Teacher's Guide Module 1 - Maths Excellence

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OUTLINE MATHEMATICS GRADE 5 MODULE 1: NUMBER CONCEPT There are five modules in the learning programme: 1. Number Sense, Addition and Subtraction 2. Multiplication and Division 3. Fractions and Decimal Fractions 4. Measurement 5. Geometry and Data Handling It is important that teachers deal with the modules in the above-mentioned order, because the learners need the knowledge and skills attained in each module to continue with the next one. NUMBER SENSE, ADDITION AND SUBTRACTION (LO 1 AND LO 2) LEARNING UNIT 1 FOCUS ON: Knowledge of the difference between even and uneven numbers Writing numbers in extended notation Comparing and arranging numbers Extending the learner’s number sense to 10 000 The ability to round off to the nearest 100 and 1 000 Revision of the learner’s knowledge of multiples, factors and prime numbers The module lends itself well to Critical Outcomes 2 (Learners work effectively with others as members of a team, group, organisation and community) and 5 (Learners communicate effectively using visual, symbolic and/or language skills in various modes). Seeing that it is the first learning unit of the year, it will probably take 4 - 5 weeks to complete. IN LEARNING UNIT 2 FOCUSES ON: Adding with larger numbers Pocket calculator skills Here the emphasis can be placed on different methods/strategies of addition. Encourage learners to use their own methods, but move towards the vertical method of addition. At the end of Gr. 5 all the learners should be able to add in this way. Also note the correct terminology: sum of; inversion. The theme “A healthy environment” can be introduced quite effortlessly into this unit, and Critical Outcome 8 (Learners reflect on and explore a variety of strategies to learn more effectively) is applicable here. • For the portfolio: An interesting activity can be undertaken here – see Activity 2.1. If it is to be assessed, a matrix must be supplied. • This learning unit should be completed within 2-3 weeks.
IN LEARNING UNIT 3 Focuses on a variety of methods for subtraction. Remember that learners are allowed to use their own strategies, but at the end of grade 5 they should all be able to subtract vertically. Make sure that the learners are totally at ease with the correct terminology: minuend; subtrahend; difference; sequential numbers. This learning unit lends itself to the theme “Inclusively” and Critical Outcome 3 (Learners organise and manage themselves and their activities responsibly and effectively) and 8 (Learners reflect on and explore a variety of strategies to learn more effectively). Activity 3.1.1 or something similar is an assignment for the portfolio. Teachers must make sure that learners know exactly what is expected of them. The matrix for assessment must be given to the learners beforehand and explained so that they understand the process. 2-3 weeks should be sufficient time for the completion of this unit. STEP BY STEP THROUGH MODULE 1 LEARNING UNIT 1 Mental calculation Number sense Counting forwards and backwards (Activity 1-8) Division by multiples of 10 Even and uneven numbers Place value Extended notation Number patterns Arranging from great to small More than; less than Relationship signs Computations with 10 000s Rounding off to the nearest 10, 100 and 1 000 Multiples Factors Prime numbers Brain teasers LEARNING UNIT 2 Mental calculation Addition Count in 10 000s (Activity 1-11) Addition by means of flow diagram Addition using the constant function of the pocket calculator Computations with Roman figures, using the commutative and associative properties of addition Addition by rounding off first Addition using number combinations Problem solving Comparing methods of addition Addition using the memory of the pocket calculator Assignment using cash slips Brain teasers
Page 2 and 3: OVERVIEW MODULE 1 1 2 3 4 5 CONTENT
Page 4 and 5: 3 = Learner’s performance has sat
Page 6 and 7: Approach Seeing that education is t
Page 8 and 9: Allow them to discuss their answers
Page 10 and 11: MEMORANDUM GRADE 4 MODULE 1 .......
Page 12 and 13: 7. 1 525 1 550 1 550 1 575 1 575 1
Page 14 and 15: Possibly not all learners will noti
Page 16 and 17: 5.1 9 999 5.2 1 001 5.3 999 5.4 5 0
Page 18 and 19: 7.4 Hot dogs 7.5 May; many hot-dogs
Page 22 and 23: LEARNING UNIT 3 Subtraction (Activi
Page 24 and 25: It would be even more interesting i
Page 26 and 27: .......................ACTIVITY 3.4
Page 28 and 29: 4. 4.1 20 4.2 8 4.3 5 000 4.4 600 B
Page 30 and 31: 7. 7.1 10 7.2 100 7.3 1 000 7.4 60
Page 32 and 33: TEST 1 1. 6 000 + 400 + 90 + 8 (6
Page 34 and 35: 5. 33 000; 43 000; 53 000; 63 000;
Page 36 and 37: 1.5 Self-explanatory 1.6 Carry over
Page 38 and 39: LEARNING UNIT 3 ...................
Page 40 and 41: .....................ACTIVITY 3.10
Page 42 and 43: LEARNING PROGRAMME GRADE 6 MODULE 1
Page 44 and 45: LEARNING UNIT 2 FOCUSES ON DIVISION
Page 46 and 47: LEARNING UNIT 7 FOCUSES ON TEMPERAT
Page 50 and 51: LEARNING UNIT 2: ADDITION .........
Page 56 and 57: BRAIN TEASER i) R90 000 ii) R14 000
Page 58 and 59: TEST 1 1.1 13 800; 13 750 1.2 24 36
Page 62 and 63: 4. 4.1 1 143 269 4.2 5 261 380 + 43
Page 64 and 65: TEST TOTAL: 20 1. 18 16 11 22 14 9
Page 66 and 67: 8.5.3 27; 27 The total is the same
Page 68 and 69: 2.1 12 321 1 234 321 123 454 321 2.

Teacher's Guide Module 1 - Maths Excellence

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