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: Number sentence [LO 1.1, LO 1.2, LO 1.4, LO 2.2]

• Slips and slides on the jungle gym.
• Fill in the numbers as you climb the steps and slide down the slides.

Figure 1

Table 1

LO 1.1

LO 2.2

• Fun with numbers on the Jungle Gym.
• Count to a friend.

2. Count all the numbers from 0 → 59 on the Jungle Gym.

3. Begin from 0, count in 2’s to 58.

• These are the _____________ numbers (even, uneven)

1. Begin at 58. Count back in 2’s to 0.

2. Begin from 1, count in 2’s to 59.

• These are the _____________ numbers (even, uneven)

1. Begin from 59. Count back in 2’s to 1.

2. Begin from 0. Count in 3’s to 30.

• Write them:

0, 3, __, __, __, __, __, __, __, __, 30

1. Begin from 30. Count back in 3’s to 0.

• Begin from 30. Count back in 3’s to 0.

30, 27, __, __, __, __, __, __, __, __, 0

2. Tel in 10 ‘e tot by 100.

• Write them:

10, __, __, __, __, __, __, __, __, 100

Table 2

LO 1.2

• Which number comes between _____________?

Figure 2

• Write their names:

Figure 3

• Count in 10’s:

Figure 4

• Divide into four groups.

Table 3

Group 1	Group 2
Discuss what is the same about 14 and 41. Discuss what is different about 14 and 41. Draw and group the tens.	Discuss what is the same about 23 and 32. Discuss what is different about 23 and 32. Draw and group the tens.
14	23
41	32
Write their names.	Write their names.
14	23
41	32
Which number comes before 14? ………………………… Which number comes before 41? ………………………… Which number comes after 14? ………………………… Which number comes after 41? …………………………	Which number comes before 23? ………………………… Which number comes before 32? ………………………… Which number comes after 23? ………………………… Which number comes after 32? …………………………
Report back to class.	Report back to class.

Table 4

LO 1.4

Table 5

Group 3	Group 4
Discuss what is the same about 11 and 31. Discuss what is different about 11 and 31. Draw and group the tens.	Discuss what is the same about 31 and 43. Discuss what is different about 31 and 43. Draw and group the tens.
11	31
31	43
Write their names.	Write their names.
11	31
31	43
Which number comes before 11? ………………………… Which number comes before 31? ………………………… Which number comes after 11? ………………………… Which number comes after 31? …………………………	Which number comes before 31? ………………………… Which number comes before 43? ………………………… Which number comes after 31? ………………………… Which number comes after 43? …………………………
Report back to class.	Report back to class.

Table 6

LO 1.4

• We’re on the slips and slides again.

Figure 5

Table 7

LO 1.1

LO 2.2

• Count to one another.

1. Count all the numbers from 60 → 109 on the Jungle Gym.

2. Begin from 60, count in 2’s to 108.

• These are the _______________ numbers (even, uneven)

3. Begin at 108. Count back in 2’s to 60.

4. Begin from 61, count in 2’s to 109.

• These are the ________________ numbers (even, uneven)

5. Begin from 109. Count back in 2’s to 1.

6. Begin from 60. Count in 3’s to 90.

• Write them:

60, 63, __, __, __, __, __, __, __, __, 90

7. Begin from 90. Count back in 3’s to 60.

• Write them:

90, 87, __, __, __, __, __, __, __, __, 0

8. Count back in 10’s from 100 to 0.

• Write them:

100, __, __, __, __, __, __, __, __, __, 0

Table 8

LO 1.2

• Which number comes between _________________?

Figure 6

• Write their names:

Figure 7

• Count in 10’s:

Figure 8

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 1.4: We know this when the learner orders, describes and compares the following numbers:

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

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.