1.6 Tall and short

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.

MODULE 1

• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility – what can we do about keeping our environment healthy?

Leaner section

Content

Activity: tall and short [lo 1.9]

Look at the pictures

• Mark the tall buildings with a red √.
• Mark the tall people with a red √.
• Mark the short people with a blue X.
• Mark the tall trees with a red √.
• Mark the short trees with a blue X.
• Mark the tall grasses with a red √.
• Mark the short grasses with a blue X.
• Count the tall objects. _____________________________________ are tall.
• Count the short objects. __________________________________ are short.
• The tall building is __________________________________ than my pencil. (taller / shorter)
• I tell my friend how I know this.

Do these on the board

• What can you see that is the same about:

6 + 1 = 7

and 1 + 6 = 7 ?

• Are they true number sentences?

• What is different about them?

• Let's write them like this

• In which shape is 6? 1? 7?
• What has happened to the 6's and the 1's places?

• Do you know which numbers should be in these boxes?

• Now keep the same numbers. Just change their places.

• Make sure they are true number sentences.
• Try:

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 1.9: We know this when the learner performs mental calculations involving:

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20.