Gr 1-Mathematics-Facilitator's Guide by Impaq

Í4!È-E-MAM-FG01ÆÎ

MATHEMATICS FACILITATOR’S GUIDE Grade 1

Mathematics Facilitator’s guide

2001-E-MAM-FG01

Í4!È-E-MAM-FG01ÆÎ

Grade 1

CAPS aligned

H Erasmus

Facilitator’s Guide Grade 1 ~ Mathematics

Contents Introduction for the facilitator..............................................................................................................9 Impaq’s approach to mathematics in Grade 1....................................................................................9 Numbers, operations and relationships..............................................................................................9 Patterns, functions and algebra..........................................................................................................9 Space and shape...............................................................................................................................9 Measurement...................................................................................................................................10 Data handling...................................................................................................................................10 Material and resources.....................................................................................................................10 How to use the materials and resources..........................................................................................10 Suggested timetable for Grade 1.....................................................................................................12

Term 1 Learning unit 1..................................................................................................................................13 Week 1: Position in space................................................................................................................13 Day 1............................................................................................................................................13 Day 2............................................................................................................................................14 Day 3............................................................................................................................................16 Day 4............................................................................................................................................17 Day 5............................................................................................................................................19 Week 2: Counting out concrete objects; patterns.............................................................................20 Day 6............................................................................................................................................20 Day 7............................................................................................................................................21 Day 8............................................................................................................................................23 Day 9............................................................................................................................................24 Day 10..........................................................................................................................................25 Learning unit 2..................................................................................................................................26 Week 3: Learn 0; rectangles.............................................................................................................26 Day 1............................................................................................................................................26 Day 2............................................................................................................................................28 Day 3............................................................................................................................................29 Day 4............................................................................................................................................30 Day 5............................................................................................................................................32 Week 4: Learn 1 and 2.....................................................................................................................33 Day 6............................................................................................................................................33 Day 7............................................................................................................................................34 Day 8............................................................................................................................................36 Day 9............................................................................................................................................37 Day 10..........................................................................................................................................38 Learning unit 3..................................................................................................................................40 Week 5: Learn 3 and 4.....................................................................................................................40 Day 1............................................................................................................................................40 Day 2............................................................................................................................................41 Day 3............................................................................................................................................42 Day 4............................................................................................................................................43 Day 5............................................................................................................................................45

Facilitator’s Guide Grade 1 ~ Mathematics

Week 6: Learn 5 and 6.....................................................................................................................46 Day 6............................................................................................................................................46 Day 7............................................................................................................................................47 Day 8............................................................................................................................................48 Day 9............................................................................................................................................49 Day 10..........................................................................................................................................51 Learning unit 4..................................................................................................................................52 Week 7: Learn 7 and 8.....................................................................................................................52 Day 1............................................................................................................................................52 Day 2............................................................................................................................................53 Day 3............................................................................................................................................55 Day 4............................................................................................................................................56 Day 5............................................................................................................................................58 Week 8: Learn 9 and 10...................................................................................................................59 Day 6............................................................................................................................................59 Day 7............................................................................................................................................60 Day 8............................................................................................................................................61 Day 9............................................................................................................................................62 Day 10..........................................................................................................................................64 Learning unit 5..................................................................................................................................65 Week 9: Formal assessment............................................................................................................65 Day 1............................................................................................................................................65 Day 2............................................................................................................................................66 Day 3............................................................................................................................................66 Day 4............................................................................................................................................68 Day 5............................................................................................................................................68 Week 10: Formal assessment..........................................................................................................69 Day 6............................................................................................................................................69 Day 7............................................................................................................................................70 Day 8............................................................................................................................................71 Day 9............................................................................................................................................72 Day 10..........................................................................................................................................72

Term 2 Learning unit 6..................................................................................................................................74 Week 11: Addition and subtraction...................................................................................................74 Day 1............................................................................................................................................74 Day 2............................................................................................................................................75 Day 3............................................................................................................................................76 Day 4............................................................................................................................................77 Day 5............................................................................................................................................78 Week 12: Addition and subtraction...................................................................................................79 Day 6............................................................................................................................................79 Day 7............................................................................................................................................80 Day 8............................................................................................................................................81 Day 9............................................................................................................................................82 Day 10..........................................................................................................................................83

Facilitator’s Guide Grade 1 ~ Mathematics

Learning unit 7..................................................................................................................................84 Week 13: Learn 11; number bonds..................................................................................................84 Day 1............................................................................................................................................84 Day 2............................................................................................................................................85 Day 3............................................................................................................................................86 Day 4............................................................................................................................................87 Day 5............................................................................................................................................88 Week 14: Learn 12, 13 and 14; number bonds................................................................................90 Day 6............................................................................................................................................90 Day 7............................................................................................................................................91 Day 8............................................................................................................................................92 Day 9............................................................................................................................................93 Day 10..........................................................................................................................................94 Learning unit 8..................................................................................................................................95 Week 15: Learn 15, 16, 17 and 18; halving and doubling................................................................95 Day 1............................................................................................................................................95 Day 2............................................................................................................................................96 Day 3............................................................................................................................................97 Day 4............................................................................................................................................98 Day 5............................................................................................................................................99 Week 16: Learn 19 and 20; 100 chart............................................................................................100 Day 6..........................................................................................................................................100 Day 7..........................................................................................................................................101 Day 8..........................................................................................................................................102 Day 9..........................................................................................................................................104 Day 10........................................................................................................................................105 Learning unit 9................................................................................................................................107 Week 17: Money; 100 chart............................................................................................................107 Day 1..........................................................................................................................................107 Day 2..........................................................................................................................................108 Day 3..........................................................................................................................................109 Day 4.......................................................................................................................................... 111 Day 5.......................................................................................................................................... 113 Week 18: Money; 100 chart............................................................................................................ 114 Day 6.......................................................................................................................................... 114 Day 7.......................................................................................................................................... 115 Day 8.......................................................................................................................................... 116 Day 9.......................................................................................................................................... 117 Day 10........................................................................................................................................ 118 Learning unit 10.............................................................................................................................. 119 Week 19: Formal assessment........................................................................................................ 119 Day 1.......................................................................................................................................... 119 Day 2..........................................................................................................................................121 Day 3..........................................................................................................................................121 Day 4..........................................................................................................................................122 Day 5..........................................................................................................................................122

Facilitator’s Guide Grade 1 ~ Mathematics

Week 20: Formal assessment; revision..........................................................................................123 Day 6..........................................................................................................................................123 Day 7..........................................................................................................................................124 Day 8..........................................................................................................................................125 Day 9..........................................................................................................................................126 Day 10........................................................................................................................................126

Term 3 Learning unit 11..............................................................................................................................127 Week 21: Symmetry.......................................................................................................................127 Day 1..........................................................................................................................................127 Day 2..........................................................................................................................................128 Day 3..........................................................................................................................................129 Day 4..........................................................................................................................................130 Day 5..........................................................................................................................................131 Week 22: Doubling and halving......................................................................................................133 Day 6..........................................................................................................................................133 Day 7..........................................................................................................................................133 Day 8..........................................................................................................................................135 Day 9..........................................................................................................................................136 Day 10........................................................................................................................................137 Learning unit 12..............................................................................................................................138 Week 23: Length and mass............................................................................................................138 Day 1..........................................................................................................................................138 Day 2..........................................................................................................................................140 Day 3..........................................................................................................................................141 Day 4..........................................................................................................................................142 Day 5..........................................................................................................................................143 Week 24: Breaking down numbers.................................................................................................144 Day 6..........................................................................................................................................144 Day 7..........................................................................................................................................145 Day 8..........................................................................................................................................146 Day 9..........................................................................................................................................147 Day 10........................................................................................................................................148 Learning unit 13..............................................................................................................................149 Week 25: Order; calculations.........................................................................................................149 Day 1..........................................................................................................................................149 Day 2..........................................................................................................................................150 Day 3..........................................................................................................................................152 Day 4..........................................................................................................................................153 Day 5..........................................................................................................................................155 Week 26: Calculations: Method 1...................................................................................................156 Day 6..........................................................................................................................................156 Day 7..........................................................................................................................................157 Day 8..........................................................................................................................................158 Day 9..........................................................................................................................................159 Day 10........................................................................................................................................160

Facilitator’s Guide Grade 1 ~ Mathematics

Learning unit 14..............................................................................................................................161 Week 27: Calculations: Method 1...................................................................................................161 Day 1..........................................................................................................................................161 Day 2..........................................................................................................................................162 Day 3..........................................................................................................................................164 Day 4..........................................................................................................................................165 Day 5..........................................................................................................................................166 Week 28: Calculations: Method 2...................................................................................................167 Day 6..........................................................................................................................................167 Day 7..........................................................................................................................................168 Day 8..........................................................................................................................................169 Day 9..........................................................................................................................................170 Day 10........................................................................................................................................171 Learning unit 15..............................................................................................................................172 Week 29: Formal assessment; data handling................................................................................172 Day 1..........................................................................................................................................172 Day 2..........................................................................................................................................173 Day 3..........................................................................................................................................173 Day 4..........................................................................................................................................174 Day 5..........................................................................................................................................175 Week 30: Formal assessment; revision..........................................................................................176 Day 6..........................................................................................................................................176 Day 7..........................................................................................................................................178 Day 8..........................................................................................................................................178 Day 9..........................................................................................................................................179 Day 10........................................................................................................................................179

Term 4 Learning unit 16..............................................................................................................................181 Week 31: Time................................................................................................................................181 Day 1..........................................................................................................................................181 Day 2..........................................................................................................................................182 Day 3..........................................................................................................................................183 Day 4..........................................................................................................................................184 Day 5..........................................................................................................................................185 Week 32: Time................................................................................................................................186 Day 6..........................................................................................................................................186 Day 7..........................................................................................................................................187 Day 8..........................................................................................................................................188 Day 9..........................................................................................................................................190 Day 10........................................................................................................................................191 Learning unit 17..............................................................................................................................192 Week 33: Recognise almost doubles.............................................................................................192 Day 1..........................................................................................................................................192 Day 2..........................................................................................................................................193 Day 3..........................................................................................................................................194 Day 4..........................................................................................................................................195 Day 5..........................................................................................................................................196

