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Mathematics Grade 1 By: Siyavula Uploaders Mathematics Grade 1 By: Siyavula Uploaders Online: < http://cnx.Org/content/collll26/l.l/ > CONNEXIONS Rice University, Houston, Texas This selection and arrangement of content as a collection is copyrighted by Siyavula Uploaders. It is licensed under the Creative Commons Attribution 3.0 license (http://creativecommons.Org/licenses/by/3.0/). Collection structure revised: October 12, 2009 PDF generated: February 6, 2011 For copyright and attribution information for the modules contained in this collection, see p. 263. Table of Contents 1 Term 1 1.1 Counting 1 1.2 Space orientation 6 1.3 Recognizing differences 11 1 .4 Completing patterns 17 1.5 Many and few 19 1.6 The same number 24 1.7 Counting objects 30 1.8 Mathematics, Shapes and Patterns 40 1.9 Number Fun - 01 44 1.10 Number Fun - 02 55 1.11 Number Fun - 03 66 2 Term 2 2.1 Number Fun - Module 3-01 77 2.2 Number Fun - Module 3-02 88 2.3 Number Fun - Module 3-03 99 2.4 Number Fun - Module 4-01 108 2.5 Number Fun - Module 4-02 120 3 Term 3 3.1 Get clever with numbers - 01 133 3.2 Get clever with numbers - Module 5-02 140 3.3 Get clever with numbers - Module 5-03 150 3.4 Get clever with numbers - Module 6-01 160 3.5 Get clever with numbers - Module 6-02 172 3.6 Get clever with numbers - Module 6-03 184 4 Term 4 4.1 Number Fun - Module 7-01 193 4.2 Number Fun - Module 7-02 202 4.3 Number Fun - Module 7-03 211 4.4 Number Fun - Module 7-04 221 4.5 Number Fun - Module 8-01 227 4.6 Number Fun - Module 8-02 233 4.7 Number Fun - Module 8-03 241 4.8 Number Fun - Module 8-04 250 Attributions 263 Chapter 1 Term 1 1.1 Counting 1 1.1.1 MATHEMATICS 1.1.2 Number Fun 1.1.3 EDUCATOR SECTION 1.1.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. lr rhis content is available online at <http://cnx.org/content/m22347/!. l/>. CHAPTER 1. TERM 1 1.1.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.1 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 1.1.6 LEANER SECTION 1.1.7 Content 1.1.7.1 ACTIVITY: Counting [LO 1.4, LO 1.1] • A counting rhyme: When I was I I could go for a walk. When I was 2 I could eat with a fork When I was 3 I could hop, hop, hop. When I was L I could stop, stop, stop When I was 5 I could ride my bike. When I was 6 I could go on a hike. And now I'm 7 Hip hip hooray! I'm off to school To work and play 12 3^567 Figure 1.1 CHAPTER 1. TERM 1 LO 1.4 Table 1.2 I have (Count them): block* ggggg bolls cars nnqs stars j&j&j&j&XZ -C? -£? boats books >enals ^j^^^^s^^^^ apples ipp ffi muTTins sweets ice creams Figure 1.2 CHAPTER 1. TERM 1 LO 1.1 Table 1.3 1.1.8 Assessment Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela- tionships, 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 34 everyday objects reliably; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers. 1.2 Space orientation 2 1.2.1 MATHEMATICS 1.2.2 Number Fun 1.2.3 EDUCATOR SECTION 1.2.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 2 This content is available online at <http://cnx.org/content/m22354/!. l/>. 1.2.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.4 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 1.2.6 LEANER SECTION 1.2.7 Content 1.2.7.1 ACTIVITY: Space orientation [LO 3.5] • What do we know? Draw a [U+25CB] CHAPTER 1. TERM 1 on the tree above the tree next to the tree in the tree below the tree in front of the tree on top of the tree under the tree behind the tree Figure 1.3 • My brother and I have the same books. Draw my brother's book. M Figure 1.4 'J Figure 1.5 We draw the same pictures. 10 CHAPTER 1. TERM 1 Figure 1.6 Draw the same shapes. Colour. r Figure 1.7 L0 3.5 Table 1.5 1.2.8 Assessment Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. 'in front' or 'behind'). 11 1.3 Recognizing differences 3 1.3.1 MATHEMATICS 1.3.2 Number Fun 1.3.3 EDUCATOR SECTION 1.3.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 1.3.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.6 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 3 This content is available online at <http://cnx.org/content/m22397/!. l/>. 12 CHAPTER 1. TERM 1 1.3.6 LEANER SECTION 1.3.7 Content 1.3.7.1 ACTIVITY: Recognizing differences [LO 1.4, LO 1.1] Let's talk about. . . Figure 1.8 Why do we say these are the same? What are they? Figure 1.9 • Why are these the same? Are these all the same? Why not? Draw a circle around the one object that is different. 13 Figure 1.10 red blue yellow green LO 5.3 • I know my colours: Table 1.7 14 CHAPTER 1. TERM 1 Figure 1.11 • Draw something: big LO 4.6 LO 5.2 small long short Table 1.8 Look at the previous page. It is a picture of all the stuff in my untidy cupboard. Mummy said, "Tidy your cupboard." • I will sort my things into colours. Talk about "same" and "different". Give reasons. • Red things -draw them • Blue things - draw them Green things - draw them • Yellow things -draw them LO 5.2 Table 1.9 15 Big Draw some of the things in the cupboard Bigger Biggest Small Smaller Smallest Long Longer Longest Short Shorter Shortest • Let's talk about. . . how big they are LO 4.5 Table 1.10 same size same size Figure 1.12 • Colour the ones that are of the same size 16 CHAPTER 1. TERM 1 Figure 1.13 LO 4.5 Table 1.11 1.3.8 Assessment Learning Outcome 4:MEASUREMENT:The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Assessment Standard 4.6: We know this when the learner (additional) understands language: 4.6.1 size; 4.6.2 length. Learning Outcome 5:DATA HANDLING :The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours.'); Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped in particular ways. 17 1.4 Completing patterns 4 1.4.1 MATHEMATICS 1.4.2 Number Fun 1.4.3 EDUCATOR SECTION 1.4.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 1.4.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.12 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 4 This content is available online at <http://cnx.org/content/m22398/!. l/>. 18 CHAPTER 1. TERM 1 1.4.6 LEANER SECTION 1.4.7 Content 1.4.7.1 ACTIVITY: Completing patterns [LO 3.2] • Complete the patterns. Q £ O IS a a Figure 1.14 LO 3.2 LO 3.2 Table 1.13 19 1.4.8 Assessment Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects according to: 3.2.1 size; 3.2.2 objects that roll or slide; 3.2.3 shapes that have straight or round edges. 1.5 Many and few 5 1.5.1 MATHEMATICS 1.5.2 Number Fun 1.5.3 EDUCATOR SECTION 1.5.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 1.5.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.14 5 This content is available online at <http://cnx.org/content/m22399/!. l/>. 20 CHAPTER 1. TERM 1 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 1.5.6 LEANER SECTION 1.5.7 Content 1.5.7.1 ACTIVITY: Many and few [LO 5.2, LO 1.9] • I go for a walk. I see af $ 4 # -k» * % & % $* ft £ %*$ manu ants afewspidei Figure 1.15 • Draw Figure 1.16 many Figure 1.17 a few many 21 o Figure 1.18 Figure 1.19 a few & Figure 1.20 many apples o Figure 1.21 a few apples LO 5.2 Table 1.15 At my party there were 22 more boys and fewer girls CHAPTER 1. TERM 1 Figure 1.22 I matched them. • Match the rabbits to the carrots: ^^ O0 <^0 ^^^2% Figure 1.23 more or fewer? «^. a ~6 Figure 1.24 Match: • Draw the set with more • Match 23 Figure 1.25 Draw the set with more LO 1.9 Table 1.16 • Draw a group with more / fewer objects, fewer Figure 1.26 more fewer Figure 1.27 24 CHAPTER 1. TERM 1 more fewer £*^ Figure 1.28 more LO 1.9 Table 1.17 1.5.8 Assessment Learning Outcome 5:The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours.') Learning Outcome l: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 prob- lems. Assessment Standard 1.9: We know this when the learner uses the following techniques: 1.9.1 building up and breaking down numbers; 1.9.2 doubling and halving; 1.9.3 using concrete apparatus (e.g. counters); 1.9.4 number-lines. 1.6 The same number 6 1.6.1 MATHEMATICS 1.6.2 Number Fun 1.6.3 EDUCATOR SECTION 1.6.4 Memorandum Critical and developmental outcomes: • The learners must be able to: 6 This content is available online at <http://cnx.org/content/m22401/!. l/>. 25 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 1.6.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.18 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 26 CHAPTER 1. TERM 1 1.6.6 LEANER SECTION 1.6.7 Content 1.6.7.1 ACTIVITY: The same number [LO 1.9, LO 1.4] -t9 -& same number Figure 1.29 Draw the same number of objects. Match them. Figure 1.30 Figure 1.31 27 Figure 1.32 Figure 1.33 LO 1.9 Table 1.19 A problem to solve. • How can you change these groups to make them the same number? same number Figure 1.34 or 28 CHAPTER 1. TERM 1 same number Figure 1.35 • Now solve these problems. Figure 1.36 same number Figure 1.37 same number • I play marbles with Ron. 29 Ron has marbles. I have (J) Q O O mar bles. Figure 1.38 We have the • Ron gets one more. of marbles. Ron now has I have one more one less Figure 1.39 • Ron gets one more again. Ron now has I have one more one less Figure 1.40 LO 1.4 Table 1.20 30 CHAPTER 1. TERM 1 1.6.8 Assessment Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers. Learning Outcome l: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 prob- lems. Learning Outcome l: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 prob- lems. Assessment Standard 1.9: We know this when the learner uses the following techniques: 1.9.1 building up and breaking down numbers; 1.9.2 doubling and halving; 1.9.3 using concrete apparatus (e.g. counters); 1.9.4 number-lines. 1.7 Counting objects 7 1.7.1 MATHEMATICS 1.7.2 Number Fun 1.7.3 EDUCATOR SECTION 1.7.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 7 This content is available online at <http://cnx.org/content/m22410/!. l/>. 31 1.7.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.21 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 1.7.6 LEANER SECTION 1.7.7 Content 1.7.7.1 ACTIVITY: Counting objects [LO 1.1, LO 1.4, LO 1.3] 1.7.7.1.1 A Counting Rhyme One, two, three Look at me. Four, five, six I build my bricks. Seven, eight, nine Soldiers in a line. And here are ten Fingers in my den. • Count. How many...? red marbles )®®® ©#(2)®® <g>®(£> Figure 1.41 blue marbles 32 CHAPTER 1. TERM 1 ©® f)®®@ ©€> ©© dM)©>©(E>® Figure 1.42 green marbles (D, ® Figure 1.43 yellow marbles is$r%$> ®L J&(t 'CUP Figure 1.44 Draw one more. Count. LO 1.1 LO 1.4 Table 1.22 2^31^, Figure 1.45 mice 33 ppQ-^r-- Figure 1.46 balloons Q Q Q Figure 1.47 trees Figure 1.48 marbles Cic^c^cd^ — — — Figure 1.49 steps Figure 1.50 34 CHAPTER 1. TERM 1 dots • Count their steps. Figure 1.51 Figure 1.52 • My lunch box LO 1.1 Table 1.23 o & d? m Figure 1.53 • Ron's lunch box 35 ^ 6 <m Figure 1.54 • I have... O one 1 one 1 one 1 (\^ Figure 1.55 • Ron has... 36 CHAPTER 1. TERM 1 Figure 1.56 Colour the blocks with one object. Write "1". %^ ® o 3 ^ $%p <s^ p ^>t> j^^) Figure 1.57 LO 1.3 Table 1.24 Tessa and I go for a walk. • Tessa's red apples. • My green apples. We each have two 2 apples. • Tessa's lunch box 37 Figure 1.58 Figure 1.59 38 CHAPTER 1. TERM 1 Figure 1.60 Puzzles to build. • Cut, match and paste. LO 1.3 Table 1.25 39 one 1 one 1 one 1 two 2 one 1 two 2 Figure 1.61 LO 1.3 Table 1.26 1.7.8 Assessment Learning Outcome l:The learner will be able to recognise, describe and represent numbers and their rela- tionships, 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers. 40 CHAPTER 1. TERM 1 1.8 Mathematics, Shapes and Patterns 8 1.8.1 MATHEMATICS 1.8.2 Number Fun 1.8.3 EDUCATOR SECTION 1.8.4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. Explore education and career opportunities; and 12. Develop entrepreneurial opportunities. 