3.10 Work with squares and circles

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.

Integration of Themes:

• Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think.
• Practical experience with halves and quarters is given.
• Number concept is extended beyond 200 and counting patterns stressed.
• Learners are carefully guided to understand the rounding off of numbers to the nearest multiple.
• Bonds of 17, 18 and 20 are introduced.
• Number values and place values are taught with diagrams.
• The multiplication tables of 10 and 5 are set out.
• Learners can create their own patterns, and games for consolidating number facts are included.
• Using their imagination they can create animals, using shapes.

Leaner section

Content

ACTIVITY: Work with squares and circles[LO 1.2, LO 1.3, LO 1.9, LO 2.2]

• Add up all the numbers in the square to make the total in the circle.
• Complete the squares.

• Add diagonally
• Each diagonal must have the same total.
• Use different numbers.

• Complete the number sequence in each block.

• Complete the number block.

• Count in ones from 101 to 180.
• Count backwards from 180 to 101.
• Count in tens from 110 to 180.
• Count backwards in tens from 180 to 110.
• Count in fives from 105 to 180.
• Count backwards in fives from 180 to 105.
• Count in twos from 102 to 180.
• Count backwards in twos from 180 to 102.

• Complete:

38 thirty _____________________________________

27 ____________ ____________

49 ____________ ____________

88 ____________ ____________

Assessment

Learning Outcome 1: 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 1.2: 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 200 and writes number names from 1 to at least 100;

Assessment Standard 1.9: We know this when the learner performs mental calculations.

Learning Outcome 2: 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 200.