1.1 The calendar

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.

MODULE 1

• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility – what can we do about keeping our environment healthy?

Educator’s page

• Each learner has page 7.
• "Why do we want a calendar?" [ It tells us the days of the week, months of the year and the date. This is important so that we can know when our appointments are, when our birthdays are, which days are school days, which weekends, etc.]
• What is the first day of the week? Sunday.
• Let's say all the days of the week beginning from Sunday.

• Questions: - Which day comes after e.g. Monday? After Friday, etc?- Which day comes before e.g. Wednesday? Before Sunday, etc?- Which day comes between Tuesday and Thursday, etc?- At which month of the year are we looking now?- How many days in January?- Count to 31 forward and backward.- On which day is the 3rd of January? How do you know? On which day is the 10th of January?- How many days from the second of January to the tenth?- What day is it today? Today is ......................... . Tomorrow will be ......................... . Yesterday was ......................... . - What is today's date?- When did school begin?- Count all the school days in January.- Which month comes after January?- Learn the song: January, February, March, April...- Read and do the instructions on page 7.

Leaner section

Content

Activity: the calendar [lo 1.1, lo 1.4, lo 4.2, lo 4.3, lo 4.4]

• My calendar for .................................................. .........................

• My calendar can help me.

_____________________________________________ is the first month of the year.

There are ________________________________________________ days in a week.

Sunday, M____________________________, T____________________________,

W___________________________________, ______________________________,

____________________________________, ________________________________

Today is _____________________________________________________________

Yesterday was ________________________________________________________

Tomorrow will be ______________________________________________________

Tuesday comes after ____________________________________________________

Sunday comes before ___________________________________________________

• Complete these parts of a calendar.

• Which number comes after ...

5 __________,

8 __________ ,

3 __________ ,

7 . __________,

1 __________

• Which number comes before ...

__________ 4 ,

__________ 8 ,

__________ 9 ,

__________ 5 ,

__________ 7

• Which number comes between ...

6 __________ 8 ,

3 __________ 5 ,

7 __________ 9 ,

4 __________ 6

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 1.1: We know this when the learner counts to at least 100 everyday objects reliably;

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;

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

Assessment Standard 4.2: We know this when the learner names in order the days of the week and the months of the year;

Assessment Standard 4.3: We know this when the learner calculates elapsed time in:

4.3.1 hours and minutes using clocks;

4.3.2 days, weeks and months using calendars;

Assessment Standard 4.4: We know this when the learner sequences events according to days, weeks, months and years;