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  • GETFdnPhaseMaths display tagshide tags

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

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Birthdays

Module by: Siyavula Uploaders. E-mail the author

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: Autumn
  • A healthy environment: The signs of Autum.
  • This module begins with a graph of birthdays of their friends.
  • Number concept and counting activities, stressing the patterns in counting, are extended to 120.
  • Halving and doubling within the range 1 to 50.
  • Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
  • Learners complete a shopping graph.
  • Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
  • Measuring activities reinforce the vocabulary of “a small mass”, “a great mass”, gram and kilogram.
  • A recipe for muffins is included and learners experience practically the value of measurement (Technology).
  • To extend their sensitivity to different cultures they create their own patterns using shapes and patterns found on huts.
  • Learners learn through playing games and therefore a memory game with number sentences has been designed for them.

LEANER SECTION

Content

ACTIVITY: Birthdays [LO 1.1, LO 1.2, LO 1.4, LO 1.7, LO 1.8, LO 4.2, LO 4.3, LO 5.1, LO 5.4, LO 5.5]

Birthday Celebrations

  • Join the months of the year with a line from the first to the twelfth.
  • Fill in my friends’ names under the month in which they have their birthdays.
Figure 1
Figure 1 (graphics1.png)

My Birthday graph

Table 1
Months of the Year January February March April May June July August September October November December
Number of Friends
                       
                       
                       
                       
                       
Tom                      
Table 2
LO 4.2   LO 5.1   LO 5.4  
Figure 2
Figure 2 (graphics2.png)
  • Choose 10 friends.
  • Write their names here:

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

  • Find out when each of your ten friends has a birthday.
  • Write the month (or the letter of the month e.g. A for April) next to each name.
  • Fill in their names on “My Birthday Graph” on page 2 under the correct month.
Table 3
LO 5.1   LO 5.4  
  • Fill in the missing words.

1. I filled in ______________ (how many) children’s birthdays on my graph.

2. Most children have their birthdays in __________________ (name of month).

3. The least number of birthdays are in ________________ (name of month).

4. There are more birthdays in ______________________ (name of month).

than in ______________________________________________ (name of month).

5. There are fewer birthdays in ____________________ (name of month).

than in ______________________________________________(name of month).

6. I must remember my best friend’s birthday is in __________________________

7. Use a calendar to find out how many days there are in each month.

In January. . . . . . May . . . . . . . . September . . .

February . . . . . June . . . . . . . . . October . . . . . .

March . . . . . . . . July . . . . . . . . . . November . . . . .

April . . . . . . . . . August . . . . . . . December . . . . .

8. Ask your teacher to teach you to use your knuckles to find out how many days there are in each month.

Table 4
LO 4.3   LO 5.5  

  • Let’s count the days in April. We’ll make a dot for every day.
Figure 3
Figure 3 (graphics3.png)
  • How did you count them?

In 1’e, 2’s, 3’e, 5’e or 10’e?

  • Draw a circle around your answer.
  • June has the same number of days.
  • Make a triangle for every day.
  • Count the triangles in a different way.
  • Draw a circle around 1’s or 2’s or 3’s or 5’s or 10’s to show how you counted the triangles.
Figure 4
Figure 4 (graphics4.png)
  • Do the same with the days in September.
  • Use a circle.
  • Complete: I counted them in ________________________
Figure 5
Figure 5 (graphics5.png)
Table 5
LO 1.1   LO 1.2  

All about April, June and September

  • Look at April’s days on page 4.

1. There are _____________ groups of ten in _________ 30_________ days.

2. There are _____________ groups of five in _____________ days.

3. There are _____________ groups of two in_____________ days.

  • Write a number sentence for 1.

_____________________________________________________________________

  • Write a number sentence for 2.

_____________________________________________________________________

  • Write a number sentence for 3.

_____________________________________________________________________

  • If we add April’s and June’s days there are ________ altogether. We have doubled their days.
  • Write a number sentence for this story.

_____________________________________________________________________

  • If we add September’s days too, the total will be __________________
  • Write a number sentence.

_____________________________________________________________________

  • Double these numbers.

20____________ 30____________ 40____________ 50____________

22____________ 34____________ 44____________ 51____________

Table 6
LO 1.7   LO 1.8   LO 1.10  

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 to at least 100 everyday objects reliably;

Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions (e.g. ¼);

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

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 4.2: We know this when the learner names in order the days of the week and the months of the year;

Assessment Standard 4.3: We know this when the learner calculates elapsed time;

Learning Outcome 5:The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.1: We know this when the learner collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g. ‘how many learners are there in each classroom?’);

Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs that have a 1-1 correspondence between own data and representations;

Assessment Standard 5.5: We know this when the learner describes own or a peer’s collection of objects, explains how it was sorted, and answers questions about it.

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