1.10 Grouping

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: Friends should spend time together, e.g. playing games. Discuss in small groups what your attitude towards your friends should be when you play together.
• A healthy environment: Why is sport important? Discuss the safety precautions needed when participating in sport at school.
• Inclusively: Who should be allowed to participate in sport at school? Only team players? Or should the school accommodate everyone? Make you own graph of which learners participate in sport.

• Number concept is extended to 50.
• Counting in 2’s, 3’s, 4’s, 5’s and 10’s.
• Calendar activities enable learners to order the months and revise ordinals.
• Graph – a weather graph can be completed.
• Bonds of 10 are introduced with many opportunities to reinforce these.
• Measurement activities involving comparisons of height, length, width using related vocabulary.
• Capacity – litre;
• Identifying coins and shapes are included.

Leaner section

Content

Activity: grouping [lo 1.1, lo 1.2, lo 1.3, lo 1.4, lo 1.8, lo 1.9, lo 2.2]

Ten to go!

• Look at ten. Write your own sums to make 10.

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

_______________________________ = 10

• Circle and join the numbers that add up to 10.
• Complete the triangles.

• Help Dad count 10 apples in a box. Group them.

We play with sticks

• Guess how many sticks are in the box. _______________________ sticks.
• Count them. _____________________________________________ sticks.

• Group the ten to make counting easier.
• Count the tens.

• Count the tens.

10 + 10 = __________________________

50 - 10 = __________________________

20 + 10 = __________________________

40 - 10 = __________________________

30 + 10 = __________________________

30 - 10 = __________________________

• Complete the patterns.

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 1.1: 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 1.4: We know this when the learner orders, describes and compares the following numbers:

1.4.1 whole numbers to at least 2-digit numbers;

1.4.2 common fractions including halves and quarters;

Assesseringstandaard 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 involving:

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20.

Learning Outcome 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 200.