4.8 Directions

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:
• Social justice: The story of the secret signs shows how history can be important. What are the advantages of knowing things about the past?

Learners can divide into groups, visit the library and do more research on the origin of our number system, the Roman numerals, etc.

Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn to work together in a team, listen to one another and to share ideas.

Discuss whether so called “bargains” are always bargains. What is your attitude towards “sales” in shops? Is it always necessary to give / receive birthday presents? Why do you give presents? When would not giving presents be acceptable?

• With the inclusion of the story of the secret sign at this stage, learners are able to understand the significance of the “0” as “place holder” (indegrated with Literacy).
• The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
• Telling the time in minutes become easy as learners count the minutes in 5’s.
• Codes are used to find the answer to a puzzle.
• As preparation for the Christmas celebrations, the month of December is used for activities involving the calendar.
• Module 8 concludes with a game where crackers with number sentences are matched to lights on the Christmas tree.

Leaner section

Content

Activity: directions [lo 1.6, lo 1.9, lo 1.11, lo 3.8]

• Travel along the lines and complete the routes:

1. From M to C:

M, L, _____________________________________________________________C.

or

M, N, _____________________________________________________________C.

2. From M to A:

M, ________________________________________________________________A.

or

M, ________________________________________________________________A.

or

M, ________________________________________________________________A.

• This is where my friends and I live.

• Ek woon by 10.
• Ron woon by 5.
• Sisulu woon by 27.
• Piet woon by 22.

Om by my maats te gaan kuier moet ek rigtings ken. Ek gebruik hierdie tekens.

• As ek by Ron wil gaan kuier, moet ek op stap van 10 tot 5.
• Skryf die rigtings (tekens) van my huis by 10 na:
• Sisulu se huis:
• Piet se huis:
• Bespreek of daar ander roetes ook is om by hulle te kom.

• Travel long the lines and complete the routes.

• My friends have to travel to 18 where the school is.
• Pat travels from 28 to 18.

This is her route: 28...... ...... ...... ......

If each number is 2 km from the next number on the route, then Pat travels ____________________ km to school.

If she pays 20c for every 2 km she will pay __________________ to get to school. Sam’s route is from 7 to 18.

7, __________________________________________________________________

His route is ______________________________________ km.

He pays ______________________________________ to school.

He pays ______________________________________ to school and back home.

• Does Sam pay more or less than Pat? _________________________________
• Give a reason for your answer.

• Complete.

Pat goes to school on this bus.

1. This bus travels on route 2. (only 2’s are used in the number sentences).

Mo goes to school on this bus.

2. This bus travels on route 3. Write the number sentences on the stops. Use only 3’s.

Ann goes to school on this bus.

3. This bus travels on route 4. Write the number sentences, using only 4’s.

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 1.6: We know this when the learner solves money problems involving totals and change in rand and cents;

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

Assessment Standard 1.11: We know this when the learner explains own solutions to problems;

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 3.8: We know this when the learner understands directions.