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  • GETFdnPhaseMaths display tagshide tags

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

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Place value and number sentences

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: Place values and number sentences [LO 1.5, LO 1.6, LO 1.8, LO 1.10]

  • Complete.

28 = 2 tens + 8 units

54 = _________ tens + _________ units

44 = ____________________

83 = ____________________

98 = ____________________

64 = ____________________

32 = ____________________

19 = ____________________

29 = ____________________

48 = ____________________

61 = ____________________

73 = ____________________

  • Complete.

26 = 20 + 6

59 = _________ + _________

47 = _________ + _________

82 = _________ + _________

91 = _________ + _________

66 = _________ + _________

39 = _________ + _________

19 = _________ + _________

24 = _________ + _________

45 = _________ + _________

68 = _________ + _________

76 = _________ + _________

Table 1
LO 1.5   LO 1.10  
  • Herbenoem die getal in die sirkel en voltooi die getalsin, bv.
Figure 1
Figure 1 (graphics1.png)
Table 2
LO 1.8   LO 1.10  

  • Read these story sums carefully.
  • Think! Must you add or must you subtract?

1. Liz spent 31 c and Sally spent 25 c. How much did they spend altogether?

_____________________________________________________________________

_____________________________________________________________________

They spent ___________________________c altogether.

2. Henry has saved R43. Mo has saved R24 more than Henry. How much has Mo saved?

_____________________________________________________________________

_____________________________________________________________________

Mo has saved R ___________________________

3. Mike paid R53 for a book and R24 for crayons. How much did he spend altogether?

_____________________________________________________________________

_____________________________________________________________________

Mike spends R ___________________________ altogether.

4. Des had 62c. He bought marbles for 31c. How much has he left?

_____________________________________________________________________

_____________________________________________________________________

Des has ___________________________c left.

5. Sisulu had R98. He spent R33. How much has he left?

_____________________________________________________________________

_____________________________________________________________________

Sisulu has R ___________________________ left?

6. Tom had 29c. He gave Des 16c. How much has Tom left?

_____________________________________________________________________

_____________________________________________________________________

Tom has ___________________________ c left.

Table 3
LO 1.6   LO 1.8  

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 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 2-digit numbers;

Assessment Standard 1.6: We know this when the learner solves money problems involving totals and change in rands and cents, including converting between rands and cents.

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 number-lines;

1.10.4 rounding off in tens.

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Definition of a lens

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