# 2020 REVISED CURRICULUM AND ASSESSMENT PLANS MATHEMATICS GRADE

- Slides: 62

2020 REVISED CURRICULUM AND ASSESSMENT PLANS MATHEMATICS GRADE 6 Implementation: June 2020

Presentation Outline 1. Purpose 2. Amendments to the Content Overview for the Phase; 3. Amendments to the Annual Teaching Plan; 4. Amendments School Based Assessment (SBA) 5. Conclusion

1. Purpose • To mediate the amendments of the trimmed and re-organised 2020 Annual Teaching Plan including School Based Assessment for Mathematics, Grade 6 for implementation in June 2020 as stipulated in Circular S--. • To ensure that meaningful teaching proceeds during the remaining teaching time as per the revised school calendar. • To assist teachers with guided pacing and sequencing of curriculum content and assessment.

1. Purpose (continued) • To enable teachers to cover the essential core content /skills in each grade within the available time. • To assist teachers with planning for the different forms of assessment. • To ensure learners are adequately prepared for the subsequent year/s in terms of content, skills, knowledge, attitudes and values

2. Amendments to the Content Overview for the Phase

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: COUNTING, ORDERING AND REPRESENTING Grade 4 • Count forwards and backwards (in 2 s, 3 s, 5 s, 10 s, 25 s, 50 s, 100 s) between 0 and at least 10 000 • Order, compare and represent numbers to at least 4 -digit numbers • Represent odd and even numbers to at least 1 000. Grade 5 Grade 6 • Count forwards and backwards in whole number intervals up to at least 10 000 • Order, compare and represent numbers to at least 6 -digit numbers least 9 -digit numbers • Represent odd and even • Represent prime numbers to at least 1 000. to at least 100

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: COUNTING, ORDERING AND REPRESENTING, cont…. Grade 4 Grade 5 Grade 6 • Recognize the place value • Recognize the place • Recognizing the place of digits in whole value of digits in whole numbers to at least 4 numbers to at least 6 numbers to at least 9 digit numbers • Round off to the nearest 10, 100 and 1 000. 5, 100 and 1 000 5, 100, 1 000, 100 000, and 1 000

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: ADDITION AND SUBTRACTION Grade 4 Grade 5 Grade 6 Addition and subtraction of whole numbers of at least 4 digits Addition and subtraction of whole numbers of at least 5 digits Addition and subtraction of whole numbers of at least 6 digits

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: ADDITION AND SUBTRACTION- CALCULATION TECHNIQUES Grade 4 Grade 5 Grade 6 • estimation • building up and breaking down numbers • rounding off and compensating • using a number line • using addition and subtraction as inverse operations. • estimation • adding and subtracting in columns • building up and breaking down numbers • using a number line • rounding off and compensating • using addition and subtraction as inverse operations • estimation • adding and subtracting in columns • building up and breaking down numbers • rounding off and compensating • using addition and subtraction as inverse operations • using a calculator

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: ADDITION AND SUBTRACTION- PROPERTIES Grade 4 • Recognize and use the commutative and associative properties of whole numbers • 0 in terms of additive property Grade 5 • Recognize and use the commutative and associative properties of whole numbers • 0 in terms of additive property Grade 6 • Recognize and use the commutative and associative properties of whole numbers • 0 in terms of additive property

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: ADDITION AND SUBTRACTION- SOLVING PROBLEMS IN CONTEXT Grade 4 Grade 5 Grade 6 • Solve problems in contexts involving whole numbers, including: ─ financial contexts ─ measurement context

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: MULTIPLICATION Grade 4 Multiplication of at least whole 2 -digit by 2 -digit numbers Grade 5 Multiplication of at least whole 3 -digit by 2 -digit numbers Grade 6 Multiplication of at least whole 4 -digit by 3 -digit numbers