1.8.5 MODULE 1 Critical and developmental outcomes: Pages: CO 1 4, 5, 8, 15 CO 3 2, 3, 6, 7, 9, 10, 14, 18, 19 CO 4 4, 21 CO 7 11, 12, 13, 16, 17, 20 CO 8 16, 22 Table 1.27 • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made 8 This content is available online at <http://cnx.org/content/m22442/!. l/>. 41 1.8.6 LEANER SECTION 1.8.7 Content 1.8.7.1 ACTIVITY: Mathematics, Shapes and Patterns [LO 3.1, LO 2.1, LO 2.2, LO 2.3] Mathematics and Shapes Everything has a shape. • This is the shape of a : Figure 1.62 Look at them and draw those that have the shape of a: square Rectangle circle triangle Figure 1.63 I can see a , 42 CHAPTER 1. TERM 1 Figure 1.64 I can see a , , , LO 3.1 Table 1.28 1.8.7.1.1 Mathematics and Patterns A pattern is made by drawing the same lines or shapes over and over. Look at the patterns on Sally's skirt. Complete the patterns for Sally. Figure 1.65 Can you see these patterns? Complete them. 43 nDQn Figure 1.66 Look for patterns in this number block. Write them. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 10 11 20 Table 1.29 LO 2.1 LO 2.2 Table 1.30 LO 2.1 LO 2.2 • Design your own attractive pattern. • Play a game. Choose a friend. See who can find the most triangles, squares and rectangles in the pictures. Write down your score. triangles squares rectangles Who won? LO 2.3 LO 3.1 Table 1.31 44 CHAPTER 1. TERM 1 1.8.8 Assessment Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relation- ships, as well as to solve problems using algebraic language and skills. Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes). Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 100; Assessment Standard 2.3: We know this when the learner creates own patterns. Learning Outcome 3:The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures, including: 3.1.1 boxes (prisms) and balls (spheres); 3.1.2 triangles and rectangles; 3.1.3 circles; 1.9 Number Fun - 01 9 1.9.1 MATHEMATICS 1.9.2 Number Fun 1.9.3 EDUCATOR SECTION 1.9.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 9 This content is available online at <http://cnx.org/content/m31710/!. l/>. 45 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: number concept 1 to 5; counting activities in ones and twos to 20 and counting rhymes; colours: purple and orange; vocabulary: light, heavy, more, less, first and last; shapes - circles; completing a graph about how we come to school. 1.9.5 LEARNERS SECTION 1.9.6 Content • Cut out the three bears on page 2 and paste them here. Figure 1.67 46 CHAPTER 1. TERM 1 Figure 1.68 LO 1.3 Table 1.32 • Cut out. 47 Figure 1.69 LO 1.1 Table 1.33 48 CHAPTER 1. TERM 1 O •' : * \ 4 i 4 i < < ■ -%' - -%' ■ -%' \J V.*' % *.*' ** ■ * i o 1* **.-' **•"% -1- ■ 1 " i >-** hh fe Figure 1.70 LO 1.3 Table 1.34 Draw three objects every time. 49 Complete. Figure 1.71 1 two 3 2 Figure 1.72 LO 1.3 Table 1.35 50 CHAPTER 1. TERM 1 • Look at your little bear. It is round. Its head is a circle. Figure 1.73 Draw around its head. Talk about: Can it roll? Can it slide? Does it have corners? • Draw many circles and colour them in. Figure 1.74 L0 3.1 Table 1.36 51 Look for [U+F0A1] 's in magazines and paste them here. Figure 1.75 Draw: many circles. Figure 1.76 Colour them orange. • Draw: few circles. • Colour them purple. 52 CHAPTER 1. TERM 1 Figure 1.77 L0 3.1 Table 1.37 i i m Y I y:.y-T\/i i ! . ,-n k%+- Figure 1.78 Find a picture of something that is heavy and something that is light. 53 heavy light Figure 1.79 Figure 1.80 LO 4.6 Table 1.38 • Make the basket heavier. 54 CHAPTER 1. TERM 1 Figure 1.81 • Make the basket lighter. • Does everyone have a hat? Figure 1.82 less Figure 1.83 Give everyone a basket. 55 Figure 1.84 L0 4.5 Table 1.39 1.9.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Assessment Standard 4.6: We know this when the learner understands language. 1.10 Number Fun - 02° 1.10.1 MATHEMATICS 1.10.2 Number Fun 1.10.3 EDUCATOR SECTION 1.10.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include °This content is available online at <http://cnx.org/content/m31714/!. l/>. 56 CHAPTER 1. TERM 1 more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: • number concept 1 to 5; • counting activities in ones and twos to 20 and counting rhymes; • colours: purple and orange; • vocabulary: light, heavy, more, less, first and last; • shapes - circles; • completing a graph about how we come to school. 1.10.5 LEARNERS SECTION 1.10.6 Content • A rhyme to learn: Five little bears heard a lion roar one went up too close and then there were four. Four little bears climbed up a tree one came tumbling down and there were three. 57 Three little bears tried to cook a stew one cut his finger and then there were two. Two little bears were sitting in the sun one stayed there far too long and then there was one. One little bear went for a run he didn't turn back again and now there are none. R. Louw LO 1.2 Table 1.40 • Count the little bears. Figure 1.85 • Draw a circle around the first and last bear. 58 CHAPTER 1. TERM 1 in: Draw first The is __ The is The is„ second third Figure 1.86 LO 1.1 LO 1.3 LO 1.4 Table 1.41 59 f« l.l. our • * + ■ * • * I • Figure 1.87 • Unpack the cases. WWW® 5 L f "i our Figure 1.88 LO 1.3 Table 1.42 60 CHAPTER 1. TERM 1 Complete your lunch box. Count in 2's. 10 «* A Figure 1.89 • Choose what you would like to have in your lunch box. cookies □ sweets □ cool drink □ white bread □ brown bread □ chips D biltong □ fruit juice □ apple □ Figure 1.90 Fill your lunch box by pasting pictures from a magazine on it: LO 1.2 LO 3.1 LO 5.2 LO 5.3 Table 1.43 • Make one more: 61 Figure 1.91 Draw 4 four every time. £four Figure 1.92 LO 1.3 LO 1.9 Table 1.44 Join all the 5c coins. Count the 5c coins 5c coins. 62 CHAPTER 1. TERM 1 Figure 1.93 5 five 5 five 5 five 5 five Figure 1.94 LO 1.1 LO 1.3 Table 1.45 • Arrange 5 dots in a different way every time. 63 5 five 5 five 5 five 5 five Figure 1.95 • Write: Figure 1.96 LO 1.3 Table 1.46 64 CHAPTER 1. TERM 1 Rearrange from 1 to 5: 2 1 3 4 5 1 4 3 2 1 5 1 3 2 5 1 4 Table 1.47 • Estimate how many books there are? • Count: books. Figure 1.97 LO 1.1 LO 1.4 Table 1.48 • Share out the 10 books on the bookshelf. There must be the same number of books on each shelf. 65 /A J\ Figure 1.98 • There are • Draw: books on each shelf. Figure 1.99 LO 1.3 LO 1.6 Table 1.49 1.10.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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. 66 CHAPTER 1. TERM 1 Assessment Standard 1.1: We know this when the learner counts to at least 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forwards and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.9: We know this when the learner uses techniques Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours'); Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped in particular ways. 1.11 Number Fun - 03 11 1.11.1 MATHEMATICS 1.11.2 Number Fun 1.11.3 EDUCATOR SECTION 1.11.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; n This content is available online at <http://cnx.org/content/m31716/!. l/>. 67 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: • number concept 1 to 5; • counting activities in ones and twos to 20 and counting rhymes; • colours: purple and orange; • vocabulary: light, heavy, more, less, first and last; • shapes - circles; • completing a graph about how we come to school. 1.11.5 LEARNERS SECTION 1.11.6 Content • Sort light and heavy objects: • Draw them below. 68 CHAPTER 1. TERM 1 Figure 1.100 Figure 1.101 light 69 Figure 1.102 • heavy L0 4.5 LO 5.2 LO 5.6 Table 1.50 Cut out, match and paste on the following page. 70 CHAPTER 1. TERM 1 Figure 1.103 LO 1.3 Table 1.51 Match and paste in a row. Draw arms, legs, etc. 71 Figure 1.104 Complete: LO 1.4 Table 1.52 Figure 1.105 LO 1.4 72 CHAPTER 1. TERM 1 Table 1.53 Figure 1.106 • Which numbers did Wolf catch? o o °o° lo o/ Figure 1.107 73 How do I get to school? LO 1.4 Table 1.54 ■>\ ^ ^ 5^ I'sfir^jH jP-0 3 1 2 3 L 5 6 7 g Figure 1.108 • Most children: • The fewest children: • Complete: " i i if- ;Tive 3 1 tWO 5555 | Figure 1.109 74 CHAPTER 1. TERM 1 LO 1.3 LO 5.1 LO 5.2 LO 5.5 Table 1.55 DODODODODODODOD O □ O □ o □ o D o □ o □ o D o Use tops and blocks. Paint them and print with them. Make your own picture with circles and rectangles. O a o a o a o a o a o a o a o DODODODODODODOD Figure 1.110 LO 3.1 Table 1.56 1.11.7 Assessment Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: 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. 75 Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or as a member of a group or team) in the classroom and school environment according to given criteria or categories; Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours'); Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects; Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains how it was sorted, and answers questions about it. 76 CHAPTER 1. TERM 1 Chapter 2 Term 2 2.1 Number Fun - Module 3 - 01 1 2.1.1 MATHEMATICS 2.1.2 Number Fun 2.1.3 EDUCATOR SECTION 2.1.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and lr rhis content is available online at <http://cnx.org/content/m31745/!. l/>. 77 78 CHAPTER 2. TERM 2 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: • number concept 1 to 5; • counting activities in ones and twos to 20 and counting rhymes; • colours: purple and orange; • vocabulary: light, heavy, more, less, first and last; • shapes - circles; • completing a graph about how we come to school. 2.1.5 LEARNERS SECTION 2.1.6 Content • Cut out the three bears on page 2 and paste them here. Figure 2.1 79 Figure 2.2 LO 1.3 Table 2.1 • Cut out. 80 CHAPTER 2. TERM 2 Figure 2.3 LO 1.1 Table 2.2 81 O •' : * \ * 1 4 i < < ■ -%' - -%' ■ -* \J *«.-*' % *.*' ** ■ * i o 1* **.-' **•"% -1- ■ 1 " i * - *" hh fe Figure 2.4 LO 1.3 Table 2.3 Draw three objects every time. 82 CHAPTER 2. TERM 2 ^^J^ Complete. Figure 2.5 1 two 3 2 Figure 2.6 LO 1.3 Table 2.4 • Look at your little bear. 83 It is round. Its head is a circle. Figure 2.7 Draw around its head. Talk about: Can it roll? Can it slide? Does it have corners? • Draw many circles and colour them in. Figure 2.8 L0 3.1 Table 2.5 84 CHAPTER 2. TERM 2 Look for [U+F0A1] 's in magazines and paste them here. Figure 2.9 Draw: many circles. Figure 2.10 Colour them orange. • Draw: few circles. • Colour them purple. 