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

Symmetry

LO 3.5

Discuss the similarities between the 2 halves (left half and right half) of your body. If the 2 halves are exactly the same we say they are symmetrical. Look around the room and find things that are symmetrical. Discuss these with one another. LO 3.4

Here is Peter. Mark his left side with l. Mark his right side with r. Colour the cube (block) to the left of Peter in red. Colour the sphere to the right of Peter in yellow. Colour the sphere behind Peter in green. Colour his left side in blue. LO 3.4

Complete the butterfly. Discuss whether the butterfly is symmetrical.

Colour the shapes that are symmetrical.

LO 3.4

A maths race Play with a friend. See who is the first to write in all the answers. Change papers and mark each other’s sums.

LO 1.7

Draw the bell again. Count how many squares did you use for the bell. ………………….. squares. Colour it neatly. Count. 2, ........, ........, ........, 10, ........, ........, ........, 18, ........ 3, ........, ........, ........, 15, ........, ........, ........, ........, 3 4, ........, ........, ........, 20, ........, ........, 32, 36, ........ 5, ........, ........, ........, 25, ........, ........, ........, 45 ........ LO 1.1 LO 2.2 LO 4.5

Guess which shape is bigger? A or B. Count the squares in each shape to find out if you are right or wrong. Colour the shape that is bigger.

I guess ……………………………… is bigger. A = …………………….. squares. B = …………………………… squares. I was ……………………………….. (right or wrong).

I guess ………………………………… is bigger. A = ……………………………. squares. B = …………………….. squares. I was ……………………………….. (right or wrong). LO 3.2 LO 4.5

Draw 20 stars on the tree. Write the name and number name.

………………………………….. comes before 20. 20 is one more than …………………………………. 20 is ten less than ………………………………. Double 20, ……………………………………. Halve 20, ……………………………………….. LO 1.1 LO 1.3 LO 1.4 LO 1.9

Read, think and complete. 1 If I have 18 stars for 2 trees, I can hang ……………... stars on each tree. 2 I want to hang 12 stars on the tree but I only have 9 stars. I must get ……………………………………….. more stars. 3 There are 11 stars in one packet and 5 stars in the other packet. Altogether there are …………………………………….. stars. 4 One packet of stars cost R5. For 3 packets I will pay R………………. 5 How much change will I get if I pay with R20? R………………. change. 6 I counted 34 stars on the trees. 5 stars fell off. There are ………… stars left. 7 Count the stars: 9 + 2 + 3 + 4 = …………………………………………. LO 1.5 LO 1.7

Complete.

Ask a friend to mark your test. _____/15

Ask another friend to mark your test. _____/15 Are you (Choose one and colour in).

LO 1.7 LO 1.1.1

Complete the answers. If the answer is more than 20, colour the shape green. If the answer is less than 20, colour the shape yellow Draw the face of the animal.

LO 1.7 LO 1.8

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 1.3: 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 1.5: 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; Assessment Standard 1.11: We know this when the learner checks the solution given to problems by peers. 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 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects; Assessment Standard 3.4: We know this when the learner recognises symmetry in self and own environment (with focus on ‘left’, right’, ‘front’ and ‘back’); 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 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.