Grade 1 Mathematics CAPS Lesson Plans, Worksheets & 2026 ATP (Foundation Phase)

Term 1 to Term 4 Annual Teaching Plan (ATP) — Grade 1 Mathematics

Click any week below to open the complete 5-in-1 classroom pack (Lesson Plan, A4 Worksheet, 20-Mark Assessment & Memo, and Parent Digest).

Term 1 — Grade 1 Mathematics ATP Pacing

Numbers 1 to 10 · Number Bonds to 10 · 2D Shapes & Length (Foundation Phase Grades R–3)

Week	CAPS Topic & Formal SBA	Weekly Learning Intention	5-in-1 Pack
Week 1	Counting forwards and backwards 1 to 10 on a number line (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 1)	I can find the number bonds that make 10 (like 7 + 3 and 6 + 4). Demonstrate Counting forwards and backwards 1 to 10 on a number line using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 2	Number symbols and number names (one, two, three, four, five) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 2)	I can use a number line to add and subtract numbers up to 10. Demonstrate Number symbols and number names (one, two, three, four, five) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 3	Decomposing numbers into bonds of 5 and 10 (e.g., 5 = 4 + 1 = 3 + 2) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 3)	I can identify and draw circles, squares, triangles, and rectangles. Demonstrate Decomposing numbers into bonds of 5 and 10 (e.g., 5 = 4 + 1 = 3 + 2) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 4	Addition and subtraction within 10 using counters and ten-frames (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 4)	I can find the number bonds that make 10 (like 7 + 3 and 6 + 4). Demonstrate Addition and subtraction within 10 using counters and ten-frames using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 5	Comparing numbers up to 10: 1 more than, 1 less than (Grade 1 Foundation Phase) Formal SBA Task (Term 1 Week 5): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can use a number line to add and subtract numbers up to 10. Demonstrate Comparing numbers up to 10: 1 more than, 1 less than using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 6	2D shapes: Circles, triangles, squares, and rectangles (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 6)	I can identify and draw circles, squares, triangles, and rectangles. Demonstrate 2D shapes: Circles, triangles, squares, and rectangles using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 7	Measuring length using non-standard units (handspans, paperclips, unifix cubes) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 7)	I can find the number bonds that make 10 (like 7 + 3 and 6 + 4). Demonstrate Measuring length using non-standard units (handspans, paperclips, unifix cubes) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 8	Repeating patterns with shapes, colours, and rhythmic beats (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 1 Week 8)	I can use a number line to add and subtract numbers up to 10. Demonstrate Repeating patterns with shapes, colours, and rhythmic beats using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 9	Term 1 Formal SBA Task: Number Bonds to 10 & 2D Shapes (Grade 1 Foundation Phase) Formal SBA Task (Term 1 Week 9): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can identify and draw circles, squares, triangles, and rectangles. Demonstrate Term 1 Formal SBA Task: Number Bonds to 10 & 2D Shapes using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 10	Term 1 Review and Mental Maths Fluency Drill (Bonds of 10) (Grade 1 Foundation Phase) Formal SBA Task (Term 1 Week 10): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can find the number bonds that make 10 (like 7 + 3 and 6 + 4). Demonstrate Term 1 Review and Mental Maths Fluency Drill (Bonds of 10) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →

Term 2 — Grade 1 Mathematics ATP Pacing

Numbers 1 to 15 · Addition & Subtraction within 10 · South African Money (Foundation Phase Grades R–3)

