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  • GETFdnPhaseMaths display tagshide tags

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

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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.

  • Integration of Themes: Friends
  • Social Justice: Friends should spend time together, e.g. playing games. Discuss in small groups what your attitude towards your friends should be when you play together.
  • A healthy environment: Why is sport important? Discuss the safety precautions needed when participating in sport at school.
  • Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should the school accommodate everyone? Make you own graph of which learners participate in sport.
  • Number concept is extended to 50.
  • Counting in 2’s, 3’s, 4’s, 5’s and 10’s.
  • Calendar activities enable learners to order the months and revise ordinals.
  • Graph – a weather graph can be completed.
  • Bonds of 10 are introduced with many opportunities to reinforce these.
  • Measurement activities involving comparisons of height, length, width using related vocabulary.
  • Capacity – litre;
  • Identifying coins and shapes are included.

LEANER SECTION

Content

ACTIVITY: Measure [LO 1.8, LO 1.9, LO 1.10, LO 4.6, LO 4.7]

Figure 1
Figure 1 (graphics1.png)

Mamma skink 4 koppies melk van 1 liter.

Sy skink 3 glase melk van 1 liter.

  • She will need ____ litres for 8 cups of milk.
  • She will need ____ litresfor 9 glasses.
  • Show how you found out:
  • Des drinks 16 cups of milk a week.
  • His mom will have to buy ____ litres of milk.
  • Show how you found out:
  • Look through a catalogue and find other things we buy by the litre. Paste them at the back of this page.
Table 1
LO 4.7  

Mom bakes muffins for breakfast.

She puts 5 muffins in a pan.

  • Complete:
Table 2
Pan/pans 1 2 3 4 5 6 7 8 9 10
muffins 5 10                

  • How many pans must she bake to have 40 muffins?

____ pans

  • How many muffins will she have if she bakes 3 pans?

____ muffins

  • Mom shares out 10 muffins between 2 children. Each will get ____ muffins.
  • Mom has 12 muffins on the plate. She gives half to Granny. Granny will get _____ muffins.
  • Mom cools 8 muffins on one tray. She can cool ____ muffins on two trays.
  • Double these numbers:

6 ____

20 ____

8 ____

5 ____

7 ____

4 ____

9 ____

10 ____

30 ____

Table 3
LO 1.8   LO 1.9   LO 1.10  

We can measure

Figure 2
Figure 2 (graphics2.png)
  • I can measure the length, the width and the height of my table, the windowsill, the mat and my chair with things like:

Figure 3
Figure 3 (graphics3.png)

  • To measure the length of my table I would use _______.

I guess it will measure about __________.

I measured the length of my table. It is __________.

  • To measure the width of my book I would use ________..

I guess it will measure about __________.

I measured the width of my book. It is __________.

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.

Assesseringstandaard 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 involving:

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20.

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 using concrete apparatus (e.g. counters);

1.10.4 number-lines;

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.

Assessment Standard 4.7: We know this when the learner works with standard measures.

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