2.4 Number fun - module 4 - 02

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 the same number of circles on the other side and count. It means to double .

• Partners of 6.

• See how many ml of rain has fallen.

• Mark the answer that you think is right.
• Mug 3 has more water.
• Mug 4 has more water.
• Mugs 3 and 4 have the same amount of water.

• Find out how many teaspoonfuls of water it will take to get

20ml of water.

• Complete:

• There are 4 swallows in the tree.

Four more come and perch there as well.

Now there are............................................ swallows.

• Draw the tree and the swallows.
• Draw 9 circles in different ways.

• Complete:

• 1 Bird has wings.
• 3 Birds have ................................................... wings.

• Draw the birds:

• Share the sweets equally.

• Halve: Divide equally. Each one gets . . .

• Halve:

• Now halve these as well:

• 

  Here is a block.

Stand in front of the block .

Draw all around the edges of the block.

Draw the shape here.

This shape is called a SQUARE.

• Look at the...................

Discuss:

• Are they the same?
• How do they differ?

• Colour in the squares only.

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.

Assesseringstandaard 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 1.6: 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 1.8: 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.

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

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures;

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’).