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Many and few

Module by: Siyavula Uploaders. E-mail the author

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MATHEMATICS

Number Fun

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;

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.

MODULE 1

Table 1
Critical and developmental outcomes: Pages:
CO 1 4, 5, 8, 15
CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19
CO 4 4, 21
CO 7 11, 12, 13, 16, 17, 20
CO 8 16, 22
  • Integration of Themes: Summer
  • Human Rights: Learners can be taught to be neat and tidy.
  • Inclusively: Matching to show same number – no exceptions made

LEANER SECTION

Content

ACTIVITY: Many and few [LO 5.2, LO 1.9]

  • I go for a walk. I see….
Figure 1
Figure 1 (graphics1.png)
  • Draw
Figure 2
Figure 2 (graphics2.png)

many

Figure 3
Figure 3 (graphics3.png)

a few

Figure 4
Figure 4 (graphics4.png)

many

Figure 5
Figure 5 (graphics5.png)

a few

Figure 6
Figure 6 (graphics6.png)

many apples

Figure 7
Figure 7 (graphics7.png)

a few apples

Table 2
LO 5.2  
  • At my party there were …

more boys and fewer girls

Figure 8
Figure 8 (graphics8.png)

I matched them.

  • Match the rabbits to the carrots:

Figure 9
Figure 9 (graphics9.png)

more or fewer?

  • Figure 10
    Figure 10 (graphics10.png)
    Match:
  • Draw the set with more
  • Match
Figure 11
Figure 11 (graphics11.png)
  • Draw the set with more

Table 3
LO 1.9  

  • Draw a group with more / fewer objects.

fewer

Figure 12
Figure 12 (graphics12.png)

more

fewer

Figure 13
Figure 13 (graphics13.png)

more

fewer

Figure 14
Figure 14 (graphics14.png)

more

Table 4
LO 1.9  

Assessment

Learning Outcome 5: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 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours.’)

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 1.9: We know this when the learner uses the following techniques:

1.9.1 building up and breaking down numbers;

1.9.2 doubling and halving;

1.9.3 using concrete apparatus (e.g. counters);

1.9.4 number-lines.

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Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

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