2.4 Birthdays  (Page 2/2)

• Fill in the missing words.

1. I filled in ______________ (how many) children’s birthdays on my graph.

2. Most children have their birthdays in __________________ (name of month).

3. The least number of birthdays are in ________________ (name of month).

4. There are more birthdays in ______________________ (name of month).

than in ______________________________________________ (name of month).

5. There are fewer birthdays in ____________________ (name of month).

than in ______________________________________________(name of month).

6. I must remember my best friend’s birthday is in __________________________

7. Use a calendar to find out how many days there are in each month.

In January. . . . . . May . . . . . . . . September . . .

February . . . . . June . . . . . . . . . October . . . . . .

March . . . . . . . . July . . . . . . . . . . November . . . . .

April . . . . . . . . . August . . . . . . . December . . . . .

8. Ask your teacher to teach you to use your knuckles to find out how many days there are in each month.

• Let’s count the days in April. We’ll make a dot for every day.

• How did you count them?

In 1’e, 2’s, 3’e, 5’e or 10’e?

• Draw a circle around your answer.
• June has the same number of days.
• Make a triangle for every day.
• Count the triangles in a different way.
• Draw a circle around 1’s or 2’s or 3’s or 5’s or 10’s to show how you counted the triangles.

• Do the same with the days in September.
• Use a circle.
• Complete: I counted them in ________________________

All about April, June and September

• Look at April’s days on page 4.

1. There are _____________ groups of ten in _________ 30_________ days.

2. There are _____________ groups of five in _____________ days.

3. There are _____________ groups of two in_____________ days.

• Write a number sentence for 1.

_____________________________________________________________________

• Write a number sentence for 2.

_____________________________________________________________________

• Write a number sentence for 3.

_____________________________________________________________________

• If we add April’s and June’s days there are ________ altogether. We have doubled their days.
• Write a number sentence for this story.

_____________________________________________________________________

• If we add September’s days too, the total will be __________________
• Write a number sentence.

_____________________________________________________________________

• Double these numbers.

20____________ 30____________ 40____________ 50____________

22____________ 34____________ 44____________ 51____________

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.1: We know this when the learner counts to at least 100 everyday objects reliably;

Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions (e.g. ¼);

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 using concrete apparatus (e.g. counters);

1.10.4 number-lines;

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

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

Assessment Standard 4.3: We know this when the learner calculates elapsed time;

Learning Outcome 5: 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 data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher (e.g. ‘how many learners are there in each classroom?’);

Assessment Standard 5.4: We know this when the learner draws pictures and constructs pictographs that have a 1-1 correspondence between own data and representations;

Assessment Standard 5.5: We know this when the learner describes own or a peer’s collection of objects, explains how it was sorted, and answers questions about it.