Inside Collection (Course): Mathematics Grade 2

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.

- Write the
__partners of 10__as quickly as you can.

- If you know them really well, you can write the partners of 11 quickly because 11 is just one more then 10.
- Try them:
__partners of 11__.

- Think of the partners of 10 when you do the
__partners of 12__. 12 is just two more than 10.

- Fill in the missing numbers.

6 + 4 = ___________ 3 + ___________ = 10 9 + 1 + 1 = __________

6 + 5 = ___________ 3 + ___________ = 11 8 + 2 + 2 = ___________

6 + 6 = ___________ 3 + ___________ = 12 7 + 3 + 2 = ___________

LO 1.9 |

- Let the nomogram help you find out the
__partners of 13__. See in which order the numbers are written.

- Write the partners of 13. (Number sentences).

- Arrange these numbers from the most to the least.

3 1 24 11 18 26

LO 1.4 | LO 1.9 |

- Let the nomogram on page 15 help you to write the subtraction sums of 13.

Remember: 10 + 3 = 13 so 3 + 10 = 13

So 13 – 3 = 10 and 13 – 10 = 3

13 - 1 = _____________________

13 - 2 = _____________________

13 - 2 = _____________________

13 - 3 = _____________________

13 - 4 = _____________________

13 - 5 = _____________________

13 - 12 = ____________________

13 - 11 = ____________________

13 - 10 = _____________________

13 - 9 = _____________________

13 - 8 = _____________________

13 - 7 = _____________________

- This nomogram is the same, except that the numbers are arranged in two groups. It will help you with
__partners of 14__.

LO 1.9 |

- Complete the number sentences. Let the nomogram help you.

3 + __________________ = 14

8 + __________________= 14

10 + __________________= 14

2 + __________________= 14

4 + __________________= 14

5 + __________________= 14

11 + _________________= 14

9 + __________________= 14

14 - 3 = . . . . . . . . . .

14 - 8 = . . . . . . . . . .

14 - 10 = . . . . . . . . . .

14 - 2 = . . . . . . . . . .

14 - 4 = . . . . . . . . . .

14 - 5 = . . . . . . . . . .

14 - 11 = . . . . . . . . . .

14 - 9 = . . . . . . . . . .

- Now try adding 5 more.

LO 1.8 | LO 1.9 |

- Complete:

- Discover the partners of 15 in the wheel.
- Check your friend’s wheel.
- Write the number sentences.

.

LO 1.8 | LO 1.9 |

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

* Assessment Standard 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.

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