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: Measure activities [LO 1.2, LO 1.4, LO 1.7, LO 1.8 LO 1.10, LO 1.11, LO 2.2, LO 4.6, LO 4.7]

• What does the balance tell you about the mass of my toys?

Figure 1

• Discuss their mass with a friend.
• Complete the list to say which of the toys have a _______________________

Great mass

____________________________________

____________________________________

Small mass

____________________________________

____________________________________

Same mass

____________________________________

____________________________________

• Complete:

The mass of the cat is the same as __________________________________ stones

The mass of the rabbit is the same as _________________________ stones

Table 1

LO 4.6

• Compare the mass of your pencil case and your friend’s pencil case. Use the balance.
• Tell each other what conclusions you come to.
• Choose stones or blocks or shells and see how many have the same mass as your pencil case.
• Complete:

My pencil case has the same mass as ____________________________________

(stones, blocks, shells)

• Now find out about these on the balance and complete the sentences.

1. How many shells have the same mass as my pencil?

Write: My pencil has __________________________________________________

2. How many blocks have the same mass as my lunch box?

Write: My lunch box has ________________________________________________

Table 2

LO 4.6

• Henry, Mike and Tom jog every morning to keep fit.
• Complete the kilometres on the track.
• Begin at 93.

Figure 2

• On Monday they started at 120 and stopped at 93. Count backwards.
• Fill in the missing numbers:

100 . . . . . . . 102, 99 . . . . . . 101, 103 . . . . . . 105,

96 . . . . . . . . . 98, 111 . . . . . . . . . 113, 110 . . . . . . . . . 112.

• Henry started at 93 and rested 10 km later. He was at _____________ km.
• Mike rested 6 km further. He was at _____________ km.
• Tom rested between 110 and 112 km. He was at _____________ km.

Table 3

LO 1.2

LO 1.4

LO 2.2

• Pat took a large handful of beans. So did Sally.
• Guess how many each had. Pat _________ Sally_____________

Figure 3

Group them into 10’s.

• Count Pat’s beans. ________________________ beans.
• Count Sally’s beans. _______________________ beans.
• Did you guess too many, too few or just right?

I __________________________________________________________________

Figure 4

• Group them into 10’s.
• Count them. There are __________________________ chairs.

Table 4

LO 1.1

LO 1.8

• Arrange the chairs in the hall into groups of 10 and ones.

Figure 5

Table 5

LO 1.10

1 24 children came to practise. Mr King wanted 8 children in a team.

How many teams did he make? Use counters or draw.

Mr King made ________________________________ teams.

2. Mom has R30,00 in her purse. She divides it equally among Des, Liz and Mo. How much will each get?

Tell a friend how you found out what each one will get ___________________

3. Tom, Sisulu and Henry each lost 3 buttons when they were playing “Catch”. How many buttons did they lose altogether?

Write a number sentence.________________________________________________

Table 6

LO 1.7

LO 1.10

LO 1.11

• Look through a catalogue, a magazine or a newspaper and find things that are sold by the gram or kilogram. Cut them out and paste them here. Check the prices of each and discuss them with a friend.

Table 7

LO 4.7

Mom makes Muffins for Mo.

Perhaps you and you teacher would also like to make muffins for tea.

• Try this recipe. (12 muffins)
• You need :

500g cake flour

2,5g salt

1 egg

50g margarine

20g baking powder

25g suger

225ml milk

• You also need :

a mixing bowl

a spoon

muffin tins which are greased

• Method:

1. Beat the egg and mix it with the milk.

2. Sift all the dry ingredients together.

3. Add the egg mixture and mix.

4. Melt the margarine and add to the mixture.

5. Measure off spoonfuls of mixture into the greased muffin tin.

6. Bake in an oven with temperature at 200^oC for 15 to 20 minutes.

Serve with margarine. Enjoy!!

• Compare this recipe with the one Mom uses.

Table 8

LO 4.7

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 1.2: We know this when the learner counts forwards and backwards

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

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;

Assessment Standard 1.11: We know this when the learner explains own solutions to problems;

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.

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 gains experience with standard measures.