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Mathematics, Shapes and Patterns

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: Mathematics, Shapes and Patterns [LO 3.1, LO 2.1, LO 2.2, LO 2.3]

Mathematics and Shapes

Everything has a shape.

  • This is the shape of a :
Figure 1
Figure 1 (graphics1.png)
  • Look at them and draw those that have the shape of a:

square

Rectangle

circle

triangle

Figure 2
Figure 2 (graphics2.png)

I can see a , ........, ........, ........

Figure 3
Figure 3 (graphics3.png)

I can see a ........, ........, ........, ........

Table 2
LO 3.1  

Mathematics and Patterns

A pattern is made by drawing the same lines or shapes over and over.

Look at the patterns on Sally's skirt.

  • Complete the patterns for Sally.
Figure 4
Figure 4 (graphics4.png)
  • Can you see these patterns? Complete them.

Figure 5
Figure 5 (graphics5.png)

  • Look for patterns in this number block. Write them.
Table 3
0 1 2 3 4 5 6 7 8 9
10 11 12 13 14 15 16 17 18 19
20                  
0 1 ........ ........ ........ ........ ........ ........ ........ ........
10 11 ........ ........ ........ ........ ........ ........ ........ ........
20 ........ ........ ........ ........ ........ ........ ........ ........ ........
Table 4
LO 2.1   LO 2.2  

LO 2.1 LO 2.2

  • Design your own attractive pattern.
  • Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the pictures. Write down your score.

triangles .............

squares .............

rectangles .............

Who won? ..................................................

Table 5
LO 2.3   LO 3.1  

Assessment

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 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes).

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 100;

Assessment Standard 2.3: We know this when the learner creates own patterns.

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 classroom and in pictures, including:

3.1.1 boxes (prisms) and balls (spheres);

3.1.2 triangles and rectangles;

3.1.3 circles;

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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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