# Life Skills Grade 2 Life Skills Exemplar Booklet Question Paper > Grade 2 Life Skills question paper from the Life Skills Exemplar Booklet, 76 pages. Read online or get the free PDF download, memo linked when available. - Page: https://www.hlayiso.com/library/grade-2-life-skills-life-skills-exemplar-booklet-question-paper/1c892c3a-d350-4412-bc30-c3325fe3f10c - Updated: 2026-09-28 - Subject: Life Skills - Grade: Grade 2 - Document type: Question paper - Exam period: Life Skills Exemplar Booklet - Curriculum: CAPS - Pages: 76 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 2](https://www.hlayiso.com/library/grade-2) › [Life Skills](https://www.hlayiso.com/library/grade-2/life-skills) › [Life Skills Grade 2 Life Skills Exemplar Booklet Question Paper](https://www.hlayiso.com/library/grade-2-life-skills-life-skills-exemplar-booklet-question-paper/1c892c3a-d350-4412-bc30-c3325fe3f10c) ## About this document Life Skills · Grade 2 · Life Skills exemplar booklet. Question paper, 76 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 FOUNDATION PHASE: MATHEMATICS — ### Page 2 FOREWORD The Department of Basic Education has pleasure in releasing a subject exemplar booklet for School Based Assessment (SBA) to assist and guide teachers with the setting and development of standardised SBA tasks and assessment tools. The SBA booklets have been written by teams of subject specialists to assist teachers to adapt teaching and learning methods to improve learner performance and the quality and management of SBA. The primary purpose of this SBA exemplar booklet is to improve the quality of teaching and assessment (both formal and informal) as well as the learner’s process of learning and understanding of the subject content. Assessment of and for learning is an ongoing process that develops from the interaction of teaching, learning and assessment. To improve learner performance, assessment needs to support and drive focused, effective teaching. School Based Assessment forms an integral part of teaching and learning, its value as a yardstick of effective quality OHDUQLQJDQGWHDFKLQJLV¿UPO\UHFRJQLVHG7KURXJKDVVHVVPHQWWKHQHHGVRIWKHOHDUQHUDUHQRWRQO\GLDJQRVHGIRU remediation, but it also assists to improve the quality of teaching and learning. The information provided through quality assessment is therefore valuable for teacher planning as part of improving learning outcomes. Assessment tasks should be designed with care to cover the prescribed content and skills of the subject as well as LQFOXGHWKHFRUUHFWUDQJHRIFRJQLWLYHGHPDQGDQGOHYHOVRIGLI¿FXOW\)RUIDLUDVVHVVPHQWSUDFWLFHWKHWHDFKHUPXVW ensure that the learner understands the content and has been exposed to extensive informal assessment opportunities before doing a formal assessment activity. The exemplar tasks contained in this booklet, developed to the best standard in the subject, is aimed to illustrate best practices in terms of setting formal and informal assessment. Teachers are encouraged to use the exemplar tasks as models to set their own formal and informal assessment activities. MR HM MWELI DIRECTOR-GENERAL DATE: 1 ### Page 3 The Programme of Assessment (POA) for Grades 1 to 3 is aligned to the Curriculum and Assessment Policy Statement (CAPS). The POA for each term includes exemplar Assessment frameworks which give an overview of the skills and concepts which should be assessed in each term. Assessment frameworks are useful tools for planning an assessment task or an activity and must not be limited to written tests only. Assessment frameworks should enable the teacher to identify the following: x content, knowledge, concepts and skills that need to be assessed; x forms of assessment that will be relevant for the assessment activity; x design of the activity (questions and cognitive levels); x recording tools that will be used; and x resources that can be used for the assessment task. The assessment tasks for each term has been repackaged into an Assessment Framework which gives a comprehensive overview of the concepts/skills to be assessed, the forms of assessment and the assessment tools to be used as well as an indication of when the assessment activities should be done. Assessment