Danielle Brinkmann Math Ebook

Danielle Amber Brinkmann 219001774 University of Namibia Code: MMD 3880 Learning Support in the Mathematics Classroom Mathematics Activities E-Book

Table of Contents Introduction ......................................................................................................................... 5 Number concept Development.............................................................................................. 6 Grade 1 Activity ..........................................................................................................................6 Representing numbers.......................................................................................................................... 6 Description............................................................................................................................................ 6 Instructions ........................................................................................................................................... 6 Grade 2 Activity ..........................................................................................................................7 Odd and even numbers......................................................................................................................... 7 Description............................................................................................................................................ 7 Instructions ........................................................................................................................................... 7 Grade 3 Activity ..........................................................................................................................9 Odd and even numbers......................................................................................................................... 9 Description............................................................................................................................................ 9 Instructions ........................................................................................................................................... 9 Find the hidden picture. .................................................................................................................. 10 Problem Solving ................................................................................................................. 11 Grade 1 Activity ........................................................................................................................ 11 Description.......................................................................................................................................... 11 Instructions ......................................................................................................................................... 11 Step 1: Teacher hands out worksheet................................................................................... 11 Name of object ..................................................................................................................... 11 Total number in the class ..................................................................................................... 11 Grade 2 Activity ........................................................................................................................ 12 Finding patterns.................................................................................................................................. 12 Description.......................................................................................................................................... 12 The teacher demonstrates with her finger’s different numbers, whereby learners count the numbers on her fingers and write them in the blocks. If the learners are done writing the numbers they have to group them to reveal the components which add to 10. ............................................................................................ 12 Learners will be able to distinguish and demonstrate mixed drawings, diagrams, and numbers with physical things, talking about them and exchanging ideas, looking for the appropriate patterns....... 12 Step 1: Hand out the table drawn on the worksheet from 1 to 15. ...................................... 12 1.................................................................................................................................................. 12 2.................................................................................................................................................. 12 3.................................................................................................................................................. 12 4.................................................................................................................................................. 12 5.................................................................................................................................................. 12 6.................................................................................................................................................. 12 7.................................................................................................................................................. 12 8.................................................................................................................................................. 12 9.................................................................................................................................................. 12 10................................................................................................................................................ 12 2

11................................................................................................................................................ 12 12................................................................................................................................................ 12 13................................................................................................................................................ 12 14................................................................................................................................................ 12 15................................................................................................................................................ 12 Grade 3 Activity ........................................................................................................................ 13 Number representation through problem-solving ............................................................................. 13 Description.......................................................................................................................................... 13 Computation....................................................................................................................... 14 Grade 1 Physical Activity.......................................................................................................... 15 Addition .............................................................................................................................................. 15 Description.......................................................................................................................................... 15 Instructions ......................................................................................................................................... 15 Grade 2 Activity ........................................................................................................................ 17 Description.......................................................................................................................................... 17 Instructions ......................................................................................................................................... 17 Grade 3 Activity ........................................................................................................................ 19 Addition ..................................................................................................................................... 19 Description.......................................................................................................................................... 19 Instructions ......................................................................................................................................... 19 Measurement...................................................................................................................... 21 Grade 1 Activity ........................................................................................................................ 21 Description.......................................................................................................................................... 21 Instructions ......................................................................................................................................... 21 Grade 2 ...................................................................................................................................... 23 Measuring mass .................................................................................................................................. 23 Description.......................................................................................................................................... 23 Instructions ......................................................................................................................................... 23 Grade 3 ...................................................................................................................................... 24 Description.......................................................................................................................................... 24 Money ................................................................................................................................ 25 Grade 1 ...................................................................................................................................... 25 Description.......................................................................................................................................... 25 .................................................................................................................................................... 26 Grade 2 ....................................................................................................................................... 26 Spending: Healthy grocery shopping ................................................................................................. 26 Description.......................................................................................................................................... 26 Grade 3 Activity ........................................................................................................................ 27 Spending: Buying Winter Clothes...................................................................................................... 27 Description.......................................................................................................................................... 27 Instructions ......................................................................................................................................... 27 Geometry ............................................................................................................................ 30 Grade 1 Activity ........................................................................................................................ 30 Geometrical puzzle ............................................................................................................................. 30 3

