MATHEMATICS

Bonny and Tommy’s birthday party

EDUCATOR SECTION

Memorandum

Integrate the design of the hat and the gift wrap with Technology. This can be done classically.

All the calculations involving money and other quantities which the learners work with will enable them to realise that Mathematics is part of our daily activities.

From Module 3 onwards the learners will gradually progress to the more advanced work of Grade 3. It may be necessary sometimes to go back to previous work to expedite the transition to the advanced work.

It is important that the learners should realise that addition and subtraction combinations as well as the tables, multiplication and division, simply have to be repeated regularly and must be learnt until they know it! It is basic work that cannot be neglected.

Attached you will find a sheet with tables presented in a specific order. You can copy it and give it to the learners so that they can keep it with them.

These worksheets can be presented to the whole class at the same time. Learners must write the dates on the calendar on their own, therefore it is of the utmost importance that you will make quite sure that all the learners begin on the correct day in January. I suggest that you fill in 1 January yourself before copying the worksheet. If you like, you could even fill it in further, depending on the competence of the learners.

It is important for the learners to understand the difference between days of the week (7) and workdays, school days or week days (5), otherwise they may make numerous errors in their calculations.

The learners must be aware of the patterns that are used in completing tables, therefore they must identify the pattern initially before they try to complete the table.

This is a vertical numbers line. The negative numbers have been filled in so that the learner will realise that numbers smaller than 0 do exist. It is not necessary to give this aspect much attention at this stage. It can just be mentioned in passing, to satisfy the learners who are keen to know more.

Explain to the learners that they are seeing diagrams, and that each symbol represents the value of the place where it stands.

Regrouping the 10 is being done now. The learners must first lay it out on the mat, so that it is experienced as something concrete, and so that they can see that there are 12 units and that they can therefore make another ten. This ten is then grouped with the other tens.

It depends on the educator and the abilities of the learners whether they are going to use carried numbers when doing the vertical calculations

The breaking up of the ten is also learnt now. Learners must work with this on the mat in order to experience in concrete terms that there are not enough units and that a ten must be regrouped in order to get enough units. They must understand the breaking up (regrouping) of the ten very well before they can do it in writing.

Again it depends on the educator and the abilities of the learners whether they are going to make use of carried numbers in vertical calculations.

The important fact here is the equivalence of different coins. There are learners who will indicate 7c as 4c and 3c in coins, and who will not realise that such coins do not exist in our currency.

It is also the ideal opportunity for learners to learn 5x and ÷ if they have not yet done so.

Point out to the learners that in calculations the R and c are left out, but that they must be inserted in the completed number sentence (answers).

Encourage the learners to keep on drawing what they read and then to write the number sentence in order to solve the problem.

Make very sure that all the learners know that there will be 10 children at the party. (8 + Bonny + Tommy) If this information is incorrect, all the following calculations will be extremely difficult.

Designing and making the party hat can be done as part of Technology.

Demonstrate and discuss the 3 ways in which to draw a circle.

Do a great deal of practical work.

Make sure that they understand and know what the centre, diameter and radius of a circle is, and that 2x radius = diameter. Explain to the learners what the circumference of the circle is.

The learners must indicate all points with letters right from the beginning. Show them that it makes it much easier to discuss and explain various aspects of the construction. They must understand that they may use any letter, as long as the same letter is not used twice in the same construction.

Once more discuss the different ways in which to divide squares and rectangles into halves and quarters.

Much concrete and semi-concrete work must be done when the learners have to divide numbers into quarters, especially when the number is not a multiple of 4. Use objects such as fruit and soft sweets that can actually be broken up quite easily, and not hard objects such as marbles, stones or bottle caps.

Explain to the learners that it will depend on the problem whether you can break it up into fractions or not.

Look at this: Daddy has 25 sheep that have to be herded into 4 pens. How many sheep will there be in each pen? (The remaining sheep cannot be cut up.)

Daddy has slaughtered 25 sheep and takes them to 4 butcheries. How many does each butchery get? (It will certainly be possible to divide the remaining sheep into 4.) Discuss more similar examples.

As soon as the learners understand that 4x is 2 times doubled, and 4÷ is two times halved, this can be drilled, because they must know the tables.

This is a wonderful way of familiarising learners with posing problems, but it demands much and regular practice. As soon as they understand it and can do it with confidence, they put forward wonderful ideas.

Begin with a very simple number sentence, e.g. 3 + 4 = □. Initially, let the learners name objects with which they can possibly work, and write these suggestions on the blackboard: trees, flowers, sweets, sheep, dogs, etc.

Everyone must be involved and try to give suggestions. Make the rows compete and then let them pose the problems as a kind of competition.

The vertical addition and subtraction calculations have been graded from simple to difficult so that it will be easy for you to determine a learner’s problem(s). This will enable you to concentrate on the problem areas only and to give appropriate similar exercises to help them.

With the last row of addition calculations, completing the hundred (carrying over the tens) is done incidentally to determine which of the learners understand this already. However, you are free to facilitate this formally now.

