m31792 Get clever with numbers - Module 5 - 03 1.1 2009/08/31 05:54:54.094 GMT-5 2009/08/31 06:06:34.730 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: 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.

Estimate and count.

Estimate ……………………………………………………………………….. Count…………………………………………………………………………… Halve: 10 ……………… 12 ……………… 8……………… 4 …………… Double: 3 …………… 6…………… 8…………… 4…………… LO 1.1 LO 1.9

The longest one is ……………………………. thumbs. The shortest is ……………………………….. thumbs. Complete:

LO 1.7 LO 4.5

Breaking up 8: 8 = 1 + 7 8 = ………………. + ………………… 8 = ………………. + ………………… 8 = ………………. + ………………… 8 = ………………. + ………………… 8 = ………………. + ………………… 8 = ………………. + ………………… Throw the dice for partners of 8.

LO 1.9 What is ………………………………………………………………………….

LO 3.6 Take an orange: Peel it carefully. Estimate and count the sections. ………………………………………. estimate. ………………………………………… count. Complete the number sentences. 3 + 4 = ……………………………… 5 + 3 = ……………………………… 6 + 2 = ……………………………… 8 + 0 = ……………………………… 7 + 1 = ……………………………… 4 + 2 = ……………………………… 1 + 5 = ……………………………… 1 + 3 = ……………………………… 7 – 2 = ……………………………… 7 – 6 = ……………………………… 8 – 1 = ……………………………… 8 – 2 = ……………………………… 6 – 4 = ……………………………… 6 – 2 = ……………………………… 5 – 3 = ……………………………… 5 – 2 = ……………………………… LO 1.7 Count in 3s: Complete the sums with 8.

Before 8 we have ………………………………………………? After 8 we have …………………………………………………? Between 9 and 7 we have ………………………………………..…? Double 8……………………………………………….? Halve 8…………………………………………………? LO 1.2 LO 1.7 Add and build a snowman.

What comes before: ………………………… 11 ………………………… 12 ………………………… 10 ………………………… 9 ………………………… 8 What comes after: ………………………… 11 ………………………… 12 ………………………… 10 ………………………… 7 ………………………… 6 LO 1.2 LO 1.4 LO 2.2 Quick thinking:

6 + 4 = ………………………………………………. 3 + 4 = ………………………………………………. 2 + 4 = ………………………………………………. 1 + 4 = ………………………………………………. 5 + 4 = ……………………………………………….

6 – 4 = ………………………………………………. 7 – 4 = ………………………………………………. 8 – 4 = ………………………………………………. 9 – 4 = ………………………………………………. 10 – 4 = ……………………………………………….

One bag of flour weighs 2 kg. Alt All of the bags together weigh ……………………….. kg. LO 1.7 We cook soup: One cup of soup costs 50c. I sell 2 cups of soup. I get R …………………………………… I sell 4 cups of soup. I get R …………………………………… We bake pancakes. One pancake costs 20c. I sell 2 pancakes. Now I have ……………………….c. I sell 3 more pancakes for …………………………c. Now I count all my money. Soup R ……………………………….; pancakes R ………………………..; Altogether I have R …………………………….. LO 1.5

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; Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; 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 2.2: We know this when the learner copies and extends simple number sequences to at least 100; 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. Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other; Learning Outcome 4:MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assesseringstandaard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.