4.2 Multiples and sharing

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:

• Inclusively: We can all learn from one another. Each person’s culture can stimulate and enrich another’s. Show how this can be done.
• Human rights: Learners must respect the differences amongst themselves. Decide how they are different, yet as worthy as their fellow classmates.
• A healthy environment: Flowers enhance our environment. Nature them. Healthy foods give us healthy bodies. Discuss healthy, nourishing foods and list them. Do a survey to find out whether your classmates eat healthy foods.

• Number concept and counting to and beyond 200 are practised.
• Even and uneven numbers, rounding off numbers and place values are revised.
• The table of 4 and 3 and sharing activities are included in this module.
• Addition with renaming is practised.
• Doubling with renaming.
• Bonds of 19.
• The following activities have also been included: mass, capacity, fractions and distance.
• Learners are introduced to the objects: pyramids, prisms and cylinders.
• The faces of these 3-D shapes are discussed and compared.

Leaner section

Content

Activity: multiples and sharing [lo 1.2, lo 1.7, lo 1.9, lo 5.6]

• Complete:

• Complete:

3 x 4 = ____________________

3 x 2 = ____________________

3 x 5 = ____________________

3 x 10 = ____________________

3 x 1 = ____________________

3 x 9 = ____________________

3 x 7 = ____________________

4 x 3 = ____________________

2 x 3 = ____________________

5 x 3 = ____________________

10 x 3 = ____________________

1 x 3 = ____________________

9 x 3 = ____________________

7 x 3 = ____________________

• Tom wants to build tricycles.
• He needs to know how many wheels to buy for:

• Share out these smarties into 3 bags.

Each bag has ____________________ smarties.

• Share out these apples amongst 3 horses.

Each horse gets ____________________ apples.

• Share out these marbles amongst 3 boys.

Each boy gets ____________________ marbles.

• Share out these smarties into 3 bags.

• Share out these sweets between 2 children.

• Share out these marbles into 5 bags.

• Complete the tables.

3 Tricycles have _____________________________ wheels.

9 Tricycles have _____________________________ wheels.

3 Bicycles _____________________________ wheels.

9 Bicycles _____________________________ wheels.

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 1.2: We know this when the learner counts forwards and backwards;

Assessment Standard 1.7: We know this when the learner solves and explains solutions to practical problems that involve equal sharing and grouping and that lead to solutions that also include unitary fractions (eg. ¼);

Assessment Standard 1.9: We know this when the learner performs mental calculations.

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 2.3: We know this when the learner creates own patterns.