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  • GETFdnPhaseMaths display tagshide tags

    This collection is included inLens: Siyavula: Mathematics (Gr. R-3)
    By: Siyavula

    Collection Review Status: In Review

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Samestellings

Module by: Siyavula Uploaders. E-mail the author

WISKUNDE

Wiskunde in die wêreld rondom ons

OPVOEDERS AFDELING

Memorandum

Kritieke- en Ontwikkelings Uitkomste

Die leerders moet uiteindelik kan:

1. probleme identifiseer en oplos, en ook besluite neem deur kritiese en kreatiewe denke;

2. doeltreffend saam met ander lede van ‘n span, groep, organisasie en gemeenskap werk;

3. hulself en hul aktiwiteite verantwoordelik en doeltreffend bestuur;

4. inligting versamel, ontleed, organiseer en krities evalueer;

5. doeltreffend kommunikeer deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme;

6. wetenskap en tegnologie doeltreffend en krities gebruik deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon;

7. begryp dat die wêreld ‘n stel verwante stelsels is waarin probleme nie in isolasie opgelos word nie;

8. na te dink oor en ondersoek te doen na ‘n verskeidenheid strategieë om doeltreffender te leer;

9. as verantwoordelike burgers aan die lewe van die plaaslike, nasionale en wêreldgemeenskap deel te neem;

10. in verskeie sosiale kontekste kultureel en esteties sensitief te wees;

11. opvoedings- en lberoepsmoontlikhede ondersoek; en

12. entrepreneursgeleenthede te ontwikkel.

  • Integrasie van Temas: Herfs.
  • ‘n Gesonde Omgewing: Tekens van Herfs.
  • Die module begin met ‘n grafiek van die verjaarsdae van hulle vriende.
  • Getalbegrip en telaktiwiteite word uitgebrei tot 120, met klem op telpatrone.
  • Halvering en verdubbeling in die getalgebied 1 tot 50.
  • Inkopie-aktiwiteite sluit in woordsomme, rigtingaanwysings na winkels en die selektering van die korrekte muntstukke.
  • Leerders voltooi ‘n inkopie-grafiek.
  • Samestellings van 10, 11, 12, 13, 14 en 15 word bekend gestel en met ‘n wye verskeidenheid aktiwiteite vasgelê.
  • Meetaktiwiteite versterk die woordeskat van ‘n “klein massa” en ‘n “groot massa”, gram en kilogram.
  • ‘n Resep vir muffins word ingesluit en die leerders kry praktiese ervaring van meting (Tegnologie).
  • Deur gebruik te maak van patrone op hutte, ontwerp die leerders hulle eie patrone om sodoende hulle sensitiwiteit vir ander kulture te bevorder.
  • ‘n Geheue-speletjie is ingesluit om leerders te help om getalsinne te bemeester.

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Samestellings [LU 1.4, LU 1.8, LU 1.9]

  • Skryf die maats van 10 neer. Kyk hoe vinnig jy dit kan doen.
Figure 1
Figure 1 (graphics1.png)
  • As jy hulle regtig goed ken, kan jy die maats van 11 vinnig skryf, want 11 is net een meer as 10.
  • Probeer hulle: maats van 11.
Figure 2
Figure 2 (graphics2.png)
  • Dink aan al die maats van 10 wanneer jy die maats van 12 doen. 12 is net 2 meer as 10.
Figure 3
Figure 3 (graphics3.png)
  • Vul die ontbrekende getalle in.

6 + 4 = ___________ 3 + ___________ = 10 9 + 1 + 1 = __________

6 + 5 = ___________ 3 + ___________ = 11 8 + 2 + 2 = ___________

6 + 6 = ___________ 3 + ___________ = 12 7 + 3 + 2 = ___________

Table 1
LU 1.9  

Getalle in nomogramme

  • Laat die nomogram jou help om die maats van 13 te bepaal. Kyk in watter volgorde die getalle geskryf is.
Figure 4
Figure 4 (graphics4.png)
  • Skryf die maats van 13 neer. (Getalsinne).
Figure 5
Figure 5 (graphics5.png)
  • Rangskik hierdie getalle van die meeste tot die minste.

3 1 24 11 18 26

Table 2
LU 1.4   LU 1.9  
  • Laat die nomogram op bladsy 15 jou help om die aftreksomme van 13 te skryf.

Onthou: 10 + 3 = 13 dus 3 + 10 = 13

Dus 13 – 3 = 10 en 13 – 10 = 3

13 - 1 = _____________________

13 - 2 = _____________________

13 - 2 = _____________________

13 - 3 = _____________________

13 - 4 = _____________________

13 - 5 = _____________________

13 - 12 = ____________________

13 - 11 = ____________________

13 - 10 = _____________________

13 - 9 = _____________________

13 - 8 = _____________________

13 - 7 = _____________________

  • Hierdie nomogram is dieselfde, behalwe dat die getalle in twee groepe gerangskik is. Dit sal jou met die maats van 14 help.
Figure 6
Figure 6 (graphics6.png)
Table 3
LU 1.9  
  • Voltooi die getalsinne. Laat die nomogram jou help.

3 + __________________ = 14

8 + __________________= 14

10 + __________________= 14

2 + __________________= 14

4 + __________________= 14

5 + __________________= 14

11 + _________________= 14

9 + __________________= 14

14 - 3 = . . . . . . . . . .

14 - 8 = . . . . . . . . . .

14 - 10 = . . . . . . . . . .

14 - 2 = . . . . . . . . . .

14 - 4 = . . . . . . . . . .

14 - 5 = . . . . . . . . . .

14 - 11 = . . . . . . . . . .

14 - 9 = . . . . . . . . . .

  • Probeer nou om 5 meer by te voeg.
Figure 7
Figure 7 (graphics7.png)

Table 4
LU 1.8   LU 1.9  
  • Voltooi.
Figure 8
Figure 8 (graphics8.png)
  • Ontdek die maats van 15 in die wiel.
  • Kontroleer jou maat se wiel.
  • Skryf die getalsinne.
Figure 9
Figure 9 (graphics9.png)

.

Table 5
LU 1.8   LU 1.9  

Assessering

Leeruitkomste 1:Die leerder is in staat om getalle en die verwantskappe daarvan te herken, te beskryf en voor te stel, en om tydens probleemoplossing bevoeg en met selfvertroue te tel, te skat, te bereken en te kontroleer.

Assesseringstandaard 1.4: Dit is duidelik wanneer die leerder die volgende getalle orden, beskryf en vergelyk;

Assesseringstandaard 1.8: Dit is duidelik wanneer die leerder die gepaste simbole in berekeninge kan gebruik om probleme wat die volgende behels;

Assesseringstandaard 1.9: Dit is duidelik wanneer die leerder hoofberekeninge uitvoer.

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Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

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What are tags? tag icon

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Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

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