Gr 1 Mathematics facilitator’s guide by Impaq

Í2!È-E-MAM-FG01ÄÎ

MATHEMATICS FACILITATOR’S GUIDE: PRAC MATHS Grade 1

A member of the FUTURELEARN group

Mathematics Facilitator’s guide: Prac Maths

1801-E-MAM-FG01

Í2!È-E-MAM-FG01ÄÎ

Grade 1

CAPS aligned

B Liebenberg

Facilitator’s Guide G01 ~ Mathematics

CONTENT 1. 2. 3. 4. 5. 6.

7. 8.

Preparation for homeschooling ................................................................................ i Planning ..................................................................................................................... ii Assessment .............................................................................................................. iii The learner’s portfolio ............................................................................................. iii Reward your child .................................................................................................... iv Lesson plans ........................................................................................................... vii Term 1 ........................................................................................................................ 1 Numbers, calculations and relationships ..................................................................... 6 Patterns and functions ............................................................................................... 58 Space and shape ...................................................................................................... 68 Measuring.................................................................................................................. 74 Data ........................................................................................................................... 96 Term 2 .................................................................................................................... 101 Numbers, calculations and relationships ................................................................. 104 Patterns and functions ............................................................................................. 171 Space and shape .................................................................................................... 178 Measuring................................................................................................................ 184 Data ......................................................................................................................... 197 Term 3 .................................................................................................................... 201 Numbers, calculations and relationships ................................................................. 204 Patterns and functions ............................................................................................. 268 Space and shape .................................................................................................... 277 Measuring................................................................................................................ 284 Data ......................................................................................................................... 291 Term 4 .................................................................................................................... 295 Numbers, calculations and relationships ................................................................. 298 Patterns and functions ............................................................................................. 362 Space and shape .................................................................................................... 368 Measuring................................................................................................................ 373 Data ......................................................................................................................... 377 Addendum A: Daily timetable............................................................................... 381 Addendum B: Number cards ................................................................................ 385

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

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Facilitator’s Guide G01 ~ Mathematics

1. Preparation for homeschooling Before homeschooling is started a couple of things should be considered which can influence the quality of the learning programme. Moving from a formal school system to a more informal homeschooling system can be quite a challenge for both learner and parent. The normal school routine should make way for the homeschooling routine, which means that every member of the family will have to adapt and change their schedules and routines. In order to simplify the transition from one routine to another, the family can make use of unschooling. Unschooling is the process through which learners and parents go in order to prepare themselves for the new way of learning which will take place at home. It is important that you as parent and facilitator use this time of unschooling to improve your skills, as the ability of the learner to perform and learn is directly influenced by the parent and facilitator’s conduct. Table 1.1 and 1.2 provides you with a few points which can be considered in order to be a better parent and facilitator to the learner. Each parent should look at themselves critically and decide which aspects could be improved. No parent is perfect, but luckily parenting skills can be improved by attending classes presented at community centres and churches. Many books have been written on this subject and many articles are also available on the Internet. Table 1.1 Focus points for the parent and facilitator • Value the learner’s individuality, but set boundaries where necessary. • Trust in the learner’s abilities. • Respect the learner’s interests, ideas, opinions and personality. • Be loving and accept the learner as he/she is, but with the understanding that it is expected of him/her to behave in a socially acceptable manner at all times. • Punish consistently. • The learner should be aware that it is expected of him/her to be committed and loyal and to perform well, and that he/she will have the necessary support to do so. Table 1.2 The following list was compiled by children … • Treat us with respect. • Be enthusiastic. • Know the work that we have to learn. • Be available when we need extra help. • Make use of multimedia resources. • Be friendly towards us. • Talk to us about your own life. • Use games to help us remember the work better. • Do not discuss too much work with us at one time. • Do not give us too many rules at once. • Give us a chance to also teach a class.

Facilitator’s Guide G01 ~ Mathematics

2. Planning 2.1 The Impaq curriculum The Impaq curriculum includes all subjects as required by the Department of Education and is compiled in accordance with the Curriculum Assessment Policy Statement (CAPS). Table 2.1.1 The Impaq curriculum for the Foundation Phase (Grade R – 3) consists of the following subjects: SUBJECTS GRADE R GRADE 1 GRADE 2 GRADE 3 Home Language

Home Language

First Additional First Additional First Additional Language Language Language Mathematics

