Gr 3-Mathematics-Facilitator's Guide-Prac Maths

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MATHEMATICS FACILITATOR’S GUIDE: PRAC MATHS

Grade 3

A member of the FUTURELEARN group

Mathematics Facilitator’s guide: Prac Maths

1803-E-MAM-FG01

Í2#È-E-MAM-FG01ÈÎ

Grade 3

CAPS aligned

B Liebenberg

Facilitator’s Guide G03 ~ Mathematics

CONTENT 1.

2.

3.

4.

5.

6.

7.

8.

Preparation for homeschooling ................................................................................ i Planning ..................................................................................................................... ii Assessment .............................................................................................................. iii The learner’s portfolio ............................................................................................. iii Reward your child .................................................................................................... iv Lesson plans ........................................................................................................... vii Term 1 ........................................................................................................................ 1 Addition and subtraction .............................................................................................. 6 Multiplication, grouping and sharing .......................................................................... 47 Fractions and money ................................................................................................. 72 Patterns and functions ............................................................................................... 89 Space and shape ...................................................................................................... 94 Measurement ............................................................................................................ 98 Data handling .......................................................................................................... 110 Term 2 .................................................................................................................... 113 Addition and subtraction .......................................................................................... 116 Multiplication, grouping and sharing ........................................................................ 149 Fractions and money ............................................................................................... 167 Patterns and functions ............................................................................................. 178 Space and shape .................................................................................................... 183 Measurement .......................................................................................................... 191 Data handling .......................................................................................................... 208 Term 3 .................................................................................................................... 211 Addition and subtraction .......................................................................................... 214 Multiplication, grouping and sharing ........................................................................ 244 Fractions and money ............................................................................................... 262 Patterns and functions ............................................................................................. 273 Space and shape .................................................................................................... 280 Measurement .......................................................................................................... 288 Data handling .......................................................................................................... 307 Term 4 .................................................................................................................... 311 Addition and subtraction .......................................................................................... 314 Multiplication, grouping and sharing ........................................................................ 347 Fractions and money ............................................................................................... 360 Patterns and functions ............................................................................................. 380 Space and shape .................................................................................................... 383 Measurement .......................................................................................................... 391 Data handling .......................................................................................................... 404 Addendum A: Daily timetable............................................................................... 407 Addendum B: Number cards ................................................................................ 411

© Impaq

Facilitator’s Guide G03 ~ Mathematics

1. Preparation for homeschooling Before homeschooling is started a couple of things should be considered which can influence the quality of the learning programme.

Moving from a formal school system to a more informal homeschooling system can be quite a challenge for both learner and parent. The normal school routine should make way for the homeschooling routine, which means that every member of the family will have to adapt and change their schedules and routines.

In order to simplify the transition from one routine to another, the family can make use of unschooling. Unschooling is the process through which learners and parents go in order to prepare themselves for the new way of learning which will take place at home.

It is important that you as parent and facilitator use this time of unschooling to improve your skills, as the ability of the learner to perform and learn is directly influenced by the parent and facilitator’s conduct.

Table 1.1 and 1.2 provides you with a few points which can be considered in order to be a better parent and facilitator to the learner. Each parent should look at themselves critically and decide which aspects could be improved. No parent is perfect, but luckily parenting skills can be improved by attending classes presented at community centres and churches. Many books have been written on this subject and many articles are also available on the Internet.

Table 1.1 Focus points for the parent and facilitator • Value the learner’s individuality, but set boundaries where necessary.

• Trust in the learner’s abilities.

• Respect the learner’s interests, ideas, opinions and personality.

• Be loving and accept the learner as he/she is, but with the understanding that it is expected of him/her to behave in a socially acceptable manner at all times.

• Punish consistently.

• The learner should be aware that it is expected of him/her to be committed and loyal and to perform well, and that he/she will have the necessary support to do so.

Table 1.2 The following list was compiled by children …

• Treat us with respect.

• Be enthusiastic.

• Know the work that we have to learn.

• Be available when we need extra help.

• Make use of multimedia resources.

• Be friendly towards us.

• Talk to us about your own life.

• Use games to help us remember the work better.

• Do not discuss too much work with us at one time.

• Do not give us too many rules at once.

• Give us a chance to also teach a class.

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

2. Planning 2.1 The Impaq curriculum The Impaq curriculum includes all subjects as required by the Department of Education and is compiled in accordance with the Curriculum Assessment Policy Statement (CAPS).

Table 2.1.1 The Impaq curriculum for the Foundation Phase (Grade R – 3) consists of the following subjects: SUBJECTS GRADE R GRADE 1 GRADE 2 GRADE 3 Home Language

Home Language

Home Language

Home Language

First Additional First Additional First Additional Language Language Language Mathematics

Mathematics

Mathematics

Mathematics

Life Skills

Life Skills

Life Skills

Life Skills

2.2 Planning Use the following steps and timetable to do your planning for the year.

2.2.1 Planning the year 1.

Start by opening the package and unpacking the books that you received from Impaq. Group the books according to the various subjects. In other words, you will have a pile of books for Languages, Additional Languages (not for Grade R), Mathematics and Life Skills.

2.

Make use of the Impaq inventory list to double check the books.

3.

If you have received all of the books you need, use the year calendar and timetable for the grade (see 7. Daily timetable) to plan your year.

4.

To ensure that the planning is complete, do the following: • Compare the facilitator’s guide, study guides, workbooks, reading books and learner support material for each subject.

• Make a list of the number of lessons for each term and compare the number of lessons with the daily and weekly timetable for the specific grade. Divide the lessons between the days on the calendar according to your own needs and schedule.

• To ensure that the planning for the year is complete, you must also include your own routine, the daily routine of the learner as well as any sports activities and holidays.

Tip: To ensure that you cover all the work, the year can be divided into four terms consisting of 10 weeks each, with the necessary holidays in between.

2.2.2 It is important to plan your time Learners in the Foundation Phase like to play; therefore it is important that you keep to the timetable that you have drawn up in your year plan. It is important for the following reasons: • It provides the learner with the necessary fixed routine.

• It can disrupt the learner’s routine when learning time is used for play.

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

2.2.3 Written lesson preparation To ensure that you understand the lesson, allow yourself sufficient time to prepare beforehand.

Make a list of all the learning support materials that you will need to present the lesson effectively.

The use of learning support material in the Foundation Phase is very important. When learners use their eyes, ears, nose, hands and other body parts while learning, they learn better. Therefore it is vital that you incorporate these materials into the lesson.

2.2.4 Creating a pleasant learning area As part of your planning for the year you must also create a learning area for the learner to use. It can be anywhere in the house; a bedroom, a corner of the kitchen or dining room, etc.

Use the following ideas to create a pleasant area: 1.

Choose an area that will be ideal for studying and learning. It does not have to be in the learner’s bedroom. You can choose any area that will meet the learner’s unique needs.

2.

Take down the paintings on the walls and replace it with learning material and educational posters, for example, posters with forms, the alphabet, numbers, etc.

3.

The learning area must be fitted with a table that will be big enough to use for writing, using a tablet, doing a project or doing art. There must also be enough space for books and stationary.

4.

Ensure that there are comfortable chairs for you and the learner.

5.

Create a special area (if the space is available) that can be used for reading, researching projects on a computer, playing educational games or painting. This space will also be valuable if you are homeschooling more than one learner. One learner can be kept busy there while the other learner’s lesson is being presented.

6.

Move a bookcase or cupboard into the learning area to keep books, learning materials and stationary in. If there is not enough space for the cupboard in the learning area, another room can be used. A bookcase or cupboard will help your to keep the learning area tidy and will contribute to the quality of the lesson.

Organising the bookcase or cupboard: 1.

Use part of the space in the cupboard for art supplies, such as paint brushes, paint, coloured paper, small boxes, glue and scissors.

2.

Use another part of the space for stationary, such as pens, pencils, erasers, sharpeners and rulers.

3.

Use a section of the space for the learning material received from Impaq. It will be a good idea to organise the learning material per subject.

3. Assessment All assessment information can be found in the Graad 3 Portfolio Book.

4. The learner’s portfolio A portfolio is a file in which the facilitator keeps a compilation of the learner’s work in order to organise and file his/her attempts, progress, and achievements for future reference.

It is of the utmost importance to keep this portfolio up to date and safe, even after the school year has been completed. Remember that the portfolio is proof of the learner’s school career.

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

4.1 Content of the portfolio 1. Buy a file and coloured cardboard. Write the following information on the outside of the file: • Year • Learner’s name and surname • Grade 2. On the inside there should be a contents page containing the following information: Contents 1) Term 1 1.1) Assessment forms 1.2) Proof of work 1.3) Work the learner is proud of 2) Term 2 2.1) Assessment forms 2.2) Proof of work 2.3) Work the learner is proud of 3) Term 3 3.1) Assessment forms 3.2) Proof of work 3.3) Work the learner is proud of 4) Term 4 4.1) Assessment forms 4.2) Proof of work 4.3) Work the learner is proud of 5) Term reports from Impaq.

6) Non-curricular reports, certificates and other achievements.

7) General information: medical history and specialist reports (speech therapists, occupational therapists, hearing specialists).

8) Any other information or documentation that YOU feel should be included in the learner’s portfolio.

5. Reward your child According to research roughly 48% of parents in America reward their children with money for their achievements. It is the opinion of specialists that occasionally rewarding your child with money might motivate the child to do better, but it can also be problematic. If a learner is rewarded with money too many times it can lead to the learner losing his/her inner motivation and he/she will end up working for the money only.

Specialists say that if a learner is not naturally motivated to excel, it is better to reward him/her for that which he/she do achieve rather than punishing him/her for a lack of achievement. In other words, still reward the learner for an achievement of 50%, rather than punishing him/her.

You can reward the learner for good behaviour, good work or a good report, in one of the following ways. Rewarding the learner often will encourage him/her to work harder and will also build their self-confidence.

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

• • • • • • • •

The best way to reward a learner is to show him/her how proud you are. Reward the learner with enthusiasm, “congratulations”, a high five, a kiss and a hug.

When possible, display the learner’s achievements in order to show them how proud you are.

The learner’s good work or reports can be displayed on the refrigerator for others to see.

Bake a cake to make the learner feel special. Write the learner’s name and achievement with icing on the cake.

As a reward the learner can be taken on a field trip. Take him/her to their favourite museum, to an amusement park or aquarium.

Reward the learner with a trip to the movies, or convert your living room into a movie theatre and rent DVDs which you can watch with them while eating popcorn.

Take the learner out for pizza.

As a reward, the learner can be allowed extra time to play computer games.

Take a trip to the book store and allow the learner to choose a book which you can read together.

For any queries, contact the education specialist at Impaq.

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

6. LESSON PLANS

© Impaq

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Facilitator’s Guide G03 ~ Mathematics

6.

Term

1

LESSON PLANS TABLE OF CONTENTS TERM 1

Date

Week

1

2

3

© Impaq

Concept/Activity

Activity and page number in workbook

Topic: Numbers, operations and relationships Addition and subtraction 1.Number names and symbols Count: p. 3 no. 2.3 Calculations: p. 3 no. 3.1 a – d Wb p. 1 no. 1.1 a – m and p. 2 no. 1.2 2. Number names and symbols Count: p. 4 no. 4.1 Calculations: p. 3 no. 3.1 e – h Wb p. 2 no. 1.3 and p. 1 no. B1.1 n–x 3. Greater than and smaller than Count: p. 5 no. 5 Calculations: p. 3 no. 3.2 a – c Wb p. 2 no. 2.1 and 2.2 4. Place value Count: Wb p. 9 no. C1 a – e Calculations: Wb p. 3 no. 3.2 d – e Wb p. 5 no. 6.1 and 6.2 5. Place value Count: p. 9 no. C1 f – j Calculations: p. 3 no. 3.3 a – d Wb p. 6 no. 6.3 6. Place value Count: p. 10 no. 3 Calculations: Wb p. 4 no. 3.3 e – h Wb p. 6 no. 6.4 7. Adding by breaking Count: p. 10 no. 4 Calculations: p. 4 no. 3.4 a – c down/adding on/building up Wb p. 6 no. 7.1 numbers 8. Adding by breaking down both Calculations: p. 4 no. 3.4 d – f Wb p. 7 no. 7.2 numbers 9. Word sums Calculations: p. 4 no. 3.4 g – h Wb p. 8 no. 1 and 2

Page numbers in facilitator’s guide

7

10

12

14

18

21

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26 28

10. Calculations

Calculations: p. 9 no. 2.1 a – d Wb p. 10 no. 6.1en p. 11 no. 6.2

30

11. Subtraction with 2-digit numbers: Method 1 12. Subtraction with 2-digit numbers: Method 2: Breaking down both numbers Expanding method 2 13. Breaking down both numbers to calculate

Calculations: p. 10 no. 2.1 e – h Wb p. 11 no. 8 method 1 Calculations: p. 10 no. 2.2 a – d Wb p. 12 method 2 Wb p. 13 no. 1

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Calculations: p. 10 no. 2.2 e – h Wb p. 13 no. 2

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Facilitator’s Guide G03 ~ Mathematics

Term

14. Breaking down both numbers: method 3 Calculations –Test Answers 15 Word sums

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© Impaq

Calculations: p. 10 no. 5 and Wb p. 14 Method 3 Wb p. 14 no. 2 Calculations: p. 11 no. 7.1 and 7.2 Wb p. 14 no. 1 and 2 16. Revision – Number concept Count: p. 16 no. 3 Calculations: p. 16 no. 2 part 1 and 2 Wb p. 15 part 1 and 2 17. Calculations Wb p. 16 no. 4 – 8 18. Word sums Wb p. 17 no. 9 Topic: Numbers, operations and relationships Multiplication, grouping and sharing 19. Work with twos Wb p. 18 no. A 1.1 – 1.3 20. Work with fives Wb p. 19 no. 2.1 – 2.3 21. Work with threes Wb p. 20 no. 3.1 – 3.3 22. Work with fours Wb p. 21 no. 4.1 – 4.3 23. Number line: Multiplication p. 22 no. 5.1 – 5.2 24. Grouping p. 22 no. 6.1 – 6.2 25. Multiplication – Revision p. 23 no. 7 and 8 26. Multiples Wb p. 24 no. 9, 9.1, 9.2 27. Doubling Wb p. 24 no. 10 – 13 28. Word sums Wb p. 25 no. 14.1 – 14.6 29. Grouping Wb p. 26 no. B1 – 2 30. Division Wb p. 26 no. 3.1 – 3.3 and 4 – 6 31. Division Wb p. 27 no. 7.1 – 7.4 32. Multiplication and division Wb p. 28 no. 8.1 and 8.2 33. Halve Calculations: p. 28 no. 9a – d Wb p. 28 no. 10 34.Division with a remainder Wb p. 29 no. 11.1 – 11.5 35.Word sums Wb p. 29 no. 12.1 – 12.5 Topic: Fractions and money 36. Fractions Wb p. 31 no. A1 – 3 37. Fractions Wb p. 32 no. 4 – 7 38. Fractions Wb p. 33 no. 8 – 10 39. Fractions Wb p. 34 no. 11 – 12 40. Word sums Wb p. 35 no. 13.1 – 13.3 41. Money Wb p. 35 no. B1 – 4 42. Money Wb p. 36 no. 5 – 7 43. Money Wb p. 37 no. 8 – 10 44. Money Wb p. 38 no. 11 – 14 45. Money Wb p. 39 no. 15 – 16 Topic: Patterns and functions 46. Patterns and number Wb p. 40 no. 1 patterns Wb p. 42 no. 4 47. Patterns and number Wb p. 41 no. 2 patterns Wb p. 42 no. 5

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Facilitator’s Guide G03 ~ Mathematics

48. Patterns and number patterns

9 10

10

11

11 12

49. 2-D shapes 50.Shapes 51. 2-D shapes

52. Calendar 53. Time 54. Time 55. Time 56. Time 57. Volume/capacity 58. Volume/capacity

59. Data handling 60. Data handling 61. Data handling

Term

Wb p. 41 no. 3 Wb p. 42 no. 6 and 7 Topic: Space and shape Wb p. 44 – 45 no. 1 Wb p. 46 no. 2.1 – 2.2 and no. 3 Wb p. 47 no. 4.1 – 4.2 Topic: Measurement Wb p. 48 – 49 no. A1 – A2 Wb p. 49 no. B1 – 5 Wb p. 51 no. 6 – 11 Wb p. 52 no. 12 – 16 Wb p. 53 no. 17 – 19 Wb p. 54 no. C1.1 – 1.2, 2.1 – 2.2 Wb p. 55 no. 3.1 – 3.3, 4 Topic: Data handling Wb p. 57 no. 1 – 3 Wb p. 58 no. 4 Wb p. 59 no. 5

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94 95 96

98 100 102 103 105 106 107

110 111 112

Requirements

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Counters e.g. buttons or beans. Matches (approximately 500), elastic band to tighten it.

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100 number chart and 200 number chart (added in the back of the book). Enlarged to A3.

Can be laminated or placed in a transparent plastic bag so the learner can write on it with the white board pen and erase it again. Blank 100-charts (added in the back of the book).

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Timer e.g. stopwatch.

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Number names and symbols. Cut it out so the learner can physically work with it. The facilitator can write it on paper/cardboard as needed.

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White board with marker and eraser. Grey HB pencil, colouring pencils and workbook.

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White chalk and paving (write on paving with chalk, it can be washed off with water).

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Place value cards (added in the back of the book), diagram: Monkey park (added in the back of the book).

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Number line on cardboard, can be laminated so the learner can write on it with a white board marker and erase it. No numbers should be written on the number line.

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Magazine, pair of scissors, paper, cardboard (A4 and A3), wool, koki pen.

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South African notes and coins. Actual examples or pictures with which the learner can work.

© Impaq

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