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: Autumn
A healthy environment: The signs of Autum.
This module begins with a graph of birthdays of their friends.
Number concept and counting activities, stressing the patterns in counting, are extended to 120.
Halving and doubling within the range 1 to 50.
Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
Learners complete a shopping graph.
Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
Measuring activities reinforce the vocabulary of “a small mass”, “a great mass”, gram and kilogram.
A recipe for muffins is included and learners experience practically the value of measurement (Technology).
To extend their sensitivity to different cultures they create their own patterns using shapes and patterns found on huts.
Learners learn through playing games and therefore a memory game with number sentences has been designed for them.
Leaner section
Content
Activity: number patterns [lo 1.3, lo 1.4, lo 1.6, lo 1.8, lo 1.10, lo 2.2, lo 3.8, lo 5.4]
Number patterns
The number of days in
January has been written in a pattern for you to count. Continue the counting pattern by joining the numbers with a line. Begin on 2.
These are all _______________________________ (even or uneven) numbers.
Continue the counting pattern for the days in
March . Begin on 1.
Even numbers joined:
_____________________________________
Days in January and March: _________________________________
Total:
LO 2.2
Number patterns
Continue the counting pattern for the month of
May . Begin on 2.
I used ________________________________ numbers. Even/uneven.
Continue the counting pattern for the month of
July . Begin on 1.
I used these even numbers:
_________________________________
I used these uneven numbers:
_______________________________
Continue these counting patterns:
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