Grade 2 Activity ........................................................................................................................ 32 Families and the communities ............................................................................................................ 32 Description.......................................................................................................................................... 32 Instructions ......................................................................................................................................... 32 Grade 3 Activity ........................................................................................................................ 34 Description.......................................................................................................................................... 34 Instructions ......................................................................................................................................... 34 Data handling .................................................................................................................... 35 Grade 3 Activity ........................................................................................................................ 35 Description.......................................................................................................................................... 35 Instructions ......................................................................................................................................... 35 ........................................................................................................................................... 36 ........................................................................................................................................... 36 Grade 3 ...................................................................................................................................... 37 Data Handling..................................................................................................................................... 37 Descriptions ........................................................................................................................................ 37 Instructions ......................................................................................................................................... 37 Grade 2 ...................................................................................................................................... 38 Data Handling..................................................................................................................................... 38 Descriptions ........................................................................................................................................ 38 Instructions ......................................................................................................................................... 38 Conclusion ......................................................................................................................... 39 4

Introduction This E-book describes the intended learning and assessment for Mathematics which is integrated with most of the Environmental Studies in Grades 1 to 3 of the Junior Primary Phase. It integrates social and economic, health, safety and nutrition, and natural science themes. Learners will be able to identify, define, and depict numbers and their relationships. They will also be able to communicate their comprehension of number concepts both orally and in writing. Finally, they will employ numbers within the necessary range to solve common issues. Learners will use their understanding of number concepts to compute, estimate, and measure their way through straightforward issues in real-world situations while adhering to the necessary number range. Learners will be able to name, recognize, and comprehend the proper units of measurement and tools (length, mass, capacity, area, time, and money) and utilize them in their daily lives. Learners will be able to identify Namibian coins and notes, communicate their understanding of money in writing and speech, and utilize money to solve straightforward issues in real- world situations. Learners will be able to identify and describe geometric shapes, as well as express the traits and connections between 2D shapes and 3D objects in the actual world. Using pictographs and bar graphs, students will gather, summarize, display, interpret, and analyze data in order to reach conclusions and make logical predictions. 5

Number concept Development Grade 1 Activity Representing numbers Integrated: Family culture, national culture, and historical events and people Religious event (Christmas) - The Christmas tree Description Learners will be able to identify, count, write and use number representations as connections between the numbers on the Christmas tree and the number of dots they make on the bottle tops. They will employ numbers within the necessary range to solve common issues. The common issue here will be emphasized to count the given dots to represent the number on the Christmas tree. The integrated theme used is the social environment in relation to the topic discussed in the syllabus of public holidays-religious holidays (Christmas). Instructions Step 1: Learners are given a cardboard box shaped like a Christmas tree from the Step 2: Step 3: teacher. Step 4: Learners gather 15 bottle tops from any cooldrink bottle. Step 5: Have the learners trace the bottle tops onto the carboard-shaped Christmas Step 6: tree. There have to be approximately 15 circular traces altogether. Learners then write numbers in those circular drawings on the Christmas tree numbered 1 to 15. Then, on the bottle tops, the teacher demonstrates on the board each number’s equivalent number of dots, the learners should draw the dots with their marker on the bottle tops. Have the learners do a test run, by putting the number of dots on the bottle tops by the represented number on the Christmas tree. 6

