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  • GETFdnPhaseMaths display tagshide tags

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

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Addition, minus, multiplication and doubling

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:

  • Inclusively: We can all learn from one another. Each person’s culture can stimulate and enrich another’s. Show how this can be done.
  • Human rights: Learners must respect the differences amongst themselves. Decide how they are different, yet as worthy as their fellow classmates.
  • A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your classmates eat healthy foods.
  • Number concept and counting to and beyond 200 are practised.
  • Even and uneven numbers, rounding off numbers and place values are revised.
  • The table of 4 and 3 and sharing activities are included in this module.
  • Addition with renaming is practised.
  • Doubling with renaming.
  • Bonds of 19.
  • The following activities have also been included: mass, capacity, fractions and distance.
  • Learners are introduced to the objects: pyramids, prisms and cylinders.
  • The faces of these 3-D shapes are discussed and compared.

LEANER SECTION

Content

ACTIVITY: Addition, minus, multiplication and doubling [LO 1.2, LO 1.7, LO 1.8, LO 1.9, LO 2.3, LO 2.4, LO 2.5]

  • Look at and discuss the patterns on the clay pot.
  • Name the different shapes you can see.
  • Design your own patterns on the jar.
Figure 1
Figure 1 (graphics1.png)
Table 1
LO 2.3   LO 2.4   LO 2.5  
  • Complete. How many flowers in the vases?
Figure 2
Figure 2 (graphics2.png)
Table 2
LO 1.8  
  • Complete. How many sweets left on the plates?
Figure 3
Figure 3 (graphics3.png)
Table 3
LO 1.8  
  • Share out these biscuits amongst 10 children.
Figure 4
Figure 4 (graphics4.png)

Each child will get _________________________ biscuits.

  • Share out these cards amongst 10 girls.
Figure 5
Figure 5 (graphics5.png)

Each girl will get _________________________ cards.

  • Share out these buttons for 5 shirts.
Figure 6
Figure 6 (graphics6.png)

Each shirt can have _________________________ buttons.

  • Share out these flowers for 5 vases.

Figure 7
Figure 7 (graphics7.png)

Each vase will have _________________________ flowers.

  • Share out these pancakes amongst 5 children.
Figure 8
Figure 8 (graphics8.png)

Each child will get _________________________ pancakes.

Table 4
LO 1.7  
  • Count in 2’s to 20.

0, 2, 4, _______, _______, _______, _______, _______, _______, _______, 20.

Count:

six two’s, so 2 x 6 = ____________________

four two’s, so 2 x 4 = ____________________

nine two’s, so 2 x 9 = ____________________

seven two’s, so 2 x ____________________ = ____________________

three two’s, so _______ x _______ = _______

five two’s, so _______ x _______ = _______

ten two’s, so _______ x _______ = _______

eight two’s, so _______ x _______ = _______

Table 5
LO 1.2   LO 1.9  
  • Count in 4’s to 40.

0, 4, 8, _______, _______, _______, _______, _______, _______, _______, 40.

Tel : Count: six fours, so 4 x 6 = ______________________

four fours, so 4 x 4 = ______________________

nine fours, so 4 x 9 = ______________________

seven fours, so 4 x ____________________ = ____________________

three fours, so _______ x _______ = _______

five fours, so _______ x _______ = _______

ten fours, so _______ x _______ = _______

eight fours, so _______ x _______ = _______

Table 6
LO 1.2   LO 1.9  
  • See who can finish first.

5 x 5 = ____________________

4 x 10 = ____________________

7 x 5 = ____________________

9 x 10 = ____________________

8 x 5 = ____________________

3 x 10 = ____________________

2 x 5 = ____________________

1 x 10 = ____________________

10 x 5 = ____________________

0 x 10 = ____________________

0 x 5 = ____________________

10 x 10 = ___________________

1 x 5 = ____________________

2 x 10 = ____________________

3 x 5 = ____________________

8 x 10 = ____________________

9 x 5 = ____________________

7 x 10 = ____________________

4 x 5 = ____________________

5 x 10 = ____________________

____________________________________________ (Name) won

Table 7
LO 1.9  
  • See who can finish first.

5 x 2 = ____________________

4 x 4 = ____________________

7 x 2 = ____________________

9 x 4 = ____________________

8 x 2 = ____________________

3 x 4 = ____________________

2 x 2 = ____________________

1 x 4 = ____________________

10 x 2 = ____________________

0 x 4 = ____________________

0 x 2 = ____________________

10 x 4 = ____________________

1 x 2 = ____________________

2 x 4 = ____________________

3 x 2 = ____________________

8 x 4 = ____________________

9 x 2 = ____________________

7 x 4 = ____________________

4 x 2 = ____________________

5 x 4 = ____________________

  • Count backwards from 40 in 4’s.

40, 36, _____, _____, _____, _____, _____, _____, _____, _____, 0.

  • Count backwards from 20 in 2’s.

20, 18, _____, _____, _____, _____, _____, _____, _____, _____, 0.

Table 8
LO 1.2   LO 1.9  

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 1.7: 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 1.8: 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;

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 2.3: We know this when the learner creates own patterns;

Assessment Standard 2.4: We know this when the learner describes observed patterns;

Assessment Standard 2.5: We know this when the learner identifies, describes and copies geometric patterns in natural and cultural artefacts of different cultures and times.

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Definition of a lens

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A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

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