tasks in Mathematics need to include activities and exercises that are not language based, and not reading dependent, to reflect the real abilities of these learners. However, cognisance should also be taken of what is being assessed. Certain knowledge and skills are best assessed with particular forms of assessment. Different forms of assessments are appropriate to assess the skills and concepts necessary for different topics. The Assessment Framework gives an overview of the concepts and skills to be assessed in all five topics in each term. The activities cover both Assessment for learning (informal assessment) and Assessment of learning (formal assessment) for the term. However, not everything in the curriculum needs to be formally assessed or formally reported on. Numbers, Operations and Relationships make up 65%; 60% and 58% of Mathematics in Grades 1 – 3 respectively. This means that about 60% of the formal assessment each term and for the year should be focused on Numbers, Operations and Relationships. The formal assessment activities should not be seen as a single event or test. Some of the criteria can be assessed at the same time, but others will be assessed at different times. For example, if learners’ skip counting skills are being assessed, their ability to do the following could be assessed in the same exercise or event: ƒ Complete counting sequences ƒ Say, read and write number symbols ƒ Counting forward and backward in multiples of 10s, 5s, 2s etc . 2 ### Page 4 The formal assessment should reflect a variety of forms of assessment such as oral, practical observation and written activities. These may be short activities that are aggregated to make up a task that are completed over a few sessions. Assessment activities should be done in many ways to ensure that each learner is able to demonstrate what he or she has learnt, knows and can do through: ƒ one-on-one engagements with the teacher with respect to Mental Mathematics, rapid recall of number bonds, verbalising a problem solving strategy, an oral response to a Mathematics poster; ƒ practical activity (sorting out concrete objects according size, shape, quantity, etc.); ƒ completing a written activity independently; ƒ individual response to problem solving. For example, if an assessment task includes both solving problems by grouping or sharing, and assessing learners’ ability to measure capacity; it is more likely that these aspects of Mathematics will be assessed at different times and in different ways. The forms of assessment used should be age and developmentally appropriate. Formal assessments must cater for a range of cognitive levels and abilities of learners. When planning and implementing an assessment activity the teacher should ensure that: ƒ the content, concepts and skills that are being assessed are aligned to curriculum and are grade appropriate; ƒ the content, skills and concepts have already been taught and different examples are used for the assessment activity; ƒ differentiated assessment practices should be used to accommodate all ability levels and learning styles; ƒ resources are available for learners to enable them to complete the activity; ƒ the evidence is recorded (checklists, rubrics, learner’s class work books, worksheets, etc.); ƒ scores are recorded and are aggregated to inform the learner’s achievement level in each term, ƒ follow up interventions for under-performing learners and enrichment activities for top performing are catered for .  3 ### Page 5 IMPLEMENTATION OF SOUTH AFRICAN SCHOOL ADMINISTRATION AND MANAGEMENT SYSTEMS (SA-SAMS) The weightings in the CAPS will be used to inform the implementation of SA-SAMS in Grades 1 to 3. Table 2 indicates the weightings to be used in SASAMS. TABLE 2: IMPLEMENTATION OF SA-SAMS AND WEIGHTING OF CONTENTS AREAS Weightings per Content Area SA-SAMS weightings Content Area Grade 1 Grade 2 Grade 3 Grade 1 Grade 2 Grade 3 Numbers, Operations and Relationships 65% 60% 58% 65% 60% 58% Patterns, Functions and Algebra 10% 10% 10% 10% 10% 10% Space and shape 11% 13% 13% 11% 13% 13% Measurement 9% 12% 14% 9% 12% 14% Data Handling 5% 5% 5% 5% 5% 5% Aggregate Term 1: 25% Term 2: 25% Term 3: 25% Term 4: 25% Table 3 gives an overview of the number of the suggested activities which should be assessed formally in each of the five Content Areas in Terms 1 to 4 in each grade. This mapping will inform the capturing of the assessment data on SASAMS for Mathematics in Grades 1 to 3.  