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  • GETFdnPhaseMaths display tagshide tags

    This module is included inLens: Siyavula: Mathematics (Gr. R-3)
    By: SiyavulaAs a part of collection: "Mathematics Grade 2"

    Collection Review Status: In Review

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Calendar

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:
  • Social justice: The story of the secret signs shows how history can be important. What are the advantages of knowing things about the past?

Learners can divide into groups, visit the library and do more research on the origin of our number system, the Roman numerals, etc.

Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn to work together in a team, listen to one another and to share ideas.

Discuss whether so called “bargains” are always bargains. What is your attitude towards “sales” in shops? Is it always necessary to give / receive birthday presents? Why do you give presents? When would not giving presents be acceptable?

  • With the inclusion of the story of the secret sign at this stage, learners are able to understand the significance of the “0” as “place holder” (indegrated with Literacy).
  • The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
  • Telling the time in minutes become easy as learners count the minutes in 5’s.
  • Codes are used to find the answer to a puzzle.
  • As preparation for the Christmas celebrations, the month of December is used for activities involving the calendar.
  • Module 8 concludes with a game where crackers with number sentences are matched to lights on the Christmas tree.

LEANER SECTION

Content

ACTIVITY: Calendar [LO 1.1, LO 1.2, LO 1.3, LO 1.9, LO 4.2]

  • Here is a calendar for December.
Figure 1
Figure 1 (graphics1.png)
  • Write in the missing numbers.
  • M stands for ......
  • F stands for ......
  • The 10th of December is on a ......
  • Mo’s birthday is on the 15th of December. How many days is that before Christmas? ...... days.
  • Tom’s birthday is 7 days after Mo’s birthday. Tom’s birthday is on the ...... of December.
  • The 30th of November is on a ......
Table 1
LO 1.9   LO 4.2  
  • Complete the bus route to the next town.
Figure 2
Figure 2 (graphics2.png)
  • Mark the stop at 225 with a X.
  • Mark the stop at 305 with a O.
  • Mark the stop at 999 with a #.
  • Which number on the route comes between:

100 _______________________ 200

500 _______________________ 600

450 _______________________ 550

600 _______________________ 700

350 _______________________ 450

0 _______________________ 100

  • If the bus takes 5 minutes to travel between 0 and 50, how long does the bus travel from:

0 to 200 ?______________________ minutes

0 to 400 ? ______________________ minutes

0 to 600 ? ______________________ minutes

Table 2
LO 1.2   LO 1.3  
  • Guess how many peanuts in each packet.

Figure 3
Figure 3 (graphics3.png)

1. Packet C had the ____________________________ most/least

2. Packet B had the ____________________________ most/least

3. Packet A had ____________________________ (more/less) than C.

4. Packet B had ____________________________ (more/less) than A.

  • Now count the peanuts in:

A = _______________ B = _______________ C = _______________

  • Check and see whether your answers in 1, 2, 3 and 4 were wrong ...... yes/no or correct ...... yes/no
  • Draw 63 peanuts in this packet.

Arrange them in groups of ten.

Figure 4
Figure 4 (graphics4.png)
Table 3
LO 1.1   LO 1.3  
  • Make 6 different numbers each time.
  • Write their number names.

1. Use only the digits: 1, 2 and 3.

1 2 twelve ...... 12 ......

before after

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

2. Use only the digits: 9, 4 and 8.

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

3. Use only the digits: 6, 3 and 5.

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

Table 4
LO 1.3  
  • Play with a friend.
  • Take turns to match a light to a cracker.
  • Colour your crackers in red.
  • Your friend can use yellow.
Figure 5
Figure 5 (graphics5.png)
Table 5
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 1.1: We know this when the learner counts to at least 100 everyday objects reliably;

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

1.2.1 ones from any number between 0 and 200;

1.2.2 tens from any multiple of 10 between 0 and 200;

1.2.3 fives from any multiple of 5 between 0 and 200;

1.2.4 twos from any multiple of 2 between 0 and 200;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

Learning Outcome 4:The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.2: We know this when the learner names in order the days of the week and the months of the year.

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