Get clever with numbers

MATHEMATICS

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: Winter A healthy environment: Clean water. Inclusively: Water for everyone. Human Rights: Everyone’s right to use the source - water. Activities around winter help the learners to understand: number concept to 10; counting in fives, twos and threes; concept of +4 and –4; doubling and halving; sharing out equally; bonds to 8; word sums; shapes – circle, triangle, square and rectangle; money; direction; measuring length with thumbs; graphs.

LEARNERS SECTION

Content Count the umbrellas. Colour them.

Fill in:

LO 1.1 LO 1.3

Walk to school with me:

LO 1.7

Count:

Double the number of houses …………………………………………………. Halve the number of windows ………………………………………………… ………………….. umbrellas ; 2 blow away. ………umbrellas remain behind. ………………………….….. shoes = ………………………..……… pairs. Six children have ………………………………………………………... eyes. LO 1.7 LO 1.9

Draw your picture.

The fence around the school looks like this:

Make it longer.

This shape is a triangle. A triangle has …………………………… corners. How many triangles can you find in the fence? …………………………………………… triangles. Colour the triangles. Use a different colour for each one. LO 2.1 LO 3.1

LO 2.3 LO 3.1

Complete the number sentences.

Use counters or draw a picture. There are 7 apples on the tree. I pick 3 Now there are ……………………………………………. apples. You have six apples. Put an equal amount in each of two baskets. Each basket has ………………. apples. John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. …………… apples in the basket. LO 1.7 LO 1.9

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 1.1: 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 form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2:PATTERNS, FUNCTIONS AND ALGEBRA: 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 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes); Assessment Standard 2.3: We know this when the learner creates own patterns; 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.