4 ### Page 6  TABLE 3 : Overview of the Programme of Assessment: Suggested Recordings for SASAMS Grade 1 Content areas Term 1 Term 2 Term 3 Term 4 Numbers Operations 2 Orals and 1 Practical 2 Orals and Practicals 3 Orals and 2 Practicals 1 Oral and Practical and Relationships 1 Written 1 Written 1 Written 1 Written Patterns, Functions 1 Oral and practical 1 Oral and practical 1 Oral and practical 1 Written and Algebra 1 Written 1 Written 1 Written 1 Oral and Practical Space and Shape 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical 1 Written Measurement 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical 1 Oral and Practical Data Handling 1 Oral and Practical 1 Written 1 Oral and Practical 1 Written Grade 2 Content areas Term 1 Term 2 Term 3 Term 4 Numbers Operations 1 Oral 3 Orals and 2 Practicals 2 Orals and Practicals 2 Orals and Relationships 1 Written 1 Written 1 Written 1 Written Patterns, Functions 1 Oral and practical 1 Written 1 Written 1 Written and Algebra 1 Written 1 Oral and Practical 1 Oral and Practical Space and Shape 1 Oral and Practical 1 Written 1 Written 1 Written 1 Oral and Practical Measurement 2 Orals and Practicals  1 Written 1 Written 1 Written Data Handling 1 Written 1 Written 1 Written 1 Written      5 ### Page 7  Grade 3 Content areas Term 1 Term 2 Term 3 Term 4 Numbers Operations 2 Orals and 1 Practical 3 Orals and 1 Practical 2 Orals and 1 Practical 2 Orals and Relationships 1 Written 1 Written 1 Written 1 Written Patterns, Functions 1 Oral 1 Oral 1 Written 1 Written and Algebra 1 Written 1 Written 1 Oral and Practical 1 Oral and Practical Space and Shape 1 Written 1 Written 1 Written 1 Written 2 Orals and Practicals 1 Oral and Practical Measurement 1 Written 1 Written 1 Written 1 Written Data Handling 1 Written 1 Written 1 Written 1 Written  6 ### Page 8 Grade 1 7 ### Page 9 Mathematics: Programme of Assessment: Grade 1 : Term 1 Content Form of Assessment Date to be Date Skills and knowledge assessed Score Area Assessment Tool completed completed Counting Rubric 5 ƒ Counts out 10 objects reliably, saying the names in sequence By end of the ƒ Count forwards and backwards in ones from any number between 1 and 20 Oral Term Mental Maths Checklist n/a Numbers, Operations and Relationships ƒ Compare numbers up to 10 and say which is 1 and 2 more or less. Order Numbers ƒ Describes, and orders numbers to 5 from smallest to greatest and greatest to smallest 5 (using a number line) Number symbols and names ƒ Writes number symbols up to 5 Class work 5 ƒ Recognises and identifies number names up to 5 Written book/ By week 8 ƒ Compares a collection of objects, more than, less than, is equal to Worksheet Context Free Calculations ƒ Adds up to 5 5 ƒ Subtracts from 5 (no operational symbols) using techniques like drawing and concrete number line Solve Problems in Context Oral and By end of the ƒ Solves word problems in context and explains own solution to problems involving Checklist n/a Practical Term addition, subtraction, repeated addition, equal sharing and grouping with answers up to 5 Geometric Patterns Patterns, Functions ƒ Copies, extends and describes in words simple patterns made with physical objects, by Oral and By end of the Checklist n/a Practical Term drawings Number Patterns Class work & Algebra ƒ Copy, extend and describe simple number sequences to at least 20. ( counting forward Written book/ 5 By Week 8 and backward) Worksheet Spac Position and direction Oral and By end of the ƒ Describes the position of one object in relation to another using language such as next Rubric 5 e& Shap Practical Term to, on top of etc. 8 ### Page 10 ƒ Follows directions and instructions to place one object in relation to another. 