85 Figure 2.11 L0 3.1 Table 2.6 i i m Y I y:.y-T\/i i ! . ,-n k%+- Figure 2.12 Find a picture of something that is heavy and something that is light. 86 CHAPTER 2. TERM 2 Figure 2.13 heavy Figure 2.14 light LO 4.6 Table 2.7 • Make the basket heavier. Figure 2.15 87 • Make the basket lighter. • Does everyone have a hat? Figure 2.16 less Figure 2.17 Give everyone a basket. CHAPTER 2. TERM 2 Figure 2.18 L0 4.5 Table 2.8 2.1.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Assessment Standard 4.6: We know this when the learner understands language. 2.2 Number Fun - Module 3 - 02 2 2.2.1 MATHEMATICS 2.2.2 Number Fun 2.2.3 EDUCATOR SECTION 2.2.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include 2 This content is available online at <http://cnx.org/content/m31748/!. l/>. 89 more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: • number concept 1 to 5; • counting activities in ones and twos to 20 and counting rhymes; • colours: purple and orange; • vocabulary: light, heavy, more, less, first and last; • shapes - circles; • completing a graph about how we come to school. 2.2.5 LEARNERS SECTION 2.2.6 Content • A rhyme to learn: Five little bears heard a lion roar one went up too close and then there were four. Four little bears climbed up a tree one came tumbling down and there were three. 90 CHAPTER 2. TERM 2 Three little bears tried to cook a stew one cut his finger and then there were two. Two little bears were sitting in the sun one stayed there far too long and then there was one. One little bear went for a run he didn't turn back again and now there are none. R. Louw LO 1.2 Table 2.9 • Count the little bears. Figure 2.19 • Draw a circle around the first and last bear. 91 IH: Draw The is __ The is The is„ first second third Figure 2.20 LO 1.1 LO 1.3 LO 1.4 Table 2.10 92 CHAPTER 2. TERM 2 f« Li. our Figure 2.21 • Unpack the cases. WWW® 5 L f "i our Figure 2.22 LO 1.3 Table 2.11 Complete your lunch box. Count in 2's. 93 10 «* A Figure 2.23 • Choose what you would like to have in your lunch box. cookies □ sweets □ cool drink □ white bread □ brown bread □ chips D biltong □ fruit juice □ apple □ Figure 2.24 Fill your lunch box by pasting pictures from a magazine on it: LO 1.2 LO 3.1 LO 5.2 LO 5.3 Table 2.12 • Make one more: 94 CHAPTER 2. TERM 2 Figure 2.25 Draw 4 four every time. £four Figure 2.26 LO 1.3 LO 1.9 Table 2.13 Join all the 5c coins. Count the 5c coins 5c coins. 95 Figure 2.27 5 five 5 five 5 five 5 five Figure 2.28 LO 1.1 LO 1.3 Table 2.14 • Arrange 5 dots in a different way every time. 96 CHAPTER 2. TERM 2 5 five 5 five 5 five 5 five Figure 2.29 • Write: Figure 2.30 LO 1.3 Table 2.15 Rearrange from 1 to 5: 2 1 3 4 5 1 4 3 2 1 5 1 3 2 5 1 4 97 Table 2.16 • Estimate how many books there are? • Count: books. Figure 2.31 LO 1.1 LO 1.4 Table 2.17 • Share out the 10 books on the bookshelf. There must be the same number of books on each shelf. 98 CHAPTER 2. TERM 2 /A Figure 2.32 J\ • There are • Draw: books on each shelf. Figure 2.33 LO 1.3 LO 1.6 Table 2.18 99 2.2.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forwards and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.9: We know this when the learner uses techniques Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours'); Assessment Standard 5.3: We know this when the learner gives reasons for collections being grouped in particular ways. 2.3 Number Fun - Module 3 - 03 3 2.3.1 MATHEMATICS 2.3.2 Number Fun 2.3.3 EDUCATOR SECTION 2.3.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. Critical and developmental outcomes: 3 This content is available online at <http://cnx.org/content/m31754/!. l/>. 100 CHAPTER 2. TERM 2 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Summer • Human Rights: Learners can be taught to be neat and tidy. • Inclusively: Matching to show same number - no exceptions made The three bears help the learners to understand: • number concept 1 to 5; • counting activities in ones and twos to 20 and counting rhymes; • colours: purple and orange; • vocabulary: light, heavy, more, less, first and last; • shapes - circles; • completing a graph about how we come to school. 2.3.5 LEARNERS SECTION 2.3.6 Content • Sort light and heavy objects: • Draw them below. 101 Figure 2.34 Figure 2.35 light 102 CHAPTER 2. TERM 2 Figure 2.36 • heavy L0 4.5 LO 5.2 LO 5.6 Table 2.19 Cut out, match and paste on the following page. 103 Figure 2.37 LO 1.3 Table 2.20 Match and paste in a row. Draw arms, legs, etc. 104 CHAPTER 2. TERM 2 Figure 2.38 LO 1.4 Table 2.21 Complete: Figure 2.39 LO 1.4 105 Table 2.22 Figure 2.40 • Which numbers did Wolf catch? o o °o° lo o/ Figure 2.41 106 CHAPTER 2. TERM 2 LO 1.4 Table 2.23 How do I get to school? ■>\ o ^ 5^ I'sfir^jH jP-0 3 1 2 3 L 5 6 7 g Figure 2.42 • Most children: • The fewest children: • Complete: " i i if- ;Tive 3 1 tWO 5555 | Figure 2.43 107 LO 1.3 LO 5.1 LO 5.2 LO 5.5 Table 2.24 DODODODODODODOD O □ O □ o □ o D o □ o □ o D o Use tops and blocks. Paint them and print with them. Make your own picture with circles and rectangles. O a o a o a o a o a o a o a o DODODODODODODOD Figure 2.44 LO 3.1 Table 2.25 2.3.7 Assessment Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: 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. 108 CHAPTER 2. TERM 2 Assessment Standard 1.3: We know this when the learner knows and reads number symbols from 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.1: We know this when the learner collects everyday objects (alone and/or as a member of a group or team) in the classroom and school environment according to given criteria or categories; Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours'); Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects; Assessment Standard 5.6: We know this when the learner describes own collection of objects, explains how it was sorted, and answers questions about it. 2.4 Number Fun - Module 4 - 01 4 2.4.1 MATHEMATICS 2.4.2 Get clever with numbers 2.4.3 EDUCATOR SECTION 2.4.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. Critical and developmental outcomes: The learners must be able to: 1. identify and solve problems and make decisions using critical and creative thinking; 4 This content is available online at <http://cnx.org/content/m31779/!. l/>. 109 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Autumn • A healthy environment: The signs of Autum. Activities around autumn help the learners to understand: • ordinals to 9; • number concept to 9; • counting activities and counting rhyme in 5's; • concepts of 2 more, 2 less, doubling and sharing out equally; • before and after on the number line; • introducing the minus sign "-"; • bonds to 6; • the introduction of wordsums; • shapes - squares and rectangles. 2.4.5 LEARNERS SECTION 2.4.6 Content • Draw a nice big autumn leaf in each block. • Colour them in. • Cut them out and paste them. 110 CHAPTER 2. TERM 2 "X_"j Figure 2.45 eight Ill Tree in autumn Figure 2.46 • Paste 8 autumn leaves in here. • Count all the autumn leaves. LO 1.1 Table 2.26 • Complete the blocks with 8. • Write "eight" next to each picture. 112 CHAPTER 2. TERM 2 en iht ei ght Figure 2.47 • Arrange eight circles in different ways. • Colour the circles in. OO oo oo s oo Figure 2.48 LO 1.3 LO 1.9 Table 2.27 113 Make every row 2 more. s Figure 2.49 • Complete the numbers on the stairs . 6 + 2 = U 5 + 2 = □ 1 + 2 = □ 2 i + 2 - □ 2 + 2 = n Figure 2.50 3 + 2 = □ • Complete the number sentences. Let the stairs help you to make two more every time. 114 CHAPTER 2. TERM 2 LO 1.1 LO 1.8 LO 2.2 • Make 2 less. How many are left? Table 2.28 666 6 kkkk fay m# Join the dots, Start at I. 6. Count in T 2 I Draw a rinq around the even numbers 10 2 6 Z 10 10 4 6 10 Figure 2.51 LO 1.2 LO 1.3 LO 2.2 Table 2.29 115 • A counting rhyme for you to learn. 5, 10, 15, 20, See the creatures on the go. 5, 10, 15, 20, Why do they hurry to and fro? 5, 10, 15, 20, It's getting colder by the day 5, 10, 15, 20, And they must store some food away R.L. • Draw the animals that are busy during autumn. Figure 2.52 5 6 II 12 Ll 15 £ I I I I I I I I I I 1 l_J I 1 I I I L s it :c Figure 2.53 What comes just after 6? What comes just before 8? What comes between 10 and 12?. What is one more than 5? What is one less than 3? What comes between 4 and 6? LO 1.2 LO 1.4 LO 1.9 Table 2.30 116 CHAPTER 2. TERM 2 Look carefully ^jg ^^ © 2 minus Means 2 takeaway | Read: 2 - 1=1 (minus) (is equal to) Figure 2.54 Complete: Read: Read: Read: Read: 3 - I- /6~d\ oo V03/ 6 - I = 8 } vp^oy 5 I = r OBT 4 - l = Figure 2.55 LO 1.8 Table 2.31 Complete: 117 Figure 2.56 • Take away 2 every time: OOOO&& OOOOO oo ^aa A3 £TTTA3 oooo OO ^ZT"^ A3 ^aA 2 V >^ ooo oooo ooo ^3 - 2 = . A3 AZ^A OOOOO oooo oooo ~^- — *^_ s- A3 ^iii = A3>^ Figure 2.57 LO 1.8 118 CHAPTER 2. TERM 2 Table 2.32 • Colour in and count: Copy: nine Figure 2.58 LO 1.1 LO 1.3 Table 2.33 Complete: 119 Arrange the numbers from 1 to 9. Figure 2.59 8 9 7 5^23 I 8 7 L 2 3 5 6 S Figure 2.60 • Complete: Nine comes just after One more than eight is. • Back: 9 8 5 2 Table 2.34 LO 1.4 LO 1.8 Table 2.35 120 CHAPTER 2. TERM 2 2.4.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forward and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100. 2.5 Number Fun - Module 4 - 02 5 2.5.1 MATHEMATICS 2.5.2 Get clever with numbers 2.5.3 EDUCATOR SECTION 2.5.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 5 This content is available online at <http://cnx.org/content/m31786/!. l/>. 121 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Autumn • A healthy environment: The signs of Autum. Activities around autumn help the learners to understand: • ordinals to 9; • number concept to 9; • counting activities and counting rhyme in 5's; • concepts of 2 more, 2 less, doubling and sharing out equally; • before and after on the number line; • introducing the minus sign "-"; • bonds to 6; • the introduction of wordsums; • shapes - squares and rectangles. 2.5.5 LEARNERS SECTION 2.5.6 Content • Draw the same number of circles on the other side and count. It means to double. Figure 2.61 122 CHAPTER 2. TERM 2 Double: 1 2 3 L 5 9 Double — Draw the circles and count. 6 OO 7 S Figure 2.62 • Partners of 6. LO 1.1 LO 1.9 Table 2.36 OOO e : v L OOO s,x & Figure 2.63 123 Figure 2.64 LO 1.3 LO 1.9 Table 2.37 • See how many ml of rain has fallen. 124 CHAPTER 2. TERM 2 Monday Tuesday ml. I pour the water from rain gauge I into this jug. L I pour the water from rain gauge 2 into thisjug. Figure 2.65 • Mark the answer that you think is right. • Mug 3 has more water. • Mug 4 has more water. • Mugs 3 and 4 have the same amount of water. • Find out how many teaspoonfuls of water it will take to get 20ml of water. LO 1.2 LO 4.5 Table 2.38 • Complete: 125 Figure 2.66 • There are 4 swallows in the tree. Four more come and perch there as well. Now there are swallows. • Draw the tree and the swallows. • Draw 9 circles in different ways. OOO ooo ooo Table 2.39 LO 1.8 LO 1.9 Table 2.40 Complete: 126 CHAPTER 2. TERM 2 oo oo oooo eight OOQ-Q OOOO nine WW d2% Figure 2.67 first second third fourth fifth sixth seventh eighth ninth The IS The V The^ The The m is is IS IS Figure 2.68 • 1 Bird has wings. • 3 Birds have wings. • Draw the birds: LO 1.2 LO 1.3 LO 1.4 Table 2.41 127 ^^ S.I can add S Oa)JJ ® ® O Figure 2.69 7 6 4 8 9 5 3 7 2 -2 -2 -2 -2 -2 -2 -2 -2 -2 5 Table 2.42 Figure 2.70 • Share the sweets equally. 