Number Fun - Module 8

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. Integration of Themes: Holidays Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics. Activities are designed around “Holiday Time”. These consist of: number concept 1 to 19; counting activities in 2’s, 3’s, 4’s, 5’s and 10’s halving and doubling to 20; wordsums; sharing; symmetry; - left and right sides; directions using a map; bonds of 10; multiplication as repeated addition; graph to show the sale of books and speed tests.

LEARNERS SECTION

Content

Books on the shelf in the shop Count.

Draw.

LO 1.1 LO 1.3

We visit the bookshop These books are all on sale. Each book is marked R5. 1. Marco buys 3 books. He pays R ……………………………………………. 2. Sally buys 4 books. She pays R ……………………………………………… 3. Jim has R25. How many books can he buy? ………………….books. 4. Rob has R20. He may only spend half on books. How many books can he buy? books.……………………….books. 5. Mary has R30. She buys 4 books. She has R ………………………left over.. 6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How much change will he get? He will get R ………….. change. 7. How many books must the shop sell to make R100? Count: 5 + 5 + 5 + 5………………………………………….. LO 1.5

Complete the graph. Answer the questions.

LO 5.5

Complete the numbers on the number lines. Complete the number sentences.

8 + 1 – 2 = 4 + 4 – 1 = 3 + 2 + 2 = 7 – 1 – 1 = 2 + 2 – 3 = 3 + 2 – 4 = 5 + 3 – 4 = 7 – 4 – 3 =

10 + 6 + 1 = 10 + 3 + 3 = 10 + 7 + 0 = 10 + 1 + 4 = 10 + 6 – 1 = 17 – 2 = 16 – 3 = 15 – 1 = 14 – 4 = 13 – 2 = LO 1.7 LO 1.8 LO 1.9

Discuss these activities. Mark the ones that take a long time, with 1. Mark the ones that take a short time, with 2. Colour in the pictures.

LO 4.2

I share out my marbles among my friends like this. How many does each get?

LO 1.6

I share out my sweets among my friends. How many does each one get and how many sweets are left over?

LO 1.6

Complete the counting pattern and join the numbers, e.g. count in two’s.

LO 1.2 LO 2.2

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; Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; 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 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; 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 1.7: 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. Assesseringstandaard 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.