Mathematics

Life Skills

2.2 Planning Use the following steps and timetable to do your planning for the year. 2.2.1 Planning the year 1. Start by opening the package and unpacking the books that you received from Impaq. Group the books according to the various subjects. In other words, you will have a pile of books for Languages, Additional Languages (not for Grade R), Mathematics and Life Skills. 2. Make use of the Impaq inventory list to double check the books. 3. If you have received all of the books you need, use the year calendar and timetable for the grade (see 7. Daily timetable) to plan your year. 4. To ensure that the planning is complete, do the following: • Compare the facilitator’s guide, study guides, workbooks, reading books and learner support material for each subject. • Make a list of the number of lessons for each term and compare the number of lessons with the daily and weekly timetable for the specific grade. Divide the lessons between the days on the calendar according to your own needs and schedule. • To ensure that the planning for the year is complete, you must also include your own routine, the daily routine of the learner as well as any sports activities and holidays. Tip: To ensure that you cover all the work, the year can be divided into four terms consisting of 10 weeks each, with the necessary holidays in between. 2.2.2 It is important to plan your time Learners in the Foundation Phase like to play; therefore it is important that you keep to the timetable that you have drawn up in your year plan. It is important for the following reasons: • It provides the learner with the necessary fixed routine. • It can disrupt the learner’s routine when learning time is used for play.

Facilitator’s Guide G01 ~ Mathematics

2.2.3 Written lesson preparation To ensure that you understand the lesson, allow yourself sufficient time to prepare beforehand. Make a list of all the learning support materials that you will need to present the lesson effectively. The use of learning support material in the Foundation Phase is very important. When learners use their eyes, ears, nose, hands and other body parts while learning, they learn better. Therefore it is vital that you incorporate these materials into the lesson. 2.2.4 Creating a pleasant learning area As part of your planning for the year you must also create a learning area for the learner to use. It can be anywhere in the house; a bedroom, a corner of the kitchen or dining room, etc. Use the following ideas to create a pleasant area: 1. Choose an area that will be ideal for studying and learning. It does not have to be in the learner’s bedroom. You can choose any area that will meet the learner’s unique needs. 2. Take down the paintings on the walls and replace it with learning material and educational posters, for example, posters with forms, the alphabet, numbers, etc. 3. The learning area must be fitted with a table that will be big enough to use for writing, using a tablet, doing a project or doing art. There must also be enough space for books and stationary. 4. Ensure that there are comfortable chairs for you and the learner. 5. Create a special area (if the space is available) that can be used for reading, researching projects on a computer, playing educational games or painting. This space will also be valuable if you are homeschooling more than one learner. One learner can be kept busy there while the other learner’s lesson is being presented. 6. Move a bookcase or cupboard into the learning area to keep books, learning materials and stationary in. If there is not enough space for the cupboard in the learning area, another room can be used. A bookcase or cupboard will help your to keep the learning area tidy and will contribute to the quality of the lesson. Organising the bookcase or cupboard: 1. Use part of the space in the cupboard for art supplies, such as paint brushes, paint, coloured paper, small boxes, glue and scissors. 2. Use another part of the space for stationary, such as pens, pencils, erasers, sharpeners and rulers. 3. Use a section of the space for the learning material received from Impaq. It will be a good idea to organise the learning material per subject. 3. Assessment All assessment information can be found in the Grade 1 Assessment Portfolio Book. 4. The learner’s portfolio A portfolio is a file in which the facilitator keeps a compilation of the learner’s work in order to organise and file his/her attempts, progress, and achievements for future reference. It is of the utmost importance to keep this portfolio up to date and safe, even after the school year has been completed. Remember that the portfolio is proof of the learner’s school career.

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Facilitator’s Guide G01 ~ Mathematics

4.1 Content of the portfolio 1. Buy a file and coloured cardboard. Write the following information on the outside of the file: • Year • Learner’s name and surname • Grade 2. On the inside there should be a contents page containing the following information: Contents 1) Term 1 1.1) Assessment forms 1.2) Proof of work 1.3) Work the learner is proud of 2) Term 2 2.1) Assessment forms 2.2) Proof of work 2.3) Work the learner is proud of 3) Term 3 3.1) Assessment forms 3.2) Proof of work 3.3) Work the learner is proud of 4) Term 4 4.1) Assessment forms 4.2) Proof of work 4.3) Work the learner is proud of 5) Term reports from Impaq. 6) Non-curricular reports, certificates and other achievements. 7) General information: medical history and specialist reports (speech therapists, occupational therapists, hearing specialists). 8) Any other information or documentation that YOU feel should be included in the learner’s portfolio. 5. Reward your child According to research roughly 48% of parents in America reward their children with money for their achievements. It is the opinion of specialists that occasionally rewarding your child with money might motivate the child to do better, but it can also be problematic. If a learner is rewarded with money too many times it can lead to the learner losing his/her inner motivation and he/she will end up working for the money only. Specialists say that if a learner is not naturally motivated to excel, it is better to reward him/her for that which he/she do achieve rather than punishing him/her for a lack of achievement. In other words, still reward the learner for an achievement of 50%, rather than punishing him/her. You can reward the learner for good behaviour, good work or a good report, in one of the following ways. Rewarding the learner often will encourage him/her to work harder and will also build their self-confidence.

Facilitator’s Guide G01 ~ Mathematics

• • • • • • • •

The best way to reward a learner is to show him/her how proud you are. Reward the learner with enthusiasm, “congratulations”, a high five, a kiss and a hug. When possible, display the learner’s achievements in order to show them how proud you are. The learner’s good work or reports can be displayed on the refrigerator for others to see. Bake a cake to make the learner feel special. Write the learner’s name and achievement with icing on the cake. As a reward the learner can be taken on a field trip. Take him/her to their favourite museum, to an amusement park or aquarium. Reward the learner with a trip to the movies, or convert your living room into a movie theatre and rent DVDs which you can watch with them while eating popcorn. Take the learner out for pizza. As a reward, the learner can be allowed extra time to play computer games. Take a trip to the book store and allow the learner to choose a book which you can read together.

For any queries, contact the education specialist at Impaq.

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

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Facilitator’s Guide G01 ~ Mathematics

6. LESSON PLANS

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Facilitator’s Guide G01 ~ Mathematics

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Facilitator’s Guide G01 ~ Mathematics

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LESSON PLANS TABLE OF CONTENTS TERM 1

Date

Week

Concept/Activity

Activity and page no. in workbook

Numbers, calculations and relationships 1. Number names and –symbols Count: p. 1 act. 1 Wb p. 5 no. B1 2. Number concept: 1/one and Count: p. 1 act. 2 p. 8 no. 5 2/two p. 6 no. C1 and 2 Counting rhyme 3. Number concept: Write down 1 Count: p. 1 act. 3 p. 8 no. 5 and 2 p. 7 no. 3 Counting rhyme 4. Number concept: Recognise and Count: p. 1 act. 4 p. 8 no. 5 write down 1 and 2 p. 7 no. 4 Counting rhyme 5. Number concept: 3/three Count: p. 2 no. 2 p. 8 no. 5 Counting rhyme p. 8 no. 6 6. Number concept: Write down 3 Count: p. 2 no. 3 p. 8 no. 7 7. Number concept: Recognise and Count: p. 2 no. 4 p. 8 no. 8 write down 3 8. Number concept: 4/four Count: p. 3 no. 5 9. Number concept: Write down 4 Count: p. 3 no. 6 p. 9 no. 10 10. Number concept: Revise 1-4 Count: p. 4 no. 7 p. 9 no. 11 11. Number concept: Revise 1-4 Count: p. 5 no. 2 p. 10 no. 12 12. Number concept: 5/five Count: p. 5 no. 3 p. 11 no. 13a-c 13. Number concept: Revise 1-5 Count: p. 5 no. 4 p. 12 no. 14 14. Shapes: Triangle and Square Count: p. 5 no. 5 p. 13 no. 15 15. Shapes and numbers (1-5) Count: p. 5 no. 6 p. 13 no. 16-18 16. Number concept 1-5 p. 14 no. 19 17. Most/least/the same p. 15 no. D1 18. Number concept p. 16 - 17 no. 2-5 19. Shapes and Colour p. 17 no. 6a-c 20. Number stories (+) p. 18 no. 7 21. Number concept: 0/zero p. 18 no. 8 22. Number lines

p. 19 no. 9

23. Number lines (+)

p. 19 - 20 no. 10a-f

Pagenumbers in Facilitator’s Guide 6 8

15 16 18 20 22 24 25 27 29 31 33 35 36 38 39

41 43 45

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

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24. Number lines (+)

p. 21 no. 11

25. Plus

p. 21 - 22 no. 12

26. Minus

p. 22 no. 13

27. Word problems

p. 23 no. 14

28. Word problems

p. 23 no. 15

29. Pairs

p. 24 no. 16

30. Grouping

p. 24 no. 17

31. Patterns

Patterns and functions p. 25 - 26 no. 1

32. Number rows

p. 26 no. 2

33. Number lines (Patterns)

p. 26 no. 3

34. Number rows

p. 26 - 27 no. 4

Space and shape 35. Position p. 28 no. 1 36. Position p. 28 no. 2 37. Position p. 28 - 29 no. 3 38. Position p. 29 no. 4 39. 3-D objects p. 29 no. 5 40. 3-D objects p. 30 no. 6 Measuring 41. Time p. 31 no. 1 and p. 33 no. 3 42. Days of the week p. 32 no. 2 and p. 33 no. 3 43. Time p. 33 no. 4 and p. 33 no. 3 44. Months of the year p. 34 no. 5 and p. 33 no. 3 45. Calendar p. 34 no. 6 and p. 33 no. 3 46. Length p. 35 no. 1 47. Length p. 35 no. 2 48. Length p. 35 no. 3 49. Length p. 36 no. 4 50. Length p. 36 no. 5 51. Mass p. 37 no. C1 52. Mass p. 37 - 38 no. C2 53. Volume/capacity p. 38 no. D1 54. Volume/capacity p. 38 no. D2 55. Volume/capacity p. 39 no. D3 Data 56. Data p. 40 no. 1 57. Data p. 40 no. 2 58. Data p. 41 no. 3

