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I guessed too many.
I guessed too few.
Use counters or drawings if you need to find out the answers.
2 boys will have _______ eyes.
3 boys will have _______ eyes.
4 boys will have _______ eyes.
5 boys will have _______ eyes.
If 1 girl has 2 ears,
2 girls will have _______ ears.
3 girls will have _______ ears.
4 girls will have _______ ears.
5 girls will have _______ ears.
2, 4, 6, ___, ___, ___, ___, ___, ___, ___, ___, ___, 26.
| LO 1.2 | LO 1.9 | LO 2.2 |
1. I sit in row ______________. (B or A)
2. My desk is on the ___________ side of the room. (right, left)
3. The reading corner is _______________ of the room. (at the back, in the front)
4. I must fetch the books in the cupboard ______________ of the room. (at the back, in the front)
5. My teacher’s table is on the ______________ side of the room. (right, left)
6. My teacher’s table is on the ______________ side of the room. (right, left)
7. My desk is the _____________ desk from the front. (first, third)
8. Henry’s desk is the _____________ desk from the front. (first, third)
9. The door is on the ______________ side of the room. (right, left)
| LO 3.5 | LO 3.8 |
1. The length of the cupboard is the same as ____________ thumbs.
2. The length of the board is the same as ____________ thumbs.
3. The length of the board is the same as ____________ thumbs.
4. The length of the windows (right side) is the same as ____________ thumbs.
5. The length of the windows (left side) is the same as ____________ thumbs.
6. The length of the reading corner is the same as ____________ thumbs.
7. The distance from my table to the board is the same as ____________ thumbs.
8. The distance from my table to the back wall is the same as ____________ thumbs.
| LO 4.6 |
Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their 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 100 everyday objects reliably;
Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:
1.2.1 ones from any number between 0 and 200;
1.2.2 tens from any multiple of 10 between 0 and 200;
1.2.3 fives from any multiple of 5 between 0 and 200;
1.2.4 twos from any multiple of 2 between 0 and 200;
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.
Learning Outcome 3: 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 3.5: We know this when the learner recognises three-dimensional objects from different positions;
Assessment Standard 3.6: We know this when the learner positions self within the classroom or three-dimensional objects in relation to each other;
Assessment Standard 3.7: We know this when the learner describes positional relationships (alone and/or as a member of a group or team) between three-dimensional objects or self and a peer;
Assessment Standard 3.8: We know this when the learner understands direction.
Learning Outcome 4: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.
Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.
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