1.10 Grouping  (Page 4/4)

• 

  Mary has 16 sweets and she wants to give Peter 9. How many will she have left?

Tommy says we must do it without the dots now.

• Do the one that you understand best .

14 - 9 = 14 - 4 - 5 = ___ of 14 - 9 = ( 10 - 9) + 4 = ___

13 - 8 = 13 - 3 - 5 = ___ of 13 - 8 = ( 10 - 8) + 3 = ___

12 - 6 = 12 - 2 - 4 = ___ of 12 - 6 = ( 10 - 6) + 2 = ___

5 - 7 = 15 - 5 - 2 = ___ of 15 - 7 = ( 10 - 7) + 5 = ___

18 - 9 = 18 - 8 - 1 = ___ of 18 - 9 = ( 10 - 9) + 8 = ___

11 - 5 = 11 - 1 - 4 = ___ of 11 - 5 = ( 10 - 5) + 1 = ___

• Complete:

• Think!

• Bonny and Tommy feel like doing their sums vertically .

• The number in the top circle is found every time by adding together the numbers of the 2 circles below it, to which it is connected. Complete the number wall now.

101 * * * * * * * * * * 110

111 * * * * * * * * * * 120

121 * * * * * * * * * * 130

131 * * * * * * * * * * 140

141 * * * * * * * * * * 150

151 * * * * * * * * * * 160

161 * * * * * * * * * * 170

171 * * * * * * * * * * 180

181 * * * * * * * * * * 190

191 * * * * * * * * * * 200

• Do the calculations below. Mark the answers in the block above. Join the numbers with a straight line, in the sequence in which you do the calculations.

1. 150 + 1 = _____

2. 160 - 1 = _____

3. 111 + 4 = _____

4. 155 - 4 = _____

5. 180 + 10 + 1 = _____

6. 190 + 5 + 4 = _____

7. 160 - 5 + 4 = _____

What do you see? ______________ How many shapes do you see?_____

Name them. _____________________________________________

Draw a line that will halve the shapes. Colour in half of every shape.

How many shapes do you see now?

Name them._____________________________________________

How many sides are there to a:

a triangle ______ , a square ______ and a rectangle ______ ?

How many angles are there to a:

a triangle ______ , a square ______ and a rectangle ______ ?

Below is an illustration of the box in which Bonny and Tommy’s pencils were packed. They wanted to know what shapes were used in making this box, so they opened it up like this.

• Which shapes do you recognise, and how many of them are there?

____________________________________________________________________

• Now each of you must bring a box (not too big) to school. Open it up and draw it on the other side of this worksheet. You can paste the box there later.
• Write down which shapes and how many were used.

____________________________________________________________________

• Use your ruler and measure the sides of each shape. Write it on our drawing. If you don’t know how to measure with a ruler, you can ask your educator or a friend to help you.
• What do you know about the sides of a square and a rectangle ?

The sides of a square ___________________________________________________

The sides of a rectangle _____________________________________________

• What do you know about the angles of a square and a rectangle ?

____________________________________________________________________

• Design and make your own container in which you can put some sweets. If you don’t have cardboard, use the inside of some other big, empty container.

Today Bonny and Tommy got only half an apple each. Their mother had only 1 apple, but she divided it very carefully so that both parts were exactly the same size . She halved it.

• We say: Bonny got one half, and Tommy got the other half.

• Mother gave Bonny and Tommy 15 cookies to share between them. Draw the cookies in their lunch boxes.
• How many cookies did each one get?

Each one got______________________________________.

Solve the problems in the way you prefer. You may draw them.

• Tommy buys 13 bananas and gives half to Bonny . How many bananas did each one get?

Each one got______________________________________.

• Bonny has a ribbon that is 29cm long. She wants to cut it in half to make 2 ribbons of the same length. How long will each ribbon be?

Each ribbon will be____________________________.

• Tommy has to drink 17 glasses of water in 2 days. How many glasses of water must he drink on 1 day if he drinks the same amount of water each day?

He must drink _____________________________________ each day.

• Mother bought 25 litres of fruit juice for a party, but the children drank only half of it. How many litres were left over?

There were ______________________________________________.

• Who wants to try this ? (You may draw if you like.)

3 ½ + 3½ = ____

5½ + 5½ = ____

10½ + ½ = ____

12 +2½ = ____

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 1.6: We know this when the learner solves money problems involving totals and change in rands and cents, including converting between rands and cents;

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;

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 3: 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 environment and in pictures;

Assessment Standard 3.3: We know this when the learner observes and creates given and described two-dimensional shapes and three-dimensional objects using concrete materials (e.g. building blocks, construction sets, cut-out two-dimensional shapes, clay, drinking straws).