3D objects ƒ Describes, sorts and compares 3-D objects in terms of size, colour Checklist n/a ƒ Recognises and names 3-D objects - ball shapes (spheres), box shapes (prisms) Time ƒ Orders regular events Daily Routine ƒ Describes when something happens using language e.g. morning, afternoon, night, early, late Checklist n/a Telling the time ƒ Names and sequence days of week and months of year Measurement Time ƒ Orders regular events Daily Routine Oral and ƒ Describes when something happens using language e.g. morning, afternoon, night, Practical Checklist n/a By end of the early, late Term Telling the time ƒ Names and sequence days of week and months of year Mass - non-standard measures ƒ Measures and compares mass of three or more objects.: Uses language heavy/light; Rubric 5 lighter, heavier ƒ Collects and sorts everyday physical objects according to criteria given by teacher Data- Represents data Oral and Practical Checklist n/a handling ƒ Draws a picture of the sorted objects and describes the sorted collection Teacher note: Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups . Written activities should include at least 1 example of each skill/concept and should be done in a worksheet format. The skills to be assessed in a written format should be done in 1 worksheet for Numbers, Operations and Relationships and Patterns. For Word problems refer to the problem types in CAPS Pages 45-46. TOTAL SCORE 35 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card. 9 ### Page 11  11 10 9 8 7 6 5 4 3 2 1 9- achieved 8 - not yet Names of learners  ‡ - almost Date Count forwards and backwards in ones from any number between 1 and 20 Mental Maths: Compare numbers up to 10 and say which one and 2 more or less Numbers, Operations & Solves word problems in context and explains own solution to problems involving addition, Relationships subtraction, repeated addition, equal sharing and grouping with answers up to 5 Patterns, Copies, extends and describes in words simple Functions patterns made with physical objects, by drawings & Algebra 3D objects 10 Describes, sorts and compares 3-D objects in terms of size, colour Recognises and names 3-D objects - ball Space & Shape shapes (spheres), box shapes (prisms) Orders regular events Daily Routine Describes when something happens using language e.g. morning, afternoon, night, early, Mathematics: GRADE 1: TERM 1: Checklist late Names and sequences days of week and Measurement months of year Measures length, width or height using informal measures: Uses language to talk about the comparison Collects and sorts everyday physical objects according to criteria given by teacher Data- Draws a picture of the sorted objects and handling describes the sorted collection Comments ### Page 12 12 11 10 9 8 7 6 5 4 3 2 1 Names of learners Date Score Oral and Practical : Counting 5 Counts out 10 objects reliably, saying the names in sequence 5 Written : Order Numbers Describes, and orders numbers to 5 Written: Number symbols and 5 names Writes number symbols up to 5, Recognises and identifies number names up to 5 Written: Context Free Calculations Numbers, Operations & Relationships 5 Adds up to 5, Subtracts from 5 (no operational symbols) using techniques like drawing and concrete number line 11 20 Total Written : Number Patterns Patterns, 5 Copy, extend and describe simple Functions number sequences to at least 20. & Algebra ( counting forward and backward) Oral and Practical Position &direction Describes the position of one object in 5 relation to another Follows directions and instructions to place one object Space & Shape in relation to another. Oral and Practical : Mass 5 Measures and compares mass of three or more objects Measurement Mathematics: GRADE 1: TERM 1: Scores using rubrics and written recording – Recording Sheet Comments ### Page 13 Mathematics: Grade 1 :Term 1 Suggested Rubrics Numbers, Operations & Relationships Activity (oral) 1 2 3 4 5 Counts out 10 objects reliably, Counts out 2-3 objects, Counts out 4-5 objects, saying Counts out 6-7 objects, saying the Counts out 8-9 objects reliably, Counts out 10 objects saying the names in sequence. saying the names in the names in sequence. names in sequence. saying the names in sequence. reliably, saying the sequence. Counts number names in sequence by saying them randomly. with speed and accuracy. Space & Shape Activity (practical) 1 2 3 4 5 Follows directions and instructions Able to point out objects Follows directions and . Follows directions and Follows directions and Follows directions and to place one object in relation to mentioned but does not have instructions to place one object in instructions to place one object in instructions to place one object instructions to place another. Describes at least 4 the language to describe the relation to another and describes relation to another and describes 2 in relation to another and one object in relation positions of one object in relation positional relationship or 2 of 4 positions of the object of 4 positions of the object using describes 3 of 4 positions of to another and to another using language such as follow the instructions. using language correct language the object using correct describes 4 positions next to, on top, under, in front language of the object using correct language Measurement Activity (practical) 1 2 3 4 5 Mass - non-standard measures Needs support to identify Measures mass of three objects Measures and compares mass of Measures and compares mass Measures and Measures & compares mass of and use language to but needs support with language three or more objects and knows of three or more objects and compares mass of three or more objects & knows & compare heavy/light etc to talk about 1 of 4 comparisons and uses language to talk about 2 knows and uses language to three or more objects uses language to talk about 4 of 4 comparisons talk about 3 of 4 comparisons and knows and uses comparisons language correctly language correctly to heavy/light; lighter, heavier talk about 4 comparisons      12 ### Page 14 Mathematics: Programme of Assessment: Grade 1 : Term 2 Content Form of Assessment Date to be Date Skills and knowledge assessed Score Area Assessment Tool completed completed Counting ƒ Counts out objects reliably to 20 ƒ Counts forwards and backwards in 1s between 1 up to 50 Checklist n/a By end of the ƒ Counts forwards in multiples of 10s and 5s up to 50 Oral Term Mental Maths ƒ Compare numbers up to 10 and say which is ͳ and ʹ more or less ƒ Practise number bonds to 5 Number Concept Development ƒ Write number symbols 1 to 10 Class work Written book/ 5 By Week 8 Numbers, Operations and Relationships ƒ Write number names 1 to 10 ƒ Uses language to describe relative size of numbers: before, after, between Worksheet ƒ Orders numbers 1 – 10 from smallest to greatest ƒ Recognise, identify and read number symbols 1 to 50 By end of Oral Checklist n/a ƒ Compares the size of numbers up to 10 using language e.g. more than, fewer than etc. Term Solve Problems in context ƒ Involving addition, subtraction with answers up to 10 using one of the following: - apparatus & - drawings Class work 5 By Week 8 Written - number lines book/ (at least 1 addition and subtraction word problem to be formally assessed in the Term) Worksheet ƒ Equal sharing and grouping with whole numbers up to 10 and with answers that may Practical By end of include remainders using: Checklist n/a Term - apparatus & drawings Calculations (Context free) ƒ Does addition up to 10 ƒ Does subtraction from any number 10 or fewer Class work Written book/ 5 By Week 8 ƒ Does repeated addition to 10 using one of the following ( apparatus & drawings) Worksheet ƒ Write number sentence using +, - Money By end of the Practical Rubric 5 ƒ Recognises South African currency coins 10c, 20, 50c, R1, R2; R5 Term  13 ### Page 15 Geometric Patterns Copy, extend and describe in words Oral, and By end of the Patterns, Checklist n/a ƒ simple patterns made with physical objects practical Term Functions ƒ simple patterns made by drawings lines, shapes or objects & Algebra Number Patterns Class work book ƒ Completes number sequences of counting in 1’s up to 50 forwards and backwards Written 5 By Week 8 worksheet ƒ Completes number sequences of counting in 10’s up to 50 forwards and backwards 2 - D shapes Rubric 5 By Week 8 Space & ƒ Identifies and names 2-D shapes - circles, triangles, squares Oral and Shape ƒ Describes, sorts and compares 2-D shapes in terms of size, colour, straight, sides, round Practical By end of the Checklist n/a sides