MATHEMATICS

Bonny and Tommy at the sea

EDUCATOR SECTION

Memorandum

It will probably only be learners in the first group who will progress as far as this module. Do not discourage learners who want to do this module. Even if they can only do a few of the activities they must be given the opportunity to do so. This must be handled carefully so that learners are not discouraged or feel inferior towards other learners. Neither must they develop negative attitudes towards Mathematics.

A considerable amount of advanced and enrichment work is included and the educator must be familiar with each activity before the learners are expected to complete them.

In Module 8 number concept is extended to 2 000. All operations are revised and consolidated. Several enrichment and challenging activities are included in this module and should only be given to learners who can manage them and who enjoy challenges. This selection process must be handled carefully and the other learners must not be discouraged or feel inferior towards other learners or the subject Mathematics.

A thorough discussion and explanation of the map on p. 3 as well as the table of distances on p. 4 should help learners complete these worksheets.

Number concept is extended to 2 000.

This is consolidation of the operations as in the previous modules. It offers an opportunity to identify problem areas.

These are to determine to what extent the learners’ logical thought processes have developed and to test and consolidate the basic work.

Telling the time on digital clocks/watches should only be done with learners who have mastered the telling of time on ordinary (analogue) clocks/watches. They need much practice in telling the time on ordinary clocks/watches and the corresponding time on digital clocks/watches before completing the worksheets.

Give the learners the opportunity to do these problems without help so that their progress can be determined.

Show examples and discuss ethnic patterns with the learners. Encourage them to bring examples to school and to share these with the class.

Use this for assessment purposes.

This is enrichment work and the educator should study this work first and then decide which of these worksheets should be used for which learners.

All learners who have progressed to Module 8 should be able to complete these worksheets with ease.

Do this activity practically in the classroom and let several learners explain what they see in front of them when walking behind someone. Let three learners stand next to one another and let the other learners stand in front of them. They must walk around the three standing in a line and observe them from behind so that they can discover that the order from left to right has changed.

Not much explanation is needed here as this activity is similar to the one where they used the table of distances.

LEANER SECTION

Content

ACTIVITY: Distance [LO 1.8, LO 3.2, LO 3.6, LO 5.5]

Bonny and Tommy are very excited because they always spend December holidays at the sea.

• Draw your own picture of the beach. I want to see what it looks like there and all the things you can do.

Last year Bonny and Tommy went to Durban with Mom and Dad. This year they are going to Cape Town. They live in Kimberley.

• See whether you can find these places on the map. Mark them.
• Mark the vicinity where you live and write the name of the town or city on the map.
• Is this near toor far from Kimberley?

It is __________________________.

• With your pencil mark the route on the map clearly that Bonny and her family will take from Kimberley to Cape Town.
• Write down all the names of the towns along the route you have chosen.

Kimberley ____________________________________________________

____________________________________________________ Cape Town.

• Estimate how far Kimberleyis from Cape Town?

I guess it is _____ km.

• Use the table of distances on p. 4 and read the distances.

It is _____ km.

• Did you estimate too many, too few or just right?

I guessed __________________.

• Look at the map again and estimate:

Is Durban nearer or further away from Kimberleythan Cape Town?

I guess _______________.

• Read the distance on the table. It is _____ km.
• Calculate the differencebetween the two distances.

The Republic of South Africa

Figure 1

• This is a table/gridof distances in kilometres showing the approximate distances between two towns or cities.

Figure 2

• The distance between Kimberley and Durban is coloured in on the table as an example. These cities are 825 km apart.
• Choose a friend and practise some readings.

Die afstand tussen Kaapstad en Johannesburg is 1 421 km.

The distance between Cape Town and Johannesburg is 1 421 km.

Use the map on p. 3 first to estimate the distances and then look on the table on p. 4 to read the distances. Do it with a friend.

Table 1

Towns or cities
Horizontalline	Verticalline	Estimation	Reading	Just right / Too many / Too few
Johannesburg	Pretoria
Bloemfontein	Beaufort West
East London	Queenstown
Port Elizabeth	George
Pretoria	Nelspruit
Kimberley	Beaufort West
Durban	East London

• Calculate the sum of the distances between Bloemfontein and Beaufort West, and Port Elizabeth and George.
• We live in Pretoria and Dad works in Johannesburg. How many kilometres does he travel in one day?
• How many kilometres does he travel in five days?
• It took five hours to travel the distance between Kimberley and Beaufort West. How many kilometres did we travel in one hour?

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 1.8: 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 3.2: We know this when the learner describes, sorts and compares two-dimensional shapes and three-dimensional objects in pictures and the environment.

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 5: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 reads and interprets data presented in simple tables and lists.