Up to Grade 2 the learners used the word “ones” for “units” but as from Grade 3 we change to “units”. Explain it to the learners.

Use concrete objects and help the learners to discover for themselves what even and uneven numbers are. Do this to 9 at first.

Help them to discover the pattern from 11 to 19.

When they have discovered the pattern of 2 4 6 8 0 on the unit side for even numbers and 1 3 5 7 9 on the unit side for uneven numbers, they have fun applying this to higher numbers.

- Complete the pattern with numbers:

All the SQUARES belong to Bonny. She has all the numbers with a 2 ................... ................... ................... 0 on the side of the ones (units). All her numbers are therefore even numbers.

All the CIRCLES belong to Tommy. He has all the numbers with a

1 ................. ................. ................. ................. on the side of the ones (units). All his numbers are therefore uneven numbers.

- Sort Bonny’s and Tommy’s numbers:

23 38 14 9 56 80 75 2 61 97

LO 1.4 | LO 2.2 |

- Think!

LO 1.9 |

- Match the right words: equal to; greater than; less than.

- We can replace the words with signs:

LO 1.8 |

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

1.4.1 whole numbers to at least 3-digit numbers;

1.4.2 common fractions including halves, quarters and thirds;

* Assessment Standard 1.8:* We know this when the learner can perform calculations, using appropriate symbols, to solve problems involving:

1.8.1 addition and subtraction of whole numbers with at least 3 digits;

1.8.2 multiplication of at least whole 2-digit by 1-digit numbers;

1.8.3 division of at least whole 2-digit by 1-digit numbers;

1.8.4 estimation;

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

1.9.1 addition and subtraction for numbers to at least 50;

1.9.2 multiplication of whole numbers with solutions to at least 50.

* 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 2.2:* We know this when the learner copies and extends simple number sequences to at least 1 000.