Facilitator’s Guide Grade 1 ~ Mathematics

Week 34: Mass and measurement.................................................................................................197 Day 6..........................................................................................................................................197 Day 7..........................................................................................................................................198 Day 8..........................................................................................................................................199 Day 9..........................................................................................................................................200 Day 10........................................................................................................................................201 Learning unit 18..............................................................................................................................202 Week 35: Calculations: Move numbers across the =.....................................................................202 Day 1..........................................................................................................................................202 Day 2..........................................................................................................................................203 Day 3..........................................................................................................................................204 Day 4..........................................................................................................................................205 Day 5..........................................................................................................................................206 Week 36: Calculations....................................................................................................................207 Day 6..........................................................................................................................................207 Day 7..........................................................................................................................................208 Day 8..........................................................................................................................................209 Day 9..........................................................................................................................................210 Day 10........................................................................................................................................ 211 Learning unit 19..............................................................................................................................212 Week 37: Money.............................................................................................................................212 Day 1..........................................................................................................................................212 Day 2..........................................................................................................................................213 Day 3..........................................................................................................................................214 Day 4..........................................................................................................................................215 Day 5..........................................................................................................................................216 Week 38: Data handling.................................................................................................................217 Day 6..........................................................................................................................................217 Day 7..........................................................................................................................................218 Day 8..........................................................................................................................................219 Day 9..........................................................................................................................................220 Day 10........................................................................................................................................221 Learning unit 20..............................................................................................................................222 Week 39: Formal assessment........................................................................................................222 Day 1..........................................................................................................................................222 Day 2..........................................................................................................................................223 Day 3..........................................................................................................................................223 Day 4..........................................................................................................................................224 Day 5..........................................................................................................................................224 Week 40: Formal assessment........................................................................................................225 Day 6..........................................................................................................................................225 Day 7..........................................................................................................................................226 Day 8..........................................................................................................................................227 Day 9..........................................................................................................................................228 Day 10........................................................................................................................................228

Answers Workbook 1: Term 1.......................................................................................................................230 Workbook 2: Term 2.......................................................................................................................231 Workbook 3: Term 3.......................................................................................................................235 Workbook 4: Term 4.......................................................................................................................245 © Optimi

Introduction for the facilitator Impaq’s approach to mathematics in Grade 1 Mathematics helps to develop mental processes that enhance logical thinking. Using maths effectively equips learners to apply mathematical concepts in real-life and the knowledge of basic mathematical concepts help them do calculations and solve problems. Number concept is the foundation of maths and enables learners to master the subject. To teach maths effectively in Grade 1 requires learning opportunities, interactions and practical demonstrations focused on developing the learners’ skills to work with numbers and do calculations. The programme for the year contains 20 learning units spread over 40 weeks. Each unit covers two weeks and comprises 10 days or two weeks. Each day has three maths sessions that cover one or more of these areas: • Numbers, operations and relationships • Patterns, functions and algebra • Space and shape • Measurement • Data handling

Numbers, operations and relationships Numbers, operations and relationships are an integral part of maths. During these sessions, learners are introduced to basic number concepts and encouraged to reinforce what they have learned by attaching a value to a number without thinking about it. Learners who understand the number concept will do well in mental maths and calculations. Make sure learners have enough opportunity to master these fundamental concepts before moving on to something more challenging. As soon as learners are familiar with numbers, mental maths becomes important because it allows them to demonstrate their understanding of maths. Numbers, operations and relationships include oral, practical and written activities to introduce new concepts and reinforce concepts already taught.

Patterns, functions and algebra Patterns, functions and algebra are very important in Grade 1. Learners are introduced to patterns other than shapes. The concept develops logical thinking and is the basis of all operations. Maths is the science of numbers and the patterns they create; encourage learners throughout the year to recognise different patterns. Patterns, functions and algebra teach learners to recognise patterns in real life as well as different shapes and numbers. The patterns are visible in different operations and help learners to understand more difficult concepts.

Space and shape Learners must develop a good understanding of their position in space (on top, under, left, right) and name spaces not yet filled (top left, below). Although it may appear to be an easy concept to master, learners’ experience of recognising shapes is the same as recognising numbers – naming 9

Facilitator’s Guide Grade 1 ~ Mathematics

an unknown concept. Teaching space and shape as an integral part of other subjects and content areas helps to establish these concepts.

Measurement Measurement includes time, length, mass and capacity/volume. These are practical, everyday concepts, often taught through hands-on activities and learners should be allowed to experiment. Use these concepts in daily tasks, e.g., ask them to tell the time or have a scale and measuring tape in class. Use the correct terminology such as millilitre and millimetre even though they are not expected to know them yet.

Data handling Data handling focuses on collecting, sorting, representing, interpreting and reporting on data. These concepts teach learners to organise and sort information in their own environment. Maths is abstract and data handling helps create a structure for concepts that learners may experience as disorganised. Encourage them to use data handling while playing or tidying up, e.g., sorting toys.

Material and resources In Grade 1, learners write with lead pencils to make it easy to erase any mistakes. All activities are completed in their workbooks.

How to use the materials and resources The Grade 1 package includes: 1. 2. 3. 4. 5. 6. 7. 8. 9.

A facilitator’s guide Workbook 1: Term 1, Weeks 1 – 10 Workbook 2: Term 2, Weeks 11 – 20 Workbook 3: Term 3, Weeks 21 – 30 Workbook 4: Term 4, Weeks 31 – 40 Learner aid Facilitator aid Assessment (portfolio book) Assessment guidelines and memorandum

You must buy: • • • • • •

Retractable crayons and coloured pencils A lead pencil, sharpener and eraser Scissors, a ruler and glue (Pritt and wood glue) Counting frame, counters (Unifix cubes, seeds, pebbles, etc.) up to 100 Equipment to measure (measuring tape), to weigh (scale), to measure capacity (empty containers with various capacities) Recommended for the classroom: A 100 chart (A2 size) and a long number line (1 to 20). Only put these up once the learners are introduced to it.

Throughout the year and while doing their assessments, learners may use aids such as counters or a 100 chart to do calculations. Praise learners who no longer need these aids and encourage them to try doing calculations without help. However, please keep in mind that these aids provide some learners with a sense of security and enable them to do calculations.

The facilitator’s guide The guide contains 20 learning units. Each unit is spread over two weeks and consists of 10 days. Each day is divided into three sessions which integrate all the focus areas. Refer to the suggested daily programme for the time allocation. Each session ends with two information boxes: ‘Conceptualisation’ and ‘Resources’. The conceptualisation box provides a short summary of the concepts that are embedded, while the resources box contains a list of items provided (i) and/or required () for the session. Each session uses three symbols: The owl indicates what the facilitator must do.

The pencil indicates what the learners must do.

The hand indicates a practical activity.

The optional electronic Cami course which offers excellent revision at the end of each week. Workbook 1: Term 1 Contains 110 activities and begins with a revision of Grade R work. Once learners have mastered the revision, the focus shifts to number sense. Workbook 2: Term 2 Contains 113 activities focused on practising addition and subtraction and learning different methods to do calculations. Workbook 3: Term 3 Contains 99 activities focused mainly on practising addition and subtraction and learning different methods to do calculations. Workbook 4: Term 4 Contains 93 activities focused mainly on revision and reinforcing work done throughout the year. The facilitator aid Contains wall charts (shapes), dice cards, number cards, number names, signs and symbols, number lines, dice, days of the week, months of the year, 100 chart, bingo cards, flash cards, sum cards, estimation cards, games and money to use in class. It may be worthwhile to laminate this material to prolong use. The learner aid Contains number cards, number names, signs and symbols, number lines, dice, 100 chart, games, flash cards, sum cards, money, activity pages for activities 14, 23, 31 and 34 in workbook 1, activity 23 in workbook 2, and activities 11 and 13 in workbook 4.

Facilitator’s Guide Grade 1 ~ Mathematics

Suggested timetable for Grade 1 Per week: 23 hours Home Language (HL): 8 hours First Additional Language (FAL): 2 hours Mathematics: 7 hours Life Skills (LS): 6 hours TIME

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

07:50 – 08:05

HL Listening and speaking 15 min

MATHEMATICS Class activity (oral) 25 min

Mathematics 30 min

HL Reading and phonics 30 min

08:05 – 09:30

09:30 – 10:00 10:00 – 10:20

BREAK

10:20 – 10:50

LS Personal and social well-being and beginning knowledge 30 min

10:50 – 11:20

HL Writing 30 min

11:20 – 11:45

HL Handwriting 25 min

11:45 – 12:00

FAL 15 min

LS Creative arts 40 min

FAL 20 min

12:00 – 12:15

12:15 – 13:15

BREAK

LS Physical education 60 min

LS Creative arts 40 min

LS Physical education 60 min

FAL 20 min

Learning unit 1 Week 1

Learning unit Day 1

1 Week 1

Session 1: Counting on and back The learners should already be able to count to 10. Practise counting to 10 again by pointing to different objects. For example, count 10 bricks or 10 desks. The learners will be counting almost every day by using different methods.

• • • • •

Count 10 bricks. Count 10 desks. Walk 10 steps forward and count from 0 to 10. Walk 10 steps backward and count from 10 to 0. Clap your hands 10 times while counting. Stamp your feet 10 times and count from 10 to 0. Jump on one leg and count from 0 to 10. Jump on the other leg and count from 10 to 0.

Measure the learners. Let them stand against a wall and use a height chart or make a mark on the wall. Compare the learners’ heights. Who is the tallest? Who is the shortest? Which learners are the same height? etc.

Session 2: Left and right The distinction between left and right is one of the most important concepts that have to be embedded. Learners who cannot immediately distinguish between left and right experience problems in all subjects; for example, when the facilitator gives an instruction to write on the top left corner of the page and, while the learner is still trying to figure out where left and right is, gives the next instruction. This skill makes learners comfortable with orientation in relation to the spaces in which they have to move. Ensure that this skill is embedded well. Give learners the following instructions: • • • • •

Show your right hand. Show your left hand. Touch your forehead with your right hand. Touch your tummy with your left hand. Touch your knee with your left hand. 13

Facilitator’s Guide Grade 1 ~ Mathematics

• • • •

Touch your foot with your right hand. Touch the desk with your right hand. Touch your shoulder with your left hand. Touch your left arm with your right hand.