47 48 50 52 53 55 56 58 59 61 62 65 67 68 70 71 72 74 76 78 79 81 83 84 86 87 89 90 91 92 93 95 96 97 98

Facilitator’s Guide G01 ~ Mathematics

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Requirements: •

Workbook, grey HB pencil, twisting crayons/wax crayons/colouring pencils, pencil case, pencil sharpener, eraser, ruler.

•

White board, white board marker and eraser, chalk, paving and large number line, number line laminated on cardboard/in transparent plastic bag.

•

Small bag, 50 counters (take large beans and colour it by spray-painting beans on the 1 side).

•

Objects (several plastic animals, bottle caps etc.), shapes of plastic/cardboard (different sizes, shapes and colours) triangles; circles; squares (at least 20), patterns that can be placed out with objects.

•

Magazines, paper (A4 and A3), cardboard, coloured paper, pair of scissors, glue, kokipen, cloth.

•

Number symbols 1-20 e.g. 1 (also called number cards), dot arrays 1-10, abacus, cake tin lid/flat container with flour, paint, numbers 1 to 5 cut out from sandpaper.

•

Wool, clay, sticks e.g. ice cream sticks, toothpicks, and sosatie sticks of different lengths.

•

Shoes, socks, basket/box, Lego bricks, comb, rope.

•

Pictures that can make patterns (several of the same pictures), pictures that indicate position (on top of, below, next to, between, left of, right of, in front of, behind), pictures of objects with different sizes, pictures of morning, afternoon, evening.

•

20 Numbers card, 50 Numbers card, 100 Numbers card, empty 100 Numbers card (all laminated or covered with plastic), place value cards (added at the end of this book).

•

Empty boxes, different balls (big, small, rugby ball), vegetables and fruits (plastic true examples), broom, tablespoon, teaspoon, apple, tennis ball, golf ball, marble, empty bottles, examples of edge patterns.

•

Examples of different calendars (yearly and monthly), bathroom scale, kitchen scale, plastic hanger, 2 small buckets, water, glasses, empty bottles, cups, bucket, magazines.

•

Pictures and true examples of coins, R10 and R20 notes.

Facilitator guidelines The primary goal of Grade 1 and 2 is to develop number concept and to develop an awareness of shape and size. There are various ways to determine these concepts, and each will be set out in this guide. When these concepts are determined, then Mathematics can be built upon these concepts. It is learned by ‘talking about’, ‘play with’, numbers and shape. The basic knowledge of solving mathematics problems are formed by counting numbers, addition, subtraction, grouping and dividing numbers. Learners must be exposed to various methods of calculations so they can decide for themselves which methods work best for them. If the learner can understand, explain and use a method, they must not be discouraged, and must not be forced

Facilitator’s Guide G01 ~ Mathematics

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to use other methods. Therefore, do not discourage the learner to apply any method. They can, however be guided to use the most effective methods. The learner must complete and master each question of each exercise in this book to benefit from the developed concept training. When there are referred to pages in the facilitator’s guide, it is pages from the Workbook. It is important that the learner enjoys each activity, so they can develop a love for Mathematics. NB! The facilitator must work through each activity before presenting it to the learner. Read through each activity until the end so both the learner and facilitator know what is expected of them in each activity. Time management: About 7 hours per week must be spent on Mathematics. The proposal is to spend 1 hour, 30 minutes for 4 days, and 1 hour for 1 day on Mathematics. The activities in this facilitator’s guide is developed in line with the time management on Mathematics according to CAPS. Note that the learner cannot concentrate for more than 1 hours, 30 minutes. Therefore ensure that the learner receives enough opportunities throughout the lesson to take regular breaks. Assessment (2 per term): For Grade 2, an ongoing informal assessment takes place. It means that the facilitator can observe and assess the learner without exposing the learner to tests. Extra exercises: Extra written exercises are added to certain lessons that can be used for exercising or for learners who is a bit more advanced. The subjects for each term are discussed in the order as prescribed in the CAPS document. Symbols and abbreviations **

for enrichment

e.g.

for example

is equal to

am.

before midday

is larger than

pm.

after midday

is smaller than

etc.

etcetera

is almost equal to &

and

Workbook

2-D shape – two dimensional shape 3-D shape – three dimensional shape

PS! Do these exercises before beginning a lesson: 1.

