2.1 Establishing position in the classroom

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, Human Rights and a healthy environment: “I am in Grade 2 with many other children. Each learner needs to be happy. The educator needs a suitable learning environment in order to teach us.”
• Discuss the learner’s responsibility to create such an environment.
• Taking turns on the jungle gym is important – why? Discuss safety, manners, co-operation, etc.
• Learners extend their number concept to 109 on the “jungle gym”. The activities include ordinals, names, symbols and counting forward and backward.
• Position is established by places in the classroom, using a floor map of the room.
• A graph is designed to be completed by collecting information.
• Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
• Bonds of 10 and 11 are discovered.
• Directions are given to draw and colour a shape.
• Measuring with thumbs and comparison of these measurements using the related vocabulary.

Leaner section

Content

Activity: establishing position in the classroom [lo 1.2, lo 1.9, lo 2.2, lo 3.5, lo 3.6, lo 3.7, lo 3.8, lo 4.6]

• This is my classroom

• Study the map of the classroom.
• Make sure you know where everything is.

1. ______ is the blackboard. Colour it.

2. ______ is the door. Colour it.

3. ______ is the windows. Colour them.

4. ______ is the cupboards. Colour it.

5. ______ is the teacher’s table. Colour it.

6. ______ is the mat. Colour it.

7. ______ is the reading corner. Colour it.

8. ______ is my desk. Colour it.

9. ______ is Henry’s desk. Colour it.

• A is the row that I sit in.
• Where is the front of the class?
• Where is the back of the class?
• Which is the left side?
• Which is the right side?

• Complete:
• How many pupils do you think are in my Grade 2 class? Guess first.
• Write:

I guessed ______________ pupils.

Count the pupils in 2’s.

I counted ______________ pupils.

• Tick that fits.

I guessed correctly.