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  • She has.................................................... roses left over. She gives three away.

Now there are only..................................................................... roses left.

  • Would you like to draw the roses?
LO 1.9
  • Work with a friend.
  • Stand outside in the sun at 12 o’clock.
  • See how long your shadow is.
  • Ask your friend to measure the length of your shadow with his/her feet.
  • He/she says, “The length of your shadow is ..................... feet.
  • (Now let your friend stand and you measure his/her shadow.)
  • Do the same one hour later.
  • Now my shadow is ................................................... (longer/shorter)
    • Find out why?
LO 4.2
  • Use the balance and measure . . . .

1. .......................................... tops are heavier than my rubber.

2. 5 tops are.......................................... than my pencil. (lighter/heavier)

3. The rubber is.......................................... than my pencil.. (lighter/heavier)

4. My pencil is as heavy as....................................

5. My pencil sharpener is.................................. than my rubber. (lighter/heavier)

6. .......................................... tops measure the same as my pencil. They have the same mass.

LO 4.5
  • There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my garden.......................................
  • I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked .................................... flowers.
  • I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were ............................................................. apples in the basket.
  • Draw an apple:

from the top

from the side

from the bottom

LO 1.8 LO 3.5
  • Everything has a shape.
  • Can you see what these shapes are?
  • Join the shape to its name.
  • What do these look like from the top?
  • Guess – will their shapes be the same?

Yes or no?

  • Give a reason for your answer.
  • This is what they look like from the top. Join them.
LO 3.1 LO 3.5

  • Draw the cube/block from the top.
  • Draw the cube/block from the x.
  • Draw the cube/block from the bottom.
  • Discuss the shapes of the cube’s/block’s faces which you have drawn.
  • Choose one and colour it.
The faces are all the same shape.
The faces are all different.
LO 3.1 LO 3.5
  • This is a cube.
  • It looks like a...............................
  • This is a sphere.
  • It looks like a................................
  • Complete.

The ................................................................................ can roll.

The ..................................................................... cannot roll.

The ............................................................................ has corners.

The ................................................................. has no corners.

LO 3.1 LO 3.2
  • Draw:

a big cube

a small cube

a big sphere

a small sphere

LO 3.1

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 1.2: We know this when the learner counts forward and backwards in;

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.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. ‘in front’ or ‘behind’);

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

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower).

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

Questions & Answers

Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
Maciej
characteristics of micro business
Abigail
for teaching engĺish at school how nano technology help us
Anassong
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
NANO
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
s.
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
Tarell
what is the actual application of fullerenes nowadays?
Damian
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
Tarell
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
Virgil
is Bucky paper clear?
CYNTHIA
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
NANO
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Harper
Do you know which machine is used to that process?
s.
how to fabricate graphene ink ?
SUYASH Reply
for screen printed electrodes ?
SUYASH
What is lattice structure?
s. Reply
of graphene you mean?
Ebrahim
or in general
Ebrahim
in general
s.
Graphene has a hexagonal structure
tahir
On having this app for quite a bit time, Haven't realised there's a chat room in it.
Cied
what is biological synthesis of nanoparticles
Sanket Reply
what's the easiest and fastest way to the synthesize AgNP?
Damian Reply
China
Cied
types of nano material
abeetha Reply
I start with an easy one. carbon nanotubes woven into a long filament like a string
Porter
many many of nanotubes
Porter
what is the k.e before it land
Yasmin
what is the function of carbon nanotubes?
Cesar
I'm interested in nanotube
Uday
what is nanomaterials​ and their applications of sensors.
Ramkumar Reply
what is nano technology
Sravani Reply
what is system testing?
AMJAD
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Mathematics grade 1. OpenStax CNX. Oct 12, 2009 Download for free at http://cnx.org/content/col11126/1.1
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