1.2 Recognizing differences

Mathematics

Number fun

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;

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.

Module 1

• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number – no exceptions made

Leaner section

Content

Activity: recognizing differences [lo 1.4, lo 1.1]

Let's talk about…

• Why do we say these are the same? What are they?

• Why are these the same?

• Are these all the same? Why not?

• Draw a circle around the one object that is different.

• I know my colours:

red

blue

yellow

green

• Draw something:

big

small

long

short

Look at the previous page. It is a picture of all the stuff in my untidy cupboard. Mummy said, “Tidy your cupboard."

• I will sort my things into colours. Talk about “same" and “different". Give reasons.

• Red things -draw them

• Blue things - draw them

• Green things - draw them

• Yellow things -draw them

• Draw some of the things in the cupboard . . .

Big

Bigger

Biggest

Small

Smaller

Smallest

Long

Longer

Longest

Short

Shorter

Shortest

• Let's talk about…

how big they are

• Colour the ones that are of the same size

Assessment

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

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures;

Assessment Standard 4.6: We know this when the learner (additional) understands language:

4.6.1 size;

4.6.2 length.

Learning Outcome 5: DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours.’);

Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped in particular ways.