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This module still consists mostly of activities for consolidation, reinforcement and assessment of the work taught in the previous grades focusing on the number 100.
The names of the months and the correct spelling thereof need to be attended to. Discussions about the seasons and a healthy environment (nature conservation) will provide opportunities for the integration with other learning areas.
Weather charts for the different seasons can be recorded e.g. February – summer; May – autumn; August – winter; November – spring. These are not the best months for the seasons but they are the months in which the learners attend school for the whole month. Complete a bar graph for every weather chart so that weather conditions can be compared and discussed. Having completed all the bar graphs these can be compared to one another and the learners can discover weather conditions relevant to their own regions as well as those relevant to each season. The educator can keep the graphs to compare the statistics with the next year’s graphs.
The tasks and activities in Learning Unit 2 are still mainly intended for consolidation of work covered in previous grades. It is essential, however, that educators continue to make use of concrete apparatus to repeat, explain and consolidate all concepts that were not fully mastered before.
It is of the utmost importance that learners must be totally familiar with the tens grouping of our numbers system:
10 ones are grouped as 1 group of ten
10 tens are grouped as 1 group of a hundred
10 groups of a hundred are grouped as 1 group of a thousand , etc.
Learners must work with counters that have been grouped in hundreds, tens and units . Should counters not be available, the following semi-concrete apparatus can be used.
Learners must work with counters that have been grouped in hundreds, tens and units . Should counters not be available, the following semi-concrete apparatus can be used.
The expansion cards (flared cards) are very useful in explaining place values, renaming, unifying of numbers and the 0 as place-keeper.
Attached you will find an example of expansion cards (flared cards) and a key to writing all number names. Flared cards enable learners to build any number, and if learners know the basic number names, they can construct and write any number name from the given parts. Give each learner a copy to use, for example
Example:
Number name: one thousand one hundred and thirty seven
If you wish to use this example, enlarge it and copy it on manilla.
| 0 nought 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten 1 1 eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen |
| 20 twenty21 twenty one22 twenty two23 twenty three24 twenty four25 twenty five26 twenty six27 twenty seven28 twenty eight29 twenty nine |
| 10 ten20 twenty30 thirty40 forty50 fifty60 sixty70 seventy80 eighty90 ninety |
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