m22709 Numbers 1.1 2009/04/30 02:19:50.493 GMT-5 2009/04/30 02:39:00.766 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

Learners must know the words “horizontal” and “vertical” and know what they mean. Make sure that the learners understand the role of the nought (0) as a placeholder in numbers without units, like 10, 20, 30, 40 etc. This is particularly important for vertical operations.

Use the number line and fill in 3 places after:

Fill in 2 places before:

LO 1.10 Compare the numbers with each other:

Bonny and Tommy want to write their sums in a different way.

LO 1.8 Complete the patterns: Do the same with:

LO 2.2 Bonny says: it is much easier to work with numbers if you separate the tens and the units. She renames the numbers, e.g. 36 = 30 + 6 Tommy says: sometimes you have to group the numbers differently after you have separated them. He then regroups the numbers, e.g. 30 + 6 = 20 + 10 + 6 Rename Regroup 34 = 30 + 4 = 20 + 10 + 4 28 = _____ + _____ = _____ + 10 + 8 46 = _____ + _____ = _____ + 10 + 6 39 = _____ + _____ = _____ + _____ + _____ 23 = _____ + _____ = _____ + _____ + _____ 55 = _____ + _____ = _____ + _____ + _____ Put the tens and units back together again: 30 + 10 + 1 = 40 + 1 = 41 20 + 10 + 7 = _____ + _____ = _____ 1 0 + 10 + 2 = _____ + _____ = _____ 40 + 10 + 9 = _____ + _____ = _____ 30 + 10 + 6 = _____ + _____ = _____ 20 + 10 = 5 = _____ + _____ = _____ LO 1.10 Bonny and Tommy go to the store. Bonny has R5 and Tommy has R6. On the shelf there are cookies and chocolates that they want to buy.

How many cookies can Bonny buy for her R5? __________________________ cookies. Draw them. How many chocolates can Tommy buy for his R6? __________________________chocolates. Draw them. LO 1.6

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 1.6: We know this when the learner solves money problems involving totals and change in rands and cents, including converting between rands and cents. 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; estimation; 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 number-lines; 1.10.4 rounding off in tens. 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.