128 CHAPTER 2. TERM 2 \, Peter. 3 nmu: . Anne: 3 \, Thorn; _ John; . Linda \i Susan: James : , Figure 2.71 LO 1.8 LO 1.9 LO 2.2 Table 2.43 Halve: Divide equally. Each one gets . . . L ©©©:©©©© 8 Figure 2.72 • Halve: 2 4 6 8 Table 2.44 • Now halve these as well: 129 ooo ooo" Each one gets OOOO oooo Each one gets oo oo Each one gets oo Each one gets Figure 2.73 LO 1.6 Table 2.45 Figure 2.74 Here is a block. Stand in front of the block . Draw all around the edges of the block. Draw the shape here. This shape is called a SQUARE. 130 CHAPTER 2. TERM 2 Figure 2.75 • Look at the. ecjhoek en die vier kant Figure 2.76 Discuss: • Are they the same? • How do they differ? Colour in the squares only. □ o O □o AD Figure 2.77 LO 3.1 LO 5.2 Table 2.46 131 2.5.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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. Assesseringstandaard 1.1: We know this when the learner counts to at least 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forward and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100. Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures; Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours'). 132 CHAPTER 2. TERM 2 Chapter 3 Term 3 3.1 Get clever with numbers - Ol 1 3.1.1 MATHEMATICS 3.1.2 Get clever with numbers 3.1.3 EDUCATOR SECTION 3.1.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and lr rhis content is available online at <http://cnx.org/content/m31789/!. l/>. 133 134 CHAPTER 3. TERM 3 12. develop entrepreneurial opportunities. • Integration of Themes: Winter • A healthy environment: Clean water. • Inclusively: Water for everyone. • Human Rights: Everyone's right to use the source - water. Activities around winter help the learners to understand: number concept to 10; counting in fives, twos and threes; concept of +4 and -4; doubling and halving; sharing out equally; bonds to 8; word sums; shapes - circle, triangle, square and rectangle; money; direction; measuring length with thumbs; graphs. 3.1.5 LEARNERS SECTION 3.1.6 Content • Count the umbrellas. • Colour them. 10 ten Figure 3.1 • Fill in: 135 00000 000 s eight 000 000 000 nine <^s<?P> <^ <£& <2^ li % fjr % lb <^<2^> <2^ <2^ <Z^ la m &» 5s «> 10 a©@€)#©@€) eight 6 6 6 6 6 ^) 6 7 Figure 3.2 Walk to school with me: L0 1.1 L0 1.3 Table 3.1 o ©Of ^> <HD O <iD Figure 3.3 136 CHAPTER 3. TERM 3 LO 1.7 Count: Table 3.2 5 >*N ^T-yyg X •f^< *\ / &ZS3b PngB B[T| 1 Figure 3.4 • Double the number of houses • Halve the number of windows • umbrellas ; 2 blow away umbrellas remain behind. • shoes = pairs. • Six children have eyes. LO 1.7 LO 1.9 Table 3.3 Use Os, | |s and s to build a picture of your own. Figure 3.5 • Draw your picture. 137 Figure 3.6 • The fence around the school looks like this: X X X z^ x Figure 3.7 • Make it longer. Figure 3.8 • This shape is a triangle. A triangle has corners. How many triangles can you find in the fence? 138 CHAPTER 3. TERM 3 triangles. • Colour the triangles. Use a different colour for each one. LO 2.1 L0 3.1 Table 3.4 Di raw your own pattern Draw your own pattern: Only use Q s, O s anc l /Vs. Draw your own pattern: Only use \^s and /\'s. Look for pictures that show a /\and paste them in this space. Figure 3.9 LO 2.3 LO 3.1 Table 3.5 Complete the number sentences. 139 Figure 3.10 • Use counters or draw a picture. There are 7 apples on the tree. I pick 3 Now there are apples. • You have six apples. Put an equal amount in each of two baskets. Each basket has apples. • John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples. John picks 3 apples. Peter picks 3 apples. Charley picks 3 apples apples in the basket. LO 1.7 LO 1.9 Table 3.6 3.1.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.7: 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 uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills. 140 CHAPTER 3. TERM 3 Assessment Standard 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes); Assessment Standard 2.3: We know this when the learner creates own patterns; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. 3.2 Get clever with numbers - Module 5 - 02 2 3.2.1 MATHEMATICS 3.2.2 Get clever with numbers 3.2.3 EDUCATOR SECTION 3.2.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Winter • A healthy environment: Clean water. • Inclusively: Water for everyone. • Human Rights: Everyone's right to use the source - water. 2 This content is available online at <http://cnx.org/content/m31790/!. l/>. 141 Activities around winter help the learners to understand: number concept to 10; counting in fives, twos and threes; concept of +4 and -4; doubling and halving; sharing out equally; bonds to 8; word sums; shapes - circle, triangle, square and rectangle; money; direction; measuring length with thumbs; graphs. 3.2.5 LEARNERS SECTION 3.2.6 Content • Friends of 7 Figure 3.11 • Complete: + 4 = 6 + 1 = .... 2 + 5 = .... 7 + = .... 5 + 2 = .... 7- 1 = 7-6 = 7-5 = 7-2 = 7-4 = 142 CHAPTER 3. TERM 3 LO 1.7 LO 1.9 Table 3.7 • Breaking up 7: 7 = 1 + 6 7 = + 7 = + 7 = + 7 = + 7 = + 7 = + • Climb to the top of the tree. Pick the apples. 7-7 = Figure 3.12 Complete the number sentences. LO 1.7 LO 1.9 Table 3.8 Divide equally: 143 V •• q /""•"\ f^*~\ f^\ • • • • • • • • • • • • -6b • • • • # • • • ]-00 • • • • • • >ooo Figure 3.13 • Find the prices of 3 products in a newspaper. Paste them here. Figure 3.14 Which product is the most expensive? v continued on next page 144 CHAPTER 3. TERM 3 • Which product is the cheapest? X • Use a pocket calculator to find out what it will cost to buy everything? • R Table 3.9 LO 1.6 LO 1.5 Table 3.10 We eat healthy food: Ask your friends what they eat. carrot pumpkin peas sweet potato 1 2 3 L 5 6 7 S 9 K> Figure 3.15 • What we like more • What we like less • What we like least • Write your own sums of 7: • Use - and + 145 Figure 3.16 L0 5.5 LO 1.7 Table 3.11 Figure 3.17 146 CHAPTER 3. TERM 3 Estimate how many sums you have to do before you can eat the fruit? • Count the sums • Did you estimate correctly? Yes or No. sums. sums. • Here you have one apple. LO 1.7 Table 3.12 Figure 3.18 • I cut it in half. Figure 3.19 Now I have • Do the same with: halves. 147 one pear ves hal Ives ves Figure 3.20 Two halves are equal to whole. LO 1.9 Table 3.13 • Colour these shapes and cut them out. • Fold them in half. • Cut along the fold. • Paste them alongside each other. 148 CHAPTER 3. TERM 3 Figure 3.21 LO 1.9 • What do you notice? Table 3.14 halves are equal to one whole. LO 1.9 Table 3.15 Fill in the numbers: Begin with 2, 4, 149 i 6 32 26 Figure 3.22 • One pumpkin costs R4,00. • Two pumpkins cost R • Three pumpkins cost R • How much do I pay if I buy the following? 3 apples at R5,00 1 pumpkin at R4,00 2 oranges at R1,00 The total price of everything is R LO 1.5 LO 2.2 Table 3.16 3.2.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 solves money problems involving totals and change in rands and cents; 150 CHAPTER 3. TERM 3 Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.7: 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 uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects. 3.3 Get clever with numbers - Module 5 - 03 3 3.3.1 MATHEMATICS 3.3.2 Get clever with numbers 3.3.3 EDUCATOR SECTION 3.3.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 3 This content is available online at <http://cnx.org/content/m31792/!. l/>. 151 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Winter • A healthy environment: Clean water. • Inclusively: Water for everyone. • Human Rights: Everyone's right to use the source - water. Activities around winter help the learners to understand: number concept to 10; counting in fives, twos and threes; concept of +4 and -4; doubling and halving; sharing out equally; bonds to 8; word sums; shapes - circle, triangle, square and rectangle; money; direction; measuring length with thumbs; graphs. 3.3.5 LEARNERS SECTION 3.3.6 Content • Estimate and count. Figure 3.23 152 CHAPTER 3. TERM 3 • Estimate • Count — • Halve: 10 12 • Double: 3 6 LO 1.1 LO 1.9 Table 3.17 Use uour thumb to measure mu thumb D thumbs thumbs , thumbs Figure 3.24 • The longest one is thumbs. • The shortest is thumbs. Complete: 153 Figure 3.25 LO 1.7 L0 4.5 Table 3.18 lA2A3/UA5A6A7/(8) Figure 3.26 • Breaking up 8: = 1 + 7 8 = + 8 = + 8 = + 8 = + 8 = + 8 = + • Throw the dice for partners of i 154 CHAPTER 3. TERM 3 1+7 = 8 3 + . J o o L + . 6 + V = 8 .. =8 e .. =8 2 + 5 + o O o°o| o 0j 7 + = 8 = s = g Figure 3.27 LO 1.9 Table 3.19 • What is He walks to the left. She walks to the right. Figure 3.28 155 9 I walk to the office. J \ I turn to the ggfH ft (leftornqht?) ■ 7 <rft D my classroom 9 I walk to the Grade 2 classroom. i i tof^ I turn to the ^>-^^S> TL T * ssr? q r I hen 1 turn |r^< wpo™| Use arrows to show how you Gr3 | i_j \ go to the Grade 3 classroom. I ~0 V J \ turn... at the second gg) ft r^^ passage. Then I turn |m,jcio S5 r omj Figure 3.29 LO 3.6 Table 3.20 • Take an orange: • Peel it carefully. Estimate and count the sections. estimate. count. • Complete the number sentences. 3 + 4 = 5 + 3 = 6 + 2 = 8 + = 7+ 1 = 4 + 2 = 1 + 5 = 1 + 3 = 7-2 = 7-6 = 8- 1 = 8-2 = 6-4 = 6-2 = 5-3 = 5-2 = 156 CHAPTER 3. TERM 3 LO 1.7 Table 3.21 • Count in 3s: • Complete the sums with b6 £) 66 *%} •o W &®Q ^ + 1 = 8) [... + 3 = [... + 2 = 8)V?" 5 = "7 I5-7 = ..J Figure 3.30 • Before 8 we have • After 8 we have • Between 9 and 7 we have • Double 8 • Halve 8 LO 1.2 LO 1.7 Table 3.22 Add and build a snowman. 157 Figure 3.31 • What comes before: 11 12 10 9 8 • What comes after: 11 12 10 7 6 LO 1.2 LO 1.4 LO 2.2 Table 3.23 Quick thinking: 158 CHAPTER 3. TERM 3 6 \ 3 \\ +L 7 / / V Figure 3.32 6 + 4 = 3 + 4 = 2 + 4 = 1 + 4 = 5 + 4 = l0 \ \ <k\ -L 7 / / / (/ Figure 3.33 6-4 = . 7-4 = . 8-4 = . 9-4 = . 10-4 = 159 Figure 3.34 • One bag of flour weighs 2 kg. • Alt All of the bags together weigh kg. LO 1.7 Table 3.24 • We cook soup: • One cup of soup costs 50c. • I sell 2 cups of soup. • IgetR • I sell 4 cups of soup. • IgetR • We bake pancakes. One pancake costs 20c. • I sell 2 pancakes. Now I have I sell 3 more pancakes for • Now I count all my money. Soup R pancakes R Altogether I have R LO 1.5 Table 3.25 160 CHAPTER 3. TERM 3 3.3.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.7: 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 uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other; Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assesseringstandaard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures. 3.4 Get clever with numbers - Module 6 - 01 4 3.4.1 MATHEMATICS 3.4.2 Get clever with numbers 3.4.3 EDUCATOR SECTION 3.4.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the 4 This content is available online at <http://cnx.org/content/m31796/!. l/>. 