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: Number concept [LO 1.1, LO 1.3, LO 1.4, LO 1.5, LO 1.6, LO 1.7, LO 1.8, LO 1.1, LO 1.9, LO 1.10, LO 4.2]

Bonny and Tommy would like to know the numbers to 2 000 before they go to Grade 4 next year.

• Use the information on the previous page and fill in the distance below.
• Then do the three different calculations with every distance.

Table 1

Distance	Double	100 km less	Round off to the nearest 10

• Complete:

Table 2

1 510	1 520	1 530	1 540	1 550	1 560				1 600
1 610									1 700
	1 720							1 790
		1 830							1 900
				1 950
100	200	300						900
			1 400				1 800

• Which numbers are represented by these diagrams?

Figure 1

• Write the number names:

1 690: _______________________________________________________________

1 804: _______________________________________________________________

1 999: _______________________________________________________________

• Write 12 four-digit numbers which you can make using 1, 2, 3 and 4 and draw a circle around the greatest and smallest number:

_____________________________________________________________________

_____________________________________________________________________

• Write the even numbers in the oval and the uneven numbers in the rectangle.

Figure 2

• Choose two even numbers and two uneven numbers and halve them:

_____________________________________________________________________

_____________________________________________________________________

• Count on:

1 693 1 695 ______ ______ ______ ______ ______ ______

1 780 1 784 ______ ______ ______ ______ ______ ______

1 865 1 875 ______ ______ ______ ______ ______ ______

• Bonny and Tommy have picked up these shells. Use the method that you prefer and do the calculations.

Figure 3

Here are the clothes Bonny and Tommy are taking with them to the sea.

Bonny

Figure 4

• How many different ways can she match the tops to the skirts? Show how you calculated this.

Tommy

Figure 5

• How many different ways can he match the pants to the T-shirts? Show how you calculated this.
• Draw up a list of everything else you think they will need to pack. Tell us why you think so.

_____________________________________________________________________

_____________________________________________________________________

• Here are the snacks for the journey that Mom is planning for the four of them.

Figure 6

• How much can each one have?

Figure 7

• Write the equal values for:

Figure 8

• Bonny and Tommy have saved their pocket money the whole year for their holiday. Let’s count how much each has saved.

Bonny

Figure 9

Tommy

Figure 10

• Who saved the most? _______________________________________

• Calculate the difference between the amounts they saved.
• Calculate the total amount they saved together.

Think!

Figure 11

• Bonny and Tommy get up at half past six. Their

Their school begins at eight o’clock. How long do they have to get ready for school?

They have ______________________________

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 1.1: We know this when the learner counts forwards and backwards in:

1.1.1 the intervals specified in grade 2 with increased number ranges;

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 1.4: We know this when the learner orders, describes and compares numbers;

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 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary and nonunitary fractions (e.g. ¼, ¾);

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 4:The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner solves problems involving calculations with and conversions.