1.11 Halving and doubling  (Page 2/3)

Frontpage.

It is essential to have an initial discussion on the changing of the seasons. Some learners may find it very stimulating to discover what causes seasons and why there are different seasons in the year.

Learners must complete the pictures by adding their own drawings to illustrate the typical seasonal qualities, e.g.:

Spring: flowers and blossoms; 2. Summer: anything to do with the seaside or the swimming pool; 3. Autumn: leaves in autumn colours on trees and the ground; 4. Winter: snow on the mountains or rain (where applicable), and leafless trees. Discuss it with the learners.

Learners are now expected to know the names of the seasons in the correct order, and to write them down. A “year and seasons clock” can be put up in the classroom, which can help the learners to master writing the names.

Explain the origin of the extra day every 4 years to the learners. Some of the learners may understand it at this stage, but it cannot be expected of them at all.

This work sheet may elicit a discussion on the Olympic games.

It is important that the learners must understand that if 1 is added to the 9 units of 99, there is another group of ten. There are now 10 groups of ten altogether, which are grouped together to make 1 group of a hundred.

Likewise, they must understand that if they want to take away units from a hundred, they first have to dissolve the group of one hundred, and then dissolve 1 group of ten, before they will have units to take away.

The 0 as place-keeper might cause problems for some learners, Therefore it is essential that the learners must use counters that are grouped in hundreds, tens and units (or the copied blocks), as well as the flared cards, when this work is being done. If necessary, provide similar activities.

If the learners find it difficult to master place values, lay out the numbers with the flared cards.

On the next page there is an example of the multiples chart. It can be utilised very effectively, therefore it is suggested that each learner is given a copy.

This example has been done further than the one on the work sheet, but it can be used for the whole year. Besides, there are learners who are able and keen to count in 6,7,8 and 9.

Show the learners how to find the answers to the tables, x and + from the chart.

Example: 2 x 4 = 8 Go right from 2 and above from 4 downwards – meet at 8 (see arrows)

15 ÷ 3 = 5 Go left from 15 to 3 and up from 15 - 5 ^th multiple

Multiples: Count up to the 10 th multiple and back.

At this stage the learners must know that 100c = R1. The learners now have a good concept of 100 and will realise that 120c equal R1 plus 20c, thus they can now learn to write it correctly, namely 120c = R1,20. Master it up to 199c = R1,99.

Once they have mastered it, do the reverse: R1,20 = 120c up to R1,99 = 199c.

It is imperative that the learners understand the completion and solution of a ten completely. This is an investment for the future. The more concrete work that is done here, the better the learners’ understanding of these concepts. They must be able to relate what they are doing. If they cannot say how they arrived at an answer, it means that the concrete image has not been properly consolidated. Give them many and regular exercises of this kind.