161 number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Signs of spring • A healthy environment: Learners are made aware of plant and animal life in nature and how they need to care for these. The origins of life in nature can also be discussed. • Inclusively: Everyone needs plants and animals in order to survive. Discuss • Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be responsible for odd jobs at home and earn their pocket money. Activities around signs of spring help learners to understand: • number concept to 11; • counting in twos, threes and fives; • counting backwards; • repetitive addition; • bonds to 10; • ten and a number; • +4 and -4; • doubling, halving and sharing; • train sums; • shapes - oval; • capacity - litre; • measuring distance. 3.4.5 LEARNERS SECTION 3.4.6 Content • Count the berries 162 CHAPTER 3. TERM 3 Figure 3.35 • There is a mouse in my house! • Determine which mouse has run the furthest. • Mark it like this: y/. • Determine which mouse is closest to the hole. Mark it like this: X. • What will you use to measure the distance? n_ Figure 3.36 LO 1.1 L0 4.5 Table 3.26 163 Count :- Figure 3.37 There are donkeys in the field. There are legs. There are ears. There are eyes. There are tails. Count: 4, 8, , 20. • Complete: LO 1.1 LO 1.8 LO 2.2 Table 3.27 Complete the numbers up to 20. 164 CHAPTER 3. TERM 3 A/V Figure 3.39 Write the number name for: comes before 10 . ... comes before 8 . ... comes before 13 . ... comes before 15 . ... comes before 12 . ... comes before 11 . ... comes before 20 . ... comes before 17 3 three 4 10 6 7 8 1 9 3 2 5 2 Table 3.28 • Divide equally: S= 3 — 2. 1,JI rfe ~® © IS ® <S> © 1§T® Figure 3.40 LO 1.3 LO 1.4 LO 1.6 LO 1.9 165 Table 3.29 • There are 3 chickens in the run. • Each one lays 3 eggs. • Now there are eggs. • There are 12 eggs in one dozen. • There are eggs in half a dozen.. • Count backwards: @©oooooc ®@ooo ©®oo @©ooooo Figure 3.41 • The shape of this egg is an oval. Figure 3.42 oval • Colour in each oval. 166 CHAPTER 3. TERM 3 Complete the bonds of 9. Figure 3.43 LO 1.2 LO 1.7 LO 3.1 Table 3.30 9 = + . 9 = + . 9= + . 9 = + . 9 = + . 9= + . 9= + . 9= + . Figure 3.44 LO 1.8 Table 3.31 167 Figure 3.45 1+ [ ]»<J 8 + = <? L+\ZJ^ 3 + = 9 2+ n=s 6 + = S 7+ =S Figure 3.46 5 + = S LO 1.8 Table 3.32 • The mouse is looking for a piece of cheese:- Figure 3.47 168 CHAPTER 3. TERM 3 Figure 3.48 Figure 3.49 • Each bottle contains 1 £ of milk. There are £ of milk altogether. • I drink 2£ . Now there are £ left. • 1 £ of milk costs R2.00. I pay R for 6 £ of milk. LO 1.8 LO 1.5 LO 4.6 Table 3.33 • Train sums: 169 yb +3 9- 2 B-'Q + ^ 1§ — @T ®~© W© ^T© <32)<s) Figure 3.50 3+£-2= 3 + £-l = 2+L-2= 2+2+3= 6 + 1-4- = 6+2-£= 9-3-3= 8-Z.-2- Draw a picture. Use only 0's D's A s and I | 's. Figure 3.51 LO 1.8 L0 3.1 Table 3.34 170 CHAPTER 3. TERM 3 9 There are 6 eggs in the pan. Jo 9 I get and Peter gets 9 Divide: 6 eggs among Peter, John and James. o ' o o o o Each one gets e 33 s - 9 Divide 12 eggs among 6 children. O Q O Q O O O O O O O O Each o ne gets e ggs. © Divide ^ eggs among 3 children. ooooooooo Eac h one gets e 99 s * Figure 3.52 Think quickly. LO 1.6 Table 3.35 7 8 9 6 3 2 1 4 5 +4 11 Table 3.36 Complete: Table 3.37 171 7 8 9 10 4 5 7 6 8 11 -4 Figure 3.53 LO 1.8 Table 3.38 3.4.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forward and backwards in; 172 CHAPTER 3. TERM 3 Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures; Assessment Standard 4.6: We know this when the learner is introduced to the litre. 3.5 Get clever with numbers - Module 6 - 02 5 3.5.1 MATHEMATICS 3.5.2 Get clever with numbers 3.5.3 EDUCATOR SECTION 3.5.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 5 This content is available online at <http://cnx.org/content/m31797/!. l/>. 173 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Signs of spring • A healthy environment: Learners are made aware of plant and animal life in nature and how they need to care for these. The origins of life in nature can also be discussed. • Inclusively: Everyone needs plants and animals in order to survive. Discuss • Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be responsible for odd jobs at home and earn their pocket money. Activities around signs of spring help learners to understand: • number concept to 11; • counting in twos, threes and fives; • counting backwards; • repetitive addition; • bonds to 10; • ten and a number; • +4 and -4; • doubling, halving and sharing; • train sums; • shapes - oval; • capacity - litre; • measuring distance. 3.5.5 LEARNERS SECTION 3.5.6 Content • Complete: 174 CHAPTER 3. TERM 3 Figure 3.54 4,8, -,20, •,32, 40. LO 1.7 LO 1.8 LO 2.2 Table 3.39 • Take a lc, 2c and 5c coin and rub them off here with your pencil. • What do you see on all three coins? Figure 3.55 • Take a 10c, 20c and 50c coin and rub them off here with your pencil. • What do you see on all three coins? 175 Figure 3.56 • In my purse I have: Figure 3.57 Figure 3.58 176 CHAPTER 3. TERM 3 Figure 3.59 Figure 3.60 LO 1.5 Table 3.40 177 Figure 3.61 5 4 3 1 8 purple black yellow red brown Table 3.41 Figure 3.62 178 CHAPTER 3. TERM 3 Figure 3.63 How many flowers? Double them • Double: LO 1.2 LO 1.8 LO 1.9 Table 3.42 Figure 3.64 • Halve: 179 Figure 3.65 Complete: 2 3 6 4 7 8 +2 +3 +4 Table 3.43 6 8 9 10 7 5 -2 -3 -4 Table 3.44 LO 1.8 LO 1.9 Table 3.45 Count in 2's. 180 CHAPTER 3. TERM 3 • » # • • 13 <$®&%T 2 t Figure 3.66 Count: 10^ g- *£3tf C Figure 3.67 181 10^ &£ r Figure 3.68 • Write the bonds of 10. Figure 3.69 LO 1.8 LO 1.9 Table 3.46 Write the bonds of 10. 182 CHAPTER 3. TERM 3 Figure 3.70 Complete: 10 = .... 10 = 10 = 10 = 10 = 10 = 10 = 10 = + + + • Count: 1, , 3, , , , 7, • comes after ten 11 eleven 11 •i i 10, 11. LO 1.2 LO 1.8 Table 3.47 • In which order does the seed grow? 183 '"?■ %:':■ '■'■ $- Figure 3.71 • Complete: 12 = 10 + 13 = 10 + . . 14 = 10 + . . 15 = 10 + .. 16 = 10 + . . 17= 10 + .. 18 = 10 + . . 19 = 10 + . . 1 2 3 4 5 6 7 8 9 10 +10 Table 3.48 LO 1.9 LO 4.2 Table 3.49 3.5.7 Assessment Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: 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 forward and backwards in; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; 184 CHAPTER 3. TERM 3 Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 4 .'MEASUREMENT: 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 compares events in terms of the length of time they take (longer, shorter, faster, slower). 3.6 Get clever with numbers - Module 6 - 03 6 3.6.1 MATHEMATICS 3.6.2 Get clever with numbers 3.6.3 EDUCATOR SECTION 3.6.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Signs of spring 6 This content is available online at <http://cnx.org/content/m31799/!. l/>. 185 • A healthy environment: Learners are made aware of plant and animal life in nature and how they need to care for these. The origins of life in nature can also be discussed. • Inclusively: Everyone needs plants and animals in order to survive. Discuss • Human Rights: Money is necessary to buy food. People need to work to earn money. Learners can be responsible for odd jobs at home and earn their pocket money. Activities around signs of spring help learners to understand: • number concept to 11; • counting in twos, threes and fives; • counting backwards; • repetitive addition; • bonds to 10; • ten and a number; • +4 and -4; • doubling, halving and sharing; • train sums; • shapes - oval; • capacity - litre; • measuring distance. 3.6.5 LEARNERS SECTION 3.6.6 Content • The story of eleven. Figure 3.72 The number name of is eleven. 11 comes before 11 comes after 11 is one less than 11 is one more than 11 is between and 186 CHAPTER 3. TERM 3 SN^^ 9 + 2 = 11 io ^m 8 10 + ; + 7 + 6 + = 11 11 = 11 11 Figure 3.73 LO 1.4 LO 1.7 Table 3.50 • Quick quizzi- ng 1 = 11 10 + 2 = 10 + 3 = 10 + 4 = 10 + 5 = 10 + 6 = 10 + 7= 10 + 8 = • Complete the bonds of 10. 187 S+_ 7+_ Figure 3.74 • Count: 3,6, -,15, .,24, ., 30. LO 1.7 LO 1.8 LO 2.2 Table 3.51 188 CHAPTER 3. TERM 3 9 There are 3 eggs in each nest. There are e 99 s * 3 + 3= A 9 There are 2 eggs in each nest. There are e 99 s - 2+2+2-A ® There are L chicks in each nest. There are chicks. L+L=A 9 There are 3 chicks in each nest. There are chicks. 3+3+3=A Figure 3.75 4 + 4 + 4 = 3 + 3 + 3 = 2 + 2 + 2 = 5 + 5 + 5 = 4 + 4 = 3 + 3 = 2 + 2 = 5 + 5 = 6 + 6 = LO 1.7 Table 3.52 Think carefully! Ask your friend to check whether your sums are correct. 3 + 3 + 1 = ... 4 + 4-2 = 189 6 + 6-2 - 5 + 5-2 - 3 + 2-2 - 8 + 1-3 -- 6-2 + 3 - 6-4 + 3 - 7 + 2-1 -- 9- 1 -2 = 10-2-2 9-3-5 = 6-3 + 2 = 7+ 1-1 = 8 + 1 + 1 7 + 2-4 = • Double: Figure 3.76 • Halve: Figure 3.77 190 CHAPTER 3. TERM 3 Count in 5's: LO 1.8 LO 1.9 LO 1.10 Table 3.53 Figure 3.78 • Do the magic square of 10. 10 3 5 2 2 Table 3.54 Find pictures that look like a triangle. Paste them here. 191 Figure 3.79 LO 1.2 LO 1.8 LO 3.1 Table 3.55 3.6.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 forward and backwards in; Assesseringstandaard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Assessment Standard 1.10: We know this when the learner explains own solutions to problems. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. 192 CHAPTER 3. TERM 3 Chapter 4 Term 4 4.1 Number Fun - Module 7 - 01 1 4.1.1 MATHEMATICS 4.1.2 Number Fun 4.1.3 EDUCATOR SECTION 4.1.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and lr rhis content is available online at <http://cnx.org/content/m31804/!. l/>. 193 194 CHAPTER 4. TERM 4 12. develop entrepreneurial opportunities. • Integration of Themes: Spring • A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. • Human Rights: Learners should be protected against poisons. Activities around spring in nature: • counting to 50 and to 100; • counting back from 38; • counting in l's, 2's, 3's, 4's, 5's and 10's; • number concept 1 to 17; • bonds to 9, incidentally to 12; • +5 and -5; shapes - characteristics of cubes, blocks and spheres; position changes shapes; length of shadows; time: days of the week, today, yesterday and tomorrow; wordsums with money. Learners must listen carefully to the poem. Ensure that they can say the names of the days in the correct order. Ask questions about the activities that describe each day in the poem. They need to cut out the names of the days of the week, ordinals and pictures on p. 2 and paste them in the correct spaces as directed on the clock on p. 3. The completed clocks can be mounted on cardboard. String can be threaded through the holes and the clocks can be displayed in the classroom. 