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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.
MODULE 1
Critical and developmental outcomes: | Pages: |
CO 1 | E-4, 10, 11, 14, 18, 19, 20, 21, 24 |
CO 2 | E-1, E-5, 15, 25 |
CO 3 | 3, 4, E-2, 16, 17 |
CO 4 | 5 |
CO 5 | 1, 7, 8, 9, 12,13, 22 |
CO 6 | 28 |
CO 7 | 5, 6, 27, 28, 29 |
CO 8 | 26, E-9 |
Educator’s page
Doubling
Halving
Halving means sharing out equally between 2 people. Work on the mat, e.g.
Doubling and Halving
Liz and Mike go for a walk.
They see all these doubles. They can halve them too.
Can you?
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LO 1.10 |
Which other numbers can you double? | Now halve them. | |
10 ........... | Half of | 20 ........... |
20 ........... | 40 ........... | |
100 ........... | 200 ........... | |
200 ........... | 400 ........... |
Which other numbers can you halve? | Double these. | |
Try | 40 ........... | 20 ........... |
60 ........... | 30 ........... | |
80 ........... | 40 ........... |
LO 1.10 |
2 + 2 + 2 + 2 =____________________
2 taken 4 times is equal to ______________________
2 + ___________ + ___________ = ___________
2 taken ___________ times is equal to ___________
2 + 2 = ______________________
2 taken ______________________ times is equal to __________________
LO 1.2 |
Colour :2 red2 blue Count in 2’s | Colour :3 red3 blue Count in 3’s | |
1 | ||
2 | ||
3 | ||
4 | ||
5 | ||
6 | ||
7 | ||
8 | ||
9 | ||
10 |
LO 1 |
3 boys wear _______________socks. 2 + 2 + 2 = _______________
5 girls have _______________eyes. 2 + 2 + 2 + 2 + 2 = _______________
1 mom has _______________ hands. 2 + 0 = . _______________
Pat and Ann have _______________ hands. 2 + 2 = _______________
Mike and Sisulu have _______________ shoes. 2 + 2 = _______________
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 1.10: 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;
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