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: MULTIPLICATION: CALCULATION TECHNIQUES Grade 4 Grade 5 Grade 6 • estimation • building up and breaking down numbers • doubling and halving • using multiplication and division as inverse operations • estimation • building up and breaking down numbers • multiplying in columns • using multiplication and division as inverse operations • using a calculator

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: MULTIPLES AND FACTORS Grade 4 Grade 5 Grade 6 Multiples of 1 -digit numbers • Multiples of 2 -digits whole • Multiples of 2 -digit and 3 to at least 100 numbers to at least 100 digit numbers • Factors of 2 -digit whole • Factors of 2 -digit and 3 numbers to at least 100 digit whole numbers • Prime factors of numbers to at least 100

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: MULTIPLICATION-PROPERTIES Grade 4 Grade 5 • Recognize and use the • commutative; associative; commutative; associative and distributive properties of whole with whole numbers. • 1 in terms of its • multiplicative property Grade 6 Recognize and use the commutative; associative and distributive properties with whole numbers. 1 in terms of its multiplicative property

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: MULTIPLICATION- SOLVING PROBLEMS IN CONTEXT Grade 4 Grade 5 Grade 6 • Solve problems in contexts involving whole numbers, including: ─ financial contexts ─ measurement context ─ comparing two or more quantities of the same kind (ratio) ─ comparing two quantities of different kinds (rate).

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: DIVISION Grade 4 Division of at least whole 3 digit by 1 -digit numbers Grade 5 Division of at least whole 3 digit by 2 -digit numbers Grade 6 Division of at least whole 4 digit by 3 -digit numbers

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: DIVISION: CALCULATION TECHNIQUES Grade 4 Grade 5 Grade 6 • estimation • building up and breaking down numbers • using multiplication and division as inverse operations • estimation • building up and breaking down numbers • long division • using multiplication and division as inverse operations • using a calculator

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: DIVISION-PROPERTIES Grade 4 Recognize and use the distributive property of whole numbers. Grade 5 • Recognize and use the distributive property of whole numbers • 1 in terms of its multiplicative property Grade 6 • Recognize and use the distributive property of whole numbers • 1 in terms of its multiplicative property

Summary: Amendments to the Content Overview for the Phase WHOLE NUMBERS: DIVISION- SOLVING PROBLEMS IN CONTEXT Grade 4 Grade 5 Grade 6 • Solve problems in contexts involving whole numbers, including: ─ financial contexts ─ measurement context ─ comparing two or more quantities of the same kind (ratio) ─ comparing two quantities of different kinds (rate) ─ grouping and equal sharing with remainders

Summary: Amendments to the Content Overview for the Phase COMMON FRACTIONS: DESCRIBE, ORDER AND COMPARE Grade 4 • Compare and order common fractions of different denominators (halves, thirds, quarters, fifths, sixths, sevenths, eighths) • Describe and compare common fractions in diagram form. Grade 5 • Count forwards and backwards in fractions • Compare and order common fractions to at least twelfths Grade 6 Compare and order common fractions, including tenths and hundredths DONE IN TERM 1

Summary: Amendments to the Content Overview for the Phase COMMON FRACTIONS: CALCULATIONS WITH FRACTIONS Grade 4 • Addition of common fractions with same denominators. • Fractions of whole numbers • Recognize, describe and use the equivalence of division and fractions Grade 5 Grade 6 • Addition and subtraction of common fractions with same denominator • Addition and subtraction of mixed numbers fractions of whole numbers • Fractions of whole which result in whole numbers • Recognise, describe and use the equivalence of division and fractions • Addition and subtraction of common fractions in which one denominator is a multiple of another • Addition and subtraction of mixed numbers • Fractions of whole numbers DONE IN TERM 1

Summary: Amendments to the Content Overview for the Phase COMMON FRACTIONS: SOLVING PROBLEMS IN CONTEXT Grade 4 Grade 5 Grade 6 Solve problems in contexts involving common fractions, including grouping and equal sharing. Solve problems in contexts involving common fractions, including grouping and sharing DONE IN TERM 1

