m22442 Mathematics, Shapes and Patterns 1.1 2009/04/25 04:40:43.157 GMT-5 2009/04/25 04:48:02.259 GMT-5 Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Mathematics and Statistics en

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.

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

Mathematics and Shapes Everything has a shape. This is the shape of a :

Look at them and draw those that have the shape of a: square Rectangle circle triangle

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

I can see a ........, ........, ........, ........ LO 3.1

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.

Can you see these patterns? Complete them.

Look for patterns in this number block. Write them. 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 ........ ........ ........ ........ ........ ........ ........ ........ ........ 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? .................................................. LO 2.3 LO 3.1

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;