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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:

  • Inklusiwiteit: Ons kan almal by mekaar leer. Die een kultuur kan die ander stimuleer en verryk. Wys hoe dit gedoen kan word.
  • Menseregte: Leerders moet die verskille tussen hulle respekteer. Besluit hoe ons verskil en wat ons verskillend maak. Tog is elkeen net so menswaardig soos enige ander leerder in die klas.
  • ‘n Gesonde omgewing: Blomme verryk ons omgewing. Gesonde kos gee vir ons gesonde liggame. Bespreek gesonde, voedsame kossoorte en maak ‘n lys daarvan. Doen navorsing om vas te stel of die leerders in jou klas gesonde kosse eet.
  • Getalbegrip en aantel tot 200 en verder word geoefen.
  • Ewe en onewe getalle, afronding van getalle en plekwaardes word hersien.
  • Die tafels van 4 en 3 en deelaktiwiteite word ingesluit.
  • Optelling met herbenoeming word geoefen.
  • Verdubbeling met herbenoeming.
  • Samestellings van 19.
  • Die volgende aktiwiteite is ook ingesluit: massa, inhoud, breuke en afstand.
  • Leerders maak kennis met die volgende voorwerpe: piramides, prismas en silinders,
  • Die aansigvorms van hierdie 3-D vorms word bespreek en vergelyk.

LEERDERS AFDELING

Inhoud

AKTIWITEIT: Samestellings [LU 1.2, LU 1.3, LU 1.8, LU 1.9, LU 2.2]

  • Tel die albasters.
Figure 1
Figure 1 (graphics1.png)

______________________ne______________________

Samestellings van 19.

  • Voltooi:

18 + ______________________ = 19 so,______________________+ 18 = 19

10 + ______________________= 19 so, ______________________+ 10 = 19

13 + ______________________ = 19 so, ______________________+ 13 = 19

1 1 + ______________________ = 19 ______________________

12 + ______________________ = 19 ______________________

16 + ______________________ = 19 ______________________

14 + ______________________ = 19 ______________________

1 + ______________________ = 19 ______________________

3 + ______________________ = 19 ______________________

5 + ______________________ = 19 ______________________

Table 1
LU 1.3   LU 1.9  
  • Tel die albasters.
Figure 2
Figure 2 (graphics2.png)

______________________ne______________________

  • Voltooi:

19 - 1 = ____________ so 19 - 18 = 1

19 - 4 = ____________ 19 - ____________ = ____________

19 - 10 = ____________ 19 - ____________ = ____________

19 - 9 = ____________ 19 - ____________ = ____________

19 - 3 = ____________ 19 - ____________ = ____________

19 - 6 = ____________ 19 - ____________ = ____________

19 - 2 = ____________ 19 - ____________ = ____________

19 - 5 = ____________ 19 - ____________ = ____________

19 - 8 = ____________ 19 - ____________ = ____________

19 - 7 = ____________ 19 - ____________ = ____________

Table 2
LU 1.3   LU 1.9  
  • Hier is ‘n mini-pylskyf.

Figure 3
Figure 3 (graphics3.png)

  • Jy het 2 pyltjies.

Op watter getalle moet jy beland om ‘n totaal van 19 te maak?

  • Skryf die getalsinne hier.

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

  • Wat sou gebeur as jy 3 pyltjies gehad het?

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

__________________ = 19 __________________ = 19

Table 3
LU 1.9  
  • Voltooi die telpatroon. Verbind die getalle.
Figure 4
Figure 4 (graphics4.png)
  • Voltooi: hoeveel kersies op die bome?
Figure 5
Figure 5 (graphics5.png)
Table 4
LU 1.2   LU 2.2   LU 1.8  

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 1.2: Dit is duidelik wanneer die leerder aan en terug tel;

Assesseringstandaard 1.3: Dit is duidelik wanneer die leerder getalsimbole van 1 tot minstens 200 ken en lees en skryf getalname van 1 tot minstens 100;

Assesseringstandaard 1.8: Dit is duidelik wanneer die leerder die gepaste simbole in berekeninge gebruik om probleme op te los:

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

Leeruitkomste 2:Die leerder is in staat om patrone en verwantskappe te herken, te beskryf en voor te stel en probleme op te los deur algebraïese taal en vaardighede te gebruik.

Assesseringstandaard 2.2: Dit is duidelik wanneer die leerder eenvoudige getalreekse kopieer en uitbrei tot minstens 200.

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Definition of a lens

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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?

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What are tags? tag icon

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