It must be a pattern that is repeated every 2 blocks and therefore it must be exactly the same throughout. It can also be offered with Technology, and the learners can then draw their own blocks on a larger sheet of paper.

Explain rounding off to the nearest R to the learners. Let them bring old catalogues and practise rounding off until they understand it.

This worksheet will give you a good idea of which learners are able to follow and carry out instructions.

Any learner who has a good grasp of hundreds, tens and units at this stage, should be capable of completing this worksheet quite easily. Point out to the learners that if they do not get the same answer in the balloon vertically and horizontally, there is a mistake somewhere and they will have to check the answers vertically and horizontally again.

More examples with smaller numbers can also be given.

LEANER SECTION

Content

ACTIVITY: Coins [LO 1.1, LO 1.6, LO 1.8, LO 1.9, LO 2.2]

• Bonny and Tommy are saving money to buy each other some presents.
• Make sure that you know what all the coins look like. Colour them.

Figure 1

• Add up all the 5c coins:

Figure 2

• Draw the 5c coins that equal each amount:

Figure 3

• Count forwards in multiples of 5 and back again:

5 ____ ____ ____ ____ ____ ____ ____ ____ 50

50 ____ ____ ____ ____ ____ ____ ____ ____ 5

• Find the pattern and complete the table:

Table 3

	10	20	30	40	50	60	70	80	90	100
tens	1	2	3	4	5	6	7	8	9	10
fives	2	4

• See what happens if we switch the table around:

Table 4

fives	1	2	3	4	5	6	7	8	9	10
tens	½	1	1½	2
	5	10	15	20

• Think!

Figure 4

Bonny and Tommy say:

It is easy to work with 1c, 2c, 5c and 10c coins.

• What is the amount in the purse?

Figure 5

• Write down the value of the coins that are in their purses: (1c, 2c, 5c en 10c)

Figure 6

• Now decide which coins, and how many, are in their purses, and then draw them.

16c

47c

4c

63c

39c

28c

• Bonny and Tommy like tables.
• This table of equal values helps them to calculate how many and which coins they have to get when they fetch change from the bank.

Table 5

R1 = 100c

50c

50c

20c

20c

20c

20c

20c

10c

10c

10c

10c

10c

10c

10c

10c

10c

10c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

5c

• Complete the tables:

Table 6

R1 coins	1	2	3	4	5	6	7	8	9	10
50c coins	2	4

Table 7

R1 coins	1	2	3	4	5	6	7	8	9	10
10c coins	10	20	30

• Bonny has 10 10c coins in her purse. She swops with Tommy who gives her 1 coin for them. Which coin did he give her?

She got a _____ coin.

• Tommy has a R2 coin and exchanges it with his mother for 50c coins. How many coins did he get?

He got a _____ 50c coins.

• Bonny goes to the bank with 200 1c coins. She comes back with 2 coins. What did the bank give her?

She got 2 ____ coins.

Who knows?

R1 = _____c R2 = _____c R3 = _____c

R4 = _____c R5 = _____c R10 = _____c

• Use any method to do the calculations, but show how you do them. Leave out the R and c signs when you do the calculations, but remember to write them down when you give the answer.

Table 8

R45 + R23 = __________	R60 + R28 = __________
R28 + R52 = __________	R39 + R16 + R20 = __________
48c - 15c = __________	96c - 50c = __________
80c - 27c = __________	94c - 30c - 16c = __________

50c + 50c + 50c + 50c + 50c + 50c + 50c = __________

• Solve the problems in your own way.
• Write down the number sentences.

1. Bonny bought 3 chocolates. Each one cost 31c. How much did she pay?

She paid _________________________________.

How much change did she get if she paid with a R1-coin?

She got __________________________________.

2. Tommy bought 5 bags of marbles. Each bag cost R2,10. How much did he pay for all the marbles?

He paid __________________________________.

He gave R12. How much change did he get?

He got__________________________________.

3. Bonny would very much like to buy herself a pen. The pen costs R13 and she has R10, 80 in her purse. How much does she still need?

She needs __________________________________.

4. Every day Tommy buys himself an ice cream that costs R2. He has R14 left in his purse. For how many days will he still be able to buy an ice cream?

He can _________________________________.

5. Mommy gave Bonny and Tommy R65 to share equally between the two of them. How much did each one get?

Each one got ________________________________.

6. How many c in:

R1,67 = ______c R2,99 = ______c R3,06 = ______c

R1,20 + R1,15 = ______c R0,55 + R4,10 = ______c

7. Make each amount R1, 50 more:

R20,20_______________ R29, 49__________________

• Calculate the costs of what we buy:

Figure 7

• Calculate the change:

Table 9

Koop vir:	Betaal met:	Kleingeld:
35c	50c	____________________
79c	90c	____________________
R75	R100	____________________

• Mommy says that Bonny and Tommy may each invite 4 friends to their party.

1. There will be _________ children. (Make sure that your answer is correct.)

2. Calculate how many of everything they need and how much it costs.

Figure 8

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 1.6: 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 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assesseringstandaard 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.

Assesseringstandaard 2.2: We know this when the learner copies and extends simple number sequences to at least 1 000.

ool?’).