1. Home
  2. Grade r - a learning programme
  3. Term 2
  4. Gr. r module 2 numeracy - 04

2.3 Gr. r module 2 numeracy - 04  (Page 5/5)

<< Chapter < Page
  Grade r - a learning programme     Page 5 / 5
Chapter >> Page >

Learners frequently exchange hands because they are unable to cross over the middleline of the body. Problems around such middleline crossing results in continuous repositioning of the body, which has a negative effect on concentration and work speed and leads to tiredness.

  1. SPECIFIC APPLICATION IN LEARNING AREAS
  2. LITERACY

Examples of activities:

  • Dramatisation of stories / everyday activities
  • Telling of simple stories with the help of pictures
  • Children to arrange pictures from a story in the correct sequence and tell the story accordingly
  • Fine coordination activities (see paragraph 3.1.2)
  • MATHEMATICS

Examples of activities:

  • Counting activities
  • Recognition, description and representation of figures 1 to 9
  • Comparing and arranging numbers
  • Using terms such as more, less, heavier, lighter, shorter, longer
  • Problem solving, e.g. more / less / equal to
  • Making numbers 1 more, e.g. 6 ⇐ 7
  • Counting on, e.g. the first child counts to 3; a second child counts on to 6; etc.
  • Sorting objects according to different qualities (e.g. all the red ones).
  • LIFE SKILLS

Learners show that they are able to apply what they have learnt in different situations in the community. Help them with the challenges that life offers so that they can play an active and productive role in the community. Discussing situations can help to develop problem solving skills, logical thinking and reasoning, as well as creative and critical thinking.

Examples of activities:

  • Create situations under which their potential and skills can be developed fully, so that they will be able to make a contribution to the community, e.g. “emergency situations”, class discussions and dramatisations.
  • Opportunities for entrepreneurship, e.g. making cards to sell
  • REPORT FOR FIRST QUARTER

An example of an (optional) elementary report on the learner’s progress during the first quarter is included for educators who regard it as desirable to report to parents.

MODULE FRAMEWORK
LEARNING OUTCOMES ASSESSMENT STANDARDS
NUMERACY(LO 1)NUMBERS, OPERATIONS AND RELATIONSHIPSThe 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.(LO 2)PATTERNS, FUNCTIONS AND ALGEBRAThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.(LO 5)DATA HANDLINGThe 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.LITERACY(LO 1)LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations(LO 2)SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.(LO 3)READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.(LO4)WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.(LO 5)THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. We know this when the learner:1.2 counts to at least 10 everyday objects reliably;1.3 says and uses number names in familiar contexts;1.4 knows the number names and symbols for 1 to 10.We know this when the learner:2.1 copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes);We know this when the learner:5.2 sorts physical objects according to one attribute (property), e.g. red shapes.We know this when the learner:1.1 listens attentively to questions, instructions and announcements, and responds appropriately;1.4 develops phonic awareness:
  • recognises that words are made up of sounds;
  • distinguishes between different sounds, especially at the beginning and ends of words;
  • segments oral sentences into individual words (using words of one syllable at first);
  • segments spoken multi-syllabic words into syllables (e.g. ba-na-na), using clapping or drumbeats;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’;
We know this when the learner:2.5 asks questions when he/she does notunderstand or needs more information andresponds clearly to questions asked of him/her;2.8 tells own stories and retells stories of others in own words.We know this when the learner:3.1 uses visual cues to make meaning:
  • looks carefully at pictures and photographs to recognise common objects and experiences;
  • identifies a picture or figure from the background;
  • makes sense of picture stories;
  • matches pictures and words;
  • uses illustrations to understand simple captions in story books;
3.5 begins to develop phonic awareness:
  • recognises initial consonant and short vowel sounds;
  • recognises and names some common letters of the alphabet such as the letter the learner’s name begin with;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’.
We know this when the learner:4.1 experiments with writing:
  • creates and uses drawings to convey a message, and as a starting point for writing;
  • forms letters in various ways (e.g. by using own body to show the shapes, writing in sand);
  • understands that writing and drawing are different;
  • ‘writes’ and asks others to give the meaning of what has been written;
  • talks about own drawing and ‘writing’;
  • role-plays ‘writing’ for a purpose (e.g. telephone message, shopping list);
  • uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age;
  • ‘reads’ own emerging writing when asked to do so;
  • shows in own writing attempts beginning awareness of directionality (e.g. starting from left to right, top to bottom);
  • copies print from the environment (e.g. labels on household items, advertisement);
  • makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages or letters);
  • manipulates writing tools like crayons and pencils.
We know this when the learner:5.2 uses language to think and reason:
  • identifies and describes similarities and differences;
  • matches things that go together and
compares things that are different;
  • classifies things (e.g. puts all toys in box, books on shelves, crayons in tins);
  • identifies parts from the whole (e.g. parts of the body).
5.3 uses language to investigate and explore:
  • asks questions and searches for explanations;
  • gives explanations and offers solutions;
  • offers explanations and solutions;
  • solves and completes puzzles
LIFE ORIENTATION(LO 1)HEALTH PROMOTIONThe learner will be able to make informed decisions regarding personal, community and environmental health.(LO 3)PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world. We know this when the learner:1.2 describes steps that can be taken to ensure personal hygiene;1.4 demonstrates precautions against the spread of communicable diseases.We know this when the learner:3.1 says own name and address.

Fine coordination

Number Formation

  • Start at the dot and complete the numbers.

Practise

Activity : Practise the numbers in sand or on the board.

Numeracy LO : 2.1

Number Concept

Numeracy LO : 1.2

Fine coordination

Number Formation

  • Start at the dot and complete the numbers.

Practise

Activity : Practise writing the numbers in sand or on the board..

Numeracy LO : 2.1

Number Concept

Numeracy LO : 1.2

Fine coordination

Number Formation

  • Link the numbers and colour in the frog.

Activity : Colour in the picture.

Numeracy LO : 1.3

Foreground / Background

Number Concept

Classification

  • Count how many of each kind of vehicle there are and write the number in the block.
Numeracy LO : 5.2

Sequencing

  • Repeat and complete the pattern.

Activity : Use coloured objects or shapes to practise pattern repetition.

Numeracy LO : 2.1

Number Concept

Midline Crossing

  • Count the dots in the blocks and join them to the corresponding numbers.
  • Draw the lines from left to right.
Numeracy LO : 1.2

Number Concept

Midline Crossing

  • Count the objects in the blocks and join them to the corresponding numbers.
  • Draw the lines from left to right.
Numeracy LO : 1.1

Logical Thinking and Reasoning

Sorting

  • Draw a blue line through all the items that you associate with “cold” .
  • Draw a red line through all the items that you associate with “hot” .

Discussion : Make the learners aware of fire hazards in and around the house, as well as of the prevention and treatment thereof.

Numeracy LO : 5.2

Questions & Answers

what is defense mechanism
Chinaza Reply
what is defense mechanisms
Chinaza
I'm interested in biological psychology and cognitive psychology
Tanya Reply
what does preconceived mean
sammie Reply
physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
Wekolamo Reply
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Manix Reply
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
JESSY Reply
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
compare and contrast skinner's perspective on personality development on freud
namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
good👍
Jonathan
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
Kelu Reply
interpersonal relationships
Abdulfatai Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply
<< Chapter < Page Page > Chapter >>

Read also:

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Grade r - a learning programme. OpenStax CNX. Nov 03, 2009 Download for free at http://cnx.org/content/col11135/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Grade r - a learning programme' conversation and receive update notifications?

Ask