4.6 Number fun - module 8 - 03

Mathematics

Number fun

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: Holidays
• Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics.

Activities are designed around “Holiday Time”. These consist of:

• number concept 1 to 19;
• counting activities in 2’s, 3’s, 4’s, 5’s and 10’s
• halving and doubling to 20;
• wordsums;
• sharing;
• symmetry; - left and right sides;
• directions using a map;
• bonds of 10;
• multiplication as repeated addition;
• graph to show the sale of books and
• speed tests.

Learners section

Content

Books on the shelf in the shop

• Count.

• Draw.

We visit the bookshop

• These books are all on sale.
• Each book is marked R5.

1. Marco buys 3 books. He pays R …………………………………………….

2. Sally buys 4 books. She pays R ………………………………………………

3. Jim has R25. How many books can he buy? ………………….books.

4. Rob has R20. He may only spend half on books. How many books can he buy? books.……………………….books.

5. Mary has R30. She buys 4 books. She has R ………………………left over..

6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How much change will he get? He will get R ………….. change.