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Mathematics

Mathematics in the world around us

Educator section

Memorandum

Critical and developmental outcomes:

The learners must be able to:

1. identify and solve problems and make decisions using critical and creative thinking;

2. work effectively with others as members of a team, group, organisation and community;

3. organise and manage themselves and their activities responsibly and effectively;

4. collect, analyse, organise and critically evaluate information;

5. communicate effectively using visual, symbolic and/or language skills in various modes;

6. use science and technology effectively and critically, showing responsibility towards the environment and the health of others;

6. demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;

7. reflect on and explore a variety of strategies to learn more effectively;

8. participate as responsible citizens in the life of local, national, and global communities;

9. be culturally and aesthetically sensitive across a range of social contexts;

10. explore education and career opportunities; and

develop entrepreneurial opportunities.

  • Integration of Themes: Friends
  • Social Justice, Human Rights and a healthy environment: “I am in Grade 2 with many other children. Each learner needs to be happy. The educator needs a suitable learning environment in order to teach us.”
  • Discuss the learner’s responsibility to create such an environment.
  • Taking turns on the jungle gym is important – why? Discuss safety, manners, co-operation, etc.
  • Learners extend their number concept to 109 on the “jungle gym”. The activities include ordinals, names, symbols and counting forward and backward.
  • Position is established by places in the classroom, using a floor map of the room.
  • A graph is designed to be completed by collecting information.
  • Addition and subtraction are extended to +4, -4, +5, -5, +6, -6, +7, -7.
  • Bonds of 10 and 11 are discovered.
  • Directions are given to draw and colour a shape.
  • Measuring with thumbs and comparison of these measurements using the related vocabulary.

Leaner section

Content

Activity: graphs, adding and subtracting [lo 1.2, lo 1.4, lo 1.8, lo 1.10, lo 2.2, lo 5.1, lo 5.2, lo 5.4, lo 5.5]

I need to make a graph

The graph will help me find out …

- which is the longest.

- which is the shortest.

- which is the furthest.

- which is the nearest.

  • For each thumb you counted, colour one block.

My graph on lengths

The length of…

the cupboard
the board
the mat
the windows (right)
the windows (left)
the reading corner
  • Now I can see…….

1. The ________________________ is the longest.

2. The ________________________ is the shortest.

3. The length of the cupboard is __________ than the length of the mat. (longer, shorter)

4. The length of the board is ___________ than the windows on the left. (longer, shorter)

LO 5.1 LO 5.2 LO 5.4 LO 5.5

Play with numbers

  • Begin from 1. Draw a line from 1 to 2, from 2 to 3, etc, until you get to 40.

  • Make each number one more and one less.
LO 1.2 LO 1.4
+ 1 + 3 - 1 + 4 - 2 + 10
30
28
37
2 1
19
- 2 - 1 + 3 + 1 + 2 - 10
32
44
35
40
47
LO 1.8

Rename numbers

LO 1.10
  • Can you show Sally different ways in which she can make her sum easier? Write or draw them here.
  • Des has a plan.
  • Liz has another plan.
LO 1.8
  • Let’s use the plan Des had.
  • Use smaller numbers for the ones in circles.
  • Rename them.
  • Use arrows to say “gives me”.
LO 1.8 LO 2.2
  • Do these sums in the same way by renaming the number in the circle.
LO 1.8 LO 2.2

Assessment

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their 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 forwards and backwards in:

1.2.1 ones from any number between 0 and 200;

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

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

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

Assessment Standard 1.4: We know this when the learner orders, describes and compares the following numbers:

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

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 2: 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 200.

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 5.2: We know this when the learner sorts physical objects to one attribute chosen by the teacher;

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.

Questions & Answers

what is variations in raman spectra for nanomaterials
Jyoti Reply
I only see partial conversation and what's the question here!
Crow Reply
what about nanotechnology for water purification
RAW Reply
please someone correct me if I'm wrong but I think one can use nanoparticles, specially silver nanoparticles for water treatment.
Damian
yes that's correct
Professor
I think
Professor
what is the stm
Brian Reply
is there industrial application of fullrenes. What is the method to prepare fullrene on large scale.?
Rafiq
industrial application...? mmm I think on the medical side as drug carrier, but you should go deeper on your research, I may be wrong
Damian
How we are making nano material?
LITNING Reply
what is a peer
LITNING Reply
What is meant by 'nano scale'?
LITNING Reply
What is STMs full form?
LITNING
scanning tunneling microscope
Sahil
how nano science is used for hydrophobicity
Santosh
Do u think that Graphene and Fullrene fiber can be used to make Air Plane body structure the lightest and strongest. Rafiq
Rafiq
what is differents between GO and RGO?
Mahi
what is simplest way to understand the applications of nano robots used to detect the cancer affected cell of human body.? How this robot is carried to required site of body cell.? what will be the carrier material and how can be detected that correct delivery of drug is done Rafiq
Rafiq
what is Nano technology ?
Bob Reply
write examples of Nano molecule?
Bob
The nanotechnology is as new science, to scale nanometric
brayan
nanotechnology is the study, desing, synthesis, manipulation and application of materials and functional systems through control of matter at nanoscale
Damian
Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
Renato
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
?
Kyle
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
Adin
why?
Adin
what school?
Kyle
biomolecules are e building blocks of every organics and inorganic materials.
Joe
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
research.net
kanaga
sciencedirect big data base
Ernesto
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
Bharti
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
Daniel
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Mathematics grade 2. OpenStax CNX. Oct 15, 2009 Download for free at http://cnx.org/content/col11131/1.1
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