MATHEMATICS

Mathematics in the world around us

EDUCATOR SECTION

Memorandum

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

7. reflect on and explore a variety of strategies to learn more effectively;

8. participate as responsible citizens in the life of local, national, and global communities;

9. be culturally and aesthetically sensitive across a range of social contexts;

10. explore education and career opportunities; and

develop entrepreneurial opportunities.

LEANER SECTION

Content

ACTIVITY: Establishing position in the classroom [LO 1.2, LO 1.9, LO 2.2, LO 3.5, LO 3.6, LO 3.7, LO 3.8, LO 4.6]

• This is my classroom

Figure 1

• Study the map of the classroom.
• Make sure you know where everything is.

1. ______ is the blackboard. Colour it.

2. ______ is the door. Colour it.

3. ______ is the windows. Colour them.

4. ______ is the cupboards. Colour it.

5. ______ is the teacher’s table. Colour it.

6. ______ is the mat. Colour it.

7. ______ is the reading corner. Colour it.

8. ______ is my desk. Colour it.

9. ______ is Henry’s desk. Colour it.

• A is the row that I sit in.
• Where is the front of the class?
• Where is the back of the class?
• Which is the left side?
• Which is the right side?

Table 1

LO 3.5

LO 3.6

LO 3.7

LO 3.8

• Complete:
• How many pupils do you think are in my Grade 2 class? Guess first.
• Write:

I guessed ______________ pupils.

Count the pupils in 2’s.

I counted ______________ pupils.

• Tick that fits.

I guessed correctly.

I guessed too many.

I guessed too few.

• Use counters or drawings if you need to find out the answers.

Use counters or drawings if you need to find out the answers.

2 boys will have _______ eyes.

3 boys will have _______ eyes.

4 boys will have _______ eyes.

5 boys will have _______ eyes.

If 1 girl has 2 ears,

2 girls will have _______ ears.

3 girls will have _______ ears.

4 girls will have _______ ears.

5 girls will have _______ ears.

• Complete:

2, 4, 6, ___, ___, ___, ___, ___, ___, ___, ___, ___, 26.

Table 2

LO 1.2

LO 1.9

LO 2.2

In my classroom

• Complete:

1. I sit in row ______________. (B or A)

2. My desk is on the ___________ side of the room. (right, left)

3. The reading corner is _______________ of the room. (at the back, in the front)

4. I must fetch the books in the cupboard ______________ of the room. (at the back, in the front)

5. My teacher’s table is on the ______________ side of the room. (right, left)

6. My teacher’s table is on the ______________ side of the room. (right, left)

7. My desk is the _____________ desk from the front. (first, third)

8. Henry’s desk is the _____________ desk from the front. (first, third)

9. The door is on the ______________ side of the room. (right, left)

• Colour each pencil a different colour.
• Complete:

Figure 2

Table 3

LO 3.5

LO 3.8

I measure with my thumb

• Can you?
• Measure the lengths of the following objects on your map. Use your thumb.
• Complete…..

1. The length of the cupboard is the same as ____________ thumbs.

2. The length of the board is the same as ____________ thumbs.

3. The length of the board is the same as ____________ thumbs.

4. The length of the windows (right side) is the same as ____________ thumbs.

5. The length of the windows (left side) is the same as ____________ thumbs.

6. The length of the reading corner is the same as ____________ thumbs.

7. The distance from my table to the board is the same as ____________ thumbs.

8. The distance from my table to the back wall is the same as ____________ thumbs.

Table 4

LO 4.6

Assessment

Learning Outcome 1:The learner will be able to recognise, describe and represent numbers and their 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 to at least 100 everyday objects reliably;

Assessment Standard 1.2: We know this when the learner counts forwards and backwards in:

1.2.1 ones from any number between 0 and 200;

1.2.2 tens from any multiple of 10 between 0 and 200;

1.2.3 fives from any multiple of 5 between 0 and 200;

1.2.4 twos from any multiple of 2 between 0 and 200;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

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 200.

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 3.5: We know this when the learner recognises three-dimensional objects from different positions;

Assessment Standard 3.6: We know this when the learner positions self within the classroom or three-dimensional objects in relation to each other;

Assessment Standard 3.7: We know this when the learner describes positional relationships (alone and/or as a member of a group or team) between three-dimensional objects or self and a peer;

Assessment Standard 3.8: We know this when the learner understands direction.

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

Assessment Standard 4.6: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures.