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Learners must know the words “horizontal” and “vertical” and know what they mean.
Make sure that the learners understand the role of the nought (0) as a placeholder in numbers without units, like 10, 20, 30, 40 etc. This is particularly important for vertical operations.
LO 1.10 |
LO 1.8 |
Complete the patterns:
Do the same with:
LO 2.2 |
She renames the numbers, e.g. 36 = 30 + 6
He then regroups the numbers, e.g. 30 + 6 = 20 + 10 + 6
Rename Regroup
34 = 30 + 4 = 20 + 10 + 4
28 = _____ + _____ = _____ + 10 + 8
46 = _____ + _____ = _____ + 10 + 6
39 = _____ + _____ = _____ + _____ + _____
23 = _____ + _____ = _____ + _____ + _____
55 = _____ + _____ = _____ + _____ + _____
30 + 10 + 1 = 40 + 1 = 41
20 + 10 + 7 = _____ + _____ = _____
1 0 + 10 + 2 = _____ + _____ = _____
40 + 10 + 9 = _____ + _____ = _____
30 + 10 + 6 = _____ + _____ = _____
20 + 10 = 5 = _____ + _____ = _____
LO 1.10 |
__________________________ cookies. Draw them.
__________________________chocolates. Draw them.
LO 1.6 |
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 1.6: 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 involving:
1.8.1 addition and subtraction of whole numbers with at least 3 digits;
1.8.2 multiplication of at least whole 2-digit by 1-digit numbers;
1.8.3 division of at least whole 2-digit by 1-digit numbers;
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 2: The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.
Assessment Standard 2.2: We know this when the learner copies and extends simple number sequences to at least 1 000.
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