Week	CAPS Topic & Formal SBA	Weekly Learning Intention	5-in-1 Pack
Week 1	Counting forwards and backwards in 1s, 2s, and 10s up to 15 (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 1)	I can count in 2s and 10s up to 15. Demonstrate Counting forwards and backwards in 1s, 2s, and 10s up to 15 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 2	Addition and subtraction within 10 using number lines and counting on (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 2)	I can add South African coins to buy small items up to R10. Demonstrate Addition and subtraction within 10 using number lines and counting on using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 3	Number bonds of 6, 7, 8, 9, and 10 (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 3)	I can double numbers from 1 to 5. Demonstrate Number bonds of 6, 7, 8, 9, and 10 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 4	South African coins: 10c, 20c, 50c, R1, R2, R5 in practical shopping calculations (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 4)	I can count in 2s and 10s up to 15. Demonstrate South African coins: 10c, 20c, 50c, R1, R2, R5 in practical shopping calculations using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 5	Solving addition and subtraction word problems with money up to R10 (Grade 1 Foundation Phase) Formal SBA Task (Term 2 Week 5): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can add South African coins to buy small items up to R10. Demonstrate Solving addition and subtraction word problems with money up to R10 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 6	Position and views: Top view, side view, front view of classroom objects (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 6)	I can double numbers from 1 to 5. Demonstrate Position and views: Top view, side view, front view of classroom objects using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 7	Measuring capacity using non-standard containers (cups into a bottle) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 7)	I can count in 2s and 10s up to 15. Demonstrate Measuring capacity using non-standard containers (cups into a bottle) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 8	Formal SBA Task 2: South African Money & Number Operations (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 2 Week 8)	I can add South African coins to buy small items up to R10. Demonstrate Formal SBA Task 2: South African Money & Number Operations using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 9	Doubling numbers 1 to 5 (Double 1 is 2, double 2 is 4, double 5 is 10) (Grade 1 Foundation Phase) Formal SBA Task (Term 2 Week 9): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can double numbers from 1 to 5. Demonstrate Doubling numbers 1 to 5 (Double 1 is 2, double 2 is 4, double 5 is 10) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 10	Term 2 Controlled Oral & Written Assessment (Grade 1 Foundation Phase) Formal SBA Task (Term 2 Week 10): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can count in 2s and 10s up to 15. Demonstrate Term 2 Controlled Oral & Written Assessment using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →

Term 3 — Grade 1 Mathematics ATP Pacing

Numbers 1 to 20 · Doubles & Halves · 3D Objects & Mass (Foundation Phase Grades R–3)

Week	CAPS Topic & Formal SBA	Weekly Learning Intention	5-in-1 Pack
Week 1	Counting in 1s, 2s, 5s, and 10s up to 20 on the 100-number board (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 1)	I can count in 1s, 2s, 5s, and 10s up to 20. Demonstrate Counting in 1s, 2s, 5s, and 10s up to 20 on the 100-number board using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 2	Place value introduction: Tens and Units (14 is 1 ten and 4 units) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 2)	I can show that 14 is made of 1 Ten and 4 Units. Demonstrate Place value introduction: Tens and Units (14 is 1 ten and 4 units) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 3	Halving even numbers up to 10 (Half of 6 is 3, half of 10 is 5) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 3)	I can tell if a 3D object rolls like a ball or slides like a box. Demonstrate Halving even numbers up to 10 (Half of 6 is 3, half of 10 is 5) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 4	3D objects: Balls (spheres), boxes (prisms), cylinders — rolling vs sliding (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 4)	I can count in 1s, 2s, 5s, and 10s up to 20. Demonstrate 3D objects: Balls (spheres), boxes (prisms), cylinders — rolling vs sliding using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 5	Measuring mass using non-standard balances (heavier than, lighter than) (Grade 1 Foundation Phase) Formal SBA Task (Term 3 Week 5): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can show that 14 is made of 1 Ten and 4 Units. Demonstrate Measuring mass using non-standard balances (heavier than, lighter than) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 6	Addition and subtraction word problems within 20 with drawings (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 6)	I can tell if a 3D object rolls like a ball or slides like a box. Demonstrate Addition and subtraction word problems within 20 with drawings using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 7	Geometric patterns on squared paper grids (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 7)	I can count in 1s, 2s, 5s, and 10s up to 20. Demonstrate Geometric patterns on squared paper grids using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 8	Formal SBA Task 3: 3D Objects, Mass & Operations within 20 (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 3 Week 8)	I can show that 14 is made of 1 Ten and 4 Units. Demonstrate Formal SBA Task 3: 3D Objects, Mass & Operations within 20 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 9	Mental maths rapid recall of bonds to 10 and doubles up to 10 (Grade 1 Foundation Phase) Formal SBA Task (Term 3 Week 9): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can tell if a 3D object rolls like a ball or slides like a box. Demonstrate Mental maths rapid recall of bonds to 10 and doubles up to 10 using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 10	Term 3 Diagnostic feedback and remediation (Grade 1 Foundation Phase) Formal SBA Task (Term 3 Week 10): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can count in 1s, 2s, 5s, and 10s up to 20. Demonstrate Term 3 Diagnostic feedback and remediation using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →

Term 4 — Grade 1 Mathematics ATP Pacing

Numbers up to 20 · Time (Clock Hours & Calendar) · Data Handling (Foundation Phase Grades R–3)