Term Capacity/ volume Estimates, measures, compares, orders and records the capacity of containers by using Rubric 5 non-standard measures using language full, empty etc Measurement Passing of time ƒ Compares lengths of time using language e.g. longer, shorter, faster, slower Oral and By end of the ƒ Sequences events using language such as yesterday, today, tomorrow Practical Term Telling the time Checklist n/a ƒ Describes when something happens using language e.g. morning, afternoon, night, early, late ƒ Names and sequences days of week and months of year Represent sorted objects Data- ƒ Collects and sorts everyday physical objects. Class work book ƒ Draws a picture of the sorted objects and give reasons for how the collection was sorted Written 5 By Week 8 handling Worksheet Teacher note: Grade 1 learners cannot be expected to do a long written activity. The written activities may be divided into 2 or 3 smaller parts and done in small groups. Written activities should include at least 1example of each skill/concept and should be done in a worksheet format. The skills to be assessed in a written format should be done in 1 worksheet for Numbers, Operations and Relationships , Patterns and Data Handling. For Word problems refer to the problem types in CAPS Pages 45-46. TOTAL SCORE 40 Scores will be captured on SASAMS. The score will be converted to a percentage to indicate level 1-7 for the report card.  14 ### Page 16    11 10 9 8 7 6 5 4 3 2 1 9- achieved 8 - not yet Names of learners  ‡ - almost Date Counts out objects reliably to 20 Counts forwards and backwards in 1s between 1 up to 50, Counts forwards in multiples of 10s and 5s up to 50 Compare numbers up to 10 and say which is 1 and ʹ more or less Practise number bonds to 5 Equal sharing and grouping with whole numbers up to 10 and with answers that may include remainders by one of the following: - apparatus & - drawings Numbers, Operations & Relationships Recognise, identify and read number symbols 1 to 50, Compares the size of numbers up to 10 using language e.g. more than, fewer than etc. 15 Geometric Patterns Copy, extend and describe in words Patterns, simple patterns made with physical objects Functions simple patterns made by drawings lines, & Algebra shapes or objects Describes, sorts and compares 2-D shapes in Space & Mathematics: GRADE 1: TERM 2: Checklist terms of size, colour, straight, sides, round sides Shape Passing of time Compares lengths of time using language e.g. longer, shorter, faster, slower Sequences events using language such as yesterday, today, tomorrow Telling the time Measurement Describes when something happens using language e.g. morning, afternoon, night, early, late, Names and sequences days of week and months of year Comments ### Page 17   12 11 10 9 8 7 6 5 4 3 2 1 Names of learners Date Score 5 Oral and Practical Recognises South African currency coins Written: Number Concept Development 5 Write number symbols 1 to 10, Write number names 1 to 10, Uses language to describe relative size of numbers: Orders numbers Written: Calculations (Context free) Does addition up to 10 5 Does subtraction from any number 10 or Numbers, Operations & fewer, Does repeated addition to 10 using one of the following ( apparatus & drawings) Write number sentence using +, - Relationships Written: Solve Problems in context Involving addition, subtraction with answers 5 up to 10 20 16 Total Written Completes number sequences of counting Patterns, 5 in 1’s up to 50 forwards and backwards Functions Completes number sequences of counting & Algebra in 10’s up to 50 forwards and backwards Oral and Practical 5 Space & 2 - D shapes Identifies and names 2-D shapes Shape Oral and Practical Capacity/ volume 5 Estimates, measures, compares, orders and records the capacity of containers by using Measurement non standard measures using language Written 5 Collects and sorts everyday physical objects. Data - Draws a picture of the sorted objects and give handling reasons for how the collection was sorted Mathematics: GRADE 1: TERM 2: Scores using rubrics and written recording – Recording Sheet Comments Text truncated here. 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