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Mathematics in the world around us

Educator section


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: Friends
  • Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what your attitude towards your friends should be when you play together.
  • A healthy environment: Why is sport important? Discuss the safety precautions needed when participating in sport at school.
  • Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should the school accommodate everyone? Make you own graph of which learners participate in sport.
  • Number concept is extended to 50.
  • Counting in 2’s, 3’s, 4’s, 5’s and 10’s.
  • Calendar activities enable learners to order the months and revise ordinals.
  • Graph – a weather graph can be completed.
  • Bonds of 10 are introduced with many opportunities to reinforce these.
  • Measurement activities involving comparisons of height, length, width using related vocabulary.
  • Capacity – litre;
  • Identifying coins and shapes are included.

Leaner section


Activity: mass, doubling, halving [lo 1.1, lo 1.3, lo 1.9, lo 1.10, lo 2.2, lo 4.6]

  • Work in four groups:

You need: a wooden block, a large stone, a shoe, a book and a lunch box.

Group 1:

Compare the mass of the 5 objects by estimating.

Arrange them from the lightest to the heaviest.

Group 2:

Compare their mass. Use a balance scale.

Arrange them from the lightest to the heaviest.

Group 3:

Compare their mass by estimating.

Arrange them from the heaviest to the lightest.

Group 4:

Compare their mass. Use a balance scale.

Arrange them from the heaviest to the lightest.

LO 4.6
  • Think of three different ways to double 6.
  • I decided _____ was the best way.
  • Double 7 in three different ways:
  • Double 8 in any way.
  • Double 9 in any way.
  • Double these numbers:

4 ____ ; 7 ____ ; 9 ____ ; 8 ____ ; 6 ____

LO 1.10

“ flip the coin ”

1 5
  • Fill in the missing numbers on the block.

- Count to 20 and back to 0.

- Count to 30 and back to 0.

- Count to 40 and back to 0.

- Count to 50 and back to 0.

  • Choose a friend. Take turns to flip the coin on the block. Read the number it lands on.
  • Complete these patterns. The number block will help you.

LO 1.1 LO 1.3 LO 2.2

We play …….

LO 1.10 LO 2.2

What fun we had!

  • Mike made 8 runs in a cricket match.
  • Henry made twice as many. How many runs did Henry make?

Henry made __________ runs.

Write the number sentence; 8 + ____________________.

  • Our team scored 10 points in rugby.
  • The blue team scored 7 points less. How many points did the blue team score?

They scored _________ points.

Write the number sentence; _______________________.

  • Sally played 5 games of tennis on Monday, 5 on Tuesday and 5 on Wednesday. How many games did she play altogether?

She played __________ games of tennis.

Write the number sentence; _______________________.

  • Anne’s netball team scored 16 goals. Pat’s team only scored half as many.

Pat’s team scored ____________ goals.

  • The ‘A’ soccer team beat the ‘B’ soccer team with 1 goal. If the ‘A’ team scored 19 goals, how many goals did the ‘B’ soccer team score?

The ‘B’ soccer scored __________ goals.

Write the number sentence __________________.

LO 1.9


Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their 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 1.1: We know this when the learner counts to at least 100 everyday objects reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100;

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

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20.

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 using concrete apparatus (e.g. counters);

1.10.4 number-lines;

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.

Learning Outcome 4: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.

Questions & Answers

find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
how do they get the third part x = (32)5/4
kinnecy Reply
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
I'm not sure why it wrote it the other way
I got X =-6
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
so you not have an equal sign anywhere in the original equation?
is it a question of log
I rally confuse this number And equations too I need exactly help
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
Commplementary angles
Idrissa Reply
im all ears I need to learn
right! what he said ⤴⤴⤴
what is a good calculator for all algebra; would a Casio fx 260 work with all algebra equations? please name the cheapest, thanks.
Kevin Reply
a perfect square v²+2v+_
Dearan Reply
kkk nice
Abdirahman Reply
algebra 2 Inequalities:If equation 2 = 0 it is an open set?
Kim Reply
or infinite solutions?
The answer is neither. The function, 2 = 0 cannot exist. Hence, the function is undefined.
Embra Reply
if |A| not equal to 0 and order of A is n prove that adj (adj A = |A|
Nancy Reply
rolling four fair dice and getting an even number an all four dice
ramon Reply
Kristine 2*2*2=8
Bridget Reply
Differences Between Laspeyres and Paasche Indices
Emedobi Reply
No. 7x -4y is simplified from 4x + (3y + 3x) -7y
Mary Reply
how do you translate this in Algebraic Expressions
linda Reply
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
many many of nanotubes
what is the k.e before it land
what is the function of carbon nanotubes?
I'm interested in nanotube
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
preparation of nanomaterial
Victor Reply
Yes, Nanotechnology has a very fast field of applications and their is always something new to do with it...
Himanshu Reply
good afternoon madam
what is system testing
what is the application of nanotechnology?
In this morden time nanotechnology used in many field . 1-Electronics-manufacturad IC ,RAM,MRAM,solar panel etc 2-Helth and Medical-Nanomedicine,Drug Dilivery for cancer treatment etc 3- Atomobile -MEMS, Coating on car etc. and may other field for details you can check at Google
anybody can imagine what will be happen after 100 years from now in nano tech world
after 100 year this will be not nanotechnology maybe this technology name will be change . maybe aftet 100 year . we work on electron lable practically about its properties and behaviour by the different instruments
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
silver nanoparticles could handle the job?
not now but maybe in future only AgNP maybe any other nanomaterials
I'm interested in Nanotube
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
can nanotechnology change the direction of the face of the world
Prasenjit Reply
At high concentrations (>0.01 M), the relation between absorptivity coefficient and absorbance is no longer linear. This is due to the electrostatic interactions between the quantum dots in close proximity. If the concentration of the solution is high, another effect that is seen is the scattering of light from the large number of quantum dots. This assumption only works at low concentrations of the analyte. Presence of stray light.
Ali Reply
the Beer law works very well for dilute solutions but fails for very high concentrations. why?
bamidele Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit 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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