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This is written as the remainder (rem.) .
Begin with work in the number range of the tables (to tenth multiple). You will need much concrete work and lots of repetition, because it is very important that the learners understand what they are doing before you go on to larger numbers.
The learners must do research in books and pamphlets about the different traffic signs and discuss them before they complete the signs.
Many pictures and different objects with these shapes are required to ensure that the learners recognise all the shapes.
Make the learners aware of the fact that there is no easy way of folding or dividing for obtaining fifths of 2-D shapes. This must be determined by measuring .
It may be necessary to help the learners to determine the location of the first square that must be coloured in. Do not offer help if they are able to find it independently.
Encourage learners to tell where they live and how they would explain the route to their home to someone else. Help them to explain an easy route to find a certain room in the school.
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pyramid, rectangular block, prism, sphere, cylinder, cube and cone.
pyramid:_____________________________________________________________
rectangular block:_____________________________________________________
prism:______________________________________________________________
sphere:_______________________________________________________________
cylinder:______________________________________________________________
cube: _______________________________________________________________
cone:________________________________________________________________
Use any method to solve the problems. Show how you did it.
Number sentence: ______________________________________________________
Number sentence: ______________________________________________________
Number sentence: ______________________________________________________
Number sentence: ______________________________________________________
Number sentence: ______________________________________________________
Colour the following squares to mark the route that the bus takes.
Down : Across
3 : 1 1, 1 2, 1 3, 1 4
4 : 1 1
5 : 1 1
6 : 1 1
7 : 1 1
8 : 3, 4, 5, 6, 7, 8, 9, 1 0, 1 1
1 5 : 3, 4, 5, 6, 7, 8, 9, 1 0, 1 1, 1 2, 1 3, 1 4, 1 5
Down : Across
9 : 3
1 0 : 3
1 1 : 3
1 2 : 3
1 3 : 3
1 4 : 3
Walk along School Street as far as Short Street; turn left into Short Street; walk as far as the stop sign; turn right into Church Street; walk to Long Street and turn right again, into Long Street. They live on the left hand side of Long Street, in the 2nd house from the corner.
(Square : Down : Across)? _______ : _______
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 1.4: We know this when the learner orders, describes and compares numbers;
Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;
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 environment and in pictures.
Assessment Standard 3.6: We know this when the learner reads, interprets and draws informal maps of the school environment or of an arrangement of three-dimensional objects and locates objects on the map.
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