1.7 Mathematics, shapes and patterns

Mathematics

Number fun

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;

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.

Module 1

• Integration of Themes: Summer
• Human Rights: Learners can be taught to be neat and tidy.
• Inclusively: Matching to show same number – no exceptions made

Leaner section

Content

Activity: mathematics, shapes and patterns [lo 3.1, lo 2.1, lo 2.2, lo 2.3]

Mathematics and Shapes

Everything has a shape.

• This is the shape of a :

• Look at them and draw those that have the shape of a:

square

Rectangle

circle

triangle

I can see a , ........, ........, ........

I can see a ........, ........, ........, ........

Mathematics and patterns

A pattern is made by drawing the same lines or shapes over and over.

Look at the patterns on Sally's skirt.

• Complete the patterns for Sally.

• Can you see these patterns? Complete them.

• Look for patterns in this number block. Write them.

LO 2.1 LO 2.2

• Design your own attractive pattern.

• Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the pictures. Write down your score.

triangles .............

squares .............

rectangles .............

Who won? ..................................................

Assessment

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 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes).

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

Assessment Standard 2.3: We know this when the learner creates own patterns.

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 classroom and in pictures, including:

3.1.1 boxes (prisms) and balls (spheres);

3.1.2 triangles and rectangles;

3.1.3 circles;