Numbers  (Page 5/5)

• Bonny and Tommy can climb up the number ladder as far as 1 000 or down as far as –100.

• Count forwards in hundreds, and then back again:

100 200 _____ _____ _____ _____ _____ _____ _____ 1 000

1 000 900 _____ _____ _____ _____ _____ _____ _____ 100

• Sometimes Bonny and Tommy use diagrams to represent numbers.

• What will happen if you add another hundred to each one of these numbers?

_____ + 100 = _____ _____ + 100 = _____ _____ + 100 = _____

• Bonny and Tommy have hidden a number sentence among the numbers in this block.
• Find all the numbers between 300 and 400 and colour the squares with an ordinary pencil.

1. Have you found it? Write it down and complete it: _____________________

_____________________________________________________________________

2. Now add two noughts to each number and write the new number sentence.

_____________________________________________________________________

3. Find all the numbers in the block with 2 hundreds and write them down here:

_______ _______ _______ ______ ______ ______ ______ ______

4. Arrange them from the most to the least:

_______ _______ _______ ______ ______ ______ ______ ______

5. Fill in the missing numbers:

205 206 207 _____ _____ _____ _____ _____ _____ 214

221 223 225 _____ _____ _____ _____ _____ _____ 239

230 235 240 _____ _____ _____ _____ _____ _____ 275

203 213 223 _____ _____ _____ _____ _____ _____ 293

275 274 273 _____ _____ _____ _____ _____ _____ 266

258 256 254 _____ _____ _____ _____ _____ _____ 240

265 260 255 _____ _____ _____ _____ _____ _____ 220

297 287 277 _____ _____ _____ _____ _____ _____ 207

• See how Bonny and Tommy have solved their problem.
• Bonny has 25 sweets and Tommy has 17. How many sweets do they have altogether?

• See how Bonny and Tommy have solved their problem.
• Bonny has 25 sweets and Tommy has 17. How many sweets do they have altogether?

• Here is a calculation that could cause problems.
• See what Bonny and Tommy have done:

Mother bakes 52 cookies and they eat 16 of them. How many cookies are left?

There are not enough units to take away the 6. Regroup a ten.

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 1.1: We know this when the learner counts forwards and backwards in:

1.1.1 the intervals specified in grade 2 with increased number ranges;

Assessment Standard 1.3: We know this when the learner knows, reads and writes number symbols and names from 1 to at least 1 000;

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

Assessment Standard 1.5: We know this when the learner recognises the place value of digits in whole numbers to at least 3-digit numbers;

Assessment Standard 1.8: We know this when the learner can perform calculations, using appropriate symbols, to solve problems;

Assessment Standard 1.10: We know this when the learner uses the following techniques:

1.10.1 building up and breaking down numbers;

1.10.2 doubling and halving;

1.10.3 number-lines;

1.10.4 rounding off in tens.

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

Assessment Standard 4.2: We know this when the learner solves problems involving calculations with and conversions;

Assessment Standard 4.3: We know this when the learner identifies important dates on calendars;

Learning Outcome 5: 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 5.1: We know this when the learner collects data (alone and/or as a member of a group or team) in the classroom and school environment to answer questions posed by the teacher and class (e.g. ‘how many learners walk to school?’).