Summary: Amendments to the Content Overview for the Phase COMMON FRACTIONS: EQUIVALENT FORMS AND PERCENTAGE Grade 4 Recognize and use equivalent forms of common fractions (fractions in which one denominator is a multiple of another Grade 5 Grade 6 Recognize and use equivalent • Find percentages of whole forms of common fractions numbers (fractions in which one • Recognize equivalence denominator is a multiple of between common another fraction, decimal fraction and percentage forms of the same number

Summary: Amendments to the Content Overview for the Phase COMMON FRACTIONS: DECIMAL FRACTIONS- GRADE 6 ONLY Recognise, order and place value of decimal fractions • Count forwards and backwards in decimal fractions to at least two decimal places • Compare and order decimal fractions to at least two decimal places • Place value of digits to at least two decimal places Calculations and Solving problems with decimal fractions Equivalent forms • Addition and subtraction • Recognize equivalence of decimal fractions with between common fraction at least two decimal and decimal fraction places forms of the same number • Multiply decimal fractions • Recognize equivalence by 10 and 100 between common • Solve problems in context fraction, decimal fraction involving decimal fractions and percentage forms of the same number

Summary: Amendments to the Content Overview for the Phase Grade 4 NUMBER SENTENSE Grade 5 • Write number sentences to describe problem situations • Solve and complete number sentences by: − inspection − trial and improvement • Check solution by substitution DONE IN TERM 1 Grade 6 • Write number sentences to describe problem situations • Solve and complete number sentences by: − inspection − trial and improvement • Check solution by substitution

Summary: Amendments to the Content Overview for the Phase NUMERIC AND GEOMETRIC PATTERNS: INVESTIGATE AND EXTEND PATTERNS Grade 4 Grade 5 Grade 6 • Investigate and extend • numeric patterns looking numeric and geometric for relationships or rules patterns looking for of patterns: relationships or rules of ─ sequences involving a patterns: constant difference − represented in or ratio physical or diagram ─ of learner’s own form creation − sequences not limited • Describe observed to constant relationships or rules in difference or ratio learner’s own words − of learner’s own DONE IN TERM 1 creation • Describe observed • relationships or rules for sequences involving Investigate and extend numeric and geometric patterns looking for relationships or rules of patterns: − represented in physical or diagram form − sequences not limited to constant difference or ratio − of learner’s own creation Describe the general rules for the observed relationships

Summary: Amendments to the Content Overview for the Phase NUMERIC AND GEOMETRIC PATTERNS: INPUT AND OUTPUT VALUES AND EQUIVALENT FORMS Grade 4 Grade 5 Grade 6 • Determine input values, output values and rules for patterns and relationships using − flow diagrams − tables • Determine equivalence of different descriptions of the same relationship or rule presented: ─ Verbally ─ in a flow diagram ─ by a number sentence DONE IN TERM 1 Determine input values, output values and rules for patterns and relationships using − flow diagrams − tables • Determine equivalence of different descriptions of the same relationship or rule presented: ─ Verbally ─ in a flow diagram ─ by a number sentence Determine input values, output values and rules for patterns and relationships using − flow diagrams − tables • Determine equivalence of different descriptions of the same relationship or rule presented: ─ Verbally ─ in a flow diagram ─ in a table ─ by a number sentence

Summary: Amendments to the Content Overview for the Phase PROPERTIES OF 2 D SHAPES Grade 4 • Range of shapes • Characteristics of shapes • Further activities DONE IN TERM 1 Grade 5 • • Range of shapes Characteristics of shapes Further activities Angles DONE IN TERM 1 Grade 6 • Draw 2 -D shapes on grid paper • Draw circles, patterns in circles and patterns with circles using a pair of compasses

