1.13 Money

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: money [lo 1.1, lo 1.4, lo 1.6, lo 1.9, lo 2.2, lo 3.1]

• My friends and I have saved our money.

_______ _______ ________

We visit the tuck shop:

Sweets 50c

Hotdogs R2

Chips 50c

Cool drink R1

Ice Cream R2

• Sisulu has R5. He buys a hotdog and a cool drink. He spends ______. He has ______ left.
• Draw the money he has left.
• Tom has R10. He buys 2 hotdogs, 2 cool drinks and 2 ice creams. He spends ______. He has ______ left.
• Draw the money he had.
• Mo buys 2 packets of sweets and 2 packets of chips for his friends. He has spent all his money. How much money did he have to spend?
• Draw the money he had.

• 4 boys: each buys 2 hotdogs.

They buy _________ hotdogs.

They pay _________ altogether.

• 3 girls: each buys 3 packets of sweets.

They buy _________ packets of sweets.

They pay _________ altogether.

• 5 hotdogs: each has 1 sausage.

Mom needs _________ sausages for 10 hotdogs.

I pay R ________ for 5 hotdogs.

I pay R ________ for 10 hotdogs.

Try these:

Choose one to colour.

• Write their names:

11 ____________ 13 ____________ 17 ____________ 8 _____________

14 ____________ 10 ____________ 19 ____________ 12 ____________

18 ____________ 16 ____________ 15 ____________ 20 ____________

• Say the answers to a friend, to Mummy or Daddy.

Mathematics and shapes:

• Count all the triangles. ___________ triangles.

• Count all the squares. ___________ squares.
• Count all the rectangles. ___________ rectangles.
• Look at the pattern from all the sides.

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 1.4: We know this when the learner orders, describes and compares the following numbers:

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

Assessment Standard 1.6: We know this when the learner solves money problems involving totals and change in rand and cents;

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.

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 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the school environment and in pictures.