2.3 Bonds of 10 and 11

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: bonds of 10 and 11 [lo 1.8, lo 1.9, lo 1.12, lo 3.8]

The “Under Ten” Team wear caps and jerseys with numbers that add up to 10.

• Help Sisulu sort them correctly.

• Find out how the “Under Eleven” Team’s caps and jerseys can be sorted so that their numbers add up to 11.

• 

  These numbers add up to………..

• There were ___________ correct.
• There were ___________ wrong.
• Check with a friend.

Directions

• Follow the directions:
• Begin at 41. Go forward 2 dots. Move up 3 dots, forward 4, down 3, forward 2.
• Now move down 2, back 2, down 3.
• Now move back 4, up 3, back 2 and up 2.
• You should be back at 41.
• Colour the shape you drew.

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 1.8: 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 performs mental calculations;

Assessment Standard 1.12: We know this when the learner checks the solution given to problems by peers.

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 3.8: We know this when the learner understands direction.