Grade 2 Activity Odd and even numbers Integrated: Health safety and nutrition- a healthy safe lifestyle Description The integrated theme is health, safety, and nutrition whereas they ‘help’ the doctor to save his patient by solving the problem and indicating odd or even with painted colors. Learners should identify the odd and even numbers up to 99. Learners will also be able to use their fine motor skills when dipping their fingers in the paint to apply to the worksheet. They do it step by step, first the even numbers and then the odd, in this manner it will also be easier to distinguish both odd and even. Instructions Step 1: The teacher should have two batches of paint and give both (two colors yellow Step 2: and blue batches) on a small container lid to the learners. important: Learners should use their fine motor skills and dip their fingers into the first color and press it onto the correct bubble given on the page, concluding if it is an odd or even number they have chosen. Learners are only allowed to use one color at a time or they might become confused mixing and using both at the same time. To avoid this completely, the teacher may allow the learners to use earbuds. 7

Name: ___________________ Date:______________ Help the doctor find all the odd and even numbers to save his patient. Dip your fingers into the paint and press onto the bubbles. The even numbers should be light blue. The odd numbers should be yellow. 8

Grade 3 Activity Odd and even numbers Integrated: Weather, seasons, and the environment Find the hidden picture Description The focus topic will be emphasized with weather and learners can use the table to identify the hidden image which is an umbrella. They are only allowed to use the colors from the magazine that they cut out. Learners will be able to recognize odd and even numbers up to the number 99 and that odd numbers end in 1, 3, 5, 7, 9 (e.g. 57) and even numbers end in 0, 2, 4, 6, 8 (e.g. 38). Instructions Step 1: Hand out newspapers to the learners and have them only cut out yellow and Step 2: light blue colors. Step 3: Hand out the worksheet and have the learners paste those colors accordingly- odd numbers are yellow and even numbers light blue. When the learners are finished have them set their pictures aside and let them dry. Done digitally by Danielle Brinkmann 9

Find the hidden picture. The odd numbers are yellow. The even numbers are light blue. 10

Problem Solving Grade 1 Activity Infrastructure Description Learners should locate the objects in the classroom and count the number of those specific objects altogether. Learner will be able to solve and interpret story problems about everyday events in the number range 1 – 10 at the end of this activity. Instructions Step 1: Teacher hands out worksheet Step 2: Learners observe all objects on the worksheet Step 3: Learners use the objects on the worksheet to discover them and link them to the real world and their surroundings. Step 4: Learners are only allowed to look for objects in the classroom. Step 5: When they find the objects, they need to count all of their look alike and write it down. Name of object Total number in the Book cupboard class Clock Learner tables Chalkboard 11

Grade 2 Activity Finding patterns Solving sums which add to 10 using fingers Integrated: Parts of the body Description The teacher demonstrates with her finger’s different numbers, whereby learners count the numbers on her fingers and write them in the blocks. If the learners are done writing the numbers they have to group them to reveal the components which add to 10. Learners will be able to distinguish and demonstrate mixed drawings, diagrams, and numbers with physical things, talking about them and exchanging ideas, looking for the appropriate patterns. Instructions Step 1: Hand out the table drawn on the worksheet from 1 to 15. Step 2: Demonstrate each number with your fingers to the learners, for them to write down the number into the located boxes. Step 3: Once they are finished with that, have them circle numbers which are next to each other, which add up to 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 12

Grade 3 Activity Number representation through problem-solving Traffic safety riddles Description The integrated theme is safety and specifically traffic safety. Learners will be able to solve and interpret story problems about everyday events in the number range in this activity. Learners need to think logically about the riddles and answer the questions. Thereafter, check if their answers are correct by not mixing up the double digits and carefully investigating each number between 20 and 40 to check if their problem is solved correctly. Instructions: Step 1: Learners should read the riddles carefully and try and find the letters using the Step 2: numbers given. When the word is found, the learners should write the word in the space provided. Try and solve the riddles. _____________________ 1. I am seen all the time on the road, with my 21, 23, 22, 25 three colors I show people when to go, stop and be careful with traffic. What am I? _____________________ 22, 24, 26 2. I look like a big rectangular box and I take many people, at the same time, to a place. _____________________ 25, 21, 28, 27, 27, 29, 32, - 3. I am the law, I wear a uniform and give 23, 27, 27, 29, 32, 30, 21 the right of way to drive safely. Who am I? _____________________ 4. I travel short distances and have two 22, 29, 32, 31, 32, 34, 30 wheels. I don’t need any fuel just energy. What am I? _____________________ 35, 30, 22, 21, 28 5. I am full of white stripes on the road for school children to walk across safely. What am 32, 21, 23, 26, 26, 29, 33, 36 I? 13

