3.3 Get clever with numbers - module 6 - 01  (Page 22/2)

Mathematics

Get clever with numbers

Educator section

Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7.

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.

• Integration of Themes: Signs of spring
• A healthy environment: Learners are made aware of plant and animal life in nature and how they need to care for these. The origins of life in nature can also be discussed.
• Inclusively: Everyone needs plants and animals in order to survive. Discuss
• Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be responsible for odd jobs at home and earn their pocket money.

Activities around signs of spring help learners to understand:

• number concept to 11;
• counting in twos, threes and fives;
• counting backwards;
• repetitive addition;
• bonds to 10;
• ten and a number;
• +4 and –4;
• doubling, halving and sharing;
• train sums;
• shapes – oval;
• capacity – litre;
• measuring distance.

Learners section

Content

• Count the berries. ………………………………….

• There is a mouse in my house!
• Determine which mouse has run the furthest.
• Mark it like this: √.
• Determine which mouse is closest to the hole. Mark it like this: X.
• What will you use to measure the distance?

• Count:-

There are ……………………………………… donkeys in the field.