4.5 Number fun - module 8 - 02

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: 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

Content

The shops are having a sale

• Draw what you would like to buy.

• How much money will you need? R ………………………………………….
• The shop gives you a further discount of R5. You only pay R ………………..
• Draw R5 in different coins.

• Exchange these coins for smaller coins.

• Estimate (guess) how many bottles of paint are on the shelf.
• My guess is ……………………………….. bottles.
• Count the bottles.

• There are .………………………………….. bottles.
• One less:……………………………………
• One more:………………………………………
• Two less:………………………………….
• Two more:…………………………………….
• Ten less: ……………………………………
• Complete the number line.

Switch on the lights

• Count the presents.

• There are ………………………………eight presents.
• Write the number and number name again.………………………………………….. 18 eighteen
• One more than 18 ……………………………………………….
• One less than 18……………………………………………..
• Draw 18 bows.

• There are ……………………………………… candles.
• Complete the number sentences.

7 + ...... = 10

5 + ...... = 10

4 + ...... = 10

3 + ...... = 10

8 + ...... = 10

1 + ...... = 10

2 + ...... = 10

10 - 3 = ......

10 - 9 = ......

10 - 2 = ......

10 - 5 = ......

10 - 7 = ......

10 - 1 = ......

10 - 4 = ......

• I want to decorate each room with bells.
• Draw the bells.

Read and match

• Complete.

2, 4, 6, ........, ........, ........, ........, ........, ........, ........, ..........

10, 20, ........, ........, ........, ........, ........, ........, ........, ...........

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 1.7: 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;

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.