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Mathematics in the world around us

Educator section


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:
  • Social justice: The story of the secret signs shows how history can be important. What are the advantages of knowing things about the past?

Learners can divide into groups, visit the library and do more research on the origin of our number system, the Roman numerals, etc.

Learners can do projects on Mathematics found in nature, in the classroom and in the home. They learn to work together in a team, listen to one another and to share ideas.

Discuss whether so called “bargains” are always bargains. What is your attitude towards “sales” in shops? Is it always necessary to give / receive birthday presents? Why do you give presents? When would not giving presents be acceptable?

  • With the inclusion of the story of the secret sign at this stage, learners are able to understand the significance of the “0” as “place holder” (indegrated with Literacy).
  • The patterns with addition and subtraction of 6, 7, 8 and 9 are emphasised.
  • Telling the time in minutes become easy as learners count the minutes in 5’s.
  • Codes are used to find the answer to a puzzle.
  • As preparation for the Christmas celebrations, the month of December is used for activities involving the calendar.
  • Module 8 concludes with a game where crackers with number sentences are matched to lights on the Christmas tree.

Leaner section


Activity: calendar [lo 1.1, lo 1.2, lo 1.3, lo 1.9, lo 4.2]

  • Here is a calendar for December .
  • Write in the missing numbers.
  • M stands for ......
  • F stands for ......
  • The 10th of December is on a ......
  • Mo’s birthday is on the 15th of December. How many days is that before Christmas? ...... days.
  • Tom’s birthday is 7 days after Mo’s birthday. Tom’s birthday is on the ...... of December.
  • The 30th of November is on a ......
LO 1.9 LO 4.2
  • Complete the bus route to the next town.
  • Mark the stop at 225 with a X.
  • Mark the stop at 305 with a O.
  • Mark the stop at 999 with a #.
  • Which number on the route comes between:

100 _______________________ 200

500 _______________________ 600

450 _______________________ 550

600 _______________________ 700

350 _______________________ 450

0 _______________________ 100

  • If the bus takes 5 minutes to travel between 0 and 50, how long does the bus travel from:

0 to 200 ?______________________ minutes

0 to 400 ? ______________________ minutes

0 to 600 ? ______________________ minutes

LO 1.2 LO 1.3
  • Guess how many peanuts in each packet.

1. Packet C had the ____________________________ most/least

2. Packet B had the ____________________________ most/least

3. Packet A had ____________________________ (more/less) than C.

4. Packet B had ____________________________ (more/less) than A.

  • Now count the peanuts in:

A = _______________ B = _______________ C = _______________

  • Check and see whether your answers in 1, 2, 3 and 4 were wrong ...... yes/no or correct ...... yes/no
  • Draw 63 peanuts in this packet.

Arrange them in groups of ten.

LO 1.1 LO 1.3
  • Make 6 different numbers each time.
  • Write their number names.

1. Use only the digits: 1, 2 and 3.

1 2 twelve ...... 12 ......

before after

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

2. Use only the digits: 9, 4 and 8.

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

3. Use only the digits: 6, 3 and 5.

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

...... ...... ...... - ......

LO 1.3
  • Play with a friend.
  • Take turns to match a light to a cracker.
  • Colour your crackers in red.
  • Your friend can use yellow.
LO 1.9


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 1.2: 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 1.3: We know this when the learner knows and reads number symbols from 1 to at least 200 and writes number names from 1 to at least 100;

Assessment Standard 1.9: We know this when the learner performs mental calculations;

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.

Questions & Answers

important of enocomic
Adu Reply
what is division of labour
Dennis Reply
division of labour can be defined as the separation of task to individuals in any economic system to specialize on it.
what is demand curve
Victoria Reply
demand curve is a downward sloping economic graph that shows the relationship between the price of product and the quantity of the product demanded.
What is demand
Frank Reply
It refers to the quantity of a commodity purchased in the market at a price and at a point of time.
refers to amount of commodities a consumer is willing and able to buy at particular price within a period of time
It is the ability and willingness a customer buys a product or service at a particular price, place and time while other things remaining constant or the same
In which case is opportunity cost is zero
Francis Reply
where no alternative is available
who is the father of economic
Omar Reply
Adam Smith
Adam Smith
Adam smith
Adam Smith
What is monopoly
Mauthoor Reply
it an economic situation where one individual controls the essential commodities or value product for maximum profit
monopoly is a market situation in which there is only one producer of a good or service which has no close substitutes
is where only one person is solely the price taker
what is Monopoly
Dauda Reply
The word Monopoly is a Latin word. it is the combination of two words-Mono means single and Poly means seller. thus Monopoly means single seller. but this is not the full meaning of Monopoly. Monopoly must produce a product which does not have close substitute in the market.
Monopoly is define as a firm in an industry with very high barriers to entry.
If close substitute is available, Monopoly will be a king without a crown.
what does it array
Cbdishakur Reply
what are the differences between monopoly and.oligopoly
Onome Reply
what are the difference between monopoly and oligopoly
The deference between Monopoly and Oligopoly: Monopoly means:A single-firm-Industry producing and selling a product having no close business and Oligopoly means:A market structure where a few sellers compete with each other and each controls a significant portion of market .
so that the price-output policy one affects the other.
what are difference between physical policy and monotory policy
what is economic
Emakpor Reply
what is economic
the word economic was derived from the Greek word oikos (a house)and mein(to manage) which in effect meant managing a household with the limited funds available 🙂.
good excample about scarsity
An Enquiry into the nature and causes of wealth Nations, this book clearly defined what economic is🙂🙂🙏🙏 thank you...
good example about scarcity: money,time, energy, human or natural resources. Scarcity of resources implies that there supply is very much limited in relation to demand.
equilibrium is a situation in which economic forces such as demand and supply are balanced and in the absence of external influences,the value of economic variables will not change
Onome Reply
marginal cost and marginal revenue is equilibrium .
what is equilibrium
Rodrice Reply
policy prescriptions for unemployment
Jeslyne Reply
Am working on it
what are the factors effecting demand sedule
Kalimu Reply
we should talk about more important topics, you can search it on Google n u will find your answer we should try to focus on how we can improve our society using economics
so good night
Why do people buy more grapes in December than in July?
because at time know money
Researchers demonstrated that the hippocampus functions in memory processing by creating lesions in the hippocampi of rats, which resulted in ________.
Mapo Reply
The formulation of new memories is sometimes called ________, and the process of bringing up old memories is called ________.
Mapo 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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