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Number fun

Educator section



The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know.


Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7.

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;

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

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

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

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

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

  • Integration of Themes: Holidays
  • Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics.

Activities are designed around “Holiday Time”. These consist of:

  • number concept 1 to 19;
  • counting activities in 2’s, 3’s, 4’s, 5’s and 10’s
  • halving and doubling to 20;
  • wordsums;
  • sharing;
  • symmetry; - left and right sides;
  • directions using a map;
  • bonds of 10;
  • multiplication as repeated addition;
  • graph to show the sale of books and
  • speed tests.

Learners section


Books on the shelf in the shop

  • Count.
  • Draw.
LO 1.1 LO 1.3

We visit the bookshop

  • These books are all on sale.
  • Each book is marked R5.

1. Marco buys 3 books. He pays R …………………………………………….

2. Sally buys 4 books. She pays R ………………………………………………

3. Jim has R25. How many books can he buy? ………………….books.

4. Rob has R20. He may only spend half on books. How many books can he buy? books.……………………….books.

5. Mary has R30. She buys 4 books. She has R ………………………left over..

6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How much change will he get? He will get R ………….. change.

Questions & Answers

what is the VA Ha D R X int Y int of f(x) =x²+4x+4/x+2 f(x) =x³-1/x-1
Shadow Reply
can I get help with this?
Are they two separate problems or are the two functions a system?
Also, is the first x squared in "x+4x+4"
thank you
Please see ***imgur.com/a/lpTpDZk for solutions
f(x)=x square-root 2 +2x+1 how to solve this value
Marjun Reply
factor or use quadratic formula
what is algebra
Ige Reply
The product of two is 32. Find a function that represents the sum of their squares.
if theta =30degree so COS2 theta = 1- 10 square theta upon 1 + tan squared theta
Martin Reply
how to compute this 1. g(1-x) 2. f(x-2) 3. g (-x-/5) 4. f (x)- g (x)
Yanah Reply
what sup friend
not much For functions, there are two conditions for a function to be the inverse function:   1--- g(f(x)) = x for all x in the domain of f     2---f(g(x)) = x for all x in the domain of g Notice in both cases you will get back to the  element that you started with, namely, x.
sin theta=3/4.prove that sec square theta barabar 1 + tan square theta by cosec square theta minus cos square theta
Umesh Reply
acha se dhek ke bata sin theta ke value
sin theta ke ja gha sin square theta hoga
I want to know trigonometry but I can't understand it anyone who can help
Siyabonga Reply
which part of trig?
differentiation doubhts
Prove that 4sin50-3tan 50=1
Sudip Reply
False statement so you cannot prove it
f(x)= 1 x    f(x)=1x  is shifted down 4 units and to the right 3 units.
Sebit Reply
f (x) = −3x + 5 and g (x) = x − 5 /−3
what are real numbers
Marty Reply
I want to know partial fraction Decomposition.
Adama Reply
classes of function in mathematics
Yazidu Reply
divide y2_8y2+5y2/y2
Sumanth Reply
wish i knew calculus to understand what's going on 🙂
Dashawn Reply
@dashawn ... in simple terms, a derivative is the tangent line of the function. which gives the rate of change at that instant. to calculate. given f(x)==ax^n. then f'(x)=n*ax^n-1 . hope that help.
thanks bro
maybe when i start calculus in a few months i won't be that lost 😎
what's the derivative of 4x^6
Axmed Reply
comment écrire les symboles de math par un clavier normal
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
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Source:  OpenStax, Mathematics grade 1. OpenStax CNX. Oct 12, 2009 Download for free at http://cnx.org/content/col11126/1.1
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