m31710 Number Fun - 01 1.1 2009/08/27 07:09:27.915 GMT-5 2009/08/27 07:13:28.603 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

INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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. Integration of Themes: Summer Human Rights: Learners can be taught to be neat and tidy. Inclusively: Matching to show same number – no exceptions made The three bears help the learners to understand: number concept 1 to 5; counting activities in ones and twos to 20 and counting rhymes; colours: purple and orange; vocabulary: light, heavy, more, less, first and last; shapes – circles; completing a graph about how we come to school.

Cut out the three bears on page 2 and paste them here.

LO 1.3 Cut out.

LO 1.1

LO 1.3 Draw three objects every time.

Complete.

LO 1.3 Look at your little bear.

Draw around its head. Talk about: Can it roll? Can it slide? Does it have corners? Draw many circles and colour them in.

LO 3.1 Look for ’s in magazines and paste them here.

Draw:many circles.

Colour them orange. Draw:few circles. Colour them purple.

LO 3.1

Find a picture of something that is heavy and something that is light.

heavy

light LO 4.6 Make the basket heavier.

Make the basket lighter.

. Does everyone have a hat?

Give everyone a basket.

LO 4.5

Learning Outcome 1:NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Learning Outcome 3:SPACE AND SHAPE (GEOMETRY): 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; Learning Outcome 4:MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Assessment Standard 4.6: We know this when the learner understands language.