Complete activity 1 in workbook 1. The learners trace their left and right hands with retractable crayons and colour them.

Session 3: Most and least, more than and less than Show the learners different quantities of objects, for example, building blocks. Hold 2 building blocks in the one hand and 5 building blocks in the other hand. The learners show which hand is holding the most or least building blocks. The facilitator could also make 3 or 4 stacks with building blocks where it is clearly visible which stack has the most building blocks.

• •

The learners guess which stacks have the most and least building blocks. The learners also look at natural objects and recognise which object has more or less. For example: This tree has more leaves than the other tree.

Day 2 Session 1: Counting and position in space •

Count from 0 to 10 and from 10 to 0 three times. Each learner should hold on to an object, for example, a pencil. The facilitator gives the following instructions to the learners:

Put down the pencil on the desk. Put down the pencil below the desk. Put down the pencil to the right of the desk. Put down the pencil in front of the desk. Put down the pencil to the left of the desk. Repeat the instruction with another object (for example, a chair) and thereafter also with the learner’s body. 14

Learning unit 1 Week 1

Session 2: Position in space The learners should be familiar with objects that are on top of and under/above and below. Also revise the concepts 'longer' and 'shorter' by pointing to different objects in the classroom. For example: The ruler is longer than the sharpener. Complete activities 2 and 3 in workbook 1. The learners colour the correct ball in every picture. They then identify objects that are longer and shorter.

Session 3: Position and capacity Do the following practical instruction with the learners: • • • • •

Put down your eraser on top of your pencil case. Put down your eraser to the right of your pencil case. Put down your eraser behind your pencil case. Put down your eraser below your pencil case. Put down your eraser to the left of your pencil case. Demonstrate capacity practically with a glass filled with liquid and an empty glass. Pour water into the empty glass. Empty the glass. The learners should understand the concept that containers have capacity.

Complete activities 4 and 5 in workbook 1. The learners draw the correct colour ball in the correct position in relation to the box. Next they follow instructions to complete the worksheet on capacity.

Facilitator’s Guide Grade 1 ~ Mathematics

Day 3 Session 1: Creating own patterns Demonstrate two types of patterns. The first pattern should consist of shapes; for example, circle, triangle, square; circle, triangle, square. The next pattern should consist of different colours; for example, blue, red, yellow; blue, red, yellow.

• • •

Build a geometric pattern with any shapes at the learners’ disposal. It should consist of concrete objects. For example, the learners could use different shapes of leaves and twigs. Build a colour pattern with concrete objects. The learners could use any objects. Each learner builds his own pattern. (This could include any concept, such as long and short, big and small, etc.)

Session 2: Patterns Briefly explain again how patterns work. Complete activity 6 in workbook 1. The learners complete the geometric patterns by drawing the next shape. They then change the geometric patterns into colour patterns by colouring the shapes.

• • • • •

Explain the order of different events. What happens first, second, third and last? Explain it on the basis of the following examples: I write a letter – I mail the letter – the letter goes to the post office – the other person receives the letter. The bird builds a nest – the bird lays an egg – the egg cracks – a chick hatches. I eat breakfast – I go to school – I go home – I go to bed. The waiter takes the order – the chef makes the food – the waiter brings the food – I eat the food. I switch on the kettle – I take a mug out of the cupboard – I add coffee and boiling water into the mug – I drink warm coffee.

Learning unit 1 Week 1

Session 3: The lazy 8 Demonstrate the lazy 8 on the board. The exercise will help the learners to relax. Give each learner a blank sheet of paper. Ensure that learners place the sheet of paper in line with their waistline on the desk before they start drawing the lazy 8. Start in the middle as indicated on the picture. Let the learners practise the concept over and over again. It is important to complete the exercise in the right direction. It helps to activate different parts of the brain, improve concentration, cross the waistline and represents the start of letter exercises. Let the learners first do the exercise with one hand, then the other hand and finally with both hands together.

Complete activity 7 in workbook 1 by tracing over the lazy 8. Start in the middle as indicated by the arrow. Check that the learners turn their workbooks sideways. The learners draw a lazy 8 on a blank sheet of paper. Let them go over the lazy 8 many times, using both their left and right hands.

Day 4 Session 1: Counting and comparing a collection of objects Count with the learners from 1 to 10 and 10 to 1. Use animal noises as you count, for example, bark like a dog from 1 to 10, meow like a cat from 10 to 1. In this session the learners will compare a number of objects in relation to more than and less than. Show the learners a number of objects (5 counters) and let them identify quantities that are more than the number: for example, there are more windows and there are more retractable crayons than counters. They then have to identify objects that are less than the number of counters; for example, there are two dustbins or there is one bookshelf. Repeat this exercise with different numbers of counters.

Facilitator’s Guide Grade 1 ~ Mathematics

Session 2: Position in space, one-to-one correspondence and visual perception The learners will complete a worksheet on visual perception. This is where learners have to notice the differences and similarities between objects. It is extremely important that this concept is embedded well. Learners who struggle with this also cannot distinguish between letters and numbers; for example, letters such as h, n, u, p, q, b, d, and the numbers 6 and 9, 12 and 21. Ensure that learners’ visual perception skills are embedded well so that they do not struggle later on to learn sounds or double-digit numbers. Revise position in space by letting learners indicate the following directions with their fingers: • • • • •

Where is below? Where is above? Where is left? Where is behind? Where is right?

