOPIC
Topic 10: Count, order, compare and represent whole numbers Topic 11: Addition and subtraction Revision Topic 12: Common fractions

1. Compare whole numbers 2. Place value and rounding 1. Estimate answers by rounding 2. Use addition to check subtraction 3. Add whole numbers 4. Subtract whole numbers 5. Solve money problems 1. Describe common fractions 2. Order and compare common fractions 3. Find a fraction of a group 4. Solve problems with fractions 1. Measure and record lengths 2. Estimate lengths 3. Compare and order lengths 4. Work with length 5. Convert different units of length 6. Solve problems with length 1. Identify and sort 3-D objects 2. Name and compare 3-D objects 3. Make 3-D models 1. Multiply two-digit numbers 2. Multiply using factors 3. Estimate by rounding 4. Solve multiplication problems
12
4 hours
2 23
0.5 hours 6 hours
34
Topic 13: Length
7 hours
4 45
Revision Topic 14: 3-D objects
0.5 hours 5 hours
57 7 7 7 7-8 8
Topic 15: Multiplication Revision Formal Assessment: Test Topic 16: Symmetry Topic 17: Geometric patterns Revision Topic 18: Addition and subtraction
6 hours 0.5 hours 1 hour 2 hours 4 hours 0.5 hours
1. Recognise lines of symmetry 2. Draw and describe lines of symmetry 1. Patterns that get bigger 2. Patterns that change shape 3. More geometric patterns 1. Add and subtract whole numbers 2. Use a number line 3. Check using opposite operations 4. Solve addition and subtraction problems 1. Divide a three-digit number 2. Estimate and check 3. Solve division problems
89
4 hours
9 10 10 10
Topic 19: Division Revision Formal Assessment: Exam practice
4 hours 0.5 hours 1 hour
TERM 3
6 hours
WEEKS
TOPIC

1. Estimate and measure capacity 2. Measure, record and compare amounts 3. Convert between units of capacity 4. Solve capacity problems 1. Add common fractions 2. Equivalent fractions 3. Order and compare common fractions 4. Solve problems with fractions 1. Count, compare and order numbers 2. Place value and rounding 1. Estimate, add and subtract 2. Solve addition and subtraction problems 1. Compare and sort shapes 2. Identify and name 2-D shapes 3. Composite shapes 1. Different views 2. Match different views 1. Collect and organise data 2. Present data in different ways 3. Interpret data 4. Compare data 1. The order in mixed operations 2. Find the rule 3. Number sequences 1. Opposite operations and estimation 2. Use the breaking down method 3. Solve addition and subtraction problems 1. Multiply two-digit numbers 2. Solve multiplication problems 1. Solve problems 2. Multiple choice questions 1. Transform 2-D shapes
12
Topic 20: Capacity and volume
23 3 3 34 4 45 5 5 57 7 7 8 8 89 9 10 10 10
Topic 21: Common fractions Revision Topic 22: Count, order, compare and represent whole numbers Topic 23: Addition and subtraction Revision Topic 24: 2-D shapes Topic 25: Viewing objects Revision Topic 26: Data Handling Formal Assessment: Project Data Handling Topic 27: Numeric patterns Revision Topic 28: Addition and subtraction Topic 29: Multiplication Revision Topic 30: Number sentences Topic 31: Transformations Formal Assessment: Test
5 hours 0.5 hours 1 hour 4 hours 0.5 hours 4 hours 2 hours 0.5 hours 7 hours
4 hours 0.5 hours 4 hours 5 hours 0.5 hours 3 hours 3 hours 1 hour
TERM 4
1 hour 4 hours 0.5 hours 1. Estimate and use units of mass 2. Read, measure and record mass 3. Convert units of mass 4. Compare and order mass 5. Work with mass 6. Solve problems with mass 1. Identify, sort and compare 3-D objects 2. Make 3-D models
WEEKS
1 12 2
TOPIC
Topic 32: Count, order, compare and represent whole numbers Topic 33: Addition and subtraction Revision

1. Count forwards and backwards 2. Place value and rounding 1. Estimate and work with money 2. Add and subtract 4-digit numbers 3. Solve problems
23
Topic 34: Mass
6 hours
34 4 4 45 56 6 67 7 8 8 8 89 9 9 10
Topic 35: 3-D objects Revision Formal Assessment: Investigation House numbers in a street Topic 36: Common fractions Topic 37: Division Revision Topic 38: Perimeter, area and Volume Topic 39: Position and movement Revision Formal Assessment: Assignment Design houses Topic 40: Transformations Topic 41: Geometric patterns Revision Topic 42: Addition and subtraction Topic 43: Probability Formal Assessment: Exam Practice
4 hours 0.5 hours 1 hour 5 hours 3 hours 0.5 hours 7 hours 2 hours 0.5 hours 1 hour 3 hours 2 hours 0.5 hours 3 hours 2 hours 1 hour
1. Recognise fractions 2. Use fractions to measure 3. Solve measurement problems 1. Estimate and check answers 2. Solve division problems 3. Solve problems of unequal sharing 1. Measure and calculate perimeter 2. Area 3. Volume 1. Find objects on a grid 2. Find objects on a map
1. Build composite shapes 2. Tessellating patterns 3. Describe patterns around us 1. Extend geometric patterns 2. Identify a sequence 3. Find a rule 1. Add and subtract 4-digit numbers 2. Solve addition and subtraction problems 1. Do experiments and list outcomes 2. List and count outcomes
EXEMPLAR TEACHING GUIDELINE GRADE 4 Subject: Mathematics Grade: 4 Topic 1: Count, order, compare and represent whole numbers Duration: 2 hours Term 1, Week 1 CAPS Content
NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole Numbers counting, ordering, comparing, representing and place value of digits Unit 1: Count forwards and backwards Unit 2: Place value and expanded form Unit 3: Round to the nearest 10 Unit 4: Compare and order numbers
LEARNING ACTIVITY
TEACHING METHODS / APPROACH
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide Copy Mental Maths exercises 1.1 and 1.2 from the back of the Teachers Guide.
LESSON 1:
Unit 1: Count forwards and backwards
Duration: 30 minutes Preparation and suggested resources

You will need counters, counting beads, a vocabulary sheet with a list of the following numbers in words: o one to twenty, o multiples of ten to ninety, o hundred and thousand, place value cards Learners struggle with counting over 1 000. Give these learners practice in counting forwards and backwards in ones involving numbers over 1 000. Include counting sequences spanning multiples of 10, 100. As they grow in confidence, begin counting in ones over 1 000. Gradually introduce the learners to counting in 2s and then in 10s.
counters, counting beads, vocabulary sheet, place value cards, number line, whiteboards, whiteboard markers, list of numbers in words
Key words
interval
Mental Maths (10 minutes daily) Teaching guidelines
See the Mental Maths section at the back of the Teachers Guide.
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.
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 Learners 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:
Unit 2: Place value and expanded form
Duration: 30 minutes
Preparation and suggested resources You will need: counters, counting beads, a vocabulary sheet with a list of the following numbers in words: o one to twenty, o multiples of ten to ninety, o hundred and thousand, place value cards Learners may get confused between the meaning of value and place value.
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Remind the learners of the rules: Value is how much the number is worth; place value is a digits position in a number. Learners may experience a problem with breaking up numbers that contain 0s. A place value chart can assist them, for example 7 080: Writing place value headings: The learner writes in the digits of the number in the correct place. Then the 0s can be written in as placeholders in the empty spaces. Key words digit, value, place value, expanded notation, expand Mental Maths (10 minutes daily) See the Mental Maths section at the back of the Teachers Guide. 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 Learners 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. Mental Maths 1.1 (TG page 172) Exercise 1.2 (LB page 5) )
10
LESSON 3:
Unit 3: Round to the nearest 10
Duration 30 minutes Preparation and suggested resources

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 hundreds digit in each number, using different coloured pencils: for example, a red pencil for the digits that are less than 5 and a blue pencil for the digits that are 5 or more. This should help the learners to focus on the specific digit when they decide whether to round up or down.
Key words
round to the nearest 10, multiple of 10
Mental Maths (10 minutes daily)

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 Learners 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. Mental Maths 1.2 (TG page 172) Exercise 1.3 (LB page 6)
11
LESSON 4:
Unit 4: Compare and order numbers
Duration: 30 minutes Preparation and suggested resources

You will need counters, counting beads, a vocabulary sheet with a list of the following numbers in words: o one to twenty, o multiples of ten to ninety, o hundred and thousand, place value cards
Key words
whole numbers, ascending order, descending order
Mental Maths (10 minutes daily) Teaching guidelines
1. Use the sets of number cards made in Lesson 2s 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 Learners 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. Mental Maths 1.2 (TG page 172) Exercise 1.4 (LB page 7)
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TERM 1: PLATINUM SERIES LESSON PLANS GRADE 4 Subject: Mathematics Grade: 4 Topic 1: Count, order, compare and represent whole
numbers
Duration: 2 hours CAPS Content

