2.2 Halve  (Page 7/4)

Mathematics

Bonny and tommy’s birthday party

Educator section

Memorandum

• More advanced work is covered, but the educator will benefit greatly if pages (completing the calendar) are done with all the learners simultaneously. Groups 2 and 3 can then afterwards continue with the work with which they are busy.
• Number Concept to 400
• Operations:
• Addition – two digit numbers with two digit numbers, using regrouping of a ten.
• Subtraction – two digit numbers from two digit numbers, using regrouping of a ten.
• Multiplication – 2x, 4x, 5x and 10x to the 10th multiple (tables).
• Division - ÷2, ÷4, ÷5 and ÷10 to the 10th multiple (tables).

Integrate the design of the hat and the gift wrap with Technology. This can be done classically.

All the calculations involving money and other quantities which the learners work with will enable them to realise that Mathematics is part of our daily activities.

From Module 3 onwards the learners will gradually progress to the more advanced work of Grade 3. It may be necessary sometimes to go back to previous work to expedite the transition to the advanced work.

It is important that the learners should realise that addition and subtraction combinations as well as the tables, multiplication and division, simply have to be repeated regularly and must be learnt until they know it! It is basic work that cannot be neglected.

Attached you will find a sheet with tables presented in a specific order. You can copy it and give it to the learners so that they can keep it with them.

These worksheets can be presented to the whole class at the same time. Learners must write the dates on the calendar on their own, therefore it is of the utmost importance that you will make quite sure that all the learners begin on the correct day in January. I suggest that you fill in 1 January yourself before copying the worksheet. If you like, you could even fill it in further, depending on the competence of the learners.

It is important for the learners to understand the difference between days of the week (7) and workdays, school days or week days (5), otherwise they may make numerous errors in their calculations.

The learners must be aware of the patterns that are used in completing tables, therefore they must identify the pattern initially before they try to complete the table.

This is a vertical numbers line. The negative numbers have been filled in so that the learner will realise that numbers smaller than 0 do exist. It is not necessary to give this aspect much attention at this stage. It can just be mentioned in passing, to satisfy the learners who are keen to know more.

Explain to the learners that they are seeing diagrams, and that each symbol represents the value of the place where it stands.

Regrouping the 10 is being done now. The learners must first lay it out on the mat, so that it is experienced as something concrete, and so that they can see that there are 12 units and that they can therefore make another ten. This ten is then grouped with the other tens.

It depends on the educator and the abilities of the learners whether they are going to use carried numbers when doing the vertical calculations