Complete activities 8 and 9 in workbook 1. The facilitator reads the instructions for the learners to follow. They also complete the worksheet on visual perception.

Session 3: Left and right, bigger and smaller The learners are familiar with the concepts left and right, as well as bigger and smaller. Complete activities 10 and 11 in workbook 1. The learners colour the correct pictures.

Learning unit 1 Week 1

Day 5 Session 1: Counting and comparing quantities Show the learners different quantities of objects; for example, building blocks. Hold 2 building blocks in one hand and 5 building blocks in the other hand. The learners show which hand holds the most or least blocks. The facilitator could also make 3 or 4 stacks with building blocks where it is clearly visible which stack contains the most or least building blocks.

• •

The learners guess which stack has the most and least building blocks. The learners build their own stacks with counters or building blocks to show which stacks have the most or the least blocks.

Session 2: Shapes and geometric patterns Use the circle, triangle and square in the facilitator aid. Flash the shapes. The learners must recognise the shapes immediately. Complete activities 12 and 13 in workbook 1. The learners colour the shapes as instructed and complete the geometric patterns.

Session 3: Circles Learners should already be familiar with shapes. In this session, the circle is embedded. ‘Reading’ shapes is the initial stage of reading more abstract letters and numbers later on. If the learners are struggling to recognise shapes, they will also struggle to recognise letters and numbers later on. Complete activity 14 in workbook 1. The learners cut the circles from the activity page in the learner aid and paste them on the corresponding circles. They decorate the large circle with small pieces of coloured paper.

Facilitator’s Guide Grade 1 ~ Mathematics

Electronic resource

Day 6

Week 2

Session 1: Counting concrete objects The learners should be able to count to 10. Count from 0 to 10 and back again. The learners should also acquire the skill to count out objects. Learners can often count well, but as soon as it comes to counting out concrete objects, their fingers move quicker than they speak, or vice versa. Today learners have to collect and count out various objects. The facilitator may adjust this exercise to suit available resources. Give one instruction at a time. Put away the objects that have been collected for the next session. • • • • •

Collect 5 pebbles and count them as you put them down. Collect 4 leaves and count them as you put them down. Collect 5 twigs and count them as you put them down. Collect 3 seeds and count them as you put them down. Collect 4 pieces of rubbish and count them as you put them down.

Session 2: Problem-solving Problem-solving is the foundation on which addition and subtraction is built. The sooner learners learn the practical concepts of ‘adding on’ and ‘taking away’, the quicker they will become familiar with plus and minus. If a learner is struggling with plus and minus, problemsolving has to be repeated. For this assignment use the objects the learners collected in the previous session. Give the following instructions: •

Count out 5 pebbles in front of you. A giant comes along and eats 2 of the pebbles. (The learners remove pebbles by throwing them away or putting them outside.) How many pebbles do you have left? (3) 20

Learning unit 1 Week 2

•

Count out 4 leaves in front of you. The wind blows away 3 leaves. How many leaves are left? (1)

•

Count out 5 twigs in front of you. You give 2 twigs to your teacher and another 1 later on. How many twigs did you give your teacher altogether? (3) How many twigs are left? (2)

•

Mom asks you to go looking for seeds. You go outside and find only 1 seed. Later on you go outside again and find another 2 seeds. How many seeds do you have altogether? (3)

•

Take 4 pieces of rubbish. Throw 2 in the dustbin. How many do you have now? (2) Throw another 2 in the dustbin. How many do you have now? (0)

Complete activity 15 in workbook 1. The facilitator reads the instructions and the learners find their own creative ways to solve the problem. The learners say the answers out loud and do not write them down.

Session 3: Visual completion and patterns Visual completion focuses on the learners’ ability to complete pictures by connecting lines. If learners struggle with this, they will struggle to form and close the letters correctly when they start writing.

Complete activities 16 to 18 in workbook 1. The learners do visual completion and copy the patterns, complete the pictures and complete the colour patterns.

Day 7 Session 1: Counting objects and threading Count out 5 objects. It could be any objects on the learner’s desk; for example, 5 pencils. 21

Facilitator’s Guide Grade 1 ~ Mathematics

The learners do a practical threading activity. They use different sizes and colours of beads, seeds, macaroni, toilet rolls, buttons, straws, etc. to thread. It could be patterns of colours or of different sizes.

Session 2: Problem-solving and copying patterns Draw a pattern on the board. The learners should copy the same pattern in the air while the facilitator draws the pattern. Complete activities 19 and 20 in workbook 1. The learners find the right paths. Encourage learners to stay within the lines. Next they copy the patterns.

Session 3: Left and right Give the following practical instructions to the learners: • • • • • • • • • • •

Touch your left knee with your right hand. Touch your right shoulder with your left hand. Touch your left cheek with your left hand. Touch your left ear with your right hand. Touch your right foot with your left hand. Touch your right hip with your right hand. Touch your left arm with your right hand. Touch your left thigh with your left hand. Touch your right ear with your left hand. Touch your right eye with your left hand. Touch your left foot with your right hand.

