m32315 Language, calculations and time 1.1 2009/10/06 07:57:05.023 GMT-5 2009/10/06 08:04:33.037 GMT-5 Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Mathematics and Statistics en

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. Number Concept to 1 500 Operations: Addition, subtraction and multiplication – two and three digit numbers with and without regrouping of the tens and the hundreds; Division – two digit numbers with regrouping of the tens and remainders, e.g. 66 ÷ 4 = 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.

Bonnie en Tommie het baie Engelssprekende maats en wil graag leer om in Engels te tel. Kom ons help hulle.

Coco, the clown, handed out balloons. Here he is with Bonny’s balloons.

Do all the operations on the balloons. Write the answers on the balloons in Coco’s left hand. Colour in each balloon lightly as you complete the operations. Double the answers on the balloons. Help Bonny and Tommy to set these clocks correctly. The clocks are1 hour and 10 minutes slow.

These clocks are 15 minutes fast.

Here is Coco with Tommy’s balloons.

Do all the operations on the balloons. Writethe answers on the balloons in Coco’s left hand again.Colour in each balloon lightly as you complete the operations. Halve all the other answers except those on H, because there you need the whole line for the answer.

Calculate: Divide these 2 shapes into 8 equal parts (eighths).

Use your multiples’ chart in Module 2 and practise counting forwards and backwards in 8’s until the 10th multiple. You will notice that you already know more than half of the multiples:

Complete the sequence and say what you have done:

Draw a circle around all the even numbers and a block around all the uneven numbers: 1229 1006 1040 1445 1238 1441 1544 1500 1337 1002 1223 1335 Arrange the even numbers from the least to the most: Arrange the uneven numbers from the most to the least: Number: Rename: Regroup: 1237 = _____+_____+_____+_____ = _____+_____+_____+_____ 1058 = _____+_____+_____+_____ = _____+_____+_____+_____ 1304 = _____+_____+_____+_____ = _____+_____+_____+_____ Write the number names of the above numbers: _____________________________________________________________________ _____________________________________________________________________ Here is Coco with Terry’s balloons.

Dothe operations on the balloons. Writethe answers on the balloons in Coco’s left hand. Colour in the balloons lightly as you complete the operation. Make each answer 12 more.

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 1.2: We know this when the learner knows number names from 1 to at least 10 in the mother tongue (if not the language of learning and teaching) and one other local language; 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; Assessment Standard 1.9: We know this when the learner performs mental calculations; Assessment Standard 1.10: We know this when the learner uses the following techniques: 1.10.1 building up and breaking down numbers; 1.10.2 doubling and halving; 1.10.3 number-lines; 1.10.4 rounding off in tens. Learning Outcome 2: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 1 000. Learning Outcome 4::The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.1: We know this when the learner reads and writes analogue and digital clock time in terms of hours, half-hours, quarters of an hour and minutes; Assessment Standard 4.2: We know this when the learner solves problems involving calculations with and conversions.