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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: Autumn
  • A healthy environment: The signs of Autum.

Activities around autumn help the learners to understand:

  • ordinals to 9;
  • number concept to 9;
  • counting activities and counting rhyme in 5’s;
  • concepts of 2 more, 2 less, doubling and sharing out equally;
  • before and after on the number line;
  • introducing the minus sign “–“;
  • bonds to 6;
  • the introduction of wordsums;
  • shapes – squares and rectangles.

Learners section

Content

  • Draw the same number of circles on the other side and count. It means to double .
LO 1.1 LO 1.9
  • Partners of 6.
LO 1.3 LO 1.9
  • See how many ml of rain has fallen.
  • Mark the answer that you think is right.
  • Mug 3 has more water.
  • Mug 4 has more water.
  • Mugs 3 and 4 have the same amount of water.
  • Find out how many teaspoonfuls of water it will take to get

20ml of water.

LO 1.2 LO 4.5
  • Complete:

  • There are 4 swallows in the tree.

Four more come and perch there as well.

Now there are............................................ swallows.

  • Draw the tree and the swallows.
  • Draw 9 circles in different ways.
LO 1.8 LO 1.9
  • Complete:

  • 1 Bird has wings.
  • 3 Birds have ................................................... wings.
  • Draw the birds:
LO 1.2 LO 1.3 LO 1.4
7 6 4 8 9 5 3 7 2
-2 -2 -2 -2 -2 -2 -2 -2 -2
5
  • Share the sweets equally.
LO 1.8 LO 1.9 LO 2.2
  • Halve: Divide equally. Each one gets . . .
  • Halve:
2 4 6 8
  • Now halve these as well:
LO 1.6
  • Here is a block.

Stand in front of the block .

Draw all around the edges of the block.

Draw the shape here.

This shape is called a SQUARE.

  • Look at the...................

Discuss:

  • Are they the same?
  • How do they differ?
  • Colour in the squares only.

LO 3.1 LO 5.2

Assessment

Learning Outcome 1: NUMBERS, OPERATIONS AND RELATIONSHIPS: 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.

Assesseringstandaard 1.1: We know this when the learner counts to at least 34 everyday objects reliably;

Assessment Standard 1.2: We know this when the learner counts forward and backwards;

Assessment Standard 1.3: We know this when the learner knows and reads number symbols form 1 to at least 100 and writes number names from 1 to at least 34;

Assessment Standard 1.4: We know this when the learner orders, describes and compares whole numbers to at least 2-digit numbers;

Assessment Standard 1.6: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers to at least 34 and with solutions that include remainders;

Assessment Standard 1.8: We know this when the learner performs mental calculations involving addition and subtraction for numbers to at least 10;

Assessment Standard 1.9: We know this when the learner uses techniques.

Learning Outcome 2: PATTERNS, FUNCTIONS AND ALGEBRA: 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 100.

Learning Outcome 3: SPACE AND SHAPE (GEOMETRY): The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions.

Assessment Standard 3.1: We know this when the learner recognises, identifies and names two-dimensional shapes and three-dimensional objects in the classroom and in pictures;

Learning Outcome 4: MEASUREMENT : The learner will be able to use appropriate measuring units, instruments and formulae in a variety of contexts.

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard measures;

Learning Outcome 5: DATA HANDLING: The learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.

Assessment Standard 5.2: We know this when the learner sorts physical objects according to one attribute chosen for a reason (e.g. ‘Sort crayons into colours’).

Questions & Answers

is economics important in programming world?
Abdul Reply
What is oppunity cost
Kudzanayi Reply
it refers wants that are left unsatisfied in Oder satisfy another more pressing need
Osei
Thank bro
Kudzanayi
is the second altenative to foregone
swedy
How does monopoly and imperfect competion;public goods externalities ass symmetric information, ommon property ressourses; income distribution Merit goods and Macroeconomic growth and stability causes market failure?
Gcina
it is where by a labour moves from one place to another
Amoako Reply
yh
Osei
another
Amoako
yh
Osei
ok
Amoako
what is mobility of labour
George Reply
who best defined economics
paul Reply
what are the importance of economics
Adwoa Reply
answer
Asamoah
trade should be best
Aakash
help to know how our government operates in which system
swedy
1. To solve economic problems. 2. To predict economic event. 3. It also offer intellectual training to students.
samuel
How price elasticity can affect the markets of certain goods
Rhoda Reply
Heyy thanks for the teaching
Easter Reply
what is labour
Arthur Reply
Mental and physical ability of human being is considered as labour.
JEYARAM
and usually provided by human
KEMAWOR
is all human effort both physical and mental abilities to work
Asamoah
why is it that most countries in Africa abuse available resources
Okeoghene Reply
What is economics
Bright Reply
economics is a science which studies human behaviour as a relationship between ends, scarce means which have alternative uses.
prince
Why is scarcity a mind problem in economics
Alima Reply
because of the problem of allocation of resources
Osola
unequalled distribution of resources
Agyen
thanks
Alima
scarcity is a mind problem due to circumstances like when a particular product is demand in a high rate at the market.
Saihou
scarcity defines limited in supply relative to the demand them. so scarcity is a mind problem in economics because wants are unlimited while resources are also limited.
prince
it is a mind problem because it's one of the fundamental issue address by economics human wants are unlimited and resources available are limited this makes the study of economics essential
rashid
its a fundamental issue
zahid
it's not a mind problem, I think it's a economic problem, how to allocate scarce resources to satisfy need and want of society
Samiullah
Identify the different sectors in the economy
Moses Reply
what is economics
Moses
economic is study of human behaviour according to how they satisfie their numerous want
Osola
Economics is a science which studies human behaviour as a relationship between ends and scares resources.
JEYARAM
economic is study of human behaviour according to how they satisfie their numerous want
Amar
what is the law of demand
Adugbire Reply
the lower the price the higher the quantity demanded vice versa is true
Nadhin
yes
vivek
yes ooh
Asamoah
right
samuel
what are relationship between unemployment and economic growth
Weness Reply
no relationship
Awuah
When there is economic growth, there is increased opportunity in employment. When there is no economic growth mean there is recession causing a decline or downsizing in employment opportunities.
Teescou
unemployment or employment determined by the level of economic growth
Osola
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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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