Week 3
8 Day 1
Learning material
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Number chart 0 – 50
Counters in 2 colours
The number 14 (picture card, dotted card, number and number name)
Number line
Whiteboards
Markers
Activity 1: Numbers – count in whole numbers,
build number patterns
2 ‡ Learners count up to 45 and and back again on their number charts (0 – 50).
‡ Learners take out any number of counters between 10 and 25. Counters must be
of two different colours.
‡ Learners build repetitive patterns with the two different coloured counters, for
example:
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‡ Learners read their patterns, for example: 2 red 1 yellow 2 red 1 yellow 2 red.
Activity 2: Numbers
2 ‡ Introduce the number 14. Picture card, dotted card, number card and number
name.
‡ /HDUQHUVFRXQWWRDQGEDFNDJDLQFRXQWLQWZRVXSWRREVHUYH VD\ ZKLFK QXPEHU FRPHV DIWHU DQG ZKLFK QXPEHU FRPHV EHIRUH Fourteen comes between ... and ....
1 Week 3
Activity 3: Number patterns
‡ Learners use 14 counters to make a number pattern of 14 on their whiteboards:
14 – 2 =
14 – 3 =
14 – 4 =
14 – 1 =
‡ Learners use counters to build a doubling pattern. Doubling means that I work
with two numbers that are the same and add them together.
1+1=
2+2=
3+3=
4+4=
5+5=
6+6=
7+7=
Activity 4: Calculations – plus and minus
‡ The teacher shows that the = and the answer of a calculation can also move
forwards and the calculation will stay the same, for example: 5 + 5 = 10.
5 + 5 = 10 and
10 = 5 + 5 is the same calculation, just written differently.
‡ Learners move the = and the answer and practise this notation on their whiteboards.
Example:
2+2=4
4=_+_
4+4=8
8=_+_
1+1=2
2=_ +_
5 + 5 = 10
3+3=6
Week 3
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Day 2
Learning material
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Big number line
10 to 15 objects, small pictures of fruit: apples, pears, bananas, stawberries
– 10 of each. Learners can colour them in at home.
Dotted card of 14
Counters
Activity 1: Numbers – count in whole numbers,
expanding patterns
‡ Learners count up to 45 on the teacher’s big number line on the board. Learners
count rhythmically while the teacher taps on the board. Also count back again.
‡ Take out between 10 and 25 objects and build a pattern where one more object
is added each time.
Example:
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Activity 2: Numbers – count in twos
‡ Learners count in twos up to 30.
‡ Call out a number. Learners can use counters, draw pictures or calculate it in their
heads. Example: 14
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Make groups of twos.
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How many groups can you make?
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Is 14 an even or an odd number?
Week 3
Activity 3: Discovering numbers
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‡ /HDUQHUVSUDFWLVHZULWLQJWKHQXPEHUDQGWKHQXPEHUQDPH³IRXUWHHQ´RQWKHLU
whiteboards. Show that 14 consists of 1 ten and 4 units.
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14
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We can make a sum 10 + 4 = 14.
:HORRNDWWKHGRWWHGFDUGIRUDQGVHH Divide 14 between you and a friend. Use 14 counters.
What do you see? Each one gets seven and there is nothing left over: 7 + 7 = 14.
Activity 4: Calculations with answers up to 10
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5 + (how much?) gives us 9.
‡ Learners count out 9 counters. Now count out 5 of the 9 counters and move them
to the left.
‡ Now count how many extra counters you need to get 9: 5 + _ = 9.
‡ Learners practise this method of adding and subtracting.
‡ ([DPSOH±Ƒ /HDUQHUVFRXQWRXWFRXQWHUV/RRNDWWKHPLQXVVXPDQG
read it. I have 8 counters, how many should I take away so that there are only
3 left.Learners move the 3 that are left to the right and see that they would have
taken 5 away.
‡ I can also take the 3 away and see how many are left. The remainder is the
number I should have taken away.
8–3=5
8– =3
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Week 3
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Day 3
Learning material
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Exercise book p. 43
Number cards 1 – 45
Counters
Whiteboard
Markers
Objects
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Activity 1: Count in whole numbers
‡ Learners use number cards. Count and pack the numbers in rows of 10 up to 45:
1
2
11 12
21 ...
31 ...
