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Mathematics

Get clever with numbers

Educator section

Memorandum

INTRODUCTION

The Grade 1 educator needs to determine whether the learners have attended a pre-primary class or not. For the learners who have not attended a pre-primary, Modules 1 and 2 may have to be adapted to include more activities so as to reinforce the vocabulary and concepts in these modules. For the learners who have attended pre-primary schools, Modules 1 and 2 will serve as revision exercises giving the educator a clear picture as to what they know.

TIME SCHEDULE

Two modules have been designed for each term. The educator may however find that the fast workers will complete the modules in less time than the slower workers. The educator should feel free to extend the number range for the learners who are ready for it. The minimum requirements for the slow learners are Modules 1 to 7.

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;

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

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

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

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

11. explore education and career opportunities; and

12. develop entrepreneurial opportunities.

  • Integration of Themes: Winter
  • A healthy environment: Clean water.
  • Inclusively: Water for everyone.
  • Human Rights: Everyone’s right to use the source - water.

Activities around winter help the learners to understand:

  • number concept to 10;
  • counting in fives, twos and threes;
  • concept of +4 and –4;
  • doubling and halving;
  • sharing out equally;
  • bonds to 8;
  • word sums;
  • shapes – circle, triangle, square and rectangle;
  • money;
  • direction;
  • measuring length with thumbs;
  • graphs.

Learners section

Content

  • Estimate and count.
  • Estimate ………………………………………………………………………..
  • Count……………………………………………………………………………
  • Halve: 10 ……………… 12 ……………… 8……………… 4 ……………
  • Double: 3 …………… 6…………… 8…………… 4……………
LO 1.1 LO 1.9
  • The longest one is ……………………………. thumbs.
  • The shortest is ……………………………….. thumbs.
  • Complete:
LO 1.7 LO 4.5
  • Breaking up 8:

8 = 1 + 7

8 = ………………. + …………………

8 = ………………. + …………………

8 = ………………. + …………………

8 = ………………. + …………………

8 = ………………. + …………………

8 = ………………. + …………………

  • Throw the dice for partners of 8.
LO 1.9
  • What is ………………………………………………………………………….

LO 3.6
  • Take an orange:
  • Peel it carefully. Estimate and count the sections.

Questions & Answers

how do I set up the problem?
Harshika Reply
what is a solution set?
Harshika
hello, I am happy to help!
Shirley Reply
please can go further on polynomials quadratic
Abdullahi
I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
corri
X=16
Michael
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
Beyan
use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
thank you help me with how to prove the quadratic equation
Seidu
may God blessed u for that. Please I want u to help me in sets.
Opoku
what is math number
Tric Reply
4
Trista
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
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
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Source:  OpenStax, Mathematics grade 1. OpenStax CNX. Oct 12, 2009 Download for free at http://cnx.org/content/col11126/1.1
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