4.1 Number fun - module 7 - 02  (Page 2/2)

• She has.................................................... roses left over. She gives three away.

Now there are only..................................................................... roses left.

• Would you like to draw the roses?

• Work with a friend.
• Stand outside in the sun at 12 o’clock.
• See how long your shadow is.
• Ask your friend to measure the length of your shadow with his/her feet.
• He/she says, “The length of your shadow is ..................... feet.
• (Now let your friend stand and you measure his/her shadow.)
• Do the same one hour later.
• Now my shadow is ................................................... (longer/shorter)
  • Find out why?

• Use the balance and measure . . . .

1. .......................................... tops are heavier than my rubber.

2. 5 tops are.......................................... than my pencil. (lighter/heavier)

3. The rubber is.......................................... than my pencil.. (lighter/heavier)

4. My pencil is as heavy as....................................

5. My pencil sharpener is.................................. than my rubber. (lighter/heavier)

6. .......................................... tops measure the same as my pencil. They have the same mass.

• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my garden.......................................
• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked .................................... flowers.
• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were ............................................................. apples in the basket.

• Draw an apple:

from the top

from the side

from the bottom

• Everything has a shape.
• Can you see what these shapes are?

• Join the shape to its name.
• What do these look like from the top?
• Guess – will their shapes be the same?

Yes or no?

• Give a reason for your answer.
• This is what they look like from the top. Join them.

• Draw the cube/block from the top.
• Draw the cube/block from the x.
• Draw the cube/block from the bottom.
• Discuss the shapes of the cube’s/block’s faces which you have drawn.

• Choose one and colour it.

• This is a cube.
• It looks like a...............................

• This is a sphere.
• It looks like a................................

• Complete.

The ................................................................................ can roll.

The ..................................................................... cannot roll.

The ............................................................................ has corners.

The ................................................................. has no corners.

• Draw:

a big cube

a small cube

a big sphere

a small sphere

Assessment

Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 1.2: We know this when the learner counts forward and backwards in;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA: 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 2.2: We know this when the learner copies and extends simple number sequences to at least 100;

Learning Outcome 3: SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. ‘in front’ or ‘behind’);

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

Assessment Standard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower).

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.