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Mathematics

Get clever with numbers

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: Autumn
  • A healthy environment: The signs of Autum.

Activities around autumn help the learners to understand:

  • ordinals to 9;
  • number concept to 9;
  • counting activities and counting rhyme in 5’s;
  • concepts of 2 more, 2 less, doubling and sharing out equally;
  • before and after on the number line;
  • introducing the minus sign “–“;
  • bonds to 6;
  • the introduction of wordsums;
  • shapes – squares and rectangles.

Learners section

Content

  • Draw a nice big autumn leaf in each block.
  • Colour them in.
  • Cut them out and paste them.

8 ......................................................................................................

eight ..............................................................................................

  • Paste 8 autumn leaves in here.
  • Count all the autumn leaves.
LO 1.1
  • Complete the blocks with 8.
  • Write “eight” next to each picture.
  • Arrange eight circles in different ways.
  • Colour the circles in.
LO 1.3 LO 1.9
  • Make every row 2 more.
  • Complete the numbers on the stairs .
  • Complete the number sentences.

Let the stairs help you to make two more every time.

LO 1.1 LO 1.8 LO 2.2
  • Make 2 less. How many are left?
LO 1.2 LO 1.3 LO 2.2
  • A counting rhyme for you to learn.

5, 10, 15, 20,

See the creatures on the go.

5, 10, 15, 20,

Why do they hurry to and fro?

5, 10, 15, 20,

It’s getting colder by the day

5, 10, 15, 20,

And they must store some food away

R.L.

  • Draw the animals that are busy during autumn.

What comes just after 6?............................................................

What comes just before 8?........................................................

What comes between 10 and 12?...............................................

What is one more than 5? .......................................................

What is one less than 3?....................................................

What comes between 4 and 6?.....................................................

LO 1.2 LO 1.4 LO 1.9
  • Complete:

LO 1.8
  • Complete:

  • Take away 2 every time:
LO 1.8
  • Colour in and count:

  • Copy:

9

nine

LO 1.1 LO 1.3
  • Complete:

  • Arrange the numbers from 1 to 9.

  • Complete:

Nine comes just after........................................................................................................

One more than eight is.....................................................................................................

  • Back:
9 8 5 2 0
LO 1.4 LO 1.8

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 1.2: We know this when the learner counts forward and backwards;

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 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers;

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

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA: 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 100.

Questions & Answers

how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
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 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
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 1. OpenStax CNX. Oct 12, 2009 Download for free at http://cnx.org/content/col11126/1.1
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