m31797 Get clever with numbers - Module 6 - 02 1.1 2009/08/31 06:53:46.820 GMT-5 2009/08/31 07:02:50.661 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: Signs of spring A healthy environment: Learners are made aware of plant and animal life in nature and how they need to care for these. The origins of life in nature can also be discussed. Inclusively: Everyone needs plants and animals in order to survive. Discuss Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be responsible for odd jobs at home and earn their pocket money. Activities around signs of spring help learners to understand: number concept to 11; counting in twos, threes and fives; counting backwards; repetitive addition; bonds to 10; ten and a number; +4 and –4; doubling, halving and sharing; train sums; shapes – oval; capacity – litre; measuring distance.

Complete:

4, 8, …………, …………, 20, …………, …………, 32, …………, 40. LO 1.7 LO 1.8 LO 2.2 Take a 1c, 2c and 5c coin and rub them off here with your pencil. What do you see on all three coins?

Take a 10c, 20c and 50c coin and rub them off here with your pencil. What do you see on all three coins?

In my purse I have:

_ _ _c

_ _ _c

_ _ _c

_ _ _c LO 1.5

5 4 3 1 8 purple black yellow red brown

How many flowers? …………………………………………….. Double them ………………………………………………….. LO 1.2 LO 1.8 LO 1.9 Double:

Halve:

Complete: 2 3 6 4 7 8 +2 +3 +4 6 8 9 10 7 5 -2 -3 -4 LO 1.8 LO 1.9 Count in 2’s.

Count:

Write the bonds of 10.

LO 1.8 LO 1.9 Write the bonds of 10.

Complete: 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. 10 = ……………………. + ……………………. Count: 1, …….., 3, …….., …….., …….., 7, …….., ….., 10, 11. ………………. comes after ten 11 eleven 11 ……………………….. LO 1.2 LO 1.8 In which order does the seed grow?

Complete: 12 = 10 + …………………………….. 13 = 10 + …………………………….. 14 = 10 + …………………………….. 15 = 10 + …………………………….. 16 = 10 + …………………………….. 17 = 10 + …………………………….. 18 = 10 + …………………………….. 19 = 10 + …………………………….. 1 2 3 4 5 6 7 8 9 10 +10 LO 1.9 LO 4.2

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 1.2: We know this when the learner counts forward and backwards in; 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 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; 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 4:MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower).