1.4 Number facts

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?

Educator’s page

Number Facts

☻ Use flashcards with +1, -1, +2, -2 sums. Flash and assess whether learners can say the answers reasonably quickly or whether they still need counters, etc.

☻ Do an example of the hidden picture (page 1)

1. . .

4. . .

7. . .

on the board so that everyone understands how to plot

the answers and join the dots which they mark in red.

Leaner section

Content

Activity: number facts [lo 1.4, lo 1.1]

Smarties on a plate.

• I add three more to every plate.

• Sisulu has 6 smarties. He eats three. Now he has ........... smarties left.
• Des ate three smarties. He has 4 smarties left. He had ........... smarties on his plate to begin with.
• Say or show how you did the sum.

More fun!

• Use the answers to draw a red dot. Join the dots to make a picture.

What did you draw? ____________________________________________________

• Follow the road to Pat's house.

• Say the answers quickly to a friend. Now write the answers.

4 + 3 = . 5 - 3 = . 9 - 3 = .

3 + 3 = . 6 + 1 = . 7 + 2 = .

7 - 2 = . 1 + 3 = . 8 - 3 = .

• Choose and colour one.

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 1.9: 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 1.11: We know this when the learner explains own solutions to problems;

Assessment Standard 1.12: We know this when the learner checks the solution given to problems by peers.

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, including:

3.1.1 boxes (prisms), balls (spheres) and cylinders;

3.1.2 triangles, squares and rectangles;

3.1.3 circles.