Numbers  (Page 2/2)

The shapes should preferably be duplicated on manilla, but if this is not available, use ordinary paper.

Leaner section

Content

Activity: numbers [lo 1.3, lo 1.5, lo 1.6, lo 1.9, lo 3.6, lo 4.5]

Bonny and Tommy are very excited about the féte. There will be many different kinds of stalls and lots of fun activities to take part in, including clowns to entertain the people.

• Draw a picture to show what your school will look like when you have the féte. Decide beforehand which stalls, fun and games there will be and where they will be placed.
• Bonny and Tommy know their numbers to 1 000 and now they want to count further.
• Complete the number block.

• 

  Which numbers are represented by the diagrams?

• Write the number names of the numbers.

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• Bonny and Tommy must be able to calculate quickly if they want to help at the stalls.

• Bonny will help Mom with the pancakes. Here is 1 of the containers for the pancake mixture.
• The mixture in the container is enough for 100 pancakes. They planned to make 500 pancakes. Draw all the containers that they will need for the mixture.

They need __________ ℓ dough altogether.

• How many ½ℓ (500 mℓ ) containers can be filled with the mixture?

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• They are selling the pancakes for R2 each. How much money will they make if they sell all the pancakes?

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• We know that 10ℓ of mixture makes 100 pancakes. How many pancakes can we make from 1ℓ of mixture?

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

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

Assessment Standard 1.6: 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 1.9: We know this when the learner performs mental calculations;

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 3.6: We know this when the learner reads, interprets and draws informal maps of the school environment or of an arrangement of three-dimensional objects and locates objects on the map.

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

Assessment Standard 4.5: We know this when the learner estimates, measures, compares and orders three-dimensional objects using non-standard and standard measures.