2.6 Partners

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: Autumn
• A healthy environment: The signs of Autum.
• This module begins with a graph of birthdays of their friends.
• Number concept and counting activities, stressing the patterns in counting, are extended to 120.
• Halving and doubling within the range 1 to 50.
• Shopping activities include word sums, directions to shops, and selecting the correct coins are included.
• Learners complete a shopping graph.
• Bonds of 10, 11, 12, 13, 14 and 15 are introduced and consolidated with a variety of activities.
• Measuring activities reinforce the vocabulary of “a small mass”, “a great mass”, gram and kilogram.
• A recipe for muffins is included and learners experience practically the value of measurement (Technology).
• To extend their sensitivity to different cultures they create their own patterns using shapes and patterns found on huts.
• Learners learn through playing games and therefore a memory game with number sentences has been designed for them.

Leaner section

Content

Activity: partners [lo 1.4, lo 1.8, lo 1.9]

• Write the partners of 10 as quickly as you can.

• If you know them really well, you can write the partners of 11 quickly because 11 is just one more then 10.
• Try them: partners of 11 .

• Think of the partners of 10 when you do the partners of 12 . 12 is just two more than 10.

• Fill in the missing numbers.

6 + 4 = ___________ 3 + ___________ = 10 9 + 1 + 1 = __________

6 + 5 = ___________ 3 + ___________ = 11 8 + 2 + 2 = ___________

6 + 6 = ___________ 3 + ___________ = 12 7 + 3 + 2 = ___________

Numbers in nomograms

• Let the nomogram help you find out the partners of 13 . See in which order the numbers are written.

• Write the partners of 13. (Number sentences).

• Arrange these numbers from the most to the least.

3 1 24 11 18 26

• Let the nomogram on page 15 help you to write the subtraction sums of 13.

Remember: 10 + 3 = 13 so 3 + 10 = 13

So 13 – 3 = 10 and 13 – 10 = 3

13 - 1 = _____________________

13 - 2 = _____________________

13 - 2 = _____________________

13 - 3 = _____________________

13 - 4 = _____________________

13 - 5 = _____________________

13 - 12 = ____________________

13 - 11 = ____________________

13 - 10 = _____________________

13 - 9 = _____________________

13 - 8 = _____________________

13 - 7 = _____________________

• This nomogram is the same, except that the numbers are arranged in two groups. It will help you with partners of 14 .

• Complete the number sentences. Let the nomogram help you.

3 + __________________ = 14

8 + __________________= 14

10 + __________________= 14

2 + __________________= 14

4 + __________________= 14

5 + __________________= 14

11 + _________________= 14

9 + __________________= 14

14 - 3 = . . . . . . . . . .

14 - 8 = . . . . . . . . . .

14 - 10 = . . . . . . . . . .

14 - 2 = . . . . . . . . . .

14 - 4 = . . . . . . . . . .

14 - 5 = . . . . . . . . . .

14 - 11 = . . . . . . . . . .

14 - 9 = . . . . . . . . . .

• Now try adding 5 more.

• Complete:

• Discover the partners of 15 in the wheel.
• Check your friend’s wheel.
• Write the number sentences.

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

Assessment Standard 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.