m32473 Fractions with squares 1.1 2009/10/14 04:09:34.331 GMT-5 2009/10/14 04:16:49.408 GMT-5 Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Helen Saayman Helen Saayman mark.horner@shuttleworthfoundation.org Mathematics and Statistics en

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: Inclusively and Human rights: Everyone in a class deserves to be challenged. Special creative work should not be given to the bright learners only. Opportunities to extend, to experiment and to discover should be present to everyone in the class. This will encourage learners to try new methods, to learn from their peers and to take risks. Discuss in small groups whether we should be given work to make us think. Practical experience with halves and quarters is given. Number concept is extended beyond 200 and counting patterns stressed. Learners are carefully guided to understand the rounding off of numbers to the nearest multiple. Bonds of 17, 18 and 20 are introduced. Number values and place values are taught with diagrams. The multiplication tables of 10 and 5 are set out. Learners can create their own patterns, and games for consolidating number facts are included. Using their imagination they can create animals, using shapes.

Take a piece of paper. Make sure the sides are the same length. This shape is called a square.

Fold the square in half. Open the square. Cut along the fold. There are 2 pieces that are the same size. One piece is called a half. Two halves make 1 whole.

Take another square. Fold it in half in a different way, e.g.

LO 1.7

Take a piece of paper shaped like a triangle. Fold and cut it in half. Mark each piece, “one half”.

Two halves make 1 ____________________________ Do the same with a piece of paper shaped like a rectangle.

Fold and cut a rectangle in different ways.

Two halves make 1 ________________________________________ Draw circles around the shapes that have 1 half coloured in.

LO 1.7

Take a piece of paper shaped like a circle. Fold and cut it in half. Mark each piece; “one half.”

Colour the circles that have been cut in half. The halves must be the same size.

LO 1.7 Complete these number lines.

Mark halfway between 0 and 10 with an X.

Mark halfway between 10 and 20 with an X.

Mark halfway between 20 and 30 with an X.

LO 1.10

Look! The truck has travelled past the halfway mark X as far as 8.

The car has not yet reached the halfway mark X at 5. To round off the distance that the truck travelled to the nearest multiple of 10, we can say 8 can be rounded off to 10. It is nearer to 10 than to 0. In the same way numbers 5, 6, 7 and 9 can be rounded off to the nearest multiple of 10, which is 10. But numbers 4, 3, 2, 1 cannot be rounded off to 10 because they are less than halfway to the next multiple of 10. They are nearer to 0 than to 10. To round off these numbers; 14 becomes 1 0 16 becomes 20 18 becomes ________________________ 11 becomes ________________________ 12 becomes ________________________ 15 becomes ________________________ 17 becomes ________________________ 19 becomes ________________________ 7 becomes ________________________ 6 becomes ________________________ 8 becomes ________________________ 9 becomes ________________________ LO 1.7 My alarm clock rang at half past six. The long hand was on the six and the short hand halfway between the six and the seven.

The long hand had travelled halfway around the clock, from 12 to 6.

Complete the times on these clocks. LO 4.1

Take a square piece of paper. Fold it in half. Fold it in half again.

Open the paper and cut along the folds. How many pieces are there? _______________________pieces. Each part is called “one quarter,” which means one of 4 parts.

Colour in one quarter.

How many quarters will be equal to one half? Colour in the quarters to show one half.

_______________________ quarters make one half. _______________________ quarters make one whole. Look! Shapes that are divided into 4 equal parts have been divided into quarters. Colour in one quarter in each of these shapes.

Colour in 2 quarters.

2 quarters are equal to _______________________ 4 quarters are equal to _______________________ LO 1.7

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 1.7: 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 (eg. ¼); 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 4.1: We know this when the learner reads analogue and digital clock time in hours and minutes.