Summary: Amendments to the Content Overview for the Phase PROPERTIES OF 3 D OBJECTS: Range of objects Grade 4 Grade 5 Grade 6 • Recognise, visualise and name 3 -D objects in the environment and geometric settings, focusing on: ─ rectangular prisms ─ spheres ─ cylinders ─ cones ─ square-based pyramids • Extend recognising, visualising and naming 3 -D objects in the environment and geometric settings, focusing on similarities and differences between cubes and rectangular prisms Extend recognising, visualising and naming 3 -D objects in the environment and geometric settings, focusing on similarities and differences between tetrahedrons and other pyramids

Summary: Amendments to the Content Overview for the Phase PROPERTIES OF 3 D OBJECTS: Characteristics and Further activities Grade 4 Grade 5 Grade 6 • Describe, sort and compare 3 -D objects in terms of: ─ shapes of faces ─ flat and curved surfaces • Make 3 -D models using cut out polygons • Extend describing, sorting and comparing 3 -D objects in terms of shape of faces in terms of number and to include: shape of faces including: ─ number of faces − number of vertices ─ flat and curved − number of edges surfaces • Make 3 -D models using: • Extend making 3 -D models ─ drinking straws, using cut out polygons to toothpicks etc. include cutting open boxes ─ nets to trace and describe their nets

Summary: Amendments to the Content Overview for the Phase TRANSFORMATIONS: Composite shapes, Tessellations, Enlargement and Reduction Grade 4 Grade 5 Grade 6 EXCLUDED • Make composite 2 -D shapes Draw enlargement and including shapes with line symmetry reductions of 2 -D shapes to by tracing and moving a 2 -D shape compare size and shape of in one or more of the following ─ Triangles ways: ─ quadrilaterals ‒ by rotation ‒ by translation ‒ by reflection • Make tessellated patterns including some patterns with line symmetry by tracing and moving 2 -D in one or more of the following ways: − by rotation − by translation − by reflection

Summary: Amendments to the Content Overview for the Phase VIEWING OBJECTS Grade 4 EXCLUDED Grade 5 Grade 6 Link the position of viewer to EXCLUDED views of single everyday objects, collections of everyday objects or scenes from everyday life

Summary: Amendments to the Content Overview for the Phase MASS: PRACTICAL MEASURING Grade 4 • Estimate and practically measure 3 -D objects using measuring instruments such as: − bathroom scales − kitchen scales − balances • Record, compare and order mass of objects in grams (g) and kilograms (kg). Grade 5 Grade 6 • Estimate and practically • Estimate and practically measure 3 -D objects using measuring instruments such as: − bathroom scales − kitchen scales (analogue and digital) − balances − kitchen scales • Record, compare and order (analogue and digital) mass of objects in grams (g) − balances and kilograms (kg). • Record, compare and order mass of objects in grams (g) and kilograms (kg).

Summary: Amendments to the Content Overview for the Phase MASS: CALCULATIONS AND PROBLEM-SOLVING Grade 4 Grade 5 Grade 6 • Solve problems in • Solve problems in contexts involving mass • Convert between grams • Extend converting and kilograms limited to between grams and examples with whole kilograms to include numbers and fractions. fraction and decimal forms (to 2 decimal places)

Summary: Amendments to the Content Overview for the Phase LENGTH: PRACTICAL MEASURING Grade 4 Grade 5 Grade 6 • Estimate and practically measure 2 -D shapes and 3 measure 2 -D shapes and 3 3 -D objects using measuring instruments such as: measuring instruments such as: − rulers − metre sticks − tape measures − trundle wheel • Record , compare and order lengths of shapes and objects in millimetres (mm), centimetres (cm), metres (m), kilometres (km)

Summary: Amendments to the Content Overview for the Phase LENGTH: CALCULATIONS AND PROBLEM-SOLVING Grade 4 Grade 5 Grade 6 • Solve problems in • Solve problems in contexts involving length • Convert between • Extend converting between: any of the following: between millimetres ─ millimetres (mm) and ─ millimetres (mm), centimetres (cm), ─ centimetres (cm), metres (m) and ─ centimetres (cm) and ─ metres (m) kilometres (km) to include metres (m) ─ kilometres (km) fraction and decimal ─ metres (m) and • Conversions limited to forms (to 2 decimal kilometres (km) whole numbers and places) • Conversions limited to common fractions whole numbers and common fractions

