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 SECTION

Content

Sums in the sun

• Work with a friend.

Figure 1

• Complete.

Figure 2

Count backwards.

38, 36, .............., ..............., ..............., ..............., ..............., ..............., 22

Table 1

LO 1.2

LO 1.8

LO 2.2

Build triangles with numbers

• Bonds of 8 are . . . .

Figure 3

• Bonds of 9 are . . . .

Figure 4

• Complete.

Figure 5

Table 2

LO 1.2

LO 1.8

Mom’s birthday

Figure 6

• Mom has............................................................... red roses. Two break off.

Now there are............................................................................ roses left.

• She has.................................................... roses left over. She gives three away.

Now there are only..................................................................... roses left.

• Would you like to draw the roses?

Table 3

LO 1.9

• Work with a friend.
• Stand outside in the sun at 12 o’clock.
• See how long your shadow is.
• Ask your friend to measure the length of your shadow with his/her feet.
• He/she says, “The length of your shadow is ..................... feet.
• (Now let your friend stand and you measure his/her shadow.)
• Do the same one hour later.
• Now my shadow is ................................................... (longer/shorter)
  • Find out why?

Table 4

LO 4.2

• Use the balance and measure . . . .

Figure 7

1. .......................................... tops are heavier than my rubber.

2. 5 tops are.......................................... than my pencil. (lighter/heavier)

3. The rubber is.......................................... than my pencil.. (lighter/heavier)

4. My pencil is as heavy as....................................

5. My pencil sharpener is.................................. than my rubber. (lighter/heavier)

6. .......................................... tops measure the same as my pencil. They have the same mass.

Table 5

LO 4.5

• There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my garden.......................................
• I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked .................................... flowers.
• I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were ............................................................. apples in the basket.

• Draw an apple:

from the top

from the side

from the bottom

Table 6

LO 1.8

LO 3.5

• Everything has a shape.
• Can you see what these shapes are?

Figure 8

• Join the shape to its name.
• What do these look like from the top?
• Guess – will their shapes be the same?

Yes or no?

• Give a reason for your answer.
• This is what they look like from the top. Join them.

Figure 9

Table 7

LO 3.1

LO 3.5

Figure 10

• Draw the cube/block from the top.
• Draw the cube/block from the x.
• Draw the cube/block from the bottom.
• Discuss the shapes of the cube’s/block’s faces which you have drawn.

• Choose one and colour it.

Table 8

The faces are all the same shape.
The faces are all different.

Table 9

LO 3.1

LO 3.5

Figure 11

• This is a cube.
• It looks like a...............................

Figure 12

• This is a sphere.
• It looks like a................................

• Complete.

The ................................................................................ can roll.

The ..................................................................... cannot roll.

The ............................................................................ has corners.

The ................................................................. has no corners.

Table 10

LO 3.1

LO 3.2

• Draw:

a big cube

a small cube

a big sphere

a small sphere

Table 11

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

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 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.

Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects;

Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. ‘in front’ or ‘behind’);

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).

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.