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole Numbers Counting Ordering Comparing Representing and Place value of digits Unit 1: Count forwards and backwards Unit 2: Place value and expanded form Unit 3: Round to the nearest 10 Unit 4: Compare and order numbers
Term 1, Week 1
LEARNING ACTIVITY LESSON 1:

Unit 1: Count forwards and backwards
TEACHING METHODS / APPROACH Duration: 30 minutes Using a variety of suitable resources, practise counting forwards and backwards. Ensure that the learners understand the key words for this section of work.
Mental Maths 1.1 (TG page 172) Exercise 1.1 (LB page 4)
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide Copy Mental Maths exercises 1.1 and 1.2 from the back of the Teachers Guide.
LESSON 2:
Unit 2: Place value and expanded form
Duration: 30 minutes On the board, draw a blank place value chart. Explain the difference between the value of a number and the place value of a number.
LESSON 3: Unit 3: Round to the nearest 10
Duration 30 minutes Explain to the learners that when we round off to the nearest 10, we look at the unit digit as a guideline for whether we round the number up to the next 10 or round the number down. Read through the rules on page 6 in the Learners Book.
counters, counting beads, vocabulary sheet, place value cards, number line, whiteboards, whiteboard markers, list of numbers in words
LESSON 4: Unit 4: Order numbers
Duration: 30 minutes Explain the terms ascending order and descending order. Explain to the learners how the ordering can be made easier by the rules found on page 7 of the Learners Book.
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Subject: Mathematics
PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 1 -2
Topic 2: Number Sentences

PATTERNS , FUNCTIONS AND ALGEBRA 2.1 Number sentences Write number sentences to describe problem situations Solve and complete number sentences by: o inspection o trial and improvement o substitution Unit 1: Use addition to check subtraction Unit 2: Order and grouping in addition Unit 3: Addition and subtraction facts

Unit 1: Use addition to check subtraction
RESOURCES
Mathematics Grade Duration: 60 minutes 4 Learner's Book Show that subtraction can undo addition. While the correct mathematics term is that addition and subtraction are and Teacher's Guide inverse operations it is sufficient for learners to use the term opposite in place of inverse. Mental Maths (TG page 172) Exercise 2.1 & 2.2 (LB page 8) Copy Mental Maths exercises
LESSON 2:
Unit 2: Order and grouping in addition
Duration: 60 minutes Explain the rules of commutative and associative properties. Learners are asked to state what they notice from their answers to exercises. It is important in this self discovery process that they be given opportunity to express themselves by telling each other, telling the class or writing down what they have learnt.
Mental Maths (TG page 172 ) Exercise 2.3 - 2.5 (LB page 9)
LESSON 3:
Unit 3: Addition and subtraction facts
Duration: 60 minutes Explain how easy it is to write the bonds of 20, 30, 40, 90 if we know the bonds of 10.
Mental Maths (TG page 172 ) Exercise 2.6 & 2.7 (LB page 10)
REVISION: Topics: 1 - 2
TG page:10
15
Subject: Mathematics Duration: 8 hours CAPS Content
PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 2 - 3
Topic 3: Addition and Subtraction

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers (addition and subtraction) Number range for calculations Calculation techniques Properties of whole numbers Solving problems Unit 1: Estimate answers by rounding Unit 2: Add whole numbers Unit 3: Use addition to solve problems Unit 4: Subtract whole numbers

Unit 1: Estimate answers by rounding
TEACHING METHODS / APPROACH Duration: 120 minutes Have a class discussion about rounding. Why would we sometimes want to round numbers off? Ask the class to come up with some practical ideas. In this lesson, the focus is rounding whole numbers to the nearest 10 and 100 for the purpose of estimating the possible answer of a calculation. Pay special attention to the rules of rounding off to the nearest 100.
Mental Maths (TG page 172) Exercise 3.1 - 3.3 (LB pages 12 & 13)
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide number cards, number lines
LESSON 2:
Unit 2: Add whole numbers
Duration: 120 minutes Revise the different meanings of the word sum. Write two two-digit whole numbers on the board. Ask learners to find the sum of these two numbers as quickly as possible, to write down their answers and to show them to you. Have a class discussion on the various addition methods used. Extend this exercise to two three-digit numbers with totals of less than 1 000.
Mental Maths (TG page 172) Exercise 3.4 (LB page 14)
LESSON 3:
Unit 3: Use addition to solve problems
Duration: 120 minutes Remind learners that when they do problem-solving calculations, they must always find the key word to help them decide what type of calculation it is. Show learners the correct method of setting out a calculation. Explain to the learners that they need to show all the working out when doing problem-solving calculations.
LESSON 4:
Unit 4: Subtract whole numbers
Duration: 120 minutes Explain to the learners that there are three methods that they can use when subtracting numbers from each other. Explain each of the following ... Method 1: breaking down both numbers Method 2: using compensation Method 3: breaking down the number which needs to be subtracted
Mental Maths (TG page 172) Exercise 3.6 & 3.7 (LB pages 16 & 17)
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PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Weeks 3 - 4
Topic 4: Numeric Patterns

Duration: 2.5 hours CAPS Content
PATTERNS , FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend patterns Input and output values Equivalent forms Unit 1: Patterns and flow diagrams Unit 2: Multiplication and division flow diagrams

Unit 1: Patterns and flow diagrams
TEACHING METHODS / APPROACH Duration: 60 minutes Explain the concept of a flow diagram. Ask the learners to describe in words what the flow diagram is saying.
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide
LESSON 2:
Unit 2: Multiplication and division flow diagrams
Duration: 90 minutes (including Mental Maths) Explain that division and multiplication are opposite operations. Division cancels multiplication and multiplication cancels division. In Exercise 4.2 they will also encounter a table as a means for showing a flow diagram. Explain this carefully. Explain the commutative property of multiplication. Explain the method of multiplying by multiples of 10.
Mental Maths (TG page 172) Exercise 4.2 4.6 (LB pages 19 & 20)
REVISION: TOPICS: 3 4: TG page: 17
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DAY- BY-DAY LESSON PLANS GRADE 4 Grade: 4 Term 1, Weeks 4 - 5
Topic 5: Time
MEASUREMENT 4.4 Time 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

Duration: 60 minutes Develop the learners sense of the passage of time by timing them doing various activities. When introducing this topic, ask the learners to look at the analogue clock faces very carefully. Encourage the learners to count the minutes as they point to them on the clock face. Ensure that the learners are confident reading analogue time. Explain that we read a digital clock according to the figures on the display. Explain the terms a.m. and p.m.. Explain to the learners that a digital clock shows both the hour and the minutes up to 24:00. Ensure that the learners can convert from analogue time to digital time. Mental Maths (TG page 172) Exercise 5.1 & 5.2 (LB pages 22 & 23) Duration: 120 minutes Have a discussion in class about different activities and the length of time that it takes to complete each activity. Discuss and explain the different units of time. Read through the text in the Learners 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. Mental Maths (TG page 172) Exercise 5.3 (LB page 25)
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide Paper plates, cardboard, split pins, analogue clock, digital clock, kitchen clock, wall chart displaying units of time, calendar, egg timer, pictures of sundials, stopwatch
Unit 1: Read and write time
LESSON 2:
Unit 2: Convert between units of time
LESSON 3:
Unit 3: Work with time
Duration: 120 minutes Revise how to use a stopwatch. Learners are to do practical exercises using a stopwatch. Learners are to convert the seconds to minutes. Explain to the learners that time can also mean How long it takes to do something.. Mental Maths (TG page 172) Exercise 5.4 & 5.5 (LB page 26)
LESSON 4:
Unit 4: Interpret calendars
Duration: 60 minutes Revise the months of the year and how many days are in each month. Explain the meaning of calendar dates to the learners. Mental Maths (TG page 172) Exercise 5.6 (LB page 27)
FORMAL ASSESSMENT TASK

Term Assignment: TG page: 23
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PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 6
Topic 6: Multiplication and division

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, multiplication and division Number range for calculations Calculation techniques Number range for multiples and factors Properties of whole numbers Solving problems Unit 1: Double and halve Unit 2: Multiplication and division facts Unit 3: Find facts and break up numbers

Unit 1: Double and halve
TEACHING METHODS / APPROACH Duration: 60 minutes Start the lesson using the counters so that the learners can do practical work halving and doubling. Introduce the concept that to double means to multiply by 2, and to halve means to divide by 2.
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide counters / buttons
LESSON 2:
Unit 2: Multiplication and division facts
Duration: 60 minutes The children must use counters when building their own arrays from calculations which you have written on the board. It is vital that the learners realise that both sums give the same answer when using the commutative property. The relationship between division and multiplication must also be established now.
LESSON 3:
Unit 3: Find facts and break up numbers
Duration: 120 minutes Exercise 6.3 is to help the learners learn their multiplication tables instead of skip counting, and also to see the patterns in the tables. Explain that breaking up one of the numbers into factors is to enable the learners to multiply bigger numbers. Encourage the learners to look for factor pairs for the number.
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5.3 Analysing, interpreting and reporting data Unit 5: Interpret pie charts Unit 6: Interpret different graphs Unit 7: The data cycle
Topic 7: Data Handling