41 42
3
13
4
14
5
6
15 ...
43
44
45
7
8
9
10
‡ Call out a number, learners look for it and show the number in the air.
‡ Learners count backwards and pick up the cards one by one, for example:
45 44 43 42 41... and put the cards back into the bag.
Activity 2: Calculations – solving problems
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‡ Read story sums. Learners listen carefully while the teacher reads the story sums.
‡ Learners use their own methods to calculate the answers, for example:
1. Mom has two apples. She buys seven more apples. How many apples does
Mom have now? Learners write the number sentence, for example: 2 + 7 = 9.
2. Dad bought ten bananas. He eats two bananas. How many does he have left?
Learners work on their own number lines, for example: 10 – 2 = 8.
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Week 3
Activity 3: Number – the number 14 and number name
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‡ Learners work in the exercise book, p. 43. Learners learn to write the number 14
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‡ Learners make groups of two and divide 14 into two equal groups.
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Activity 4: Patterns
‡ Learners build repetitive patterns and patterns that expand on their whiteboards
and draw the patterns on their whiteboards, for example, repetitive patterns:
‡
EOXHUHGEOXHUHGEOXHUHG
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\HOORZ\HOORZJUHHQ\HOORZ\HOORZJUHHQ
‡
EURZQRUDQJHRUDQJHEURZQRUDQJHRUDQJH
‡ Expanding patterns.
Example:
...
...
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Week 3
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Day 4
Learning material
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Workbook p. 68 and p. 69
Number chart 0 – 50
Whiteboard markers
Board eraser
Bag with pictures of fruit
Pencils
Activity 1: Numbers – count and write whole numbers
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‡ Learners count and write each number out with their whiteboard markers.
Learners count up to 40. Learners count back again from 40 and erase the
numbers. Learners start erasing at 40, then 39, 38, 37, 36 ... up to 1.
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Week 3
Activity 2: Patterns with objects or pictures
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‡ Learners build repetitive patterns with pictures of fruit. Learners build an expanding
pattern and draw his or her pattern with coloured crayons in the workbook on p. 68.
Activity 3: Problem-solving – addition
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‡ Read a story sum. Learners listen carefully.
‡ Learners can use their own methods to solve the problems, for example: use
counters, draw pictures, use the number line or do it in their heads and write the
number sentence.
‡ Example:
1. Mom picks seven apples from the tree. Dad picks another two. How many
apples have they picked? 7 + 2 = 9.
2. Dad gives me six nuts and then another four nuts. How many nuts do I have?
3. 0RP¿UVWSODQWVIRXUVHHGVDQGWKHQDQRWKHUIRXU+RZPDQ\VHHGVGLGVKH
plant?
‡ Ask learners to use different methods to get their answers.
‡ Learners write the number sentences and answers in the workbook on p. 69.
This activity can be used for assessment.
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Week 3
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Day 5
Learning material
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Workbook p. 70 to p. 73
Number charts
Pencils
Coloured crayons
Counters
Number lines
Activity 1: Numbers – count in whole numbers up to 45
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‡ Learners look on their number cards. One learner starts counting at 1 until the
teacher tells him or her to stop. The next learner counts further until the teacher
says stop. Each learner gets a turn until they have counted up to 45.
‡ The teacher lets other learners count back again to 0.
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Week 3
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Activity 2: Calculations
‡ Learners work with the number 14 in the workbook on p. 70 – count, draw, make
groups and divide.
‡ Learners make number patterns on p. 71, with 14 counters.
1.
14 – 1 =
14 – 6 =
14 – 2 =
14 – 7 =
14 – 3 =
14 – 4 =
14 – 5 =
2.
Make a number pattern by doubling the single-digit numbers:
1+1=
2+2=
3+3=
4+4=
5+5=
6+6=
7+7=
3.
Make number patterns with the multiples of 2: 0, 2, ... 20.
‡ Number patterns can be marked for assessment.
Activity 3: Calculations – plus and minus up to 10
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‡ Learners complete the plus and minus sums with answers up to 10. Learners can
use counters, number lines and mental arithmetic.
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,WDNHDZD\RUPRYHEDFNZDUGVĸ
‡ Learners work on p. 72 in the workbookDQG¿OOLQWKHDQVZHUV
‡ Can be marked for assessment.
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