Summary: Amendments to the Content Overview for the Phase CAPACITY/VOLUME: PRACTICAL MEASURING Grade 4 • Estimate and practically measure 3 -D objects using measuring instruments such as: − Measuring spoons − Measuring cups − Measuring jugs • Record , compare and order capacity and volume of 3 D objects in millilitres (ml) and litres (l) Grade 5 Practical Measuring DONE IN TERM 1 Grade 6 • Estimate and practically measure 3 -D objects using measuring instruments such as: − Measuring spoons − Measuring cups − Measuring jugs • Extend recording , comparing and ordering capacity and volume of 3 D objects in millilitres (ml) and litres (l)

Summary: Amendments to the Content Overview for the Phase CAPACITY/VOLUME: CALCULATIONS AND SOLVING PROBLEMS Grade 4 • Solve problems in contexts involving capacity/volume • Convert between millilitres and litres limited to examples with whole numbers and fractions Grade 5 Calculations and problem‑ solving DONE IN TERM 1 Grade 6 Extend converting between kilolitres, litres and millilitres to include fraction and decimal forms (to 2 decimal places)

Summary: Amendments to the Content Overview for the Phase TEMPERATURE Grade 4 Grade 5 Grade 6 • Estimate and practically measure EXCLUDED temperature using measuring instruments such as thermometers • Record , compare and order temperatures in degrees Celsius (˚C) • Solve problems in contexts related to temperature • Calculate temperature differences limited to positive whole numbers

Summary: Amendments to the Content Overview for the Phase AREA, PERIMETER AND VOLUME Grade 4 Grade 5 Grade 6 • Measure perimeter using • Measure perimeter using rulers or measuring tapes • Find areas of regular and • Extend finding areas of irregular shapes by regular and irregular counting squares on grids shapes to include in order to develop an developing rules for understanding of square calculating the areas of units squares and rectangles • Find volume/capacity of • Extend finding objects by packing or volume/capacity of filling them in order to objects to include develop an understanding developing an of cubic units understanding of why the volume of rectangular prisms is given by length multiplied by width multiplied by height.

Summary: Amendments to the Content Overview for the Phase AREA, PERIMETER AND VOLUME, cont… Grade 4 Grade 5 Grade 6 • Find volume/capacity of • Extend finding objects by packing or volume/capacity of filling them in order to objects to include develop an understanding developing an of cubic units understanding of why the volume of rectangular prisms is given by length multiplied by width multiplied by height. Investigate ─ the relationship between perimeter and area of rectangles and squares. ─ relationship between surface area and volume of rectangular prisms

Summary: Amendments to the Content Overview for the Phase DATA HANDLING: COLLECT, ORGANISE, REPRESENT, SUMMARISE AND INTERPRET DATA Grade 4 Grade 5 Grade 6 Complete data cycle with bar Extend completion of data • Extend completion of and pictographs (one‑to‑one cycle with graphs to include data cycle to include: correspondence) double bar graphs and − using simple pictographs (many‑to‑one questionnaires correspondence) to include (yes/no type ordering data from smallest response) group to largest group • Order data from smallest group to largest group

Summary: Amendments to the Content Overview for the Phase Grade 4 ANALYSE AND REPORT DATA Grade 5 Analyse data by answering questions related to data categories • Summarise data verbally and in short written paragraphs Grade 6 Extend analysis of data to include: ‒ data sources and contexts ‒ data categories, including ‒ measures of central data intervals tendencies – (mode) ‒ measures of central tendencies – (mode and median) Summarise data verbally and in short written paragraphs that include ‒ drawing conclusions about the data ‒ making predictions based on the data