Duration: 10 hours DATA HANDLING CAPS 5.1 Collecting and organising data Content 5.2 Representing data
Unit 1: Collect and organise data Unit 2: Draw pictographs Unit 3: Draw bar graphs Unit 4: Interpret and summarise data

Duration: 120 minutes Revise the concept of tallies (work covered in Grade 3). Explain the definitions in the Key Words feature on page 34 of the text book. Ensure that the learners are able to work with a tally table and demonstrate to them how to complete a table. Mental Maths (TG page 172) Exercise 7.1 & 7.2 (LB pages 34 & 35) Duration: 90 minutes Revise pictographs (previous knowledge) Learners need to understand that a pictograph must have a heading and a key to indicate what the symbols mean. Learners should also realise that the symbols are lined up one above the other so that it is easy to read and make sense of the data. Spend some time discussing the elements of the pictograph. Model how to draw a pictograph with the class. Mental Maths (TG page 172) Exercise 7.3 (LB page 36)
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide Tally chart, coins, coloured beads, squared paper, rulers
Unit 1: Collect and organise data
LESSON 2:
Unit 2: Draw pictographs
LESSON 3:
Unit 3: Draw bar graphs
Duration: 60 minutes Compare a bar graph and a table. Discuss any similarities with the learners. Explain the rules for drawing a bar graph, Explain to the learners how the data is placed on the axes in columns and rows. Mental Maths (TG page 172) Exercise 7.4 (LB page 37) Duration: 60 minutes The main focuses in this unit are to have learners read graphs and identify what data the graph shows. Explain and use the term categories to help describe patterns found in data. Mental Maths (TG page 172) Exercise 7.5 (LB page 38) Duration: 90 minutes It is important that you spend some time introducing the idea of a circle graph and showing the learners how the circle can be divided into fractions to show groups in the data. Ensure that the learners know how to read pie graphs. Mental Maths (TG page 172) Exercise 7.6 (LB page 39) Duration: 60 minutes Use this unit to assess how well learners are able to read and interpret pictographs, bar graphs and pie charts. Mental Maths (TG page 172) Exercise 7.7 (LB page 40) Duration: 90 minutes In this unit learners are going to pay attention to the steps in a survey and also interpret the data they collect. Use the diagram on page 41 (LB) to talk about the data cycle. Mental Maths (TG page 172) Exercise 7.8 (LB page 41)
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LESSON 4:
Unit 4: Interpret and summarise data
LESSON 5:
Unit 5: Interpret pie charts
LESSON 6:
Unit 6: Interpret different graphs
LESSON 7:
Unit 7: The data cycle
Topic 8: 2-D Shapes

SPACE AND SHAPE 3.1 Properties of 2-D shapes Name Distinguish Describe Sort Compare shapes Unit 1: Compare and sort 2-D shapes Unit 2: Name and identify 2-D shapes Unit 3: More ways to sort 2-D shapes Unit 4: Draw 2-D shapes
TEACHING METHODS / APPROACH Duration: 60 minutes Show learners pictures of polygons with more than four sides. Explain to the learners that all shapes bounded by straight lines, are called polygons. Ask the learners to identify where they have seen polygons in the world around them. The learners are asked to distinguish between shapes. Introduce the learners to sorting shapes. Ensure that besides being able to recognise the shapes, the learners become familiar with the vocabulary.
RESOURCES
Mathematics Grade 4 Learner's Book and Teacher's Guide Wall chart of polygons, cut out polygons, grid paper, prepared cut outs, pencil, eraser,
Unit 1: Compare and sort 2-D shapes
rulers , angle testers
LESSON 2:
Unit 2: Name and identify 2-D shapes
Duration: 60 minutes Revise the concepts covered in the previous lesson.

Mental Maths (TG page 172) Exercise 8.2 (LB page 44) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 30)
LESSON 3:
Unit 3: More ways to sort 2-D shapes
Duration: 90 minutes Accurately construct a regular shape to paste on the board and also some irregular shapes with the same number of sides. The learners are to identify what is the same and what is different. Encourage learners to measure and create angle testers to test the angles.
LESSON 4:
Unit 4: Draw 2D shapes
Duration: 90 minutes Ensure that the learners are able to identify various shapes. Discuss the properties of each shape as the learners identify them Ensure that the learners draw different 2-D shapes accurately and neatly.
21
PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 10
Topic 9: Multiplication and Division

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, Multiplication and division Number range for calculations Calculation techniques Number range for multiples and factors Properties of whole numbers Solving problems Unit 1: Multiply and solve problems Unit 2: Divide and solve problems Unit 3: Estimate answers by rounding Unit 4: Check using opposite operations
TEACHING METHODS / APPROACH Duration: 90 minutes Revise the break up method used in Topic 6. Introduce the method of splitting up the bigger number (distributive property) with practical equipment. It is important that when learners break up a number it is into a multiple of 10, plus what is left over.
Mental Maths (TG page 172) Exercise 9.1 (LB page 48) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (64)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 counters / buttons
Unit 1: Multiply and solve problems
LESSON 2:
Unit 2: Divide and solve problems
Duration: 90 minutes Learners need to understand the clue board concept thoroughly. It may be a good idea before you start on the clue board to remind them that division can be repeated subtraction as they did in Topic 6. Spend time ensuring that the learners realise that the remainder signifies 3}5 , if they have been dividing by 5.
LESSON 3:
Unit 3: Estimate answers by rounding
Duration: 60 minutes Introduce learners to rounding off by using a number line. Only when the learners are clear about the rules do you relate rounding off to division and the skill of checking.
LESSON 4:
Unit 4: Check using opposite operations
Duration: 60 minutes You would have already introduced your learners to the concept that multiplication and division are inverse operations. Spend time showing how the remainder has to be included in the answer.

Term 1 Test: TG page: 42
22
Subject: Mathematics Duration: 1 hour CAPS Content
TERM 2: PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 2, Week 1
Topic 10: Count, order, compare and represent whole numbers

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers Counting Ordering Comparing Representing Place value of digits Unit 1: Count, order, compare and represent whole numbers Unit 2: Place value and rounding
LEARNING ACTIVITY LESSON 1: Unit 1: Count, order, compare and represent whole numbers LESSON 2: Unit 2: Place value and rounding
TEACHING METHODS / APPROACH Duration: 60 minutes Ask for volunteers to roll the die for you and write the digits down on the board to form three and four-digit numbers. Ask the class to read out each number. Learners count backwards and forwards in various intervals. Introduce comparing numbers by using the greater than and bigger than symbols.
Mental Maths 10 minutes (TG page 172) Exercise 10.1 (LB page 54)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2
Duration: 60 minutes Have learners roll the dice again and write the digits down on the board to form three and four digit numbers. Draw a place value chart onto the board and introduce the Th symbol for thousand. Also focus on rounding whole numbers up to 1 000. Pay special attention to the rules of rounding off.
Mental Maths 10 minutes (TG page 172) Exercise 10.2 & 10.3 (LB page 55) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 82)
Ten-sided dice, or 0 to 9 digit cards, mini boards and chalks or mini whiteboards and pens, blank number lines
23
PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 2, Week 1 - 2
Topic 11: Addition and subtraction

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, Addition and Subtraction Number range for calculating Addition and subtraction of whole numbers of at least 4-digits. Calculation techniques: Use a range of techniques to perform and check written and mental calculations. Properties of whole numbers: recognize and use the commutative and associative properties Solving problems Unit 1: Estimate answers by rounding Unit 2: Use addition to check subtraction Unit 3: Add whole numbers Unit 4: Subtract whole numbers Unit 5: Solve money problems
LEARNING ACTIVITY LESSON 1: Unit 1: Estimate answers by rounding
TEACHING METHODS / APPROACH Duration: 60 minutes

Discuss why estimation is a good method to use. Revise the rules of rounding off.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 place value apparatus, a set of 0
Combine a few numbers as addition calculations and get them to round off to find the approximate answer.
Mental Maths 10 minutes (TG page 172) Exercise 11.1 (LB page 56) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 92)
LESSON 2: Unit 2: Use addition to check subtraction
Duration: 60 minutes Prepare a set of cards with addition and subtraction equations involving three whole numbers, with four digit totals. Hold up an addition card. Ask the learners to write down a subtraction they can make from this addition sum. Hold up a subtraction card. Ask the learners to write down an addition they can make from this subtraction sum. Discuss how mistakes can be avoided (for example, by using another method of addition or another method of subtraction).
to 9 digit cards, a ten-sided die, a set of cards with addition and subtraction equations, timers, calculators
LESSON 3: Unit 3: Add whole numbers

Discuss the various methods used when adding 4-digit numbers. Learners can use whichever method they feel comfortable with.
Discuss with the class the various methods they can use to check their work.
LESSON 4: Unit 4: Subtract whole numbers LESSON 5: Unit 5: Solve money problems
Use the same introduction as lesson 3.
Place two four-digit numbers onto the board and apply the three methods used for subtraction.
Duration: 60 minutes Draw up a simple questionnaire for the learners to complete.

Mental Maths (TG page 172) Exercise 11.6 (LB page 60) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 70) Revision: Topics 10 11 (TG page 52)
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PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 2, Weeks 2 - 3
Topic 12: Common fractions

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Solving problems: grouping and equal sharing Describing and ordering fractions: compare and order common fractions. Calculations with fractions: recognize, describe and use the equivalence of division and fractions. Addition of common fractions Equivalent forms: recognize and use equivalent forms of common fractions Unit 1: Describe common fractions Unit 2: Order and compare common fractions Unit 3: Find a fraction of a group Unit 4: Solve problems with fractions
LEARNING ACTIVITY LESSON 1: Unit 1: Describe common fractions
TEACHING METHODS / APPROACH Duration: 60 minutes Spend time doing concrete fraction work on the mat. Use different apparatus so that the learners have the broadest possible experience and do not simply see one aspect of fractions. Different aspects can include the following plus any of your own making: The use of shapes cut into fractions, fraction strips, Cuisenaire rods and number lines help learners to develop concepts of length and comparing of fractions, counters and objects can be used, cut and fold paper into various fractions. After all the concrete work, the learners can move on to more abstract work, like diagrams.
RESOURCES
LESSON 2: Unit 2: Order and compare fractions
Duration: 60 minutes Learners understand how to compare and order fractions using concrete apparatus. When comparing fractions, learners need a fraction wall from which to work.
fraction strips, Cuisenaire rods, shape fractions, paper, number lines, buttons, counters, beans
LESSON 3: Unit 3: Find a fraction of a group
Duration: 60 minutes Spend time once again doing lots of practical work with counters and breaking up or sharing out of objects. The play with the counters should remind them of similar work they have done with division, and this should help them see the relationship between fractions and division.
LESSON 4: Unit 4: Solve problems with fractions
Duration: 60 minutes Encourage learners to return and use the apparatus available in the classroom, and to do drawings if they are finding some of the examples difficult.
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Topic 13: Length

MEASUREMENT 41. Length : Practical measuring of 2-D shapes and 3-D objects by, estimating, measuring, recording, comparing and ordering Calculations and problem-solving related to length; Conversions Unit 1: Measure and record lengths Unit 4: Work with length Unit 2: Estimate lengths Unit 5: Convert different units of length Unit 3: Compare and order lengths Unit 6: Solve problems with length
LEARNING ACTIVITY LESSON 1: Unit 1: measure and record lengths

Duration: 60 minutes The focus here is to get learners to consolidate their understanding of how large a millimetre, a centimetre, a metre and a kilometre is. Start by talking about different ways of measuring. Revise how to measure using a ruler. Have some 2-D and 3-D objects for learners to estimate the length of and choose the appropriate unit of measurement. Mental Maths 10 minutes (TG page 172) Exercise 13.1 & 13.2 (LB pages 67 & 68) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 24) Duration: 60 minutes Explain to learners how to convert between kilometres, metres, centimetres and millimetres. It is important to discuss the differences in the units so that the learners are able to form a very clear impression of the different units of length. Summarise the conversion factors, using both the full name of each unit (kilometres, metres, centimetres and millimetres), as well as the abbreviations (km, m, cm and mm). Mental Maths 10 minutes (TG page 172) Exercise 13.3 (LB page 70) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 142) Duration: 60 minutes Revise converting between units before covering the unit. Mental Maths (TG page 172) Exercise 13.4 (LB page 71) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 142) Duration: 60 minutes Point out that we can only add and subtract lengths that have the same unit. When adding or subtracting, it is important that they align the numbers correctly in the place value columns. Mental Maths (TG page 172) Exercise 13.5 (LB page 72) Duration: 60 minutes Revise the concepts that were covered earlier in the topic. Mental Maths (TG page 172) Exercise 13.6 (LB page 73) Duration: 60 minutes Encourage the learners to draw a picture or a diagram that illustrates the problem, writing in the given lengths. Mental Maths (TG page 172) Exercise 13.7 (LB page 74) Duration: 30 minutes TG page: 61
26
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 rulers, metre stick, card cut into 1m lengths, books,
LESSON 2: Unit 2: Estimate lengths
pieces of wood, rectangular boxes, string, wool, tape, trundle wheel
LESSON 3: Unit 3: Compare and order lengths LESSON 4: Unit 4: Work with length
LESSON 5: Unit 5: Convert different units of length LESSON 6: Unit 6: Solve problems with length REVISION: Topics 12 - 13
Topic 14: 3-D objects

SHAPE AND SPACE 3.2 Properties of 3-D objects Distinguish Describe Sort Compare objects Unit 1: Identify and sort 3-D objects Unit 2: Name and compare 3-D objects Unit 3: Make 3-D models
LEARNING ACTIVITY LESSON 1: Unit 1: Identify and sort 3-D objects
TEACHING METHODS / APPROACH Duration: 120 minutes Display a collection of 3-D objects that the learners studied in Grade 3. Introduce learners to the idea of the shape having a base. Distinguish the difference between 2-D shapes and 3-D objects. Revise the names of 3-D shapes
Mental Maths 10 minutes (TG page 172) Exercise 14.1 & 14.2 (LB pages 76 & 77) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 30)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 models of different shapes, wall chart, grid paper, cardboard, scissors,
LESSON 2: Unit 2: Name and compare 3-D objects
Duration: 90 minutes Teach learners the names of the 3-D objects displayed in the classroom. Compare different 3-D objects, identifying the similarities and the differences between the shapes.
glue, tape, angle testers, rulers
LESSON 3: Unit 3: Make 3-D objects
Duration: 90 minutes Knowledge of 2-D shapes is important for this lesson. Request learners to bring empty boxes to school, they then look at the different parts and talk about them, using the appropriate terminology for 2-D shapes. In this lesson, the learners will make models of a cube, a rectangular and a square-based pyramid.
27
Topic 15: Multiplication

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers, Multiplication Number range for calculations: multiplication of at least whole 2-digit by 2-digit numbers Calculation techniques: use a range of techniques to perform and check written and mental calculations Number range for multiples and factors: multiples of 1-digit numbers to at least 100 Properties of whole numbers: recognize and use the commutative; associative; and distributive properties Solving problems Unit 1: Multiply two-digit numbers Unit 2: Multiply using factors Unit 3: Estimate by rounding Unit 4: Solve multiplication problems
LEARNING ACTIVITY LESSON 1: Unit 1: Multiply twodigit numbers
TEACHING METHODS / APPROACH Duration: 90 minutes Use counters and revise arrays of larger numbers. Emphasise why it is necessary to break up one of the numbers. Make sure the learners are confident with breaking up a number before you introduce the idea of compensation.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 counters, buttons
LESSON 2: Unit 2: Multiply using factors
Duration: 90 minutes Refer to how numbers were broken up in the previous unit to make it easier to multiply larger numbers. Explain why it can be useful to break up numbers into factors. Distinguish between factors and multiples. Encourage learners to look for factor pairs for various numbers.
LESSON 3: Unit 3: Estimate by rounding LESSON 4: Unit 4: Solve multiplication problems REVISION: Topics 14 -15
Duration: 60 minutes Revise rounding numbers off to the nearest 10 and 100.
Duration: 120 minutes Explain carefully the concept of times as many.

TG page: 68

FORMAL ASSESSMENT: TEST (TG page 69)
28
PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 2, Week 7
Topic 16: Symmetry

SHAPE AND SPACE 3.3 Symmetry Recognize Draw Describe line of symmetry in 2-D shapes Unit 1: Recognise lines of symmetry Unit 2: Draw and describe lines of symmetry
LEARNING ACTIVITY LESSON 1: Unit 1: Recognise lines of symmetry

Duration: 60 minutes This lesson explores line symmetry in different shapes. Demonstrate symmetry using simple symmetrical shapes cut out of paper or card. It is also important to show learners a shape that does not have a line of symmetry. Learners talk about the difference between shapes that have lines of symmetry and those that do not. Mental Maths 10 minutes (TG page 172) Exercise 16.1 (LB page 86) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 60) Duration: 60 minutes This lesson explores line symmetry in objects from nature and from human culture. Explain to the learners that, although many objects in nature show a degree of symmetry, a shape should show perfect symmetry in order to be mathematically symmetrical. Mental Maths 10 minutes (TG page 172) Exercise 16.2 (LB page 87) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 62)
RESOURCES
LESSON 2: Unit 2: Draw and describe lines of symmetry
small mirrors, symmetrical shapes
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Topic 17: Geometric patterns

PATTERNS , FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend patterns: looking for relationships or rules of patterns Input and output values: determine input values, output values and rules for the patterns and relationships Equivalent forms: determine equivalence Unit 1: Patterns that get bigger Unit 2: Patterns that change shape Unit 3: More geometric patterns
LEARNING ACTIVITY LESSON 1: Unit 1: Patterns that get bigger
TEACHING METHODS / APPROACH Duration: 90 minutes This unit consists of two structured questions that lead learners through an understanding of geometric patterns. Work through these questions before the lesson. Learners can work in groups of two or more depending on the number in the class and the suitability of space. Give each group a box of matches to work with. Learners to follow the questions in the Learners Book.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 Boxes of matches, counters, bottle tops, small stones
LESSON 2: Unit 2: Patterns that change
Duration: 90 minutes Learners can work in groups of two or more depending on the number in the class and the suitability of space. Give each group a box of matches to work with. Learners to follow the questions in the Learners Book.
LESSON 3: Unit 3: More geometric patterns
Duration: 60 minutes Learners can work in groups of two or more depending on the number in the class and the suitability of space. Give each group sufficient counters or bottle tops or small stones. Learners to follow the questions in the Learners Book.
Revision: Topics 16 17
30 minutes
TG page: 74
30

