Shapes

MATHEMATICS

Bonny and Tommy are road users too

EDUCATOR SECTION

Memorandum Number Concept to 800 Operations: Addition – two and three digit numbers with regrouping (carrying) of the tens or hundreds. Subtraction – two and three digit numbers with regrouping (decomposition) of the tens or hundreds. Multiplication – two digit numbers with a one digit number with regrouping (carrying) of the tens. Division – with a remainder in the range of the tables. two digit numbers with a one digit number without regrouping of the tens to 99. Division with a remainder but without the regrouping (decomposition) of the tens is taught. This demands much work in the range of the tables. The learners need to understand this stage very well before they work with higher numbers. Testing of the tables is essential. In Module 5, the number concept is expanded to 800. In addition and subtraction, two- and three-digit numbers are introduced. Multiplication is done with regrouping of tens. Division with a remainder, but without regrouping or breaking up of tens, is taught. Initially it is only done in the number range of the tables. The learners need to have a very good understanding of this before it can be extended to larger numbers. Testing of tables remains extremely important. Here the learners are exposed to other ways of summarising data. An oral discussion of possible changes and the results thereof is necessary. Ensure that the learners realise that they need to cover the distance between the school and their homes at least twice daily: They come to school and have to go home again. The learners need to find out what the distance between home and school is before they do the work on this page. This is the first Grade 3 Module to expose learners to determining particular points on a graph so that they can draw the graph, and for working with 2 sets of data on the same graph. You therefore need to be doubly sure that they understand how this is done. Easier examples could be discussed in preparation for the exercise. Precede this with a discussion on what a bus looks like from the front and from the rear before you let the learners attempt the drawings. Counting in 8’s must be done before the table at the bottom of this page is completed. Learners must discover the relationship (pattern). There are similar patterns on p. 11. This worksheet is simply aimed at determining the level of thinking involved with operations requiring addition and subtraction and finding out where special attention is required. The work sheet does not have to be completed in one session. Concrete work is necessary to explain the regrouping of tens during multiplication. Ensure that the learners understand the patterns where division is involved before expecting them to complete the exercises. Here we deal with division with a remainder. Explain that it is sometimes impossible to divide the remainder into fractions, simply because of the nature of the problem. E.g. 1 fried or boiled egg can be divided but 1 uncooked egg cannot be divided and shared. This is written as the remainder (rem.). Begin with work in the number range of the tables (to tenth multiple). You will need much concrete work and lots of repetition, because it is very important that the learners understand what they are doing before you go on to larger numbers. The learners must do research in books and pamphlets about the different traffic signs and discuss them before they complete the signs. Many pictures and different objects with these shapes are required to ensure that the learners recognise all the shapes. Make the learners aware of the fact that there is no easy way of folding or dividing for obtaining fifthsof 2-D shapes. This must be determined by measuring. It may be necessary to help the learners to determine the location of the first square that must be coloured in. Do not offer help if they are able to find it independently. Encourage learners to tell where they live and how they would explain the route to their home to someone else. Help them to explain an easy route to find a certain room in the school.

LEANER SECTION

Content

ACTIVITY: Shapes [LO 1.4, LO 1.8, LO 3.1, LO 3.6] Ken jy hierdie vorms? pyramid, rectangular block, prism, sphere, cylinder, cube and cone. Match the words to the correct shapes.

Find pictures of objects in magazines and classify them according to their shapes. Write the name of at least one object for each shape. pyramid:_____________________________________________________________ rectangular block:_____________________________________________________ prism:______________________________________________________________ sphere:_______________________________________________________________ cylinder:______________________________________________________________ cube: _______________________________________________________________ cone:________________________________________________________________ Cut out the pictures of objects that you have found in the magazine and paste them here. Write the name of each object and the name of its shape. Compare your work with the work of other learners in the class. Use one of the following shapes and design a container for sweets: a cylinder, a pyramid, a cone or a prism. Decorate your container with circles, triangles and squares. These squares have been divided into 5 equal parts.

Use any method to solve the problems. Show how you did it. The bus has to travel 280 km in 4 hours. How many km must it travel in 1 hour? Number sentence: ______________________________________________________ Mom had R200. She bought food for R65 and put fuel in the car for R1 10 rand. How much money is left over in her purse? Number sentence: ______________________________________________________ Two kombi’s each transport 12 learners to school every day. How many learners do they transport in 4 days altogether? Number sentence: ______________________________________________________ Granny has baked 1 10 cookies each day for the past 3 days. We have eaten 50. How many cookies are left over? Number sentence: ______________________________________________________ I have a rope that is 2 m long. How many 10 cm pieces can I cut from it? Number sentence: ______________________________________________________ Here is a street plan of the area where Bonny and Tommy live.

Colour the following squares to mark the route that the bus takes. Down : Across 3 : 1 1, 1 2, 1 3, 1 4 4 : 1 1 5 : 1 1 6 : 1 1 7 : 1 1 8 : 3, 4, 5, 6, 7, 8, 9, 1 0, 1 1 1 5 : 3, 4, 5, 6, 7, 8, 9, 1 0, 1 1, 1 2, 1 3, 1 4, 1 5 Down : Across 9 : 3 1 0 : 3 1 1 : 3 1 2 : 3 1 3 : 3 1 4 : 3 If each square that you have coloured in represents 10 m, the bus travels ………………..m. If each square represents 100 m, the bus travels …………………….. m. How many km is this? Try to work it out! It is ……………………………. km. Explain to a friend the route that the bus takes. Use the direction words left and right, as well as other information from the street plan. Now write the directions here: Where do Bonny and Tommy live? Follow the directions and draw the route on the street plan as you go. Walk along School Street as far as Short Street; turn left into Short Street; walk as far as the stop sign; turn right into Church Street; walk to Long Street and turn right again, into Long Street. They live on the left hand side of Long Street, in the 2nd house from the corner. Colour in the square. What is the number of their house? (Square : Down : Across)? _______ : _______

Assessment Learning Outcome 1: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 numbers; Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Learning Outcome 3: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 environment and in pictures. Assessment Standard 3.6: We know this when the learner reads, interprets and draws informal maps of the school environment or of an arrangement of three-dimensional objects and locates objects on the map.