2.1 Number fun - module 3 - 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: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number – no exceptions made

The three bears help the learners to understand:

• number concept 1 to 5;
• counting activities in ones and twos to 20 and counting rhymes;
• colours: purple and orange;
• vocabulary: light, heavy, more, less, first and last;
• shapes – circles;
• completing a graph about how we come to school.

Learners section

Content

• A rhyme to learn:

Five little bears

heard a lion roar

one went up too close

and then there were four.

Four little bears

climbed up a tree

one came tumbling down

and there were three.

Three little bears

tried to cook a stew

one cut his finger

and then there were two.

Two little bears

were sitting in the sun

one stayed there far too long

and then there was one.

One little bear

went for a run

he didn’t turn back again

and now there are none.

R. Louw

• Count the little bears.

• Draw a circle around the first and last bear.

• Unpack the cases.

• Complete your lunch box. Count in 2’s.

• Choose what you would like to have in your lunch box.

• Fill your lunch box by pasting pictures from a magazine on it:

• Make one more:

• Draw 4 four every time.

• Join all the 5c coins. Count the 5c coins. ………………………… 5c coins.

• Arrange 5 dots in a different way every time.

• Write:

• Rearrange from 1 to 5:

• Estimate how many books there are? ______
• Count: __________ books.

• Share out the 10 books on the bookshelf. There must be the same number of books on each shelf.

• There are _______ books on each shelf.

• Draw:

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 forwards and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 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 1.6: 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 1.9: We know this when the learner uses techniques

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 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 5.3: We know this when the learner gives reasons for collections being grouped in particular ways.