Week	CAPS Topic & Formal SBA	Weekly Learning Intention	5-in-1 Pack
Week 1	Consolidation of numbers up to 20: Ordering, comparing, and place value (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 1)	I can read o'clock times on an analogue clock face. Demonstrate Consolidation of numbers up to 20: Ordering, comparing, and place value using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 2	Time: Reading analogue clock hours (o'clock) and days of the week (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 2)	I can read and create a simple pictograph using sticky dots. Demonstrate Time: Reading analogue clock hours (o'clock) and days of the week using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 3	Months of the year and sequencing birthdays on a classroom calendar (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 3)	I can solve word problems with money and change up to R20. Demonstrate Months of the year and sequencing birthdays on a classroom calendar using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 4	Data handling: Collecting data with tally marks and building a pictograph (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 4)	I can read o'clock times on an analogue clock face. Demonstrate Data handling: Collecting data with tally marks and building a pictograph using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 5	Addition of three single-digit numbers (e.g., 3 + 4 + 3 = 10) (Grade 1 Foundation Phase) Formal SBA Task (Term 4 Week 5): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can read and create a simple pictograph using sticky dots. Demonstrate Addition of three single-digit numbers (e.g., 3 + 4 + 3 = 10) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 6	Money word problems up to R20 (calculating total cost and simple change) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 6)	I can solve word problems with money and change up to R20. Demonstrate Money word problems up to R20 (calculating total cost and simple change) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 7	Fraction concepts: Sharing equally between 2 learners (halves) (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 7)	I can read o'clock times on an analogue clock face. Demonstrate Fraction concepts: Sharing equally between 2 learners (halves) using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 8	End-of-Year SBA Examination: Grade 1 CAPS Mathematics Paper (Grade 1 Foundation Phase) Continuous Informal Classroom Assessment (Term 4 Week 8)	I can read and create a simple pictograph using sticky dots. Demonstrate End-of-Year SBA Examination: Grade 1 CAPS Mathematics Paper using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 9	Review of corrections, celebrating math growth (Grade 1 Foundation Phase) Formal SBA Task (Term 4 Week 9): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can solve word problems with money and change up to R20. Demonstrate Review of corrections, celebrating math growth using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →
Week 10	Grade 2 Mathematics readiness bridges (Grade 1 Foundation Phase) Formal SBA Task (Term 4 Week 10): Grade 1 Mathematics Foundation Phase Practical & Written Assessment	I can read o'clock times on an analogue clock face. Demonstrate Grade 2 Mathematics readiness bridges using concrete manipulatives and drawings before abstract notation. Communicate mathematical and life skills thinking in both English and home language.	Generate Pack →

Sample 5-in-1 Pack Preview: Term 1 Week 1 (Counting forwards and backwards 1 to 10 on a number line (Grade 1 Foundation Phase))

Every weekly topic in Grade 1 Mathematics generates a structured lesson plan, cognitive-weighted questions, and a bilingual parent guide.

1. 60-Minute CAPS Lesson Plan

Source: DBE Official Foundation Phase CAPS Recovery ATP 2026 (Circular S19 of 2025) (Term 1 · Week 1 · Grades R–3 Recovery Curriculum)

10 min Phase 1: Multisensory Hook & Rhyme (Hook & Prior Knowledge)

Engage learners with an active counting/language rhyme and concrete tactile objects for Counting forwards and backwards 1 to 10 on a number line. Sing the welcome song and introduce today's target vocabulary in English and Mother-Tongue.
20 min Phase 2: Teacher Modelling & Carpet Demonstration ("I Do" Explicit Modelling)

Explicitly model Counting forwards and backwards 1 to 10 on a number line using big demonstration manipulatives, visual chart cards, and bilingual home-language terms. Check understanding with finger signals. Model common mistakes (e.g. counting the same object twice or reversing digits) and show how to fix them.
20 min Phase 3: Guided Pair & Small-Group Stations ("We Do" Guided & Pair Work)

Learners work in ability-differentiated groups with concrete counters, chalkboards, or structured workbooks on Counting forwards and backwards 1 to 10 on a number line. Teacher provides targeted small-group intervention. Rotate to support struggling learners with concrete bead strings while advancing fast finishers.
10 min Phase 4: Independent Exercise Application ("You Do" Worksheet Practice)

Learners complete the levelled 20-mark CAPS exercises on "Counting forwards and backwards 1 to 10 on a number line (Grade 1 Foundation Phase)". Teacher circulates with the scoring rubric to check Method [M] and Accuracy [A] steps in real time.
10 min Phase 5: Reflection & High-Five Consolidation (Exit Ticket & Family Bridge)

Review the core lesson outcome. Learners share their discovery with a peer and complete a 2-minute visual exit ticket or thumbs-up check. Explain the Family & Home Learning guide prompt so learners share their lesson at home.

Differentiation & Support: Provide physical counters (bottle tops, unifix cubes), ten-frames, and paired buddy support for Counting forwards and backwards 1 to 10 on a number line.