4.1.5 LEARNERS SECTION 4.1.6 Content • Listen to the poem. • Listen again and say the poem together. Decorate the page. Sunday is the first day. of every week, of every year. The second day is Monday. wake up early so and off to school we go. The third day is Tuesday. porridge for me and you and some fruit juice too. The fourth day is Wednesday. I'll straighten your tie and dish up some pie! The fifth day is Thursday. the sun will shine the day is fine. The sixth day is Friday. there's a cake to bake for goodness sake! 195 And then its the seventh day it's Saturday. no school today! Sunday, Monday and Tuesday Wednesday, Thursday and Friday. SA-TUR-DAY! G.J.M.HIP - HIP - HOORAY! LO 4.2 Table 4.1 4.1.6.1 My clock for the week • Cut out. • Paste. • Listen again to the poem so that you will know where to paste the pictures. • Decorate your clock with pretty patterns. Monday Wednesday Friday Saterday Tuesday Thursday Sunday first third second fourth sixth seventh nth 196 CHAPTER 4. TERM 4 4.1.6.2 My clock for the week Figure 4.1 LO 4.2 LO 5.5 Table 4.2 • Complete the following sentences. • Let your clock of the week help you. 1 . Today is 2 . Tomorrow is 3. Yesterday was 4 and are weekend. 5. There are days in a week. 6. The first day of the week is 7. The last day of the week is 8 comes after Monday. 9 comes after Thursday. 10 comes before Monday. 11 comes before Thursday. LO 4.2 L0 4.3 Table 4.3 197 4.1.6.3 My clock for the day • Read. Figure 4.2 Draw your own pictures to match the time of day /night. LO 4.1 Table 4.4 • Follow the path of the bee to every flower. • Count the flowers. • Write the number and number name. 198 CHAPTER 4. TERM 4 12 twelve Figure 4.3 LO 1.1 LO 1.3 Table 4.5 Complete the sentences 1. 12 comes after 2. 12 is one more than. 3. 2 more than ten is.... 4. 2 less than 12 is • Here are flowers . 199 Figure 4.4 • Halve the 12 flowers. The half of 12 is • Here are flowers . Figure 4.5 Draw the same number. (Double.) r\,o Figure 4.6 12 doubled is. LO 1.3 LO 1.4 Table 4.6 200 CHAPTER 4. TERM 4 • I have 12 doves. • Here they are. Figure 4.7 Some fly to their nests. How many stay outside? &S &X TT4 10 lil^HS n 7 12 ns=us 8 • Write the sums to make 12. 10 + 2 = 12 Figure 4.8 LO 1.7 Table 4.7 201 • Think with dice. F^ ^ Mi^J FV^ I? 5=.. 3+3 = Figure 4.9 • Write the number sentences and the answers. R^X p^ZX ^v * X^ ^ ^t F^ 1» » F^* F^ F^ • • F^ M^ FP^ F^ ^4U ^^k I^V^x Fv^ M! • • • F?% • » Ms_s, Figure 4.10 • Count: 3+ 3 , 6+ 3 , 36 202 CHAPTER 4. TERM 4 LO 1.2 LO 1.7 Table 4.8 4.1.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.2: We know this when the learner counts forward and backwards in; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Learning Outcome 4 .-MEASUREMENT: 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 describes the time of day using vocabulary such as 'early', late morning', 'afternoon' and 'night'; Assessment Standard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower). Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects. 4.2 Number Fun - Module 7 - 02 2 4.2.1 MATHEMATICS 4.2.2 Number Fun 4.2.3 EDUCATOR SECTION 4.2.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the 2 This content is available online at <http://cnx.org/content/m31825/!. l/>. 203 number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Spring • A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. • Human Rights: Learners should be protected against poisons. Activities around spring in nature: counting to 50 and to 100; counting back from 38; counting in l's, 2's, 3's, 4's, 5's and 10's; • number concept 1 to 17; • bonds to 9, incidentally to 12; • +5 and -5; • shapes - characteristics of cubes, blocks and spheres; • position changes shapes; • length of shadows; • time: days of the week, today, yesterday and tomorrow; wordsums with money. • 4.2.5 LEARNERS SECTION 4.2.6 Content 4.2.6.1 Sums in the sun • Work with a friend. 204 CHAPTER 4. TERM 4 Complete. Figure 4.11 Figure 4.12 Count backwards. 38, 36, 22 LO 1.2 LO 1.8 LO 2.2 Table 4.9 4.2.6.2 Build triangles with numbers • Bonds of 8 are .... 205 Figure 4.13 Bonds of 9 are .... • Complete. Figure 4.14 Figure 4.15 LO 1.2 LO 1.8 Table 4.10 206 CHAPTER 4. TERM 4 4.2.6.3 Mom's birthday Figure 4.16 • Mom has red roses. Two break off. Now there are roses left. • She has roses left over. She gives three away. Now there are only roses left. • Would you like to draw the roses? LO 1.9 Table 4.11 • Work with a friend. • Stand outside in the sun at 12 o'clock. • See how long your shadow is. • Ask your friend to measure the length of your shadow with his/her feet. • He/she says, "The length of your shadow is feet. • (Now let your friend stand and you measure his/her shadow.) • Do the same one hour later. • Now my shadow is (longer/shorter) • Find out why? LO 4.2 207 Table 4.12 Use the balance and measure .... Figure 4.17 1 tops are heavier than my rubber. 2. 5 tops are than my pencil, (lighter/heavier) 3. The rubber is than my pencil., (lighter/heavier) 4. My pencil is as heavy as 5. My pencil sharpener is than my rubber, (lighter/heavier) 6 tops measure the same as my pencil. They have the same mass. LO 4.5 Table 4.13 • There are many flowers in my garden. 3 are long and 7 are short. There are flowers in my gar- den • I picked a bunch of flowers. I gave 3 to Ann and 6 to Granny. I picked flowers. • I packed a basket of apples. I ate 3 apples. 5 apples were left over. There were apples in the basket. • Draw an apple: from the top from the side from the bottom LO 1.8 LO 3.5 Table 4.14 208 CHAPTER 4. TERM 4 • Everything has a shape. • Can you see what these shapes are? aboard tree 9"' ass 1 1 o o u u tin Figure 4.18 • Join the shape to its name. • What do these look like from the top? • Guess - will their shapes be the same? Yes or no? • Give a reason for your answer. • This is what they look like from the top. Join them. kj- o □ glass tree tin cupboard Figure 4.19 L0 3.1 L0 3.5 Table 4.15 209 X / , cube/block Y Figure 4.20 • Draw the cube/block from the top. • Draw the cube/block from the x. • Draw the cube/block from the bottom. • Discuss the shapes of the cube's/block's faces which you have drawn. Choose one and colour it. The faces are all the same shape. The faces are all different. Table 4.16 LO 3.1 LO 3.5 Table 4.17 Z7\ Figure 4.21 • This is a cube. • It looks like a... 210 CHAPTER 4. TERM 4 Figure 4.22 • This is a sphere. • It looks like a • Complete. The can roll. The cannot roll. The has corners. The has no corners. L0 3.1 LO 3.2 Table 4.18 • Draw: a big cube a small cube a big sphere a small sphere LO 3.1 Table 4.19 4.2.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 forward and backwards in; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. 211 Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects; Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. 'in front' or 'behind'); Learning Outcome 4 .-MEASUREMENT: 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 compares events in terms of the length of time they take (longer, shorter, faster, slower). Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures. 4.3 Number Fun - Module 7 - 03 3 4.3.1 MATHEMATICS 4.3.2 Number Fun 4.3.3 EDUCATOR SECTION 4.3.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 3 This content is available online at <http://cnx.org/content/m31827/!. l/>. 212 CHAPTER 4. TERM 4 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Spring • A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. • Human Rights: Learners should be protected against poisons. Activities around spring in nature: counting to 50 and to 100; counting back from 38; counting in l's, 2's, 3's, 4's, 5's and 10's; number concept 1 to 17; bonds to 9, incidentally to 12; +5 and -5; shapes - characteristics of cubes, blocks and spheres; position changes shapes; length of shadows; time: days of the week, today, yesterday and tomorrow; wordsums with money. 4.3.5 LEARNERS SECTION 4.3.6 Content • Colour all the same shapes in the same colour. (O Figure 4.23 Complete. 213 o circles A triangles rectangles a squares Figure 4.24 There are more than .... There are less than Complete. L0 3.1 LO 5.2 L0 5.5 L0 5.6 Table 4.20 Figure 4.25 214 CHAPTER 4. TERM 4 Figure 4.26 • Draw 50 butterflies. • Count the butterflies. LO 1.1 LO 1.8 Table 4.21 17 / V - - - V / 1 2 3 1 2 3 L 1 \ Figure 4.27 Tower 7 is (high or low) Tower 17 is (high or low Tower 7 is than tower 17.. (higher or lower) Tower 17 is than tower 7.. (higher or lower) Complete both towers. The "+" sign will help you. Choose one and colour in. 215 Maklik! Moeilik! Oeps! Figure 4.28 4.3.6.1 A mother and her babies • Count the babies. LO 4.5 Table 4.22 Figure 4.29 13 thirteen • There are There are Count the babies. 216 CHAPTER 4. TERM 4 Figure 4.30 14 fourteen • There are fish. LO 1.1 LO 1.3 Table 4.23 • Write your own number sentence. • Write them under the nests which have their answers. • Only use these numbers and signs. • Tell a friend how you did your sums. 2 3 5 7 + 3 + 5-7 = 1 Figure 4.31 217 LO 1.8 Table 4.24 Complete: \L fourteen ooooo ooooo oooo OOOO oooo 10 eleven oooo oooo oooo Figure 4.32 LO 1.3 Table 4.25 218 CHAPTER 4. TERM 4 Count the grapes on the bunch. IS fiffc een Complete 10+1 = 10 + 3 = 10 + 5 = 10 + 4 = Try th> 11-10 = 13-10 = 15-10 = It- 10 = Figure 4.33 LO 1.1 LO 1.3 LO 1.7 Table 4.26 • In my purse I have: 219 Figure 4.34 LO 1.5 Table 4.27 • Divide these flowers equally into the vases. • Tell a friend how you did this. 220 CHAPTER 4. TERM 4 owers Figure 4.35 • Draw 16 spiders. • Draw seventeen ants. LO 1.6 Table 4.28 LO 1.1 LO 1.3 Table 4.29 4.3.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; 221 Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures. Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. 'Sort crayons into colours.'); Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects. 4.4 Number Fun - Module 7 - 04 4 4.4.1 MATHEMATICS 4.4.2 Number Fun 4.4.3 EDUCATOR SECTION 4.4.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. Critical and developmental outcomes: 4 This content is available online at <http://cnx.org/content/m31828/!. l/>. 222 CHAPTER 4. TERM 4 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Spring • A healthy environment: Do not destroy nests, creepy crawlies. Do not use dangerous pest controllers. • Human Rights: Learners should be protected against poisons. Activities around spring in nature: counting to 50 and to 100; counting back from 38; counting in l's, 2's, 3's, 4's, 5's and 10's; number concept 1 to 17; bonds to 9, incidentally to 12; +5 and -5; shapes - characteristics of cubes, blocks and spheres; position changes shapes; length of shadows; time: days of the week, today, yesterday and tomorrow; wordsums with money. 4.4.5 LEARNERS SECTION 4.4.6 Content One more One less 11 11 13 13 15 16 sixteen 15 14 14 16 seventeen 16 12 12 Table 4.30 LO 1.3 223 Table 4.31 • Complete the numbers along the footpath. r^M* • • • ^ 2 3 -• • « * Figure 4.36 LO 1.2 LO 2.2 Table 4.32 Complete the pictures. Begin with the tree and then do the apples. 224 CHAPTER 4. TERM 4 70* ■-:o ,5^20 80 K t 2 *6 50 • 55 4 * 12 £0- 5 60 ♦ . % • « Beqin V 53 52 5| — « ioo Figure 4.37 LO 1.2 LO 2.2 Table 4.33 Colour in the patterns on Thandi and Themba's mugs. 225 Figure 4.38 Design your own ethnic patterns for your own mug. Figure 4.39 LO 2.3 LO 2.5 Table 4.34 • Play Ladders and Steps with a friend. • Use a dice. • Climb up the ladder [U+F023] . • Run down the steps 3. 