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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:
  • 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

Content

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

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 1.2: 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

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
hi vedant can u help me with some assignments
Solomon
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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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