Check your answers. rboutsfa i eycn 21 22 23 24 25 26 27 28 29 30 31 32 33 l zg 34 35 36 robot bus traffic officer bicycle zebra crossing 14

Computation Grade 1 Physical Activity Addition integrated: Caring for the environment Creating a dustbin Description Learners can sit in pairs and use one dustbin together. The teacher can make up problem- solving questions like “If Molly throws away six pieces of trash, and Jake throws away four, how many pieces of trash are in the dustbin?” Molly then counts six pieces of paper and throws each into the box, and the same goes for Jake with four pieces of paper. By the end of both chances, the teachers ask them to empty the dustbin and count all the pieces of paper together. All learners can get a chance. The teacher may give the amount while the learners, in pairs, decide who gets to go first. In this physical activity, learners will be able to understand the importance of recycling and caring for the environment by cleaning up. Instructions Step 1: Learners are given the unfinished box diagram on paper, to color it and cut it out. Step 2: Step 3: The teacher should cut the hole shown on the diagram for the learners. Demonstrate to the learners where to glue. The corners are the only parts that Step 4: need to be glued. Step 5: Advice learners not to throw away the left-over paper, but rather cut it smaller Step 6: Step 7: and crumble it up to use as ‘trash’. Have the learners’ pair up. And follow the description below. When done the learners can throw out the ‘trash’ and count the number of ‘trash’ they threw away. 15

Make your own dustbin. 1. Color the picture black with white stripes. 2. Cut out on the dark black lines. Use the small scissors pictures to help you. 3. When finished ask your teacher to cut out the circle. 3. Glue the corners. Look at how your teacher does it. It should look like a box with a hole on top. Make your trash. After cutting out the box, use its ‘left over’ paper to recycle. Cut out the pieces smaller and roll them in your hands to make a small crumpled-up ball. This can be used as your trash. Make sure to have more than 10 balls. They should look like this: 16

Grade 2 Activity Multiplication Plants as living things Description Learners will be able to apply the efficient array method to solve the problem of Lily. This method makes it easier to group the items (flowers) and calculate easily. Learners will understand basic mathematical concepts to master multiplication and numerical notation Instructions Step 1: The teacher should give the multiplication equation. Step 2: Learners should write down the equation in the spaces provided. Step 3: Have the learners use the array method to solve it and color in the flowers accordingly. 17

Name: ________________________ Help Lilly to know how many flowers she can pick by coloring the flowers in the blocks given and writing the sum. e.g. ___3_____ x ___5_____= _____1_5___ ___5_____ x ___5_____= _________ ___4_____ x ____5____= _________ __5______ x __3______= _________ 18

Grade 3 Activity Addition Transport tally marks Integrated: Traffic safety Description Learners will understand basic mathematical concepts to master addition and numerical notation. The teacher will use this activity as a listening comprehension. As the teacher reads the story the learners should indicate on the worksheet and calculate altogether. Instructions Step 1: The teacher reads the given story below and learners have to listen attentively. Learners use tally marks in the empty boxes each time a color is mentioned. Step 2: at the end of the story, learners should count all their tally marks and check if Step 3: their answer matches the bottom total number. The story: As Sam was driving home from school in his mother’s green car, he saw a lady stop at the traffic light next to them. She rolled down the windows of her brand-new white car and waved at me with a smile. I of course smiled back. After that three black cars came racing past, it seemed like they were criminals. The police were not far behind them going as fast as they can to stop them. They had their sirens on and blue and red lights were flashing everywhere. When we finally got home my older sister asked me to walk with her down the street. We crossed the zebra crossing and two red cars and a white one was waiting for us to pass. It was a great afternoon stroll. Man, oh man, I saw so many different color cars today. One day I will own a white car like my dad’s in the driveway. It will be the best and most beautiful car in town. 19

Use tally marks each time you hear the color of the car Sam talks about, and see if your answer is correct at the end. 9 20

Measurement Grade 1 Activity Measuring plants length Integrated: Plants as living things Description Learners will understand the importance of measuring length and its application to everyday life, discover opportunities for reasoning, interpreting and applying measurements, discover a logical sense of comparison and develop the concept and everyday application of measuring objects Instructions Step 1: Learners color the pictures. Step 2: Learners cut out the pictures and place them in the correct order. Step 3: Learners paste the pictures correctly. 1 2 34 21

Color the pictures. Cut them out. Paste them from first to last. 1 234 22

Grade 2 Measuring mass Making your own balance scale Integrated: Properties and uses of materials Description This activity helps learners to reason, interpret, and apply measurements as they come to appreciate the value of measuring mass. Learners will comprehend and observe which objects are heavier and lighter. Instructions Step 1: Ask learners to bring a closet hanger from home, a long wool string, and two Step 2: plastic cups. Step 3: Demonstrate to the learners how to cut the string equally into three parts. Step 4: Have the learner tie the first two strings to both ends of the hanger. Step 5: go around and make a hole on opposites of each of the learners’ cups and ask Step 6: them to tie the string to the cups as well. Have the learners test the scale with rocks from outside (can be done in pairs). Provide the worksheet below to all learners and have them test the different properties of all materials. A record must be taken by each learner individually. 23

Grade 3 Measuring length Family and the community Description Learners will cut out the measuring strips on the worksheet and measure the distances between places. Learners observe and read the measurements and write it down in the question provided by the teacher. Instructions Step 1: Learners are provided with the worksheet Step 2: Indicate to the learners they need to cut out the ruler to measure how far each Step 3: point is from the other. They are not allowed to use their own rulers. Learners indicate on the worksheet below how far away the places are from each other. 24

Money Grade 1 Trading, spending, earning Description This is an activity including the use of a piggy bank. The teacher gets the pen, paper, coins and paper clip. Place the coins around the paperclip and spin the paperclip. Learners will recognize Namibian coins and notes, express their understanding of money orally and in writing, and use money to solve simple problems in everyday contexts. Instruction Step 1: Learners place a paper clip onto the center of the spinner and hold it in place Step 2: with the tip of a pencil. Step 3: They spin the paper clip and place the coin they land on onto the piggy bank. They keep spinning and adding coins to the piggy bank. Learner land on the hammer, they have to break the bank and count all the N$1 coin. 25

Grade 2 Spending: Healthy grocery shopping Integrated healthy and safe lifestyle Description name and identify all the coins and N$10 and N$20 notes and discuss their value and relevant properties Instructions Step 1: Read to the class how much the price list is. Repeat this twice. Step 2: Have the learners search for the item and write down how much each item costs. Important: Make sure to emphasize on dollars and cents learners should know the place value of it. N$ N$ N$ Price list N$ Bananas- N$10.00 Tomatoes- N$6.00 Celery- N$10.50 Onions- N$10.50 N$ Big bottle of water- N$20.60 Nuts- N$0.60 N$ 26

Grade 3 Activity Spending: Buying Winter Clothes Integrated: Weather Description This activity will assist students in developing financial stability by keeping track of their spending and using it according to a plan. All of the coins and Namibian dollar coins will be named and identified by learners, who will also be able to talk about their worth and how they will use it appropriately to by weather clothing. Learners will understand the value of money and how they can create the same amount of money using different coins and bills. Instructions Step 1: Provide the paper with the coins to the learners and have them cut it out. Step 2: Then provide the worksheet paper and explain to the learners that they have to Step 3: count their money and see if they can buy each item. Step 4: Explain the rules. They use the money on each item altogether not separately. Let the learners shop and show you when they have finished. 27

Look at the price and how much money you have to spend. Can you buy it? Circle yes or no. Can you buy 20c it: Yes No Can you buy it: N$12 Yes No 40c Can you buy 15c it: Yes No Can you buy it: Yes No 28