226 CHAPTER 4. TERM 4 55 SL 53 6S 6L '65 66 T 67 52 |5H 50 H a cr i6 y g Ik V - 4." 5 1 6 7 \L 13 8 Rtf 5 2L 33 32 25 26 27 28 29 30 Figure 4.40 LO 1.1 LO 1.3 Table 4.35 4.4.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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. Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100; Assesseringstandaard 2.3: We know this when the learner creates own patterns; Assesseringstandaard 2.5: We know this when the learner identifies, describes and copies geometric patterns in natural and cultural artifacts of different cultures and times. 227 4.5 Number Fun - Module 8 - 01 5 4.5.1 MATHEMATICS 4.5.2 Number Fun 4.5.3 EDUCATOR SECTION 4.5.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Holidays • Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics. Activities are designed around "Holiday Time". These consist of: • number concept 1 to 19; • counting activities in 2's, 3's, 4's, 5's and 10's • halving and doubling to 20; • wordsums; • sharing; • symmetry; - left and right sides; • directions using a map; • bonds of 10; 5 This content is available online at <http://cnx.org/content/m31833/!. l/>. 228 CHAPTER 4. TERM 4 • multiplication as repeated addition; • graph to show the sale of books and • speed tests. 4.5.5 LEARNERS SECTION 4.5.6 Content • Write your telephone number here. • Use these numbers and the signs -f , - and = and make up your own number sentences. Complete. LO 1.8 Table 4.36 Figure 4.41 229 LO 1.9 Table 4.37 Complete the pattern on my handkerchief A(o) 0¥¥0 DDAX DD co/// Oco ©,->o fe^AV 3 © Figure 4.42 Design your own patterns for your own handkerchief. LO 2.1 LO 2.3 Table 4.38 • Read the following weather guide . Cape Town 20 oQ Vredendal24 oQQ Bloemfontein 1 8 oQQ Durban 22 oQQ George 1 5 oQQ • Arrange the temperatures from the least to the most. 230 CHAPTER 4. TERM 4 Arrange the temperatures from the most to the least. • Design weather signs for: sunny snow rainy cloudy LO 1.4 Table 4.39 • Help the frog to get to the pond. • Count the blocks and move right or left, or down , or up. The first one has been done for you. Beqin he h ^T-i" ' "'-^P (g^r i Figure 4.43 1. Jump 3 2. Jump 4 3. Jump 4 4. Jump 6 5. Jump 2 6. Jump 4 7. Jump 4 8. Jump 1 9. Jump 1 10. Jump blocks down, blocks right, blocks down, blocks left, blocks up. blocks right, blocks down, block left, block down. blocks . to dive into the pond. 231 LO 3.6 Table 4.40 4.5.6.1 A map of our town Figure 4.44 • Draw the shortest route for Peter to his school. Use red. • Draw the shortest route for Sally to the shop. Use blue. • Draw the shortest route from the school to the church. Use green. • Tell one another where the shortest routes are. LO 4.5 Table 4.41 Write or draw an envelope here. 232 CHAPTER 4. TERM 4 Figure 4.45 The shape of the envelope is a (circle, square or rectangle). Count the letters in the word, e-n-v-e-1-o-p-e letters. Double the number of letters Halve the number of letters Which numbers come before the number of letters? Which numbers come after the number of letters? Group the number of letters into two's two's. LO 1.4 LO 1.6 LO 1.9 L0 3.1 Table 4.42 4.5.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills. Assesseringstandaard 2.1: We know this when the learner copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes); Assesseringstandaard 2.3: We know this when the learner eie patrone skep. Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. 233 Assessment Standard 3.1: We know this when the learner recognises, identifies and names two- dimensional shapes and three-dimensional objects in the classroom and in pictures. Assesseringstandaard 3.6: We know this when the learner follows directions (alone and/or as a member of a group or team) to move or place self within the classroom or three-dimensional objects in relation to each other. Learning Outcome 4 .'MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assesseringstandaard 4. 5: Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures. 4.6 Number Fun - Module 8 - 02 6 4.6.1 MATHEMATICS 4.6.2 Number Fun 4.6.3 EDUCATOR SECTION 4.6.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Holidays • Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics. 6 This content is available online at <http://cnx.org/content/m31836/!. l/>. 234 CHAPTER 4. TERM 4 Activities are designed around "Holiday Time". These consist of: number concept 1 to 19; counting activities in 2's, 3's, 4's, 5's and 10's halving and doubling to 20; wordsums; sharing; symmetry; - left and right sides; directions using a map; bonds of 10; multiplication as repeated addition; graph to show the sale of books and speed tests. 4.6.5 LEARNERS SECTION 4.6.6 Content 4.6.6.1 The shops are having a sale • Draw what you would like to buy. RIO RIO RIO RIO Table 4.43 • How much money will you need? R • The shop gives you a further discount of R5. You only pay R Draw R5 in different coins. LO 1.5 Table 4.44 Exchange these coins for smaller coins. 235 Figure 4.46 LO 1.5 Table 4.45 • Estimate (guess) how many bottles of paint are on the shelf. • My guess is bottles. Count the bottles. 236 CHAPTER 4. TERM 4 Figure 4.47 • There are bottles. • One less: • One more: • Two less: • Two more: • Ten less: • Complete the number line. lo -- _- -_ -- -_ - - IT Figure 4.48 LO 1.1 LO 1.7 LO 1.9 Table 4.46 237 4.6.6.2 Switch on the lights Figure 4.49 Figure 4.50 LO 1.7 LO 1.8 Table 4.47 Count the presents. 238 CHAPTER 4. TERM 4 Figure 4.51 • There are eight presents. • Write the number and number name again 18 eighteen • One more than 18 • One less than 18 • Draw 18 bows. LO 1.1 LO 1.3 Table 4.48 Figure 4.52 239 • There are • Complete the number sentences. + = 10 5 + = 10 4 + = 10 3 + = 10 8 + = 10 1 + = 10 2 + = 10 10- 3 = 10- 9 = 10- 2 = 10- 5 = 10-7= 10- 1 = 10- 4 = candles. LO 1.1 LO 1.8 Table 4.49 • I want to decorate each room with bells. • Draw the bells. 2 in each corner bells. 4 in each corner bells. 3 in each corner bells. 5 in each corner bells. Completed + 2 + 2 + 2 = . 3 + 3 + 3 = . 4 + 4 + 4 = . 1 in each corner bells. Table 4.50 LO 1.7 Table 4.51 240 CHAPTER 4. TERM 4 4.6.6.3 Read and match nineteen /"MU fifteen / II eighteen 12 eleven 13 thirteen \L seventeen 15 ten -^____ 16 twelve 17 fourteen IS sixteen Figure 4.53 19 • Complete. 2 4 6 LO 1.3 LO 2.2 Table 4.52 4.6.7 Assessment Learning Outcome IrNUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; 241 Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100. 4.7 Number Fun - Module 8 - 03 7 4.7.1 MATHEMATICS 4.7.2 Number Fun 4.7.3 EDUCATOR SECTION 4.7.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Holidays • Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics. 7 This content is available online at <http://cnx.org/content/m31838/!. l/>. 242 CHAPTER 4. TERM 4 Activities are designed around "Holiday Time". These consist of: • number concept 1 to 19; • counting activities in 2's, 3's, 4's, 5's and 10's • halving and doubling to 20; • wordsums; • sharing; • symmetry; - left and right sides; • directions using a map; • bonds of 10; • multiplication as repeated addition; • graph to show the sale of books and • speed tests. 4.7.5 LEARNERS SECTION 4.7.6 Content 4.7.6.1 Books on the shelf in the shop • Count. nineteen Figure 4.54 • Draw. 243 Figure 4.55 LO 1.1 LO 1.3 Table 4.53 4.7.6.2 We visit the bookshop • These books are all on sale. • Each book is marked R5. 1. Marco buys 3 books. He pays R 2. Sally buys 4 books. She pays R 3. Jim has R25. How many books can he buy? books. 4. Rob has R20. He may only spend half on books. How many books can he buy? books books. 5. Mary has R30. She buys 4 books. She has R left over.. 6. Sam has R50. He buys 2 books for his sister, 2 books for his brother, and 2 books for himself. How much change will he get? He will get R change. 7. How many books must the shop sell to make R100? Count: 5 + 5 + 5 + 5 LO 1.5 Table 4.54 • Complete the graph. • Answer the questions. 244 CHAPTER 4. TERM 4 My graph on the sale of books Marco • • • Sally Jim Rob Mary Sam 2 3 L 5 6 7 S Figure 4.56 LO 5.5 Table 4.55 • Complete the numbers on the number lines. • Complete the number sentences. Figure 4.57 -2 = - 4- 1 = - 2 + 2 = ■ 1 - 1 = 2-3 = -2-4 = -3-4 = 4-3 = 245 10 II Figure 4.58 10 + 6 + 1 = 10 + 3 + 3 = 10 + 7 + = 10 + 1 + 4 = 10 + 6 - 1 = 17-2 = 16-3 = 15- 1 = 14-4 = 13-2 = LO 1.7 LO 1.8 LO 1.9 Table 4.56 • Discuss these activities. • Mark the ones that take a long time, with 1. • Mark the ones that take a short time, with 2. • Colour in the pictures. 246 CHAPTER 4. TERM 4 Figure 4.59 LO 4.2 Table 4.57 • I share out my marbles among my friends like this. • How many does each get? 247 L marbles among 1+ friends. Each one gets marbles, 6 marbles between 2 friends. 00 Each * >get: one qets marl bles. Sf marbles amonq 3 friends. 10 marbles among 5 friends. Each one gets marbles ble Each i i gets marbles bk % marbles among L friends. 5 marbles among 5 friends. Each one gets marbles. Each one gets marble Figure 4.60 LO 1.6 Table 4.58 • I share out my sweets among my friends. • How many does each one get and how many sweets are left over? 248 CHAPTER 4. TERM 4 5 sweets among L friends. 7 sweets between 2 friends. IfIm #^ gjt ° ° © Each one gets sweets and are left over. Each one gets sweets and are left over. 8* sweets among 3 friends. 5 sweets between 2 friends. Each one gets sweets and are left over. Each one gets sweets and are left over. S sweets among 2L friends. 6 sweets among L friends. Each one gets sweets and are left over. Each one gets sweets and are leftover. Figure 4.61 LO 1.6 Table 4.59 Complete the counting pattern and join the numbers, e.g. count in two's. 249 1 5 /2 7 X II 9 7F > ,/ C ' y L §^ — K 13 6 L \L \$N v 10 16 9 M X ^ 15 7 17 1^ , 8 12 20 18 x 3 L 5. 15 S5 50 50 90 60 i /I0 SO 65 b y 45 30 25 iO 75 20 95 100 35 70 2. /L 6, S. 10, 12 4 6n lb- ^3 \L l\ 17 II 7^ 8 IS \5 2 16 ^ 19 13 10 20 12 1.3.5 3. 6. % . 9 15 3 \L L\ 12 16 3 2 19 12 5 S K k 17 2 IS II IS 1 10 19 N II 9 17 6s 20 7 20 10 5 13 6 16 \g 13 6 15 7 \L \.L Lb 30 70 /I0 25 5 /75 50 SO 65/ f 40 15 S5 2Cf 90 95 35 60 100 55 5, 10. 10. 20. Figure 4.62 LO 1.2 LO 2.2 Table 4.60 4.7.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; 250 CHAPTER 4. TERM 4 Assesseringstandaard 1.2: We know this when the learner counts forward and backwards; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assesseringstandaard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100. Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assesseringstandaard 4.2: We know this when the learner compares events in terms of the length of time they take (longer, shorter, faster, slower); Learning Outcome 5:DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation. Assessment Standard 5.5: We know this when the learner constructs pictographs where stickers or stamps represent individual elements in a collection of objects. 