3.1 Get clever with numbers - module 5 - 02

Mathematics

Get clever with numbers

Educator section

Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7.

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;

7. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

8. reflect on and explore a variety of strategies to learn more effectively;

9. participate as responsible citizens in the life of local, national, and global communities;

10. be culturally and aesthetically sensitive across a range of social contexts;

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

• Integration of Themes: Winter
• A healthy environment: Clean water.
• Inclusively: Water for everyone.
• Human Rights: Everyone’s right to use the source - water.

Activities around winter help the learners to understand:

• number concept to 10;
• counting in fives, twos and threes;
• concept of +4 and –4;
• doubling and halving;
• sharing out equally;
• bonds to 8;
• word sums;
• shapes – circle, triangle, square and rectangle;
• money;
• direction;
• measuring length with thumbs;
• graphs.

Learners section

Content

• Friends of 7

• Complete:

3 + 4 = ………………………………

6 + 1 = ………………………………

2 + 5 = ………………………………

7 + 0 = ………………………………

5 + 2 = ………………………………

7 – 1 = ………………………………

7 – 6 = ………………………………

7 – 5 = ………………………………

7 – 2 = ………………………………

7 – 4 = ………………………………

• Breaking up 7:

7 = 1 + 6

7 = +

7 = +

7 = +

7 = +

7 = +

7 = +

• Climb to the top of the tree. Pick the apples.

• 

  Complete the number sentences.

• Divide equally:

• Find the prices of 3 products in a newspaper. Paste them here.

• We eat healthy food: Ask your friends what they eat.

• What we like more ……………………………………………………………
• What we like less ……………………………………………………………
• What we like least ………………………………………………………...

• Write your own sums of 7:
• Use - and +

• Estimate how many sums you have to do before you can eat the fruit?

…………………………………………………….… sums.

• Count the sums. . ……………………………………… sums.
• Did you estimate correctly? Yes or No.

• Here you have one apple.

• I cut it in half.

Now I have …………………………………… halves.

• Do the same with:

• Two halves are equal to ………………………………………….. whole.

• Colour these shapes and cut them out.
• Fold them in half.
• Cut along the fold.
• Paste them alongside each other.

• What do you notice?

………………………………….. halves are equal to one whole.

• Fill in the numbers: Begin with 2, 4,

• One pumpkin costs R4,00.
• Two pumpkins cost R …………………………..
• Three pumpkins cost R ………………………….
• How much do I pay if I buy the following?

3 apples at R5,00

1 pumpkin at R4,00

2 oranges at R1,00

The total price of everything is R …………………………………………………….

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 1.5: We know this when the learner solves money problems involving totals and change in rands and cents;

Assessment Standard 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 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

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.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 100;

Learning Outcome 5: DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects.