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Subject: Learning support in the mathematics classroom Subject code: MMD3880 By: Maruschka Willemse Student number 218211756 Lecturer: Ms Thomas

Table of Contents Table of Contents.................................................................................................................................... 1 Introduction: ........................................................................................................................................... 2 Activities.................................................................................................................................................. 3 Number concept development:.............................................................................................................. 3 Problem Solving: ..................................................................................................................................... 4 Computation: .......................................................................................................................................... 6 Measurement: ........................................................................................................................................ 7 Money: .................................................................................................................................................... 8 Geometry: ............................................................................................................................................... 9 Data Handling: ......................................................................................................................................10 Conclusion:............................................................................................................................................ 11

Introduction: Mathematics plays an important role in every child’s school career as Mathematics is one of the subjects that are compulsory from grade 1 up to grade 2. That is why it is important to have learners do fun activities to have them more interested in participating in doing these activities and understanding them. The learners seem to be more engaged in an activity when they are physically involved as the same learners learn best through play. It is important not only to have pencil and paper activities but also physical to help them think beyond just pen and paper.

Activities Number concept development: Grade 1: The teacher will hand out a 4-digit number chart to each learner. On this number chart, there will be different digits for example the numbers 1, 2, 3 and 4. The teacher will hand out a certain number of blocks to each learner. The learners must look at the number and place that amount of blocks on top of each other to build the buildings. Grade 2: Odd and Even Numbers The teacher will hand out different numbers to each learner in the classroom. She divides the class into 2 groups: the Even group and the Odd group. The learner belongs either to the even or odd group. Each group will receive a number chart and they must circle the even and odd numbers. So, the Even group will circle all the even numbers on the chart and the Odd group will circle all the odd numbers on the number chart. Grade 3: The teacher will hand out different amounts of bottle tops to the learners. They have to count how many bottle tops they received and write down the digit and the number of the amount of bottle tops they received.

Problem Solving: Grade 1: The teacher will divide the learners in groups of 2 and each group will receive a word problem. They must read the word problem and understand it and write down the answer. When they are done discussing they have to act out their word problem and the rest of the class must give the answer to the word problem. Grade 2: Each learner is given a dice and questions to answer. They must roll the dice and write the number they rolled on the lines provided and then give the answer. Problem solving Roll your dice and write your answer on lines. 1. Marry has ____________ sweets. The brother gives her __________ more. How many sweets does Marry have now?________ 2. Mother picks _______ apples from the tree. Father picks _______ from another tree and gives the apple to mother. How many apples does mother have now? __________ 3. John has N$ ________ in his pocket. His father gives him N$ ________. Altogether John has N$______.

Grade 3: The learners should read the questions and answer them. Problem Solving: Answer the questions 1. Today I ate 13 Yesterday I ate 6 How many did I eat?_______ 2. There are 10 I buy 6 more How many do I have now?______ 3. Marry has 19 5 pop. How many does Marry how now?________ 4. There are 56 in the shop My father buys 13 My uncle buys 26 How many are left in the shop?___________

Computation: Grade 1: The teacher will hand out different sums to the learners that they have to complete. The learners receive get a string and beads. They should use the string and beads to get their answers to the sums. For example, the sum will be, 5+3=___. Now they should take the string and place 5 blue beads and 3 red beads and count how many beads they have altogether. Grade 2: Learners will draw or design their own healthy and unhealthy food but the food must be a certain shape that they know for example, a circle, square or rectangle. When they are done, they must cut their food into equal parts. For example, the teacher will say, “Show me your food as a whole, cut it into a half, quarter”. Grade 3: The learners will each receive a flower with only a stem and the middle part of the flower and loose petals. In the middle of the flower will be a number. The learners will have to take each petal and write a sum that is equal to the number in the middle of the flower. The learners have to put their flower together by writing down different sums on the petals that is equal to the number in the middle.

Measurement: Grade 1: The teacher will give the learners different objects to measure in classroom using different methods to measure the objects. They can use their pencils or crayons, small blocks, and their hands. The learners will measure objects on a paper and write the answers. Physical objects to be measured can be the length of the chalkboard, tables, shoes, the dustbin, and their friends in the classroom with assistance of the teacher. Grade 2: Learners will be given a magazine they have to look for pictures of animals. They have compare these animals to each other, which animals is the heaviest and which one the lightest. They should paste the picture in their book and write under it “lightest” or ‘heaviest” Grade 3: The learners must make their own little garden by planting the shortest tree to the longest tree. The learners will collect different size sticks outside, not more than 4 sticks. They will then have to arrange them from the short to the longest. They will use glue to paste the sticks to the paper and then draw their leaves or flowers on color paper.

Money: Grade 1: The learner will receive a worksheet with all the different coins. They must cut out all the different coins and group the coins that are the same. A table will be provided where they must group all the coins that are the same, all the 5c together,10c together,50c together, N$1.00 together and N$5.00 together. Grade 2: Learners will be given different amounts of money and they must break it down into how many coins is that amount made off. For example: N$2.30= N$ 1+N$1+ 10c+10c+5c+5c Grade 3: Learners are given different amounts of coins and dollar and they must convert them to either dollar or cents. For example: convert 200c to N$ Covert N$3.50 to cents

Geometry: Grade 1: The learners will receive pictures that have different shapes in them, and they have to identify the shapes that are in the picture. They will have to circle all the shapes that are the same with one color. Grade 2: The teacher will hand out a paper with different 2D shapes on it. The learners will receive popsicle sticks. The teacher will than ask the learners to build the different shapes for example a square, triangle, a rectangle using the popsicle sticks. It will be expected of them to tell the teacher how many sides these shapes have. Grade 3: Learners will be given the outline of different 3D shapes they have to cut it out and paste all the sides together. They should be able to recognize what shape it is. They should identify how many faces there are and how many corners there are on the different 3D shapes.

Data Handling: Grade 1: The learners will receive different pictures of transport. They must classify the pictures into the different types of transport; road, air, rail and water. They will receive an empty table where they must cut out the picture and paste it under the correct handing. Grade 2: Learners will receive a pictograph they have to read the information from the pictograph and answer the questions. The information on the pictograph will be “Different transports learners use to come to school”. Then they must read and see how many come by foot, car, taxi or bicycle and they must write down their answers. Grade 3: The teacher will collect data from the class about their pets. The teacher will ask how many learners have a dog, cat, birds, rabbit, or other animals as pets. The learners will put up their hands and the teacher will count and write down the totals on the board. Then the learners will have to make their own bar graph. For example: Dogs: 5 Cats:10 Rabbits: 5 Birds: 8

Conclusion: These activities cover the different topics in the syllabus. There are different ways teachers can integrate their teaching to make it more enjoyable and fun for the learners. Mathematics is not always an easy subject for all learners and many learners struggle with it. That is why some lessons can be taught in such a way that learners are physically doing the exercises and they enjoy, and they are not always stuck with a paper and pencil. Having physical activities can be fun but not all topics is structured in such a way that pencil and paper can be eliminated completely. That is why it is important to have a balanced teaching method.