4.2 Number fun - module 7 - 03

Mathematics

Number fun

Educator section

Memorandum

INTRODUCTION

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.

TIME SCHEDULE

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: Spring
• A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers.
• Human Rights: Learners should be protected against poisons.

Activities around spring in nature:

• counting to 50 and to 100;
• counting back from 38;
• counting in 1’s, 2’s, 3’s, 4’s, 5’s and 10’s;
• number concept 1 to 17;
• bonds to 9, incidentally to 12;
• +5 and –5;
• shapes – characteristics of cubes, blocks and spheres;
• position changes shapes;
• length of shadows;
• time: days of the week, today, yesterday and tomorrow;
• wordsums with money.

Learners section

Content

• Colour all the same shapes in the same colour.

• Complete.

There are more......................................................... than ................................................

There are less.......................................................... than ..............................................

• Complete.

• Draw 50 butterflies.
• Count the butterflies.

• Tower 7 is.................................................. (high or low)
• Tower 17 is.................................................. (high or low
• Tower 7 is.................................................. than tower 17.. (higher or lower)
• Tower 17 is.................................................. than tower 7.. (higher or lower)
• Complete both towers. The “+” sign will help you.
• Choose one and colour in.

A mother and her babies

• Count the babies.

13 thirteen...............................................

• There are.................... There are

Count the babies.

14 fourteen

• There are ................... fish.

• Write your own number sentence.
• Write them under the nests which have their answers.
• Only use these numbers and signs.
• Tell a friend how you did your sums.

• Complete:

• In my purse I have:

• Divide these flowers equally into the vases.
• Tell a friend how you did this.

• Draw 16 spiders.
• Draw seventeen ants.

Assessment

Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders;

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10;

Learning Outcome 3: SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures.

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.

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 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects.