Teacher's Guide Module 1 - Maths Excellence

.......................ACTIVITY 1.5
Learners find it difficult to answer questions such as those in Activity 1 and 2. Make sure
that the learners take note of the difference in the various ways in which the questions are
asked, because that determines whether they are required to add or to subtract.
.......................ACTIVITY 1.6
The x tables should first be practised thoroughly before starting with Activities 1 and 2.
This Activity could lead to an interesting discussion, as each learner will colour in
differently. Discuss why there can be different possibilities. It is important for learners to
understand that different tables can have the same multiple, for example “fish 24” fits in
with both the 8x and the 12x table.
It will be necessary to fully explain the concept of moving from thousands to ten
thousands (Activity 4) during a class discussion before the work sheets are to be
completed. Let the learners say the numbers in Activities 5 and 6 loudly first, as this will
make it easier for them to answer the questions.
.......................ACTIVITY 1.7
Enough time should be spent on “rounding off”. Learners must be able to see the
“pattern” between rounding off to the nearest 10, 100 and 1000. Use a number line to
explain rounding off to learners who find it difficult to grasp, so that they can physically
see the numbers.
.......................ACTIVITY 1.8
Learners must know their tables, and Activity 1 is an excellent exercise for “drilling” tables.
The learners’ prior knowledge of “multiples”; “factors” and “prime numbers” must be tested
at the start. Make sure that they know the difference between the above-mentioned
before completing Activity 2 - 4. Remember: 1 is NOT a prime number!
The “self assessments” throughout the unit can be a very good indication to a teacher
whether he/she should go on to the next section of the work or not.
The following summarise marks can be used: (Teachers can decide for themselves.)
The two tables tests
The two smaller tests that come after 1.5 no. 3 and 1.8 no. 4
The formal test at the end of the Learning Unit
LEARNING UNIT 2
.......................ACTIVITY 2.1
Take note:
An interesting, additional assignment can be inserted here!
Instruct learners to find out how people in other local cultures count from 1–10,
e.g. the Xhosas, Zulus, Sothos and/or Taiwanese, and Chinese if there are
such learners at the school.