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, Addition and subtraction Number range for calculating: addition and subtraction of whole numbers of at least 4 digits. Calculation techniques: use a range of techniques to perform and check calculations Number range for multiples and factors: multiples of 1-digit numbers to at least 100 Properties of whole numbers: recognize and use the commutative and associative properties Solving problems 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
LEARNING ACTIVITY LESSON 1: Unit 1: Add and subtract whole numbers
TEACHING METHODS / APPROACH Duration: 60 minutes Learners to participate in a shopping activity. Explain to the learners that the activity needed them to work with multiple numbers and complete addition calculations. Explain that the expanded method of addition works best, when adding up more than two numbers. Explain expanding numbers by using brackets, according to place value. Explain that working with money is similar to working with four-digit numbers.
Mental Maths 10 minutes (TG page 172) Exercise 18.1 & 18.2 (LB page 92)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 place value apparatus, a set of 0 to 9 digit cards, a ten-sided die, a set of cards with addition and subtraction equations, calculators, pamphlets from various supermarkets
LESSON 2: Unit 2: Use a number line
Duration: 60 minutes Explain that, as in counting, the number line can also be used for addition and subtraction. Explain how the number line can also be used for subtraction calculations.
Mental Maths 10 minutes (TG page 172 Exercise 18.3 (LB page 93)
LESSON 3: Unit 3: Check using opposite operations LESSON 4: Unit 4: Solve addition and subtraction problems
Duration: 60 minutes Revise all the various methods that can be used for checking the accuracy of work. Revise how to use opposite operations to check the accuracy of work.
Mental Maths (TG page 172) Exercise 18.4 & 18.5 (LB page 94) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 61)
Duration: 60 minutes Revise the setting out of problem-solving calculations. Remind the learners to look out for key words, such as the sum of, the difference between and how many altogether, in the wording of problem-solving calculations.
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Topic 19: Division

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, Division Number range for calculations: division of at least whole 3-digit by 1-digit numbers. Calculation techniques: use a range of techniques to perform and check calculations Number range for multiples and factors: multiples of 1-digit numbers to at least 100 Properties of whole numbers: recognize and use the commutative; associative; and distributive properties Solving problems Unit 1: Divide a 3- digit number Unit 2: Estimate and check Unit 3: Solve division problems
LEARNING ACTIVITY LESSON 1: Unit 1: Divide a 3-digit number
TEACHING METHODS / APPROACH Duration: 90 minutes Remind learners of all the techniques they used to divide a two-digit number by a one-digit number. Introduce the learners to writing a clue board. Ensure that learners understand what the concept of the remainder means.
RESOURCES
LESSON 2: Unit 2: Estimate and check LESSON 3: Unit 3: Solve division problems
Explain the methods used for checking the reasonableness of solutions, namely: rounding, and inverse operations.
Duration: 60 minutes Revise the concept of how many times more. Explain that in this topic, the answer to how many times more will be calculated by doing division. Ensure that each calculation starts with an opening number sentence, working is shown by using a clue board, and the calculation is completed with a final number sentence.
REVISION: Topics 18 -19
Duration: 30 minutes TG page: 80 FORMAL ASSESSMENT TASK

FORMAL ASSESSMENT: TEST TG page 80
32
TERM 3: PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 3, Week 1 -2
Topic 20: Capacity and volume

MEASUREMENT 4.3 Capacity/volume Estimating Measuring Recording Comparing and ordering Converting Unit 1: Estimate and measure capacity Unit 2: Measure, record and compare amounts Unit 3: Convert between units of capacity Unit 4: Solve capacity problems
LEARNING ACTIVITY LESSON 1: Unit 1: Estimate and measure capacity

Duration: 120 minutes Collect a variety of containers on which the capacity is clearly indicated. Ask the learners to order the containers from those that hold the most to those that hold the least, and vice versa. Ask the learners to classify the containers into large and small groups. Revise the terms capacity and volume and the names of units. Explain that we measure smaller amounts in millilitres. Learners are to complete practical activities. Allow for discussion time once their activities are completed. Mental Maths 10 minutes (TG page 172) Exercise 20.1 & 20.2 (LB page 103) Incorporate the exercises in DBOE Workbook Term 1 and 2 (page 28)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 sand, containers, measuring dropper, syringe, measuring cups, measuring jugs, measuring cylinders, plastic bottles, teaspoons
LESSON 2: Unit 2: Measure, record and compare amounts
Ensure that learners remember how to read the scale on a measuring jug. Ensure that the learners are aware that they should take the error of parallax into account. Explain the following terms: meniscus, concave, convex and parallax. Spend some time looking at a variety of scales, to help learners work out what each division stands for. Mental Maths 10 minutes (TG page 172) Exercise 20.3 (LB page 104) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 124)
LESSON 3: Unit 3: Convert between unit of capacity
Revise the basic conversion facts of converting units of capacity between litres and millilitres. Revise how to multiply and divide by 1 000 quickly. Discuss with your learners why it is necessary to be able to convert millilitres to litres and vice versa. Mental Maths (TG page 172) Exercise 20.4 (LB page 105) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 124 )
LESSON 4: Unit 4: Solve capacity problems
Stress that we can only add and subtract capacities if the capacities have the same units. Mental Maths (TG page 172) Exercise 20.5 (LB page 107)
33

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Solving problems: grouping and equal sharing Describing and ordering fractions: compare and order common fractions with different denominators; describe and compare common fractions in diagram form Calculations with fractions: addition of common fractions Equivalent forms: recognize and use equivalent forms Unit 1: Add common fractions Unit 2: Equivalent fractions Unit 3: Order and compare common fractions Unit 4: Solve problems with fractions
LEARNING ACTIVITY LESSON 1: Unit 1: Add common fractions
TEACHING METHODS / APPROACH Duration: 120 minutes Use fraction pieces and fraction number lines to introduce the idea of adding fractions.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 fractions wall, fraction strips
LESSON 2: Unit 2: Equivalent fractions
Duration: 60 minutes Lots of practical teaching must take place here to demonstrate the concept of adding the numerators but not the denominators.
LESSON 3: Unit 3: Order and compare fractions LESSON 4: Unit 4: Solve problems with fractions
Duration: 60 minutes The fraction wall is useful when learners have to compare fractions.
Duration: 60 minutes This lesson deals with dividing out or fractioning out from a group, rather than just one object. Do many practical working out and dividing out examples.
Duration: 30 minutes TG page: 89
34
Subject: Mathematics Duration: 1hour CAPS Content

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers Counting Ordering Comparing Representing Place value of digits Unit 1: Count, compare and order numbers Unit 2: Place value and rounding
LEARNING ACTIVITY LESSON 1: Unit 1: Count, compare and order numbers
TEACHING METHODS / APPROACH Duration: 30 minutes Learners practise their counting by counting backwards and forwards. Get the learners to create a few four-digit numbers. Learners compare their numbers. Learners order the numbers from the smallest to the greatest in ascending order.
RESOURCES
LESSON 2: Unit 2: Place value and rounding
Duration: 30 minutes Revise place value. Write a 4-digit number on the board and ask the learners to identify which digit is which. Ask the learners to compare the value of two digits.
10-section spinner, 0 to 9 number cards
35

NUMBERS, OPERATIONS AND RELATIONS HIPS 1.1 Whole numbers, addition and subtraction Number range for calculating: addition and subtraction of whole numbers of at least 4 digits. Calculation techniques: use a range of techniques to perform and check written and mental calculations Properties of whole numbers: recognize and use the commutative and associative properties Solving problems Unit 1: Estimate, add and subtract Unit 2: Solve addition and subtraction problems
LEARNING ACTIVITY LESSON 1: Unit 1: Estimate, add and subtract

Learners work with 4 digit numbers and arrange them from the smallest to the greatest number. Allow learners to use estimation and inverse calculations in their calculations.
RESOURCES
Ask the volunteers to explain how they would estimate or use inverse operations. If necessary, refer back to previous topics, where these methods are explained.
Mental Maths 10 minutes (TG page 172) Exercise 23.1 & 23.2 (LB page 116)
LESSON 2: Unit 2: Solve addition and subtraction problems
Duration: 120 minutes Request each group to come up with a scenario, which can be developed into a problem-solving calculation. Request each group to present their scenario and help them to develop a problem- solving calculation. Ensure that the learners know how to set out a problem-solving calculation.
place value apparatus, set of 0 to 9 digit cards; a ten-sided die
Duration: 30 minutes TG page 95
36
PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 3, Week 4 -5
Topic 24: 2-D shapes

