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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: Friends
  • Social Justice, Human Rights and a healthy environment: “I am in Grade 2 with many other children. Each learner needs to be happy. The educator needs a suitable learning environment in order to teach us.”
  • Discuss the learner’s responsibility to create such an environment.
  • Taking turns on the jungle gym is important – why? Discuss safety, manners, co-operation, etc.
  • Learners extend their number concept to 109 on the “jungle gym”. The activities include ordinals, names, symbols and counting forward and backward.
  • Position is established by places in the classroom, using a floor map of the room.
  • A graph is designed to be completed by collecting information.
  • Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
  • Bonds of 10 and 11 are discovered.
  • Directions are given to draw and colour a shape.
  • Measuring with thumbs and comparison of these measurements using the related vocabulary.

Leaner section

Content

Activity: graphs, adding and subtracting [lo 1.2, lo 1.4, lo 1.8, lo 1.10, lo 2.2, lo 5.1, lo 5.2, lo 5.4, lo 5.5]

I need to make a graph

The graph will help me find out …

- which is the longest.

- which is the shortest.

- which is the furthest.

- which is the nearest.

  • For each thumb you counted, colour one block.

My graph on lengths

The length of…

the cupboard
the board
the mat
the windows (right)
the windows (left)
the reading corner
  • Now I can see…….

1. The ________________________ is the longest.

2. The ________________________ is the shortest.

3. The length of the cupboard is __________ than the length of the mat. (longer, shorter)

4. The length of the board is ___________ than the windows on the left. (longer, shorter)

LO 5.1 LO 5.2 LO 5.4 LO 5.5

Play with numbers

  • Begin from 1. Draw a line from 1 to 2, from 2 to 3, etc, until you get to 40.

  • Make each number one more and one less.
LO 1.2 LO 1.4
+ 1 + 3 - 1 + 4 - 2 + 10
30
28
37
2 1
19
- 2 - 1 + 3 + 1 + 2 - 10
32
44
35
40
47
LO 1.8

Rename numbers

LO 1.10
  • Can you show Sally different ways in which she can make her sum easier? Write or draw them here.
  • Des has a plan.
  • Liz has another plan.
LO 1.8
  • Let’s use the plan Des had.
  • Use smaller numbers for the ones in circles.
  • Rename them.
  • Use arrows to say “gives me”.
LO 1.8 LO 2.2
  • Do these sums in the same way by renaming the number in the circle.
LO 1.8 LO 2.2

Assessment

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 1.2: We know this when the learner counts forwards and backwards in:

1.2.1 ones from any number between 0 and 200;

1.2.2 tens from any multiple of 10 between 0 and 200;

1.2.3 fives from any multiple of 5 between 0 and 200;

1.2.4 twos from any multiple of 2 between 0 and 200;

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

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

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 5: 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 5.1: We know this when the learner collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g. ‘how many learners are there in each classroom?’);

Assessment Standard 5.2: We know this when the learner sorts physical objects to one attribute chosen by the teacher;

Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs that have a 1-1 correspondence between own data and representations;

Assessment Standard 5.5: We know this when the learner describes own or a peer’s collection of objects, explains how it was sorted, and answers questions about it.

Questions & Answers

do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
Do somebody tell me a best nano engineering book for beginners?
s. Reply
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
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
AMJAD
what is system testing
AMJAD
what is the application of nanotechnology?
Stotaw
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
Azam
anybody can imagine what will be happen after 100 years from now in nano tech world
Prasenjit
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
Azam
name doesn't matter , whatever it will be change... I'm taking about effect on circumstances of the microscopic world
Prasenjit
how hard could it be to apply nanotechnology against viral infections such HIV or Ebola?
Damian
silver nanoparticles could handle the job?
Damian
not now but maybe in future only AgNP maybe any other nanomaterials
Azam
Hello
Uday
I'm interested in Nanotube
Uday
this technology will not going on for the long time , so I'm thinking about femtotechnology 10^-15
Prasenjit
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Berger describes sociologists as concerned with
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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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