1.11 Mass, doubling, halving

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: Friends
• Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when participating in sport at school.
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should the school accommodate everyone? Make you own graph of which learners participate in sport.

• Number concept is extended to 50.
• Counting in 2’s, 3’s, 4’s, 5’s and 10’s.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph – a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity – litre;
• Identifying coins and shapes are included.

Leaner section

Content

Activity: mass, doubling, halving [lo 1.1, lo 1.3, lo 1.9, lo 1.10, lo 2.2, lo 4.6]

• Work in four groups:

You need: a wooden block, a large stone, a shoe, a book and a lunch box.

Group 1:

Compare the mass of the 5 objects by estimating.

Arrange them from the lightest to the heaviest.

Group 2:

Compare their mass. Use a balance scale.

Arrange them from the lightest to the heaviest.

Group 3:

Compare their mass by estimating.

Arrange them from the heaviest to the lightest.

Group 4:

Compare their mass. Use a balance scale.

Arrange them from the heaviest to the lightest.

• Think of three different ways to double 6.
• I decided _____ was the best way.

• Double 7 in three different ways:
• Double 8 in any way.
• Double 9 in any way.

• Double these numbers:

4 ____ ; 7 ____ ; 9 ____ ; 8 ____ ; 6 ____

“ flip the coin ”

• Fill in the missing numbers on the block.

- Count to 20 and back to 0.

- Count to 30 and back to 0.

- Count to 40 and back to 0.

- Count to 50 and back to 0.

• Choose a friend. Take turns to flip the coin on the block. Read the number it lands on.
• Complete these patterns. The number block will help you.

We play …….

What fun we had!

• Mike made 8 runs in a cricket match.
• Henry made twice as many. How many runs did Henry make?

Henry made __________ runs.

Write the number sentence; 8 + ____________________.

• Our team scored 10 points in rugby.
• The blue team scored 7 points less. How many points did the blue team score?

They scored _________ points.

Write the number sentence; _______________________.

• Sally played 5 games of tennis on Monday, 5 on Tuesday and 5 on Wednesday. How many games did she play altogether?

She played __________ games of tennis.

Write the number sentence; _______________________.

• Anne’s netball team scored 16 goals. Pat’s team only scored half as many.

Pat’s team scored ____________ goals.

• The ‘A’ soccer team beat the ‘B’ soccer team with 1 goal. If the ‘A’ team scored 19 goals, how many goals did the ‘B’ soccer team score?

The ‘B’ soccer scored __________ goals.

Write the number sentence __________________.

Assessment

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 1.3: 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 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.

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 using concrete apparatus (e.g. counters);

1.10.4 number-lines;

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 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.