Complete activities 21 and 22 in workbook 1. The learners should visually differentiate between left and right.

Learning unit 1 Week 2

Day 8 Session 1: Counting and 3D objects •

Count from 0 to 10 and from 10 to 0. Let learners jump in one place while they are counting. The rhythm will also help them with counting-out activities. Repeat the exercise 3 times. Show the learners two objects, one a box shape and the other a ball shape. Explain to learners that these are three-dimensional (3D) objects and that each object has a name. The box is called a prism – or a cube if it is exactly square – and the ball is called a sphere.

The learners look for objects in the class that look like a prism or a sphere. They do not have to use the words yet, but it is a good idea to expose them to the correct vocabulary as soon as possible.

Session 2: Geometric patterns The learners build a geometric pattern using playdough. Encourage the learners to make more complicated geometric patterns. The learners could also make 3D balls and boxes with the playdough and build patterns with these. Focus on the vocabulary ‘sphere’ and ‘prism’ when the learners are building 3D objects with the playdough.

Session 3: Triangles The learners should already be familiar with shapes. The triangle is embedded in this session. ‘Reading’ shapes is the initial stage of reading more abstract letters and numbers later on. If the learners are struggling to recognise shapes, they will also struggle later on to recognise letters and digits. Complete activity 23 in workbook 1. The learners cut out the triangles from the activity page in the learner aid and paste them on the corresponding triangles. They decorate the large triangle with small pieces of coloured paper. 23

Facilitator’s Guide Grade 1 ~ Mathematics

Day 9 Session 1: Counting objects and problem-solving Each learner needs 5 counters for this activity. Unifix blocks, buttons or Lego blocks work well. Encourage the learners to count out the counters themselves when they come to collect them. Do word sums with addition and subtraction. Here are some examples:

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Mom asks you to pick 5 strawberries. On your way back, you eat 1. How many strawberries do you give to Mom? (4) Mom eats 3. How many strawberries are left? (1)

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Grandpa gives you 4 pieces of chocolate. He says you have to divide it equally between yourself and a friend. How many pieces does each person get? (2)

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Dad gives you 3 balls of chewing gum. Later he gives you 1 more. How many do you have altogether? (4) You eat 1. How many do you have now? (3)

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Grandma bought a box of peaches. She says you may eat 2 peaches every day. How many peaches have you eaten after 2 days? (4)

Session 2: Geometric patterns and 3D objects Game: Guess what is in the bag. Put several objects in a non-transparent container. It should have shapes that represent spheres and prisms, such as a tennis ball, golf ball, orange, marble, matchbox, lunch box, dice, box, etc. Give each learner two minutes to guess as many objects as possible. The other learners can continue with the activity in the workbook. Complete activity 24 in workbook 1. The learners circle the object that will complete the pattern.

Learning unit 1 Week 2

Session 3: One-to-one correspondence Let the learners sit in groups of 4 or 5. Give one learner from each group a container with counters. The learner should give everyone in the group one counter, including himself/herself. The learner should not hand out more counters than required by the instruction. Vary the size of the groups and the number of counters to be distributed in each round (maximum 5 counters per learner). Ensure that each learner gets a turn. Complete activity 25 in workbook 1. The learners do one-to-one correspondence.

Day 10 Session 1: Counting and estimating Estimation is a very important skill to acquire. With smaller numbers it is often easy, but as soon as the numbers become bigger, learners will guess numbers that are out of proportion; for example, 100 when there are only 18 objects. This is also an indication of their number concept. A learner with a low number concept might perhaps be able to estimate everything from 1 to 5 and thereafter it is a lot (100). A learner with a better number concept will be able to estimate approximately right. In this session the learners will only estimate to 5. Use the dice cards in the facilitator aid. Flash the cards in different orders. The learners should estimate (guess) how many dots are on each card. Count from 0 to 10 and from 10 to 0. The learners clap their hands in the same manner as the facilitator (above the head, next to the side, behind the back, etc.).

Facilitator’s Guide Grade 1 ~ Mathematics

Session 2: Visual perception Complete activities 26 and 27 in workbook 1. The learners colour the shape that looks exactly like the one in the first column. It is a difficult task. Encourage the learners to concentrate.

Session 3: Big and small, wide and narrow The learners should already understand the difference between bigger and smaller. Teach them the concepts of ‘wide’ and ‘narrow’. Do not assume that the learners know the words. Identify concrete objects in the classroom that are wide and narrow. Complete activities 28 and 29 in workbook 1. The learners circle the correct object.

Electronic resource

Learning unit Day 1

2 Week 3

Session 1: Counting The learners learn the following counting rhyme. Use movements and make it fun: Let's count from 1 to 10 One, two, a cow says moo. Three, four, fell on the floor. Five, six, do some tricks Seven, eight, I am late Nine, ten, write with a pen. © Optimi

Learning unit 2 Week 3

Ten, nine, this is mine Eight, seven, my friend is Kevin Six, five, marry my wife Four, three, climb a tree Two, one, this was fun.