SHAPE AND SPACE 3.1 Properties of 2-D shapes Distinguish Describe Sort Compare shapes Unit 1: Compare and sort shapes Unit 2: Identify and name 2-D shapes Unit 3: Composite shapes
LEARNING ACTIVITY LESSON 1: Unit 1: Compare and sort shapes LESSON 2: Unit 2: Identify and name 2-D shapes LESSON 3: Unit 3: Composite shapes

Duration: 60 minutes Revise the basic concepts covered in Topic 8. Mental Maths 10 minutes (TG page 172) Exercise 24.1 (LB page 120) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 28) Duration: 60 minutes Revise the work done in the first term. Mental Maths 10 minutes (TG page 172) Exercise 24.2 (LB page 121) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 28) Duration: 120 minutes This lesson takes the form of an investigation Point out that composite shapes are formed when we put together shapes. Mental Maths (TG page 172) Exercise 24.3 & 24.4 (LB page 122)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 squared grid paper, scissors, rulers, pencils
37
PLATINUM LESSON PLANS GRADE 4 Grade: 4
Topic 25: Viewing objects

Duration: 2 hours Term 3, Week 5 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
LEARNING ACTIVITY LESSON 1: Unit 1: Different views
TEACHING METHODS / APPROACH Duration: 60 minutes Bring a variety of objects to class such as a cup, a toy car, a shoe etc. Show the different views of the objects. Get them to draw only what they see. Ask the class to guess what object the learners have drawn. Discuss views and the position of the viewer.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 objects, mirrors,
LESSON 2: Unit 2: Match different views
Duration: 60 minutes Prepare a plan drawing of your classroom with all the features of your actual classroom. Learners identify the picture and the position of the viewer. Discuss why plan views are useful.
Mental Maths 10 minutes (TG page 172) Exercise 25.3 25.5 (LB pages 125 - 126) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 146)
plan views of buildings, maps, evacuation plans, aerial photographs, architectural plans, brochures
REVISION: Topic: 24 -25
38
Topic 26: Data handling

Duration:7 hours CAPS Content
DATA HANDLING 5.1 Collecting and organising data: collect data using tally marks and tables for recording 5.2 Representing data: draw a variety of graphs to display and interpret data 5.2 Analysing, interpreting and reporting data: critically read and interpret data Unit 1: Collect and organise data Unit 2: Present data in different ways Unit 3: Interpret data Unit 4: Compare data
LEARNING ACTIVITY LESSON 1: Unit 1: Collect and organise data
TEACHING METHODS / APPROACH Duration: 120 minutes Remind the learners that they collected data, organised it in tables and used their tables to draw graphs in Topic 7. Revise the concept of tally marks. Make sure learners know how to draw up a table and that they can use the words rows and columns correctly. Remind them that a bar graph must have a heading and labels on the axes.
RESOURCES
LESSON 2: Unit 2: Present data in different ways
Duration: 120 minutes Point out that it is not easy to interpret data when it is given in words or written form. Remind learners that data in tables can be shown on graphs.
LESSON 3: Unit 3: Interpret data
Duration: 90 minutes Remind the learners what they need to look for when they are trying to make sense of a graph.
LESSON 4: Unit 4: Compare data
Duration: 90 minutes Learners need to realise that how and where you collect data can give you different results.

Formal Assessment: Project Data Handling TG page: 105
39
Topic 27: Numeric patterns

PATTERNS , FUNCTIONS AND ALGEBRA 2.1 Numeric patterns Investigate and extend numeric patterns Input and output values: determine input values, output values and rules for patterns and relationships Equivalent forms: determine equivalence of different descriptions of the same relationship or rule presented Unit 1: The order in mixed operations Unit 2: Find the rule Unit 3: Number sequences
LEARNING ACTIVITY LESSON 1: Unit 1: The order in mixed operations
TEACHING METHODS / APPROACH Duration: 60 minutes Give learners some examples of pairs of numbers added together and multiplied together. Let them write down the answers. Then ask them to reverse the order and see how their answers compare with the original.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Spidergrams
LESSON 2: Unit 2: Find the rule
Duration: 90 minutes Explain to learners what the possibilities are that they need to try to find the rule.
LESSON 3: Unit 3: Number sequences
Duration: 90 minutes Explain to learners what a sequence of numbers is. Help them to understand that there are four possible operations that they can try to find the rule.
40

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers, addition and subtraction Number range for calculating: addition and subtraction of whole numbers of at least 4 digits. Calculation techniques: use a range of techniques to perform and check calculations Properties of whole numbers: recognize and use the commutative and associative properties Solving problems Unit 1: Opposite operations and estimation Unit 2: Use the breaking down method Unit 3: Solve addition and subtraction problems
LEARNING ACTIVITY LESSON 1: Unit 1: Opposite operations and estimation
TEACHING METHODS / APPROACH Duration: 60 minutes Ask for volunteers to choose two numbers to either add or subtract. Then ask them how they would use estimation to check on the accuracy of their calculations. Then ask them to apply inverse operations to the same calculations to determine if their calculations were accurate. Remind them to use brackets if they dont want to lose numbers.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Place value apparatus, a set of 0
LESSON 2: Unit 2: Use the breaking down method
Duration: 120 minutes Revise the expanding method with the learners. Ask them to give you four-digit numbers, which can be used as addition calculations. Let them re-organise the numbers so that they can be used in subtraction calculations. Remind the learners that they can use brackets to assist them with the calculations. Remind them to use their place value tables if they struggle with expanding the numbers.
to 9 digit cards, ten-sided die, set of cards with addition and subtraction equations
Duration: 60 minutes Guide the learners to ensure that they use the correct method and show all their working out.
41
Topic 29: Multiplication

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers, multiplication Number range for calculations: multiplication of at least whole 2-digit by 2-digit numbers Calculation techniques: use a range of techniques to perform and check calculations Number range for multiples and factors: multiples of 1-digit numbers to at least 100 Properties of whole numbers: recognize and use the commutative; associative; and distributive properties Solving problems Unit 1: Multiply 2-digit numbers Unit 2: Solve multiplication problems
LEARNING ACTIVITY LESSON 1: Unit 1: Multiply 2digit numbers
TEACHING METHODS / APPROACH Duration: 180 minutes Remind learners that the number has to be broken up so that calculations can be easily done. Remind learners that when they round off and compensate, they can subtract or add. The importance of estimating their answer first must be stressed again.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Different size tins of the same product
LESSON 2: Unit 2: Solve multiplication problems
Duration: 180 minutes Spend some time on the concept of rate. Rate and the concept of best buy are introduced. The learners need to realise that there are several things they need to take into consideration to judge which is a best buy.
42
Topic 30: Number sentences

PATTERNS , FUNCTIONS AND ALGEBRA 2.3 Number sentences (introduction to algebraic expressions) Write number sentences to describe problem situations Solve and complete number sentences by: o inspection o trial and improvement Check the solution by substitution Unit 1: Solve problems Unit 2: Multiple choice questions
LEARNING ACTIVITY LESSON 1: Unit 1: Solve problems
TEACHING METHODS / APPROACH Duration: 90 minutes When teaching encourage learners to: read the questions carefully, associate the numbers given in the question with the quantities that the numbers represent, identify the unknown quantity, write the number sentence, solve the number sentence. Ensure that the learners match the number with the quantity correctly.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide
LESSON 2: Unit 2: Multiple choice questions
Duration: 90 minutes The emphasis here is on a particular way of testing learners knowledge and understanding, and the concept of equivalent statements. Ensure that learners give the answer as the letter representing the answer, and not the answer itself.
43
Topic 31: Transformations

SPACE AND SHAPE 3.4 Transformations Build composite shapes Tessellations Describe patterns Unit 1: Transform 2-D shapes
LEARNING ACTIVITY LESSON 1: Unit 1: Transform 2D shapes
TEACHING METHODS / APPROACH Duration: 120 minutes Discuss each of the shapes that form the tangram puzzle which you made before the lesson. Discuss the name of each 2-D shape. Put two shapes together to form a new composite shape. Ask learners to name the new shape. Eventually ask learners to create a convex shape using all the pieces.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Matchboxes, rulers, pencils, scissors

Formal Assessment: Test: TG page: 118
44
Subject: Mathematics Duration: 1 hour CAPS Content
TERM 4: PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 4, Week 1

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers: Counting Ordering Comparing Representing Place value of digits Unit 1: Count forwards and backwards Unit 2: Place value and rounding
LEARNING ACTIVITY LESSON 1: Unit 1: Count forwards and backwards
TEACHING METHODS / APPROACH Duration: 30 minutes Explain to the learners that they are going to play a counting game that involves them taking turns to count, while clapping a beat. The learners need to be comfortable counting forwards and backwards, beginning with any random whole number.
RESOURCES
LESSON 2: Unit 2: Place value and rounding
Duration: 30 minutes Explain that an expanded numbers place value table is another type of place value table and that it can be used to make numbers, but that it works in a different way. Revise the rules of rounding off to the nearest 10, 100, 1000.
Ten-section spinner, 0 to 9 number cards, set of number cards, a set of large place value number cards
45
PLATINUM LESSON PLANS GRADE 4 Grade: 4 Term 4, Week 1-2