Bend your knees, ‘glue’ your ear to your shoulder; extend your arms and draw a ‘lazy’ eight in the air. The facilitator can draw a sideways 8: on a big piece of paper//white board.

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

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2. Stand up straight with your legs a shoulder width apart. Put your one hand on the part between your shoulder and your neck and gently squeeze the muscles; turn your head towards your hand (as if you look over your shoulder). Take a deep breath while doing this exercise. Repeat this a few times to the 1 side and try to turning your head even more backwards. Repeat the same exercise by putting your other hand on your other shoulder. 3.

Stand behind a chair and look at the wall. Put your hands on the chair or against the wall. Put your one leg back and step down with your heel so your calf muscle stretches. Your leg that is now in front is bent and your body leans forward while your heel is pressed to the floor. Repeat this with your other leg.

Gently tilt your head forwards and backwards; roll your head to and fro. Do not push your head too far backwards, but take it easy and calmly.

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Facilitator’s Guide G01 ~ Mathematics

Term 1

Term

Numbers, calculations and relationships

Section 1 A. In the oral and practical activity sections you will count to 10 different objects. B. In the written exercise sections, the learner will: •

identify, recognise and read the number symbols from 1 to 20.

•

count on and count back in ones from any given number between 1 and 20.

C. n this section, the learner will also: •

write down number symbols from 1 to 5. (e.g. 1)

•

write down umber names from 1 to 5. (e.g. one)

D. In this section, the learner will also: •

arrange and compare whole numbers up to 5.

•

learn how to use number lines.

•

do addition and subtraction word problems with answers up to 5.

•

do word problems with equal distribution and grouping with whole numbers with answers up to 5.

Activity 1: Number names and symbols: Count: p. 1 act. 1 Wb p. 5 no. B1

Requirements: •

Number symbols and dot arrays. Cut it out so the learner can physically work with it (added at the end of this book). Dot arrays 1-10, Number symbols 1-20.

•

Workbook, 5 objects, cloth to cover objects.

Count: Estimation, observation and counting: 1. Follow the steps as explained in Wb p. 1 act. 1. Oral activity only.

Facilitator’s Guide G01 ~ Mathematics

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Mental arithmetic: 1.

The facilitator puts 1 counter on 1 side of the table and 2 counters on the other side of the table. Ask the learner which group has the most counters. Which group has the least counters? Repeat.

The facilitator draws 2 circles on the white board and draws 1 star in the first circle and 2 stars in the second circle. Ask the learner which circle has the least stars. Which circle has the most stars? Repeat.

Concept development: Number names and symbols: 1.

Show the learner different numbers between 1 and 10 and ask the learner which numbers it is. (added at the end of this book – cut it out)

Repeat each number, but not in order.

Place out dot arrays from 1 to 10 on the carpet and the learner must try and place the correct symbol with the correct dot array.

Shuffle the number symbol and dot arrays and place out 1 from each number on the carpet. The learner places out the rest until each dot array and number symbol from 1-10 are together.

Show the learner a number symbol and the learner must say its number name.

Show the learner number symbols between 1-20 and the learner must say their number names.

Repeat and practice.

Written activity: p. 5 no. B1 No written act. but the act. must be answered orally by the learner.

Answers: p. 5 no. B1 Learner gives the names that are asked for.

Supplementary exercises: Repetition and practice is essential. Number names and –symbols must be drilled in. Give the learner regular breaks and question them regularly. Learner can practice count. # For extra ex., p. 185 no. 6 and 7 and p. 188 no. 15 can be done:

Facilitator’s Guide G01 ~ Mathematics

Term

Answers: p. 185 no. 6 and 7 and p. 188 no. 15 6) 2, 4, 1, 5, 3

7) ••••

four

xxx

three

*****

five

one

Activity 2: Number concept: 1/one and 2/two Count: p. 1 act. 2 Wb p. 6 no. C1 and 2 and counting rhyme p. 8 no. 5.

Requirements: •

Small bag with 10 objects, 2 counters, cardboard for counting rhyme

•

White board, white board marker and eraser

•

Workbook, twisting crayons/grey HB pencil

Count: Development of one-to-one relationships: 1.

Follow the steps as explained in Wb p. 1 act. 2. Oral activity only.

Mental arithmetic: 1.

The facilitator puts 1 counter on 1 side of the table and 2 counters on the other side of the table. Ask the learner which group has the most counters. Which group has the least counters? Repeat.

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

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Concept development: Number concept 1/one and 2/two 1.

Place 1 object in a small bag. Ask the learner to guess what is inside the bag without allowing the learner to touch the bag.

After the learner guessed what is inside the bag, ask the learner to touch the bag and then guess what is inside the bag.

Now the learner may remove the object from the bag. Discuss the object and ask the learner how many there are. Answer: 1

The learner must count the object. Answer: (1)

Ask the learner to show 1 finger.

Ask the learner to go get 1 pencil. Go get 1 shoe, etc. Repeat the command a few times with different objects.

Now the learner must place out 1 counter. The facilitator writes down 1 on the white board. The learner must say what it is and how much it is. Now the facilitator can write down the word one on the white board and show that it is 1/one. (use Grade 1 handwriting).

Ask the learner to make the figure 1 with his/her body. The learner can either stand up straight or lay face down on the ground.

Repeat no. 1-8 with 2/two.

10. Ask the learner to place out 1 counter and then 2 counters. The facilitator shows 1 and 2 objects and the learner must say how many there are. 11. The learner practices writing down 1, one, 2, and two on the white board. 12. Study the counting rhyme on p. 8 no. 5. Teach the movements to the learner. The facilitator can write down the counting rhyme in advance on a big cardboard/piece of paper (in Grade 1 handwriting) with pictures and post it on the wall.

Written activity: p. 6 no. C1-2

Answers: p. 6 no. C1-2 1) one

one

2) two

two

Supplementary exercises: Repetition and practice is essential. Counting rhymes will help them to understand 1 and 2. Learner can be asked during the course of the day to show 1 and 2.

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Facilitator’s Guide G01 ~ Mathematics

Term

Activity 3: Number concept: Write down 1 and 2 Count: p. 1 act. 3 Wb p. 7 no. C3 and counting rhyme p. 8 no. 5.

Requirements: •

2 counters, cardboard with counting rhyme, abacus, clay, cake tin lid/flat pan/bowl and flour, paint and paper, figure 1 and 2 cut out of sandpaper

•

White board, white board marker and eraser

•

Workbook, twisting crayons and grey HB pencil

Count: Development of one-to-one relationships: 1.

Follow the steps as explained in Wb p. 1 act. 3. Oral activity only.

Mental arithmetic: 1.

The facilitator puts 1 counter on 1 side of the table and 2 counters on the other side of the table. Ask the learner which group has the most counters. Which group has the least counters? Repeat.

Concept development: Number concept: Write down 1 and 2 1.

Revise the counting rhyme on p. 8 no. 5. Act out the movements.

The facilitator asks the learner to take out 1 counter. Now the learner must take out 2 counters.

The learner must make the numbers 1 and 2 with his/her body.

Use clay and build the numbers 1 and 2. (Grade 1 handwriting is NB) See examples in the workbook.

The learner writes the numbers 1 and 2 with his/her finger in the air, then on the table/carpet, then with his/her finger on his/her other hand. The facilitator writes the numbers 1 and 2 with his/her finger on the learner’s back. Now the learner must write it on the facilitator’s back.

Facilitator’s Guide G01 ~ Mathematics

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The learner can paint a big number 1 on a piece of paper. Use another piece of paper to paint the number 2. The learner can paint it with a brush/finger. When it is dry, it can be put on the wall.

Give the learner the numbers 1 and 2 that is cut out of sandpaper and the learner practices with his/her finger on top of the sandpaper. Place/paint a dot at the starting point of the numbers.

Put some flour into a flat cake tin lid/flat pan/container. The learner practices writing the numbers 1 and 2 with his/her finger in the flour a few times. Ensure that the learner knows how to form the number correctly. 1 starts at the top and is a straight line down. All numbers are started at the top. See the forming of the numbers in the workbook. It is NB that each number’s writing style is learned correctly.

Practice the numbers 1 and 2 on the white board.

10. Take an A4 paper and fold it in half at the length and then in half again. When the paper is opened, there are 4 rows in which the learner can write. Let the learner practice the numbers 1 and 2 with twisting crayons/wax crayons in each row. The numbers must touch the top and bottom folding lines. Ensure that the learner used the correct forming/writing style of the numbers.

Written activity: p. 7 no. C3

Supplementary exercises: If the learner struggles with the number forming the facilitator can write 1 and 2 correct on a piece of paper, as mentioned in no. 7, with a black koki pen. The learner can then place a paper on top of the facilitator’s paper and trace the numbers on their own paper. The learner will thus practise on an example. Practise by writing in flour. Learner can also write in the sand. Correct forming is NB.

Activity 4: Number concept: Recognise and write down 1 and 2 Count: p. 1 act. 4 Wb p. 7 no. 4 and counting rhyme p. 8 no. 5.

