1.3 One more and problem solving

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.

MODULE 1

• Integration of Themes: Friends
• Inclusively: Although we are all unique, we share many similarities; appearance, sport, education etc.
• Social Justice: Friends and their expected behaviour towards one another.
• A healthy environment: This is our responsibility – what can we do about keeping our environment healthy?

Educator’s page

One more

Teacher will assess whether learners understand the concept of 1 more by doing the following on the mat:

☻ Put out 4 counters. Make it 1 more (different colour). How many?

☻ Do the same with 7, 3, 9, etc.

☻ How many children are there in the room? We get 1 more - how many are there now?

Let 4 or 5 learners stand in front. How many children are there?

One more?

☻ Now observe and assess as similar steps are done making ONE LESS.

Problem Solving

☻ Learners need to be confronted with problem solving many times so that they are able to work out their own strategies.

☻ Take for example the problem at the bottom of page 15.

☻ Set a similar problem and observe how the learners attempt to solve it.

☻ Discuss their different strategies.

☻ They may use counters or draw pictures or do it mentally, etc.

☻ They must be able to explain their strategies in words.

☻ Discuss different strategies.

Leaner section

Content

Activity: one more and problem solving [lo 1.9, lo 1.11]

• Complete:

9 boys and 1 more are _____________________ boys.

4 girls and 1 more are _____________________ girls.

2 sticks and 1 more are _____________________ sticks.

5 socks and 1 more are _____________________ socks.

7 cakes and 1 less are _____________________ cakes.

9 balloons and 1 less are _____________________ balloons.

6 pens and 1 less are _____________________ pens.

3 girls and 1 less are _____________________ girls.

There are 5 boys at my house. Another boy comes to play.

Now we are _______________________________________ boys.

Five girls go for a walk. One girl goes home. Now there are _______________ girls.

• We play marbles. Each one wins two more.

Draw two more marbles in each bag.

• Complete:

• Jo lost 2 marbles. He has 6 marbles left. He had ............. marbles at the start of the game.
• Say how you did the sum or draw the marbles.

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 1.9: We know this when the learner performs mental calculations involving:

1.9.1 addition and subtraction for numbers to at least 20;

1.9.2 multiplication of whole numbers with solutions to at least 20;

Assessment Standard 1.11: We know this when the learner explains own solutions to problems.