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers, addition and subtraction Number range for calculating: addition and subtraction of whole numbers with at least 4 digits. Calculation techniques: use a range of techniques to perform and check calculations Properties of whole numbers: recognize and use the commutative and associative properties Solving problems Unit 1: Estimate and work with money Unit 2: Add and subtract 4-digit numbers Unit 3: Solve problems
LEARNING ACTIVITY LESSON 1: Unit 1: Estimate and working with money

Duration: 60 minutes Revise with learners what they understand by the term doubling. Explain to the learners that if two numbers are of the same value, we can double the number. Explain to the learners that they can also use doubling when it comes t o estimation. Revise the concept of adding and subtracting with money. Remind learners that they can use the expanded method, with brackets, when they are doing money calculations. Remind learners to add in the R symbol to show rands once they have finished calculating the answer. Mental Maths 10 minutes (TG page 172) Exercise 33.1 & 33.2 (LB page 156) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 42) Duration: 90 minutes Ask the learners to make up a series of four-digit numbers. They are to arrange the numbers from the smallest to greatest. Learner are to identify the value of the various digits, this can be done orally as a class or in groups. Pair the numbers and request the class to do either addition or subtraction sums using the expanded method. Mental Maths 10 minutes (TG page 172) Exercise 33.3 (LB page 157) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 68) Duration: 90 minutes Revise the setting out of problem-solving calculations. Mental Maths 10 minutes (TG page 172) Exercise 33.4 (LB page 158) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 68) Duration: 30 minutes TG page: 126
RESOURCES
LESSON 2: Unit 2: Add and subtract 4-digit numbers
Place value apparatus, a set of 0 to 9 digit cards, ten-sided die, a set of cards with addition and subtraction equations
LESSON 3: Solve problems
REVISION: TOPICS 32 - 33
46
Topic 34: Mass

MEASUREMENT 4.2 Mass Estimating Comparing 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
LEARNING ACTIVITY
LESSON 1: Unit 1: Estimate and use units of mass

Duration: 60 minutes Learners estimate and measure the masses of different objects. Learners are to gain practical experience in understanding what a kilogram is, and what a gram is. Ask the learners to order items from the lightest to the heaviest, and vice versa. Ask learners to classify the items into two groups namely heavy and light. Learners can also be asked to arrange items in groups of similar masses. Discuss why we need measuring tools if we want to measure accurately. Remind learners that we use the metric system, based on powers of 10. Mental Maths 10 minutes (TG page 172) Exercise 34.1 (LB page 160) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 32) Duration: 60 minutes Explain that a number line represents the dial of a scale. Mental Maths 10 minutes (TG page 172) Exercise 34.2 (LB page 161) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 32) Duration: 60 minutes The focus of the lesson is on converting between kilograms and grams. Ensure that the learners can multiply and divide by 1 000 easily. Point out that the numbers become bigger when we convert to the smaller unit (grams) and become smaller when we convert to the bigger unit (kilograms). Mental Maths (TG page 172) Exercise 34.3 (LB page 162) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 122) Duration: 60 minutes Revise how to convert between units. Find three objects with distinctly different masses and ask your class to order them from the lightest object to the heaviest one. Mental Maths (TG page 172) Exercise 34.4 (LB page 163) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 122) Duration: 60 minutes 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. Mental Maths (TG page 172) Exercise 34.5 (LB page 164) Duration: 60 minutes When solving the word problems, make sure that the learners have sufficient time to engage with each problem in order to understand it. Encourage the learners to verbalise various strategies to solve the problems before deciding on a specific strategy. Mental Maths (TG page 172) Exercise 34.6 (LB page 165)
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RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Items of mass, sand, number lines, wall chart
LESSON 2: Unit 2: Read, measure and record mass LESSON 3: Unit 3: Convert units of mass
LESSON 4: Unit 4: Compare and order mass
LESSON 5: Work with mass
LESSON 6: Solve problems with mass
Topic 35: 3-D shapes

SHAPE AND SPACE 3.2 Properties of 3-D objects Distinguish Describe Sort Compare Unit 1: Identify, sort and compare 3-D objects Unit 2: Make 3-D models
LEARNING ACTIVITY LESSON 1: Unit 1: Identify, sort and compare 3-D objects

Revise the properties and names covered in the second term. Learners are to compare 3-D objects, identifying the similarities and the differences between the shapes. Ensure that the learners understand all the terminology involved with 3-D shapes. Use models of 3-D objects to demonstrate the term face to the class. Explain to the class about the opposite faces on a prism being identical.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 3-D objects, wall charts, pictures,
LESSON 2: Unit 2: Make 3-D models
REVISION: Topics: 3435
Mental Maths 10 minutes (TG page 172) Exercise 35.1 35.3 (LB pages 166 - 168) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 22) Duration: 120 minutes Ask learners to take apart boxes that they have collected. The learners must look at the different parts and talk about them, using the appropriate terminology for 2-D shapes. Learners put their boxes together again using tape. Work through the step-by-step process with the class to create a squarebased pyramid and a triangular pyramid. Mental Maths 10 minutes (TG page 172) Exercise 35.4 35.6 (LB pages 169 - 170) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 24) Duration: 30 minutes TG page: 135
paper, cardboard, rulers, scissors, sticky tape, preferably masking, boxes of matchsticks

Formal Assessment: Investigation House numbers in a street TG page: 135
48

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.2 Common fractions Solving problems: solve problems in contexts involving fractions, including grouping and equal sharing Describing and ordering fractions: compare and order common fractions with different denominator; describe and compare common fractions in diagram form Calculations with fractions: addition of common fractions Equivalent forms: recognize and use equivalent forms Unit 1: Recognise fractions Unit 2: Use fractions to measure Unit 3: Solve measurement problems
LEARNING ACTIVITY LESSON 1: Unit 1: Recognise fractions LESSON 2: Unit 2: Use fractions to measure

Duration: 60 minutes Revise all the fractions concepts that have been covered before this year. Mental Maths 10 minutes (TG page 172) Exercise 36.1 (LB page 174) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 30) Duration: 120 minutes It is important to establish the relationship between division and a fraction. This must be done in the most practical manner possible. Mental Maths 10 minutes (TG page 172) Exercise 36.2 (LB page 175) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 134) Duration: 120 minutes Use the number line with fractions to help learners in understanding mixed numbers. Remind learners to read the questions carefully. Mental Maths (TG page 172) Exercise 36.3 (LB page 176) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 32)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Fraction apparatus, counters, buttons, fruit
LESSON 3: Unit 3: Solve measurement problems
49
Topic 37: Division

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1 Whole numbers, division Number range for calculations: division of at least whole 3-digit by1-digit numbers Calculation techniques: use a range of techniques to perform and check calculations 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
LEARNING ACTIVITY LESSON 1: Unit 1:

Duration: 60 minutes Revise all the skills that are needed for doing division dividing, using the multiples of 10, 100 or a 1 000, and doubling and halving. Ensure that the learners are also comfortable with all the terminology used up till now. Remind learners once again how to set up a clue board and which techniques to use. Remind the learners that when checking and using inverse operations they must not forget to add in the remainder. Mental Maths 10 minutes (TG page 172) Exercise 37.1 (LB page 178) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 14) Duration: 60 minutes Ensure that the learners set their work out correctly in this unit. Mental Maths 10 minutes (TG page 172) Exercise 37.2 (LB page 179) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page16) Duration: 60 minutes With this sharing, each person does not get an equal amount. You must give examples, so that the learners realise that you have to add the two quantities together, as in ratio, to get the correct solution. Mental Maths (TG page 172) Exercise 37.3 (LB page 180) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 18) Duration: 30 minutes TG page: 142
RESOURCES
Estimate and check answers
LESSON 2: Unit 2: Solve division problems LESSON 3: Unit 3: Solve problems of unequal sharing REVISION: Topics: 36 37
50
Topic 38: Perimeter, area and volume

MEASUREMENT 4.6 Perimeter, area and volume Perimeter Measurement of area Measurement of volume Unit 1: Measure and calculate perimeter Unit 2: Area Unit 3: Volume
LEARNING ACTIVITY LESSON 1: Unit 1: Measure and calculate perimeter

Duration: 120 minutes Give the learners practice in measuring lengths to the nearest centimetre. Remind learners about the importance of lining up the 0 mark with the end of the line they want to measure. Discuss different mental strategies when adding more than two numbers. Learners calculate, rather than measure, perimeters. Explain scaled drawings and working out the perimeter of a scaled drawing. Mental Maths 10 minutes (TG page 172) Exercise 38.1 & 38.2 (LB pages 182 & 183) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 140) Duration: 120 minutes 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. Mental Maths 10 minutes (TG page 172) Exercise 38.3 & 38.4 (LB page 185) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 108) Duration: 180 minutes Remind the learners that volume and capacity are related. Mention that it is possible to melt down a solid that has volume into a liquid that can be poured into a hollow container that has capacity. Encourage the learners to model problems by actually building the shapes. Explain that you can find the volume of a box in cube units by packing it full of cubes. Mental Maths (TG page 172) Exercise 38.5 & 38.6 (LB pages 186 & 187) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 110)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Rulers, cardboard squares, squared paper, cubes, blocks, boxes
LESSON 2: Unit 2: Area
LESSON 3: Unit 3: Volume
51
Topic 39: Position and movement

