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.

MODULE 1

Educator’s page

Look at eyes/each one has 2 eyes.

LEANER SECTION

Content

ACTIVITY: Friends [LO 1.4, LO 1.1]

• Tell your friends who you are.

My name is ___________________________________________________________

I am ________________________________________________________ years old.

It is my first day in Grade ________________________________________________

• Draw a picture in each block.

Figure 1

Yesterday

Figure 2

Today

Figure 3

Tomorrow

Table 3

LO 4.4

My friends

Figure 4

These are my friends.

Figure 5

• I have __________________________________________________ friends.

• There are ____________________ boys and _____________________ girls.

• There are _________________________________________ boys than girls.

more/less/the same number of

• They all have names.

First is Liz, second is ___________________________________________________

third is ____________________________, fourth is __________________________,

fifth is ___________________________, sixth is ____________________________,

seventh is ___________________________, eighth is ________________________,

ninth is ___________________________ and last is __________________________

Figure 6

Sally comes after ______________________________________________________

Mike comes before _____________________________________________________

Tom is between _________________________ and __________________________

1st 2nd 3rd 4th _______ _______ _______ _______ _______ _______

Table 4

LO 1.1

LO 1.4

Numbers also have names.

• Write their names:

1 _______________________________________________________________

2 _______________________________________________________________

3 _______________________________________________________________

4 _______________________________________________________________

5 _______________________________________________________________

6 _______________________________________________________________

7 _______________________________________________________________

8 _______________________________________________________________

9 _______________________________________________________________

10 _______________________________________________________________

• Seven comes after ________________________________________________

• Three comes before ______________________________________________

• Five comes between ___________________ and _______________________
• Fill in the missing numbers.

Table 5

0

1

3

7

10

Table 6

10

9

Table 7

LO 1.3

LO 1.10

All about my friends.

Figure 7

• We are all ______________________________________(the same / different)
• __________________________________________________ have long hair.
• __________________________________________________ have short hair. (How many?)

• My graph

Table 8

The length of my friends' hair
Long hair
Short hair
friends	1	2	3	4	5	6	7	8	9	10

• Colour the blocks red to show the number of friends that have long hair.
• Colour the blocks blue to show the number of friends that have short hair.

Figure 8

Write:

• There are ________________________________ with long hair. (more/less)
• There are ________________________________ with short hair. (more/less)
• Count the children in the class with long hair. _____________ have long hair.
• Count the children in the class with short hair. ____________ have short hair.

Table 9

LO 5.1

LO 5.2

LO 5.4

LO 5.5

• Count their eyes in 2's.

Figure 9

• Count their ears in 2's.

Figure 10

• Count their fingers in 10's.

Figure 11

• Count their toes in 10's.

Figure 12

• Choose a friend. Each one takes some counters.

Guess ________________________________

Count ________________________________

Table 10

LO 1.2

Assessment

Learning Outcome 1:The learner will be able to recognise, describe and represent numbers and their 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 1.1: We know this when the learner counts to at least 100 everyday objects reliably;

Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:

1.2.1 ones from any number between 0 and 200;

1.2.2 tens from any multiple of 10 between 0 and 200;

1.2.3 fives from any multiple of 5 between 0 and 200;

1.2.4 twos from any multiple of 2 between 0 and 200;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100;

Assessment Standard 1.4: We know this when the learner orders, describes and compares the following numbers:

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

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

1.10.4 number-lines;

Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.4: We know this when the learner sequences events according to days, weeks, months and years;

Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g. ‘how many learners are there in each classroom?’);

Assessment Standard 5.2: We know this when the learner sorts physical objects to one attribute chosen by the teacher;

Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs that have a 1-1 correspondence between own data and representations;

Assessment Standard 5.5: We know this when the learner describes own or a peer’s collection of objects, explains how it was sorted, and answers questions about it.