3. Amendments to the Annual Teaching Plan

Summary: Reorganisation of content topics • Topics that are repetitive have been merged and dealt with once, but in depth • The following have been left out: ⁻ Topics that have been dealt with in the previous phase without progression ⁻ Topics that will be dealt with in the next phase with little or no progression ⁻ Topics that were taught in Term 1, however these topics will be assessed in the end of the year examinations

Summary: Reorganisation of content topics • The focus is on new concepts and skills • Some topics have been moved from one term to the next due to the following reasons: ⁻ Lack of time in the term ⁻ To incorporate other topics dealt with • Topics that link with each other have been dealt with, one after the other

Summary: Reorganisation of content topics • Hours in some topics have been reduced due to the following reasons: ⁻ Repetition, hence merged ⁻ Amount of work to be done is introductory • Numbers operations and relationships to be dealt with before all other topics since they form part of almost every topic

Summary: Content/Topics Amended Content/Topics Term Amendment 1. 1 Whole numbers: counting, ordering, comparing, representing and place value 2 To be done once and consider number range 1. 1 Whole numbers: Addition and subtraction 2 To be done once and in depth 1. 1 Whole numbers: Multiplication 2 To be done once and in depth

Summary: Content/Topics Amended Content/Topics Term Amendment 1. 1 Whole numbers: Division 2 To be done once and in depth 1. 2 Common fractions: 1 Completed in Term 1 1. 2 Common fractions: Percentages 3 Extension of the work done in Term 1

Summary: Content/Topics Amended Content/Topics Term Amendment 1. 3 Decimal fractions 3 Lack of time in Term 2 2. 1 Number sentences 4 Nothing done Numeric and Geometric Patterns 4 Merged , reduced and moved to term 4

Summary: Content/Topics Amended Content/Topics Term Amendment 3. 1 Properties of 2 -D shapes 4 Extension of the work done in Term 1 3. 2 Properties of 3 -D shapes 4 Extension of the work done in Term 1 3. 3 Symmetry Excluded

Summary: Content/Topics Amended Content/Topics Term Amendment 4. 2 Mass 3 Nothing done 4. 3 Capacity/volume 3 Moved from Term 2 to 3 to incorporate decimals 4. 4 Time 1 Completed in Term 1

Summary: Content/Topics Amended Content/Topics Term 4. 5 Temperature Amendment Excluded 4. 6 Perimeter, Area & Volume 4 Nothing done 5. 1 Collect, organise represent and summarise data 3 Nothing done

Summary: Content/Topics Amended Content/Topics 5. 2 to 5. 3 Interpret, Analyse and report data 5. 4 Probability Term Amendment 3 Nothing done Excluded

4. Amendments School Based Assessment (SBA)

Summary: Revised Programme of Assessment Term 1 Term 2 Term 3 Term 4 Assignment test Assignment Examination Test For mark allocation per task see Abridged CAPS Section 4 No June Examination No Project

Summary: Revised Programme of Assessment WEIGHTING OF TASKS FOR SBA AND END OF THE YEAR EXAMINATIONS Term Tasks 100 % 80 % 20% Assignment 30 % 24 % Test 20 % 16 % 2 Test 20 % 24 % 3 Assignment 30 % 16 % SBA 1 End of the Year Examinations 100 % 20 %

Summary: Revision Final Examination Structure • As in Abridged CAPS Section 4 Paper 1: Numbers, Operations and Relationships; Paper 2: Patterns, Functions and Algebra, Space and Shape, Measurement and Data Handling

4. Conclusion

Conclusion • The revised CAPS must be used in conjunction with clarification notes in CAPS. • For tests and examinations, mark allocation will apply in accordance with ‘Reorganised’ CAPS. • Cognitive levels and weighting of content areas will apply in accordance with CAPS N. B. ‘Reorganised CAPS’ document is an interim arrangement due to COVID 19

Contact Details Name: Ms CF Mtumtum: Mathematics Department of Basic Education Tel: 012 357 4177 Email: Mtumtum. [email protected]. gov. za

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