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.

Activities around spring in nature:

Learners must listen carefully to the poem. Ensure that they can say the names of the days in the correct order. Ask questions about the activities that describe each day in the poem.

They need to cut out the names of the days of the week, ordinals and pictures on p. 2 and paste them in the correct spaces as directed on the clock on p. 3.

The completed clocks can be mounted on cardboard. String can be threaded through the holes and the clocks can be displayed in the classroom.

LEARNERS SECTION

Content

Sunday is the first day.

of every week.

of every year.

The second day is Monday.

wake up early so

and off to school we go.

The third day is Tuesday.

porridge for me and you

and some fruit juice too.

The fourth day is Wednesday.

I’ll straighten your tie

and dish up some pie!

The fifth day is Thursday.

the sun will shine

the day is fine.

The sixth day is Friday.

there’s a cake to bake

for goodness sake!

And then its the seventh day

it’s Saturday.

no school today!

Sunday, Monday and Tuesday

Wednesday, Thursday and Friday.

S A – T U R – D A Y !

G.J.M.HIP – HIP – HOORAY!

My clock for the week

Figure 1

Table 2

LO 4.2

LO 5.5

• Complete the following sentences.
• Let your clock of the week help you.

1. Today is.............................................................................................................

2. Tomorrow is.........................................................................................................

3. Yesterday was.......................................................................................................

4. .................................................. and ............................................. are weekend.

5. There are................................................................................... days in a week.

6. The first day of the week is............................................................................

7. The last day of the week is............................................................................

8. .......................................................................................... comes after Monday.

9. ......................................................................................... comes after Thursday.

10. ........................................................................................ comes before Monday.

11. ..................................................................................... comes before Thursday.

Table 3

LO 4.2

LO 4.3

My clock for the day

• Read.

Figure 2

• Draw your own pictures to match the time of day/night.

Table 4

LO 4.1

• Follow the path of the bee to every flower.
• Count the flowers.
• Write the number and number name.

Figure 3

12 twelve

Table 5

LO 1.1

LO 1.3

• Complete the sentences

1. 12 comes after......................................................................................................

2. 12 is one more than..............................................................................................

3. 2 more than ten is.................................................................................................

4. 2 less than 12 is..................................................................................................

• Here are..................................................................................... flowers.

Figure 4

• Halve the 12 flowers.

The half of 12 is..........................................................................................................

• Here are..................................................................................... flowers.

Figure 5

• Draw the same number. (Double.)

Figure 6

12 doubled is................................................................................................................

Table 6

LO 1.3

LO 1.4

• I have 12 doves.
• Here they are.

Figure 7

• Some fly to their nests. How many stay outside?

Figure 8

• Write the sums to make 12.

10 + 2 = 12

..........................................................

..........................................................

..........................................................

..........................................................

..........................................................

..........................................................

..........................................................

Table 7

LO 1.7

• Think with dice.

Figure 9

• Write the number sentences and the answers.

Figure 10

• Count:

3⁺³, 6⁺³, .............., ............., ............., ............, .............., .............., ..............., 36

Table 8

LO 1.2

LO 1.7

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 1.2: We know this when the learner counts forward and backwards in;

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

Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Learning Outcome 4:MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.1: We know this when the learner describes the time of day using vocabulary such as ‘early’, late morning’, ‘afternoon’ and ‘night’;

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).

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