Requirements: •

Big number line(draw 1 with chalk on paving – can be washed away with water/draw big number line on cardboard)

•

2 counters, cardboard with counting rhyme, 2 counters, cardboard with counting rhyme, clay, cake tin lid/flat pan/bowl and flour, figure 1 and 2 cut out of sandpaper

Facilitator’s Guide G01 ~ Mathematics

•

White board, white board marker and eraser

•

Workbook, twisting crayons/grey HB pencil

Term

Count: Count with the help of the number line: 1.

Follow the steps as explained in Wb p. 1 act. 4. Oral activity only.

Mental arithmetic: 1.

Facilitator puts 1 counter (choose a colour) on 1 side of the table and 2 counters (choose a different colour) on the other side of the table. Ask the learner which group has the least counters.

Facilitator draws 2 circles on the white board and draws 1 star in the first circle and 2 stars in the second circle. Ask the learner which circle has the least stars. Which circle has the most stars?

Concept development: Recognise and write down 1 and 2 1.

Revise counting rhyme on p. 8 no. 5. Act out the movements.

Give the learner 1 and 2 counters. The learner must say how much it is.

The facilitator shows the learner 1 and 2 fingers and the learner writes down the correct number in the flour. (Ensure that the learner forms the number correctly.)

The facilitator shows the learner 1 and 2 objects and the learner writes down the correct number on the white board.

The learner practices the numbers 1 and 2 on sandpaper to ensure that the numbers’ forming is correct. The learner can practice the numbers 1 and 2 with clay and with his/her body for practice.

Take another folded paper with 4 lines on which the learner writes down numbers 1 and 2.

Take a different paper on which the learners can draw 1 object and a big 1 written next to it. Repeat on another paper with 2. Put both on the wall below each other so that 3 to 5 can be added later.

Written activity: p. 7 no. 4

Facilitator’s Guide G01 ~ Mathematics

Term

Answers: p. 7 no. 4 1 shoe

1 cup

2 cups

2 spoons

Supplementary exercises: Repetition and practice is essential. Counting rhymes will help them to understand 1 and 2. Learner can be asked during the course of the day to show 1 or 2 and to take out 1 or 2 objects.

Activity 5: Number concept: 3/three Count: p. 2 no. 2 Wb p. 8 no. 6 and counting rhyme p. 8 no. 5.

Requirements: •

3 counters, cardboard with counting rhyme, small bag and 3 objects, piece of wool

•

White board, white board marker and eraser

•

Workbook, twisting crayons/grey HB pencil

Count: Count with the help of the number line: 1.

Follow the steps as explained in Wb p. 2 no. 2. Oral activity only.

Answers: p. 2 no. 2 Learner has to say the following: 2 a) 1, 2, 3, 4, 5

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

3, 4, 5, 6 and 8, 9, 10. 7 was skipped.

Mental arithmetic: 1.

Facilitator puts 3 counters on 1 side of the table and 2 counters on the other side of the table. Ask the learner which group has the least counters.

Facilitator draws 2 circles on the white board and draws 1 star in the first circle and 3 stars in the second circle. Ask the learner which circle has the least stars. Which circle has the most stars?

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

Term

Concept development: Number concept: 3/three 1.

Revise counting rhyme on p. 8 no. 5. Act out the movements.

Place 3 object in a small bag. Ask the learner to guess what is inside the bag without allowing the learner to touch the bag.

After the learner guessed what is inside the bag, ask the learner to touch the bag and then guess what is inside the bag.

Now the learner may remove the object from the bag. Discuss the object and ask the learner how many there are. Answer: 3

The learner must count the object. Answer: (3)

Ask the learner to show 3 fingers.

Ask the learner to go get 3 pencils. Go get 3 shoe, etc. Repeat the command a few times with different objects.

Now the learner must place out 3 counters. The facilitator writes down 3 on the white board. The learner must say what it is and how much it is. Now the facilitator can write down the word three on the white board and show that it is 3/three. (use Grade 1 handwriting).

Ask the learner to make the figure 3 with his/her body. The learner can also use wool to make the 3 shape.

10. Ask the learner to place out 3 counters. The facilitator shows 3 objects and the learner must say how many there are. 11. The learner practices writing down 3 and three on the white board.

Activity: Show the learner the picture of 3 birds on p. 8 no. 6. Ask the learner to draw 3 objects/pictures (like birds) on the white board and/or paper. Revise 1 and 2 as well. Practise writing 1, one, 2, two, 3, three on the white board. Note the number forming. Consult the workbook for examples. Remember Grade 1 handwriting.

Supplementary exercises: Repetition and practice is essential. Counting rhyme will help to understand 1 and 2. Learner can be asked during the course of the day to show 1, 2 and 3 and to take out 1, 2 and 3 objects.

