2.8 Patterns

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.

• 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: patterns [lo 1.8, lo 1.9, lo 1.4, lo 2.1, lo 2.3, lo 2.5, lo 4.6]

• African People in other parts of South Africa often decorate their homes with beautiful patterns of different colours and shapes.
• Colour the patterns.

• Design your own African pattern for the border around your family photo.
• Draw your family from the shortest to the tallest.
• Show the class your beautiful, colourful picture.

• Paste this page on cardboard.
• Cut out the squares.
• Place them face down.
• Take turns to turn one card over.
• Read the number sentence.
• Turn the card face down again.
• Your partner takes a turn and tries to find a card with the
• same answer.
• Keep the partners and see who can collect the most pairs.

Assessment

Learning Outcome 1: 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 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

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;

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

Assessment Standard 2.5: We know this when the learner identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and times.

Learning Outcome 4: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.