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Mathematics

Mathematics in the world around us

Educator section

Memorandum

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

7. reflect on and explore a variety of strategies to learn more effectively;

8. participate as responsible citizens in the life of local, national, and global communities;

9. be culturally and aesthetically sensitive across a range of social contexts;

10. explore education and career opportunities; and

develop entrepreneurial opportunities.

Integration of Themes:

  • Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think.
  • Practical experience with halves and quarters is given.
  • Number concept is extended beyond 200 and counting patterns stressed.
  • Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
  • Bonds of 17, 18 and 20 are introduced.
  • Number values and place values are taught with diagrams.
  • The multiplication tables of 10 and 5 are set out.
  • Learners can create their own patterns, and games for consolidating number facts are included.
  • Using their imagination they can create animals, using shapes.

Leaner section

Content

ACTIVITY: All about eighteen [LO 1.4, LO 1.5, LO 1.9, LO 2.2]

  • Add 1, 2, 3, or 4 to make 18.
  • Now write the number sentences of 18 the other way, e.g.
  • Complete:

13 + 3 .............. + .............. = 18 so 13 + ............ = 18

12 + 2 .............. + .............. = 18 so 12 + ............ = 18

LO 1.9
  • Complete:
LO 1.9

A game about eighteen

  • Load the truck and finish the journey.
  • Follow the arrows to the different places.

  • Complete:

18 - 10 = _________________________

18 - 10 - 1 = _____________________

18 - 2 - 2 = ______________________

18 - 8 = _________________________

18 - 10 - 2 = _____________________

18 - 18 = _________________________

LO 1.9

All about eighteen

LO 1.9
  • Revise and complete.
LO 1.9
  • Revise and complete.
LO 1.9
  • Look! Read the numbers and their place values.
  • Complete the place values of,

the 4 in 1 4 ______________________________________________________

the 4 in 4 1 ______________________________________________________

the 1 in 1 04 ______________________________________________________

the 1 in 3 1 ______________________________________________________

the 1 in 1 6 ______________________________________________________

the 7 in 7 4 ______________________________________________________

the 7 in 5 7 ______________________________________________________

the 9 in 1 9 ______________________________________________________

the 9 in 9 1 ______________________________________________________

LO 1.5
  • Arrange these series of numbers from the least to the most .
  • Arrange these series of numbers from the most to the least .
LO 1.4
  • Complete the counting patterns on each wheel.
  • Follow the arrows.

LO 2.2

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.4: We know this when the learner orders, describes and compares numbers;

Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 2-digit numbers;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 200.

Questions & Answers

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
what is titration
John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
what is inorganic
emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
Sahid Reply
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
what's motion
Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
hello friend how are you
Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
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Source:  OpenStax, Mathematics grade 2. OpenStax CNX. Oct 15, 2009 Download for free at http://cnx.org/content/col11131/1.1
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