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    This collection is included inLens: Siyavula: Mathematics (Gr. R-3)
    By: Siyavula

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Number Fun - 03

Module by: Siyavula Uploaders. E-mail the author

MATHEMATICS

Number Fun

EDUCATOR SECTION

Memorandum

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.

LEARNERS SECTION

Content

  • Sort light and heavy objects:
  • Draw them below.

Figure 1
Figure 1 (graphics1.png)

Figure 2
Figure 2 (graphics2.png)
  • light
Figure 3
Figure 3 (graphics3.png)
  • heavy
Table 1
LO 4.5   LO 5.2   LO 5.6  
  • Cut out, match and paste on the following page.
Figure 4
Figure 4 (graphics4.png)
Table 2
LO 1.3  
  • Match and paste in a row. Draw arms, legs, etc.
Figure 5
Figure 5 (graphics5.png)
Table 3
LO 1.4  
  • Complete:

Figure 6
Figure 6 (graphics6.png)

Table 4
LO 1.4  
Figure 7
Figure 7 (graphics7.png)
  • Which numbers did Wolf catch?
Figure 8
Figure 8 (graphics8.png)
Table 5
LO 1.4  
  • How do I get to school?

Figure 9
Figure 9 (graphics9.png)

  • Most children: _______________
  • The fewest children: _______________
  • Complete:
Figure 10
Figure 10 (graphics10.png)
Table 6
LO 1.3   LO 5.1   LO 5.2   LO 5.5  
Figure 11
Figure 11 (graphics11.png)
Table 7
LO 3.1  

Assessment

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 1.3: 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;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers;

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;

Learning Outcome 5:DATA HANDLING: 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 everyday objects (alone and/or as a member of a group or team) in the classroom and school environment according to given criteria or categories;

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours’);

Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects;

Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains how it was sorted, and answers questions about it.

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