Session 2: Problem-solving Each learner builds his/her own geometric pattern using playdough. The pattern should have at least six shapes. Each learner takes one of the shapes out of the pattern and rolls it into a ball. The next learner should complete the pattern by building the missing shape out of the ball of playdough and putting it in the correct place in the pattern. Complete activity 30 in workbook 1. The learners colour only the umbrella.

Session 3: Squares The learners should already be familiar with shapes. The square is embedded in this session. ‘Reading’ shapes is the initial stage of reading more abstract letters and digits later on. If the learners are struggling to recognise shapes, they will also struggle to recognise letters and digits later on. Learners should remember that the four sides of a square should all be the same length. Complete activity 31 in workbook 1. The learners cut out the squares from the activity page in the learner aid and paste them on the corresponding squares. They decorate the large square with small pieces of coloured paper.

Facilitator’s Guide Grade 1 ~ Mathematics

Day 2 Session 1: Counting and making your own collection The learners should by now count from 0 to 10 and 10 to 0 with ease. Give the learners any number between 0 and 10 and ask them to count on or back. For example, 8 to 0, count back. The learners should then count from 8 to 0. Make at least two collections. The objects could be anything. The facilitator could mix seeds, building blocks, buttons, twigs, pebbles, etc. in a bowl from which the learners have to make a collection. The learners can sort them in various ways, for example: length, mass, colour, size, etc.

Session 2: Geometric patterns The learners build a geometric pattern using playdough. Encourage them to make more complicated geometric patterns. The learners could also make 3D balls and boxes with the playdough and then build patterns. Focus on the vocabulary ‘sphere’ and ‘prism’ when the learners are building 3D objects with the playdough.

Session 3: Colour patterns Revise colour patterns. Complete activity 32 in workbook 1. The learners complete the colour patterns and create their own colour patterns.

Learning unit 2 Week 3

Day 3 Session 1: Counting objects and mass The learners count out 10 concrete objects in the classroom. Use objects that could be used for the activity on mass; for example, 10 buttons of the same size or 10 Unifix building blocks. Also introduce the words ‘mass’, ‘heavy’, ‘heavier’, ‘light’ and ‘lighter’. Use objects in the classroom: What is heavier, the desk or the book? What is lighter, the chair or the chalk? The feather is light, but the brick is heavy. Make a balance scale using a coat hanger and empty containers or use a normal balance scale where two parts are weighed separately. Do practical experiments with the balance scale and use the counters the learners counted out.

Session 2: Mass Complete activity 33 in workbook 1. The facilitator reads the instructions and the learners circle the correct pictures.

Facilitator’s Guide Grade 1 ~ Mathematics

Session 3: Rectangles The learners should already be familiar with shapes. A new shape is introduced in this session. Some learners know the rectangle, but others do not. It is not a requirement for learners to know the rectangle, but it is always a good idea to expose them to it. Complete activity 34 in workbook 1. The learners cut out the rectangles from the activity page in the learner aid and paste them on the corresponding rectangles. They decorate the large rectangle with small pieces of coloured paper.

Day 4 Session 1: Collections The learners are already familiar with various collections. Give the following collections and let learners guess which item does not fit into the collection. They have to motivate their answers because each collection may have more than one correct answer. For example: dog, cat, parrot, cow. The learner could motivate that there is one bird amongst four-legged animals or that the cow is a farm animal while the others are pets. • • • • • •

dog, cat, parrot, cow shoe, sock, pants, knife spoon, knife, fork, breadboard milk, pear, peach, banana water, pebble, brick, rock cold drink, tea, dress, coffee

Complete activity 35 in workbook 1. The facilitator names each item in the collection and the learners circle the correct answers.

Learning unit 2 Week 3

Session 2: Number concept: Learn 0 Number concept: This is the most important concept a learner must be able to do to master mathematics. Number concept means that the learner knows the number's value and not merely its place in a counting rhyme. It means that learners immediately recognise a certain number of items, for example, the numbers on a dice. If learners must show 7 fingers, they can do it without hesitating or counting. If number concept is embedded, mathematics in the foundation phase will be easy and Mental maths will be fun. Properly embed this concept before moving on to further abstract concepts to ensure that the learners do not fall behind. The number zero is often seen as a worthless number because it represents 'nothing'. It is often neglected and when learners encounter it later on (number 10), it confuses them. This number is a place holder. Teach this to learners right from the start. If the 0 is on its own, it means it is empty. However, as soon as it stands next to a number, it keeps a place for another number that might fill its place. It is like learners keeping a place for a friend. They should be able to understand the concept. Do the following activity: • • • • • • • •

Show an empty box or container and ask: How many things are in the box? (0) Show 0 fingers on your hands. Show 0 retractable crayons. Build a 0 using playdough. It is formed the same way as the 'o' sound. Draw a 0 with chalk outside on the paving. Walk along the 0. Draw a 0 in the sandpit or on a sand tray. Build a 0 with counters, twigs or pebbles. Make a 0 with your body. ÆÆ Put the 0 in the facilitator aid up in the classroom.

Session 3: Revise 0 Revise the number 0. Complete activities 36 and 37 in workbook 1. The learners follow the facilitator’s instructions to complete the activities.