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It is imperative that the educator is familiar with the content of this module before it is given to the learners, as this module contains advanced and enrichment work. Learners in the first two groups should find it a challenge and should be able to cope with it. Do not expose learners to tasks that are too difficult for them and which frustrate them. (Select according to their abilities).
The activities, the construction of mobiles, can be done classically. They can be combined with Technology.
In Module 7 number concept is extended to 1500. All addition, subtraction and multiplication calculations are performed with 2-digit and 3-digit numbers with and without regrouping of hundreds and tens. Division is only done with 2-digit numbers with regrouping of tens, with a remainder e.g. 66 ÷ 4 =
A discussion about the féte is necessary beforehand so that the learners may order their thoughts and plan the picture.
The learners must understand counting onwards from one thousand very well. Use similar number blocks from 1 101 to 1200, 1201 to 1300, 1301 to 1400 and 1401 to 1500 if necessary.
Shopping games should be used to help learners to calculate change.
Give special attention to equal quantities of and mℓ.
Use the posters for more calculations and provide opportunities for the learners to ask one another to do certain calculations.
This is an activity to be done on the playground. Let the learners measure with a trundle wheel.
Learners are expected to be able to count in a language other than their home language. If there are learners in the class who are proficient in another language, they should be given the opportunity to do so.
These involve consolidation of operations. Attend to problem areas.
The calculations of fractions of numbers may cause problems for some learners. Encourage them to try, even if they only accomplish the easier ones.
The 8x and ÷ are done simultaneously with eights. It is not compulsory for them to know these.
Multiplication is done with regrouping of hundreds as well as tens.
This activity tests the learners’ knowledge of numbers and reasoning abilities.
Division with regrouping the tens and a remainder requires much practice in the concrete. Learners must be able to say how they think and what they are doing before they attempt written work. Much practice is needed.
Encourage learners to test their operations.
This activity cannot be completed in one day. It can be combined with Technology. If there is not enough time, learners can be divided into groups of 5 to allow each learner to complete 1 shape, in which case the group will make a collective mobile sharing all knowledge with one another. If they find folding and pasting the round edges of the cone and cylinder they can paste these on the outside or they can cut off the round edges.
The shapes should preferably be duplicated on manilla, but if this is not available, use ordinary paper.
Bonny and Tommy are very excited about the féte. There will be many different kinds of stalls and lots of fun activities to take part in, including clowns to entertain the people.
| 1001 | 1002 | 1003 | 1004 | 1005 | 1006 | 1007 | 1008 | 1009 | 1010 |
| 101 1 | 1012 | 1020 | |||||||
| 1021 | |||||||||
| 1031 | |||||||||
| 1041 | |||||||||
| 1051 | |||||||||
| 1061 | |||||||||
| 1071 | |||||||||
| 1081 | |||||||||
| 1091 |
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They need __________ ℓ dough altogether.
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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 1.3: We know this when the learner knows, reads and writes number symbols and names from 1 to at least 1 000;
Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 3-digit numbers;
Assessment Standard 1.6: We know this when the learner solves money problems involving totals and change in rands and cents, including converting between rands and cents;
Assessment Standard 1.9: We know this when the learner performs mental calculations;
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 3.6: 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.
Learning Outcome 4: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 and standard measures.
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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.
Last edited by Siyavula Uploaders on Oct 6, 2009 7:21 am GMT-5.