29

Geometry Grade 1 Activity Geometrical puzzle Integrated: all living things (plants and animals) Puzzles: Cut along the big black lines. You will have 7 shapes all together. Use those shapes to put the puzzle together exactly the same on these pictures. 30

31

Grade 2 Activity Families and the communities Public services for the community Description Learners will be able to identify people in the family and community who can help take care of potentially dangerous situations within the community. Learners will also know the different properties of the shapes. Instructions Step 1: Have the learners cut out all the shapes in the box provided on the worksheet. Step 2: Inform the learners to place all the pieces in-front of them on the table, and to Step 3: be careful not to lose any. Learners should then try and build the fire truck by using only the shapes that were cut and given by the teacher on the worksheet. 32

vvCut out all of the shapes in the box and puzzle the vvshapes together to make your own fire truck. v 33

Grade 3 Activity Geometrical shapes Infrastructure Description Learners have to identifying objects in the living room. Learners have to count how many items (of the same items) have the same shapes and properties and calculate the total amount. Instructions Step 1: Learners cut out a picture from the magazine Step 2: Step 3: Displays the poster containing the living room featuring all its items Step 4: Learners have to search for all the shapes Teacher gives out the worksheet by which the learners need to indicate how many shapes they have found in their picture while circling them 34

Data handling Grade 3 Activity Measuring height Integrated: Scientific numeracy and body parts Description In this activity, learners will be able to arrange information using drawings, lists, groupings, and sorting. Observe, compare, categorize, explain, and record data using straightforward non-standard measurement methods. This activity should be done outside, preferably on a flat surface and harsh sun. Make sure the stone remains at the same place it was placed for each measurement to get an accurate measurement. One has to use the same person’s feet to measure and that is why others should be measuring you because you cannot measure yourself. Judgement of who was taller will be shown in the graph. Instructions Step 1: Divide the learners into groups of four. Step 2: Each group will receive a worksheet with a graph on it. Step 3: The learners should go outside and place a stone on the ground, while one Step 4: learner faces the stone directly with his/her whole body, the other learner will Step 5: have to measure his/her shadow. They should use each other’s’ shadows and feet to measure. Record measurements in the graph on the worksheet, by coloring the number of blocks. 35

Names 36 How many feet

Grade 3 Data Handling Integrated: Animals as living things in water Descriptions Using the pictographs and the bar graph, learners will gather, summarize, display, interpret, and analyze data in order to reach conclusions and make logical predictions of the amount altogether they need to calculate. Learners will also distinguish easily between the different types of water living animals and land animals. Instructions Step 1: The teacher projects the picture onto the board with the laptop. Step 2: Learners locate each animal from its shapes, sizes, and characters. Step 2: Learners color the animals individually, count them and indicate on the chart how many there are in total. 37

Grade 2 Data Handling Integrated: Body parts Descriptions Learners will be able to recognize, group and record. Learners will use a graph to submit their readings of the different types of colors of the skittles (sweets). Instructions Step 1: The teacher provides all learners with the small packet of skittles. Step 2: Learners group all the sweets in accordance to their colors on a separate piece Step 2: of paper. Learners use the graph printed to record their findings on how many sweets there per color in each graph. Others Orange Blue Green Red 38

Conclusion The activities listed above are designed to present a thorough picture of the learner's progress and accomplishments as well as to capture the whole range and degrees of competence. All of them have been organized so that they are explicitly anchored in learner-centered ideas and practices and are presented in a clear, manageable, and easy manner. All worksheets were self-created digitally and pictures from the web. All activities were created through the guide of the math syllabus and environmental syllabus of NIED. The purpose of these assessment activities is to provide feedback to the learners regarding their strengths and shortcomings, areas of success, and areas and methods for improvement. To assist teachers, improve their instruction and give students a better learning experience, these activities are utilized for ongoing assessment. As opposed to evaluation of learning, the focus should be on assessment for learning. 39