4.4 Number fun - module 8 - 01  (Page 2/2)

…………………………………………………………………………………………..

• Arrange the temperatures from the most to the least.

…………………………………………………………………………………………..

• Design weather signs for:

sunny snow

rainy cloudy

• Help the frog to get to the pond.
• Count the blocks and move right or left, or down , or up.
• The first one has been done for you.

1. Jump 3 blocks down.

2. Jump 4 blocks right.

3. Jump 4 blocks down.

4. Jump 6 blocks left.

5. Jump 2 blocks up.

6. Jump 4 blocks right.

7. Jump 4 blocks down.

8. Jump 1 block left.

9. Jump 1 block down.

10. Jump …… blocks …… to dive into the pond.

A map of our town

• Draw the shortest route for Peter to his school. Use red.
• Draw the shortest route for Sally to the shop. Use blue.
• Draw the shortest route from the school to the church. Use green..
• Tell one another where the shortest routes are.

• Write or draw an envelope here.

• The shape of the envelope is a …………………. (circle, square or rectangle).
• Count the letters in the word, e-n-v-e-l-o-p-e. ………………………… letters.
• Double the number of letters ………………………………………………….
• Halve the number of letters …………………………………………………….
• Which numbers come before the number of letters? ……………………..……
• Which numbers come after the number of letters? …………………………….
• Group the number of letters into two’s. ……………………………………… two’s.

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 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers;

Assesseringstandaard 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.

Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes);

Assesseringstandaard 2.3: We know this when the learner eie patrone skep.

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.

Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other.

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

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