2. 20-Mark Cognitive Worksheet & Memo

Cognitive Weighting: Aligned to CAPS Barrett / Bloom Taxonomy

Question 1 · Level 1: Knowing (25%) [2 Marks]

Fill in the missing numbers on the number line: 4, 5, __, 7, __, 9, 10.

Memo: 6 (1), 8 (1) = 2 marks.
Question 2 · Level 1: Knowing (25%) [3 Marks]

Complete the number bond to make 10: (a) 7 + __ = 10, (b) 4 + __ = 10, (c) 10 - 2 = __.

Memo: (a) 3 (1); (b) 6 (1); (c) 8 (1) = 3 marks.
Question 3 · Level 2: Understanding (45%) [4 Marks]

Calculate: (a) Double 4 = __, (b) Half of 10 = __, (c) 8 + 5 = __.

Memo: (a) 8 (1); (b) 5 (1); (c) 13 (2) = 4 marks.
Question 4 · Level 3: Applying (20%) [5 Marks]

Thandi has R6. Her mother gives her R8 more. How much money does Thandi have in total? Show your sum.

Memo: Number sentence: R6 + R8 = R14 (3 marks). Full working and Rand unit included.
Question 5 · Level 2: Understanding (45%) [3 Marks]

Look at the clock face. The long hand is on 12 and the short hand is on 3. What time is it?

Memo: 3 o'clock (or 03:00) (3 marks).
Question 6 · Level 4: Evaluating (10%) [3 Marks]

Draw 1 ten and 3 units using bundles and sticks to represent the number 13.

Memo: 1 bundle of 10 and 3 loose sticks drawn clearly (3 marks). Total = 20 marks.

3. Sunday WhatsApp Family Guide & Resources

This week in Grade 1 Mathematics, your child is exploring: "Counting forwards and backwards 1 to 10 on a number line". At this age, learning happens best through play, talking, and touching real objects!

Dinner-Table Coaching Prompts:

"Can you show me what you counted or made at school today?"
"How does this connect to what we see at home or on the way to school?"
"Tell me the story of what your teacher and friends did together today."

Required Classroom Resources: Flard cards (tens and units), ten-frames, counters, 100-number square board · South African play money coins and notes, analogue demonstration clock with movable hands · Non-standard balance scales, 2D shape cut-outs, 3D geometric wooden solids

Frequently Asked Questions — Grade 1 Mathematics

What is covered in the Grade 1 Mathematics 2026 CAPS Annual Teaching Plan (ATP)?

The Grade 1 Mathematics (Foundation Phase) curriculum covers 40 weeks across Terms 1 to 4, starting with "Counting forwards and backwards 1 to 10 on a number line (Grade 1 Foundation Phase)" under the "Numbers 1 to 10 · Number Bonds to 10 · 2D Shapes & Length (Foundation Phase Grades R–3)" strand, including weekly informal classwork and formal School-Based Assessment (SBA) tasks in Weeks 5 and 9.

Can I download printable A4 worksheets and marking memorandums for Grade 1 Mathematics?

Yes. Every week in Grade 1 Mathematics includes a print-ready 60-minute CAPS lesson plan, a toner-safe A4 learner worksheet, a 20-mark cognitive-weighted assessment with a complete teacher marking memorandum, and a Sunday WhatsApp parent guide.

Are Grade 1 Mathematics worksheets available with bilingual South African language support?

Yes. Grasp includes built-in Mother Tongue-based Bilingual Education (MTbBE) vocabulary bridges across all 11 official languages (English, Afrikaans, isiXhosa, isiZulu, Sepedi, Sesotho, Setswana, siSwati, Tshivenda, Xitsonga, isiNdebele) to help learners master Grade 1 Mathematics terminology.

Other Grade 1 CAPS Subjects (Foundation Phase)

Grade 1 Mathematics Grade 1 English Home Language Grade 1 Afrikaans FAL Grade 1 isiXhosa HL / FAL Grade 1 isiZulu HL / FAL Grade 1 Life Skills / Life Orientation Grade 1 Coding & Robotics

Mathematics Across All Grades (Grades R–12)

Grade R Mathematics Grade 1 Mathematics Grade 2 Mathematics Grade 3 Mathematics Grade 4 Mathematics Grade 5 Mathematics Grade 6 Mathematics Grade 7 Mathematics Grade 8 Mathematics Grade 9 Mathematics Grade 10 Mathematics Grade 11 Mathematics Grade 12 Mathematics

Grade 1 Mathematics — CAPS Lesson Plans, Worksheets & 2026 ATP