SHAPE AND SPACE 3.6 Position and movement Locate position of objects, drawings or symbols on grid using alpha-numeric grid references Locate positions of objects on a map using alpha-numeric grid references Unit 1: Find objects on a grid Unit 2: Find objects on a map
LEARNING ACTIVITY LESSON 1: Unit 1: Find objects on a grid

Duration: 60 minutes Introduce this topic with a game. This activity introduces the learners to locating positions on a grid consisting of labelled columns and rows. Guide the learners to see how they must read the grid by using the given letter to locate the column and then use the given number to find the row. Ensure that the learners are confident with grid references.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Pegboard, map book
LESSON 2: Unit 2: Find objects on a map
Mental Maths 10 minutes (TG page 172) Exercise 39.1 (LB page 188) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 150) Duration: 60 minutes Revise what was discussed in the previous lesson and apply to reading a map using grid references. Mental Maths 10 minutes (TG page 172) Exercise 39.2 (LB page 190) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 150) Duration: 30 minutes TG page: 149
REVISION: Topics: 38 39

Formal Assessment: Assignment Design houses TG page: 149
52
Topic 40: Transformations

SHAPE ANDSPACE 3.4 Transformations Build composite shapes Tessellations Describe patterns Unit 1: Build composite shapes Unit 2: Tessellating patterns Unit 3: Describe patterns around us
LEARNING ACTIVITY LESSON 1: Unit 1:

Duration: 60 minutes Encourage learners to refer to Topic 31 to answer the questions in the exercise. Mental Maths 10 minutes (TG page 172) Exercise 40.1 (LB page 194) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 26) Duration: 60 minutes Use the large rectangles you have made to start tessellating shapes. Ask learners to use their own cut-out shapes to look for other possible orientations. Mental Maths 10 minutes (TG page 172) Exercise 40.2 & 40.3 (LB pages 195 & 196) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 56) Duration: 60 minutes Ask learners for examples of where they may have seen patterns like the examples in the text book. Mental Maths (TG page 172) Exercise 40.4 & 40.5 (LB page 197) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 58)
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Pictures of patterns, wall charts, tangram pieces, rectangles, triangles
Build composite shapes

LESSON 2: Unit 2: Tessellating patterns
LESSON 3: Unit 3: Describe patterns around us
53
Topic 41: Geometric patterns

PATTERNS , FUNCTIONS AND ALGEBRA 2.2 Geometric patterns Investigate and extend geometric patterns looking for relationships or rules of patterns Input and output values: determine input values, output values and rules for the patterns and relationships using flow diagrams Equivalent forms: determine equivalence of different descriptions of the same relationship or rule presented Unit 1: Extend geometric patterns Unit 2: Identify a sequence Unit 3: Find a rule
LEARNING ACTIVITY LESSON 1: Unit 1: Extend geometric patterns LESSON 2: Unit 2: Identify a sequence
TEACHING METHODS / APPROACH Duration: 30 minutes Revise what was learnt in Topic 17.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 1 and 2 and Term 3 and 4
Duration: 30 minutes Learners are to use both the rule for the flow diagram and the rule for the sequence to complete the output numbers for given input numbers.
Matchsticks, counters, bottle tops, small stones
LESSON 3: Unit 3: Find a rule
Duration: 60 minutes Through practical application you will notice that the first part of the rule is dependent on the number of extra items needed to make the next shape in the pattern. Assist learners to see that it is a good point to start when trying to get the rule for of a sequence of numbers by having a constant difference.
Mental Maths (TG page 172) Exercise 41.3 & 4.1.4 (LB page 200) Incorporate the exercises in the DBOE Workbook Term 1 and 2 (page 100)
REVISION: Topics 40 41
TG page: 155
54

NUMBERS, OPERATIONS AND RELATIONSHIPS 1.1. Whole numbers, addition and subtraction Addition and subtraction of whole numbers with at least 4 digits. Calculation techniques: use a range of techniques to perform and check calculations Number range for multiples and factors: multiples of 1-digit numbers to at least100 Properties of whole numbers: recognize and use the commutative and associative properties Solving problems Unit 1: Add and subtract four-digit numbers Unit 2: Solve addition and subtraction problems
LEARNING ACTIVITY LESSON 1: Unit 1: Add and subtract 4-digit numbers
TEACHING METHODS / APPROACH Duration: 90 minutes Ensure that by now learners are comfortable with the various methods used for addition and subtraction. Ask for volunteers to explain the various methods.
RESOURCES
Duration: 90 minutes Reinforce problem-solving calculations using addition and subtraction. Remind learners to set out their calculations correctly and show all their working out.
Place value apparatus, set of 0 to 9 digit cards, ten-sided die, set of cards with addition and subtraction equations
55
PLATINUM LESSON PLANS GRADE 4 Grade: 4
Topic 43: Probability

Duration: 2 hours Term 4, Week 10 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
LEARNING ACTIVITY LESSON 1: Unit 1: Do experiments and list outcomes
TEACHING METHODS / APPROACH Duration: 60 minutes Explain which side of a coin is heads and which one tails. Demonstrate how to toss a coin. Let the children practise with the coins they have. They should say whether their coin lands heads up or tails up. Ensure that the learners know the difference between a trial and an outcome. The learners need to realise that it is alright to get different results when you perform an experiment.
RESOURCES
Platinum Mathematics Grade 4 Learner's Book and Teacher's Guide DBOE Mathematics Grade 4 Workbook Term 3 and 4 Coins, six-sided die
LESSON 2: Unit 2: List and count outcomes
Discuss when you would use dice. Explain that the die is used to give everyone a fair chance. Make sure that the learners are able to construct and complete tables to record the results of their experiments. Mental Maths 10 minutes (TG page 172) Exercise 43.2 (LB page 205) Incorporate the exercises in the DBOE Workbook Term 3 and 4 (page 104)

Formal Assessment: Exam Practice TG page: 160
56

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Platinum Mathematics Grade 4 Lesson Plans

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INTERMEDIATE PHASE GRADE 4 LESSON PLANS

2013 Platinum MATHEMATICS

MATHEMATICS WORKSCHEDULE GRADE 4

TIME ALLOCATION AS PER CAPS

UNITS WITHIN EACH TOPIC

Topic 7: Data Handling

5 hours 0,5 hours 5 hours 1 Hour

UNITS WITHIN EACH TOPIC

0.5 hours 6 hours

Topic 13: Length

Revision Topic 14: 3-D objects

0.5 hours 5 hours

6 hours 0.5 hours 1 hour 2 hours 4 hours 0.5 hours

Topic 19: Division Revision Formal Assessment: Exam practice

4 hours 0.5 hours 1 hour

UNITS WITHIN EACH TOPIC

Topic 20: Capacity and volume

UNITS WITHIN EACH TOPIC

Topic 34: Mass

TEACHING METHODS / APPROACH

Duration: 30 minutes Preparation and suggested resources

Mental Maths (10 minutes daily) Teaching guidelines

Support and extension guidelines

Unit 2: Place value and expanded form

Support and extension guidelines

Unit 3: Round to the nearest 10

Duration 30 minutes Preparation and suggested resources

round to the nearest 10, multiple of 10

Mental Maths (10 minutes daily)

Support and extension guidelines

Unit 4: Compare and order numbers

Duration: 30 minutes Preparation and suggested resources

Mental Maths (10 minutes daily) Teaching guidelines

Support and extension guidelines

Duration: 2 hours CAPS Content

LEARNING ACTIVITY LESSON 1:

Unit 2: Place value and expanded form

LESSON 3: Unit 3: Round to the nearest 10

LESSON 4: Unit 4: Order numbers

PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 1 -2

Topic 2: Number Sentences

LEARNING ACTIVITY LESSON 1:

TEACHING METHODS / APPROACH

Unit 2: Order and grouping in addition

Unit 3: Addition and subtraction facts

Subject: Mathematics Duration: 8 hours CAPS Content

PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 2 - 3

Topic 3: Addition and Subtraction

LEARNING ACTIVITY LESSON 1:

Unit 2: Add whole numbers

Unit 3: Use addition to solve problems

PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Weeks 3 - 4

Topic 4: Numeric Patterns

LEARNING ACTIVITY LESSON 1:

REVISION: TOPICS: 3 4: TG page: 17

DAY- BY-DAY LESSON PLANS GRADE 4 Grade: 4 Term 1, Weeks 4 - 5

LEARNING ACTIVITY LESSON 1:

TEACHING METHODS / APPROACH

Unit 1: Read and write time

Unit 3: Work with time

FORMAL ASSESSMENT TASK

Subject: Mathematics Duration: 4 hours CAPS Content

PLATINUM SERIES LESSON PLANS GRADE 4 Grade: 4 Term 1, Week 6

Topic 6: Multiplication and division