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 are designed around “Holiday Time”. These consist of:

LEARNERS SECTION

Content

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Figure 1

Figure 2

Cape Town 20°º

Vredendal 24°ºº

Bloemfontein 1 8°ºº

Durban 22°ºº

George 1 5°ºº

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sunny snow

rainy cloudy

Figure 3

1. Jump 3 blocks down.

2. Jump 4 blocks right.

3. Jump 4 blocks down.

4. Jump 6 blocks left.

5. Jump 2 blocks up.

6. Jump 4 blocks right.

7. Jump 4 blocks down.

8. Jump 1 block left.

9. Jump 1 block down.

10. Jump …… blocks …… to dive into the pond.

A map of our town

Figure 4

• Draw the shortest route for Peter to his school. Use red.
• Draw the shortest route for Sally to the shop. Use blue.
• Draw the shortest route from the school to the church. Use green..
• Tell one another where the shortest routes are.

Table 6

LO 4.5

• Write or draw an envelope here.

Figure 5

• The shape of the envelope is a …………………. (circle, square or rectangle).
• Count the letters in the word, e-n-v-e-l-o-p-e. ………………………… letters.
• Double the number of letters ………………………………………………….
• Halve the number of letters …………………………………………………….
• Which numbers come before the number of letters? ……………………..……
• Which numbers come after the number of letters? …………………………….
• Group the number of letters into two’s. ……………………………………… two’s.

Table 7

LO 1.4

LO 1.6

LO 1.9

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

Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders;

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.

Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes);

Assesseringstandaard 2.3: We know this when the learner eie patrone skep.

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.

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