4.8 Number Fun - Module 8 - 04 8 4.8.1 MATHEMATICS 4.8.2 Number Fun 4.8.3 EDUCATOR SECTION 4.8.4 Memorandum INTRODUCTION The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know. TIME SCHEDULE Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7. Critical and developmental outcomes: 8 This content is available online at <http://cnx.org/content/m31841/!. l/>. 251 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; 7. demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation; 8. reflect on and explore a variety of strategies to learn more effectively; 9. participate as responsible citizens in the life of local, national, and global communities; 10. be culturally and aesthetically sensitive across a range of social contexts; 11. explore education and career opportunities; and 12. develop entrepreneurial opportunities. • Integration of Themes: Holidays • Inclusively, Human rights and Social Justice: Everyone has a right to a job to earn money to be able to buy basics. Activities are designed around "Holiday Time". These consist of: • number concept 1 to 19; • counting activities in 2's, 3's, 4's, 5's and 10's • halving and doubling to 20; • wordsums; • sharing; • symmetry; - left and right sides; • directions using a map; • bonds of 10; • multiplication as repeated addition; • graph to show the sale of books and • speed tests. 252 CHAPTER 4. TERM 4 4.8.5 LEARNERS SECTION 4.8.6 Content 4.8.6.1 Symmetry Figure 4.63 L0 3.5 Table 4.61 • Discuss the similarities between the 2 halves (left half and right half) of your body. If the 2 halves are exactly the same we say they are symmetrical. • Look around the room and find things that are symmetrical. Discuss these with one another. L0 3.4 Table 4.62 253 O Figure 4.64 Here is Peter. Mark his left side with 1. Mark his right side with r. Colour the cube (block) to the left of Peter in red. Colour the sphere to the right of Peter in yellow. Colour the sphere behind Peter in green. Colour his left side in blue. LO 3.4 Table 4.63 • Complete the butterfly. • Discuss whether the butterfly is symmetrical. 254 CHAPTER 4. TERM 4 eft right Figure 4.65 Colour the shapes that are symmetrical. Figure 4.66 L0 3.4 Table 4.64 4.8.6.2 A maths race • Play with a friend. • See who is the first to write in all the answers. • Change papers and mark each other's sums. 255 + L 10 \L II <? 13 S 12 + 6 9 7 3 L - L 12 & 10 II \L 16 9 - 17 19 20 £0 II Figure 4.67 LO 1.7 Table 4.65 256 CHAPTER 4. TERM 4 / / / jt / "\ / , / / Figure 4.68 • Draw the bell again. • Count how many squares did you use for the bell. • Colour it neatly. squares. • Count. 2, 3, 4, 5, .,10, 15, 20, 25, ...., 18, 32, 36, ..,3 45 LO 1.1 LO 2.2 LO 4.5 Table 4.66 • Guess which shape is bigger? A or B. • Count the squares in each shape to find out if you are right or wrong. • Colour the shape that is bigger. — / \ - \ V / \ / ^ y N \ B A Figure 4.69 257 • I guess is bigger. • A = squares. B = • I was (right or wrong) . squares. A B Figure 4.70 • I guess is bigger. • A = squares. B = • I was (right or wrong) . squares. LO 3.2 LO 4.5 Table 4.67 • Draw 20 stars on the tree. • Write the name and number name. 258 CHAPTER 4. TERM 4 Figure 4.71 • comes before 20. • 20 is one more than • 20 is ten less than • Double 20, • Halve 20, LO 1.1 LO 1.3 LO 1.4 LO 1.9 Table 4.68 • Read, think and complete. 1 If I have 18 stars for 2 trees, I can hang stars on each tree. 2 I want to hang 12 stars on the tree but I only have 9 stars. I must get more stars. 3 There are 11 stars in one packet and 5 stars in the other packet. Altogether there are stars. 4 One packet of stars cost R5. For 3 packets I will pay R 5 How much change will I get if I pay with R20? R change. 6 I counted 34 stars on the trees. 5 stars fell off. There are stars left. 7 Count the stars: 9 + 2 + 3 + 4 = LO 1.5 LO 1.7 Table 4.69 Complete. 259 16 + 17 + IS + R + 20 + l-D i-n i-n 16 + 2= □ it+2-n B + 2=n I8 + 2=G i7 + 2-n 18 + 3 = □ 16 + 3 = □ l7+3=[ = , 15+3 =□ Figure 4.72 • Ask a friend to mark your test. /15 17-4- A 20-5= A 15-1= A B-4- A 16-5= A "6-3= A 13-4= A 14- 5= A 12-1= A 14-4= A 13-5= A B-3- A 12-4= A 12-5= A n-2- A Figure 4.73 • Ask another friend to mark your test. /15 • Are you (Choose one and colour in). 260 CHAPTER 4. TERM 4 Sad? Happy? Very happy? Figure 4.74 LO 1.7 LO 1.1.1 Table 4.70 • Complete the answers. • If the answer is more than 20, colour the shape green. • If the answer is less than 20, colour the shape yellow • Draw the face of the animal. 261 -*. \ 7^ 3 Y9 ^ V w /|0 si /\ L '<0 / Y°^6 |T» s \ / ° (z + Z. +J^- JB K *X 4 + /+ + 4 \\3-r 3+ 3 -f 3 S z z+i 7$ ( V V f \- \SOi-if 3k" 5 2) Figure 4.75 LO 1.7 LO 1.8 Table 4.71 4.8.7 Assessment Learning Outcome l.NUMBERS, OPERATIONS AND RELATIONSHIPS: 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 34 everyday objects reliably; Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34; Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers; Assessment Standard 1.5: We know this when the learner solves money problems involving totals and change in rands and cents; Assessment Standard 1.7: We know this when the learner can perform calculations, using appropriate symbols, to solve problems; 262 CHAPTER 4. TERM 4 Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10; Assessment Standard 1.9: We know this when the learner uses techniques; Assessment Standard 1.11: We know this when the learner checks the solution given to problems by peers. Learning Outcome 2.PATTERNS, FUNCTIONS AND ALGEBRA: 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 100. Learning Outcome 3.SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional ob- jects in a variety of orientations and positions. Assessment Standard 3.2: We know this when the learner describes, sorts and compares physical two-dimensional shapes and three-dimensional objects; Assessment Standard 3.4: We know this when the learner recognises symmetry in self and own environment (with focus on 'left', right', 'front' and 'back'); Assessment Standard 3.5: We know this when the learner describes one three-dimensional object in relation to another (e.g. 'in front' or 'behind'); Learning Outcome 4 .-MEASUREMENT: The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts. Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures. ATTRIBUTIONS 263 Attributions Collection: Mathematics Grade 1 Edited by: Siyavula Uploaders URL: http://cnx.Org/content/collll26/l.l/ License: http://creativecommons.Org/licenses/by/3.0/ Module: "Counting" By: Siyavula Uploaders URL: http://cnx.Org/content/m22347/l.l/ Pages: 1-6 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Space orientation" By: Siyavula Uploaders URL: http://cnx.Org/content/m22354/l.l/ Pages: 6-10 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Recognizing differences" By: Siyavula Uploaders URL: http://cnx.Org/content/m22397/l.l/ Pages: 11-16 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Completing patterns" By: Siyavula Uploaders URL: http://cnx.Org/content/m22398/l.l/ Pages: 17-19 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Many and few" By: Siyavula Uploaders URL: http://cnx.Org/content/m22399/l.l/ Pages: 19-24 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "The same number" By: Siyavula Uploaders URL: http://cnx.Org/content/m22401/l.l/ Pages: 24-30 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ 264 ATTRIBUTIONS Module: "Counting objects" By: Siyavula Uploaders URL: http://cnx.Org/content/m22410/l.l/ Pages: 30-39 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Mathematics, Shapes and Patterns" By: Siyavula Uploaders URL: http://cnx.Org/content/m22442/l.l/ Pages: 40-44 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - 01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31710/l.l/ Pages: 44-55 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31714/l.l/ Pages: 55-66 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - 03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31716/l.l/ Pages: 66-75 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 3-01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31745/l.l/ Pages: 77-88 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 3 - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31748/l.l/ Pages: 88-99 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 3 - 03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31754/l.l/ Pages: 99-108 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ ATTRIBUTIONS 265 Module: "Number Fun - Module 4-01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31779/l.l/ Pages: 108-120 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 4 - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31786/l.l/ Pages: 120-131 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - 01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31789/l.l/ Pages: 133-140 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - Module 5 - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31790/l.l/ Pages: 140-150 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - Module 5-03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31792/l.l/ Pages: 150-160 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - Module 6-01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31796/l.l/ Pages: 160-172 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - Module 6-02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31797/l.l/ Pages: 172-184 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Get clever with numbers - Module 6-03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31799/l.l/ Pages: 184-191 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ 266 ATTRIBUTIONS Module: "Number Fun - Module 7-01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31804/l.l/ Pages: 193-202 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 7 - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31825/l.l/ Pages: 202-211 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 7 - 03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31827/l.l/ Pages: 211-221 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 7 - 04" By: Siyavula Uploaders URL: http://cnx.Org/content/m31828/l.l/ Pages: 221-226 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 8-01" By: Siyavula Uploaders URL: http://cnx.Org/content/m31833/l.l/ Pages: 227-233 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 8 - 02" By: Siyavula Uploaders URL: http://cnx.Org/content/m31836/l.l/ Pages: 233-241 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 8 - 03" By: Siyavula Uploaders URL: http://cnx.Org/content/m31838/l.l/ Pages: 241-250 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ Module: "Number Fun - Module 8 - 04" By: Siyavula Uploaders URL: http://cnx.Org/content/m31841/l.l/ Pages: 250-262 Copyright: Siyavula Uploaders License: http://creativecommons.Org/licenses/by/3.0/ About Connexions Since 1999, Connexions has been pioneering a global system where anyone can create course materials and make them fully accessible and easily reusable free of charge. 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