4.5 Shapes

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:

• Inclusively: We can all learn from one another. Each person’s culture can stimulate and enrich another’s. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your classmates eat healthy foods.

• Number concept and counting to and beyond 200 are practised.
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.

Leaner section

Content

Activity: shapes [lo 1.2, lo 1.8, lo 2.2, lo 3.1, lo 3.2, lo 3.7]

• Where have you seen these shapes?

• These shapes are called pyramids .
• Discuss what is the same/different about them.
• Discuss their faces from positions 1 and 2.
• Where have you seen these shapes?

• Discuss what is the same/different about them.
• Discuss their faces from positions 1 and 2.
• Collect boxes that look like pyramids , prisms and cylinders .
• See which of them can roll . Why?
• See which of them can slide . Why?

• 

  Complete the counting pattern by joining the numbers.

• Complete: How many people are left in the shop?

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 1.2: We know this when the learner counts forwards and backwards;

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

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 2.2: We know this when the learner copies and extends simple number sequences to at least 200.

Learning Outcome 3: 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 school environment and in pictures

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

Assessment Standard 3.7: We know this when the learner describes positional relationships (alone and/or as a member of a group or team) between three-dimensional objects or self and a peer.