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Facilitator’s Guide G01 ~ Mathematics

Term

Activity 6: Number concept: Write down 3 Count: p. 2 no. 3 Wb p. 8 no. 7

Requirements: •

Workbook, twisting crayons/wax crayons, grey HB pencil

•

White board, white board pen, eraser

•

3 counters, clay, cake tin lid/flat pan/bowl and flour, paint and paper, figure 3 cut out of sandpaper, wool

Count: Follow the steps as explained in Wb p. 2 no. 3.

Answers: p. 2 no. 3 5 crosses

6 dots

8 harts

10 circles

Mental arithmetic: 1.

Facilitator puts 2 counters on 1 side of the table and 3 counters on the other side of the table. Each group of counters has a different colour. Ask the learner which group has the least counters. Which group has the most counters?

Facilitator draws 2 circles on the white board and draws 2 stars in the first circle and 2 stars in the second circle. Ask the learner which circle has the least stars. Which circle has the most stars? If neither circles has more/less stars, what do we call it? Equal.

Concept development: Number concept: Write down 3 1.

The facilitator asks the learner to take out 3 counters.

The learner must make the number 3 with his/her body/wool.

Use clay and build the number 3. (Grade 1 handwriting is NB) See examples in the workbook.

The learner writes the number 3 with his/her finger in the air, then on the table/carpet, then with his/her finger on his/her other hand. The facilitator writes the number 3 with his/her finger on the learner’s back. Now the learner must write it on the facilitator’s back. The facilitator asks the numbers that must be written. 1 to 3 can be asked, but the focus is on 3.

Facilitator’s Guide G01 ~ Mathematics

Term

The learner can paint a big number 3 on a piece of paper. The learner can paint it with a brush/finger. When it is dry, it can be put on the wall next to 1 and 2.

Give the learner the number 3 that is cut out of sandpaper and the learner practices with his/her finger on top of the sandpaper. Place/paint a dot at the starting point of the numbers.

Put some flour into a flat cake tin lid/flat pan/container. The learner practices writing the number 3 with his/her finger in the flour a few times. Ensure that the learner knows how to form the number correctly. See the forming of the numbers in the workbook. It is NB that each number’s writing style is learned correctly.

Practice the number 3 on the white board.

Take an A4 paper and fold it in half at the length and then in half again. When the paper is opened, there are 4 rows in which the learner can write. Let the learner practice the number 3 with twisting crayons/wax crayons in each row. The numbers must touch the top and bottom folding lines. Ensure that the learner used the correct forming/writing style of the numbers.

Written activity: p. 8 no. 7

Supplementary exercises: Repetition and practice is essential. Exercise writing down 3 in sand. Repeat the exercise on sandpaper – here the learner can close their eyes while they practise. Practise on the white board a lot. If the learner struggles with the number forming, the facilitator can write the correct figure on a piece of paper. The learner can then place a piece of paper on top of the facilitator’s and trace the figure. The learner is thus practising on an example. Practise writing in flour. Correct forming is NB.

Activity 7: Number concept: Write down 3 Count: p. 3 no. 4 Wb p. 8 no. 8

Requirements: •

White board, white board marker and eraser

•

Workbook, twisting crayons/grey HB pencil

•

3 counters, clay, cake tin lid/flat pan/bowl and flour, figure 3 cut out of sandpaper

Facilitatorâ&#x20AC;&#x2122;s Guide G01 ~ Mathematics

Term

Count: Follow the instructions on p. 3 no. 4.

Answers: p. 3 no. 4 Learner has to say the following: 4 a) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 b) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 c) 8, 9, 10, 11, 12, 13, 14, 15 d) 12, 13, 14, 15, 16, 17, 18, 19, 20 e) 9, 10, 11, 12, 13 and 16, 17, 18, 19, 20. 14 and 15 is skipped

Mental arithmetic: 1.

Facilitator puts counters in 3 groups. 1 counter, 2 counters, 3 counter. Ask the learner which group has the least counters. Which group has the most counters?

Facilitator draws 3 circles on the white board and draws 1 star in the first circle, 2 dots in the second circle and three crosses in the third circle. Ask the learner which circle has the least stars. Which circle has the most stars?

Concept development: Number concept: Write down 3 1.

Give the learner 3 counters. The learner must say how much it is.

The facilitator shows the learner 3 fingers and the learner writes down the correct number in the flour. (Ensure that the learner forms the number correctly.)

The facilitator shows the learner 3 objects and the learner writes down the correct number on the white board.

The learner practices the number 3 on sandpaper to ensure that the numbersâ&#x20AC;&#x2122; forming is correct. The learner can practice the number 3 with clay and with his/her body/wool for practice.

Take another folded paper with 4 lines on which the learner writes down number 3.

Take a different paper on which the learners can draw 3 objects and a big 3 written next to it and write down the word three. Put both on the wall below each other so that 4 and 5 can be added later.

Written activity: p. 8 no. 8

ÂŠ Impaq